Market-Responsive Community Colleges Regional Dialogue January 27, 2004 Greater New Orleans, Inc. New Orleans, Louisiana

Transcription

1 Market-Responsive Community Colleges Regional Dialogue January 27, 2004 Greater New Orleans, Inc. New Orleans, Louisiana

2 Market-Responsive Community College Forum New Orleans, LA The Center for Workforce Preparation (CWP), in conjunction with the American Association of Community Colleges (AACC), is developing a comprehensive guide for community colleges and chambers of commerce to create effective workforce development partnerships. Chambers of commerce and community colleges, which often work independently of one another, are part of the solution to workforce challenges across the nation. Working together, these entities can become more market-driven and community-focused. Four half-day regional forums are being conducted throughout the country to identify, evaluate, and select promising practices that will build the capacity of chambers of commerce and community colleges. These practices will help to develop the workforce necessary to keep their communities competitive in today s and tomorrow s economy. These forums aim to identify and promote how chambers of commerce, community colleges, and businesses can work together to develop the workforce they need. New Orleans, Louisiana On January 27, 2004, the fourth and final forum was held at Greater New Orleans, Inc. in New Orleans, Louisiana. Over 35 workforce, education, and business professionals convened to discuss workforce priorities in the community. They represented private and public industry, community and technical colleges, and public workforce systems. This group identified promising practices, market-responsive challenges, and solutions for the economic success of communities in the region. They also created a vision of what a market-responsive community college would look like in five years, Agenda I. Where Are We Now In Our Market-Responsive Work? II. What Does Success Look Like? A Vision For The Future III. Enhancing And Sustaining Successful Market-Responsive Community College Relationships IV. Action Strategy Development V. Wrap-Up and Next Steps Page 2 1/27/2004

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5 I. Where Are We Now In Our Market-Responsive Work? The forum began with participants sharing best practices from throughout the Southern region. They agreed that best practices should ensure all partners buying into the system, that the practices are adaptable in other regions, that they maintain a positive impact, that they are measurable, that they have an innovative approach, and that they provide evidence. Best Practices in Creating Market-Responsive Community Colleges in the Region: Film Industry o Louisiana Technical College (LTC) trained 40 individuals through TANF funds to fill the industry s need for skilled employees. LTC students created/produced a video that is used by LTC as a marketing tool. LTC students created a cable television show, LTCTV, to focus on industry clusters in the region. o Florida Community College developed career academies with the local high schools. o MetroVision School-to Career Partnership, Inc. developed an Audio/Visual Multimedia Production high school internship program to prepare a local workforce for an industry targeted for growth in Louisiana, the film industry. Students produced two documentaries on teen suicide and school violence which was broadcast on a local prime time special. o Louisiana Institute of Film and Technology is heavily involved in the designing of curriculum alongside the community college. Maritime Industry o Delgado Community College established the Maritime, Fire, and Industrial Training Facility to provide high quality, affordable, U.S. Coast Guard approved specific training for businesses. Delgado has an incumbent training program aiding 25 companies/ 9,000 employees in retaining and maintaining skills of the current workforce offering skills in navigation, first-aid CPR, homeland security, weapons of mass destruction, construction, standard training for watch keepers, and certification from the U.S. Coast Guard. Delgado was able to upgrade its facilities with a ship simulator for captain and pilot training. o Northrop Grumman Ship Systems (Mississippi s largest private employer) used Workforce Investment Act funds to develop a craft training program that encompassed a pay for skills program (career ladders), apprenticeship, management development, and first time well and fit-up training. This has allowed Northrop Grumman to build infrastructure in local maritime academies that begin in high school developing skills in workplace literacy, on the job training, merit based raises, technology training centers (designing and engineering of ship systems). Page 5 1/27/2004

6 Aviation Industry - Tulsa Community College has created a seamless partnership with K-12, higher-education institutions, and financial aid to develop a program in aviation. Health Care Industry o Discover U, an evening educational program offered by both Houston Community College (HCC) and the University of Houston was designed to place individuals in the health care industry, helping to fill more than 5000 job openings each day. HCC offered core courses, associates degrees, and certificates in health care related fields, while the University of Houston offered bachelor s degrees in technology and health. o Health Career Resource Center has developed a collaborative website ( that links job seekers with multiple hospital employers in the community. o Hillsborough Community College partnered with the University of Florida (U of F) when U of F had trouble placing its dental students in jobs. The Hillsborough community had a great need for dentists and created a program for dental assistant jobs. o Houston Community College System, Harris County Hospital Districts, and the AFL-CIO partnered to place employees from a closing hospital into newly created hospitals with new departments, assisting employees with getting their GED s and literacy training. Bio-Technology Industry o Faculty Commercialization Programs - brings innovation to research by allowing higher education institutions to perform market research on company grounds. Businesses benefit through the use of latest technology as well as the ability to hire hi-technology professionals. St. Louis Workforce Information System (WIS) partners from all around the city of St. Louis, including, but not limited to the St. Louis Regional Chamber and Growth Association, University of Missouri, St. Louis, St. Louis County Workforce Investment Boards, and the United Way of St. Louis provide timely workforce information to help education and employment training entities better prepare local residents for participation in today s changing workplace. Information includes current occupation demands, skills, and job requirements, as well as, wage and salary benefit statistics. Business needs assessments conducted at Hillsborough Community College, Tampa, FL provide businesses with assessment of software expertise and business behavior assessment to ensure a better return on investment for every training program planned for employees Greater Tampa Chamber of Commerce organized Tampa s area businesses, universities, and research centers to discuss redevelopment, biotech, life sciences, and transportation in southern California, where each of these elements have proven to be successful. The John Deere Corporation and Navarro College partner to train company technicians and provide certificates and associate degree programs to employees. Houston, working with its community colleges, business partners, and Texas workforce committees developed the Institute for Excellence, a welfare-to-work Page 6 1/27/2004

7 training program that provides skills training with business behavior training alongside job placement and retention services for welfare clients. Gulf Coast Process Technology Alliance National Science Foundation funded alliance of business partners, education providers, and community advisors who develop curriculum and keep it current. Building the Future, is a series of five, one-hour seminars deliverable in Spanish and English, designed to provide working adults with the basics of financial literacy. Program offered at Northwest Arkansas Community College in collaboration with local Hispanic employers. Page 7 1/27/2004

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9 II. What Does Success Look Like: A Vision for the Future To prepare for the forum, participants were asked to imagine themselves 5 years into the future telling a colleague or group of business associates about their local marketresponsive community colleges. Participants were asked to respond to a series of questions about what new values and attitudes they see in market-responsive community college systems, what types of relationships they envision, and what effects these systems have in the community. Their visions were displayed on murals around the room in the following categories: Key Results, What People Say, and New Actions and Behaviors. During the forum, participants walked around the room reviewing and expanding on one another s ideas. It should be noted that the following comments reflect individual input and not all comments gained full consensus. Key Results Community colleges develop programs recognized for their relevance and excellence in preparing individuals for specific fields of work. Community colleges are educational brokers developing seamless K-16 career ladders of lifelong learning. Community colleges award credit for learning accomplished in non-educational institutions, such as private companies, individual field experiences, and international organizations. Combined funding streams at the state and federal levels maximize the best use of economic development, education, and training money. Curriculum offered by the community college is flexible, customer focused, and accessible anywhere, anytime, and by anyone. Community colleges serve local businesses and provide customized rapid response to training needs. Education, economic development, and workforce investment boards collaborate to meet the training needs of business and industry. Community colleges reach out and help identify business needs alongside business leadership. Ethics and character building are part of the curriculum offered at community colleges to help students succeed in the workplace. High schools have changed their requirements to permit students the opportunity to begin higher education earlier. Community colleges have great marketing and recruitment plans for business. Electronic villages have been created to help integrate K-12, post-secondary, and lifelong learners succeed. Community colleges are serving non-english speaking populations because they are a key working pool within the community. Community colleges place emphasis on customized short-term training needs to meet industry needs. Secondary schools have been redesigned so that academic, career/technical skills, and knowledge are equally valued and students are prepared for a technologydriven workplace and global society. Page 9 1/27/2004

10 The community partners understand how youth make or do not make career decisions. Community colleges, business, and government leaders know and trust one another in order to plan and work effectively together. The community uses economic forecasting to strategically plan for the future. Bilingual graduates are commonplace within the community and workforce. Page 10 1/27/2004

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12 People Are Saying Business leaders have five year plans for continuing to advance the skill needs for their employees. Employees have choices in learning styles and pace. A large percent of graduates stay in the region, increasing the skilled local workforce. Community colleges develop courses specifically designed for businesses and adopt these courses for similar purposes in other businesses. Community colleges along with business are current and relevant catalysts, resulting in an improved foundation of the community through core classes. Adult learners are skilled for current and new positions in their region that provide a quality standard of living for themselves and their families. Secondary schools have support from the partnerships and are monitored for student achievement and performance. Community colleges have a reputation as a quick-response organization that delivers customized programs to a variety of clients in a timely, efficient, and cost-beneficial manner. Business and education are working together collaboratively to develop the workforce and are speaking each others language. Page 12 1/27/2004

13 New Actions/Behaviors Students are choosing career paths that continually increase their skills. Community colleges have higher enrollment, more money, more growth, more development, and more accountability. Business leaders are confident they have the highest skilled resources to succeed year after year through all the changes in technology, economic conditions, and the global business environment. Career ladders supported by a series of proficiency certificates form the basis of community college curricula. Academic program planning is increasingly being linked to institutional strategic planning around or in support of workforce development. Community colleges have embraced a culture that anticipates and effectively reacts to change. Both credit and non-credit courses are on the transcripts and both figure into the state funding formula for a community college. Community colleges have a permanent seat at the economic development table. Training is available during non-traditional times, such as nights and weekends, as well as non-traditional settings, such as e-learning To meet the speed and need of business, courses are changing one at a time, thus avoiding the need for entire programs to be re-approved. Community colleges provide more cost-effective and efficient training programs. Community colleges have multiple missions and are not losing the connection between career and technical programs. There is one point of contact within the community college, which helps in quick responses in a regional workforce training system. Community college is in the business of education. The collaboration of professional development centers, K-12 institutions, and higher education aids in integrating learning and the development of technology. Page 13 1/27/2004

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15 III. Enhancing and Sustaining Successful Market-Responsive Community College Relationships Participants joined a large group discussion to explore and identify the following barriers, incentives, alignments, and the mobilization of business in workforce development. Barriers to creating a market-responsive community college system: Miscommunication between businesses and community colleges Unmet needs of the small business community by state and federal agencies Lack of funding Outdated skills due to time needed to train teachers then students. Restrictive policies and procedures for grants Poor marketing of available resources by community colleges Lengthy training schedules for employees Inconvenient locations for training employees Overlooking emerging business needs and concerns by partners Incentives to creating a market-responsive community college system: Competitive grants offered by the state to communities Funding of non-credit workforce courses/training programs Tax credits for businesses for training investments Decrease in workers compensation payments for businesses Alignment in creating a market-responsive community college system: A common vision among partners Workforce is a priority in the community Statewide and regional meetings for all partners All high schools have articulation agreements with community colleges Mobilization of business in creating a market-responsive community college system: Community colleges visit businesses to inform them of what training they offer Community colleges better market to show they can offer training cheaper, better, and more effectively than other sources. Businesses can advocate for community colleges training programs. Media is involved in revealing the training success stories. Community colleges paint a real picture presenting hard data, projected return on investment, vacancies, and curriculum. Business leadership visits campuses to understand all modes of learning. Page 15 1/27/2004

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17 IV. Action Strategy Development At the end of the forum, participants divided into two groups: those from the greater New Orleans region and those from the Gulf Coast and surrounding areas. Each group focused on key priorities within their respective locales. They discussed how to involve key players, determine priorities, develop a pilot program, and set goals and measurements. The groups also recommended that the American Association of Community Colleges share national best practices, linking employers to community colleges in discussing career clusters. Each group developed a next step to foster implementation strategies and took responsibility for implementation. V. Wrap-up and Next Steps This forum was the fourth and final in a series of half-day regional forums being conducted throughout the country by CWP. The forum ended with a meeting evaluation considering both the positives and negatives from the day. The previous regional forums were held in Schnecksville, PA, Chicago, IL, and Seattle, WA. CWP is developing a comprehensive guide to further enhance the capacity of chambers and community colleges to collaborate with their public workforce boards in building market-driven workforce systems. This summary, as well as the summaries of the other forums are posted on CWP s Web site: Page 17 1/27/2004