1. MENTORED JOB PLACEMENTS: A MODEL FOR SUSTAINABLE EMPLOYMENT OF YOUNG PEOPLE, CDE REPORT MAY 2011
1
MENTORED JOB PLACEMENTS:
A MODEL FOR SUSTAINABLE EMPLOYMENT OF
YOUNG PEOPLE
FINAL
Review of the First Phase of JOB REALISATION Programme
Conducted on behalf of the Centre for Development and Enterprise
Stephen Rule
Outsourced Insight
May 2011

2. MENTORED JOB PLACEMENTS: A MODEL FOR SUSTAINABLE EMPLOYMENT OF YOUNG PEOPLE, CDE REPORT MAY 2011
2
CONTENTS
BACKGROUND ................................................................................................................ 3
JOB REALISATION PROGRAMME ............................................................................... 4
LESSONS LEARNT .......................................................................................................... 7
SUSTAINABILITY............................................................................................................ 7
SUMMARY POINTS......................................................................................................... 9
SURVEY OF WORKERS................................................................................................ 10
Respondent demographics ............................................................................................ 10
Current employment status ........................................................................................... 11
Income levels ................................................................................................................ 12
Social Capital................................................................................................................ 12
Journey to work............................................................................................................. 13
Life Satisfaction............................................................................................................ 13
Positive and negative perceptions................................................................................. 13
SURVEY CONCLUSIONS.............................................................................................. 14
REFERENCES ................................................................................................................. 15
APPENDIX 1: WORKERS’ QUESTIONNAIRE............................................................ 16
List of Tables
Table 1: Components of GET Hygiene and Cleaning Certificate ...................................... 4
Table 2: Forms of guidance provided to learners ............................................................... 5
Table 3: Reasons for termination........................................................................................ 6
Table 4: Respondents’ demographics ............................................................................... 10
Table 5: Respondents’ current work situations................................................................. 11
Table 6: Respondents’ income levels ............................................................................... 12
Table 7: Respondents’ community involvement .............................................................. 12
Table 8: Respondents’ Life Satisfaction........................................................................... 13
Table 9: “Most useful things” learned from JR by respondents ....................................... 14
Table 10: Things not liked about respondents’ current jobs............................................. 14
List of Figures
Figure 1: Supercare’s Training Manager demonstrating training equipment..................... 5
Figure 2: Three of the learners at their Cape Town employer’s premises........................ 11
Figure 3: Respondents’ perceptions about Job Realisation programme........................... 13

3. 3
BACKGROUND
With the intention of creating sustainable employment for young people in South Africa,
two welfare sector professionals in the Netherlands, Rob van Maanen and Henk Guise,
founded Job Realisation. Using funding from their Dutch companies, they established
partnerships with the Services SETA; Supercare, a professional cleaning company
employing 15000 people across South Africa; and Laphumilanga Youth Development
Association (LYDA), a Khayelitsha-based non-profit organisation that specialises in
skills development, empowering and capacitating youth in small businesses, creating jobs
and in doing so fostering a culture of entrepreneurship and economic independence (Job
Realisation SA, 2010). The Services SETA committed to fund 75 learnerships in the
cleaning industry, LYDA assisted with the recruitment of learners and Supercare
undertook to host and potentially employ the learners in their operations in Cape Town.
The Services SETA provided R1500 per month per learner for the duration of the
learnership. This was supplemented by a further R250 plus a quarterly performance
bonus from Supercare. Job Realisation formally began their pilot project on the 1st
July
2009.
The intention of this research report is to assess the effectiveness of the programme by
asking questions pertinent to the goal of achieving sustainable employment. Specifically,
the programme managers were interviewed about their achievements; the 75 learners
were asked about their personal situations and progress in their careers; and the
employers were questioned about the positive and negative impact of the programme on
their business. The CDE terms of reference were to provide answers to the questions
listed below.
Questions for employees:
– Are they still employed at Supercare Services?
– Have they moved onto other jobs or are they now unemployed?
– Did participation in the programme and employment at Supercare make it
easier for them to find a job and/or remain employed?
– Do they still occupy the positions they were placed in or have they moved
up/on?
– Have they attained new, relevant job related skills
Questions for employers:
– The calibre of the employees from the programme
– The effectiveness/usefulness of the after-care programme
– Were there any negative consequences from utilising the Job Realisation
programme?
– What was useful about the programme?
– What do employers expect from such a programme and how could the
programme be strengthened?

4. 4
JOB REALISATION PROGRAMME
Learners were selected from a pool of more than 350 candidates recruited by LYDA in
Khayelitsha. Some of the selected learners indicated that they had heard about the
programme from friends (Mbontsi, 2011) or on local community radio (Radebe, 2011).
Selection criteria were a minimum of Grade 10, with literacy in English and some
mathematics (Jardien, 2011). Each one was required to pass a basic test provided by
Supercare, which assessed the extent to which their skills matched those needed for
success in the learnership. Those who passed were interviewed to test for English
language competence as the training would be conducted mainly in English. A
subsequent interview and employment aptitude test by Supercare resulted in the selection
of about 90% of those who successfully went through the first interview, and a total of 75
(49 female, 26 male) met the final selection criteria for a learnership.
After an initial week of theoretical training, learners were allocated to a workplace by
Supercare. Each one was then expected to complete the required unit standards for a
General Education and Training (GET) Certificate in Hygiene and Cleaning, Level 1.
This was achieved in classroom sessions and in their allocated workplaces, during the
learnership period. The curriculum comprised twelve sections, each with an expected
classroom (theoretical) and worksite (practical) component. The sections are listed in
Table 1. Learners were required to attend one week of theoretical lectures every 5 to 6
weeks. They were trained in groups of about 20 learners (Jardien, 2011).
Table 1: Components of GET Hygiene and Cleaning Certificate
Unit Standards (abbreviated) Classroom Worksite
Introduction to Cleaning Principles; Chemicals; Numbers 80% 20%
Ablution Cleaning Toilets; bathrooms 25% 75%
Above the floor cleaning Above floor surfaces; windows 25% 75%
Textile surface cleaning Vacuum dry surfaces; carpets; upholstery 25% 75%
Hard and resilient floor
cleaning
Sweeping; mopping; single disc machines 25% 75%
Kitchen cleaning Cleaning 25% 75%
Professional service and
teamwork
Customer services; effective team participation;
professionalism
60% 40%
Environmental
awareness
Identify and process waste 60% 40%
Life skills- Health Good health and grooming habits; understanding
factors that affect health; understanding sexuality
and HIV/AIDS transmission
80% 20%
Life skills- Literacy Learning strategies; read and respond to different
text types; write and sign for different purposes;
engage in a range of speaking/signing and
listening interactions for different purposes
90% 10%
Life skills- Numeracy Analyse cultural products and processes as
representations of shape; space and time; collect,
analyse, use and communicate numerical data;
describe and represent objects and the
environment in terms of shape, space, time and
motion; use maps to access and communicate
information on routes, locations and directions
90% 10%
Life skills- Finance Manage personal finances; critically analyse how
maths is used in social, political and economic
relations.
90% 10%

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During their learnership, learners were exposed to three types of guidance. Much of this
was in response to issues arising in their workplaces. Regular individual meetings with
the Job Realisation job coach were held to deal with issues raised by the learner or the
coach in relation to the learnership. Group meetings were held to deal with questions or
problems of relevance to the whole group. Workshops were held to cover specific topics
in a systematic way. Additionally, regular contact was maintained with the Supercare
supervisors and managers under whom the learners were assigned to work. Learners
tended to approach management about personal issues and about their salary levels. Some
learners appeared to fear the management and to struggle through a transition from fear to
respect of the management (Reynolds & Rooos, 2011). Meetings were held with the
supervisors and managers to discuss these and other challenges and to share solutions in
respect of the new young and ambitious workforce, which differed from their regular
long-term staff.
Figure 1: Supercare’s Training Manager demonstrating training equipment
Table 2: Forms of guidance provided to learners
Individual meetings Group meetings Workshops
Feedback on performance and
work etiquette
Help learner receive and/or work
with feedback
Provide learner with explanation
if anything was unclear
Explain expectations of employer
(Supercare)
•Help learner to stay motivated
Assist learner to deal with
difficult issues and/or situations
Define personal goals and
compile an action plan to achieve
these
Receive feedback from learner
Deal with specific problems or
questions within the whole group
Basic meeting etiquette
Finding workable solutions to
problems
Personal finances (training
provided by Old Mutual)
Leave (rules)
Business etiquette (for learners
and their parents)
Source: adapted from Job Realisation SA, 2010, p. 5

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The learners were required to complete regular assignments and to undergo regular
assessments by their supervisors at their worksites. Each learner compiled a file recording
the assignments. The file was sent to the Services SETA for formal assessment at the end
of the one-year learnership. Similarly, the learners’ practical cleaning skills were
assessed. Most indicated that the assessments were difficult but that their training had
prepared them adequately. At the end of the learnership year, 55 of the learners (73%)
(43 female, 12 male) were still in the programme and graduated with certificates from
both the Services SETA and Supercare. Fifty-four of the learners were then offered long-
term positions by Supercare. By the end of August 2010, 48 were still employed by
Supercare. Six were assessed to be suitable as future team leaders or supervisors.
A clear finding of the pilot project is that keeping people in jobs is more difficult than
placing them in jobs. For various reasons (Table 3), 24 of the original 75 learners (32%)
terminated their relationship with Job Realisation. These comprised 10 who absconded, 7
dismissals, 6 transfers to other jobs and 1 who was not offered a long-term contract (Job
Realisation SA, 2010). Nevertheless, the retention rate of the learners is above average, in
the view of both Dave Reynolds (Supercare) and Ivor Blumenthal (Services SETA)
(Reynolds & Roos, 2011).
Table 3: Reasons for termination
Did not complete
learnership
Dismissed Absenteeism 2
Absent, late-coming, negative attitude 3
Dispute 1
Drug abuse 1
Absconded Pregnancy 2
Injury 1
Relocation 1
Other job offer 2
Dispute 2
Studying 1
Unknown 1
Contract not renewed
Contract not offered Disabled 1
Contract not accepted Other job offers 5
Other plans 1
Total 24 (32%)
Source: Job Realisation SA, 2010, p.14
Job Realisation admitted that “During the first period of the programme, we lost quite a
few learners, some of whom we were able to get back into the programme and some we
didn’t. Through regular meetings, Job Realisation realised that at the start of the
programme the learners were not prepared enough for what they would experience during
the learnership. Even though they were informed about this during the interviews prior to
the learnership. They were still surprised and often shocked about where they were
working, what they were asked to do and the impact this learnership had on their lives.
For example some learners would say that they weren’t expecting people in the mall to
come to them and ask them: “Why are you working as a cleaner, you are so young”. They
felt embarrassed and disrespected and struggled to deal with the situation. One learner
even admitted enjoying being on the night-shift, because she would not have to deal with
people coming up to her. Through talking to the learners and them getting used to the
situation, most of the problems regarding being unprepared were solved. The learners

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learned to see the positive side of being in a learnership, see the respect that they got from
people around them which they never received before, the financial benefit, and the way
it often changed their moods from being depressed and bored to upbeat, full of hope and
busy” (Job Realisation SA, 2010, p.8).
LESSONS LEARNT
An obvious question is whether the resource requirements of this approach are cost-
effective and sustainable. Substantial personal commitment and funding was necessary to
ensure the success of the pilot project. The view of the founders is that it cannot be less
expensive but that the return on investment is high (van Maanen & Guise, 2011); a figure
of 1.46 Social Response on Investment (SRI) was mentioned. In comparison the
government’s EPWP achieves once-off jobs lasting an average of 70 days per contract.
Supercare has now moved away from ‘investing in people who disappear’.
Job Realisation has compiled a list of several lessons that were learnt during the course of
the learnership. Firstly, potential supervisors and managers were not fully informed about
the learnership programme and were not always prepared for the influx of learners into
their domains (Kruger, 2011; Reynolds & Roos, 2011). Job Realisation thus undertook to
visit the various Supercare client locations and to brief the managers and supervisors
accordingly.
Secondly, absenteeism and late arrival at work emerged as problems during the first
months of the programme. This was sometimes exacerbated by cable theft along railways
(Mbandlwa, 2011). A workshop was facilitated by Job Realisation to explain and discuss
employee obligations to an employer and employee rights in respect of leave. The
importance of adherence to regulations was pointed out. Job Realisation plans to place
greater emphasis on this aspect in future training.
Thirdly, the Supercare managers and supervisors had been accustomed to working with
older cleaners and the advent of a cohort of energetic and enthusiastic young people was
a challenge to them. Meetings were organised for the managers and supervisors to discuss
and strategise methods for dealing with the new circumstances. Job Realisation
commented that the meetings were successful and that “the relationship between the
learners and their superiors became stronger and the joy with which everyone was doing
their job increased noticeably” (Job Realisation SA, 2010, p.9).
SUSTAINABILITY
Subsequent to the learnership programme, Job Realisation made contact with the
Department of Social Development and was requested to assist with a lapsed youth
employment project. This entails the compilation of a database of young people who are
looking for work; recruiting suitable candidates from the database; providing a week of
training to the candidates on basic life skills and business etiquette; and making contacts
that will result in job placements. This commenced on the 1st August 2010 in Mitchell’s
Plain and in Athlone. An important initial need was to train the staff of the Department of

8. 8
Social Development to conduct interviews and capture information on the data base. Job
Realisation has nurtured a good relationship with the Western Cape Chamber of
Commerce and has held meetings and attended conferences with a view to broadening its
network with potential employers. Work of a similar nature has also commenced in the
Eastern Cape.
Lessons learnt during the pilot project have been incorporated into current roll-out of the
programme (Job Realisation SA, 2011). For each potential employer, a five-phase
methodology is to be implemented as follows, depending on the specific requirements of
the employer:
1. Contact with Employer
2. Recruitment
3. Selection
4. Training
5. Job coaching and Aftercare
An agreement is signed with the potential employer, customized to its needs in terms of
number of employees; candidate criteria; existing selection procedure; assessments;
interviews; location; salaries; working hours; contract period; and post-contractual
intentions.
For recruitment, existing databases are consulted and where these are inadequate, Job
Realisation draws on its network of youth organisations, training providers, schools and
churches; as well as media such as the free-advertising website gumtree.co.za or
strategically placed posters.
Selection is based on an assessment provided by the employer or a customised instrument
designed by Job Realisation. The required number of appropriate candidates is called for
initial interviews by Job Realisation and subsequent interviews by the employer. Those
selected are provided with workshops (discussion, role-play, exercises) as follows:
o Job Readiness Workshop offered by Job Realisation. This includes motivation;
work attitude and etiquette; employer’s expectations; employee’s expectations;
problem-solving; basic information about labour law.
o HIV/AIDS presented by the Scarce Skills Academy, including a thorough
explanation of the virus; its transmission; personal choices; working with people
who are infected; and dealing with infection if personally infected.
o Personal Finance Presented by You and your Money and Old Mutual. These
workshops advise on budgeting and wise spending.
o Other customised workshops on leave; company rules and regulations; and
customer care.
After training, learners are allocated to a company. On the first day of duty they are
introduced to all rules and regulations, policies and procedures a manager or supervisor
on site. The Job Realisation job-coach is informed of these, to be able to explain this or
remind the participants of them at a later stage. During Week 1, a meeting is held with
the employee, the supervisor or manager and the case manager. In this meeting the
employee signs an agreement on the roles of the supervisor or manager; and the case
manager. The agreement specifies that daily management and disciplinary actions are
strictly and only performed by the employing company. Similarly, the job coach holds a

9. 9
meeting with the supervisor or manager at the employing company, to determine four
core competencies that are required for the job. The competencies are explained to the
participant in his/her first session with the case manager. He/she identifies which
competencies need to be developed and which are thought already to be mastered. An
action plan is compiled to start building the competencies. The plan is shared with and
approved by the employer. The job coach then has weekly contact the supervisor or
manager to obtain feedback about the employee, which includes attendance;
understanding of and adherence to policies and procedures; performance; attitude;
relations with colleagues; and relations with superiors. The job coach uses the feedback
in a monthly individual job-coaching session and as input for possible additional
workshops. The individual session includes discussion about the employee’s personal
situation; experience at work; questions about policies, procedures, rules, regulations;
relationships with colleagues; relationships with superiors; feedback from supervisor or
manager; and progress in skills and competency development. Coaching sessions are
confidential and details are shared with the employer only when necessary and jointly
decided. Ongoing work support is provided to the employee during the initial year. This
might include assistance with medical issues; childcare; transport costs during the first
month of employment; family problems or illness. Similarly, the employer has access to
assistance from Job Realisation in the form of mediation; team-building; sessions or job-
coaching for managers or supervisors; or workshops on positive management; policies
and procedures; or problem-solving. A programme of aftercare takes place on completion
of the initial year. The case manager remains in regular contact with the employee to
keep track of performance and wellbeing; and with the employer in respect of statistics
and further requirements from Job Realisation and possible new job opportunities.
By February 2011, Job Realisation had scaled-up operations to five projects and an
additional 212 learners. Each project has between 5 and 75 participants each, at twelve
locations. The Royal Netherlands Embassy provided funding to the tune of R10-million.
The projects involve cleaning, welding, bus driving, grocery packing, motor winding,
boilermaking, fitting, painting, tiling, plumbing, fire-fighting, first aid, business
entrepreneurship and the development of rural business chains:
1. Khayelitsha (Supercare; Samsong School of Welding)
2. Mitchell’s Plain (Social Development; Pick ‘n Pay; Zulaka Consulting;
Freshmark)
3. Khayaplain (Armature Winders; Sibanye Transport; Imvusa Trading; SA Oil &
Gas Alliance)
4. Athlone (Social Development; Construction)
5. Alice (Entrepreneurship; Placement)
SUMMARY POINTS
o From a pool of 350 unemployed young people, 75 were recruited in Khayelitsha
by Job Realisation with the help of Liphumalanga Youth Development
Association.
o The learnership was for 12-months and would result in a certificate in Hygiene
and Cleaning.

10. 10
o They received theoretical training from Job Realisation every 6 weeks and
practical on-the-job training by Supercare, a large cleaning company, at clients’
premises in Cape Town.
o Job Realisation provided ongoing guidance and support to the learners
individually and in groups, and to their supervisors.
o Learners were required to complete regular assignments and on-site assessments
and to compile a file thereof.
o At the end of the learnership, the files were assessed by the Services SETA.
o Almost three-quarters (55) of the learners graduated and 54 were offered long-
term positions by Supercare.
o By the end of August 2010, 48 were still employed by Supercare. Six were
assessed to be suitable as future team leaders or supervisors.
o Reasons for dropping out were dismissals (7), absconding (10), transfers to other
work (6) and not being offered a long-term contract (1).
o The second phase of the programme involves five projects, each with between 5
and 75 learners, totaling 212 in addition to the 75 original learners at Supercare.
SURVEY OF WORKERS
In order to determine the perceptions of the 75 workers from Phase 1 of Job Realisation,
a two-page questionnaire was designed and distributed to each of them. In most cases, the
workers completed the questionnaires personally and in a few instances, they were
contacted telephonically and interviewed by an employee of Job Realisation. Several
weeks after the distribution of the questionnaire, a total of 57 responses had been
received.
Respondent demographics
Respondents were predominantly female (77%), somewhat higher than the original
recruitment proportion (65% female) and their ages ranged from 19 to 36 years old. They
belong to households with a mean size of 4.5 people; they are mainly home language
speakers of isiXhosa, the predominant language in Khayelitsha. Almost two-thirds (65%)
completed Grade 12 and most of the rest had completed Grade 11.
Table 4: Respondents’ demographics
GENDER Female 77%; Male 23%
AGE Range 19 to 36; Mean 25.6 years
HOUSEHOLD SIZE Mean 4.5 (2.9 adults and 1.6 children)
HOME LANGUAGE isiXhosa 88%; isiXhosa & isiZulu 5%
LEVEL OF EDUCATION Grade 12 65%; Grade 11 33%; Primary 2%

11. 11
Figure 2: Three of the learners at their Cape Town employer’s premises
Current employment status
More than half (58%) are still in the employ of Supercare, while 17% have moved to
other jobs and 25% are no longer employed. Those in other jobs have mainly diversified
into other occupations (cashier, extension officer, security guard, usher, self-employed
musician, hotel housekeeping, own fishing business, waitressing). New employers
include government departments, hotels and a retail goods store. More than half of those
who are no longer employed are now full-time students (including business management,
nursing, engineering, environmental management and education). Six of the unemployed,
whose contracts with Supercare were not renewed, still regard themselves as cleaners.
Table 5: Respondents’ current work situations
Occupation Employed
(Supercare)
Employed or
self-employed
(elsewhere)
Unemployed
Cleaner 32 1 6
Trainer 1
Cashier 1
Extension Officer 1
Security Guard 1
Usher 1
Musician 1
Hotel housekeeping 1
Fishing 1
Waitress 1
Full-time student 1 8
Total (n) 33 10 14
Percentage 58% 17% 25%

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Income levels
Monthly personal income levels were mainly in the R1001 to R3000 range. The
unemployed had incomes of less than this amount, while 7% had incomes above R3000.
There was a similar pattern in respect of household income levels owing to the fact that
60% of respondents were the only working person in their households.
Table 6: Respondents’ income levels
Monthly Income Personal Household
No income 19% 2%
R1-R1000 12% 10%
R1001-R2000 46% 35%
R2001-R3000 14% 18%
R3001-R5000 5% 12%
R5001 or more 2% 7%
Refusal/DK 2% 16%
Social Capital
The questionnaire explored levels of social capital and found that the majority (86%)
claim to participate regularly in some sort of church or religious activity. Just over a
quarter (26%) regularly play sport and 11% participate in regular musical or singing
activities. Other community participation took the form of charitable work (7%) such as
providing meals for poor members of the community or supporting orphans; or working
with youth (5%). Overall, 93% are involved in a community organisation and 0nly 7%
are not. A high proportion were involved in two or more community groups or
organisation (12% in three; 30% in two; 51% in one), suggesting that some importance
could be attached to such networks in the job search process.
Table 7: Respondents’ community involvement
Group or activity Regular participant
Church or religious activity 86%
Playing sport 26%
Choir/Music 11%
Charitable work (poverty relief) 7%
Youth work 5%
Unspecified 12%
Responding to a range of statements about their work, the vast majority (90%+) said that
the training by Job Realisation had helped them to get on with their supervisors and
colleagues; had helped them to work well with the clients of their employers; and had
helped them to understand how a business works. This suggests a high success rate in the
training that was provided by Job Realisation. Additionally, most (92%) indicated that
their family situations had improved since they started working, which is not at all
surprising given the circumstances from which the learners came.
Seven percent had been promoted since starting to work for Supercare. Sixty percent said
that they were totally satisfied with their current jobs. Nevertheless, only about one-third
(35%) would like to stay with their current employer for many years; and 47% indicated
that they were contemplating looking for another job. This should be seen as an inherent

13. 13
desire for upward mobility amongst young people, rather than as a negative reflection on
their current employers.
65
70
51
63
28
16
19
46
4
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
M y training by JR helped me to work
well with my supervisor
M y training by JR helped me to get
on well with my colleagues
M y training by JR helped me to
understand how a business works
M y training by JR helped me to work
well with our clients
I am totally satisfied with my current
job
I would like to stay with my current
employer for many years
I am thinking about looking for
another job
M y family situation has improved
since I started working for Supercare
I have been promoted since I started
working for Supercare
Strongly Agree Agree Not sure Disagree Strongly Disagree No response
Figure 3: Respondents’ perceptions about Job Realisation programme
Journey to work
Most (86%) respondents live in Khayelitsha and the rest in close proximity thereto.
Dominant modes of transport to work were taxi or train. Taxi trips lasted a mean of 20 to
30 minutes while train journeys took closer to an hour.
Life Satisfaction
More than two-thirds (70%) of respondents indicated that they were either very satisfied
or satisfied with their lives as a whole. Multivariate analysis shows that level of life
satisfaction did not correlate strongly with any of the variety of issues included in the
questionnaire.
Table 8: Respondents’ Life Satisfaction
Very satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Very dissatisfied No response
23% 47% 18% 9% 0% 3%
Positive and negative perceptions
Asked ‘what was the most useful thing that you learnt from Job Realisation?’ the
responses varied widely. Two-fifth (40%) said that it had been useful to learn how to
work and communicate with people, including customers, colleagues and managers.
More than one-third (35%) referred to their changed motivation to achievement or
success, with comments such as “my dreams came true”; “anything is possible if you
believe”; “it changed my life”; “success comes with patience”; and “with hope you can
do anything”. About one-fifth (19%) mentioned some aspect of the cleaning profession
such as the importance of cleaning or how to handle chemicals safely.

14. 14
Table 9: “Most useful things” learned from JR by respondents
Working with people 40%
Motivation/ Achievement 35%
Technicalities of cleaning 19%
No response 9%
[Some respondents gave more than one response]
An aspect that respondents liked best about their work was being with and interacting
with colleagues or clients (“interaction with many people”; “working with people”;
“good relationship with my management”; “taught me to respect different cultures”)
(33%). Others mentioned the work itself (cleaning, chemicals), the responsibility, the
challenge and one liked “everything”.
Conversely, a few made comments about things they did not like in their jobs. These
were related to insufficient payment, either for salaries or for transport (16%); poor work
relationships (7%) with management, old staff or customers; poor work conditions (6%)
such as night shifts, inadequate expectations and workload pressure. More than half
(53%) made no comments, while 10% explicitly said there was nothing they disliked and
2% liked “everything”.
Table 10: Things not liked about respondents’ current jobs
Payment insufficient 19%
Poor work conditions 9%
Poor work relationships 7%
Likes everything 2%
No dislikes 10%
No comments made 53%
SURVEY CONCLUSIONS
o Responses to the questionnaire survey were received from 57 of 75 learners
(76%) included in Job Realisation’s piloting phase. Three-quarters are females;
average age is 25.6 years; mean household size is 4.5; most are isiXhosa-speakers and
have passed Grade 12 (65%) or Grade 11 (33%).
o More than half (58%) of the respondents are still employed by Supercare; 17%
now have new employers; 25% are not employed.
o The latter were in that situation in order to study; because their contracts were not
renewed for health or other reasons.
o Sixty percent have personal incomes ranging from R1000 to R3000; 31% earn
less; and 7% more, with 2% not disclosing their income levels.
o A high proportion are involved in community groups or organisations (51% in
one; 30% in two; 12% in three), suggesting the importance of networks in the job
search process.
o The majority (90%+) said that the training by Job Realisation had helped them to
get on with their supervisors and colleagues; to work well clients; and to understand
how a business works.

15. 15
o Most (81%) also indicated that their family situations had improved since they
started working.
o Seven percent had been promoted since starting to work for Supercare.
o Almost 60% were totally satisfied with their current jobs but just over one-third
(35%) would like to stay with their current employer for many years and 47% said
they were thinking about looking for another job.
o More than two-thirds (70%) of respondents are satisfied with their lives.
o Two out of five (40%) said that it had been useful to learn how to work with
people or get along with colleagues or managers.
o Just over one-third (35%) said the experience had changed their motivation in
respect of achievement or making a success of their working careers.
o Almost one in five (19%) specifically mentioned that they valued the training in
professional cleaning and/ or the handling of chemicals.
o Small proportions were irritated about payment levels (19%), or work conditions
(9%) or relationships with management, colleagues or customers (7%).
The project thus appears to have achieved a high level of success. Extrapolating the
survey results to the full 75 contingent, at least 56 young people who were previously
unemployed are now in possession of a new set of skills and are in permanent jobs. The
efforts of the Job Realisation team to achieve this, appear to have been extraordinary.
They have facilitated training and placement as well as ongoing follow-up in the
workplace in respect of work-related as well as other more personal issues. The costs in
terms of funding and time have not been examined in detailed, but the outcomes have
been highly satisfactory. The second phase comprising learnerships for an additional 212
learners placed at a further twelve employers, is testimony to the sustainability of the
efforts being made.
REFERENCES
Gameeda Jardien, 2011. Training Manager, Supercare, Discussion, Cape Town, 12.4.2011.
Juliann Kruger, 2011. Contracts Manager. Canal Walk Shopping Centre, Cape Town, 12.4.2011.
Job Realisation SA, 2010, First Report, 31.8.2010.
Job Realisation SA, 2011, Progress Report, 28.2.2011.
Bongani Mbandlwa, 2011. Graduate learner, Supercare, Discussion. Cape Town, 12.4.2011.
Yoleka Mbontsi, 2011. Graduate learner, Supercare, Discussion. Cape Town, 12.4.2011.
Zanele Radebe, 2011. Graduate learner, Supercare, Discussion. Cape Town, 12.4.2011.
Dave Reynolds & Doreen Roos, 2011. Human Resources Manager & Group Training Manager,
Supercare, Discussion. Johannesburg, 11.4.2011.
Rob van Maanen & Henk Guise, Job Realisation founders, Discussion. Cape Town, 12.4.2011.

16. 16
APPENDIX 1: WORKERS’ QUESTIONNAIRE
Name Questionnaire Number
QUESTIONNAIRE FOR JOB REALISATION PARTICIPANTS, APRIL. 2011
Dear Worker
We are conducting a survey of people who have been participants in the Job Realisation programme. We would like
you to answer the following questions honestly. The reason for this survey is to help future participants in the
programme to progress in their careers. There are no right or wrong answers. Please simply circle the number
corresponding to your answer in each case. Your answers will not be linked to your name in the project report. Please
complete and return your questionnaire to the person from whom you received it.
Best wishes, Dr Stephen Rule [cell number 0834529030]
CIRCLE THE NUMBER OF YOUR CHOICE FOR EACH ANSWER
1. Are you currently employed? Yes 1 No 2
2. What type of work do you do?
3. How and where were you
recruited by Job Realisation?
4. What was the most useful thing
that you learnt from Job Realisation?
Please indicate if you agree or disagree with these statements: Strongly
agree
Agree
Not
sure
Dis-
agree
Strongly
disagree
5. My training by Job Realisation helped me to work well with my supervisor 1 2 3 4 5
6.My training by Job Realisation helped me to get on well with my colleagues 1 2 3 4 5
7.My training by Job Realisation helped me to understand how a business works 1 2 3 4 5
8. My training by Job Realisation helped me to work well with our clients 1 2 3 4 5
9. I am totally satisfied with my current job 1 2 3 4 5
10.I would like to stay with my current employer for many years 1 2 3 4 5
11. I am thinking about looking for another job 1 2 3 4 5
12. My family situation has improved since I started working for Supercare 1 2 3 4 5
13. I have been promoted since I started working for Supercare 1 2 3 4 5
14. Thinking about your life and personal circumstances, how satisfied are you with your life as a whole?
Very satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Very dissatisfied
1 2 3 4 5
15. If you are currently employed, when did you start working for your present employer? Month Year
16. If you are currently employed, are you employed by Supercare? Yes 1 No 2
17. If employed, but not by Supercare, for which company do you now work?
18. If you are no longer working for Supercare,
what was your reason for leaving Supercare?
19. What do you like best about your current job?

17. 17
20. Is there anything that you do not like about
your current job? If so, what don’t you like?
21. Male or Female? Male 1 Female 2 22. What is your age?
23. In which area
do you live?
24. How many people live
permanently in your household?
Adults Children
If you are currently working, how many minutes (one-way) does it take to reach your current place of work?
Walking Waiting Taxi Bus Train Car
Minutes 25. 26. 27 28. 29. 30
Cost ------------ ------------ 31. 32. 33. 34
35. Which language do you speak mostly at home?
Sesotho Setswana Sepedi isiXhosa isiZulu Xitsonga Tshivenda Afrikaans English Other
1 2 3 4 5 6 7 8 9 10
36. What is the highest level of education that you have completed?
Primary school Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
1 2 3 4 5 6
Do you currently participate regularly in any of the following groups or activities? Yes No
37. Church or religious activities 1 2
38. Playing sport 1 2
39. Other community group or organisation (specify): 1 2
40. Are you the only person in your household who is working? Yes 1 No 2
41. If there are other people in your household who are working, how many are there?
42. Does anyone in your household receive a government social grant?
(Old Age, Child Support, Disability, etc)
Yes 1 No 2
What would you say is the average total income of your household per month? And your personal income?
43. Household 44. Personal
No income 1 1
R1 – R1 000 2 2
R1 001-R2 000 3 3
R2 001 – R3 000 4 4
R3 001 – R5 000 5 5
R5 001 – R7 500 6 6
R7 501 – R10 000 7 7
R10 001 or more 8 8
(Refuse to answer) 97 97
(Uncertain/Don’t know) 98 98
47. Any other comments
you would like to make?
THANK YOU FOR YOUR PARTICIPATION IN THIS SURVEY.