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Construction Apprentice Retention

Best Practice Research

Final Report

July 2011

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Table of Contents

Cover Page 1

Table of Contents 2

Executive Summary 3

The Research Approach 7

Best Practice Interviews & Key Findings 8

Best Practice Recommendations 17

Phased Implementation Plan 20

Funding Options 23

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Executive Summary

The Greater Cincinnati Workforce Network (GCWN) is an ambitious regional partnership of philanthropy, government, employers, education, and community organizations that aims to help employers find and retain skilled employees and help low-skill, low-income residents further their education and get good jobs. The construction industry encompasses many skilled trades and a variety of career paths, but entry into the industry is a long process and can be particularly challenging and difficult to navigate. As the economy recovers, the construction industry will experience a rapidly aging workforce, especially among the more skilled craftsmen, which will contribute to an increased demand for skilled construction workers in the future. Careers in construction have generated interest among groups and organizations working to help low-income individuals gain access to living wage jobs. Construction careers are seen as accessible because the education thresholds for entry are generally high school diploma or GED. The GCWN embarked on an initiative to analyze the construction trade pathway and produce a plausible set of recommendations and an implementation plan that improves retention in apprentice programs. The project will be executed in three phases: Phase 1: Construction Retention research and best practices analysis by providing insight gleaned from best practice research, review and analyze the summary best practice research and establish knowledge areas for qualitative research. Phase 2: Perform qualitative inquiry among both potential construction workers and employers by conducting focus group methodology and discussion guide development, partner with project team for recruitment of participants, document focus group summary and key learnings and participate in synthesizing findings into strategies and recommendations. Phase 3: Formulate strategies, recommendations, and implementation plan for consideration by contributing to recommendation write-up, where appropriate and serve as a resource for small business and employer validation. The current state of construction workforce development shows wide variance in the approach deployed by the various segments of the industry and how they organize their efforts towards building a skilled workforce. What is known and universally accepted by all is that the current operating model fails to meet the needs of the participants or the industry. The cost of turnover is unacceptably high and represents a drain of precious training dollars and other resources that are very limited. The difficult economic climate may provide the stimulus that both the construction industry and the community need to commit to working together around an

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integrated workforce development approach to improve retention in this most vital employment sector. The GCWN best practice retention research began with compiling retention research from a variety of sources, including the Greater Cincinnati Workforce Network documentation, reports from known effective local and national programs and data accessed via internet research. The next step in the process was to develop a line of inquiry to gather data from the variety of programs to be interviewed that focused on retention as a core principle. The line of inquiry sought to identify best practice strategies within programs and to delve into program design, core program elements, key partnerships, roles of the various partners, funding sources and options, most successful retention strategies, key retention challenges, documented success rates, knowledge of other effective program models, program documentation, analyze return on investment, implementation planning and break through strategies. The line of inquiry was used to interview program personnel during April, May and June 2011. Where possible, interviews were conducted face-to-face, while others were conducted via telephone. The initial interviews were conducted with local representatives. The second phase of interviews were conducted with representatives of national pre-apprentice training programs and/or workforce development programs focused on training within the construction industry or with program from other industries demonstrating effective retention strategies. It became clear that much of the work in this area is emerging with flexible strategies being deployed to retain targeted populations in training and apprenticeship programs and to maintain and apply for available program funding. Key results were rarely fully researched and documented based on staffing reductions often resulting from program funding changes, reductions and/or cuts. However, as the research and interviews were conducted, clear best practice strategies began to emerge. The best practice research and interviews resulted in five overall recommendations: • Gain alignment of key stakeholders that an integrated systems approach is needed to

improve retention. • Convene key stakeholders to define, fund and launch an integrated system approach to

improve retention within apprentice programs that transitions to journeyed employment. • Develop clearly defined processes to target and recruit PAT candidates who are ready for

training. • Develop and deploy specific strategies to improve the approach, deployment and results

within pre-apprentice training programs. • Develop and deploy specific strategies to improve retention in apprenticeship programs and

to increase the number of apprentices transitioning into journeyed construction employment.

To gain further insight into construction industry issues and opportunities, focus groups of potential construction workers and construction employers were convened to gain their insight and perspective of the industry, what’s working and what could be improved. Additionally,

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aspects of the draft recommendations were shared to gain feedback from the participant perspective. The potential construction worker focus groups included discussion topics ranging from knowledge of various construction pathways, barriers – real or perceived, what works well, what could be improved, perspective of worksite culture and conditions and multi-generational workforce issues along with general discussion of their personal experiences and assessments. Elements of the draft recommendations were shared with the potential construction worker focus groups to gain their perspective and insight into the planned retention strategies and recommendations.

The construction employer focus group included discussion topics such as, incoming candidate knowledge, key skill sets needed for success, retention strategies, employer training, what works well, what needs improvement, worksite culture and conditions, multi-generational workforce issues along with their personal experiences and assessment. Elements of the draft recommendations were shared with the employer focus groups to gain their perspective and insight into the planned retention strategies and recommendations.

These focus groups are summarized in a separate report. However, top line details of the focus group feedback are outlined below: CONSTRUCTION WORKFORCE CANDIDATE FEEDBACK: • Some participants have a long-term outlook regarding careers in construction. • Strong upfront relationships with guides, teachers, or advisors could increase retention in

the industry • There are mixed perceptions about the construction industry • Both the workforce candidates and pre-apprentices saw the benefit of preparation

however, there is a very low level of awareness of pre-apprenticeship program offerings • Various factors were identified that could cause pre-apprentices and construction workers

to leave the trade. • Several areas identified where employers can actively retain construction workforce • Generational factors that influence job satisfaction and ultimately the duration that

younger workers remain in the trades and the industry • Significant barriers to success were identified by both workforce candidates and

apprentices. • Both apprentices and serious workforce candidates were extremely keen on what is takes

to deliver success and create the right impression as new workers to a project or job site. • Gender and racial generational themes will become more pervasive due to population

trends and inclusion requirements for construction projects continue to evolve. EMPLOYER FEEDBACK • Several emerging trends and challenges were identified that employers face in today’s

construction industry

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• Several construction site and workforce changes are becoming more apparent in the industry

• Mentorship programs were highly regarded among participating employers • The role, environment, and placement of apprentices could vary by employer and by

worksite. • Employers use several recognition tactics to drive strong workplace performance • Several tactical behaviors were identified that can influence employer’s ability to create

opportunities for an up and coming workforce. • Employers cited several reasons why individuals leave the trades IMPLICATIONS FOR RETENTION: • Both employer and workforce should be prepared • Create options to incent retention • Generate a worksite culture to support retention • Build and maintain partnerships • Work across generations • Know the keys to success • Establish a culture of respect The final phase of the project developed an implementation plan to create a ready pipeline of candidates academically, technically and mentally prepared to succeed in entering the construction industry to become part of the skilled and diverse workforce prepared to meet the industry challenges. The implementation plan provides a detail breakdown of the steps toward implementing the five strategic recommendations can be summarized as….

• Gain alignment of key stakeholders that an integrated systems approach would improve results

• Convene key stakeholders to define and launch an integrated system approach that facilitates industry partners working together to develop strategies that address key challenges to construction workforce retention.

• Develop clearly defined processes to recruit PAT candidates who are ready for training • Develop a methodology to improve the approach, deployment and results of pre-apprentice

training programs • Develop a methodology to improve the approach, deployment and overall retention results

within apprenticeship programs and increase the rate of apprentices transitioning into journeyed construction employment.

The success of the retention initiative is dependent on key stakeholders from throughout the community working together effectively to develop and seek funding to deploy, monitor and track the integrated processes that will succeed in strengthening the local construction workforce and contributing to the building of a highly skilled and diverse construction workforce within the region.

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The Research Approach

The retention research began with data mining from a variety of sources, including the local work documented by programs working in partnership with the Greater Cincinnati Workforce Network, reports from known effective national programs and data accessed via internet research. Following review of the research into documented retention successes and challenges, a line of inquiry was developed to gather data from a variety of programs focused on retention as a core principle. The line of inquiry sought to identify best practice strategies within programs and delved into program design, core program elements, key partnerships, roles of the various partners, funding sources and options, most successful retention strategies, key retention challenges, documented success rates, knowledge of other effective program models, program documentation, analyze return on investment, implementation planning and break through strategies. The line of inquiry was used to interview program personnel during April, May and June 2011. Where possible, interviews were conducted face-to-face, while other interviews were conducted via telephone. The initial interviews were conducted with local representatives. The second phase of interviews were conducted with representatives of national pre-apprentice training programs and/or workforce development programs focused on training within the construction industry or with programs from other industries demonstrating effective retention strategies.

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Best Practice Interviews & Key Findings The chart below details the personnel, programs and key findings interviewed and/or researched during the best practice research: LOCAL PROGRAMS PROGRAMS AND KEY FINDINGS Teri O’Brien Changing the Outcome: Closing the Gap to Completion in Greater

Cincinnati’s Apprenticeship Programs Report • Ohio State Apprenticeship Council (OSAC) indicated an average

cancellation rate in construction apprentice programs in Southwest Ohio Region 5 of:

o 55% for men o 74% for women

• This rate represents over 500 individuals annually are either terminated or drop out of apprenticeship programs

• Recommendations: o Create position(s) as Retention Specialist / Counselor to

work specifically to improve retention outcomes (Key to Retention)

o Effective employment recruitment and selection o Better understanding of industry policies, enforcement

and culture o Provide life skills management (front line barriers) o Create a stronger culture that supports retention

Mike McIntosh Miami Valley – Associated Builders and Contractors (ABC) • Discussion focused on NCCER curriculum for apprentice training • ABC has reviewed 90% of its apprentice curriculum to determine

which elements can be online and which are classroom elements. Online curriculum is supported by Performance Checks to ensure competency

• Online elements would reduce the number of classroom hours necessary and could have a positive effect on retention (no data available).

• Many curriculum elements require classroom instruction and interaction

• DOL has approved distance learning but OSAC has been slow to approve

• ABC desires significant involvement in the Greater Cincinnati apprentice retention program

• We are not presently working with employers on worksite conditions and culture

Pat Popp Allied Construction Industries – Constructing Futures • Shared experiences with Constructing Futures programs

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• Knowledgeable staff support that positions the right person in the right job (Key to Retention)

• Intake and selection process is critical to retention (Key to Retention)

• Programs that had little control over the intake and selection processes showed higher personnel losses and less success

• Encouraged by outcomes of boot camp PAT training experience • Recommendation – Partner with employers to meet key

employment needs (transportation, mentoring, etc.) Chris Fridel Training Director - Greater Cincinnati Apprentice Council

• Working with GCAC to improve how they perform as unit to improve retention and information sharing

• Many apprentice curriculum elements require actual classroom hours for competency

• National Building Trades has not analyzed their apprentice curriculum for online applications

• GCAC desires significant involvement in the Greater Cincinnati apprentice retention program

• We are not presently working with employers on worksite conditions and culture

Joe Zimmer Executive Director - Greater Cincinnati Building & Construction Trade Council • PAT curriculum developed by the National Building &

Construction Trades • Union PAT classes will end with the completion of current class

due to WIA funding cuts • Not presently working with employers on worksite conditions and

culture Jeff Garnett Northern Kentucky – Building & Construction Trade Union PAT

• PAT program developed and ran by organized labor • PAT is start-up program (less than one year old) • Just completed fourth and final WIA funded class • Program on hold seeking funding for continuation • Operated four ten week sessions with approximately 21

individuals per class • PAT program funding received from Northern Kentucky

Workforce Investment Board • WIA eligibility rules created selection challenges that negatively

impacted retention • Approximately 85 students entered PAT program with

approximately 63 graduating representing retention rate of approximately 75%

• Placed approximately 30% of graduates within union trades

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• Program statistical analysis incomplete Brian Harris Greater Cincinnati Urban League – Constructing Future

• SOAR graduation is required before participation in the PAT program (Key to Retention)

• SOAR is 72 hour soft skills training program • Held 3 classes of approximately 30 students • As of December 2010

o 87 participants with 79 graduated (90% retention rate); 23 females (29% female graduation); 54 employed (68% employment rate); 34 of 54 hired in construction (62% hired into construction)

• Pre-screening is critical (Key to Retention) o Emphasize the reality vs the myths about construction,

physical demands, the hours, continued training, seasonal nature of the work, the need for punctuality, regular attendance, reliability and accountability

• No physical boot camp or work hardening elements • Partnership with Cincinnati Arts and Technology Center, Bill Baker

for 5 weeks of PAT – OSHA 10; basic tool use, personal protective equipment

• Utilizing NCCER curriculum • Case management follows candidates for one year • We are not presently working with employers on worksite

conditions and culture Bev Jacquez YWCA – WANTO

• Start-up program • Target to impact and prepare 100 potential apprentice candidates • Retention is dependent on: (Key to Retention)

o Hiring the right people to interact with candidates o Creating the right training environment o Communicating the $ value of the investment in the

individual ($3,000 per individual) o Developing classroom protocol to create a support

network among the participants o Additional support of mentors and role model speakers,

etc. o Case management and follow-up are critical elements o Barriers Mitigation – transportation is huge problem o Utilization of the Construction Pathway documentation

• Not presently working with employers on worksite conditions and culture

Walter Huckaby African American Contractors & Business Association • Cincinnati start-up group within last 6 months • Would be interested in receiving information when retention

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study is completed Vada Lawrence Community Action Agency – Blueprint for Success

• Developed “boot camp” for PAT to simulate construction worksite conditions and to work harden candidates

• Just completing first boot camp class – too early for results analysis

• Boot camp has improved candidates’ physical and mental preparation along with improved understanding of the working elements of construction. Candidates understand what it takes and how weather extremes factor into construction jobs (Key to Retention)

• Blueprint candidates well prepared for the rigors of construction employment and worksite challenges (student focus group)

Lawra Baumann Children’s Hospital • Understand, identify and mitigate barriers to student success • It’s instructive for employers to look at barriers to assist in

developing new strategies • HCC is working closely with employers on all aspects of the

student employment experience (Key to Retention) • Provide support for students who have the right stuff, but

barriers that would hinder their success • Group learners in a Learning Cohort to develop a supportive

network of student who are working through the entire learning process together

• Using retention specialist to work directly with employers • Approximately 1/3 of healthcare curriculum is online • Still struggling with academic readiness

o Averaging 2 terms of development before students are read y to enter core curriculum

• Flexibility - make program adjustments when possible: Examples: (Key to Retention)

o Chemistry class had high failure rate because of poor math.

o An integrated math/chemistry course was developed. o New integrated class has a 98% pass rate. This is a

threshold class and is just going online. o Up front tuition reimbursement to manage participate

financial challenges • Two issues impacting retention:

o Students lack academic preparation o Helping students and employers make educated decisions

• Collaborating on various levels: (Key to Retention) o Steering Committee – Leadership representatives from

each partner. These are high level monthly meetings.

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o Working Committees – in the trench sessions where the actual partnership work gets done

• Document results for partnership o HCC produced 2010 Annual Report

• HCC is developing ROI analysis: o Showing approximately 11.5% ROI o HCC will share ROI details when analysis completed

David Dreith Vice President - Easter Seals – Work Resource Center • Selection and preparation are key to moving individuals through

the PAT process • Providing assistance with supportive wrap around services and

barrier mitigation, when possible • Important to select those candidates that can be helped. Some

barriers can’t be mitigated (violent and sex offenders) Noelle Gromes Cincinnati State Community & Technical College – Co Op Education

Program Coordinator • Key retention strategies are:

o Dispel negative stigmas attached to construction o Employers must buy into the bigger picture to improve

retention o Employers must improve communication with employees

and PAT & apprentice programs o Employers must treat employees as if they matter o Eliminate the good ole boy network and hazing – these

negative elements are still apparent on some worksites o Diversity training and building awareness within the

industry of the negative impact of worksite culture and conditions for superintendents and front line supervision

Dr. Kimberly Richards Cincinnati State Community & Technical College • Provided insights into how CSTCC works with co-op employers • Coordinated meetings with other CSTCC personnel involved in

construction co-op training and employment John Buttelwerth Cincinnati State Community & Technical College

• Determine which construction classroom curriculum the initiative will utilize

• Once curriculum determined then CSTCC can assist with the translation of credits for industry training

NATIONAL PROGRAMS PROGRAMS AND KEY FINDINGS Jason Perkins-Cohen Executive Director – Job Opportunity Task Force

• Selection and recruitment of the right candidates is critical. Don’t train if you can’t employ. Avoid sex and violent offenders because of placement challenges

• Work with legal groups to mitigate barriers that can be resolved • PAT candidates should understand financial literacy, layoffs,

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industry cycles, etc. • PAT programs should mimic the worksite/construction jobs. • Successful PATs hold high standards of accountability (Key to

Retention): o PAT class is the job o Kick out candidates if standards are not upheld o If candidates won’t do it in class then they won’t do it on

the job o Retention is integrated into several roles within their

organization • Not presently working with employers on worksite conditions and

culture Allison Gerber Aspen Institute

• There are a variety of approaches, but some key factors that have improved retention are: (Key to Retention)

o Good selection and information sharing processes o Clear understanding of the needs of the participants o Develop network of industry partners to assist in

employment, supportive services, barrier elimination and/or mitigation strategies

o Link PATs programs to apprenticeship opportunities o Encourage program to tap into multiple funding options o Green jobs are providing new funding streams

• Not aware of programs currently working with employers on worksite culture and conditions.

• Might have to look to other sectors outside of construction for examples for culture and conditions.

Rachel Jolly Vermont Works for Women • Find ways to share balanced perspectives between realities of

construction jobs and reality to avoid discouraging those who could make it

• Share pros and cons in training orientation • Informal mentors work better than formal • Role model speakers provide much needed perspective • Provide barrier assistance – childcare, transportation, strength

preparation & stamina • Transportation is essential – work with local credit union to pay

fines to restore drivers license & purchase transportation • New Element: (Key to Retention)

o Direct entry program into plumbers/pipefitters union through Vermont Green/ARRA funds

o No documentation as yet, but viewed as key development • Provide a free job bank of PAT graduates to employers • Operate a transitional employment program for those returning

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from correctional facility • Host Can Do Conferences as recruiting tool • Advocacy is required to change what can be changed • Not presently working with employers on worksite conditions and

culture. Employers are already doing so much. Would not ask that of employers

• No ROI analysis Earl Buford Wisconsin Regional Training Partnership (WRTP)

• WRTP started in the early 1990s • Developed four levels of industry skill development certification • WRTP/BIG STEP – Started partnership in 2000

o Focuses on several interrelated areas – employer/industry services, training, placement, partner coordination and community outreach, consulting and staffing.

o Lead by Labor/Management partnership (Key to Retention): Steering Committee makes program decisions Eleven trades and other key partners represented

on the Steering Committee Direct pipeline with certificate is important to

retention WRTP administers entrance exams for the building

and construction trades Utilizes the services of a retention specialist Developed mentoring program 1st certificate program developed and led by

electricians union • Funding Options: (Key to Sustainability)

o Utilizing the Minnesota Department of Transportation ½ of 1% funding for PAT training

o WRTP/BIG STEP is able to align with a variety of funding sources to develop diverse funding streams

• Working with employers on worksite culture and conditions issues.

Connie Ashbrook Oregon Tradeswomen, Inc. • Founded in 1989, OTI promotes the success of women in

construction trades (electrical, mechanical, highway and utility trades) through education, leadership and mentorship

• 7 week state certified PAT program for women • Selection is critical – priority enrollment is given to students who

meet certain criteria elements (Key to Retention) • Focus on classroom instruction and field work

o Receive 30 hours of hands on experience working with skilled female instructors on real job sites

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o Improve strength and stamina taught by a certified fitness trainer

o Learn use of hand and power tools o Intro to green building principles

• Not currently working with employers on worksite culture and conditions

• No ROI analysis Jane Velinga Chicago Women in the Trades

• Founded in 1981, the organization has 30 years of experience training women for non-traditional occupations

• Runs technical opportunities programs to create awareness among women and demand for work opportunities among unionized employers

• Providing an array of supportive services is critical to retaining women in non-traditional occupations (Key to Retention)

• No ROI analysis • Not presently working with employers on worksite conditions and

culture Terri Sandu Hard-Hatted Women

• Candidate intake and selection processes are critical to selecting the right candidates who are ready for training

• Develop network of support as mentoring, role model speakers, barrier mitigation, financial management, childcare and life skills

• Recommend close involvement of trades people to avoid unintended consequences of new strategies at the local, county and state level

• Union Construction Industry Partnership (UCIP) is a labor-management coalition and provides direct entry into 17 union industry trades (Key to Retention)

• Not presently working with employers on worksite conditions and culture

Glen Shumate Contractor’s Assistance Association - Cleveland • Construction owners are key to inclusion and retention of non-

traditional populations • Creating Helper/Tender categories to assist employers with

retention • Local policies can make positive statements to encourage

inclusion of a local workforce. The Fannie Lewis Residential Employment Law mandates that City-funded projects include a labor force that is 20% Cuyahoga County residents and 4% low-income individuals (Key to Retention)

• Mandates like the Fannie Lewis Law should create pressure for a locally prepared workforce within construction and other industries in the Cleveland community.

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Internet Research National Association of Home Builders – Residential Construction Academy (Green Building) • Reviewed for curriculum consideration

Internet Research National League of Cities – Transitional Jobs • Studies show that programs typically place 50-75% of participants

in unsubsidized employment within six to nine months of enrollment

• The resulting benefits are three-fold: o Families are stronger o Municipal budget improve from additional tax revenue o Communities are stronger

• Leaders from key stakeholder populations can: (Key to Retention) o Convene stakeholders and partners o Lead action to implement employment strategy o Build public will o Help programs find resources o Engage the business community o Advocate for needed policy change

The research and interviews were used as the basis for recommending best practice strategies to improve construction industry retention.

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Best Practice Recommendations Overall Objective: To develop an approach to improve the: • Retention of candidates in pre-apprentice training (PAT) programs • Rate at which candidates successfully transition into construction apprenticeship programs • Retention of apprentices in the various construction trade programs through journey level

1. Gain alignment of key stakeholders that an integrated systems approach is needed to improve retention: 1. Gain alignment of key stakeholders that an integrated systems approach would improve

the approach, deployment and the workforce results related to apprentice retention within the construction industry.

2. Define an approach to workforce development that:

• Targets the construction industry to improve the retention of apprentices • Intervenes through a credible set of organizations to align a strategic approach • Meets the needs of employers, participants and the local community to address

the skills gap in the current labor force • Creates lasting change in the labor market system to the benefit of workers,

employers and the industry 2. Work with key stakeholders to define, fund and launch an integrated system approach to

improve retention by: • Extending invitations to leaders of key stakeholder groups to participate in a partnership

to develop the retention program and processes. • Convening leadership meetings/sessions of key stakeholder groups to:

i. Share best practice research ii. Gain feedback and industry buy-in

iii. Discuss start-up funding

• Convening working group to determine: i. Program scope and scale

ii. Identify target population(s) iii. Conduct needs assessment iv. Identify retention strategies v. Define desired outcomes

vi. Develop program metrics, measurements and tracking system

• Identifying key stakeholder groups include, but are not limited to: employers, contractors, project owners, industry experts, students, funders, training coordinators, union and non-union representatives, educators, minority & women owned business

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associations & construction contractors, community groups, advocacy groups, government, workforce development experts, re-entry specialists (ex-offenders), etc.

• Working with key stakeholder groups (the partnership) to identify funding options for

the retention program. • Developing procedures that meet the needs and expectations of the key stakeholders

within the partnership.

• Build commitment within the partnership to integrate the targeted population into the construction workforce by highlighting the benefits to the community and the industry as a whole.

• Positioning a retention counselor as part of an integrated approach empowered with

the resources of the partnership to proactively address barriers to training and employment success.

• Develop measures, metrics and tracking mechanism for all processes

• Commitment of employers to study their worksite culture and conditions to identify retention barriers and opportunities to remove those barriers

3. Develop clearly defined processes to target and recruit PAT candidates: • Convene PAT program leaders to extend invitation to work together to improve overall

construction retention in PATs

• Develop overview that clearly defines the entire process from PAT to apprenticeship to journeyed employment.

• Clearly articulate the PAT standards and what is required including:

i. Entry test standards ii. Expectations of punctuality and attendance

iii. Initial and random drug screens

• Recruit broadly and only accept candidates who meet the standards and are ready for training.

4. Pre-Apprentice Training Retention Strategies: Develop methodologies to improve retention within pre-apprentice training programs • Throughout the process define the challenges and opportunities of careers in

construction to dispel myths and share the realities of a career in construction.

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• Incorporate specific details of various construction trades, role model speakers, job site visits, boot camp approach that closely model apprenticeship programs and actual construction worksites.

• Retention counselor closely integrated into PAT activities to develop close working

relationship with instructors, participants, apprenticeship coordinators and employers.

• Develop a process that allows for re-consideration of candidates who leave the program once they’ve overcome barriers, worked through issues, etc.

5. Apprentice Retention Strategies: Develop methodologies to improve the approach, deployment and overall retention results within apprenticeship programs and to increase the rate of apprentices transitioning into journeyed construction employment. • Retention Counselor works with apprentice coordinators and employers to provide

continuing supportive services for current apprentices to improve retention. • Develop sustainable networks of support including self sustaining strategies, life

strategy elements into curriculum (i.e.: Anger management, conflict resolution, financial literacy training - Financial Tools for the Trades, etc.)

• Develop mentoring program to match apprentice with an experienced tradesperson to

answer questions and share advice as a key strategy to improving retention.

• Explore the opportunity to negotiate direct entry into various construction trade apprentice programs.

• Explore the possibility to negotiate agreements that would allow the PAT program to

administer apprentice entrance tests that are accepted union and non-union partners.

• Explore opportunities to improve worksite culture and conditions and to address emerging generational issues within the industry to enhance retention.

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Phased Implementation Plan

Phase I defines the structural work of the retention initiative. Key tasks include, but are not limited to gaining alignment among the industry key stakeholders; convening a working group of key stakeholder representatives; determining committees needed; identifying roles and responsibilities; extending invitations to industry representatives to populate the committees; developing methods of reporting progress toward goals to the leadership team; defining metrics, measures and tracking, identify and apply for funding to sustain the retention initiative. • Gain alignment of key stakeholders that an integrated systems approach is needed to

improve retention. • Gain alignment of key stakeholders that an integrated systems approach would improve

the approach, deployment and the results within the construction industry • Define an approach to construction workforce development that:

o Targets the construction industry to improve retention statistics o Intervenes through a credible set of organizations to align around a central,

strategic approach to retention o Meets the needs of employers and the industry by addressing the skills gap in the

available labor force o Meets the needs of the candidates for achievable, sustainable, living wage jobs o Meets the needs of the community by increasing the sustainable, living wage

employment options for populations with barriers and challenges o Creates lasting change in the local labor market system to the benefit of workers,

employers, the community and the industry.

• Work with key stakeholders to define, fund and launch an integrated system approach to improve retention by: • Meet with leaders of each key stakeholder group to explain approach and to gain

agreement to participate • Gain agreement from key leaders to extend invitations to their stakeholder groups to

convene a working meeting of industry experts. • Convene leadership of all key stakeholder groups to:

o Share retention recommendations, gain industry insight and feedback from key stakeholder groups

o Develop agenda for larger meeting • Based on stakeholder feedback - develop and refine integrated system, process and

protocol • Develop measure, metrics and tracking process • Identify funding sources and apply • Define working committees

o Develop committee roles and responsibilities • Disseminate information to populate committees

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• Determine meeting calendar

Phase 2 defines the foundational work of the working committees. Key tasks of this phase include, but are not limited to defining how the various committees work together; develops calendar of meeting dates and events; develop clearly defined processes to target and recruit PAT candidates, works to develop key supportive services needs of existing apprentices; develop reports of progress toward goals for leadership review; begin working with industry employers to discuss opportunities to improve understanding of worksite culture and conditions, identify what is working, defines opportunities for improvement and other issues that are negatively impacting workforce retention. 3. Develop clearly defined processes to target and recruit PAT candidates:

• Convene PAT program leaders to extend invitation to work together to improve overall construction retention in PATs, improve the success rate of entrance into construction apprentice programs and the rate of completion in apprentice programs.

• Increase recruitment of candidates who meet the standards and are ready for training o Determine what candidates you can and can not help

• Cast a wide recruitment net and allow potential candidates to demonstrate their readiness for training.

• Provide overview of the entire process from PAT to apprentice to employment o Clearly define challenges and opportunities of careers in construction to dispel

myths and share realities about construction

4. Pre-Apprentice Training Retention Strategies: Pre-Apprentice Training Retention Strategies: Develop methodologies to improve retention within pre-apprentice training programs • Review existing successful PAT programs to identify strategies to dispel myths and share

realities of careers in construction • Work with local PATs to incorporate role model speakers, job site visits, boot camp

approach and closely model PATs to apprentice programs and actual construction worksites

• Where possible, PAT models integrated skills training similar to the requirements of apprenticeship programs and actual construction worksite including, but not limited to:

o Uphold rigorous standards of punctuality and attendance o Encourage perseverance, positive attitude, work ethic and developing

relationships to work as a team building trust and respect o Expose candidates to additional trade exploration – various apprenticeship and

job site tours o Develop or model existing boot camp, work hardening experience o Increase exposure to construction math and practical application o Perform work in actual extreme weather conditions, where possible

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• Work with union and merit shop programs to explore direct entry into designated industry apprentice programs

• Provide exposure and introduction to green building processes • Develop a robust system of tracking and monitoring to measure what’s working and

what’s not • Develop program flexibility to refer individuals who opt out of construction careers to

other industries for consideration. 5. Apprentice Retention Strategies: Develop methodologies to improve the approach,

deployment and overall retention results within apprenticeship programs and to increase the rate of apprentices transitioning into journeyed construction employment.

• Begin exploration of what is required to develop direct entry into various construction trade programs

• Begin exploration to understand what is required to permit PAT programs to administer apprentice entrance tests that are accepted by union and/or merit shop partners.

• Integrate retention counselor into key stakeholder partnerships to work with instructors, participants, apprenticeship coordinators, employers and educators

• Begin working to develop a mentoring program to match apprentice with an experienced tradesperson to share advice and respond to questions

• Develop or utilize an existing system of tracking and monitoring program outcomes to measure effective retention strategies

• Develop a responsive support system that is agile and adjust to changes in the environment as partners determine what is not working and implement strategies to address the needs of employers and targeted populations

• Explore online education options for apprentice education to reduce evening hours in classroom and offer participants flexibility.

• Through case management measure longer term outcomes to: o Focus on tracking and maintaining contact with candidates for at least the 12-36

months interval to ensure supportive services available to support retention through apprentice training programs

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Funding Options

Diverse funding streams including, but not limited to: • Construction Industry Partners • Owners of large local construction projects • Local, Regional and National Community and/or Private Foundations • Community Block Services Grants • Workforce Investment Act Funding

o Regional Workforce Investment Boards • American Recovery and Reinvestment Act • HUD Section 3

o Public Housing Authority

• United States Department of Transportation o Ohio Department of Transportation o Kentucky Transportation Cabinet

½ of 1% Funding for Highway Projects

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