In the spring, 1999, edition of the Update newsletter, Maxine Russman reviewed the NCRVE study of ten states leading the nation in implementing state-level workforce development reform. In this article, reform initiatives in the state of Illinois are addressed and, in particularly, how they may impact community colleges

Over the past three decades, a complex "system" of workforce development has evolved, through federal legislation and much variance among states' responses, to include job training programs, customized training, postsecondary vocational education, and adult education. Because these programs developed in largely unplanned and uncoordinated ways, the boundaries of a workforce development system are unclear. W. Norton Grubb, et al., (1998) studied ten states that began reforms long before the passing of the recent Workforce Investment Act (WIA). The results, described in Toward Order from Chaos: State Efforts to Reform Workforce Development Systems, demonstrated a dominant strategy used by many states that follows three different forms: 1) a state agency or office is created; 2) local or regional counterparts are established; or 3) establishing a single point of entry to the state's system.

The Workforce Investment Act (WIA) of 1998 requires all states to develop more coherent workforce development systems. In response to this mandate, the State of Illinois is considering a reorganization of its structure of workforce development. The plan includes identifying a consulting firm to create an overarching workforce development agency, commonly referred to as a "super agency." It is uncertain if this super agency will be independent from or linked to currently existing state agencies such as the Illinois Department of Employment Security (IDES) or the Department of Commerce and Community Affairs (DCCA). The super agency is anticipated to take staff responsibilities for a state workforce development board.

In addition to this super agency, under WIA the Illinois Workforce Investment Board (IWIB), formerly the Human Resource Investment Council, will be advisory to the Governor with responsibilities for planning and oversight. The extent of IWIB's authority over particular programs and allocation of funds is still undetermined. Illinois is adopting a "zipper" strategy (Grubb et al.) by which the state will not take funds from existing state agencies. Instead, agencies are encouraged to collaborate at the state and local levels, and a number of state interagency task force groups have been formed to plan and implement WIA strategies.

Local Workforce Investment Boards (WIBs) are currently in the process of nomination, and will include memberships ranging in number from thirty-eight to fifty-plus members, 51% of which must be comprised of private sector representatives. Educational representatives will include two required community college seats: a community college president and a Perkins postsecondary program representative, and an adult education representative. The WIBs will be responsible for carrying out policy and developing a workforce development "system" at the local level. The ability of local WIBs to achieve "seamlessness" among programs will depend on the responsibilities and authority given to them by state policy in a state dominated by strong state agencies.

Under WIA a higher level of service coordination is encouraged, in addition to providing information and advice. WIA mandates a one-stop delivery system as a single point of entry for the workforce development system. Since 1995, Illinois has established 56 One-Stops throughout the state, providing information and advice, most of which include Employment Security and JTPA staffs. A higher level of "service coordination" will be encouraged under WIA.

What are the implications of the Workforce Investment Act for community colleges?

Community colleges need to have a communication link to state agencies involved in the development of the state structure. Given their key role in job training programs, customized training, postsecondary vocational education, and adult education, community colleges needs to take a lead in creating a vision for a local workforce development system. Internal, cross-functional teams representing these components can provide insights about the community colleges' contributions to economic development in the community for the College president and Perkins representative serving on the WIB.

Community colleges will need to consider their level of commitment as partners in the one-stop delivery system. This may range from making provisions for providing core services, access to intensive and training services, to leveraging funds for the operation of the center. WIA is an opportunity for community colleges to build collaborative relationships among one-stop partners. Very likely, some may be new partners engaged for the first time in workforce and economic development as a community-wide problem-solving collaboration. As the structure of local and state efforts moves toward greater coordination, community colleges will need to determine for themselves appropriate roles in the process.

References

Grubb, W. N., Badway, N., Bell, D., Chi, B., King, C., Herr, J., Prince, H., Kazis, R., Hicks, L., & Taylor, J. C. (1999, January). Toward Order from Chaos: State Efforts to Reform Workforce Development Systems (MDS-1249). Berkeley, CA: National Center for Research in Vocational Education, University of California at Berkeley.