interventions

4.1. “Occupational affordances” as a conceptual frame to guide sectoral policy interventions

Assessing the quality of the different dimensions of occupational affordances may offer a new lens to guide policy-makers on interventions in sectors with high prevalence of non-permanent work. Figure 16 provides our broad assessment of the quality of occupational affordances in the sectors surveyed. Based on this analysis, we note that improving entry-level linkages, access to experts and quality of assignments are three key areas that will help to provide greater occupational affordances for workers in the sectors. In addition, the Adult Education industry suffers from fragmentation that impedes the ease of movement of non-permanent workers in the sector. There are many historical reasons for this, but this analysis suggests that facilitating the development of shared understanding, norms and practices would go a long way towards providing better support for adult educators. For the sectors with low-wage occupations, the analysis suggests that the lack of specialist roles on a non-permanent basis is a major impediment affecting the learning and development of non-permanent workers in these sectors, rather than low-wage jobs being a problem in and of itself. Non-permanent workers are reluctant to enter permanent work in these industries because of the lower daily pay they would get, as well as the more rigid working conditions in permanent work. The options would be to examine the viability of the industry facilitating more specialist work assignments on a non-permanent basis. If this is not viable, redesigning permanent work to make it more attractive to workers would be an alternative, while being cognisant of the workers’ aspirations in terms of higher pay. One option would be an extended work-study scheme where workers are attached to employers over a longer work period, and given increments if they meet a certain set of pre-agreed key performance indicators. Another option, in terms of career facilitation, would be to suggest that these workers take up non-permanent work in sectors with higher occupational affordances such as technical theatre, so that they have the space to develop their trajectory in more meaningful ways.

Film & TV Figure 16: Occupational Affordances in the Sectors Surveyed

Technical Theatre Adult Educators

Work Low Wage Occupations

Opportunity for specialisation

Yes, new entrants tend to move into specialist roles directly Yes, new entrants take generic as well as specialist roles Yes, but difficult to access if specialisation is not established prior to entry.

No. Specialised roles are on permanent basis, which workers avoid

Quality of assignments Local productions deemed to be of low quality. Foreign productions are difficult to access. Limited opportunities for creative productions, as most productions are imported. Some corporate assignments have higher quality status; WSQ is seen as low quality to many

Low. Specialised jobs are entrusted mainly to permanent staff.

Linkages

Entry-level Limited support, except if entering through networks Limited support, except if entering through networks Limited support

Good support through teams

Sub-sectors Good linkages across Film, TV, commercial ads/videos subsectors Good linkages across theatre venues, production houses etc

Fragmented, weak linkages across WSQ, private markets, IHLs

Nil. Workers move to a different industry e.g. F&B

Cross-border Weak linkages; plus competition from foreign practitioners locally Good linkages. Plentiful opportunities in the region. Many AEs are accessing jobs in the region. Nil.

Learning

Peer

Support for some (e.g. soundmen) but not others (e.g. directors) Good support because of nature of work Competition and isolation make peer learning difficult. Good support through teams and at “ports”

Expert Difficult to access – by chance Difficult to access – by chance Difficult to access – exploitative Through permanent staff

Opportunity for self-directed learning

Yes, online resources, selfprocured tools, artefacts Yes, online resources (e.g. YouTube videos, chatrooms) Books, online resources, conferences Workers see little need for this

Voice

Industry Multiple attempts to organise but fragmented One attempt to organise itself but not sustained Top-down through Adult Educator Network; difficult as “the industry” does not identify as a common group Nil

Nation-state Limited Limited Limited Limited