The board shall be appointed by the Governor to assist in
the development of the State Plan and to carry out other functions,
as described in Section 14103. The board shall be comprised of the
Governor and representatives from the following categories:
(a) Two members of each house of the Legislature, appointed by the
appropriate presiding officer of each house.
(b) A majority of board members shall be representatives of
(1) Are owners of businesses, chief executives or operating
officers of businesses, and other business executives or employers
with optimum policymaking or hiring authority, who, in addition, may
be members of a local board described in Section 3122(b)(2)(A)(i) of
Title 29 of the United States Code.
(2) Represent businesses, including small businesses, or
organizations representing businesses that include high-quality,
work-relevant training and development in in-demand industry sectors
or occupations in the state.
(3) Are appointed from a group of individuals nominated by state
business organizations and business trade associations.
(c) (1) Not less than 20 percent of board members shall be
representatives of the workforce within the state, including
representatives of labor organizations nominated by state labor
federations, who shall not be less than 15 percent of the board
membership and who shall include at least one representative that is
a member of a labor organization or a training director, from a joint
labor-management apprenticeship program, or if no such joint program
exists in the state, such a representative of an apprenticeship
program in the state.
(2) Representatives appointed pursuant to this subdivision may
(A) Representatives of community-based organizations that have
demonstrated experience and expertise in addressing the employment,
training, or education needs of individuals with barriers to
employment, including organizations that serve veterans or that
provide or support competitive, integrated employment for individuals
(B) Representatives of organizations that have demonstrated
experience and expertise in addressing the employment, training, or
education needs of eligible youth, including representatives of
organizations that serve out-of-school youth.
(d) The balance of board members:
(1) Shall include representatives of government that are lead
state officials with primary responsibility for the core programs and
shall include chief elected officials, collectively representing
cities, counties, and cities and counties where appropriate.
(2) May include other representatives and officials as the
Governor may designate, like any of the following:
(A) State agency officials from agencies that are one-stop
partners, not specified in paragraph (1), including additional
one-stop partners whose programs are covered by the State Plan, if
(B) State agency officials responsible for economic development or
juvenile justice programs in the state.
(C) Individuals who represent an Indian tribe or tribal
organization, as those terms are defined in Section 3221(b) of Title
29 of the United States Code.
(D) State agency officials responsible for education programs in
the state, including chief executive officers of community colleges
and other institutions of higher education.
(e) Other requirements of board membership shall include:
(1) The Governor shall select a chairperson for the board from
among the representatives described in subdivision (b).
(2) The members of the board shall represent diverse geographic
areas of the state, including urban, rural, and suburban areas.
The board shall assist the Governor in the following:
(a) Promoting the development of a well-educated and highly
skilled 21st century workforce.
(b) Developing, implementing, and modifying the State Plan. The
State Plan shall serve as the comprehensive framework and coordinated
plan for the aligned investment of all federal and state workforce
training and employment services funding streams and programs. To the
extent feasible and when appropriate, the state plan should
reinforce and work with adult education and career technical
education efforts that are responsive to labor market trends.
(c) The review of statewide policies, of statewide programs, and
of recommendations on actions that should be taken by the state to
align workforce, education, training, and employment funding programs
in the state in a manner that supports a comprehensive and
streamlined workforce development system in the state, including the
review and provision of comments on the State Plan, if any, for
programs and activities of one-stop partners that are not core
(d) Developing and continuously improving the statewide workforce
investment system, including:
(1) The identification of barriers and means for removing barriers
to better coordinate, align, and avoid duplication among the
programs and activities carried out through the system.
(2) The development of strategies to support the use of career
pathways for the purpose of providing individuals, including
low-skilled adults, youth, and individuals with barriers to
employment, and including individuals with disabilities, with
workforce investment activities, education, and supportive services
to enter or retain employment. To the extent permissible under state
and federal laws, these policies and strategies should support
linkages between kindergarten and grades 1 to 12, inclusive, and
community college educational systems in order to help secure
educational and career advancement. These policies and strategies may
be implemented using a sector strategies framework and should
ultimately lead to placement in a job providing economic security or
job placement in an entry-level job that has a well-articulated
career pathway or career ladder to a job providing economic security.
(3) The development of strategies for providing effective outreach
to and improved access for individuals and employers who could
benefit from services provided through the workforce development
(4) The development and expansion of strategies for meeting the
needs of employers, workers, and jobseekers, particularly through
industry or sector partnerships related to in-demand industry sectors
and occupations, including policies targeting resources to
competitive and emerging industry sectors and industry clusters that
provide economic security and are either high-growth sectors or
critical to California's economy, or both. These industry sectors and
clusters shall have significant economic impacts on the state and
its regional and workforce development needs and have documented
(5) Recommending adult and dislocated worker training policies and
investments that offer a variety of career opportunities while
upgrading the skills of California's workforce. These may include
training policies and investments pertaining to any of the following:
(A) Occupational skills training, including training for
(B) On-the-job training.
(C) Incumbent worker training in accordance with Section 3174(d)
(4) of Title 29 of the United States Code.
(D) Programs that combine workplace training with related
instruction, which may include cooperative education programs.
(E) Training programs operated by the private sector.
(F) Skill upgrading and retraining.
(G) Entrepreneurial training.
(H) Transitional jobs in accordance with Section 3174 (d)(5) of
Title 29 of the United States Code.
(I) Job readiness training provided in combination with any of the
services described in subparagraphs (A) to (H), inclusive.
(J) Adult education and literacy activities provided in
combination with any of the services described in subparagraphs (A)
to (G), inclusive.
(K) Customized training conducted with a commitment by an employer
or group of employers to employ an individual upon successful
completion of the training.
(e) The identification of regions, including planning regions, for
the purposes of Section 3121(a) of Title 29 of the United States
Code, and the designation of local areas under Section 3121 of Title
29 of the United States Code, after consultation with local boards
and chief elected officials.
(f) The development and continuous improvement of the one-stop
delivery system in local areas, including providing assistance to
local boards, one-stop operators, one-stop partners, and providers
with planning and delivering services, including training services
and supportive services, to support effective delivery of services to
workers, job seekers, and employers.
(g) Recommending strategies to the Governor for strategic training
investments of the Governor's 15-percent discretionary funds.
(h) Developing strategies to support staff training and awareness
across programs supported under the workforce development system.
(i) The development and updating of comprehensive state
performance accountability measures, including state adjusted levels
of performance, to assess the effectiveness of the core programs in
the state as required under Section 3141(b) of Title 29 of the United
States Code. As part of this process the board shall do all of the
(1) Develop a workforce metrics dashboard, to be updated annually,
that measures the state's human capital investments in workforce
development to better understand the collective impact of these
investments on the labor market. The workforce metrics dashboard
shall be produced using existing available data and resources that
are currently collected and accessible to state agencies. The board
shall convene workforce program partners to develop a standardized
set of inputs and outputs for the workforce metrics dashboard. The
workforce metrics dashboard shall do all of the following:
(A) Provide a status report on credential attainment, training
completion, degree attainment, and participant earnings from
workforce education and training programs. The board shall publish
and distribute the final report.
(B) Provide demographic breakdowns, including, to the extent
possible, race, ethnicity, age, gender, veteran status, wage and
credential or degree outcomes, and information on workforce outcomes
in different industry sectors.
(C) Measure, at a minimum and to the extent feasible with existing
resources, the performance of the following workforce programs:
community college career technical education, the Employment Training
Panel, Title I and Title II of the federal Workforce Investment Act
of 1998, Trade Adjustment Assistance, and state apprenticeship
(D) Measure participant earnings in California, and to the extent
feasible, in other states. The Employment Development Department
shall assist the board by calculating aggregated participant earnings
using unemployment insurance wage records, without violating any
applicable confidentiality requirements.
(2) The State Department of Education is hereby authorized to
collect the social security numbers of adults participating in adult
education programs so that accurate participation in those programs
can be represented in the report card. However, an individual shall
not be denied program participation if he or she refuses to provide a
social security number. The State Department of Education shall keep
this information confidential and shall only use this information
for tracking purposes, in compliance with all applicable state and
(3) (A) Participating workforce programs, as specified in
subparagraph (C) of paragraph (1), shall provide participant data in
a standardized format to the Employment Development Department.
(B) The Employment Development Department shall aggregate data
provided by participating workforce programs and shall report the
data, organized by demographics, earnings, and industry of
employment, to the board to assist the board in producing the annual
workforce metrics dashboard.
(j) The identification and dissemination of information on best
practices, including best practices for all of the following:
(1) The effective operation of one-stop centers, relating to the
use of business outreach, partnerships, and service delivery
strategies, including strategies for serving individuals with
barriers to employment.
(2) The development of effective local boards, which may include
information on factors that contribute to enabling local boards to
exceed negotiated local levels of performance, sustain fiscal
integrity, and achieve other measures of effectiveness.
(3) Effective training programs that respond to real-time labor
market analysis, that effectively use direct assessment and prior
learning assessment to measure an individual's prior knowledge,
skills, competencies, and experiences, and that evaluate such skills,
and competencies for adaptability, to support efficient placement
into employment or career pathways.
(k) The development and review of statewide policies affecting the
coordinated provision of services through the state's one-stop
delivery system described in Section 3151(e) of Title 29 of the
United States Code, including the development of all of the
(1) Objective criteria and procedures for use by local boards in
assessing the effectiveness and continuous improvement of one-stop
centers described in Section 3151(e) of Title 29 of the United States
(2) Guidance for the allocation of one-stop center infrastructure
funds under Section 3151(h) of Title 29 of the United States Code.
(3) Policies relating to the appropriate roles and contributions
of entities carrying out one-stop partner programs within the
one-stop delivery system, including approaches to facilitating
equitable and efficient cost allocation in such a system.
(l) The development of strategies for technological improvements
to facilitate access to, and improve the quality of, services and
activities provided through the one-stop delivery system, including
such improvements to all of the following:
(1) Enhance digital literacy skills, as defined in Section 9101 of
Title 20 of the United States Code, referred to in this division as
"digital literacy skills."
(2) Accelerate the acquisition of skills and recognized
postsecondary credentials by participants.
(3) Strengthen the professional development of providers and
(4) Ensure the technology is accessible to individuals with
disabilities and individuals residing in remote areas.
(m) The development of strategies for aligning technology and data
systems across one-stop partner programs to enhance service delivery
and improve efficiencies in reporting on performance accountability
measures, including the design and implementation of common intake,
data collection, case management information, and performance
accountability measurement and reporting processes and the
incorporation of local input into such design and implementation, to
improve coordination of services across one-stop partner programs.
(n) The development of allocation formulas for the distribution of
funds for employment and training activities for adults, and youth
workforce investment activities, to local areas as permitted under
Sections 3163(b)(3) and 3173(b)(3) of Title 29 of the United States
(o) The preparation of the annual reports described in paragraphs
(1) and (2) of Section 3141(d) of Title 29 of the United States Code.
(p) The development of the statewide workforce and labor market
information system described in Section 49l-2(e) of Title 29 of the
United States Code.
(q) The development of such other policies as may promote
statewide objectives for, and enhance the performance of, the
workforce development system in the state.
(r) Helping individuals with barriers to employment, including
low-skill, low-wage workers, the long-term unemployed, and members of
single-parent households, achieve economic security and upward
mobility by implementing policies that encourage the attainment of
marketable skills relevant to current labor market trends.