As you develop your AECP partnership, you will need to connect to the larger Career Pathways system (pre-K through 16+ and beyond), which encompasses the following groups of leaders:
The relationships between Career Pathways and AECP will vary from region to region, depending on the work that has already been done in the larger scheme of Career Pathways. Shown below is a state-level Career Pathways system in which the regional steering committee includes an AECP task committee.
Perhaps AECP implementation might be more effective in your region if the AECP steering committee is a stand-alone committee that links to the larger Career Pathways system (as in the following figure). Each region must decide what will work best for it.
As you can see, there is no "one size fits all" when it comes to how your AECP system fits into the larger system of workforce development. It may depend on what has already been developed in your region, who the economic drivers in the community are, or what structures are already in place.
Use Resource 3.1 to identify connections between your AECP committee and existing committees.
Regardless of how AECP fits into your regional structure, employers should drive the system. In addition to helping to identify the skill requirements of high-demand jobs, employers can provide input on curriculum, internship opportunities for students, onsite training, and/or release time for employees. They can also participate in training delivery and provide instructors for technical training. At the same time, employers are not the only partners in the system. Providing a full range of support services for low-skill and career-limited adults requires a communitywide effort. Listed below are the partners who should be at the table to ensure a comprehensive system approach:
|It is imperative that your AECP connect with the regional workforce board, www.workforceflorida.com|
Use Resource 3.2 to begin the identification of agencies and entities that should be included in the partnership and possible representatives from those groups.
Use the following discussion questions with potential stakeholders at the beginning of the partnership formation:
The discussion questions above can lead to a more in-depth discussion on the return on investment for each partner.
Use Resource 3.3 to begin the discussion of "what's in it for me."
The roles and responsibilities described above are generic and may not fit your particular circumstances. Use Resource 3.4 to begin drafting roles and responsibilities for your stakeholder groups.
Now that you have broad roles for stakeholder groups, you can begin to get more specific roles for the partners based on their agencies' and organizations' missions.
Use Resource 3.5 to identify the specific roles and responsibilities of the participating agencies and entities.
|To set the right culture, show the following video before discussing roles and responsibilities: The Power of TeamWork inspired by the Blue Angels http://www.powerofteamworkmovie.com/.|
|Common Mistakes in Partnerships||Common Mistakes from ADULT EDUCATION in Partnerships|
|Not having a convener or organizer||Not identifying the talent pool that you bring to the table|
|Not convening employers first—Industry needs to drive the process||Not being simple and straightforward—Employers want to know, in concrete terms, how adult program results can benefit their businesses, their employees, and the economy.|
|Not stating the ROI-Stakeholders not understanding how results from partnership programs can benefit businesses, individuals, and the economy.||Overuse of the term "literacy"—Employers and other stakeholders do not understand the potential of adult education|
|Making the partnership itself the goal—There must be specific goals, objectives and timelines.||Selling what you are already doing—Adult Education should not attempt to sell pre-existing programs, but should be sensitive to employers' needs.|
|Not targeting an industry sector(s)||Not bringing the data—Partnership messages need to be compelling and grounded in data. If most AE don't transition to postsecondary education, that data needs to be brought to the table for discussion. Businesses will respond to clear data even when it shows things are not working.|
|Not doing a gap analysis (crosswalk programs with industry needs)|
|Not using data—Messages need to be compelling and grounded in data. Businesses will respond to good clear data.|
|Not letting ALL speak—Encourage champions because peer-to-peer (especially with employers) communication is very important|
Early in the partnership formation, ground rules should be established to try to avoid these common mistakes.