Skills, Credentials and Jobs: Minnesota’s Workforce 2011 and Beyond Eric Seleznow, National Skills...

Skills, Credentials and Jobs:Minnesota’s Workforce

2011 and Beyond

Eric Seleznow, National Skills CoalitionNovember 14, 2011

www.nationalskillscoalition.org

Our Mission

• We organize broad-based coalitions seeking to raise the skills of America’s workers across a range of industries.

• We advocate for public policies that invest in what works, as informed by our members’ real-world expertise.

• And we communicate these goals to an American public seeking a vision for a strong U.S. economy that allows everyone to be part of its success.


Investing in the Forgotten Middle

Middle-skill jobs, which require more than high-school, but less than a four-year degree, make up the largest part of the American’s labor market.

in the middle


Minnesota's Growing Skills Gap


What’s the Problem?

• Lots of issues competing for time, attention, funding, etc.

• Workforce should be more central in economic policy

• Need to raise visibility


Why’s the Problem?

• Is there common message for the field?

• Is there a clear goal the public can understand and support?

• Is there an exciting skills agenda that policy makers can support and talk about?


Create a Policy Framework

• Sector partnerships: engaging employers in a meaningful way

• Career pathways: increasing access to education and training

• Targeted investments: ensuring investments lead to credentials that have value in the labor market


What are Some Other States Doing?

• Rhode Island• Massachusetts• Indiana• Oregon• Washington• Maryland


Recommendation #2: An Opportunity

• Setting goals and developing plans for increasing adult credential attainment.

• Minnesota’s workforce development partners should make an explicit commitment to increasing credential attainment among working learners.


Cross Agency Credential Measurement• Helps you understand the outcomes

across a range of human capital investments.

• Allows you to set a system wide goal and work to increase outcomes.

• Provides a framework to use cross agency outcome data to measure progress.

• Increases agency accountability.


Elements of a Cross Agency Credential Measurement Policy

Leadership from a senior policymaker with authority over the multiple participating agencies and institutions is critical for leading this effort and in gaining the cooperation of agency heads, education leaders, and program directors.

Creation of a statewide policy, executive order, or legislation to organize, plan and sustain the policy over time.


Elements, continued

Set a bold goal for skill attainment and credential outcomes to set agency expectations, bring public attention, and encourage a wide range of agencies to be jointly invested in the effort.

Creation (or designation) of a senior level cross agency council (such as a SWIB) to coordinate data collection, break down silos and improve agency alignment.


Elements, continued

Collection and tracking of credential attainment outcomes to assess education and training investments;

A mechanism for reporting outcome data to policymakers and monitoring agencies progress;

Developing a comprehensive “workforce system” report for policy makers, stakeholders and consumers.


Keys to Success

• Strong executive leadership - Governor, L.G

• Commissioner level cabinet participation and support

• On going cross agency coordination by SWIB

• On-going measurement and accountability by Governor’s representative

• Agency collaboration


Governor's Goal?

Increase the Outcomes of the Workforce Training System by XX percent by 20XX.


Credential Measurement Basics

• Moves the needle on post-secondary success.

• Establishes a system wide goal to increase credential attainment.

• Collects cross agency outcomes. • Measures progress regularly .• Keeps agencies accountable • Reports on progress towards goal


What Credential Outcomes Can be Collected?• Community Colleges

– Associate Degrees– Certificates (30 hrs. certificate based)– Non Credit Continuing Ed (leading to a license or

credential)• Apprenticeships• Private Career Schools• WIA Occupational & Incumbent Worker

Training• CTE & Adult Ed matriculating to post

secondary• Voc. Rehab, Vets, TANF, Corrections


Cross Agency Coordination – Who Brings Data to the Table?• Department Economic Development • Department of Housing and Community Development • Department of Human Resources • Department of Labor• Department of Correction• Department of Aging• Higher Education Commission • State Department of Education • Division of Rehabilitation Services • Department of Veterans Affairs• Representation of the P-20 Education Council• Association/Board of Community Colleges• Representative of WIB Association


Challenges and Barriers

• Organizing cross agency partners and buy in.• Collecting the “right” data – K.I.S.• Data questions need to be precise.• May discover a need to create a collection

system or ask for different data.• Credential data is elusive – may need to

start small and build.


Outreach and Marketing to Customers


Contact

Eric SeleznowState Policy DirectorNational Skills CoalitionP: 202.223.8991, ext. [email protected]


Many Partners, One Vision

DLLRDept. of Labor,Licensing, and

Regulation

MDVAMarylandDepartment

ofVeteransAffairs

MSDEMarylandStateDepartmentofEducation

CCCommunity

Colleges

LWIBSLocalWorkforce

InvestmentBoards

BusinessesTraining andUpskilling

DPSCSDept. ofPublicSafety &Correctional Services

DHCDDept. of HousingandCommunityDevelopment

PCSPrivateCareer

Schools

DHRDepartment of

HumanResources

ApprenticeshipUnion andNon-Union

MDODMarylandDepartment

of Disabilities

GWIB

Gove

rnor’sW

orkfo

rce

Investm

entB

oa

rd

DBED

Department of Business

&EconomicDevelopment

P-20

P-20

Lead

ersh

ip

Coun

cil

ofMar

yland

MHEC

MarylandHigher

Educ


Cross Agency Credential Measurement Policy

• Enables state policy makers to assess the skills development and credential attainment outcomes of a range of the state’s human capital investments, set broad statewide goals for credential attainment outcomes, and measures progress over time.


What Governors Can Do to Close the -Skills Gap • Set a bold goal for the

number of residents to be trained with market-ready skills.

• Change perceptions of middle-skill jobs.

• Make sure training dollars go toward in-demand credentials aligned with real jobs.


What Can be Learned?

• Understand the "workforce training system” as a whole.

• Ability to set a system-wide goal.• Organize an array of workforce

training programs towards a common goal of increasing credential outcomes.


Moving the Needle on Post-Secondary Success• All oars rowing in the same direction for

a singular outcome under Skills@Work• All state agencies focus and track their

achievement• Other partners under the credential

counting umbrella -- LWIBs, community colleges, private career schools, and CBO’s


What the Policy Can Do?

• Help meet the goals of Skills@Work?

• Provide policy makers with the information necessary to determine if these programs are producing workers with the skills and credentials needed to meet the labor market demand within the state.


Sample Progress Tracking TemplateSample Progress Tracking Template

Increase the Number of State Residents that Complete Skills Training in Workforce Development System by 20% by 2012

Tracking MetricLead State Agency/Data

SourceFY2008 Baseline FY2009 FY2010 FY2011 FY2012 2012 Goal % of Goal Achieved

Community CollegesHigher Education Commission

Number of Associate Degrees Awarded “ 10,000 10,300 10,200 10,700 11,000 12,000 50%

Number of Credit-Based Enrollments“

50,000 55,000 56,000 58,000 60,000 60,000 100%

Number of Credit Based Certificates Awarded ” 100 103 108 99 130 120 110%

Number of (non credit) Continuing Education Course Enrollments

” 100,000 105,000 110,000 104,500 110,500 120,000 55%

Number of Continuing Education Enrollments that Lead to a Govt. or Industry Required Certificate or License

”

Number of (non credit) Continuing Education Completions

”

Private Career SchoolsHigher Education Commission

Number of Private Career School Completions that Resulted in a Credential

”

Number of Private Career School Enrollments ”

Workforce Investment Act DOL, LWIB'S

Number of WIA Participants Enrolled in Occupational Skills Training Programs

4,501 4,999 5,500 5,001 5,400 5,401 100.00%


Getting Started?

• A high level body should lead the way (Governor's WIB, P-20 Council, Legislative Task Force).

• Education of governor’s policy and communication's staff is critical.

• Governor’s office should take the lead – and establish a quantitative goal.

• Establish a mechanism to measure progress and provide accountability for progress.

Skills, Credentials and Jobs: Minnesota’s Workforce 2011 and Beyond Eric Seleznow, National Skills...

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