11-6-2012 Presentation Objectives: 1. Discuss assumptions that help collaborative efforts to

succeed.2. Describe how problem formation is a critical stage of

building a collaborative efforts.3. Consider need for both “Strategies” and “Infrastructure” to

sustain collaborative work.4. Provide examples of building Collective Impact frameworks.

Matt Mendenhall, Ph.D., MSWVice President of Programs

Community Foundation of the Great River Bend

Assumptions for Collaboration Building I

• Assume that the problem you are approaching is being worked on by others… find them, talk to them, respect their efforts, and partner with them.

• Assume that the whole community will need to contribute in some way… take time to figure out how the main problem connects to multiple sectors.

Assumptions for Collaboration Building II

• Assume the problem will take years to shift.• Emphasize a long-term view – think about

setting up the infrastructure that will strengthen the partnership’s capacity to adapt as the problem changes.

Assumptions for Collaboration Building III

• Assume that bringing multiple sectors together will create communication (and other) challenges… use the Collective Impact framework to guide early discussions – record answers to sections – share with all partners and interested parties.

Assumptions for Collaboration Building IV

Technical Problems Adaptive Challenges1. Easy to identify 1. Difficult to identify (easy to deny)

2. Often lend themselves to quick and easy (cut-and-dried) solutions

2. Require changes in values, beliefs, roles, relationships, and approaches to work

3. Often can be solved by an authority or expert

3. People with the problem do the work of solving it

4. Require change in just one or a few places; often contained within organizational boundaries

4. Require change in numerous places; usually cross organizational boundaries

5. People are generally receptive to technical solutions

5. People often resist even acknowledging adaptive challenges

6. Solutions can often be implemented quickly—even by edict

6. “Solutions” require experiments & new discoveries; they can take a long time to implement and cannot be implemented by edict

Assumptions for Collaboration Building V

http://www.achieveqc.org/page/Home.aspx

Achieve Quad Cities (AQC) is a network of community stakeholders focused on improving educational outcomes.

AQC partners identify and act on regional opportunities to improve educational outcomes.

A regional vision needs regional infrastructure to support regional strategies to help students succeed.

What is Achieve Quad Cities?

Achieve Quad CitiesFocus on and Celebrate Partnerships

2009 BBBSMV starts Career Navigatorsfor middle school mentoring

2009 iJAG aligns withQC Career Connections

2010 iJAG opens new programin UT School District

2010 Putnam starts Spark Learning Lab

2012 QC Career Connections Partnership – BHC, EICC, WIU, CFGRB, UWQCA

2011 Parent Engagement Task Force initiated

2011 AQC Data TeamLed by SAU

Strategies to Improve Educational Outcomes

Infrastructure Supports Multiple Strategies

Career Development Opportunities (BHC, EICC, WIU, UWQCA, CFGRB)

Career Focused Mentoring (BBBSMV)

Careers Learning Lab (Putnam Museum)

Parent Engagement (multiple partners)

Other strategies as identified by stakeholders

Lumina Goal 2025 (new opportunity – higher education partnership to increase degree attainment)

Regional Infrastructure

Regional Infrastructure

Regional Messages about Education

Regional Indicators and Data Warehouse

Regional Grant Strategies

Increase the perceived value of education

Improve competitiveness for larger national grants

Increase access to data for other stakeholders

Promote the value of education, not the initiative of Achieve QC

Example: Lumina Foundation Task Force charge by QC University and College Presidents’ Council

SAU facilitating process and data collection

Infrastructure Supports Multiple Strategies

Strategies to Improve Educational Outcomes

Building Collective Impact for AQCCollective Impact

ElementAchieve Quad Cities Application

Common Agenda -AQC Leadership Cabinet – 2009 -Regional Infrastructure – 2012

Shared Measurement

-AQC Data Team – 2011-Developed Milestones* – 2012 *Absenteeism, Credits, Graduation

Mutually Reinforcing Activities

-Coordination of Student Level Strategies – 2009-2012 -Example of Career Navigator and Career Connections

Continuous Communications

-Web Site (www.achieveqc.org) -Identify regional messages to promote value of education

Backbone Organizations

-Consideration to hire an AQC initiative director-Exploring “backbone” options-UWQCA and CFGRB acted as backbone for developing initiative

Quad Cities Career Connections - Partnership

Memorandum of UnderstandingTo

Build and Operate a Quad Cities Region Career Connections Intermediary

PURPOSE: This agreement represents a mutual understanding among: •Black Hawk College, •Community Foundation of the Great River Bend, •Eastern Iowa Community College District, •United Way of the Quad Cities Area, & •Western Illinois University

…to build and operate a Career Connections Intermediary for the Quad Cities community.

While initial CCI development is targeted for the Quad Cities region, partners who serve broader regions have expressed an interest in expanding the service to their other regions at some point in the future. This agreement defines the work of building and operating a CCI in Scott County, Iowa and Rock Island County, Illinois. Future expansion may require additional partnership developments.

Quad Cities Career Connections - Partnership

Identify & Develop Best

Practices

Evaluation & Quality

Improvement

Coordinate Schedules & Experiences

Foster development of career experientials so that students, teachers, and community members can plan around and improve how career experientials are used to enhance student motivation.

Improve the quality and promote value of experientials by evaluating regularly.

Maximize access to the wide range of experientials in the community by linking to Career Cruising and improving efficiencies of scheduling as well as improving awareness of all opportunities.

Menu of Opportunities Evaluation ModelScheduling Data Base

Quad Cities Career ConnectionsCore Elements Model

An administrative committee will be formed by the partners, with the charge of fulfilling the terms of this agreement. Representatives for each partner institution will have an equal say in all matters pertaining to the CCI initiative.

Four Components of the Partnership’s Transition Work

•Develop a comprehensive business plan to guide the transition of the CCI from the United Way of the Quad Cities Area to the partnership’s designated setting.

•Define the oversight function for the partnership, for both dedicated staff and for decision-making protocols to direct the partnership’s activities.

•Describe a shared staffing model to fulfill the work tasks of the CCI.•Specify roles played by individual partners.

Quad Cities Career Connections - Partnership

Comprehensive Business Plan

•Establish an advisory group to assist with planning.

•Identify a process by which a strategic plan will be created.

•Oversee and contribute to development of the strategic plan.

•Present the strategic plan to the partners’ leadership for approval.

•Oversee the implementation of the strategic plan.

Quad Cities Career Connections - Partnership

Oversight Function

•The Committee is responsible for the development of a job description for CCI personnel.

•The Committee is responsible for selection, evaluation and oversight of CCI personnel.

•The Committee is responsible to establish a program budget for the CCI program.

•Supervision of the CCI program can be a function of the Committee or determined by the Committee.

Quad Cities Career Connections - Partnership

Shared Staffing Model

Black Hawk College, Eastern Iowa Community College District, and Western Illinois University will identify staff to assist with the CCI operations.

Staff identified will remain under their current supervisory structure but will be given additional duties by which to assist with the Intermediary, i.e., they will not report to the Intermediary. Additional support or administrative staffing can also be provided through current staffing structure.

Quad Cities Career Connections - Partnership

Partner Roles

•Black Hawk College will act as a convener and fiscal agent for the CCI Initiative. The role of convener in no way has any authority over the Intermediary Committee. The only role is to assist with the expedition and implementation of the process as directed by the Intermediary Committee.

•Black Hawk College will employ a CCI Director as a contractual employee. This employment status will allow for flexibility in design of job description of personnel to meet changes as identified by the Intermediary Committee.

•Black Hawk College and Eastern Iowa Community College will each provide an office space for the CCI to foster the engagement of the “shared staffing model” as described above. This will demonstrate a strong partnership to the community and potential funders.

•The Community Foundation of the Great River Bend and the United Way of the Quad Cities Area will develop a 5-year funding plan to provide resources that will be available to the Committee to build the CCI towards a self-sustaining function in the Quad Cities.

Quad Cities Career Connections - Partnership

Building Collective Impact for the QC Career Connections

Collective Impact Element

Achieve Quad Cities Application

Common Agenda -Named in the Memorandum of Understanding

Shared Measurement

-In Development

Mutually Reinforcing Activities

-Model of: 1) Identify Best Practices; 2) Coordinate & Schedule Experiences; and 3) Evaluation & Quality Improvement

Continuous Communications

-In Development

Backbone Organizations

-Partnership with Fiscal Agent and Administrative Committee made up of partnership members

• Attitudes about preparation work at the beginning are critical.

• The problem formation stage sets the scope of the initiative and should lead to clear measures.

• A big step for Achieve QC was to distinguish between “Student Level Strategies” and Regional Level Infrastructure”

• The QC Career Connections MOU and clear expectations for team member roles have been early wins for that partnership.

Summary