This is a summary of our Phase 1 findings. An unpolished draft, we are sharing for those interested in the topic or project.

1.
LEADERSHIP IN WORKFORCE DEVELOPMENT
DRAFT Phase 1 Highlights
Spring 2011
By
its
very
nature
the
“work”
of
workforce
development—leveraging
resources,
talent,
and
ideas
from
multiple
stakeholders;
producing
demand-­‐driven
solutions
to
fluctuating
problems;
and
finding
creative
ways
to
allocate
a
shrinking
resources
to
meet
growing
expectations
of
workers
skills
and
productivity—hinges
on
the
strength
and
ingenuity
of
workforce
leaders.
Despite
the
critical
role
that
leaders
play
in
managing
partnerships,
responding
to
economic
shocks,
and
adjusting
to
shifts
in
labor
demand,
we
know
little
about
the
specific
ways
in
which
workforce
leaders
meet
their
challenges.
Where
is
leadership
found
in
workforce
development?
Does
the
structure
of
workforce
development
policy
or
administration
present
particular
demands
for
workforce
leaders?
How
do
leaders
meet
these
demands?
What
skills
or
resources
do
leaders
utilize
when
addressing
these
challenges?
To
answer
these
questions,
and
many
others,
we
went
directly
to
the
source.
In
late
2010,
through
a
series
of
group
conversations
with
national
workforce
organizations,
we
consulted
with
88
leaders
in
workforce
development
to
find
out
exactly
how
leaders
do
their
jobs.
As
expected,
our
respondents
offered
a
variety
of
different
interpretations
of
the
shape
and
purpose
of
workforce
development
leadership.
More
surprising,
however,
was
the
degree
to
which
these
varied
leaders
shared
a
similar
outlook
on
their
role,
their
constraints,
and
the
resources
needed
to
get
the
job
done.
In
many
ways,
their
responses
emphasized
three
themes—collaboration,
fluctuation,
and
transformation.
In
everything
they
do,
workforce
leaders
facilitate
partnerships,
manage
change,
and
strive
to
transform
the
scope
and
breadth
of
the
workforce
system.
Specifically,
we
identified
the
following
12
“highlights”
reflecting
their
shared
perspectives
on
workforce
leadership.
These
are
not
research
findings.
Rather,
as
a
part
of
our
commitment
to
sharing
information
as
we
collect
it,
we
offer
this
document
as
a
summary
of
themes
that
emerged
from
our
Phase
1
work
(group
discussions),
and
will
inform
our
approach
to
Phase
2
(individual
interviews).

2.
1. We-adership
Many
of
the
respondents
in
our
focus
groups
emphasized
how
the
collaborative
nature
of
workforce
development
framed
and
shaped
their
work
as
leaders
in
communities.
While
many
do
work
in
hierarchically
structured
organizations,
workforce
leaders
also
operate
within
networks
of
public,
private,
and
non-­‐profit
organizations
across
a
range
of
policy
domains.
As
one
workforce
leader
explained,
“We
bring
together
different
players
involved
in
workforce
development,
from
tech
schools
to
trade
associations
and
state
government
agencies.
We
are
conveners.
So
much
depends
on
the
willingness
to
collaborate."
Workforce
leaders
stated
repeatedly
that
convening
diverse
partners
is
the
most
significant
work
they
do.
Workforce
leaders
employ
a
range
of
tactics,
from
developing
informal
relationships
to
formalizing
partnerships,
for
managing
these
coalitions.
Leaders
also
stressed
that
part
of
being
a
strong
leader
in
a
collaborative
is
knowing
when
not
to
lead.
Operating
as
a
leader
within
a
coalition
of
other
leaders
sometimes
requires
handing
over
the
reins
to
partners
or
junior
staff.
Why
do
workforce
leaders
devote
their
efforts
to
enhancing
collaboration?
 Many
leaders
see
themselves
in
the
innovation
business
–and
new
ideas
come
from
the
diverse
networks
many
leaders
are
trying
to
build.
 The
work
of
workforce
leaders
has
shifted
from
narrow
concerns,
such
as
placing
unemployed
workers
in
jobs,
addressing
specific
skills
gaps,
and
promoting
work
readiness,
to
broader
community
priorities
like
regional
competitiveness,
poverty
alleviation,
or
talent
development.
 Workforce
development
is
no
longer
just
about
problem-­‐solving;
it's
also
about
strength
building.
Tackling
these
broader
agendas
requires
collaborative
effort.
 Collaborative
leaders
don't
just
work
with
other
colleagues
as
leaders,
they
encourage
others
to
rise
to
new
challenges.
2. 31 Flavors
We
found
that
workforce
leaders
advance
many
issues,
at
different
scales,
within
unique
community
ecosystems.
While
job
placement,
skills
attainment,
and
wage
increases
anchor
workforce
development
policies
and
programs,
the
work
takes
on
many
forms—a
significant
change
from
a
decade
ago.
When
asked
about
their
priorities
and
goals,
workforce
leaders
identified
issues
ranging
from
broadband
access
to
entrepreneurship,
the
downturn
in
youth
employment
opportunities,
rural
poverty
and
green
jobs.
The
breadth,
depth,
and
focus
of
their
work
is
varied,
the
partnerships
unique,
and
the
context
diverse
and
ever
changing.
As
one
WIB
Director
described:
2

3.
“Expectations
are
greater
today
as
the
public's
understanding
of
education
and
economic
issues
has
increased.
It's
a
positive
change.
Our
agendas
are
bigger,
even
if
not
always
realistic."
More
than
ever,
workforce
leaders
aspire
to
be
change
agents.
Successful
leaders
tend
to
also
be
students
of
economic
development,
education
policy,
sustainability
and
other
disciplines.
They
are
eager
to
share
information
with
colleagues
or
peers
in
order
to
ascertain
which
interventions
work,
under
what
circumstances,
and
by
what
means,
across
different
communities
with
shared
priorities.
3. Alignment
One
of
the
byproducts
of
an
ever-­‐changing
economy
is
the
need
to
continually
align
and
realign
programs,
policies,
and
partnerships—and
to
accommodate
new
approaches
and
stakeholders.
While
partnerships
with
individuals
and
organizations
are
a
critical
component
of
any
effort
to
support
industry
expansion,
promote
educational
attainment,
or
alleviate
poverty,
alignment
requires
more
than
just
communicating,
coordinating,
or
meeting.
Here
are
a
few
ways
workforceLeaders
are
making
it
happen:
 Establishing
and
working
toward
measurable
goals
that
are
tied
to
shared
strategies
based
on
common
assumptions
about
the
causes
of
the
current
state
and
what
would
best
improve
it
(whether
the
work
occurs
collaboratively
is
secondary);
 Using
incentives
that
reward
progress
appropriately
(at
multiple
levels);
 Investing
time,
resources,
and
expertise
in
ways
that
are
widely
perceived
to
be
"fair",
equitable,
and
in
the
public
interest;
and
 Building
trust
beyond
single
individuals
(most
often
leaders)
of
collaborating
organizations
to
support
lasting
partnerships
and
strengthen
social
networks.
One
workforce
board
executive
observed,
“Diverse
partners
add
the
resources
and
expertise
we
do
not
have
and
the
reverse
is
also
true.
You
need
partnerships
to
take
on
the
hard
issues.
Knowing
how
to
leverage
them
is
an
important
aspect
of
leadership."
4. Impact
One
clear
observation
from
our
interviews
is
that
workforce
leaders
believe
that
workforce
development
is
more
than
just
the
sum
of
its
parts.
To
be
sure,
workforce
leaders
develop
and
run
systems
and
programs
that
achieve
their
intended
performance
targets.
However,
those
targets
reflect
only
a
fraction
of
the
work
leaders
do
every
day
or
the
impact
they
have
on
their
communities.
During
our
interviews,
the
subject
of
impact
was
both
a
key
point
of
pride
for
leaders
who
could
articulate
numerous
significant
achievements
they
had
helped
advance
in
their
communities,
and
a
source
of
frustration.
For
many,
the
desired
impact
is
largely
unrealized,
un-­‐reflected
in
3

4.
performance
measures,
or
ignored
during
contract
negotiations.
Despite
“high
scores”
on
performance
reports,
many
leaders
expressed
frustration
that
existing
performance
measures
are
often
assumed
to
reflect
the
totality
of
workforce
development
activity.
"Metrics
matter
and
they
should
be
strategic,”
argued
one
participant,
they
should
be
“linked
to
a
collaboratively
negotiated
community-­‐wide
strategy
and
owned
by
multiple
stakeholders
who
can
hold
each
other
accountable.
Then,
they
are
powerful."
We
found
that:
 Local
leaders,
mayors
in
particular,
seek
results.
They
encourage
other
leaders
and
board
members
to
focus
on
impact
and
outcomes,
not
just
program
compliance.
 Many
workforce
board
members
themselves
champion
the
focus
on
impact
and
outcomes,
working
with
agencies,
foundations,
firms,
and
other
community
partners
to
align
investments
around
strategic
intent.
 Establishing
shared
goals
and
metrics
that
go
beyond
programs
can
help
scale
(and
embed)
broader
community
change.
But
the
process
matters
as
much
as
the
metrics.
5. The Global Village
Much
of
the
work
of
workforce
leaders
centers
on
managing
and
accommodating
the
effects
of
an
increasingly
global
economy.
Local
firms
and
their
workers
are
increasingly
competing
with
those
all
over
the
world.
For
workforce
leaders
this
means
that
the
nature
of
workforce
training
and
preparedness
must
reflect
not
just
local
or
national
trends,
but
international
advances
as
well.
However,
as
local
labor
markets
reach
further
and
further,
the
pool
of
potential
peers
and
collaborators
grows.
Workforce
leaders
are
learning
from
neighboring
jurisdictions
and
peer
communities
anywhere
in
the
country,
anywhere
in
the
world.
They
understand
that
their
communities
are
no
longer
competing
with
neighbors,
but
with
regions
or
nations.
To
facilitate
better
transnational
partnerships:
 Many
workforce
leaders
are
working
with
neighboring
communities
or
states
in
organizing
learning
visits
to
peer
communities.
 Workforce
leaders
are
also
trading
information
and
interacting
with
international
peers
–
OECD-­‐based
analysts
and
innovation
experts
from
Asia
and
the
Pacific
Rim
who
attend
workforce
association
meetings
and
events
with
increasing
frequency,
for
example.
 Exploring
web-­‐conferencing,
social
media,
and
other
distance
technologies
to
make
national
and
international
collaboration
easier.
This
sentiment,
expressed
by
a
workforce
board
executive,
was
a
common
one:
"Technology
and
innovation
are
key.
We
need
to
keep
in
mind
that
we
are
part
of
a
global
economy.
The
world
is
bigger
than
the
community
we
live
or
work
in."
4

5.
6. Ubiquitous Leadership
In
general,
technological
advances
have
loosened
restrictions
on
where
(and
with
whom)
work
occurs.
While
these
advances
have
opened
up
opportunities
for
innovation,
they
have
also
increased
our
sense
of
immediacy.
Rapid
responses
are
not
just
possible,
they
are
expected.
As
temporal
and
geographic
boundaries
on
employment
and
training
opportunities
shift
(or
dissolve),
and
as
opportunities
for
collaboration
expand,
location
becomes
less
relevant.
Working
in
ways
that
span
these
boundaries
and
change
frequently
requires
a
specific
set
of
organizational
and
managerial
skills.
There
is
nothing
“fixed”
or
“typical”
about
the
type
of
individuals
or
organizations
working
with
workforce
leaders.
Strong
leaders
find
the
potential
for
collaboration
in
a
variety
of
players—
public,
private,
individuals
or
organizations,
small
firms,
large
industries.
It
is
the
role
of
the
workforce
leader
to
bridge,
blend
and
link
these
diverse
organizational
or
institutional
settings.
Planning
and
doing
are
no
longer
linear,
sequential,
or
long-­‐term.
Some
partnerships
emerge
to
resolve
short-­‐term
problems,
while
others
operate
on
longer
time
horizons.
And
although
strategic
planning
is
essential
and
increasingly
complex,
a
great
deal
of
work
is
done
while
without
the
benefit
of
extensive
deliberation.
The
challenge
for
many
workforce
leaders
is
attempting
to
impose
a
structure
and
strategy
on
something
that
is
fluid
and
in
flux.
One
respondent
exclaimed:
“Leadership
has
to
see
a
greater
range
of
changes
coming
and
deal
with
them
faster
and
better
than
ever
before.
We
do
what
we
can
to
anticipate
change
–
and
make
sure
what
we
design
is
sustainable
after
the
flurry
is
over."
7. Workforce Leaders Wear Many Hats
Not
surprisingly,
in
order
to
manage
all
of
these
geographic,
temporal,
and
stakeholder
fluctuations,
workforce
leaders
need
to
take
on
a
variety
of
roles.
In
many
instances,
participants
who
held
the
same
position—and
shared
the
same
general
job
description—did
vastly
different
work.
In
many
ways
their
work
is
contingent
upon
resources,
players,
priorities,
and
the
jurisdiction
for
which
they
have
responsibility.
This
work
can
vary
across
workforce
leaders—even
within
the
same
state,
and
also
over
time,
within
an
individual’s
tenure
as
a
workforce
leader.
There
are
drawbacks
to
role
fluidity.
Many
of
our
respondents
candidly
expressed
concern
over
the
disconnect
among
partners'
understanding
of
each
others'
roles,
priorities,
commitments,
and
statutory
responsibilities.
Explains
one
participant,
“[i]t's
critical
for
people
to
work
together
across
boundaries,
constituencies,
but
we
still
have
issues
of
organizations
not
understanding
what
each
other
do...how
they
fit
together.”
For
example,
state
workforce
board
members
or
staff
can
perceive
local
workforce
investment
boards
as
uncooperative
if
they
resist
a
particular
state
strategy.
However,
in
these
cases
local
leaders
may
be
answering
to
the
5

6.
needs
of
local
elected
officials
with
a
set
of
statutory
and
fiduciary
responsibilities
or
goals
that
differ
from
those
at
the
state
level.
Role
clarity
and
frequent
and
open
discussion
about
risks
were
named
by
workforce
leaders
as
critical
to
a
healthy
foundation
for
building
effective
partnerships
within
and
across
jurisdictions.
Although
it
can
be
challenging
to
manage,
many
view
the
diversity
of
roles,
organizations
and
partners
as
a
source
of
strength.
If
workforce
leaders
are
trained
to
anticipate
and
respond
to
change
in
their
own
jobs,
they
can
more
readily
assist
others
in
the
workforce
system
to
do
the
same.
In
the
end
this
means
a
more
responsive,
demand-­‐driven
workforce
system.
8. Life-long Learning
It
seems
obvious
that
workforce
development
is
about
talent-­‐development
and
training
individuals
to
occupy
a
range
of
different
jobs.
Increasingly,
however,
workforce
development
is
also
about
training
individuals
and
organizations
to
participate
effectively
as
labor
market
intermediaries,
employers,
trainers,
and
workforce
champions
themselves—to
become
meaningful
proponents
of
career
advancement.
These
were
some
of
the
things
we
learned
abut
how
leaders
build
this
capacity
in
their
communities:
 Work
force
leaders
are
actively
monitoring
economic
and
industry
trends
in
an
effort
to
ascertain
their
impact
on
learners,
workers,
the
workplace,
and
their
communities,
and
try
to
stay
ahead
of
the
curve.
 They
are
also
tracking
how
organizations
train,
how
people
learn,
and
which
resources
are
becoming
necessary
or
irrelevant.
In
many
ways
how
we
learn
is
becoming
just
as
important
as
what
we
learn.
 Effective
workforce
leaders
spend
time
learning
what
other
partners
do
and
how
they
work,
and
sharing
what
they
know.
They
seek
to
maximize
partners’
contributions
in
service
of
solving
community
challenges
and
minimize
the
threat
of
current
and
future
risk.
 Many
of
our
workforce
leaders
are
exploring
web-­‐based
"schools"
for
learners
not
suited
to
traditional
educational
environments
and
whether
institution-­‐based
learning
is
becoming
outmoded.
Some
are
tapping
into
community
organizing
as
a
cost-­‐effective
way
of
extending
the
reach
of
learning
opportunities
to
more
homes
and
communities.
An
association
executive
and
scholar
observed:
"We
are
trying
to
build
an
understanding
of
workforce
and
how
systems
work
at
all
levels
in
our
community,
but
we
know
that
those
systems
themselves
need
to
change."
6

7.
9. Many “Need-to-Knows”
The
workforce
leaders
with
whom
we
spoke
listed
an
almost
endless
number
of
skills,
characteristics,
attributes,
and
competencies
critical
to
their
effectiveness
as
leaders.
We
clustered
them
into
four
categories:
 Strategy
(goal-­‐setting,
prioritizing,
planning,
convening)
 Data
analysis
(collecting,
managing,
understanding
data;
seeing
challenges
and
trends
and
their
causes)
 Interpersonal
skills
(team-­‐building,
organizational
development
and
management,
interagency
collaboration)
 Public
relations
or
marketing
(making
meaning
out
of
data,
inspire
action)
This
list
continues
to
evolve
and
expand.
We
identified
emerging
skill-­‐set
requirements
in
each
of
these
traditional
categories.
First,
the
process
of
strategy
development
itself
is
changing.
More
iterative,
impact-­‐focused
models
are
taking
precedence.
Leaders
need
to
know
how
to
work
within
this
new
more
agile
framework
and
not
just
the
traditional
five-­‐year
plan.
Second,
firms
and
organization
of
all
kinds,
including
governments,
are
opening
up
their
data.
This
changes
the
role
of
data
analysts
and
knowledge
brokers.
Increasingly,
information
brokers
will
not
just
share
data,
they
will
be
called
upon
to
make
meaning
out
of
it,
and
to
facilitate
its
use
by
other
organizations
and
groups.
Workforce
organizations
are
already
facing
pressure
to
improve
their
data
and
technology
presence
and
train
community
organizations
and
citizens
in
how
to
use
the
data
sets
they
make
available.
They
will
likely
also
be
called
upon
to
aggregate
and
synthesize
many
different
types
of
analyses.
However,
more
eyes
on
all
this
dates
may
be
better
insight
and
intelligence
to
inform
their
strategies
and
programs.
Third,
workforce
leaders
must
develop
the
ability
to
communicate
and
collaborate
with
partners
and
engage
the
public
in
new
ways.
New
technologies
make
large-­‐scale
engagement
easier
than
ever
before,
but
using
them
well
takes
time
and
requires
discipline.
Many
workforce
leaders
expressed
trepidation
about
new
technologies,
tools,
and
approaches,
but
understood
the
need
to
engage
with
them.
Most
are
experimenting
with
some
combination
of
applications,
from
Facebook
and
Twitter
to
LinkedIn,
even
their
own
custom-­‐made
social
networking
platforms.
Finally,
in
their
role
as
communicators,
workforce
leaders
need
to
learn
how
to
tell
effective
stories.
Effective
leaders
recognize
the
power
of
narrative
to
inspire
positive
change
and
help
people
make
informed
choices
on
their
own.
Fundamentally,
our
participants
told
us,
workforce
development
is
about
people—people
teaching,
people
hiring,
and
people
getting
jobs.
7

8.
This
sentiment
was
a
common
one
during
our
conversations:
“Narratives
really
matter
and
engagement
matters.
If
workforce
boards
are
places
where
people
come
to
talk
and
think
than
they
play
a
very
important
role
in
their
communities.”
10. Tomorrow’s Leaders
Workforce
leaders
are
pointing
to
gaps
in
federal,
state,
and
local
level
positions,
noting
that
the
workforce
development
field
is
experiencing
the
same
generational
turnover
occurring
in
the
broader
labor
market
–
a
situation
compounded
by
too
little
attention
to
diversity
and
succession
planning
within
the
field.
However,
as
with
many
of
the
challenges
raised
in
the
focus
groups,
workforce
leaders
viewed
leadership
training
and
recruitment
as
an
opportunity
to
promote
system-­‐wide
improvements.
Noted
one
agency
leader,
"We
really
need
to
grow
the
people
coming
behind
us.
Large
transitions
are
just
beginning
to
occur
and
cultivating
new
leaders
could
be
very
powerful."
The
leaders
we
spoke
with
were
enthusiastic
about
the
emergence
of
younger
and
more
diverse
leaders
in
the
profession.
They
described
the
importance
of
leadership
recruitment
not
as
personnel
replacement,
but
as
an
opportunity
to
redefine
what
leadership
looks
like
in
an
ever-­‐changing
labor
market.
But,
to maximize
the
success
of
this
transition,
workforce
leaders
stressed
the
need
for
mechanisms,
models
and
tools
to
facilitate
learning
and
training
and
to
support
modern
leadership
development
practices
in
the
workplace.
An
agency
director
lamented:
“One
of
our
biggest
concerns
has
to
do
with
the
number
of
people
reaching
retirement
age...how
do
we
institutionalize
the
knowledge
and
skills
they
have?”
11. Training without a Net
Our
respondents
raised
concerns
that
so
few
opportunities
exist
for
the
sort
of
knowledge
exchange
required
to
help
tomorrow’s
leaders
succeed.
While
workforce
leaders
are
aware
of
the
need
to
be
forward-­‐thinking
in
their
approach
to
leadership
development,
they
feel
they
have
few
resources
to
be
forward-­‐reaching.
Different
people
need
different
kinds
of
development
opportunities.
The
field
needs
to
respond
in
a
variety
of
ways,
but
resource
constraints
are
real.
Some
leaders
reported
having
surveyed
existing
training
models.
They
found,
on
the
whole,
that
key
programs
they
took
advantage
of
no
longer
exist.
Programs
in
the
field
emphasize
technical
skills
or
“effective
practices”,
but
focus
less
on
leadership
development
and
innovation.
As
one
leader
noted,
8

9.
“We
have
to
build
a
new
understanding
of
workforce
in
our
communities.
We
have
on
old
pipeline
sense
of
how
people
make
it
through
...
Maybe
leadership
is
adaptability
–
the
capacity
to
ramp
up
and
learn
new
things
quickly."
Workforce
leaders
are
also
attempting
to
develop
leaders
in
partner
organizations
and
industries
as
a
way
of
preparing
them
for
board
membership
or
other
workforce
leadership
positions.
Training
models
used
for
these
individuals
will
be
substantively
different
than
training
for
future
leaders
who
are
already
well
versed
in
the
language
of
workforce
development.
Finally,
whole
new
sets
of
issues
linked
to
workforce
development
not
currently
addressed
in
models
of
workforce
leadership
training
–
sustainability,
social
innovation,
entrepreneurship,
for
example.
In
general,
workforce
leaders
expressed
interest
in
more
varied
development
opportunities
that
were
specific
to
the
field
of
workforce
development,
both
to
deepen
leaders’
professional
networks
and
because
workforce
leaders
see
development
as
a
competency
the
field
should
cultivate.
12. Real Issues
The
world
of
workforce
development
leadership
may
appear
to
be
noisy
and
chaotic.
Leaders
juggle
many
balls,
wear
different
hats,
and
manage
a
host
of
conflicts.
However
the
individuals
we
spoke
with
were
clear
about
the
very
real
issues
at
stake
in
their
work.
One
leader
remarked
with
pride,
“Leaders
do
real
things.
Last
year,
we
put
15,000
young
people
to
work.
The
need
is
70,000,
but
now
everyone
knows
it
and
a
partnership
is
taking
root.”
While
the
work
of
workforce
leaders
may
vary,
their
drive
was
surprisingly
consistent.
Over
and
over
we
heard
stories
of
leaders
who
happened
upon
an
entry-­‐level
position
in
the
field,
only
to
realize
they
could
contribute
to
improving
economic,
social,
and
educational
opportunities
for
their
neighbors,
communities,
and
the
nation.
Individuals
who's
family
members
received
help
when
they
needed
it
(or
did
not)
inspired
many
of
the
leaders
to
ensure
opportunities
for
the
next
generation
were
not
just
a
matter
of
luck,
but
there
by
design.
In
fact,
many
of
the
workforce
leaders
we
spoke
to
see
themselves
and
their
organizations
as
community
stewards.
They
are
serious
and
articulate
about
public
service
and
expect
the
same
of
their
peers
and
colleagues,
stressing
passion
and
commitment
as
a
key
qualification.
“Workforce
leadership
requires
a
genuine
understanding
of
issues,
resources,
and
metrics,”
noted
one
participant.
“Honesty
is
crucial,
and
it
helps
if
leadership
has
a
genuine
passion
for
the
issues."
9

10.
PostScript
Our
team
of
experienced
interviewers
and
researchers
were
surprised
and
impressed
by
the
power
the
lens
of
"leadership"
brought
to
discussions
of
workforce
development.
This
is
not
the
first
time
we
have
spoken
to
workforce
leaders
about
the
work
they
do.
However,
it
is
the
first
time
we
have
asked
them,
as
leaders
in
the
field,
about
their
priorities.
In
each
instance,
participants—who
ranged
from
locally
elected
officials,
workforce
board
members,
and
policy
experts—put
down
their
scripts
and
spoke
plainly
about
the
issues
that
matter
to
them
and
why.
We
learned
much
from
them
and
hope
to
share
it
widely.
For
more
information,
visit
the
project’s
website
at
www.EnhangingWorkforceLeadership.org,
follow
the
project
on
Twitter
@WFLeadership,
or
email
project
leaders
Kristin
Wolff
(kwolff@thinkers-­‐and-­‐doers.com
or
Vinz
Koller
(vinz_koller@spra.com).
Enhancing
Workforce
Leadership
is
a
Technical
Assistance
Project
of
the
Employment
Training
Administration
of
the
US
Department
of
Labor
operated
under
contract
by
Social
Policy
Research
Associates.
This
project
seeks
to
better
understand
the
nature
of
workforce
leadership
and
document
leaders’
perspective
on
what
can
be
done
to
support
it.
The
views
expressed
are
those
of
the
authors,
Alison
Gash
and
Kristin
Wolff,
and
should
not
be
attributed
to
the
Department
of
Labor.
10