U.S. Department of Labor’s, Apprenticeship Training, Employer and Labor Services Health Care Initiative

Analysis has determined that we are heading for a healthcare crisis. The Secretary of Labor has deemed that the healthcare profession needs assistance with this pending crisis and that the Registered Apprenticeship Model can assist by providing another training methodology.

Health Care Initiative recognizes:  The Healthcare Profession makes an enormous contribution to the nation’s economy and quality of life.  The growth of healthcare professionals and the aging population are diametrically opposed. Hence there is a much greater need for more healthcare professionals than ever before.  Traditional training methodologies cannot keep up with the needed capacity to maintain status quo.  Both the capacity issue and the need for greater reciprocity and portability of credentials are critical to the future economic health and well- being of our nation.

Economic Development  Healthcare facilities are critical to any community. They provide emergency services and sustain the overall health of the populace through preventive care. They also provide economic stability for the community.

Workforce Development  Adequate staffing can be problematic.  Traditional methods of competing with other businesses for a small or diminished talent pool is costly to all concerned.  Recruiting individuals through training or monetary enticements is also costly and can be ineffective in the long run.

Predictors of Success  Traditional methods of hiring are based on degree attainment and professional certifications. While both are critical elements, they are not always strong indicators of high performance.  Hands-on experience is recognized as a valuable indicator, but how can it be measured with any amount of certainty or standardization that employers can readily recognize?

Proven Training Strategy  The best method for attaining high performance is to have a cohesive process which links all three elements: degree, certifications, and a standardized process of delivering and measuring hands-on/on- the-job learning (OJL).  For decades, Registered Apprenticeship Programs have been successful using the 2-pronged method of combining both OJL and classroom theory.

Professional Competency Levels  Consider a bell curve showing a normal or symmetrical distribution representing a current workforce.  The far left 1/3 represents those having no knowledge up to a basic skill level.

Professional Competency Levels  The middle 1/3 represents staff who fall somewhere between basic and competent.  The far right 1/3 represents those considered to be competent to highly proficient.

Professional Competency Levels  Now consider the workforce pool of candidates applying to your institution. Where exactly do they fall within the distribution?  How reliable are those resumes and/or degrees in accurately assessing their skill level?  How well will they perform on the job?

Professional Competency Levels  What if the distribution becomes positively skewed thus increasing the left 1/3 group?

Ideal Conditions  The ideal situation would be to have every professional you hire be able to perform at the exact level presented on their resume.  Likewise, it would be wonderful to have a standard competency level established by the employer with a plan to support and implement that standard.

Registered Apprenticeship Model  This highly flexible system of training allows the employer to establish the standards of proficiency required of their professionals.  Both internal and external factors are taken into account when establishing those standards of proficiency.  Local and national partnerships are encouraged.

Standards of Proficiency  Formal classroom education/related training is a necessary standard in the healthcare profession. For the purposes of this training model, this component can occur simultaneously with the other components.  On-the-Job Learning occurs during full-time employment of the intern.  Certifications can come from either an association or a product vendor.

Internal/External Factors  Budgetary constraints  Community demands  Availability of training delivery agents  Workforce (unemployed, underemployed)  Staffing needs and limitations  Legislative limitations

It is the combination of….  Subject knowledge  Task knowledge  Task performance… …that leads to a full learning experience for each student and ensures the complete attainment of proficiency standards!

Sample CNA to LVN Career Lattice Certified Nurse Aide (CNA) Pathways into Apprenticeship Current employees Workforce Dev. Center One-stop High School Career Pathways Texas Job Corps Rural Health Aide/CNA Serve as LVN for 1 year minimum Nurse Assistant Work Process (2000 hrs) Related Instruction: Competency-based Delivery Methods: Classroom, Telemedicine, Interactive Courseware, Self-Study USDOL Certificate of Completion Serve as Nurse Assistant for 6 months to 1+ years Licensed Vocational Nurse Work Process (2000 hrs) Credit for Previous Experience Related Instruction: Competency-based USDOL Certificate of Completion Registered Nurse training

Stakeholders and Partners There can be any number or combinations of partnerships in this process. –Colleges and Universities –Independent School District –Workforce Development Boards –AHEC - Area Health Education Centers –US Dept of Labor, ETA, ATELS –Chambers of Commerce –SER - Jobs for Progress National, Inc.

Structure  For the purpose of simplicity, consider the 5 planes of a pyramid.  It is considered one of the strongest structural shapes known.

Employers  Employers are the base!  They provide one of the key elements: On- the-job learning.  They also help to ensure stability and motivation through a progressive wage schedule.

Related Training Providers  Related Training Providers are also a major player in the success of this model!  They provide the theory so necessary to comprehensive learning.  Sometimes we need to bring the classroom to the student through distance learning.  For highly-specific technology, the training may need to come from a vendor via a CD- Rom or some other method.

Intern  Of course, we couldn’t possibly forget the other critical player – the Intern!  In today’s tough job market, it is easier and more advantageous to “grow your own”!  Where will they come from?  Current employees  Under-employed  Unemployed  School-to-Apprenticeship programs

Partners  AHEC - Area Health Education Centers  SER - Jobs for Progress National, Inc.  Colleges and Universities  Independent School District  Workforce Development Boards  Chambers of Commerce

Consultants  An Apprenticeship & Training Representative will provide technical assistance throughout the process of registering your training program with the Department of Labor.

A solid structure to build on!  Employer  Related training providers  Intern  Partners  Consultants

A Win-Win solution!  We’re not successful if you’re not! It’s that simple.  All parties win…especially the public we serve!

For Further Information: Toni M. Dean Apprenticeship & Training Representative 713/

Thank you!