technical assistance guide starting a registered apprenticeship program · 2017-06-04 · starting...

CENTER FOR LABOR , HUMAN RESOURCES AND POPULAT IONS

TECHNICAL ASS ISTANCE GUIDE

StartingaRegisteredApprenticeshipProgramAGuideforEmployersorSponsors

DianeAuerJones RobertLerman,Ph.D. SENIORFELLOW INSTITUTEFELLOW

June2017

ABOUTTHEURBAN INSTITUTE ThenonprofitUrbanInstituteisdedicatedtoelevatingthedebateonsocialandeconomicpolicy.Fornearlyfivedecades,Urbanscholarshaveconductedresearchandofferedevidence-basedsolutionsthatimprovelivesandstrengthencommunitiesacrossarapidlyurbanizingworld.Theirobjectiveresearchhelpsexpandopportunitiesforall,reducehardshipamongthemostvulnerable,andstrengthentheeffectivenessofthepublicsector.

Copyright©June2017.UrbanInstitute.Permissionisgrantedforreproductionofthisfile,withattributiontotheUrbanInstitute.CoverimagebyTimMeko.

ContentsAcknowledgments iv

Purpose v

PARTI:THEBASICS 6BENEFITSOFREGISTEREDAPPRENTICESHIP 6TYPESOFAPPRENTICESHIP 7REGISTRATIONREQUIREMENTS 8

HOWMANYREGISTEREDAPPRENTICESHIPPROGRAMSEXIST? 9WHATISINVOLVEDINAPPLYINGFORREGISTRATION? 9NATIONALPROGRAMSandNATIONALGUIDELINES 10WHERECANIFINDEXAMPLESOFTHEWORKPROCESSSCHEDULESSUBMITTEDBYOTHERSPONSORS?11

PARTII:GETTINGSTARTED 12MAKINGTHEBUSINESSCASEINTERNALLY 12EVALUATINGTHEORGANIZATION’SREADINESS 15CONCERNSABOUTPOACHING 16SUPPORTINGANAPPRENTICE 16

PARTIII:REGISTRATION 18INTERMEDIARIES 18EMPLOYERACCEPTANCEAGREEMENT 18

CREATINGTHEWORKPROCESSSCHEDULE 19NATIONALOCCUPATIONALFRAMEWORKS 19SAMPLEWORKPROCESSSCHEDULES 21

DEVELOPINGAPROGRAM 22INTERMEDIARIESANDTRAININGPROVIDERS 23

GENERALQUESTIONSFORPOTENTIALINTERMEDIARIES 25

PARTIV:RESOURCES 27SOURCESOFSTATEORFEDERALFUNDINGFORREGISTEREDAPPRENTICESHIP 27RESOURCESFORVETERANSPURSUINGREGISTEREDAPPRENTICESHIP 27WORKFORCEINVESTMENTOPPORTUNITYACT 29FEDERALSTUDENTAID 30TAXCREDITS 31

AbouttheAuthors 32

StatementofIndependence 33

I V ACKNOWLEDGMENTS

AcknowledgmentsThisreportwasfunded,eitherwhollyorinpart,withFederalfundsfromtheDepartmentofLabor,

EmploymentandTrainingAdministrationunderContractNumberDOL-ETA-15-C-0087.Thecontentsofthis

publicationdonotnecessarilyreflecttheviewsorpoliciesoftheDepartmentofLabor,nordoesmentionof

tradenames,commercialproducts,ororganizationsimplyendorsementofthesamebytheU.S.Government.

Wearegratefultothemandtoallourfunders,whomakeitpossibleforUrbantoadvanceitsmission.

TheviewsexpressedarethoseoftheauthorsandshouldnotbeattributedtotheUrbanInstitute,its

trustees,oritsfunders.Fundersdonotdetermineresearchfindingsortheinsightsandrecommendationsof

Urbanexperts.FurtherinformationontheUrbanInstitute’sfundingprinciplesisavailableat

www.urban.org/support.

WeareindebtedtoKeithRolland,CommunityDevelopmentAdvisortotheFederalReserveBankof

Philadelphia,andAndrewKaras,formerlyoftheUrbanInstitute,fortheirwritingassistanceandeditorial

review.Withoutthem,thisGuidewouldnothavebeenpossible.

PURPOSE V

PurposeThepurposeofthisguideistohelpemployersorotherapprenticeshipsponsorsconsiderwhetherornotan

apprenticeshipprogramwouldbeagoodwaytomeettheirtalentacquisition,businessdevelopmentand

employeesatisfactionandretentiongoals.PartIoftheguideprovidesanoverviewofregistered

apprenticeshiptohelpemployersunderstandtheopportunitiesandobligationsassociatedwithofferingthese

programs.PartIIprovidesinformationabouthowtogetstartedinplanningaprogramandpreparingfor

registration.PartIIIoftheguideprovidesmoredetailedinstructionsabouthowtoregisteranapprenticeship

program.PartIVprovidesasummaryoffinancialresourcesthatareavailabletoapprenticesandsponsorsto

helpreducethecostoftrainingorprovidesupportservicestoemployersandapprentices.

QuestionsregardingthecontentoftheguideandavailableresourcesmaybedirectedtoDianeJones

([email protected])orDr.RobertLerman([email protected])attheUrbanInstituteinWashington,DC,or

bysendinganemailtoinfo@urban.orgorbycompletingarequestforassistanceontheAmericanInstitutefor

InnovativeApprenticeshipwebsite.

6 EMPLOYER GU IDE TO APPRENT ICESH IP

PARTI:THEBASICSRegisteredApprenticeship(RA)isastructurededucationandtrainingprogramthattakesplaceinthe

workplaceandincludesformalon-the-job(OTJ)trainingandclassroom-based,relatedtechnicalinstruction

(RTI).Anapprenticeisafull-time,paidemployeeofthesponsoringorganizationfromthestartofthe

program.Anapprenticeshipmustincludeatleast2,000hoursofOJTandarecommended144hoursofRTI,

butmanyprogramslastforfourormoreyears.

Anapprenticeshipisnotaninternship,norisitashort-termtrainingprogram.Apprenticesworkfull-timeand

arepaidawagethatissubjecttominimumwageregulations,butmaybeginbelowthatofincumbentworker.

Astheapprenticehitsmilestonessuchascompletingacertainnumberofprogramhoursordemonstratingjob

competencies,hisorherwagesincreaseaccordingtotheagreementsignedbytheemployerandthe

apprenticeatthebeginningoftheprogram.

Tosummarize,keyelementsofaregisteredapprenticeshipprogramare:

• Theapprenticeisafull-time,benefit-receiving,paidemployeeofthesponsoringorganization.

• Theapprenticeshipprogramincludesatleast2,000hoursofOn-the-Job(OTJ)trainingand144hoursofRelatedTechnicalInstruction(RTI),whichcantakeplaceinaclassroomattheworkplaceoratalocalcollegeoreducationprovider.

• Theapprenticemustbepaidatleasttheminimumwage,withwagesprogressingastheapprenticemovesthroughtheprogram.

• On-the-jobtrainingmustbestructured,plannedandcoordinatedandcannotsimplybeajobshadowingexperienceorashorttermemployeeinductionprogram.

BENEFITSOFREGISTEREDAPPRENTICESHIPRegisteredApprenticeshipisaneffectivewayforbusinessestoensureanamplesupplyofwell-qualified,

highlytrainedworkersbyengagingdirectlyintheirpreparation,educationandtraining.Unliketraditional

postsecondaryeducationprogramsthataredesignedtopreparestudentsforanynumberofcareersand

generallyfocusmoreontheorythanpractice,apprenticeshipisdesignedbyandfortheemployerandishighly

specializedtomeettheuniqueneedsofaspecificjob.

Becauseapprenticeslearnprimarilyintheworkplace,theyaretrainedusingthesamestate-of-the-art

equipmentthattheywilluseonthejob.Moreover,theywillbeinstructedandmentoredbyskilledworkers

EMPLOYER GU IDE TO APPRENT ICESH IP 7

whohavedonethejobtheapprenticeistrainingtodoandwhowillensurethatapprenticesareacculturated

toworkplacenormsandexpectations.Thosewhocompletearegisteredapprenticeshipreceiveacredential

thatisnationallyrecognizedasamarkofdistinction.

Employersthatsupportapprenticeshiptrainingwithintheirorganizationgenerallyreportthefollowing

benefitsfromtheirapprenticeshipprograms:

• Fillingvacanciesthatotherwisecouldn’tbefilledduetoskillsgapsamongavailableworkers

• Attractingabroaderrangeofcandidatesanddiversifyingtheworkforce

• Improvingemployeemoraleandloyalty—thusreducingturnover

• Ensuringthatworkersaretrainedtotheemployer’sstandardsusingtheemployer’s

equipmentandprotocols

• Shorteningtheamountoftimebeforenewemployeesareproductive

• Decreasingerrorandaccidentrates

• Ensuringthattheknowledgeandexperienceofagingworkersistransferredtothenext

generationofworkers

TYPESOFAPPRENTICESHIPTherearethreedifferentkindsofapprenticeship–time-based,competency-basedandhybrid-whichare

definedbythewayinwhichanapprentice’sprogressismeasuredandqualificationsareawarded.

• Atime-basedprogrammeasuresprogressbasedonthenumberofhoursanapprenticehas

spentinon-the-jobtraining(OJT)andrelatedinstruction(RTI).

• Acompetency-basedprogrammeasuresprogressbasedontheapprentice’sdemonstrated

abilitytoperformthedutiesassociatedwiththeoccupation.

• Ahybridprogramincludesbothtime-basedandcompetency-basedrequirements.

Althoughcompetency-basedapprenticeshipisarelativelynewformofapprenticeship,ithasseveral

advantagesoverthemoretraditionaltime-basedprograms.First,inacompetency-basedprogram,

individualswhohavedevelopedknowledgeandskillsthroughprioreducationalandworkexperiencecanget

creditfortheirdemonstratedabilities,thusreducingthetimeittakestocompleteaprogramorenablingthe

apprenticetospendtheirtimeintheprogramdevelopingmoreadvancedskills.Second,apprenticescan

moveatdifferentpacesthroughtheprogramandevenlearnknowledgeandskillsindifferentorder,

dependingupontheirownlearningstyle.Third,withtheprogramorganizedaroundjobfunctionsand

8 EMPLOYER GU IDE TO APPRENT ICESH IP

competencies,apprenticescanquicklybecomecompetentinatleastonerelevantjobfunction,thusreducing

thetimetoproductivity.Fourth,becauseacompetency-basedprogramincludesadetailedevaluationof

apprenticeperformance,itiscleartoboththeapprenticeandtheemployerexactlywhatcompetenciesthe

individualhasdemonstratedandwhereadditionallearningisrequired,thustheapprenticeshipevaluationcan

formthebasisofacontinuingemployeedevelopmentplan.Thecompetencyevaluationcanalsobeusedto

evaluateincumbentworkersandexperiencedworkersjoiningfromotherorganizations,thusassistinginthe

developmentofshort-termprofessionaldevelopmentplanstoenablethoseworkerstosucceed.

Althoughanapprenticecanbeawardedcreditforpriorlearninganddemonstratedcompetencies,nomore

than1000hoursperyearcanbeawardedinadvance,andundernocircumstancescantheapprentice

completetheprograminlessthanone-halfofthetimeoftheregularprogramorlessthansixmonths.An

employeewhorequireslessthansixmonthsofapprenticeshiptrainingmightbebetterservedbyashorter-

termorientationprogram.

REGISTRATIONREQUIREMENTSTheRegisteredApprenticeshipprogramisafederalprogramthatinsomestatesisadministeredbya

representativeoftheU.S.DepartmentofLabor’s(USDOL)OfficeofApprenticeship(OA)andinothersis

administeredbyaStateApprenticeshipAgency(SAA)thatactsonbehalfoftheUSDOL.Todetermine

whetheryouarelocatedina“state”stateora“federal”state,consulttheinteractivemapprovidedbyDOL,

whichalsoprovidesthenameandcontactinformationforeachstaterepresentative.

FederallyApprovedStatesinclude:Arkansas,Alabama,Arkansas,California,Georgia,Iowa,Idaho,

Illinois,Indiana,Michigan,Missouri,Mississippi,NorthDakota,Nebraska,NewHampshire,NewJersey,

Oklahoma,PuertoRico,SouthCarolina,SouthDakota,Tennessee,Texas,Utah,VirginIslands,West

Virginia,Wyoming.

StateApprovedStatesinclude:Arizona,Connecticut,WashingtonDC,Delaware,Florida,Guam,Hawaii,

Kansas,Kentucky,Louisiana,Massachusetts,Maryland,Maine,Minnesota,Montana,NorthCarolina,

NewMexico,Nevada,NewYork,Ohio,Oregon,Pennsylvania,RhodeIsland,Virginia,Vermont,

Washington,Wisconsin.


Whilethereisnofederallaworregulationthatrequiresanyemployerorsponsortoregisterthe

apprenticeshipprogramstheyadminister,therearesomeadvantagestoregisteringtheprogram.First,

registeredapprenticeshipleadstoanationallyrecognizedcredentialissuedbytheUSDOL,whichhas

advantagesforbothemployersandapprentices.Second,onlyregisteredapprenticeshipshaveaccessto

certainfederalandstatefundingprograms,suchastheGIBill(whichprovidessupplementalsupportto

veteransengagedinapprenticeship),theWorkforceInvestmentandOpportunityAct(whichmayprovide

wagereimbursementstotheemployersofwraparoundservicesforapprentices)andstateworkforce

developmentgrants.Third,validationbyanexternalagencysuchasUSDOLoranSAAensuresthatthe

programiswelldesignedandmeetsestablishedqualitycriteria.

HOWMANYREGISTEREDAPPRENTICESHIPPROGRAMSEXIST?

In2016therewerejustover400,000apprenticesenrolledin500active,USDOLregisteredapprenticeship

programs.Thereareroughly1,000additionalfederallyapprovedprogramsthatremainonthelistofapproved

programs,butarenotcurrentlyactive.Thetop50fieldsaccountfor80percentofthecurrentapprentices,

withalargemajorityoftheminconstruction-relatedfields.USDOLmaintainsalistofcurrentlyregistered

apprenticeshipswhichdoesnotincludealloftheprogramsregisteredbyvariousstates.

USDOLisinvestingsignificantfundingtoexpandregisteredapprenticeshipsintonewfieldsincluding

InformationTechnology,AdvancedManufacturing,AlliedHealth,Transportation,Energy,Finance,

ConsumerServicesandBusiness.Anemployerorsponsorwhowishestoestablisharegistered

apprenticeshipinanewoccupationshouldcontacttheirUSDOLorSAArepresentativetoinitiatean

apprenticeabilitydetermination,whichgenerallyinvolvesareviewoftherequestandprogramplanbya

groupofsixtonineemployers.

WHATISINVOLVEDINAPPLYINGFORREGISTRATION?

WhilePartIIIofthisguidecoverstheprocessofapplyingforregistrationinmoredetail,ingeneral,an

employerinterestedinapprenticeshipshouldtakethefollowingsteps:

1. ContactyourstateUSDOLorSAArepresentativetoinitiatetheregistrationprocess.

Approvalcantakeanywherefromafewweekstoseveralmonths,soengagingyour

representativeearlyisthebestwaytospeeduptheprocess.

1 0 EMPLOYER GU IDE TO APPRENT ICESH IP

2. DeterminehowtheOJTandRTIwillbestructured,includingthelengthoftheprogram,its

format(time-based,competency-basedorhybrid),andwhetherRTIwillbeprovidedonsite

orinpartnershipwithanexternaleducationprovider.

3. CreatetheWorkProcessSchedule,whichoutlinesthecontentand/orcompetenciesthat

theprogramwillcover.

4. Establishawageprogressionplanandemployeebenefitplanforapprentices.

5. Completetheapplicationforregistration,calledtheStandards,usingtheapplication

providedbyyourSAAorUSDOL’sonlineStandardsBuilderform.

NATIONALPROGRAMSandNATIONALGUIDELINES

Companiesdevelopingprogramsthatwillbeofferedinseveralstatesmaysubmitasingleapplicationtothe

USDOLforapprovalasaNationalProgram.Thisalleviatestheneedtocompleteanapplicationformineach

state,althoughanationalprogrammaynotbeeligibleforcertainstatefundsifitisn’talsoapprovedbythe

SAA.

Largeorganizations,suchaslaborunions,credentialingorganizationsandtradeassociations,oftentimesdo

notwishtoserveasthedirectsponsorforallapprenticeshipprograms,butdowishtosetpolicyandguidance

forthoseinthesectorthatdowishtobecomeapprenticeshipsponsors.Theseorganizationscanapplyto

USDOLforapprovalofNationalGuidelinestoestablishsuchpolicyandguidance.

THEWORKPROCESSSCHEDULE

Everyapprenticeshipsponsormustsubmitforreviewandapproval,aspartoftheregistrationapplication

process,theWorkProcessSchedule(WPS)thatoutlinesthecontentofOJTandRTI.Inatime-basedprogram,

theWPSgenerallyidentifiesthenumberofhoursthatwillbespentlearningspecificknowledgeandskills,

whereasinacompetency-basedprogram,theWPSidentifiesthejobfunctionsandcompetenciesthatan

apprenticemustdemonstratetoprogressthroughtheprogram.Hybridprogramsincludebothtimeelements

andcompetencies.Althoughmaycountriesestablishgovernmentendorsedorcommissionednational

apprenticeshipstandardsthatdictateprogramcontent,programdurationorassessmentrequirements,there

arenosuchnationalstandardsintheU.S.Instead,employersandsponsorsmaydevelopaprogramtomeet

theiruniquetrainingneeds,althoughtheUSDOLorSAAislikelytoseekexternalreviewandcommentfrom

otheremployerstoensurethatoneemployer’sprogramalignswiththegeneralexpectationsofothersinthe

field.


SAMPLEWORKPROCESSSCHEDULES

Inanefforttoassistsponsorsinstartingnewprograms,andtoimproveconsistencyamongprograms,the

USDOLhascontractedwiththeUrbanInstitutetodevelopconsensus-based,voluntary,NationalOccupational

Frameworks(NOFs)thatcanbeusedbyanyemployertofacilitatethedevelopmentoftheprogramandWork

ProcessSchedule.TheNOFsweredevelopedwiththeinputofnumerousemployers,tradeassociations,

professionalsocieties,subjectmatterexperts,expertworkers,academicsandinternationalexpertsinorderto

ensurethattheyreflecttheconsensusopinionoftherelevantjobfunctionsandcompetenciesassociatedwith

agivenoccupation.AcompanyorsponsorthatelectstouseanNOFindevelopingtheprogramand

submittingtheWorkProcessSchedulemaycustomizetheprogramtomeettheiruniqueneeds,butatleast

80%ofthejobfunctionsandcompetenciesmustalignwiththoseincludedintheNOFand20%canbeunique

tothesponsor’sownneeds.WhileNOFsareapprovedbyUSDOLforuseindevelopingfederally-approved

programs,thereareeffortsunderwaytoencourageSAAstosimilarlyrecognizethevalueofNOFs.

ExamplesofindividualWorkProcessSchedules,nationalstandardsandnationalguidelinesthathavebeen

approvedbyUSDOL,theUSMilitary,orcertainstatesarepubliclyavailableontheAmericanInstitutefor

InnovativeApprenticeship(AIIA)website(https://innovativeapprenticeship.org/approved-us-

apprenticeships/).Inaddition,aselectionofprogramstandardsapprovedatthenationallevelinCanada,

Australia,theUnitedKingdomandGermanyarealsoavailableontheAIIAwebsite.


PARTII:GETTINGSTARTED

MAKINGTHEBUSINESSCASEINTERNALLYInordertogainsupportwithinacompanyororganizationforapprenticeshipprograms,sponsorswilllikely

needtoconvinceseniorleadersandfrontlinemanagersofthelikelyreturnonthisinvestment.Therehave

beenvariouseffortstocalculatethefinancialReturnOnInvestmentofregisteredapprenticeship.Whilethe

magnitudeoftherateofreturnvaries,basedonthelengthoftheprogram,theinvestmentintrainingfacilities

andequipment,relianceonincumbentworkerstoprovidetrainingandmentorship,andaccesstogovernment

funding,eachasconcludedthatthereturnispositive.

AfinancialROIdeterminationmusttakeintoaccountthepotentialproductivitylossesonthepartofmentors,

thedirectcostofhiringinstructors(ordivertingincumbentworkersfromothertaskstotakeonthe

responsibilityofteaching),andthecostofprovidingrelatedtechnicalinstruction,eitheronsiteorin

partnershipwithanexternaleducationprovider.Inaddition,whilesponsorsareencouragedtoprovideOJTin

theactualworkplace,somesponsorselecttoconstructseparatetrainingfacilities,whichalsoaddtothecost

ofapprenticeship.Apprenticewagesandbenefitsalsocontributetothecostoftheprogram,butsince

apprenticesaregenerallypaidlessthananincumbentworker,therearesavingsonthewagesidetooffset

initialproductivitygaps.

Onthereturnside,employeeswhocompleteanapprenticeshiptendtobemoreproductiveworkersmore

quicklythanothernewworkers,tendtohavelowererrororaccidentrates,andtypicallyhavegreaterloyalty

totheirsponsoringcompanies,thustheyremainwiththeemployerforlongerperiodsoftime.Thisleadsto

increasedrevenuepotentialforemployersaswellasreducedhumanresourcescostsassociatedwith

employeeturnover.

ThereareotherbenefitsofapprenticeshipthatmaynotbeeasilycapturedinthecalculationofafinancialROI.

Forexample,apprenticeshipmayenableemployerstotapintopreviouslyunrecognizedtalentandengage

underservedpopulations,thusdiversifyingtheworkforceandexpandingtheavailabletalentpool.

Apprenticeshipalsoenablesemployerstoattractindividualswhomaybeactivelearnersandwhothriveina

hands-onlearningenvironment,butmayhavebeenunderservedbytraditionalclassroomopportunities.For

companieschallengedtofillvacanciesasaresultofgeneralizedskillsgaps,apprenticeshipprovidesamore

stableandreliablepipelineoffutureworkerstomeettheorganization’sworkforceneeds.


Inaddition,companieswithanagingworkforcebeabletoimproveknowledgetransfertonewemployeesby

engagingretireesornear-retireesasmentorsandinstructors.Forsomeworkers,thetransitiontoateaching

rolemaymakeitpossibleforthemtoworkforadditionalyears,andforothers,part-timeteachingand

mentoringopportunitiesprovideagreatwaytoremainconnectedtotheorganizationevenwhenfull-time

workisnolongerdesired.

Ingeneral,apprenticeshipprogramsimproveemployeemorale,especiallyifincumbentworkersaregiventhe

opportunitytoparticipateinapprenticeshiptomoveupthecareerladder.Andwhenvacanciesarefilled,

over-taxedworkerscanreturntonormalworkschedules,potentiallyimprovingtheiraccuracyandsafety

record,increasingtheirproductivityandimprovingtheirretentionrates.

Indevelopingabusinesscase,rememberthatregisteredapprenticeshipisalong-terminvestmentandnota

short-termfix.Ideally,registeredapprenticeshiptrainingwillfitwithinexistingstaffingandworkforce

developmentstrategies,butinmanycases,theregisteredapprenticeshipprogramformsthefoundationofa

newapproachtotalentacquisition,upskillingofincumbentworkersandimprovingemployeemoraleand

retention.

Themainbenefitsofregisteredapprenticeshipinclude:

• Fillingvacanciesinareaswhereskillsgapshavemadehiringdifficultandensuringafuturetalentpipelinetosustainworkforceneeds.

• Improvingproductorservicequality,accuracyandreliability;decreasingerrorandinjuryrates.

• Attractingnewtalent,includingamongthosewhoaretransitioningtonewcareers,therebybringingotherskillstotheworkplace.

• Retainingtheinstitutionalknowledgeofretiringworkersbyengagingthemaspart-timementorsandtrainers.

• Increasingemployeemorale,includingamongincumbentworkerswhosestrongperformancecanberecognizedbyengagingtheminmentoringortrainerroles.

• Improvingemployeeretention,thusreducingthehighcostofemployeeturnover.

• Allowingincumbentemployeestoconcentrateonhigher-leveltasksbyassigninglower-leveltaskstoapprentices.

• Reducingemployeeburn-outbyfillinglong-standingvacancies.

• Creatingopportunitiestoobserveworkersoveranextendedperiodoftimebeforeofferingpermanentemployment.

Indevelopingthebusinesscase,itmaybehelpfultoconsiderthefollowingquestions:


• Whatarethecurrentchallengesandopportunitiesfacingtheorganization?Canthesechallengesbemetoropportunitiesleveragedthroughaneffectiveworkplacelearningprogramlikeregisteredapprenticeship?

• Whatarethekeydriversforthedevelopmentofskillsamongemployees?

o Thesemayincludeknowledgegapsduetochangingprocessesortechnologies,duetoachangeinthemarketsforbuyingorsellingproducts,orduetoanabsenceofqualityvocationaleducationprogramsofferedbytraditionalpostsecondaryproviders.

o Istheorganization’sworkforceaging?

o Isworkforcediversityagoal?

• Arethereskillsgapsintheindustryorsector?

o Whatstrategiesarebeingusedbyothersinthesamesectortomeetthesegaps?

o Isthereacentralizedorganization,suchasalabororganization,tradeassociationorpostsecondaryinstitution,thatisworkingwithmultipleemployersinthesectortosolveskillsgapchallenges?

• Whatisthesponsoringorganization’scurrentworkforcedevelopmentstrategyandbudget?

o Doestheorganizationcurrentlyallocateworkforcedevelopmentfundsfornewemployeetrainingorincumbentworkerdevelopment?Ifso,howarethosefundscurrentlyspent?Isthecompanyseeingpositiveresultsfromthoseexpenditures?

o Howisthetalentpipelinecurrentlymanaged?Whatadvancementopportunitiesareprovidedtoincumbentworkers?

o Arecurrenton-boardingprogramseffectiveinimprovingproductivity,productorservicequality,customersatisfactionandemployeeretention?

• Areentry-levelpositionsdifficulttostaff?

o Howareindividualscurrentlypreparingforentry-leveljobsintheorganization?Arethoseprogramsormechanismseffective?

o Doestheorganizationoperateformalprogramstohelprecenthighschoolorcollegegraduatestransitiontowork?

o Arethereemployeesworkingindecliningindustrieswhoseskillscouldbeleveraged,withsomeadditionaltraining,tomeetthecouldorganization’sneeds?

o Couldregisteredapprenticeshipserveasanalternativetotraditionalcollegedegreerequirementswhenpostingjobopenings,screeningapplications,orformulatingprofessionaldevelopmentplansforincumbentworkers?

• Istheorganization’sworkforcedevelopmentprogramameansofdifferentiatingthecompanyfromitscompetitors?

o Isitakeytotheorganization’svalueproposition?


o Istheexistingprogrampartofacorporatesocialresponsibilityprogram?

o Isitpartofthebrandmarketingstrategy?

• Doactionstakenbythesponsoringorganizationinfluencethequalityofskillsinfranchiselocations,vendorsorprocurementcontractors?Doestheorganizationwishtoengagesupplychainpartnersinthiseffort?

• Wouldthecostofaregisteredapprenticeshipprogrambeoffsetbyincreasesinproductivity,decreasesinerrorsoraccidents,reductionsinstaffturnoverrateandincreasesinemployeeloyaltyandmorale?Forexample,someemployershavesaidthattheyhavebeenabletochargehigherratesonperformance-basedcontractssinceregisteredapprenticeshiptraininghasreducederrorratesandimprovedproductquality.

EVALUATINGTHEORGANIZATION’SREADINESSOnceanorganizationhasmadethedecisiontoproceedwitharegisteredapprenticeshipprogram,itneedsto

evaluateitsreadinesstodoso.Thekeypointstoconsiderare:• Isthebusinesspreparedtohostanapprentice?

o Howwilltheemployergetsupportfromfront-linemanagerswhowilllikelycarrytheburdenoftrainingandmentoringapprentices?Itisrecommendedthatfront-linemanagersbeengagedearlyintheprocessofplanninganddevelopingtheregisteredapprenticeshipprogram.

o Howwillincumbentworkersbeservedbyregisteredapprenticeship?Inordertogarnersupportforapprenticeshipamongtheincumbentworkforce,somecompaniesprovidecompetitiveopportunitiesforthoseworkerstoserveasmentorsortrainers,oftentimesforadditionalpayorotherperks.Otheremployersincludeincumbentworkersintheregisteredapprenticeshipprogram,ordesignhigher-levelapprenticeshipprogramstohelpcurrentworkersmoveintomanagementroles.Employeeswhohavestudentloandebtarelikelytoberesentfulofcolleagueswhoqualifyforthesamejobbycompletingadebt-free,wage-payingregisteredapprenticeshipprogram.Forthisreason,someemployershaveprovidedpartialstudentloanrelieftoemployeeswhopreparedthroughtraditionalpost-secondaryprogramsandwhothecompanywishestoretainforalongerperiodoftime.

o Aretherecurrentemployeeswhocanserveasmentorsortrainers,andifso,howcantheorganizationpreparethemforthisrole?Willtheyreceiveadditionalcompensationfortakingonthisresponsibility?

• Whatroleswillapprenticesplaywithintheorganization?Whichparticularoccupationswilltheyfill,andwhatwilltheirjobtitlesbe?

• Arethereothersinthesectorengagedinapprenticeshiptraining?Thiscouldbeothercompanies,tradeassociations,labororganizations,orcertificationbodies.


• Willtheorganizationworkwithanintermediarytodeveloptheprogramandidentifyrelatedinstructionproviders,orwilltheorganizationmanagethatinhouse?

• Whichrelatedinstructionproviderswillthecompanyworkwithtodevelopanddeliverrelatedinstruction,eitheratthejobsiteoratanotherlocation?Relatedinstructionprovidersincludecareercolleges,communitycolleges,tradeassociations,labororganizations,certifyingbodiesandothers.

• Howwilltheorganizationrecruitandscreenpotentialapprentices?Itisimportanttoworkwithhumanresourcesstafftodesignaneffectiverecruitingstrategythatcomplieswithrelevantlawsandregulationsandadherestothemissionofthecompany.

CONCERNSABOUTPOACHINGWhilesomepolicymakersandemployershaveexpressedconcernsaboutthecostoftrainingemployeeswho

mightthanbe“poached”byothercompany,thosecurrentlyengagedinU.S.apprenticeshipreportthat

poachingisactuallyquitelimited.Inpart,thisisbecauseapprenticestendtofeelastrongsenseofloyaltyto

theemployerwhoprovidedthemwithsuchavaluabletrainingopportunityandsavedthemfromtheset-back

ofstudentloandebt.Also,sinceworkerstrainedthroughapprenticeshiptendtoperformwelloncein

permanentemployment,theyalsotendtohaveadvancementopportunitieswithintheorganizationthat

providedtheapprenticeshipopportunity.

Thatsaid,employerscanincludecontractualrequirementsthatanapprenticeremainwiththecompanyfora

certainperiodoftimeaftercompletingtheprogram.Someunionorganizationsrequireanemployeeto

reimbursetheorganizationfortheirtrainingiftheydonottakeaunionjoborbecomeaunionmemberafter

thetrainingiscomplete.Thesesortsofarrangementscanbehardtoenforce,butanotheroptionistorequire

apprenticestotakeanapprenticeshiploan(offeredbysomeprivatelenders)topayfortherelatedtechnical

instructionportionoftheprogram,withtheagreementthattheemployerwillrepaytheloanforan

apprenticewhoremainswiththeemployerforacertainperiodoftime.Iftheapprenticefailstofulfillthe

employmentobligation,thenheorsheisalsoresponsibleforrepayingtheloan.

SUPPORTINGANAPPRENTICESinceanapprenticeisanemployeeofthecompany,heorsheshouldbetreatedlikeanyotheremployee.As

such,apprenticesmaybenefitfromthefollowingstaffmanagementpractices:


• Havingaknowledgeableandpositivementorwhoisskilledintheirjobandunderstandstheorganization’scultureandmission

• Includingapprenticeshipaspartofcomprehensivesuccessionplanning

• Providingregularfeedbackandcommunicationtotheapprentice

• Ensuringthattheapprenticefeelsthatheorsheisanimportantpartoftheteam/workforce

• Encouragingandchallengingtheapprenticewith“stretchprojects”whilesupportinghisorherlearninganddevelopment

• Settingrealistictargetsandmotivatingtheapprenticewithrealwork

• Rewardingapprenticesandengagingtheminincreasinglychallengingprojects


PARTIII:REGISTRATIONThefirststepinstartinganynewregisteredapprenticeshipprogramistocontacttheappropriatefederalor

stateapprenticeshipapprovingrepresentative.Theapprenticeshiprepresentativewillhelptheemployeror

sponsoringorganizationdeterminewhetherornotanoccupationisalreadydesignatedasanapprenticeable

occupation,whethersimilarprogramshavebeenpreviouslyregisteredandmaybeabletodirectthesponsor

tootherresourcesthatcanbehelpfulinplanningandmanagingtheprogram.

Inordertoregisteranapprenticeshipprogram,theorganizationorcompanymustsubmitanapplicationto

USDOLortheSAAusingtheformandformatdesignatedbythatbody.Companiesororganizationswith

locationsinmultiplestatesmaypursueapprovalbytheStateApprenticeshipAgencyineachofthosestates,

orthecompanyororganizationcanseeknationalprogramapprovalbyUSDOL,therebyamelioratingtheneed

toseekandgainapprovalineachstatewheretheprogramwillbeadministered.However,insomeinstances

nationalapprovalmayprecludeacompanyororganizationfromqualifyingforstateorlocalworkforce

traininggrantfundsortaxbenefits.

INTERMEDIARIES

Insomeinstances,intermediaries,suchascommunitycolleges,labororganizations,tradeassociationsand

privatenon-profitorfor-profitorganizationswillseekapprovaltobecomeapprenticeshipsponsors

themselvesinordertomanagetheprogram’sdevelopmentandapplicationprocessonbehalfofemployer

partners.Thesearrangementsareparticularlyhelpfultosmallcompaniesthatmaywishtosupportasmall

numberofapprentices,butdon’thavetheavailableresourcesorexpertisetoestablishanentireprogram.

EMPLOYERACCEPTANCEAGREEMENT

Whenanorganizationbecomesthesponsorforanapprenticeshipprogram,anindividualemployercan

participateinthatprogramsimplybycompletingashortEmployerAcceptanceAgreement,whichservesas

anaddendumtothefullregistrationapplicationsubmittedbyandapprovedforthesponsoringorganization.

EmployeragreementsensurethatparticipatingemployerwillabidebythetermsoftheStandardsinproviding


theestablishedwage,agreeingtothewageprogressionplan(oramendingitappropriately)andprovidingthe

necessaryOJTexperiencestoalignwiththeprogramgoals.However,theseagreementsalleviatetheneedfor

theemployertoprepareafullapplication.

CREATINGTHEWORKPROCESSSCHEDULETheWPSisthepartoftheapprenticeshipregistrationapplicationthatoutlinestheykeyelementsoftheon-

the-jobtrainingandrelatedtechnicalinstruction.Foratime-basedprogram,theWPSwilldelineatethe

numberofhoursspentonvarioustopicsandactivitiesintheprogram.Foracompetency-basedprogram,the

workprocessschedulewilllistthecompetenciesanapprenticemustdemonstratetoprogressthroughthe

programandtherelatedinstructionresourcesthatwillbeavailabletohelptheapprenticegaineach

competency.Forhybridprograms,someaspectsoftheprogramwillbedefinedbythecompetenciesthe

apprenticemustdemonstratewhileotherswillbemeasuredinhours.

NATIONALOCCUPATIONALFRAMEWORKS

In2015,USDOLcontractedwiththeUrban

InstituteinWashington,D.C.todevelop

consensus-based,voluntary,National

OccupationalFrameworks(NOF)tofacilitate

thedevelopmentandreviewprocessand

improveconsistencyamongapprenticeship

programs.Theseframeworksweredeveloped

inpartnershipwithemployers,skilled

workers,tradeassociations,internationalintermediaries,certificationbodies,academicinstitutionsand

professionalsocieties.Theylistthejobfunctionsandcompetenciesthatwerecollectivelydeemedcriticaltoa

givenoccupation,aswellasoptionalelementsthatsomebutnotallemployersmightinclude.

ToaccessNOFs,gotothe

innovativeapprentcieship.orgwebsite,clickonthe

USApprenticeshipstab,andthenscrolldowntothe

sectiononNationalOccupationalFrameworks.Click


ontheoccupationofinterest.

Oneachoccupationpage,

therearelinkstoexcelandpdf

versionsofboththefullNOF

andtheWPS,whichcanbe

downloaded,modifiedand

submittedaspartofthe

registrationprocess.In

addition,aseriesof

expandablemenusallowstheviewertoviewontheoccupationalsitealistofrelevantjobfunctions,

competencies,performancecriteria,andRTIrecommendations.UndereachjobfunctionisaView

Competenciesbuttonthatwhenclicked,takestheviewertothecompetenciesassociatedwiththatjob

function.

Then,byclickingonthearrownexttoeach

competency,theviewercanseetheperformance

criteriathatcouldbeusedtoassessthelevelof

performanceofeachapprenticeship.Notethatin

someinstancesemployersindicatedthat

performancecriteriawouldbehighlyvariablebased

uponthesizeoftheorganizationortheapplication

oftheskills.Inthosecases,recommendedperformancecriteriaarenotprovided.

ForthoseengagedindevelopingtheOJTandRTIfortheirprogram,theNOFprovidesadditionalassistanceby

outliningtheknowledge,skills,toolsandtechnologiesthatwouldlikelybeincludedintheRTIassociatedwith

eachjobfunction.ByclickingontheViewRelatedInstructionbutton,theviewercanseetherecommended

RTIelementsthatwouldsupportdevelopmentofcompetenciesassociatedwiththatjobfunction.


ApprenticeshipsponsorsarenotrequiredtofollowtherecommendedRTIandperformancecriteria

recommendations-thisinformationismerelyintendedtobeofassistanceinhelpingsponsorsunderstand

whatothersintheirfielddeemedimportantandappropriateforthissortoftrainingprogram.

SAMPLEWORKPROCESSSCHEDULES

IntheeventthatthereisnotaNationalOccupationalFrameworkavailablefortheoccupationofinterest,orif

theemployerorsponsorwishestoviewexamplesofworkprocessalreadyapprovedbyUSDOL,thosecanbe

foundonthe

innovativeapprenticeship.orgwebsite.

However,itisimportanttonotethatif

aWPShasbeenapprovedforatime-

basedprogramandthesponsorwishes

todesignacompetency-basedprogram,

thenadditionaldevelopmentworkwillberequired.Also,sincetheexistingWPSareofhighlyvariabledetail

andquality,aWPSapprovedinthepastmaynolongermeetcontemporaryrequirementsfornewprogram

approval.Itisimportanttoconsultyourfederalorstateapprenticeshiprepresentativebeforeadoptingan

existingWPSforuseinanewprogram.

ExamplesofWPSapprovedbyUSDOLcanbefoundoninnovativeapprenticeship.orgunderUS

ApprenticeshipsbyscrollingtothebottomofthepageandclickingonUSCivilianApprenticeships.Similarly,

sampleWPSapprovedtheUSMilitary,stateYouthApprenticeshipprogramsandSAAscanalsobeaccessed

fromthiswebpagebyclickingontheappropriatelink.


Inaddition,internationalstandardsfromtheUK,Germany,CanadaandAustraliacanbeviewedbyselecting

fromthemenuthatappearswhenhoveringoverthedesiredcountry’sflag.

DEVELOPINGAPROGRAMIndevelopingaprogram,sponsorsmayelecttouseinternalresourcesormayturntoanintermediaryor

educationalproviderforassistance.Itisrecommendedthat144hoursofRTIisincludedforeachyearofan

apprenticeshipprogram,althoughwhenandhowthatinstructionisprovidedcandifferfromoneprogramto


thenext.Somesponsorselecttoconcentrateclassroominstructionatthebeginningoftheprogramto

ensurethatapprenticeshavethetheoreticalandproceduralknowledgetooperateonthejobinasafeand

effectivemanner.However,itisimportanttoconsiderthatindividualschoosingtoengageinapprenticeship

mayhavedonesobecausetheywantahands-onlearningopportunity,sofront-loadingclassroominstruction

couldreducetheappealoftheprogramaswellasapprenticeretentionandcompletionrates.

Sinceapprenticeshipprogramsmustcombinetheoryandpractice,mostsponsorsfindithelpfultoincludeRTI

throughouttheprogram,suchasbyincludingclassroomtimeintheweeklyscheduleorbyprovidingintensive

shortcoursesatvarioustimesthroughouttheprogram.Stillotherprogramsrequireapprenticestocomplete

onlinelearningassignmentsastheirschedulepermits.Andwhilesomesponsorsrelyonexternaleducation

providerstoprovideRTI,othersponsorsofferRTIonsite.Regardlessofhowclassroomlearningisscheduled,

itiscriticallyimportanttocoordinateitwiththehands-onlearningthattakesplaceintheworkplacesothat

RTIandOJTaremutuallyreinforcing.

DevelopingtheOJTportionoftheprogramcanseemoverwhelmingtosponsors,especiallyiftheir

organizationhasneverbeforeengagedinthissortoftraining.Thisiswhereanintermediarymightbe

particularlyhelpfulsinceintermediarieshaveexperiencedevelopingprogramsandcanprovidehelpful

guidance.KeepinmindthatOJT,likeRTI,mustbeastructuredprogramwithclearlearningobjectives,

assessments,milestonesandexpectations.Simplyplacinganapprenticeintotheworkplacetoshadow

anotheremployeeorputtingtheapprenticetoworkhopingthatheorshewillhavetheopportunityto

practiceeverythinglearnedintheclassroomdoesnotfulfilltherequirementsofapprenticeship.

INTERMEDIARIESANDTRAININGPROVIDERSWhilelessprevalentintheU.S.thaninEuropeandAustralia,thereareorganizationsthatserveas

apprenticeshipintermediariestohelpemployersorothersponsorsestablishand/ormanagetheir

apprenticeshipprogram.Anapprenticeshipintermediarycanfacilitateorsupportmanyofthenecessary

relationshipsrequiredforasuccessfulprogram.Theserelationshipsinclude:

• employertoapprenticerelationships–intermediariescanassistinrecruiting,screening,

counselingandsupportingapprentices,althoughtraditionalemploymentagenciescannot

serveasintermediaries;


• employertotheUSDOLorSAA–intermediariescanhelptheemployerdesign,developand

gainapprovalfortheprogram,includingcompletionoftheregistrationapplicationand

workingwithDOLorSAAstafftogainapproval;

• employertorelatedinstructionproviders-byidentifyingandworkingwithqualifiedthird-

partyeducatorstodeveloptherelatedinstructionprogram,orbydeveloping“in-house”

relatedinstructionprogramstobeofferedonthejobsite;and

• employertofundingresources–intermediariesareoftentimesexperiencedinnavigatingGI

Billbenefits,FederalStudentAidprograms,grantprograms,workforcetrainingfundsand

mayalsoprovideinformationabouttaxorotherbenefitsavailabletotheemployeror

apprentice.

Sponsoringorganizationsthatdecidetouseanintermediarytohelpdevelopormanagearegistered

apprenticeshipprogramshouldchooseonethatisexperiencedindeliveringregisteredapprenticeship

programs.Theintermediaryshouldgiveclearinformationaboutthelevelofservicetheycanprovideaswell

asaboutwhichresponsibilitiesremainthoseoftheemployerorsponsoringorganization.Detailsoffinancial

arrangementswillalsoneedtobeclearlyexplained.

IntheU.S.,thefollowingtypesoforganizationsserveasapprenticeshipintermediaries.Weprovideexamples

ofeachtypeofintermediary,althoughbynomeansisthislistintendedtobecomprehensive,all-inclusivelist.

PRIVATEANDNON-PROFITORGANIZATIONS

• VermontHITEC,• HCAPInc.,• FASTPORT(connectsmilitarypersonnelandveteranstoemployers)• JobsfortheFuture• FranklinApprenticeships

LABORORGANIZATIONS

• AFL-CIO(http://www.aflcio.org/Learn-About-Unions/Training-and-Apprenticeships/Registered-Apprenticeships)

o Constructiono Manufacturing

• NorthAmerica’sbuildingTradesUnions(Construction)• UnitedAutoworker’sUnion(automobileindustry)

o UAWChrysler(http://www.uaw-chrysler.com/training/apprentice.cfm)o UAWFord(http://uawford.org/apprentice/)

• InternationalUnionofOperatingEngineers(https://www.iuoe.org/training)• InternationalBrotherhoodofElectricalWorkers

(http://www.electricianapprenticehq.com/how-to-join-ibew-apprenticeship)


• SheetMetalandAirConditioningContractorsNationalAssociation• ElectricalTrainingAlliance(http://www.electricaltrainingalliance.org)• UnitedAssociationofPlumbers,Pipefitters,Welders&ServiceTechs

(http://www.ua.org/apprenticeship)• IndependentElectricalContractors(http://www.ieci.org)

TRADE,INDUSTRY,CERTIFICATIONANDPROFESSIONALORGANIZATIONS

• TransportationLearningCenter,• AHIMAFoundation(healthcareandhealthcareIT),• NationalInstituteforMetalworkingSkills(advancedmanufacturing),• NationalRestaurantAssociation(restaurantandhospitality),and• WashingtonTechnologyIndustryAssociation(informationandcommunications

technology).• Searchforadditionalregisteredlaborunionapprenticeshipprogramsbystate,eitherusing

anInternetsearchengineorreferringtothestate’sorU.S.DepartmentofLabor’slistofregisteredapprenticeshipopportunities)

CAREERCOLLEGESANDCOMMUNITYCOLLEGES

• WashingtonTechnologyIndustryAssociation(InformationandCommunicationsTechnology)

• RegisteredApprenticeshipCommunityColleges(https://www.doleta.gov/oa/racc.cfm)–theseinstitutionshavecommittedtoofferingcollegecreditforsomeoralloftheon-the-joblearningandrelatedinstructioncompletedaspartofaregisteredapprenticeshipprogram

• TradeAdjustmentAssistanceCommunityCollegeCareerTraining(TAACCCT)Grantees(https://www.careeronestop.org/taaccct/taaccct.aspx)–theseinstitutionsdevelopcurriculumtoimprovepostsecondaryvocationaleducationprogramsinavarietyofhighdemandfields.SyllabiandcurriculadevelopedbyTAACCCTgranteesarepubliclyavailableandcanbelocatedbygoingtohttp://www.skillscommons.org

• AmericanApprenticeshipInitiativegrantees–theseinstitutionsandorganizationsreceivedgrantsfromtheU.S.DepartmentofLabortodevelopregisteredapprenticeshipprogramstomeetlocalandnationalworkforceneeds.

GENERALQUESTIONSFORPOTENTIALINTERMEDIARIES

• Whatexperiencedoestheintermediaryhaveinthisbusinesssector?• Whatqualificationsandexperiencedoestheintermediary’sstaffhave?• Doestheintermediarycurrentlyworkwithanysimilarbusinesses?Dotheyhaveclient

testimonials?• Doestheintermediaryofferrecruitmentsupportsuchaswritingjobdescriptions,screening

applicantsetc.?


• Doestheintermediaryoffertoarrangeregularfeedbackmeetings?• Whatcontributionwillthesponsoringorganizationneedtomaketowardstrainingcosts?• Areanyothercostsinvolved,suchasregistrationfeesandtravelcosts?• Whatfacilitiesandequipmentcantheintermediaryleveragetosupporttraining?Willthe

sponsoringorganizationbeexpectedtocontributetothis?• How,where,andwhenwillregisteredapprenticeshiptrainingbedelivered?• Areanygrantsavailable,andcantheintermediaryhelpaccessthem?• Whichregisteredapprenticeshipscantheintermediarydeliveritselforthroughitstraining

partners?• Howareindividualtrainingneedsassessedtomakesuretheapprenticesarereceivingthe

appropriatetraining?• Whatsupportcanbegiventoreviewtheapprentices’progress?Howwillthesponsoring

organizationbeinformedaboutapprenticeprogress?• Cananapprenticestartatanytimeofyear,orarethererestrictionsonentrypoints?• Howmuchextraworkwilltheapprenticeneedtodoeachweekinadditiontotheirmainjob

andtheoff-the-jobtraining?• Howwilltheintermediarykeepthesponsoringorganizationinformedaboutapprentices’

progress?• Whatsupportdoestheintermediaryprovideforapprenticeswhoarehavingdifficultywith

basicskills,personalityorattitudinalchallenges,ormeetingtherequirementsoftheregisteredapprenticeshipprogram?


PARTIV:RESOURCESArangeofresourcesareavailabletohelpsponsoringorganizationsoffsetsome,butgenerallynotallofthecostsofapprenticewagesandrelatedinstruction.Inaddition,apprenticesmaybeeligibleforfundsfromfederalandstateeducationandemploymentprograms.VeteransenrolledinaregisteredapprenticeshiparelikelyabletotapintotheirGIBillbenefitstopayforrelatedinstruction,books,suppliesandhousingandeventoaugmenttheirwages.

SOURCESOFSTATEORFEDERALFUNDINGFORREGISTEREDAPPRENTICESHIP

Insomestates,workforcetrainingdollars,suchasthoseprovidedthroughtheWorkforceInnovationand

OpportunityAct(WIOA)program,orotherstateprograms,canbeobtainedtooffsetsomeofthecostsof

registeredapprenticeshiptraining.Inaddition,somestates,suchasSouthCarolina,offertaxincentivesto

companiesengagedinregisteredapprenticeshiptraining.Finally,asstatedabove,theapprenticemaybeable

touseG.I.Billbenefitstopayforsomeoftherelatedinstructioncosts.

RESOURCESFORVETERANSPURSUINGREGISTEREDAPPRENTICESHIPInorderforanapprenticetoaccesshisorherG.I.Billeducationandtrainingbenefits,thesponsoring

organizationmustapplytotheU.S.DepartmentofVeteransAffairs(VA)StateApprovingAgency(SAA)tobe

includedinthelistofeligibleproviders.NotethattheVASAAisnotthesamepersonoragencyasthe

apprenticeshipSAA.TheVASAAisgenerallysituatedwithastate’sdepartmentofeducationwhereasthe

apprenticeshipSAAisgenerallysituatedwithinthestate’sdepartmentoflaborandemployment.Ifthereare

challengesworkingwiththeSAAortheveteranneedsdirectassistanceinnavigatingapprenticeship,heorshe

cancontactthedesignatedVAEducationLiaisonRepresentativewhocan,inturn,workwiththeveteranand

theSAA.

Applyingtobeaneligibleproviderisrelativelysimpleandiswellworththeinvestmentoftimeforboththe

sponsorandtheapprentice.G.I.Billbenefitscoulddeliveranapprenticeupto$16,000inadditiontotheir


apprenticeshipwages(thisstipenddecreasesafterthefirstyearbasedontheassumptionthatapprenticeship

wagesalsoincrease).TheG.I.Billalsoprovidesaccesstofundingforrelatedinstruction,books,supplies,and

partorallofthemonthlyhousingallowance.FormoreinformationaboutVeterans/GIBillbenefitsortofind

theStateApprovingAgency,gotohttp://www.nasaa-vetseducation.com/contacts/orcall1-800-GIBILL1(800-

442-4551)

Iftheeligibleproviderisnotafederal,stateorlocalgovernmentagency,thebeginningwagemustbeatleast

50percentofthejourneyworkerwageandmustincreasesuchthatbythelastmonthoftheprogram,the

apprenticeisearning85percentofthejourneyworkerwage.

VeteranseligibleforPost-9/11GIBillbenefitswhoareparticipatinginaneligibleprogrammayreceivethe

MonthlyHousingAllowancebasedontheDepartmentofDefense’sBasicAllowanceforHousing(BAH)foran

E-5withdependents,whichispaidinadditiontowages.Forthefirstsixmonthsoftraining,theveteranis

eligiblefor100percentoftheMonthlyHousingAllowance,withthatamountreducedby20percenteverysix

monthsbutisneverlessthan20percent.

Tobecomeapprovedasaneligibleprogram,thefollowingconditionsmustbemet:

• Qualifiedjourneyworkersmustbeavailabletoprovideclosesupervisiontotraineesthroughoutthetrainingperiod

• Organizationmustbeabletomaintainrecordsforeachtraineethatincludesinformationaboutthejobassignment,promotion/demotions,layoffs/terminations,ratesofpay,progressintrainingasoutlinedintheworkprocessschedule,hoursoftraininggivenmonthlyineachprocess,resultsofprogressevaluationsmadeeverythreemonths.TheVArequiresemployersorsponsorstoprovidemonthlytimeallocationseveniftheprogramisacompetency-basedprogram.

• Creditmustbegivenforprevioustrainingandexperienceandthelengthoftheprogramreducedproportionately,withtheapprenticeplacedintotheappropriatestepofthewageprogressionscalebasedontheamountofcreditgiven.

• Atrainingagreementmustbeinplaceandsignedbyboththesponsorandtheveteran;acopyoftheapprovedtrainingagreementmustbeprovidedtothetraineeandtheVA.

• WagespaidtoVAapprenticescannotbelessthanwagespaidtotraineeswhoarenoteligibleforGIBillbenefits.

• Thebeginningwageisatleast50percentthejourneyworkerwageandthereareperiodicwageincreasesthatensurebythelastmonthoftraining,theapprenticeisearningatleast85%ofthejourneyworkerwage(exceptinthecaseofgovernmentsponsors).

• Thereisareasonablecertaintythatthejobforwhichthetrainingisprovidedwillbeavailabletothetraineeaftertraininghasbeencompleted.

ToapplyforapprovalasaprogramthatenableseligibleveteranstoreceiveGIBillbenefits(approvalgenerally

takes30days),therearethreedocumentsthattheemployermustprepareandsubmit:


1. Employer’sApplicationtoProvideJobTraining–VAForm22-88652. DesignationofCertifyingOfficial(s)–VAForm22-8794(thisformisobtainedfromtheState

ApprovingAgencyrepresentative)3. RegisteredApprenticeshipProgramStandards–thesemustbepreparedasdirectedbythe

OfficeofApprenticeshiportheStateApprenticeshipAgency,dependinguponthestateinwhichthesponsorislocatedorthetypeofprogrambeingoffered(localprogramornationalprogram).

OnceapprovedbytheStateApprovingAgency,apprenticeshipsponsorsmayadvertisetheirpositionsasbeing

“ApprovedfortheGIBill®”inordertoinformVeteransabouttheirpotentialeligibilityforaccessingbenefitsas

anapprenticeshipwiththeorganization.

EmployersenrollingVeteransinaprogramapprovedfortheGIBillmustadheretothefollowing

recordkeepingrequirements:

• ThesponsoringemployerororganizationmustdesignateaCertifyingOfficialwhoisresponsibleformaintainingandsubmittingrequireddocumentation,includingfilestoverifythathourssubmittedtoVAreflecthoursworked,

• TheinitialandmonthlyEnrollmentCertifications(VAForm22-1999andVAForm22-6553d-1)andacopyofthesignedtrainingagreementmustbeforwardedtotheVARegionalProcessingOffice.

• Thesponsormustrecordapprenticeevaluationsofprioreducationandtraining,verifycreditgrantedforthatprioreducationandexperienceandnotifytheVeteranofchangesintrainingrequirementsasaresultofthatevaluation(withcopiesofthosedocumentsintheVeteran’semploymentfile).

• ForwardingtotheVAcopiesofalltrainingagreementsandnotifyingVAif:atraineewithdrawsfromaprogram,thereisachangeinCertifyingOfficials,therearechangesinrequirementsforapprovedprogramsortherearenameoraddresschangesfortheorganizationoftheprimaryCertifyingOfficial.

WORKFORCEINVESTMENTOPPORTUNITYACT

TheWorkforceInvestmentOpportunityAct(WIOA)providesanumberofprogramsthatcanbeusedbystates

tosupportapprenticesandtheemployerswhosponsorthem.BecausetheuseofWIOAfundsisguidedbya

StateWorkforceDevelopmentBoard,apprenticeshipsponsorsshouldreachouttotheirlocalBoardtodiscuss

opportunitiesandengageinthestrategicplanningprocess.Itispossibletoreceivethefollowingbenefitsor

resourcesthroughstate-based,federallyfundedWIOAprograms,including:

• Supportforworkexperienceandjobshadowingexperiences


• Financialliteracyinstruction• Mathremediation• MentorshipandJobCoaching• Transportationassistance• Stipends,incentivepaymentsorwagereimbursementstoemployers• Workforcepreparationactivities• Technicalassistancetoemployers,especiallywhenenrollingapprenticeswithdisabilities

FEDERALSTUDENTAID

Apprenticeswhoareenrolledinacertificateordegreeprogramthatisapprovedforparticipationinthe

FederalStudentAidprogramsofferedbyanaccreditedinstitutionofhighereducationmaybeeligibleto

receiveaPellgranttopaysomeorallofthecostsofrelatedtechnicalinstructionortoreceiveFederalWork

Studysupportforaportionoftheirwages.However,aninstitutionofhighereducationmustagreetoinclude

thesponsorintheirFederalWorkStudyprogramandtheemployerandtheinstitutionmustmeetavarietyof

programrequirementsandregulations.

KeepinmindthatanemployercannotrequireitsPelleligibleapprenticestopayfortheirownrelated

technicalinstruction,thusaccesstheirPellgrantbenefits,iftheemployerdoesn’trequireallitsapprentices,

includingthosenoteligibleforPellgrants,topaytheirownRTIexpenses.Also,onceastudentcompletesthe

FreeApplicationforFederalStudentAid(FAFSA),whichisrequiredtoreceiveaPellgrant,thestudentisalso

eligibletotakeoutthousandsofdollarsinfederalstudentloansandtheinstitutionofhighereducationcannot

interferewiththestudent’srighttoborrow.Sincestudentsundertheageof25areconsideredtobe

dependentsoftheirparents,eveniftheirparentsprovidelittletonosupportfortheireducation,theparents’

incometaxinformationmustbemadeavailabletotheapprenticeforthepurposeofcompletingtheFAFSA

andtheparents’earningsaretheprimarydeterminantoftheapprentice’seligibilityforfederalstudentaid.

Sincethestudent’swagesarealsoincludedinthecalculationoffinancialneed,itislikelythatapprentice

wageswillexceedtheincomeprotectionallowanceestablishedbytheprogram,andtheirearningswill

significantlyreducetheirPelleligibility.Whentheapprenticeisover25andfinanciallyindependent,onlythe

apprenticeandhisorherspouse’swagesareincludedinthecalculationoffinancialneed.Whilethestudent

incomeprotectionallowanceishigherforfinanciallyindependentstudents,itisstilllikelythatapprentice

wageswillsignificantlyreducePellgranteligibility.


TheaveragePellgrantfornon-apprenticestudentsisaround$3000peryear,andthatamountislikelytobe

reducedforanapprenticesincehisorherwagesaregenerallyhigherthanatypicalstudent’semployment

wages.Inaddition,sincethePellgrantisproratedforenrollmentlessthan12creditspersemester,an

apprenticethatisapart-timestudentwillhavetheirPelleligibilityfurtherreduced.

IfthesponsorisinterestedinexploringtheuseofPellgrantsorFederalWorkStudyfundstosupportthe

relatedtechnicalinstructionportionoftheapprenticeshipprogram,heorsheshouldmeetwiththedirector

offinancialaidatthepartneringinstitutiontoexploretherequirementsforusingFederalStudentAidfunds

andthelikelyeligibilityoftheapprenticesintheprogram.Ingeneral,theseprogramsaremostbeneficialfor

adultlearnerswhoarenotworkingwhileenrolledfull-timeincollege,soapprenticesearningfull-timewages

areunlikelytoreceivesignificantsupportfromtheseprograms.

TAXCREDITSInsomestates,employerssponsoringregisteredapprenticeshipprogramsmaybeeligiblefortaxcredits.For

moreinformationabouttaxcredits,gotohttps://www.doleta.gov/oa/taxcredits.cfm

3 2 ABOUT THE AUTHORS

AbouttheAuthorsDianeAuerJonesisaseniorfellowintheCenteronLabor,HumanServices,andPopulationattheUrbanInstitute,whereherworkfocusesonexpandingpostsecondaryeducationandtrainingopportunities,includingregisteredapprenticeshipprograms.Jonesisarecognizedexpertonhighereducationaccessandaccountability,federalstudentaidprogramsandpoliciesandinnovationineducationaldelivery.ShewasassistantsecretaryforpostsecondaryeducationattheUSDepartmentofEducationandheldpositionsonthefacultyorinsenioradministrationattheCommunityCollegeofBaltimoreCounty,PrincetonUniversity,andCareerEducationCorporation.

Amolecularbiologistbytraining,Jonestaughtbiologyforoveradecadebeforetransitioningtoacareerinscienceandeducationpolicy.HersciencepolicyworkincludedseniorrolesattheNationalScienceFoundation;theResearchSubcommitteeoftheUSHouseofRepresentativesCommitteeonScience,Space,andTechnology;andtheWhiteHouseOfficeofScienceandTechnologyPolicy.

Joneshaspublishedonthefutureofuniversityresearch,improvingSTEMeducation,andthepowerofapprenticeshipinimprovingpostsecondarycompletionrates.Shebeganhercareerasanursingassistantthroughayouthapprenticeship–stylecooperativeeducationprogram.Sheholdsabachelor’sdegreeinbiology,amaster’sdegreeinappliedmolecularbiology,andcompleteddoctoralcourseworkincellularandmolecularbiology.

RobertLermanisanInstitutefellowintheCenteronLabor,HumanServices,andPopulationattheUrbanInstituteaswellasprofessorofeconomicsatAmericanUniversityandaresearchfellowatIZAinBonn,Germany.Aleadingexpertonapprenticeship,herecentlyestablishedtheAmericanInstituteforInnovativeApprenticeship.Hiscurrentresearchfocusisonskills,employertraining,apprenticeshipprogramsintheUnitedStatesandabroad,andhousingpolicies.

Lerman’spublishedresearchcoversemploymentissues,earningsandincomeinequality,familystructure,incomesupport,andyouthdevelopment,especiallyastheyaffectlow-incomepopulations.Inthe1970s,heworkedasstaffeconomistforboththeCongressionalJointEconomicCommitteeandtheUSDepartmentofLabor.Hewasoneofthefirstscholarstoexaminethepatternsandeconomicdeterminantsofunwedfatherhood,andtoproposeayouthapprenticeshipstrategyintheUnitedStates.

HeservedontheNationalAcademyofSciencespanelontheUSpostsecondaryeducationandtrainingsystem,andontheMarylandTaskForceonEconomicDevelopmentandApprenticeship.Lermanhastestifiedbeforecongressionalcommitteesonyouthapprenticeship,childsupportpolicies,andtheinformationtechnologylabormarket.

LermanearnedhisABatBrandeisUniversityandhisPhDineconomicsattheMassachusettsInstituteofTechnology.

STATEMENT OF INDEPENDENCE

TheUrbanInstitutestrivestomeetthehigheststandardsofintegrityandqualityinitsresearchandanalysesandintheevidence-basedpolicyrecommendationsofferedbyitsresearchersandexperts.Webelievethatoperatingconsistentwiththevaluesofindependence,rigor,andtransparencyisessentialtomaintainingthosestandards.Asanorganization,theUrbanInstitutedoesnottakepositionsonissues,butitdoesempowerandsupportitsexpertsinsharingtheirownevidence-basedviewsandpolicyrecommendationsthathavebeenshapedbyscholarship.Fundersdonotdetermineourresearchfindingsortheinsightsandrecommendationsofourexperts.Urbanscholarsandexpertsareexpectedtobeobjectiveandfollowtheevidencewhereveritmaylead.

2100MStreetNWWashington,DC20037

www.urban.org

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