This document discusses the importance of partnerships between community colleges and industry. Successful partnerships can provide high quality training, diverse applicant pools, improved productivity, employee retention, and insight into new technologies. One example highlighted is a partnership between Feather River College and the Plumas National Forest that involved internships paired with classroom curriculum. The document outlines many ways partnerships can be utilized, including workshops, internships, advisory boards, and customized training. It stresses relationship building through communication, honesty, and listening. Partnerships can be leveraged to improve Strong Workforce Performance Metrics like employment rates, earnings, and achieving a living wage. Attendees are encouraged to map their current connections and consider applying for Strong Workforce grants to further develop industry relationships

1. Developed and Presented
by Angela Cordell
June 2018

5. Our partnerships define us…

6. • High quality technical skills
• Diverse applicant pools
• A measurable boost in productivity
after hire
• Employee retention
• Insight into new technologies and
market trends
• Employability Skills AKA Soft Skills

8. SUCCESSFUL PARTNERSHIP EXAMPLE:
- Feather River College and Plumas National Forrest
- Collaboration with the Foundation for California
Community Colleges
- Paired Internship with BUS171 and New World of
Work Curriculum
- Application of skills learned in Environmental
Studies classes

9. WAYS TO UTILIZE INDUSTRY
PARTNERS….
• Workshops, conferences, tours, exchange programs, classroom
visits, workplace visits, science fairs, guest speakers, seminars,
presentations
• Work experience programs, internships, tutoring, skills training,
career development activities
• Mentoring, job–shadowing, apprenticeship, and on-the-job
training
• Recruiting, training, school-to-career information,
professional guidance
• Faculty development, placements, externships, advisory boards
• Grants, scholarships, equipment, fund-raising, college
foundation activities
• Customized training and contract education
• Curriculum and instructional transformation: including
contextualized, modularized, and competency-based curriculum,
accelerated degree completion, and learn-and-earn models
• Industry credential validation

10. Exercise #1: What are you currently doing?

12. BUILDING RELATIONSHIPS FOR A STRONG WORKFORCE
• Remember that relationships are
personal
• Communication builds trust
• Honesty is the only policy
• Ask and listen first
• Have your pitch ready!

13. Exercise #2: Crafting your elevator pitch

14. Under
promise…
over deliver.

15. SERVING OUR CUSTOMERS/STAKEHOLDERS

16. POINTS OF ENTRY:
- Human Resources
- Training
- Recruiters
- Marketing
- Owners/Executives
- Chambers of Commerce
- Economic Development Agencies
- WIBs
- Non-profits

17. Utilizing Key Talent
Resource Map:
http://doingwhatmatters.cccco.edu/ResourceMap
.aspx
Key Talent:
http://doingwhatmatters.cccco.edu/WEDDGrants
/GranteeRoles.aspx#sn
http://doingwhatmatters.cccco.edu/Contact.aspx
WIOA and Strong Workforce Partners:
http://doingwhatmatters.cccco.edu/Overview/Wo
rkforcePartnerResources/WIOARegionalPlanning
.aspx

18. Exercise #3: Mapping your current connections

20. Strong Workforce Performance Metrics
• Number of course enrollments: The number of registrations in courses (may include
duplicated students)**
• Number of students who got a degree or certificate: Unique individuals who completed a
credit or noncredit local certificate, credit or noncredit Chancellor’s Office approved certificate,
associate degree, or applied bachelor’s degree *
• Number of students who transferred: Unique individuals who transferred to a four-year
institution
• Employed in the second fiscal quarter after exit: Employment rate for exiting students in
the second fiscal quarter after leaving the community college system (based on a match to the
state unemployment insurance wage file)*
• Employed in the fourth fiscal quarter after exit: Employment rate for exiting students in
the fourth fiscal quarter after leaving the community college system (based on a match to the
state unemployment insurance wage file)* December 5, 2016
• Job closely related to field of study: The proportion of students who reported that their
current job is close or very close to their field of study (based on responses in the CTE Outcomes
Survey)

21. Strong Workforce Performance Metrics
• Median earnings in the second fiscal quarter after exit: Earnings for exiting students in
the second fiscal quarters after leaving the community college system (based on a match to the
state unemployment insurance wage file)*
• Median change in earnings: Percentage change in earnings for exiting students, one year
before and one year after exiting the California community college system (based on a match to
the state unemployment insurance wage file)**
• Attained a living wage: Proportion of exiting completing and skills-builder students who
attained the living wage for a single individual in the college’s Doing What Matters region (based
on a match to the state unemployment insurance wage file and Insight Center for Community
Economic Development data)
* WIOA metrics
** additional metrics flagged in the legislation

22. Turn Relationships into SWF Projects

23. #StrongWorkforce
@CalCommColleges @WorkforceVan
www.DoingWhatMATTERS.cccco.edu

24. Exercise #4: Strong Workforce Application

26. Exercise #4: Strong Workforce Application