IMPROVING LIVES
THROUGH JOB SKILLS:
A SURVEY OF PARTICIPANTS
Christian Grieves
June 1995
BROTHERHOOD
BROTHERHOOD OF ST LAURENCE
Social Policy and Research Paper No. 9508
67 Brunswick St Fitzroy Vic 3065 Tel: (03) 9419 7055 Fax: (03) 9417 2691
Improving lives through Jobskills:
a survey of participants
Christian Grieves
Brotherhood of St Laurence
June 1995
ISBN 0 947081 90 9
4.
4
*
Z/njjrotHnF Liues tArotigA JobsAiMs
CONTENTS
ACKNOWLEDGMENTS
4
ABBREVIATIONS AND ACRONYMS
5
SUMMARY
6
1
INTRODUCTION
The Jobskills program
The Brotherhood Jobskills program
The evaluation
The survey of Jobskills participants
8
8
11
13
13
2
THE JOBSKILLS PARTICIPANTS
Occupational categories
Location of placements
Months since finished Jobskills
Age and gender
Living arrangement
Ethnicity
Education and literacy
A year in perspective
Summary
15
15
15
15
16
17
19
20
20
3
CASE STUDIES OF JOBSKILLS PARTICIPANTS
Trish: returning to work
Susan: well qualified but no job
Doug: where is the work?
Carmen: a job at last!
Tracey: building a career
Summary of employment experiences
23
23
24
26
28
29
31
4
EXPERIENCING THE JOBSKILLS PROGRAM
Choosing to do a Jobskills placement
The benefits of Jobskills
Difficulties with Jobskills
Program components
On-the-job training
Off-the-job training
Work experience and skills
33
33
36
40
44
49
2
22
improuing Liues
Jo&sAtHs
Working conditions
Transport
The impact on families
Post-program support
Finishing the placement
Conclusion and discussion
55
57
58
59
60
61
5
LABOUR MARKET SITUATION AFTER JOBSKILLS
Labour market status
Employment
The pathway to work
Long-term unemployment
Financial position before, during and after Jobskills
Barriers to the labour market
Networks to access the labour market
The role of Jobskills in providing employment
Conclusion and discussion
62
62
66
68
69
70
71
75
76
76
6
CONCLUSION
Introduction
The value of Jobskills in terms of labour market outcomes
Additional benefits of Jobskills
Components of the Jobskills program
Selected policy issues for Jobskills and other labour market programs
Conclusions
78
78
78
81
82
85
90
REFERENCES
91
3
ZmprouiwF Ltues
Jo6s/::JJs
ACKNOWLEDGMENTS
Our thanks go Rrstly to those people who participated in the Jobskills program
through the Brotherhood of St Laurence and who shared their experiences of the
program so willingly with us. We also wish to thank the people who assisted in
planning and carrying out the evaluation and who provided valuable comments
on drafts of the report. These include members of the Project Advisory Group and
the Brotherhood of St Laurence Social Issues Group. We were most appreciative
of the assistance provided by the Department of Employment, Education and
Training in arranging the secondment of Pat Bourke to work on the project.
Janet Taylor was responsible for completing the publication, editing the final
draft of the report and completing the final chapter.
Those whom we wish to thank, include among others, Alison McClelland, Don
Siemon, Jeremy McAuliffe, John Wise, Kate MacNeill, Stephen Grieves, John
Wilson, Janine Shellay, Andrea White, Clive Brooks, Jo Hurley, Guenter Sahr,
Helen MacDonald, Grant Mutch, Meg Montague, Ian Brain, Lindsey Nelson,
Chris Henry, Val Hutchison and Guy Hassell.
4
Improving Lives through Johshiiis
ABBREVIATIONS AND ACRONYMS
4
B roth erh ood
CES
CESAC
CSC
DEET
FEAC
NESB
ssc
TAFE
Brotherhood of St Laurence
Commonwealth Employment Service
Commonwealth Employment Service Advisory Committee
Country Service Centre (CES)
Department of Employment, Education and Training
Fitzroy Employment Action Centre (Brotherhood of St Laurence)
Non-English speaking background
Special Service Centre (CES)
Tertiary and Further Education
€
*
5
ZmproutMg Ltues
Jo5sAiHs
SUMMARY
The Jobskills program is a community-based labour market program funded by
the Commonwealth Government and administered by the Department of
Employment, Education and Training (DEET). The program commenced in
1991-92. The main objective of the program was to improve the employment
prospects of people (aged 21 and over) who have been unemployed for 12 months
or more by providing them with a combination of work experience and training.
The Brotherhood of St Laurence was contracted by DEET as a broker for the
Jobskills program and this report is part of the Brotherhood's evaluation of the
program implementation and outcomes. Between March 1992 and December
1993 the Brotherhood assisted 500 job seekers through Jobskills in clerical, child­
care and outdoor placements in a variety of community agencies. Jobskills
placements were 26 weeks in length and combined work experience with both onthe-job and off-the-job training.
Interviews were held with 116 of these Jobskills participants in June and July
1994, which for most was some six to 12 months after they completed their
placement. Just over half the participants were Melbourne-based while the
others had undertaken their placements through brokers based in Geelong,
Ballarat and Mildura. Of those interviewed 60 per cent had undertaken a
clerical placement, 27 per cent a child-care placement and 13 per cent an outdoor
placement.
The participants identified a range of benefits they received from the Jobskills
program. The most frequently mentioned being acquiring a certificate or formal
training (57 per cent), self-esteem or personal development (44 per cent) and
friendship or communication with others (29 per cent), showing that benefits
included both those directly and less directly related to gaining employment.
Smaller numbers named difficulties with the program, the most frequent being
inappropriate off-the-job training (19 per cent). The level of the training wage
was a problem for 29 per cent of participants, particularly those with children.
The report outlines the participants' experience of the program's components
including the role of the broker, training, work experience, conditions of work and
post-program support. MacDonald (1995) documents the process of program
implementation from the point of view of brokers, employers and trainers,
identifies where Jobskills can be enhanced in order to facilitate their future
involvement, and identifies program improvements to improve participant job
prospects. A further report (MacNeill 1995) analyses the evaluation findings in
terms of implications for labour market policy and program developments in the
Wbr&tngfVaiion. strategy (Commonwealth of Australia 1994).
At the time of their follow up interview the labour market status of participants
could be summarised as:
* 56 per cent working (excluding those working less than six hours a week);
6
improving Lines ihrough Jobs^iiis
* 36 per cent looking for work (including those in marginal work and studying
who are looking for work); and
* 8 per cent other (including those studying and caring for children).
There were considerable differences between the three occupational categories
using the above definition with 71 per cent of child-care participants working
compared with 53 per cent of clerical and 40 per cent of outdoor participants.
However the benefits of the Jobskills program cannot all be defined in terms of
current employment and the program had helped some people to further study
and training. Considering those people whose position had been improved as
they were in either some form of employment or study the results showed:
* 75percentinworkorstudy/training,
* 21 per cent looking for work,
* 4 per cent other.
The report explores the characteristics of those in work and also the nature of the
employment they found in terms of hours worked and permanency.
The findings are reviewed under the following headings:
* the value of the Jobskills program in terms of labour market outcomes;
* the additional benefits for participants of being involved in the Jobskills
program; and
* selected policy issues for Jobskills and other labour market programs.
The report concludes that Jobskills provided a valuable experience for the
majority of participants with important personal and social gains as well as
acquisition of skills and employment. Various modifications are suggested. For
those still seeking paid employment the issue remains the lack of jobs and the
extent to which our society will accept the social and economic problems
associated with long-term structural unemployment.
7
Zm%?rou:ng Ltues iAroM^A JoAsAMZs
CHAPTER ONE: INTRODUCTION
JBetng anemp^oyed /or %too years is ioagA, especiaiiy mAen yoa're oniy FJ. i
%osi aH sey-esieem, con./ide7?,ce and! HiosiJy Aope. JoAsAiHs Ae/ped m.e regain
aii iAose iAi^gs a/td gain. sAiiis an.ci e^perie?tce 7'd neuer Aad 6e/bre. ITAiiAe
training courses, JobsAiiis pats yoa in tAe real toorA /brce toAere people
ciepenci on. yoa. lit macte me /eei ase/AJ again. (Leanne Brown as quoted in
DEET 1993a, p .4 )
This report presents the second stage of the evaluation of the Brotherhood of St
Laurence Jobskills program, the first stage of which has been reported by
MacDonald (1995). The report presents the findings of follow up interviews with
people who had participated in the program in its first two years of
implementation. This chapter outlines the Jobskills program and the evaluation.
Through the Jobskills program, the Brotherhood was contracted as an
intermediary by the Federal Department of Employment, Education and
Training (DEET) to organise paid wotk experience and structured training for
eligible job seekers who have been unemployed long-term and assessed by the
Commonwealth Employment Service (CES) as likely to remain unemployed
without the benefit of participation in the program. Between March 1992 and
December 1993, the Brotherhood assisted about 500 job seekers, either directly
or by arrangement with other organisations, with the 26 weeks of a Jobskills
placement.
The Jobskills program
The Jobskills program is a community-based labour market program funded by
the Commonwealth Government and administered by DEET. The main objective
of the program has been to improve the employment prospects of people who have
been unemployed for 12 months or more by broadening their employment
experience and by equipping them with new skills through appropriate work
experience and training (DEET 1992). The Jobskills program commenced on 1
July, 1991.
DEET contracted appropriate organisations to act as intermediaries in the
Jobskills program. These intermediaries were called Jobskills brokers and it was
their role to provide work experience and training placements, either through
their own organisation, or by sub-contracting with other organisations (DEET
1992). The Jobskills program involved CES Centres, Jobskills brokers,
employers, training providers and unions.
Participants spent 26 weeks in the program where they were usually employed
by community-based organisations or local government. The key components of
the program were work experience, on-the-job training and off-the-job training.
Approximately 75 per cent of the participants' time would be spent in a work
8
experience placement. During the time the participants were in work experience
they would spend 15 per cent of their time in identified on-the-job training. The
balance of the placement, about 25 per cent, was to be given to off-the- job
training. Overall therefore placements would involve 60 per cent of the time in
work experience and 40 per cent in training. Where possible this training was to
be accredited.
JobsM%%s bro&ers
In the first years of the program Jobskills brokers were contracted by DEET at
two levels:
Level 1:
Level 2:
a minimum of 20 participants; and
a minimum of 250 participants.
Jobskills brokers included a variety of organisations. These could include local
government authorities, group training schemes, SkillShare sponsor
organisations, private companies, large community/environmental organisations
and Commonwealth or State Government bodies.
To take part in the Jobskills program an eligible person required a referral from
a DEET Special Service Centre (SSC) or a Country Service Centre (CSC) to a
Jobskills broker. It was these Centres' responsibility to assess and establish
eligibility and then refer the person on to a Jobskills broker, with a clear
indication of what type of employment the person sought and the skills and work
experience enhancements the person required to gain access to this occupation.
Eligibility was based on improving the employment prospects of those on
government welfare benefits. In particular, to be eligible a person needed to be:
* aged 21 years or more and not due to reach the age at which an age
pension might be payable to the person under the Social Security Act
during the training; and
* in one of the following three categories:
in receipt of a Newstart Allowance; or
registered as having been unemployed for 12 months or more and in
receipt of a social security benefit for 12 months or more; or
the spouse of a person who fulfils the above criteria and who has
been registered as unemployed for one months or more; or
* assessed by the SSC/CSC as likely to remain unemployed without the
benefit of participation in Jobskills (DEET 1992 p.10).
9
Zntproutrtg Ltues
JobsAtHs
DEET instructed their Centres to give priority to clients who were either
unskilled or semi-skilled, but stated that it was possible for any eligible person to
be considered for a placement if suitable work experience and training could be
arranged by a Jobskills broker, and thus those with qualifications and skills were
not excluded.
income suppor%
Participants received a training wage of $280 gross per week for 26 weeks ($300
per week from October 1993), and then annual leave accumulated over the 26week period. This was paid by their employer, with funds provided by DEET
through a Jobskills broker. Employers were to pay participants in line with the
normal pay arrangements of all their employees. Conditions of employment,
including the gross training wage, were explained in writing to participants
before they commenced a Jobskills placement.
CES officers were to advise their clients to check with the Department of Social
Security (DSS) regarding their eligibility for allowances before they committed
themselves to a Jobskills placement. Jobskills brokers were also to ensure that
participants had been advised to check with DSS regarding eligibility far
financial assistance.
As well as providing funds to pay the participants' training wage, DEET provided
funds to brokers to assist with the costs involved in placing the participants. The
funds met costs which included administrative costs to the broker and
contributions towards employer-related costs such as materials, equipment,
supervision, workers' compensation, leave loading, superannuation, payroll tax,
and training costs (CESAC 1994).
Jobs&ids occupations and training
An overview of the Jobskills program (Sharman 1993, p.l) showed that for both
1991-92 and 1992-93 the majority of participants were employed in clerical
occupations (42 per cent) or outdoor work (37 per cent) and that most
participants were employed in local government (54 per cent) and community
sectors (38 per cent).
The overview also showed that in 1991-92 and 1992-93 a significant proportion of
the training was provided using a combination of training providers. The largest
single provider was TAFE (31 per cent), followed by SkillShare (20 per cent),
with the remaining being provided through a number of smaller private
providers. In 1992-93 a large proportion of the training (33 per cent) was
accredited, a further 13 per cent of training programs had credit transfer, with 36
per cent of participants receiving certificates (Sharman 1993).
10
*
Z/nprouing Ltues
L in k a g e s
o ^ e r l a b o u r / n a r^ e ^ p r o g r a m s
CES officers were instructed that the Job skills program was an option when
developing Newstart action plans. It was suggested that to maximise the benefit
to DEET clients, it would be acceptable to use Jobskills for a client who had
previously undertaken a pre-vocational course with a SkillShare or vocationallyorientated training through Jobtrain. This acknowledged the importance of
Jobskills as a link into unsubsidised employment.
Upon completing a Jobskills placement, participants retained their eligibility to
access other forms of DEET assistance. Jobskills participants who did not access
unsubsidised employment would retain eligibility for support such as a Job Club
or the Jobstart employment subsidy. Again, this supported the notion that while
Jobskills would be one step into unsubsidised employment for some participants,
other steps would be required for some participants.
La&ottr ?n.ar&e%programs in.
Table 1.1 (see over page) indicates the place of Jobskills among other labour
market programs in Australia and its growth from its commencement. By mid1994 30,000 people had been participants in Jobskills. In 1992-93 the
Commonwealth Government spent $144 million on the Jobskills program (DEET
1993b).
The Brotherhood's Jobskills program
In March 1992 the Brotherhood became a Level 2 broker for the Jobskills
program. The Brotherhood Level 2 broker undertook an initial contract with
DEET for 350 places. A subsequent contract for 150 places was undertaken by
the Level 2 broker in March 1993. Due to the timing of the evaluation, this report
refers to a sample of participants in the first and second contracts which totalled
500 participant places. The Brotherhood Level 2 broker arranged places with
Level 1 brokers. Some of the Level 1 brokers were also employed by Brotherhood
and some by other community organisations, including SkillShare. The
Brotherhood Level 1 brokers were based in Fitzroy, Frankston, Ballarat and
Geelong, while other Level 1 brokers ranged from metropolitan Melbourne to
Mildura.
The majority of the 500 Jobskills participants in both the first and second
Brotherhood program were involved in a clerical placement (78 per cent) with
much smaller numbers involved in an outdoor placement (10 per cent) or a child­
care placement (12 per cent).
11
Zmprotung Lives t/troug/t Jo6sA:iis
In the 1992-93 intake, Level 1 brokers provided training and work experience in
tour models. Those program models can be characterised in terms of the
relationship between the Level 1 broker and the other program participants:
1.
broker is the trainer and the legal employer, but the participant is
seconded to a host agency to undertake work experience (e.g. Brotherhood
Central Highlands Region);
broker is also the trainer and the employer for the participants (e.g. Centre
for Education & Research in Environmental Strategies);
broker contracts out most training and work experience (e.g. Brotherhood
Barwon Region); and
broker is the trainer for all participants and employer for some of those
participants (e.g. Knox/Sherbrooke SkillShare, Sunshine SkillShare)
(MacDonald 1995).
2.
3.
4.
Table 1.1
Labour market programs in Australia
Commencements
1991-92
1992-93
Za&oar mar&e%programs
Jobskills
Jobstart
Employment Incentive Scheme
Job Clubs
Job Search Training Courses
Special Intervention Program
Contracted Placements
Mobility assistance
Jobtrain
Disability Reform Package (DRP)a
Landcare and Environment Action Program
Accredited Training for Youth
Training for Aboriginals Program (TAP)
Office of Labour Market Adjustment (OLMA)
SkillShare programs
New Enterprise Incentive Scheme
Other programs
Total
1,986
59,031
-
25,031
11,119
9,197
569
5,196
91,446
70
-
5,403
6,994
111,073
2,800
329,915
17,389
150,559
1,070
28,175
5,948
37,095
6,139
9,561
84,636
1,504
5,530 *
13,819
5,481
13,072 °
120,400
3,350
1993-94
10,711
147,042
-
42,995
-
47,068
-
73,669
-
10,061
12,170
8,297
8,676
140,641
4,868
16,726
503,728 * 522,924 '
-
Source: Table 3, Labour mar^ei program comme/tcemeu^s, by program
(DEET 1993c, p.4; DEET 1994, p.4)
No^es:
R
Work experience and post-piacement support provided under DRP.
b
Excludes 1948 participants not eligible for Formal Training Allowance.
c
Includes 1300 clients funded for non-labour market adjustment package OLMA programs.
d
The commencements total is higher than that reported in the July edition and Budget-related material because it
includes TAP and also contains data entered progressively after 30 June,
s
Other programs include - Contracted Placement, Post Program Support, Mobility Assistance, Migrant Professionals,
Post Placements and Training for People with Disabilities, Work Experience for People with Disabilities, Interpreter
Services, Program Support and Youth Careers Information and Advisory Program.
12
ZmprouMtg Ztves
Jb&sAfJJs
The evaluation
The evaluation of the Brotherhood Jobskills program has been undertaken to
inform the organisation about its future directions in the development and
delivery of labour market programs for disadvantaged job seekers, and also to
develop an understanding to inform proposals in relation to national policies on
labour market programs.
There have been two stages to the evaluation of the Brotherhood Job skills
program. The first stage documents the process of program implementation from
the point of view of brokers, employers and trainers; identifies where it can be
enhanced to facilitate their future involvement; and identifies program
improvements to enhance participant job prospects (MacDonald 1995). An
additional report (MacNeill 1995) examines the findings from the evaluation in
terms of implications for labour market policies and programs in the Wor&fn.g
Naiton strategy (Commonwealth of Australia 1994).
This second stage of the Brotherhood Jobskills program evaluation has surveyed
Jobskills participants. This report discusses the Jobskills program from the
participants' perspective, and their situations after Jobskills.
The overall aim of this evaluation is to assess the outcomes for participants with
particular emphasis on considering whether this training and work experience
program has been effective in enhancing their employment prospects. The
evaluation objectives include:
* to assess the value of the Jobskills program in terms of labour market
outcomes for participants;
* to assess the additional benefits for participants of being involved in the
Jobskills program; and
* to identify some of the factors that affected outcomes for the Jobskills program.
The survey of Jobskills participants
Interviews were conducted with 116 former Jobskills participants. Most of the
interviews were conducted over the months of June and July 1994. At the time
they were interviewed, the majority of participants had finished their Jobskills
placement between six and 12 months ago.
A total of 187 participants from the 1991-92 and 1992-93 intakes were selected
for the sample and received an invitation to take part in the evaluation survey
(the sample population). Of this 187,118 participants returned forms agreeing to
take part (the sample). Ten of those agreeing to be interviewed did not finish
their Jobskills placement. They were included in the interviews. Of the 118 who
agreed to be interviewed, 116 could be contacted, and 114 of these people were
interviewed in person (the two other people gave information over the telephone
13
improving Lives through Jb6s&MZs
about their employment status). The 116 people interviewed represent 23 per
cent of the 500 participants and 62 per cent of the sample population.
The participants selected for this sample were all from the 1992-93 intake with
the exception of child-care participants from the 1991-92 intake, who were
included so that this occupational group could be surveyed. There were no child­
care placements in the 1992-93 intake. The inclusion of child-care participants
ensured a more representative sample of occupational placements from the
overall total of 500 participant places contracted to the Brotherhood by DEET
over the two intakes. Because of the large numbers of urban-based clerical
participants, those who were placed through the Fitzroy Employment Action
Centre (FEAC) brokers in the 1992-93 intake were excluded from the sample
population.
Before the sample group of 116 participants were interviewed a pilot o f the
survey was conducted with 10 people who were not included in the original
sample. The pilot interviews were conducted in Melbourne, Ballarat and Geelong,
with participants from the 1991-92 undertake.
A structured interview schedule was developed for the face-to-face interviews.
Each interview took about one hour to complete. All those participants who were
interviewed were paid a fee of $20. The majority of interviews took place in the
participant's home, while some took place at the participant's place of
employment, and a small number at other venues. Where participants gave
permission, the interviews were taped.
The survey documented basic demographic details, discussed the experience of
the Jobskills placement in detail, and investigated the participant's position in
relation to the labour market. An important tool developed for the survey was a
pathway map which documented the participants' labour market position from
January 1991 to the month of the interview. This provided a three and a half
year map of labour-market the history of these people. In contrast to the simple
'snap shot' of other evaluations of employment programs, the map builds a
picture of how people who were long-term unemployed progressed until they
accessed Jobskills and then, after this, whether they gained access to the labour
market, other labour market programs or continued to remain excluded from
employment.
14
Tmjproumg Ltues i Arough JobsAi^s*
CHAPTER 2: THE JOBSKILLS PARTICIPANTS
This chapter describes the characteristics of the 116 Jobskills participants who
were interviewed for this study. It includes information on their placements and
on their age, gender, living arrangements, education and ethnic background.
Also outlined is their labour market position during 1991, the year before the
Brotherhood Jobskills program began.
Occupational categories
Those people who were interviewed had undertaken one of three different types
of Jobskills placements: clerical, outdoor, and child-care. Seventy (60 per cent)
had done a clerical Jobskills placement, 15 (13 per cent) had done an outdoor
Jobskills placement, and 31 (27 per cent) a child-care Jobskills placement.
Location of placements
Over half (58 per cent) of participants did their placement through a broker
located within the Melbourne metropolitan region (Table 2.1). The other 42 per
cent of participants did their placements through brokers located in the rural
cities of Mildura, Ballarat and Geelong. The child-care Jobskills placements were
all undertaken within metropolitan Melbourne.
Table 2.1 Location of participants' brokers
PLACEMENT
LOCA2YON
Outdoor
CZerica%
Chdd-care
%
%
%
Tb%cd
%
Melbourne
Other Victoria
37
63
67
33
100
0
58
42
Total
Number
100
(70)
100
CJ3)
100
r<M)
100
(TM?)
Brokers tried to locate participants close to their home, although this was often
not possible. Nevertheless most participants undertook their placement within
the region of their brokers' coverage.
Months since finished Jobskills
The majority of participants were interviewed between 6 and 12 months after
they completed their Jobskills placement (Table 2.2). Most clerical and outdoor
Jobskills participants had finished their placements between 7 and 9 months.
The child-care Jobskills participants had all gone through an earlier intake and
15
*
^
T/n%?rouing Ziues through JobshiHs*
^
*
had therefore mostly finished their placement between 11 and 12 months earlier.
Some of the longer times since completion also reflect the small number of people
who withdrew from their placement.
Table 2.2
MONTHS
Months since participants finished their placement
PLACEMENT
CJertccd
Outdoor
Chdd-care
%
%
%
5
3
6
6
7
8
34
18
25
9
Total
Nu/nber
3
3
1
1
7
100
100
1
3
22
17
20
3
10
52
32
6
10
11
12
13
14
*
13
47
33
%
6
3
17
11
1
1
100
100
fi.z4)*
ru ;
An additional two people were contacted by telephone to ascertain whether they were working.
Age and gender
The guidelines for the Jobskills program stipulated that participants should be
aged 21 years or older. The largest proportion (42 per cent) of those in this study
were aged 21 to 25 years, while only 11 per cent were aged 46 years or older
(Table 2.3). Age varied little across the different Jobskills occupational
categories.
Table 2.3
AGE
Age of participants
CJertctd
%
25 years or less
26—35 years
36— 45 years
46 years or more
Total
Nu/n&er
PLACEMENT
Outdoor
CLdd-care
%
%
44
26
15
15
100
CM)
Tbtcd
%
34
40
13
13
42
29
26
3
42
29
18
11
100
CM)
100
(31J
100
The majority (79 per cent) of the participants were female (Table 2.4). Eightythree per cent of those who had undertaken clerical placement were female, as
were 97 per cent of those in a child-care placement. In contrast only 27 per cent
16
Tmprouing Lines tAroug/t
of those interviewed who had done an outdoor placement were female. In actual
numbers, 12 men did a clerical placement, 11 an outdoor placement, and only one
man a child-care placement.
Table 2.4
GENDER
G ender o f participants
CJericaZ
%
PLACEMENT
Outdoor
CLdd-care
%
%
%
Male
Female
17
83
73
27
3
97
21
79
Total
Number
100
(70J
100
(15)
100
(37)
100
(716)
The women in the survey were, in general, slightly younger than the men. While
one-third of the men were aged between 21 and 25 years, 44 per cent of women
were in this age group (Table 2.5).
Table 2.5 G ender by age accordin g to occupational category
PLACEMENT
GENDER BY AGE
Outdoor
C/ericcd
CLdd-care
%
%
%
FEMALES
Tsdd
%
25 years or less
26— 35 years
36—45 years
46 years or more
48
21
13
18
25
75
0
0
40
30
27
3
44
27
17
12
Total
Number
100
(5<?)
100
(0
100
(30)
100
(36)
MALES
25 years or less
26— 35 years
36— 45 years
46 years or more
25
50
25
0
36
28
18
18
100
0
0
0
33
38
21
8
Total
Number
100
(73)
100
(77)
100
(7)
100
(34)
L iving arrangem ent
Table 2.6 outlines the housing arrangements of the participants. Sixteen per cent
of people were living with their partner and their children, and in some cases
other people, while 12 per cent were sole parents (all female). Reflecting the
large number of young people in the program, 32 per cent of people lived with
their parents or other older family members. Of these all but two were women.
17
TmproutMg Liues t/trougb Jobsbitts*
Table 2.6 Participants' household structure
NOCSEEOLD
PLACEMENT
C/erica/
Outdoor
%
%
Single
Single with children)
Partner
Partner with children)
Parents and/or family
22
14
18
10
36
60
0
13
20
7
Total
Number
100
100
P5)
CLdd-care
%
Tota%
%
23
13
3
26
35
27
12
13
16
32
100
100
(*U4)
Men were more likely to be single (living alone) than women, and this is reflected
in the number of single people who did an outdoor placement (see Table 2.7).
Table 2.7 Household situation by gender according to age
ACE
S7T&ATR3N
27-25 years 25-25 years 35-45 years 45-50 years Tbta%
%
%
%
%
%
FEMALE
Single
Single parent
Partner
Partner and children
Parents or family
Total
Number
MALE
Single
Single parent
Partner
Partner and children
Parents or family
Total
Number
18
2
15
2
63
25
12
17
17
29
13
27
7
40
13
46
54
0
0
0
22
16
12
12
38
100
w
100
(2 0
100
P5)
100
PJJ
100
w
50
0
13
12
25
56
0
11
33
0
40
0
20
40
0
0
0
50
50
0
46
0
17
29
8
100
100
(9)
100
100
(3)
100
(24J
As shown in Table 2.8, 35 per cent of people were paying all or part of the rental
for private accommodation. Only 8 per cent of people were living in public rental
accommodation. Twelve per cent owned their own home (of whom all but one
were women).
18
Tntprouing Lines thro Mg/t Jo&shiiis*
Table 2.8 Participants' housing arrangements
PLACEMENT
ROUSE COSTS
C%ertca%
Outdoor
CLtM-care
%
%
%
Living with friends rent free
Living with family rent free
Living with family paying board
Sharing or paying private rent
Sharing public rental
Paying all public rental
Buying
Own outright
Total
Number
Toted
%
2
8
28
33
3
6
11
9
0
6
6
54
7
7
7
13
0
26
13
32
0
3
13
13
1
12
21
35
2
6
11
12
100
r<M)
100
100
100
C iO
In terms of housing costs, 25 per cent of people were not paying board, rent or
mortgage. Nearly half (46 per cent) of all people were paying between $1 and $70
per week, 28 per cent were paying between $71 and $140 per week, and two
people were in accommodation costing more than $140 per week.
Sixteen per cent of people had been living in their current accommodation for less
than six months, 30 per cent for less than one year and 28 per cent for between
one and three years. Ten per cent of people interviewed had been living in their
accommodation all their life.
*
Ethnicity
Some 80 per cent of people interviewed were born in Australia (Table 2.9). Ten of
the people born overseas had lived in Australia for less than eight years and 15
spoke another language at home. Only two people said that their ability to speak
English caused them problems. One of these people said she could understand
what people said in English but her problem was in speaking English. The other
person's main difficulty was being able to spell when taking a message over the
telephone.
Table 2.9 Country of birth by location of broker
BROKER LOCATION
COUNTRY OFBE?TR
Melbourne
Rurcd Victoria
%
%
Toted
%
Australia
United Kingdom
Europe
Africa/Middle East
India/Asia/Pacific
72
9
9
3
7
90
4
2
0
4
80
7
6
1
6
Total
Number
100
f67)
100
100
!
19
Twtproutng Liues
Education and literacy
-S ec o n d a ry e d u c a ^ o n .
Only one person had attended primary school only. Thirteen per cent had
completed less than Year 10, half had completed either Year 10 or Year 11, while
37 per cent of those interviewed had completed Year 12. The relative proportions
of men and women completing various levels of secondary education were
similar.
Trade or ^er^ary edacadon
Three per cent of participants held a trade qualification, while 20 per cent had
tertiary qualifications: 11 per cent of participants held a diploma or degree from
an Australian institution, 6 per cent of participants had a tertiary qualification
from a country where English was not the main language and 3 per cent had
Australian post-graduate qualifications.
L ^ eracy
Seven per cent of people interviewed said they had difficulty in reading or
writing. Four of those eight people said this difficulty caused them problems.
These problems related to spelling, pronunciation and grammar. Two of the four
people's difficulties were because English was not their first language. As one
person said, T have problems understanding Australian slang people use, so I
have to guess'. Another person with a learning difficulty explained, T have
trouble following written directions at work and I forget what I have read'.
A year in perspective
The year 1991 represents a period of time which can illustrate some of the labour
market histories of the people who were interviewed. Some became eligible to
undertake Jobskills in this year, while for others, who were still working or
studying, the 12 months or more of unemployment was yet to come. It was
possible for those in the 1992-93 intake to have been employed for all of 1991 and
still be eligible for Jobskills in the 1992-93 intake (if they were unemployed 12
months in 1992). Table 2.10 shows how many were working or unemployed and
for how much of the year.
20
Improving Lives through Jo&shiiis^
Table 2.10
AfONTWS
None
1— 3 months
4—6 months
7—9 months
10— 12 months
Total
Number
Notes:
Labour market experience during 1991
EXPERIENCE
Wor&ing
Job searching
Labour mar&e%
programs"
%
%
%
40
8
7
12
33
100
fiM )
29
7
17
7
40
100
61
9
11
4
15
100
OiLer^
%
74
8
4
0
14
100
^ Includes studying and training.
b Includes caring for children.
Labour mar^e^ programs, s^uJy auJ framing
In 1991, 39 per cent of participants spent some time in some form of study,
training or labour market program. This suggests that participants rely on
labour market programs as stepping stones in their establishing a skill and work
experience base that offers permanent access to the primary labour market.
W or&
In 1991, 60 per cent of participants had some paid employment during the year.
More than half of the participants spent at least half their year without any
work. Some of these people were outside the labour market, either in full-time
study, caring for children or in some other activity.
Job searching
Seventy-one per cent of participants were looking for work in at least one of the
months of 1991, while 40 per cent were searching for a job for most of the year.
Oiher aciithiies
During 1991 some participants were caring for pre-school children or other
people, or undertaking a variety of other activities including voluntary work,
with 14 per cent of participants involved in some such activity for most of the
year.
Undertaking Job skills had a different meaning for people with different
experiences during 1991. For those who spent the year studying or in training
and then were unemployed during 1992, Jobskills may have been their first
chance to experience work and prove they would make a valuable employee. For
those people who spent most of the year in work, and then were unemployed for
most of 1992, Jobskills may have been an opportunity to retrain after
retrenchment. For those participants who spent most (or all) of 1991 and perhaps
most of 1992 unemployed, Jobskills was a chance to re-establish their working
skills and identity as a worker, and more particularly to bolster their s61f-esteem.
For those who had been out of the labour market for many years and unemployed
21
'Jntproumg Liues
during 1991 and most of 1992 until they started their Jobskills placement, here
was a link back into the culture of work.
Summary
The Jobskills participants who were interviewed for this study had undertaken
three different occupational categories of Jobskills placements, clerical, child-care
or outdoor. Just over half of participants did their placement through a
Melbourne-based broker, the other participants did their placements through
brokers based in Geelong, Ballarat and Mildura. The large majority of
participants were women. Female participants dominated the child-care and
clerical placements, and male participants made up the majority of the outdoor
participants.
To be eligible for Jobskills all had been unemployed for at least 12 months,
however participants were very diverse in terms of other characteristics. They
included people with literacy difficulties and those with tertiary qualifications.
They ranged from young women living at home with their parents to parents
bringing up their own children. They also differed greatly in their experience of
both employment and unemployment.
An analysis of the participants' activities in 1991, the year before the Jobskills
program commenced, and two years before many participants commenced
Jobskills, showed that 33 per cent spent most of that year in some form of work,
40 per cent of participants spent most of 1991 looking for a job and 15 per cent
were involved in labour market programs or full-time study for most of the year.
3
22
Jynproutng Liues i/troMg/t
CHAPTER 3: CASE STUDIES OF JOBSKILLS PARTICIPANTS
The following five case studies are presented to illustrate some of the situations
of Job skills participants. Two people in the case studies undertook clerical
placements, two child-care placements and one did an outdoor placement.
Each of the case examples draw out some of the major themes relating to the
benefits and problems participants had during Jobskills and the period preceding
the interview.
Pseudonyms are used for each case study.
To ensure
confidentiality there are a number of minor changes to the details of the case
studies.
Trish: returning to work
Trish is a sole parent in her late 30s who did a clerical Jobskills placement and
was employed at the time of the interview. She shares her life with her four
children. She is paying off a mortgage which costs her $100 per week. She has
lived in her house for more than five years.
In terms of education, Trish completed Year 11 at secondary school and has
completed a Certificate course. Her separation from her partner meant she
decided to return to the work force. Before her Jobskills placement she had been
out of work for four years except for casual employment. She had undertaken
'Modern Office Skills', and short courses on different Business Services computer
software.
J o b s & t H s p la c e m e n ,?
Her Jobskills placement was a success for Trish. Being back at a workplace
interacting with people again was an experience she valued. She saw her
placement as re-establishing the work routine. Trish found it difficult to get back
into the routine of work, especially as this necessitated her, as she pointed out,
'juggling work, housework and the kids'. Overall though she felt her placement
had a positive effect on her family. She explained that it 'made me easier to live
with, as it got me out of the house and gave me another interest'.
Her comments about her Jobskills employer were all positive, 'they were helpful
and understanding, and they kept me on at the end'. In the early part of her
placement, she was, she said, 'treated like a office junior until they knew I could
do the work and then I was treated fine'. However, she was dissatisfied with the
level of responsibility that she was given during her placement.
As far as Trish was concerned, her work experience assisted her skill
development because it built on her previous work skills. She explained that she
had used a computer previously 'but now I can use a lot of [software] packages'.
She could not remember doing a participant plan. Trish was fairly positive about
23
*
,
Znprouutg Zipes f/trongA Jo&s&MJs
her off-the-job training. She saw it as relevant as it matched what she was doing
at work and gave her skills in bookkeeping.
As she did not have any problems during her placement Trish did not need the
services of her broker, 'I could always go to them if I had problems'. She felt
comfortable with the broker and had a good relationship with them. Trish felt a
little uncomfortable about the age difference between herself and other
participants. She would have preferred if there had been older participants doing
the off-the-job training.
With four children to support Trish was not satisfied with the income level of her
Jobskills placement.
In her own view, Trish would still be unemployed if she had not done the
Jobskills placement. She believed that her age, and 'having been out of work for
four years' would have remained impenetrable barriers to her access to the
labour market.
A % e r Jo6s&tZ% s
After she finished her placement her Jobskills employer offered her part-time
work. Trish found this arrangement very suitable and was not interested in
looking for another job. Trish commented 'I didn't realise how hard it was to get
work until I started Jobskills; especially for young people'.
At present she relies on a combination of her wage, a Sole Parent Pension, Basic
Family Payment and Additional Family Payment for her and her family's
income. In the last two weeks before her interview, her hot water service,
washing machine and television all needed repairing. Trish described her
current financial situation as poor. In her view, she had just enough money to
get by.
In Trish's experience the CES have not been helpful for her when she has been
looking for work. She sees the CES as having a fairly passive role. As she
explained, 'you go and register, but they don't match you with jobs, it's just up to
you to look on the board'.
While Trish is not looking for another job, she is interested in seeking full-time
employment with her present employer.
Susan: w ell qualified but no jo b
Susan is a sole parent in her early 20's who undertook a clerical Jobskills
placement but was not employed at the time of the interview. She and her son
share a house with other adults to keep the housing costs down. As a result she
24
f/nprouing Ltues through Jo&sAtHs
only needs to pay $40 a week for the house which they rent privately, and which
she has lived in for less than two years. She lives in a non-metropolitan area.
Before a change in her personal situation, she had lived in another part of
Australia and had been working in a full-time job as a clerical officer for over a
year. The previous position she had held indicates that she was highly skilled.
Susan completed Year 12 at secondary school. She had been unemployed for 14
months before her Job skills placement
J o & s & iH s p ^ a c e / n e n t
All her comments about her Jobskills employer were positive. She explained,
'they were very helpful, a very good working atmosphere because they made you
feel welcome and I fitted in'. With reference to her on-the-job training she made
the point that, 'it was very limited because I'd already been trained. And
questions, they were answered and responded to when I asked anything of my
employer'.
She could not remember doing a participant plan. She felt that her placement
helped equip her with new skills which built on her previous skills because it
allowed her to use new computer programs and do work in other clerical areas.
She said her work experience developed her skills in dealing with people and
handling money. It also partly assisted in upgrading her spreadsheet, database
and word processing skills. She also explained that she was teaching other staff
at her work place to use their computer's capacity better.
The off-the-job training Susan did was related to the skills she used at work. The
problem was she was already a highly skilled and experienced worker and
therefore found her off-the-job training unsuitable. She was frustrated by this
fact and said that it 'wasn't a good use of my time so I ended up training my class
mates'. However she did use a new spreadsheet package.
Apart from the off-the-job training frustration, Susan did not have any real
difficulties during her Jobskills placement. When asked about the help she got
from her broker, she explained that she did not need any help.
As public transport was inadequate, getting to work was a problem for her. Her
finances did not allow her to buy a car, and she had to rely on other people to
ensure she could get to and from work.
Her Jobskills placement had little effect on her family life. As Susan explained,
'My son grew up with me working. So although I'd been unemployed he got used
to me on Jobskills'.
A / te r
After she finished her Jobskills placement her employer applied and kept her on
under Jobstart. She had full-time employment with her employer for six months.
25
fmprouing Ltues tftrottg^ JobshiHs
She was retrenched from her Jobstart position when her employer could no
longer fund the position.
Susan had been looking for permanent work since she moved to the area. Even
when she was doing Job skills and Jobstart she continued to look for work, as she
felt both labour market programs to be only assisting her to find permanent
employment in a full-time clerical position.
She did not feel her placement affected her attitude towards getting a job, in her
own words, 'I still want a job and will take anything; until I can find a permanent
position'.
She is currently looking for work, and has worked one half day during the month
in which she was interviewed. Susan wants work involving the use of computers
and clerical tasks. At present she relies on a Sole Parent Pension, but she says
that she currently has enough income to get by.
In the last four weeks, Susan had contacted employers about jobs, looked in the
newspaper, answered a newspaper job advertisement, checked the Job Centre
(CES) noticeboards, been registered with the CES and other employment
agencies, and had contacted friends about getting a job. As the CES have not
contacted Susan in over a year, she does not have a positive attitude towards
them. In her words, 'the only time I heard from them was for my Newstart
Agreement'.
T h e / u tu re
Her local labour market severely restricts her capacity to access work. All she
would like to be doing in 12 months times is, 'working in a permanent job that I
enjoy.' Susan states she has had trouble finding a job because there are not
enough jobs available.
Doug: where is the work?
Doug undertook an outdoor placement and was unemployed at the time of the
interview. Doug is married with one young child and another on the way. He and
his wife have had to move in with his parents because their financial situation is
desperate. While he is living with them, he does not have to pay any money for
accommodation. Doug completed Year 10 at secondary school. Doug had been
unemployed for two years before his Jobskills placement, except for one month's
casual work. Before that he had worked full-time.
p%<3cemen.%
Without doubt Doug enjoyed his placement. His comments about his employer
were positive as he said, 'they were pretty good, they treated everyone as equal'.
What annoyed him was the on-the-job training he received occurred near the end
of his placement, which meant he did not get a chance to develop and practice
26
improving Lives through Jo6shtiis
those skills. Unfortunately, the skills he learnt are relatively unnecessary for the
majority of employers likely to consider employing him.
In his view his participant plan was helpful because it explained what he would
be doing and the on-the-job and the off-the-job training he would receive. This
included a First Aid Certificate. Doug said that he really enjoyed doing the offthe-job training.
As part of his work experience he was at times in charge of a few other workers
and this made him feel valuable and trusted. Doug was dissatisfied with the
safety precautions that were taken at his work to prevent injury. He did have a
few problems during his placement, and said that it was good knowing that 'if I
needed to discuss problems I could go and talk to [the broker]'.
His Jobskills placement had if anything improved his relationship with his
partner. As he explained, 'when I was at work I only saw Sandy in the morning
and at night so we didn't fight as much'. The outdoor placement had made Doug
feel healthier, because of the manual work he was involved in undertaking.
A/ier JobshiZ/s
After he finished his placement, Doug gained work in a Jobstart position. His
employer sacked Doug without reason after he had been in this job for a couple of
months. Since then he has been looking for work.
Doug's financial situation is grim. He describes his present financial situation as
poor, and says he does not have the money to pay the bills when they come in.
Without his relatives' support he and his family would have no home to live in.
During the last four weeks, Doug had contacted employers about jobs, looked in
the newspaper, answered a newspaper job advertisement, checked the Job Centre
(CES) noticeboards, been registered with the CES, and had contacted Mends
about getting a job. Even though he has been unemployed for long periods of
time, he had a positive attitude towards the CES. In his words, 'I've applied for
jobs through the CES since I finished Jobskills and they have been helpful and
nice'.
T h e /h%Mre
Doug is likely to have problems getting a job, there is no work in the area where
he lives in rural Victoria and his outdoor Jobskills placement has had little
impact on improving his chances of getting jobs in other occupations. Doug's
hopes for the future involve working, 'I want to be working and be able to support
my family properly'.
*
$
27
fntproutMg Ltues
J o 6sA:iHs
Carmen: a job at last!
Carmen did a child-care Jobskills placement and was working at the time of her
interview. Carmen is married with two children attending secondary school.
They live in public rental accommodation and are paying over $120 per week for
their rent. They have lived in this accommodation for over five years.
She and her husband moved to Australia over five years ago. They were both
born in Europe and their first language is not English. They continue to speak
their first language at home. When they first arrived in Australia they had
trouble communicating with people in English.
In their country of birth both Carmen and her husband were professionally
qualified. These qualifications are not recognised in Australia. Carmen's
husband has now finished the lengthy process of upgrading his qualifications to
gain accreditation which allows him to practice in that profession. The time and
resources required to complete this accreditation process prevented both Carmen
and her husband from both doing it, so her husband is now practising but
Carmen has decided not to follow this professional accreditation path.
Carmen describes her present financial position as good 'because we are both
working'. It was only recently that her husband had started working, so as she
said, they have just enough money to get by on at present.
Carmen studied full-time in 1991 and then was looking for work during the 12
months before she commenced her Jobskills placement. During that time she
had a casual cleaning job and did a four months office skills course.
She believed her older age, her lack of work experience in Australia, her ethnic
background and the fact that there are not enough jobs available have all
contributed to her finding it difficult to access the labour market.
Jobs& i% /s p / a cem en .%
For Carmen, her child-care Jobskills placement was the 'last chance' to get into
the labour market in Australia. Her placement has provided her with a 'feeling
that my future is here in Australia'.
While on a regular visit to the CES, Carmen saw the advertisement for Jobskills
placements. She thought that after sending so many letters applying for work
that this would be her chance to get a job. Her placement gave her the
confidence that she had started to lose because she had 'been unemployed so long
and trying to get a job'. She felt that 'all my resources for finding a job were
finished'. The unemployment process had taken its toll and she said that without
Jobskills she would still be unemployed. It was her opportunity to gain
'knowledge about how the system works in Australia'.
-A
28
Lnprouing Ltues iA.roMg/t Jo&sAiHs
In her view JobskiRs was a job even while others thought of her placement as a
labour market program. Carmen felt that her placement had a positive affect on
her family life, and she said 'it brought us to life again, everyone was happy
mum's got a job'.
Carmen thought her participant plan was helpful because it gave her the
impression that it was a contract between all the parties involved in her
placement. She said that her on-the-job training was positive, as she was
working with qualified people who were very supportive. As a highly qualified
and intelligent person, Carmen felt she used her existing knowledge to develop
work place and industry specific skills and competencies.
'Exceptional from the start' is how Carmen described her employer. In her view,
her off-the-job training was good, however she felt the expectations of TAFE were
too high, 'we had a lot of homework and assignments, we needed an introduction
to what we would be doing and I needed to know about children and Australian
culture'.
Carmen did have a few problems with clarifying her conditions of employment at
the start of her placement. The broker helped solve these problems. She felt the
broker provided her and other participants with all the help they needed. Part of
this support came from regular contact she had with her broker.
Transport to work was a real problem for Carmen. She had to take three
different forms of public transport to get to work. As she stated, this problem
with public transport meant 'I was forced to buy a car'.
A / ^ e r Jo& s& fJ J s
Carmen now works full-time. She went straight from JobskiRs into fuR-time
employment with her JobskRls employer.
/ t^ u re
Carmen was very positive about her own and her famRy's future. AR she wanted
was to be healthy and to keep her job. WhRe she was exceptionaRy grateful to
have pubhc rental accommodation, she wanted to move out of the public rental
accommodation as soon as they could afford to move.
Tracey: building a career
Tracey also did a child-care JobskiRs placement and was working when
interviewed. She is single and Rves with her parents and her sister. She is happy
to live with her parents paying $25 per week for board. She completed Year 12 at
secondary school.
*
29
ihrprouing Hues through JohshiHs
"
Tracey had been looking for work for the two years before her Jobskills
placement. She had part-time unskilled work during that time and had done a
six-month labour market program. In her view her lack of tertiary education, her
lack of work experience, and the fact that there are not enough jobs available had
all contributed to her finding it difficult to access the labour market.
J o b s & tH s p Z a c e m e n i
Tracey found out about the child-care Jobskills program through the CES. As
she explained, 'the CES rang me, they knew the area of work I wanted. I said
yes to them straight away'. She decided to do her placement because of the
combination of 'going to college and getting something [work] out of it'. It was
the arrangement by which she could relate her training to her work experience
that impressed Tracey. Practising what she learnt in her off-the-job training was
the best thing for Tracey about her Jobskills placement.
Her employer was 'really easy to work with', according to Tracey. Tracey said her
on-the-job training was good as they had taught her a great deal and they had
treated her 'as an equal'. She was pleased that her employer had used her
existing specialist skills and had given her credit for doing a good job.
*
The off-the-job training 'was good' and she 'enjoyed it'. She felt the off-the-job
training needed to be about a year. In her view, sometimes the TAFE work was
'rushed'.
In her experience the broker had been useful and helpful. As Tracey explained,
the broker 'came out and checked out how we were going. She explained to the
employers what to expect from us, and [regularly] checked everything was
running smoothly'.
Transport was a problem for Tracey. The TAFE college was too far away from
where she lived and she found the travelling time was overwhelming. She had to
rely on at least two forms of public transport to get to work or TAFE.
Her placement had no affect on Tracey's family life. Without commitments to
dependants and/or a partner, she just 'went about my own thing'. Tracey felt her
attitude towards getting a job had changed as a result of doing her placement, as
she explained, T now have more confidence'.
A/% er J o b s M / Z s
Immediately after she finished her placement Tracey was kept on as a reliever
with her Jobskills employer. Over the next four months she worked for three
child-care centres as a reliever for an average of 15 hours a week. According to
Tracey her current labour market situation is exactly what she wants. She
works part-time and she is studying part-time for an Associate Diploma of Social
Science (Child-care) which will establish her as a qualified child-care worker
when she finishes the study.
30
Improving Ztues t r o u g h Jo&sAtHs
Tracey says that if she had not done a child-care Jobskills placement she may
have gone into another occupation. She is uncertain about whether or not she
would still be unemployed if she had not done Jobskills. She attributes her
present job directly to her child-care placement; 'I had the Child-care Assistant
Certificate'.
/ b iM r e
Tracey wants to keep working. Further into the future she would like to travel
overseas.
Summary of employment experiences
An overview of the employment experiences of the five Jobskills participants
since completing their placement is provided in Table 3.1. While all were in
employment three months after completion of their placement, by the time of the
interview two were again unemployed. The importance of the role of the
employer is emphasised by the two who were still employed by their Jobskills
employer.
Table 3.1
Employment situation and outcomes
MONTHS S7NCE COMPLETED PLACEMENT
<? ?n.on.%A.s
#
A% in ^ e r u ie u ;
C om m en t
Trish
Permanent
part-time
Permanent
part-time
Permanent
part-time
(8 months)
Gained immediate
work with Jobskills
employer
Susan
Full-time
Jobstart
Full-time
Unemployed
(7 months)
Went onto Jobstart
with Jobskills
employer
Doug
Full-Time
Jobstart
Unemployed
Unemployed
(7 months)
Little prospects of
employment
Carmen
Permanent
full-time
Permanent
full-time
Permanent
full-time
(11 months)
Gained immediate
work with Jobskills
employer
Tracey
Casual work
(average 17
hours a
week)
Permanent
part-time
Permanent
part-time
(11 months)
Gained immediate
casual work with
Jobskills employer,
now with different
employer and
studying part-time
31
JfwtproumF Liues
J!o6s&iZZs
The diversity of experience of these participants since completing Jobskills
illustrates the complexity of producing outcome measures for labour market
programs that rely simply on a 'snap shot' for example, three months after
completion.
3*
32
Improving Ltues through JobsAtHs
CHAPTER 4: EXPERIENCING THE JOBSKILLS PROGRAM
This chapter explores the experiences of people while in a placement in the
Jobskills program and examines their experiences of the various program
components, contrasting the situations of participants in the different
occupations. It considers why people did a Jobskills placement, the benefits they
received from their participation in the Jobskills program, and the difficulties
they may have had as participants. It also discusses whether people acquired
new skills, the working conditions associated with placements, transport issues,
and the effects on family life.
Choosing to do a Jobskills placement
All participants interviewed were asked why they undertook a Jobskills
placement. The majority (78 per cent) expressed a clear and positive attitude
towards their decision while some expressed mixed feelings. Most people decided
to do their Jobskills placement in order to improve their position in the labour
market. Table 4.1 illustrates the reasons people gave for doing a placement.
These reasons were given without any specific prompting or encouragement to
consider particular parts of their placement experience.
Table 4.1
Reason for doing Jobskills
REASON
C/ericcd
%
Developing further skills or
retraining
Help chances of getting a job
Fed up with unemployment
Suggested to me
Contact with the CES
Wanted to get into this held of
work
Continuation of previous work
Other
Number
PLACEMENT
Outdoor
OdM-care
%
%
%
51
47
68
55
43
30
27
9
5
27
20
7
27
20
16
19
26
32
42
34
26
24
18
17
10
18
(57)
20
40
05)
16
7
____PJ)
13
18
CU3)
Note that more than one response could be given.
The most common reasons given were to develop further skills or to retrain (55
per cent), to help chances of getting a job (34 per cent), being fed up with being
unemployed (26 per cent), it was suggested to them (24 per cent), contact with
the CES (18 per cent) and to get access to a particular field of work (17 per cent)
(Table 4.1).
33
-fTnproumg Ltues
Jb&sA:fZJs
The issues raised by participants are discussed briefly below and many issues are
covered in more detail in later sections which address specific program
components.
DeueJoping /nrfher s&ids or retraining
More than half (55 per cent) said the reason for doing a Job skills placement was
related to their need to gain additional skills, to improve their existing skills and
to retrain to develop skills which would be attractive to their potential
employers. The following comments illustrate participants' views:
I thought well I've got to re-train. I hadn't worked in the outside work force
for 20 years, and [I thought] I've got to update my skills.
I was unemployed and it gave me the chance to study and work.
I really wanted to work with children and needed further qualifications.
Because I knew it'd be six months training on-the-job and I'd get experience
I haven't got.
Helping
chance o/geMing a yo6
One in three people mentioned that they did Jobskills to get a job. The work
experience was an important component of this. A young woman in rural Victoria
who had not worked for at least 28 months before her placement said, T felt that
I did not have working experience and I felt Jobskills would give me this'.
Fled up uh%h unemployment
One in every four people mentioned that they were Ted up' being unemployed.
One person commented, 'I was out of work and needed to get out of the rut, it
worked it got me going'. As Susan stated, 'it was better than sitting at home'. A
22 year old woman said, 'I'd rather do anything than be unemployed'.
Wanted to get a position in this /ieid o/ tcorh
Some 17 per cent mentioned wanting to access a labour market program which
focused on a held of interest (child-care, clerical or outdoor work). Forty-two per
cent of participants who did child-care placements made this comment. This was
summed up by the following woman's comments:
I couldn't get a job in primary teaching which I qualified for I really want to
work with children, so I thought that I'd try a [Jobskills child-care
placement]. I had skills working with children of primary age, I wanted to
get the skills for the lower age group. So that's the reason why I did the
Jobskills.
34
Zntprouing Ztues
This interest in a held applied to outdoor and clerical placements as well as child­
care placements although to a lesser extent. As one woman explained about her
placement, 'it was to do with horticulture and I was very interested in becoming
a gardener'. In the case of one woman who wanted to do a course, a clerical
Jobskills placement eventuated, as she explained T put down to do a bookkeeping
course and they [a broker] rang and suggested doing [a clerical placement]'.
Access %o Jo&sM%%s because o / %be CE<S
The CES played a pivotal role in the Jobskills program and 18 per cent of
participants attributed their undertaking a placement to contact with the CES.
This contact took a variety of forms. People had either been rung by the CES,
talked to or been interviewed by a CES officer or had checked the CES boards.
For some people their reason for doing a placement was expressed quite simply,
as illustrated by a middle aged women living in rural Victoria who said, T went
to the CES and they sent me for an interview with the [broker]'.
In only a few cases was this CES process negative. One woman explained, T
didn't have much choice, CES sent me to [the broker] as part of Newstart'. In
most cases however, the CES were seen as a positive player in the process. One
young woman said, T put my name down far a school and then I got a phone call
from the CES and they asked me to go down and visit [the broker]'.
The CES appear to have played a very positive and active role in a small number
of cases. This is illustrated by middle aged women who found the CES very
helpful,
It happened accidentally. I was going to the CES to have a look for a job.
[After Job Club] I was keeping going down to the employment bureau and I
read on the board about this [Jobskills] course and actually Wendy, she saw
me reading this advertisement and said, 'oh would you like to apply for this
course'. And I was surprised, I said, oh can I really, because it's so different
with my occupation.
'-Suggested %o .Me'
As is shown in Table 4.1, 24 per cent of people said the program had been
suggested to them by people other than the CES. This suggestion came from a
range of sources including brokers and employers. As Susan explained in her
interview, she was referred by the CES to a broker for an inappropriate typing
course, but luckily the broker suggested she consider doing a clerical Jobskills
placement. Doug had been talking to a staff member who worked for a broker
when it was suggested that he do an outdoor Jobskills placement. One man
explained about his eventual employer, T started off as a volunteer, then they
said I could maybe get a Jobskills placement with them'.
Sources of information about the Jobskills program are discussed in more detail
later (Table 4.5).
35
iirnproutng Ltues through JohsA:Z/s
CLan.ge m /om^y^s st^ua^oTt
Some women said their reason for doing Jobskills was related to a change in
their family's situation. As one woman explained, 'my family circumstances had
changed dramatically and I needed some qualifications to be able to survive and
support my family'. In another case, a woman said that her husband had been
unemployed for such a long time that she felt compelled by her family's situation
to register with the CES. The CES then suggested a Jobskills placement when
they assessed her as interested in working in child-care.
Overall, the majority of participants were concerned with the benefits a Jobskills
placement would have on their potential for accessing employment. The reasons
for doing Jobskills mainly revolved around gaining skills or getting access to a
particular occupational held. However some people had reasons related to
improving their own self-image and feelings of self-esteem.
The benefits of Jobskills
3
.
Participants were asked to identily the main benefits they had received from
their Jobskills placement. Their responses were sought without specific
prompting about particular parts of their placement experience that might have
benefited them. The most common benefits participants identified were
certificates or formal training and self-esteem or personal development (Table
4.2).
Table 4.2
Benefits of doing Jobskills
BENEFIT
C/ericcd
%
A certificate or formal training
Self-esteem or personal development
Friendship or communicating with
others
Practical work experience and work
training
Exposure to the culture of work
Led to a job
Minimal or no benefit
Australian work experience
Other
Number
Note that more than one response could be given.
t-
4
36
PLACEMENT
Outdoor CMM-care
%
%
%
61
52
31
53
27
33
48
36
23
57
44
29
15
27
48
26
21
9
2
3
3
0
0
27
0
7
16
23
3
10
0
t3i.)
17
12
5
4
3
fmproutng Ltues
JobsAfHs
A cer^/tca^e or /orma^ Gaining
Fifty-seven per cent of participants said they benefited from the certificate or
training incorporated into the Job skills placement. There was only a small
difference between the different occupational placements on this comment. The
greater percentage of clerical participants who valued the formal training can.be
attributed to the importance training plays in enhancing computer skills which
are highly regarded by employers of clerical workers.
The skills they developed that were associated with working in a modern office
were well regarded by the clerical participants. One participant explained, '[I
was] picking up skills that I didn't have ... I mean I'd done bookkeeping a little
bit but we sort of went into it more. And went into doing it on the computer'.
The training associated with the child-care placements was a rewarding
challenge for many participants. One woman noted, 'in six months we were doing
the course, we had a lot of assignments and homework to do. So that was a
challenge that I was given and I met'.
Attending the off-the-job training had additional informal benefits, as explained
by one person, 'it opened up a new world for me. I mixed with other students and
... it just gave me a sense of achieving something'. In this sense participants
could see themselves as a member of a group, achieving the same training
outcomes as their peers, and this enhanced their self-esteem.
For some the off-the-job training was where they felt their skills most developed.
In one woman's words, 'I've learnt something different, how to sort of deal with
the children, how to teach them. You know that's what I gained. I can't say I
gained any knowledge from this [work] placement. I gained knowledge from the
teachers from school'.
<Se//-es%eem or personal deue^opnten^
It is acknowledged that Jobskills has been 'very effective in raising the self­
esteem and confidence of participants' (CESAC 1994, p.vi). Almost half of the
participants (44 per cent) supported this, reporting that their own feelings of
value and worth received an important boost from their participation in the
Jobskills program.
Approximately half of those undertaking a clerical Jobskills placement, a third
on child-care placements and a quarter of those undertaking the outdoor
placement mentioned this as an important benefit (Table 4.2). For some it was a
feeling that had been missing for many years. As one person said, '[it was the]
first job since I had been 17 [years old]. I was proud of myself. One young woman
stated:
I'd been on and off part-time working very casually [for] up to 2 years [being
really] unemployed. [I had been] going back to school and doing short
courses. But it was 'what am I doing wrong I've got the education why can't
37
Zwtproutng Liues through JohshiHs
"
I find work?' So yeah it gave me the boost, the confidence that I needed. [I'd]
been unemployed for so long [but after Jobskills I knew] I can still go out
there and find work.
Another participant commented:
It gave me somewhere to be. A responsibility for six months. It did wonders
for the morale and enthusiasm. Got my motivation back.
Others commented about their increased confidence:
I don't have any trouble walking into a room with a lot of people. I just
walked in there now. I'm not shy or anything, I'm more outspoken. I'm not
as nervy. I got to learn about their fax machine and telling the service man
to come in and fix it. And showed other people how to use the fax machine.
And even the staff that have been there longer than me I was showing them
how to use it. I got confidence. Meeting people and getting to talk to people
there.
*
Jobskills placements had major implications for women who had been out of the
labour market for some time. As one woman explained, her confidence had really
changed as a result of her doing her placement:
I got a lot more confidence because I realised that being a housewife, isn't
just a housewife, you can still draw on that experience but my main thing
was that over the last 10 years I'd gone into myself, away from people, and I
realised coming back into the work force I'd got a more mature outlook on
things. I found that I was negotiating and dealing with the public. I was
able to relate to them better than I thought because of bringing up the
children and relating to teachers. And when I hear women say, 'oh I'm just a
housewife', I think no because I said that, and it's wrong.
Friendship or cofn.fnnnicaiing' Loiih oihers
Twenty-nine per cent of participants mentioned the important benefit of
friendship. This may be a general benefit of labour market programs which all
entail a component of interacting with others. Many participants identified that
being 'stuck in unemployment' restricted their ability to interact with others. One
person explained, 'I made Mends, it's not easy to make Mends, and by having
friends life has more meaning to it'. For another participating in Jobskills meant,
'more confidence. I can communicate to people better now than what I could
before'.
.Practiced worh experience and draining
'
One in four participants mentioned the benefit of the linking of work experience
and formal training to create a more practical skills development experience.
Many child-care participants valued this link, as explained by Tracey, 'being able
38
tU
H
M
U
improving Ltues (Aroug/t Jo&s^iMs
to relate to what you were learning, so I can relate the work and the training,
and practice what you learn'.
In the clerical placements it was sometimes the link between knowledge and
dealing with equipment that was regarded as a benefit. In the off-the-job training
there was a tendency to focus on computer knowledge and developing other
clerical skills, but the work place provided the opportunity to gain 'the knowledge
of all the equipment and the confidence, knowing that I can do it [use the
equipment]'.
Eaposnre
cM^tzre o/
Seventeen per cent of participants mentioned the benefit of being exposed to the
culture of work. No one who did an outdoor placement mentioned this benefit.
A clerical Jobskills participant discussed what it was like to get real work
experience for the first time:
It was my first experience of what it was like to work in a full-time capacity
and I was worried about it because I'd never worked before. I'd done a lot of
work experience through school, but it's not the same when you're actually
working. You know like you'll always feel a little bit worried when you start
a new job, but I've been there, done that, so that was the best thing about it.
For those who had lost the routine associated with working, because of the
demoralising effects of long-term unemployment, Jobskills offered new hope. As
someone who had been unemployed since early in 1992 explained 'it offered being
able to actually get up and go into work and do something rather than just sit
around and do nothing and not have work'.
While some people already felt they had the skills, the opportunity to use them in
a work place was important. The placement gave them a feeling that, T did learn
some things there but I mean I had the skills to start off with, it was just that I
felt like I was doing something with them'.
Some participants found a sense of direction in their life, 'now I know what I
want to do with my life'.
EmpZoymen,;
Twelve per cent of participants said that one of the main benefits of Jobskills was
that it eventually led to a job; 'the main benefit was I got a job afterwards'. The
link between doing Jobskills and getting work was clear to these participants.
Failure to mention this may indicate that participants did not view their
participation in Jobskills as directly linked to getting work after Jobskills.
For 23 per cent of participants who did a Jobskills child-care placement it was
the job at the end that was the main benefit. The work was not necessarily full­
time or permanent work as one woman explained, T got a lot of contacts for
39
improving Lives through Jo 6s&M%s
casual baby sitting through the people [parents] I met at the Centre. I got into
the [child-care relief work] agency through the placement'.
Only nine per cent of participants who did a clerical Jobskills placement referred
to getting a job as a benefit. None of the outdoor participants attribute their
placement with them getting work, an indicator of the problems in this
occupational category.
Minimal or no bene/ii
Overall only five per cent of participants reported minimal or no benefit from
Jobskills, yet one in four of participants who did an outdoor Jobskills placement
felt this way. As one outdoor participant said, 'I didn't get much experience or
knowledge, we didn't really learn much'.
AnsiraJtan toor& experience
For a few people it was their first experience of being in an Australian work place
as a worker. This meant for Carmen the 'feeling like my future is here in
Australia, and a general knowledge about how the system [labour market] works
in Australia'.
Oi/ter
Participants mentioned a number of other benefits, for example, 'I gained
confidence [that I could use] when I was going for interviews', and 'learnt how to
properly present myself and basically be prepared to sort of hit the work force
again'.
Another person felt it was a chance to 'move away from associating with
unemployed people'.
For one single parent her Jobskills placement meant an improvement in her
'financial situation'.
Difficulties with Jobskills
Participants were asked to identify the main difficulties they found in
undertaking their Jobskills placement. These responses were given by
participants without specific prompting and 30 per cent reported no main
difficulties (Table 4.3). The most commonly reported problems were
inappropriate off-the-job training (19 per cent) and disharmony with other
workers (11 per cent).
40
improving Lives through Jobshiiis
Table 4.3
Difficulties associated with doing Jobskills
DLEEfCCL7YEE
CYertcaZ
%
Insignificant or none
Inappropriate off-the-job
training
Disharmony with other
workers
Too much variation in
participants
Work or study time
constraints
Lack of supervision or
guidance
The tasks within the work
Too much early responsibility
Low income
Returning to study
Ageism or personal
Other
Number
PLACEMENT
Oufdoor
CMM-care
%
%
Tb%a%
%
36
18
0
47
29
6
30
19
8
20
13
11
14
7
0
9
3
0
16
6
3
27
0
5
2
3
3
0
2
24
(67)
13
0
13
0
0
33
7
13
3
13
10
10
(31)
5
5
5
4
4
21
____ ________
Note that more than one response could be given.
Ln.sigH.t/ican.% or no
Almost a third of participants stated that their difficulties were insignificant or
that they did not have any. As one person said in response to the question of the
difficulties she faced, 'in the first week I had a knot in my stomach because I was
scared stiff, but the people were very nice and very supportive and that's why I
think the program is very good'.
There was little difference in this between child-care and clerical participants,
but all those doing an outdoor placement mentioned at least one difficulty during
their placement.
inappropriate o/jf-the-job training
Table 4.3 shows that 19 per cent of participants, including almost half of those
who did an outdoor Jobskills placement, mentioned the inappropriateness of the
off-the-job training they were required to undertake during their placements.
While this issue is covered in more detail later in this chapter, an example may
indicate why participants found a number of problems with their off-the-job
training:
There was about close to 30 of us I think. They got more than they ever
anticipated. There were supposed to be people sent out to other places that
41
Zntprouwtg Ltues i^rough. Jo 6 s^tMs
couldn't take them. And I felt that like, especially being my age, treated like
just a child. Treated like a child in the classroom.
DfsAarmony
o^Aer toorAers
Eleven per cent of participants mentioned the disharmony between themselves
and other workers as a difficulty. For some participants this was just a clash of
personalities, this may have been related to the problem of people returning to
work after a long period of unemployment. It is also possible that it was
unrelated to being a Jobskills participant, as these problems often occur in the
work place. One person who did a clerical Jobskills placement said, T didn't like
two of the people that were there but I had to put up with them. They just rubbed
me the wrong way. But as I got to know them, as I got to be there a lot longer, I
got used to them'.
Broker involvement to remedy conflict and to offer support was important to
ensure participants finished their placement. As one participant found:
I mean basically there was one person that I just couldn't get along with at
all. Every fortnight [the broker] used to come in. She just used to have to
look at me and she'd go, I'll talk to you after class. She just knew I was so
upset. I just wanted to finish it [the placement]. She [the broker] just said,
look persevere. And I did.
Twenty per cent of those who did an outdoor Jobskills placement mentioned the
difficulties they had with the disharmony between themselves and other workers.
As one person who did an outdoor placement explained, 'the administration]
people there were the hardest to get on with, they weren't supportive, they didn't
want to know us'.
Too mncA oarfa^on fn participants
Nine per cent of participants mentioned that there was too much variation in the
competency levels of participants, which directly affected the off-the-job training.
This had a more direct impact on those undertaking a clerical Jobskills
placement, as Susan explained this was because 'the standard of training was set
at a basic level'. This meant that the trainer couldn't spend quality time with
each person. This caused hardship for those with minimal skills and those with
more advanced skills. This is discussed in more detail later in this chapter in
relation to off-the-job training.
WorA or
firne con.s%rafn.%s
Six per cent reported difficulties associated with the combination of demands
made on them by the work and the off-the-job training. Most of these were in
child-care placements. This is discussed in more detail later in this chapter.
42
improving Lives iitrougA JobsAiiis
Superuision or guidance problems
While only 5 per cent of participants said they had difficulties because they
lacked appropriate supervision, 27 per cent of those who did an outdoor Jobskills
placement mentioned this was a difficulty for them. As one man who withdrew
from his outdoor placement explained, 'my supervisor made me do things the
hard way so I wasn't getting any satisfaction out of it'.
A woman who did a clerical placement commented:
There wasn't that much support there for me. I wasn't really supervised.
They really weren't there much. We always had contact every single day.
And she'd ring me but I basically was in there all those hours most of the
time on my own. I didn't mind it but there were times when maybe I'd need
a bit of help ... and she was always there to give me that, I have to say that.
But when she wasn't there and I sort of felt like, 'oh what am I gonna do?'.
%as&s
tuor&
The difficulty for participants of establishing the boundaries of their work was
noted by 5 per cent, mainly by outdoor participants. This issue was summed up
by the following explanation, 'there was no job description for the work we were
to do. With no follow up from management, so the work we were given was
mickey mouse work'.
Tbo mucb. ear%y
Some 5 per cent of participants, mainly on these child-care placements, had
difficulties with the expectations placed on them by those at their work place, 'at
the start staff expectations were too high but then it .was OK after the [broker]
went in and talked to them'.
Lotu mcome
Some participants (5 per cent) reported difficulties with the low income of the
training wage. One participant said, 'oh the only [difficulty I had] and you
couldn't really change it, was the salary. But you couldn't really change it
because it's really a participantship so that's the whole idea. One man who had a
wife and three children said, '[the main difficulty was the] shortage of cash, as I
had to lose money to take the job [placement]'.
Renaming fo s%ut%y
Five per cent of participants, all in child-care placements, said they had
difficulties with undertaking formal training, '[it was] only studying [that was
difficult]. But that was because I had to get myself into a routine and once I did
that I was fine'. This issue is discussed in more detail later in this chapter in
discussion of training.
43
T/nprouing Lives iArovgA Jo 6sA:iMs
O^Aer c^/^cM^tes
Participants identified a number of other difhculties with their Jobskills
placement. These ranged from travel to lack of respect, 'I was classed as a
Participant [and it] made you feel like you weren't a real worker'.
Lack of communication between their broker and their employer, or their
employer and their trainer, was a difficulty for a very small number of
participants, as one participant said, 'there was not enough communication
between employer and broker when problems arose'.
Too many participants in the work place was a problem for some clerical and
outdoor participants. One participant explained 'they had over 10 people I think
and it was like sometimes there was not enough work for some people to do
because, there was just so many of us'.
The inflexibility of the program was a difficulty for some, especially women, who
mentioned the problem of fitting their placement into their existing family
commitments. It caused problems in terms of meeting the time requirement of a
full-time work load which meant as Trish said, 'juggling work, housework and
the kids'. There were a number of problems with the inflexibility of off-the-job
training. One woman noted, T was working around my son's schooling.
Unfortunately he started school when I started my course and the timing was
bad'.
A number of participants had trouble adapting to the expectations placed upon
them, especially when their feelings of low self-esteem were strong. For a few
participants the placement was a challenge to their intellectual capacity. One
commented, T had to memorise a lot of the work'.
For some of the childless participants undertaking a child-care Jobskills
placement, the thought of dealing with the unfamiliar was a difficulty. As one
young woman explained:
Knowing what to do with the children, especially with the babies. When I
was like in the toddler rooms I had a lot of difficulty knowing how to speak
to them. Mainly because, you know, language is really important for the
younger child, and you know, I just had a lot of trouble communicating with
them.
Program components
The following sections examine the participants' experiences of the various
components of Jobskills from the stage of being referred to the broker through to
the post-program support they received.
44
KB
improving Lives titrough Johshiiis
Pe/erra^s io Jo6s^tHs
Referrals to the Jobskills program were dominated by the CES who had made 36
per cent of participants aware that the program existed and told them how to
gain access to the program. As already discussed, many people mentioned they
had undertaken their placement because the CES had provided them with the
opportunity by making the information available to them either through advice
or written information promoting the program in the CES Job Centre.
Table 4.4
Finding out about Jobskills
LVFOPMA7YON SOCRCE
PLACEMENT
Ou^oor
CLtM-care
%
%
C/erica%
%
CES
Broker
Skillshare/Job Club
Friend
Other
Total
Number
15
9
42
19
15
100
____(M L .
54
7
13
6
20
100
(^ )
75
0
0
13
12
100
(-?-?)
%
36
6
27
16
15
100
CM )
One in four people said they found out about Jobskills through a Skillshare or a
Job Club. These organisations provide many clerical formal training programs,
which explains why 42 per cent of clerical Jobskills participants found out about
Jobskills from this source. Trish's situation demonstrates the value of
participants undertaking labour market programs within community
organisations that offer a variety of programs. She had completed three short
training courses with the broker organisation. This Skillshare then rang her
about doing a Jobskills placement.
Informal networks also played a minor role in providing information about
Jobskills. Fifteen per cent of those interviewed said they found out from a friend
about the program's existence.
Par^ctpan.% pLzn.s
Two out of three people remembered doing a participant plan at the
commencement of their placement. Given that most people had finished their
placement at least six months before, it was perhaps not surprising that some
people could not remember doing a plan. More than one in three people felt that
the participant plans helped them in some way: 'it showed us where we were
going but was not specific'.
Three people said their plan did not match what they actually did in their job.
One person was upset that the plan had to be rushed because of the speed at
which brokers had been required by DEET to recruit and place people in the
program. One young woman explained that doing her plan was unhelpful
45
Tmjorot'mg Lives through JobshtHs
because 'it confused me at the time'. One man doing a outdoor placement said,
'there was just a form I filled in before I started'.
WorA p%ace size an.t%number o/participants
Most of the JobskiUs placements were in small community agencies. Table 4.6
shows that one out of every three participants was in an organisation with less
than six staff members. The participants in very large organisations were in
schools or tertiary institutions.
Table 4.5
Number of staff at Jobskills employer organisations
NUMBER OF STAFF
PLACEMENT
Ou^oor
CbiM-care
%
%
CJerica%
%
1 —5
6 — 10
1 1 —50
51 —600
Total
Number
36
24
34
6
100
(W)
36
50
7
7
100
31
41
28
0
100
CM)
Tbta%
%
35
32
29
4
100
OJ0)
Fifty-three per cent of participants were the only person undertaking a Jobskills
placement in their work place. However 13 per cent of participants were
employed in an organisation where there were more than 10 Jobskills
participants. Only 27 per cent of participants said they would have benefited
from another participant being in the same work place. Others said the
organisation could not have coped, or would not have had enough work for more
than one participant. One woman explained, 'there was not enough work for
more'. Another, 'there wouldn't have been any room for them'.
Sometimes the participants felt they did need the social support of another
participant. One woman who did a child-care placement explained it would have
helped her, 'because if you have other participants they can compare the training
or discuss something. Or you can ask each other. [Get] some support or maybe
more confidence'. However, as one middle-aged man doing a placement in ruralVictoria stated, 'I didn't need that kind of support. I liked being the only one
there'.
Support /rom broker
Table 4.6 shows that three out of every four people found their broker to be
supportive. The following quote sums up the feelings of many participants,
I got lots of help from [the broker] because she used to come in every week to
discuss like what were our problems or how we are feeling at the centre. She
used to come in every fortnight to ask us at the college you know. And she
used to just pick up on things like if you're having any problems she used to
46
improving Hues through JobshiHs
follow through things, so just go around like what actually it is and she used
to help us out a lot. She was good. She was very supportive in fact because
she made things clear to us so it was helpful.
Table 4.6
Role of the broker
COMMENT
PLACEMENT
Outdoor
CMM-care
%
%
C%erfca%
%
79
Helpful and Supportive
15
Little need for a broker
6
Didn't know there was a
broker
6
Other
Number
____
46
0
39
93
17
7
15
14
____ ______ _____ (29)
More than one response could be given.
%
79
14
10
9
(TMJ____
Participants felt problems were dealt with in a positive and constructive manner.
One woman who had done a child-care placement explained, 'when we had
problems with the college she helped us, but I never needed to call her'. Some
participants did have problems, and the brokers took an active role in solving
these problems, as one woman stated:
I think I've taken on too much. I don't think I'll be able to do it. And I
received nothing but encouragement from her [broker] which sort of gave me
the confidence to go on and believe that I could really do it.
Other problems were also addressed by brokers, in what could be called a support
worker role, as one young woman recollected, 'if we had problems with the CES
or our Health Care Cards she just jumped in, and she was willing to move people
who were unhappy'. The regular contact established by some brokers was a great
support to participants. Carmen explained in her interview that 'at the beginning
we needed to know about our pay and other things, she supported us very well,
and she came out once a week or once a fortnight to support us'.
Tracey made the additional point that while the participants may have had
difficulty approaching their employer, the broker 'explained to the employers
what to expect from us'. Where a problem was perhaps beyond the scope of the
Job skills program, some brokers successfully referred the participant elsewhere
as the following participant explained, 'I had problems getting on with people,
the broker sent me to an agency that helped me in that way, 'they really cared'.
For some people doing an outdoor placement their employer was their broker and
this did not necessarily work well for them. Many did not know they had a broker
and they did not have this mechanism for solving problems they might have had
with their employer.
47
l/nproumgr Ltues f/trougA
'
*
Overall where broker, trainer and employer were separate, participants were
more likely to have had a satisfactory experience. The brokerage model of
employer and broker being the same organisation was most likely to create
difficulties for participants.
7%e e/npJoyer s support
As Table 4.7 shows 71 per cent said that their employer was good, helpful or
kind. Tracey^s experience represents the majority of participants' experience, as
she said, 'they were really easy to work with, they taught me a lot of things, and
they gave me credit for what I did'. Susan had a similar experience, she explains
'they were helpful, it was a very good working atmosphere, they made you feel
welcome and fitted in'.
Table 4.7
Comments about Jobskills employer
COMMENT
Good, helpful or kind
Unsatisfactory supervision
or management
Treated as cheap labour
Too many participants
Other
Nhwber
Tb&x/
%
71
13
4
6
21
010)
More than one response could be given.
Some 13 per cent of participants made a comment about their employer providing
unsatisfactory management or supervision. The dominance of a major problem
with one outdoor Jobskills employer has directly influenced this area of the
survey: participants' comments ranged from being treated as 'slave labour', and
there was 'no preparation, communication or responsibilities', through to 'we
were stuck in a big shed'. This employer was clearly atypical in the Brotherhood
Jobskills program.
A minority of participants found themselves frustrated by the lack of work and
the restricted capacity to develop work place skills and knowledge. One woman
recollected:
I suppose she [supervisor] tried to sort of help as much as she could, but
basically there were four of us sent there, and there really wasn't enough
work for us to do. Probably they only needed one person there. She tried her
best to give us things to do but she was busy herself. She was sort of lumped
with four people and didn't know what to do with us basically.
Participants worked in organisations which sometimes had problems of their
own. As one person doing a clerical placement explained, while their employer
was good and gave all the support required, 'there was a lot going on at the time,
48
improving Ltues tbrougb JobsbiHs
a lot of friction going on within the staff at work so at times there was a lot of
tension'. Another person outlined her powerlessness in an unsatisfactory
situation:
'
*
He [supervisor] was only funded for 15 hours a week but he wasn't in there
15 hours a week and he used to keep it from [the employing agency]. You're
not supposed to take on a Jobskills participant unless you're there. That
wasn't the case with me. I never told him anything because I'd never worked
before, and at one stage I was thinking of leaving. I couldn't confront him
because, I just thought if I leave now this is the only real work I've had, and
I'm good at it. If I say anything to him, then the only work I've ever had, the
only reference I can get, is going to be a bad one.
Overall a small proportion of people had problems or bad experiences with their
employer. Most participants had a positive and empowering work experience
based on the commitment of their employer. Participants valued the commitment
shown by their employers, and where employers were poorly organised
participants were either upset by their lost opportunity or condemning of a
system which allows this to occur.
On-the-job-training
^
One of the problems with assessing the comments made by participants about onthe-job training is the vagueness of the term. It was evident from their answers
that some participants did not know what their on-the-job training was, and
certainly some thought of it as their work experience.
Almost three out of every four participants (73 per cent) said they thought their
on-the-job training had been helpful (Table 4.8). Twenty per cent of participants
commented they had learnt a diversity of skills during their work place
experience. Of people who were working when interviewed 81 per cent thought
their on-the-job training was helpful, but only 63 per cent of those looking for
work felt their on-the-job training was helpful.
49
*
-Tmproumg L:ues t&rougb
Table 4.8
On-the-job training
COMMENT
C%erfca%
%
Helpful
Learned diversified skills
Needed wider experience
Little or no training
Told to go and do it myself
Other
Number
76
24
5
12
0
29
PLACEMENT
Outdoor
CMM-care
%
%
47
7
27
27
7
33
05)
81
16
0
13
7
23
%
73
20
6
14
3
28
____
More than one response could be given.
The following brief quotes provide examples of the overall positive response
participants had towards their on-the-job training:
Oh they were very helpful. They tried to give me as much work as possible
to give me the experience, so yeah.
They were helpful, I found it very easy.
Tracey summed up many of participants' on-the-job training experience when she
said, it was 'really good, they taught me a lot and they treated me as an equal'.
Participants had a variety of problems with getting the most out of their on-thejob training. One young woman who did a clerical placement explained that
while she was shown how to do tasks, her supervisor got 'annoyed because I
didn't immediately pick it up'. Another young woman in a clerical placement
indicated that her supervisor did not understand that her home problems were
having an effect on her ability to learn, 'I'm not as fast a learner as everyone else,
and I had other problems, apart from the job'.
Some employers obviously had trouble working out what to expect from their
Jobskills participant. As one woman explained, her training was 'very slow' at
the beginning with her being given tasks associated with cleaning, however she
felt she eventually 'learnt a lot'. The expectations of individual workers could
have a huge impact on the on-the-job training, as one woman explained:
The mother-craft nurse I was working with, more or less wanted a lackey
rather than to teach a student. She saw an assistant as someone who does
all the dirty work. I missed out on a lot with her because, I'd being doing
domestic things where I should have been with the children. But [the
broker] sorted that out for me.
50
fmproutng Ltues t/troMgb Jo&sAiHs
The skills and experience of the participants sometimes meant they were poorly
matched with the organisation's ability to provide appropriate on-the-job
training. Where participants had a long work history relevant to their
occupational Jobskills placement, they found their organisation's capacity to
provide on-the-job training to enhance their competencies was limited. Susan
explained in her interview that her on-the-job training was, 'very limited because
I was already trained' and at work she had been doing on-the-job training for
other staff where she was,' teaching them to better use their computer's capacity'.
Off-the-job training
Only half of participants mentioned that their off-the-job training was helpful or
relevant (Table 4.9). More than one in four participants said their off-the-job
training was irrelevant or missed their needs.
Table 4.9
Off-the-job training
COMMENT
C^ertcai!
%
Helpful or relevant
Would have liked more
Needed more computer experience
Irrelevant as missed my needs
Poor teaching techniques
Other
Namber
More than one response could be given.
43
9
13
37
-
37
f67)
PLACEMENT
Outdoor CLiM-care
%
%
33
13
27
33
27
05)
74
3
10
6
23
Tbfa%
%
50
8
8
28
6
32
C%ericaJ JobsLi^s participants
Only 43 per cent of clerical participants said that their off-the-job training was
helpful or relevant (Table 4.9). The lack of focus on building and enhancing
competencies for individuals was summed up in Susan's comments about her offthe-job training, 'it was set at the level of the lowest one in the class. It was not
suitable for me'. Another person explained in more detail the problems associated
with meeting the learning requirements of people at different levels of
understanding:
I was happy with it, but to lump 30 people, not all at once, because there
wasn't like enough computers; so we broke it down into different days. But
[they needed] to get the people that needed the training more, that didn't
know anything, together and to keep the people that were more advanced
together. That way you're at more or less the same level. You don't have to
keep stoppin' and startin'.
*
51
Zyn%?routHg Liues tArotigA Jo 6sAiMs
*
Conversely, training needed to take into account those who had trouble coping
with the level of basic training for the majority, and those people for whom
English was not their first language. Someone with a non-English speaking
background said, 'what I didn't like was all the computer courses we had in
bookkeeping, it was too quick. Like everything was in the one day and we did so
much and the next day I couldn't remember'.
Other people needed to practice the skills they learned in the off-the-job training
in the work place before they felt confident to develop further skills. The block
arrangement for clerical off-the-job training was successful. A woman who had
been unemployed for at least 26 months before her Jobskills placements
commented:
.
We did sort of start [the off-the job training] then go into the office, then go
back again and did first aid. But I sort of feel if we'd [done some of) the
courses, worked in the office and then gone back and done the same courses
it would have reinforced it more. I find that it's best to learn for me working
rather than just in the classroom. [When I went back the second time] it
was better because we'd got an understanding on the work side of it. We
started in the office and we had about six weeks in the office, then went
back to the classroom situation ... I found in those weeks I'd grown. I'd
grown such a lot.
Some trainers' attitudes towards participants needed to be improved. Some
people felt they were being treated like children. As one woman noted, 'a couple
of people might have persisted in being late and so you're all taken into a room
and sort of told off collectively. I don't think that's respectful to the people that
were there always on time'. It was put plainly by one participant who said, 'they
were treating us at times like school children where in actual fact we were
adults'.
This certainly was not the case with all trainers, as one participant said:
I loved the fact that the trainers treated us with respect. They were just
wonderful. I felt of worth. I didn't feel dumb because I didn't know anything.
I just felt they thought we're all valuable human beings and you're all
gonna learn and you're all great in your own way and unfortunately there's
not enough jobs to go around.
Overall the failure of the clerical off-the-job training to enhance participants'
existing competencies and understanding was a substantial problem.
CTtiM-care Jo&s&iiis participants
*
.
Most of the child-care participants were happy with the off-the-job training and
74 per cent said it was helpful (Table 4.9). This was best summed up by one
woman who explained that 'we did the theoretical work in the school and we did
the same in the centre as a practical, so whatever we learnt in the college we
applied in the centre'. Problems did exist mainly because it was the first year the
52
Lnproutng Lives iitrougit Jo&s/ziiis
child-care training had operated, and these related to the way the course was
structured and implemented. As one young woman explained:
There wasn't enough time to fit everything in. It seems to me that they
skipped a lot on purpose because it was only six months. They tried to cram
the year into six months and three days of that was on-the-job training [sic]
so those two days a week really fit in a year's work of child-care assistant's
studies.
Outdoor Jobs&tMs par^czpan,is
Only one in three participants who did an outdoor Job skills placement said that
the off-the-job training was helpful or relevant. For example, Doug said in his
interview, T really enjoyed doing it and doing the first aid certificate made me
feel confident, if I was away from hospital and an emergency situation happened'.
The participants who did their placement with one particular broker, who was
also the off-the-job training provider, were all disappointed with their off-the-job
training. The model which combines the role of broker and off-the-job training
provider creates a similar potential for problems as combining the role of broker
and employer; it prevents remedial action from being taken when difficulties
occur. The following comments represent the views of outdoor participants who
undertook this off-the-job training:
,
It was so patchy it was hard to maintain any enthusiasm. It was good to
learn to use some tools and machinery but when it was only used to fill in
time, with no relation to anything it didn't really make sense.
They weren't interested in teaching us anything. Our supervisors weren't
qualified and fought between themselves. There was no-one to really
explain things or tell you what to do.
Another outdoor Job skills participant's comment about off-the-job training was, T
didn't get any!'. The problems associated with the outdoor participants' off-the-job
training indicate that some of these placements were 'job creation' focused rather
than 'skill development' focused.
ZndtvtdnaZ needs
Individual disabilities seem to have been difficult for some off-the-job trainers to
deal with, as one person who was looking for work explained:
I think the major thing boiled down to the fact that I have a hearing loss.
Teachers weren't able to understand it properly, to successfully help me to
get what I wanted from it ... I was a little bit more stressed out than I'd
probably be normally and that didn't help it either. So it was a combination
of those two things. The teachers had a big class to deal with, I could not
continually stop them all the time so I tried to be independent, and do it
*
&
53
ZntprouMtg Liues i/troug/t
alone a lot of the time which didn't help. But at times I felt I really needed
that extra bit of help.
Demands o / tAe o^A e-job Gaining
Sometimes there was a problem with employer inflexibility in relation to the offthe-job training needs of their participant. Completing assessment work was a
problem, as one participant explained:
The main difficulty I faced is because the college they gave us assignments.
It's very tough to complete the assignments because there's no time to really
do that. Because you have to go to the library you can't. And generally that's
impossible because on weekends the library used to be closed. It's just the
work load of it you know.
Work experience and skills
Eighty-six per cent of participants said that the work experience component of
their Jobskills placement equipped them with new skills (Table 4.10). Outdoor
participants were somewhat less likely than others to identify new skills
development.
Most felt that their new skills built on their previous skills to improve their job
prospects. That 30 per cent of child-care Jobskills participants said that their
work experience did not build on their previous work skills, reflected both that
some participants had never worked before and that others were adapting their
skills to a new occupation.
Table 4.10
Work skill in Jobskills
PLACEMENT
Ou^oor
CAiM-care
%
%
ANSWERED YES
C7erica%
%
Work equipped me
with new skills
These new skills built
on previous skills
Number
%
88
74
87
86
83
69
70
78
(M )
CIS)
(31)
f*H4)
While 85 per cent of those working felt the skills built on their previous skills,
only 71 per cent of those who were looking for work felt the skills they gained
through their work experience built on their previous skills.
-3
54
improving Liucs i/troug/t Jo&s^iMs
Working conditions
Participants were asked to rate their satisfaction and dissatisfaction with a list of
working conditions (Table 4.11). Dissatisfaction was most frequently associated
with the level of the training (29 per cent).
Table 4.11
Dissatisfaction with working conditions
PLACEMENT
LEVEL OF
DISSA7TSFAC270N
The amount you earned
The cost of buying things for
work or training
Arrangements for child-care
Number of hours you
worked
Time during the day you
worked
The flexibility of working
hours
Opportunity to take sick
leave
Level of responsibility
Tasks in the work
Skills developed
Equipment available to use
Safety precautions at work
Number
C7ertca%
%
Outdoor
%
CLdd-care
%
35
13
20
7
19
19
29
14
0
4
0
0
7
10
2
5
3
0
10
4
6
7
10
7
3
0
10
4
15
12
6
12
12
13
33
33
20
33
19
10
7
13
7
(3'J
Tbia%
%
16
14
10
13
13
_____ fJJQ
Note that level of dissatisfaction is a combination of feeling dissatisfied or very dissatisfied. More
than one response could be given.
The satisfaction with working conditions has been broken into a number of
topics: those related to income, costs and preconditions for participation;
conditions that relate to human resource management, including the number of
hours people were working and the flexibility of their working hours; and
conditions that were particularly relevant to the work participants were
performing including the level of responsibility and the equipment available.
Although some of these conditions are discussed in more detail in other parts of
this report, they are discussed briefly to indicate the relative dissatisfaction
people had with each component.
income, cos%s and preconditions /or participation
Most (71 per cent) of the people were satisfied with their training wage and this
reflects the feeling of these people that it was more than government income
55
Ztues
<Zo6sAiJJs
support (particularly tor single people). However 29 per cent of participants were
dissatisfied with the amount they earned, which included 6 per cent of
participants who were very dissatisfied (see Table 4.14). In addition 14 per cent
of participants were dissatisfied with the fact that they had to buy things for
work or training
Inadequate child-care was a concern for a small number of participants. Two
people who did child-care Jobskills placements complained about their employers'
decision to exclude their child from the Centre at which they were doing a
placement.
Human resource management
Generally very few participants expressed any dissatisfaction with the number of
hours they worked, the time during the day they worked, the flexibility of their
working hours, and their opportunity to take sick leave. As Table 4.11 shows,
this was a small but significant problem for those participants doing a child-care
placement.
The child-care industry places workers in contact with a large number of children
(with a variety of childhood illnesses) in any one week. Those doing a child-care
placement were much more likely to be unhealthy during their Jobskills
placement than those doing other placements, with 30 per cent of child-care
participants rating their health as fair or poor during their placement. It is
disturbing that 10 per cent of child-care participants felt constrained in taking
sick leave.
Wor% per/ormance
The dissatisfaction associated with tasks performed, skills developed and the
safety precautions taken by the employers for those undertaking an outdoor
Jobskills placement was comparatively high, with one in three people doing this
type of placement expressing dissatisfaction (Table 4.11).
Some participants were not happy with the initial level of responsibility they
were given when they first commenced their placements. This issue was
addressed by brokers but new employers did face the problem of judging the level
of responsibility they should place on participants. Good job descriptions play an
important role in minimising this problem. This allows individual progression of
responsibility and task performances which match the capacity of the participant
and this is a strength of the existing Jobskills program.
In summary, the greatest level of dissatisfaction with Jobskills conditions relate
to the inadequate level of the training wage. Human resource management
issues, mainly to do with hours of work, were a small but significant problem.
Dissatisfaction with components of conditions that related to performing tasks
was also a minor but important problem, especially for those who did an outdoor
Jobskills placement.
56
Zntproutng Z:ues f/trough c/o&shtHs
Wording
o/Lers
Functioning well at the work place depends to a large extent on the relationships
workers have with one another. Success in a labour market program such as
Jobskills requires that participants interact with their supervisor and other
workers in a congenial atmosphere which promotes competency-based skills
development.
The main dissatisfaction reported related to the formal on-the-job training
participants received from their supervisor. Twenty-three per cent of all
participants were dissatisfied with the training (Table 4.12).
Table 4.12
Dissatisfaction in working with others
AREA OF DiSSA?LSFAC7TON
C/ertcaZ
%
Training from supervisor
Relationship with supervisor
Skills workers passed on
Support from others at work
The friendliness of workers
Understanding of ethnic
background
Nu/nber
PLACEMENT
OM%&*or CLiM-care
%
%
Tbh3%
%
12
10
9
10
4
-
60
47
33
27
13
-
29
10
19
10
13
-
23
15
15
12
8
fM)
flS)
(3D
P 'O
-
Note that level of dissatisfaction is a combination of feeling dissatisfied or very dissatisfied. More
than one response could be given.
Dissatisfaction was particularly high among outdoor participants. Sixty per cent
of the outdoor participants were dissatisfied with the training they received from
their supervisor and almost half these participants were dissatisfied with the
relationship they had with their supervisor.
Transport
When participants were asked if transport to work during their placement was a
problem, 15 per cent of participants reported difficulty at least some time during
their placement, while 11 per cent of participants found transport to their off-thejob training was a problem (Table 4.12). Overall 18 per cent of participants had a
problem with either their transport to work or their transport to the off-the-job
training. Seven per cent of participants had problems with both transport to their
work and the off-the-job training.
57
Zmj9routMg Lines through Johshiiis
Table 4.13
Problem s with transport
TRANSPORT PROBLEMS
With getting to work
With getting to off-the-job
training
CJerica%
%
12
6
PLACEMENT
OM&foor
CMM-care
%
%
7
26
13
19
Tbia%
%
15
11
Most of those doing a clerical placement who had problems with transport lived
in rural Victoria. Their problems related to both lack of public transport and its
inadequacy, and the problems associated with not having a car. As one person
said, 'there were no trains or buses so I had to borrow a friend's car'. Transport
problems for those doing a child-care placement were also related to inadequate
public transport and an incapacity to access reliable private transport. One
woman who could not afford to buy a car explained the dilemma that she faced:
Actually by driving it's only 15 minutes to my work placement which is in
an adjacent suburb, but I don't drive so it used to take me one hour to go.
Because there's no public transport access.
*
CESAC (1994) makes the suggestion that Jobskills should give additional
assistance to those who 'have difficulty because of their remote location'. This is
an important but still inadequate response to what is a major problem for many
of the long-term unemployed who undertake labour market programs. Many who
had problems in this study were not living in remote geographical locations.
The impact on families
Thirty-eight per cent of people reported that their Jobskills placement had an
effect on their family life, with a slightly higher percentage of women (40 per
cent) than of men (33 per cent) saying this. The people most likely to say that
their Jobskills placement had no effect on their family life were single people (81
per cent), whether living by themselves or with others. In contrast the people
most likely to say that their placement had an effect on their family life were
single parents (all women). There was little difference according to age.
When talking about the impact of their Jobskills placement on their family life,
26 per cent of those interviewed made a positive comment about how the
placement had improved their personal relationships with others and the
perception that others had of them. The person's previous work history had some
effect on the implications of their placement. For some people this was the first
time they had been to work or the first time they had been working for many
years. As one person explained, 'my children had to learn I had a life of my own
and I couldn't be at their beck and call. My youngest child, it was the first time I
couldn't go to sporting events and support her. She missed out'.
-2
The complications for families were sometimes extremely stressful on the whole
family. As one woman who did a child-care Jobskills placement complained:
58
Tntprouing Liues through Johshitts
I had to place my child in a different child-care centre because there was a
policy in the Centre where I worked that I cannot take my child with me.
She used to miss me because she was only 18 months when I was doing that.
It was pretty hard. I have a very supportive husband. But I used to miss my
child very much. There was a shuffle in the way we organised the day-today running of the family. There was never any time when I was at home
for my husband or my child. Even at night I used to work on my
assignments and my husband used to do part-time studies in the evenings.
We never used to meet together at all. Even on weekends he used to work on
his assignments, I used to work on mine. So it was stressful on the family
life but we could make it, I'm grateful for that. He's very supportive. We
couldn't really meet or spend time with each other and half way through I
got pregnant so it was very exhausting. The physical workload of it. Other
than that it was very much OK because I was emotionally strong.
Post-program support
The Jobskills program guidelines for 1992-93 made no mention of the need to
provide post placement support for participants. In the Jobskills program
guidelines for 1993-94, DEET specified that it required brokers to provide job
search support before placements were completed. This study found that support
provided to participants by brokers was variable, and some participants found
their Jobskills employers supportive rather than their broker (Table 4.14). The
differences in the level of support between different occupational categories may
be a reflection of the variations in brokers. Some 80 per cent of those who did an
outdoor Jobskills placement felt they received no support at all after their
placement.
Table 4.14
Support after finishing Jobskills
PLACEMENT
Outdoor
ChiM-care
%
%
SUPPORT
Ctericat
%
To tat
%
No support
31
80
42
40
Yes
Jobskills employer
Jobskills broker
Family/friends
Job Club
Skillshare
CES
Other
27
17
9
6
3
2
5
0
13
0
0
0
0
7
17
27
7
0
0
7
0
20
20
8
3
2
3
4
Total Yes
69
20
58
60
100
Total
.Number
More than one response could be given.
100
100
100
CM)
CM3)
59
fmprouing Ltues through JobshitZs
*
«
DEET stress the high cost of the Jobskills program, and the importance of
undertaking post-program support. However the CES contacted less than one in
four people to provide even basic post-program job search support themselves
(Table 4.15). Yet after finishing their placement these people are at their most
motivated and positive, and are likely to be viewed positively by employers, and
follow up and support welcome and effective.
Table 4.15 CES contact after Jobskills
CES CONTACT
Wor&ing
%
Yes
No
Total
NM/n&er
AC7TW7T
Loo&mg /or HJor/s
O ^er
13
87
100
(7H?)
_____
%
%
33
67
100
33
67
100
^
_________________
Total
%
22
78
100
______
When participants were asked about the CES only one in three people said they
thought the CES had been helpful when looking for a job. This supports the
findings of recent research which has shown that the CES have a very poor
image with the long-term unemployed people (Jackson & Crooks 1993).
The participants introduced in the case studies in Chapter 3 illustrated a range
of experiences with CES. Susan felt the CES had been helpful but she was not
happy with the support she had received from them. She explained, 'I haven't
heard from them in 12 months. And the only time I heard from them was for my
Newstart Agreement'. Some people were positive and felt the CES was an
important service. Doug, although unemployed, said that he had 'applied for jobs
through the CES since I finished Jobskills and they have been helpful and nice'.
Carmen felt the CES had been helpful for her, 'they have many people [to help],
you have to keep asking, you have to knock on the door constantly to let them
know you want a job'. Overall, many people felt that they had to fight to receive
help from the CES or try to develop a good relationship with a committed CES
worker.
Finishing the placement
Ninety-two per cent of people who were interviewed had finished their
placement. The majority of people who left before finishing their placement did so
to go into 'open' employment. Some went into 'subsidised' employment, as one
woman who went straight onto Jobstart explained, 'my sister's father-in-law rang
me up and so I went into full-time employment'. In another case, the broker rang
the participant and organised an interview for her during her placement, and
this young rural woman achieved a full-time position. One broker got three of her
participants full-time work near the end of their placement. One person did not
finish his placement because he could not work with his supervisor, as this man
60
Zmproutng L:ues tbrougb JobsbtZ^s
complained about his supervisor, 'it was really hot at work [in summer] and he
had me painting lines on asphalt'.
Conclusion and discussion
The large majority of participants identified major benefits they had gained in
undertaking a Jobskills placement. The most frequently mentioned benefits were
related to formal training and practical work experience and training on the one
hand and self-esteem, personal development, friendship and communication on
the other.
Participants were less likely to identify difficulties with their placement with 30
per cent saying there were insignificant or no difficulties. Inappropriate off-thejob training, and disharmony with other workers, were named by a relatively
small proportion.
The various components of the Jobskills program were discussed with the
participants.
Both brokers and employers were seen as helpful and supportive by the majority
of the participants.
On-^be-job framing was valued by most participants. There was an indication
that more development was required in the on-the-job training, so that each
participant could expect to have developed competency-based skills at the end of
their placement. Small employers required support in developing and
implementing on-the-job training programs. Brokers should continue to monitor
the on-the-job training and its quality regularly, and provide additional support
to employers when necessary. Proforma on-the-job training plans greatly improve
the chances that participants will benefit from this component.
For many participants their o/jf-ibe-job framing was a positive and useful
mechanism for improving their chances of accessing the labour market. A
significant number of participants had difficulties, which could have been
overcome if the competencies of participants had been assessed prior to their
commencement.
Recent changes to the focus of off-the-job training, moving to a focus on
competency-based training for individuals should improve the relevance that
participants feel their training has for them. The introduction of a horticultural
rather than outdoor occupational focus may improve both the off-the-job training
and the labour market position of participants completing their placement in this
occupational area.
In some cases the relationships between workers and Jobskills participants could
be enhanced. Participants had been out of the work force for at least a year and a
small number found it difficult to re-establish their interpersonal skills in the
work place, or cope with workers who felt threatened by their presence.
61
7?nproMHF Ltues through
^
CHAPTER 5:
*
LABOUR MARKET SITUATION AFTER
JOBSKILLS
This chapter considers the employment situation, labour market experiences and
financial situation of the participants at the time they were interviewed. It
concludes by considering the barriers to employment faced by participants and
their view of the role of Jobskills in their employment situation.
Labour market status
Participants' situation with regard to working, looking for work, studying and
other activities is presented in Table 5.1. As outlined above, at the time of their
interview, the majority of child-care participants had completed their placement
11 months previously, the majority of clerical participants finished their
placement seven months, and the majority of outdoor participants eight months
ago (Table 2.2).
Gender
at
Table 5.1 Involvement of participants in labour market by gender
AC7YW7T
GENDER
Ee/noZe
Afcde
%
%
%
Working and not looking for works
Working and looking for works
Minimal work and looking for workb
Working and studyings
Looking for workb
Studying and looking for workb
Studying^
Otherc
Total
Number
49
4
8
4
20
8
3
4
100
<7W
38
13
4
0
25
12
4
4
100
_____ (M)_____
47
6
7
3
21
9
3
4
100
rue)
" Included as 'working' in Table 5.3.
b Included as 'looking for work' in Table 5.3. Minimal work is defined as 6 hours a week or less,
c Included as 'other' in Table 5.3.
Sixty-three per cent of people were working at the time they were interviewed.
This included: people who were working and not looking for work, people who
were working and looking for work, and people who were in minimal work and
looking for work. A further 15 per cent of people were studying. That is 75 per
cent of people were either working or studying, 21 per cent of people were looking
for work and another 4 per cent were outside the labour market. There was very
little difference between the outcomes for females and males (Table 5.1).
62
Jntprouing Liues tttroMgh Jobsbitts
Studying and other iabonr market programs
One of the important outcomes for participants was that 15 per cent of them
went on to some form of study. Their capacity to access permanent positions in
open employment and attract higher incomes would be likely to be enhanced by
their further studies. There was very little difference between the percentage of
men and women who were studying (15 per cent of females and 16 per cent of
males, see Table 5.1). Table 5.2 shows 15 per cent of those who did a clerical
placement were doing some form of further study, 33 per cent of those who had
done an outdoor placement and 9 per cent of those a child-care placement.
Table 5.2
S7ATOS
Current status regarding study
PLACEMENT
Outdoor
CLiid-care
%
%
Ciericai
%
Full time study
Part time study
Total
Ndm-bcr
5
10
15
(70)
13
20
33
05)
Totai
%
6
3
9
6
9
15
____ ^
______
Three participants who had done a child-care placement had returned to
undertake post-secondary courses. Two were doing an Associate Diploma of
Social Science (Child-care) at TAFE colleges and the other was doing a course
unrelated to her Jobskills occupation. These three people were all aged between
21 and 35 years old. One was looking for part-time work, one was not looking for
work and the other was working part-time.
Ten female participants who had done a clerical placement were involved in
labour market programs or studying at the time of their interview. Four of these
participants had returned to undertake post-secondary courses. Two were doing a
course at a tertiary institution and one was doing a course unrelated to. her
Jobskills occupation category. One person was attending Job Club. They had
diverse work situations.
Five participants who had done an outdoor placement were involved in labour
market programs or studying at the time of their interview. Two were doing a
course at a tertiary institution and two were doing structured skills training in a
course unrelated to their Jobskills occupation.
The percentage of participants who were doing further study reflects the
employment outcomes for the different occupational categories and the
opportunities that the participants had to assess the appropriateness of the
occupations in terms of their future careers.
Oper<3^on.<3% indicators o/ iabonr /nar&et statns
The categories of labour market status in Table 5.1 are used to build three
combined activity classifications in Table 5.3. The three classifications interpret
63
Z/nprouwg Ltues tArougA JiobsAiZZs
the assumptions about the psychological status of people with regard to
unemployment taken from the work of Ezzy (1993), indicating people's position in
relation to the labour market. The classification has the disadvantage of
removing 'studying' from the general analysis (as it is incorporated into other
categories). This can be partly attributed to the small sample size, as a more
substantial sample size would have permitted a combined activity category that
incorporated 'studying'.
Table 5.3 shows the combined classification as follows:
* 'working'—people working and not looking for another job, people working and
looking for further work, and people who were working and studying;
* 'looking for work'—people looking for work, people studying and looking for
work, and people working an average six or less hours a week (minimal work)
and looking for work; and
* 'other'—people who were studying and neither working nor looking for work
and people who were generally not interested in being in the labour market or
who excluded themselves from the labour market.
These three combined categories are useful for analysis and unless otherwise
indicated are used throughout this report, that is, it is assumed for the purposes
of analysis that participants were either working, looking for work or outside the
labour market. As shown in Table 5.3, 56 per cent of people interviewed were
working, 36 per cent were looking for work, and 8 per cent were doing something
other than working or looking for work.
Table 5.3 Active involvement of participants
COMBINED AC7YW7T
PLACEMENT
Ciericai
Outdoor
Chdd-care
%
%
%
Working
Looking for work
Other
Total
Number
53
40
7
100
03)
40
53
7
100
71
19
10
100
(3D
Toiai
%
56
36
8
100
m s j _____
Noie: See also Table 5.1.
Jobs/dds occupa%io7K3% categories and iabour mar/:ei position.
*
^
Labour market outcomes for the Jobskills placements' occupational categories
show some clear differences: 71 per cent of those who did the child-care Jobskills
placement were working, compared with 53 per cent of those who did clerical
placement and 40 per cent who did an outdoor placement (Table 5.3). There was
a small but 'significant' association (phi=0.24 chi-square p<0.05) between
occupational placement and employment outcome.
64
Zntprouing Liues t/trougA
Lobo^r marAe/ s/aius and o^ber cbarac/erfs/fcs
In terms of gender 57 per cent of women were working compared with 51 per cent
of men (see Table 5.1). One-third (33 per cent) of participants who did their
placement through a broker in Melbourne were looking for work compared with
41 per cent of participants who did their placement through a broker in rural
Victoria (Table 5.4). This reflects the greater difficulties brokers located in rural
Victoria face in attaining the same level of successful employment outcomes for
their participants as brokers located in Melbourne.
Table 5.4
RROXRR
Position in labour market by location o f broker
AC2TW7T
Wording
Loobtng /or ujorb
O/ber
%
%
%
Rural Victoria
Melbourne
Number
53
41
58
33
CM) _______ _____________
6
9
Tb/a%
%
100
100
____ ___ fJ S )
In terms of household structure, 73 per cent of people who had a partner were
working and 64 per cent of people who were living with their parents or their
family were working (Table 5.5). The two household types most likely to be
looking for work were single people without and with children.
Table 5.5 P osition in labour market by household structure
RORSEEOLD
AC7TWTY
Worb/ng
Looking /or toor/s
O/ber
%
%
%
Single
Single & children)
Partner
Partner & children)
Parents and/or family
Number
42
43
73
56
64
48
50
20
28
33
____ _________ ____ ___________________
10
7
7
17
3
f9)
7b/a/
%
100
100
100
100
100
774
Table 5.6 shows that the age group most likely to be working was the 36— 45
years group (75 per cent of whom were working). Those in the age group 46 years
or more had significant difficulties gaining employment with only 31 per cent
working.
65
Tmproumg Ltues
Table 5.6
AGE
Jo6s^:ZJs
Position in labour market by age
AC7YWTT
Worhiug Looking /or ujorh
0%her
%
%
%
21—25 years
26— 35 years
36— 45 years
46 years or more
Number
58
49
75
31
ra?)
38
4
33
18
20
5
69
0
C42)___________^ ) ____
Tb%aJ
%
100
100
100
100
GM)
Participants' education level had some impact on their position in respect to the
labour market (see Table 5.7). People whose education level was below Year 10
were most likely to be looking for work (60 per cent). In comparison, only 22 per
cent of people who completed Year 12 were looking for work. The analysis of
people who were in higher education showed that all those who had Bachelors of
Arts degrees were in work, that 50 per cent of people who had diplomas were
looking for work and that 30 per cent of people who had a trade qualification
were also looking for work. Of those people who had overseas qualifications only
14 per cent were looking for work and 57 per cent were working. These findings
support other studies showing that length of schooling has a significant influence
on employment outcomes (Baker 1984).
Table 5.7 Position in labour market by education
ED17CA7TON
AC7TW7T
Wording Looking /or morh Other
%
%
%
Up to Year 10
Year 10
Year 11
Year 12
Tb%a%
33
52
52
68
60
42
40
22
7
6
8
10
Toted
%
100
100
100
100
Number
G3)
(23)
GN)
____
Employment
Putt-time, part-time or casual
Of the participants working at the time of the interview, 12 per cent of people
were employed one day or less per week, 23 per cent between one and four days
in the week, 35 per cent were in employment between four to five days in the
week and 30 per cent more than five days in the week (see Table 5.8).
Those who undertook clerical or child-care placements were more likely to be
working three days or less per week. The 15 per cent of people who had done
clerical Jobskills placement and were working one day or less per week were in a
fairly marginal position in the labour market. It is not possible to say whether
66
Zntprouing Ltues through Johs^iHs
this work was a continuation of previous clerical or office-based work. It is
however possible to say that most of the people who had done a child-care
placement who were working one day or less per week were working in child-care
work. Many child-care participants, after they finished their placements, worked
for agencies.
All but one of the people working one day a week or less were women. That
women were more likely to be working fewer hours than men was a combination
of choice, and the problem of the casualised workforce associated with the child­
care industry.
Table 5.8
Days of employment of participants working at time of
interview
PLACEMENT
DAYS PER WEEE
CbfM-care
CJer^coJ
Outdoor
%
%
%
%
One day or less
1—2 days
2— 3 days
3— 4 days
4— 5 days
More than 5 days
Total
Number
Note;
15
0
10
7
44
24
100
0
0
0
33
0
67
100
______ (3)___
9
4
23
5
23
36
100
(22)
12
1
14
8
35
30
100
(66p
a Includes those working in minimal work, but responses are missing from some people in
minimal work who described themselves as unemployed.
Of the people who classified themselves as employed, 37 per cent (25) said they
wanted to be employed more hours. Those who were employed the equivalent of
two days or less all wanted more hours. Interestingly, three of the 20 people who
were employed the equivalent of five days or more, wanted to be employed more
hours. This may reflect their low wages.
While 46 per cent (five) of men who were employed wanted to be employed more
hours, only 36 per cent (20) of the women wanted to be employed more hours.
Overall people from clerical and child-care placements wanted to be working
more hours and would upgrade their positions to full-time if they could obtain
full-time work. This suggests that once the economy starts to pick up, those
people that are working in the clerical area may be able to gain full-time jobs.
People in child-care work in an expanding industry, and their chances of gaining
full-time work are promising.
1
67
Zmproutng Liues
J o 6s^tHs
emp?oymen%
Eighteen per cent of people employed said their job involved them working
shiftwork. Eleven of the 12 people who were in shift work were women: 12 per
cent (four) of the women who had done a clerical placement were doing shiftwork,
as were 32 per cent (seven) of the women who had done a child-care placement.
Temporary or permanent employmen.%
Some 73 per cent of those who were employed said they considered their
employment as permanent. Some 39 per cent of those who had undertaken a
child-care placement said their employment was temporary, whereas only 15 per
cent of those who had done a clerical placement considered their employment to
be temporary. All of the outdoor participants who were in employment said their
employment was temporary.
The pathw ay to w ork
Brokers, DEET and others are interested in the employment 'outcomes' of
participants at the end of their placement. DEET monitor participants' labour
market position three months after they have finished their placement to assess
'outcomes' in relation to unsubsidised employment. In this survey participants'
situations at the time of interview have been presented and this represents a
measure of labour market 'outcome' of participants at, for most, between six and
12 months. As the case studies showed, people's unemployment experience
between finishing their placement and their interview were very varied.
Twenty-three per cent of people who were interviewed have not done any work at
all since they finished their Jobskills placement (Table 5.9). This represents 27
per cent of participants who did a clerical Jobskills placement, 47 per cent of
participants who did an outdoor Jobskills placement, and only 3 per cent of
participants who had done a child-care Jobskills placement. Overall those who
did a child-care placement were much more likely to have had a greater amount
of work whether that work be in the secondary or primary labour market.
Table 5.9
Months in work since finished Jobskills placement
ATONTWE 77V 1VOPE
Nil
1—3
4—6
7—9
10— 14
Total
Number
C7ericcd
%
27
PLACEMENT
Outdoor
ChiM-care
%
%
47
3
14
24
28
7
100
27
0
26
0
100
c ia
68
6
3
7
81
100
%
23
14
15
22
26
100
Zrmproutug Ztues
JobsAftts
There were 22 people who said they were unemployed at the time of interview,
but that they had done some work since they had finished their Jobskills
placement. This was slightly less than half the people (47 per cent) who were
unemployed at the time of their interview. Only four people said that the
employment had been full-time, typically the employment had been part-time
and temporary.
More than half (55 per cent) had had one job since finishing their placement and
22 per cent had had two or more jobs (Table 5.10). Half the participants who did
a child-care placement had two or more jobs since completing their placement.
Table 5.10 Number of jobs since finished Jobskills placement
PLACEMENT
MONTHS
Outdoor
Child-care
Clerical
%
%
%
Nil
One
Two
Three
Four or more
Total
Number
27
59
10
4
0
100
fM)
47
53
0
0
0
100
CMJ
3
47
27
13
10
100
CM)
Total
%
23
55
13
6
- 3
100
The child-care sector has a number of characteristics that make it both attractive
and unattractive for those undertaking a child-care placement. As well as being a
growth industry, it employs a great number of relief staff. While agency staff are
attractive to employers in this industry, the role of caring for children means that
trust and an individual worker's personality are well regarded attributes. Even
while fading to gain a permanent position, many child-care Jobskills participants
were likely to have done relief work for their Jobskills employer. Networks
amongst the community child-care sector is strong and the recommendation of a
manager can ensure that participants gained relief. Some participants joined
agencies, and worked at a large number of different centres.
Long-term unemployment
There is a need to understand the relative labour market disadvantage of those
undertaking the program. Those who have been unemployed for many years were
likely to be severely disadvantaged. Government welfare payments to
unemployed people were not designed as a long-term income source. It is likely
that those relying on government welfare payments for a long period would suffer
severe resource inadequacies.
Out of the 116 who were interviewed in mid-1994, 9 per cent (11) people had not
worked at all since at least the end of 1990, apart from doing the work experience
component of their Jobskills placement. Nine of the 11 people did a clerical
69
i/nproumF Lfues ^Arou^A JoAsA^Zs
placement and the other two an outdoor Jobskills placement. This means that 13
per cent of both clerical and outdoor Jobskills participants had no employment
over a 42-month period prior to their interview.
Financial position before, during and after Jobskills
Jobskills had a positive effect on the income of many participants during their
placement, but for some this was a temporary experience. Table 5.11 shows that
42 per cent of people said their present financial situation at the interview was
good, 36 per cent described their present financial situation as fair and 22 per
cent said their present financial situation was poor. In contrast, only 11 per cent
had said their financial situation was good before their placement.
Table 5.11 Financial situation o f those in w ork and not in w ork
FfAANCML SJTCMTYON
Be/bre
DMrin-g
Jobs&iMs
Jobs&iMs
%
%
%
Good
Fair
Poor
Total
Number
11
39
50
100
42
51
7
100
42
36
22
100
_______
As Table 5.12 shows 66 per cent of those who were working described their
financial situation as good, and only 5 per cent said their financial situation was
poor. In direct contrast, only 12 per cent of those looking for work described their
financial situation as good, and nearly half (43 per cent)
indicated they viewed their financial situation as poor.
Table 5.12 Financial situation o f those in w ork and not in w ork
FHVAWCML SiTtMTYON
AC77W7T
Nb% tn.
%
%
Good
Fair
Poor
Total
Number
66
29
5
100
12
45
43
100
___________
Seven per cent of people said they did not have enough money to pay the bills
when they came in, 43 per cent said that they had just enough money to get by
on; 25 per cent said they had enough to get by on, with the few extras they
wanted; and another 25 per cent said their situation was such that they could
70
improving Lives through Jobsi:iiis
save money which they did not have to spend (Table 5.13). Financial capacity
was again significantly associated with employment status.
Table 5.13
Financial capacity of those in work and not in work at
time of interview
ACTYWTY
FINANCIAL CAPACITY
Wor%Mn,g
Noi tn mor&
Total
%
%
%
2
32
25
41
100
CH?)
Not enough to pay my bills
Just enough to get by on
Enough to get by on, with a few extras
1 can save money, which 1 don't spend
Total
Number
14
57
26
4
100
161)
7
43
25
25
100
(113)
The median income level of those who were looking for work was $101-$200 (with
71 per cent within this income level). In contrast, the median income level of
those who were working was $301-$400 (with 54 per cent within this income
level).
The mean income for people who were interviewed and who were working was
$291 net per week. People who were employed six or more hours per week,
earned an average of $9.70 per hour (this hourly figure is overstated as it
includes income from non-wage sources as part of the calculation).
The earning levels reflect the number of hours that people were in employment.
Seven of the 11 people earning $101-$200 worked less than eight hours a week,
and 30 of the 33 people who earned $301-$400 worked four or more days per
week.
There was little difference in the income levels of men and women.
The occupational category of people's Job skills placement influenced their
income: 62 per cent of people who did a clerical placement and were working
were receiving an income of $301 or more, but only 38 per cent of people who did
a child-care Job skills placement and were working were in this income group.
The mean net weekly income level of participants who did a clerical placement
was $253; a child-care placement was $234; and a outdoor placement was low at
$180. These figures were influenced by employment status.
Barriers to the labour market
While labour market programs like Jobskills can assist in addressing the needs
of participants, it is useful to understand the broad range of problems
participants have in gaining access to the labour market. It is difficult to
71
intproMng Z:ues i/trougb Jo&sAfHs
understand employment 'outcomes' unless it is possible to understand the range
of barriers people have already faced in accessing the labour market.
Participants were asked whether particular problems had been a difficulty for
them, in their attempt to find a job (Table 5.14).
Table 5.14
Trouble w ith fin d in g a jo b
YESBECAUSE
Wording
%
Not enough jobs available
87
Not the right education or training
62
Don't have suitable skills
71
Don't have suitable work experience 83
22
Where 1 live
Think I'm too young
13
52
Think I'm too old
Don't have suitable transport
21
6
Housing situation
18
Health or some disability
Way 1 look or dress
18
Racial discrimination
8
Gender discrimination
10
7
Might get pregnant
Problems with child-care
3
Number
(63)
PLACEMENT
Looking /or mor&
%
91
52
62
71
24
19
76
33
2
33
12
0
14
0
5
(42)
TbiaZ
%
89
59
68
78
23
15
62
26
5
25
15
5
13
4
4
(136)*
Note response from those in the 'other' category, except one person, are excluded because of
the way the survey was designed.
sZrucZuraZZy maccessi&Ze /abour mar&eZ
As Table 5.14 shows, an overwhelming 89 per cent of participants felt they had
trouble finding a job because there were not enough jobs available (91 per cent of
those looking for work and 87 per cent of those working). The growth area, child­
care, had only slight influence on participants' responses and 82 per cent of
participants who did a child-care placement felt they had been prevented from
getting a job because there are too few jobs available (compared with 93 per cent
outdoor and 91 per cent clerical participants).
Wor& s&iZ/s to attract employers
Over half (59 per cent) of those who were interviewed said they felt they had
trouble getting a job because they did not have the right kind of education or
training. Some 68 per cent of participants felt their lack of suitable skills were
partly responsible for their trouble in finding a job.
^
^
Work experience is valued differently within various occupations: 78 per cent of
participants said they had trouble getting a job because they did not have
sufficient work experience. Of participants completing an outdoor placement 93
72
fmprouiTtg Ztues i/troMg^t Jo6sAtMs
per cent felt this was a problem for them (in contrast to three out of every four
clerical or child-care participants). This may reflect the value the employers of
'outdoor' participants place on work experience, whereas the employers in the
other two occupational areas may place greater importance on training or other
skills.
ZocaJtsec? %a&OMr 7nar&ei proMe/ns
Twenty-three per cent of participants said that where they live had caused them
trouble in finding a job. Whether participants were working or looking for work
made no difference to the way this question was answered. There was also little
difference in the way the participants from the different occupational Jobskills
categories responded to this question or between urban or rural brokers.
Twenty-one per cent of participants with urban brokers said where they lived
was a problem compared with 25 per cent of those with a non-metropolitan
broker.
Ouercommg
problems or &sab^ify discrimination.
Twenty-five per cent of participants said they had trouble finding a job because of
their health or disability. While 18 per cent of those now working had faced this
problem, 33 per cent of those who were still looking for work said that this
problem had caused them trouble when trying to find a job.
Ageism in tAe iabonr market
Fifteen per cent of those interviewed said their young age had prevented them
from finding a job. None of the participants who did an outdoor placement felt
that their young age had prevented them from getting a job, but 18 per cent of
clerical and child-care did so. This may reflect the older average age of outdoor
participants.
A majority (62 per cent) of participants felt they had been prevented from getting
a job because employers felt they were too old. (It should be noted that only 11
per cent of participants were aged over 45 while 42 per cent were 25 years or
less.)
Employers' perceptions about job seekers above a certain age has been
acknowledged as a problem in assisting people into the labour market. There is a
perception in the community that workers in the older age segment of the labour
market are unwilling to retrain or have skills that do not match those needed by
employers in the 1990s. Other studies have found that older people feel that
because of their age they are discriminated against by employers (Jackson &
Crooks 1993). This demonstrates the importance of a Jobskills placement in
illustrating to an employer the flexibility and enthusiasm of older people.
However to be successful this may need to be accompanied by a more general
education campaign about the benefits of employing older workers, who offer
significant work and life experience.
73
ZTnproutMg Ztues
NeeJzng i/ze resources
ge^ u^or/z
Poverty undermines people's ability to access the labour market. Without the
money to buy clothes, to pay for flexible and reliable transport and to have secure
and appropriate housing, accessing the labour market will be extremely difficult.
Jackson and Crooks (1993) found that costs associated with looking for work,
including the need to pay for clothing and other materials, and the lack of
adequate and affordable transport were barriers that made finding employment
difficult.
Five per cent of participants said their housing situation had caused them
trouble when they were trying to find a job. Fifteen per cent of people said the
way they dressed or looked had caused them trouble when they were looking for
a job.
More than one in every four people said having unsuitable transportation had
caused them trouble when they had been searching for work. While 21 per cent of
those working said this had been a problem, 33 per cent still looking for work
said that their lack of suitable transportation caused them trouble.
There is a need to recognise that in urban areas appropriate public transport
would assist in addressing the needs of many long-term unemployed people. For
some of those still looking for work, it is likely that lacking suitable transport,
having unstable housing arrangements and not having the money to improve
their appearance remain problems. Without an adequate income, and without
access to public transport and well-located public housing many of these people
will remain excluded from the labour market. It is not sufficient to focus solely on
these people's labour market skills and experience, when these specific economic
barriers exist and prevent them accessing the labour market.
Racial &scri7H,in.aiion,
It has been acknowledged that people from the non-dominant ethnic background
have difficulties in accessing employment (Gray 1987; Jackson & Crooks 1993).
In this study, five per cent of participants said they had trouble finding a job
because of their racial or ethnic background. These participants were all working;
some had overseas tertiary qualifications.
Five of the thirteen (38 per cent) participants who had a non-English-speaking
(NESB) background said they had trouble finding a job because of discrimination
on the basis of their racial or ethnic background. These participants were
assumed to have English language skills, particularly in the clerical Jobskills
placements. It is probable that many of the NESB long-term unemployed people
experience this impediment in their job search activities.
The way people dress can be related to the discrimination participants from a
NESB face. As one participant from a NESB explained:
74
improving Lives t/trough Jobshiiis
I had been to the CES and on the CES board [the job vacancy] was for a
receptionist and I was wearing my Indian dress. I don't know. After a lot of
talk ... because she said she wanted Year 12,1 was having Year 12. She said
she wanted a speed of 45 words per minute, I was having 45 words per
minute typing. But then she said, look ... I mean she didn't actually tell me
what the cause was you know, but she didn't send me to that employer. So I
can tell you that the way one dresses has an effect.
Gender discrimination
Thirteen per cent of participants said they had trouble finding a job because of
discrimination on the basis of their gender. Four women also said they felt that
they had trouble finding a job because they might get pregnant. These women
were working, three had done a clerical placement and one a child-care
placement.
Only four per cent of participants said that they had trouble getting a job because
of problems with child-care, but this represented 13 per cent of participants who
had children living with them. Obviously, despite improvements in the supply of
child-care in Australia (Brennan 1994), the need for child-care, which is
appropriate and accessible for those undertaking labour market programs and
seeking work, still remains a problem.
Networks to access the labour market
Networks are very important in some occupations in enhancing the ability to
gain employment. It is often difficult for unemployed people to develop networks
with employed people. Over 90 per cent of those interviewed said they had made
contacts and friends through their placement, and 97 per cent of participants
were satisfied with the opportunity the work experience component of their
placement gave them to meet other people.
Of those interviewed 65 per cent said they would be able to use their friends or
contacts to help them get a job. As many people had gone directly from their
Jobskills placement into employment with their Jobskills employer, the benefits
of networks had already been demonstrated to people.
A greater proportion of those who were working than those who were looking for
employment said they would be able to use these contacts to help them get a job
(71 per cent compared with 57 per cent). This suggests that some participants
faced barriers in developing networks or failed to recognise their importance.
Some people explained in detail how their labour market position had improved.
One unemployed person said, 'my supervisor has given me a really good
reference. His reference may help me to get a job in another centre'. Another
person made the point that she could help 'through the people and employers
they know and through them knowing what I can do'.
75
Lwproutng L:ues
Employ ment
Jo 6s^:JJs
Jobs^iHs employers
An analysis of how participants, who were working, obtained their jobs showed
that 38 per cent were approached by their Jobskills employer after they finished
their placement to stay on as an employee. Of those who were looking for work at
the time of their interview, 32 per cent of those who had had some work after
their placement had done so with their Jobskills employer.
Some 22 per cent of participants were in unsubsidised employment with their
Jobskills employer at between five and 14 months since completing their
placements.
There is some evidence to suggest that once many of the employers decided to
retain Jobskills participants they retained them on a temporary basis in casual
or part-time employment until they could offer them a more substantial position.
While the Jobskills placement operates as a period when employers can assess a
potential employee, it is not possible to judge how many employers decide that
their participant has 'failed' this trial.
The role of Jobskills in providing employment
?
Eighty per cent of participants who were working said their Jobskills placement
had helped them to get their current job. Participants who did a child-care
Jobskills placement were more likely to attribute their placement as assisting
them to get their current position. Eighty-six per cent of child-care Jobskills
participants and 75 per cent of clerical Jobskills participants said their Jobskills
placement had helped them to get their current job.
As Tracey explained she got her present position because she had 'the Child-care
Assistant Certificate' from the program. For other people like Trish and Carmen,
the trial performance period provided the direct link into employment; 'the
placement was where I started to work'.
More than half (57 per cent) of participants who were working said that they
would still be unemployed if they had not done their Jobskills placement.
Conclusion and discussion
Outcomes from labour market programs such as Jobskills include both
employment, further training and for some continuing unemployment. The
situation is made considerably more complex to assess when hours of
employment and permanency are taken into account and similarly for training.
Outcomes in terms of level and rate of income are also factors to be considered.
This study found a significant association between the type of occupational
placement undertaken and employment outcomes, with the child-care
participants most likely to be working, followed by those who did clerical
76
ZyytproutMFLtues
placements while those who were in outdoor placements had the least likelihood
of being in paid employment some months later.
Influences on this overall result include the number of intakes of Jobskills
participants and the size of the employing organisation. People who undertook
the child-care placements were in the first intake and retention rates by the
Jobskills employer might have been influenced by this. Some of those doing
clerical and outdoor Jobskills placements were with employers who had already
had a participant (and might have retained this participant from the first
intake). A further influence relates to employment growth within different
occupations. The child-care industry has a higher total employment growth rate
than the other two occupations (DEET 1991, p.130). Completing a labour market
program placement in an expanding industry increases the chance of being
retained.
This study highlights that incomes vary across Jobskills occupational categories.
It also indicates the importance of assessing the actual incomes or the actual
hourly rates of pay for people once they have completed a particular occupational
category of a labour market program. In this study it appears that people who
have completed a clerical placement were more likely to gain positions where the
average hourly rate was higher than those who completed a child-care placement.
However, in the child-care sector the award is broken into a number of levels,
and participants who gained unqualified child-care positions would have been
employed at relatively low level incomes. In contrast people who were gaining
qualified child-care positions because of their pre-existing qualification would
have been employed at a higher end of the income brackets for participants who
were now working.
It is important to understand the barriers people have faced in attempting to
access the labour market. If these participants are to move into unsubsidised
employment Jobskills needs to be able to overcome these barriers and move them
into a better position in the labour market. Understanding the impediments
assists in evaluating how successful this labour market program can be in
maximising participants' opportunities for employment. It must be emphasised
that while some participants saw their lack of skills, education and work
experience as a barrier to employment, almost all clearly identified lack of jobs as
a barrier.
Jobskills can be a 'stepping stone' for some participants as it provides a
mechanism to complete a labour market program which incorporates an
accredited training component. Some participants used their Jobskills placement
as a chance to begin other formal education or other formal training programs.
77
<Jo6sAfHs
fm^rotMMg Lfues
CHAPTER 6: CONCLUSION
Introduction
As introduced in Chapter 1 the objectives of this evaluation are: to assess the
value of the Job skills program in terms of labour market outcomes for
participants, to assess the additional benefits for participants of being involved in
the program, and to identify some of the factors that affected outcomes for
participants.
This chapter discusses the data already presented in terms of these objectives,
and also examines some of the policy implications of the findings for the Job skills
program and for other labour market programs. It is beyond the scope of this
report to compare Jobskills with other labour market programs in any detail,
however, many of the findings do have implications for other programs.
The data in the report come from participants in the first two years of the
Jobskills program. In 1994-95, following CESAC's review of implementation of
the program (1994) and the announcement of the Wor&tn-g Action, strategy,
significant changes have been introduced to the Jobskills program. The changes
to the program relevant to this report include:
* The function of the Level 2 broker has been removed and taken on by DEET
Area Offices.
* Brokers tender directly to DEET Area Offices for places within a given region.
* Pilot brokerages covering the private sector have been introduced.
* On completing the program, participants lose eligibility for Jobstart wage
subsidies and may not be eligible for Newstart benefits because they are now
viewed as recently unemployed rather than returning to their long-term
unemployed status.
* Placements in a wider range of occupational areas have been introduced, such
as horticulture, marketing, library assistance, community development
assistance, project assistance.
The implications of the findings of this study in relation to the Wor&ing Na^on
policies are discussed further in a separate report (MacNeill 1995).
The value of Jobskills in terms of labour market outcomes
DEET has provided information which enables some comparison to be made
between Brotherhood participants and Jobskills participants nationally. The
information is for employment outcomes for participants leaving Jobskills
placements in the year to end of April 1994 and this overlaps only in part with
the participants interviewed in the study. DEET figures are for outcomes three
months after the completion of the program:
78
intprouing Liues tArougb JobsAiHs
a
Brotherhood
21%
18%
47%
* Full-time unsubsidised employment
* Part-time unsubsidised employment
* Percentage of positive outcomes
National
data
23%
12%
41%
Positive outcomes are defined by DEET as unsubsidised employment and/or nonDEET education and training. The need to look at outcome measures other than
unsubsidised employment is discussed further below.
Most of the 116 people interviewed for this study who did a placement through
the Brotherhood Jobskills program were able to benefit significantly from the
program, in terms of labour market outcomes, in particular gaining employment,
but also undertaking additional training, as well as in terms of a range of social
and personal benefits.
Labour ntar&e/ ou/comes
The presentation of labour market outcomes in Chapter 4 indicates the
complexity of defining these outcomes. It is not straightforward to define people
as either in paid employment or unemployed because of the range of hours
worked and the combinations of paid employment and other activities including
studying and seeking other employment.
The employment situation of the participants at the time of their interview (five
to 14 months after their placement finished) was as follows:
* 75 per cent of participants were either working (including minimal work) or
studying;
* 21 per cent were looking for work (and not working nor studying); and
* 4 per cent were outside the work force.
At the interview 75 per cent of participants were in a situation which could be
deemed to be a success for them in terms of being involved in employment,
training or education. Only 21 per cent of people were only looking for work (and
neither working or studying). Another 4 per cent could best be described as
outside the labour market (typically caring for children). Certainly some of the
people working or studying were dissatisfied with their situation and were
looking for work or were hoping to start studying in the future.
Those people who were now working or now studying, having been unemployed
for at least a year before they began their Jobskills placement, were in. an
improved position relative to the labour market. A small number have received
little labour market benefit in that 21 per cent were still looking for work (and
neither working nor studying). It is also important to note that some of those
people who were looking for work had also completed other labour market
programs since they finished their Jobskills program, and may receive some
future labour market gains from their involvement with Jobskills.
79
4
7yn%?routMg Ltues fArongA Jobs^tHs
The majority of people (65 per cent) who were employed were working at least 32
hours per week, while 12 per cent of ah participants were working eight hours or
less per week. Of those people who were working, just over a third wanted to
work more hours. This included some people who were working more than 40
hours per week. While some people who worked part-time did so of their own
choice, many of the people who were working part-time wanted to work more
hours. If more hours were available to these people in the future many would be
likely to move to full-time work.
Factors
oM%comes
Outcomes varied according to occupational placement. Overall people who
undertook a child-care placement were more likely to have work than those who
had done a clerical placement while those in an outdoor placement were least
likely to have obtained work. As the people who completed their child-care
placement did so in the 1991-92 intake, 81 per cent of people who did a child-care
placement had worked between 10 and 14 months at the time they were
interviewed. Almost half the people who had completed an outdoor placement
had not worked since they had completed their placement. These differences in
employment outcomes are discussed further below in relation to the experiences
within the Jobskills program and the nature of the different occupational sectors.
Nine per cent of people who were interviewed had not worked at all since the end
of 1990. This raises the issue of whether a single six-month labour market
program can change the situation of those who have been unemployed for a
number of years and have become substantially marginalised by their poverty.
Geographic location appeared to affect outcomes. People with a placement in
Melbourne were more likely to be working than those people with a placement in
rural Victoria, but this was related to some extent to the type of occupational
placement.
The large majority of participants were female but there was not a marked
difference in outcomes according to gender with 57 per cent of women and 51 per
cent of men working at the time of interview. In terms of household and family
structure the groups least likely to have work at the time they were interviewed
were people living alone and sole parents. Almost half of those who were living
alone or sole parents were looking for work at the time they were interviewed.
Considering age group, the people most likely to have work at the time they were
interviewed were those in the age group 36-45 years. Those in the 21-25 year age
group also had relatively high numbers working at the time of interview. Those
least likely to be working were people aged 46 years or over.
The study found that people most likely to be working were those with higher
levels of education. People who had not completed Year 10 were much more likely
to be looking for work than those people who had completed Year 12.
80
Zrnprouing Liues t/troMg/t Jo6sA///s
Additional benefits of Jobskills
Apart from the labour market outcomes for participants in terms of gaining paid
work and/or undertaking further training the Jobskills program was valued by
participants because it gave them new skills, social contacts and self-esteem and,
for some people, a somewhat improved financial situation.
jFurt/ter
deue/opment
The main benefit that people saw themselves gaining from their participation in
the Jobskills program, apart from immediate employment, was some form of
certificate or formal education. The nature of the Jobskills program with its focus
both on training and work experience, makes it a suitable program to encourage
people to pursue further training and skills development at the end of their
placement. The number of people choosing this path was relatively small but
significant, as they were seeking to embark on a career path rather than simply
choosing to do short-term training programs that may not significantly improve
their long-term access to employment. For example, a number of participants
who had undertaken child-care placements decided to go on to do the Associate
Diploma of Social Science (Child-care), taking a long-term view to improving
their earning capacity and competitiveness in the industry. Untrained child-care
workers are likely to remain on relatively low incomes.
Cordac^s and ne/ujor/ss
Many participants said that they made contacts and friends through their
placement and named this as one of the main benefits of the program. The
Jobskills program provided people with an opportunity to develop networks
which could eventually benefit them in gaining employment, including contacts
with people who could provide them with references. It also provided friends who
could support them when they were looking for work. There are also labour
market benefits in building up networks, for example, the child-care sector
depends very heavily on people's word-of-mouth recommendation in terms of the
value of a particular worker in working with children.
impact on /dmdies
Most people valued the Jobskills program because of its impact on their family
life. For some Jobskills provided an important opportunity to show their families
that they could make a valuable contribution through paid employment. Many
families were positive and supportive, and viewed participation in Jobskills as an
important step in building links with the labour market and in establishing a
work routine. However, for some families there were complications and some
women who were caring for their children found it particularly difficult to
participate in Jobskills because of the full-time nature of the program and
because of the work and training combined with homework and travel to off-thejob training.
81
fntjproutng Ltues
c/o&s^iPs
Personal deue%opmen.%
Many people talked about benefits of improvements to their self-esteem and their
own personal development (44 per cent named this as one of the main benefits of
the program). These included both people who were working and those not
working after completing their placement. People commented on how
unemployment had undermined their self-confidence and that some had found it
difficult to relate to people when they moved back into the work place. However,
by the end of their placement, many found that they felt confident again in
dealing with people and in their ability to talk to people in general. This was a
benefit that could be lost if they did not acquire work quickly, and highlights the
need for post-program support.
PYn.ctn.cMZ%
Some people benefited financially from participation in the Jobskills program in
terms of the relative increase of their income. Half of all participants described
their financial situation as poor before they undertook a Jobskills placement, in
contrast to only 7 per cent who viewed it as poor during the time that they were
doing their placement. At the time of the interview, there was a clear association
between people's financial situation and whether or not they were working.
Those people who were not working were much more likely to say that they didn't
have enough money to pay their bills, but many people were finding that, even
when they were working, their incomes were not high enough for them to save
money.
No 6en.e/i%
Only five per cent of participants said that there was no benefit or only a
minimal benefit for them in actually doing the Jobskills program. One-quarter of
participants who undertook an outdoor placement made this comment.
Components of the Jobskills program
The experience of participants with the various components of the Jobskills
program are revisited below and the main difficulties participants identified with
the program.
Employers
Most people said that their employers had been good or helpful to them.
However, just over 10 per cent of people said that their employers provided either
unsatisfactory supervision or management for their placement and a few felt that
they had been treated as some form of cheap labour. The pressures on the
community sector to provide placements in the wider context of budget cuts and
often short timelines has been emphasised by service providers.
82
Zntproutng Ltues t/trong/t
Brokers roie
Most participants said that their broker was helpful and supportive. Just over 10
per cent of people said that they saw little need for a broker. The combination of
the roles of broker and employer and/or trainer was a problem in some of the
outdoor placements. Many of the people who did outdoor placements said that
they did not know that there was a broker and many also expressed frustration
with their employers. The combination of roles removed the possibility of the
broker acting as an advocate for the participant in relation to the employer or
trainer.
Participant p/an
Over one in three said that the participant plan was helpful for them. Some
people were critical of participant plans because some of the things in the plan
were not covered in their placement. It seems important that a participant plan
is developed and that participants, when doing their placement, can recognise
and monitor that they are developing the skills and doing the tasks that were
laid out in their plans. Discussions with brokers suggest that there have been
improvements in this area.
On-Z^e-^o& draining
Some 73 per cent of participants described the on-the-job training as helpful. A
small number of participants who did clerical or child-care placements made the
comment that they received little or no on-the-job training. Those who did
outdoor placements were least likely to find the on-the-job training helpful. This
area has been improved over the last few years.
O/jf-i/te-yoZ) /raining
Half the participants said that their off-the-job training was helpful or relevant.
It was most likely to be seen as helpful by those doing child-care placements and
least likely by those doing outdoor placements. More than a third of people who
undertook a clerical placement said that off-the-job training was irrelevant as it
had missed their needs. This related to the issue of variations in skill level. It
might also have to do with a variation within the different training organisations
who are offering off-the-job training. One in three people who did an outdoor
placement made the comment that their off-the-job-training offered poor teaching
techniques. Purchasing accredited training from providers to meet individual
needs has improved the off-the-job training, but in rural areas it may remain a
problem.
WorZ: experience
One in four participants valued the practical work experience and the work
training that they received from their placement. Some also valued their
placement in terms of being exposed to the culture of work.
83
improving Ltues t/trougA Jo6sA^Zs
Wording condt^ons
There were infrequent but important problems in terms of the level of task
responsibilities of participants, the skills they could develop, the equipment
available for them to use, and the safety precautions that were taken at work to
prevent injury.
Around 10 per cent of participants who did a child-care placement expressed
their dissatisfaction with their working hours and the lack of flexibility to take
sick leave. The regulations for the child-care sector make it difficult to alter
people's capacity to work flexible hours. That sick leave is a right is an issue that
needs to be addressed by brokers, as participants are likely to need time off
because of the frequency of infections in this occupational area.
-Support %o
o yo&
Twenty per cent of participants said they obtained support from their Jobskills
employer and another 20 per cent said they obtained support from their Jobskills
broker to assist them finding work when they completed their Jobskills
placement. The relatively low level of assistance from the broker reflects that,
during the early years of the Jobskills program, only some brokers provided post­
program support.
Di^cu^ies a//ec%mg di^eren.% occMpa%ton.a%p/acements
When asked whether there were any difficulties, 30 per cent of people said that
they had insignificant or no problems during their placement. However, no-one
undertaking an outdoor placement made this comment. The most frequent
difficulties identified by participants for outdoor placements were inappropriate
off-the-job training (47 per cent) and lack of supervision or guidance (21 per cent).
The difficulties experienced by many people with their outdoor placements
seemed to be related to the brokerage model used and frustration with limited job
opportunities after Jobskills.
Many of the people who did a child-care placement made comments that related
to the newness of the Jobskills program at that time as they were involved in the
first year of the program. Their most frequent difficulties were with the amount
of the time for work and study (16 per cent) and in their level of responsibility.
These related to the difficulties of establishing a new program and many of these
have now been overcome. Having a relevant job description before people begin
their placement is important in establishing clear responsibilities. The study
work load associated with the off-the-job training was a problem for some child­
care participants, especially for parents when this had to be completed at home.
The most frequent difficulty for people who undertook a clerical placement was
inappropriate off-the-job training, while a small number also reported problems
with variation in the skill level of the participants. When others in their off-thejob training had either much higher skills or much lower skills, this affected the
value of the off-the-job training.
84
Zwiprotdng Liues t/trougA Jo 5s/:dts
Selected policy issues for Jobskills and other labour market programs
The remainder of this chapter focuses on a range of policy issues emerging from
the findings.
Adoocacy /or participants
The generally positive view of the broker held by most participants and some of
the difficulties when this role was held simultaneously with that of employer
and/or trainer point strongly to the benefits of the model where someone
independent of the employer and trainer acts as an advocate for the participant.
The case management proposals contained in Wording Nation should incorporate
this advocate role.
Costs o/participating in the program
Over 10 per cent of people complained that they had to purchase things to do
their Jobskills placement. This issue requires further clarification. It is
important that participants engaged in labour market programs are compensated
for any additional costs involved.
One in four people, and half the sole parents, were dissatisfied with the amount
that they earned during their Jobskills placement. From discussion during the
interviews it was apparent that the main concern was expressed by parents who
were supporting children.
It is important to at least maintain the current policy that does not require
someone to take a program which would result in them being financially worse
off, and to ensure that there is no financial disadvantage associated with
participation in a labour market program.
Post-program support
More than three-quarters of participants said that they received no follow up
from the CES after they finished their Jobskills placement. It is acknowledged
that the CES did not need to make contact with people who were working, in
terms of bringing them in for an interview to update their CES records with
regard to their skills. However, two out of three people who were looking for work
had not been contacted for an interview after they finished their placement.
The study points to a clear need for CES or other appropriate follow-up at the
end of the Jobskills program and where the participant is still unemployed for
help with job search and other labour market assistance. It is important one
person assumes on-going responsibility for post-program support.
Expanding occupational categories and groudA. industries
There is a need to expand the occupational categories of Jobskills placements.
The CESAC report (1994) suggests that the Jobskills program should also
85
ZwtprouinF L:ues
operate in the private sector. Moving JobskiUs into the private sector, if it was
appropriately designed and managed, could expand the occupational categories
and opportunities for a greater range of unemployed people.
The fact that the child-care sector is growing rapidly at the moment augers well
for participants currently completing a child-care placement. In this study many
child-care participants gained employment with their JobskiUs employer at the
end of their placement. In contrast the opportunities for people who complete an
outdoor placement were fairly limited. This area of employment has a low rate of
growth and is often seasonal in nature.
Sharman (1993, p.5) makes the point that:
The areas with the highest proportions of JobskiUs participants, Clerical
and Outdoors, were also those with the lowest projected employment
growth, (15.2 per cent and 8.3 per cent respectively) relative to other
occupations. The areas with the lowest proportions of JobskiUs
participants, Professional, Human Services and Trades, had the highest
relative projected employment growth (33 per cent, 24 per cent and 21.2
per cent respectively.) This may be due to the difficulty of placing unskiUed
or semi-skiUed long term unemployed chents into the higher skUled
occupations where growth is expected.
Expanding occupational categories is a key issue to be addressed for the JobskiUs
program, which should be concentrated in occupational areas which are
experiencing employment growth or those with a large employment base and
high turnover. Research needs to be undertaken to identify appropriate
industries and occupations for labour market programs such as JobskiUs at the
national level and research is also needed at a regional level.
This study demonstrates that whUe some participants (child-care) obtained a
higher rate of employment outcome their work was less permanent and lower
paid than others (clerical), who experienced shghtly lower employment rates but
appeared to be in more permanent and better paid work. In assessing labour
market program outcomes, the quahty (in terms of wage levels, hours and
working conditions) of the employment that foUows needs to be monitored.
Barriers to employment
AvaUabUitv of work
Participants believe that the main barrier to their finding work was that there
were simply not enough jobs avaUable. Participants recognised the need to
improve their own skills, education and work experience to match the needs of
the labour market, but overall, they saw the main factor was that there was a
lack of jobs. Full employment and the avaUability of employment for those who
seek it will continue to be crucial issue at a national policy level.
86
Timproutng Ltues t/troug/t Jo6s^:tZZs
Ace and health
One of the disturbing findings of this study is that 60 per cent of people who were
interviewed said that they believed that they would have trouble finding a job
because employers thought they were too old. Older participants demonstrated
that they are willing to gain new skills by participating in a labour market
program like Jobskills, but saw themselves as still facing difficulty with
employers' attitudes. Educative work is indicated with potential employers to
ensure that age discrimination does not inhibit employment prospects.
One in four participants said that their own health or their disability had caused
them trouble in finding a job.
Location and transport
During their placement some participants (18 per cent) had trouble travelling to
either their place of work or their off-the-job training. It is difficult to argue that
participants undertaking a Jobskills placement should have to travel long
distances, or pay significant amounts of money for travelling when the Jobskills
program makes no allowances for these costs or time.
About one in four people said that where they lived made a difference to their
ability to find a job and over 25 per cent of people said that they had difficulty
finding a job because they did not have suitable transport.
There has been some suggestion that participants should be re-reimbursed when
they are in a remote location (CESAC 1994). Evidence from this study suggests
that problems associated with transport relate to people who live within
Melbourne, as well as outside Melbourne. Access to labour market programs and
completing them successfully relies to some extent on infrastructure. To this
extent the transport problems need to be addressed at a broader level as well as
through special assistance to the unemployed and low-income people.
Improvements in the pub he transport system would provide an added benefit for
all people undertaking labour market programs, and would improve their
employment opportunities when they have finished their labour market program
and are attempting to access the labour market.
Long-term poverty
Inability to afford suitable transport and suitable clothing caused problems for a
number of participants. The experience of these participants indicates that the
poverty caused by long-term unemployment impedes the ability of some people to
gain employment. This is related to the adequacy of income support payments
which the Brotherhood has taken up elsewhere.
Lf^/zed Ja6oar mar/zef programs an,d onfeome measures
Criticism about short-term training programs include their diversity. Upon
completing a Jobskills placement in one occupational area, some participants
87
Z/nprouing Ltues through
went on to do another form of training in a different occupational area. It is
important that linking up labour market programs involves the development of a
plan for the individual job seeker.
This is related to the issue of 'reciprocal obligation' between CES and the job
seeker. There is evidence that implementation of reciprocal obligation can involve
participants in undertaking a number of labour market programs, which are
unrelated to one another, and which will have little value for either the
participant or their capacity to access work.
For many participants, Jobskills is a link in a chain of labour market programs
that eventually leads to employment. Progression towards successful outcomes
for some long-term unemployed people involves them completing a number of
labour market programs. It would be appropriate for DEET to devise a broader
range of outcome indicators from labour market programs in order to ensure that
the value of participation in further labour market programs is recognised.
CA.oosin.g tA.e rigAt employer
It can be difficult to match employer needs with the individual needs of long-term
unemployed people. Emphasis needs to be placed on being clear about what a
particular employer can offer a Jobskills participant. Potential participants need
to be given more choice, and helped to understand what a placement within a
particular organisation offers. Brokers need to check the equipment and other
characteristics which impinge on a participants' placement. Participants need to
consider what work experience they hope to gain from a placement, and the
broker should assist the participants to see the benefits of building on their
existing skills.
Part-time Jb&sAiiis piacemenis
Some people undertaking the Jobskills program wanted a part-time placement to
meet their family commitments. The program should be reviewed to
accommodate part-time participants and for organisations who find this a more
suitable arrangement, as there are many job opportunities for part-time workers.
Consideration should be given to developing greater opportunities for
participation in part-time labour market programs which more closely reflected
the desired work force participation of some participants and potential
employment opportunities in a particular industry. Income support
arrangements need to be explored in terms of people in part-time programs
needing to rely on a training wage combined with income supplemented through
government payments.
.Recognition, o / sAiii tenets
To enhance the value of the Jobskills placement, a formal acknowledgment of the
level of skills and knowledge of participants at the end of their placement would
be useful. This would help overcome the situation where participants'
88
Z?nprouing Hues i/troug/t JobsAiHs
competencies in a relevant occupational category were not recognisable by future
employers.
It is commendable that brokers have been given scope to design a placement
which enhances the existing competencies of a participant. For example a person
with 10 years of experience in bookkeeping and a TAFE certificate in accounting,
needs a different placement experience to a person with two short-term training
programs in using spreadsheets. Guidelines should be prepared for brokers to use
when examining the appropriateness of on-the-job training which employers are
intending to present.
This has implications beyond Jobskills and is of particular importance in the
emerging area of on-the-job training under the training wage program. As the
government is funding the employer subsidies it is its responsibility to ensure the
training being provided meets particular competency standards — ideally those
set by state or national Industry Training Boards.
There is a need to fit the Jobskills program more fully into the Training Reform
Agenda. The training undertaken by participants should be strongly tied to
industry-specified competencies and at a recognised Australian Standards
Framework level. All off-the-job training should be accredited.
FYexfMe program design and case 7nan,agewen,%
There is a need for greater flexibility in the labour market programs available to
long-term unemployed people. With the introduction of case management there is
a need to allow case managers to design individual packages of labour market
programs that match the needs of the individual long-term unemployed person
whom they are attempting to place.
There should be flexibility in the funding for placements to allow for the
additional costs associated with placing some people with disabilities. This does
not necessarily mean that employers need to be paid more for taking on a
disabled person, but that the broker may have to devote more time to ensuring
solutions are found to any problems in designing and implementing their
placement.
Some participants in this study would have benefited greatly from a more flexible
approach to the length of their Jobskills placement. A small number of the more
highly qualified participants could have finished their placement in a shorter
period of time. Another small group of participants, who had been out of the
labour market for a long period of time, required a longer period of time to
successfully complete their placement.
jPrfua^e uersas n,o%-/br-pro/i%
p%ace?nen.%s
There is a need to acknowledge that the experiences of the Jobskills program to
date relate to its implementation within the not-for-profit sector. The experiences
of participants who undertake placements within the private sector will require
89
Tntproutng Ztues iAroMgA Jo 6sAtJJs
investigation. A comparative study may be necessary to investigate the strength
and weaknesses of both sectors in labour market program provision, in
comparison with the public sector. The development of an accreditation system
for broker agencies would assist in benchmarking minimum quality standards.
?%e /nos; G^s<3G^<27t^<2ged
Ja6our ntar&e%
The experience of the Jobskills participants confirms much of the existing
knowledge about disadvantage in the labour market. Those least likely to get
work after their placement included those longest unemployed, those aged over
45 and those with the least formal education.
While there are very high levels of long-term unemployment among certain
immigrant and refugee groups (for example the Vietnamese and Lebanese), those
with limited English ability were noticeable by their absence among those
participating in the Jobskills program. The role of the CES referral system is in
need of investigation.
The findings reinforce the challenge to generalist labour market programs to
meet the needs of those most disadvantaged in the labour market.
Conclusions
Overall the Jobskills program for the 116 participants interviewed was a
valuable experience for most with gains in skills, self-confidence and
employment. The general value of the program suggests the appropriateness of
continuing Jobskills or similar labour market programs which combine work
experience and off-the-job training. The difficulties of a minority of participants
with the program suggest various modifications are required to the Jobskills
programs, some of which have already been adopted. The barriers for those still
seeking paid employment raise also the wider question of the lack of jobs and
what our society is willing to accept in terms of poverty and hardship caused by
long-term structural unemployment.
90
Pnprouimg L:ues t r o u g h
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