The Knoll group aims at benefitting the youth in the Brighton area of South England. The Knoll group will work with various organisations to provide social and economic development to the society. The group focusses on instilling skills that help in job creation among the youth. The group intends to teach the youth to become innovative, decisive and to have the ability to survive in the business world. Additionally, the Knoll group will engage in innovation and other projects that benefit the society (Bessant John, 2012).
Knoll group has the ability to develop the society by improving the lives of the youth using the life skill training. The group will engage qualified trainers to ensure that the youth get the best from the training (Bund Eva, 2015). Additionally, the group will support the youth with funds to start businesses and perform follow up to ensure success.
The Knoll group financial projections for the year add up to 68 million. The funds will go towards payment of trainer salaries and financing start-up business. Therefore, the group will collect donations from various corporates that share in the vision of youth development. The youth development project will help increase the skilled employees within the environment (McCarthy Daniel, 2014).
However, the project experiences implementation challenges arising from lack of funds and resistance from the local community. Therefore, the Knoll group will require donations to fund the various activities. The group will also require to market the group to create awareness and reduce resistance (Diane, 2015).
The social innovation and community engagement theory refers to various activities including social entrepreneurship, social relations and the development of new programmes and services (McCarthy Daniel, 2014). The activities aim at benefiting the youth within the society by instilling new knowledge and life skills. However, the social innovations and engagement theory lacks a specific description. The lack of a specific description arises from people doing things using new methods. Therefore, the activities involved rotate around innovation, system change, sustainability and development (Gordon, 2013). The social innovation and community engagement theory has evolved over the years to open innovation. The open innovation represents a paradigm shift to a system that allows free flow of information and ideas across organisations. The social innovation and engagement campaigns for the free flow of information among the society members. Therefore, the ideas generated reach each person within the group for the purpose of improving the social standard. Furthermore, the organisations have currently shifted to the use of digital media to enable to smooth flow of information to large groups (Gurviez Patricia, 2013).
Social innovation and community engagement involve community centred changes that tackle the challenges and issues facing the society (Laursen Keld, 2012). The benefits derived from the social innovation and engagement depends on the nature of interactions with the society. The social engagements require the cooperation of the targeted groups to allow the delivery of the benefits. The social innovation and engagement theory has resulted in a global trend of creating sustainable societies.
Social innovation and engagement have evolved over the years to result in the improvisation of the solution to challenges using the scarce resources available (Laursen Keld, 2012). The innovations come from a rich understanding of the society and the resources available. The innovations assist the marginalised groups to enjoy the benefits of existing scarce resources. Therefore, the societies and groups have the ability to grow economically and eradicate poverty. Moreover, the theory refers to the empowerment of the communities to identify opportunities in the environment.
The social innovation and engagement theory deals with the generation if benefits to the society (Li Yong, 2012). Therefore, the activities do not aim at improving the income of entrepreneurs and investors engaged in the activities. The actions aim a solely improving the living standards of the community by giving the ability to exploit the opportunities available in the society. Therefore, the engagements bring together the various groups for equipping with the necessary knowledge about economic prosperity. Additionally, the groups also learn other skills such as how to maintain the health and hygiene standards (Moore Michele, 2015). The education given to the groups depends on the issues affecting the various societies. However, most of the social engagements aim at improving the economic standards of the marginalised groups. The non-profit organisations mostly engage in the social groups since the investors and profit-making organisations shy away from such projects.
The Knoll youth project will engage the youth of the Brighton area who have lacked the opportunity to attend higher education due to poverty and poor grades. The organisation aims at equipping the youth with various entrepreneurial skills (Olsson Per, 2017). The skills will allow the youth to exploit the opportunities available in the society to create employment for self and other people. The training will instil a sense of social awareness and goodwill that enables the youth to work towards improving lives. Additionally, the project intends to help the youth get employment opportunities by equipping with employment skills such as teamwork and decision making. Furthermore, the Knoll group will connect the youths with future employers, which helps in dealing with the problem of unemployment (Phillip, 2015).
The project will enrich the society with the necessary life skills to make income through entrepreneurship and employment opportunities (Phillips Nelson, 2012). The youth will have the ability to identify and exploit the opportunities available in a way that leads to the generation of income. Furthermore, the project will give hope of a better future to the youths suffering from poverty. Therefore, the youth will have a good platform to launch careers and start own businesses.
The project will contribute to the common good of the society by allowing the free flow of information about the life-changing opportunities available in the society (Richard, 2014). The employment training and entrepreneurial skills will enable the society to reduce the unemployment burden. Therefore, the Brighton community will experience a reduction of the challenges that accrue massive unemployment and poverty. The vices include theft, drug abuse and depression. The elimination of the vices will make the society a better place since the people will leave in harmony. Additionally, the skills will assist in wealth creation for the society, which will play a huge role in the development of infrastructure and other social amenities.
Moreover, the Knoll programme will allow the society to develop a sense of identity by realising and prioritising the issues affecting the society. The society will respond to the issues by coming up with solutions to the problems, therefore, leading to a better society that works for the common interest of each other.
The Knoll programme has the strength of being a learning centre where the youth get skills that help in entrepreneurship. The programme disseminates important information that helps the society to exploit the scarce resources available (Tom, 2012). Furthermore, the programme has a weakness of relying on donations from corporations. Therefore, Knoll lacks the ability to freely use the finances since the donors give guidelines for use (Tom, 2012). On the other hand, the programme has the opportunity of evolving the way the Brighton youth identify and exploit the resources. The youth will get the necessary knowledge to exploit the scarce resources from the environment and make a living (Tom, 2012). However, the business faces the threat of competing for donor funds with other projects. The donating corporates receive many project proposals that require funds, which results in Knoll project competing for finances (Tom, 2012).
The Knoll youth programme has support from both the national and local governments. The governments have given the programme the necessary licenses to operate in the society and seek for donations. Additionally, the government also funds the programme annually (Veronika, 2014). The economic conditions faced by the organisation include the use of the finances to ensure social stability. The funds go towards training the youth to know how to exploit the available resources (Veronika, 2014).
The social analysis indicates that the group has incorporated many youths within the area of operation. Therefore, the programme is able to achieve the social appeals that attract the youth. Furthermore, the programme has advanced technologically by allowing the youth digital platforms to access information (Weber Mark, 2012). The programme has educated the society on better take care of the environment. The methods include recycling and adopting green production to prevent environmental pollution. Finally, the project team meets regularly to ensure that the operations follow the set of national regulations for such a programme. The meeting checks for possible violations and seeks solutions in the case of deviations from set regulations (Weber Mark, 2012).
The funding implications of the social innovation include the lack of adequate finances to support the activities (Olsson Per, 2017). The financial inadequacy exists since the programme does not engage in profit-generating activities. Therefore, Knoll project depends on donations from partners who share in the vision of helping the youth.
Furthermore, the ethical implications of the project include fairness and justice in the access to the scarce resources (Gordon, 2013). The project will equip the disadvantaged youth with the necessary skills to identify and exploit resources in the environment. Therefore, the society will have equal knowledge and ability to live a better life. Furthermore, the project does not discriminate against the youth who wish to join. Therefore, every youth has an equal chance of getting the life skill training.
The youth programme faces the financial challenge during the implementation stage. The operations of the Knoll project do not result in income from the activities. Therefore, the project lacks money to finance the various operations such as paying salaries and funding entrepreneurs. The project depends on donations from corporates, well-wishers and the government. However, the donations do not come easily since the donors only give after financing all the personal projects. Therefore, the project has to wait for a long time before getting the funds. The delays cause challenges when beginning the project (Gordon, 2013).
The lack of information in the target group also causes challenges during the implementation (Gurviez Patricia, 2013). The youth do not have adequate information about the operations of the project leading to reluctance to join. Furthermore, the target group lack patience and motivation to go through the learning process due to the lack of financial incentives during the period. The youth require the programme to offer a stipend to the trainees, which causes a huge challenge to the programme. Therefore, the Knoll group has to undertake much persuasion before beginning the operations to ensure that the youth show up willingly for the training.
Moreover, both the local and national governments cause challenges to implementation due to the many legal procedures set (Bessant John, 2012). The programme has to register and apply for licences in many government departments. The licences take much time before processing, which causes further delay in implementation. The government also requires the fulfilment of very many obligations that increase the expenses. Therefore, the Knoll youth programme fails to launch immediately as intended due to the problems in meeting the set procedures.
Conclusion
The Knoll youth development will empower the youth and the society at large by imparting skills and knowledge to the community. The programme will also enable the youth to identify the resources within the society and exploit in a way that creates income. Furthermore, the group will reduce the social vices arising from unemployment.
Moreover, the group should increase the sources of donations to ensure that the programme launches smoothly. Knoll group should look for activities that generate income to prevent overreliance on the donors. Furthermore, the group should ensure adequate training to empower the youth to identify and exploit scarce resources.
Bessant John, 2012. Jumping the Tracks: Crisis-Driven Social Innovation and the Development of Novel Trajectories. Die Unternehmung, 66(3), pp. 221-242.
Bund Eva, 2015. A Methodological Framework for Measuring Social Innovation. Historical Social Research / Historische Sozialforschung. 40(3), pp. 48-78.
Diane, C., 2015. Education and Social Innovation: The Youth Uncensored Project: A Case Study of Youth Participatory Research and Cultural Democracy in Action. 38(1), pp. 1-25.
Gordon, S., 2013. International Journal of Voluntary and Nonprofit Organizations. 24(4), pp. 1208-1211.
Gurviez Patricia, S. L., 2013. Resistance to a Social Innovation: An Analytic Framework for Problems of Fair Trade Diffusion. 28(2), pp. 25-45.
Laursen Keld, 2012. Regions Matter: How Localized Social Capital Affects Innovation and External Knowledge Acquisition. Organization Science, 23(1), pp. 177-193.
Li Yong, 2012. Social Innovation, Local Governance and Social Quality: The Case of Intersectoral Collaboration in Hangzhou City. The International Journal of Social Quality. 2(1), pp. 56-73.
McCarthy Daniel, 2014. A First Nations Led Social Innovation: A Moose, Gold Mining Company and Policy Window. Ecology and Society. 19(4).
McCarthy Daniel, 2014. The Oak Ridges Moraine as a Social Innovation: Strategic Vision as a Social-Ecological Interaction. Ecology and Society. 19(1).
Moore Michele, 2015. Scaling Out, Scaling Up, Scaling Deep: Strategies of Non-profits in Advancing Systemic Social Innovation. The Journal of Corporate Citizenship, Volume 58, pp. 67-84.
Olsson Per, 2017. The Concept of the Anthropocene as a Game-Changer: A New Context for Social Innovation and Transformations to Sustainability. Ecology and Society. 22(2).
Phillip, R., 2015. Including the Diary Method in the Investigation of Practices Constituting Social Innovation Networks. Historical Social Research. 40(3), pp. 331-350.
Phillips Nelson, 2012. From the Guest Editors: Educating Social Entrepreneurs and Social Innovators. Academy of Management Learning & Education, 11(3), pp. 319-323.
Richard, S., 2014. A Social Innovation for Combating Discrimination Against Persons With Disabilities in the Built Environment. 25(22), pp. 119-129.
Tom, L., 2012. Introduction: Interviews and Essays on Educating Social Entrepreneurs and Social Innovators. Academy of Management Learning & Education, 11(3), pp. 419-420.
Veronika, B., 2014. IMISCOE: Immigration, Social Cohesion and Social Innovation. ?eský Lid, 101(4), pp. 488-489.
Weber Mark, W. F., 2012. Social Innovation and Social Enterprise in the Classroom: Frances Westley on Bringing Clarity and Rigor to Program Design. 11(3).
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