Todd Oldham - Using Data to Drive Programming Decisions
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Transcript of Todd Oldham - Using Data to Drive Programming Decisions
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Using Data to Drive Programming Decisions
©2015MonroeCommunityCollege
ToddOldhamVicePresidentEconomicandWorkforceDevelopmenttoldham@monroecc.eduhttps://www.linkedin.com/in/toldham
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• Rochester, New York
• State University of New York
• 14,586 Credit enrollment
• 32,841 Total enrollment (credit & non-credit)
• 100 + Degree and Certificate Programs
- 30 Middle-skills focused
• Multi-campus community college serving Monroe County
• Strong historic investment in grants management,
economic and workforce development and marketing
capability© 2015 Monroe Community College
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Building Workforce Intelligence Capability
• StrategicDecisiontoInvestinInfrastructure:o BusinessandIndustryCommunicationProject
Ø Establishedopt-indatabaseØ UsingCustomerRelationshipManagement(CRM)Ø Directsalesandmarketingmodel
• RegionalandWorkforceClusterSurveyso Createslocallabormarketdataset
• ProgramBasedEconomicImpactAnalysis
• UseofBigDataSubscriptionServices
• SharingAnalysiswithCommunityStakeholders©2015MonroeCommunityCollege
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www.workforceforward.com/reports
©2015MonroeCommunityCollege
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Source:StateSectorStrategiesComingofAge:ImplicationsforStateWorkforcePolicymakers
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Source:http://www.nga.org/files/live/sites/NGA/files/pdf/2013/1301NGASSSReport.pdf
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Measuring Labor Supply and Demand
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Expansion ofMCC’sMiddleSkillsLaborMarket IntelligenceEfforts
www.workforceforward.com/SkillsGap www.workforceforward.com/Reports©2015MonroeCommunityCollege
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Standard Occupation Classification (SOC)
© 2015 Monroe Community College
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Wage Curve
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Gap Analysis
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Skill Clustering
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© 2015 Monroe Community College
Skill Clustering
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©2015MonroeCommunityCollege
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ModularizedProgramModelSupportingStackableAcademicCertificates
• Characteristics:– Cohort-Based&Accelerated– StackablecertificateswithinAASDegreePathways
• SpecificPrograms:– ToolingandMachining(31-creditdegreecertificate)– Mechatronics(SUNYTAACCCT)– OpticalSystemsTech&Photonics– InformationTechnologyrelatedprogram
Making Measurement Actionable
©2015MonroeCommunityCollege
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Investment in New Models of Instruction
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Economic Impact: Finger Lakes Regional Workforce Development Center
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Morecompellinggrantnarrative• Quantifiedandmonetizedresultsforinvestors
– InvestinginManufacturingCommunitiesPartnership– EastmanBusinessPark– EarlyCollegeHighSchool– RochesterP-Tech
Regionalplanningandcareerpathwaydevelopment• Alignedsecondaryandpost-secondaryintegration
– Dualenrollment– 1+1Programs
• Publicawarenessformiddle-skillsoccupations• CitySchoolDistrict,IndustryAssociations
Practical Applications of Measurement
©2015MonroeCommunityCollege
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Example Calculation
Opportunity: 60 new entry level Mechatronics Technicians trained
Completions: Year 1 – 30, Year 2 – 30
Instructional Cost: $5,700 per student x 60 = $342,000
Annual Marginal Economic Impact = $45,800 60 x $45,800 = $2,748,000
Assuming a $400,000 Grant Investment…Investor’s Impact = 6.87 x return
© 2015 Monroe Community College
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Example Measurement
MCC Increased Annual Completion 47 to 77 = 67%é
Regional Annual Completions:68 to 98 = 44%é
Available Regional Supply/Demand Gap:ê18.5 %
© 2015 Monroe Community College
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Tips and Suggestions
• Beginwithaclearsenseofwhatyouwanttounderstandandaccomplishwithlabormarket intelligence
• Bereasonable andallowyourself alearning curve
• Startsmallwithamanageable dataset
• Getbuy-inandindustryinvolvement
• Thinkaboutsurveys andtheroleofpotentialpartnerships inyourcommunity
• ToolslikeAnalystareveryusefulandefficientonceyouhaveyourquestionsdefined
• Workforcedataismessyandlayered– don’texpectablackboxmodelthatispredictive.Goal isestimation andapproximation
© 2015 Monroe Community College
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Technical Observations
• SOC grouping may differ between regions
• Completion data via IPEDS can be misleading if taken at face value for CIP to actual program of interest
• Understand where each data element comes from and some sense of how it is calculated
• Involve industry associations, industry community stakeholders, faculty and advisory boards
• Prepare to revise and treat your work/framework as a living and working document – versions 1.0, 1.1., etc.
• Plan for obsolescence
• Identify partners that can provide authentic feedback regarding the face validity of the data
© 2015 Monroe Community College
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Thank You!
Questions and Discussion
ToddOldham,M.B.A.VicePresident
EconomicandWorkforceDevelopment MonroeCommunity [email protected]
https://www.linkedin.com/in/toldham