Environmental Scan Report - South Suburban College · 03.02.2014 · environmental scan, which will be used to inform planning retreat discussions, and, ultimately, development of

Environmental Scan Report

Submitted by:

Maher & Maher 3535 Route 66, Bldg. 4

Neptune, NJ 07753 www.mahernet.com

February 3, 2014

http://www.mahernet.com/

South Suburban College Environmental Scan Report

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3535 Route 66, Bldg. 4 Neptune, NJ 07753 732-918-8000 www.mahernet.com

Contents

PART I: BACKGROUND, INTRODUCTION, AND EXECUTIVE SUMMARY .................................................1

A. Background .................................................................................................................................... 1

B. Introduction ................................................................................................................................... 2

C. Executive Summary ....................................................................................................................... 4

1. Stakeholder Survey ................................................................................................................... 4

2. Data Study: Economic and Workforce Data and Program Gap and Surplus Analysis .............. 5

PART II: SUMMARY OF STAKEHOLDER SURVEY RESULTS .....................................................................9

A. Introduction................................................................................................................................... 9

B. Overall Survey Response ............................................................................................................... 9

C. Perceptions of SSC ....................................................................................................................... 10

D. Education Quality and Student Services and Success ................................................................. 11

E. Industry/Employer Engagement and Workforce Development Needs ....................................... 12

F. Community Leadership and Partnerships.................................................................................... 13

PART III: DATA STUDY – ECONOMIC AND WORKFORCE DATA AND PROGRAM GAP AND SURPLUS

ANALYSIS ......................................................................................................................................... 15

A. Executive Summary ..................................................................................................................... 15

1. Purpose ................................................................................................................................... 15

2. Study Area ............................................................................................................................... 15

3. Study Highlights ...................................................................................................................... 16

4. Recommendations .................................................................................................................. 16

B. Economic Analysis ....................................................................................................................... 24

1. Overview ................................................................................................................................. 24

2. Labor Market (2003-2013) ...................................................................................................... 25

3. Labor Market (Post-Recession Recovery 2009-2013) ............................................................. 26

4. Key Industries .......................................................................................................................... 28

5. Data Appendix ........................................................................................................................ 31

C. Workforce Analysis ...................................................................................................................... 32

1. High-Growth Occupations ...................................................................................................... 33

2. Declining Occupations ............................................................................................................ 35


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3. Education & Training Requirements ....................................................................................... 36

4. Data Appendix ........................................................................................................................ 43

D. Gap Analysis ................................................................................................................................ 43

1. Supply ...................................................................................................................................... 43

2. Demand ................................................................................................................................... 47

3. High-Demand Occupations for Community Colleges .............................................................. 50

4. Identifying Gaps: Openings vs. Completions ........................................................................... 53

5. Data Appendix ........................................................................................................................ 58

PART IV: APPENDIX and ACCOMPANYING FILES ................................................................................ 59

SSC Survey Response Summary ....................................................................................................... 60


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PART I: BACKGROUND, INTRODUCTION, AND EXECUTIVE SUMMARY

A. Background

In 2013, South Suburban College (SSC) embarked upon an effort to develop a new strategic plan for the

college. The strategic planning process SSC is pursuing is intentionally inclusive, and actively engages

diverse stakeholders in the community – as well as internal college personnel and current and former

students – to provide input to plan priorities and development.

SSC’s strategic planning process is guided by a dual focus upon supporting student success and advancing

community prosperity. The framework for SSC’s strategic planning process revolves around three primary

elements, drawn from the American Association of Community College’s (AACC) 21st-Century Commission

on the Future of Community Colleges 2012 report, Reclaiming the American Dream: Community Colleges

and the Nation’s Future:

Increasing students’ readiness to undertake college-level work;

Improving completion rates, whether the completion is marked by attainment of an occupational

certification(s) or a diploma; and

Closing skill gaps in the community; that is, aligning graduates’ learning and credentials with

industry and occupational demand.

Woven throughout all three of these

elements are themes related to college

advocacy, accountability, and policy and

investment. Taken together, these areas of

focus drive the strategic planning process,

and will also serve as the organizing

framework for SSC’s February 12-13, 2014

strategic planning retreat (as well as the

college’s development of the strategic plan

itself).

A critical component of SSC’s strategic

planning process is the development of this

environmental scan, which will be used to

inform planning retreat discussions, and,

ultimately, development of the college’s

strategic plan. The environmental scan is

designed to provide:

A sense of what internal college and external community stakeholders from a variety of sectors

think and believe about SSC, as well as what they expect and would like to see from the college;

and

http://www.aacc.nche.edu/AboutCC/21stcenturyreport/index.html

http://www.aacc.nche.edu/AboutCC/21stcenturyreport/index.html


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An economic and workforce data and program gap and surplus analysis that conveys an

understanding concerning the business, education, and labor market climate in SSC’s service area.

In order to obtain the input of internal and external stakeholders, SSC conducted an online survey via

SurveyMonkey. Stakeholder survey responses are discussed in Part II of this environmental scan.

The economic and workforce data and program gap and surplus analysis portion of the scan is provided in

Part III.

High-level observations about both the stakeholder survey responses and the economic and workforce

data analysis are provided in Part I, Section C: Executive Summary.

B. Introduction

In an article on the use of environmental scanning in institutional research contexts, James L. Morrison

notes that:

“Successful management of colleges and universities depends upon the ability of the senior leaders to adapt to a rapidly changing external environment. Unfortunately, the lead time once enjoyed by decision makers to analyze and respond to these and other changes is decreasing. Traditional long-range planning models, with their inward focus and reliance on historical data, do not encourage decision makers to anticipate environmental changes and assess their impact on the organization.

“What is needed is a method that enables decision makers both to understand the external environment and the interconnections of its various sectors and to translate this understanding into the institution's planning and decision making processes. Environmental scanning is a method of accomplishing this.”1

Within the bounds of the overall project objectives and process, the funding available for any

environmental scanning activity will largely determine the type, level, and intensity employed.

Admittedly, the environmental scanning employed in this project is foundational in nature. Yet, it is an

important beginning and foundation for future work. Environmental scanning is not designed to be fully

exhaustive or quantitative. Rather, it is meant to identify trends and thereby detect early signs of

opportunities and threats that may influence the institution’s current and future plans.

The collection of quantitative data, via the economic and workforce data and program gap and surplus

analysis, complements the qualitative (some might say “anecdotal”) information collected via the

stakeholder survey. Comprising the combined environmental scan, these two components inform one

1 Morrison, J. L. (1992). Environmental Scanning. In M. A. Whitely, J. D. Porter, and R. H. Fenske (Eds.), A

primer for new institutional researchers (pp. 86-99). Tallahassee, Florida: The Association for Institutional

Research.


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another, and serve as the foundation for collaborative development of possible scenarios and options for

the future, so that productive strategic directions can be determined, plans formulated and implemented,

results/outcomes identified, and re-analysis commenced. This process, as employed in this project, may

be pictured as follows:

In the end, the best strategic planning processes identify seemingly isolated issues and events, group

them into recognizable trends, identify the ones that are likely to be drivers of change, and result in a plan

that deals effectively with those changes. Older strategic planning models tend to rely heavily upon

historical trends and institutional assumptions that are likely to be outdated and no longer accurate. The

most useful environmental scans leverage valuable institutional knowledge and historical data, but also

draw upon “real-time” stakeholder input and future-looking data and projections.

It is important to note, in closing, that the practice of environmental scanning is not designed to be a

“one-time” event. Rather, it should be an ongoing effort to regularly assess current and projected needs,

conditions, challenges, and opportunities, and to respond accordingly. Taking this continuous approach

to environmental scanning positions colleges to be most proactive and agile in addressing quickly-

changing dynamics in the regions they serve.

Assess and re-plan

Outcomes

Strategic plan goals, objectives, strategies, and tactics

Strategic directions

Possible scenarios and options for increasing college readiness, improving college completion rates, and closing the skills gap

Environmental scan


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C. Executive Summary

1. Stakeholder Survey

Background and Response Summary

In the fall of 2013, SSC conducted an online survey of both internal (i.e., college personnel and current

and former students) and external college stakeholders (i.e., community organizations and partners).

1,432 individuals completed the survey. Responses from internal college stakeholders comprised the vast

majority – 86% – of the total survey response. Current and former students/graduates made up the bulk

of this internal stakeholder response. Responses from stakeholders external to the college – such as

employers, community partner organizations, and other education partners – comprised just 9% of the

overall response. As such, survey results largely reflect internal perspectives about SSC, rather than the

perspectives of external customers, partners, and stakeholders. However, SSC has been provided with

survey response data broken out by individual respondent group to enable the college to more fully

examine perspectives from discrete respondent categories.

Survey Highlights and Potential Areas of Focus Moving Forward

The survey solicited input in several broad categories:

Perceptions about the college;

The quality of education and of supporting student services;

SSC’s employer engagement and workforce development efforts; and

SSC’s role as a community leader and its relationships with partner organizations.

On the whole, survey respondents appear to feel that SSC is doing an adequate-to-good job in delivering a

quality education, providing services that help students be successful, offering education and training that

is relevant to local labor market needs, and partnering with stakeholders in the community. However,

while the majority of respondents did not indicate that SSC is performing poorly in any of these areas,

their input also suggests that SSC has significant opportunities to enhance its performance in these areas.

Some particular areas of focus in the new strategic planning cycle may include:

Enhance SSC’s supporting and administrative services, such as counseling and advising, career

development support, admissions and registration, and financial aid services.

Expand program capacity to address program completion and credential attainment delays.

Address gaps in college readiness that necessitate significant developmental education, and

accelerate developmental education to move students into college-level work more quickly.

Enhance sustained partnerships with employers in regionally-important industry sectors to better

understand their talent and workforce needs, and align college programs and curriculum

accordingly.

Offer students more practical, “hands-on” learning opportunities, such as internships, workplace-

based learning, and apprenticeship-style learning.


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Increase the college’s capacity to “stay current” with and responsive to changing needs and

trends in the communities it serves. This may include better use of current and projected

economic, workforce, and education data, as well as closer partnerships with organizations that

can help SSC anticipate and address evolving dynamics and needs.

Enhance the college’s role as a visible, proactive, and respected community leader and convener,

particularly around key community challenges and opportunities.

Continue efforts to expand and strengthen meaningful, strategic partnerships with diverse

stakeholders in the community, including industries/employers, economic development

organizations, secondary and post-secondary educational systems, workforce development

entities, community-based organizations, and others.

2. Data Study: Economic and Workforce Data and Program Gap and Surplus Analysis

Purpose

The purpose of this study is to identify economic and labor market trends that will shape future demand

for education and training programs at SSC, a community college enrolling an average of 17,000 students

from the south suburbs of Chicago and the surrounding region. Specifically, this report focuses on the

following questions:

1. How is the regional economy performing overall?

2. Which industries and occupations are growing or declining?

3. Are education and training programs at SSC and other institutions in the region well aligned to

workforce demand, and are they producing enough graduates?

4. What occupations are facing shortages and should be considered for new programs at SSC?

5. What occupations are in an oversupply situation, where SSC could scale back capacity?

Study Area

The study area for this assessment is a three-county region including Cook County and Will County in

Illinois and Lake County in Indiana (referred to in this report as “SSC region”).


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SSC Study Area

Source:

ESRI

Maher & Maher collaborated with SSC representatives on defining the study area. The three counties

were selected based on SSC’s service area, knowledge of where most SSC students lived and were likely to

look for work opportunities, and locations of major industries and employers.

Study Highlights

The SSC regional economy is slowly recovering from the 2008-2009 recession, but the long-term

trend of job creation is stagnant. Will County is growing quickly, but the three-county region as a

whole trails Illinois, Indiana, and the U.S. on most measures of economic performance.

Education and health care are driving recent employment gains in the SSC region, like in many

other places around the U.S. But web-based businesses and automobile manufacturing have also

emerged as bright spots during the region’s post-recession recovery.

Temporary and contract employment agencies have played a significant role in post-recession job

creation in the SSC region, as employers take a cautious approach to hiring.

According to data compiled by the U.S. Department of Education, there are 168 postsecondary

education institutions currently operating in the three-county SSC region, offering a wide range of

degree programs and non-degree credentials. Consequently, there’s considerable overlap and

potential duplication in education and training programs offered in the region. However, despite

the abundant supply of higher education in the region, there are opportunities for SSC to offer

associate degree and certificate programs that can help close gaps in certain occupations.


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Recommendations

SSC is competing against a large pool of other institutions in the region offering similar degree and non-

degree, certification or credentialing programs. As a result, there are usually many more graduates than

job openings in most occupations. However, there are projected deficits in some occupations requiring an

associate’s degree or postsecondary non-degree award, where SSC could consider either scaling up

existing programs or adding new programs to meet demand. These occupations include:

Dental Hygienists

Medical and Clinical Laboratory Technicians

Chemical Technicians

Radio, Cellular, and Tower Equipment Installers and Repairers

Life, Physical, and Social Science Technicians

Environmental Engineering Technicians

Civil Engineering Technicians

Electrical and Electronics Drafters

Forest and Conservation Technicians

Geological and Petroleum Technicians

Nuclear Technicians

Aerospace Engineering and Operations Technicians

Agricultural and Food Science Technicians

Fish and Game Wardens

Camera and Photographic Equipment Repairers

Legal Secretaries

Firefighters

Library Technicians

Bus and Truck Mechanics and Diesel Engine Specialists

Real Estate Sales Agents

Telecommunications Equipment Installers and Repairers, Except Line Installers

First-Line Supervisors of Fire Fighting and Prevention Workers

Aircraft Mechanics and Service Technicians

Welders, Cutters, Solderers, and Brazers

Computer, Automated Teller, and Office Machine Repairers

Electronic Home Entertainment Equipment Installers and Repairs

Commercial Pilots

Insurance Appraisers, Auto Damage

Psychiatric Technicians

Jewelers and Precious Stone and Metal Workers

Hearing Aid Specialists

Medical Transcriptionists


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Other occupations are in a clear oversupply situation—i.e. program graduates outnumber available job

openings—but may still warrant consideration during SSC’s strategic planning process. For example, in

2012, the region’s education institutions graduated 3,533 students prepared to enter the workforce as

registered nurses, but the region is expected to have only 1,929 job openings annually over the next ten

years. SSC could interpret this oversupply situation as a signal to decrease capacity in registered nursing

since employer demand appears to be well covered. On the other hand, another interpretation suggests

that SSC has an opportunity in registered nursing to increase its graduates from 81 in 2012 to a greater

percentage of the total 3,533, if SSC can offer a superior program compared to other schools. Thus, not all

cases where supply (graduates) is greater than demand (job openings) should be dismissed without

careful consideration from a variety of perspectives during the strategic planning process.

A list of these “oversupply” or “surplus” occupations requiring an associate’s degree or postsecondary

non-degree award includes:

Registered Nurses

Occupational Therapy Assistants

Radiologic Technologists

Licensed Practical and Licensed Vocational Nurses

Medical Records and Health Information Technicians

Cardiovascular Technologists and Technicians

Diagnostic Medical Sonographers

Orderlies

Nursing Assistants

Paralegals and Legal Assistants

Court Reporters

Computer Network Support Specialists

Computer User Support Specialists

Emergency Medical Technicians and Paramedics

Part III of this environmental scan report provides SSC with the information necessary to evaluate

“surplus” or “deficit” occupations based on expected demand between 2013 and 2023. A complete

database listing the number of graduates (“completions”) by occupation and instructional program for all

168 education institutions in the region is provided to SSC as an accompanying file to this report.

In addition, SSC could use wage data to further prioritize the occupations listed above, as well as provide

guidance to students in general about what various jobs pay in the region. Entry wage and average wage

are noted in many of the tables in Part III of this report and included in the accompanying data appendix.


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PART II: SUMMARY OF STAKEHOLDER SURVEY RESULTS

A. Introduction

In this Part, we seek to provide a synopsis of responses to the stakeholder survey and some related

comments, rather than a detailed interpretive analysis. The goal here is not to draw absolute conclusions

– which would be misguided given the variety of survey respondents and their particular perspectives and

opinions, as well as the qualitative, intentionally “un-scientific” nature of the survey – but rather to offer

observations to inform strategic planning retreat discussions and SSC’s ultimate plan development.

Readers can review all detailed survey response data and related graphics in in the accompanying files

referenced in Part IV, Appendices.

B. Overall Survey Response

1,432 individuals responded to the stakeholder survey, which was launched in the fall of 2013. The survey

was sent to a diverse group of internal invitees, including SSC faculty, administrators, staff, trustees and

foundation board members, and current and former students. External survey invitees included

employers and other industry representatives, elected officials, community partner organizations, primary

and secondary (K-12) educators, and other post-secondary institutions.

Please select the one answer option below that best represents how you would categorize your current primary connection to SSC.

Answer Options Response Percent

Response Count

Current SSC student 45.3% 648 SSC graduate or former student 20.5% 293 SSC staff 10.6% 152 SSC faculty 7.7% 110 SSC administrator 1.5% 22 SSC trustee or foundation board member 0.3% 5 Area employer or industry representative 1.7% 24 Elected official 0.1% 2 Community partner organization (e.g., government/public sector, workforce development, economic development, Chamber of Commerce, non-profit/community-based organization, etc.)

3.7% 53

Primary or secondary education system (kindergarten-grade 12)

2.4% 34

Post-secondary education system (two-year or four-year college or university)

1.1% 16

Other (please describe): 5.1% 73 answered question 1432


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As can be seen in the chart above, responses from internal college stakeholders comprised the

overwhelming majority – 86% – of the total survey response. Current and former students/graduates

made up the bulk of this internal stakeholder response. Responses from stakeholders external to the

college – such as employers, community partner organizations, and other education partners – comprised

just 9% of the overall response.

The very high internal response may be due only to the fact that SSC invited more internal, rather than

external, stakeholders to complete the survey.

However, if the college invited a significant number of external stakeholders to complete the survey, their

low response rates may suggest to SSC the opportunity to expand and enhance its external community

engagement and partnership strategies.

C. Perceptions of SSC

Survey respondents were asked to select a description corresponding to their primary perception of SSC.

The majority of internal survey respondents selected “access, convenience, and opportunity for all” (40%),

followed by “a local, hometown community college” (39%). External respondents selected “a local,

hometown community college” more frequently (48%), followed by “access, convenience, and

opportunity for all” (29%). “Quality and excellence in education” was selected by 13% of internal

respondents and 9% of external respondents. Nine percent (9%) of external respondents and 5% of

internal respondents selected “SSC is not meeting the needs of the community.” A total of six (6)

respondents selected “community leader.”

While responses to this question suggest that SSC is largely fulfilling its roles around educational access in

the communities it serves, they may also suggest some areas of opportunity for the college, such as

aligning more closely with community needs and expanding its community leadership and convening

roles.

It bears emphasizing that because survey responses predominantly reflect the

perspectives of internal SSC community members – particularly current and former

students – they do not provide significant insight into the broader external

community’s viewpoints about or expectations of the college.

As such, readers are strongly encouraged to review the detailed survey data

provided in the files accompanying this report, particularly the spreadsheet that

delineates survey responses by individual respondent group.


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D. Education Quality and Student Services and Success

Generally, respondents rated the quality of an SSC education as good, adequate, or very good. Among

internal respondents, 44% indicated that educational quality is “good,” 25% rated it “adequate,” and 25%

rated it “very good.” Thirty-nine percent (39%) of external respondents rated the quality of education as

“good,” followed by “adequate” (23%) and “very good” (18%).

Quite similarly, when asked about SSC’s performance in meeting the education and training needs of its

students, most deemed it “good” (40% of internal respondents and 37% of external respondents) or

“adequate” (28% of internal respondents and 22% of external respondents). Among external

respondents, 17% rated SSC’s performance in this area as “very good,” and an equal percentage (17%)

indicated that they do not know. Twenty-three percent (23%) of internal respondents rated SSC’s

performance as “very good.” Less than 10% of both internal and external respondents indicated that

SSC’s performance in this area is either “poor” or “very poor.”

Internal respondents were asked questions about their perceptions of the choice in programs at SSC,

related opportunities for student success, and the quality of services provided by the college. Most

respondents (43%, on average) indicated that SSC’s performance in this area is “good,” followed by

“adequate”/”neutral” (25%, on average) and “very good” (21%, on average). Less than 10% of

respondents ranked SSC’s performance in these areas as “poor” or “very poor.”

Asked about the college’s effectiveness in preparing students for further education, most respondents

selected “effective” (40% of internal respondents and 32% of external respondents). Twenty-six percent

(26%) of internal respondents and 22% of external respondents indicated that SSC’s performance in this

area is “adequate.” “Very effective” was selected by 19% of internal respondents and 13% of external

respondents. It should be noted that 28% of external respondents selected “do not know” in response to

this question.

Taken together, these survey responses seem to indicate that SSC is generally perceived as doing a good

or adequate job in delivering educational quality, meeting students’ education and training needs,

offering useful programs and supporting services, and preparing students to continue their education.

While fewer responses indicated that SSC is extremely high-performing in these areas, fewer still

indicated that the college is performing poorly in these areas. Positively, these responses seem to suggest

that SSC is in a position to harness opportunities for improvement to “go to the next level.” In reviewing

survey respondents’ open-ended comments, a number of possible areas of focus emerge:

It appears there is a strong opportunity to improve the college’s supporting and administrative

services, such as counseling/advising, career advising and development, admissions and

registration, and financial aid.

A number of comments expressed frustration with program capacity limitations and wait-lists, as

well as extended delays in program completion and credential/degree attainment. Accelerating

program completion and credential attainment appear to be needs.


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Many respondents cited a need for enhanced communication and customer service across all

departments of the college.

Several commenters indicated the need for programs and courses that are better-tied to labor

market needs, and that incorporate hands-on experience and training (e.g., employer

internships).

Many respondents noted a need for more flexible scheduling options, particularly those that are

tailored to working and adult students. Online classes, evening classes, and weekend classes

were most often-cited.

Based upon respondent comments, it appears that addressing college readiness gaps and

accelerating “remedial” and developmental education strategies are a strong concern.

E. Industry/Employer Engagement and Workforce Development Needs

A number of survey questions were designed to obtain respondents’ perspectives on how well SSC is

aligning programming and curriculum to area industry and workforce needs, and how effectively the

college is preparing students for jobs. Asked how effectively SSC works with area industry and employer

representatives to design responsive education and training programs, a significant portion of

respondents indicated that they do not know (38% of external respondents and 40% of internal

respondents). This is quite striking and may suggest an area of focus for the college going forward. Other

respondents indicated that SSC’s efforts in this area are either “effective” (25% among external

respondents, and 23% among internal respondents) or “adequate” (14% among external respondents,

and 20% among internal respondents). Approximately 10% of both internal and external respondents

described SSC’s work in this area as either “ineffective” or “very ineffective.”

External survey respondents were asked to weigh in on the most pressing workforce challenges and

workforce skill gaps facing the region. The top three workforce challenges identified were:

Retaining existing workers;

Recruiting skilled technical workers; and

Recruiting entry-level workers.

The most critical skill gaps identified by external respondents were:

Applied math, science, English, and reading/writing skills;

Soft skills such as work ethic, communication, and teamwork; and

Computer and technology skills.

Both internal and external respondents were asked about how effectively SSC prepares students for jobs

in the regional labor market. Thirty-four percent (34%) of external respondents and 24% of internal

respondents – quite significant portions – indicated that they did not know. Most internal respondents

deemed SSC’s performance in this area as either “effective” or “adequate” (29% for both answer options),

as did most external respondents (29% for “effective” and 19% for “adequate”).


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External respondents were also asked if they have ever hired an SSC student or graduate. Of those that

have (70, or 39%), most strongly agreed (29%) or agreed (43%) that the SSC hires were well-trained for

the positions, while 13% selected “neutral” in response to the question.

Considering these responses, it appears that SSC is perceived as generally doing a good or adequate job in

attempting to meet regional workforce needs and preparing students for available jobs. However, that a

significant portion of the respondents did not know how SSC is performing in these areas is worth noting.

It may be that SSC does not actively communicate about its workforce-related efforts, or it may be that

the college should expand its focus on industry/employer engagement and the alignment of programming

to area workforce needs. This should be a key point of discussion during the planning retreat.

Several responses to open-ended survey questions raised some potential areas for SSC’s consideration

moving forward:

As noted in the previous section, a number of comments indicated a desire for programs and

classes that are better-tied to regional labor market needs and dynamics, and that incorporate

more practical/”hands-on” learning opportunities.

Some respondents indicated that SSC could do a better job with career advising and development,

as well as with helping graduates find jobs relevant to their areas of study.

While a number of respondents complimented SSC on its industry outreach and its

career/technical training programs, others noted a need for expanded industry/employer

engagement and felt that the college could do more to capitalize on the willingness of employers

to partner with the college.

In a related vein, some respondents felt that SSC has an opportunity to improve its ability to keep

pace with evolving needs and dynamics in the community, which may include changing industry

and workforce trends. Ongoing engagement with businesses in regionally-important industry

sectors and continuous review of economic and workforce data could assist the college in this

regard.

Some comments suggested that SSC can enhance its partnerships with other organizations that

are focused on workforce development.

F. Community Leadership and Partnerships

External survey respondents were asked several questions about SSC’s role as a community leader and its

relationships with partner organizations. As noted previously, when asked about their primary perception

of SSC, very few respondents (a total of 6) selected the “community leader” answer option, suggesting a

tremendous opportunity for the college. Asked to indicate their level of agreement that SSC

demonstrates a leadership role in addressing community issues and challenges, 29% of respondents

selected “neutral” and 29% agreed, while 20% indicated they do not know. Asked about the nature of

SSC’s partnerships with community organizations, 37% indicated that they do not know, 22% rated them

as strong, 19% rated them as adequate, and 10% rated them as weak or very weak.


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Responses to open-ended survey questions help to pinpoint some areas where SSC might consider

enhancing its community leadership functions and expanding its engagement with community partner

organizations:

Several comments suggested a potential need for the college to enhance external communication

and responsiveness and improve its visibility and profile.

Some comments seem to suggest that engagement with partners is not consistent and should

include more follow-through, and/or is limited to a select group of organizations.

A number of responses suggest that SCC is negatively impacted by poor perception in the

community. Further exploring and addressing the roots of potential poor perception would be

helpful.

Positively, several respondents appreciated SSC’s recent efforts to expand its leadership role and

enhance relationships with community partners such as employers and high schools. Continuing

these efforts will obviously be important for the college and its impact in the community.


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PART III: DATA STUDY – ECONOMIC AND WORKFORCE DATA AND PROGRAM GAP AND SURPLUS ANALYSIS

A. Executive Summary

1. Purpose

The purpose of this study is to identify economic and labor market trends that will shape future demand

for education and training programs at South Suburban College (SSC), a community college enrolling an

average of 17,000 students from the south suburbs of Chicago and the surrounding region. Specifically,

this report focuses on the following questions:

1. How is the regional economy performing overall?

2. Which industries and occupations are growing or declining?

3. Are education and training programs at SSC and other institutions in the region well aligned to

workforce demand, and are they producing enough graduates?

4. What occupations are facing shortages and should be considered for new programs at SSC?

5. What occupations are in an oversupply situation, where SSC could scale back capacity?

2. Study Area

The study area for this assessment is a three-county region including Cook County and Will County in

Illinois and Lake County in Indiana (referred to in this report as “SSC region”).

Figure 1. SSC Study Area

Source: ESRI


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Maher & Maher collaborated with SSC representatives on defining the study area. The three counties

were selected based on SSC’s service area, knowledge of where most SSC students lived and were likely to

look for work opportunities, and locations of major industries and employers.

3. Study Highlights

The SSC regional economy is slowly recovering from the 2008-2009 recession, but the long-term

trend of job creation is stagnant. Will County is growing quickly, but the three-county region as a

whole trails Illinois, Indiana, and the U.S. on most measures of economic performance.

Education and health care are driving recent employment gains in the SSC region, like in many

other places around the U.S. But web-based businesses and automobile manufacturing have also

emerged as bright spots during the region’s post-recession recovery.

Temporary and contract employment agencies have played a significant role in post-recession job

creation in the SSC region, as employers take a cautious approach to hiring.

According to data compiled by the U.S. Department of Education, there are 168 postsecondary

education institutions currently operating in the three-county SSC region, offering a wide range of

degree programs and non-degree credentials. Consequently, there’s considerable overlap and

potential duplication in education and training programs offered in the region. However, despite

the abundant supply of higher education in the region, there are opportunities for SSC to offer

associate degree and certificate programs that can help close gaps in certain occupations.

4. Recommendations

SSC is competing against a large pool of other institutions in the region offering similar degree and non-

degree, certification or credentialing programs. As a result, there are usually many more graduates than

job openings in most occupations. However, there are projected deficits in some occupations requiring an

associate’s degree or postsecondary non-degree award, where SSC could consider either scaling up

existing programs or adding new programs to meet demand. These occupations include:

Dental Hygienists

Medical and Clinical Laboratory Technicians

Chemical Technicians

Radio, Cellular, and Tower Equipment Installers and Repairers

Life, Physical, and Social Science Technicians

Environmental Engineering Technicians

Civil Engineering Technicians

Electrical and Electronics Drafters

Forest and Conservation Technicians

Geological and Petroleum Technicians

Nuclear Technicians

Aerospace Engineering and Operations Technicians

Agricultural and Food Science Technicians

Fish and Game Wardens


17


Camera and Photographic Equipment Repairers

Legal Secretaries

Firefighters

Library Technicians

Bus and Truck Mechanics and Diesel Engine Specialists

Real Estate Sales Agents

Telecommunications Equipment Installers and Repairers, Except Line Installers

First-Line Supervisors of Fire Fighting and Prevention Workers

Aircraft Mechanics and Service Technicians

Welders, Cutters, Solderers, and Brazers

Computer, Automated Teller, and Office Machine Repairers

Electronic Home Entertainment Equipment Installers and Repairs

Commercial Pilots

Insurance Appraisers, Auto Damage

Psychiatric Technicians

Jewelers and Precious Stone and Metal Workers

Hearing Aid Specialists

Medical Transcriptionists

Other occupations are in a clear oversupply situation—i.e. program graduates outnumber available job

openings—but may still warrant consideration during SSC’s strategic planning process. For example, in

2012, the region’s education institutions graduated 3,533 students prepared to enter the workforce as

registered nurses, but the region is expected to have only 1,929 job openings annually over the next ten

years. SSC could interpret this oversupply situation as a signal to decrease capacity in registered nursing

since employer demand appears to be well covered. On the other hand, another interpretation suggests

that SSC has an opportunity in registered nursing to increase its graduates from 81 in 2012 to a greater

percentage of the total 3,533, if SSC can offer a superior program compared to other schools. Thus, not all

cases where supply (graduates) is greater than demand (job openings) should be dismissed without

careful consideration from a variety of perspectives during the strategic planning process.

A list of these “oversupply” or “surplus” occupations requiring an associate’s degree or postsecondary

non-degree award includes:

Registered Nurses

Occupational Therapy Assistants

Radiologic Technologists

Licensed Practical and Licensed Vocational Nurses

Medical Records and Health Information Technicians

Cardiovascular Technologists and Technicians

Diagnostic Medical Sonographers

Orderlies

Nursing Assistants


18


Paralegals and Legal Assistants

Court Reporters

Computer Network Support Specialists

Computer User Support Specialists

Emergency Medical Technicians and Paramedics

The following tables in this section provide SSC with the information necessary to evaluate “surplus” or

“deficit” occupations based on expected demand between 2013 and 2023. A complete database listing

the number of graduates (“completions”) by occupation and instructional program for all 168 education

institutions in the region is included as an accompanying file in the appendices to this report.

In addition, SSC could use wage data to further prioritize the occupations listed above, as well as provide

guidance to students in general about what various jobs pay in the region. Entry wage and average wage

are noted in many of the tables in subsequent sections of this report and included in this report’s

accompanying files.

Figure 2. Projected Surplus/Deficit for Occupations Ranked by SSC Completions, 2013-2023 Requiring Associate's Degree or Postsecondary Non-Degree Award

SOC2 Title

Annual Openings

2013-23

Total Completions

2012

SSC Completions

2012 Surplus (+)

Deficit (-)

29-1141 Registered Nurses 1,929 3,533 81 1,604

31-2011 Occupational Therapy Assistants 36 88 20 52

29-2035 Magnetic Resonance Imaging Techs 16 263 17 247

29-2034 Radiologic Technologists 118 273 17 155

29-2061 Licensed Practical & Vocational Nurses 478 835 17 357

29-2071 Medical Records/Health Inform Techs 131 1,284 16 1,153

29-2031 Cardiovascular Technologists/Techs 29 112 9 83

29-2032 Diagnostic Medical Sonographers 45 72 8 27

17-3022 Civil Engineering Technicians 27 16 8 -11

31-1015 Orderlies 22 2,501 6 2,479

31-1014 Nursing Assistants 737 2,501 6 1,764

23-2011 Paralegals and Legal Assistants 319 422 5 103

2 For a complete profile of each occupation by Standard Occupational Classification (SOC) code, visit the U.S. Bureau

of Labor Statistics website at http://www.bls.gov/oes/current/oes_stru.htm.

http://www.bls.gov/oes/current/oes_stru.htm


19


23-2091 Court Reporters 13 37 3 24

15-1152 Computer Network Support Specialists 114 2,365 2 2,251

15-1151 Computer User Support Specialists 379 2,365 2 1,986

29-2041 Emergency Medical Techs & Paramedics 271 741 1 470

Figure 3. Occupations in SSC Region with Projected Completion Deficits, 2013-2023

Requiring Associate’s Degree

SOC Title Annual Openings

2013-23

Total Completions

2012

SSC Completions

2012 Deficit

29-2021 Dental Hygienists 169 111 0 -58

29-2012 Medical and Clinical Laboratory Techs 69 28 0 -41

19-4031 Chemical Technicians 25 4 0 -21

49-2021 Radio, Cell, Tower Equip Installer/Repair 19 0 0 -19

19-4099 Life, Physical, & Social Science Techs 26 8 0 -18

17-3025 Environmental Engineering Technicians 16 2 0 -14

17-3022 Civil Engineering Technicians 27 16 8 -11

17-3012 Electrical and Electronics Drafters 8 0 0 -8

19-4093 Forest and Conservation Technicians 6 0 0 -6

19-4041 Geological and Petroleum Technicians 5 0 0 -5

19-4051 Nuclear Technicians 6 1 0 -5

17-3021 Aerospace Engineering/Operations Techs 3 0 0 -3

19-4011 Agricultural and Food Science Technicians 6 3 0 -3

33-3031 Fish and Game Wardens 1 0 0 -1

49-9061 Camera & Photographic Equip Repairers 1 0 0 -1


20


Figure 4. Occupations in SSC Region with Projected Completion Surpluses, 2013-2023 Requiring Associate’s Degree


2013-23

Total Completions

2012

SSC Completions

2012 Surplus

15-1152 Computer Network Support Specialists 114 2,365 2 2,251

15-1151 Computer User Support Specialists 379 2,365 2 1,986

29-1141 Registered Nurses 1,929 3,533 81 1,604

25-2011 Preschool Teachers, Except Special Ed 418 1,369 0 951

29-1171 Nurse Practitioners 56 803 0 747

29-1151 Nurse Anesthetists 17 657 0 640

17-3023 Electrical & Electronics Engineering Techs 45 667 0 622

29-1161 Nurse Midwives 3 624 0 621

27-1022 Fashion Designers 5 257 0 252

29-2035 Magnetic Resonance Imaging Techs 16 263 17 247

17-3011 Architectural and Civil Drafters 28 261 0 233

17-3026 Industrial Engineering Technicians 14 224 0 210

19-4061 Social Science Research Assistants 39 216 0 177

29-2034 Radiologic Technologists 118 273 17 155

29-2054 Respiratory Therapy Technicians 3 137 0 134

29-2056 Veterinary Technologists and Technicians 66 178 0 112

23-2011 Paralegals and Legal Assistants 319 422 5 103

11-9061 Funeral Service Managers 2 88 0 86

19-4091 Environmental Science/Protection Techs 39 124 0 85

29-2031 Cardiovascular Technologists and Techs 29 112 9 83

51-9141 Semiconductor Processors 2 85 0 83

39-4031 Morticians, Undertakers, Funeral Directors 11 88 0 77


21


27-4012 Broadcast Technicians 30 102 0 72

17-3013 Mechanical Drafters 19 73 0 54

17-3027 Mechanical Engineering Technicians 17 71 0 54

29-1126 Respiratory Therapists 84 137 0 53

31-2011 Occupational Therapy Assistants 36 88 20 52

31-2021 Physical Therapist Assistants 80 130 0 50

17-3029 Engineering Techs, Except Drafters 32 71 0 39

29-2032 Diagnostic Medical Sonographers 45 72 8 27

43-9031 Desktop Publishers 6 30 0 24

29-2033 Nuclear Medicine Technologists 9 30 0 21

17-3019 Drafters, All Other 5 23 0 18

53-2021 Air Traffic Controllers 28 46 0 18

13-2021 Appraisers and Assessors of Real Estate 25 39 0 14

17-3024 Electro-Mechanical Technicians 6 18 0 12

29-1124 Radiation Therapists 7 17 0 10

49-9062 Medical Equipment Repairers 31 35 0 4


22


Figure 5. Occupations in SSC Region with Projected Completion Deficits, 2013-2023 Requiring Postsecondary Non-Degree Award

SOC Title

Annual Openings

2013-23 Total Completions

2012 SSC Completions

2012 Deficit

43-6012 Legal Secretaries 175 3 0 -172

33-2011 Firefighters 276 139 0 -137

25-4031 Library Technicians 152 18 0 -134

49-3031 Bus/Truck Mechanics & Diesel Eng Specialists 133 0 0 -133

41-9022 Real Estate Sales Agents 153 39 0 -114

49-2022 Telecom Equip Installers & Repairers 72 0 0 -72

33-1021 First-Line Supervisors of Fire Fighting Workers 83 13 0 -70

49-3011 Aircraft Mechanics and Service Technicians 79 14 0 -65

51-4121 Welders, Cutters, Solderers, and Brazers 143 104 0 -39

49-2011 Computer, Auto Teller, Office Machine Repair 62 41 0 -21

49-2097 Electronic Home Entertainment Install/Repair 21 0 0 -21

53-2012 Commercial Pilots 19 0 0 -19

13-1032 Insurance Appraisers, Auto Damage 10 0 0 -10

29-2053 Psychiatric Technicians 27 17 0 -10

51-9071 Jewelers & Precious Stone & Metal Workers 9 0 0 -9

29-2092 Hearing Aid Specialists 2 0 0 -2

31-9094 Medical Transcriptionists 29 27 0 -2


23


Figure 6. Occupations in SSC Region with Projected Completion Surpluses, 2013-2023 Requiring Postsecondary Non-Degree Award


2013-23 Total Completions

2012 SSC Completions

2012 Surplus

31-1015 Orderlies 22 2,501 6 2,479

39-5094 Skincare Specialists 38 1,930 0 1,892

31-1014 Nursing Assistants 737 2,501 6 1,764

39-5091 Makeup Artists, Theatrical & Performance 0 1,637 0 1,637

39-5092 Manicurists and Pedicurists 71 1,663 0 1,592

39-5012 Hairdressers, Hairstylists, & Cosmetologists 441 1,801 0 1,360

29-2071 Medical Records & Health Information Techs 131 1,284 16 1,153

35-2013 Cooks, Private Household 1 950 0 949

31-9011 Massage Therapists 86 880 0 794

49-2096 Electronic Equip Installers/Repairers 3 687 0 684

49-2093 Electrical/Electronics Installers & Repairers 10 687 0 677

49-9021 HVAC and Refrigeration Mechanics/Installers 192 712 0 520

29-2041 Emergency Medical Techs & Paramedics 271 741 1 470

29-2099 Health Technologists and Technicians 88 526 0 438

39-5011 Barbers 5 420 0 415

29-2061 Licensed Practical & Vocational Nurses 478 835 17 357

49-2095 Electrical Repair, Powerhouse, Subst, Relay 15 362 0 347

49-9097 Signal and Track Switch Repairers 7 277 0 270

49-3023 Automotive Service Technicians & Mechanics 455 687 0 232

27-4011 Audio and Video Equipment Technicians 66 275 0 209

31-9091 Dental Assistants 268 436 0 168

27-4014 Sound Engineering Technicians 9 173 0 164


24


49-2092 Electric Motor, Power Tool, & Related Repair 3 166 0 163

29-2055 Surgical Technologists 36 171 0 135

49-2094 Electrical/Electronics Repairer, Comm/Indus 22 126 0 104

39-4011 Embalmers 4 97 0 93

51-4122 Welding, Soldering, Brazing Machine Setters 34 104 0 70

51-5111 Prepress Technicians and Workers 16 65 0 49

49-9045 Refractory Materials Repairers, Except Brick 2 49 0 47

39-9031 Fitness Trainers and Aerobics Instructors 230 261 0 31

23-2091 Court Reporters 13 37 3 24

29-2057 Ophthalmic Medical Technicians 11 24 0 13

49-2091 Avionics Technicians 11 14 0 3

49-9063 Musical Instrument Repairers and Tuners 6 9 0 3

B. Economic Analysis

1. Overview

The SSC region, made up of Cook and Will counties in Illinois and Lake County in Indiana, is a $363 billion

regional economy, roughly equivalent to one-half of Illinois’s total Gross Domestic Product (GDP). If the

SSC region were a state, it would rank 15th in GDP, behind Washington and ahead of Maryland. As with

many other metropolitan areas with major cities, the SSC regional economy is driven by Chicago’s core

industries, which include commercial banking ($11.8 billion), hospitals ($9.4 billion), and regional offices

of large corporations ($7.9 billion). Passenger air transportation ($5.7 billion) and income derived from

owning real estate ($20.8 billion) are also major factors in regional economic performance. Cook County

represents nearly 90 percent of total economic activity in the three-county region.

Total employment in the SSC region is approximately 2.92 million jobs, which is nearly 50 percent of the

total number of jobs in Illinois and nearly equivalent to total employment in Indiana. Population growth in

the SSC region has been slow, relative to the U.S. The region added approximately 66,000 residents

between 2003 and 2013, a ten-year growth rate of only one percent compared to nine percent for the

U.S., three percent for Illinois, and six percent for Indiana.


25


2. Labor Market (2003-2013)

Job creation in the SSC region, as a whole, has been stagnant during the past ten years. In fact, there are

fewer jobs in the region today than there were in 2003. Total employment in the SSC region declined by

1.4 percent between 2003 and 2013, significantly underperforming the U.S. (+4.7%), Indiana (+1.5%), and

Illinois (-0.5%). However, at the county level within the SSC region, changes in the labor market varied

considerably. Cook County lost nearly 100,000 jobs between 2003 and 2013 (-3.8%), whereas the labor

market in Lake County remained virtually unchanged, with a slight decline of 0.2 percent. Will County, by

contrast, experienced tremendous growth. Total employment in Will County increased from about

161,000 jobs in 2003 to about 219,000 jobs in 2013—a robust growth rate of approximately 37 percent,

or 3.7 percent annually (economists generally agree that 3% annual growth is considered “healthy”).

Figure 7. Long-Term Change in Total Employment in SSC Region 3

2003 2013 Change Growth

SSC Region 2,964,601 2,922,899 -41,702 -1.4%

Cook 2,604,611 2,504,660 -99,951 -3.8%

Will 160,708 219,453 58,745 36.6%

Lake 199,282 198,786 -496 -0.2%

Figure 8. Total Employment Growth, 2003-2013

3 Data in this report is from the Quarterly Census of Employment and Wages (QCEW) at the U.S. Bureau of Labor

Statistics, the Integrated Postsecondary Education Data System at the National Center for Education Statistics at U.S. Department of Education, and EMSI, an Idaho-based labor market data and economic modeling firm. QCEW includes both full-time and part-time workers and covers 98% of all jobs in the U.S.

-1.4%

-0.5%

1.5%

4.7%

-3% -2% -1% 0% 1% 2% 3% 4% 5% 6%

SSC Region

Illinois

Indiana

US


26


3. Labor Market (Post-Recession Recovery 2009-2013)

The SSC region is still down from its pre-recession peak of more than three million jobs (2007), but the

region has recovered well relative to many other areas around the U.S. As a whole, job growth in the SSC

region since 2009 (recession officially ended in June 2009) has trailed the U.S. and Indiana, but outpaced

Illinois. Similar to the ten-year trend, Will County has led the way with more than 11 percent job growth,

adding nearly half as many jobs to the regional economy as Cook County, despite its much smaller size.

Figure 9. Post-Recession Change in Total Employment in SSC Region 4

2009 2013 Change Growth

SSC Region 2,848,269 2,922,899 74,630 2.6%

Cook 2,457,584 2,504,660 47,076 1.9%

Will 197,583 219,453 21,870 11.1%

Lake 193,102 198,786 5,684 2.9%

Figure 10. Total Employment Growth, 2009-2013

Health care, employment services (temp/contract), and local services have been driving job gains in the

SSC region since the recession ended in 2009. Temporary help agencies, which are classified as part of the

administrative and support and waste management and remediation sector, added approximately 29,400

jobs in the SSC region between 2009 and 2013. Growing employment in temporary or contract

4 Unless otherwise noted, all data featured in this report is from the Quarterly Census of Employment and Wages

(QCEW) program at the U.S. Bureau of Labor Statistics, and EMSI, an Idaho-based labor market data and economic modeling firm. QCEW includes both full-time and part-time workers and covers 98% of all jobs in the U.S.

2.3%

2.6%

4.1%

5.5%

0% 1% 2% 3% 4% 5% 6% 7%

Illinois

SSC Region

US

Indiana

http://www.census.gov/svsd/www/services/sas/sas_summary/56summary.htm


27


employment services has been a common feature of regional labor markets across the U.S., as companies

take a cautious approach to hiring in an uncertain economic environment. Government, construction, and

manufacturing are still well below pre-recession employment levels, but a few bright spots within those

broad industry categories do exist and will be discussed in the following section.

Overall, post-recession employment change by industry category in the SSC region looks similar to most

other large, urban labor markets in the U.S., with a few notable exceptions. The energy sector (mining,

quarrying, oil and gas extraction) in the SSC region lost more jobs relative to the U.S. as a whole, but from

a relatively small base which exaggerates the percentage difference. Second, the construction sector in

the SSC region was particularly hard hit compared to the U.S., but construction firms in Lake County were

an unexpected bright spot, adding more than 4,000 jobs (37%). Finally, in Will County, the fastest growing

job market within the SSC region, four sectors have grown by at least 30 percent since 2009: management

of companies and enterprises (93%), administrative and support and waste management and remediation

(37%), transportation and warehousing (35%), and finance and insurance (30%).


28


Figure 11. Post-Recession Change in Employment by Industry Category in SSC Region, 2009-2013

SSC Jobs

2013 SSC Change

2009-13 SSC Growth

2009-13 U.S. Growth

2009-13

Admin, Support, Waste Mgt, Remediation Svcs 211,598 34,762 20% 16%

Health Care and Social Assistance 386,801 26,156 7% 7%

Accommodation and Food Services 241,373 17,149 8% 9%

Professional, Scientific, and Technical Services 219,737 12,821 6% 9%

Transportation and Warehousing 142,160 11,555 9% 6%

Retail Trade 280,768 6,094 2% 4%

Educational Services (Private) 106,038 2,421 2% 8%

Management of Companies and Enterprises 50,133 2,024 4% 10%

Information 58,337 680 1% -4%

Arts, Entertainment, and Recreation 44,516 616 1% 6%

Agriculture, Forestry, Fishing and Hunting 873 -40 -4% 6%

Mining, Quarrying, and Oil and Gas Extraction 759 -328 -30% 27%

Utilities 7,435 -367 -5% -2%

Wholesale Trade 119,056 -940 -1% 3%

Real Estate and Rental and Leasing 46,639 -1,122 -2% 0%

Finance and Insurance 163,357 -2,569 -2% 2%

Manufacturing 237,202 -6,975 -3% 1%

Construction 89,243 -11,552 -11% -2%

Government 375,653 -17,301 -4% -2%

4. Key Industries

Like many other large, urban labor markets in the U.S., education, health care, and government are the

largest industries ranked by number of jobs in the SSC region. Collectively, local government (including

elementary and secondary schools) and private hospitals represent approximately 386,500 jobs in the SSC

region, or 13 percent of total employment. As a regional hub for U.S. and foreign-owned corporations and

home to some of the best institutions of higher education in the world, the SSC region also has large

concentrations of jobs in private universities, regional offices, and commercial banking.


29


Figure 12. Largest Industries in SSC Region Ranked by Employment (2013) 5

NAICS Industry Jobs

2013 Average

Wage6

903611 Elementary and Secondary Schools (Local Government) 137,329 $25.18

622110 General Medical and Surgical Hospitals (Private) 125,751 $27.47

903999 Local Government, Excluding Education and Hospitals 123,380 $26.46

722110 Full-Service Restaurants 97,809 $9.75

561320 Temporary Help Services 81,426 $11.54

722211 Limited-Service Restaurants 71,648 $7.31

611310 Colleges, Universities, and Professional Schools (Private) 60,261 $27.60

445110 Supermarkets and Other Grocery (except Convenience) Stores 50,841 $10.91

551114 Corporate, Subsidiary, and Regional Managing Offices 47,078 $57.40

522110 Commercial Banking 41,186 $40.48

Putting aside education, health care, local services, and temp agencies, two industries have stood out as

employment drivers in the region since the recession ended: (1) internet publishing, broadcasting and

web search7 and (2) automobile manufacturing. With fewer than 4,000 jobs and only five establishments

(business locations), auto manufacturing is not one of the largest industries in the SSC region, but the

region, and particularly Cook County, has benefited from the revitalization of the U.S. auto industry since

the recession. Automobile manufacturing has added more than 2,800 jobs since 2009, with the majority in

Cook County, at an average wage of $26.58 per hour.

5 Tables in this report show only the top (or bottom) ten industries ranked according to the topics noted in the titles

of the tables. Complete lists can be found in the Excel spreadsheets that accompany this report. 6 “Wages and Salaries” are equivalent to QCEW reported earnings and include wages, salaries, commissions, tips,

overtime pay, hazard pay, bonuses, stock options and severance pay. 7 http://www.economicmodeling.com/2012/03/21/industry-report-internet-publishing-broadcasting-and-search-

engines/


30


Figure 13. Fastest Growing Industries in SSC Region Ranked by Change in Employment, 2009-2013

NAICS Industry Jobs

2013 Job Growth

2009-13 Average

Wage

561320 Temporary Help Services 81,426 29,397 $11.54

621610 Home Health Care Services 31,333 9,183 $13.68

624120 Services for the Elderly & Persons w/ Disabilities 26,788 8,919 $7.95

722211 Limited-Service Restaurants 71,648 7,959 $7.31

452910 Warehouse Clubs and Supercenters 16,571 6,922 $10.50

722110 Full-Service Restaurants 97,809 6,750 $9.75

519130 Internet Publishing, Broadcasting & Web Search 6,788 4,331 $47.79

425120 Wholesale Trade Agents and Brokers 13,904 4,174 $40.20

722310 Food Service Contractors 16,701 3,868 $12.75

336111 Automobile Manufacturing 3,942 2,833 $26.58

Figure 14. Fastest Growing Industries in SSC Region Ranked by Employment Growth Rate, 2009-2013 8

NAICS Industry Jobs

2013 Job Growth

2009-13 Average

Wage

336111 Automobile Manufacturing 3,942 255% $26.58

221122 Electric Power Distribution 3,497 227% $43.33

519130 Internet Publishing, Broadcasting & Web Search 6,788 176% $47.79

488119 Other Airport Operations 3,227 142% $11.69

452910 Warehouse Clubs and Supercenters 16,571 72% $10.50

611710 Educational Support Services (Private) 4,850 62% $20.66

611699 All Other Miscellaneous Schools & Instruction (Private) 1,684 61% $17.81

448150 Clothing Accessories Stores 1,625 59% $10.33

524292 Third Party Administration of Insurance & Pension Funds 2,563 57% $29.73

561320 Temporary Help Services 81,426 57% $11.54

8 Minimum of 1,000 jobs in 2009.


31


A location quotient (LQ) is a measure of concentration.9 Economic developers and regional analysts use

LQs to measure for potential competitive advantage. For example, in the SSC region, the securities and

commodity exchanges industry has a jobs LQ of 26.6, which means that employment in that industry is

26.6 times more concentrated in the SSC region than the U.S. as a whole (LQ of 1.0 would indicate that

regional share and national share of employment in the industry is exactly the same). Chicago is a hub for

financial markets and international trade, so it follows that the SSC region would rely heavily on that

industry as driver of employment and wealth creation, as measured by share of total economic activity.

Industries with LQs much greater than 1.0 are sometimes referred to as “target industries” because they

could represent clusters of activity that could present opportunities for customized assistance from the

economic and workforce development organizations serving the region.

Figure 15. Highly Concentrated Industries in SSC Region Ranked by Location Quotient (2013) 10

NAICS Industry LQ

2013 Jobs

2013 Average

Wage

523210 Securities and Commodity Exchanges 26.6 3,978 $76.26

523140 Commodity Contracts Brokerage 15.1 3,760 $57.82

315225 Men's & Boys' Cut and Sew Work Clothing Manufacturing 11.0 1,543 $15.91

523130 Commodity Contracts Dealing 8.7 2,653 $133.47

335932 Noncurrent-Carrying Wiring Device Manufacturing 8.3 1,814 $37.85

335121 Residential Electric Lighting Fixture Manufacturing 7.0 1,072 $22.31

524130 Reinsurance Carriers 6.7 3,901 $60.98

331111 Iron and Steel Mills 6.7 12,353 $49.37

335221 Household Cooking Appliance Manufacturing 5.8 1,265 $28.69

813920 Professional Organizations 5.7 9,448 $40.96

5. Data Appendix

Complete data for tables in this section of the report can be found in the following spreadsheets, which

are provided to SSC in files accompanying this report:

6. SSC Data Industry Category Employment

7. SSC Data Detailed Industry Employment

9 LQ = (Jobs in industry x in region/total jobs in region) / (Jobs in industry x in U.S./total jobs in U.S.)

10 Minimum of 1,000 jobs in 2013.


32


C. Workforce Analysis

Employment data can be sorted in two primary ways: (1) by industry (jobs by type of company without

regard to type of work) and (2) by occupation (jobs by type of work without regard to type of company).

Economic developers are usually interested in jobs by industry because they are mostly interested in the

types of industries that differentiate a region from other regions, companies to attract to the region, etc.

Educators and workforce developers, by contrast, are usually more interested in jobs by occupation, or a

“workforce view” of the economy, as some regional analysts are calling it. Educational institutions and

other career training providers such as workforce development boards, local nonprofits, etc. are in the

business of helping people enter, re-enter, or move up in the labor market, and, accordingly, need data on

the types of jobs, or occupations, that are growing or declining in a regional economy.

The tables in this section present several different looks at occupational data, including number of jobs,

average wage, entry wage, and other metrics. Entry wage is given to provide SSC with information that is

likely to be more relevant for younger workers and people transitioning to new careers, compared to

incumbent workers, where the average wage may be a better gauge of expected earnings.

Figure 16. Occupations Ranked by Employment in SSC Region (2013)

SOC Occupation Jobs

2013 Average

Wage Entry

Wage11

41-2031 Retail Salespersons 84,862 $12.21 $8.67

43-9061 Office Clerks, General 71,055 $15.55 $9.53

41-2011 Cashiers 71,032 $10.29 $8.76

29-1141 Registered Nurses 63,822 $34.01 $24.47

53-7062 Laborers and Freight, Stock, and Material Movers 60,837 $12.71 $8.70

35-3021 Combined Food Preparation and Serving Workers 55,911 $9.73 $8.77

37-2011 Janitors and Cleaners, Except Maids & Housekeepers 54,544 $13.10 $9.02

43-4051 Customer Service Representatives 52,371 $18.68 $11.15

25-1099 Postsecondary Teachers 42,966 $37.51 $10.97

11-1021 General and Operations Managers 42,409 $55.23 $21.99

As a major hub of air travel in the U.S., flight attendants, pilots, and other types of transportation workers

are among the top occupations ranked by location quotient in the SSC region. Rolling machine setters,

11

Entry wage is assumed to be the lowest wage in the published wage distribution for each occupation according to the U.S. Bureau of Labor Statistics. This wage is referred to as the “10% wage” because it represents the point in the wage scale that includes the lowest paid workers in each occupation—i.e. 10% of workers earn $X.XX or less.


33


operators, and tenders also have a significant presence in the region, working predominantly in the iron

and steel mill industry, which accounts for more than 12,000 jobs in the three-county area.

Figure 17. Highly Concentrated Occupations in SSC Region Ranked by Location Quotient (2013) 12

SOC Occupation LQ

2013 Jobs

2013 Average

Wage Entry Wage

53-2031 Flight Attendants 4.86 8,419 $17.94 $13.30

53-6099 Transportation Workers 4.51 3,508 $18.15 $10.91

31-2012 Occupational Therapy Aides 4.35 786 $10.83 $8.65

53-2011 Airline Pilots, Copilots, & Flight Engineers 4.07 5,645 $63.06 $36.21

51-4023 Rolling Machine Setters, Operators, & Tenders 3.21 2,434 $26.68 $15.56

25-3099 Teachers and Instructors 3.05 17,788 $21.54 $9.16

53-6061 Transportation Attendants 3.00 1,473 $12.69 $9.27

29-9099 Healthcare Practitioners & Technical Workers 2.98 3,075 $23.40 $12.19

37-3019 Grounds Maintenance Workers 2.94 1,143 $17.28 $9.52

11-2011 Advertising and Promotions Managers 2.92 1,773 $57.44 $20.08

1. High-Growth Occupations

Most of the fastest growing occupations in the SSC region, ranked by job creation since the recession

ended in 2009, are in low-paying service industries, such as retail, restaurants, and some types of health

care positions like home health and personal care aides. This is not uncommon for large, metropolitan

areas with growing populations of elderly residents. However, looking at employment growth rates, as

opposed to nominal change in total employment, reveals several occupations that are somewhat unique

to the SSC region compared to other regional labor markets. Four of the top ten occupations ranked by

percentage growth in jobs since 2009 are found in the rail transportation industry.

12

Minimum of 500 jobs in 2013.


34


Figure 18. Fastest Growing Occupations in SSC Region Ranked by Change in Employment, 2009-2013

SOC Occupation Jobs

2013 Job Change

2009-13 Average

Wage Entry Wage

31-1011 Home Health Aides 28,152 7,819 $10.68 $8.76

35-3021 Combined Food Preparation & Serving Workers 55,911 4,951 $9.73 $8.77

53-7062 Laborers and Freight, Stock, & Material Movers 60,837 4,712 $12.71 $8.70

39-9021 Personal Care Aides 17,272 4,365 $10.16 $8.43

25-1099 Postsecondary Teachers 42,966 3,311 $37.51 $10.97

51-2092 Team Assemblers 25,988 2,793 $13.39 $8.70

41-3021 Insurance Sales Agents 14,657 2,713 $38.43 $13.81

41-2031 Retail Salespersons 84,862 2,554 $12.21 $8.67

35-3031 Waiters and Waitresses 41,650 2,545 $11.10 $8.88

41-2011 Cashiers 71,032 2,313 $10.29 $8.76

Figure 19. Fastest Growing Occupations in SSC Region Ranked by Employment Growth Rate, 2009-201313

SOC Occupation Jobs

2013 Job Growth

2009-13 Average

Wage Entry Wage

31-1011 Home Health Aides 28,152 38% $10.68 $8.76

39-9021 Personal Care Aides 17,272 34% $10.16 $8.43

47-4041 Hazardous Materials Removal Workers 885 33% $22.69 $11.77

47-4071 Septic Tank Servicers & Sewer Pipe Cleaners 814 33% $22.44 $12.26

49-3043 Rail Car Repairers 779 30% $20.66 $14.04

53-4011 Locomotive Engineers 1,977 28% $28.29 $18.58

27-3091 Interpreters and Translators 1,055 27% $20.22 $12.57

53-4031 Railroad Conductors and Yardmasters 2,129 27% $22.31 $16.86

41-3021 Insurance Sales Agents 14,657 23% $38.43 $13.81

53-4021 Railroad Brake, Signal, & Switch Operators 1,232 23% $26.57 $17.67

13



35


2. Declining Occupations

The impacts of the housing downturn, financial crisis, 2008 recession—and their cumulative impact on

government spending—are still evident in many types of occupations in the SSC region. Cutbacks at the

U.S. Postal Service have resulted in significant job losses in the SSC region, as in other parts of the U.S. The

slow rebound in housing construction has impacted demand for carpenters and other types of trades. And

employment in the financial sector, while faring better than other sectors of the labor market, still has not

fully recovered from the 2008 meltdown. Educators and workforce development boards should closely

monitor local and state government finances for signs of returning to normal hiring conditions, as law

enforcement and fire fighting and prevention jobs are still down from 2009 levels.

Figure 20. Fastest Declining Occupations in SSC Region Ranked by Change in Employment, 2009-2013

SOC Occupation Jobs

2013 Job Change

2009-13 Average

Wage Entry Wage

43-6014 Secretaries and Administrative Assistants 41,196 -2,244 $17.01 $9.98

47-2031 Carpenters 9,518 -1,707 $28.50 $13.81

43-5053 Postal Service Mail Sorters, Processors, & Machine Operators 4,012 -1,319 $24.39 $14.78

43-5052 Postal Service Mail Carriers 6,415 -1,314 $26.30 $22.12

33-3051 Police and Sheriff's Patrol Officers 16,989 -1,306 $36.03 $25.74

51-5112 Printing Press Operators 5,078 -842 $18.60 $10.01

41-3031 Securities, Commodities, & Financial Services Sales Agents 15,459 -780 $53.83 $18.42

55-9999 Military Occupations 13,146 -671 $16.64 $8.94

33-2011 Firefighters 8,251 -613 $26.58 $11.24

11-1021 General and Operations Managers 42,409 -612 $55.23 $21.99


36


Figure 21. Fastest Declining Occupations in SSC Region Ranked by Employment Growth Rate, 2009-2013 14

SOC Occupation Jobs

2013 Job Growth

2009-13 Average

Wage Entry Wage

47-2081 Drywall and Ceiling Tile Installers 963 -33% $25.05 $9.15

43-5051 Postal Service Clerks 1,279 -27% $24.64 $15.36

47-2021 Brickmasons and Blockmasons 1,401 -26% $31.64 $19.26

43-5053 Postal Service Mail Sorters, Processors, & Machine Operators 4,012 -25% $24.39 $14.78

51-5111 Prepress Technicians and Workers 909 -22% $23.34 $13.71

13-1075 Labor Relations Specialists 2,313 -19% $25.38 $9.06

19-4021 Biological Technicians 553 -19% $23.78 $12.42

51-5113 Print Binding and Finishing Workers 1,286 -18% $18.03 $10.48

19-1042 Medical Scientists, Except Epidemiologists 881 -18% $63.36 $24.68

47-3013 Helpers--Electricians 519 -18% $17.02 $10.46

3. Education & Training Requirements

This section identifies the education and training requirements for jobs in the SSC region, as a way to

inform SSC’s strategic planning process. The goal is to provide insight to the SSC strategic planning team

regarding current education and training needs in the region based on the distribution of occupations in

the labor market. Future demand for education and training needs, based on projected job openings, will

be discussed in the next section (gap analysis), as a way to inform SSC’s thinking about capacity that will

be needed in the future.

Educational attainment rates for the population provide a helpful reference point for the distribution of

education and training requirements for occupations. The following table shows educational attainment

rates for the population age 25 years or older for each of the three counties in the SSC region, as well as

the U.S. for comparison purposes. The share of the population with at least an associate’s degree is noted

at the bottom of the table because the majority of high-wage job creation in the SSC region, like the rest

of the U.S., is occurring in occupations that require some form of completed postsecondary education.

14



37


Figure 22. Educational Attainment for Population Age 25+ in SSC Region, 2012

U.S. Cook Will Lake

No high school diploma 14% 15% 9% 14%

High school diploma 28% 24% 27% 36%

Some college, no degree 21% 20% 23% 22%

Associate's degree 8% 6% 8% 8%

Bachelor's degree 18% 21% 21% 14%

Graduate or professional degree 11% 14% 11% 6%

Associate's + 37% 41% 41% 28%

As could be expected in a region with 168 postsecondary education institutions, education attainment

rates in the SSC region are generally higher than the U.S. as a whole, with the exception of Lake County.

The U.S. Bureau of Labor Statistics establishes a level of education or training needed for most workers in

a given occupation, based on surveys of employers.15 Most jobs (61%) in the SSC region require only on-

the-job training, which is the case for most regional labor markets in the U.S. However, the entry wage

and average wage for jobs requiring only on-the-job training are usually much lower than for jobs that

require postsecondary education or training. From the perspective of SSC and other community colleges

in the region, the current pool of jobs requiring a postsecondary non-degree award (e.g., certificate) and

an associate’s degree totals approximately 288,800 jobs, or 10 percent of total employment.

15

For details on how the BLS collects and reports this data, please see the documentation on the BLS Occupational Employment Statistics website at http://www.bls.gov/oes/.

http://www.bls.gov/oes/


38


Figure 23. Employment by Education/Training Requirement in SSC Region (2013)

Jobs

2013 % Total

Jobs Average

Wage Entry Wage

Short-term on-the-job training 1,198,427 41.2% $16.09 $10.65

Moderate-term on-the-job training 422,755 14.5% $20.71 $12.49

Bachelor's degree 402,016 13.8% $34.10 $19.14

Work experience in a related occupation 180,900 6.2% $31.47 $19.67

Postsecondary non-degree award 155,884 5.4% $23.08 $14.47

Long-term on-the-job training 139,072 4.8% $26.10 $15.11

Associate's degree 132,925 4.6% $28.43 $18.09

Bachelor's or higher degree, plus work experience 129,017 4.4% $47.68 $24.04

First professional degree 52,709 1.8% $66.12 $37.05

Doctoral degree 48,141 1.7% $45.04 $22.31

Master's degree 47,846 1.6% $32.86 $18.29

The following tables identify the occupations with the largest share of total employment by education or

training requirement, specifically, associate’s degrees and postsecondary non-degree awards, since they

are likely to be SSC’s primary targets for capacity planning. Tables are also included that show the fastest

growing and declining occupations for jobs requiring associate’s degrees and postsecondary non-degree

awards. Health care occupations, and registered nurses (associate) and nursing assistants (non-degree

award) in particular, top both lists of current (2013) and fastest growing (2009-2013) occupations. For the

declining occupations, many of the occupations listed are likely to be temporary losses as a result of the

recession and corresponding cutbacks at local governments (e.g., firefighters). However, some of the

other occupations listed may be the result of longer-term declines associated with technology displacing

the need for workers (e.g., drafters, desktop publishers, library technicians).

SSC should consult with local employers on occupations of interest in these tables to identify the factors

driving short-term (2009-2013) changes in demand.


39


Figure 24. Occupations Requiring Associate's Degree Ranked by Employment in SSC Region (2013)

SOC Occupation Jobs

2013 Job Change

2009-13 Average

Wage Entry Wage

29-1141 Registered Nurses 63,822 1,718 $34.01 $24.47

25-2011 Preschool Teachers, Except Special Education 10,238 757 $14.00 $9.15

15-1151 Computer User Support Specialists 8,987 82 $25.04 $14.50

23-2011 Paralegals and Legal Assistants 8,936 560 $26.74 $16.72

29-2034 Radiologic Technologists 4,034 107 $28.80 $19.97

29-2021 Dental Hygienists 3,764 137 $31.06 $16.73

15-1152 Computer Network Support Specialists 2,806 31 $34.11 $18.93

29-2012 Medical and Clinical Laboratory Technicians 2,770 17 $18.50 $10.89

29-1126 Respiratory Therapists 2,675 13 $26.67 $20.38

17-3023 Electrical & Electronics Engineering Techs 2,132 -79 $26.89 $15.21

Figure 25. Growing Occupations Requiring Associate's Degree Ranked by Change in Employment in SSC Region, 2009-2013

SOC Occupation Jobs

2013 Job Change

2009-13 Average

Wage Entry Wage


25-2011 Preschool Teachers, Except Special Education 10,238 757 $14.00 $9.15

23-2011 Paralegals and Legal Assistants 8,936 560 $26.74 $16.72

31-2021 Physical Therapist Assistants 1,368 195 $25.37 $13.63

29-2021 Dental Hygienists 3,764 137 $31.06 $16.73

29-2034 Radiologic Technologists 4,034 107 $28.80 $19.97

31-2011 Occupational Therapy Assistants 656 99 $26.36 $17.98

29-2032 Diagnostic Medical Sonographers 1,075 89 $33.56 $23.90

27-4012 Broadcast Technicians 792 83 $24.45 $11.41

15-1151 Computer User Support Specialists 8,987 82 $25.04 $14.50


40


Figure 26. Declining Occupations Requiring Associate's Degree Ranked by Change in Employment in SSC Region, 2009-2013

SOC Occupation Jobs

2013 Job Change

2009-13 Average

Wage Entry Wage

17-3011 Architectural and Civil Drafters 1,546 -218 $24.72 $16.07

19-4031 Chemical Technicians 1,473 -82 $20.01 $9.37

17-3023 Electrical & Electronics Engineering Technicians 2,132 -79 $26.89 $15.21

43-9031 Desktop Publishers 421 -71 $22.60 $16.11

19-4099 Life, Physical, & Social Science Technicians 408 -42 $26.41 $14.04

17-3027 Mechanical Engineering Technicians 826 -24 $26.10 $13.80

17-3019 Drafters, All Other 300 -23 $26.11 $14.62

29-2054 Respiratory Therapy Technicians 158 -20 $24.12 $17.11

19-4061 Social Science Research Assistants 170 -19 $18.96 $9.55

19-4011 Agricultural and Food Science Technicians 157 -18 $21.30 $13.46

Figure 27. Occupations Requiring Postsecondary Non-Degree Award Ranked by Employment in SSC Region (2013)

SOC Occupation Jobs

2013 Job Change

2009-13 Average

Wage Entry Wage

31-1014 Nursing Assistants 28,823 1,047 $12.29 $9.18

49-3023 Automotive Service Technicians & Mechanics 11,673 649 $18.53 $9.13

29-2061 Licensed Practical & Vocational Nurses 9,915 534 $21.73 $15.33

39-5012 Hairdressers, Hairstylists, and Cosmetologists 9,851 495 $13.95 $8.87

39-9031 Fitness Trainers and Aerobics Instructors 8,737 312 $16.40 $9.32

33-2011 Firefighters 8,251 -613 $26.58 $11.24

43-6012 Legal Secretaries 7,369 67 $23.20 $15.38

29-2041 Emergency Medical Technicians & Paramedics 6,812 55 $27.45 $11.94

31-9091 Dental Assistants 6,725 92 $15.87 $9.84

41-9022 Real Estate Sales Agents 4,775 -37 $40.45 $9.98


41


Figure 28. Growing Occupations Requiring Postsecondary Non-Degree Award Ranked by Change in Employment in SSC Region, 2009-2013

SOC Occupation Jobs

2013 Job Change

2009-13 Average

Wage Entry Wage

31-1014 Nursing Assistants 28,823 1,047 $12.29 $9.18

49-3023 Automotive Service Technicians and Mechanics 11,673 649 $18.53 $9.13

29-2061 Licensed Practical & Vocational Nurses 9,915 534 $21.73 $15.33

39-5012 Hairdressers, Hairstylists, and Cosmetologists 9,851 495 $13.95 $8.87

39-9031 Fitness Trainers and Aerobics Instructors 8,737 312 $16.40 $9.32

31-9011 Massage Therapists 1,765 231 $16.91 $9.43

49-3031 Bus/Truck Mechanics & Diesel Engine Specialists 4,399 163 $23.36 $13.95

49-3011 Aircraft Mechanics and Service Technicians 2,129 134 $30.97 $21.35

31-9091 Dental Assistants 6,725 92 $15.87 $9.84

29-2071 Medical Records & Health Information Techs 4,294 92 $18.29 $11.58

Figure 29. Declining Occupations Requiring Postsecondary Non-Degree Award Ranked by Change in Employment in SSC Region, 2009-2013

SOC Occupation Jobs

2013 Job Change

2009-13 Average

Wage Entry Wage

33-2011 Firefighters 8,251 -613 $26.58 $11.24

49-2022 Telecom Equipment Installers & Repairers 4,369 -408 $27.82 $17.47

51-5111 Prepress Technicians and Workers 909 -249 $23.34 $13.71

33-1021 First-Line Supervisors of Fire Fighting & Prevention Workers 1,545 -120 $47.10 $30.82

49-9021 HVAC and Refrigeration Mechanics and Installers 3,741 -76 $29.79 $17.23

29-2099 Health Technologists and Technicians, All Other 3,671 -75 $21.82 $14.92

29-2055 Surgical Technologists 1,442 -63 $21.38 $15.22

31-9094 Medical Transcriptionists 1,060 -58 $17.92 $12.41

31-1015 Orderlies 1,348 -47 $13.96 $10.04

25-4031 Library Technicians 2,953 -46 $16.65 $9.58


42


Figure 30. Occupations Requiring Associate’s Degree Ranked by Location Quotient in SSC Region (2013)

SOC Occupation LQ

2013 Jobs

2013 Average

Wage Entry Wage

23-2011 Paralegals and Legal Assistants 1.56 8,936 $26.74 $16.72

53-2021 Air Traffic Controllers 1.48 765 $68.04 $43.39

43-9031 Desktop Publishers 1.32 421 $22.60 $16.11

27-4012 Broadcast Technicians 1.21 792 $24.45 $11.41

25-2011 Preschool Teachers, Except Special Education 1.16 10,238 $14.00 $9.15

17-3029 Engineering Technicians, Except Drafters, All Other 1.14 1,624 $28.95 $19.59

19-4031 Chemical Technicians 1.13 1,473 $20.01 $9.37

29-1141 Registered Nurses 1.13 63,822 $34.01 $24.47

29-1126 Respiratory Therapists 1.07 2,675 $26.67 $20.38

31-2011 Occupational Therapy Assistants 1.02 656 $26.36 $17.98

Figure 31. Occupations Requiring Postsecondary Non-Degree Award Ranked by Location Quotient in SSC Region (2013)

SOC Occupation LQ

2013 Jobs

2013 Average

Wage Entry Wage

49-9045 Refractory Materials Repairers, Except Brickmasons 2.74 104 $28.42 $20.41

49-9097 Signal and Track Switch Repairers 1.99 374 $30.59 $27.13

29-2099 Health Technologists and Technicians, All Other 1.98 3,671 $21.82 $14.92

13-1032 Insurance Appraisers, Auto Damage 1.74 440 $29.22 $22.24

39-9031 Fitness Trainers and Aerobics Instructors 1.69 8,737 $16.40 $9.32

49-9063 Musical Instrument Repairers and Tuners 1.67 237 $17.78 $11.56

43-6012 Legal Secretaries 1.62 7,369 $23.20 $15.38

29-2041 Emergency Medical Technicians and Paramedics 1.37 6,812 $27.45 $11.94

27-4011 Audio and Video Equipment Technicians 1.34 1,913 $21.36 $9.27

33-2011 Firefighters 1.32 8,251 $26.58 $11.24


43


4. Data Appendix

Complete data for tables in this section of the report can be found in the following spreadsheet, which is

provided to SSC in a file accompanying this report:

1. SSC Data Occupations

D. Gap Analysis

A gap analysis describes the relationship between supply and demand. In this case, the gap analysis is a

comparison of workforce supply in the form of graduates of postsecondary educational institutions in the

SSC region (“completions”) and workforce demand in the form of projected growth or decline in jobs by

type of occupation at employers in the SSC region (“openings”).16 The gap is measured in terms of surplus

(completions > openings) or deficit (openings > completions). Identifying the projected surplus or deficit

for an occupation can help SSC gauge future demand for education and training programs, and,

accordingly, make decisions about capacity levels during the strategic planning process.

1. Supply

According to the latest available data reported to the U.S. Department of Education, there were 116,653

postsecondary completions in the SSC region in 2012, down slightly from a recent peak in 2011. Business

administration and management makes up the largest share of completions (11%), followed by liberal arts

and sciences, medical/clinical assistant, registered nursing, and commercial vehicle operators.

In 2012, postsecondary educational institutions in the SSC region awarded 19,115 associate’s degrees and

24,360 non-degree awards, collectively representing 38 percent of all completions.

16

Openings account for net change in number of jobs as well as job openings created by attrition, retirements, etc.


44


Figure 32. Total Completions in SSC Region (All Institutions)

Figure 33. Completions by Instructional Program in SSC Region (2012)

CIP Title Completions

2012 Average 2005-12 Diff

52.0201 Business Administration and Management, General 12,782 14,337 -11%

24.0101 Liberal Arts and Sciences/Liberal Studies 5,288 4,431 19%

51.0801 Medical/Clinical Assistant 2,918 3,116 -6%

51.3801 Registered Nursing/Registered Nurse 2,711 2,302 18%

49.0205 Truck & Bus Driver/Commercial Vehicle Operator & Instructor 2,560 2,614 -2%

42.0101 Psychology, General 2,503 2,040 23%

51.3902 Nursing Assistant/Aide and Patient Care Assistant/Aide 2,491 1,923 30%

22.0101 Law 1,848 1,784 4%

30.0101 Biological and Physical Sciences 1,670 1,194 40%

12.0401 Cosmetology/Cosmetologist, General 1,637 1,301 26%

100,184

106,917 108,572 107,390

110,095

116,175 117,977 116,653

80,000

85,000

90,000

95,000

100,000

105,000

110,000

115,000

120,000

125,000

130,000

2005 2006 2007 2008 2009 2010 2011 2012


45


Figure 34. Completions by Type in SSC Region (2012) 17

Completions

2012 % Total

2012

Bachelors degree 36,069 31.5%

Masters degree 28,590 25.0%

Associates degree 19,115 16.7%

Award of less than 1 academic year 14,899 13.0%

Award of at least 1 but less than 2 academic years 9,446 8.3%

Doctors degree 5,145 4.5%

Postbaccalaureate certificate 611 0.5%

Post-masters certificate 531 0.5%

Award of at least 2 but less than 4 academic years 1518 0.0%

Figure 35. Postsecondary Completions by Instructional Program in SSC Region (2012) Associate’s Degree


24.0101 Liberal Arts and Sciences/Liberal Studies 4,632

52.0201 Business Administration and Management, General 3,880

30.0101 Biological and Physical Sciences 1,641

51.3801 Registered Nursing/Registered Nurse 1,160

12.0503 Culinary Arts/Chef Training 696

51.0707 Health Information/Medical Records Technology/Technician 688

11.0901 Computer Systems Networking and Telecommunications 491

47.0604 Automobile/Automotive Mechanics Technology/Technician 302

51.0801 Medical/Clinical Assistant 275

52.0302 Accounting Technology/Technician and Bookkeeping 238

17

Completions will not sum to 116,653 because not all institutions reported type and CIP for every completion. 18

Health Information/Medical Records Technology/Technician (CIP 51.0707)


46


Figure 36. Postsecondary Completions by Instructional Program in SSC Region (2012) Award of less than 1 academic year


49.0205 Truck/Bus Driver/Commercial Vehicle Operator and Instructor 2,560

51.3902 Nursing Assistant/Aide and Patient Care Assistant/Aide 2,450

19.0505 Foodservice Systems Administration/Management 940

51.3501 Massage Therapy/Therapeutic Massage 745

51.0801 Medical/Clinical Assistant 600

51.1009 Phlebotomy Technician/Phlebotomist 441

51.0899 Allied Health and Medical Assisting Services, Other 431

51.0810 Emergency Care Attendant (EMT Ambulance) 412

52.0302 Accounting Technology/Technician and Bookkeeping 406

19.0709 Child Care Provider/Assistant 335

Figure 37. Postsecondary Completions by Instructional Program in SSC Region (2012) Award of at least 1 but less than 2 academic years


51.0801 Medical/Clinical Assistant 2,043

12.0401 Cosmetology/Cosmetologist, General 1,637

51.3901 Licensed Practical/Vocational Nurse Training 825

51.0713 Medical Insurance Coding Specialist/Coder 439

47.0201 HVAC and Refrigeration Maintenance Technology/Technician 344

51.0601 Dental Assisting/Assistant 329

12.0402 Barbering/Barber 293

51.0805 Pharmacy Technician/Assistant 260

51.0716 Medical Administrative/Executive Assistant & Medical Secretary 226

47.0604 Automobile/Automotive Mechanics Technology/Technician 186


47


Figure 38. Completions by Institution in SSC Region (2012) Total Associate’s Degrees and Postsecondary Non-Degree Awards (< 4 academic years)

Rank Institution Completions Location

1 Harper College 4,417 Palatine, IL

2 City Colleges of Chicago-Harold Washington College 3,837 Chicago, IL

3 American InterContinental University-Online 3,404 Schaumburg, IL

4 Moraine Valley Community College 2,546 Palos Hills, IL

5 Joliet Junior College 1,834 Joliet, IL

6 City Colleges of Chicago-Wilbur Wright College 1,368 Chicago, IL

7 Triton College 1,345 River Grove, IL

8 Oakton Community College 1,280 Des Plaines, IL

9 DeVry University-Illinois 1,241 Chicago, IL

10 Prairie State College 990 Chicago Heights, IL

22 South Suburban College 511 South Holland, IL

Total (119 Institutions) 43,475

2. Demand

Job forecasts indicate 4,499 openings in occupations requiring associate’s degrees and 5,227 openings in

occupations requiring postsecondary non-degree awards annually between 2013 and 2023. Occupations

with the greatest number of openings expected between 2013 and 2023 will require only on-the-job

training. However, most of those jobs are relatively low-paying. Registered nurse is the only occupation

requiring an associate’s degree among the top ten occupations ranked by projected annual openings in

2013-2023. Registered nurse is also among high-demand occupations paying at least $10 per hour.


48


Figure 39. Projected Annual Openings by Education/Training Requirement in SSC Region, 2013-2023

Jobs 2013

Annual Openings 2013-23

Short-term on-the-job training 1,198,427 45,417

Bachelor's degree 402,016 14,227

Moderate-term on-the-job training 422,755 12,375

Postsecondary non-degree award 155,884 5,227

Associate's degree 132,925 4,499

Long-term on-the-job training 139,072 4,150

Bachelor's or higher degree, plus work experience 129,017 3,523

Master's degree 47,846 1,960

First professional degree 52,709 1,705

Doctoral degree 48,141 1,357

Figure 40. Occupations Ranked by Estimated Annual Openings in SSC Region, 2013-2023


2013-23 Entry Wage

Education/Training Requirement

41-2011 Cashiers 3,489 $8.76 Short-term OTJ

41-2031 Retail Salespersons 3,029 $8.67 Short-term OTJ

35-3021 Combined Food Preparation and Serving Workers 2,925 $8.77 Short-term OTJ

35-3031 Waiters and Waitresses 2,894 $8.88 Short-term OTJ

53-7062 Laborers & Freight, Stock, Material Movers, Hand 2,291 $8.70 Short-term OTJ

29-1141 Registered Nurses 1,929 $24.47 Associate's

43-9061 Office Clerks, General 1,895 $9.53 Short-term OTJ

43-4051 Customer Service Representatives 1,802 $11.15 Short-term OTJ

37-2011 Janitors/Cleaners, Except Maids & Housekeepers 1,645 $9.02 Short-term OTJ

25-2021 Elementary School Teachers, Except Special Ed 1,464 $19.17 Bachelor's


49


Figure 41. Occupations Ranked by Estimated Annual Openings in SSC Region, 2013-2023 Minimum entry wage of $10 per hour


2013-23 Entry Wage


29-1141 Registered Nurses 1,929 $24.47 Associate's

43-4051 Customer Service Representatives 1,802 $11.15 Short-term OTJ

25-2021 Elementary School Teachers, Except Special Ed 1,464 $19.17 Bachelor's

25-1099 Postsecondary Teachers 1,178 $10.97 Doctoral

41-4012 Sales Reps, Wholesale & Manufacturing 929 $14.35 Moderate-term OTJ

53-3032 Heavy and Tractor-Trailer Truck Drivers 902 $14.69 Short-term OTJ

43-1011 First-Line Supervisors of Office Support Workers 901 $16.08 Work experience

11-1021 General and Operations Managers 893 $21.99 Bachelor's + work

25-2031 Secondary School Teachers, Except Special & CTE 876 $21.96 Bachelor's

13-1199 Business Operations Specialists, All Other 836 $14.63 Long-term OTJ

Figure 42. Occupations Ranked by Fewest Estimated Annual Openings per Job in SSC Region, 2013-2023 19


2013-23 Entry Wage


43-5053 Postal Service Mail Sorters, Processors, & Operators 17 $14.78 Short-term OTJ

51-6031 Sewing Machine Operators 15 $8.49 Short-term OTJ

51-4111 Tool and Die Makers 11 $12.48 Long-term OTJ

51-4031 Cut, Punch, Set, Operators, & Tenders, Metal/Plastic 38 $9.45 Moderate-term OTJ

51-6021 Pressers, Textile, Garment, and Related Materials 9 $8.81 Short-term OTJ

51-9196 Paper Goods Setters, Operators, & Tenders 26 $10.50 Moderate-term OTJ

43-9011 Computer Operators 21 $12.65 Moderate-term OTJ

27-4021 Photographers 17 $9.43 Long-term OTJ

41-3041 Travel Agents 33 $9.89 Moderate-term OTJ

47-2021 Brickmasons and Blockmasons 17 $19.26 Long-term OTJ

19

Minimum of 1,000 jobs in 2013.


50


3. High-Demand Occupations for Community Colleges

The following tables identify occupations requiring an associate’s degree or a postsecondary non-degree

award with the greatest number of annual job openings in the SSC region expected between 2013 and

2023. Registered nurses, again, top the list, with more than 1,900 openings in the SSC region expected

annually over the next ten years. A table listing high-demand occupations requiring a bachelor’s degree is

also included as a reference point for advising students planning to pursue four-year degrees.

Figure 43. Occupations Ranked by Estimated Annual Openings in SSC Region, 2013-2023 20

Requiring Associate's Degree


2013-23 Jobs

2013 Entry Wage

Average Wage


25-2011 Preschool Teachers, Except Special Education 418 10,238 $9.15 $14.00

15-1151 Computer User Support Specialists 379 8,987 $14.50 $25.04

23-2011 Paralegals and Legal Assistants 319 8,936 $16.72 $26.74

29-2021 Dental Hygienists 169 3,764 $16.73 $31.06

29-2034 Radiologic Technologists 118 4,034 $19.97 $28.80

15-1152 Computer Network Support Specialists 114 2,806 $18.93 $34.11

29-1126 Respiratory Therapists 84 2,675 $20.38 $26.67

31-2021 Physical Therapist Assistants 80 1,368 $13.63 $25.37

29-2012 Medical and Clinical Laboratory Technicians 69 2,770 $10.89 $18.50

29-2056 Veterinary Technologists and Technicians 66 1,143 $10.61 $14.08

29-1171 Nurse Practitioners 56 1,134 $27.57 $40.08

20

All occupations with at least 50 annual openings.


51



Requiring Postsecondary Non-Degree Award


2013-23 Jobs

2013 Entry Wage

Average Wage

31-1014 Nursing Assistants 737 28,823 $9.18 $12.29

29-2061 Licensed Practical and Vocational Nurses 478 9,915 $15.33 $21.73

49-3023 Automotive Service Technicians & Mechanics 455 11,673 $9.13 $18.53

39-5012 Hairdressers, Hairstylists, and Cosmetologists 441 9,851 $8.87 $13.95

33-2011 Firefighters 276 8,251 $11.24 $26.58

29-2041 Emergency Medical Technicians & Paramedics 271 6,812 $11.94 $27.45

31-9091 Dental Assistants 268 6,725 $9.84 $15.87

39-9031 Fitness Trainers and Aerobics Instructors 230 8,737 $9.32 $16.40

49-9021 HVAC/ Refrigeration Mechanics and Installers 192 3,741 $17.23 $29.79

43-6012 Legal Secretaries 175 7,369 $15.38 $23.20

41-9022 Real Estate Sales Agents 153 4,775 $9.98 $40.45

25-4031 Library Technicians 152 2,953 $9.58 $16.65

51-4121 Welders, Cutters, Solderers, and Brazers 143 4,700 $12.13 $19.39

49-3031 Bus/Truck Mechanics & Diesel Engine Specialists 133 4,399 $13.95 $23.36

29-2071 Medical Records & Health Information Techs 131 4,294 $11.58 $18.29

29-2099 Health Technologists and Technicians, All Other 88 3,671 $14.92 $21.82

31-9011 Massage Therapists 86 1,765 $9.43 $16.91

33-1021 First-Line Supervisors of Fire Fighting Workers 83 1,545 $30.82 $47.10

49-3011 Aircraft Mechanics and Service Technicians 79 2,129 $21.35 $30.97

49-2022 Telecom Equipment Installers & Repairers 72 4,369 $17.47 $27.82

39-5092 Manicurists and Pedicurists 71 1,497 $8.89 $13.87

27-4011 Audio and Video Equipment Technicians 66 1,913 $9.27 $21.36

49-2011 Computer, Auto Teller, & Office Machine Repairers 62 2,142 $11.65 $18.85

21



52



Requiring Bachelor’s Degree


2013-23 Jobs

2013 Entry Wage

Average Wage

25-2021 Elementary School Teachers, Except Special Ed 1,464 37,289 $19.17 $31.29

25-2031 Secondary School Teachers, Except Special & CTE 876 22,781 $21.96 $35.25

13-2011 Accountants and Auditors 820 24,021 $20.94 $37.89

41-3031 Securities, Commodities, & Financial Svcs Sales Agents 563 15,459 $18.42 $53.83

13-1161 Market Research Analysts & Specialists 533 8,632 $15.57 $31.42

25-2022 Middle School Teachers, Except Special & CTE 491 11,741 $19.25 $31.97

25-3099 Teachers and Instructors, All Other 395 17,788 $9.16 $21.54

15-1132 Software Developers, Applications 335 12,373 $29.07 $44.83

15-1131 Computer Programmers 294 10,502 $21.94 $38.15

13-1071 Human Resources Specialists 282 8,042 $17.08 $32.28

15-1121 Computer Systems Analysts 281 7,380 $22.16 $37.47

21-1021 Child, Family, and School Social Workers 271 8,408 $11.72 $24.28

41-4011 Sales Reps, Wholesale & Manufacturing 264 9,432 $16.76 $37.65

15-1142 Network and Computer Systems Administrators 252 6,502 $24.70 $38.92

13-2051 Financial Analysts 251 6,317 $24.46 $44.44

15-1133 Software Developers, Systems Software 250 7,726 $28.13 $45.86

53-2011 Airline Pilots, Copilots, and Flight Engineers 243 5,645 $36.21 $63.06

13-2052 Personal Financial Advisors 236 6,725 $14.38 $45.89

39-9032 Recreation Workers 231 8,840 $9.03 $12.60

11-9111 Medical and Health Services Managers 223 6,382 $29.57 $47.97

27-3031 Public Relations Specialists 222 4,106 $16.38 $30.90

27-1024 Graphic Designers 220 6,188 $13.52 $25.66

25-2052 Special Ed Teachers, Kindergarten/Elementary 219 4,256 $19.75 $32.03

25-3098 Substitute Teachers 184 4,744 $9.25 $16.36

22



53


25-9099 Education, Training, and Library Workers, All Other 171 5,521 $9.12 $18.64

17-2051 Civil Engineers 165 4,114 $26.01 $41.72

13-2099 Financial Specialists, All Other 163 6,517 $21.36 $38.98

15-1199 Computer Occupations, All Other 151 7,937 $14.90 $38.41

4. Identifying Gaps: Openings vs. Completions

Correctly interpreting the results of a gap analysis comparing openings and completions by occupation

requires a thorough understanding of methodological limitations and shortcomings in the data:

There is no one-to-one relationship matching a completion to an opening, resulting in potential measurement errors, especially double-counting of supply. Completions are classified by type of postsecondary award (e.g., associate’s degree, bachelor’s degree, non-degree award, etc.) and by classification of instructional program (CIP). But a CIP can map to multiple occupations. The following tables demonstrate this limitation using Computer Network Support Specialists.

Workers can take jobs for which they are overqualified (or, less commonly, underqualified) in terms of educational attainment. A worker holding a bachelor’s degree in computer science can take a job as a computer network support specialist, even though that job likely only requires an associate’s degree. Accordingly, comparing completions by CIP to openings may not capture the real supply of workers competing for job openings.

Online degrees or credentials create significant problems in the completions data. Several online degree providers operate in the SSC region and there is no way, using readily available data, to distinguish online degree recipients living in the SSC region from online degree recipients living outside the SSC region. Online degree recipients in the region should be treated the same as the other type of completions and considered part of workforce supply. Online degree recipients in other regions or states should not be counted in supply.

While these limitations need to be understood, they do not detract significantly from the value of a gap

analysis in capacity planning. Comparing openings and completions is still the most readily available way

to evaluate a region’s talent pipeline and gauge future demand for education and training.

The following tables illustrate how multiple instructional programs (CIP)—and therefore completions—can map to the same occupation:


54


Figure 46. Crosswalking Occupations (SOC) to Instructional Programs (CIP) Example: Computer Network Support Specialists

SOC Title CIP Title

15-1152 Computer Network Support Specialists 11.0201 Computer Programming/Programmer, General

15-1152 Computer Network Support Specialists 11.0501 Computer Systems Analysis/Analyst

15-1152 Computer Network Support Specialists 11.0701 Computer Science

15-1152 Computer Network Support Specialists 11.0901 Computer Systems Networking &Telecom

15-1152 Computer Network Support Specialists 11.1001 Network and System Administration/Administrator

15-1152 Computer Network Support Specialists 11.1002 System, Networking, & LAN/WAN Management

15-1152 Computer Network Support Specialists 11.1003 Computer & Information Systems Security/Assurance

15-1152 Computer Network Support Specialists 11.1006 Computer Support Specialist

Figure 47. Institutions in SSC Region Ranked by Associate’s Degree Completions Mapping to Computer Network Support Specialist Occupation (2012)

CIP Title Institution Completions

11.0201 Computer Programming/Programmer, General Joliet Junior College 7

11.0501 Computer Systems Analysis/Analyst N/A N/A

11.0701 Computer Science N/A N/A

11.0901 Computer Systems Networking &Telecom DeVry University-Illinois 268

11.1001 Network & System Administration N/A N/A

11.1002 System, Networking, & LAN/WAN Management Moraine Valley CC 23

11.1003 Computer & Information Systems Security/Assurance Moraine Valley CC 12

11.1006 Computer Support Specialist N/A N/A

The following tables identify the occupations with the greatest surpluses (completions > openings) and

the greatest deficits (openings > completions) projected for 2013-2023 in the SSC region. Occupations

with a projected surplus imply that students graduating with postsecondary degrees and credentials in

instructional programs that map to those occupations may face intense competition for job openings.

Occupations with a projected deficit, by contrast, indicate that employers in the SSC region may have to

rely on recruiting workers from other regions because job openings cannot be filled by local graduates.

These occupations may be appropriate targets for expanded capacity at SSC.


55


Figure 48. Occupations Ranked by Completion Surplus in SSC Region 23

Requiring Associate’s Degree


2013-23 Completions

2012

15-1152 Computer Network Support Specialists 114 2,365

15-1151 Computer User Support Specialists 379 2,365

29-1141 Registered Nurses 1,929 3,533

25-2011 Preschool Teachers, Except Special Education 418 1,369

29-1171 Nurse Practitioners 56 803

29-1151 Nurse Anesthetists 17 657

17-3023 Electrical and Electronics Engineering Technicians 45 667

29-1161 Nurse Midwives 3 624

27-1022 Fashion Designers 5 257

29-2035 Magnetic Resonance Imaging Technologists 16 263

17-3011 Architectural and Civil Drafters 28 261

17-3026 Industrial Engineering Technicians 14 224

19-4061 Social Science Research Assistants 39 216

29-2034 Radiologic Technologists 118 273

29-2054 Respiratory Therapy Technicians 3 137

29-2056 Veterinary Technologists and Technicians 66 178

23-2011 Paralegals and Legal Assistants 319 422

23

All occupations with surplus of at least 100 completions.


56


Figure 49. Occupations Ranked by Completion Deficit in SSC Region Requiring Associate’s Degree


2013-23 Completions

2012

29-2021 Dental Hygienists 169 111

29-2012 Medical and Clinical Laboratory Technicians 69 28

19-4031 Chemical Technicians 25 4

49-2021 Radio, Cellular, & Tower Equipment Installers and Repairs 19 0

19-4099 Life, Physical, and Social Science Technicians, All Other 26 8

17-3025 Environmental Engineering Technicians 16 2

17-3022 Civil Engineering Technicians 27 16

17-3012 Electrical and Electronics Drafters 8 0

19-4093 Forest and Conservation Technicians 6 0

19-4051 Nuclear Technicians 6 1

19-4041 Geological and Petroleum Technicians 5 0

19-4011 Agricultural and Food Science Technicians 6 3

17-3021 Aerospace Engineering and Operations Technicians 3 0

49-9061 Camera and Photographic Equipment Repairers 1 0

33-3031 Fish and Game Wardens 1 0


57


Figure 50. Occupations Ranked by Completion Surplus in SSC Region 24

Requiring Postsecondary Non-Degree Award


2013-23 Completions

2012

31-1015 Orderlies 22 2,501

39-5094 Skincare Specialists 38 1,930

31-1014 Nursing Assistants 737 2,501

39-5091 Makeup Artists, Theatrical and Performance 0 1,637

39-5092 Manicurists and Pedicurists 71 1,663

39-5012 Hairdressers, Hairstylists, and Cosmetologists 441 1,801

29-2071 Medical Records and Health Information Technicians 131 1,284

35-2013 Cooks, Private Household 1 950

31-9011 Massage Therapists 86 880

49-2096 Electronic Equipment Installers and Repairers, Motor Vehicles 3 687

49-2093 Electrical/Electronics Installers & Repairers, Transport Equip 10 687

49-9021 HVAC/Refrigeration Mechanics and Installers 192 712

29-2041 Emergency Medical Technicians and Paramedics 271 741

29-2099 Health Technologists and Technicians, All Other 88 526

39-5011 Barbers 5 420

29-2061 Licensed Practical and Licensed Vocational Nurses 478 835

49-2095 Electrical/Electronics Repairers, Powerhouse, Substation, & Relay 15 362

49-9097 Signal and Track Switch Repairers 7 277

49-3023 Automotive Service Technicians and Mechanics 455 687

27-4011 Audio and Video Equipment Technicians 66 275

31-9091 Dental Assistants 268 436

27-4014 Sound Engineering Technicians 9 173

49-2092 Electric Motor, Power Tool, and Related Repairers 3 166

29-2055 Surgical Technologists 36 171

49-2094 Electrical/Electronics Repairers, Commercial/Industrial Equip 22 126

24

All occupations with surplus of at least 100 completions.


58


Figure 51. Occupations Ranked by Completion Deficit in SSC Region Requiring Postsecondary Non-Degree Award


2013-23 Completions

2012

43-6012 Legal Secretaries 175 3

33-2011 Firefighters 276 139

25-4031 Library Technicians 152 18

49-3031 Bus and Truck Mechanics and Diesel Engine Specialists 133 0

41-9022 Real Estate Sales Agents 153 39

49-2022 Telecom Equipment Installers and Repairers 72 0

33-1021 First-Line Supervisors of Fire Fighting Workers 83 13

49-3011 Aircraft Mechanics and Service Technicians 79 14

51-4121 Welders, Cutters, Solderers, and Brazers 143 104

49-2011 Computer, Automated Teller, and Office Machine Repairers 62 41

49-2097 Electronic Home Entertainment Equip Installers/ Repairers 21 0

53-2012 Commercial Pilots 19 0

29-2053 Psychiatric Technicians 27 17

13-1032 Insurance Appraisers, Auto Damage 10 0

51-9071 Jewelers and Precious Stone and Metal Workers 9 0

31-9094 Medical Transcriptionists 29 27

29-2092 Hearing Aid Specialists 2 0

5. Data Appendix

Complete data for tables in this section of the report can be found in the following spreadsheets, which

are provided to SSC in files accompanying this report:

1. SSC Data Summary Gap Analysis

2. SSC Data Detailed Gap Analysis

3. SSC Data Institution Completions


59


PART IV: APPENDIX and ACCOMPANYING FILES

A large number of files related to both the stakeholder survey and the economic and workforce data

study were developed and utilized in the writing of this environmental scan report. Given that the

majority of these files are quite extensive and lengthy, most are not attached as appendices here. Rather,

they have been provided to SSC electronically as accompanying files for college personnel and interested

partners to use in support of the ongoing strategic planning process, as well as other efforts for which

they may be useful.

Included as an appendix below is the summary of stakeholder survey results, which provides an aggregate

view of all survey respondents’ answers to all closed-ended survey questions (narrative responses to

open-ended survey questions are provided in the accompanying “SSC Survey Response Summary” Excel

spreadsheet file listed below). Please note that question 1 was posed to all survey respondents, both

internal and external to the college; questions 2 through 11 were posed only to internal respondents; and

questions 16 through 28 were posed only to external respondents. Again, given their length, narrative

responses to open-ended survey questions are omitted here, but are available for review in an

accompanying file.

Additional files transmitted electronically to SSC are as follows:

Stakeholder Survey

1. SSC Survey Response Summary (electronic version of summary provided below) – PDF document

2. SSC Survey Response Summary (includes narrative responses to closed-ended questions) – Excel

spreadsheet

3. SSC Survey Response Summary by Individual Respondent Group (responses to survey questions,

separated by respondent group) – Excel spreadsheet

4. SSC Survey Question 15 Internal Contact Volunteers (internal SSC stakeholders who volunteered

to participate in future strategic planning activities) – Excel spreadsheet

5. SSC Survey Question 32 External Contact Volunteers (external SSC stakeholders who volunteered

to participate in future strategic planning activities) – Excel spreadsheet

Data Study: Economic and Workforce Data and Program Gap and Surplus

Analysis

All accompanying files listed below are Excel spreadsheets.

1. SSC Data Industry Category Employment

2. SSC Data Detailed Industry Employment

3. SSC Data Occupations

4. SSC Data Institution Completions

5. SSC Data Summary Gap Analysis

6. SSC Data Detailed Gap Analysis

7. SSC Region Program Capacity Analysis


60


SSC Survey Response Summary

SouthSuburbanCollegeStrategicPlanning

1/33

45.25%648

20.46%293

10.61%152

7.68%110

1.54% 22

Q1Pleaseselecttheoneansweroptionbelowthatbestrepresentshowyouwould

categorizeyourcurrentprimaryconnectiontoSSC.Answered:1,432 Skipped:0

CurrentSSCstudent

SSCgraduateorformerstudent

SSCstaff

SSCfaculty

SSCadministrator

SSCtrusteeor

foundation...

Areaemployeror

industry...

Electedofficial

Communitypartner

organization...

Primaryorsecondary

education...

Post-secondary

education...Other

(pleasedescribe):

0% 20% 40% 60% 80% 100%

AnswerChoices Responses

CurrentSSCstudent

SSCgraduateorformerstudent

SSCstaff

SSCfaculty

SSCadministrator


2/33

0.35% 5

1.68% 24

0.14% 2

3.70% 53

2.37% 34

1.12% 16

5.10% 73

Total 1,432

SSCtrusteeorfoundationboardmember

Areaemployerorindustryrepresentative

Electedoffic ial

Communitypartnerorganization(e.g.,government/public sector,workforcedevelopment,economicdevelopment,ChamberofCommerce,non-profit/community-basedorganization,etc.)

Primaryorsecondaryeducationsystem(kindergarten-grade12)

Post-secondaryeducationsystem(two-yearorfour-yearcollegeoruniversity)

Other(pleasedescribe):


3/33

40.26% 432

13.14% 141

39.14% 420

0.47% 5

5.22% 56

1.77% 19

Q2WhichofthefollowingdescriptionsisclosesttoyourprimaryperceptionofSSC?

Answered:1,073 Skipped:359

Total 1,073

Access,convenience,

and...

Qualityandexcellence

ineducation

Alocal,hometown

community...

Communityleader

SSCisnotmeetingthe

needsofthe...

Noneoftheabove/Other

(please...

0% 20% 40% 60% 80% 100%


Access,convenience,andopportunityforall

Qualityandexcellenceineducation

Alocal,hometowncommunitycollege

Communityleader

SSCisnotmeetingtheneedsofthecommunity

Noneoftheabove/Other(pleasedescribe):


4/33

24.79% 266

43.90% 471

24.88% 267

4.10% 44

1.49% 16

0.84% 9

Q3Overall,howdoyouperceivethequalityofanSSCeducation?


Total 1,073

Verygood

Good

Adequate

Poor

Verypoor

Donotknow

0% 20% 40% 60% 80% 100%


Verygood

Good

Adequate

Poor

Verypoor

Donotknow


5/33

22.74% 244

40.45% 434

28.05% 301

5.03% 54

1.86% 20

1.86% 20

Q4HowwouldyoudescribeSSC’sperformanceinmeetingtheeducationand

trainingneedsofstudents?Answered:1,073 Skipped:359

Total 1,073

Verygood

Good

Adequate

Poor

Verypoor

Donotknow

0% 20% 40% 60% 80% 100%


Verygood

Good

Adequate

Poor

Verypoor

Donotknow


6/33

18.73% 201

39.61% 425

26.28% 282

6.24% 67

2.14% 23

6.99% 75

Q5HoweffectiveisSSCinpreparingstudentsforfurthereducation?


Total 1,073

Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow

0% 20% 40% 60% 80% 100%


Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow


7/33

21.44% 230

46.04% 494

22.93% 246

5.68% 61

2.14% 23

1.77% 19

Q6Pleaseindicateyourperceptionofthefollowingstatement:“Thechoiceof

programsatSSCisexcellentandprovidesmanyopportunitiesforstudentsuccess.”


Total 1,073

Stronglyagree

Agree

Neutral

Disagree

Stronglydisagree

Donotknow

0% 20% 40% 60% 80% 100%


Stronglyagree

Agree

Neutral

Disagree

Stronglydisagree

Donotknow


8/33

20.69% 222

40.73% 437

27.21% 292

6.71% 72

3.45% 37

1.21% 13

Q7Overall,howdoyouperceivetheservicesprovidedatSSC?


Total 1,073

Verygood

Good

Adequate

Poor

VeryPoor

Donotknow

0% 20% 40% 60% 80% 100%


Verygood

Good

Adequate

Poor

VeryPoor

Donotknow


9/33

15.38% 165

11.46% 123

21.99% 236

15.38% 165

24.70% 265

11.09% 119

Q8Basedonyourexperience,pleaseselectoneclassschedulingadjustment

thatyoubelievewouldmostlikelyaccommodateadditionalstudentneeds?


Total 1,073

Moremorningclasses

Moreafternoonclasses

Moreeveningclasses

Moreweekendclasses

Moreonlineclasses

MoreclassesinOakForest

0% 20% 40% 60% 80% 100%


Moremorningc lasses

Moreafternoonc lasses

Moreeveningc lasses

Moreweekendc lasses

Moreonlinec lasses

Morec lassesinOakForest


10/33

9.79% 105

28.89% 310

29.26% 314

5.87% 63

1.77% 19

24.42% 262

Q9HoweffectiveisSSCinpreparingstudentsforjobsintheregionallabor

market?Answered:1,073 Skipped:359

Total 1,073

Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow

0% 20% 40% 60% 80% 100%


Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow


11/33

7.36% 79

23.39% 251

19.94% 214

6.52% 70

2.89% 31

39.89% 428

Q10HoweffectiveisSSCinworkingwithareaemployersandindustry

representativestodesignresponsiveworkforceeducationandtraining

programs?Answered:1,073 Skipped:359

Total 1,073

Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow

0% 20% 40% 60% 80% 100%


Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow


12/33

28.42% 305

56.66% 608

6.62% 71

1.30% 14

6.99% 75

Q11HowwouldyoudescribeyourperceptionofsafetyatSSC?


Total 1,073

Verysafe

Safe

Unsafe

Veryunsafe

Indifferent

0% 20% 40% 60% 80% 100%


Verysafe

Safe

Unsafe

Veryunsafe

Indifferent


17/33

28.89% 52

9.44% 17

47.78% 86

0.56% 1

8.89% 16

4.44% 8

Q16WhichofthefollowingdescriptionsisclosesttoyourprimaryperceptionofSSC?

Answered:180 Skipped:1,252

Total 180

Access,convenience,

and...

Qualityandexcellence

ineducation

Alocal,hometown

community...

Communityleader

SSCisnotmeetingthe

needsofthe...

Noneoftheabove/Other

(please...

0% 20% 40% 60% 80% 100%


Access,convenience,andopportunityforall

Qualityandexcellenceineducation

Alocal,hometowncommunitycollege

Communityleader

SSCisnotmeetingtheneedsofthecommunity

Noneoftheabove/Other(pleasedescribe):


18/33

18.33% 33

39.44% 71

23.33% 42

3.33% 6

2.78% 5

12.78% 23

Q17Overall,howdoyouperceivethequalityofanSSCeducation?


Total 180

Verygood

Good

Adequate

Poor

Verypoor

Donotknow

0% 20% 40% 60% 80% 100%


Verygood

Good

Adequate

Poor

Verypoor

Donotknow


19/33

16.67% 30

37.22% 67

22.22% 40

4.44% 8

2.22% 4

17.22% 31

Q18HowwouldyoudescribeSSC’sperformanceinmeetingtheeducationand

trainingneedsofstudents?Answered:180 Skipped:1,252

Total 180

Verygood

Good

Adequate

Poor

Verypoor

Donotknow

0% 20% 40% 60% 80% 100%


Verygood

Good

Adequate

Poor

Verypoor

Donotknow


20/33

13.33% 24

32.22% 58

22.22% 40

2.78% 5

1.67% 3

27.78% 50

Q19HoweffectiveisSSCinpreparingstudentsforfurthereducation?


Total 180

Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow

0% 20% 40% 60% 80% 100%


Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow


21/33

9.44% 17

29.44% 53

18.89% 34

5% 9

2.78% 5

34.44% 62

Q20HoweffectiveisSSCinpreparingstudentsforjobsintheregionallabor

market?Answered:180 Skipped:1,252

Total 180

Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow

0% 20% 40% 60% 80% 100%


Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow


22/33

11.67% 21

28.89% 52

29.44% 53

5% 9

5% 9

20% 36

Q21Pleaseindicateyourperceptionofthefollowingstatement:“SSCdemonstratesa

leadershiproleinaddressingcriticalcommunityissuesandchallenges.”


Total 180

Stronglyagree

Agree

Neutral

Disagree

Stronglydisagree

Donotknow

0% 20% 40% 60% 80% 100%


Stronglyagree

Agree

Neutral

Disagree

Stronglydisagree

Donotknow


23/33

13.33% 24

25% 45

13.89% 25

6.67% 12

3.33% 6

37.78% 68

Q22HoweffectiveisSSCinworkingwithareaemployersandindustry

representativestodesignresponsiveworkforceeducationandtraining

programs?Answered:180 Skipped:1,252

Total 180

Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow

0% 20% 40% 60% 80% 100%


Veryeffective

Effective

Adequate

Ineffective

Veryineffective

Donotknow


24/33

38.89% 70

61.11% 110

Q23Haveyou,yourcompany,oryourorganizationeverhiredanSSCstudentor

graduate?Answered:180 Skipped:1,252

Total 180

Yes

No

0% 20% 40% 60% 80% 100%


Yes

No


25/33

28.57% 20

42.86% 30

12.86% 9

4.29% 3

0% 0

11.43% 8

Q24TheSSCstudent(s)/graduate(s)hiredwas/werewell-trainedandqualifiedforthe

job(s).Answered:70 Skipped:1,362

Total 70

Stronglyagree

Agree

Neutral

Disagree

Stronglydisagree

Donotknow

0% 20% 40% 60% 80% 100%


Stronglyagree

Agree

Neutral

Disagree

Stronglydisagree

Donotknow


26/33

Q25Whatmajorworkforcechallengesdoyouexpectourareatofaceoverthenextfive(5)years?Pleaseselectyourtopthree

(3)choices.Answered:161 Skipped:1,271

45.10%23

15.69%8

39.22%20

51

2.06

42.35%36

34.12%29

23.53%20

85

2.19

28.81%17

38.98%23

32.20%19

59

1.97

37.25%19

49.02%25

13.73%7

51

2.24

28.13%27

40.63%39

31.25%30

96

1.97

17.86%10

42.86%24

39.29%22

56

1.79

34.12%29

15.29%13

50.59%43

85

1.84

Recruitingentry-level

workersRecruitingskilled

technical...Recruitingdegreed/credentialed

workersRetainingexistingworkersUpgradingtheskills

ofexisting...Replacingretiring

workersAddressingchanging

workforce...

0 1 2 3

1 2 3 Total AverageRating

Recruitingentry-levelworkers

Recruitingskil ledtechnicalworkers

Recruitingdegreed/credentialedworkers

Retainingexistingworkers

Upgradingtheskil lsofexistingworkers

Replacingretiringworkers

Addressingchangingworkforcedemographics/characteristics


27/33

Q26Whatarethemostcommonorpressingskillgapsamongstudentsandworkersinourarea?Pleaseselectyour

topthree(3)choices.Answered:161 Skipped:1,271

54.92%67

28.69%35

16.39%20

122

2.39

17.92%19

40.57%43

41.51%44

106

1.76

27.54%19

37.68%26

34.78%24

69

1.93

18.18%14

42.86%33

38.96%30

77

1.79

38.53%42

22.02%24

39.45%43

109

1.99

Appliedskills

(e.g.,math,...

Businessskills

(e.g.,...

Computer/technologyskills

Industrialor

occupation-specific...Softskills(e.g.,work

ethic,...

0 1 2 3

1 2 3 Total AverageRating

Appliedskil ls(e.g.,math,sc ience,English,andreading/writing)

Businessskil ls(e.g.,leadership,management,administrative)

Computer/technologyskil ls

Industrialoroccupation-specific skil ls

Softskil ls(e.g.,workethic,communication,teamwork)


28/33

15.53% 25

18.01% 29

21.74% 35

8.70% 14

0.62% 1

35.40% 57

Q27HowwouldyoudescribethenatureofSSC’spartnershipswithlocalschool

districts?Answered:161 Skipped:1,271

Total 161

Verystrong

Strong

Adequate

Weak

Veryweak

Donotknow

0% 20% 40% 60% 80% 100%


Verystrong

Strong

Adequate

Weak

Veryweak

Donotknow


29/33

12.42% 20

21.74% 35

18.63% 30

8.07% 13

2.48% 4

36.65% 59

Q28HowwouldyoudescribethenatureofSSC’spartnershipswithcommunity

organizations?Answered:161 Skipped:1,271

Total 161

Verystrong

Strong

Adequate

Weak

Veryweak

Donotknow

0% 20% 40% 60% 80% 100%


Verystrong

Strong

Adequate

Weak

Veryweak

Donotknow

Environmental Scan Report - South Suburban College · 03.02.2014 · environmental scan, which will be used to inform planning retreat discussions, and, ultimately, development of

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