capacity building and social enterprise: individual and ... · pdf filecapacity building and...

CapaCity Building and SoCial EntErpriSE:

individual and organiSational

tranSformation in a tranSitional laBour

markEt program

dEakin univErSity rESEarCh rEport

in partnErShip with miSSion auStralia

and CharCoal lanE

lyn harriSon ChriS hiCkEy

pErri CampBEll

ContEntS

acronyms and abbreviations ��iv

tables, figures and appendices ��iv

glossary �� v

acknowledgements ��vi

Executive Summary ��1

1� action learning and Social Enterprise ��1

2� oversight and organisational Support ��2

3� Community relationships and Charcoal lane’s identity ��2

4� a working transitional labour market program model: flexible Education ��3

5� Employment outcomes ��4

recommendations �� 8

Background and introduction ��9

Ethics and methodological procedures ��11

aboriginal representation ��11

literature reviews��11

data gathering ��11

part i: doing Social Enterprise: the Evolution of Charcoal lane �� 12

an action learning organisation �� 12

a new Support Structure for Charcoal lane �� 13

a proactive model: the Charcoal lane operational working group ��14

part ii: organisational relationships and Charcoal lane’s identity: Partners, Stakeholders and Staff �� 17

developing Charcoal lane’s Cultural identity through Strong Community relationships �� 17

Education and Employment partnerships: the role of william angliss institute, link Employment & training and aCCor ��20

Charcoal Lane: Internal and Staff Relationships �� 21

part iii: transitional labour market program Challenges and developments �� 22

Selection of program Candidates �� 23

the access to work program �� 23

attendance and absenteeism �� 24

trainee transitions �� 25

gender and pressure in the hospitality industry �� 25

part iv: flexible Education and Employment outcomes �� 26

a flexible Education working model: william angliss, Charcoal lane and flexible Education �� 26

Employment outcomes and Success at Charcoal lane ��30

program logic, theory of Change and Social impact �� 34

recommendations �� 35

references and further reading��36

appendices ��38

aCronymS and aBBrEviationS

ACCOR Nationalhotel/restaurantchainsupportingemploymentpathwaysatCharcoalLane

ADRI AlfredDeakinResearchInstitute

ALG ActionLearningGroup

BOH BackofHousereferstothecommercialkitchenatCharcoalLane

CLOWG CharcoalLaneOperationalWorkingGroup

FOH FrontofHousereferstotherestaurantorserviceareaofCharcoalLane

GTO GroupTrainingOrganisation

ApprenticeshipsPlus(2011)

LinkEmployment&Training(2012–2013)

AFLSportsReady(2014)

IWS IndigenousWorkStars(supportedbyIndigenousEmploymentPathways,IEP)

KAE KoorieAcademyofExcellence

KHT KoorieHeritageTrust

MAYSAR MelbourneAboriginalYouthServicesandRecreation

NIE NorthernIndigenousEmploymentNetwork

PAB ProgramAdvisoryBoard

RTO Registeredtrainingorganisation (i.e.WilliamAngliss)

TEO TrainingandEmploymentOfficer (atCharcoalLane)

TLMP TransitionalLabourMarketProgram

VACCA VictorianAboriginalChildCareAgency

VACSAL VictorianAboriginalCommunityServicesAssociationLtd

VAEAI VictorianAboriginalEducation AssociationInc.

VAHS VictorianAboriginalHeathService

VRL VictorianRegionalLeader

taBlES, figurES and appEndiCES

tables

Table1 Positivechangesandoutcomes

Table2 KeyCLOWGissuesandcomparison

Table3 2011and2012Newsletterscomparedto2013MonthlyBriefingNotes

figures

Figure1 Governancestructure

Figure2 Identityandcommunity

Figure3 CharcoalLaneprogramstaff

Figure4 ActionLearningdevelopmentsandprogramresponses

Figure5 Styleofintake(fortraineesduringMarch2014)

Figure6 SuccessfulpathwaysafterCharcoalLane:2013intakeCertificateII

Figure7 2014Recordofemploymentandeducationoutcomesfor2012Januaryintake

Figure8 Overallnumbersofgraduatingtrainees2012(January)–2014(March)

Figure9 Employmentandeducationoutcomes2012–2014

appendices

Appendix1 KeyissuespresentedtotheCLOWGin2013

Capacity Building and Social Enterpriseiv

gloSSary

action learning

ActionLearningisaresearchmethodthatallowsknowledgeandinformationtobesharedbetweendifferentindividualsandgroupsinacycleofobservation,reflection,planningandacting.Individualsfromdifferentsituationsinvolvedindifferentorganisationalactivitieseachwiththeirownissues,cometogetheraroundacommongoalandlearnfromeachother’sexperience(Dick,1997).Ratherthanlimit,prescribeorpre-emptthekindsofknowledgethatareconsidered‘valid’–throughthisprocess‘knowledge’isableto‘emergeaspartoftheprocessofchange’anddoes‘nothavetobefullyworkedoutinadvance’(Friske,2011:256).

Social Enterprise

‘As“hybrid”organizations,socialenterprisesseektobothsustainasocialmissionandmaintaincommercialviability’(Goninetal.,2012:4).

transitional labour market programs

Transitionallabourmarketprograms(TLMPs)oractivelabourmarketprogramsworkwithinthetransitionallabourmarket(characterisedbydiversification,decentralisationandindividualisation)frameworktocreatepathwaysintoemploymentforthosefacingtemporaryorlastingexclusion(AnxoandO’Reilly,2002:343.SeealsoSchmid,2003;RecianddeBruijn,2006).

theory of Change

ATheoryofChange(fromtheCentreforTheoryofChange,availableonline):

• supportsacausalpathwayfromheretotherebyspecifyingwhatisneededforgoalstobeachieved(e.g.youmightarguethatchildrenattendingschoolaminimumnumberofdaysisnecessaryiftheyaregoingtolearn)

• requiresyoutoarticulateunderlyingassumptionsthatcanbetestedandmeasured

• changesthewayofthinkingaboutinitiativesfromwhatyouaredoingtowhatyouwanttoachieveandstartsthere.

program logic

ProgramLogicreferstoaroadmapofgoalsandaimsthatguidetheprojectandrecorditsactivitiesandoutcomes.Theaims,goalsandoutcomesoftheprogramarerecordedbystaffmembers,alongwiththeirimportantreflectionsonthesuccessesandchallengesinimplementinganideaorreachingagoal.

Individual and Organisational Transformation in a Transitional Labour Market Program v

aCknowlEdgEmEntS

WewouldliketogratefullyacknowledgethemanyhoursthatMissionAustraliastaffandCharcoalLanestaffandtraineeshavecommittedtothisproject.Thankyoutoallthosewhosharedtheirinsightsandexperienceswithus.

ThisresearchwouldnothavebeenpossiblewithouttheinsightsprovidedbyActionLearningmembers,andmembersoftheCharcoalLaneOperationalWorkingGroup.

PartneringorganisationsthatparticipatedintheActionLearningProjectincludeWilliamAngliss,ApprenticeshipsPlus,andtheLinkEmployment&Trainingorganisation.

AspecialthankyoutotheVictorianAboriginalHealthServices(VAHS)whopartnerwithCharcoalLaneandMissionAustraliaprovidingthehealthservicesbuildingfortheCharcoalLanetrainingprogramandrestaurant.

Wewouldalsoliketoacknowledgethesupportofthefollowingorganisationsandcommunitygroups:VictorianAboriginalEducationAssociationInc.(VAEAI),VictorianAboriginalCommunityServicesAssociationLtd(VACSAL),MelbourneAboriginalYouthServicesandRecreation(MAYSAR),theKoorieHeritageTrustandKoorieAcademyofExcellence(KAE).

SincerethanksalsotoPeterKellyandAnneliesKampfortheirinitialworkongrantdevelopmentandtheirparticipationintheearlystagesoftheresearch.

TheAustralianResearchCouncil,LinkageProjectsSchemeandMissionAustraliafundedthisresearch.

Capacity Building and Social Enterprisevi

ExECutivE Summary

InJuly2011,theDeakinresearchteambegananAustralianResearchCouncilLinkagefundedprojectinpartnershipwithMissionAustralia,focusedonMissionAustralia’ssocialenterpriserestaurant,CharcoalLane.Theresearchproject,titled‘CapacityBuildingandSocialEnterprise:IndividualandOrganisationalTransformationinaTransitionalLabourMarketProgram’,consistedoftworelatedstudies.Thefirst,theAction Learning Project,gathereddata,whichwasthenfedbacktokeystakeholdersatregularintervalsinterveningintheorganisationalpracticesoftheenterprisewiththeaimoffacilitatingtheprogram’ssustainability.Thesecondpartidentifiedfactorsthatinfluenceyoung people’s experiencesandoutcomesinthisprogram.Thisresearchaimedtoprovidesignificantinsightsintothewaysinwhichsocialenterprisescansupportmarginalisedyoungpeople’stransitionsintoincreasinglyprecariouslabourmarkets.

ManychangeswithintheCharcoalLaneprogramunfoldedoverthecourseoftheresearchproject,betweenJuly2011andJuly2014.Inmanyrespectsthesechangescanbeunderstoodinthecontextofchallengescommonlyfacedbyorganisationsrunningsocialenterprisebasedtransitionallabourmarketprograms(TLMPs).Thesechallengesincluded:

• Youngpeopleandself-transformation:Workingwithyoungpeoplefrommarginalisedanddisadvantagedbackgrounds,totransformthemintoyoungpeoplewhocouldbeworkersinothercontexts.

• Organisationaltransformation:Theorganisationthatconductsthesetypesofprogramsisoftenencouragedtotransformitselforistransformedintheprocessofdeliveringtheprogram.The

organisationisencouragedtotransformthewayitthinksaboutitself,whatitdoesandthewaysinwhichitdoesit,becausethesesortsofprograms,withthechallengestheypresent,encouragereflexivity.Forinstance,MissionAustraliaembracedActionLearningtoolstoinformthegrowthanddevelopmentofCharcoalLane.

1. Action Learning and Social Enterprise

InpartnershipwiththeDeakinresearchteamstaffatMissionAustraliaandCharcoalLanehaveembracedActionLearningmethodstolearnfromtheexperienceofkeystakeholders,internalandexternalstaffmembersandtrainees.ThisAction Learning processbeganwithagroupofkeystakeholdersin2011knownastheActionLearningGroup(ALG).ThegroupconsistedofrepresentativesfromWilliamAngliss,VictorianAboriginalHealthServices(VAHS),CharcoalLaneandMissionAustralia,andmetmonthly.Itprovidedaforuminwhichresearch issueswereidentifiedforfurthercommentandaction.InitialmeetingsaddressedsignificantquestionsaboutthephilosophyoftheprogramandallowedgroupmemberstocometogethertofocusonthefutureofCharcoalLane.

AseriesoffourAction Learning meetingswaschairedbytheDeakinresearchteam,andattheendof2012thegroupwasabsorbedbyMissionAustralia’snewgovernanceandsupportstructureforCharcoalLane.ThisgovernancestructureisoneofthemostsignificantchangestoemergefromtheActionLearningcentredapproach.ItsupportsthetransferofknowledgebetweenMissionAustraliaandCharcoalLaneandenablesinformeddecision-makingatdifferentorganisationallevels.AsLumley(2013)argues,theflowofinformationbetweenkeystaffmembersiscrucial:‘thefrontlinestaffarethepeopleprovidingtheserviceandinteractingwiththebeneficiaries.Theirperspectiveisparamount’.Thecreationofstrong communication channelshasenabledtheprogramtodeveloppracticesthatbenefittraineeswholearnandworkintherestaurant.

Charcoal Lane offers young marginalised and Aboriginal people a bridge into employment through education, intensive support, cultural understanding and pastoral care.

Individual and Organisational Transformation in a Transitional Labour Market Program 1

2. Oversight and Organisational Support

In2011background interviewsindicatedthattheorganisationalstructuressupportingCharcoalLanedidnotsupportavenuesfortwo-waycommunicationbetweenMissionAustraliaandCharcoalLanestaff.Communicationwasalsoimpacteduponbycontinuousstaffchangeovercausinginstitutionalknowledgetobelostwithdepartingstaffmembers.Duetohighstaffturnoverratescharacteristicofthehospitalityindustry,highnumbersofnewstaffmemberswererecruitedfortheprogramandrestaurantbetween2011and2014.Inadditiontoloss of institutional (program) knowledge,anotherequallysignificantconsequenceofstaffturnoverwastheintroductionofnewknowledgeintotheprogram.Differentapproachestotrainingandtosupportingthetraineesledtouncertaintyandconversationsaboutlevelsofsupport.Theseinformaldebatesrequiredanofficialvenuethroughwhichacommonapproachcouldbearticulatedandrecorded.Inlate2012and2013newgovernance and support structureswereputinplace.ThegovernancestructurebroughtMissionAustraliaandCharcoalLanestafftogetherforregular,focusedmeetings.ItwasintendedthattheProgram Advisory Board (PAB)wouldmeetthreetofourtimesperyeartooverseealldecision-making;theCharcoal Lane Operational Working Group (CLOWG)wouldmeetmonthlytodiscussoperationsintheprogramandrestaurant;theRestaurantGroupwouldmeetweeklytodiscussrestaurantbusinessandplannedevents.

Recentresearchindicatesthathorizontalgovernancestructuresenableorganisationstoprovideinformedandstrongsupporttosocialenterprises(see:Gonin,2012;Lumley,2013).ThroughnewgovernancestructuresindividualsandinformationwereabletomovebetweenCharcoalLaneandMissionAustralia(seealsoFigure1).Inthiswaykeyissues–forinstance,thelevelofsupportthattrainees’receiveintheworkplace–canbecommunicatedattheCLOWGlevel,andthencarriedthroughtothePABlevel.Thisgovernancestructurehassupportedanumberofprogramdevelopmentssinceitwasinitiatedin2012.Oneofthemostsignificantchangesisthedevelopmentofa flexible training framework.ThroughtheexchangeofinformationabouttraineeexperiencesintheprogramatCLOWGmeetings,theneedforin-

house,flexibleandculturallyappropriateeducationwasrealisedandappropriatechangeswereimplemented.Asthisframeworkdevelopsandisadjustedtomeettheneedsoftrainees,theCLOWGwillplayavitalrolefacilitatingcommunicationbetweenWilliamAnglissandCharcoalLanestaff.

3. Community Relationships and Charcoal Lane’s Identity

IntheearlystagesthegoalsofMissionAustralia’ssocialenterpriseincludedsupportingyoungmarginalisedAboriginalandTorresStraitIslanderpeople;engagingwithlocalAboriginalorganisationsthroughtheprogram;andengagingwithAboriginalculturethroughtherestaurant.However,thesegoalsshiftedbetween2009and2011.In2011weconductedanumberofbackgroundinterviewswithAction Learning members,whocommunicatedtousthatthesegoalswerenolongerguidingthesocialenterprise,renderingtheidentityofCharcoalLaneuncertain,particularlytolocalcommunitymembers,traineesandinvolvedAboriginalorganisations.ConnectionstocommunityandemergingpartnershipssignificantlyshapeCharcoalLane’sidentityandperceptionsoftheprogramwithinAboriginalcommunities.Theidentityofthesocialenterpriseimpactsupontherestaurantbusinessandsponsors,trainees’experiencesoftheprogram,andcommunitysupport.AtaninitialActionLearningmeetingthegoalsandtheidentityofthesocialenterprisewerediscussed.Weaskedthequestion:Is this a program for young and marginalised Aboriginal people?ItwasagreedthatthiswasanAboriginalprogram.Between2011and2014CharcoalLanestrengtheneditsidentitythroughbuildingrelationshipswithlocalcommunitymembers,groupsandAboriginalorganisations,includingtheVictorianAboriginalHealthServices(VAHS),VictorianAboriginalEducationInstitute(VAI),VictorianAboriginalCommunityServicesAssociationLtd(VACSAL),MelbourneAboriginalYouthServicesandRecreation(MAYSAR),theKoorieHeritageTrustandKoorieAcademyofExcellence(KAE),TheVictorianAboriginalChildCareAgency(VACCA),andtheMenandWomen’sRecGroup(ParkiesInc.).

Keystaffmemberswereintegraltothedevelopmentanddirectionoftheprogram.Forinstance,theRegionalTeamLeaderandthe

Capacity Building and Social Enterprise2

ProgramManagerimpactedonthewaysinwhichCharcoalLanewasperceivedinthecommunitythroughstrengtheningtheprogram’scommitmenttoyoungAboriginalpeopleandbuildingcommunityrelationshipstosupporttheparticipants.TheProgramManager’spastoral approachtowardssupportingyoungpeopleandknowledgeofthecomplexculturalandpoliticalrealitiesofCharcoalLaneenabledgreaterunderstandingoftheneedsofparticipantsandthesignificanceandmeaningofcommunityinvolvementintheprogram,withtraineesreporting‘This is the best Charcoal Lane has been’.LevelsofAboriginalparticipationintheprogramhaveincreasedsignificantlyandinOctober 2014 all trainees identified as Aboriginal.

4. A Working Transitional Labour Market Program Model: Flexible Education

ThewaysinwhichtheprogramhasdevelopedtobettermeettheneedsofyoungtraineescanbeseenbylookingbackattheissuesidentifiedbyActionLearningmembersin2011and2012.Thefollowingkeyissueswereidentified:

• Trainees’diverseneedsarerecognisedbystaff,howeverthe2011–2012programstructuredoesnotenablestafftomeettheseneeds.TraineesfacestricttimelinesinregardstothecompletionoftrainingmodulesconductedthroughthelearninginstitutionWilliamAngliss.Traineesrequiregreatereducationalflexibility.

• Somefundingavenueswerethoughttobeproblematic,placingpressureontheprogramtoperforminwaysthatwereincompatiblewiththeinterestsofthecohort.

• Businessaspectsoftheprogramhadbecomeproblematic.Staffatalllevelsfeltthepressureofthefinancialburdenandnot‘breakingeven’.

• Thenatureoftherestaurantasa‘high-end’finediningrestaurantplacedpressureonstaffintheFrontofHouseandBackofHouse.TraineesintheBackofHousefelttheyweresometimesexcludedfromparticipationinthedevelopmentofthefood.Particularaspectsoffoodpreparationcouldnotbeperformedbythetraineesattheirskilllevel.IntheFrontofHouse,traineesfelttheatmospherewas‘uptight’andthiscausedsometraineestobestressed.

In2013,therewasanoticeableshiftinthecultureofCharcoalLane.Thegoalofsupporting young marginalised Aboriginal peoplecametotheforefront,providingclarity,purposeandstructuretotheprogram.TheidentityofCharcoalLaneasanAboriginalprogramandrestaurantfocusingonindigenousfoodwasreinforced–particularlythroughworkingrelationshipswithlocalAboriginalorganisations.Lookingbackonceagain,wecanseehowthefollowingdevelopmentseffectedchange:

• IndevelopingActionLearningpracticeswithintheorganisation,keystakeholdersandstaffdevelopedawillingnesstopractisereflexivethinkingregardingthepastandfutureoftheCharcoalLaneprogram.

• InordertobettersupportCharcoalLanestaffgovernanceandsupportstructureswereintroducedbyMissionAustralia.ThesestructuresenabledgreatercommunicationbetweenMissionAustraliaandCharcoalLane.

• StaffwithAboriginalculturalknowledgewereintroducedintotheprogram,recognisingCharcoalLane’suniqueplaceincommunityanddemonstratingawillingnesstoparticipateandimpactcommunityinabroadersense.

• Inmid2013CharcoalLanestaffbegantodevelopa flexiblelargelyin-house,trainingprogramtobettermeetthelearningneedsofprogramparticipants.Thiswasasignificantinnovationandonethatcontinuestounfoldaswewritethisreport.

OneofthegreatestquestionsfacingCharcoalLaneasitmovedforwardin2014is:How will relationships with community be sustained and grown?Manyinvolvedwiththeprogramsawitnotonlyasarestaurant,butalsoasasecondhomeandasafespace.ThefutureofCharcoalLanewaswrittenwithinthisunfoldingidentity,whichwasstronglyinfluencedbycommunityrelationships.ThroughchangeandexpansionCharcoalLaneheldthepromiseofstrengtheningitscommitmenttocreatingnewoptionsandopportunitiesforyoungAboriginalpeopleinAustralia.Thesustainabilityoftheprogramwasenhancedbyflexible education structures.Thesestructuresincludedmechanismssuchasa‘rollingintake’,whichensuredamaximumnumberoftraineesparticipatedintheprogramatanyonetime.BecauseCharcoalLaneoffersspecialisedinterventionintothelivesofyoungpeople,numbersoftraineesintheprogramatany


onetimearenecessarilylimited.Traineesbenefitfromhighlevelsofsupportandone-on-onetutoringandmentoring.Theneedsofeachtraineearedifferentandtheprogramrecognisedthisbyadjustingeducationandsupportforindividualsuccess.Theflexibleeducationframeworkmadeindividualisedsupportpossible.Insupportingthetraineesparticularaspectsoftheirlivesweretakenintoconsiderationattheoutset:housingandhomelife;healthandwell-beingsupport(accesstocounselling,healthorsupportservices);transportation;andfinancialsituation(worktravelcosts).

5. Employment OutcomesCharcoalLaneiscommittedtoemployment outcomesforitstrainees.WorkinginpartnershipwithMissionAustralia,LinkEmployment&TrainingandACCORmanyparticipantshavebeenplacedinemploymentpositionsafterexitingtheprogramatdifferentstages.Employmentoutcomesforthe2012Januaryintakeof13traineesatCharcoalLaneshowedthatthemajorityoftrainees(five)wereworkinginthehospitalityindustry;therewasonetraineeworking/trainingoutsidethehospitalityindustry;onetraineewascurrentlyunemployed;twotraineeswerecurrentlyinvolvedinatrainingcourse(fourtraineesdidnotmaintaincontactwithCharcoalLane).TraineescurrentlyparticipatingintheprogramarealreadyworkingtowardsemploymentopportunitieswiththesupportofAFLSportsReady,ACCORandIndigenousWorkStars.

Inthepast,successful outcomeshavebeenperceivedashighnumbersoftraineescompletingtheprogram.However,duetothesignificantamountofworkinvolvedinenrolment,participationandcompletionoftheprogram,numbersalonecannotcommunicatetheoutcomesforCharcoalLane.Byunderstandingtheworkrequiredbystaffandtraineestoparticipateintheprogramandtakeonchallengesoutsidetheprogram,successhasbeenimaginedinotherways.

Additionally,manytraineesexit the program successfully(beforecompletingtrainingmodules)toworkorengageinfurthereducation.Therearesignificantbenefitsinparticipatingintheprogramforevenashortamountoftime,theseincludeincreasedsupport,connectiontoothersupportservices,developingfriendshipgroups,workand

educationalexperiencesandopportunities,developmentofaspirations,andlifeandcareergoals.Between 2012 and 2014 approximately 46 young people entered and were supported by the program.Thisentrypointtotrainingandeducationisaprimaryfunctionofthesocialenterprise.TheimpactoftheCharcoalLaneprogramincludesnotonlyincreasesineducationalandemploymentoutcomes,butalsothethingsthatleaduptothat,suchasstudentsbeingmoreengagedinwork(Lumley,2013).

2011–2014 Changes and positive impactTable1showspositivechangesputinplacebyprogramstaffatbothMissionAustraliaandCharcoalLanetoachievesuccessfulprogramoutcomesfortrainees.

Everyday success at Charcoal Lane

• Punctuality

• Completingtasksandmodules

• Attemptingtasksandmodules

• Takingonchallenges

• Practisingnewskills(i.e.publicspeaking)

• Workingingroups

Trainee challenges at home affecting participation and longevity in the program

• Disruptedhomelifefromanearlyage:alcoholism,eatingandpsychologicaldisorders

• Mentalhealthissuesrangingfromlowleveltoseriousdisorders

• Homelessness,movementandrelocationwithnostableresidence

• Domesticabuseexperiencedmainlybytheyoungwomen

• Difficultiesatschool–academicallyandwithteachersandpeers(i.e.bullying)

• Youngparenthood(50%oftraineesinGroup1finishingtheprogramhavehadchildren)


Programchanges Outcomes

August2011ActionLearningGroup(ALG)isformedin2011KeyALGissues:identifiedininitial‘Issues’document,fourNewsletters,andMonthlyBriefingNotesthroughout2013.

August–December2011Communicationstrategiesandsystemsareidentified.Commonchallengesareidentifiedbythegroup,initiallycomposedofMissionAustraliastaffandtheDeakinresearchteam.InOctober2012theALGisabsorbedbythenewlyformedCharcoalLaneOperationalWorkingGroup.

November2011KeystakeholdersagreethatCharcoalLaneisanAboriginalprogram

December2011Realignmentofthesocialenterprisemission.RelationshipswithAboriginalstakeholdersandVAHSarestrengthened.Workingtowardsstrengtheningtieswithcommunity.

March2012Strategic,businessandoperationalchangestoCharcoalLane(seepoints2and3inexecutivesummary)

April–May2012Culturalengagementisaprogramoutcome.SkilledpersonnelarerecruitedintoCharcoallane(i.e.ACCORRestaurantManagerisseconded;SocialEnterpriseOperationsManagerplaysakeyrole).KeystaffmemberstakeresponsibilityforCharcoalLane,centralisingdecisions.

July2012CharcoallaneisreconnectedwithMissionAustralia’s‘sharedservicesinfrastructure’ImplementationofanewsupportstructureforCharcoalLane:PAB,CLOWG,CL(seepages12to13)

August2012Stepstowardsprogramsustainabilityaremade.StrengtheningpracticaltiesbetweenCharcoalLaneandMissionAustralia.Theflowofinformationisorganisedwithstaffexperiencesandpracticeinformingdecisionsathigherlevelsoftheorganisation.

August2012Fromwelfaretoatrainingandeducationfocus

Thedevelopmentofprevocational,preparatoryandhalf-daycourses

September2012Afocusontraining and educationcontributestoCharcoalLane’semergingidentity,whichisalsosignificantlyshapedbycommunityengagementandpartnerships(continuingchangesin2013).CertificateIandhalf-dayfoodhandingcoursesintroducetraineestotheprogram.Introductorycoursesenablestaffandtraineestogaugeinterestintheprogrambeforecommittingforalongerperiod(6-to12-monthcoursestobeofferedinJanuary2014).

October2012DiscussionsareunderwaytoincludeAboriginalEldersandMentorsintheprogram

ThefirstCLOWGmeetingisheld(partofthenewsupportstructureforCharcoalLane,whichincludesALGmembers)

November–December2012TheideaofaCultureCommitteeconsistingoftraineesandamentorisdeveloped.Stafftakeupissuesidentifiedbytheresearchteam:absenteeism,selection,milestones,supportstructures,educationalapproaches,culturalengagement,culturalsymbolismintherestaurant,trainingsupportintheBackofHouse,copingwiththestressoftheserviceperiodsinthefrontandBackofHouse.Communicationisstrengthenedandprogramissuesareproactivelyaddressedbystaffmembers.TheCLOWGencouragesteambuilding,solidarity,newideasanddevelopmentofProgramLogic(seepage32).

Table1:Positivechangesandoutcomes



November2012ACCESStoWorkprogramrevised(seepage23)

January2013In2014theACCESSprogramisaccreditedCertificateItrainingandrenamed‘BushPepper:anIntroductiontoHospitalityandEvents’,supportedbyMaristYouthCare,supportedbytheBrotherhoodofStLawrenceandWurundjeriEldersincludingAuntyDianneKerr.ACCESSprogramcontributestorollingintakeatCharcoalLane;numbersofparticipatingtraineesaremaintained(ideallybetween10and15).

January2013TheTraineeHandbookiscreatedbyprogramstaff August2013

TraineeHandbookisfinalisedwithcontributionsfromstakeholders.Traineerolesandresponsibilitiesareclarified,asarestaffroles.TraineeshaveaclearpathwayofwhotocontactfordifferentneedsandtherolesofstakeholdersinvolvedwithCharcoalLane.

February2013Milestonesaredevelopedwithintheprogram:Inductiondays,quarterlyreviews(viaindividualmeetingswithtrainees)participationincommunityevents,endoftraininglunches,endofyearCultureCamp.

2013(throughouttheyear)Milestonessupportsustainedtraineeengagementwiththeprogram.Proactivestaffengagementwithtraineesneeds.IncreasedcommunityengagementanddevelopmentofrelationshipswithlocalcommunityandAboriginalServiceGroups.

March–May2013Mentoringandcommunityconnectionsaredeveloped September2013

Participationinworkshopssuchas‘CulturalWellnessWorkshop’(9September2013),apilotprogramrunningatVACSAL.CharcoalLanebeginstoproduceamonthlyNewsletterwithcontributionsfromthetrainees,managedbytheTrainingandEmploymentOfficer.

June2013Recognisingpositivepathwaysinadditiontoemploymentoutcomes

June–December2013SuccessatCharcoalLanetakesonmanydifferentformsandcanbeunderstoodinanumberofways.Keyareasincludefriendship,housing,mentors,education,workandtraining,connectiontosupportservices,anddevelopingvocationalandeducationalaspirations.Between2012and2014(March)46youngpeopleweresupportedatCharcoalLanewithtrainingandeducation,mentorsandguidance,communityandpeers,personaldevelopment,lifeskillsandculturalengagementactivities.

July2013Selectioncriteriadeveloped July2013

Throughthisprocesstraineesupportrequirementsareidentified,externalcaseworkersandsupportsareconnectedwith,providinginsightintotheindividualneedsandskillsofeachtrainee.ThecapacityofCharcoalLanetoprovidenecessarysupportsisassessedcasebycase.

Table1cont.



August2013CharcoalLaneFlexibleEducationPrograminitiated

Theprogramleadstherestaurant:‘AUnitedFront’

August2013Theflexibleapproachhasenabledstafftotailortheprogramtotheyoungpeople’sneeds.Pedagogicalchangessupportcurriculumandtraineelearningneeds.Traineehouseprotocolshavebeendevelopedaspartoftheprogramtosupporttrainees:‘houserules;useoflockers;pigeonholesformodulework;weeklyfollow-ups’(seepage22andMonthlyBriefingNotesVolume2Issue2).StaffworktobringtheFrontofHouseandBackofHouseteamstogetheraroundacommonendeavour:tosupportandworkwithtraineesandprovideaunifiedtrainingenvironment.TheidentityofCharcoallanedevelopswithafocusontraining and educating young people in a culturally safe environment,with access to mentors, employment options and cultural engagement activities.

September2013AnewchefisIntroducedtoCharcoalLane(withthesupportofasecondchef)

October–December2013Menuchangeenablestraineestopractisebasicskillsandparticipateinthepreparationandplatingofmeals.Traineeslearnaboutproduceandhorticultureskills.Employmentandvocationalopportunitiesarebroadenedbeyondthefieldofhospitality.

June–December2013ActionLearningapproachadoptedbyMissionAustraliaandCharcoalLane

December2013ActionLearningapproachesareembeddedinCLOWGmeetings.CLOWGmembersproactivelydiscussandreflectuponemergingandpotentialissuesplanningforappropriateaction.CLOWGprovidesaspaceforforward planningregardingculturalevents,workshops,lifeskillstraining,camps,excursions,functionsandfundingopportunities,employmentoptionsfortrainees,employeeconnectionsandtheroleofthelegalemployer.Thisisalsoaspaceforculturallyspecificissuestobeengaged,forexampletheroleofserviceprovidersConnectingHomeandLink-UpforStolenGenerations.

2014CLOWGmembershipincludescommunitymentors,anewGTO(AFLSportsReady)

CommunityinvolvementwithCharcoallanecontinuestogrow,forinstancethroughpartnershipswithIndigenousWorkStars,AFLSportsReady.CharcoalLanedevelopsitscapacitytoberegardedasasocialandculturalhubforyoungAboriginalpeopleinMelbourne.StrengthenedrelationshipsareindicatedbytheparticipationofAboriginaltraineesintheprogram.InOctober2014allparticipantsidentifyasAboriginal.

Table1cont.


Recommendations1 MaintaintheActionLearningapproach:MissionAustraliahavebenefitedfromembeddinganActionLearningstructureviaCLOWGmeetings.FutureActionLearningpracticesmaybesupportedbyCLOWGmeetings,particularlythroughtheinvolvementofa‘criticalfriend’atCLOWGmeetings.Thiscriticalfriendwouldsitoutsidetheorganisation,buthaveknowledgeofthesocialenterprisesectorand/oroperationsatCharcoalLane.

2 ProgramLogicandTheoryofChangearevitaltotheadvancementofprogramgoals.TheCLOWGisapotentialspaceforcontinuouslyengagingwithmonthlyandannualProgramGoalsandmaintainingacohesiveandconsistentCharcoalLanestoryline.

3 UseofexistingexpertiseandknowledgewithinMissionAustraliaandCharcoalLanehasthecapacitytostimulateandsupportcontinuedActionLearning.DatahousedatCharcoalLane–onabsenteeism,andtheaspectsoftheprogramthatabsenteeismisconnectedto–mayinformfuturepracticeandprograminnovationthroughProgramLogicmodels.

4 ContinuetobuildtheculturalcapitalofCharcoalLanethroughrelationshipswithlocalcommunitymembersandgroups,Aboriginalorganisationsandcontinuedparticipationincommunityandculturalevents.GrowCharcoalLane’sidentitythroughrelationshipswithcultureandcommunity.

5 CharcoalLaneStaffHandbookoutliningtheanticipatedrelationships,particularlybetweentraineesandstaff,assistsnewstaffsettlingintotheirrolesandshouldbemaintained.Thiswouldalsominimisethelossofinstitutionalknowledgeandarticulateexpectationsregardingthesupportoftrainees.

6 ‘Allofprogram’approach:OurresearchindicatesthatroleswithinCharcoalLaneshouldnotbedividedintoRestaurant,BusinessandProgramsectors.Becauseallrolesimpactuponthetraineestheyshouldallbeconsideredinrelationshipwitheachother.

7 Milestoneorquarterlyreportsinvolvingone-on-onediscussionswithtraineesplayanimportantroleinfacilitatingtraineetransitions.Knowledgeabouttrainees’interestsfortransitionsintoemployment(orothertrainingpathways)couldassistAFLSportsReady(GTO),IndigenousWorkStars,WilliamAngliss,ACCORandothereducationandemploymentpartnersinpreparingthenecessarysupportsforindividualtrainees.

8 Diverseemploymentpathways:MissionAustraliaandCharcoalLanecanassisttraineestofollowavarietyofemploymentpathways,includingthoseoutsidethehospitalityindustry.Ithasbeenrecognisedthatthisrequiresputtingemploymentpathwaysinplaceatdifferentstagesoftheprogram–notjustatthecompletionoftheCertificateIIItraining.

9 Recognisingsuccessintheachievementsofstaffandtraineesastheyprogressthroughtheprogramresistsadeficitviewpoint.‘Earlyexiting’and‘successfulexiting’arejusttwotypesofengagementwiththeprogramthatcanbeviewedfortheirpositiveeffectsonyoungpeople’slives.ProvidinganentrypointtotrainingandeducationisaprimaryfunctionofMissionAustralia’ssocialenterprise,whichmustberecognisedasakeyprogramoutcome.


BaCkground and introduCtion

readers’ guide

This report features a number of tables, figures and three attachments. These resources have been developed by the research team throughout the life of the project.

At the end of this report you will find:

• key issues presented to the Charcoal Lane Operational Working Group in 2013

• a compilation of Monthly Briefing Notes

• a compilation of Action Learning Newsletters.

These attachments are explained in Part I of this report. We refer to these documents throughout the report to indicate where you can find more information.

MissionAustralia’sCharcoalLaneprogramisarelativelyrecentadditiontoMelbourne’ssocialenterpriselandscape.InJuly2009MissionAustraliaopenedthehigh-endrestaurantCharcoalLaneinMelbourne,asasocialenterprisebasedtransitionallabourmarketprogram(TLMP)formarginalised,unemployedAboriginalandnon-Aboriginalyoungpeople.Thesocialenterprise,establishedinpartnershipwiththeVictorianAboriginalHeathService(VAHS),celebratesAboriginalfoodandculture,providestrainingforunemployedyoungpeople,andaspirestobeasustainableandprofitablesocialenterprise.

InJuly2011,theDeakinresearchteambegananAustralianResearchCouncilfundedLinkageSchemeresearchprojectinpartnershipwithMissionAustralia.Theresearchproject,titled‘CapacityBuildingandSocialEnterprise:IndividualandOrganisationalTransformationinaTransitionalLabourMarketProgram’,focusedonMissionAustralia’ssocialenterpriserestaurant,CharcoalLane.TheresearchteaminitiallyinvolvedAssociate


part B: Biographies study1. What factors influence marginalised young

people’s experiences and outcomes (successful or otherwise) in this social enterprise TLMP?

2. What effect does completion of the training demands of this TLMP have on the transitions of marginalised young people into full time employment?

Thebiographiesstudyinvolvedpast,presentandfuturetrainees,forinstance,traineeswhohadparticipatedintheprogramsince2009.Wedevelopedanaccountoftheirexperiencesandtheimpactoftheprogramontheiridentityandemploymentstatus.

Manychangesunfoldedoverthecourseoftheresearchproject,betweenJuly2011andJuly2014.Thesewillbediscussedinthisreport.InmanyrespectsthesechangescanbeunderstoodinthecontextofchallengescommonlyfacedbyorganisationsrunningsocialenterprisebasedTLMPs.Suchchallengesinclude:(1)workingwithyoungpeoplefrommarginalisedanddisadvantagedbackgrounds,totransformthemintoyoungpeoplewhocouldbeworkersinothercontexts–fromunemployabletoemployableyoungpeople;and(2)theorganisationthatconductsthesetypesofprogramsisoftenencouragedtotransformitselforistransformedintheprocessofdeliveringtheprogram.Theorganisationisencouragedtoconfrontitselfandchangethewayitthinksaboutitself,whatitdoesandthewaysinwhichitdoesit,becausethesesortsofprograms,withthechallengestheypresent,encouragereflexivity.Theresearchteamproducedanumberofdocumentsthatexploretheseissues,including:

• Workingpapers

• Newsletters

• MonthlyBriefingNotes

• Researchreportsummaries

• Biographiesfor2012CharcoalLaneparticipants

• Biographiesfor2013CharcoalLaneparticipants.

Thisreportdrawsonresearchthemesexploredinthese,totracesignificantdevelopmentswithinCharcoalLaneoverthepastthreeyears.

ProfessorPeterKelly,AssociateProfessorLynHarrisonandDrPerriCampbell.Atthebeginningof2013,AssociateProfessorChrisHickeysteppedintotheroleofChiefInvestigator(replacingPeterKelly).(TheprojectwasinitiallysubmittedtotheAustralianResearchCouncilin2009fortheLinkageSchemeandwasfundedin2010.DuringthistimePeterKellyandLynHarrisonliaisedwithAnneliesKamp–StateManagerofStrategyandDevelopmentatMissionAustralia.)

Theresearchprojectconsistsoftworelatedstudies.Thefirstpart,theActionLearningProject,gathersdataon,andintervenedin,theorganisationalpracticesofCharcoalLanewiththeaimoffacilitatingprogramsustainability.Thesecondpartidentifiedfactorsthatinfluenceyoungpeople’sexperiencesandoutcomesinthisprogram.Thisresearchaimedtoprovidesignificantinsightsintothewaysinwhichsocialenterprisescansupportmarginalisedyoungpeople’stransitionsintoincreasinglyprecariouslabourmarkets.Thefollowingkeyquestionsguidedtheproject.

part a: action learning project1. What are the important organisational processes

and practices in determining the possibilities for sustainable social enterprise based TLMPs?

2. What processes, relations and practices facilitate (or hinder) knowledge transfers about social enterprise and TLMPs within the organisation and between other policy, commercial, training and third sector organisations?

ActionLearningstudiesinvolvedkeystaffmembersfromMissionAustraliaandCharcoalLane,regularinterviewsanddiscussionsofday-to-daypracticesandgoverningstructures,regulationsandpolicies.


EthiCS and mEthodologiCal proCEdurES

Aboriginal RepresentationThisproject’sdesignsandaimsweredevelopedinextensiveandprolongedconsultationwithMissionAustralia’sStateManagerforStrategyandDevelopment,andNationalManagerofResearch.ThesemanagerswerealsoinvolvedinextensiveconsultationswithinMissionAustraliaandwithavarietyofstakeholdersintheCharcoalLanesocialenterpriserestaurantincludingtheVAHS.

WesoughtAboriginalrepresentationonthisprojectinthefollowingways:

• MissionAustralia’sNationalIndigenousAffairsAdvisor.

• Theproject’sActionLearningGroupsandProgramAdvisoryBoardincludedtheNationalIndigenousAffairsAdvisor,employeesofMissionAustraliaandrepresentativesoftheVAHS.Thesegroupswereconstitutedintheearlystagesoftheprojectbeforeanydatagatheringoccurred.

• TheprojectwasalsodevelopedinconsultationwiththeseindividualsandagenciesthroughMissionAustralia’sStateManagerofStrategyandDevelopment.Theprojectdesignbuiltinongoingdiscussions,consultationsandcollaborationswiththeseindividualsandorganisations,allofwhomhadsignificantknowledge,expertiseandexperiencesinworkingwith,supporting,mentoringandmanagingmarginalisedyoungpeoplefromAboriginalandnon-Aboriginalbackgrounds.

Allaspectsandstagesoftheresearchweresubjecttoconsultationandreviewwiththeseindividualsandorganisationswithaprimaryconcerntoensureanappropriatelevelofunderstandingof,andrespectfor,thediversityofculturalpractices,beliefs,experiencesandvaluesoftheAboriginalandnon-Aboriginalyoungpeopleinvolvedintheproject.

Literature ReviewsTheprojectteamconductedextensive,up-to-datereviewsoftheresearchandpolicyliteratureinkeyareasrelevanttotheprojectincludingthechallengesandopportunitiesrelatedtotheconductofsocialenterprisesbythird-sectororganisations:theemergenceofTLMPsasameanstomanageprecariousformsofemployment,andtheconductoftheseTLMPsbythird-sectororganisationsandthehistoricalandcontemporarycharacteristicsofthemarginalisationexperiencedbyAboriginalyoungpeople.TheprojectpublishedtheresultsofthreeofthesereviewsintheAlfredDeakinResearchInstitute(ADRI)WorkingPaperSeries.

Data Gathering1 ActionLearning:IntheActionLearningProject

participantswereinvolvedinongoinginformalconversations;semi-structuredandstructuredinterviews;andActionLearningGroupmeetings.Alloftheseactivitiesrelatedtoobserving,reflecting,planningandacting(theActionLearningcycle)onissuesastheyarose.

2 Biographies:Datagatheringwithasampleofyoungpeopletooktheformofbiographical,qualitative,one-on-oneinterviews.Narrativesgeneratedweregivenbacktotheparticipantsforcheckingandthende-identified.ThesenarrativeswerealsodistributedtokeyindividualsatMissionAustraliaandCharcoalLane.


part i: doing SoCial EntErpriSE: thE Evolution of CharCoal lanE

An Action Learning OrganisationActionLearningbeginswhenagroupofinterestedparticipantsarebroughttogethertoworkonissuesinareflexiveandstructuredmanner.ThiswasthepurposeoftheActionLearningGroup(ALG),whichwasinitiatedatMissionAustraliainNovember2011.MissionAustraliaidentifiesitselfasalearningorganisation(MissionAustralia,2012).InkeepingwiththisorganisationalapproachtheDeakinresearchteamdevelopedActionLearningstrategieswithMissionAustraliaandCharcoalLanestaffmembers.WebegantheActionLearningprocessbyengagingwithanumberofindividualswhohadbeeninvolvedinestablishingtheprogramandoperationalandbusinessaspectsofthesocialenterprise.Weheldaseriesofbackgroundinterviewswiththesekeystakeholdersandinformants.Duringthisprocessanumberofviewsregardingthehistoryofthebuildingandpurposeoftheprogramcametolight.InformantsdiscussedthesignificanceofthebuildingitselfwithinthelocalcommunityandamongstAboriginalpeopleinVictoria,thewaysinwhichthebusinesssideofthesocialenterprise(therestaurant)hadbeenmanaged,andtheattitudesofindividualswithintheorganisationtothesocialenterprise.

Wefoundthatthequestionofculture,ofAboriginalityandtheinvolvementoftheVAHSwereimportantissuesamongstanumberofinterviewees.Earlyintheresearchprojectoneintervieweeexplainedthatthesocialenterprise’sculturalconnectionswerenotoftencleartostakeholders.Manyintervieweessuggestedthatthemeaningofthesocialenterprisehadchanged,asdifferentgenerationsoftraineesandstaffhadcomeandgone.Inparticular,Aboriginalhistoryandknowledgeabouttheoldbuildingwheretherestaurantishousedhadbeendilutedbyorganisationalchangeoveraperiodoftime.

The issue of Aboriginality and community engagement were linked to geographical and political tensions surrounding the restaurant. From the contested land which the building itself stands on, to the historical and symbolic importance of the old Victorian Aboriginal Health Service’s location in the building. The building was seen to offer the community a meeting place with special significance. As ‘Charcoal Lane’, it was unclear what the building now offered Aboriginal people. The name of the restaurant has a deep resonance with the Aboriginal community, being the title of a song written by famous Aboriginal artist Archie Roach.

InresponsetotheseissuesweidentifiedkeyindividualsandinvitedthemtobecomepartofanALG.InmanyrespectstheALGwasagreatsuccess.Keystakeholderswerebroughttogethertodiscussthesocialenterpriseprogramandsharetheirindividualconcerns.Memberswereencouragedtothinkofthemselvesasparticipantsintheresearchprocess,withDeakinresearchersactingasguidesandfacilitators.

DuringALGmeetingsitwasdecidedthatdifferentissuesshouldbediscussedatdifferentlevels.TheGeneralManagerofSocialAdvocacyandPublicAffairsnotedthatbusinessandoperationaldecisionsneededtobemadeandthattheALGwasnotnecessarilytheplaceforthis.TheALGwasaplaceforgeneraldiscussionsregardingCharcoalLaneanddiscussionofresearchandfieldworkinformation.DiscussionsatthefirstALGmeeting


weregivenstructurebyaresearchdocumentcalledan‘IssuesNarrative’.Thisconsistedofathemedanalysisofthekey,recurringissues/themesraisedintheseriesofbackgroundinterviews,accompaniedbyaseriesofquestions.Theseissuesweredividedintothefollowingsections:

• Philosophical issues(themission/aims/goalsofthesocialenterprise).

• Operational and business issues(therestaurantandfinancialsustainability).

• Program issues(thetrainees,attendanceandabsenteeism,selectionandsupport/counsellingsystems).

Giventhatthestrategicandoperationalelementsofthesocialenterpriseprogramweregovernedbythephilosophyorlogicoftheprogram,itbecameparticularlyimportantforallstakeholderstoagreeontheprogramphilosophy.ALGmembersviewedthisdiscussionasanopportunitytorearticulatethephilosophyandgoalsofthesocialenterprise.TheALGwasaspaceforbuildingthesocialenterpriseintowhatsupportersandthestaffwantedittobethroughcriticalreflection,discussionandengagementwiththedominantresearchthemeswehaddeveloped.

AtthesecondALGmeetingheldinDecember2011,akeyquestionwasposedtoActionLearningparticipants:HowmightimaginingCharcoalLaneasanAboriginalprogramputintopracticeamovementfromapositionofwhite/organisationalprivilege/advantage?TheoutcomesofthisdiscussionwereALGconversationsthatattemptedtorearticulatetheaimsofthesocialenterpriseandrebuildconfidenceintheexpressedobjectivesofCharcoalLane.Thegroupwereabletoclarifywhatthesocialenterpriseuniquelyoffered:atrainingandemploymentprogramforyoungmarginalisedAboriginalpeople.

TofacilitatediscussionattheALGmeetingaNewsletterwasalsodeveloped.TheActionLearningNewsletteractedasawayofmakinginformationaccessiblesothatitcouldbefedbackintotheorganisationtoprovokefurtherconversations.Theseconversationsunfoldedinthecontextofweekly/fortnightly/monthlycatch-ups(interviews)withkeystakeholders,ALGmeetingsandProjectReferenceGroupmeetings.ThefirstNewsletterwaspresentedtotheALGinJuly2012ontheissuesofabsenteeismandtheAccesstoWorkprogram.In

Octoberwecirculatedthethird(andfinal)ActionLearningNewsletterwiththetheme:Transitions.ThefinalALGmeetingwasheldon22October2012,todiscusstheissuesraisedintheNewsletter.

A New Support Structure for Charcoal LaneOneofthemostsignificantissuestoemergefrombackgroundinterviewsandALGmeetingsin2011wastheneedforagovernancestructuretosupportCharcoalLane,andcommunicationbetweenthesocialenterpriseandMissionAustralia.Inresponse,andworkingwiththeVictorianStateManagerin2012,theVictoriaRegionalLeader(VRL)atMissionAustralia(thenknownasOperationsManager,SocialEnterprise)developedgovernancestructureswithinMissionAustraliaforCharcoalLane.ALGmeetingswereincorporatedwithinthisnewstructure.

Thenecessityoffrequentandstructuredformsofcommunicationtosupportthesocialenterprise,andfacilitaterelationshipsandunderstandingbetweenstakeholders,wasrecognisedwiththecreationofathree-tieredsupportstructure:aProgramAdvisoryBoard(PAB),andCharcoalLaneOperationalWorkingGroup(CLOWG),andanalreadyexistingrestaurant/businessteam.TheOperationalWorkingGroupaddressedtheday-to-dayoperationsofthesocialenterprisetrainingprogramthroughmonthlymeetings.Ratherthancontinuewithindividualmeetings,reportingontheActionLearningProjectwasmadeapermanentagendaitemforeachCLOWGmeeting.

ThePABwasadecision-makingbodyandincludedseniorrepresentativesfromMissionAustralia,WilliamAngliss,LinkEmployment&Training,DeakinUniversityandtheVictorianAboriginalHealthServices.Thepurposeofthisstructurecontinuestounfoldin2014.Inlate2013thePABwasputonholduntiltheparticipationofkeystakeholderscouldbesecured.Theroleoftheadvisoryboardasadecision-makingbodywasdevolvedtotheStateDirectorforVictoriain2014.TheVRLwasintegraltothismodellinkingthesocialenterprisetoMissionAustralia,throughcommunicationswiththeStateDirectorandparticipationinorganisational-levelmeetings.


TheVRLplaysanimportantroleintheprocessofcommunicationbetweenMissionAustraliaandthesethreegroups,liaisingwithprogramstaffthroughCLOWGmeetingsandalsowithkeystakeholdersinhigh-levelmeetings.InthisroletheVRLwasabletodevelopathoroughknowledgeofinternalandexternalprocesses.Thesestructuraldevelopmentsbetween2011and2013,demonstrateanorganisationalevolutionwithinMissionAustralia,whichinvolvedusingtheresearchteamtofacilitateconstantcommunication,feedingbackintothesocialenterpriseandprocessesofchange.Thereisbenefitinhavinganexternalvoiceandcriticalfriendstoprovidefeedbackintosuchaprogram.ThesocialenterpriseresearcharmwithinMissionAustraliahasthecapacitytocontributeto

andcontinuethisActionLearningstructure,inparticularthroughparticipationinnewlyestablishedgovernanceandorganisationalbodiesconcernedwithCharcoalLane.Thefollowinggovernancestructure(Figure1)wasinstitutedbytheVRLandtheStateManagerforVictoria.

A Proactive Model: The Charcoal Lane Operational Working GroupTheCLOWGisoneofthemostsignificantgovernancestructurestoemergefromMissionAustralia’srestructuringofcommunicationswith

Figure1:CharcoalLanegovernancestructure

SupportingdailyoperationsCharcoal Lane (CLOWG) Operational Working Group Victorian Members:VictoriaRegionalLeader(MissionAustralia),WilliamAnglissInstitute,LinkEmployment,CharcoalLaneRestaurantManager,TrainingandEmploymentOfficer,ProgramManager,HeadChef.

ManagingpartnersCharcoal Lane Program Advisory Board Members: VictorianStateDirector(MissionAustralia),VictoriaRegionalLeader(MissionAustralia),NationalCommunityInitiativesCoordinatorKoorieLiaisonOfficer(WilliamAngliss),andRepresentativesfrom:ACCORHotels,LinkEmployment,VAHS.

CharcoalLanerestaurant/businessteamRestaurantManager,ProgramManagerSocialEnterprise,HeadChef,SousChef.


CharcoalLane.CLOWGmeetings(commencinginlate2012)enabledforwardthinkingandproactivedecision-making,encouragingcommunicationamongstmembersandawarenessofcurrentissuesandbarrierswithintheprogram.TheCLOWGpreventscyclesofcrisismediationfromoccurring,bydealingwithissuesastheybegintoemerge.

In2014CLOWGmembershipconsistedoftheWilliamAnglissCourseCoordinator(orWilliamAnglissNationalManagerofCommunityInitiatives),CoordinatorforLink,MissionAustraliaOperationsManagerforSocialEnterprise,DeakinUniversityrepresentative,RestaurantManager,TrainingandEmploymentOfficer,andtheCharcoalLaneSocialEnterpriseProgramCoordinator.

AstheALGwasmergedwiththeCLOWGaresearchagendaitemateachCLOWGmeetingprovidedtheopportunityfortheresearchteamtoraiseissuesthathadbeenfrequentlydiscussedinActionLearning(or‘catch-up’)interviewsheldinthepreviousmonth.ManyoftheissuesraisedintheinitialALGmeetingswerenowembeddedintheCLOWG.ThefirstCLOWGwasheldinOctober2012.Theintakeandselectionprocessforthenextgroupoftrainees(G3)wasdiscussedalongwithtraineetransitionsandengagement.In2014CLOWGmeetings,theselectionprocesswasdiscussedasithappened;thegradualtransitionoftraineesthroughtheprogramwasmonitored,aswasculturalengagement.

Table2providesarecordofkeyissuesdiscussedatthefirstCLOWG,comparedwiththemajorissuesdiscussedattheCLOWGjustoveroneyearlaterinNovember2013.

Thetableshowshowissuesliketraineemotivationandattendance,becametobeunderstoodinadifferentcontext.Forinstance,motivationwaslinkedtothenatureofworkinthehospitalityindustry(whichcanbestressfulandrepetitive),andwasalsoimpacteduponbyvariouschallengestraineesfacedintheireverydaylives.Howtobestaddressmotivationandattendanceissueshasbeenpartofthe‘cottonwoolling’debate(i.e.Howmuchsupportistoomuch?).Thisissuecontinuestoberelevanttodayasnewstaffmembersentertheprogram.Newstaffgrapplewithquestionslike:WhatshouldIexpectfromtrainees?andHowmuchresponsibilityisenough?

FromthetablewecanseethatwhilemanyoftheconcernsoftheCLOWGgroupchanged,issuesofselectionandcommunityengagementcontinuetobeareasofinterest.In2014itwasagreedbymembersoftheCLOWGthattheseareasstrengthensupportforCharcoalLaneandtheyshouldbeacontinuousagendaitem.ThereisnowastrongunderstandingamongstCLOWGmembersthatthroughtheparticipationoftraineesandengagementwithcommunity,intangibleculturalvalueiscreatedwithinCharcoalLane.

October2012 November2013

Selectionandintakeforthenextgroup Selectingtraineesfortheprogram

ThequestionofhowtheprogrampreparestraineesforworkoutsideCharcoalLane

Benchmarksandmilestonereviewsfortraineesastheyprogressthroughtheprogramandintoemployment

TraineemotivationandattendanceatshiftworkPayratesdifferbetweentrainees

Thefast-pacedhospitalityindustryFlexibleeducationandsupport

Communityengagement CommunityengagementandCharcoalLanecultureCulturecommittee

Engagementandearlyexiting(whyaretraineesexitingwhentheyhavealmostfinishedtheprogram?)

ClassicsocialenterprisetensionsSuccessfulexitingMappingthefuturegoalsofthesocialenterprisethroughaTheoryofChangemodel

Table2:KeyCLOWGissuesandcomparison


Wecanlookbackevenfurthertoseehowprogramconcernshavechangedbetween2011and2013.InTable3,researchthemesfrom2011and2012Newslettersarecomparedtoresearchthemesfrom2013MonthlyBriefingNotes.Bylookingacrossthetablewecanseedevelopmentsintheprogram.

Theseprogramconcernsarediscussedindetailinthepagesthatfollow.Ithasbeenthepurposeofthissectiontodemonstratethewaysinwhichrelationshipsandcommunicationstructuresarevitalintheprogressionoftheprogram,andinMissionAustralia’ssupportofsocialenterprise.TheALG,PABandCLOWGaresignificantorganisationaloutcomes,enablingasharedlanguagetodevelopbetweenCharcoalLane,MissionAustraliaandtheresearchteam.

Table3:2011and2012Newsletterscomparedto2013MonthlyBriefingNotes

Newsletterthemes(2011–2012) MonthlyBriefingNotes–researchthemes(2013)

ACCESS toworkprogram Flexibleeducation

Theproblemofabsenteeism(Newsletter1:April–May2012)

Socialenterprisetensions

Absenteeism(Newsletter2:May–June2012)Absenteeismcasestudies1and2

Mentoring

Selection Selection

Transitions(Newsletter3:September–October2012)

Transitionalframework(January2013)

Workplaceenvironmentandsafety Aspirations

Outcomesandsuccess Expectationsforstaff–traineerelationships:Strongsupport

Traineeachievementandrecognition

Faced-pacedhospitalityindustry

Measuringtraineesuccess

CharcoalLane’sidentity

Knowingwhototalkto–Traineeconfusion

Menuchangeandcafé-stylefood


part ii: organiSational rElationShipS and CharCoal lanE’S idEntity: partnErS, StakEholdErS and Staff

Developing Charcoal Lane’s Cultural Identity Through Strong Community RelationshipsAsaprogramforAboriginalandmarginalisedyoungpeople,CharcoalLanehasbeenabletogrowthroughdevelopingrelationshipswithcommunitygroupsandlocalAboriginalorganisations.TheseAboriginalorganisationsincludetheVictorian

AboriginalHealthServices(VAHS),VictorianAboriginalEducationAssociationInc.(VAEAI),VictorianAboriginalCommunityServicesAssociationLtd(VACSAL),MelbourneAboriginalYouthServicesandRecreation(MAYSAR),theKoorieHeritageTrustandtheKoorieAcademyofExcellence(KAE).ThroughtheActionLearningprocessparticularconcernsabouttheidentityoftherestaurant,andhowthisisconnectedtorelationshipswithlocalcommunityandAboriginalorganisations,becamemorevisible.Figure2providesanexampleofkeyconcernsraisedbyALG

Figure2:Identityandcommunity

April–May2012

Itisgenerallyagreed thatrelationshipswith

localcommunity couldbestronger.

August–December2013

IssuesofAboriginality,culture, andthewaysinwhichthesearerepresentedatCharcoalLanearereframedasissuesof‘identity’.

Outcome>Weanalyselinksbetweentraineeattendance,absenteeism,culturalsafetyandCharcoalLane’sconnectionstocommunity.Outcome>Webeginabsenteeismcasestudies.Theseareincludedinthe2012biographies.Outcome>WesignaltheneedtoengageVAHSpartners.WemeetwithVAHSCEOandsubsequentmeetingsandconversationsarepursued.

Outcome>CLOWGmembersimaginetherestaurantasaliving,breathingentitywhichinteractswithothersinthecommunity.Outcome>ThequestionofhowshouldCharcoalLanebeperceived,becameinsteadaquestionofhowCharcoalLanecouldgrowauthenticallyandbebuiltthroughitsrelationshipsandconnectionstocultureandcommunity.


membersintheleftbox;thearrowshowsdevelopmentsinthedirectionoftheresearchprojectandprogramresponses.

Developmentsbetween2012and2013involvedkeystaffmembersatCharcoalLaneandMissionAustralia.Inlate2013theVictorianRegionalLeader(VRL)atMissionAustralia(inliaisonwiththeStateDirector)andProgramManageratCharcoalLaneimplementedchangesinresponsetothechallengesCharcoalLanefacedregardingstakeholderrelationships,businessandprogramoperations.Thesechangesinvolvedthefollowing.

recruiting new personnel with training SkillsAstheVRLexplains:

The personnel we’ve needed have changed as the business has changed. As a direct result of the work from Deakin the result that we’re seeing is that the way we are reporting and evaluating is more meaningful than the way we’ve been reporting in the past. There is more consistency now and people are clearer around their roles … in the past we placed a lot of importance on particular people and their relationships with community and now we have broadened this out to include other Aboriginal organisations and community groups and all their stakeholders.

Engaging with issues of identityThroughtherestaurant:Developingacafé-stylemenuwithacasualdiningapproachprovidesamoreinclusivediningexperiencetolocalcommunitymembers.Changestothemenuhaveenabledgreatertraineeparticipationinfoodpreparationandservice.

Throughtheprogram:TheSocialEnterpriseProgramManagerimpactedonthewaysinwhich

CharcoalLanewasperceivedinthecommunitythroughstrengtheningtheprogram’scommitmenttoyoungAboriginalpeople,addressingtheirindividualneedsintheprogramthroughastudent-centredapproach,andbuildingcommunityrelationships.TheProgramManager’spastoralapproachtowardssupportandhisknowledgeofthecomplexculturalandpoliticalrealitiesofCharcoalLaneenabledhimtounderstandtheneedsofparticipants,andthesignificanceandmeaningofcommunityinvolvementintheprogram.

Strengthening Support for young peopleKeytobuildingcommunityrelationshipsisbeinganactivememberinsupportingyoungpeople,notjustthroughtrainingandeducationbutinallareasoftheyoungperson’slife.

We need to work with our partners to find ways of providing opportunities for young people that we can’t currently support because of our resource limitations.

Monthly Briefing Notes 2: 2, p. 3


FortheVRLandProgramManager,knowledgeoftheVictorianAboriginalCommunityServiceSectorandhowtobuildtheserelationshipssuccessfullywillberelevanttotheprogramandCharcoalLanecultureforsometimetocome.TheProgramManagercommented:

It is important to embed Charcoal Lane in this landscape and this is something that we are currently doing. The question of how to do this as we move forward will be relevant. We will also need to develop our knowledge of training and alternative training models.

Withthisgoalinmind,theProgramManagerrevisedthetrainingprogramwithparticularattentiontodelivery,engagement,lifeskillsandculturalrelevance.Changesincluded:

• connectingface-to-facewithcommunitygroups,significantcommunitymembersandlocalAboriginalorganisations

• recognisingtheneedforanddevelopingaflexibleeducationframework

• embeddingculturalawarenessandlife-skillstrainingintotheprogramframework

• recruitingaTrainingandEmploymentOfficerandaHeadChefwithexperiencetrainingandworkingwithyoungpeople

• organisingandhostingcommunityengagementeventsandbuildinggroupswithinCharcoalLanethatdirectlyengagetheissueofculture.Forexample,thedevelopmentofa‘CultureCommittee’atCharcoalLaneinvolvingtrainees,AboriginalEldersandaVAHSrepresentative.

team Building Excursions and Cultural wellnessWellnesseventsallowtraineesandstafftoengagewithcomplexhistorical,culturalandpoliticalissues.Asaninstitution,CharcoalLanebecomestiedtothesesignificantissuesandpartofthehistoricallandscapeamongstcommunitymembers.Forinstance,a2013CulturalWellnessWorkshopwithVictorianAboriginalCommunityServicesAssociationLtd(VACSAL)enabledtraineestoexplorenotionsofpersonalidentitybasedon

knowledgeandexperienceasAboriginalyoungpeople.TraineesareofferedsupportintracingfamilyhistoriesthroughtheservicesofLink-UpandConnectingHome.

FocusgroupinterviewswithtraineesregardingtheculturalenvironmentofCharcoalLaneindicatethattheprogramhasthecapacitytolearnfromthetrainees.TraineesareeagertoseeengagementwithAboriginalculture,throughtheinvolvementofAboriginalmentorsintheprogram.However,trainees’reflectionsofwhatisAboriginalaboutCharcoalLaneindicatethat‘Aboriginality’maynotresemblethesymbolsthatarecommonlyrecognisedwithinbroadersociety.Rathertheconcerns,questionsandpracticesofthetraineesthemselvesarepartoftheculturethattheprogramattemptstoidentifywith.Asaresponsetotrainees’concerns,aCultureCommitteewasformedwithtraineesasmembers.ItwasacknowledgedthatitwasimportanttorecognisetheirvoicesinpromotingAboriginalcultureratherthanimposingviewsfromtheoutside.

Community relationships and Employment outcomesIn2014MissionAustraliaandCharcoalLane’srelationshipswiththeVictorianAboriginalCommunitycontinuetogrowwhichhassubstantialaffectsfortrainee’semploymentopportunities.Theseoutcomesarenotlimitedtothetraineeswhocompletecertificatesthroughtheprogram.CharcoalLaneprovidesbroadersupporttorelativesandfriendsoftrainees.CharcoalLaneworkswiththeGroupTrainingOrganisation(GTO)AFLSportsReadyandotherorganisations,includingIndigenousWorkStars(IWS),anIndigenousEmploymentPathways(IEP)provider.IWSoffersschool-basedapprenticeshipsandassiststraineesinattainingandmaintainingemployment.ItisaffiliatedwithJohnPearsonConsulting,aQueensland-basedorganisation.ThroughIWS,AboriginalEldersandrespectedcommunitymemberswillbeavailabletotraineesasmentors.TraineesalsoreceivesupportthroughtheCareerEducationSupportOfficeratVAEAI,MAYSARandFitzroyStars.CharcoalLane’sengagementwithAboriginalemploymentissueswasrecognisedinearly2014whentheProgramManagerandtwotraineeswereaskedtotakepartinaforumhostedbytheNationalIndigenousEmploymentNetwork.


Education and Employment Partnerships: the Role of William Angliss Institute, Link Employment & Training and ACCORIn2012and2013theGTOLinkwasresponsibleforthelegalaspectsofthetrainee’semploymentandassistedwithemploymentoutcomesforthetraineesaftertheyexittheprogram.In2014CharcoalLanebeganworkingwithAFLSportsReadyasitsGTO.

Aspartoftheircommunityinitiativescommitment,theregisteredtrainingorganisation(RTO)WilliamAnglissprovidedCertificatedHospitalityServicesTrainingon-siteatCharcoalLane.

MissionAustralia’sbusinessrelationshipswitheducationandemploymentpartnershaveevolvedtoclearlyarticulatejointresponsibilitiesregardingtrainees.TheneedtoarticulatetheserelationshipswasdiscussedatinitialALGmeetingsin2011.Interviewsindicated‘culturegaps’betweenandwithinMissionAustralia,CharcoalLane,WilliamAnglissandotherstakeholdersintermsofunderstandingdifferentorganisationalcontexts/people/processes/practices.CLOWGmeetingsfacilitatedsharedunderstandingsamongpartners,particularlyinregardstotrainees.

In2013LinkandMissionAustraliaarticulatedjointresponsibilitiesregardingtraineetransitions into employment.Itwasidentifiedthattherehadbeendifficultiesinfindingplacementsforthetrainees,andthatinfuturecaseslocatingapprenticeshipsandemploymentopportunitieswouldbeoneofLink’sresponsibilities.ItwasagreedthatLinkwouldnegotiateemploymentopportunities/pathwaysfortraineesbeforethetraineesfinishtheirtrainingatCharcoalLanetoallowforasmoothtransitionintopaidwork.

MissionAustraliahasalsodevelopedaplacementplanwithACCORtosecurethetraineesplacementopportunitiesaftertheyhavecompletedtrainingatCharcoalLane.Inlate2013therewereplanstoembedworkexperienceintheBackofHouseandFrontofHouse,withthesupportofACCOR.Thiswasdesignedtoensurethatthetraineesgottheexperienceinthefieldtheyneeded.ACCOR

guaranteedthattheywouldcreateapositionforeveryyoungKooriepersonwhocamethroughtheprogram–providingtheyoungpersonwantedtoworkintheirnetwork.InthepastCharcoalLanehadwaiteduntiltheendoftheprogram(CertificateIII)tointroducethetraineetoACCOR;however,traineesarenowintroducedtoACCORwhentheycommenceatCharcoalLane.

Inordertofurtherclarifypartners’responsibilitiesregardingtrainees,aTraineeHandbookwasdevelopedintheearlymonthsof2013.Thishandbookisasharedunderstandingoftheneedsoftrainees,theexpectationssurroundingtrainees,andresponsibilitiesofpartnerorganisationstowardsthem.PartnerWilliamAnglissclarifiedtheireducationalroleintheprogram,whichisdiscussedthroughtheflexibleeducationmodel(onpage26).TheRTOworkswithprogramstaff–inparticulartheProgramCoordinatorandTrainingandEmploymentOfficer–tomeettheeducationalneedsofthetraineesthroughaflexibleapproach.

In2014CharcoalLaneendeditsemploymentrelationshipwithLinkandpartneredwiththeGTOAFLSportsReadywhohaveanIndigenousemploymentprogram.AFLSportsReadyhasanexistingrelationshipwithACCORprovidingsupportedemploymentoutcomes.ThisnewrelationshipenablesCharcoalLanetosustaincontactwithtraineesandcreatelong-lastingrelationships.


Charcoal Lane: Internal and Staff RelationshipsFindingtherightstaffto‘fit’therolesatCharcoalLanehasbeenpivotalinmovingtheCharcoalLaneprogramforward.Positiveprogramchangeshaveresultedfroman‘untiedapproach’towardsthetrainingprogram.Ratherthanviewtherestaurantandprogramasseparateentities,staffbegantoviewtrainingandsupportingyoungpeopleasthekeyfocusofthesocialenterprise.ThisboughtdifferentareasofCharcoalLane–thekitchen,therestaurant,andtheprogramstaff–togetherinsupportofthetrainees.Thischange,pairedwithanewcafé-styleapproachtodiningatCharcoalLane,haseasedsocialenterprisetensionsexperiencedbystaff,enablingthemtofocusontraineesandtheirskills.Staffnolongerperceivethemselvesaspartofoneparticularfunction–thatis,preparingfood,runningabusinessorsupportingtrainees–butareeachcommittedtotheprogramandsupportingtheeducationofthetrainees.

Staffmusttakeonanumberofrolesinanyoneposition,asonestaffmembertoldus:‘I’maskedhealthquestions,I’maskedparentingquestions.I’mnotjustatrainer’(FrontofHouseTrainer,MonthlyBriefingNotes2012–2013).Often,oneofthemostdifficultobstaclesfornewstaffislearningwhatsortsofrelationshipswithtraineesandstaffshouldbeanticipated:

How much support is enough? What sort of boss should I be? Should I expect more from trainees or allocate greater responsibilities? How can I strike the right balance between professional and personal support?

WithahighstaffturnoverexperiencedatCharcoalLane–andinthehospitalityindustryingeneral–itisimportantthatnewstaffareawareofthenatureoftheroletheyareentering(Goninetal.,2012:9).Whatisrequiredisanawarenessofwhat‘makesitwork’:whatthetraineesandotherstaffmembersrequirefromthepersonintherole.Thisinformation–whichcouldcontributetotheinstitutionalknowledgeandstrengtheningoftheprogram–isoftenlostwiththedepartingstaffmember.

Figure3:CharcoalLaneprogramstaff


part iii: tranSitional laBour markEt program ChallEngES and dEvElopmEntS

Figure4:ActionLearningdevelopmentsandprogramresponses

•ThereareplanstocreateamuralatCharcoalLaneinvolvingtraineesandlocalAboriginalartists.Thiswouldhavesignificancegiventhehistoryofthebuilding,themuralsthatwerepaintedoverintheinitialdevelopmentofCharcoalLane,andwouldbringcommunityintotherestaurant.

•ProgramstaffdeveloptheideaoftheCultureCommittee.• InJanuary2014,traineesparticipateinaCultureCamp.

• InJulyinpartnershipwiththeWilliamAnglissInstituteflexibletrainingwithrollingenrolmentisestablishedatCharcoalLane.Thistypeoftrainingmodelrequiresparticularskilledstaffinthefrontofhouse,backofhouse,andattheprogramlevel(negotiationswithWilliamAnglisscontinue).

•WediscussselectionattheALGJuly2012.RollingenrolmentandrefinedselectioncriteriaaredevelopedinJulyandAugust(MonthlyBriefingNotes,July2012).

•TraineeProtocolsaredevelopedinJulyandAugustimplementedbytheTrainingandEmploymentOfficerandRestaurantManager.

•Traineetransitions(discussedinActionLearningIssuesNewsletter,September/October2012)aresupportedbyQuarterlyReviewswithtrainees.

•TheissueisraisedatthefirstActionLearningGroupmeeting(2011).• InJune2012theRegionalLeaderarticulatesthekeymessagesofthebusinessandsocialenterpriseforexternalcommunication.

• In2013wediscusssocialenterprisetensionsandhowtheyaremanagedinanumberofdocumentsandmeetings,includingtheCLOWGandMonthlyBriefingNotesforMarch,AprilandMay–June;andinthespecialSocialEnterpriseTensionsissueforSeptember.Therolesandresponsibilitiesofstaffarediscussedinrelationtotheneedtobalanceprofitgoalswithtrainingaspirations.

•RelationshipbuildingamongCharcoalLaneStaff.Relationshipbuildingwithcommunitygroups,membersandlocalAboriginalorganisationscontinues.

•Thein-houseCharcoal Lane Newsletter isproducedbytheTrainingandEmploymentOfficer,ProgramCoordinator,withcontributionsfromtrainees.

•TheOctober2013MonthlyBriefingNotespresentaTheoryofChangeoverview,andtracktheprogram’sculturaldevelopments.

June2013:Interviews(betweenFebruarytoMay)withtraineesandstaffindicatethereisalackofAboriginalculture/presence/objects/atmosphereandmusicatCharcoalLane.Outcomes>

July–August:Formanytraineesandearlyschoolleaverstheclassroom-basedlearningenvironmentisnotconducivetosuccessineducation.Thisissuewasdiscussedasdifferentmodesofeducation;thatis,theExtendedServiceSchoolingmodelinJuly2012interviews.Outcomes>

August2013:ThereisalackofprogramsystemsinplaceatCharcoalLane.Outcomes>

September2013:CharcoalLaneattemptstobalancethetensionsofbeingasocialenterprisewithcommercialandsocialobligations.Communityarealienatedbythefinediningrestaurant,yetanintegralpartofthesocialmission.Outcomes>

December2013:TheidentityandfuturedirectionofCharcoalLaneisstrengtheningthroughcommunityrelationshipsandforwardplanning.Outcomes>


Inthesectionsthatfollow,wediscusshowActionLearningthemeshavebeenaddressed,howstaffandtraineeshaverespondedtotheissues,howresponseshavebeenembeddedintheprogram,andareasthatmaybenefitfromfurtherActionLearningdevelopment.Figure4providesanexampleofActionLearningdevelopmentsandprogramresponsesin2013.

Selection of Program CandidatesIntheearlystagesofprogramdevelopmenttherewerefewstructuresaroundhowtraineeswereselectedfortheCharcoalLaneprogram.Earlyfeedbackindicatedthattheselectionprocesswasinfluencedbytheunderstandingthatselectingtherightparticipant–whocouldattendshiftsatnightandduringtheday,whohadadequateliteracyandnumeracyskills,whohadaccesstotransportation–waskey.Theissueofselectionoftraineesor‘intake’wasdiscussedatActionLearningGroupmeetingsandthefollowingquestionswereraised:

Which people should participate in the selection processes?

What activities during training can create greater connections by trainees to the program (to their peers, trainers, staff)?

Can the Access to Work program help to establish these connections more strongly at the start of the program? If so, how?

ALGmembersagreedthatanumberofpeopleshouldbeinvolvedintheselectionprocess,thatthereshouldbeasystemforselection,withcriteriathatcandidatesshouldmeet.

In2013theCharcoalLaneProgramManagerdevelopedaframeworkforselectionandanapplicationformwhichtraineesareaskedtocomplete.TheformcontainsquestionssuchasWhy do you want to work at Charcoal Lane?andasksforbasicdemographicinformation.Weweretoldthatoneofthemostimportantinitialstepsisconnecting with the trainees’ support system and caseworkers.Thisenablesstafftounderstandtheparticularneedsofeachtrainee,theirhistoryofsupportandthekindofsupporttheyneed.ThereshouldalsobeconsiderationofwhetherornotCharcoalLanehasthecapacitytoprovidethenecessarysupport.

OthercriteriahavesincebeenidentifiedbytheProgramManager;theseareoutlinedintheMonthlyBriefingNotes(Volume2Issue1).

During2013recruitmenttechniquesinvolveddistributionofaCharcoalLaneposteraskingforIndigenouscandidatesinparticular.ThesepostersweredistributedamongcommunitygroupsandAboriginalorganisationsinMelbourne.TheProgramManagercommittedtimetobuildingrelationshipswithrespectedlocalcommunitymembersandexplainingthegoalsandaimsoftheprogram.

Theselectionprocessisnowacontinuous,year-roundactivity,withrollingenrolmentpractices(aspartoftheflexibleeducationframework).Rollingenrolmentenablesnewcandidatestoentertheprogramifothertraineesexitearly.Wehavebeentoldthatselectioninthiscontextwillbediscretionalorcasebycaseandwillengagetheabovecriteria.In2014thismethodensuredthattheprogramassistedthegreatestnumberoftraineespossiblewiththeadditionoffournewtraineesenteringtomakeagroupof13trainees(inJanuary2014).

The Access to Work Program

The Access program, it can be a bit dry just because we all really just want to jump into it, get into the William Angliss course and get into the kitchen and start perfecting everything.

Charcoal Lane Trainee

FormanytraineestheAccesstoWorkprogramistheirfirstencounterwithtrainingatCharcoalLane.TheAccesstoWorkProgramisapreliminarytrainingprogramrunfortraineesatCharcoalLane.Itisafourweek,unpaid,DepartmentofEducationEmploymentandWorkplaceRelationsfundedprogramwhichthetraineesmustattendfivedaysperweek.Feedbackfromstaffandtraineesindicatedthattheprogramwasdifficulttoattendforfinancialreasons(i.e.thefourweekunpaidperiod)andthatthelearningmaterialwasnotmotivating.Attendanceandabsenteeismbecameanissueinthiscontext.(InNewsletter1,April–May2012,weraisedtheissueofengagementandtheAccesstoWorkprogram.)


Inlate2012theAccesstoWorkprogramwasrevisedtoincludeteam building, culturally specific and food oriented activities, hands on activities,aswellastherequiredunitsforcompletionofCertificateIattheAccesslevel.In2014theprogramwasaccreditedCertificateItraining,andrenamed‘BushPepper:AnIntroductiontoHospitalityandEvents’,consistingoffiveweeksoftrainingwithCharcoalLaneandoneweekwithACCOR.ThisprogramisprovidedbyMaristYouthCare,supportedbytheBrotherhoodofStLawrenceandWurundjeriEldersincludingAuntyDianneKerr.Participantshavetheopportunitiestoworkwithcommunity,gainworkexperienceandarepaidfortheirattendance(fivedollarsperday,plusthecostsoftransportation,whichisapproximately15dollarsperday).AttheendoftheprogramtraineesplannedacommunityeventatAthertongardenswithWurundjeriElderColinHunter.Inthisrevisedprogramanumberoftraineeconcernshavebeenaddressed,includingtheculturalrelevanceoftraining,workplaceenvironmentandfinancialpressures.Theprogramaddressesrelevantprevocationalissuessuchashowtofindemploymentandhowtoretainemployment.Six young people were involved in the pilot program in 2014. All of the participants have gone on to employment, three with ACCOR and three with Charcoal Lane.Significantly,theprogramcontributestotherollingintakemechanismmaintainingthemaximumnumberoftraineesintheprogramatanyonetime.

Attendance and AbsenteeismPriortotheimplementationoftheflexibleframework,attendanceandabsenteeismwereasignificantchallengeintheprogram,particularlythroughout2011and2012.ActionLearningNewslettersdiscussedtheissueofabsenteeism,flexiblelearningandthevariouschallengestraineesface.InNewsletter2wediscussedparticularcasestudiesofabsenteeism,whichindicatedthattraineesfaceanumberofchallengesathomeandatworkwhileparticipatingintheCharcoalLaneprogram.Keyamongthesechallengeswerehousing and transport difficulties, issues with family life and drug use, and social and emotional well-being issues.Ourcasestudiesfoundthatfamily/domesticissueshadasignificanteffectonthetrainee’sabilitytoattendtrainingandwork.

Responsestoabsenteeismwithintheprogramimpactupontrainees’likelihoodofstayinginthe

program.In2012wenotedthatifatraineehasbeenabsentinthepastheorsheislesslikelytobegivenshiftwork.Thisaffectstraineemoralandinterestintheprogram.

A cycle is created in which only reliable trainees are given shift work. What happens to the trainees who cannot build a ‘reliable’ reputation? The question becomes, have they been given the appropriate opportunities?

In2012,a‘warningsystem’wasinuse,wherebytraineeswereprovidedwiththreeofficialwarningsbeforetheywereexitedfromtheprogram;thisprocessinvolvedtheemployer,Link.Thissystemwasnotshowntobeeffective.IfatraineehasnotspentenoughtimeatCharcoalLaneandmade‘aconnection’withotherstaffandtrainees,thenverbalwarningsseemlesslikelytobeeffective.Wewerealsotoldthattraineesmaynotreturntotheprogramafteraperiodofabsenceiftheyfeel‘ashamed’oraremadetofeelashamedofnotbeingabletoattendtheirtrainingandshiftwork.

In2013,approachestowardsabsenteeismwererefinedinlinewiththeflexible education approach.Staffsupportedtraineeswhohadbeenabsentfromtrainingorworkbyattemptingtotailortheprogrammoretotheirneeds.Programstaffdevelopedthefollowingquestionstostructuretheirengagementwiththetrainees:

What are the trainee’s unique needs and what can program and support staff do to meet these?

Does this involve learning style? Can the delivery of TAFE modules be altered to meet the trainee’s learning style?

Does the trainee need time away from the program to work out personal issues? If so the program allows for such absence.

Does the trainee need greater support? Can program staff liaise with external support staff to provide this? Relationships between existing support services and Charcoal Lane will already be in place following initial candidate selection.

Does the trainee want to continue in the program? Is it suited to the trainee? Are there other options that Charcoal Lane and Mission Australia and partners can provide?


Trainee TransitionsAstraineestransitionthroughtheprogramtheirsupportneedschange.Wehavefoundthatitisimportanttoprovideconsistentandreliablesupport,whileatthesametimebeingflexibleenoughtobeabletorespondtotheindividualneedsandgoalsoftrainees.Transitionscanbefacilitatedbyin-programmilestoneorquarterlyreportsinvolvingone-on-onediscussionswithtrainees.Thesesessionsallowtraineestodiscusstheiraimsandgoalsintheprogram,whetherornottheywanttopursueworkinthehospitalityindustry(forinstancethroughworkexperienceorplacementwithACCOR)ormoveontootheremploymentoreducationalopportunities.WithastrongsupportbaseMissionAustraliaandCharcoalLanecanassisttraineestofollowavarietyofemploymentpathways,includingpathwaysoutsidethehospitalityindustry.Thisrequiresputtinginplaceemploymentpathwaysatdifferentstagesoftheprogram–notjustatthecompletionoftheCertificateIIItraining.

Milestonereviewsareadvantageousinthattheyalsoindicateotheroutcomesoftheprogram.Forinstance:

• thenumberoftraineeswhowanttopursuefurthereducationandtrainingaftertrainingatdifferentlevelsatCharcoalLane

• whetherornottraineeshaveexperiencedchangesinlivingconditions,healthorrelationships,andhowthesewereimpacteduponbytheirtimeintheprogram.

In2014mechanismsformilestonereviewswereputinplacewithAFLSportsReady.

Gender and Pressure in the Hospitality IndustryThegenderedexperienceoftraineesfromtheFrontofHouseisvastlydifferenttoexperiencesoftraineesintheBackofHouse.InthepasttherehavebeenmoremalethanfemaletraineesintheBackofHouse.In2012weweretoldthatthekitchenisaspaceinwhichtraineesfelttheymust‘hardenup’:becomestronger,moreresilientandnotcomplainaboutthevariouschallengesofworkingandtraining.Inthekitchen,traineesfelt

theyhadtofindwaysoftransformingintohardenedandresilientworkersandchefsinadifficultenvironment.Forinstance,oneyoungfemaletraineeDonnatoldus:

Until you’re in the kitchen, when the pressures on, that’s what will make you or break you. You’ll know then whether you’re meant for the industry or not. That’s what’s good about this place, you can be in those high-pressure situations, still be at a training level, but get a taste of it.

Donna, Focus Group Interview, 10.09.2012

During2012theBackofHousewasaspaceinwhichtraineesfelttheywouldto‘sinkorswim’.AsDonnaandAlansaid:

Donna: You’re going to be put in the deep end. You’ve got to step up straight away and if you don’t …

Alan: You’re going to get burnt.

Donna: You know, I think you need to keep going back and looking at what you do here…why you have all this here! Because it’s a training restaurant, we get good reviews. Yeah we do pump out some good meals, but at the end of the day it’s a training restaurant. And I think a lot of the people forget it.

Focus Group Interview, 10.09.2012

In2013therewasanoticeableshiftintheBackofHouseenvironment.Thiswaslargelyduetomenuchangeandchangeinstaff.Previously,kitchenstaffwouldoftensitethe‘fast-paced’andhigh-stressnatureofthehospitalityindustryasanenvironmentthattraineeswouldneedtoadjustto.Thispressureseemstohavebeenalleviatedbychangestothemenutocafé-styledining,andchangesinstaff.


part iv: flExiBlE EduCation and EmploymEnt outComES

A Flexible Education Working Model: William Angliss, Charcoal Lane and Flexible Education

What I found is that the first program I was involved with was mainstream – timeframes are tight and fixed, there are deadlines around delivery and completion of certain units and there was an expectation that young people would be at TAFE from 9.30 to 4.30 and if they were 15 minutes late they wouldn’t be allowed in class. I understand those parameters but I didn’t think that these fit with the success of those clients. Many trainees may have left because they couldn’t transition quickly enough.

Program Manager, Interview, 14.08.2013

Smyth points out that for many students from low socioeconomic backgrounds, experiencing success at school ‘means having to suppress their own identities and act within a narrowly defined and institutionalized view of what it means to be a “good” student’ … Participation may require a similar suppression of young people’s identity in ways that sit oddly with the empowerment that it promises.

Black, 2010: 12

ThoseworkingintheCharcoalLaneprogramrealisedthelimitationsoftraditionalformsandunderstandingsofeducation.Asitdeveloped,theprogramwastailoredtomeettheneedsoftheyoungpeopleinvolvedsothattheywereaffordedthechancetoachievegreatersuccess.Flexiblelearninginvolves‘ashiftfromformal,wholeclassdidacticteachingtowardsindividualorgroupmanagementoflearning’(Arfieldetal.,2013:13).Theapproachisfocusedonassistinglearningandpromotingautonomy.Developing‘flexiblelearning’atCharcoalLanewasanotheradvanceintheTLMPdesignedtosupportthelearningandculturalneedsoftheyoungpeopleinvolved.Thisstudent-centredapproachwasintroducedintoCharcoalLaneinJuly2013bytheProgramManager.Thefollowingprovidesasnapshotoftheprogram.


flexible training – key program developmentsFlexibletrainingcommencedon5August2013withCertificateIIIinFrontandBackofHouse.Thenewtrainingpackagehas25unitsover16months.

training personnel

1 TheWilliamAnglissVictorianCoordinatorCommunityInitiatives(VCCI)andCharcoalLaneTrainingandEmploymentOfficer(TEO)willberesponsibleforFrontofHousetraining.Everythreeorfourweeks(ormorefrequentlyifrequired)theVCCIwillvisitCharcoalLanetodoapracticaldemonstration.

2 TheWilliamAnglissTrainingChef(TC)willberesponsibleforBackofHousetraining.TheTCwillvisiteverythreeorfourweekstodoapracticaldemonstration.TraineespractiseintheworkplacesupervisedbytheHeadChefandSousChef.TheTCwillreturntoassesstrainees.

training routine

TheTEOisaqualifiedtrainerandwilldeliversometrainingmoduleswith,orinsteadoftheVCCI.TheVCCIvisitsCharcoalLaneeverysecondMondaytodelivermodulesandassisttheTEO.ModulesaresetoutinworkbooksdevelopedbytheVCCIandWilliamAnglissInstitute.

points of comparison

Old program

• FrontandBackofHousegroupsparticipateintraininginaclassroomsettingeitheratWilliamAnglissoratCharcoalLaneonaMonday.

• Traineesworkthroughsettasksandmoduleswithintheparametersofthistrainingday(10am–3pm).

• Therearefewguidelinesforworkingonmodulesoutsideoftheclassroom/trainingsessions.

New program

• FrontandBackofHousegroupswillparticipateinthree-hourstudygroupseverytwotothreeweeks,wheretraineesareself-pacedinworkingthroughsettasks,practisingskillsorcompletingassessments(facilitatedbytheTEOandattimesWAItrainers).

• Thetwogroupswillcometogetherinthemiddleofthedaytoparticipateinacollectivepersonaldevelopmentprogram(facilitatedbytheTEOandotherrelevantpresenters).

• Overthecourseofadaythistrainingprogramwouldbebrokenintothefollowingsessions:

• 9amto12pm–FrontofHousestudygroup

• 12pmto2pm–CharcoalLanePersonalDevelopmentProgram(lifeskills,careerplanning,groupproject/event)–Alltrainees

• 2pmto5pm–BackofHousestudygroup.

assessment

Therelevanttrainerassessestraineesviaoralquestions,workprojects,andeverydayobservationoftraineesperformingtasksintheworkplace.ThismodeloftrainingrequiresincreasedcontactbetweenWilliamAnglissandCharcoalLane,andagreaterworkloadforCharcoalLanebecausetheywillbetutoringandholdingcatch-upclasses.

Priortotheadoptionofthisflexibleapproachstaffandtraineesfacedanumberofchallenges.Flexibleeducationalprovisionhasanumberofbenefits:

• Costandautonomy:minimisingtravelcostsanddisruptiontowork,introducingchoiceintothetiminganddurationofstudyandrelevanceintothecontentofthestudymaterial.Itisseenbymanyasmoreeffectivethantraditionalformsofeducationinmeetingtheneedsofindividualsandgroups(CalderandMcCollum,1998:86).

• Attendanceandearlyexiting:Manytraineesreportedarangeofchallengesandresponsibilitiesathomethatmadetheirattendanceateverytrainingsessionattheallocateddayandtimeextremelydifficult.Forinstance,intheabsenceofreliablechildcarealternatives(familyorspouse),traineeswithchildrenwouldeitherhavetostayhomethemselvesorpayforchildcare.Thecostofchildcareforthedayoftenoutweighedthefinancialbenefitofcomingintowork.Withthepressurecreatedbythe2012warningsystemandthepossibilityofbeingexitedfromtheprogramiftheymissedacertainnumberofshifts,traineeseducationalandtrainingneedswerenotbeingmetwiththeamountofflexibilitynecessaryforthemtosucceed.Traineesexitingearlywerealsoaffectedbyhealthproblemsandunstablelivingconditions.

• Participationrates:inJanuary2013,aspreviouslymentioned,theProgramManagerundertheflexibleeducationapproachimplemented‘rollingenrolments’.Thiswasimportantforanumberoffinancialandpracticalprogramreasons.Whiletheneedfortraineestocontinuetoentertheprogramwas/isconnectedinaveryrealwaytofunding,itisalsoconnectedtotheimpactandfunctionoftheprogram.

Figure5showsthebreakdownofhowtraineesduringthemonthofMarch2014enteredtheprogram.Halfofthetotalnumberoftraineesintheprogramatthistimewasmadeupbytheintakefromtherollingenrolment;theotherhalfenteredtheprogrambeforetherollingintakemethodwasofficiallyimplemented.

Traineesandstaffrespondedtotheflexibleeducationframeworkdifferently.Moraleforbothgroupsincreased.Staffwereempoweredtoassisttraineesbytailoringeducationtotheirneeds,andasaresult,traineesgainedmoreautonomyandcontrolovertheirowneducation.

Thedevelopmentoftheflexibleframeworkisaworkinprogress.Therearesignificantconsequencesofbringingthetrainingin-housefortheTEO,thechefsandtheRestaurantManagerinparticular.TheTEObecomesresponsibleforcoachingthetraineesintheircompletionofHospitalityTrainingTheorymodules,andalsoliaises

Figure5:Styleofintake(fortraineesduringMarch2014)

Num

bero

ftrainee

s>

TraineeswhoenrolledinJanuary2013

Rollingintaketrainees(includingtraineesre-enteringtheprogramforasecondtime)

TotalnumberoftraineesenrolledduringMarch2014

Typeofenrolment>


withtheHeadChefandRestaurantManagertoensurethealignmentofpracticalskilltrainingintheFrontofHouseandBackofHouse.ThedegreetowhichtheflexibleprogramissuccessfuldependsupontheskillsandoversightoftheTEOwhoactsasaconduitbetweenthedifferentmembersofstaffandareasofthesocialenterprise.TofacilitatethismodeoftrainingthepartnerorganisationWilliamAnglissInstitutehasdesignedspecialisedstudyguidesforthetraineesthatcatertoanumberofdifferentlearningstyles.

Thelearningprocessinvolvedinthedevelopmentoftheflexibleprogramrequiresrespondingtotraining/scheduleissuesthatariseforbothstaffandtrainees.Inparticular,withoutweeklysitdownclasses–whichwouldundertheprevioussystemcoverlargeamountsofmaterial–traineesarestrugglingtomeetthereadingrequirements.Thismeansthattheircompletiontimeforthecourseislonger.Thiscanbefrustratingfortraineeswhoarekeentomoveontopaidworkwiththeirqualifications.TheProgramManagerandTrainingandEmploymentOfficerhaveexploredadditionalsupportsavailabletotrainees,forinstanceDoorsFundingandadditionalclassroomsupportofferedbyMaristYouthCare.Withappropriateadjustmentstotheprogramthisissuewasaddressed(andflaggedpre-emptivelythroughCLOWGconversations).CLOWGdiscussionsaboutthedurationoftrainingclasses(fourhoursorall-daytraining),andtheirfrequency(weeklyorfortnightly)were,andwillcontinuetobe,vitalmovingforward.

Theflexibleframeworkhasresultedin:

• Increasedattendance:Previously,traineesfaceddifficultiesinattendingTAFEtrainingatWilliamAnglissanddevelopedtheflexibletrainingstructureatCharcoalLane(inpartnershipwithkeystaffmembers).Thisstudent-centredapproachattemptstomatchtheprogramtothelearner.Flexibilityfortraineestocompletetheircoursewhilestillhavingthesupporttoattendtofamilyneedshasencouragedmanytraineestomaintaintheirpositionintheprogram.Ratherthandismissingtraineesfromclassiftheyarrivelate,traineeswereabletoparticipateandthereforebuildstrongerrelationshipswiththeCharcoalLaneteam.

• Buildingrelationshipsandtrust:Theprogramrequiresitsyoungtraineestodeveloprelationshipswithmentoringandpastoralstaff.

Inarecentreportcalled‘PerceptionsofsocialworkpracticewithIndigenouscommunities:Findingsfromanationalstudy’,Harmsetal.(2008)arguethatanunderstandingof‘Aboriginalculture,valuesandbeliefs’affectsthedegreetowhichsocialworkersaretrustedamidsta‘continuinglegacyofdistrust’.OneintervieweefromtheHarmsetal.(2008)reportsaid:‘Socialworkershaveinthepastshownverylittle…understandingoftheemotionaltrauma.Ratherthancompassionwe’vecomeupagainstawallofclinicalprofessionalismcoupledwithbookishclichésthathavelittlemeaningin“realtime”’.The2013traineebiographiesprovideaglimpseintotherelationshipsbetweenstaffandtraineesandhowtheyhavedeveloped.TheTEO’sopendoorpolicyhasbeencrucialincreatingasafespacefortrainees.ThisspacehasbeenbuiltthroughtheTEO’spolicyofalwaysbeingavailabletotraineeson-siteatCharcoalLane.

• Aboriginalknowledge:TheflexibleprogramcreatesspaceforAboriginalknowledgetobecomepartofthecurriculumandpartoftheapproachtowardslearning.Inmanyrespectstheprogramoperates‘betweentwoworlds’asKarinaLester(AboriginalLanguageWorkerfromtheUniversityofAdelaide)wouldargue–ordifferentculturalspaces(seeOsbourneetal.,2013).LesterarguesthatformanyyoungAboriginallearners,particularlyinremotecommunities,identityneedstobereinforcedintheclassroomandotherlearningspaces.Inthiswayyoungpeopleknowtheybelongandhaveasenseofpurpose.ForLesterthereshouldbeanopportunityforyoungAboriginalpeopletolearninformationabouttheirculture,landrights,andhowthisrelatestotheirlife.


Inthissense,CharcoalLaneprogramexcursionsandlifeskillssessionsoffervitalopportunitiesforself-developmentfortrainees.TheJanuary2014‘CultureCamp’atCampJungai(situatedinRubicon,Victoria:http://www.campjungai.org.au/)providedtraineeswithapositiveexperience,enablingculturalidentitytobeexplored.Traineeslearnedtocookwithnativeingredients,learntaboutnativeplants,herbs,andfauna,madeartworkandclapsticks,participatedinreliancetrainingactivities,taughtthecampstaffhowtocookaCharcoalLanemenuitem,andenjoyedabillabongexperiencewhichmanytraineesreferredtoasa‘rebirth’.TheTEOcommented:

Connection to culture has inspired our trainees to connect with services and community. The camp was so thrilled they have offered trainees a free weekend away at their convenience.

Employment Outcomes and Success at Charcoal LaneInthepastsuccessatCharcoalLanehasbeenrecordedastraineecompletionoftheprogram.Duringinterviewsin2012programstaffsuggestedthatsuccesstakesondifferentforms.Biographiesproducedbytheresearchteamdetailthevariousachievementsoftraineesaswellasthechallengestheyface.Programdevelopmentin2013encouragedtherecognitionofthiseverydaysuccess,suchaspunctuality,completingtasksandmodules,attemptingtasksandmodules,takingonachallenge–inthecontextoftrainees’broaderlifechallenges.Thissupportingframeworkreliesontherejectionofadeficitviewoftraineeactivityandexperiencewithintheprogram.Acrossthetwogroupsoftraineesweinterviewed,werecordedanumberofsuccessfuloutcomeswhichindicatedthedevelopmentoffriendshipsandsupportnetworks;mentorsandmodelsforbehaviour;housingsolutionsforindividualtraineesidentifiedbyMissionAustraliaandCharcoalLanestaff;developmentofconfidenceandskilllevels;andthedevelopmentofeducationalaspirations.Figure6showsthepathwaysofeighttraineesfromtheJanuary2013intakewhoexitedtheCharcoalLaneCertificateIIprogrambeforecompletion.Themajorityofpathwaysindicatetraineeshaveexitedtheprogramsuccessfully,followingupotheropportunitiesintraining,educationandwork.


Figure6:SuccessfulpathwaysafterCharcoalLane:2013intakeCertificateII

Figure7:2014Recordofemploymentandeducationoutcomesfor2012Januaryintake

Column1:ThreetraineesexitingCharcoalLanehaveeducationalaspirations.Twoofthreetraineesdidnotcomeintotheprogramwithspecificeducationalaspirations

Column2:Twotraineesexitedtopursueworkand/ortrainingopportunitiesinthehospitalityindustry.

Column3:Fourtraineesareplacedwithsupportservicesandcontinuetoworkonhealthandwell-beingissueswiththesupportofCharcoalLane.AtleastoneofthesetraineesdidnothavesupportservicesinplacepriortoenteringCharcoalLane.

Column4:OnetraineemaintainseducationalcommitmentsoutsideCharcoalLane followingengagementwiththeprogram.

Figure7showstheemploymentoutcomesforthe2012JanuaryintakeoftraineesatCharcoalLane.Inblueweseethemajorityoftrainees(fiveyoungpeople)areworkinginthehospitalityindustryandonetraineeisworkingoutsidethehospitalityindustry.Thegreencolumnshowsonetraineeiscurrentlyunemployed.Thepurplecolumnshowstwotraineesarecurrentlyintrainingandeducation.

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Educationalaspirations

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Maintained/referredtosupportservices

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Employed Currentlyunemployed

Intraining/education TotalnumberoftraineesinJanuary2012intake

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Reflectingontheirownachievements,traineeshavetoldusthattheywouldlikemorerecognitionintheprogramatregularintervals.Thesemilestonesprovideincentivesandencouragementfortrainees.Thiswasrecognisedattheprogramlevelin2013withagraduationdayorganisedbytheCharcoalLanestaff.Theeventwasacasualbarbequefortrainees,familyandfriends.TraineeswereawardedchefshatsandapronsdependingontheirroleineithertheFrontofHouseorBackofHouse,alongwithcardswhichdescribedtheircharacterandskillsdemonstratedduringtheirtimeintheprogram.

LargenumbersoftraineesareacceptedintotheCharcoalLaneprogramandofferedsupport.Thiscanalsoberecordedasasuccessfulprogramoutcome,linkingyoungpeopletocaseworkersandsupportteamstheymightotherwisenotencounter.Figure8showsthetotalnumberofgraduatingtraineesagainstthetotalnumberoftraineesthroughtheprogrambetween2012and2014.

Figure8:Overallnumbersofgraduatingtrainees2012(January)–2014(March)


Figure9showsEducationandEmploymentoutcomesfor2012,2013and2014:thenumberoftraineeswhoenteredtheprogram,graduatedwithaCertificateIIandIII,andthenumberoftraineeswhoarenowemployed.Some trainees choose not to stay in contact with Charcoal Lane and in these particular cases of early exiting employment outcomes cannot be measured.

2012:BetweenJanuaryandDecember20traineesenteredtheprogram:13gainedtheirCertificateIIatCharcoalLane;fivetraineesgraduatedwithCertificateIII;eighttraineeshavestayedincontactwithCharcoalLaneandfiveareemployed.

2013:BetweenJanuaryandDecember22traineesenteredtheprogram:sixgainedtheirCertificateIIatCharcoalLane;notraineesgraduatedwithCertificateIII;eighttraineeshavestayedincontactwithCharcoalLaneandareemployed(ninetraineesdidnotstayincontactandtheiremploymentoutcomesareunknown).

2014:BetweenJanuaryandMarch12traineesenteredtheprogram:11traineeshavetheirCertificateII;10traineeshavestayedincontactwithCharcoalLaneandeightareemployed.

Figure9:Employmentandeducationoutcomes2012–2014


Program Logic, Theory of Change and Social Impact

Your theory of change or program logic model underpins all of your data collection and evaluation, so that you’ll have a golden thread of data that you draw on for different communications.

Lumley, 2013

ThewaysinwhichCharcoalLane’sidentityisrepresentedtocommunitymembersandstakeholderscontributessignificantlytothesustainabilityoftheprogram.Keyprogrammessagesandoutcomescanbecommunicatedtowideraudiencesinvaryingways,howeveraconsistentmessageisimportantinthisfieldof‘belongingtensions’(Lumley,2013and2013b;seealsoGoninetal.,2012:10).TheadvantageofhavingaTheoryofChangeandProgramLogicisthataconsistentstorylineemergesthroughthearticulationanddocumentationofmonthlyandannualgoals(Lumley,2013).Deliberatelybuildingtheidentityofthesocialenterpriseshowsanunderstandingofthespecificsocialbenefitstheenterpriselinksto.Thisprocessalsoallowsmanagersandstafftoreflectonandcontinuouslyengagewith‘belongingtensions’,programaimsandgoals.

TheCharcoalLanestorylinecanbedrawnfromtrainee,staff,communityexperiences,andstakeholderinvolvement.AsLumley(2013)arguestheinvolvementoffrontlinestaffissignificant:

Firstly, the front line staff are the people providing the service and interacting with the beneficiaries. Their perspective is paramount and any approach to measuring impact won’t really stick, won’t get embedded in an organisation, unless it fits with practice. Listening to frontline staff and working with them to develop approaches that do work should be a high priority.

WorkingwithActionLearningmemberswehavedevelopedaspectsofthisstorylinethroughthedatawehavecollectedwiththemoverthepastthreeyears.IntheOctober2013MonthlyBriefingNotes,wedescribedtheprogramtheoryas:

If Charcoal Lane provides a space of support and education for young marginalised and Aboriginal people, in partnership with local community, both will benefit and young people will have greater career options and sense of physical and emotional well-being.

Weprovidedabriefanalysisofthewaysinwhichprogramgoalshadchangedbetween2012and2013.ProgramLogicmodelsplanandcalculateinputs,activities,outputsandoutcomestoprovethistheory.Theaims,goalsandoutcomesoftheprogrammayberecordedbystaffmembers,alongwiththeirimportantreflectionsonthesuccessesandchallengesinimplementinganideaorreachingagoal.Thisalsocreatesorganisationalownershipofdata.

Figures8and9provideexamplesofsignificantprogramoutcomes.CharcoalLanesupportsandprovideseducationalopportunitiesforalargenumberoftraineeswhoidentifyasAboriginalorTorresStraitIslander.Approximately46youngpeopleintwo-and-a-halfyearshaveenteredtheprogramestablishingpathwaysintoeducation,trainingandwork.MorethanhalfoftheseyoungpeopleidentifyasAboriginal.


rECommEndationS

1 MaintaintheActionLearningapproach:MissionAustraliahavebenefitedfromembeddinganActionLearningstructureviaCLOWGmeetings.FutureActionLearningpracticesmaybesupportedbyCLOWGmeetings,particularlythroughtheinvolvementofa‘criticalfriend’atCLOWGmeetings.Thiscriticalfriendwouldsitoutsidetheorganisation,buthaveknowledgeofthesocialenterprisesectorand/oroperationsatCharcoalLane.

2 ProgramLogicandTheoryofChangearevitaltotheadvancementofprogramgoals.TheCLOWGisapotentialspaceforcontinuouslyengagingwithmonthlyandannualprogramgoalsandmaintainingacohesiveandconsistentCharcoalLanestoryline.

3 UseofexistingexpertiseandknowledgewithinMissionAustraliaandCharcoalLanehasthecapacitytostimulateandsupportcontinuedActionLearning.DatahousedatCharcoalLane–onabsenteeism,andtheaspectsoftheprogramthatabsenteeismisconnectedto–mayinformfuturepracticeandprograminnovationthroughProgramLogicmodels.

4 ContinuetobuildtheculturalcapitalofCharcoalLanethroughrelationshipswithlocalcommunitymembersandgroups,Aboriginalorganisationsandcontinuedparticipationincommunityandculturalevents.GrowCharcoalLane’sidentitythroughrelationshipswithcultureandcommunity.

5 CharcoalLaneStaffHandbookoutliningtheanticipatedrelationships,particularlybetweentraineesandstaff,assistsnewstaffsettlingintotheirrolesandshouldbemaintained.Thiswouldalsominimisethelossofinstitutionalknowledgeandarticulateexpectationsregardingthesupportoftrainees.

6 ‘Allofprogram’approach:OurresearchindicatesthatroleswithinCharcoalLaneshouldnotbedividedintorestaurant,businessandprogramsectors.Becauseallrolesimpactuponthetraineestheyshouldallbeconsideredinrelationshipwitheachother.

7 Milestoneorquarterlyreportsinvolvingone-on-onediscussionswithtraineesplayanimportantroleinfacilitatingtraineetransitions.Knowledgeabouttrainees’interestsfortransitionsintoemployment(orothertrainingpathways)couldassistAFLSportsReady(GTO),IndigenousWorkStars,WilliamAngliss,ACCORandothereducationandemploymentpartnersinpreparingthenecessarysupportsforindividualtrainees.

8 Diverseemploymentpathways:MissionAustraliaandCharcoalLanecanassisttraineestofollowavarietyofemploymentpathways,includingthoseoutsidethehospitalityindustry.Ithasbeenrecognisedthatthisrequiresputtingemploymentpathwaysinplaceatdifferentstagesoftheprogram–notjustatthecompletionoftheCertificateIIItraining.

9 Recognisingsuccessintheachievementsofstaffandtraineesastheyprogressthroughtheprogramresistsadeficitviewpoint.‘Earlyexiting’and‘successfulexiting’arejusttwotypesofengagementwiththeprogramthatcanbeviewedfortheirpositiveeffectsonyoungpeople’slives.ProvidinganentrypointtotrainingandeducationisaprimaryfunctionofMissionAustralia’ssocialenterprise.


rEfErEnCES and furthEr rEading

Altstadt,D.(2007)‘MakingSocialEnterpriseWorkforWelfare:TheValueofFundingTransitionalJobsThroughProfits’,AthesissubmittedtoGeorgetownUniversity,March,2007.

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Arfield,J.,Hodgkinson,K.,Wade,W.,andSmith,A.(Eds.)(2013)Flexible Learning in Higher Education.NewYork,Routledge.

Black,R.(2010)‘Promiseorpractice?:Studentparticipationinlowsocioeconomiccommunities’,Youth Studies Australia,Vol.29,No.2,pp.9–16.

Bowling,D.(2012)‘Producertourstoboostapprenticeshipretention’,HospitalityMagazine,November52012.URL:http://www.hospitalitymagazine.com.au/food/news/producer-tours-to-boost-apprenticeship-retention

Calder,J.,andMcCollum,A.(1998)Open and Flexible Learning in Vocational Education and Training.London,PsychologyPress.

Cameron,RandMiller,P(2008)‘Atransitionalmodeltoassistthoseexperiencinglabourmarketdisadvantage’,paperpresentedto17thannualAustralianAssociationofCareerCounsellors(AACC)Conference,Hobart,26–28March.

Currie,G.,andStanley,J.(2007)Nowaytogo:transportandsocialdisadvantageinAustraliancommunities,MonashUniversityPublishing,MonashUniversity.

Dick,B.(1997)Action learning and action research[Online].URL:http://www.uq.net.au/action_research/arp/actlearn.html

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Gautié,J.,andGazier,B.(2003)‘Equippingmarketsforpeople:transitionallabourmarketsasthecentralpartofanewsocialmodel’,Presentationat2003SASEConference.Aix-en-Provence,JuneVol.18,p.2003.

Gonin,M.,Besharov,M.H.P.,andSmith,W.K.(2012)‘ManagingSocial-BusinessTensions:AReviewandResearchAgendaforSocialEnterprises’,NYUSternConferenceonSocialEntrepreneurship,November2012.URL:http://www3.unil.ch/wpmu/ess-vd/files/2013/05/Managing_Social_Business_Tensions_NYU_submission.pdf

Greenwood,D.(2007)‘PragmaticActionLearning’,International Journal of Action Learning,Vol.3,No.1,pp.131–148.

Harms,L.,Clarke,A.,Krakouer,J.,Whyte,J.,andMiddleton,J.(2008)‘PerceptionsofsocialworkpracticewithIndigenouscommunities:Findingsfromanationalstudy’,AASWConference,TheUniversityofMelbourne.URL:www.c2c.unimelb.edu.au

InternationalLabourOffice(2006)‘GlobalEmploymentTrendsforYouth’,InternationalLabourOffice,Geneva.

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Osborne,S.,Lester,K.,Tjitayi,K.,Minutjukur,M.,Burton,R.andAlice,T.(2013)‘ReddirtthinkingoncurriculuminremoteAboriginaleducation;whatdoremoteAboriginaleducatorssayweneedtoknowandwhy?’,PresentationattheAustralianAssociationforResearchinEducation(AARE)Conference,Adelaide1–5December.

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IndividualandOrganisationalTransformationinaTransitionalLabourMarketProgram 37

appEndiCES

appendix 1TableA1showskeyissuespresentedtotheCLOWGbytheresearchteamviaMonthlyBriefingNotes.ThefirstcolumnsummarisesresearchissuesinMayandJune2013,comparedwithasummaryoftheissuesemergingoverthenextsevenmonths.LookingacrossthetablewecanseehowkeyissuesaffectingtheprogramhavebeentakenupinsuccessiveCLOWGmeetingsin2013andresultedinchangesattheprogramlevel.

TableA1:IssuespresentedtoCLOWGinMonthlyBriefingNotes

MonthlyBriefingNotes:

May–June2013


June2013–January2014

CertificateIIITraineeBiographies:DifferentStories,SharedExperiences(January)

What do the trainees have in common? What are their shared experiences?

MeetingtheNeedsofTrainees:FlexibleEducation(June)

For many trainees and early school leavers the classroom-based learning environment is not conducive to success in education.

How can flexible education be provided to students at Charcoal Lane? What might this involve? Who would be involved?

MentoringandCommunityConnections(February)

What aspects of Charcoal Lane should local community be consulted about?

Would a community consultation group be useful?

CommunityandCharcoalLaneCulture(August)

How do we now keep community connections going? How do we continue to embed Charcoal Lane in the community?

Culture(November–December)

What have trainees got to do with the culture of Charcoal Lane? How does their everyday activity contribute to the restaurants unfolding identity?

TransitionsintheBackofHouse(February)

How can staff be supported during this transition? How can trainees be best supported during the final stage of the program?

BenchmarksandMilestoneReviews(August)

In the flexible framework, should there be benchmarks or recognition for trainees as they move through the program?

It’sFast-Paced(March)

How can pressure in the workplace be reduced in known high-pressure periods?

TheFast-PacedHospitalityIndustry(July)

How can time-sensitive Charcoal Lane business concerns be fast tracked?


May–June2013


June2013–January2014

Communication:AStaffHandbook?(March)

Is a Front of House or Back of House staff position a hospitality position only? Or does this role involve a number of other duties?

AUnitedFront(August)

Staff work to bring the Front of House and Back of House teams together around a common endeavour: to support and work with trainees and provide a unified training environment.

TransitionsandMilestoneReviews(April)

Did trainees leaving the program exit at Certificate II or III level?

Why did they exit the program?

How many work placements have been made within a particular group of trainees?

SelectingTraineesfortheCharcoalLaneProgram(July)

The Program Manager provides an insight into the selection process: it is important to understand trainee’s background and speak to the trainees’ other caseworkers.

ClassicSocialEnterpriseTensions(September)

What level of work preparation does the program offer? How can this be articulated? How does this connect to Charcoal Lane’s identity?

IsEmploymenttheOnlyOutcome?(April)

Trainees participating in the Certificate III program in 2012 experienced a number of positive outcomes in their personal lives as a result of the relationships they built at Charcoal Lane. How can these experiences be captured and represented?

EmploymentisNottheOnlyOutcome:‘PositivePathways’(June)

Success at Charcoal Lane takes on many different forms and can be understood in a number of ways.

Key areas include friendship, housing, mentors, education, work and training, connection to support services, developing vocational and educational aspirations.

CharcoalLane’sIdentityasaTrainingandEmploymentProgram(April)

How can these achievements – support, education and workplace environment – be understood in the context of Charcoal Lane’s key messages, aims, goals and ‘outcomes’?

ProgramLogicatCharcoalLane(October)

What monthly and annual goals will structure and guide Charcoal Lane’s endeavours in 2014? Does ‘collective impact’ (working on the same issue with other organisations) have a role to play?

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