1. Project Narrative A. Statement of Need

Prepared By: Florida State College at Jacksonville

Florida Apprenticeship in the 21st Century Initiative Project Narrative

1. Project Narrative A. Statement of Need

A strong and experienced consortium of three state colleges

located in strategic areas throughout Florida (Florida State College

at Jacksonville, St. Petersburg College and Broward College) have

come together to develop an innovative and lasting public-private partnership

with statewide impact involving employers, industry organizations, state and

regional Registered Apprenticeship, state and regional workforce investment systems, school

districts, community non-profits, and state agencies to address Florida’s critical need for skilled

workers in the high-growth H-1B industries of Information Technology, Manufacturing (and

cross-sector construction/trades occupations) and Healthcare through a program known as the

Florida Apprenticeship in the 21st Century Initiative (Florida Apprenticeship). Florida

Apprenticeship directly supports the Governor’s State Strategic Workforce Plan which states the

Consortium’s targeted industries “will experience the fastest growth in Florida, reflecting

the employment demand…and the changes in demographics and advances in technology

that drive that demand.”1 With more than half a million private sector companies, $153 billion

in international trade as a gateway to Latin America and Europe, and a labor force of 9.7 million,

Florida’s $800 billion economy ranks it the 4th largest economy in the nation and 19th in the

world.2 Home to over 19.8 million people and four metropolitan areas of greater than one million

residents in 2014 (including the Consortium MSAs of Jacksonville, Tampa Bay and Miami/Ft.

Lauderdale), Florida overtook New York as the nation’s 3rd most populous state in 2015. The

1 Florida’s 2012-2016 State Strategic Workforce Plan. http://careersourceflorida.com/wp-content/uploads/2014/01/FinalStateOfFloridaStateStrategicWorkforcePlan_2012-2016_WithLetters.pdf 2 Enterprise Florida Data Center: Florida’s Economy. http://www.enterpriseflorida.com/data-center/floridas-economy/

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demand for skilled workers will not only be impacted by new job growth, it will be exacerbated

by the significant loss of workers as they retire and leave the workforce. Unlike other states,

Florida’s workforce continues to age faster than the rest of the nation, and those over 60 will

represent 55% of Florida’s population growth of 5.1 million between 2010 and 2030.3 As one

employer partner put it, “alarm bells are ringing” as long term workforce trends indicate that

Florida will experience one of the worst “boomer drains” in the nation – as baby boomer

retirements increase, both the public and private sectors will face the devastating loss of

leadership, experience, skill, and institutional knowledge accompanying the boomer’s

departure from the workforce.

i. Apprenticeship Needs Assessment

Florida faces particular demand to

produce middle-skilled workers in cross-

sector industries identified in Table 1 and

those targeted under Florida Apprenticeship.

According to Burning Glass Technologies, the Consortium Metropolitan Statistical Areas (MSAs)

specifically encompass over 50% of the top occupations facing shortages within the state.

Compounding this shortage will be the significant loss of manager level professionals as a result

of looming retirements, with a less than fluid stream of talent filling the pipeline. Skills gap: A

Middle-Skills Survey performed by Accenture Research in 2014 of more than 800 human

resources executives revealed that a lack of adequate middle-skills talent directly or significantly

affected the productivity of 47% of manufacturers and 35% of healthcare companies.4 The data

3 The Florida Legislature Office of Economic and Demographic Research, “Florida’s Economic Future & the Impact of Aging in Place,” 1st Annual Statewide Aging in Place Housing Summit, May 11, 2012, http://edr.state.fl.us/Content/presentations/economic/AginginPlaceHousingSummit.pdf 4 Accenture Research, Accenture Middle-Skills Survey, February 2014

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Industry Sectors SOC Code Total Jobs in Florida

Total Jobs in Consortium

MSAs

% of Total in MSAs

Information 15 50,215 32,675 65%Healthcare &

Social Assistance 29-31 8,174 5,671 69%

Manufacturing 17 6,859 3,677 54%Construction 47-51 3,102 1,645 53%

Table 1. Florida Apprenticeship Target Industries

Source: Labor/Insight Jobs (Burning Glass Technologies) April 9, 2014-April 8, 2015



analysis further confirmed an overlap in economic importance and job-candidate shortages for

technical workers, computer and mathematical positions and healthcare practitioners. The biggest

skills gaps identified by employers were technical skills, followed by a lack of soft skills, such as

work ethic, communication, and leadership. A needs analysis conducted with Florida

Apprenticeship industry partners revealed similar results –that cross-sector gaps exist for soft

skills/workplace preparedness and hands-on experiences to improve technical skills. Specifically

in Information Technology, CompTIA reports that the top industry skills gap concerns are

networks/ infrastructure, server/data center management, storage/data back-up, cybersecurity,

database/information management and web design/development.5 In its Skills Gap in

Manufacturing 2015 report, The Manufacturing Institute cites the top skills in demand are

engineering, skilled trades, and production.6 Burning Glass data for the Consortium regions

confirm the same skills gaps.

While work-based learning is a growing strategy to help bridge the skills gap, a recent

regional gap analysis revealed the most critical training gap in Florida – that “despite ongoing

efforts of numerous vocational training programs in high school and community colleges,

training programs are fragmented with little coordination among themselves.”7 As reported

by the Harvard Business School, Accenture, and Burning Glass in its study on Bridging the Gap:

Rebuilding America’s Middle Skills, “If companies are to take the lead in eliminating the skills

gap, they must develop integrated talent pipelines. Along with working closely with educators

and workforce intermediaries, they must develop complementary internal programs, such as

5 American Society for Training & Development: Bridging the Skills Gap. http://nist.gov/mep/upload/Bridging-the-Skills-Gap_2012.pdf 6 The Manufacturing Institute and Deloitte: The skills gap in U.S. manufacturing, 2015 and beyond. http://www.themanufacturinginstitute.org/~/media/827DBC76533942679A15EF7067A704CD.ashx 7 Salinero, M. (April 27, 2014). “Manufacturing academy aims to close ‘skills gap’.” Tampa Tribune.

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apprenticeships, to exert control over their sourcing of key resources.”8 Florida Apprenticeship

will develop cross-sector strategies to build a statewide infrastructure supporting apprenticeship

training and aligning it with Florida College System education and credentialing, as provided

through the following innovations and trainings:

ii. Industry & LMI to Support Job-Driven Projects High Growth Industries/Occupations:

According to the ETA Office of Foreign Labor Certification 2013 Annual Report, Florida had

30,978 positions

certified for H-1B

visas, ranking

Florida in the top 10 states, alongside California, Texas, and New York. Over 65% were filed

8 Burning Glass Technologies: Bridge the Gap: Rebuilding America’s Middle Skills. http://www.burning-glass.com/research/middle-skills/

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Visa Category

Total Applications Certified

Total Positions Certified

% of National Total Certified Application

Average Wage Offer

H-1B 13,960 30,978 3.40% $72,991.27

Table 3. Florida H1-B Application Data FY2013Total FL Applications Processed

Total Positions Requested

15,013 32,229

Table 2. Proposed Innovations and Trainings

Innovations to Expand Access

Pilot greater use of pre-apprenticeship-to-apprenticeship pathway models.Innovations to Create a Supportive Ecosystem

Use public policy, including tax credits, small business grants, utilization requirements or other mechanisms to incentivize employers to develop and establish Registered Apprenticeship programs. Use Workforce Investment Act (WIA) and/or Workforce Innovation and Opportunity Act (WIOA) funds and other state workforce, adult education, and career and technical education dollars to support the integration of Registered Apprenticeship into State and Local Workforce Investment strategies.Create incentives for community colleges to support apprenticeship training by a) articulating apprenticeships to community college credit b) creating financial incentives through FTEs or other mechanisms for community colleges to support apprenticeship, or c) create capacity within the community college system to support employers in setting up or expanding apprenticeship programs.

Increase business awareness and engagement by partnering with Industry Associations to infiltrate companies as a socialization and apprenticeship program growth strategy.Create new or modify existing apprenticeships in blended/online formats to expand access to non-traditional populations and areas across the state.

Innovations to Increase the Return on Investment in ApprenticeshipDevelop flexible and/or accelerated learning approaches (adapting time-based models of training to a competency-based evaluation). Focus on upskilling incumbent workers from low-skill or entry-level positions to mid-skill and more advanced positions helping to create entry level positions for new apprentices.Implement provden data driven approaches for measuring ROI; create applied learning classrooms.Develop simulation experiences in coordination with hands-on experiences.Reduce startup costs for new employers by building multi-employer platforms.



under IT occupations, while the Consortium MSAs had the highest concentrations of H-1B

jobs across the state (Table 4).

*Denotes Top H-1B Occupations

The Florida Apprenticeship Consortium will respond to the labor force shortages, skill gaps

and H-1B application trends by targeting apprenticeship training for the following high-growth

industries and highlighted bright outlook occupations (see Table 5), and those aligned with

CareerSource Florida’s Targeted Occupations List for 2015. A heavy emphasis will be made on

supporting the IT-related occupations that have traditionally been filled by H-1B visa workers.

Other related occupations that fall within the target industries beyond those that are listed will

also be targeted in order to be flexible and responsive to business demand. Skills and

competencies: The career ladder entry point for each of the target industries often begins with

the attainment of competency-based, “in-demand” industry certifications. Workers typically

prepare through non-credit continuing education, Postsecondary Adult Vocational (PSAV)

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Healthcare 4%

H-1Bs by Target Industry for Florida Apprenticeship

Industry% of Total Application

Information 65%

Manufacturing/Construction/Trade 6%

Computer and Information Systems Managers

2,686

Computer Occupations, All Other 2,255Software Developers, Applications 1,675

Top Five H-1B Occupations in Florida

Positions Certified

Computer Systems Analyst 8,960Computer Programmers 4,811

Jacksonville 4,403 $72,276.45 Miami 3,733 $74,317.96

City Certifications Avg Wage OfferTampa 4,798 $72,245.49

Table 4. Top Florida Cities & Occupations for H1-Bs

Table 5. Florida Apprenticeship Target Industries & Occupations

SOC CodeSOC Occupational Title by Industry

# Jobs in MSAs (2014)

10 Yr % Growth ('14-'24)

Information Technology15-1121 Computer Systems Analysts* 11,984 24%15-1132 Software Developer, Applications* 14,115 26%

15-1142Network/Computer Architects and Systems Administrators* 7,982 15%

15-1132 Software Developer, Applications* 14,115 26%

15-1142Network/Computer Architects and Systems Administrators* 7,982 15%

15-1141 Database Administrators* 3,848 13%

31-9092 Medical Assistants 21,974 21%

29-2071Medical Records and Health Information Technicians 6,204 17%

172141 Community Health Worker 1,201 18%

49-9041 Industrial Machinery Mechanics 5,926 16%51-4041 Machinists 5,529 9%17-2199 Mechatronics Engineers 1,479 15%49-9071 Maintenance Repair Workers 38,545 12%47-2111 Electricians 15,747 14%49-9021 HVAC Mechanics and Installers 11,705 32%47-2152 Plumbers, pipefitters, steamfitters 9,477 45%

Manufacturing/Construction/Trades

Healthcare & Social Assistance



courses, and industry test prep materials. However, advancement along the career ladder or

lattice is supported by obtaining “clusters” of industry certifications and/or degrees with multiple

industry competencies that expand worker skill portfolios and demonstrate broad usefulness to

employers in filling workforce gaps. Findings in Table 6 demonstrate skills and competency

requirements.

Similar to other occupations in Florida Apprenticeship targeted industries, IT occupations

range from entry level to middle and high skill occupations, demonstrating opportunity for career

ladder advancement. Florida Apprenticeship will prepare workers to fill these gaps by designing

apprenticeship programs that result in industry recognized certifications, college certificates and

degrees, and articulation agreements to accelerate students through these credential opportunities

along the pathway. Following a sector strategy approach and career pathway model allows for

flexible on and off ramps to meet the needs of a student’s life situation and also allows for easy

transition between industries by focusing on technical skills that can transfer between

occupations. Average wages offered for the selected high-growth H-1B industry(s) and/or

occupation(s): Several identified high-growth H-1B jobs offer competitive hourly wages within

the state of Florida. Occupations include Computer Programmers ($34.56), Computer Systems

Analyst ($39.16), Network/Computer Architects and Systems Administrators ($35.83), Database

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Computer Programmers : PSAV, web technologies, C# programming, Java, and Visual Basic.NETComputer Systems Analyst : Associate Degree, database, Oracle SQL, project management skills, information systemsNetwork/Computer Architects and Administrators: Associate Degree, systems networking, computer forensics, open source networking, and virtual infrastructure

Table 6. Florida Apprenticeship Target H-1B IT Occupations - Required Skills & Competencies

Database Administrators: Associate Degree, Information systems, object oriented programming, Oracle SQL, and Oracle database administrationComputer and Information Systems Managers: Baccalaureate Degree, database design, network management, electronic commerce, and systems analysis



Administrators ($37.09), and Computer and Information Systems Managers ($58.85).9

Demographic data that assesses the potential participation of underrepresented groups: The

Consortium partners were strategically selected with population demographics and regional

location in mind to allow for broad representation of underrepresented groups. Each MSA has a

distinct, yet diverse population10 and is further strengthened by each region’s strong military

presence and excellent pool to draw from for program participants (Table 7).

B. Expected Outcomes and Outputs

i. Project goals, milestones, outputs and outcomes

Florida Apprenticeship will accomplish the following goals: (1) build an efficient

apprenticeship infrastructure to reduce administrative activities, including streamlined

processes for apprenticeship registration, tracking and reporting; (2) create career pathways that

align new and existing apprenticeship program competencies with college degrees, offering

college credit through increased articulation efforts; (3) implement effective outreach

practices to increase participation of underrepresented populations; (4) strengthen College

participation in apprenticeship programs through advocacy and collaboration with industry,

members of the Florida Legislature, the Florida Department of Education and the State

Apprenticeship Advisory Council; and (5) establish a financial model for improved

9 EMSI Data Analyst, state data retrieved April 12, 2015 10 U.S. Census Bureau, 2009-2013 5-Year American Community Survey; Partner college demographic information for 2013-2014 academic years based upon data from respective institutional research departments

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PopulationFlorida State

College at Jacksonville

Jacksonville MSA

Broward College *designated as HSI

Miami-Fort Lauderdale-West Palm Beach MSA

St. Petersburg College

Tampa-St. Pete Clearwater MSA

Female 59% 52% 59% 52.2% 59.8% 52.3%Minority 39.1% 32.4% 78% 63.9% 32.4% 31.5%Persons with Disabilities 3% 12.3% 2% 10.9% 4.3% 13.7%

Veterans 7% 13.4% 3% 5.3% 4.3% 11.3%

Table 7. Assessment of Underrepresented Populations



sustainability. As outlined in the attached Performance Table, the following are expected

milestones the program will achieve over time: Short-term (years 1-2) milestones include

establishing a steering committee; Consortium colleges finalizing RACC membership; hiring all

grant staff and getting the statewide performance management system operational; developing

and deploying employer and participant outreach activities; expanding existing and registering

new apprenticeship programs; and establishing the framework to award credit for prior learning.

Intermediate (years 3-5) milestones involve having new apprenticeship programs fully

operational; finalizing a financial model and sustainability plan in partnership with state

agencies; and developing credit articulation for apprenticeships. Long-term (post-project)

milestones include implementing the sustainability plan and continuing to grow apprenticeships

and employer engagement; and increasing credit articulation agreements. Florida Apprenticeship

output and outcome metrics were strategically established based on: 1) analysis of the ETA’s

Registered Apprenticeship National Results data reports; 2) guidance provided by the Florida

Registered Apprenticeship Office; and 3) Consortium members’ experience meeting outcomes

on existing apprenticeship, DOL H-1B and Trade Adjustment Act Community College Career

Training (TAACCCT) grants. Florida Apprenticeship will leverage funding, and develop policies

for sustainability and institutionalization while growing apprenticeship programs across the state.

The partners propose to serve 1,500 apprentices, enrolling 1,000 over the 5 year project,

estimating fewer apprentices in Year 1 and Year 2 as new programs are registered. It is further

projected that at least 20% (200) of participants will be from underrepresented populations. A

minimum of 150 employers will benefit from this grant program through a range of services and

at least 500 outreach activities to employers will occur. Based on employer feedback the

Consortium plans to grow apprenticeships by 20 new programs in IT, Manufacturing and

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Healthcare while expanding 10 existing programs. Based on historical state completion rates, the

Consortium projects a one percent growth in completion rate each year starting at 50% in Year 2,

assuming no completions in Year 1 due to start up, and rising to 53% by Year 5 as the

apprenticeship programs and enrollments grow. Completion rates are set higher than the national

(46%) and Florida (48%) averages, but they are also achievable as participants will benefit from

articulation agreements, credit for prior learning, and competency-based assessment that allow for

accelerated training, as well as the dedicated support structure from the grant. Optional measures

will be also be tracked. Employer satisfaction rates will reach 85% with employers improving 225

workplace processes as a result of program activities. Employers have also indicated that 30%

(300) of enrolled participants will be incumbent workers. Seventy-five percent of apprentices

completing their apprenticeship program will be retained in employment.

ii Capacity to Report and Evaluate Outcomes

(1) Reporting as required, position for data coordination, experience with performance

tracking systems: The Florida Apprenticeship Consortium is fully prepared to meet DOL

reporting requirements and provide individual record-level data as needed for evaluation and

reporting. Data from existing tracking systems (college transcripts, state apprenticeship office

records, and student applications) and supplemental records collected specifically for the

program (attendance documentation, apprenticeship course completion) will be used to monitor

participants’ progress. Florida Apprenticeship is also fortunate to be able to leverage the PULSE

Business Intelligence data management system known as “PULSE BI” created by a strong

partnership of Florida college institutions working together to build and support a system that

provides transparent, actionable, “real-time” data that facilitates institutional decision-making in

support of student success. Florida State College at Jacksonville (FSCJ), St. Petersburg College

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(SPC) and Broward College (BC) already participate in the PULSE BI consortium. Since PULSE

BI is designed to be used as an add-on to the colleges’ existing data management, Florida

Apprenticeship institutions will utilize the PULSE BI System to track participant-level data

including the required Capacity Building & Employer Metrics and Employment and Training

Metrics and outcomes to provide reports to DOL. The Consortium members can utilize PULSE

BI to collect data elements, as per ETA IT Specialists, necessary for Registered Apprenticeship

Partners Information Data System (RAPIDS). Grant-funding is budgeted to hire a full-time Sr.

Research Analyst to oversee statewide data coordination and program assessment. FSCJ, SPC

and BC are each currently lead fiscal agents of DOL TAACCCT grants and have extensive

experience with performance tracking systems in large, multi-partner federal grants. FSCJ’s

Florida Regional Consortium project tracks workforce training outcomes in IT and Healthcare;

SPC’s Florida TRADE grant tracks outcomes related to Manufacturing across Florida; and BC’s

LINCS grant tracks supply chain management training outcomes at a national level. (2) Working

with program partners: MOUs between FSCJ and each partner will include data report

templates as well as a timeline for data collection. Using PULSE BI will allow for: (1) simplified

data collection from Colleges’ administrative records using a standardized process and

automated data imports from student information systems (SIS); (2) a flexible survey module

that will allow colleges to conduct online surveys with employer partners; (3) a secure, FERPA-

compliant, privacy protocol; and (4) unique identifiers that will enable capturing individual

apprentice records. The Florida State Apprenticeship Office currently has no formal data

tracking system beyond RAPIDS, but they have indicated to the Florida Apprenticeship team

that they would be interested in establishing one in support of new mandates requiring

accountability reports be provided to the state legislature. Grant funds are budgeted to

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collaborate with the state office’s database building efforts. The state’s Employ Florida

Marketplace (EFM) system will continue to track employment outcomes after participants have

completed the program including completion, certification attainment and job placement.

(3) How data reported will be assessed to ensure continuous progress: Florida Apprenticeship

will implement a robust system of data-driven decision making to drive continuous

improvement. The Sr. Research Analyst will function as an accountability coordinator, ensuring

performance data are collected and reported and working with cross and intra-institutional teams

to analyze and use data for continuous improvement. During year one, the Sr. Research Analyst

will work with Program Manager to develop and implement an “accountability protocol” that

ensures milestones are met and progress is made toward deliverables. Partners will report

monthly to project stakeholders and the Florida Apprenticeship Steering Committee, then make

adjustments in a timely manner. The Sr. Research Analyst will also work with FSCJ’s

Department of Student Analytics and Research to implement a “continuous improvement

protocol” to ensure that various teams are implementing a data-driven feedback loop. The Sr.

Research Analyst will develop and disseminate quarterly rapid response summaries of evaluation

findings and implications for continuous improvement.

C. Project Design

Florida Apprenticeship will close the workforce skills gap faced by the Information

Technology, Manufacturing (and related construction/trades occupations) and Healthcare

industries across Florida, and those heavily impacted by H-1B visas, by promoting the growth

and expansion of quality and innovative apprenticeships programs. In support of this effort,

FSCJ, SPC, and BC embarked on a collaborative process led by business to establish a

comprehensive project plan based on best practice models, existing programs and past

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experience. The Consortium also comprises 29 business partners and industry associations,

CareerSource Florida (state level Workforce Investment Board), the Florida Department of

Education Office of Registered Apprenticeships and regional representatives, public school

districts and technical centers, business-related non-profit organizations providing wrap-around

support services, in addition to local workforce boards, economic development councils and

chambers of commerce. The Consortium’s efforts will create a viable and sustainable public-

private apprenticeship model that is replicable across Florida’s colleges.

i. Expanding American Apprenticeships in H-1B industries and occupations

(1) Expansion Strategies Leveraging Existing Programs: FSCJ, SPC, and BC have been

engaged in many robust workforce training partnerships, the foundation upon which Florida

Apprenticeship will be built for improved scaling and sustainability. The foundation will include

existing apprenticeship and internship programs, workforce grants, advisory activities and

mentoring experiences (see Tables 8-9). These institutions work with employers across the state

to seek feedback on curricula and program

development to ensure competencies align

with the skills employers require. Florida

Apprenticeship’s expansion strategies will

address workforce skills and training issues

by: 1) Creating a unified system of industry

training and education in partnership with

business; 2) Reducing time to credential

completion through articulation agreements

linking industry certifications to college credits; 3) Developing employer-designed curricula to

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H-1B IT--USDOL H-1B grant-SPC partner

Delivered Florida’s first four IT apprenticeship programs; established a rigorous process for assessment and testing.

AMskillsPutting in place 5 German apprenticeship manufacturing training centers in Tampa Bay; includes 15 employers and 50 apprentices per yr

FSCJ partnership with NEFBA

FSCJ has had Electrician apprenticeships in place with the Northeast Florida Builders Association (NEFBA) for over 20 years.

Independent Electrical Contractors, Inc.

IEC will utilize grant efforts to expand their existing apprenticeship program’s reach throughout the state.

FSCJ partnership with Vistakon

Leveraging a pre-apprenticeship model, a Collegiate Career High School program with Vistakon. Students earn associates degree with high school diploma while completing paid internships with Vistakon.

Table 8. Existing Apprenticeship – Infrastructure Models



prepare participants with competencies to earn industry credentials; and 4) Using technology‐

enabled teaching tools and innovative cost‐sharing models to reduce costs while increasing

access to, and completion of programs leading to credentials with labor‐market value. (2)

Promoting Apprenticeship and Increasing Awareness: The Florida Apprenticeship employer

outreach and recruitment plan will be a multi-faceted, systems-wide approach, relying on strong

participation from partners

and will include a

substantial alignment with

the state. Apprenticeship

Advisory Council’s

Outreach and Marketing

subcommittee. A major

barrier to the growth of

apprenticeships in Florida is that businesses do not understand how apprenticeships work and

how they can be used to strengthen their workforce. As a result, the Consortium will work with

employer-trusted statewide and regional industry associations, such as the Manufacturing

Association of Florida (MAF) and its regional manufacturing associations, the Florida Healthcare

Simulation Alliance and the Tampa Bay Technology Forum, as a key strategy to improve

communication and understanding as a means to increase business engagement in apprenticeship.

Each college will have a dedicated Apprenticeship Coordinator on staff to lead outreach activities,

with a heavy emphasis on building partnerships with employers. Other strategies include building

on existing business networks such as those identified in the above TAACCCT and H-1B

programs and establishing an Employer-to-Employer word-of-mouth network strategy. Funding

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has been built into the Florida Apprenticeship budget for Related Technical Instruction (RTI) to

help businesses and training providers offset some of their training costs, especially helpful for

new programs. Florida Apprenticeship will “spread the word” by disseminating e-newsletters

summarizing tax incentives, grants, and other supports; developing and broadcasting a ‘How To

Video’ outlining steps to apprenticeship implementation; and offering workshops through

industry associations. (3) Expanding Apprenticeship in IT Florida Apprenticeship has made a

concentrated effort to target IT apprenticeships, adding to the existing four already registered at

the state level. Florida’s H-1B visas represented 65% for IT occupations in 2013. Many

occupations targeted under Florida Apprenticeship, such as those in construction/trades, require

technology skills like computer numerical control. Between March and April 2015, Florida

Apprenticeship met weekly with international companies like IBM, Jabil, Northrop Grumman,

AT&T, Cisco, Siemens PLC and Raymond James to identify the IT occupations for

apprenticeships. From these discussions, the Consortium will target new IT apprenticeships

provided in Table 5.

ii. Innovations to Increase the Return on Investment in Apprenticeship

(1) Plan to cover costs to implement a comprehensive project design: Florida Apprenticeship

made a strategic effort to maximize return on investment by not just focusing efforts in one city or

region. Instead, the project will have a major presence North, West/Central, and South Florida to

cost-effectively scale up the growth and quality of apprenticeships across Florida. The statewide

project design took into account all major costs to achieve outcomes by conducting a thorough

cost analysis made up of the following components: 1) Review of existing apprenticeship model

cost structures including what types of costs were borne by the employer, a college partner and

the apprentice; 2) Inclusion of staff from Florida’s State Apprenticeship Office in multiple

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conference calls to ensure the grant budget included all costs to implement a comprehensive

project design; and 3) Early identification of leveraged resources needed for a successful project.

Leveraged resources include facilities and cutting edge technology (cybersecurity software, data

forensics research labs), Manufacturing (mills, lathes, CNC machines, robots), Healthcare (human

patient simulators) training equipment at FSCJ, SPC and BC; 2) expertise of employer partners

who will design curriculum; and 3) funding streams to offset the costs of apprenticeships

including Florida’s Quick Response Training grants, WIAO funds, employment and training

(E&T) funds through the Supplemental Nutrition Assistance Program and the GI Bill. Florida

Apprenticeship has documented more than $2.2 million in leveraged resources. (2) Multiple

strategies to cover the upfront investment to create or scale apprenticeship: Grant funds of

$1,200 per apprentice have been budgeted to help offset the costs of RTI. The Consortium has

held conference calls with CareerSource Florida to learn about the process of helping employers

apply for Quick Response Training grant funding. Technology-enabled learning is also a cost

effective way to scale up training efforts. Online and remote platforms for distributing training

content will be developed to meet the specific needs of the employer partners like Independent

Electrical Contractors who have expressed interest in these delivery methods for expansion.

Florida Apprenticeship will accelerate the amount of time an employer or apprentice must invest

before reaching full proficiency in a skill by developing prior learning assessments to give credit

for existing skills; articulating certifications obtained; making use of performance based-and

hybrid models of apprenticeship training as allowable; and articulating apprenticeship courses

into college credit. (3) Mechanisms to quantify benefits of apprenticeship training to

employers: Florida Apprenticeship began the process of quantifying apprenticeship benefits to

employers during the development of this grant application. The Consortium created a flyer that

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was distributed to employers to entice them to become partners in this grant. The flyer cited the

following benefits to employers: highly skilled employees, reduced worker turnover, employer

driven training, higher productivity, increased workforce diversity, and flexible, training formats.

The Consortium will track optional performance measures like employer satisfaction and number

of workplace processes improved, in addition to metrics like areas of cost reduction and dollars

saved on new hires through its assessment of the program to help determine employer return on

investment for apprenticeship training, reporting these benefits back to employers.

iii. Innovations to Expand Access to Underrepresented Populations

(1) Participant outreach and recruitment plan: Participant outreach will rely on a strong

network of college, community, employers and Consortium partners to get the word out to five

key target populations: current students; incumbent workers; unemployed workers; veterans and

pre-apprentices. Strategies include recruitment through employer HR departments; referrals

from partner/community organizations, including through the school districts, regional

Workforce Investment Board (WIB) One Stops, local Veteran Service organizations and

internally through College outreach recruiters, faculty and advisors. To boost awareness with

underrepresented individuals, Florida Apprenticeship will launch a statewide awareness

campaign modeled after successful apprenticeship expansion marketing activities in England that

specifically targeted women and minorities. 11 Strategies will include: 1) roll-out of Florida

Apprenticeship-branded marketing materials and social media outlets; 2) Creating a

comprehensive web interface offering an online Apprenticeship Support Pack that walks

prospective applicants/participants through the complete process and a way to match with open

apprenticeship opportunities; and 3) Implementing a Statewide Apprenticeship Week with

partners to publicize the value of apprenticeships. Florida Apprenticeship will also leverage

11 Workforce Systems Strategies, Apprenticeship Expansion in England: Lessons for the United States, June 2014

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existing targeted recruitment efforts for veterans and minorities, like that of the Florida TRADE

TAACCCT Consortium whose targeted marketing has resulted in a minority participation rate of

over 40% in manufacturing training. (2) Innovations to barriers and increased opportunities for

underrepresented populations to use apprenticeship as a pathway: To increase the pipeline into

apprenticeship programs, Florida Apprenticeship will promote and increase access to quality

pre-apprenticeships by working within regional school districts through high school career

academies and adult education programs. Through outreach in conjunction with industry (such as

FACTE and Vistakon), pre-apprenticeship program and career awareness information will be

shared in guidance counselor blogs, career academy orientations, adult education advising, etc.

Florida Apprenticeship will also create on-ramps to apprenticeship opportunities for employers

and workers by including the use of integrated instructional and training programs. By aligning

higher education and technical instruction including creation of articulation agreements and

credit for prior learning, the program will create financial aid opportunities for

students/apprentices through sources of Federal Student Aid. (3) Proposed strategies for

underrepresented worker persistence: To ensure worker persistence, Florida Apprenticeship

will offer two layers of support services – one offered by employers and the second offered by

College partners. Students/workers will have full access to their employer/company’s human

resource programs and benefits such as an Employee Assistance Program (EAP), one-on-one

relationships with a supervisor including face-to-face evaluative feedback, and/or mentoring

from an industry expert. College Apprenticeship Coordinators will also work closely with

community organizations to refer students/workers for appropriate resources for WIA/WIOA,

dependent care assistance, transportation, and other needed services (Table 10). The program

will leverage federal, state and regional programs.

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Other innovative retention strategies will occur including rigorous pre-testing, mentorship and

case management

activities. Florida

Apprenticeship

program partners,

the state

Registered

Apprenticeship

Office, employers

and industry associations will work to build a menu of rigorous up-front assessment frameworks

focusing on eligibility and suitability screening in order to increase apprentice retention.

Utilizing approved state assessments for apprentice selection such as WorkKeys and Wonderlic,

Florida Apprenticeship will also explore other competency assessments to ensure robust

screening/pre-testing for industry required skills. Employers can utilize the foundation created by

the American Job Center CareerOneStop Industry Competency Models.12 Employers, and/or

regional WIBs will help evaluate foundation competency levels through skills assessment and

matching. Mentorship matching will occur within the employers and/or industry associations to

include direct one-on-one relationships with a supervisor including face-to-face evaluative

feedback and/or mentoring from an “industry captain” or expert. A case management model for

apprentices based on the Social Policy Research Associates and Mathematica Policy Research’s

Effective Case Management will be utilized by each college including direct customer service

activities (assessment, coordination of support activities and follow-up) and monitoring

12 careeronestop.org/CompetencyModel

18

Barrier Supportive ServiceFacilitate referral services for transitional housing for veterans, counseling, financial aid. Provide case management, legal assistance, GI Bill and VA claims assistance, earned benefit assistance, transportation vouchers, clothing.Refer/assist students in enrolling for WIA/WIOA. Assist with financial aid and eligible benefits Refer/assist students to the statewide United Way of Florida programs which offer childcare scholarships

Refer for campus-based child care centers and transportation/bus vouchers.

Provide emergency assistance related to food, child care, clothing, etc.

Financial counseling and planning Provide free income tax preparation; community organizations to provide financial education

Workplace skills/ employment training on soft skills

Create college curriculum that addresses soft skills; provide individual career counseling, computerized career resource library, etc.

Behavioral health, non-academic counseling 24 hour help line; in-person counseling, referrals to behavioral health providers.

Table 10: Persistence and Specialized Supportive Services

Housing, transportation, financial assistance/benefits understanding, access for veteran students

Financial, affordability of training/education

Childcare, transportation, basic needs

http://www.careeronestop.org/CompetencyModel



outcomes.13

iv. Partnership & Policy Innovations to Create a Supportive Ecosystem for Apprenticeship

(1) Broad Range of Partners - Workforce Boards From its inception, Florida Apprenticeship

has partnered with the state and local WIBs (letters attached), drawing on these longstanding

relationships and acknowledging that the program design must be derived through an inclusive

and cross-organization process. Each WIB has committed to support the project through the

identification of potential candidates and employers, accepting referrals for eligible participants,

providing interview preparation, resume writing and access to additional wrap around supports

through WIA/WIOA programs for eligible participants. In a targeted effort, Consortium colleges

will work with the state and WIBs to coordinate dislocated worker and veteran services through

One Stop staff, as well as Local Veterans Employment Representatives. Other support services

will be coordinated with the WIB as necessary. The institutions will strategically meet with their

WIB throughout the life of the grant to continue open lines of communication, identify and

tackle barriers and collectively reach outcomes. Educational Institutions & Training Providers

FSCJ, the lead fiscal agent of the Consortium, is a member of the Registered Apprenticeship

College Consortium (RACC). SPC and BC are currently in the process of joining the RACC.

Florida Apprenticeship college partners will leverage the resources of the RACC (and consortium

industry partners like IEC and JEA who have longstanding apprenticeship programs) to: 1) create

articulation agreements for registered apprenticeship programs in Manufacturing (and cross-

sector construction/trades occupations), IT, Healthcare; 2) build maintainable apprenticeship

training models that allow apprentices to earn college credit; and 3) increase the number of trained

workers in targeted occupations. State Apprenticeship Agency The Florida State Apprenticeship

Office and members of the State Apprenticeship Advisory Council have been engaged in all

13 Workforce3One Workforce System Toolkit: http://strategies.workforce3one.org/practices/412

19

http://strategies.workforce3one.org/practices/412



levels of program design for Florida Apprenticeship. The Consortium will employ the expertise

of the State Registered Apprenticeship Office and its regional representatives to help guide the

Consortium through policy and engage in dialogue around improving processes. The Consortium

Program Manager will attend Florida State Apprenticeship Advisory Council meetings to

identify opportunities for collaboration and share grant program updates.

(2) Partner Roles, Commitments, Contributions and Leveraged Resources are:

(3)Public Partner Commitments in Support of Sustainability - Sector Training Strategies &

System Alignment Florida Apprenticeship Consortium colleges have a role in their regions to be

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advocates by helping their institutions and community employers to better understand

apprenticeships. The foundation of Florida Apprenticeship builds from current legislative action

being taken at the state level to reform apprenticeship in Florida by broadening definitions and

considering ways to better financially support businesses and education. Florida Apprenticeship

has engaged legislative senate and house members, and vice-versa, in a bi-partisan effort to help

improve the apprenticeship infrastructure. For example, Florida Senate Bill 948 would revise

characteristics of an apprenticeable occupation, while Florida House Bill 7125 revises provisions

relating to apprenticeships, postsecondary tuition & fees, career education, textbooks &

instructional materials, and creates a Florida Apprenticeship Grant Program & Rapid Response

Education & Training Program. Long-term Funding Streams For long-term program viability,

Florida Apprenticeship uses a blended financial model for cost recovery for both businesses and

educational institutions to better grow apprenticeships. Existing funding streams include state

level and local workforce grants awarded to businesses for incumbent worker and new hire

training, such as Quick Response Training and Incumbent Worker Training grants through

CareerSource Florida, and On-the-Job Training and Employed Worker Training grants through

local Workforce Investment Boards as part of the Workforce Investment & Opportunity Act

(WIOA). The Colleges’ grants offices will also support businesses interested in accessing grant

funding that supports apprenticeships. Florida Apprenticeship will formalize a Sustainability

Committee of employers, WIB representatives, college staff and the State Apprenticeship

Agency regional representatives and Advisory Council members dedicated to identify funding

streams that support a stable and sustainable apprenticeship model.

v. 21st Century American Apprenticeship Sector Focus and Employer Commitments

(1) Employer engagement: The employers listed in Table 12 have committed to work with the

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Florida State Apprenticeship Agency to register new apprenticeship programs and hire

apprentices. Each partner will adopt Registered Apprenticeship in compliance with DOL policy

and regulation; provide proper support to ensure high completion rates of apprentices; implement

procedures requiring adequate supervision of participants; implement procedures requiring safe

and health working conditions; provide the data in accordance with requirements for data

collection, reporting and evaluation; provide subject matter expertise in aligning curriculum; and,

serve in a project advisory role to help define strategies and goals. Letters of commitment are

attached to further document contributions.

Table 12. Florida Apprenticeship Employer Partners Target Industry JEA, Vistakon, Independent Electrical Contractors Inc (IEC), BAE, North Central FL Operating Engineers, Accuform Signs, Alumi-Gard Inc., AMskills, Pharmaworks, Southern Manufacturing Technologies

Manufacturing (and cross-sector construction/trades)

Dayspring Village Inc., Family Care Partners, Bovie Medical, Guardedata Healthcare IBM, AT&T, Northrop Grumman Corporation, PrattBrown, SMC Software IT (2) Regional or national industry representation: Florida Apprenticeship will coordinate efforts

with the industry associations (letters attached) listed in the table below. Members of these

associations will be invited to participate in the project steering committee and review

curriculum to ensure it meets national standards. The consortium will also collaborate with each

association to perform outreach to its member businesses through direct email, presentations at

their meetings and events, and articles in their newsletters and websites.

Table 13. Florida Apprenticeship Coordination with Industry Associations Industry Sector First Coast Manufacturers Association, National Association of Manufacturers, Manufacturing Association of Florida, Bay Area Manufacturers Association (BAMA), South Florida Manufacturers Association

Manufacturing

Jacksonville Information Technology Council, Tampa Bay Technology Forum, Tampa Bay Tech Leadership Association

Information Technology

Florida Healthcare Simulation Alliance Healthcare

vi. Innovations in American Apprenticeship Training

(1) American Apprenticeship programs to be developed: Florida Apprenticeship is committed to

developing 20 new programs and expanding 10 existing programs over the IT, Manufacturing

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(and cross-sector construction/trades occupations), and Healthcare industries (see sample

program list on page 5). Employer partners will collaborate with the Consortium to transform and

adapt alternative work-based learning program and rigorous education-based internship models

into American Apprenticeship programs. College partners have already reached out to employer

partners through face-to-face meetings; a one-day, statewide forum for business leaders held in

Jacksonville in February 2015; multiple conference call sessions; and distribution of a Florida

Apprenticeship business recruitment brochure. The Florida Apprenticeship team has

commitments from several employers, including JEA and Vistakon, to leverage on-the-job

training components and internship programs from which to build apprenticeship programs. The

curriculum modules will adapt work-based learning and internship models will incorporate

contemporary technologies and learning strategies to effectively support apprentices’

development of new skills. Florida Apprenticeship will assist employer partners as requested in

the development modules and courses for a variety of programs across industry clusters.

Modules developed by Florida Apprenticeship employers will be self-contained with discrete

learning objectives, content, and assignments, providing for consistency and support allowing for

both face-to-face and online instruction. The process to develop new standards of apprenticeship

will utilize the steps and resources recommended in the DOL Quick Start Toolkit for Building

Registered Apprenticeship programs. The process will involve: 1) identifying key partners in the

region and state; 2) determining there is direct business involvement, on-the-job training, related

training and instruction, rewards for skill gains, and completion resulting in a national

occupational credential; 3) deciding which partners will carry out each part of the program; and 4)

coordinating with the State Apprenticeship Office to officially register the program. Program

innovations/key characteristics of program: Florida Apprenticeship programs will vary in length

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from 1-5 years and will depend on each employer’s needs. Most of the healthcare programs are

projected to last 1-2 years. Construction/Trades average 2-4 years in length. Surveys indicated

that IT and Manufacturing employers were interested in 1-3 year programs targeted to specifics

skills. Responsive to these needs, Florida Apprenticeship will: a) develop flexible and accelerated

learning approaches; b) adapt time-based models of training to a competency-based evaluation; c)

upskill incumbent workers; d) develop data driven approaches; e) develop simulation experiences

in coordination with hands-on experiences; reduce startup costs for new employers; f) use public

policy, including tax credits, small business grants, utilization requirements, incentivize and

encourage employers to develop and establish apprenticeship programs; g) use WIA and WIOA

funds and other state workforce, adult education, and CTE dollars to support the integration of

Registered Apprenticeship into CareerSource Florida strategies to train workers; h) articulate

apprenticeships to college credit; i) create financial incentives for Florida College System

institutions to support apprenticeship, and j) create capacity in the Florida College System to

support employers. (2) Strategies to employ and train apprentices: Florida Apprenticeship will

enroll 1,000 apprentices (300 incumbent workers; 700 new hires) over the 60-month project

period. The project will utilize a rigorous 3-step process to identify and select eligible

apprentices: 1) Project participants will first complete a program application containing

demographic, educational, and military services questions about prospective participants. The

content of the completed application will provide critical insight to ensure that the project will

serve targeted underrepresented populations; 2) Applicants will complete an assessment

designated by the employer and the State Apprenticeship Office to determine their academic

and/or industry specific skills; 3) Employers will conduct candidate interviews. Accepted

apprentices will be notified in writing. Companies may opt to conduct background checks as

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required by industry standards. The project will partner with employers to implement a human

capital development plan for upskilling existing/incumbent Florida workers by: 1) conducting

outreach to employers about how apprenticeships help reduce staff turnover, improve revenue

growth, and increase diversity; 2) helping businesses establish apprenticeship recruitment and

mentoring programs; 3) identifying revenue streams to offset costs; 4) assisting with registration

and administrative processes; and 5) offering quarterly roundtables for businesses.

(3) How education and training activities will be provided: Depending on the industry, some

jobs may be performed proficiently by students with Associates (A.S.) degrees, while others

require a Bachelor’s degree or even limited higher education. For this reason, Florida

Apprenticeship is proposing two distinct tracks for training in Registered Apprenticeship:

1) CERTIFICATE FAST TRACK 2) DEGREE TRACK ACCELERATED CERTIFICATE TRAINING (INDUSTRY STANDARDS) + MINIMUM OF 1 YEAR ON-THE-JOB TRAINING

Degree level course training + minimum 1 Year On-the-Job Training

SPECIALIZED SKILL SETS & CREDENTIALS FOR ENTRY-WORK OR SKILLS UPGRADE

Provide skill sets & credentials for more advanced work

ARTICULATE CREDIT HOURS TOWARD ASSOCIATE’S DEGREE.

Articulate credit hours toward Bachelor’s Degree.

Each employer partner will structure the on-the-job learning components of the

apprenticeship program to meet the required number of hours. College partners will adjust

classroom instruction times and delivery methods to the needs of employer partners. Some

employers may prefer apprentices to work during the day and attend classes at night. Portions of

curriculum that do not include hands-on components may be offered online to remain flexible.

All instructors will meet their field’s certification and educational requirements.

(4) American Apprenticeship program will lead to job advancement, college credit, industry

credentials: Florida Apprenticeship is being marketed to employers as a promising method to

reward high-performing entry-level and incumbent employees and move them up the career

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ladder. For example, BAE Systems will use apprenticeships as an upskilling mechanism to

promote employees. Apprenticeship graduates will receive an industry-recognized credential. The

Apprenticeship Coordinator at the Consortium level will review apprenticeship curriculum for

alignment to college credit and using FLDOE’s “Gold Standard” career pathway articulation

process. The project’s Articulation Subcommittee will also explore articulating apprenticeships as

a bridge from associate to bachelor degrees into related degrees.

vii. Work Plan (1) A detailed Florida Apprenticeship Work Plan including a project management approach

to all functions/activities is attached. (2) The Work Plan explicitly reflects the activities,

timeframes, deliverables and key partners to implement the training and service strategies

within the project period. (3) Timeframe for start-up activities: Florida Apprenticeship will

implement start-up activities to ensure significant apprentice enrollments within the first 12

months of the project. Table 14 includes immediate start-up strategies:

Table 14: Strategy Activities Timeframe Program personnel Hire Program Manager, Employer Recruiters, Apprenticeship

Coordinators, Research Analyst, Accountant. Oct. 2015 - Jan.2016

Steering committee Steering Committee calendar established. Sustainability, Outreach, Legislative sub subcommittees created.

Oct. 2015 - Jan. 2016 Employer outreach* Develop/disseminate employer outreach materials using leveraged

DOL and state resources. Florida Apprenticeship week materials produced and distributed.

March 2016 - Jan. 2020

Technical assistance*

Provide technical assistance to companies/sponsors with questions, guide partners to develop and register, advise on funding sources to support apprenticeships.

March 2016 - Jan. 2020

Build flexible, customized and accelerated apprenticeship programs

Design/build structured OJT training, instruction, rewards for skill gains, national occupational credential offered for completion. Existing programs redesigned/aligned for flexible and/or online delivery – time-based, competency-based, or hybrid. New programs designed and built.

March 2016 - Oct. 2018

Register and launch new programs

Register programs through National Guideline Standards (NGS), National Program Standards (NPS) or Local Apprenticeship Standards. Become approved for GI Bill.

Jan. 2016- Oct. 2018

Underrepresented student/worker Outreach*

Statewide materials and marketing campaign produced, assist and match with apprenticeship openings, online Apprenticeship Support Pack created.

Jan. 2016 - Jan. 2020

*Outreach & technical assistance activities will be continued throughout the project period.

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By focusing on the existing apprenticeships in Florida in Year 1, the project will kick off

with swift expansion of programs and alignment with postsecondary education including existing

construction trades related to manufacturing and existing IT programs including Computer User

Support Specialist, Computer Network Support Specialists, Software and Web Developers.

Student enrollment in expanded apprenticeships will begin January 2016 in Year 1. In Year 2,

the focus will be launching new programs in manufacturing and IT with student enrollment

beginning mid-year; Year 3 all new healthcare apprenticeship programs will be launched with

student enrollment beginning mid-year. Years 3-5 will include the remaining manufacturing and

information technology apprenticeship programs. Prior to enrollment, screening and up-front

assessments of participants will be developed based on state-approved frameworks and other

DOL competency based assessments.

(4) Factors that will accelerate work: The colleges, business partners and industry associations

are poised to begin implementation. Several factors will accelerate Florida Apprenticeship:

Table 15. Factors that Will Accelerate Work 1. Strong state support structure and collaboration w/ Florida Apprenticeship office & advisory council; 2. Data management system (Pulse BI) that college partners are already participating in will accelerate

data collection and tracking; 3. Leveraged relationships from TAACCCT & H1B grants that include healthcare, manufacturing & IT

employer and industry associations currently engaged in work-based learning projects; and, 4. Employer commitments for over 2,000 apprentice placements.

Potential barriers and overcome barriers/solutions: A potential barrier may include registering of

new programs, particularly in the healthcare industry, as these programs have never been offered

in our state. Florida Apprenticeship will partner with the state office and regional representatives

to assist and/or provide technical assistance to employers. Another potential barrier is that

businesses do not understand how apprenticeships can be used to strengthen their workforces. To

address this, Florida Apprenticeship will design coordinated and strategic/statewide, marketing

activities with the support of the State Apprenticeship Advisory Council.

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(5) Project milestones, outputs, and outcomes appropriate for the program design and

timeline: Florida Apprenticeship has designed appropriate milestones, outputs and outcomes

based on extensive feedback, information, and research on innovative work-based learning and

post-secondary earn-and-learn models. Based on state information, industry surveys and

interviews, and resources such as the DOL Federal Resources Playbook and the Quick Start

Toolkit, our targets are suitable for the overall timeline of grant implementation.

D. Organizational, Administrative, and Fiscal Capacity

(1) Organizational Chart: Please see attached organizational chart.

(2) Overall Staffing Plan: FSCJ will implement the following staffing plan to fulfill the needs

and requirements of the project.

Table 16: Florida Apprenticeship Staffing Plan Title Responsibilities Qualifications

Program Manager

Point of contact for DOL and college partner collaboration; facilitate Steering Committee; oversee communication structure and staff training; ensure completion of objectives and compliance; oversee project budget; submit project-related reports; and respond to project inquiries.

Bachelor’s Degree in education or organizational development, Master’s preferred; significant experience managing workforce training and development projects; and a proven ability to interact at a high-level with public and private sector organizations.

Employer Recruiter

Each college will employ regionally focused positions; the Employer Recruiter will be largely dedicated to assist in the rigorous outreach efforts to employers and serve as liaisons for industry hubs.

Bachelor’s degree from accredited institution and 3 years related experience in conducting business needs assessments, and workforce development

Apprentice Coordinator

Coordinator will align college curriculum to articulate apprentice programs into college credit and degree programs, curriculum review committees, and external employers to align technical training with academic coursework.

Bachelor’s degree from an accredited college or university supplemented by three (3) or more related experience in workforce training, curriculum development, and implementing projects at a higher education institution.

Sr. Research Analyst

Analyst will complement lead partner’s management team by providing direction on data collection, management, and reporting; serve as the program evaluator, work with DOL’s evaluation.

Bachelor’s degree from an accredited institution; 3 years related experience; and highly technical expertise/analysis experience in evaluation of complex programs.

Accountant Assist with accounting systems, budgetary needs and ensure reconciled and compliant grant budget.

Qualifications include an associate’s degree and four years of related experience.

(3)Professional Qualifications of the Fiscal, Administrative Management, and Marketing

Staff: The Program Manager and College staff will have the full support and capabilities of

their campuses. FSCJ will oversee fiscal and administrative management of the overall

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program, overseeing compliance and Consortium reporting.

Table 17: College Fiscal, Administrative Management Capacities/Qualifications College Department Skills and Resources College Presidents Executive leadership Workforce Education & Economic Development departments

Provide additional administrative oversight and assist with credit articulation efforts

Project Budgeting & Accounting Ensure compliance with all federal, state, and local financial requirements of the grant

Student Analytics & Research Assist in data collection, analysis and reporting Marketing &Communications Assist in coordinating statewide outreach efforts Academics – IT, Manufacturing, Healthcare and Construction/Trades

Instructional Program Managers, Directors and faculty will ensure instructional alignment, review curriculum, provide subject matter expertise

Military and Veterans Service Centers and Veterans Affairs departments

Provide project assistance for veterans, referrals for services, assistance with GI Bill® as needed

College Career Development Centers & Corporate Education departments

Provide individual career counseling, career resource library, access to online apprenticeship postings and offer pre-employment workshops

(4) Administrative controls and systems: One key aspect of FSCJ’s success has been its internal

controls and quality assurance. Information is collected and analyzed to ensure that grant funds

are expended for allowable and allocable costs using licensed accounting software. FSCJ

monitors strong internal control policies to prevent misuse of funds. Segregation of duties

significantly reduces the likelihood that one person would be able to completely control a

process or function from beginning to end. FSCJ has a positive record of timely federal reports.

All procurement transactions will be conducted in a manner providing full and open competition

consistent with the standards contained in the Super Circular. (5) Process, plan and timeframe

for hiring the project manager and key staff to begin immediately: Florida Apprenticeship will

be led by FSCJ, which will appoint an interim Program Manager while conducting a search for a

full-time Program Manager. The Program Manager and other positions will be hired within the

first three months of the grant. (6) Lead organization will facilitate communications: The

Florida Apprenticeship members will collaborate using a “shared leadership and

communication” plan with clear tasks with the Florida Apprenticeship Team, industry partners

and state agencies to track completion of deliverables and collaborate on implementation. In-

29



person convenings are planned on a quarterly basis. (7) Strong experience working with multi-

partner programs: The following table includes examples of college partners’ experiences

leading training partnerships.

Table 18. Project Stakeholders Measurable Results US DOL TAACCCT- FL Regional Consortium (FRC-TEC)

FSCJ (Fiscal agent & lead), FSCJ and 10 other colleges in Florida, over 12 employers from industry subsectors, WIB’s, Chambers of Commerce, industry associations

FRC-TEC projected to serve 975 student participants and, to date, has served 1,462. The project is on track to meet the goal of 766 program completers; 558 students have completed. 289 students have gained employment; FSCJ is awaiting data on 500+ recent completers.

US DOL TAACCCT- Florida TRADE

St. Petersburg College (fiscal agent & lead), 8 colleges in FL industry associations, 30 employers, WIBs, Chambers of Commerce

At the grant’s half-way point, it has: Served 88% of its projected output of workers (with 63% completing credit hours and 60% earning credentials); Secured the participation of 307 business partners

US DOL TAACCCT- LINCS

Broward College (fiscal agent & lead), 9 state and national community colleges, 2 universities, industry associations, employers, Chamber of Commerce, WIBs

Have created content and curriculum for Supply Chain Management Principles, Warehousing Operations and Customer Service Operations certification tracks. First 8 certifications earned in Warehousing Operations. More than 70 certification exams are scheduled for May 2015.

In the above instances, the project management process included collaboration with each partner

actively involvement in the design, implementation and operation of program areas.

E. Budget and Budget Justification

See attached Budget Narrative for detailed costs associated with each line item on the SF-424.

Table 19. Florida Apprenticeship Budget Overview Personnel & Fringe: Grant-funded personnel will work in a concentrated and intensive manner with employers and coordinate/oversee instructional alignment within higher education institutions and the state apprenticeship office. Travel: Inclusive of the personnel travel to employer sites, regional partner meetings, meetings with Florida Department of Education in Tallahassee, and travel to Washington, DC. Supplies: Office supplies, consumable materials for classrooms, technological and educational supplies. Contractual: Align with the overarching project goal to reduce overhead for employers to expand apprenticeship programs. Related instructional training costs will be cost reimbursed to employers for number of apprentices served. These costs are inclusive of instruction, books, and other supplies needed to effectively deliver a program. Costs also support developing statewide database. Other: Funds used to support student certification test fees and to support a three-tiered marketing strategy: 1) a statewide marketing campaign aligned with FLDOE’s Apprenticeship Programs Office, 2) an employer marketing campaign to recruit state and regional employers for apprenticeship program expansion and 3) a participant campaign for recruitment of current students, incumbent workers, unemployed workers, veterans and pre-apprentices. Indirect: Inclusive of costs incurred by sponsored project. Leveraged Resources: Training providers’ cost used for training students in program and unrecovered college partners’ indirect costs related expenses of accounting, purchasing functions, utilities, facility usage, etc.

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Documents

1. Project Narrative A. Statement of Need