Need more on the pros and cons? Read on!

Program Development

Since CB and HY work processes typically include more detail than those for TB programs, CB and HY apprenticeship programs can take more time and effort to develop. However, this isn’t always the case! The relative ease and timeline of developing an apprenticeship program largely depend on the availability of program samples, having apprenticeship experts who can support the process, and the urgency and energy that the employer is able to dedicate to launching the program. Also remember that, while it may take longer to develop or customize a detailed CB or HY program, this can be a useful exercise for employers who don’t have clear competency frameworks defined for their employees.

Flexibility

CB and HY programs offer more flexibility than TB programs since apprentices can move at their own pace (with CB programs being the most flexible).

CB programs are the most flexible since apprentices are more likely to perform job functions as required, and as their skill attainment allows. This enables apprentices and supervisors to focus more on the day-to-day requirements of the job while skills develop naturally. Meanwhile, TB programs are least flexible because apprentices often cycle through various departments or job functions, and they must complete the required work process hours in each category regardless of whether they learn the needed skills in less time. HY program delivery is similar to either TB or CB programs, depending on the specific needs, culture, and processes that the employer has in place. CB and HY programs can also be finished in less time than TB programs if the apprentice is learning at an accelerated rate.

Considering the youth lens, CB or HY approaches are often a great fit for high school or youth apprenticeships, since students often start with different levels of competency and these approaches allow an employer to train apprentices at their own schedule and pace without sacrificing the rigor of the program. This also helps provide access to apprenticeship for students who cannot work full time while in school. Further, youth may have varying levels of access to classes and other resources for skill development, and CB and HY models emphasize competency attainment no matter how an individual gets there. This flexibility is key for youth apprenticeships!

Documentation and Tracking

All apprenticeship sponsors are required to maintain documentation of their apprentices’ progress through their apprenticeship program. TB programs require simpler but more frequent progress documentation, while CB programs require more detailed documentation to be collected less frequently. HY programs may take a blended approach. Program records may be reviewed by the DOL OA or SAA on an annual basis.

In a TB program, an apprentice’s work process records amount to an ongoing count of apprentices’ time spent in each work process category. It is recommended that records be kept on at least a monthly basis. The employer and/or sponsor must maintain and monitor aggregate reports to ensure that apprentices are spending the appropriate amount of time in each work process category. While collecting hours logs may be easier for some employers, they are likely collected more frequently than competency assessments are in a CB program. Companies may be able to use existing software to collect TB program records. However, payroll systems typically track time spent overall—but in an apprenticeship, the employer/apprentice needs to track how those hours were spent against work process categories. Here is an example of what a completed hours log may look like for a TB program. (TIP! Click the preview icon next to the file to display it.)

In a CB program, employers and/or sponsors do not need to maintain documentation of the time apprentices spend in each work process category but must track apprentices’ attainment of the competencies that are listed in the work process. It is recommended that this is done two to four times per year. (Administering competency assessments at the end of each semester of RTI can be a good approach). While each competency record may take more work to complete, they don’t need to be done as often as TB program records. Here is an example of what a completed CB competency assessment may look like for a CB program. (TIP! Click the preview icon next to the file to display it.) Regarding youth apprenticeships, these competency assessments could follow the structure frequently used by secondary educators on a four-point rubric.

HY programs require the most documentation, as employers and/or sponsors must maintain records of apprentices’ time spent in each work process category and their levels of skill in accordance with their work process. Employers should keep records of both hours logs and competency assessments. This extra documentation allows employers an extra layer of oversight on their apprentices’ progress, so they may consider whether an apprentices’ skill development seems to be taking more or less time than they think is reasonable.

Accuracy

CB assessments can provide more accurate representations of apprentices’ progress since they focus on skill over time.

HY programs require the most documentation, as employers and/or sponsors must maintain records of apprentices’ time spent in each work process category and their levels of skill in accordance with their work process. Employers should keep records of both hours logs and competency assessments.

While the tracking mechanisms in TB programs can be more efficient to implement, they also may obscure the apprentice’s actual level of skill, as hours spent learning a particular skill set do not necessarily translate to competency in that skill set. Every apprentice is likely to learn at a different pace and may master skills in some work process categories much more quickly than in others.

CB and HY programs are a more natural fit for mentoring since these programs require supervisors to evaluate their apprentices’ skill development. CB and HY programs can provide more accurate and actionable information about apprentices’ progress, as they clearly delineate which skills apprentices need to learn and have learned over time. Supervisors can use this information to move apprentices through areas where they are excelling more quickly and provide additional support/time in areas where apprentices struggle. This is especially important for youth, but an emphasis on learning and growth can help all apprentices. Youth in particular need to hear a lot of positive feedback on the job as they adjust to the professional setting. Competencies help youth understand what skills they have learned, which can help them in their career and give them confidence in making career and education decisions to further develop their skill in those competencies or broaden their skill sets.

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