SOUTH CENTRAL MICHIGAN REGIONAL ADULT LEARNING PARTNERSHIP

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SOUTH CENTRAL MICHIGAN REGIONAL ADULT LEARNING
PARTNERSHIP
September, 2009
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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.

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THE ISSUE

• One out of three working-age Michigan adults
  1.7 million people lack the basic skills or
  credentials to attain family-sustaining jobs and
  contribute to the states 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.

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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

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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)

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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.

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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

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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.

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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
  family-sustaining career and contribute to the
  states economy.

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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.

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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.

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THE ADULT LEARNING WORKGROUP STRATEGY

• At the core of Michigans 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

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THE ADULT LEARNING WORKGROUP GUIDING PRINCIPLES

• COLLABORATION
• ACCOUNTABILITY
• RESPONSIVENESS
• AGILITY
• CONTEXTUALIZATION
• ENTREPRENEURISM
• ALIGNMENT
• TO BE DELIVERED THROUGH A REGIONAL RESPONSE.

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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.

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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.

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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.

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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.

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NEGOTIATING THE TENSIONS OF COLLABORATION

• Identify potential costs and benefits.
• Consider how to negotiate among community groups.

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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.

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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

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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?

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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

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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)

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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?

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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.

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REGIONAL ADULT LEARNING PARTNERSHIPS

• SMALL GROUP WORK
• STAKEHOLDER ANALYSIS
• DEMONSTRATE THE PROCESS OF CONDUCTING A
  STAKEHOLDER ANALYSIS.

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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
  GROUPS 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.

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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.

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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?

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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 STAKEHOLDERS INTEREST IN THE
  SUCCESS OR FAILURE OF THE PROJECT VERY, SOMEWHAT
  OR NOT SO IMPORTANT.

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STAKEHOLDER ANALYSIS

• DISCUSSION
• HOW MIGHT YOU INVOLVE THOSE IDENTIFIED AS VERY
  IMPORTANT OR EVEN SOMEWHAT IMPORTANT?

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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.

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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

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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

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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

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Regional Services

• Adult Basic Education without a terminal degree
• English as a Second Language
• GED Preparation
• High School Completion
• Post-Secondary Developmental

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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

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• Patrice Martin
• Special Projects/Grants Officer
• South Central Michigan Works!
• 310 West Bacon
• Hillsdale, MI 49242
• 517-437-0990 ext.214
• pmartin_at_scmw.org
• Pam Gosla
• Research and Education Officer
• 310 West Bacon
• Hillsdale, MI 49242
• 517-437-0990 ext.221
• pgosla_at_scmw.org

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RESOURCES

• The Collaboration Challenge How Nonprofits and
  Businesses Succeed Through Strategic Alliances
  2000. James E. Austin. San Francisco Jossey-Bass
• The Facilitators 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