DOCSLIB.ORG

HRSD Apprenticeship Brochure

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
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 needed for a successful career at At least 18 years old • A high school or vocational school pneumatic instrumentation and other HRSD. equipment in wastewater treatment diploma or have a GED plants and pump stations. Performs • Electrical & Instrumentation Apprentices must A Key to Higher Wages complex and specialized electrical have or be pursuing an Associate’s Degree in maintenance and repair operations for With a positive attitude and satisfactory job Electro-Mechanical Technology, Electronics or a wastewater treatment plant and pump performance, apprentices can earn training pay related field station electrical systems. increases by gaining knowledge and experience, • Physically able to perform the work which leads to merit and training pay increases • Strong Mathematical Skills Machinist with years of service until the top of the pay scale has been reached. Plant Operator apprentices Fabricates, rebuilds, and/or repairs parts are required to obtain their Class 4 – Class 1 Eight Career Choices and replacement components for large Wastewater Works Operator Licenses. HRSD’s Apprenticeship Programs provides a mechanical equipment. combination of on-the-job training and related Apprenticeship Program Requirements classroom instruction. All can be completed in Automotive Technician three to four years. The following is a short Apprentices work their regular work schedule while Performs repairs and maintenance on gaining the required skills for their trade. They must description of duties for each of the trade positions. The number of job openings in each career automotive and engine-powered attend classes (September-June) approximately 2- equipment used by HRSD. Troubleshoot 3 nights per week and may potentially complete determines the number of apprenticeship opportunities available. and repair gasoline, natural gas, online courses. propane, and diesel engines. A formal graduation ceremony is held for all Plant Operator Carpenter apprentices who complete the Apprenticeship Operates and controls various wastewater Builds, repairs, alters and maintains Program. All graduating apprentices will also be treatment plant processes and equipment. wood structures, buildings and awarded a Virginia State Certificate of Performs field and laboratory tests. Collects, furnishings. Prepares and paints wood, Completion, Journeyworker Card in their trade, analyzes and records data on wastewater metals, plaster and sheetrock surfaces. and an Apprenticeship Program class ring. treatment samples. Must have the ability to work rotating shifts. Small Communities Systems Operator Interceptor Technician Operates and performs maintenance Maintains and repairs interceptor system force activities for wastewater treatment mains, gravity mains and pump stations. facilities. Performs sample testing, data collection, analysis, and recording. Maintenance Operator Performs maintenance on gravity vacuum and force main systems. Performs maintenance and repair activities Responds to Miss Utility and service calls. for wastewater treatment facilities .
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • Women's Bureau
    WOMEN’S BUREAU dol.gov/wb Apprenticeships Fact Sheet Our Goal • Increase the number of women participating in pre-apprenticeship and apprenticeship programs. Fast Facts • Apprenticeships offer an “earn-as-you-learn” model that provides a pathway to family-sustaining wages, on-the-job training, and mentors, while reducing the need to take on student loans. Meanwhile, businesses have the opportunity to participate in the cultivation of a skilled and valuable workforce. • Women comprise only about 7% of Registered Apprenticeship Program participants. • According to a U.S. Department of Labor study: ü The average starting salary for an apprentice is $70,000; ü 9 years after enrolling in a registered apprenticeship, women could expect to earn an average of $47,586 more than they could have otherwise expected to earn; ü After 36 years, they were projected to earn an average of $98,718 more over the course of their career. • Addressing issues to position women to succeed and utilize apprenticeship opportunities: ü With the apprenticeship model expanding to a wider range of industries and sectors, a greater number of women have been entering and succeeding in apprenticeship programs in areas such as information technology, healthcare, and advanced manufacturing. Traditionally, however, most of the apprenticeship programs have been concentrated in the building trades such as construction, mining, or ironwork. Historically, those have also been fields with low rates of participation by women, leading to a perception that those occupations might not be well-suited for them; ü Stakeholder feedback describes the broader concerns among women about their workplace safety and security, ranging from access to proper safety training and gear to issues related to sexual and workplace harassment; ü Some of the issues that prevent women from joining pre-apprenticeship and apprenticeship programs—or joining the workforce in the first place—include child care, transportation, and domestic violence services.
    [Show full text]
  • National Apprenticeship Act of 2020
    National Apprenticeship Act Reauthorization Background The Registered Apprenticeship (RAs) system is America’s most successful federally authorized workforce development program. According to the Department of Labor, 94 percent of people who complete RAs are employed upon completion, earning an average starting wage of above $70,000 annually. Yet, according to the most recent data, only 0.3 percent of the overall workforce in America have completed an apprenticeship. Investments in apprenticeships not only pay off for workers and employers, they also benefit taxpayers. Increased spending on apprenticeship programs is more than offset by higher tax revenues and reduced spending on public-assistance programs and unemployment insurance. About the National Apprenticeship Act of 2020 During a time of record unemployment, the National Apprenticeship Act of 2020 invests more than $3.5 billion over 5 years in expanding opportunities and access to Registered Apprenticeships, youth apprenticeships, and pre-apprenticeships. The proposal would create nearly 1 million new apprenticeship opportunities on top of the current expected growth of the apprenticeship system. It would also yield $10.6 billion in net benefits to U.S. taxpayers in the form of increased workers productivity and decreased spending on public-assistance programs and unemployment insurance. By increasing investments in the national apprenticeship system, the National Apprenticeship Act of 2020 will begin to bring America’s investments in apprenticeship more in line with countries around the world. The U.S. spends only about 0.1 percent of gross domestic product (GDP) on workforce training and employment programs, while our peer industrialized nations spend roughly six times as much as a share of GDP.
    [Show full text]
  • From Apprenticeship to Internship: the Social and Legal Antecedents of the Intern Economy
    tripleC 13(2): 351-360, 2015 http://www.triple-c.at From Apprenticeship to Internship: The Social and Legal Antecedents of the Intern Economy Alexandre Frenette Arizona State University, Tempe, USA, [email protected] Abstract: This article looks towards the future of the intern economy by focusing on its past. What led to recent debates about the intern economy? How did it become legally possible for interns to work for free? Using the United States as my case study, I draw parallels between the current intern economy and its closest historical antecedent, the apprenticeship system. By providing a brief overview of the history of work-based learning and the unpaid internship’s legal underpinnings, this article ultimately frames current lawsuits and debates as a correction to today’s insufficiently scrutinized youth labour regime not unlike the apprenticeship systems of the past. In the attempt to facilitate youth transitions from school to work, yet maintain minimum wage standards, government intervention and—more im- minently likely—legal decisions will, I anticipate, eventually transform the intern economy much like the Fitzgerald Act of 1937 drastically formalized apprenticeships in the United States. Keywords: intern economy, internships, apprenticeships, school-to-work, lawsuits, legality Acknowledgements: I would like to thank the reviewers, special issue editors, Paul Attewell, Michael Crowder, Eric Glatt, and Daniel Jacoby for their helpful comments on this article. 1. Introduction Over the past three years, something surprising yet quite overdue happened in the United States: people became increasingly critical of the intern economy. As the Great Recession exacerbated the plight of the young and the jobless (Shierholz and Edwards 2011), the un- paid internship began drawing the ire of politicians, educators, labour rights activists, as well as students and their worried parents (Greenhouse 2010; Harris 2013; Mosley 2013; Perlin 2011).
    [Show full text]
  • Adjusting to Automation: Public Policy and the “Future of Work” Max Meyers∗ and David Besankoⱡ
    Adjusting to Automation: Public Policy and the “Future of Work” Max Meyers∗ and David Besankoⱡ Today, the third-largest retailer in the world has warehouses with no pickers, stores with no cashiers, and may soon deliver packages by drone. Startups like Otto promise to soon be able to ship freight without truck drivers, while others like X.ai already offer a virtual assistant that automates scheduling for busy executives. Machine learning, augmented intelligence, and robotics have the ability to significantly redefine work—including many tasks that have been categorized in the past as decidedly “human.” One Oxford University study estimates the next wave of digital technologies could automate as many as 47 percent of today’s jobs—many concentrated within lower-earning jobs. (Eighty percent of the at-risk jobs identified earn under $20 per hour.) At a time when many people already feel economically disaffected, such drastic change will only increase anxiety. The rise in global elections of populist and protectionist platforms promising to “restore jobs” highlights the social implications as technological progress creates “winners and losers.” But policies that stop or slow investments in machines in an attempt to preserve existing jobs are not the answer. They would only “make the pie smaller” and leave the U.S. less competitive as other countries make similar investments. Instead, the U.S. should develop a strategic approach to the workforce disruptions created by digital automation – creating both the permission and workforce capabilities for businesses to take advantage of its potential. Doing so requires a coherent set of policies that not only help workers develop know-how and skill sets that enable them to adapt to the future of work, but that also allow them to access the work opportunities that they have retrained for without having to move to a new state or endure a large cut in pay.
    [Show full text]
  • Pandemic Unemployment Assistance (PUA)
    Unemployment Benefits for Apprentices The following are guidelines apprentices should follow when applying for Unemployment Assistance. Because of the situation with Covid-19, there are multiple funding streams available to assist those who are currently out of work. It is recommended that you apply for unemployment online at https://esd.wa.gov. If you prefer to apply over the phone at 1-800-618-3022, expect long wait times. If you do not qualify for regular unemployment insurance (UI), you will need to apply for Pandemic Unemployment Assistance (PUA). This will only be available if you apply for regular unemployment, and get denied. Additionally, Pandemic Emergency Unemployment Compensation (PEUC) is a 13-week extension to unemployment benefits that is available after you run out of money from your initial claim. There is no need to apply for PUA or PEUC unless you meet the situations listed above. Below are some specific guidelines that will help you complete your application as an apprentice: • During the initial unemployment application, apprentices should answer “Yes” when it asks if they are in school or a training program. After they apply, they will get a questionnaire that asks for more information about their training, either online or by mail. The questionnaire will ask: • Program Start Date: this will need to be the date their current quarter started, and the date their current quarter will end, NOT the overall AJAC apprenticeship. • Do you want to apply for Commissioner Approved Training (CAT)? - all apprentices should say “No” (the only people who are eligible are those attending full-time school) • School info – write the name of the college they attend classes, their teacher’s name, and the school address.
    [Show full text]
  • Faqs – Apprenticeship Under the Apprentices Act, 1961 Q1
    FAQs – Apprenticeship under the Apprentices Act, 1961 Q1. What is Apprenticeship Training? Apprenticeship training is a course of training in an industry or establishment, under a contract of apprenticeship which consists of :- a) basic training component and b) on-the-job-training (OJT)/practical training at workplace. Q2. Is Apprenticeship Training mandated under the Act? Yes – • All establishments having work force (regular and contract employees) of 30 or more are mandated to undertake Apprenticeship Programs in a range from 2.5% -15% of its workforce (including direct contractual employees) every year. • For establishments having a workforce between 4 - 29 this is optional. • Establishments have a workforce of 3 or less are not permitted to engage apprentices. Q3. Which kinds of industry covered under this program/mandate? All sectors including manufacturing and service. Q4. What is National Apprenticeship Promotion Scheme? National Apprenticeship Promotion Scheme (NAPS) is a scheme of Government of India to provide financial support to establishments undertaking the apprenticeship training. NAPS was launched on 19th August 2016. Q5. What are the components of NAPS? The scheme has the following two components: Reimbursement of 25% of prescribed stipend subject to a maximum of Rs. 1500/- per month per apprentice by the Government of India to all employers who engage apprentices. Reimbursement of cost of basic training (up to a limit of Rs. 7500/- for a maximum of 500 hours= Rs. 15/hour) by the Government of India to Basic Training Providers (BTPs) in respect of apprentices who come directly for apprenticeship training without any formal training. Q6. What are the objectives of NAPS? • To promote apprenticeship training in the country.
    [Show full text]