Building Collaborative Partnerships:

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Building Collaborative Partnerships Strategies
for Getting Started
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Collaborative Partnerships

• Its that evolution thing again!
• Adult education has been partnering and
  collaborating for years.

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Todays Session

• Assess what partnerships you currently have
  share your success stories
• Examine how they are the same but different
  from those outlined in the CLEG report
• Gain some tips and resources for things you can
  begin now

4
What do you think?

• What do your current partnerships or
  collaborations look like?
• With whom are you partnering or collaborating?
• What is the purpose of these partnerships?
• What service does each partner provide?

5
So what will the new regional partnerships look
like?

• Good question no answer
• NWLB adult learning demonstration grants will
  inform the answer.
• Transformation Taskforce report will inform the
  answer.
• Effective models from other states will inform
  the answer.
• DELEG committees will inform the answer.

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What do the CLEG Collaboratives and Partnerships
look like?

• The same but different
• Planned, deliberate, clearly articulated
  structure and responsibilities
• State agency commitment to partnerships
• Common performance measurement system
• Mutual dependency

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CollaborativesCLEG Style
Structure Regional collaboratives in the states
25 workforce regions
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CollaborativesCLEG Style

• Responsibilities of the Regional Collaboratives
• Identify regions characteristics including
  demographics, key industries, and available
  services
• Determine how services should be offered
• Develop one or more partnerships within the
  region that would focus on service delivery that
  addresses identified needs

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What do you think?

• What organizations, agencies, or individuals do
  you think should serve on a regional
  collaborative?

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CollaborativesCLEG Style
Invited stakeholders to the collaboratives
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PartnershipsCLEG Style

• Partnership membership
• Must include, at a minimum,
• Adult basic skills organization
• A post-secondary institution
• Local Michigan Works! Agency or another
  organization with demonstrated workforce
  development capacity

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PartnershipsCLEG Style

• Partnership responsibilities
• Identify its operational structure, including
  resource allocation and convener within the
  partnership
• Convene various partners
• Conduct a comprehensive needs assessment
• Identify common challenges among partners and
  interventions

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PartnershipsCLEG Style

• Partnership responsibilities
• Implement collaborative programs
• Leverage funding, expertise, and other
  initiatives
• Evaluate progress toward long-term goals
  identified by the partners
• Identify new opportunities for impact
• Conduct total quality management

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PartnershipsCLEG Style

• Partnership responsibilities
• Align services to create pathways, such as

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What do you think?

• How do these partnership responsibilities differ
  from your current partnerships?
• Whom do you feel are the critical partners who
  would need to be included?

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You Can and Will Want to Get Started

• Regardless of the specific structure
• Common elements
• Program Self
• Assessment
• Collaborative
• Planning

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You Can and Will Want to Get Started

• Getting Started
• Resource Packet
• Regional Needs
• Assessments
• MOUs
• Aligned Entry
• Exit Points
• Career Pathways
• Integrated Training

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The Goal

• Through community and regional collaboration and
  planning, students receive seamless services that
  enable them to reach their educational and
  employment goals.

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A Look at Five of the Elements

• 1.1 Regional assessment of needs
• the demographics of the target population in need
  of adult learning services
• the identification of high growth job clusters,
• the educational and training providers,
• available support services,
• available resources,
• provision of professional development and
  technical assistance

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What can you begin now?

• Identification of potential learners in your
  community/region
• Identification of current service providers
• Adult education and literacy
• Community colleges
• Technical career centers
• Proprietary schools
• Identification of high growth job clusters in
  your region

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A Look at Five of the Elements

• 1.2 Memoranda of Understanding
• Among key partners
• Adult Education
• Postsecondary
• MWA or other workforce development
• organization
• Others?
• Among support service providers

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What can you begin now?

• Identify key contacts in
• Other adult education programs in your region
• Community colleges and job training programs
• MWAs
• Rehabilitation Services
• Build and nurture relationships with them
• Research their performance criteria how are
  they judged?

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A Look at Five of the Elements

• 1.3 Occupational roadmaps in growth industries
• Salary levels
• Job descriptions and availability
• Education, certification, and/or required degrees
• Career progression in the industry
• Length of training
• Sources for more information

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An Example
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What can you begin now?

• Research career pathways already developed or
  being developed in Michigan and other states
• Select one high growth job cluster in your region
  and begin exploring the types of training
  programs currently available
• What skills would Adult Education students need
  to successfully transition to those training
  programs?

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A Look at Five of the Elements

• 1.4 Aligned entry and exit points
• Expected learner outcomes in one program match
  the skills, knowledge and abilities required to
  enter a subsequent program.

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What can you begin now?

• Find out what score a student must earn on
  college entrance exams in your community colleges
  to bypass developmental education.
• Align TABE and/or CASAS to the college entrance
  exams.
• Identify the skills gaps and begin developing
  curriculum to address the higher order skills.

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A Look at Five of the Elements

• 1.5 Accelerated learning options
• GED Fast Track
• Integrated Training
• Bridge Courses

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A Look at Five of the Elements

• Why
• Integrated
• Training?
• Take a look!

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What can you begin now?

• Focus on high demand job clusters.
• Explore models from other states on integrated
  training, GED Fast Track, and Bridge courses.
• Ask if you or a staff member can audit a high
  demand occupational training program to observe
  the types of basic skills that are integrated
  within the course.

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Next Steps

• Examine the self-assessment more closely.
• Engage your staff in assessing your programs
  current status.
• Review the checklist of Getting Started
  actions.
• Select one or two and ACT!

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This project was developed by National Human
Resources Development, Inc. (NHRD) in cooperation
with the Michigan Department of Energy, Labor and
Economic Growth and funded through a grant under
Section 222(a)(2) State Leadership Activities of
the Adult Education and Family Literacy Act,
Title II of the Workforce Investment Act of 1998,
amended. For more information
visit httpwww.maepd.org