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QUALITYRETENTION RATES

ApprenticeshipsTailored for Your Business’ Needs

www.tranzedapprenticeships.com

COMPANY OVERVIEW

TranZed Apprenticeship Services (TAS) is Maryland’s first registered apprenticeship program to o�er training in occupations beyond the skilled trades. TAS was developed to address the nation’s growing skills gap by transforming education to address business’s needs and ensure a competent workforce. TAS currently o�ers apprenticeship training in Information Technology level one and level two, Digital Social Media, and Cyber Security.

The TAS model works for both businesses and job-seekers because it acknowledges the importance of experience and dedication in the workplace. Employers and employees invest in each other and share a vision of success. TAS’s program produces employees that are recruited, vetted and trained specifically for their role at a particular business. This ensures that the employee’s skillset matches the business current and future needs, thereby eliminating skill gaps and significantlyreducing turnover. Apprenticeships save businesses from expending internal resources on training and mentoring, reducing costs and increasing productivity. TAS classroom instruction complements the on-the-job training and serves as a fast-track for advancement.

TAS’s program o�ers a lucrative career path without debt. Apprentices receive 144+ hours of tailored classroom instruction and paid on-the-job experience. They are mentored throughout the apprenticeship, fostering loyalty and productivity. Apprentices graduate from the program with nationally recognized credentials along with enhanced skills and status, and are motivated to continue career advancement.

What Employers Say About Apprenticeships

96%

say those who have completed an

Apprenticeship aremore able todo their job

92%

say those who have completed an

Apprenticeship weremore able to

work with others

76%

say the majority of Apprentices

are new employees

Improving the Workforce

75%

say Apprenticeshipsimproved

productivity

72%

say Apprenticesimproved

sta� morale

71%

say Apprenticeshipsimproved their

service orproduct quality

Improving the Workplace

Importance to Business

88%

sayApprentices are

important to theirbusiness and work-force development

89%

plan to continueemploying

Apprentices

89%

would recommendApprentices

within their industry

Reasons for Employing Apprentices

90%

took onApprentices to

improve the qualityof training provided

91%

took onApprentices to

provide people with employment opportunities

89%

took onApprentices to train

them in their wayof doing things

WHAT IS AN APPRENTICESHIP PROGRAM?

A registered apprenticeship program is an employer-driven model that combines on-the-job learning with related classroom instruction. Registered apprenticeships are regulated by Maryland’s Department of Labor, Licensing and Regulation to ensure (1) that appropriate employment and educational standards are followed and (2) that an apprentice’s skill level and wages increase as competencies are achieved. It is a proven solution for businesses to recruit, train, and retain highly skilled workers.

Apprenticeship programs can be customized to meet the needs of business and the skills of apprentices. It is a flexible training strategy that can be integrated into current training and human resource development plans. Apprentices can be new hires – or businesses can select incumbent employees to join the apprenticeship program. Apprenticeships are a good way to reward high-performing entry-level employees and move them up the career ladder with the business.

Employers are the foundation of every apprenticeship program and the skills needed by their workforce are at the core of the curriculum. TAS engages withbusinesses to fully understand the scope of the role and encourages the employer to play an active role in selecting the curriculum that is best suited for thatparticular business.

Apprenticeship programs are a mutual investment by the employer and apprentice; both seek a long-term employment relationship. Not surprisingly,apprenticeships are proven to reduce worker turnover by fostering greater employee loyalty, increasing productivity, and improving the bottom line.

Upon successful completion of the program, apprentices receive nationally recognized credentials from Maryland’s Department of Labor, Licensing andRegulations– a further assurance to employers that apprentices are fully qualified for the job.

TranZed works with the employer to assess wants/needs

TranZed begins recruitment/screening process

TranZed initiates interview process

Onboarding process begins

TranZed & Employer develop individual learning plan (ILP)

Apprenticeship begins

* workplace culture * desired personal qualities * skills required * skills to be acquired * prior experience

* advertise on job boards * phone interview* follow up interviews * IT/math aptitude tests

The Apprenticeship Roadmap

* multiple resumes are presented to the employer* employer selects candidates to interview* review candidates as necessary

* employer hires apprentice candidate* apprentice becomes full time employee of company* TranZed mentors are assigned

* program designed with set standards for achievement* schedule determined by employer* initial mentor visits scheduled to monitor progress

* apprentice starts full-time* 2000 on-the-job and 144 classroom hours begin* mentor monitors progress via phone calls/emails/in-person visits

TAILORED FOR YOUR BUSINESS’ NEEDS

TAS o�ers four di�erent apprenticeships: IT Professional I, IT Professional II, Cyber Security, and Digital and Social Media. All of our apprenticeship o�erings are customized to meet your business’ needs and are intended to build upon the current skills and experience of each apprentice placed.

Each apprenticeship path consists of a number of units (training competencies) designed by employers, covering many di�erent job roles within that sector. Our team will help you choose units (totaling at least 144 classroom hours) within the chosen path and which will best serve your business and appropriately increase the apprentice’s competency throughout the one-year program.

The units selected will form the Individual learning plan (ILP), which will include clear milestones to evidence progress during the apprenticeship. A dedicated TAS mentor will be assigned to the apprentice from Day One of their apprenticeship, providing support to both the apprentice and the employer. Prearranged site visits will take place every 4-6 weeks to ensure that appropriate progress is being made and to o�er any extra support in areas identified.

Upon completion of the program, the apprentice will receive a nationally recognized certificate from Maryland’s Department of Labor, Licensing and Regulation. Additional certifications may also be achieved throughout the course of the apprenticeship.

Example of Units, Learning Outcomes,and Evidence Requirements

UNITS LEARNING OUTCOME EVIDENCE REQUIREMENTS

11.1 - Understand the processes, methods andinformation that are used in the diagnostic process

1. Describe the steps of the diagnostic process including: a. fault validation b. information gathering c. information analysis d. solution identification

2. Describe the types of diagnostic information that are commonly needed: a. problem description b. problem history c. problem location d. technical information on a specified range of products including the system under investigation

3. Explain the following diagnostic methods and give examples of their appropriate use: a. substitution b. replication c. performance and functional testing d. environment change

4. Explain how the following considerations can a�ect fault diagnosis. a. minimization of service disruption during diagnostics b. individual responsibility and authority c. escalation procedure d. service level agreements

5. Interpret detailed technical information on a range of products

I-11 Technical fault diagnosis

IT PROFESSIONAL I

CODE UNITS

CODE UNITS

Customer Care

Health and Safety

Written Communication

Being Professional

Investigating what the Customer Wants

Providing Remote Support

System Security

Installing and Updating Software

System Operation/Management

Giving Technical Advice and Guidance

Diagnosing Faults

Project Management

System Testing

Working with Hardware and Equipment

Games Development

Modeling Data

System Management

Administration of User Profiles

I-1

I-2

I-3

I-4

I-5

I-6

I-7

I-8

I-9

I-10

I-11

I-12

I-13

I-14

I-15

I-16

I-17

I-19

Creating Computer Program Using C++

Creating Computer Program Using COBAL

Creating Computer Program Using Visual Basic

Creating Computer Program Using Java

Creating an Event Driven Program Using Visual Basic

Creating Computer Program Using C#

Manage Software Development

ICT Quality Management

Implement and Manage a Network

Securing ICT Systems and Networks

Installing and Configuring a Server

Exploring ICT Fundamentals

Exploring Accessing the WAN

Exploring LAN Switching and Wireless

Exploring Network Fundamentals

Exploring Routing Protocols and Concepts

Configuring Exchange Server 2007

Installing, Configuring and Administering MS Windows XP Professional

Implementing and Managing Microsoft Exchange Server 2003

Managing and Maintaining Windows Server 2003Environment

Implementing, Managing and Maintaining Windows Server 2003 Network Infrastructure

I-20

I-21

I-22

I-23

I-24

I-25

I-26

I-27

I-29

I-30

I-31

I-32

I-33

I-34

I-35

I-36

I-37

I-38

I-39

I-40

I-41

CODE UNITS

Planning and Maintaining Microsoft Windows Server 2003 Network Infrastructure

Implementing and Administering Security in Microsoft Windows Server 2003 Network

Windows 7 Enterprise Desktop Administrator

Microsoft SQL Server 2005 – Implementation andMaintenance

Configuring Windows Server 2008 Active Directory

Configuring Windows Server 2008 NetworkInfrastructure

Configuring Windows Server 2008 ApplicationsInfrastructure

Windows Server Administrator

Windows Server 2008 – Enterprise Administrator

Working With Microsoft SQL Server 2008

Understanding and Using Imaging Software

Understanding and Using Database Software

Using Email

Using the Internet

Understanding and Using Presentation Software

Understanding and Using Spreadsheet Software

Understanding Website Software

Understanding and Using Word Processing Software

Understanding and Using Desktop Publishing Software

Understanding and Using Design Software

I-42

I-43

I-44

I-45

I-46

I-47

I-48

I-49

I-50

I-51

I-52

I-53

I-54

I-55

I-56

I-57

I-58

I-59

I-60

I-61

CODE UNITS

Implement and Manage a Mobile ComputingEnvironment

JavaScript Specialist

Database Design

Internet Business Foundations

Perl Fundamentals

Web Foundations Associate

Site Development Foundations

Network Technology Foundations

Security Essentials

Linux Professional Institute 201

Linux Professional Institute 202 Mobile App Security IOS & Android

Software Application Testing

I-62

I-63

I-64

I-65

I-66

I-67

I-68

I-69

I-70

I-71

I-72

I-73

I-74

IT PROFESSIONAL II

CODE UNITSBeing Professional

Investigating Customer Needs

Remote Support Products and Services

ICT Security

Giving Technical Advice and Guidance

Fault Diagnosis

Working with ICT Hardware and Equipment

Data Structures and Algorithms

Designing and Developing Event Driven Computer Programs Using C++

Designing and Developing Procedural Computer Programs

Designing and Developing Event Driven Computer Programs Using Visual Basic

Designing and Developing Object Oriented Computer Programs Using Java

Designing and Developing Event Driven Computer Programs Using VisualBasic.net

Designing and Developing Object Oriented Computer Programs Using C#

Designing and Developing a Website

A-1

A-2

A-3

A-4

A-5

A-6

A-7

A-8

A-9

A-10

A-11

A-12

A-13

A-14

A-15

CODE UNITS

Provide Leadership and Direction for Own area of Responsibility

Plan, Allocate and Monitor work in Own area ofResponsibility

Plan and Manage a Project

Prepare for and Support Quality Audits

Manage Projects

Carrying out Information Security Risk Assessment

Investigating Information Security Incidents

Carrying out Information Security Risk Management

Carrying out Information Security Audits

Carrying out Information Security Forensic Examinations

Testing the Security of Information Systems

Database Design Concepts

Testing IT and Telecoms Systems

Knowledge and Information Management

Introduction to Networks

Routing and Switching Essentials

Scaling Networks

Connecting Networks

Gaming Development Fundamentals

Implementing and Maintaining Cloud Technologies and Infrastructure

Configure and Manage Linux based Operating Systems

A-16

A-17

A-18

A-19

A-20

A-21

A-22

A-23

A-24

A-25

A-26

A-27

A-28

A-29

A-30

A-31

A-32

A-33

A-34

A-35

A-36

CODE UNITS

Implement and Manage a Network

Securing ICT Systems and Networks

Principles and Concepts of Cloud Computing

ICT Fundamentals

Fundamentals of Linux Based Operating Systems

Fundamentals of Mobile Developments

Administering Server Databases

Administering a Windows Based Server

Configuring Advanced Windows Server Services

Configuring Windows Based Systems

Installing and Configuring Windows Based Servers

Programming in HTML5 with JavaScript and CSS3

Implementing a Windows Based Data Warehouse

Managing a Windows Based System

Designing and Implementing a Windows DesktopInfrastructure

Implementing Windows Desktop ApplicationEnvironments

Supporting Microsoft Exchange Server Solutions

Designing and Implementing a Windows ServerInfrastructure

Creating an Event Driven Computer Program

Creating a Procedural Computer Program

Creating an Object Oriented Computer Program

A-37

A-38

A-39

A-40

A-41

A-42

A-43

A-44

A-45

A-46

A-47

A-48

A-49

A-50

A-51

A-52

A-53

A-54

A-55

A-56

A-57

CHARLOTTE’S STORY

When I left school, I was unsure about which route I was going to take. Most of my friends and relatives were going to college and I felt like that was my only option, until I spoke to a career adviser. Knowing that I was a hands-on learner, she suggested that I consider an apprenticeship. When I went to speak to the apprenticeship provider, they were extremely helpful in explaining the process of apprenticeships and how they could benefit me as an individual. A week after speaking to them, I was interviewed for a position at a local IT firm and I got the job.

Obtaining a high-quality job was a significant milestone for me, and my family was extremely proud. Six months later, I became the manager of my own team and I am earning a decent salary. Choosing an apprenticeship was definitely the best thing I could have done for my career and I am now one step ahead of my peers.

“Choosing an apprenticeshipwas definitely the best thing I

could have done for my career.”

DIGITAL & SOCIAL MEDIA

CODE UNITSPrinciples of Social Media Within a Business

Principles of Keywords and Optimization

Using Collaborative Technologies

Content Management Systems and Website Creation

Principles of Social Media Advertising and Promotion

Understanding Legal, Regulatory and EthicalRequirements in Sales and Marketing

Understanding the Business Environment

Principles of Marketing and Evaluation

Developing Own Professionalism

Digital Marketing Metrics and Analytics

Search Engine Marketing

Content Marketing

Marketing on Mobile Devices

E-mail Marketing

Analyze and Report Data

Produce Copy for Digital Media Communication

Brand Development

Project Management

DM-1

DM-2

DM-3

DM-4

DM-5

DM-6

DM-7

DM-8

DM-9

DM-10

DM-11

DM-12

DM-13

DM-14

DM-15

DM-16

DM-17

DM-18

CODE UNITS

Principles of Marketing Stakeholder Relationships

Web Development

Online Display Advertising

Video Software

Imaging Software

Spreadsheet Software

Delivering E-commerce Solutions

Gamification

Using Collaborative Technologies

Marketing Planning

Ethics and Legalities of Digital Marketing

Business Concepts

Project Management

Digital Marketing Metrics and Analytics

Personal and Professional Development

Content Marketing

Online Display Advertising

Retention Marketing

Video Channel Management

Designing an E�ective Web-based User Experience

Relationship Management for Account Managers

DM-19

DM-20

DM-21

DM-22

DM-23

DM-24

DM-25

DM-26

DM-27

DM-28

DM-29

DM-30

DM-31

DM-32

DM-33

DM-34

DM-35

DM-36

DM-37

DM-38

DM-39

CYBER SECURITY

CODE UNITS

CODE UNITS

Cyber Security Introduction

Network and Digital Communications Theory

Security Case Development and Design Good Practice

Security and Technology Building Blocks

Employment of Cryptography

Risk Assessment

Network

Operating Systems

Information and Cyber Security Foundations

Businesses Processes

Law, Regulation and Ethics

Security Foundations

System Modeling of Risk, Vulnerability and Impact

Risk – Cost Analysis and Trade-O�

Intelligence Analysis

Technology Underpinnings:Big Data

Technology Underpinnings: Cryptography

Technology Underpinnings: Networks

Technology Underpinnings: Databases

CS- 1

CS- 2

CS- 3

CS- 4

CS- 5

CS- 6

CS- 7

CS- 8

CS- 9

CS- 10

CS- 11

CS- 12

CS- 13

CS- 14

CS- 15

CS- 16

CS- 17

CS- 18

CS- 19

Foundations of Programming/ Coding

Computer Hardware

System Reconnaissance

Vulnerability and Threat Analysis, and Attack Techniques

Ethics and Legal Framework Relevant to Cyber Security Practitioner

Security Monitoring and Analysis

Architecting Secure Systems

Software Development Lifecycle

System Engineering Principles

Principles of Secure Programming

Formal Approaches to Secure System Development

Available Security Technology and Components

Security Management Standards

Security Policy Legal Regulation and Compliance for Organizations

Identify, Justify, and Apply Appropriate Mitigations and Controls

The role of Assurance in Management of the Secure Enterprise

Intrusion Detection and Response Methods

Intrusion Response Management and Handling

Interact with UK NCSC (CERT) and AppropriateAuthorities

Programming and Coding, Low Level Coding

CS- 20

CS- 21

CS- 22

CS- 23

CS- 24

CS- 25

CS- 26

CS- 27

CS- 28

CS- 29

CS- 30

CS- 31

CS- 32

CS- 33

CS- 34

CS- 35

CS- 36

CS- 37

CS- 38

CS- 39

CODE UNITS

Cyber-Physical

OS Fundamentals (How they are Constructed and Work)

Malware Analysis

Algorithms and Protocol Analysis

Human Dimensions of Cyber Security

CS- 40

CS- 41

CS- 42

CS- 43

CS- 44

EMPLOYER - CASE STUDY

Since hiring our first apprentice, we have been impressed with her dedication to our business and motivation to succeed. Our apprentice as a quick learner and had a can-do attitude with every task we assigned to her. Our company’s apprentice is an integral part of the team, o�ering fresh ideas and ensuring that our business is at the forefront of changing technology.

We look forward to taking on more individuals who can change the face of apprenticeships, and we encourage other businesses to consider hiring apprentices.

“Our company’s apprentice is anintegral part of the team, o�eringfresh ideas and ensuring that our

business is at the forefront ofchanging technology.”

Our Services - we will

…make theprocess simple

…serve as anextra resource

...test applicantson their IT and

Math knowledge

...support therecruitment and

selection ofapplicants

…deliverclassroominstruction

…delivercompetency

assessment andmentoring in the

workplace

...manage theadministration

…complementand add value to

any existingtraining anddevelopment

programs

…register theapprenticeshipwith the DLLR

…develop andtailor the

individual learningplan to address

the business’needs

410 - 856 - 1999

www.tranzedapprenticeships.com

TranZed Apprenticeship Services

Main O�ce

6802 McClean Blvd.,

Baltimore, MD 21234