Established Pathway

Joint Apprenticeship

Careers Available

Benefits of our Programs

State Building Trades Unions

Apprenticeship Programs

Developing Workforce Capacity

in the Private Sector

By Jason Ehlert-President

Established PathwayThe societal norm today

• Graduate high school

• Pick a college and major

• Year two-realize this isn’t what you want

• Change major (once, twice, multiple, or drop out)

• Graduate (5 year timeframe?)

• Find that perfect job in your field of study…hopefully

• Loans come due in six months regardless if employed…or graduated

The mainstream model

How we define success in the world today

Screenshot of Google search

on 7.17.18

“Successful Job”

Screenshot of Google search

on 7.17.18

“Successful Work”

Screenshot of Google search

on 7.17.18

“Successful Career”

Takeaways from the last three slides

• Business suits are dominate (39 of 58 pics)

• Anything that involved humans was in a suit

• 15 pics were sitting down at a desk or table

• Office settings central theme

• People were happy sitting at a desk

Is this the really the definition of success?

Why isn’t this viewed as a successful career?

Perceptions of Working in the Technical Skilled Fields

Promotion is not going to be enough…Formal education needs to be the core principal for the reformation

Trade Education in Public SchoolsBecause the American system of career and technical education at the secondary school level does not focus on the goal of providing credentials with real economic value, it therefore offers a program with little or no economic payoff for the student. Students and their parents know that. Even if they cannot recite the statistics, they know that, with every passing year, the gap between those with a four-year degree and a two-year degree grows and the gap between those with a two-year degree and those with just a high school diploma grows.

Tucker, Marc. (2018, June 20) Education Week. What, Exactly, Should be the Purpose of Career

Technical Education Be? Retrieved from

https://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1

%2Fblog%2F115%2Findex.html%3Fuuid%3D76710

Promoting the Trades“…In my view, the widening skills gap and the

increasing cost of college aren’t problems, in and of

themselves; they’re symptoms – symptoms of our

insistence on promoting one form of education at the

expense of all the others. This lopsided, cookie-cutter

approach to learning has led to a mountain of myths

and misperceptions that discourage millions of

people from exploring many viable opportunities that

don’t require an expensive four-year degree. To close

the skills gap, we need to affirmatively debunk the

misinformation surrounding these opportunities

and stop treating whole categories of jobs like

vocational consolation prizes…”

Rowe, M. (2018 April 26). [Off the Wall: NPR, it Would Have Been

Nice to be Asked]. Retrieved from

http://mikerowe.com/2018/04/otw-npr-it-would-have-been-

nice-to-be-asked/

• Skills & Technical Training need to go hand-in-hand

• Need formal education to equal financial success

• “Post-Secondary Credential for All”

Poll Questions…

How many of you are working in the career field you

went to college for?

However, did the education you earned prepare you

for the job you have?

The Joint Apprenticeship ModelPost-Secondary Credential

Building Trades Unions

Apprenticeship Programs

Four Key Components

1. On-The-Job Paid Training

2. In-Class Room Instruction

3. Registered with the Department of Labor

4. Jointly Managed Between Contractor & Labor

Hands-On Learning

Average Start at 60% of JP Scale

Structured Benchmarks

4,000 to 10,000 work hours

On-The-Job Paid TrainingJoint Apprenticeship Model

Highly developed curriculum

Mandatory Requirement

Direct application of concepts

288 to 1,100 hours

Classroom InstructionJoint Apprenticeship Model

National Accreditation

Accountability of Program

Third Party Compliance

Industry Recognition

Registered with USDOLJoint Apprenticeship Model

Collaboration of Labor & Management

Programs track student progress

Meaningful Education

Continuous Evaluation of Program

Program ManagementJoint Apprenticeship Model

Accountability

Increased emphasis on classroom completion

(apprentices denied raises because curriculum was

not completed)

Apprentice documentation of work they are doing (are they

getting a full education of the trade or not)

Boilermaker StorySkilled Trades at Work

The anecdote goes that there is an old boilermaker who was hired to fix a huge steamship boiler system

that was not working well. After listening to the engineer’s description of the problems and asking a few

questions, he went to the boiler room.

He looked at the maze of twisting pipes, listened to the thump of the boiler and the hiss of the escaping steam for a few

minutes, and felt some pipes with his hands. Then he hummed softly to himself, reached into his overalls and took out a

small hammer, and tapped a bright red valve one time. Immediately, the entire system began working perfectly, and the

boilermaker went home.

When the steamship owner received a bill for a thousand dollars, he

became outraged and complained that the boilermaker had only been

in the engine room for fifteen minutes and requested an itemized bill.

So the boilermaker sent him a bill that reads as follows:

For tapping the valve: $.50

For knowing where to tap: $999.50

TOTAL: $1,000.00

While humorous and insightful, what this story also points to is the

growing skills gap that exists in industry. There are fewer and fewer

people who “know where to tap,” and their specific knowledge is

leaving the workforce as they do.

• Formal

• Accountable

• Quantifiable

• Accredited

• Recognizable

• Understandable

Careers Available in the TradesFoundation to Finish

Participating OrganizationsMembers of the Building Trades

• Fifteen partnering trades

• Definitive career pathway

• Residential, Commercial, Industrial

• Been in the state for a long time

• Our goals are your goals

Skilled Members=Efficient Workforce

THE

CAREERS AVAILABLE

Sheet Metal

Roofers

Glazers

Pipefitters

Bricklayers

Operators

Electricians

Cement MasonsLaborers

Elevator

Constructors

Insulators

IronworkersBoilermakers Millwrights

Educational BenchmarksCraft by Craft BreakdownOTJ (In-hours)/Classroom Instruction (In-hours)

• Iron Workers-6000/612

• Insulators-6000/720

• Sheet Metal-8000/720

• Boilermakers-6000/576

• Electricians-8000/1100

• Bricklayers-6000/432

• Elevator Constructors-8000/576

• Operators-4000/288

• Painters/Tapers/Glazers-6000/432

• Laborers-4000/288

• Cement Masons-6000/432

• Pipefitters/Plumbers-9000/1230

• Sprinkler Fitters-10000/220

• Carpenters/Millwrights-6000/432

• Roofers/Waterproofers-6000/432

Benefits of Our ProgramsDon’t Reinvent the Wheel

Building Trades Invest in

Education & Training

Apprenticeship is a multi-year investment

It is not a “quick” solution

Complex and will take commitment

True Trade Training

Key to success for employers and employees

Cannot change decades of “University for All” overnight

Any program needs to have a formal education

Apprenticeship is a viable career developer

The “Other Four-Year Degree”

“Post-Secondary Credential for All”

Partner with the Trades Unions to Solve the Skills Gap facing the Country

• Employers need skills and technical training

• Registered Apprenticeship programs already established

• Pre-Apprenticeship Programs (ARP’s): we are working with schools for development

• We are committed to changing perceptions

• Distributed investment cost of programs

• Collaboration to solve this problem

• Direct input into curriculum and program

Apprenticeship StatisticsNorth Dakota Snapshot

• 1,088 Active

• 292 New

• 165 Completers

• 88 Active Programs

• 8 New Programs in 2017

FY 2017 USDOL Data and Statistics regarding Apprenticeships

https://doleta.gov/oa/data_statistics.cfm

Apprenticeship Data

• Represented 14% of total apprenticeship programs in 2017

• 687 apprentices registered in a Building Trades Union program (63%)

• 194 first year indentured apprentices “First Years” (66%)

• 110 completers “Graduates” (67%)

https://abcnews.go.com/Politics/video/louisiana-

senator-spends-summer-recess-substitute-teaching-

home-49365998

Poll Question:

• How many have a college degree?

• How many have completed an apprenticeship?

• Who has the expertise to develop apprentices?

Change The Perspective

of The Building

Trades Unions

Numerous students who don’t finish college

It will work for college graduates who are looking for a career

Don’t dismiss “Union” outright

May be surprised by a new perspective

“Reinventing Leadership”

Don’t Reinvent the Wheel

• Fifteen trade disciplines

• Established programs

• No need to start from scratch

• Each programs is registered with USDOL

• Essentially develop a four year degree that's recognized, accredited and accepted

• Programs are already funded and monitored for compliance

• Would you want to build your own school?

In Review

Redefining a “successful” career will take more than presentations

Joint Apprenticeship fits the current directive of promoting “post-secondary

credential for all”

New employees and members are needed in a variety of technical skills

Internal and external benefits e.g. low cost to apprentices, distributed costs to employers and specialized craft training

Member organizations of the State Building Trades Unions

Questions?

Jason Ehlert

North Dakota Building Trades Unions