Building a Strong Apprenticeship Program
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Apprenticeship Training Program for Clerical Positions a Partnership
Apprenticeship Training Program for Clerical positions A partnership between Newport News Public Schools and Virginia Department of Labor and Industry 1 Purpose: The purpose of the Apprenticeship Program is to ensure the professional development of all clerical employees by providing relevant, educational & on the job training. Employees may earn increases to their salaries with successful completion of level requirements. Benefits: Some of the benefits to the staff will be: increased pay for a higher level of skills increased knowledge & skills no charge to the employee for coursework The school system will benefit by having a highly qualified work force that will ensure a commitment to customer service and organizational expertise. Who is eligible? Any non-probationary, contracted, clerical employee, who has been in good standing for the past 3 years, is eligible to enroll. “Good standing” is defined as having no write ups or Performance Improvement Plans (PIP) and good attendance. Employees must have at least a high school diploma or GED to participate in the program. Participation in the program is voluntary. The employee must participate on his/her own time. If an employee chooses not to participate, he/she will continue to benefit from the standard pay scale. How do I enroll? Obtain an Apprenticeship Application Form online from the Human Resources webpage during the application period. Obtain a recommendation from your immediate supervisor. Send the completed copy to the Human Resources office by the deadline. Please contact the Human Resources office for application period dates. Selection Process: o Eligible candidates will be interviewed before being selected. You will be notified when interviews will take place. -
The Effect of Economic Downswings on Apprenticeships And
The Effect of Economic Downturns on Apprenticeships and Initial Workplace Training: A Review of the Evidence Giorgio Brunello University of Padova, CESifo and IZA June 2009 Acknowledgements: I am grateful to Kenn Ariga, Andrea Bassanini, Maria De Paola, Malgorzata Kuczera, George Psacharopoulos, Paul Ryan, Jorg Schweri, Catherine Sofer and Thomas Zwick for help and suggestions. The usual disclaimer applies. 2 Introduction The world economy is experiencing a severe economic downturn. GDP growth is slowing down sharply and is expected to be negative in 2009 in the US, Japan, Britain and the Euro area. Unemployment is rising and consumer demand is falling, as the real economy is hit by the consequences of the financial turmoil. Recessions are times of “cleaning up”, when outdated or unprofitable techniques and products are dismissed and new technology is adopted (Caballero and Hammour, 1994). During recessions, the flows out of employment increase and the flows into employment fall. The intensity of these flows vary with age: in the US, young workers experience the highest increase in outflows and the highest decline in inflows. Old workers are less likely to exit but experience a substantial decline in employment inflows (Blanchard and Diamond, 1990). Therefore, it is especially the young and the old who are negatively affected by a recession. In many European countries and in Japan, where employment protection legislation and practices shelter permanent employees from redundancies, the brunt of employment adjustment in the recession falls on reducing recruitment, especially of the young (Gielen and van Ours, 2005)1. What is the expected effect of the economic downturn on the provision of human capital within firms? There is no quick answer to this question. -
HRSD Apprenticeship Brochure
Vision To provide learning centered around work, life, health, water, and innovation. HRSD Apprenticeship Program Benefits That Build a Future • FREE classroom training • PAID on-the-job training • FREE textbooks • REIMBURSEMENT for mileage • Regular training and merit increases Mission • Top-notch instructors To create a workforce with diverse • Tutoring available • Enhanced promotional opportunities skill sets to prepare for an ever- throughout Hampton Roads and the changing industry. Middle Peninsula • Recognized and approved by the US and Hampton Roads Sanitation District Virginia Dept. of Labor and Industry, 1434 Air Rail Avenue Virginia Dept. of Veterans Services and Virginia Virginia Beach, VA 23455 Dept. of Professional and Occupational Regulation • Veterans benefits available for qualifying participants For more information, call 757.460.7303 • Exemptions for on-the-job training and/or or visit www.hrsd.com/careers and prior related coursework may be approved click on Apprenticeship A Tool for Excellence Eligibility Electrical & Instrumentation (E &I) HRSD created the nation’s first wastewater Candidates for HRSD’s Apprenticeship Program industry apprenticeship program to support Specialist must be: continued excellence in our workforce. Our • Hired by HRSD into an apprenticeship Uses highly specialized tools and testing apprenticeship programs are custom-designed to position, (HRSD must have a vacancy) equipment to install, inspect, maintain, help individuals achieve the training and • repair and replace electronic/ experience -
HR 1.39 Disciplinary Action and Termination for Cause
ADMINISTRATIVE DIVISION POLICY NUMBER HR Division of Human Resources HR 1.39 POLICY TITLE Disciplinary Action and Termination for Cause SCOPE OF POLICY DATE OF REVISION USC System May 28, 2020 RESPONSIBLE OFFICER ADMINISTRATIVE OFFICE Vice President for Human Resources Division of Human Resources __________________________________________________________________________________ THE LANGUAGE USED IN THIS DOCUMENT DOES NOT CREATE AN EMPLOYMENT CONTRACT BETWEEN THE FACULTY, STAFF, OR ADMINISTRATIVE EMPLOYEE AND THE UNIVERSITY OF SOUTH CAROLINA. THIS DOCUMENT DOES NOT CREATE ANY CONTRACTUAL RIGHTS OR ENTITLEMENTS. THE UNIVERSITY OF SOUTH CAROLINA RESERVES THE RIGHT TO REVISE THE CONTENTS OF THIS DOCUMENT, IN WHOLE OR IN PART. NO PROMISES OR ASSURANCES, WHETHER WRITTEN OR ORAL, WHICH ARE CONTRARY TO OR INCONSISTENT WITH THE TERMS OF THIS PARAGRAPH CREATE ANY CONTRACT OF EMPLOYMENT. THE UNIVERSITY OF SOUTH CAROLINA DIVISION OF HUMAN RESOURCES HAS THE AUTHORITY TO INTERPRET THE UNIVERSITY’S HUMAN RESOURCES POLICIES. PURPOSE Outlines the university’s progressive discipline guidelines for supervisors when correcting inappropriate behavior of employees to ensure discipline is applied consistently. DEFINITIONS Bullying: Repeated, unwelcome severe and pervasive behavior that intentionally threatens, intimidates, humiliates or isolates the targeted individual(s), or undermines their reputation or job performance. Counseling or Oral Warning: A private discussion between the supervisor and employee to correct minor deficiencies in conduct or inappropriate workplace behavior. Demotion: The assignment of an employee from one established position to a different established position having a lower State salary range or, for employees in positions without a State salary range, assignment of a lower rate of pay to the employee. Termination: Disciplinary action whereby the employee is separated from employment with the University of South Carolina due to the frequency or nature of their misconduct or inappropriate workplace behavior. -
Work Based Learning in Concurrent Enrollment
House bill 15-1275 clarifies that career and technical education (CTE) course work related to apprenticeship programs and internship programs may be included in concurrent enrollment programs. Below are recommendations for implementing these work-based learning opportunities utilizing current practices, as well as recommendations for further consideration to expand and enhance these opportunities. Please note that these recommendations are a snapshot in time and are not inclusive of all work-based learning opportunities. This will remain a living document and as appropriate, stakeholders will make updates and incorporate additional guidance in other resources. Partnerships In order for concurrent enrollment students to earn postsecondary credits for pre-apprenticeship course work or internships there should be a documented partnership between an institution of higher education (IHE), an industry partner, and the local education provider (LEP). This documented partnership should clearly outline roles and responsibilities of each partner in providing the pre-apprenticeship coursework/program and internship programs, including but not limited to: Student qualifications, including determination of readiness Instructor qualifications Payment of tuition and fees Assessment requirements, including any course prerequisites Determination of postsecondary and high school credit earned through coursework Alignment of credits earned through coursework to high school graduation requirements Alignment of credits earned through coursework to a -
Using Workforce Funds to Support Apprenticeship
WORKFORCE FUNDS Making ApprenticeshipUSA Work for the Public Workforce System: USING WORKFORCE FUNDS TO SUPPORT APPRENTICESHIP ApprenticeshipUSA is an employer-driven training model that combines on-the-job training with job- related instruction. This “earn and learn” approach helps workers start new careers and helps businesses recruit and retain a highly-skilled workforce. Businesses can hire new workers or select current employees to join apprenticeship programs. The Workforce Innovation and Opportunity Act (WIOA) advances the use of apprenticeship as an effective work-based learning approach that builds worker skills and establishes pathways to higher levels of employment and wages. WIOA funds can be used in a variety of ways to help job seekers and workers prepare for, enter, and complete apprenticeship programs. While ApprenticeshipUSA is the term for the overall model, the term Registered Apprenticeship reflects the fact that a business has chosen to register its program with the U.S. Department of Labor or a State Apprenticeship Agency. Registering an apprenticeship program provides a number of benefits, such as a national credential for apprentices and potential state tax credits for businesses. WIOA programs can support the on-the-job training component of apprenticeship programs. WIOA funds can also pay for the cost of related classroom instruction for the apprentice, including tuition, books, supplies, fees, uniforms, tools and other required items. Customized training and incumbent worker training are other ways that WIOA funds can support businesses that sponsor apprenticeship programs. Basic skills training and pre-apprenticeship programs can be provided under WIOA to prepare participants to enter apprenticeship programs. WIOA youth services Note that in all instances, a participant’s for tutoring, mentoring, and work experience can be used in combination with pre-apprenticeship and eligibility for WIOA must be properly apprenticeship programs. -
2020 List of Goods Produced by Child Labor Or Forced Labor
From Unknown to Known: Asking the Right Questions to The Story Behind Our Stuff Trace Abuses in Global Supply Chains DOWNLOAD ILAB’S COMPLY CHAIN AND APPS TODAY! Explore the key elements Discover of social best practice COMPLY CHAIN compliance 8 guidance Reduce child labor and forced systems 3 labor in global supply chains! 7 4 NEW! Explore more than 50 real 6 Assess risks Learn from world examples of best practices! 5 and impacts innovative in supply chains NEW! Discover topics like company responsible recruitment and examples worker voice! NEW! Learn to improve engagement with stakeholders on issues of social compliance! ¡Disponible en español! Disponible en français! Check Browse goods countries' produced with efforts to child labor or eliminate forced labor 1,000+ pages of research in child labor the palm of your hand! NEW! Examine child labor data on 131 countries! Review Find child NEW! Check out the Mexico laws and labor data country profile for the first time! ratifications NEW! Uncover details on 25 additions and 1 removal for the List of Goods! How to Access Our Reports We’ve got you covered! Access our reports in the way that works best for you. On Your Computer All three of the U.S. Department of Labor’s (USDOL) flagship reports on international child labor and forced labor are available on the USDOL website in HTML and PDF formats at https://www.dol.gov/agencies/ilab/resources/reports/child-labor. These reports include Findings on the Worst Forms of Child Labor, as required by the Trade and Development Act of 2000; List of Goods Produced by Child Labor or Forced Labor, as required by the Trafficking Victims Protection Reauthorization Act of 2005; and List of Products Produced by Forced or Indentured Child Labor, as required by Executive Order 13126. -
Long-Term Unemployment on a Par with Prior Recessions, but Unemployment Benefits Are
Revised September 9, 2002 Long-Term Unemployment On a Par with Prior Recessions, But Unemployment Benefits are Not– Will Lawmakers Fix the Federal Extended Benefits Program? By National Employment Law Project In early March, Congress passed, and President Bush signed, a temporary federal extension of unemployment insurance benefits. The Temporary Extended Unemployment Compensation (TEUC) program extended benefits for up to 13 weeks for laid off workers exhausting regular unemployment insurance (UI) benefits. The TEUC program ends on December 31, 2002. After that, long-term unemployed workers will face a tight labor market without an unemployment insurance safety net. Accordingly, immediate action should be taken by Congress and the Bush Administration to extend and repair the federal unemployment program. As described below, every effort should be made by Congress to expedite UI legislation in light of the severe hardship suffered by record numbers of unemployed workers. For unemployed workers, the situation is now comparable to, if not more severe, than the recent recessions that produced far broader unemployment benefit extensions. Why Action Is Needed Before the October Congressional Recess When the federal extension was enacted in March, many observers were saying the recession was already over. Clearly, these predictions were off the mark. As with most prior recessions, Congress needs to provide laid off workers with additional extended benefits in order to tide families over until jobs return, bolster consumer confidence, and stimulate our economy (see box for specific reforms). Time is of the essence – here’s why: 1. Joblessness will remain persistently high well into 2003. According to the recent economic forecast of the Congressional Budget Office, the unemployment rate is expected to remain near 6% at least until the second half of 2003. -
EPILEPSY in the WORKPLACE a TUC Guide CONTENTS
EPILEPSY IN THE WORKPLACE A TUC guide CONTENTS SECTION 1 The social versus the medical model 04 SECTION 2 What is epilepsy? 06 SECTION 3 Myths and facts 08 SECTION 4 Epilepsy in the workplace 09 SECTION 5 How workplaces can create difficulties for workers with epilepsy 11 SECTION 6 Making workplaces epilepsy-friendly 16 SECTION 7 Nothing about people with epilepsy without people with epilepsy 17 SECTION 8 Epilepsy and Parliament 18 SECTION 9 Using the right language 19 SECTION 10 Crime against people with epilepsy 20 SECTION 11 A guide to the law 22 SECTION 12 Epilepsy and trade unions: what the union can do 23 SECTION 13 Resources and useful websites 24 About the author Kathy Bairstow is a UNISON member and works as the senior advice and information officer at Epilepsy Action. Her work involves providing advice and information to anyone with an interest or concern about epilepsy. This includes members of the public; employment, health and other professionals; and the media. She was a patient representative on the NICE Guideline CG20 – The Epilepsies: the diagnosis and management of the epilepsies in adults and children in primary and secondary care. Kathy had epilepsy as a child, as did two of her three children. She no longer has epilepsy, but does have several long-term health conditions. Introduction by the TUC General Secretary I am delighted that the TUC has worked with Epilepsy Action to produce this new guide for trade unionists on supporting members with epilepsy. The author is a specialist and a trade unionist so this briefing will be an authoritative aid to union reps, officers and members on dealing with the issues facing members with epilepsy in the workplace. -
Staff Report
Agenda Item #15.1 For Council Meeting of: October 1, 2019 CITY OF SANTA ROSA CITY COUNCIL TO: MAYOR AND CITY COUNCIL FROM: RAISSA DE LA ROSA, ECONOMIC DEVELOPMENT MANAGER PLANNING AND ECONOMIC DEVELOPMENT DEPARTMENT SUBJECT: ORDINANCE ADDING CHAPTER 10-45 TO THE SANTA ROSA CITY CODE TO ESTABLISH MINIMUM WAGES TO BE PAID BY EMPLOYERS AGENDA ACTION: ORDINANCE INTRODUCTION RECOMMENDATION It is recommended by the Planning and Economic Development Department that the Council introduce an ordinance adding Chapter 10-45 to the Santa Rosa City Code to establish minimum wages to be paid by employers. EXECUTIVE SUMMARY California Senate Bill 3 (Leno) was signed into law on April 4, 2016, setting the stage to raise the state minimum wage by set amounts each year to reach $15.00 per hour by January 1, 2022, for employers with 26 or more employees, and by January 1, 2023, for employers with 25 or fewer employees. After the $15.00 per hour threshold is reached, the state minimum wage will increase annually based on the Consumer Price Index up to 3.5% per year. SB 3 maintains existing exemptions in the State’s minimum wage law. Pursuant to a proposal from labor, and community organizations for Santa Rosa to expedite the State timeline, and following similar actions taken by neighboring jurisdictions, this ordinance outlines a $15.00/hour minimum wage for employers with 26 or more employees and a $14.00 minimum wage for 25 or fewer employees effective July 1, 2020. On January 1, 2021, the ordinance further outlines the minimum wage for employers with 25 or fewer employees will be $15.00 per hour and, on this same date and annually thereafter, the minimum wage for all employers regardless of size will increase based on the Consumer Price Index for Urban Wage Earners and Clerical Workers for the San Francisco-Oakland- Hayward Consolidated Metropolitan Statistical Area up to 3.5%, thereby realigning the “small” and “large” employer minimum wage. -
A Mighty Experiment: the Transition from Slavery To
A MIGHTY EXPERIMENT: THE TRANSITION FROM SLAVERY TO FREEDOM IN JAMAICA, 1834-1838 by ELISABETH GRIFFITH-HUGHES (Under the Direction of Peter C. Hoffer) ABSTRACT When Britain abolished slavery, in 1834, it did not grant immediate freedom to the slaves, but put in place an apprenticeship period of four to six years depending upon occupation designation. This period, along with compensation of 6 million pounds, was awarded to the planters for their property losses. It was meant to be used to "socialize" the former slaves and convert them from enslaved to wage labor. The British government placed the task of overseeing the apprenticeship period in the hands of a force of stipendiary magistrates. The power to punish the work force was taken from the planters and overseers and given to the magistrates who ruled on the complaints brought by planters, overseers, and apprentices, meted out punishments, and forwarded monthly reports to the governors. Jamaica was the largest and most valuable of the British West Indian possessions and consequently the focus of attention. There were four groups all with a vested interest in the outcome of the apprenticeship experiment: the British government, the Jamaican Assembly, the planters, and the apprentices. The thesis of this work is that rather than ameliorating conditions and gaining the cooperation they needed from their workers, the planters responded with coercive acts that drove the labor force from the plantations. The planters’ actions, along with those of a British government loathe to interfere with local legislatures after the experience of losing the North American colonies, bear much of the responsibility for the demise of the plantation economy in Jamaica. -
Why Registered Apprenticeship and Healthcare?
- 1 - TABLE OF CONTENTS INTRODUCTION . 1 WHY REGISTERED APPRENTICESHIP AND HEALTHCARE? . 2 REGISTERED APPRENTICESHIP AND HEALTHCARE REFORM . 2 SAMPLE REGISTERED APPRENTICESHIP HEALTHCARE MODELS . 4 The Evangelical Lutheran Good Samaritan Society 4 CAEL: Nursing Career Path Model 5 Paraprofessional Healthcare Institute 6 CVS Pharmacy/Caremark 6 BlueCross BlueShield of South Carolina 6 AHDI 7 NEW PROGRAMS COMING ON-LINE . 7 Service Employees International Union (SEIU) Healthcare NW Training Partnership 7 American Network of Community Options and Resources (ANCOR) and the National Association of Direct Support Professionals (NADSP) 7 Senior Community Service Employment Program (SCSEP) 8 Comfort Keepers 8 FEDERAL PARTNERSHIPS . 8 Federal Partnerships 8 Office of Apprenticeship Collaborations with the Department of Health and Human Services (HHS) 8 DOL-HHS Join Feasibility Study of the Registered Apprenticeship Long-term Care Model 8 FUTURE OPPORTUNITIES . 9 CHALLENGES . 9 APPENDIX . 10 Apprenticeable Healthcare Occupations 10 Apprenticeable Health Information Technology Occupations 10 INTRODUCTION Despite the current recession, healthcare remains one of the few areas of the economy that continues to grow and add jobs Since 2003, the U S Department of Labor’s (DOL) Office of Apprenticeship (OA) has focused on the health- care industry to address both chronic workforce shortages and increasing skill demands for key occupations within the allied health and long-term care industries Since then, apprenticeship programs have been developed in healthcare