The PRWA is a collaborative of TriadWorks and the region's 11 community colleges to devise and implement training that is responsive to employers' needs.
- Formed in 2009
- Members are TriadWorks Regional Collaborative, and 11 community colleges*
- Meets bi-monthly and holds special meetings as needed
- Best practices are shared and/or developed
- Subcommittees work on select initiatives
- Meeting agendas may include site tours or special guests
Purpose of PRWA
To work together on cultivating policies or processes and implementing local and/or regional programs that will further develop a skills-ready workforce in the region.
To promote effective regional collaboration for economic prosperity through workforce preparedness.
- Promote broader understanding of assessments and key competencies
- Expand partnerships to include economic development and curriculum programs
- Analyze data and share best practices
- Promote awareness of existing programs
- Foster the development of new initiatives
- Encourage communication among stakeholders in region
- Maximize funding resources
Collaborating for Effectiveness
A primary goal of the PRWA is to foster relationship-building between the workforce boards, the community colleges, and the region’s employers. In addition to exchanging ideas and sharing solutions, members use meeting time to establish processes that promote efficiency.
Collaborating with Employers
The PRWA welcomes opportunities to directly and quickly respond to local employers who need a pipeline of talent to meet a new or growing employment demand. In 2012, PRWA members and local employers developed an 18-week intensive training program for aviation machinists at GTCC that has since been rolled out to several colleges in the region over the last few years.
To meet other in-demand occupations, additional employer-responsive training programs (such as assembly technician), were developed, based on the machinist training model. The PRWA will continue to launch new programs under a similar pattern consisting of pilot, evaluation and adjustment, second cohort, and staged regional rollout.
Key components of the training model include:
- Common core skills such as blueprint reading, metrology, basic shop math, manual machining, and safety
- Screening on the front end to position students for success
- Options for students who don’t meet screening criteria
- Messaging to employers that accurately reflects what students will be taught, so that employers are clear on what to expect
- Consistency across course outlines and instruction, screening requirements, course names, and course hours
- Transferrable skills, both technical and soft skills
- Possible eligibility to transfer credit to curriculum
- Techniques for keeping potential students engaged if there is a wait for a course to be offered in the region
*The participating 11 community colleges are Alamance Community College, Davidson County Community College, Durham Tech Community College, Forsyth Tech Community College, Guilford Technical Community College, Montgomery Community College, Piedmont Community College, Randolph Community College, Rockingham Community College, Sandhills Community College, and Surry Community College. Also, representatives from the North Carolina Community College Systems Office regularly attend meetings.