- Conducting an Asset Inventory
- El Paso Community College (EPCC) finds that conducting an inventory of assets to support and expand registered apprenticeship programs should include input from many sources and must include a needs assessment, as well as an accounting of the resources to address those needs.
- Determine Gaps and Needs:
Data:
- Data is critical to gain a sense of the regional industry landscape. White papers and regional industry cluster analyses conducted by economic development entities, including the local Workforce Investment Board (WIB) or using local university resources, such as the Institute for Policy and Economic Development (IPED), are very useful. The Bureau of Labor Statistics and state workforce commission data can be used to gain an understanding of growth projections for occupations in the region.
- Business and Industry:
- Industry groups, especially those active in the college DACUM or advisory groups, can offer their perspective on needs and growth opportunities.
- Registered Apprenticeship Programs (RAP):
- Registered apprenticeship training partners can identify gaps in their own programs (foundational education, workplace readiness skills, refresher courses, advanced or Journeyworker training, etc.)
- EPCC concentrated efforts on a few key industry sectors, such as electrical/renewables, plumbing, HVAC, etc., with the intent to expand the gap analysis to other sectors over time. Once gaps are identified, it is easier to inventory resources available to address them.
- Determine Resources and Assets:
- Training:
- Colleagues and instructors at the local college can identify training that is already available or may be modified to meet the needs of the registered apprentices.
- Internships:
- Build from the existing internship relationships established within the college. A registered apprenticeship can be a logical next step for a business that is already hiring student internally or providing internships.
- Grants and funding:
- Look for outside funding to help offset the cost of training, supplies, support services, etc. Funds from different sources can be braided together to maximize their impact. Look at the requirements and limitations of using new and established state and federal program funds together to address different aspects of program or participant needs.
- Candidate pool:
- Establish a pathway from school to career by collaborating with the school district’s career and technology programs. Often, they have established relationships with business partners who consider the students to be work-ready, provided they receive additional or advanced training from the college. The high school programs may be pre-apprenticeship or youth-apprenticeship ready and can be the first phase in establishing a formal apprenticeship program.
- Military bases:
- The Transition Assistance Program (TAP) offices help service members transitioning from military to civilian life. TAP counselors are great assets for promoting apprenticeship and for providing access to a viable registered apprenticeship candidate pool.
- State Workforce Commission:
- The state workforce agency has a dedicated apprenticeship division that is ready to answer questions, provide guidance and offer insight into many of the nuances of the state program and how it can, or cannot, be combined with other programs.
- Technical Assistance from ECCA:
- Accessing other colleges, ECCA webinar trainings and technical assistance sessions, and the ECCA/AACC team are tremendous resources and should be considered as part of any asset inventory.