Identifies key competencies community college administrators and faculty need to effectively use Labor Market Information (LMI) resources and develops a framework that practitioners can use to guide LMI research.
“The purpose of this brief is to share information about the questions experienced LMI users ask and the resources they consult and to introduce the 4-LMI Perspectives Model as a framework for LMI data collection and analysis...Our goal is also to stimulate conversations at colleges around the state about how LMI is used to guide decisions that ultimately help students pursue courses of study that are most likely to prepare them for training-related employment. To help colleges launch these conversations…this brief [concludes] with a list of questions that practitioners can use to launch and frame conversations about LMI” (p.5). (Abstractor: Author)

Major Findings & Recommendations

• “This core group of questions [that experienced LMI users ask] can be organized into four distinct categories, with each providing a different labor market perspective” (p.2). 1. “Demand based on secondary sources: The experienced LMI users identified Employment Development Department (EDD) data as the number one source of LMI that community colleges consult” (p.3). 2. “Demand based on primary research: Interviewees explained that they like to ground the findings they gather from consulting secondary sources on labor market demand (see above, 1. Demand-based on secondary sources) in their own information about the local and regional need for a particular occupation or occupational cluster” (p.3-4). 3. “Supply information: Interviewees generally reported that they balance evidence of demand with information gathered on the current and projected supply of job-ready completers and graduates generated by local and regional community college programs and other training providers” (p.4). 4. “Employment outcomes: Experienced users of LMI data also explained that they ask many questions about the outcomes their programs and/or colleges generate. In particular, they want to know how many students found training-related employment, what kind of jobs the students secured and how much they are being paid” (p.4). • “In combination, the four perspectives provide a framework for a well-rounded review of LMI that can be applied to almost any LMI inquiry. These four LMI perspectives align secondary source information about demand with information gathered about local employers; this evidence on demand is then balanced with a consideration of local supply. The fourth perspective on employment outcomes connects the information about supply and demand to the actual employment and wage outcomes for students who participated in the courses or programs at the community college (or other nearby institutions)” (p.4). (Abstractor: Author and Website Staff)