emsi conference october 16, 2013 the moneyball approach: credentials that work
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ABOUT JOBS FOR THE FUTURE
• Our Mission:JFF works to ensure that all lower-income young people and workers have the skills and credentials needed to succeed in our economy.
• Our Vision: The promise of education and economic mobility in America is achieved for everyone.
• Our Approach: JFF designs and drives the adoption of innovative, scalable approaches and models—solutions that catalyze change in our education and workforce delivery systems.
HOW JFF WORKS: SCALING INNOVATION
DEVELOP EVIDENCE-BASED INNOVATIONS• Develop promising education and
career advancement innovations• Prototype, test, evaluate and
continuously improve models based on evidence
• Codify strongest strategies, including documenting costs and financing
BUILD FIELD CAPACITY FOR SCALE• Create products, tools, and
technology platforms to accelerate implementation of successful solutions
• Assist states, districts, community colleges, and intermediaries in implementing proven teaching and learning models
• Accelerate knowledge development through technology-enhanced networks
ADVOCATE AND INFLUENCE POLICY• Craft state and federal policies,
including sustainable funding streams, to promote the widespread adoption of proven solutions
• Elevate visibility of and demand for evidence-based solutions
• Remove policy barriers to increasing supply
• Increase incentives for adoption
Secondary / Postsecondary / Workforce Alignment
COMMUNITY COLLEGE FOCUS
Community Colleges enroll 13 million students or 45% of all US undergraduates• Students are racial minorities
– 56% of Native American undergrads
– 49% of Hispanic undergrads
– 43% of Black undergrads
• Students are nontraditional students– 60% are over 22 years old (15% are over 40)
– 40% are the first generation to attend college
– 16% are single parents
• Students juggle work/school/family – 80% of full time students are employed at least part time (21% are working full time)
– 87% of part time students are employed at least part time (40% are working full time)
• Completion is a challenge– Fewer than 3 out of 10 full time students graduate with an associates degree in three years
– Attending part time diminishes the chance of earning a credential
Source: American Association of Community Colleges: http://www.aacc.nche.edu/AboutCC/Pages/fastfactsfactsheet.aspx
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• Real-time LMI is made up of job postings by occupation obtained from Internet job boards, company websites, and newspapers using spidering technology
• It is valuable to users because it is:– collected with regular frequency and de-duplicated– parsed to produce information on hiring requirements including
education, experience, skills, and certifications
• Provides indications of current trends, emerging occupations, and current and emerging skill requirements
WHAT IS REAL-TIME LMI?
• Traditional LMI• Real Time LMI• Employer Input• Other Indicators
Regional mapping
Analysis of regional trends
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Impacts districts and other feeder pathways
Impacts planning and
design of postsecondary
pathways/curriculum
A DATA-DRIVEN APPROACH RESPONSIVE TO THE MARKET
Impacts job counseling
Identifies: jobs that are in high-
demand; and employer-important
skills/credentials
CREDENTIALS THAT WORK (CTW)
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Credentials that Work gives decision makers the information to do the practical analysis to better align education and training investments with the needs of regional economies
Working with community colleges CTW:• Creates a framework to help design and offer courses of
study that meet the needs of employers• Demonstrates how both traditional and real time labor
market data are needed to evaluate programs• Trains users on how to best analyze the data and integrate
it into ongoing decision-making processes
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DATA DRIVEN AND RESPONSIVE DECISION MAKING
Credentials That Work utilizes the latest innovations in labor market intelligence to support:
• AUDIENCE: Board of Trustees, Senior Institutional Leadership• SOURCE: Long Term Projections, State and Regional Economic Analysis,
Industry and Trade Studies, Real Time LMI, Employer InputStrategic Planning
• AUDIENCE: Boards, Senior Institutional Leaders, Deans, Department Chairs, Instructors
• SOURCE: Long Term Occupational Projections, Job Vacancy Studies, Real Time LMI, Regional Economic Analysis, Employer Input
Demand Driven Programming
• AUDIENCE: Instructors, Department Chairs, Deans• SOURCE: Real Time LMI, Traditional LMI (O*NET), Employer Input,
Postsecondary Program Review
Curriculum Modification
• AUDIENCE: Counselors, Workforce Development Staff, Department Chairs, Deans, Lenders, Students
• SOURCE: Occupational Employment Statistics and Projections, Real Time LMI, Employer Input, Postsecondary Program Review
Student Career Guidance
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INNOVATORS’ NETWORK
• Resources and Research• LMI Implementation Templates and Trainings• Forums
CTW Virtual Community Access
• Discounted Software License Rate• Trainings and Technical Assistance
Real-Time LMI Access
• National Convenings• Topical Webinars with National Workforce Experts
Peer Sharing and Joint Outreach
• Customized LMI Reports• Implementation Assistance
Intensive Technical Assistance
JFF’s Credentials That Work services are proprietary and confidential
• Cabrillo College’s analysis of health care occupational productivity
• Texas State Technical College’s high-fidelity occupational analysis, competency-based curriculum alignment, student placement, grant and resource development, market research and business development, forecasting and research, performance, and outcomes measures
• LaGuardia Community College aligns programming to the demand in green occupations
• Cerritos’ investigation of advanced manufacturing employment opportunities and regional employer skill requirements
• Southern Maine Community College supports grant proposals
• KCTCS’ pilot Dynamic Skills Audit
• Harper College supports new program development in advanced manufacturing
• The Center of Excellence’s labor market research for California community colleges
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REAL TIME LMI INTEGRATION
CREDENTIALS THAT WORK (CTW) – EARLY ADOPTERS
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• Geography: Boston-Cambridge-Quincy MSA• Traditional LMI Source: EMSI• Real-Time LMI Source: Burning Glass Labor Insight• Time Period: October 1, 2012 – September 30, 2013
SAMPLE ANALYSIS
Using traditional and real-time labor market data to develop an initial picture of demand: a look at top Sub-BA health occupations in the Boston MSA
EXAMPLES FROM THE GREATER BOSTON AREA
13SOURCES: Burning Glass Labor Insight and Bureau of Labor Statistics; Boston, Cambridge, Quincy MSA
Description 2012 Jobs10 Years
% Change
Real Time Job Postings (2012)
Projected Annual
Openings
Median Hourly
EarningsEducation Level
Registered Nurses 60,810 25% 8,955 2,821 $39.00 Associate's degree
Real Estate Sales Agents 57,653 24%772
2,971 $15.40 Postsecondary non-degree award
Bookkeeping, Accounting, and Auditing Clerks 36,821 14%
2,555973 $19.97 Moderate-term on-
the-job training
First-Line Supervisors of Retail Sales Workers 31,355 3%
7,001930 $17.04 Work experience in a
related occupation
Nursing Assistants 28,518 18%1,537
928 $13.72 Postsecondary non-degree award
First-Line Supervisors of Office and Administrative Support Workers 28,489 14%
3,0801,230 $27.43 Work experience in a
related occupation
Managers, All Other 23,557 15%7,698
934 $24.13 Work experience in a related occupation
Sales Representatives, Wholesale and Manufacturing, Except Technical and Scientific Products
23,399 11%12,538
866 $31.20 Moderate-term on-the-job training
Property, Real Estate, and Community Association Managers 21,025 26%
8141,080 $20.17 Work experience in a
related occupation
Maintenance and Repair Workers, General 20,257 15%
1,899718 $20.84 Moderate-term on-
the-job training
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HEALTH INFORMATICS (HI) GROWTH SINCE THE RECESSION
• BLS Tracks only 1 HI Occupation, Medical records and health information technicians (SOC 29-2071)
• Annual Openings Estimate (2012) 184
• 17% growth over 10 years (2012-2022)
• Factors impacting recent growth – Bundled Medicare payment system in Affordable Care Act (Obamacare)U.S.
Californ
iaTe
xas
Florid
a
New York
Massach
usetts
Arizona
Pennsylva
nia0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
26%
15%
27%
16%
30%
22%
39%
7%
Health Informatics Job Listing Growth 2007-2011
Source: Burning Glass Labor Insight
SourcesEMSI www.economicmodeling.comhttp://www.burning-glass.com/healthinformatics/
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EMERGING HEALTH INFORMATICS JOB TITLES
Source: Burning Glass Labor InsightPeriod: 10/1/12 – 9/30/13Total Postings:8318
Medical Coder
Medical Biller
Clinical Documentation Consultant
Medical Records Clerk
Applications Analyst
Medical Billing Specialist
Data Analyst
Coder
Epic Consultant
Medical Records Coordinator
99
79
64
46
36
34
30
29
22
18
Health Informatics Demand by Job Title, Boston MSA October 2012 – September 2013
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INDUSTRIES HIRING HEALTH INFORMATICS WORKERS
Source: Burning Glass Labor InsightPeriod: 10/1/12 – 9/30/13Total Postings:2088
Hospitals
Professional, Scientific, And Technical Services
Ambulatory Health Care Services
Educational Services
Merchant Wholesalers, Nondurable Goods
Chemical Manufacturing
Insurance Carriers And Related Activities
Nursing And Residential Care Facilities
Executive, Legislative, And Other General Government Support
Administrative And Support Services
540
209
172
97
59
54
52
34
34
27
Health Informatics Demand by Industry, Boston MSA October 2012 – September 2013
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EMPLOYERS SEEKING TO FILL HEALTH INFORMATICS JOBS
Source: Burning Glass Labor InsightPeriod: 10/1/12 – 9/30/13Total Postings:2088
Steward Health Care
Beth Israel Deaconess Medical Center
McKesson Corporation
Tufts Medical Center
Boston Medical Center
Partners Healthcare
Science Applications International Corporation
Accenture
Commonwealth Of Massachusetts
Childrens Hospital Boston
88
62
59
42
41
35
35
29
27
25
Health Informatics Demand by Employer, Boston MSA October 2012 – September 2013
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HEALTH INFORMATICS SPECIALIZED SKILLS
Source: Burning Glass Labor InsightPeriod: 10/1/12 – 9/30/13Total Postings:2088
Medical Coding
ICD-9-CM Coding
Health Information Technology
Epic Systems
Medical Billing
Electronic Medical Records
Medical Records
Medical Terminology
ICD-10
Business Process
480
232
221
205
149
138
136
131
124
123
Health Informatics Specialized Skills, Boston MSA October 2012 – September 2013
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HEALTH INFORMATICS BASELINE SKILLS IN DEMAND
Source: Burning Glass Labor InsightPeriod: 10/1/12 – 9/30/13Total Postings:2088
Communication Skills
Organizational Skills
Writing
Problem Solving
Microsoft Excel
Project Management
Microsoft Office
Leadership
Detail-Oriented
Planning
717
580
520
381
354
344
296
295
277
266
Health Informatics Baseline Skills, Boston MSA October 2012 – September 2013
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HI CERTIFICATIONS IN GREATEST DEMAND
Source: Burning Glass Labor InsightPeriod: 10/1/12 – 9/30/13Total Postings:2088
Real Time Job Postings• Capability to break down
certification requirements by occupation and skill level.
• RHIA certifications are for higher skill / education HI Jobs
• Health Information Technician jobs are typically middle skill jobs
• CCS are the lower skill / certification positions.
REGISTERED HEALTH INFORMATION TECHNICIAN
REGISTERED HEALTH INFORMATION ADMINISTRATOR
CERTIFIED PROFESSIONAL CODER
CERTIFIED CODING SPECIALIST
EPIC CERTIFICATION
REGISTERED NURSE
CERTIFIED PROFESSIONAL CODER-HOSPITAL OUTPATIENT
PROJECT MANAGEMENT CERTIFICATION (E.G. PMP)
MEDICAL BILLING AND CODING CERTIFICATION
REGISTERED RADIOLOGIST ASSISTANT
199
163
132
112
63
60
32
23
17
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Health Informatics Certification Demand, Boston MSA October 2012 – September 2013
• 41% of health informatics job postings require an Associates degree or less
• In this economy, employers can be more selective and post higher educational requirements in job ads
23SOURCE: Burning Glass Labor Insight; October 1, 2012 – September 30, 2013 . There were 8,318 job ads of which 2,872 were unspecified.
HEALTH INFORMATICS EDUCATION REQUIREMENTS
High School21%
Post-Secondary Or Associate's Degree
19%Bachelor's Degree
40%
Graduate Or Professional Degree
19%
Health Informatics Requested Educational Requirements, Boston MSA
October 2012 – September 2013
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Real-time technologies can be used to better match individuals to employers, guide career choices, benchmark critical skills gaps, and develop pathways.
JOB PLACEMENT
• Identify Hiring Employers
• Find Job Openings• Connect Students to
Jobs• Analyze Regional
Demand• Engage Active
Employers• Set up Internships• Obtain Scholarships
CURRICULUM DEVELOPMENT
• Identify Current Skills Needed by Industry
• Compare to Existing Offerings
• Setup New Employer Capstones
• Recruit Hiring Companies to Advisory Committees
NEW PATHWAY DEVELOPMENT
• Identify Emerging Skills & Occupations
• Find Hiring Employers For Interviews
• Form Recommendations Based on Market Demand
• Drive New Curriculum Investments
OPPORTUNITIES ARE IDENTIFIED
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Successful integration of Real-Time LMI requires:• Strong stewardship from senior leadership• Significant stakeholder engagement• Sufficient resources of time and talent• Standards for evaluation• Alignment with internal systems and structures
IMPLEMENTATION
MARY WRIGHTPROGRAM DIRECTOR, CREDENTIALS THAT [email protected]
TEL 617.728.4446 FAX 617.728.4857 [email protected]
88 Broad Street, 8th Floor, Boston, MA 02110
2000 Pennsylvania Avenue, NW, Suite 5300, Washington, DC 20006
WWW.JFF.ORG