Real-Time Data Analytics
into Action
Centers of Excellence (COE)
Lori Sanchez
Director, Desert/Inland Empire Region Evgeniya “Zhenya” Lindstrom
California Community College System
112 Colleges
10 Divisions within Chancellor’s Office
Workforce and Economic Development Division
Career Technical Education
Economic and Workforce Development
Doing What Matters for Jobs and the Economy
Introduced in 2013
To address workforce issues, specifically the skills gap,
affecting our state and its economy
A four-pronged framework that puts data at the center of
community college decision-making process
Who are the Centers of Excellence (COE)?
CA Community College Chancellor’s Office (CCCCO) Sector Navigators (SNs)
Deputy Sector Navigations (DSNs)
Regional Consortia Chair/Vice Chairs (RCs)
Technical Assistance Providers (TAPs)
Community College
LOCAL STATE
MULTI REGIONS REGION
About the COE
The Centers of Excellence deliver labor market research customized for community college decision making and workforce development.
As a grant-funded technical assistance provider, the COE work with colleges, regions and the sector networks to:
• Identify opportunities and trends in high growth, emerging, and economically critical industries and occupations.
• Estimate the gap between labor market demand, available training, and
existing or future workers.
• Help regions respond to workforce needs by providing them quality information for decision-making.
Regional COEs
Region Director
San Diego-Imperial Zhenya Lindstrom Inland Empire/Desert Lori Sanchez Los Angeles-Orange Interim
South Central Laura Coleman
Central Interim
Bay Area John Carrese North-Far North Theresa Milan
Labor Market Information (LMI)
Sources/Tools
1. Traditional LMI
2. Employer Surveys 3. Real Time LMI
4. GIS mapping 5. Program Completions Traditional LMI Real-time LMI GIS mapping Employer Surveys Program Completions
COE Data Resources
• Traditional labor market information
Economic Modeling Specialists, Inc. (EMSI)
• Real-time labor market information
Burning Glass
• GIS Mapping
Esri ArcGIS and Business Analyst
• Employer surveys
• Student program completions
Chancellor’s Office Data Mart
Integrated Postsecondary Education Data System (IPEDS)
Industry data
What data is available?• # of jobs
• # of establishments • average earnings • employment change
• occupations employed by industry • location quotient
Occupational data
What data is available?• # of occupational jobs
• jobs change (growth/decline)
• earnings (median, average, percentile) • typical minimum education requirement • jobs openings
Real Time LMI
• Labor market information derived from the analysis of job postings and resumes found in public and private labor exchanges.
• Provides indications of:
labor market demand trends emerging occupations
current and emerging skill requirements
market-based demand for education and certifications
• Data represents aggregated totals from job postings pulled from the internet daily, in “real time”.
COE Real-time (RT) LMI
story
Buzz in regional meetings and conferences COE piloted various RT LMI providers Introduced RT LMI to college communityData workshops & presentations to
provide
understanding of RT LMI
Traditional vs. Real Time LMI
Benefits Limitations
Traditional
Reliable and robust Looks backward to forecast; lacks current labor market perspective (time lag)
Consistent and documented
methodologies Static, not dynamic
Regional comparisons Lacks data on current demand/employers’ requirements
Public, no-cost distribution Does not effectively capture emerging
occupations/skills requirements/certifications
Real-time
Reveals new and emerging trends in occupational definitions
Duplication errors (becoming obsolete with more sophisticated algorithms)
Offers insights into the skills and certifications sought by employers
Certain trades (construction, manufacturing) do not necessarily use online job postings. Identifies early indications of market
shifts; data is collected regularly Online job ads can be vague
Tracks hiring demand Not every job posting represents an actual vacancy
Current and continuously updated Proprietary/Cost Source: Credentials that Work;
Inputs for successful
labor market analysis
Traditional LMI
Real Time LMI
Supply of trained workers Employer Validation Institutional Priorities Staff Expertise Local/Regional Drivers
Source: Credentials that Work; Jobs for the Future
How are CA Community Colleges
using real-time LMI?
Understand emerging occupations & industries
Regional/local labor market snapshot
Engage stakeholders
Curriculum alignment
Applications for Real Time LMI
• Determine what occupations are in greatest demand • Assess how aligned education & training programs
are against current employer job and skill demands • Make a case for “retooling” programs to reflect the
skills in demand today
• Identify new targets of opportunity in emerging
industries along with related skills in highest demand • Identify locations where occupational demand is
Labor Market Analysis with Data
Source: Credentials that Work; Jobs for the Future
Traditional occupations & industries
Provide a regional snapshot of the labor market Inform community college about service areaEmerging occupations & industries
Industries
Biotechnology
Energy efficiency/utilities Advanced transportation & alternative fuels
Occupations
Health interpreters
Supply chain technicians Cybersecurity analysts
Quantifying the gap
Demand data – supply data= workforce gap
Top Occupations in Advertising, Public Relations,
and Related Services in LA County
Top Occupations in Water, Sewage, and Other
Systems in Bay Area
Radiologic Technicians skills in Orange County
Specialized Skills
Manufacturing Production Technicians
Education and Titles in LA
Exercise
1. Assume the role detailed in your handout 2. Review data points provided
3. Which data will you use? Why?
4. How will you incorporate the data into your work? 5. What data elements are missing/do you need?
Stakeholder engagement process
• Initial consultation with regional industry experts (e.g. Deputy Sector Navigators)
• Extract real-time data based on input from industry expert
• Share real-time data and discuss findings • Industry expert takes data to field
• Second pull of data based on feedback from stakeholders
Challenges
• Incorporating real-time LMI into existing research in a meaningful way
• Understand what the numbers mean
• Interpreting data in context (e.g. review traditional LMI and training supply numbers)
• Finding ways to engage employers in discussions about the data
• Developing use of the data at the state level • Understanding the various search filters and
Thank You!
Lori Sanchez
Director, Desert/Inland Empire Region
Evgeniya “Zhenya” Lindstrom
Director, San Diego-Imperial Region
