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How to perform each of the components of an AAP is more detail than we can provide in this course. But, so that you know what to expect when you work with your Registration Agency on your AAP, here’s a bit of a deeper dive into the components that sponsors can find challenging: utilization analysis, including workforce and availability analyses, and goal setting.

Overview of Utilization Analysis

At bottom, utilization analyses detect barriers to EEO by measuring, by race, sex, and ethnicity, who participates in RAPs compared to who is available and qualified for the apprenticeship. Specifically, when doing utilization analyses, you answer the following three questions:

What percentage of your apprentices (in each major occupation group for which you provide training) falls into each of the key categories (females, African Americans, Hispanics/Latinxs, Asians, American Indians / Alaska Natives, and Native Hawaiians / Pacific Islanders)? This is your workforce analysis.
What is each of these populations’ share of individuals in your recruitment area who meet the qualifications for the apprenticeship? This is your availability analysis.
How do these percentages compare?

Workforce and Availability Analyses

Doing your workforce analysis is easy: you just count the female, African American, Hispanic/Latinx, Asian, American Indian / Alaska Native, and Native Hawaiian / Pacific Islander apprentices in your program. You take their race and ethnicity from the Program Registration and Apprenticeship Agreement form they fill out (ETA Form 671) when they register.

Your availability analyses may take a little more work, depending on the area or group you recruit from and on the qualifications you require of applicants. You will need to take your availability percentages from the most current and discrete statistical information available about the individuals in your recruitment area who meet your minimum qualifications.

In-school youth apprentice programs. If your program is open only to, say, juniors and seniors who have passed algebra and geometry, your “recruitment area” is those juniors and seniors, and the population who meet your minimum qualifications are those juniors and seniors who have passed algebra and geometry. In that case, you will need to work with school administrators to determine the percentages of that population who fall into each of the key race, sex, and ethnicity categories.

Out-of-school youth programs. Out-of-school youth programs generally recruit from a local geographic area. The most current and discrete statistical information on the race, sex, and ethnicity of individuals by geographic area is generally U.S. Census Bureau data. You do not need to find these figures on your own, though—this is one of the steps that RAPs are only expected to do with the active assistance of their Registration Agency. In fact, OA staff have a data analysis tool they can use to help you with pulling down the relevant Census Bureau data.

Adult programs. Like out-of-school youth programs, adult programs often recruit from a local geographic area. If that is what you do, you must conduct your availability analyses in the way described for out-of-school youth programs, using Census data and with the help of your Registration Agency. Some adult programs that are operated by companies may recruit from their incumbent workforces instead of, or in addition to, their local geographic areas. If that is what you do, you will take your availability percentages from the composition of the eligible workers in your incumbent workforce.

To determine whether you need to set goals, compare the results of your workforce analyses to those of your availability analyses. This comparison acts as an initial screen for possible barriers: if the percentage of, say, female apprentices is significantly lower than the percentage of girls/young women in the pool of qualified students/youth, that’s a signal that you need to do more targeted outreach and recruitment, and evaluate your application and admission procedures further.

Why Are Utilization Analysis and Goal Setting Important?

Hear our expert on why utilization analysis and goal setting are so crucial.

A Word About Goals

Sometimes people are concerned that goals are “really” quotas. Not so! The Apprenticeship EEO regulations are explicit about the following points:

Goals may not be used as a ceiling or a floor for the selection of particular groups as apprentices or as a justification to extend a preference to any individual, select an individual, or adversely affect an individual’s status as an apprentice, on the basis of that person’s race, sex, or ethnicity.
Goals do not create set-asides for specific groups, nor are they intended to achieve proportional representation or equal results.
Goals do not supersede or suspend eligibility requirements and qualifications for apprenticeship. You are not required to select individuals who lack qualifications to participate successfully in your apprenticeship program.
Finally, the Registration Agencies may not impose any sort of penalty on your program if it does not meet the goals.

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