Career Ladders
A system that offers support to workers to develop pathways, structures, training and support for workers to advance in employment.

Creaming
Refers to methods where workforce development programs select applicants most likely to show positive outcomes.

Dual Customer Model
This model is designed to achieve benefits (retention, improved performance, improved worker skills) for businesses as well as opportunities (employment, advancement, education, and training) for workers or potential workers.

Incumbent Workers
People who are already employed and may include recent hires as well as those who have been employed for some length of time.

Labor Market Information (LMI)
Information about job openings and their education and skill requirements, job growth projections, and job loss in particular areas.

One Stop Career Centers
These centers, mandated under the Workforce Investment Act (WIA), provide employers and workers with resources, information about job openings and available workers, and job search assistance at a single location. They replace state unemployment offices.

Release Time
Time off work provided to employees to participate in education or training. It may be paid or unpaid time.

SCANS (Secretary's Commission on Achieving Necessary Skills)
Established in 1990, SCANS identifies five core competencies (resources, interpersonal skills, information, systems, and technology) and three foundations (basic skills, thinking skills, and personal qualities) necessary to succeed in the modern workplace.

Sector
A major industry (like health care, financial services,manufacturing) which shares many features in common. A sector can include many subsectors (like long-term care, clinics, doctor's offices,hospitals) or sub-industries. Soft Skills: Nonoccupation or job specific skills that are needed for employment, such as teamwork, punctuality, following instructions, conflict resolution, leadership, negotiation, communication and listening, accepting feedback, showing respect in a diverse setting, and other nonquantifiable and non technical skills necessary for the workplace.

Workforce Investment Act (WIA) of 1998
Federal legislation designed to coordinate and streamline all components of the nation's workforce development system, including employment, job training, education, and vocational rehabilitation services for youth (ages 14-21), adults, and dislocated workers.

Workforce Development
Can include both incumbent workers and those not working yet-includes ABE, GED, and ESL services designed to demonstrate a strong relationship between basic skills and the literacy requirements of a changing workplace; improves the foundation skills of adults entering the workforce and dislocated workers as they prepare for job training and employment or new occupations.

Workforce Investment Boards
Local government entities funded through WIA to supply needs of the local labor market, workforce, and employers. Each local board sets policy for for implementation of WIA in its local area.

Workplace/Worker Education
Education for workers, often offered at the worksite or union hall.. Curriculum can be customized to a particular workplace, employer, union, or company-union partnership.Can include job specific vocabulary and text. Sometimes workplace education offered on-site is very similar to regular ABE/ESOL classes that are not necessarily job focused but offer the convenience of an on-site location for workers.

Wrap Around Services
Services (like child care, transportation, and mental health support) that are not a part of training or education programs but may be needed to help people continue or advance on the job.

Definitions provided by Laurie Sheridan as well as from the following sources:
Green, C., Griffen, S., & Sheridan, L. (2003). Building Career Ladders for Low-Wage Workers: A "How-to" Manual for Workforce Development Practitoners and Partners. Boston: Boston Workforce Development Coalition.
Pennsylvania Workforce Education Resource Center. www.pawerc.org/foundationskills/cwp