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.
EMPLOYER GU IDE TO APPRENT ICESH IP 9
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.
EMPLOYER GU IDE TO APPRENT ICESH IP 11
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.
1 2 EMPLOYER GU IDE TO APPRENT ICESH IP
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.
EMPLOYER GU IDE TO APPRENT ICESH IP 13
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:
1 4 EMPLOYER GU IDE TO APPRENT ICESH IP
• 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?
EMPLOYER GU IDE TO APPRENT ICESH IP 15
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.
1 6 EMPLOYER GU IDE TO APPRENT ICESH IP
• 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:
EMPLOYER GU IDE TO APPRENT ICESH IP 17
• Havingaknowledgeableandpositivementorwhoisskilledintheirjobandunderstandstheorganization’scultureandmission
• Includingapprenticeshipaspartofcomprehensivesuccessionplanning
• Providingregularfeedbackandcommunicationtotheapprentice
• Ensuringthattheapprenticefeelsthatheorsheisanimportantpartoftheteam/workforce
• Encouragingandchallengingtheapprenticewith“stretchprojects”whilesupportinghisorherlearninganddevelopment
• Settingrealistictargetsandmotivatingtheapprenticewithrealwork
• Rewardingapprenticesandengagingtheminincreasinglychallengingprojects
1 8 EMPLOYER GU IDE TO APPRENT ICESH IP
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
EMPLOYER GU IDE TO APPRENT ICESH IP 19
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
2 0 EMPLOYER GU IDE TO APPRENT ICESH IP
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.
EMPLOYER GU IDE TO APPRENT ICESH IP 21
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.
2 2 EMPLOYER GU IDE TO APPRENT ICESH IP
Inaddition,internationalstandardsfromtheUK,Germany,CanadaandAustraliacanbeviewedbyselecting
fromthemenuthatappearswhenhoveringoverthedesiredcountry’sflag.
DEVELOPINGAPROGRAMIndevelopingaprogram,sponsorsmayelecttouseinternalresourcesormayturntoanintermediaryor
educationalproviderforassistance.Itisrecommendedthat144hoursofRTIisincludedforeachyearofan
apprenticeshipprogram,althoughwhenandhowthatinstructionisprovidedcandifferfromoneprogramto
EMPLOYER GU IDE TO APPRENT ICESH IP 23
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;
2 4 EMPLOYER GU IDE TO APPRENT ICESH IP
• 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)
EMPLOYER GU IDE TO APPRENT ICESH IP 25
• 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.?
2 6 EMPLOYER GU IDE TO APPRENT ICESH IP
• 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?
EMPLOYER GU IDE TO APPRENT ICESH IP 27
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
2 8 EMPLOYER GU IDE TO APPRENT ICESH IP
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:
EMPLOYER GU IDE TO APPRENT ICESH IP 29
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
3 0 EMPLOYER GU IDE TO APPRENT ICESH IP
• 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.
EMPLOYER GU IDE TO APPRENT ICESH IP 31
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.
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