Transcript SOUTH CENTRAL MICHIGAN REGIONAL ADULT LEARNING PARTNERSHIP

SOUTH CENTRAL MICHIGAN
REGIONAL ADULT LEARNING
PARTNERSHIP
September, 2009
Goals of Regional Adult Learning
Partnership Presentation
 Why Michigan Works! is the natural
convener of Regional Adult Learning
Partnerships.
 The value and scope of regional
partnerships.
 How To Get Started.
THE ISSUE
One out of three working-age Michigan
adults — 1.7 million people — lack the
basic skills or credentials to attain familysustaining jobs and contribute to the
state’s economy.
Additionally, financial resources for adult
learning are far less available than was the
case just a few years ago, forcing the
development of new approaches.
Startling Scale of Need
High rates of low literacy, even many with
credentials
Low basic skills equate to low wages
60% who want to attend a community
college need basic remediation first
Funding
Two, primary sources of funding for
Adult Education:
–School Aid Section 107 Funds –
State (~$22M)
–WIA Title II Adult Education and
Literacy Act – Federal (~$11M)
Funding
In Michigan, Section 107 Adult Education
funding has transitioned from $80 million
annually from 1997 to 2001 to $20 million
annually from 2004 to 2006.
2008-2009 Section 107 Capped
Allowances for Adult Education Programs
= $22 million.
Funding
WIA Title II Adult Education & Family
Literacy Act Funding Trends:
– 2005 = $12,206,000
2006 = $11,745,707
–2007 = $11,858,729
2008 = $11,171,265
The role of DELEG in Adult
Education
The Office of Adult Education is now under
the umbrella of the Department of Energy,
Labor, and Economic Growth (DELEG).
Housed within the Bureau of Workforce
Transformation.
TRANSFORMATIONAL GOAL FOR
MICHIGAN ADULT EDUCATION
The goal of the state of Michigan is
to cut by half the number of Michigan
workers lacking the basic skills or
credentials needed to attain a familysustaining career and contribute to the
state’s economy.
MICHIGAN ADULT LEARNING WORK
GROUP
SCMW! participated in the Council for
Labor & Economic Growth (CLEG) Adult
Learning Work Group.
The goal of the Michigan Adult Learning
Work Group is to “look broadly at the need
for basic skills improvement among adults
in the state and to re-imagine the adult
learning infrastructure.”
MICHIGAN ADULT LEARNING
WORK GROUP
This group determined that learners’
success increases when providers work
together to offer a comprehensive range of
services that meet learners where they
are and help move them along
pathways toward post-secondary
education, training and careers.
THE ADULT LEARNING
WORKGROUP STRATEGY
At the core of Michigan’s adult learning
strategy are five objectives:
• Changing how the act of learning is defined
• Making it more clear and efficient for adults to
move toward their long-term goals
• Making learning accessible
• Making learning relevant
• Making learning attractive
THE ADULT LEARNING WORKGROUP
GUIDING PRINCIPLES
COLLABORATION
ACCOUNTABILITY
RESPONSIVENESS
AGILITY
CONTEXTUALIZATION
ENTREPRENEURISM
ALIGNMENT
…TO BE DELIVERED THROUGH A
REGIONAL RESPONSE.
THE ROLE OF MICHIGAN
WORKS!
The state expects Partnerships to consist
of a minimum of three partners, including
adult basic education providers receiving
WIA Title II and/or State School Aid
Section 107 funding, a post-secondary
education provider, and a Michigan Works!
Agency.
THE ROLE OF SCMW!
In our region, SCMW! acts in the role of
convener and facilitator to unite the core
competencies and capacities of various
stakeholders to achieve a common vision
of success for adult learners and
employers.
REGIONAL ADULT LEARNING
PARTNERSHIPS
SMALL GROUP WORK
– NEGOTIATING THE TENSIONS OF
COLLABORATION
IDENTIFY THE POTENTIAL COSTS & BENEFITS
OF GROUP COLLABORATION AND HOW TO
NEGOTIATE AMONG COMMUNITY GROUPS.
WORKING TOGETHER; FOUR
STEPS TO COLLABORATION
NETWORKING
– Exchange of information; loose linkages, minimal
involvement, little loss of freedom & autonomy.
COORDINATION
– Minimize duplication of service; entities maintain
independence, periodic meetings.
COOPERATION
– Integration of activities ; relinquish some freedom for
other benefits, (e.g. United Way member agencies.)
COLLABORATION
– Work together continuously toward specific goal; give
up autonomy, sincere time commitment, create
shared vision and joint strategies.
NEGOTIATING THE TENSIONS
OF COLLABORATION
Identify potential costs and
benefits.
Consider how to negotiate among
community groups.
STATEMENT OF PURPOSE
The purpose of the South Central
Michigan Regional Adult Learning
Partnership is to increase the number of
adult learners with the basic skills
necessary to participate and succeed in
post-secondary education and training
programs required for success in the
global economy.
PARTICIPANT LIST
Hillsdale Community Schools
Hillsdale County Intermediate School District
Community Action Agency
Jackson Career Center
Jackson Community College
Jackson County Intermediate School District
Jackson Public Library
Columbia Adult Education Program
Lenawee Career Center
Lenawee County Intermediate School District
Adrian Public Schools Adult Education Program
SCMW! MPRI
Adrian REA Literacy
PARTNER COSTS & BENEFITS
WHAT DOES AN ORGANIZATION HAVE
TO GAIN FROM THE COLLABORATION?
WHAT MIGHT THE ORGANIZATION
GIVE UP BY COLLABORATING TO
ACHIEVE A SHARED GOAL?
POSSIBLE BENEFITS
POOLED RESOURCES – “BIGGER PIE”
ENHANCED GROUP IMAGE – STRENGTH THROUGH PARTNERSHIP
ENHANCED ADVOCACY OPPORTUNITIES
IMPROVED COMMUNICATION AMONG PARTNERS
ADDED VISIBILITY WITHIN COMMUNITY
EXPANDED SERVICES
GREATER DIVERSITY
BETTER PROGRAM ATTENDANCE
COMMUNITY BUILDING
IMPROVED PROGRAM QUALITY – BETTER OUTCOMES
REDUCTION OF COSTS – BETTER R.O.I.
ACCESS TO NEW FUNDING SOURCES
REDUCE OR ELIMINATE DUPLICATION
CREATE ENERGY FOR CHANGE
PARTICIPANT GAINS: Ease of access, coordinated services, positive
relationships with providers, easier transition along the educational
continuum
POSSIBLE COSTS
LOSS OF AUTONOMY AND CONTROL – DOING THINGS
DIFFERENTLY
“SHARING THE PIE”
POSSIBLE CLOSING OF PROGRAMS/FACILITIES
WHERE TO MEET; ESP. IF REGIONAL
GAINING INTERNAL SUPPORT; ESP. OF LEADERSHIP,
BOARDS, ETC.
DIFFERENCES IN REGULATORY REQUIREMENTS (FOR EACH
PARTNER)
EQUITABLE DISTRIBUTION OF EFFORT
POSSIBLE NEGATIVE PUBLIC RESPONSE
POSSIBLE LOSS OF PRIVATE FUNDING
EXPENDITURE OF SCARCE RESOURCES (TIME, $, STAFF,
COMMUNITY SUPPORT)
LOSS OF UNIQUE ORGANIZATIONAL IDENTITY
MORE BUREAUCRACY (MORE MEETINGS, MULTI-LEVEL
APPROVALS)
NEGOTIATING THE TENSIONS
OF COLLABORATION
DISCUSS: HOW MIGHT A PARTNER
ORGANIZATION NEGOTIATE WITH OTHER
PARTNERS SOME OF THE COSTS OF
COLLABORATION TO LESSEN THEIR
IMPACT?
WHAT SKILLS ARE REQUIRED TO
NEGOTIATE ON BEHALF OF AN
ORGANIZATION?
HOW MIGHT A PARTNER ORGANIZATION NEGOTIATE
WITH OTHER PARTNERS SOME OF THE COSTS OF
COLLABORATION TO LESSEN THEIR IMPACT?
Invest time to discover what all partners do, how they are
funded, who they serve, which regulations drive the
funding and/or services and outcomes.
Have all groups identify unique strengths/assets (what
they bring to table).
Following asset mapping, identify duplication/overlap of
resources.
All “chips on the table”; identify funding, sources,
applicable rules & regulations.
Identify specific ways to share resources.
Be honest; have everyone identify what they might be
willing to give up.
Become an example of good partnership.
REGIONAL ADULT LEARNING
PARTNERSHIPS
SMALL GROUP WORK
– STAKEHOLDER ANALYSIS
DEMONSTRATE THE PROCESS OF
CONDUCTING A STAKEHOLDER ANALYSIS.
CRITERIA FOR STAKEHOLDERS
ANYONE WHO MAY EXPERIENCE THE
IMPACT OF YOUR WORK EITHER
POSITIVELY OR NEGATIVELY.
ANYONE WHO HAS SHOWN A POSITIVE
INTEREST IN YOUR GROUP’S WORK.
ANYONE WHO HAS THE POWER OR
INFLUENCE TO BLOCK WHAT YOUR GROUP
WANTS TO ACCOMPLISH.
SOMEONE WHO HAS SPECIAL KNOWLEDGE
OR KNOW-HOW THAT YOUR GROUP NEEDS
PLUS A WILLINGNESS TO HELP.
STAKEHOLDER ANALYSIS
The purpose of the South Central
Michigan Regional Adult Learning
Partnership is to increase the number of
adult learners with the basic skills
necessary to participate and succeed in
post-secondary education and training
programs required for success in the
global economy.
STAKEHOLDER ANALYSIS
WHO MIGHT HAVE THE POWER OR
INFLUENCE TO BLOCK ANY OF THESE
DECISIONS?
WHO REALLY CARES ABOUT THESE ISSUES
IN SOME VITAL WAY?
WHO WOULD REALLY BE MOST DIRECTLY
AFFECTED BY THESE DECISIONS?
WHO HAS KNOWLEDGE OR KNOW-HOW
THAT WE NEED TO CARRY OUT THESE
DECISIONS & WILLINGNESS TO
CONTRIBUTE TO THE EFFORT?
STAKEHOLDER ANALYSIS
CHART
CHOOSE ANY FOUR STAKEHOLDERS
NAMED DURING BRAINSTORMING.
CONSIDER EACH STAKEHOLDER IN
RELATION TO THE FOUR CRITERIA.
MAKE A JUDGEMENT BASED ON YOUR
ANALYSIS ABOUT THE IMPORTANCE
OF EACH STAKEHOLDER’S INTEREST
IN THE SUCCESS OR FAILURE OF THE
PROJECT: VERY, SOMEWHAT OR NOT
SO IMPORTANT.
STAKEHOLDER ANALYSIS
DISCUSSION:
– HOW MIGHT YOU INVOLVE THOSE
IDENTIFIED AS “VERY IMPORTANT” OR
EVEN “SOMEWHAT IMPORTANT”?
DIFFERENT WAYS TO INVOLVE
STAKEHOLDERS
 As a regular member of your group, attending all





meetings.
As a regular steering committee member, meeting less
frequently to review recommendations.
As a special liaison, meeting with both his or her group
and yours about your efforts.
As a standby consultant, agreeing to meet from time to
time with your group to lend expertise.
As a communication liaison, receiving information from
your group and providing it to his or her group and vice
versa.
As an ad hoc member of your group, only attending your
meetings to serve a particular function.
South Central Regional Adult
Education Partnership
A comprehensive resource matrix was
created to identify who was doing what,
when, where and how
Comparison of services was done to
identify overlap and gaps
Challenges and Opportunities were
identified
Priorities agreed upon
Desired Outcomes for the Regional
Adult Education Partnership
Develop a regional system that provides a
seamless continuum of adult learning
Provide an entry process that assures
participants appropriate placement based on
educational and career goals
Track participants to ensure successful program
transitions and career achievement
Desired Outcomes
Leverage resources to maximize funding to
benefit participants
Seek additional funding opportunities based on
the regional strategies of the Adult Education
Partnership
Provide a seamless streamlined delivery system
that eliminates redundancies between service
providers
Regional Services
Adult Basic Education – without a terminal
degree
English as a Second Language
GED Preparation
High School Completion
Post-Secondary Developmental
The Role of the Regional Skill
Connection
The RSC /EAG will be responsible for:
– challenging and supporting the region in
aligning systems to ensure seamless service
delivery
– engaging employers in planning to ensure
that programs align with the needs of our
regional economy
– identifying additional funding opportunities to
sustain the work of the regional providers
Patrice Martin
Special Projects/Grants Officer
South Central Michigan Works!
310 West Bacon
Hillsdale, MI 49242
517-437-0990 ext.214
[email protected]
Pam Gosla
Research and Education Officer
310 West Bacon
Hillsdale, MI 49242
517-437-0990 ext.221
[email protected]
RESOURCES
The Collaboration Challenge: How Nonprofits and
Businesses Succeed Through Strategic Alliances 2000.
James E. Austin. San Francisco: Jossey-Bass
The Facilitator’s Fieldbook 1996. Thomas Justice and
Davie W. Jamieson, Ph.D. New York: HRD Press
Community Leadership Program, 5th Edition. 2005. A
publication of the UGA Fanning Institute.
www.fanning.uga.edu/CLP_5
Collaborative Leadership
– www.collaborativeleadership.org/pages/tools.html
The Pew Partnership for Civic Change
– www.pew-partnership.org/resources/index/html
The American Leadership Forum (ALF)
– www.alfnational.org