1. Leveraging labor market data as a tool to inform program selection
Rob Sentz – Chief Innovation Officer
Today we want to to talk about the relationship between the college and the outside world – and more specifically the labor market.

2. Outline Intro Scenarios Why/How/What of data Data walk-through
Scenario invitation
Questions

3. Goals Best Practices Culture of Evidence
Developing a better approach to program development
Combining talent development and social mission
Culture of Evidence
Better understanding of the data
How to facilitate this / ask for this on your campus / know what to do with the information…

4. Common Language Skills Diagram..

5. Annual Program Review Helps Southwest Wisconsin Technical College Stay Relevant

6. Scenario 1 – Emerging Jobs
A tech company wants to talk to you about their needs for data science and analytics techs.
Further, the governor wants to know how colleges are going to address tech shortage…
How can you approach that conversation with data? - What process do you use today? - How can data improve your approach?

7. Scenario 2 – Value and Relevance
Similarly, this same firm also believes that they do not hire community college grads.
The gov. might also believe this…
How can you help them value your students? - How do you deal with this today? - What data can you use to help?

8. Scenario 3 – Addressing Skilled Trades, Upskilling, Perception of Work
A manufacturing (or logistics) company you do not have a relationship with wants to talk to you. Some of them believe your existing programs are out of date / not helpful for upskilling their employees.
How can you make sure you are prepared for that meeting? What elements are critical to address? - What do you do to evaluate your existing programs today? - How can data help you stay ahead of the game?

9. What

10. Why? Higher Ed is a massive engine for economic development and sustaining economic competitiveness

11. Premise 1: How?
Capacity to do the human capital R&D (where others don’t)
Data collected from a variety of sources can help colleges improve how
Relevant programs are developed
Employers’ needs are addressed
Students are engaged

12. Understanding the data and applying it to the problem
The What: Data
Understanding the data and applying it to the problem

13. Problem: Three Disjointed Spheres
Home is a place where we park our cars, entertain ourselves, and if we are lucky, visit with our families
Work is where we spend all of our time and make our money. It often gains much of our attention and forms our culture.
Education is a vehicle that we use.
They are staggeringly disjointed and misaligned. They often seem to have very little relationship to each other.

14. Why? Integrated & Aligned Economic Ecosystems
What we should strive for is interdependency. We begin to learn about work at home. Education and work shouldn’t be mutually exclusive. We will have to learn more over our working life.

15. How? How should we look at this work?

16. What? Labor Market Dynamics

17. 5 Ways Higher Ed Should Use Labor Market Analysis
(To Understand) Economic Context and Focus – Becoming an expert on the local economic conditions so you can respond, contribute, and lead.
(To Do) Develop Programs that are Relevant and Valued – Keeping your offerings relevant and aligned. Evaluate / justify new and existing programs.
(To Do) Engage Employers and Community – Using the data to build relationships.
(To Do) Engage Future, Current, and Past Students – Helping people understand the connection between education and work and your value.
(To Do) Communicate Outcomes and Impact – Know the impact and labor market outcomes of your past students.

18. Data walk-through Scenario 3: Manufacturing / skilled trades scenario
A manufacturing (or logistics) company you do not have a relationship with wants to talk to you. Some believe your existing programs are out of date / not helpful for upskilling their employees.

19. Program Selection – Developing Relevant Programs
1. Demand
Overall market need
Growth
Change
Compensation
Employers (employer engagement and validation)
Skills
Qualifications/credentials
2. Supply
Graduate outcomes (Employer Engagement)
Competing programs
What is going on around you? What is driving the economy? What should you focus on? What deserves your attention? What are you missing? Our economies are larger and more diverse than we think and we often underestimate the opportunities in our communities.

20. Common Language (skills) diagram

21. Demand Work Assessing the labor market (high level)
(Job Postings)
Demand
Assessing the labor market (high level)
1. Industry (highest level – overall market performance -- manufacturing, tech, healthcare, etc.)
2. Occupation (high level – specific roles)
Assessing employment (on the ground)
3. Employers (perspective and words from actual employer)
4. Skills (specific tasks needed)*
* This is where we ultimately need to focus, but cannot find these w/o context provided by other data.

22. Portland/Vancouver Metro 1. Manufacturing (Industry Assessment – gov
Portland/Vancouver Metro 1. Manufacturing (Industry Assessment – gov. data / gov. taxonomy)

23. 2. Occupational Demand (gov. data / gov. taxonomy)

24. 3. Employer Demand (job postings / unstructured data)

25. 3. Employer Demand (job postings / unstructured data)

26. 3. Employer Demand (job postings / unstructured data)

27. 3. Employer Demand (job postings / unstructured data)

28. 4. Employer Demand – Skills (technical)

29. 4. Employer Demand – Skills (common or human skills)

30. Skills based perspective
Driving a talent discussion

31. Skills Cluster for Manufacturing: Hybrid Jobs
Traditional – tried and true skills
Automation – ability to use tech associated with automation
Six Sigma – process improvement and lean
GMP – quality control and assurance
Lesson: Employers are mixing production and engineering.

32. Common Language Skills Diagram.2

33. Manufacturing Skills in Southern California
Four major skill clusters dominate S. CA – GMP./Six Sigma, Automation, Vehicles, Traditional. GMP and Six Sigma exist in every area - esp where we have food production, biotech, pharma, and aerospace.
Notice that many of the production skills and where they are employed and in-demand
Also notice the many engineering skills found in the production environment. This is where we see a real hybridization of production and engineering. The skills are blending together in the same jobs.
We also see a lot of core skills that come from IT/math, the sciences, and even business
In a world of automation, we see a lot of demand for people to master many different aspects of production. There is a lot of upward mobility and transferability with these skills

34. Top Companies, South CA
These are the companies driving the formation of this cluster. Aerospace dominates. There is also a lot of pharma and biotech.

35. Wages, South CA
In the south engineers are doing GMP. A lot of upward mobility associated with GMP/Six Sigma
These are excellent starting points for work.

36. Manufacturing Skills in Northern California
The north shows some significant differences.
Here automation is the most significant and dominate skill cluster (again – automation isn’t eliminating the need for workers).
GMP/Six Sigma is the second biggest sector and it appears that more technicians are doing this work vs engineering oriented workers in the south.
Ind design is the third strongest cluster and is very associated with product design
Vehicles is fourth – Again CA has a lot of production of things that move.
Energy also showed up as a significant cluster.
There is a strong mix of production and engineering skills
IT/Math, Stats/Analytics/ and the sciences are factor in heavily
These are not basic skills. Very transferable to and high value in the market

37. Top Companies, North CA

38. Wages, North CA
Manufacturing skills in GMP in the North. In the North techs the the GMP
Quality assurance manager
Welding process automation
Continuious process
In the North there is a lot of six sigma, lean and automation are all together. These are engineers
Automation is associated with a lot of robotics.

39. Program Selection – Developing Relevant Programs
Demand
Overall market need
Growth
Change
Compensation
Employers (Employer Engagement)
Skills
Qualifications/credentials
Supply
Graduate outcomes (Employer Engagement)
Competing programs
What is going on around you? What is driving the economy? What should you focus on? What deserves your attention? What are you missing? Our economies are larger and more diverse than we think and we often underestimate the opportunities in our communities.

40. 2. Supply Evaluating Graduate Outcomes

41. Supply (Education) – Welding Programs (gov. data - IPEDS)

42. Supply (Education) – Welding Programs (gov. data - IPEDS)

43. Supply – Outcomes (Professional Profiles) at Precision Castparts
People
(Resumes and Profiles)
Supply – Outcomes (Professional Profiles) at Precision Castparts

44. Supply – Outcomes (Professional Profiles) at Precision Castparts

45. Supply – Outcomes (Professional Profiles) at Precision Castparts

46. Supply – Outcomes (Professional Profiles) at Precision Castparts; Clark College Grads

47. Supply – Outcomes (Professional Profiles) at Precision Castparts

48. Summary / Concluding thoughts

49. 1. Reshape perception

50. 2. Know the outcomes / be ready to talk about it..

51. 2. Even for the liberal arts! (create the real CIP-SOC crosswalk)
illustrates the magnetism of a field such as marketing, advertising, or PR. Liberal arts graduates move in large numbers to this field by their third job. The same kind of dynamic occurs for occupations in management and human resources, where graduates are pulled away from from their first and second jobs and move into these magnetic fields with more high-wage and high-skill job opportunities.
Clearer understanding of the journey
In a fascinating evolution of the market, liberal arts graduates now make up a larger percentage of the tech workforce than technical graduates do. LinkedIn data estimates: “Between 2010 and 2013, the growth of liberal arts majors entering the technology industry from undergrad outpaced that of computer science and engineering majors by 10 percent. Internet or software companies are especially popular—38 percent of all recent liberal arts grads in tech currently work in this space.” Companies are looking for intellectual dexterity just as much as they need technical expertise.

52. 3. Think in terms of skills and themes of Work

53. Western Governors University Creates Value for Students by Mapping Curriculum to In-Demand Skills

54. Project Objective

55. Goal: Culture of Evidence
Research (know the demand)
Understand (become an expert)
Review gaps (how well does the college respond to this need?)
Validate (Validate with employer + begin to map skills back to curriculum)

56. Goal: Best Practice - The role of labor market Observations from what orgs do…
Discovery – Know the base, structure, and trajectory of the community. What is driving jobs, what do we need to focus on?
Strategy – Address the new economy and make the college responsive
Leadership – not just following – but creating the economic development narrative
Relationships / Focus – Building relationships in key areas, driving focus to what matters most

57. 3. Helping students relate education and skills to work (Adult Learner Model)

58. Scenario Invitation Emerging jobs – dealing with new areas
Relevance and Value – dealing with anecdotes

59. Thanks! Questions?