Community colleges critical for workforce

The phrase "workforce development" has been used quite a bit this past decade. Until recently it was just two words that did not mean much to many people. While the economy was strong, some thought the phrase meant finding warm bodies to fill open positions. To others it meant training individuals for jobs promised by newly arriving companies. And also to a select few, it meant ongoing training so people could advance in work careers at the speed of business.

To Nevadaworks, workforce development has meant far more than the definitions contained in Congress' Workforce Investment Act. To Nevadaworks, it meant coordinating with a variety of organizations, businesses, educational institutions, governments and individuals to learn what changes were occurring that would affect the productivity of all workers. And it meant understanding these changes and then creating program revisions to be taught to all who desired updated work skills.

Achieving clear understanding of the Nevadaworks perspective was difficult at best, and was often met with a "whatever" attitude by those hearing our presentations. Then the economic nosedive brought on a scramble for solutions that might help end that freefall and bring a degree of normalcy back to local businesses and government. Suddenly, the models of workforce development enunciated by Nevadaworks were reviewed and better understood. Now, the need for having 21st century workers for 21st century jobs is in the forefront.

Nevadaworks only helps arrange training. Other organizations actually do the training. Among our many partners are three northern Nevada institutions of great value Truckee Meadows Community College, Western Nevada College and Great Basin College. These three institutions are the bedrock of stability for creating a variety of workforce development programs that meet the diverse needs of businesses and individuals. Individually and collectively these colleges provide flexibly structured classes and programs that meet the often unique demands business brings to them. They recruit students for these trainings and take the successfully trained ones to the businesses with the needs.

While universities are recognized as the traditional four-year advanced degree institutions, community colleges can custom design specific training (often at the business location) in a very short time frame to meet ever-changing business needs. This has earned them much respect within the business community. This rapid diversification in course offerings is only possible because the required funding for such has been generally available.

Now enter the reality of 2011: Our state budget demands more money than is available. Talk within our state Legislature often seems to focus on cutting budgets as the sole means to solving the fiscal problems. If everything was so simple that only one answer was needed, then maybe cutting budgets would work. Reality, however, is not that simple.

In the world economy in which we live, Nevada does not have the luxury of isolation. To fully function in that economy, life-long learning for all workers is necessary so that new workplace advances do not pass us by. Our community colleges play a key role in providing that learning. Reducing their budgets to a point where their survival is in doubt begs the question of how our citizens will then be trained to keep Nevada competitive. Cutting budgets based solely on financial decisions is counter to the needs the colleges are trying to address.

Community colleges do not deserve a free pass. Just because they exist does not mean they can spend regardless of the cost. Fine tuning the way it has always been done is as appropriate for them as for any other organization.

Dramatic cuts to the college's budgets based on formulas derived without thoughtful input also do not deserve to be made. As the debate proceeds, rational thinking must be the manner in which various ideas and proposals are reviewed and discussed.

For example, colleges are not allowed to keep any savings they create. These savings are redirected to the state's general fund. One proposal is to permit the colleges to keep any on-campus savings generated by them. If a campus can coordinate the donation of a solar power unit on a building, use that unit for class training and save electrical costs, why shouldn't it have the ability to use those savings for perhaps another such innovative installation?

Tuition fees are another misunderstood area. Currently, the state sets the tuition for each institution. If the colleges could establish the costs of tuition and manage those funds, they could react much faster to the demands for new training they receive from businesses. Their flexibility in offering classes would be reflected in more use by businesses as their needs were met.

Our local colleges are run by professionals who care deeply about the businesses and students they serve. They have a deep understanding of the definition of workforce development because they are often on the cutting edge of it. The majority of individuals they serve do not need advanced degrees. They do need updating and fine tuning of existing skills.

Saving the colleges and permitting realistic reforms in their operations will benefit the entire state in ways not necessarily apparent at this time. In addition, the economic impact to a community with a college cannot be measured in its employed help alone. Many companies seeking to grow or expand into our region want and need 21st century training. Our colleges meet that need.

Workforce development is more than what the colleges do. It is something in our blood that must never be compromised. On behalf of our strong college partners, I urge very careful consideration of any action that will decimate them and yank Nevadans backward rather than launch us forward.

Tom Fitzgerald is chief executive officer of Nevadaworks. Contact him through www.nevadaworks.com.