4.1 Initial Results
4.2 The Main Research Results
4.3 Financial
4.4 Program Planning/Development
4.5 Human Resources Management
4.6 Strategic Planning
4.7 Marketing and Promotion
4.8 Management and Administration
4.9 Program Provision
Responses from individual agencies have been presented at the end of this report in the Appendices together with a summary of responses. Note that agencies have not been individually identified and data has been presented in summary so as to avoid identification. Codes were randomly assigned in the table of responses and are not related to the agency list presented above.
4.1 Initial Results - Case studies on specific business management aspects.
The agencies illustrated below are not being identified as the best practice providers for the highlighted aspects. They serve as a demonstration of how some of the elements of best practice actually translate into the real world of adult community education providers. They also serve as an illustration of the previous discussion on making the benchmarking process meaningful to this sector by using aspects of practice that agencies can relate to. These case studies also highlight how multifaceted some of these aspects of good management practice actually are.
The case studies also highlight the importance of context in any assessment of what is good practice. Each illustration is based on the agency involved responding to change, either in its environment or circumstances, bought about by external pressures. Each agency provides an individual illustration of the way that general business management practices are applied in response to specific exigencies.
Given the scope of this study the following illustrations are meant to describe "what is" and are not meant to serve as a detailed "how to". However, the agencies identified have agreed to make themselves available to provide detailed information about the processes and models used in each case. Agencies should be contacted via their Email addresses which are listed elsewhere in this report.
4.1.1 Diamond Valley Living and Learning Centre - Program Planning and Development
A key aspect of Diamond Valley’s business management has been its process of program planning and development which has contributed to the success of the agency. Their program planning and development has ensured that they provide their community with the programs that they need, and want, which has allowed their centre to expand and grow.
A formal process of program planning and development was implemented 10 years ago. The current process has been in place for three years old. The process of program planning and development occurs annually and is the basis of decision making regarding the agency’s activities for the following years.
The initial process developed as a reaction to a threat that required the agency to identify is strengths so as to take advantage of emerging opportunities.
The Committee of Management at the time had a high level of expertise in the education and training field as well as a social justice orientation. At this point the agency was under the threat of having its funding reduced. There was also a general desire to improve what the agency was currently doing. A member of staff engaged in a Masters degree looking at decision making processes assisted in the agency review out of which the current program planning and development process evolved.
The process of program planning and development has contributed to improved programs which are more responsive and better able to meet the community’s needs. There has also been an increased emphasis on professional development leading to an improvement in staff skills. Staff and student numbers have increased and student satisfaction continues to be high with students now completing higher level certificated courses.
Outcomes are measured in several ways including achievement in certificated course outcomes, student outcomes and increased enrolments. Other outcome measures are increases in the number of courses and their diversity, increased funding and increased Income as well as the establishment of a new building.
4.1.2 Glenroy Adult Literacy - Program Provision
Glenroy Adult Literacy acknowledges the function of program provision as an important business management aspect and its contribution to service quality. Curriculum development and appropriate assessment of potential students are a key component of its program provision.
The agency has always had an emphasis on education as a means of enhancing an individual’s capacity to take control over all aspects of their lives. A critical aspect of its program provision has been the provision of relevant and appropriate classes that meet the needs of participants. In order to achieve this aim the agency places a large emphasis on the assessment of participant’s needs. It has always been a driving force of the agency to ensure that participants are given every opportunity to succeed and emphasis is placed on identifying a peoples strengths not their weaknesses.
It is important for the agency’s program provision for it to be aware of its community’s needs which is achieved by the direct participation of students and participants in the agency’s decision making processes. Good program provision relies on maintaining the agency’s people focus which includes both teachers as well as students. Other factors that led to the development of a strong emphasis on program provision are the notion of fairness and ownership of facility by participants upon which the agency is founded.
This emphasis on program provision via curriculum development and student assessment has led to the agency gaining a level of credibility in the sector. Other outcomes include continued expansion of programs over last seven years and an increasing demand for service. Student outcomes include positive experiences of education and going on to further education. Low levels of staff turn over are also an outcome of the agency’s program provision philosophy.
Outcomes are measured by student contact hours and the number of classes run. Measurement of qualitative outcomes are based on student’s satisfaction of classes, referrals to others via word of mouth and attendance at the AGM.
4.1.3 Preston Neighbourhood House - Strategic Planning
Strategic planning is a key aspect of Preston’s business management practice as it is establishing the foundation for the centre’s future direction and development. In developing its strategic planning process Preston became heavily involved in skills development for its committee and staff. Implementing their strategic plan will be facilitated by the team building and training that has accompanied its development.
While an annual planning cycle had operated for many years changes in local needs and traditional funding sources, as well as expanding opportunities, made it necessary to further develop this process so as to make it better informed and more detailed. This need became even more critical as there were a variety of views within the organisation regarding the direction it should take in the future.
In order to develop a strategic plan assistance was sought through the involvement of the agency in the ACFE Business Development Project. This provided the agency with impetus, guidance and practical support in expanding its planning process and developing a strategic plan. As part of this process committee members, volunteers, tutors and other staff were encouraged to participate in professional development programs.
Apart from the development and production of a strategic plan the process has also contributed to team building within the agency. Another key outcome has been that the Committee of Management have an increased confidence, and skills, in managing the organisation. Decision making has been improved as a result of having a strategic plan because everyone now has a clearer understanding of priorities and what the organisation wants to achieve. Staff are able to "get on with job" with a greater level of confidence and are clear about what needs to be done in order to meet the organisation’s aims.
Outcome measures include, increased opportunities for participants and increased participation rates in programs. Another outcome has been more efficient management as measured by the time it now takes to make decisions. This is highlighted by the greater sense of common purpose amongst all those involved in the agency which is currently undertaking a progressive review of all documents and policies as part of its continuing planning process.
4.1.4 Thornbury Women’s Neighbourhood House - Marketing
Thornbury has taken a very community based view of marketing by developing strong community networks which amongst other things assist in its marketing process. Theses networks are an important aspects of Thornbury’s business management practices which contribute to its planning, lobbying and marketing effort. By joining with others in a regional group of neighbourhood houses and community centres Thornbury has been able to better market itself and thereby expand its operations.
In the past the Council had a range of well developed formal networks eg. Domestic Violence and Mental Health. Council’s formal involvement in these networks ceased following council amalgamations. The networks have evolved over time from formal council involvement to now being more informal with participant based control. There is a positive attitude to networking that is instilled in the agency and therefore the practice is well developed at the Thornbury Women’s Neighbourhood House.
One of these networks consists of providers of adult community education and has resulted in a collaborative marketing and promotion via newsletters and brochures. Another outcome has been a joint funding submission that has funded a needs analysis. Apart from increased funding other outcomes include, program development, integration of people with a disability, increased and improved agency profile, shared programs and resources, improved cooperation, support and learning
Outcomes are measured by increases in funding and programs as well increased participation in programs and other activities at the house. The agencies participating in these networks have enhanced their competitive advantage over agencies that are not involved which ultimately is the best measure of the success of a marketing strategy.
4.1.5 Craigieburn Further Education Centre - Management & Administration
Craigieburn has developed partnership arrangements as a way of continuing to provide a range of programs at a time when its funding has contracted. The opportunity to develop partnerships has come about by a management and administration strategy based on joint membership and participation on other committees in the area. Craigieburn’s business management practices are based very much on obtaining the optimum results with limited resources.
This approach has come about as a result of current funding cut backs but the seeds of this strategy go back to 1994 with a Committee of Management decision to look outwards and participate regionally and locally. The Committee of Management has been in place for a number of years and members have a history of being active in the local community. This has seen members participating in regional and local planning issues and new community developments. They have also been involved as active members on other agencies Committee’s of Management.
Partnership arrangements have allowed the agency to expand its ability to meet current and emerging community needs. This process has seen changes in programs offered by the agency with other agencies picking up programs it is no able to provide due to funding cuts. This has allowed better matching of agencies to programs. Outcomes have included increased resource sharing and complementarity of programs. The management strategy adopted by Craigieburn has provided the ability to continue to meet community needs with reduced resources.
Outcomes are measured by student contact hours and student satisfaction. As well as the continuation of the agency to maintain a key role in adult community education even though its direct provision has been scaled down.
4.2.1 Significance of different management practices to agency success
In asking agencies to rank the significance of the different management practices to their agency’s success it was intended to determine the relevance of these practices to agencies in the field. The results indicate where an agency is currently at in terms of addressing the different practices and do not reflect the over all importance of these practices to agency success. Hence an agency that may have spent the previous twelve months developing a strategic plan may have placed this as priority seven and another aspect as first priority.
These results give an accurate indication of the areas that agencies were planning to concentrate on in the next twelve months as well as supporting the importance of good practice in these areas to an agency’s success. They also point to an interesting phenomenon in highlighting the possibility that good management practices are not necessarily developed and implemented in a linear fashion. For example always starting with strategic planning and proceeding through to program provision. Different agencies may have started at different points depending on their actual need at the time and demonstrate the reality facing an organisation that has been in existence for some time responding to changes in its operating environment. It also highlights that best practice is a process which involves constant review of current practices so as to ensure that an organisation is able to develop better practices.
4.2.2 Rank the following areas of management practices into priority order (from one to seven) of significance to the success of your agency.
Financial
| Priority | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| Number | 0 | 2 | 2 | 2 | 2 | 1 | 2 |
Program Planning/Development
| Priority | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| Number | 3 | 2 | 3 | 0 | 1 | 2 | 0 |
Human Resource Management
| Priority | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| Number | 1 | 3 | 3 | 2 | 1 | 0 | 1 |
Strategic Planning
| Priority | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| Number | 3 | 0 | 2 | 2 | 1 | 2 | 1 |
Marketing/Promotion
| Priority | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| Number | 0 | 1 | 0 | 2 | 1 | 3 | 4 |
Management/Administration
| Priority | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| Number | 0 | 2 | 1 | 2 | 3 | 2 | 1 |
Program Provision
| Priority | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| Number | 4 | 1 | 0 | 1 | 2 | 1 | 2 |
4.2.3 Committees of Management
Results have also highlighted the key role played by the Committee of Management in the development of good business management practices. Committees of Management played a critical and changing role in agencies. Some agencies could not function on a day to day basis without the direct involvement of their Committee of Management. Other agencies actively sought to attract committee members with specific skills that augmented the skills of staff, especially in the business and finance areas. Most agencies were aware of the critical role that Committees of Management played and were involved in skill development for committee members.
Not all agencies were able to provide financial details due to a number of reasons including budgets being based on a unit costing basis and information not consistent with questionnaire format. Seven agencies were able to provide details.
| AGENCY | A | B | C | D | E | F | G | H | I | J | K |
| Percentage of Budget allocated to | |||||||||||
| Marketing/Promotion | .5% | N.A | 3% | 1% | N/A | 5% | 2% | N/A | 2% | N/A | 4% |
| Staff costs | 37% | N.A | 34% | 19% | N/A | 20% | 45% | N/A | 31% | N/A | 45% |
| Program costs | 62% | N.A | 57% | 80% | N/A | 55% | 35% | N/A | 50% | N/A | 41% |
| Other, including capital development/redevelopment, maintenance, deprecation and overheads. | .5% | N.A | 6% | 0 | N/A | 20% | 18% | N/A | 17% | N/A | 10% |
| Percentage of programs/courses funded by ACFE? | 100% | 65% | 66% | 50% | 33% | 85% | 16% | 30% | 70% | Min | 0 |
Funding sources being investigated by agencies included:
· Department of Human Services;
· Local Government;
· Fundraising;
· Fees for tuition and other industry training provided;
· Philanthropic Trusts;
· Office of Training and Further Education;
· Department of Employment, Education, Training and Youth Affairs;
· ACFE;
· Community Support Fund;
· Seeking Tax Exemption status to establish eligibility for Philanthropic Trusts and seek donations;
· Home and Community Care Program;
· Establishment of joint ventures with other agencies;
· Responding to Tenders;
· Department of Immigration and Multicultural Affairs;
The specific type of funding being investigated depended on the particular focus of the agency and agency policies.
Does your agency have a financial/funding plan that identifies potential new income sources?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 1 |
5 |
5 |
Documented?
| Response | Yes |
| Number | 4 |
4.4 Program Planning/Development
Does your agency have a process for ascertaining current community educational and other social needs?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 1 |
10 |
Documented?
| Response | Yes |
| Number | 6 |
Does your agency have processes in place that ensure that programs are meeting your community’s needs?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 9 |
1 |
1 |
Does your agency have a process that assists it in the identification and development of new program opportunities?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 11 |
Documented?
| Response | Yes |
| Number | 7 |
Number of staff and type of employment by agency
| AGENCY | A | B | C | D | E | F | G | H | I | J | K |
| Number of staff. Full time | 1 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 1 | 2 | 0 |
| Part time. | 2 | 3 | 6 | 7 | 3 | 1 | 1 | 2 | 1 | 7 | 2 |
| Casual | 11 | 14 | 40 | 25 | 40 | 16 | 12 | 5 | 10 | 3 | 25 |
Does your agency have a staff development and training plan?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 1 |
2 |
9 |
Documented?
| Response | Yes |
| Number | 9 |
Agencies undertaking skills development programs for
| AGENCY | A | B | C | D | E | F | G | H | I | J | K |
| Committee members? | 4 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 | 3 |
| Tutors? | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 | 3 |
| Administration staff? | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 0 | 3 | 3 | 3 |
| Volunteers? | 4 | 3 | 2 | 3 | 0 | 0 | 3 | 3 | 2 | 3 | 3 |
0 = Not Relevant, 1 = No, 2 = Considering/Developing, 3 = Implementing/Using 4 = Evaluating, 5 =Revising/Redeveloping
Does your agency have a procedures manual that covers how your agency operates which can be used by new staff?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 3 |
2 |
5 |
1 |
Does your agency have an induction process for new staff?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 2 |
9 |
Documented?
| Response | Yes |
| Number | 4 |
Does your agency have a staff recruitment and selection process?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 1 |
10 |
Documented?
| Response | Yes |
| Number | 10 |
Does your agency undertake an annual evaluation of its programs and operations?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 1 |
9 |
1 |
Documented?
| Response | Yes |
| Number | 9 |
Does your agency have a process for identifying and responding to policy and funding changes taking place in the sector?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 11 |
Processes ranged from regular attendance at regional and other meetings, regular reports to their Committee of Management, reviewing government and other reports and policy papers, annual planning processes and networking with other agencies and relevant organisations.
4.6.1 What is the social, cultural and economic profile of the community that the agency operates in?
Agencies operated in a variety of communities each with their own particular community profile and factors that impacted on individual agencies, including:
· high unemployment including youth unemployment;
· high level of newly arrived and established residents from non-English speaking background countries;
· high levels of poverty;
· social isolation;
· low levels of formal qualifications;
· high levels of tertiary educated;
· high home ownership;
· high levels of public housing tenants;
· high levels of residents with a disability;
· domestic violence and family breakdown;
· high levels of over fifty five year olds;
· lack of public transport;
· rural and semi-rural communities;
· young families;
· high levels of substance abuse.
4.6.2 How does the community profile impact on the agency?
There were a range of impacts on individual agencies that resulted from their community’s profile and needs, including:
· ability to charge fees;
· ability to attract committee members;
· demand for particular types of programs from specific groups;
· taking on welfare role;
· conflict between program provision and drop in;
· safety issues relating to difficult clients, especially those with a psychiatric disability;
· some racial and ethnic tensions;
· volunteers not trained to meet emerging needs;
· changing nature of programs from general adult to vocational;
· community development demands increasing while funding targeted to specific education and training outcomes;
· quality of life of community a major focus of activity.
4.6.3 Does the agency have any specific strategies to deal with this?
Agencies reported a number of strategies that they use to deal with the impact of their community profile on their operation, including:
· targeting of programs to particular groups as per ACE guidelines;
· being available, flexible and emphasis on human contact;
· providing programs in a culturally sensitive and appropriate manner;
· being aware to the specific needs of different groups;
· outreach to community;
· reaffirming community values of care;
· appropriately skilled office staff;
· rejecting enrolments via mail thereby requiring human contact and appropriate assessment;
· affordable programs;
· provision of child care for participants;
· physical access for people with a disability;
· liaise with other agencies and target specific groups;
· undertaking market research to assist in long term planning;
· retraining volunteers to provide them with appropriate skills to deal with changing user base;
· using alternative communication mechanisms which are more appropriate to target groups;
· relocation of office to be closer to student population.
Agencies that had formal processes aimed at attracting
| AGENCY | A | B | C | D | E | F | G | H | I | J | K |
| New participants? | 3 | 3 | 3 | 3 | 3 | 2 | 4 | 3 | 3 | 3 | 5 |
| Volunteers? | 0 | 3 | 0 | 3 | 0 | 2 | 4 | 3 | 3 | 3 | 3 |
| Committee members? | 4 | 3 | 5 | 2 | 3 | 2 | 4 | 3 | 3 | 3 | 3 |
| Funding? | 3 | 3 | 2 | 3 | 3 | 5 | 4 | 3 | 3 | 3 | 3 |
| Tutors? | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 3 | 3 | 3 | 0 |
0 = Not Relevant, 1 = No, 2 = Considering/Developing, 3 = Implementing/Using 4 = Evaluating, 5 =Revising/Redeveloping
Documented?
| Response | Yes |
| Number | 8 |
Does your agency have any formal links with local Business?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 7 |
3 |
1 |
Does your agency have any formal links with other Community Agencies?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 11 |
Agencies that had a Marketing/Promotional Plan that considered
| AGENCY | A | B | C | D | E | F | G | H | I | J | K |
| Potential new funding sources? | 2 | 3 | 5 | 0 | 3 | 3 | 2 | 2 | 2 | 3 | 2 |
| How to attract new participants? | 2 | 3 | 5 | 0 | 3 | 3 | 3 | 2 | 2 | 3 | 2 |
| Promoting itself to the wider community? | 2 | 3 | 5 | 0 | 3 | 3 | 3 | 2 | 2 | 3 | 2 |
0 = Not Relevant, 1 = No, 2 = Considering/Developing, 3 = Implementing/Using 4 = Evaluating, 5 =Revising/Redeveloping
One agency considered that an agency plan was not relevant as workers develop individual plans.
Documented?
| Response | Yes |
| Number | 6 |
Does your agency have a broad base of programs and participants or is it targeting specific areas?
One agency was providing women only programs and another was partly focused on HACC target groups. However both were providing as broad a range of programs to as broad a range of participants within their specific target groups as possible. Programs were fairly much determined by available funding but most agencies were attempting to be as broad as possible. One agency felt that they may have been too broad in their program and participant range.
Does your agency have formal user satisfaction and complaints mechanisms?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 1 |
9 |
1 |
Documented?
| Response | Yes |
| Number | 11 |
Agencies that had plans to streamline and improve
| AGENCY | A | B | C | D | E | F | G | H | I | J | K |
| Administrative procedures? | 3 | 3 | 3 | 2 | 3 | 2 | 2 | 4 | 3 | 3 | 3 |
| Program planning? | 3 | 3 | 3 | 2 | 3 | 2 | 2 | 4 | 3 | 3 | 3 |
| Program development and implementation? | 3 | 3 | 3 | 2 | 3 | 2 | 2 | 4 | 3 | 3 | 3 |
0 = Not Relevant, 1 = No, 2 = Considering/Developing, 3 = Implementing/Using 4 = Evaluating, 5 =Revising/Redeveloping
Documented?
| Response | Yes |
| Number | 6 |
Agency that had computerised systems for
| AGENCY | A | B | C | D | E | F | G | H | I | J | K |
| Enrolments? | 3 | 3 | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 0 | 1 |
| Databases? | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Book keeping? | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 |
| Budgeting? | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 2 | 3 | 3 | 1 |
| Funding body reporting requirements? | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 0 |
| General administration? | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Planning? | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 1 | 1 |
0 = Not Relevant, 1 = No, 2 = Considering/Developing, 3 = Implementing/Using 4 = Evaluating, 5 =Revising/Redeveloping
Systems used were Omnia, Nrolls, Student Information Systems, Quicken, MYOB, MS Office (Word, Excel, Access), Clarisworks (word processing, spreadsheet, data-base), VAS - VCE, KCS.
Is your agency involved in resource sharing with other agencies?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 10 |
1 |
Does your agency have a communication mechanism that enables all staff to participate in decision making?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 1 |
10 |
Not relevant for one agency because of staff numbers.
Does your agency have benchmarks and performance indicators linked to formal plans, goals and objectives?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 1 |
1 |
9 |
Documented?
| Response | Yes |
| Number | 10 |
Does your agency have a Business Plan that sets out agency goals and how these will be achieved in the long term?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 6 |
5 |
Documented?
| Response | Yes |
| Number | 6 |
4.8.2 What kind of management structure does your agency have?
Eight agencies had a Committee of Management structure. One agency had a Management Collective (which played a similar role as a Committee of Management) without formal positions but with a Public Officer as per rules of incorporation. One agency had a Committee of Management that operated under delegated authority as an Advisory Committee to the Municipal Council. One agency had a Board of Directors with a Committee of Management that was responsible for the running of the agency.
A Coordinator/Manager (in some cases this position was shared) was the next level in all agencies. Other staff employed by the agency were responsible to the Coordinator/Manager. The Coordinators in the agency auspiced by local government also reported to appropriate senior council staff.
4.8.3 How are Committee of Management members appointed?
Nine agencies appointed Committee of Management members or equivalent at an Annual General Meeting (elections are held if nominations exceed available positions). Eligibility to vote at the AGM varied across the agencies with some having strict membership requirements based on being financial members to open meetings were anyone in attendance was eligible to stand for election and vote. Two agencies had their Committee of Management members appointed from member organisations that made up a cluster of providers.
4.8.4 Is the Committee of Management representative of the local population?
Five agencies believed that their Committee of Management was representative of the local population. Two agencies believed that their Committee of Management was partly representative of the local population but could be more so. Two agencies believed that their Committee of Management was not representative of their local population. Two agencies did not see this as an issue as their Committees of Management were appointed by member agencies whose own Committees of Management represented their local population.
4.8.5 Is the Committee of Management representative of program participants?
Eight agencies believed that their Committee of Management was representative of program participants. One agency believed that their Committee of Management was partly representative of program participants but could be more so. Two agencies believed that their Committee of Management was no longer representative of their program participants because the types of programs that they were now offering were different to the programs on offer when the committee was originally appointed.
4.8.6 What role does the Committee of Management play in the daily management and operation of the agency?
Six agencies reported that the Committee of Management did not play a role in the daily management of the agency. Three agencies reported that the Committee of Management (or at least some committee members) played some role in the daily management of the agency but that this was diminishing as the committee undertook more of a governance and stewardship role. Two agencies reported that their Committees of Management played a major role in the daily management of the agency.
4.8.7 How often does the Committee of Management meet?
Nine agencies had monthly Committee of Management meetings. One agency had bimonthly Committee of Management meetings. One agency had fortnightly Committee of Management meetings.
4.8.8 Do Committee of Management members have specialist or professional skills that contribute to the running of the agency?
Eight agencies reported that at least some if not all members of the Committee of Management had some professional or specialist skills that contributed to the agency, at least two agencies actively recruited such members. Three agencies reported that their the Committees of Management had no (or very little) professional or specialist skills that contributed to the agency but were seeking to recruit such members.
4.9.1 Main services provided
Three agencies provided education and training services exclusively while other agencies provided a range of services depending on the nature of the agency, eg. neighbourhood house. Some of the services provided included:
· occasional child care;
· social and recreational activities;
· garden and household maintenance;
· community lunches;
· social support;
· health and fitness activities;
· information and referrals to other services;
· drop in;
· self help groups;
· emergency relief;
· personal, family and financial counselling;
· outreach;
· volunteers;
· careers counselling;
· food coop;
· use of their facilities by other community groups.
4.9.2 Number and Types of ACE Programs/Courses Offered by Participants
How many venues does the agency run programs in?
Number of venues agencies ran programs in ranged from one to ten.
Does your agency have a process of assessing participants which assists in placing them into appropriate programs?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 11 |
Documented?
| Response | Yes |
| Number | 9 |
Does your agency have integrated programs that provide participants with clear training pathways?
| Response | 0 |
1 |
2 |
3 |
4 |
5 |
| Number | 1 |
10 |
This was not relevant for one agency as training was not their central focus and only provided programs as funding allowed.
