The experiences and perceptions of persons with disabilities regarding work skills development in sheltered and protective workshops

Abstract

BACKGROUND:

Protective workshops and sheltered employment settings have been instrumental in developing the work skills of people with disabilities, however there has been a void in the literature about its influence on the ability of individuals to find employment in the open labor market.

OBJECTIVE:

The aim of the study is to explore the experiences and perceptions of people with disabilities about the development of their work skills for transitioning into the open labor market.

PARTICIPANTS:

Five individuals with various types of disabilities and two key informants participated in the study.

METHODS:

The research study was positioned within the qualitative paradigm specifically utilizing an exploratory and descriptive research design. In order to gather data from the participants, semi structured interviews were used.

RESULTS:

Three themes emerged from the findings of the study. Theme one, designated as “Reaching a ceiling”, reflected the barriers that the participants experienced regarding work skills development. Theme two, designated as “Enablers for growth within the workplace”, related to the enabling factors related to development of the work skills of persons with a disability (PWD). The final theme related to the meaning that PWD associated to their worker role and was designated as “A sense of universality”.

CONCLUSION:

The participants highlighted that they felt their coworkers in the workshops were “like family” to them and thoroughly enjoyed the work tasks and work environment, expressing specific support from their fellow workers. Through reaching their goals, engaging in their work tasks and having the sense of universality in the workplace, the workers felt that the work they participated in gave them meaning to their life. The findings of the study indicated that managers of protective workshops and sheltered employment settings should consider selecting work tasks that enable the development of skills needed in the open labour market. A work skills development system whereby PWD in these workshops could determine their own career progression is advocated.

Keywords

Vocational rehabilitation qualitative research barriers and facilitators

1 Introduction

The rate of unemployment for people with disabilities (PWD) is very high, especially in developing countries [1]. Eide and Loeb [2] state that the statistics of disability in developing countries indicate that there are eight out of ten persons with a disability who are unemployed. Statistics in South Africa shows that only about 1.8% of persons with disabilities are employed [3].

According to Kregel and Dean [5], sheltered employment is defined as a program that rehabilitates the vocational skills of individuals who are incapable of working in the open labor market due to impairments that negatively affect their work skills. Another form of employment for PWD is known as protective employment. The main difference between sheltered and protective workshops is the level of productivity expected from the individuals employed in these workshops. Sheltered employment requires individuals to be more productive in terms of work units completed and usually requires a greater sense of independence from their workers when compared to protective workshops. According to Soeker [4] a protective workshop is defined as a work setting that enables PWD to engage in various types of work related activities at a work pace that is conducive to the skills and abilities of the individual. The work productivity of individuals working in a protective workshop is usually rated between 50–80% of the productivity requirements of the open labour market. In a sheltered employment setting the work tasks are much more complicated than the work tasks in a protective workshop and the work speed are rated between 80–100% of the productivity requirements of the open labour market.

Once of the main challenges of protective and sheltered employment settings is the low transition rate of PWD from employment in sheltered and protective workshops to employment in the open labor market. This may be due to employees remaining in their jobs in the workshops for extended periods of time, hindering their ability to improve their vocational skills and gain the necessary experience to work in the open labor market. For example, Goliath [6] indicated that although workers in protective workshops had the ability to progress into the open labor market, the PWD’s vocational skills were not developed by the activities offered by the workshop. This causes the need for an interrogation of the overall objective and efficacy of sheltered and protective workshops from the PWD’s perspective since these institutions should be regarded as an enabler facilitating the transition of individuals with disability to working in the open labor market [7].

2 Literature review

The Code of Good Practice [8] that is linked to the South African Labour Relations Act [9] was developed to support the injured and sick, including PWD, from being unfairly dismissed in the workplace. However the majority of PWD in South Africa are excluded from society and consequently are not able to access political, social and economic rights despite legislature that supports the employment of PWD [9]. Internationally, the United Nations Convention on the Rights of Disabled People [10] states that PWD have the right to work on an equitable level with others. This means that they would benefit from the right of having opportunities to earn a living by freely choosing work or being accepted in the Open Labor Market and an environment that is inclusive and accessible to PWD. Despite all these policies in support of PWD, the unemployment rate for PWD remains very high globally and in South Africa.

2.1 The meaning of employment and quality of life for PWDs

According to Robinson [11], it was found that employment is of significant importance to PWD due to the aspect of payment, which serves to enhance an individual’s self- esteem and quality of life. Meaningful job activities help people to live a fulfilled life and to integrate into society. These meaningful activities have facilitated the development of sheltered workshops across many countries to offer equal employment opportunities for persons with a disability [12].

Furthermore, work satisfaction improves if the ability of the worker matches the type of work and the requirements needed to complete work activities. According to Goliath [6], the fit between the worker and the work task within a sheltered and protective workshop is extremely important and when this fit is matched correctly the worker is able to maintain productivity levels. Adams and Oldfield [13] found that barriers were experienced by workers in workshops due to a rigid workshop structure. The rigidity was related to the lack of adjustments being made for PWD, as well as, inflexible thinking by workshop managers that prevented career advancement. Therefore, it can be argued that if work activities are adapted to the individual’s interest and disability, the work will provide more meaning, improve their performance and satisfaction and in the long term is more likely to promote career advancement.

2.2 Facilitators and barriers related to the transition into the open labor market

According to Du Toit [14], the statistics of PWD working within the open labor market has increased from 0.6% to 1.8% in South Africa. The authors indicate that improving contextual factors within the workplaces such as disabled toilets, have enhanced the manner in which PWD adapts to the workplace. Van Niekerk et al. [15] identify international evidence of how effective sheltered employment is with regard to ensuring the inclusion of PWD in the working sector. However, this philosophy is not mainstream practice in South Africa due to socio-political factors, socioeconomic factors and the lack of facilitation of the integration of PWD into the open labor market. The Integrated National Disability Strategy of South Africa [8] states that these high levels of unemployment can be attributed to factors such as inadequate education leading to low skill levels and not enough opportunity for vocational rehabilitation and training. The strategy further states that employers attitudes that are discriminatory and a lack of mechanisms that enable the promotion of employment opportunities further contributes to the lack of employment of PWD. Concerns were raised in this report about sheltered employment centers being hazardous to health and not having a hygienic environment. Other problems included inadequate materials for employees to work with, lack of transport for the employees and not enough finances for salaries [16]. It could therefore be argued that it is important to explore the experiences and perceptions of PWD about the development of their work skills in order to transition from protected and sheltered employment into the open labor market.

3 Aim

The aim of the study is to explore the experiences and perceptions of people with disabilities about the development of their work skills in protective and sheltered employment settings for the purpose of transitioning into the open labour market.

3.1 Objectives

To explore and describe the experiences of PWD in relation to factors that facilitate the development of their work skills in workshops.

To explore and describe the experiences of PWD in relation to factors that prevent the development of their work skills in the workshops.

To explore and describe the experiences of PWD regarding the meaning they find in the work tasks that they engage in at the protective and sheltered workshops.

4 Research design

Qualitative researchers study topics in their natural settings and then interpret phenomena in terms of the significance people bring to them [17]. According to Green [18], a qualitative approach starts with a question that the researcher wishes to answer; as a result the researcher obtains contextually rich information from study participants. The study made use of an exploratory descriptive qualitative research design to explore the experiences of PWD with regard to the work tasks they engage in protected and sheltered workshops.

4.1 Population and sampling

Five participants were purposively sampled from the statistical records of various protective and sheltered workshops situated in the City of Cape Town (see Table 1). The following workshops were contacted for data gathering from 5 participants at these workshops: CSI and SP. CSI is classified as a protective workshop and was established to provide an opportunity for PWD to find employment and be enabled to work in the open labor market through a process of work rehabilitation. SP offers sheltered employment for PWD who are unable to keep and compete for a job in the open labor market. The PWD receive training and progress along a structured career path from basic activities to work within the workshop so that ultimately they will be able to work in the open labor market. Three participants were interviewed from CSI and two participants from SP, as well as, two key informants (one from a sheltered workshop and the other from a protective workshop). One key informant identified herself as a workshop manager with Human Resources Management as her qualification. The second key informant also identified herself as a workshop manager with a degree in Occupational Therapy. The inclusion and exclusion criteria of the study were as follows:

Table 1
Demographics of the participants

Participant Gender Age Education Years working in workshop Work experience Diagnosis

C1 Male 31 Primary School 6 years in protective workshop Manual labour Orthopeadic condition

C2 Male 33 Primary School 7 years in protective workshop Manual labour Neurological condition

C3 Male 40 Primary School 10 years in protective workshop Manual labour Intellectual disability

C4- (Key informant) Female 58 Occupational therapy degree 6 years of management experience in the workshop Workshop Manager N/A

S1 Male 35 High School 8 years in sheltered workshop Manual labour Orthopeadic condition

S2 Male 48 High School 13 years in sheltered workshop Artisan Orthopeadic condition

S3 (Key informant) Female 57 Human resource qualification 10 years of management experience in the workshop Workshop Manager N/A

Participant	Gender	Age	Education	Years working in workshop	Work experience	Diagnosis
C1	Male	31	Primary School	6 years in protective workshop	Manual labour	Orthopeadic condition
C2	Male	33	Primary School	7 years in protective workshop	Manual labour	Neurological condition
C3	Male	40	Primary School	10 years in protective workshop	Manual labour	Intellectual disability
C4- (Key informant)	Female	58	Occupational therapy degree	6 years of management experience in the workshop	Workshop Manager	N/A
S1	Male	35	High School	8 years in sheltered workshop	Manual labour	Orthopeadic condition
S2	Male	48	High School	13 years in sheltered workshop	Artisan	Orthopeadic condition
S3 (Key informant)	Female	57	Human resource qualification	10 years of management experience in the workshop	Workshop Manager	N/A

Inclusion criteria

Participants with physical and mild intellectual impairment were included.

Participants were required to understand English and Afrikaans

Participants were to be over 18 years of age.

Participants must have worked in the workshop for at least a year and must have a previous work history in the open labor market.

Exclusion criteria

Participants exhibiting active symptoms related to a psychiatric disability were excluded from the study.

4.2 Data collection

Semi-structured interviews [19] of 60 minutes in duration were conducted with the two key informants, one from a sheltered workshop and the other from a protective workshop. The key informants in this study were the workshop managers. Two semi-structured interviews were conducted by the researchers, each interview was 60 minutes in duration were conducted with each one of the three participants from CSI and two participants from SP (see Appendix 1 for the type of questions asked). The interviews took place in the homes and the workplaces of the participants (PWD). The interviews with the key informant’s took place in their workplace. These participant interviews continued until data saturation were reached.

4.3 Data analysis

The data analysis technique as advocated by Tesch [20], was used in this study. The semi-structured interviews were recorded making using an audiotape recorder. The researchers firstly analyzed the research findings from the various transcripts in pairs thereafter the findings were analyzed collectively. The recorded information was then transcribed verbatim. These transcripts were then used to analyze the data. In pairs, the researchers coded a transcript to collaborate and create subcategories. This process was done with each of the seven transcripts. After the subcategories were created, the researchers then wrote all the subcategories on newsprint to begin a process of grouping whereby the categories were formed. Once all the categories were developed the researchers then grouped the relating ideas and information to develop themes. Strategies such as credibility, transferability, dependability and confirmability were used in order to ensure the trustworthiness of the data [21]. Credibility was ensured by the dense description of the lived experience of the research participants. The descriptions of the lived experience of the participants were audio-recorded as they were talking and the audiotapes were transcribed verbatim to ensure that each participant’s story was captured in their own narrative. Credibility was also ensured by means of member checking whereby a summary of the findings were reviewed by the participants in order to ensure its accuracy. Credibility was also enhanced by triangulation. Triangulation is described as a means of establishing different patterns of agreement based on more than one method of observation, information gathering or the use of more than one data source in order to establish credibility [22]. Within this study triangulation was ensured by the use of different sources for collecting data, for example, key informants and the PWD. Each piece of data, when added to the previous data, strengthened or confirmed previous findings thus reinforcing the triangulation of the data. Transferability was ensured by the detailed description of the research methods, contexts, and detailed description of the participants and the lived experience of the participants. Dependability was ensured by means of dense descriptions, peer examination and triangulation. Confirmability was ensured by the process of reflexivity whereby the researcher’s own biases or assumptions were made apparent by means of a reflective journal. Some of these assumptions included the belief that employers generally do not reasonably accommodate PWD in the workplace. Another assumption was that PWD are submissive and are afraid of standing up for their rights.

4.4 Findings

Theme One: Reaching a ceiling (Barriers)

This theme was highlighted more so by the participants who had been working at the protective workshop for many years and had progressed to a supervisory position. These participants highlighted that they have worked hard to get to their position, however, there are limits with regards to their progression in terms of their career. One participant indicated the following:

“Okay, I am happy with the work here, but at the end of the day I don’t see where I am going.” (Participant P1)

In the quotation above, the participant highlighted that he is happy with his work environment, however, the fact that he cannot progress any further from his supervisory position has resulted in feelings of stagnation for him in the workplace.

Category: Feelings of stagnation

A participant directly stated here that they felt as if they had progressed and made use of all the training opportunities made available by the workshop and now that they had progressed to a limited extent within the workshop and did not feel as if they could go any further. The individual observed other employees reach the same point within the workshop- some working for a short while in the open labor market (OLM), yet returning to the workshop once again due to not being able to cope in the OLM.

“But for me it feels like in the position where I am, I feel as if I’m going nowhere.” (Participant P1)

Category: Lack of skills training opportunities

Within the workshops, participants expressed that they were sent on a basic training program to enhance their work skills which could benefit them when they apply for jobs in the open labor market.

“Man, they sent us once on a basic computer literacy course. We passed that, but they spoke of advanced classes then, we have not yet come to that though.” (Participant P2)

Category: Negative feelings surrounding working experience

Resulting influences of the lack of external motivation within the workshops has led to the workers experiencing feelings of stagnation and a lack of empowerment within the workplace. Due to observing many of the long term employees either stagnating in the workshop for multiple years- not progressing into higher positions within the workplace- or other employees transitioning into the open labor market for short periods of time and resulting in their return shortly after, the employees have developed a negative perception towards transitioning and developing their work skills. Many felt as if there was no room for improvement or opportunities to allow for their development to be gratified.

“At the moment no, I don’t think so. It’s the same routine every day.” (Participant P2)

One participant articulated that they did not feel as if they were currently reaching their goals within the workshop and explained that it was because of the workshop lacking variety within the work tasks, leading to their feeling of stagnation. The other participants in the study had similar experiences; they all felt a lack of empowerment in developing further within their careers.

Theme Two: Enablers for growth within the workplace (Enablers)

This theme is a description of the various factors at work that enable and develop the work skills of PWD. The theme consists of categories including how the workers are trained, how adjustments are made for them at the workshops for their disability and how prior knowledge and training helped them in their current work.

Category: Prior work training improves workplace adaptation

The participants we interviewed often had work and training experience prior to their job at the workshops. Not only did this mean they had existing skills when coming to the workshop but also that they knew what it is like working outside of the workshops.

The following quote illustrates how the worker had already gained computer skills at home and how a computer course added to his existing skills:

“Yes, to tell you the truth, I already started at home with computers. But now when I came out of the hospital, my sister brought me something that I can use for ... . data capturing. Then I did data capturing for her in that time. There I learnt a lot to do with computers... ”(Participant P2)

The quotation above is also indicative of the type of work skills that the participant’s found valuable in improving their ability to find employment in the open labour market. Many of the needed training were not offered in the workshops.

Category: Adaptations made in the workplace to facilitate work skills development

The work speed and work environment needs to be suited to the worker and their disability for them to be effective. This category looks at those adaptations that are made for the workers in the workplace to cope with the demand of the work. The following quote illustrates how an employee, with low endurance due to leg pain, has been able to adapt her work speed by taking breaks in between. The participant said:

“Not that much but ... . I can’t stand for maybe ... . the whole day standing, I get some pains in my left leg. But here I am working okay because when I feel like I am feeling some pain I can take a seat and sit down and after that I can go back to work.” (Participant P1)

Category: Work skills developed and acquired through training programs

Workshops have different ways in which they train their workers. They provide training for employees to learn the tasks they will be performing. This training is generally done by a supervisor in the workplace that teaches the new employee the necessary skills for their job. The following quote from a participant in a protective workshop show that the workers receive training from other employees before they can start working.

”So they first begin with a pre preparation before they are moved into the areas. So there is, before they come, they get taught first how to work the work (understand the work tasks) and then they start working (actually engaging with the work tasks with other workers).” (Key informant C3)

Sub-category:

Training opportunities and preparation in the workplace

The training offered by the workshops was mostly done internally. The workers were trained by either supervisors or their colleagues who were familiar with the workplace. The training at the placement would happen for the first month of employment and then workers were left to work independently. The following two quotes show examples of workers being trained at the workplace as well as external training courses that the workers were sent on:

“I did training here for one month. Then after one month they employed me here.”(S1)

“Only our courses that we basically sent them on is for ... ..first aid and fire marshal and stuff like that, other than that all of the other training is done here.” (S3)

Theme Three: A sense of universality (Enablers)

This theme “A sense of universality” emerged because the participants placed an emphasis on having common interests to co- workers in the workshops and being accepted by other workers in the workshop.

Category: “It’s like family”

This category is emphasized by the fact that the people in their work environment created a supportive environment for them. The participant highlighted that when times were tough for her, the people in her workplace were supportive of her and assisted her in times when she was struggling.

“Because when I relapse, these are the people to say ‘Hey, are you sure you’re still okay?’ and those were the things... it’s like family.” (Participant S2)

The participants identified that they were able to relate to the other workers and that they were able to form a bond with them. One participant identified her relationship with the workers in the workshop in the following quote,

“Actually also yes, together as... if I’m a little slower and so on, in the department someone helps me, so we help each other”. (Participant C2)

Category: Positive perception about the work environment

This category highlights that in transitioning from protective and sheltered employment to work in the OLM, the workers develop a positive perception of their working environment. Participant C1 describes how his work skills improved and contributed to the positive perception of his work within the workshop.

“Man, I was a storeman first (in the protective workshop), yes, and I worked at a table yes (doing packaging tasks), yes I enjoyed that job.” (Participant C1)

Participant C3 (key informant) identified that the participants enjoy working in the workshop and that in her opinion the workers do not want to leave the workshop because of how positively PWDs view the workplace. One participant said:

“Oh they are happy, they enjoy their work a lot, and that’s why they won’t go outside, that’s why those of them who have gone out would rather come back.” (Participant C3)

5 Discussion

5.1 Barriers experienced in the workplace

This objective sought to describe the experiences of the PWD’s with regard to the factors that prevent the development of their work skills in the workshops. The theme of ‘Reaching a ceiling’ relates most to this objective as it describes the PWD’s negative feelings about their working experience as well as the lack of external motivation the workers received from employers at the workshop.

5.1.1 Feelings of stagnation

The theme ‘Reaching the ceiling’ was derived from the recurring information given by the research participant’s feelings of stagnation. This theme emerged as the participants expressed negative feelings they had surrounding their working experiences. For example, they felt that they had worked their way to the top but that there was nowhere to go from there or no higher position to go to. Similarly, Goliath [6], found that workers who advance to supervisory positions in workshops end up remaining in that same position instead of progressing further into the open labor market. The participants had worked their way to the top and now feel that they have nothing more to work towards.

The researchers hypothesize that the reason for their feelings of stagnation could either be due to the lack of a challenging environment at the workplace due to the work tasks in protective workshops not being stimulating, or a lack of internal motivation of the workers. Feelings of inadequacy within PWD, otherwise known as internalization, arises from the view held by society; that PWD are incapable of doing the same type of work as able bodied people [23]. Within sheltered workshops specifically, this could be manifested through the individual stagnating within a specific position as they may feel as though they are not capable of attaining a higher position and therefore close themselves off to the thought of promotion [24]. Furthermore, from the participants and key informants a clear theme was found that workers only did those work tasks that they set for themselves to do. If they did not show the desire to do more complicated work tasks or to increase their amount of responsibility, they would merely stay in the same position doing the same work task daily. Only those who showed the initiative to progress were given promotions, indicating a lack of motivation from staff impacting advancement.

5.1.2 Lack of training and compensation made for disability

The workshops often only provided training by their own supervising staff and the workers were not sent for training outside of the workshop. The workers also mentioned this as a concern as they felt that they had undergone much training and learnt many new skills, but had no official documentation to show for their experience. A research participant felt that if the workers had proof of their training and skill development, there would be a greater possibility of them transitioning into the open labor market. Participants also indicated that their disability provided a challenge to their work tasks. The working environment was not always adapted to their disability. If the environment and the work tasks of the employee are not suited to their disability, the job satisfaction level will be low as there will be no true fit between the work and the worker.

5.1.3 Barriers in the open labor market that prevent workers from transitioning

Negative feelings surrounding working experience, this emphasizes how society is not fully accessible to PWD and how integration may be unsuccessful as the employees with disability were not able to cope. The integration process needs to be a gradual process where the worker can get used to their new tasks and colleagues. In the cases above, the integration process was not properly facilitated by the workshop and the transition to the OLM failed. This indicated that barriers are present both in the workshop and in the open labor market.

5.2 Factors that facilitate skill development

The theme “Enablers for growth within the workplace” describes the enablers that facilitated skill development in the workshops. These enablers include prior work training, adaptations made for skill development and creating opportunities for training for the PWD.

5.2.1 Prior work training

The findings revealed that the existing skills and prior work training of PWD facilitated their transitioning within the workshop. This was further explained by the participant’s job tasks that assisted them upon entry to the workshop. For example, a participant had worked in welding prior to transitioning to a protective workshop, which assisted her to the extent that she was able to have the skills necessary to work within the welding area within the workshop. Chance and Krause [25], identifies that learning is more effective if the material is meaningful to ensure that the information can be retained and utilized. This indicates that in order for individuals to be able to transfer their skills in the workplace that the tasks that they are doing in the protective workshop or sheltered employment setting needs to be meaningful to the individual i.e. they need to see the value in the work that they are doing.

5.2.2 Adaptations made in the workplace to facilitate work skills development

In the various workshops the participants found it challenging, at times, to work with their disability. However, they identified that the compensation and various adaptations made by the workshop specific to their needs, made their work tasks more manageable. Du Toit [14] identified that by improving the contextual factors within the workplace by making work areas more ergonomically friendly, work productivity will improve. It was deduced from the key informants that the workers were able to meet the targets that were set for them, thereby indicating that they were able to work productively. The findings revealed that a screening process was done for PWD upon their entry into the workshop, in order to ensure that the worker is given work tasks that are specific to the strengths and abilities of the individual. This also allows for the screening of areas that may require compensatory methods by adapting the task or environment to meet the needs of the PWD where possible. Modise, Olivier and Miruka [26], identifies that the Employment Equity Act aims to ensure equal work opportunity for PWD. The South African Employment Equity Act highlights the concept of reasonable accommodation, which ensures that there is equal benefit for both the employer and employee with regard to the employer ensuring that reasonable accommodation is made for PWD. Modise, Oliver and Miruke [26], further explains that reasonable accommodation refers to adaptations made in the workplace that is specific to the needs of the PWD, specific to each disability and to the extent that the adaptation does not create a burden for the employer. The findings of the current study indicated that reasonable accommodation facilitates skill development for the PWD at these various workshops. Therefore, the workshops are implementing the various facets of the Employment Equity Act and thereby creating the necessary accommodation for the workers so that skill development can occur [27].

5.2.3 Work skills developed and acquired through training programmes

The researchers found that skill development was facilitated through training opportunities such as work preparation, onsite training and training in specific courses. The transition of PWD into the open labor market is facilitated by giving workers sufficient opportunities to develop their work skills [28]. The work preparation that the workers received prior to working within the workshop acts as a facilitator to their skill development. The findings revealed that this allowed PWD to perform tasks that are aligned to the skills that they already have to ensure PWD are able to have a job that is meaningful to them. Vlachos [28], explains that vocational training is aimed at familiarizing the worker to the routine and content of a specific work setting. This is a concept that could be deduced from the findings of this study. Onsite training refers to the training that the workers received while working in the workshop by collaborating and learning from other PWD. According to Soeker, Carriem, Hendricks, Joynt and Naidoo [29] identified in their study that focused on the re entry of ex offender to the employment, that work skills training programmes should focus on including skills programmes that will enable the programme participant to develop work skills that are needed in the open labour market. The participants identified that this form of skill development mostly referred to onsite training, as it is the most prevalent and consistent form of training received. The participants indicated that during onsite training, more experienced workers would impart their knowledge with regards to job simplification and avenues that would ensure skill development and progression within the workshop.

5.3 The meaning PWD find in the work tasks that they engage in the protective and sheltered workshops

The theme of “A sense of universality” and its accompanying categories; “It’s like family” referring to the dynamics between the workers within the workshops and “Positive perception about the work environment” referring to how they felt about their work task, workplace, enjoyment of work and sense of empowerment were identified as the main factors that allowed people to attach a degree of meaningfulness to their employment status and worker role.

Throughout the world, paid work is a crucial part of culture and identity and many people seem to organize their lives around employment [30]. Employment further allows people to identify their position within the community and the unemployed are usually excluded from important activities and roles within social groups. Individuals experience meaning within their lives when they view their lives as purposeful, significant and understandable [31]. Meaningfulness therefore in relation to the work context can be defined as the value of work, goal or purpose judged in relation to the individuals own ideals, values and standards. Furthermore, work related meaningfulness is also associated with the fact that the individual feels they will be receiving a return on the investment of their physical, cognitive and emotional energy [2]. This return could be expressed through appraisal from management or monetary compensation.

According to Goliath [6], work satisfaction is further encouraged when the job task is suited and fitted to the workers capabilities. Within the category of positive experiences surrounding their working experience participants reiterated that they enjoyed their work tasks and especially so when they were performing well within these jobs which fostered a positive perception of their employment. According to Williamson [31], when individuals feel valuable within their organizations it cultivates a sense of meaningfulness.

Participants further expressed that they felt positive about the workshop since there was a lot of support offered by the workshop and that the participants assist each other when they are struggling within their respective worker roles and work tasks. Individuals will experience greater meaning in work if they experience rewarding interpersonal relationships with co-workers [31]. The research findings also identified that for many of the participants they enjoyed their work experience and found a sense of meaning due to the feeling of universality within the workshop. This ultimately resulted in a positive feeling about their work skills development. This sense of universality was largely due to the fact that they felt as though they belonged within the work setting and were surrounded by people who are able to identify with the feeling of being disabled which fostered a sense of belonging and universality. The supportive environment fostered by both management and the employees resulted in a feeling of belonging. From the interviews conducted with the participants none of them expressed that they did not enjoy the specific work tasks they were engaging in, but rather felt as though they would enjoy being able to alternate between giving them greater exposure to different work tasks and to change the routine of doing the same activity every day. According to Soeker [32] in a study that focused on reintegrating individuals who sustained a traumatic brain injury, the participants in the study indicated that the provision of training and support from more experienced colleagues in the workplace enabled them to develop meaning in their work. The participants in the current study indicated that they experienced progression within the workshop and felt as though they had been empowered to create change for others concerning issues within the workshop; which is a reflection of the state of empowerment of the worker. Ultimately, meaningfulness is related to a personal connection to work. Therefore it is expected that individuals who experience satisfaction and are engaged in their work tasks will be more likely to experience meaningfulness in both a personal and work related context.

5.4 Limitations of the study

One major limitation that was identified in this study was the inability to generalise the findings of this study to the larger population due to the inherent nature of qualitative research and the limited number of study participants. Another limitation was the fact that mainly males participated in the study. Other limitations included the small number of the participants that the participated in the study.

6 Conclusion

This study explored the experiences and perceptions of PWD about work skills development in the OLM. The participants highlighted that they felt their co-workers in the workshops were “like family” to them and thoroughly enjoyed the work tasks and work environment, expressing specific support of their fellow workers. They also expressed a feeling of contentment and empowerment through completing their work tasks and engaging in daily activities within the workshop, thereby, meeting their occupational needs. Contrary to this, other participants discussed their feelings of stagnation within the workplace. Workers received minimal external work training and felt that there was minimal external motivation provided by the managerial members to improve and transition within the workshop and into the open labor market. Through reaching their goals, engaging in their work tasks and having the sense of universality in the workplace, the workers felt a sense of meaning due to their work.

6.1 Implications for practice

The findings of the study indicated that managers of protective workshops and sheltered employment settings may need to consider the use of a work skills development system whereby individuals working in these workshops can determine their own career progression e.g. a worker who wants to ultimately work in a clerical job, may want to engage in work tasks in the protective workshop or sheltered employment setting that is clerical in nature. It is also suggested that workshop managers acknowledge that not all of their employees will want to work in the workshops indefinitely, workers that are identified early as having the potential to transition into the open labor market must be made aware of their options e.g. referral to the Department of Labor for further training and or placed in jobs in the open labor market using a supportive employment framework. Finally, having a general orientation programme or a work preparation programme where there is a focus on improving work habits such as punctuality, work endurance and coping skills could be viewed as an appropriate strategy in order to ensure a smooth transition of the worker into the daily activities of the various workshops.

Conflict of interest

None to report.

Footnotes

Appendix 1: Questions for the research participants and key informants

Interview questions: Research Participants

1. Could you describe to me the factors or things at work that helped you improve your skills at work?

Probe: Describe how people at work helped you?

Describe how the various courses or training programmes at work helped you?

2. Could you describe to me the factors or things at work that make it difficult for you to develop your skills?

Probe: What are the things that you find makes your job unpleasant?

3. Could you describe to me your feelings related to the work that you do daily?

Probe: How do the activities develop your skills?

How does the workshop help you meet the goals you have for yourself?

How does the work that you do make you feel about your elf?

4. Are there aspects of the training that you received that could be improved for the purpose of enhancing your work skills to find employment in the Open Labour Market?

Probe: What type of training would you recommend should be included in a programme to help people find work in the Open Labour Market?

Is there anything about your work conditions that you would want to change

To improve your chances of finding work in the Open Labour Market?

Interview questions: Key Informants

1. Could you describe to me the factors or things at work that helps the workers in protective and sheltered workshops to improve their work skills?

Probe: Describe how these things or factors improve their work skills?

Describe how the various courses or training programmes helps them?

2. Could you describe to me the factors or things at work that make it difficult for the workers in the protective and sheltered workshops to develop their work skills?

Probe: What are the things that you identified that makes their work unpleasant?

3. Could you describe to me whether the workers find meaning in the work that they do?

Probe: How do the activities develop their skills?

How does the workshop help them meet their goals?

How does the work that they do make them feel about themselves?

4. Are there aspects of the training that they receive that could be improved for the purpose of enhancing their work skills to find employment in the Open Labour Market?

Probe: What type of training would you recommend should be included in a programme to help people find work in the Open Labour Market?

Is there anything in the work environment that could be changed to improve the workers’ chances of finding work in the Open Labour Market?

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