EXECUTIVE SUMMARY. Sponsored by

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1 EXECUTIVE SUMMARY Sponsored by

2 Executive Summary BACKGROUND A widening gap between the skills employers need and the skills jobseekers have is a growing challenge in the global marketplace, specifically for cities and states across the U.S. that are concerned about growing local economies and improving employment rates. With a 154% increase in job postings between 2010 and 2015, Georgia is similarly situated. Pro-active steps to strengthen its robust talent pipeline by better aligning its education and career readiness programs with market demand are already underway, but additional work remains. To this end, the Metro Atlanta Chamber (MAC), in collaboration with Accenture, set out to clearly identify where education to workforce gaps exist using quantitative and qualitative data to develop recommendations to address these opportunities. WHAT ARE THE KEY FINDINGS? There were two major gaps identified: 1. Talent gap: This gap is illustrated by an undersupply in the number of higher learning degrees and certifications conferred in Georgia in comparison to the corresponding occupational demands for those graduates. The number of degrees and certifications in high demand areas fall short of the needs of employers. Additionally, the most popular programs of study selected by students typically does not coincide with the professional skills employers are seeking. The Largest Entry-level Talent Gaps by Education Level (2015 entry-level job postings to the correlating program of study): Figure A: Technical Certificates and Credentials Level: Business credentials have 6 times the number of entry-level jobs than credentials conferred; similarly, Transportation (CDL) credentials have 4 times the number of entry-level jobs than credentials conferred. Figure B: Associate Degrees Level: Health and Business degrees have 4 times the number of entry-level jobs than degrees conferred. Figure C: Bachelor s Degree Level: Business degrees have 3 times the number of entry-level jobs than degrees conferred; similarly, Computer Science degrees have 7 times the number of entry-level jobs than degrees conferred. 2. Skills gap: There is a shortfall of core professional (hard skills) and soft skills identified as requirements for available positions in comparison to the reported skills of the current talent pool. Business and computer related hard skills make up 10 of the top 15 most in-demand hard skills Communications and organizational skills are the most in-demand baseline job skills and are found in 23% and 17% of all Georgia job postings, respectively. 1

3 HOW CAN WE CLOSE THE GAPS? 1. Student & Jobseeker Awareness: Too few students and jobseekers are opting into training or degree programs that employers are seeking to fill available jobs in-demand. For example, Liberal Arts degrees are ten times oversupplied at the Associate Degree level. Many students choose their post-secondary path without considering employment outcome and earnings potential. By providing information that demonstrates the demands of the job market and salaries of different jobs, students and jobseekers will have a better opportunity to make an informed decision about their career path. For instance, they could choose to pursue a degree at the intersection of in-demand skills and topics of personal interest that help them achieve their employment goals. 2. Skill Development: Georgia s schools, local agencies, and nonprofits already incorporate some soft skills training and development in their programs; however, employers cite the lack of soft skills as one of the biggest barriers to hiring otherwise appropriately skilled employees. Expanding and / or enhancing these efforts across all levels of education to align student skills training with employer demand for soft skills will help increase student and jobseeker opportunities no matter what field of study they choose. 3. Workforce Policy: Increasing measurable outcomes for students, jobseekers and employers will require support from all stakeholders government, education and workforce providers and administrators, the business community, jobseekers, students and their parents, teachers, and guidance counselors. Implementing innovative local, system and state level workforce / education policies will help scale best practices and ensure Georgia s global competitiveness into the future. GEORGIA S OPPORTUNITY Georgia has jobs for those seeking employment and the necessary infrastructure that makes the state a global hub for moving goods and transporting people. Georgia also has the support network of people and institutions to improve employment outcomes and to educate students and jobseekers in sustainable skillsets. It is time to support students and jobseekers in their decision-making and to optimize Georgia s workforce for the betterment of our state. Please join the effort. Log into to learn more and access additional reports addressing how students/jobseekers, employers and policymakers/educators can be involved. Data graphs follow: A. Talent Gaps (Certificates and H.S./Credential Demand) B. Talent Gaps (Associates Degrees) C. Talent Gaps (Bachelor s Degrees) D. Skills in High Demand-Georgia. 2

4 A. Talent Gaps (Certificates and High School/Credential Demand) Program Awards vs. Occupational Demand Business Mgmt, Mktg Transportation & Materials Moving Machanic & Repain Technologies Personal & Culinary Services Health Prof. Most-awarded Certificate Programs ( ) and High School-Level Job Postings for related Occupation Groups (2015) Homeland Security, Law Enforcement Precision Production Family & Consumer Svcs/ Human Svces Computer/ Information Sciences Construction Trades Demand Supply 0 5,000 10,000 15,000 20,000 25,000 30,000 35,000 40,000 Figure A: Technical Certificate/Credential Entry-Level Talent Gap. B. Talent Gaps (Associates Degrees) Program Awards vs. Occupational Demand Health Prof. Business Mgmt, Mktg Computer/ Information Sciences Mechanic & Repair Technologies Visual & Performing Arts Homeland Security, Law Enforcement Personal & Culinary Services Most-awarded Associates Programs ( ) and Associate Job Postings for Related Occupation Groups (2015) Liberal Arts Education Engineering Tech & Engineering Demand Supply 0 5,000 10,000 15,000 20,000 Figure B: Associate Degree Entry-Level Talent Gap. 3

5 C. Talent Gaps (Bachelor s Degree) Program Awards vs. Occupational Demand Business Mgmt, Mktg Computer / Information Sciences Health Prof. Engineering Comms., Journalism Most-awarded Bachelor s Programs ( ) and Bachelor s Job Postings for Related Occupation Groups (2015) Visual & Performing Arts Education Social Sciences Biological & Biomedical Sciences Psychology Demand Supply 0 5,000 10,000 15,000 20,000 25,000 30,000 Figure C: Bachelor s Degree Entry-Level Talent Gap. D. Skills in High Demand-Georgia Most Demanded Baseline Skills The top 15 basic job skills by job posting frequency are more highly demanded than the other 165 skills combined; soft skills are 9 of the top 15 basic job skills. GA Basic Job Skills Distribution (2015 Job postings) GA Top 15 Basic Job Skills (by Job postings frequency on 2015) Soft Skills Hard Skills 39% Top 15 Basic Job Skills Other Basic Job Skills (165) 61% Figure D: More than half of the in-demand baseline skills are soft skills. 183, , ,494 90,562 77,083 76,440 70,062 67,071 58,448 51, ,957 Comunication Skills Organizational Skills Writing Customer Service Problem Solving Microsoft Excel Planning Microsoft Office Detail Oriented Research Project Managment 50,200 Building Effective Relationship 47,084 43,682 42,234 Computer Skills Trouble Shooting Quality Assurance and Control [C] Source: IPEDS Data from for Georgia Higher Ed, Burning Glass data from full year 2015 [D] Source: Burning Glass data from January 1, 2015 to December 31,

6 Data Notes: Related Occupation Group job posting data was created by matching 2-digit CIP programs to 2-digit SOC occupation groups through the ONET crosswalk - postings are not mutually exclusive across programs. Job Postings data includes postings that explicitly require 0-2 years of experience and a percentage of postings without specified experience extrapolated to isolate immediate post- education opportunities. Just because you received skills training in Georgia, does not mean that you sought employment in Georgia. Sources: Bureau of Labor. Bureau of Labor Statistics (BLS). Web. Feb.-Apr Bureau of Labor. BLS Local Area Unemployment Statistics (LAUS). Web. Feb.-Apr Burning Glass Technologies. High-Demand Industry Data from full year 2010 and full year 2015, Job Posting Data by Employer: January 1, 2014 December 31, 2014 and January 1, 2015 December 31, 2015, High-Demand Occupations Data from Jan Dec. 2015, Job Growth and Mean Salary by Occupation: Jan Dec. 2015, Education Required for Occupations with Highest Growth Rates: Full year 2015, Programs of Study Most Demanded by Employers: Full year 2015, Most Demanded Hard Skills: Full year 2010 and Full year 2015, Most Demanded Baseline Skills: Full year 2015, Years of Experience Required for Jobs: July 2014-June 2015, Web. Feb. Apr Georgia Department of Community Affairs. Web. Feb.-Apr Georgia Education-to-Workforce CTE / Higher Ed Interviews. Feb.-Apr Telephone interview. Georgia Education-to-Workforce Business Demand Interviews. Feb.-Apr Telephone interview. Georgia Education-to-Workforce CTE / Higher Ed Focus Group. Feb.-Apr Telephone and In-Person Focus Group. Georgia Education-to-Workforce Business Demand Focus Group. Feb. Apr Telephone and In-Person Focus Group. Georgia Education-to-Workforce Chambers Focus Group. Feb.-April Telephone and In-Person Focus Group. Integrated Postsecondary Education Data System (IPEDS.) Data pull of credentials and degrees awarded from , , and academic years for Georgia. Web. Feb.-Apr Moyer, Frank. Top Startup Growth Rates for Denver, San Diego, and Los Angeles. Web. Feb.-Apr National Work Readiness Council. Web. Feb.-Apr National Center for Education Statistics. Digest of Education Statistics, Web. Feb.-Apr Tax Foundation. State to State Migration Data, Web. Feb.- Apr U.S. Census Quarterly Workforce Indicators. (QWI), 2014 Q4. Web. Feb.-Apr

7 Special Recognition to those who assisted in this effort: Atlanta Regional Commission Georgia Association of Career And Technical Educators Georgia Department of Economic Development, Workforce Division Georgia Department of Education Georgia Department of Labor Office of Governor Nathan Deal Office of House Speaker David Ralston Office of Lieutenant Governor Casey Cagle Technical College System of Georgia University System of Georgia Shan Cooper, WestRock Scott Burton, Whitaker-Taylor Stacy Krueger, PulteGroup Mike Kenig, Holder Construction Debbie Miller, Mohawk Industries