STRATEGIC PLAN

FOR THE

NEW JERSEY STATE EMPLOYMENT AND TRAINING COMMISSION

TOMORROW AND BEYOND

"Work has always been essential to the human experience. Historically, the nature of work has been determined by the nature of the economy. The nature of the work, the workplace, the workforce and the economy are all rapidly changing in unprecedented ways. This dramatic transformation requires the nation's workforce investment system to continually adapt.

New Jersey envisions a future where the employment, training and education systems are finely adapted to the demands of the labor market as defined by the present and evolving human resource needs of the business sector." Excerpted from the Strategic Five-Year Unified State Plan for New Jersey's Workforce Investment System, 1999.

John J. Heldrich, Chair

Henry Plotkin, Executive Director

TABLE OF CONTENTS

 Executive Summary

1. Structure of the Commission

2. Vision, Leadership and Implementation

3. Improving New Jersey's Delivery System

4. Ensuring a Dynamic Local Workforce Investment System

5. Embracing a Comprehensive Approach to Literacy

6. Preparing Youth to Meet the Future

7. Promoting Diversity and Parity in the Workforce

8. Evaluating the Workforce Investment System

EXECUTIVE SUMMARY

Leading the way toward a finely tuned workforce investment system adapted to the demands of the labor market is the New Jersey State Employment and Training Commission (SETC), which formally began its journey in 1989 by an act of the State Legislature. New Jersey further endorsed the Commission's work through the signing of Executive Order 36 in 1995, a major step in creating a workforce readiness "system" for New Jersey. The Commission's work under this Executive Order served as a model for the development of federal legislation that ultimately became the Workforce Investment Act (WIA) of 1998. The New Jersey State Employment and Training Commission has been designated the "state board" under that Act.

Responding to the mandate of federal legislation, the Commission waged a widespread outreach and communications campaign to all corners of New Jersey -- from the business concerns of small employers in Warren County to the urban concerns of Essex and Camden Counties. The result of this extensive campaign was a bold set of workforce policies that are articulated in the Strategic Five-Year Unified State Plan for New Jersey's Workforce Investment System.

To develop this Plan , the Chair organized a series of roundtable discussions, which uncovered key areas requiring consideration. Follow-up interviews were also conducted to ensure a complete picture. What emerged in the discussions was a need to focus the Commission's work on the following major goals:

Create and implement the vision for New Jersey's workforce investment system for tomorrow and beyond.

A well-articulated and implemented vision will ensure that the employment, training and education systems are finely adapted to the demands of the labor market.

Create the framework for New Jersey to achieve a unified and responsive workforce investment system that is well prepared to meet the challenges of today and in the future.

New Jersey's future economic success in developing a high-skill, high-quality labor force able to produce the goods and services in demand by the marketplace requires an effective workforce investment system that meets the demands of the employers and current and future workers.

Assist local Workforce Investment Boards to transition from their current status into high performing Workforce Investment Boards.

All WIBs will be enabled to accomplish the important task of matching the needs of the workforce with the demands of the labor market.

Develop a vision for the workforce investment system that embraces a comprehensive approach to literacy .

N ew Jersey has long held that attainment of basic skills and functional literacy is fundamental to success in the workforce and will ensure that this becomes a reality.

Establish literacy as a minimum competency for all workforce programs.

New Jersey will ensure that its citizens are able to obtain core knowledge and skills they need to effectively carry out their roles as parents, citizens, and workers.

Create and promote a vision for preparing youth for successful transition into adulthood and the workforce.

New Jersey will create a system that enables all youth to enter into the workforce and obtain jobs that provide a living wage.

Create and promote a vision for leveling the workplace "playing field" that ensures diversity and parity for all citizens.

This will create a common ground on which education, employment and training programs are fully accessible to all populations including gender parity for women and girls.

Create an evaluation system that assesses the effectiveness and performance of the entire workforce investment system.

New Jersey will have quantifiable performance standards for evaluating employment, training and education programs.

The challenge now before the Commission is to translate this vision into action to meet the mandates of the Workforce Investment Act and the doctrine of the Strategic Five-Year Unified State Plan for New Jersey's Workforce Investment System . Just as compelling is the need for the Commission to see over the next hill to understand the shape of New Jersey's future economic landscape.. It must continually assess the needs of the workforce and direct its work in the context of the long-term future. The Commission must also communicate that vision to the entire workforce investment system and create pathways through public policy that enable the system to meet future workforce needs.

This Strategic Plan keeps the Commission's challenge in the forefront as it sets forth an ambitious agenda. At the helm is Commission Chair John J. Heldrich, who has led the Commission over the past twelve years in its mission to build an effective and high quality workforce investment system that encompasses all institutions, agencies and programs that educate, train, and employ people.

The plan that follows describes the structure of the Commission and articulates the strategic and key actions required to achieve its goals. It presents a plan for Commission action to realize New Jersey's vision to remain a prosperous society where its residents earn a decent wage and achieve a high standard of living, thereby continuing to make New Jersey a first-rate place to live, work, and raise a family.

I. STRUCTURE OF THE COMMISSION

New Jersey's State Employment and Training Commission was established to meet the challenge of developing a world-class workforce readiness system for New Jersey. The bipartisan Commission was the nation's first Human Resource Investment Council established by State legislation and served as a prototype for what Congress prescribed under the federal Workforce Investment Act of 1998. The purpose of the Commission is:

To develop and assist in the implementation of a State employment and training policy with the goal of creating a coherent, integrated system of employment and training programs and services which, in concert with the efforts of the private sector, will provide each citizen of the State with equal access to the learning opportunities needed to attain and maintain high levels of productivity and earning power.

The Commission presently has thirty-four (34) members consisting of private sector individuals; four Cabinet Officers from the Departments of Community Affairs, Education, Human Services and Labor; representatives from the State Assembly and Senate; representatives from the Commission on Commerce and Economic Growth, the Commission on Higher Education, Community-Based Organizations, Labor Unions, and the General Public. Commission members develop New Jersey's workforce policy agenda and provide oversight to ensure that the State's workforce investment system is carrying out its responsibilities. Legislation has been prepared to make the Commission fully compliant with the Workforce Investment Act (WIA). This will result in private sector representation of over fifty percent of the expanded Commission and will include the New Jersey Chamber of Commerce, the New Jersey Business and Industry Association, Workforce Investment Board Chairs and expanded representation of the New Jersey AFL-CIO.

The Commission is able to complete its work through a number of standing and ad-hoc committees and councils established to address specific areas of concern. The following councils and committees are currently assisting the Commission in its work:

The State Council for Adult Literacy and Education Services focuses on improving the literacy delivery system for adults and youth.

The Council on Gender Parity in Labor and Education, promotes practices of gender equity in education, employment, and job training programs. It is important to note that New Jersey is the first State in the nation to create such a Council to promote best practices in gender equity as well as guide the workforce investment system toward the restructuring of education and training for women.

The Public Sector Planning Committee is convened whenever major issues crossing departmental jurisdictions arise.

The Commission's Executive Committee makes executive decisions and recommends additional standing and ad-hoc committees to tackle issues as they emerge.

A State Youth Investment Council that will connect academics and core workplace competencies to better prepare youth for their future responsibilities is being proposed to promote best practices in youth programs and assist local Youth Investment Councils in restructuring programs and services to provide a comprehensive strategy for connecting youth to careers and work.

This structure is dynamic and capable of responding quickly to key policy issues. It is complemented by the expertise of Commission members and staff that well prepares the Commission to carry out the goals and key strategies set forth in this Plan .

II. VISION, LEADERSHIP and IMPLEMENTATION

Goal

•  Create and implement the vision for New Jersey's workforce investment system for tomorrow and beyond.

Challenges and Opportunities

The 1990s were a time of rapid transformation, and it is fair to assume that change will come even more rapidly in the next decade. While we do not know the complete implications of those changes, we do know that they will have significant impacts on New Jersey's workforce. This requires the State Employment and Training Commission (SETC) to continue its focus not only on preparing the workforce investment system for meeting the challenges of today's economy, but to strategically scan the horizons for what is needed in the future.

A common theme voiced by Commission members is the inherent responsibility of the Commission to continually articulate the evolving vision, aggressively embrace today's leaders and cultivate tomorrow's leaders. For New Jersey to achieve its potential, business, education, labor, community and government leaders must engage in deliberations to build the foundation for a prosperous future. This requires building a flexible workforce that is adaptable to a changing environment. In turn, it requires a workforce investment system that is consumer-based and market-driven, adaptable and finely in tune with needs of the workforce.

The Commission recognizes that a well-prepared workforce means elevating the skill levels of the entire workforce. Lifelong learning must be valued, serve as the pathway for elevating those skills, and become the rallying point for all those who share this vision.

Strategies

The Commission has adopted the following strategies to create and implement its vision for New Jersey's workforce investment system:

•  A White Paper "New Jersey in Transition: The Crisis of the Workforce," has been prepared for the State's leadership, that articulates the vision for tomorrow and beyond. It examines the disparities between the demand and supply sides of New Jersey's economy and analyzes the most critical workforce issues that must be addressed.

•  Forums will be organized at the State and local levels to deliberate on key workforce issues. These forums will be designed to not only engage State and local leaders in high-level discussions, but to establish standards and criteria for developing workforce policy. WIBs will serve as a focal point for these forums.

•  Policy documents will be prepared to communicate issues and present a framework for implementation. These documents will expand on the White Paper and offer specific policies to implement this vision.

•  Employers will be engaged in discussions to promote an understanding of the need for their full participation in developing a well-trained workforce and come to understand the "cost of doing nothing" is unacceptable in terms of successfully competing in a global economy. In short, supporting the continuous training of employees is simply good business. These costs are significant and range from low literacy levels to a lack of technical skills.

•  A marketing program will be developed to focus on building knowledge of the issues, and broaden the participation of key stakeholders and employers.

III. IMPROVING NEW JERSEY'S DELIVERY SYSTEM

Goal

•  Create the framework for New Jersey to achieve a unified and responsive workforce investment system that is well prepared to meet the challenges of today and in the future.

Challenges and Opportunities

State Government has the leadership role in supporting and facilitating the new directions agreed upon in the State's Strategic Five-Year Unified State Plan for New Jersey's Workforce Investment System (Unified State Plan). Fortunately, New Jersey has a well-established "culture of cooperation" where State Agencies collaborate, State and local agencies form partnerships, and the public and private sectors work together. This provides an essential foundation for undertaking a process of carefully examining the existing workforce delivery system, which may require shedding old beliefs and standards and establishing new operational policies and procedures.

Several years ago, New Jersey chose to function under a common set of State policies to govern the use of all workforce investment resources. This was viewed as a critical first step in achieving increased levels of integration at the State and local levels. Policies were collaboratively developed under the auspices of the Commission, which resulted in a number of policy documents in areas such as Literacy, Gender Parity, Linking Education and the Workplace, Youth, and others. The Unified State Plan was the culmination of widespread outreach and intensive policy development that resulted in a set of common goals for the workforce investment system.

In addition, significant changes in the labor market have affected the skills demanded of the workforce. While reduced job security puts a premium on the ability of workers to adapt to these circumstances, New Jersey must rethink the way the workforce is trained to ensure that dislocations are kept to a minimum and that individuals can attain the quality of life they have come to expect. The system must provide employer recognized skills and access to lifelong learning, and link individuals to the full array of New Jersey's education, employment and training opportunities to keep skills current.

The future workforce will be comprised of increased numbers of racial and ethnic minorities, single parents, persons with disabilities, the economically disadvantaged, non-English speakers, immigrants, and women. The system must be fully accessible to these populations by integrating their special needs and concerns into workforce investment services, thus requiring the development of specific strategies that eliminate barriers to employment.

The new economy and the way that the workforce investment system must respond to it requires that New Jersey review its policies to ensure that the workforce investment system is lined up appropriately to nourish the workforce of the future. Achievement of this goal requires a sustained effort to transform the workforce investment system into one that has as its core mission not only meeting but also anticipating the needs of both employers and employees.

Strategies

•  Assess the extent to which policy recommendations are being implemented at the State and local levels. This includes an analysis of both the Unified State Plan and other policy documents developed by the Commission over the past several years. Report successes and make recommendations on strategies and key issues that are occurring or need to occur at the State and local levels that reflect the goals of the SETC.

•  Promote the recommendations of the Commission's White Paper, New Jersey in Transition , and implement a plan for New Jersey State agencies to address the changing needs of the workforce investment system to ensure that the State effectively responds to workforce needs of the future and beyond.

•  Review, clarify, and make written recommendations on how the State may want to realign the work of its Departments to the vision and mission of the workforce investment system and the ability of the statewide delivery system to respond to present and future implications.

•  Support the work of the SETC's Committees, Councils and Work Groups on an ongoing basis. This includes developing statewide plans for literacy, gender parity and youth.

•  Initiate a "demand side" study that will provide data on future workforce demand in New Jersey. This study will link employer needs to National Skill Standards and allow WIBs and the educational community to anticipate and plan for future labor market.

IV. ENSURING A DYNAMIC LOCAL WORKFORCE INVESTMENT SYSTEM

Goal

•  Assist local Workforce Investment Boards to transition from their current status into high performing Workforce Investment Boards.

Challenges and Opportunities

New Jersey was the first State to create local Workforce Investment Boards (WIBs). As one of the first states to secure a demonstration grant to establish One-Stop Career Centers, it also created new State and local partnerships. These efforts have resulted in well-established relationships where public and private sectors work effectively together.

With the enactment of the Workforce Investment Act in 1998, local Workforce Investment Boards have been called upon to oversee the restructuring of the local workforce investment system. Paralleling the challenges facing the State Employment and Training Commission, WIBs have been assessing local workforce needs and providing leadership at the local level to engage all of the workforce partners in developing a vision for a unified and responsive local system.

Although much has been accomplished, there is significant work still ahead for the local WIBs. Many need assistance in developing additional local workforce policies and in identifying emerging long-term issues that will require attention. Others want guidance on implementing local plans. Still others need to adopt best practices in the development and oversight of their local systems, including developing continuous improvement programs. Increasingly, local WIBs need support to build a high-quality infrastructure.

The Commission sees its role as providing policy guidance and oversight to achieve its vision of high performance Workforce Investment Boards. The Commission also sees its role as an advocate for local WIBs. It intends to enhance the leadership at the local level and promote active, strong WIBs that work effectively with local elected officials.

Because the Commission is responsible for conducting oversight of each local WIB's plan implementation performance, it will provide technical assistance when the local area is not achieving quality performance.

Strategies

•  Provide leadership to the local WIBs in planning and outreach on a wide array of workforce issues including identifying emerging issues for additional local planning by circulating information on best practices.

•  Promote to WIBs the value of employing best practices in the development and oversight of their local workforce investment systems.

•  Conduct oversight of WIBs' performance in implementing local Five-Year Plans.

•  Review workforce investment area performance data and assist WIBs in continuous improvement.

•  Analyze local WIBs' geographic configuration in relationship to changing population and labor market demographics.

•  Support capacity building for the local workforce investment system by surveying WIBs and other key stakeholders to identify capacity building needs.

•  Develop mechanisms to improve strong leadership skills at the local level.

•  Ensure technology enhancements for WIBs.

•  Expand links between economic development and WIBs.

•  Provide Technical Assistance to WIBs.

V. EMBRACING A COMPREHENSIVE APPROACH TO LITERACY

Goals

•  Develop a vision for the workforce investment system that embraces a comprehensive approach to literacy.

•  Establish literacy as a minimum competency for all workforce programs.

Challenges and Opportunities

Literacy is central to building a competitive, world-class workforce. Attainment of fundamental levels of literacy and basic skills lies at the heart of the workforce investment system. In addition, creating a seamless web linking literacy programs to occupational educational programs that leads to employment is a crucial priority for the workforce investment system.

Statistics show that the average literacy level of New Jersey's workforce has not increased. Individuals with lower literacy skill levels will need to improve their literacy skills in order to secure self-sustaining wages and advance in the workplace. Faster growing occupations have higher literacy requirements and thus over time may actually cause an increase in overall average workforce literacy skill requirements.

The Commission is committed to developing a comprehensive approach to raising the State's literacy rate. While New Jersey has an enviable record in the literacy arena as one of the few states to establish a state literacy council, there is significant work that still needs to be accomplished. Today, literacy programs are funded through a wide variety of federal, state and local sources that creates a formidable barrier for the advancement of literacy as a core competency. Therefore, the State will seek to adopt the National Institute for Literacy's Equipped for the Future standards that will embrace work preparation skills and technology skills along with basic skills. This expanded definition of literacy parallels the fundamental requirements that employers have of workers. Equipped for the Future standards can be adopted for all programs that offer basic skills regardless of the funding source. The Commission is addressing the significant issues relevant to literacy by developing policies that create a broad-based literacy system that integrates and coordinates all adult literacy programs statewide. The Commission requires that WIBs create Literacy Councils to address local concerns. In addition, the Commission is committed to closely examining literacy programs throughout the State and will analyze and review how well literacy programs adhere to the strategies and key actions created by the WIBs and the Commission.

Strategies

•  Create a broad-based plan, which integrates and coordinates all adult literacy programs.

•  Adopt the literacy standards articulated in the National Institute for Literacy's "Equipped for the Future" (EFF).

•  Review and align all literacy programs to EFF standards.

•  Equip agencies and organizations with the knowledge they need to implement new literacy EFF standards.

•  Establish five pilot sites to implement new literacy (EFF) standards.

•  Require local literacy councils to develop local literacy plans.

•  Develop recommendations to improve coordination and, where appropriate, suggest consolidation of adult literacy programs.

•  Establish specific goals that will measure the increase in literacy skills. Report annually to the Governor.

VI. PREPARING YOUTH TO MEET THE FUTURE

Goals

•  Create and promote a vision for preparing youth for successful transition into adulthood and the workforce.

Challenges and Opportunities

An important emphasis in workforce development has been the connection of learning and work. In today's knowledge-based economy, businesses are concerned about finding high quality, reliable employees who can learn. They are equally concerned that all parties -- education and training providers, private sector and government -- develop effective initiatives that reinforce an understanding that learning is a continual process that occurs both inside and outside the classroom.

It is critical for the State of New Jersey to develop and build strong, mutually beneficial relationships between the educational system and the needs of the evolving labor market. The At-Risk Youth Task Force of the SETC concluded that a generation of young people is facing under-employment or unemployment because of the increased skill demands of the global economy. This report recommended that students be offered a number of opportunities including college, tech-prep, apprenticeships and school-to-career programs. Additionally, the report urged that social service supports, such as the nationally recognized School-Based Youth Service Program, be expanded.

A state-wide Youth Investment Council has been proposed that will develop a youth workforce strategy to guide in-school and out-of-school youth policy. The emphasis will be on creating leadership; encouraging the K-12 system to respond to the labor market and workplace demands; and connecting youth to a wide array of services.

Developing a comprehensive, statewide policy on youth is complex. Under the new Workforce Investment Act, short-term youth programs are no longer encouraged. Rather, youth programs are to be holistic and provide youth with a wide array of options and connections to the programs and services they need. The New Jersey Chamber of Commerce recently noted that there are numerous issues that are not well understood regarding the relationship between education and the workforce community. The Commission will take an active leadership role in assuring that the Council accomplishes its mission of developing a communications strategy and implementation plan that involves all parties - schools, employers and youth - and ensures that all work together. It is critical that schools understand the compelling labor market issues and how they relate to the development of a well-educated and trained workforce.

The Commission will spearhead an effort to prepare materials to promote labor market information to schools. In addition, the Commission will develop policies and activities relative to assessment and its connection to workplace competencies.

Strategies

•  Develop a communications strategy and implementation plan for school administrators that articulates the compelling labor market needs of a well-educated and trained workforce and the critical role that schools play in achieving that goal.

•  Prepare and promote materials appropriate to schools on labor market issues.

•  Support the integration of workplace competencies in the K-12 curriculum, particularly in the Abbott School Districts.

•  Coordinate with school administrators on policy and activity issues relative to assessment and its connection to workplace competencies.

•  Assist WIBs in their planning for the development of Youth One-Stop services.

•  Conduct a statewide youth summit for Youth Investment Council members that promotes key youth/workforce issues and best practices.

•  Expand career exploration programs to lower grade levels to increase options for students at younger ages.

VII. PROMOTING DIVERSITY AND PARITY IN THE WORKFORCE

Goal

•  Create and promote a vision for leveling the workplace "playing field" that ensures diversity and parity for all citizens.

Challenges and Opportunities

The Commission is strongly committed to ensuring that its workforce investment system assures equal opportunity for all citizens to obtain the skills they need to reach their full potential. This requires that the workplace be a "level playing field" so that all citizens have the opportunity to succeed in the labor market. The Commission conducted research and prepared major reports on persons with disabilities and on the problems women face in the education and job training system, making New Jersey one of the first states to tackle these issues.

Furthermore, New Jersey recently enacted State Legislation creating the nation's first State Council on Gender Parity in Labor and Education. The basis for the legislation was in the initial work of the State Employment and Training Commission's Gender Equity Task Force that recommended an ongoing State-level body to oversee the State's efforts to provide gender equity in labor, education and training and implement the recommendations set forth in its two landmark reports: Leveling the Playing Field: Removing Barriers for Women in New Jersey's Employment and Training Programs; and Balancing the Equation : A Report on Gender Equity in Education. The enabling legislation provided funds for the Council and placed it under the auspices of the Commission.

Using the work of the Council on Gender Parity in Labor and Education and the policy documents already developed by the SETC as a framework, the SETC intends to extend its parity and diversity analysis to all populations. The Commission will seek to educate and provide information to State Agencies, educational institutions, and the public on these issues. It also intends to assess the effectiveness of State programs and identify recommendations on needs, priorities, programs, and policies related to access, equity and diversity. These recommendations will be developed into a series of reports that will be presented to the Governor and the State Legislature for approval.

The work of the Council on Gender Parity in Labor and Education will continue to tackle some of the most challenging aspects of gender equity in today's economy. The Council has completed a report that focuses on women, girls and technology. The Council is responsible for identifying the future education and training needs of New Jersey's girls to prepare them for tomorrow's labor market. The Council also intends to identify barriers based on gender, subtle and not so subtle, that may keep them from reaching their full potential.

Strategies

•  Assess the effectiveness of State programs designed to provide access, equity and diversity in labor, education, and training.

•  Conduct cutting edge research on women and the New Jersey economy, how well they are prepared to fill the jobs of the future and unique training and education requirements.

•  Review current and proposed legislation and regulations pertaining to access, equity and diversity in labor, education, and workforce training and make recommendations to various State Departments regarding the needs, priorities, programs and policies.

•  Develop policies to ensure that State agencies set benchmarks, integrate their data collection systems to assess programs toward achieving equity, parity and diversity, and take action to ensure that appropriate data collection systems exist.

•  Develop policies to promote linkages among individuals, schools and organizations providing gender equity and diversity services and programs.

•  Educate and provide information to the public on the issues and current developments in gender equity and diversity services and programs. Annually assess the implementation of the published recommendations of the SETC's Gender Equity Task Force.

VIII. EVALUATING THE WORKFORCE INVESTMENT SYSTEM

Goal

•  Create an evaluation system that assesses the effectiveness and performance of the entire workforce investment system.

Challenges and Opportunities

The workforce investment system must be performance-driven and outcome-based. In other words, it must be accountable. Because the workforce investment system is designed to improve the quality of programs and services and, thereby, provide employers with productive workers and new workers with sufficient wages, the true measurement must be long-term success in the workforce. Further, an underlying assumption is that continuous improvement will drive the workforce investment system toward increased levels of performance. Therefore, performance measures must reflect outcomes such as earnings and job retention as well as skills attainment.

It is essential that under New Jersey's One-Stop System, an evaluation and performance management system be commonly applied to all programs and services, regardless of funding stream or agency affiliation. As part of this task, the Commission partnered with Rutgers University's John J. Heldrich Center for Workforce Development to create a comprehensive vendor evaluation and performance management system. The system allows customers, policymakers, administrators, employers, and training providers to assess the performance management and vendor evaluation system in a user-friendly manner. It is an Internet-based system designed to meet three specific requirements set out in the Workforce Investment Act (WIA): (1) set performance goals; (2) make information available to job seekers and any other person interested in training opportunities; and (3) establish a process for determining eligible providers. The model is a powerful tool that will deliver high quality information drawn from across all workforce investment programs.

In addition, performance goals are being established for the One-Stop System, which will be tied to local operating protocols and to the Memoranda of Understanding between the WIBs and their One-Stop Partners. The One-Stop System customer satisfaction indicator developed and piloted by Rowan University will measure customer satisfaction with the One-Stop System. Programs that currently comprise New Jersey's One-Stop System that will be incorporated in local performance standards are noted below.

Finally, the Commission will continue to discuss and develop a system-wide evaluation process based on real outcome measures, customer satisfaction and continuous improvement. Measuring and evaluating the success of the workforce investment system and its partners are critical responsibilities for the Commission, which will not shrink from its responsibilities in setting standards, monitoring results, publicizing, and promoting those results.

Strategies

•  Create a common data measurement system that includes establishing common definitions for performance measures.

•  Develop quantitative performance measures for use by State Agencies, One-Stops, training providers and the public.

•  Develop a communication strategy to articulate value and the importance of performance measures.

•  Develop a New Jersey "Consumer Report Card" on the performance of the system.

•  Expand the online report card that profiles all training providers, to make it easily accessible by the customers, and provide performance and outcome data for the public.

•  Establish a continuous improvement program that starts with the establishment of One-Stop standards.

•  Develop customer satisfaction standards for One-Stop Career Centers.

•  Facilitate interagency technical assistance teams to assist in One-Stop continuous improvement programs.

•  Support comprehensive data gathering through use of swipe cards and internet registration and elimination of practices that encourage misreporting.

EFF is the National Institute for Literacy's "Equipped for the Future" in which new standards for literacy are articulated in four broad categories: Communication Skills, Decision-Making Skills, Interpersonal Skills and Lifelong Learning Skills.

Adult Education and Literacy; Community Service Employment for Older Americans; Community Services Block Grant; Employment and Training programs authorized under JTPA ; Employment and Training programs authorized under Title V of the Older Americans' Act; Employment Service and all Wagner-Peyser activities; Food Stamp Employment and Training; Food Stamp Workfare; Housing and Urban Development; National and Community Service; New Jersey Workforce Development Partnership Program; Post-secondary Vocational Education; Secondary Vocational Education; TANF and Welfare-to-Work; Trade Adjustment Assistance and NAFTA ; Unemployment Compensation; Veterans' Employment Services; and Vocational Rehabilitation programs authorized under Title IV of the Workforce Investment Act.