1. Using Economic and Workforce Data
Introduction to Data Tools
This screen should display until the live virtual classroom begins.
This project has been funded, either wholly or in part, with Federal funds from the Department of Labor, Employment & Training Administration under Task Order Number DOLJ061A20373; the contents of this publication do not necessarily reflect the views or policies of the Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement of same by the U.S. Government.”

2. Webinar Platform: Participant View
Presentation Slide Area
Attendee List
Chat Room
WELCOME SLIDE
FACILITATOR:
There are 5 areas that I would like to call to your attention:
The first is the Presentation Slide area; it’s where the main visual content for the live virtual classroom will appear and it will be the main focus of your attention throughout the live virtual classroom.
The second is the Attendee List; it’s located on the top left of your screen and it displays a list of all attendees of this live virtual classroom.
The third area is the Chat Room, also at the left of the screen, directly below the attendee list, it allows you to ask questions, or make comments during the live virtual classroom. We are using a ONE-WAY conference call for the audio portion of this live virtual classroom—you can hear the presenters, but they cannot hear you. Due to the large number of attendees, and to control background noise and interruptions, we’re going to rely on this CHAT feature to solicit your questions throughout the session. Those of you attending with a group will want to designate a “scribe” to represent your group by entering questions as they occur ANY TIME throughout the session. Your questions are automatically transmitted to the presenters and will be answered during dedicated question and answer periods.
The fourth area is the Status Options Toolbar located at the bottom left of your monitor. Once you click the drop-down arrow, you’ll be presented with a few options to choose from so that you can give the speakers real-time feedback in a shorthand way.
The fifth area is the Full Screen option. If you select the Full Screen option, the PPT will enlarge. If any images or text appear too small, please select the Full Screen option, but please keep in mind that you won’t be able to use the Chat to submit any questions unless you deselect the Full Screen option when you are in Full Screen mode.
IF POLLING WILL BE CONDUCTED, INFORM USERS THE POLLING WINDOWS WILL NOT APPEAR IF THE USER IS IN FULL SCREEN MODE.
IF SCREEN SHARING WILL BE CONDUCTED, INFORM USERS THAT WHAT IS BEING BROADCAST WILL NOT APPEAR IF THE USER IS IN FULL SCREEN MODE.
(Click to next slide)
Full Screen
Status Options

3. Submitting Questions
To submit a question, type the question in the text field and click the arrow button.
Please enter the name to whom the question is directed.
To send questions only to the presenters, select Presenter from the drop-down menu before clicking the arrow button.
Questions will be answered at appropriate times during the presentation.
Arrow Button
Text Field
OPEN CHAT SLIDE
FACILITATOR:
If you would like to submit a question during the question and answer portion of the presentation, please enter that question into the Chat Room. The Chat Room is located in the lower left portion of the virtual classroom.
To submit a question, type the question in the text box and click the arrow button to submit.
Note that by default, your question will be sent to everyone viewing the presentation. If you would like to send your question to the presenter only, please select Presenter from the drop-down menu below the text box before clicking the arrow button to submit.
Again, please be sure to enter your questions at ANY TIME throughout our session. We’ll make time to answer as many of them as possible at the end of today’s presentation.
(Click to next slide)
Gary, where can I find today's PPT?
Drop-Down Menu

4. Practice
In the chat room, please type the name of your organization, your location, and how many people are attending with you today.
Present as shown

5. How to Participate in Polls
POLLING INSTRUCTIONS SLIDE
FACILITATOR:
If you’d like to participate in today’s poll(s):
Wait for the polling window to appear on your screen.
Once the polling window appears, read the question/polling topic or wait for the polling question/topic to be read to you.
Select the option beneath the question/polling topic that best suits your answer by “mousing” over and left-clicking the radio button located to the left of your selection options.
Some polls may allow you to choose more than one selection. If so, you will be informed that you may select as many choices as are available.
If the selection you’d like to make isn’t represented as an option in the polling window, please use the Chat window to type in your response to the poll.
(Click to next slide)

6. Do you know how to conduct a skill assessment for a job seeker?
Polling Question 1
Do you know how to conduct a skill assessment for a job seeker?
What’s a skill assessment?
I know a little; I’d like to know more.
Yes – I do them regularly.
I wrote the book on job seeker skill assessments!
Choose your response,
answers are anonymous!
Facilitator:
Say:
Now it’s time to see what you know already! Let’s try out your poll skills with this question: Do you know how to conduct a skill assessment for a job seeker?

7. Welcome…Glad You Are Here!
Webinar: Introduction to Data Tools
Q: What do you hope to get out of today’s session?
Using the Chat window, type your response in the Question field and click the arrow button.
Facilitator:
Now is your time to get involved! Read the question, then type your response in the Chat window. I’ll review the responses and provide feedback later.

8. Do you know which employers are seeking employees right now?
Polling Question 2
Do you know which employers are seeking employees right now?
Do you know how to conduct a skill assessment for a job seeker?
I have no way of knowing.
I get periodic updates.
Yes – I get the latest information.
Choose your response!
Facilitator:
Say:
All right. It’s time to learn more about YOU! Do you know which employers are seeking employees right now?

9. Sr. Instructional Designer
Virtual Partner
Teresa Davenport
Sr. Instructional Designer
Maher & Maher
Facilitator: Insert your own picture and bio here. If you (the facilitator) will be moderating all the slides, move this slide to slide 2.

10. Course: Using Economic and Workforce Data to Drive Reemployment Strategy
Enhanced Webinar:
Using Data to Inform Skill Assessment, Competency Analysis, and Career Pathway Planning
Lesson:
Introduction to Data Tools
Summary:
Examine different data-related tools that are employed to assist job seekers, as well as how to assist job seekers using data tools.
Duration
1 hour, including Q & A
Facilitator Notes:
Explain that this lesson serves as an introduction to a 3-lesson Enhanced Webinar called “Using Data to Inform Skill Assessment, Competency Analysis, and Career Pathway Planning.”
This lesson is titled “Introduction to Data Tools.”
In this lesson you’ll examine different data-related tools that are employed to assist job seekers, as well as how to assist job seekers using data tools.
This live virtual classroom will last approximately an hour.

11. Agenda Types of Data Used The Four-Step Process Data Resources
Using the Data Tools Checklist
The Four-Step Process
Facilitator:
Say:
Today we will begin by talking about the different types of data that can be used in helping job seekers explore jobs and career paths.
We will learn how to use a Data Tools Checklist to learn how to use new data tools.
You will also learn about the four-step process that represents the typical cycle of employment and re-employment.
Finally, we will look at data resources that you will find helpful in further exploring data tools.
Data Resources

12. After completing this lesson, you will be able to:
What You Will Learn
After completing this lesson, you will be able to:
Explain the importance of conducting job seeker skill assessment and career path planning in the context of available LMI
Identify available tools, such as skill assessments, and gain insight into which tools are most effective in given situations
Facilitator:
Present text as shown.

13. Do you know how to match a job seeker’s skill sets to available jobs ?
Polling Question 3
Do you know how to match a job seeker’s skill sets to available jobs ?
Do you know how to conduct a skill assessment for a job seeker?
I have no idea.
I have a general idea.
Yes – I could teach someone else to do this.
Choose your response!
Facilitator:
Say:
On this poll, I’d like to see how much you know about matching a job seeker’s skills to available jobs. Take a minute and answer this poll, then I’ll share the poll results. Remember that these polls are anonymous!

14. Why Data? Why it matters What’s in it for you Facilitator: Say:
Data = intelligence! If you want to be “in-the-know,” then you need to be familiar with data and data sources. That’s what this lesson is all about, so let’s dive in!

15. ACCESS your Data Tools Checklist now!
Purpose
Provide list of available data tools
Train you to use data tools
Facilitator:
Ask participants to retrieve their Data Tools Checklist. They should have printed this checklist before the live virtual classroom started.
Provide brief overview of Data Tools Checklist:
This is intended to be a “living document” to which you can continue add new data tools
Don’t go into these tools into great detail – just mention each by name and explain the purpose/uses of each tool.
ACCESS your Data Tools Checklist now!

16. Data Tools Checklist Facilitator: Say:
We’ll be using each of these tools quite a bit in our next few lessons.
First, we’ll look at the Career InfoNet’s Skills Profiler. This is a wonderful tool that allows you to either select your own unique skills based on your past experiences, or look at skills based on a certain occupation.
Next, you’ll learn about data sources such as BLS that contain key information for industry staffing patterns.
Next is the O*NET Interest Profiler. This is an individual assessment that reveals a person’s unique work interests. When the profile is complete, the person sees a list of occupations, grouped by increasing levels of experience or education, that might match this person’s work interests.
The Importance Profiler works in a similar way by producing a list of occupations based on a person’s work values.
Finally, you’ll learn about job search databases an how they can be used to expand a job search.
This list is meant to be a “living document,” which means you can add to it as you come across other helpful data tools. It’s also a good idea to bookmark these websites as they become familiar and useful to you!

17. Data Tools
Q: What tools have you used? How did you use them?
Using the Chat window, type your response in the Question field and click the arrow button.
Facilitator:
Now is your time to get involved! Read the question, then type your response in the Chat window. I may call on a few of you to tell us more about how you’ve used these tools. Ask participants to share a scenario where they have used these tools.

18. Four-Step Job Seeker Process
Identify the industry that is experiencing the mass layoff or other dislocation.
Find industry staffing patterns.
Determine which workers are likely to be able to transfer their skills to new companies in the same industry, and which may need to transfer skills to other industries but stay in the same occupation.
Identify job seekers’ transferable skills.
Facilitator:
Say:
These are the typical steps that workforce development professionals pass through as they assist job seekers. You may only be involved in a few of these steps, or you may perform all of these steps on your own. But you’ll begin to see where you fit in as we talk them through.
First, identify the industry that is experiencing the mass layoff or other dislocation, and also the affected geographic area.  This helps you begin your data search. 
Second, find industry staffing patterns so that you can find out what occupations are in the industry and know what kind of workers will likely be coming in for services. 
Third, look at those occupations to determine which workers are likely to be able to transfer their skills to new companies in the same industry, and which may need to transfer skills to other industries but stay in the same occupation.
Finally, identify job seekers’ transferable skills.  You can do this by conducting a skills gap analysis. Identify the appropriate assessments to use with them to help transfer to a new occupation, and then look at training or job search skills and tools to help them close those skills gaps.
We’ll go into more detail with each of these steps in this lesson and those following.

19. Do you know how to conduct a skill assessment for a job seeker?
Polling Question 4
Do you know how to conduct a skill assessment for a job seeker?
Have you ever used this process? No
Yes
Choose your response.
Facilitator:
Report the answers to the poll and discuss. May want to ask some participants to comment on their use of this process.

20. Step 1: Identifying Mass Layoff Characteristics Step 1:
A large local employer that manufacturers DVDs and CDs has just announced a large-scale layoff as a result of closing down one of their product lines. They will be laying off:
Production line workers
Maintenance technicians
First-line supervisors
Middle managers of these workers
Facilitator:
Say: Now let’s walk through a real-life scenario using our Data Tools Checklist and the four-step process. In this scenario, a large local employer that manufacturers DVDs and CDs has just announced a large-scale layoff as a result of closing down one of their product lines. They will be laying off production line workers, maintenance technicians, first-line supervisors, and some middle managers of these workers.

21. Step 1: Identifying Mass Layoff Characteristics
A large local employer that manufacturers DVDs and CDs has just announced a large-scale layoff as a result of closing down one of their product lines. They will be laying off:
What data tools would you use to identify KSAs of these employees?
Production line workers
Maintenance technicians
First-line supervisors
Middle managers of these workers
Facilitator:
Ask: What types of information do you need? How can you gather more information about the KSAs of these workers? (ask participants to raise hands or use chat to supply answers)
More:
After the Facilitator describes the plant layoff scenario, s/he will ask participants to use the chat to list the tools they would use at this point (white board will be too messy/not enough room for everyone). They will also select them from their printed job aid (Data Tools Checklist). Participants will also have an opportunity to add tools that others suggest to their own printed Data Tools Checklist. Facilitator will conclude discussion by zeroing in on recommended tools (that already appear on the Data Tools Checklist), as well as allowing participants to describe in greater detail those that they have used and found helpful. Now is the time to add any tools that you found helpful to your own Data Tools Checklist!
Suggested data tools for Data Checklist:
Skills assessments
Job descriptions
O*NET data – look up specific occupations and review their KSAs

22. Step 2: Industry Staffing Patterns
Facilitator:
Say:
In Step 2, you must become familiar with industry staffing patterns in your area. You might want to start with BLS data and work your way down to local data.
Do:
After the Facilitator describes how to track industry staffing patterns, s/he will ask participants to use the chat to list the tools they would use at this point. They will also select them from their printed job aid (Data Tools Checklist).
Participants will also have an opportunity to add tools that others suggest to their own printed Data Tools Checklist. Facilitator will conclude discussion by zeroing in on recommended tools (that already appear on the Data Tools Checklist), as well as allowing participants to describe in greater detail those that they have used and found helpful.
Additional information:
You need to be asking questions such as:
How can I find out who will hire these displaced workers?
What tools do I now use to gather this info? What else could I be using?
As I explore, I need to generate a list of possible jobs these workers can transition to
Suggested responses:
Job databases – especially local ones
Tools Used:

23. Step 2: Industry Staffing Patterns
A large local employer that manufacturers DVDs and CDs has just announced a large-scale layoff as a result of closing down one of their product lines. They will be laying off:
What data tools would you use to identify industry staffing patterns in your area?
Production line workers
Maintenance technicians
First-line supervisors
Middle managers of these workers
Facilitator:
After describing how to categorize job seekers, ask participants to use the chat to list the tools they would use at this point. They will also select them from their printed job aid (Data Tools Checklist). Participants will also have an opportunity to add tools that others suggest to their own printed Data Tools Checklist. Facilitator will conclude discussion by zeroing in on recommended tools (that already appear on the Data Tools Checklist).
Suggested data tools for Data Checklist:
BLS data
Local demographic data supplied by workforce development (ask for specific tools from participants)
Open the phone lines for participants to share about their local data gathering tools that they use to find out about industry staffing patterns in their area.

24. Step 3: Skills Transfer Identification
In the third step, you must learn about the skills of the employees that are losing their jobs so you can explore jobs that will use those skills.
Facilitator:
In the third step, the goal is to determine how to funnel workers. For example, if there are jobs available that are a close match for a job seeker’s current skills, you need to identify those people who have skill matches for existing job openings and get them started on their job search. However, if other job seekers do not have exact matches for existing jobs, they will need to look at other options such as changing to another type of occupation or getting more skills and knowledge through training or OJT.
The focus on this step is on the skills of the workers. At this point you may still be looking at the employee group – all those who have one type of occupation – as a whole instead of at individual job seekers.

25. Step 3: Skills Transfer Identification
A large local employer that manufacturers DVDs and CDs has just announced a large-scale layoff as a result of closing down one of their product lines. They will be laying off:
What data tools would you use to determine which skills will transfer to existing jobs?
Production line workers
Maintenance technicians
First-line supervisors
Middle managers of these workers
Facilitator:
Ask participants to use the chat to list the tools they would use at this point (white board will be too messy/not enough room for everyone). They will also select them from their printed job aid (Data Tools Checklist). Participants will also have an opportunity to add tools that others suggest to their own printed Data Tools Checklist. Facilitator will conclude discussion by zeroing in on recommended tools (that already appear on the Data Tools Checklist).
Suggested data tools for Data Checklist:
O*Net’s Job Zones
Career OneStop’s Skill Profiler tool

26. Step 4: Transfer to a New Occupation
Group KSA Identification
Individual KSA Identification
Used to look at general KSAs of a pool of employees in the same occupation
Used to assist individuals in career path planning
Shows possible career path strategies based on KSAs of the occupation
Shows possible career path strategies based on the individual’s KSAs
Does not consider individuals’ differing KSAs
Considers additional KSAs that might have been gained in other occupations or experiences
Facilitator:
Say:
In our four-step process, this is the point where we begin to drill down to level of the individual job seeker. When we began the process, we were looking at groups of employees – typically by their occupation. We were looking at the characteristics of the OCCUPATION, e.g., knowledge, skills, and abilities. But now we are drilling down to the individual level. By looking at occupational KSAs, we’ve identified which employees can transition into other similar jobs without further preparation. Now we begin to look at the other individuals – those who do not fit the profile of existing job openings in the area. These will need to consider options such as getting more training or education, or transitioning to a job that is different from what they had previously done (though it might use some of the same skills).

27. Step 4: Transfer to New Occupation
A large local employer that manufacturers DVDs and CDs has just announced a large-scale layoff as a result of closing down one of their product lines. They will be laying off:
What data tools would you use to help those whose skills will not transfer easily to other available jobs?
Production line workers
Maintenance technicians
First-line supervisors
Middle managers of these workers
Facilitator:
After describing how to help job seekers transfer to new occupations by trying to find jobs or other opportunities to help, ask participants to use the chat to list the tools they would use at this point. They will also select them from their printed job aid (Data Tools Checklist). Participants will also have an opportunity to add tools that others suggest to their own printed Data Tools Checklist. Facilitator will conclude discussion by zeroing in on recommended tools (that already appear on the Data Tools Checklist).
How this works:
Once you have printed the job seeker’s current skills and the skills needed in the desired occupation, the skill gaps are the skills that are listed on the desired occupation that the job seeker does not have. You can print skills lists for several occupations and point out the occupation(s) that have the closest correlation with the job seeker’s existing skills. These are the occupations the job seeker should pursue.
At this point the individual job seeker should have a pretty clear idea of the steps to take to pursue an occupation!
Suggested data tools for Data Checklist:
Career Exploration Tools such as Interest Profiler and Work Importance Profiler
Educational assessments such as WorkKeys

28. Please enter your questions into the Chat window!
Question and Answer Period
Facilitator:
Answer critical questions that have been asked through Chat throughout the session at this point.
Please enter your questions into the Chat window!

29. Summary: Introduction to Data Tools
In this lesson, you learned to:
Explain the importance of conducting job seeker skill assessment and career path planning in the context of available LMI
Identify available tools, such as skill assessments, and gain insight into which tools are most effective in given situations
Facilitator:
Briefly review the lesson.

30. Before the Next Lesson…
Check out the following resources to prepare you for the next topic in this series:
Pam Frugoli: Reemployment Assistance: Using Electronic Tools and Assessments to Help Dislocated Workers Find New Jobs
CLICK HERE TO ACCESS!
Teresa Davenport’s podcasts:
O*NET’s Role in Reemployment
Using O*NET to Identify Skills For Green Jobs
Facilitator:
Present the info on the slide. Explain to the participants that this is their pre-work for the next lesson!

31. Access to Webinar Resources
Recordings and transcripts are available within 2 business days after the event.
& Password
WEBINAR RESOURCES SLIDE
FACILITATOR:
To access today’s recording once it’s posted, log in to your Workforce3 One account.
Once you log into your account, you’ll automatically be taken to your Dashboard page.
Under the Attended Events section of your Dashboard page, you’ll see the titles of the live virtual classroom sessions you’ve registered to attend.
To access a specific session’s recording, transcript, PPT, and any handouts that were made available before the live virtual classroom or any new resources made available after the live virtual classroom, “mouse” over and left-click the session title.
Please note: The recording and transcript of today’s live virtual classroom will be posted within two business days, and other resources for download will be posted as they become available.
(Click to next slide)

32. What’s Next?
You won’t want to miss our next topic, Using Data to Inform Skill Assessment, Competency Analysis, and Career Pathway Planning! In this lesson, you’ll learn how to use the “tools of the trade.”
Date:
Time:
Facilitator:
Present as shown. INSERT CORRECT DATE AND TIME.

33. Share your best practices on the
FACILITATOR NOTES: Raise your hand if you’ve visited a CoP site before (using the virtual tool). While you say the first part below “Thank you…” Click on the web address and go to the Reemployment Works Network. Then demonstrate where participants should write their stories. This is where you can talk to other participants on this live virtual classroom, access all the resources we have discussed in the live virtual classroom, and learn about upcoming live virtual classroom events.
Say:
There is just not enough time now to share all the great experiences of the people involved here in this lesson. But the learning doesn’t need to stop. Please make the time to go to the ReEmployement Works CoP and share your expertise. As you see here, I’m showing you where you can share with others who will benefit from your experiences. Working together, we can all benefit.
Thank you to all those who helped bring this course together. Goodbye.
Share your best practices on the
ReEmployment Works! - Communities of Practice 33