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Labor Market Information Project

Labor Market Information Project. Skills and competencies required to make informed decisions Nick Kremer Eva Schiorring Vocational Research and Accountability Committee June 21, 2013. Agenda. Introduce LMI Study Present findings from LMI Expert User Interviews

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Labor Market Information Project

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  1. Labor Market Information Project Skills and competencies required to make informed decisions Nick Kremer Eva Schiorring Vocational Research and Accountability Committee June 21, 2013

  2. Agenda • Introduce LMI Study • Present findings from LMI Expert User Interviews • Launch conversation about LMI training needs/opportunities

  3. Research Question What are basic and advanced competencies CTE leaders and practitioners need to have/develop to effectively use LMI to inform CTE decision-making?

  4. Research Design • Environmental scan • Interviews with expert users of LMI • Round 1: Expert perspective (7) • Round 2: Scenarios (10) • Survey through COE

  5. Definition Labor Market Information = Information about and related to employment derived from both primary and secondary sources

  6. Environmental Scan

  7. Environmental Scan Secondary sources • No shortage of resources on how to use LMI • Although, nothing found specifically targeted for CC use • Limited use of even carefully developed, user-friendly sites Case Studies on LMI use in CCs • Aspen Institute College Excellence Program publication w RP Group: “A guide for using labor market data to improve student success”

  8. Interviews w LMI Expert Users (17) Perspectives Represented: CEO LMI Research Group (1) Director LMI Research Group (1) Representatives, Statewide Pathways Project (2) CACT Director (1) CTE Regional Consortium Chair (1) VP Instruction (1) Instructional Dean (1) Workforce/Economic Development Directors (2) CTE Dept. Chair (1) Faculty (2)

  9. For what purpose do you use LMI? • Feasibility of new program • Sustained need for existing program • Program review • Curriculum development/updating • Grant/report writing • Partnership development (colleges/employers) • Outreach to students, parents, other users of CTE programs • Accreditation • Environmental scans, regional cluster analysis

  10. Scenario-based interviews Assess feasibility of new CTE Program (5) Assess viability of existing CTE Program (4) Develop grant to support CTE Program (2) Present CTE program to stakeholders (3) Develop/update CTE curriculum Conduct CTE Program Review (4) Promote CTE Program to employers/students

  11. Feasibility of New Program Questions LMI experts ask Resources LMI experts consult Skills required

  12. What LMI-related questions do you ask? What is supply and demand in occupational area? Regional, state, national? What is the projected demand? Regional, state, national? Who are regional and local employers? What type of companies are in the local labor market? Size, number of companies? What kind of skills are needed? (entry, advanced) What are the (real) education requirements for different jobs in the occupation? What certifications are required? What type of companies are in the local labor market? Last year, how many people were actually hired in the targeted occupation by local employers? What are starting, long-term salaries, median salaries? What may be the impact of regulations? What factors/trends/events affect demand for labor/viability of the industry/occupation? What is the composition of future demand?

  13. What LMI-related questions do you ask? Last year, how many people were hired in targeted occupation by local employers? What changes may occur in terms of skills required by labor? Which other CCs in the region are offering training in related field? Which other (non-CC) training institutions are offering programs targeting this occupation? Are students finding training-related jobs? What wages are students completing the program earning? What increase in wages? Who else might be thinking of starting a new program in this occupational area? What are real education requirements for different jobs in the occupation (according to local employers) What career paths are available to those entering the occupation?

  14. What LMI-related questions do you ask? 34 questions identified with many repeats btw 5 interviewees LMI-related questions can be organized into four categories: • Demand (primary sources) • Demand (secondary sources) • Supply • Employment outcomes

  15. Questions LMI experts ask Demand (Secondary Sources) Profile of current and future demand Drivers/volatility of demand Employer profile Career opportunities Salaries Skills, competencies, credentials required

  16. Questions LMI experts ask Local Employers (Primary Sources) Profile of current and future demand Salaries Skills, competencies, credentials required

  17. Questions LMI experts ask Supply Other CC training providers in region (current, planned) Other non-CC training providers in region (current, planned)

  18. Questions LMI experts ask Employment Outcomes Training-related jobs Salaries

  19. Resources LMI experts consult Demand • EDD • EMSI • Burning Glass` • COE • O-NET • Regulatory Documents Local Employers • Employers • Trade/industry associations, local WIB • Advisory Boards Supply • CCC Curriculum of Programs • Other training providers in region • CCCCAOE • AACC/DOL for national models • Conferences Outcomes • CTE Employment Outcomes Survey • Perkins • UI

  20. Skills LMI experts say are required Technical Identify and find information using EDD, EMSI, Burning Glass, OMI, CCC curriculum of programs, CTE Employment Outcomes survey findings, etc. Research Skills Assess reliability of data sources Cross-walk occupational categories btw CC, EDD, DOL Design and conduct interviews, surveys etc. w. employers and other stakeholders Analytical Identify right questions to ask Integrate information from different sources/perspectives Relate local to regional, state, national information and trends

  21. Summary Findings

  22. Four types of LMI perspectives required CTE Program

  23. Reliability, integration of data collected WITHIN each perspective • Reliability of each source consulted • Relationship of source to other information collected regarding demand CTE Program

  24. Integration of info ACROSS perspectives • Relationship of each perspective to the other three • Every perspective is changing over time CTE Program

  25. Who can/should do this? Tools, training needed? CTE Program

  26. Advice from the experts Statewide Director:”Make sure you don’t reinvent the wheel.” Expert analyst: “Don’t just dump the data, analyze it and pull out what is important.” CACT Director: “The information is only as good as your understanding of the information.” VP Instruction:” Information is dangerous if you don’t know how to use it.”

  27. More advice and quotes from the experts Program Director: “EDD data is advantageous because it is “noncontroversial” Dept Chair: “What I’m required to use to meet reporting requirements lacks relevance compared to information obtained from actual employers” VP Instruction:”Case studies is a good way to engage faculty with LMI.” Faculty leader: “Presentation approach makes a big difference in engaging faculty in LMI conversations.”

  28. Starting the conversation about training opportunities and tools • Technical training in web search and retrieval • Technical training in compiling data and assessing the validity of each statistic • Training in approach/methodology (four different perspectives) • Training in how to conduct the analysis: • Analysis w/I each perspective • Analysis integrating perspectives • Training in how to present the findings

  29. What is at stake? Cost of not using LMI or using it incorrectly can be high Benefits of informed use can be significant • Providing students with best selection of courses and programs w/I colleges and w/I regions • Providing training that reflects local and regional employers’ (changing) needs and priorities • Increasing capacity to secure federal grants • Increasing capacity to engage employers in regional conversations and in real partnerships

  30. Conversation about findings and next steps What do you think about these findings? Is the framework complete? Accurate? Helpful? What is the best way to ensure that colleges use LMI to inform CTE decision making? What are reasonable expectations? How can practitioners be helped access the many resources available? What is the next step?

  31. Thank you Thank you to those who contributed their time and expertise by participating in the interviews Centers of Excellence for including in their annual survey our research question

  32. For more information Eva Schiorring, Senior Researcher eschiorring@rpgroup.org

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