Blending Island Culture and Opportunity: New Hawaiian-themed store offers employment and inclusion – KJCT

Introduction: A New Social Enterprise Aligning with Sustainable Development Goals

A new retail enterprise, Aloha2Go, has been launched in Grand Junction, Colorado, by Ohana Supportive Services. Established in 2022, Ohana Supportive Services is dedicated to serving the Intellectual and Developmental Disability (IDD) community. This report analyzes the Aloha2Go initiative through the lens of the United Nations Sustainable Development Goals (SDGs), highlighting its contributions to creating inclusive and sustainable economic opportunities.

Core Mission: Advancing SDG 10 (Reduced Inequalities)

Fostering Economic and Social Inclusion

The primary objective of Aloha2Go is to advance social and economic inclusion for individuals with disabilities, directly addressing SDG 10 (Reduced Inequalities). The store provides a supportive and integrated work environment. Operational Manager Casey Gordan stated, “We wanted to offer the community something different… where our individuals can come in and be treated no different than any other employee.” This approach ensures that individuals from the IDD community are not merely present but are active and equal participants in the workforce.

Promoting SDG 8 (Decent Work and Economic Growth)

Creating Meaningful Employment Opportunities

Aloha2Go is a direct mechanism for achieving SDG 8, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. The store employs numerous individuals from Ohana Supportive Services, creating jobs within a marginalized community. The operational model is built on a “family aspect,” ensuring a mutually supportive environment where employees learn and grow together while navigating professional challenges.

Equal Opportunity and Career Progression

The initiative is committed to Target 8.5 of the SDGs, which calls for full employment and decent work with equal pay for persons with disabilities. According to Gordan, employees are given “the same opportunities as you and I at work. We give them the same chances, the same education, and the same experience to learn, grow, and move up in the company.” This commitment ensures that employment is not only accessible but also offers pathways for professional development and advancement.

Enhancing Human Capital through SDG 4 (Quality Education)

Vocational and Technical Skills Development

The enterprise functions as a platform for lifelong learning and vocational training, aligning with SDG 4 (Quality Education). Employees acquire a diverse range of transferable skills essential for long-term economic independence. Key training areas include:

1. Technical Woodworking: An instructor, Kevin, teaches individuals how to create custom wood projects such as cornhole boards and chairs. This provides a tangible, marketable skillset that can lead to independent employment.
2. Financial Literacy: Financial Aid Coordinator Amber Rosengren works with individuals to teach them the economic aspects of the business, including how to price items and understand profit margins.
3. Customer Service and Soft Skills: Daily interaction with community members helps employees develop crucial communication and coping skills, building confidence and enhancing their professional resumes.

Building Pathways to Future Success

The skills acquired at Aloha2Go are intended to serve as a foundation for future career opportunities. As Rosengren noted, the experience may empower employees to “go out later on and get an even bigger job that can help them be successful,” thereby promoting long-term economic self-sufficiency.

Community Impact and Cultural Integration

Contribution to SDG 11 (Sustainable Cities and Communities)

By establishing an inclusive business, Aloha2Go contributes to SDG 11 by making the city of Grand Junction more inclusive and resilient. The store, owned by Kehau Martinez, also enriches the community by introducing elements of her native Hawaiian culture. This cultural exchange fosters a more diverse and vibrant community environment.

Store Offerings

The store provides a unique retail experience for the community with a variety of products, including:

• Hawaiian cultural items such as clothing, jewelry, and books
• Food and snacks imported from Hawaii
• An in-house “Ramen Station”
• Custom-made wood projects available for order

Conclusion: A Model for Sustainable and Inclusive Business

The Aloha2Go initiative by Ohana Supportive Services serves as a compelling model for how local businesses can integrate core principles of the Sustainable Development Goals into their operations. By focusing on reducing inequalities (SDG 10), providing decent work (SDG 8), and offering quality vocational education (SDG 4), the enterprise creates a significant positive impact on the lives of individuals with disabilities and contributes to a more sustainable and inclusive community in Grand Junction.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

   • SDG 8: Decent Work and Economic Growth
     
     The article focuses on creating employment opportunities for individuals with intellectual and developmental disabilities. The company, Ohana Supportive Services, opened the Aloha2Go store with the specific mission of providing “an equal opportunity” and “employment opportunity” to this community. This directly aligns with promoting inclusive and sustainable economic growth, full and productive employment, and decent work for all.
   • SDG 10: Reduced Inequalities
     
     The core theme of the article is the social and economic inclusion of persons with disabilities. The operational manager, Casey Gordan, states, “our individuals can come in and be treated no different than any other employee,” emphasizing the goal of reducing inequalities by providing the “same opportunities,” “same chances,” and “same education” to all employees, regardless of ability.
   • SDG 4: Quality Education
     
     The article highlights that the employment provided is not just a job but also a platform for learning and skill development. Employees are taught practical, vocational skills such as woodworking, financial literacy (pricing, profit margins), and customer service. This contributes to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities, specifically in the context of vocational training for employment.

2. What specific targets under those SDGs can be identified based on the article’s content?

   • Target 8.5: Achieve full and productive employment and decent work for all, including persons with disabilities.
     
     The article is a case study of this target in action. The Aloha2Go store was explicitly created to provide employment for the “Intellectual and Developmental Disability community.” The statement that employees “have the same opportunities as you and I at work” and can “learn, grow, and move up in the company” directly reflects the goal of achieving decent work for persons with disabilities.
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of disability.
     
     The initiative described in the article is a clear example of promoting the economic and social inclusion of people with disabilities. By providing jobs, teaching skills, and creating a supportive “family aspect” environment, Ohana Supportive Services is empowering these individuals. The opportunity for employees to “interact with community members” and “build their resumes” further supports their integration and inclusion into the broader society.
   • Target 4.4: Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
     
     The article details several vocational training activities. Kevin teaches individuals “how to build things out of wood,” which is a technical skill they can “carry with them” to “get a job in the community and be independent.” Similarly, Amber Rosengren teaches them the “economic side of the business,” including “how to price the items… profit and margins,” which are relevant financial skills for employment and entrepreneurship.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

   • Indicator for Target 8.5: Employment of persons with disabilities.
     
     While the article does not provide a specific number, it states that “Aloha2Go employs many individuals from Ohana Supportive Services.” A direct indicator would be the number of individuals with disabilities who are employed at the store and the quality of that employment (e.g., wages, opportunities for advancement). The policy of treating them “no different than any other employee” is a qualitative indicator of decent work.
   • Indicator for Target 10.2: Social and economic inclusion.
     
     The article implies progress through qualitative outcomes. Indicators include the employees’ ability to “interact with community members,” “learn coping skills,” “gain confidence,” and “build their resumes.” These outcomes demonstrate increased social and economic participation and empowerment, which are key measures of inclusion.
   • Indicator for Target 4.4: Acquisition of vocational skills.
     
     The article points to specific skills being taught, which can be measured. Indicators include the number of individuals trained in woodworking, their proficiency in creating projects like “cornhole boards, chairs,” and their understanding of financial concepts like “profit and margins.” A long-term indicator, as suggested by Amber Rosengren, would be the number of these individuals who “go out later on and get an even bigger job.”

SDG Analysis Summary Table

Source: kjct8.com