National Governors AssociationTalent Pipeline Policy Academy

GWDC Quarterly MeetingNovember 12, 2014

What is the Policy Academy?

• Technical assistance over two years, focused attention on issue

• Learning from other states, national models

• Monthly conference calls, occasional site visits and meetings out-of-state

• Teams– Cross-Agency Leadership Team– Working Group– Home Team / Advisory Groups

Purpose

Increase the alignment of the state’s education and training pipeline

to the needs of the economy.

24 States Applied to the Policy Academy

4

WA

OR

CA

AK

NV

MT

CO

OK

WI

NE

HI

ID

WY

AZ

KS

ND

IA

AR

UT

NM

TX

MN

MO

LA

SD

MS

KY

IL

MI

NY

GA

SC

VA

AL

TN

IN

OH

PA

FL

NC

WVDE

NJ

ME

VT

NH

MA

RICT

MD

14 States Selected for the Policy Academy

5

WA

OR

CA

AK

NV

MT

CO

OK

WI

NE

HI

ID

WY

AZ

KS

ND

IA

AR

UT

NM

TX

MN

MO

LA

SD

MS

KY

IL

MI

NY

GA

SC

VA

AL

TN

IN

OH

PA

FL

NC

WVDE

NJ

ME

VT

NH

MA

RICT

MD

New RealitiesEDUCATION, WORKFORCE & ECONOMIC DEVELOPMENT

I. Skill demands are changing in the U.S. labor market

II. Postsecondary education is the “New Minimum” for access to the middle class

III. The solution requires a better state system to align education, workforce & economic development

Overarching Goals

• Define and institute a shared vision, strategies, and policy agenda among the state’s partners

• Coordinate, enrich, and expand the many initiatives currently underway in Minnesota to increase alignment, while developing new strategies and partnerships to address Minnesota’s unique challenges and opportunities.

Four Components

• Vision What are our shared goals and strategies?

• DataHow can we use data to measure our challenges and drive performance?

• PartnershipsHow can we nurture and scale effective partnerships?

• Resources and IncentivesHow can they better serve the goal of alignment?

Minnesota Themes

• There’s lots going on – how can we better coordinate and gain traction toward a shared vision?

• Hiring difficulties, localized skills gaps

• Addressing disparities

• A changing workforce: aging, more diverse, impending shortages

• Career pathways, sector initiatives, employer engagement, work-based learning

VisionA healthy economy, where all Minnesotans have or are on a path to meaningful employment and a family-sustaining wage, and where all employers are able to fill jobs in demand.

Goals

1. All children are ready for school.

2. All third-graders can read at grade level.

3. All racial and economic achievement gaps are closed.

4. All students are ready for career and postsecondary education.

5. All students graduate from high school.

6. All Minnesotans complete some postsecondary credential.

7. All postsecondary graduates are working full-time one year after graduation.

8. All Minnesota households earn a family-sustaining wage.

9. All racial and economic employment gaps are closed.

10.The skills of Minnesota’s workforce are aligned to the needs of employers.

Component I: Vision

• Strategy 1Designating a Leadership Structure

• Strategy 2Developing Measureable Goals and Strategies

• Strategy 3Developing a Shared Policy Platform and Working to Enact Changes with the Minnesota Legislature

Component I: Vision

Indicators of Success

• Short Term

– Leadership team coalesces around shared vision, builds support outwards

– Productive structures and relationships are formed/strengthened

• Long Term

– Shared vision implemented through increased partnership, policy changes, etc.

Component II: Data

• Strategy 1Identifying and Answering Key Policy Questions to Improve Alignment

• Strategy 2Reviewing Existing Metrics and Data Tools

• Strategy 3 Developing a Talent Supply and Demand Dashboard

Component II: Data

Indicators of Success

• Short Term

– Minnesota gains a better understanding of skill supply/demand issues

– Specific plans are created to improve and coordinate the state’s data systems

• Long Term

– Data driven decision-making with regard to budget and policy priorities, partnership formation, and other targeted solutions

Component III: Partnerships

• Strategy 1Establishing a State Structure to Support and Coordinate State/Regional Industry-Education Partnerships

• Strategy 2Develop rigorous criteria to evaluate and identify high-quality partnerships

• Strategy 3Expand and promote high performing partnerships, map out where gaps need to be filled, and explore and test new partnership models

Component III: Partnerships

Indicators of Success

• Short Term

– The state determines a collaborative structure/process that defines, supports, and scales effective partnerships

• Long Term

– More partnerships to effectively address specific skill alignment issues at the local and regional levels

Component IV: Resources & Incentives

• Strategy 1Expanding Asset Maps

• Strategy 2Exploring Performance Funding

• Strategy 3Investigate current incentives and incorporate findings into a shared policy agenda

Component IV: Resources & Incentives

Indicators of Success

• Short Term

– Leadership identifies specific ways in which resources and incentives can be modified to better support alignment

• Long Term

– State resources and incentives actively support skill alignment in a coordinated fashion

Overall Indicators of Success

• Short Term– The skills alignment issue gains increased traction in Minnesota,

spurring public and private partners to collaborative action

– The education and training system is more responsive to the changing needs of the economy

– Minnesota develops a statewide strategic alignment strategy

• Long Term– Skill supply and demand are brought into and kept in alignment

across regions and industries; more individuals achieve the “new minimum” of a postsecondary credential in high-demand fields

– Disparities in education and employment (and underemployment) are reduced or eliminated