Establishing Apprenticeship Programs for Youth Workers:

A National Initiative of the National TrainingInstitute for Community Youth Work

A PL A N N I NG G U I DE

SOURCES

Youth Development Practitioner Apprenticeship Implementation Grants (SFA/DFA 01-103), U.S. Department of Labor, Employment & Training Administration

[DOL-SGA]

Apprenticeship Fact Sheets, U.S. Department of Labor, Employment & Training Administration

Establishing BEST Youth Development Practitioner Apprenticeship Programs for Youth Workers, National Training Institute for Community Youth Work,

April 2003; available at www.nti.aed.org

National Guidelines for BEST Apprenticeship Program Standards, National Training Institute for Community Youth Work, February 2003

Copyright © 2004 AED/National Training Institute for Community Youth Work. All rights reserved. Parts of this report may be quoted or used as long as

the National Training Institute for Community Youth Work/AED is recognized. NTI authorizes the reproduction of this publication for use in promoting and

supporting the development of YDPA programs.

This guide was made possible by funding from the U.S. Department of Labor. Points of view and opinions expressed in this publication are those of the

National Training Institute for Community Youth Work and do not necessarily represent official positions or policies of the U.S. Department of Labor.

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The writing of this guide would not have been possible without the vision, dedication, and innovative leadership

provided by the staff of BEST intermediary organizations implementing BEST YDPA programs. These individu-

als include: Kathy Johnson, Bernie Tennyson, and Maria Perkins from Alternatives, Inc. in Hampton/Newport

News, VA; Diana Kalenga, Ann Mitchell Sackey, and Ellen Tichenor from the Greater Philadelphia Federation

of Settlements in Philadelphia, PA; Kendall Clawson and Treena Peltier from Partners for a Healthier

Community in Springfield, MA; Jessica Mates, Steven Seltz, and Peter Kleinbard from the Youth Development

Institute at the Fund for the City of New York, in New York City; Deborah Stewart and Yonzel Sells from the

Youth Development Training and Resource Center at The Consultation Center in New Haven, CT; and

Deborah Craig, Deth Im, Miguel Jaramillo, and Charron Townsend from YouthNet of Greater Kansas City

in Kansas City, MO. In implementing the BEST YDPA initiative, NTI benefited from the technical guidance

provided to our staff by Franchella Kendall, Office of Apprenticeship Training, Employer and Labor Services

(OATELS), U.S. Department of Labor.

Many local leaders—including youth workers, directors of youth-serving organizations, college representatives,

workforce development experts, and funders—generously contributed their time and expertise to the conceptual-

ization of BEST YDPA programs through their participation on local BEST YDPA planning committees. NTI

sincerely appreciates their expertise and participation.

This guide was written by Amy L. Dawson, NTI Senior Program Officer. The project team for NTI’s BEST

YDPA initiative included NTI staff Amy L. Dawson, Elaine Johnson, Kelley Fitzgerald, Jennifer Gajdosik,

Angela Sanchez, and Nicole Warner, as well as staff and interns from the AED National Institute for Work

and Learning including Julie Fritts, Scott Kim, and Keith MacAllum, Ph.D.

NTI appreciates the partnership and expertise of copy editor Rebecca McBride and O2 Design in preparing

this guide for publication. Photographs appearing on pages 4, 5, 8-15 and 18 are courtesy of Erin Marie Dey.

This guide was funded by a grant from the U.S. Department of Labor.

A C K N O W L E D G M E N T S

CONTE NTS

Apprenticeship Programs for Youth Workers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Benefits of Youth Development Practitioner Apprenticeship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Planning an Apprenticeship Program for Youth Workers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Local BEST Youth Development Intermediary Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

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F O R E W O R D

The U.S. Department of Labor (DOL) began itseffort to create a youth development practitioneroccupation and apprenticeship program in the late1990s. In doing so, the Department of Labor intend-ed to maximize the impact of federal, state, and localinvestments in youth programs and promote betteroutcomes for young people by focusing on the capaci-ty of program staff to work effectively with youth. A DOL vision statement explained:

Because youth services operate at the local level andare implemented by front-line youth workers, the roleof youth workers is critical. Youth workers developrelationships with young people and provide crucialexpertise and support to youth as they transition toadulthood and careers. [DOL-SGA]

In establishing the youth development practitioneroccupation and recognizing the occupation as“apprenticeable” in 2000, the Department of Labortook important steps toward improving the quality of DOL-funded youth programs. The Departmentalso set in motion a process that has the potential to result in industry-wide standards for training the labor force of Americans who work with youngpeople. The intention was to serve young people in an array of programs whether funded publicly by departments of education, health and mentalhealth, justice, labor and recreation, or privately by foundations, United Ways, and individuals.According to DOL representatives:

While WIA [Workforce Investment Act] is the driv-ing force behind our movement to create a youthworker occupation and apprenticeship, we see broadapplicability for working with young people regardlessof the funding source. [DOL-SGA]

To seed Youth Development Practitioner Appren-ticeship (YDPA) programs throughout the country,DOL’s Office of Youth Services provided funding(from $100,000 to $125,000 over 18 months) to ninelocal intermediary organizations and three nationalorganizations in 2001. DOL also funded a nationalclearinghouse. In 2002, DOL provided funds($100,000 over 18 months) to national organizationswith local affiliates (including those receiving first-round funding) to further replicate and strengthenYDPA programs.

This planning guide draws upon the experience of the National Training Institute for CommunityYouth Work (NTI) in establishing YDPA programs inpartnership with four youth development intermedi-ary organizations through BEST (Building ExemplarySystems for Training Youth Workers). The guidedraws extensively upon the local experiences of BESTsite leaders, also documented in NTI’s lengthierreport, Establishing BEST Youth DevelopmentPractitioner Apprenticeship Programs for Youth Workers.

NTI will continue to support the implementationand replication of BEST YDPA programs throughtraining, technical assistance, and product developmentactivities. We hope this guide contributes to the bodyof knowledge available to leaders of youth-servingorganizations, intermediary organizations, publicyouth-serving systems, and foundations about “what it takes” to train and support youth workers throughthe apprenticeship system.

Elaine Johnson, Vice President and Director AED National Training Institute for Community Youth Work

This planning guide describes the BEST Youth Development Practitioner Appren-

ticeship Program, provides perspectives on the benefits of apprenticeship and

other considerations for community stakeholders, and offers guidance on planning

milestones and activities needed to accomplish Youth Development Practitioner

Apprenticeships through intermediary-based systems. A brief description of BEST

intermediary organizations studied for this guide and a list of resources for further

information are also included.

This section briefly outlines BEST YDPA Program components and basic facts about

registered apprenticeship, youth workers and their employers, and the youth

development practitioner occupation.

A P P R E N T I C E S H I P P R O G R A M S F O R Y O U T H W O R K E R S

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NT I A N D TH E NAT IONAL B E ST N ET WO RK

The National Training Institute for CommunityYouth Work was founded in 1997 to strengthen the field of youth development through the professional development of youth workers.

Through a range of activities—including programdevelopment, curriculum development, train-the-train-er systems and standards, technical assistance delivery,data collection, and broad dissemination activities—NTI builds the capacity of communities to effectivelyprepare and support youth workers as professionals.This work is called “BEST”—Building ExemplarySystems for Training Youth Workers.

NTI’s primary local partners are youth developmentintermediary organizations, i.e., local nonprofit organ-izations whose missions relate to providing training,technical assistance, and partnerships to benefit allyouth-serving organizations in their communities.Through collaborative arrangements with NTI, BESTintermediary organizations:

n Deliver community-based courses in youth devel-opment concepts and principles for youth workersand youth program supervisors.

n Partner with colleges to market and deliver youthwork certificate and degree programs.

n Implement apprenticeship (YDPA) programs forentry-level youth workers.

n Convene broad-based stakeholder groups to guideplanning and implementation of the BEST youthworker professional development system.

n Convene youth-serving agency executives forvisioning, problem solving, and program and policy development.

n Convene youth workers for professional network-ing and competency development.

n Assist youth-serving agencies in establishing organizational environments that support the practice of a youth development approach.

n Document and report on the quality and impactof BEST system activities on youth worker practices and community capacity.

As of 2004, BEST systems are active in 23 citiesacross the country. The National BEST Networktrains approximately 1,500 youth workers annually in foundational concepts and practices. To date,approximately 9,000 youth workers have been trainedin BEST systems.

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BEST site leaders engage from two to four employersduring the first year of program implementation, andeach employer engages one journeyworker––a skilledworker who supervises the apprentice’s on-the jobtraining—and one apprentice.

During implementation, the intermediary organiza-tion handles program responsibilities such as:

n Coordination of employer, journeyworker, and apprentice recruitment and selection.

n Orientation and recognition activities for apprentices, journeyworkers, and employers.

n Support and guidance for journeyworkers delivering on-the-job training.

n Support and guidance to employers for implementing a wage progression.

n Coordination with colleges to facilitate apprentices’ enrollment and completion.

n Data collection, reporting, and records maintenance.

n Liaison to the state apprenticeship agency.

n Coordination with the national program sponsor (such as NTI).

One strength of an intermediary-based approach isthat a growing number of youth-serving organizations(and staff ) can participate in the same YDPA programand benefit from its opportunitities and resources, but they do not need to establish their own infrastruc-ture—including the items listed above—for managinga stand-alone program. For example, over time, thediagram to the right might expand to include 10 or15 youth-serving organizations, each with one ormore journeyworkers and one or more apprentices,while the infrastructure represented by the intermedi-ary program sponsor and college partner remains stable or grows modestly.

The BEST Youth Development Practitioner Apprenticeship Program is intermediary-based. Local BEST interme-

diary organizations serve as apprenticeship program sponsors, and youth-serving organizations employ

apprentices and serve as the location for on-the-job training. Colleges deliver related instruction courses.

B E ST APPR E NT ICE SH I P PRO G RAM

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Intermediary YDPA Program Sponsor

CollegeProgram Partner

B E ST APPR E NT ICE SH I P PRO G RAM MO DE L

Youth-ServingOrganization

Journeyworker

Apprentice

Youth-ServingOrganization

Journeyworker

Apprentice

Youth-ServingOrganization

Journeyworker

Apprentice

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Registered apprenticeship…provides an effective time-honoredway to build a skilled, knowledgeable and loyal workforce.The combination of structured on-the-job training and related technical instruction offers [apprentices] a recognizablecareer path…while offering the field recognizable occupationalstandards. [DOL-SGA]

Apprenticeship Fact Sheets developed by the U.S.Department of Labor give a brief summary of regis-tered apprenticeship and its benefits. The questionsand answers below are adapted from the fact sheets to explain registered apprenticeship and its benefits.

What is Registered Apprenticeship?

n Registered apprenticeship is a training system that develops highly skilled workers for specificoccupations and industries.

n Registered apprenticeship combines supervised on-the-job training with theoretical and practicalclassroom instruction.

n Federal and state apprenticeship standards ensurethat each apprenticeship program has clear, rele-vant training content and measurable indicators of progress.

What Are the Benefits of Apprenticeship to Employers?

n Employees are trained specifically to produce quality results in their occupation.

n Staff turnover and absenteeism—which costmoney and reduce productivity—decrease.

n Graduates of apprenticeship programs represent a pipeline of skilled workers for employers andindustry.

What Are the Benefits of Apprenticeship to Apprentices?

n Apprentice positions pay progressively higher wages.

n Apprentices develop skills versatility in their job and industry.

n Apprentices receive a credential that is portableacross states and recognized nationally.

n Apprentices access opportunities to receive college credit and future degrees.

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R EG ISTE R E D APPR E NT ICE SH I P

Youth workers are adult staff members of youth-serv-ing organizations who work directly with young peo-ple using a positive, developmental approach. Theyapply professional knowledge, techniques, and skills tocreate opportunities for young people to plan, partici-pate in, and determine the success of their activities inyouth programs. Youth workers act with intentionalityto guide, encourage, and provide feedback to youngpeople as they develop their talents, interests, andcompetencies through youth program activities.

Through developmental experiences and structuredinteraction with competent youth workers, youngpeople:

n Learn to set goals, organize time and resources insupport of those goals, and manage successes andsetbacks.

n Develop skills, knowledge, personal awareness, and social competencies that help them experiencehealthy adolescence and fully prepare for adulthood.

n Develop a positive sense of who they are, whatthey are interested in, and how they are connectedto the community.

NTI and its local BEST partners collaborated on a study that produced the first nationally representativedata on youth workers (NTI 2002). Data for the studywere gathered from 15 BEST sites through surveyscompleted by youth workers and were analyzed by theAED Center for School and Community Services.Youth workers who participated in BEST AdvancingYouth Development trainings reported on their demo-graphic characteristics:

n Just over half (56%) of youth workers wereAfrican-American, 28% were white, and 10% were Latino.

n Youth workers were predominantly female (66%).

n The majority (81%) had attended college and justover half (52%) had a college or graduate degree.

n Almost one-fourth (23%) had less than one year of experience and almost half (46%) had five ormore years of experience.

n The median salary for full-time youth workeremployees was $25,000.

YOUTH WO RKE R S

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This initiative targets youth workers, those professionals whowork or will work in youth programs delivering services toyoung people as front-line staff. [DOL-SGA]

Regardless of size, funding source, and/or national affiliation,we believe that local youth program operators can benefit fromusing registered apprenticeship programs to train front-lineyouth development practitioner staff. [DOL-SGA]

FPO

Typically, youth workers are employed by organiza-tions that offer youth programs—such as youth recre-ation, employment, arts, academic enrichment,health, faith, leadership, and other programs—thatgive young people opportunities to use and developtheir talents and competencies.

Among youth workers participating in BESTAdvancing Youth Development trainings documentedby NTI in its 2002 report:

n 53% worked for community-based youth-serving organizations.

n 11% worked for government-supported youth-serving organizations.

n 9% worked for local affiliates of national youth-serving organizations.

n 9% worked for educational institutions.

n 6% worked for faith-based organizations.

Examples of youth-serving organizations participatingin BEST YDPA programs include:

n Generating Tomorrow’s Future Today, a nonprofityouth development organization in Springfield,MA that uses the arts and entertainment industryas a vehicle to help young people, ages 5-21,express themselves.

n Good Shepherd Services, a large agency in NewYork City that operates a Beacon school, severalother school-based programs, and residential foster care.

n Hampton Parks and Recreation, a city departmentin Virginia providing a variety of safe and healthylifelong opportunities in the areas of recreation,education, culture, and the environment.

n Whatsoever Community Center, a comprehensive,community-based organization that fulfills theholistic needs of people of all ages in NortheastKansas City, MO.

n New Haven YMCA Youth Center in Connecticut,a local affiliate of the national YMCA that offerssummer day camp, youth mentoring, dance classes, basketball leagues, swim lessons, swimclasses, African drumming, tennis lessons, andother programs for youth.

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E M PLOYE R S OF YOUTH WO RKE R S

According to DOL, there are approximately 850 occu-pations recognized as apprenticeable. To be deemedapprenticeable by DOL (Code of Federal Regulations29.4), an occupation must have all of the followingcharacteristics:

n Be customarily learned through a structured, systematic program of on-the-job supervised training.

n Be clearly identified and commonly recognizedthroughout an industry.

n Involve…technical skills and knowledge thatrequire a minimum of 2,000 hours of on-the-jobwork experience.

n Require related instruction to supplement on-the-job training.

The Department of Labor approved the youth development practitioner occupation as apprenticeableand established it as an apprenticeship occupation onOctober 27, 2000.

DOL’s minimum requirements for all locally-sponsored Youth Development PractitionerApprenticeship programs are listed in the table to the right.

NTI and BEST site leaders further refined and supplemented these program requirements to “fit”YDPAs with the BEST system. For example, BESTYDPA programs also require apprentices to havea high school diploma or GED and to provide evidence (during the application process) of interest in and motivation for working with youth.

YOUTH DEVE LOPM E NT PRACT IT ION E R OCCUPAT ION A N D APPR E NT ICE S H I P

The vision of occupation recognition and apprenticeship for youth workers is to provide quality training

opportunities for youth workers who deliver comprehensive services to young people in order to maximize

our investment in young people, in youth programming and in the workforce development system. [DOL-SGA]

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YOUTH DEVE LOPM E NT PRACT IT ION E R APPR E NT ICE SH I P PRO G RAM R EQU I R E M E NTS

Minimum Apprentice Requirements Must be at least 16 years old

Supervision At least one journeyworker for each apprentice

On-the-Job Training 3,000 to 4,000 hours of on-the-job training

Classroom Instruction Approximately 350 hours of theoretical

and practical instruction

Progressive Wages Wage increases based on apprentice progress

and performance

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This section describes benefits of YDPA to youth workers, youth-serving organiza-

tions (employers), young people, colleges, funders, and the field. Considerations

about the fit and portability of the YDPA credential are also explored.

B E N E F I T S O F Y O U T H D E V E L O P M E N T P R A C T I T I O N E R A P P R E N T I C E S H I P

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Youth Development Practitioner Apprenticeship programs provide excellent opportunities for youthworkers to strengthen their professional competenciesthrough structured learning opportunities and men-toring relationships while building their credentialsthrough a locally sponsored, federally recognized system. Benefits are described below.

Launch a Career or SpecializeYDPA programs are the doorway to a career in youthwork. They provide foundational training for youngprofessionals and (depending on the program) mayprovide specialized training to help experienced youthworkers prepare for enhanced or specialized roles intheir youth-serving agencies.

Even better, YDPA programs provide at least two stepsin a career pathway—the first as an apprentice and thenext as a journeyworker.

Full-time Employment Many youth-serving organizations deliver programsusing part-time and seasonal staff. For example, thehours of afterschool programs are typically in theafternoon and early evening. Out-of-school programsmay operate before and after school hours, as well ason weekends and holidays. Summer programs maystart gearing up in the late spring and last until latesummer.

Although part-time employment enables youth work-ers to interact with young people during programhours, it leaves little time to plan program activities,prepare mentally for interacting with young people,organize materials and resources for program activi-ties, debrief with coworkers or young people, and fol-low up with parents, school teachers, or other youthworkers for problem-solving and information sharing.

Practicing youth work well is a full-time occupation.And apprenticeships provide full-time employment.

Structured Supervision and CoachingIn youth programs, where “teachable moments” andproblem-solving occur frequently in a fast-paced envi-ronment, journeyworkers must draw upon their yearsof training and experience to help apprentices developprofessional competencies through the on-the-jobtraining program. This includes:

n Offering guidance to apprentices on how to plan,conduct, and debrief program activities withyoung people.

n Helping apprentices interpret the situations andbehaviors that they observe among youth during a program.

n Demonstrating, explaining, and offering feedbackto apprentices on how to put their knowledge,skills, and abilities into practice with young people.

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B E N E F ITS OF YDPA FO R YOUTH WO RKE R S

n Drawing important connections between whatapprentices are learning in the classroom and whatthey are seeing and experiencing in the youth program.

YDPA programs require a 1:1 journeyworker-to-apprentice ratio: One journeyworker can work with no more than one apprentice. This manageable ratio is intended to ensure that journeyworkers focus onmonitoring one apprentice’s development and provid-ing tailored, confidential coaching to the apprentice in one-on-one sessions.

Progressive WagesFederal law requires employers to provide progressivewage increases to apprentices. This means that YDPAemployers will have a plan in place for providing atleast two modest wage enhancements (for example,one at the end of the first year and one upon comple-tion of the program) and possibly more to apprenticeswho demonstrate proficiency in their work. Thesemay come in the form of cost-of-living increases,

merit increases, bonuses, or other forms of wageenhancement.

In addition, because apprenticeship positions are full-time, apprentices may qualify for benefits such as health insurance and paid leave that are often notavailable to part-time employees.

Credential Relevant to the WorkTwo challenges facing youth workers in many cities arethe fragmentation of professional trainings that youthworkers attend and the lack of classroom-based instruc-tion that is relevant to the job and field. For years,youth workers have attended trainings or pursueddegrees in other fields because no directly relevant train-ings or degree programs were available in their cities.

YDPA programs are designed specifically for youthworkers and delivered by people who know whatyouth work is supposed to look like within specificorganizations and systems.

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The agencies are very excited about it.

They’ve had…high turnover in the past and they think of YDPA as an opportunity to invest in youth workers and keep them.

[BEST site leader]

Qualified Workforce

Applicants to apprenticeship programs must meet agerequirements, complete a written application and con-duct an interview, and in the case of BEST YDPAprograms, demonstrate evidence of their interest inand commitment to working with young people.Youth-serving agency executives and local intermedi-ary organizations act as partners in selecting appren-tices from among the candidate pool and matchingthem to youth-serving organizations. Employers bene-fit from this arrangement in at least two ways:

n There is a formalized process with specific criteriato support hiring activities and decisions for entry-level (or in some cases specialized) youth workpositions.

n Given the significant demands of an apprentice-ship, the applicant pool includes candidates whoare willing to make an intensive two-year commit-ment to the organization, program, and position in order to earn their credential.

In addition, as YDPA programs become more commonin local communities, a greater number of youth work-ers will hold apprenticeship credentials. Agency execu-tives can then look for this credential among the quali-fications of applicants for journeyworker, supervisor, orprogram manager openings within their agencies.

Staff RetentionIt has been shown that professional support andrecognition increase staff retention and satisfaction. In YDPA programs, journeyworkers provide ongoingsupport, feedback, and professional interaction thatcan increase rates of retention and job satisfaction

among apprentices. In addition, the journeyworkerrole creates new opportunities for experienced staff to demonstrate their depth of experience and trainingcapability, to be recognized as exemplary practitionersby their peers, and to assume an additional leadershiprole in their agencies and youth-serving communities.Finally, intermediary staff provide another level ofcritical support by delivering technical assistance toemployers, journeyworkers, and apprentices throughon-site strategy meetings, individual problem-solving,and ongoing telephone and e-mail support.

Evaluation Linked to PerformanceSince employers want to avoid organizational issuesthat can accompany the performance review process,they may welcome YDPA on-the-job training pro-grams that include proficiency indicators, assessmentprocesses, and tools that make transparent the jobexpectations for youth workers. These types of YDPAresources help journeyworkers minimize the subjectiv-ity that can under- or overrate a worker’s performanceand lead to job dissatisfaction.

Progressive and Competitive WagesEmployers who participate in rigorous YDPA pro-grams know that good outcomes for youth are linkedwith sustained relationships with high quality staff.Program directors can bring the benefits of YDPAparticipation to the attention of funders to leverageincreased support for competitive wages and wageincreases for the workforce.

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B E N E F ITS OF YDPA FO R E M PLOYE R S

Apprentices in YDPA programs develop a range of competencies—including knowledge, techniquesand practices, workplace skills, and professional atti-tudes—that they can begin to transfer to or model foryoung people in the context of the youth program.

n Apprentices who learn to listen actively will even-tually model active listening for young people.

n Apprentices who regularly experience positivecoaching sessions with their journeyworker willeventually model positive coaching sessions withyoung people.

n Young people who observe apprentices establishingand attaining professional goals and post-second-ary education may be similarly inspired.

n Apprentices who learn the landscape and tap into community agencies and resources for youth will eventually model “resourcefulness” for youngpeople.

Apprentices and journeyworkers play a significant role in determining what young people experience,believe about themselves, and pursue to the best oftheir abilities in youth programs.

High quality YDPA programs give apprentices afoundation for recognizing, promoting, and helpingyoung people to develop in themselves a wide rangeof competencies.

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B E N E F ITS OF YDPA FO R YOU NG PEOPLE

YDPA programs present new opportunities for collegesto expand their markets while responding to commu-nity and industry needs. College representatives whoidentify partners in the youth-serving sector––andwork with these partners to conceptualize and develop

college-based related instruction components forYDPA programs––will open the door to new businessopportunities, increased student enrollment, andgreater community recognition.

B E N E F ITS OF YDPA FO R COLLEG E S

Federal, state, and local agencies and foundations thatfund youth-serving organizations and youth develop-ment programs will maximize their investments andachieve better outcomes for young people if they targetresources toward organizations employing qualified,well-trained staff. Organizations with rigorous YDPA

programs will have staff who demonstrate core compe-tencies and meet quality standards for working effec-tively with youth. Whether an organization has a rigor-ous YDPA program, and how many youth workers inthat organization are apprenticed, are indicators tofunders of organizational capacity and program quality.

B E N E F ITS OF YDPA FO R FU N DE R S

Formal recognition of the value and complexity ofyouth work was long overdue. The Department ofLabor’s decision to formalize the occupation and makeit apprenticeable is a positive step forward for the field.The decision affirms the centrality of youth workers in developing the country’s human capital—its youngpeople. It also affirms that there are specific competen-cies required to practice youth work effectively thatmust be learned through supervised work experienceand classroom instruction.

For years, people in and outside the field have strug-gled to answer this question: What does qualityyouth work look like in practice? Because all appren-ticeship programs must define the “work processes”that constitute the occupation, leaders in the fieldhave had to get specific. The foundational competen-cies, and in some cases competencies for specializa-tion, are spelled out in YDPA programs and areresearch-based.

In a field where so many people trace their entry to the profession as accidental, and they foresee career advance-ment only through an administrative track, YDPA providesa formal way to enter the field and options to advance as adirect service provider. This is especially important becauseresearch has shown that young people benefit from continu-ity of relationships with qualified youth workers. YDPA prepares qualified youth workers and creates avenues forretaining them in the field as direct practitioners.

YDPA is prompting a new era of capacity-developmentand innovation for the field. Already, intermediary andagency directors are deepening their technical knowl-edge about human resource systems and capacities. Inaddition, apprentices are working with on-the-job train-ing manuals and journeyworkers are using assessmentand observation instruments—all new tools andresources developed by YDPA sponsors since 2002. Asmore YDPA programs are established across the country,the field will continue to benefit from the new knowl-edge, products, and innovations that emerge.

B E N E F ITS OF YDPA FO R TH E YOUTH DEVE LOPM E NT F I E LD

Apprenticeship Is Not a Fit for Every Youth Worker

Many YDPA programs target entry-level youth workerswho want a foundational training and work experiencefor their careers. As a result, YDPA programs areappropriate for some but not all youth workers. Youthworkers interested in completing a youth work train-ing/education program and receiving a youth work credential will want to assess which program or creden-tial (e.g., apprenticeship, college certificate or degree,community-based training certificate) is best for them,in light of their career preparation and goals.

Portability of the Credential

Many compelling program approaches are being seed-ed across the country. This diversity must be encour-aged and preserved because it responds to unique system, organization, and labor market demands. But the YDPA credential will maintain its portabilitynationally only if there is a common set of principlesand expectations that bind all YDPA programs togeth-er. This begins with all sponsors’ compliance with federal and state regulations—but doesn’t stop there.Program sponsors will contribute to field-building bysharing, discussing, and, when feasible, aligning broad categories of program features.

CON S I DE RAT ION S

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This section offers guidance on how to plan a BEST Youth Development Practitioner

Apprenticeship program. Most of the planning milestones and activities described

for BEST systems are relevant to, and can be adapted by, intermediary organizations

or agencies operating at the local and state levels in other systems.

NTI, in consultation with BEST site leaders, developed a checklist of capacities that

need to be in place for intermediary organizations to initiate YDPA planning activities.

The checklist can be used to assess readiness to undertake planning.

P L A N N I N G A N A P P R E N T I C E S H I P P R O G R A M F O R Y O U T H W O R K E R S

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nn A broad-based community advisory committeethat guides the intermediary’s planning and imple-mentation activities.

The advisory committee itself, a subcommittee, or individual members can provide guidance to the intermediary on YDPA planning.

nn Strong relationships and credibility with a cross section of agency executives.

When intermediary organizations and agency execu-tives have strong working relationships, there is opencommunication that facilitates visioning, assessment,and problem-solving during planning. In addition, ahistory of collaborative relationships brings credibilityto youth development intermediaries as they bringnew partners—such as workforce developmentexperts—to the table for YDPA planning.

nn Participation of several “pioneering” youth-serving agencies.

Bringing a YDPA program to a community requiresseveral agencies to step forward and pilot the programbefore it goes to scale. Agencies with sufficient and stable funding sources and a track record of participat-ing in demonstration initiatives or introducing newprogram innovations to the community will bringimportant capacities to the YDPA program.

nn Track record and capacity to deliver high qualitytraining programs to youth workers and to convenegraduates for the purpose of professional develop-ment and competency development.

As YDPA sponsors, intermediary staff must ensure thequality of on-the-job training programs in each agencyand provide assistance and guidance to employers, jour-neyworkers, and apprentices participating in the YDPA

program. To do so, intermediary staff will draw exten-sively upon their experiences in delivering high qualityprograms and in convening youth workers for compe-tency development and problem-solving.

nn Commitment to partner with a college toward a certificate or degree program that will be alignedwith the YDPA related instruction component.

Partnerships with colleges, and good working relationships with their representatives, pave the wayfor intermediaries to develop the related instructioncomponent and articulation agreements.

nn Intermediary staffing capacity to conduct planning, implementation, and documentation.

YDPA planning requires extensive involvement fromthe intermediary’s executive director or program director, particularly to promote and market the initia-tive with stakeholders. In addition, because bringing a YDPA program to a community can be akin to com-munity mobilization efforts, administrative support iscritical for completing correspondence and mailings,scheduling, materials assembly, and related tasks.

nn Stable funding for intermediary activities andfunding to support YDPA planning activities.

Planning takes approximately 12 months and, for theintermediary, requires dedicated staff time plus otherdirect costs including local travel, telephone andInternet access, meeting expenses (e.g., planning teammeetings), program materials, office supplies, postageand delivery services, and associated modest indirectcosts. Intermediaries need to draw from existingsources of support or raise new funds to cover thecost of planning activities.

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I NTE RM E DIARY C APACIT I E S N E E DE D FO R YDPA PL A N N I NG

The purpose of a planning period is to establishcapacity for YDPA implementation—by developing a vision, program model, implementation strategies,financial and material resources, strategic partnerships,and the individual and organizational capabilitiesneeded to operate and sustain a high quality YDPAprogram.

Planning an intermediary-based YDPA program takesapproximately one year from initial conversations withboard members through program registration with thestate. Major planning milestones are listed below anddescribed in further detail on subsequent pages.Program sponsors who intend to develop tailored cur-ricula, workbooks, manuals or other training resourcesfor their system’s on-the-job training component willwant to develop these resources as part of the planningphase. Although local timetables will vary, consider thefollowing guidelines:

First Quarter

Get buy-in from intermediary board of directors or executives.

Form staff team and assign areas of responsibility.

Institutionalize YDPA knowledge among staff team.

Establish relationship with federal or state apprenticeship representatives.

Form and convene planning committee; develop working knowledge of YDPA among committee members.

Second Quarter

Assess target audience to identify priorities,capacities, and needs related to YDPAs.

Develop the related instruction program with a college partner.

Develop capacity to implement the on-the-jobtraining program.

Third Quarter

Recruit and select employers.

Recruit and select journeyworkers.

Develop a wage progression plan with planningteam and employers.

Develop “credit for previous experience” policy with planning team, employers, and college.

Fourth Quarter

Secure funding for ongoing implementation.

Recruit and select apprentices.

Finalize standards of apprenticeship.

Register the program and apprentices with state registration agency.

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YDPA PL A N N I NG M I LE STON E S FO R I NTE RM E DIAR I E S

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Get buy-in from intermediary board of directors or executives.

Connecting the YDPA program to the mission of theintermediary organization, and incorporating YDPAactivities into annual work and fund developmentplans, will help ensure that the YDPA program is situated centrally among the intermediary’s prioritiesrather than being an “add-on” project.

Intermediary executives will want to discuss with theirboard members what YDPA is, how a YDPA programwill advance the intermediary organization’s mission,what resources will be needed to support the program,and how to secure those resources. A decision by theboard of directors to support YDPA planning andimplementation will actively engage them in seekingthe resources needed for implementation.

Form staff team and assign areas of responsibility.

Establishing a staff team to implement YDPA plan-ning is critical because it (1) brings capacity to thework, and (2) signals to stakeholders that the sponsoris committed to carrying out planning tasks and ismaking staff available to work with planning partners.

The staffing configuration used by BEST sites withdedicated planning support includes partial FTEs (full-time equivalents) in four staffing positions:

n Executive Director––Primary liaison to board of directors, community stakeholders, and agencyexecutives; leads fund development.

n Senior Program or Training/Technical AssistanceDirector––Draws upon technical knowledge oftraining delivery, training program standards, andtechnical assistance delivery to contribute to pro-gram planning and implementation.

n YDPA Program Manager or Coordinator––Provides day-to-day coordination and implementa-tion of YDPA planning activities; provides staffsupport/leadership to planning committee; accessesstate and federal technical assistance resources.

n Administrative Support––Prepares correspondenceand information packets; handles meeting logistics;performs scheduling and provides telephone support.

Intermediaries without dedicated funding for YDPAplanning can proceed with a two- or three-personteam, but planning will likely take longer.

Institutionalize YDPA knowledge among staff team.

Developing individual and staff team knowledge aboutapprenticeship requirements, concepts, and programdetails is a first step toward building capacity for pro-gram planning and implementation—and an essentialstep for those stewarding the planning process.

Beyond understanding the general program model(e.g., like the model on page 7), staff and plannerswill want to learn specific provisions of the Depart-ment of Labor’s standards of apprenticeship. Thisincludes reading the provisions, discussing the mean-ing of each provision with staff and planning commit-tee members, discussing what the requirements orprovisions will look like when implemented in thecontext of the local system, and contacting the nation-al YDPA program sponsor or DOL representatives forclarification when questions arise.

In its template for standards of apprenticeship, theU.S. Department of Labor provides sample languageand guidance for each provision or requirement listedon the following page.

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In some cases, YDPA program sponsors are requiredto adopt and follow provisions as specified by DOL.For example, all YDPA program sponsors mustinclude the following Equal Opportunity pledge verbatim in the standards that guide their program:

The recruitment, selection, employment, and trainingof apprentices during their apprenticeship, will bewithout discrimination because of race, color, religion,national origin, or sex. The sponsor will take affirma-tive action to provide equal opportunity in appren-ticeship and will operate the apprenticeship programas required under Title 29 of the Code of FederalRegulations, Part 30.

In other cases, DOL enables YDPA program sponsorsto tailor provisions so that they make sense in thecontext of specific communities, systems, and organi-zations. For example, three provisions that YDPA program sponsors and planning committees can tailorto their local circumstances are:

n Related instruction program

n Wage progression plan

n Credit for previous experience policy

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Topics Addressed in Local Standards of Apprenticeship

1. Program Administration 15. Supervision of Apprentices

2. Equal Opportunity Pledge 16. Records and Examinations

3. Affirmative Action Plan 17. Maintenance of Records

4. Qualifications for Apprenticeship 18. Certificate of Completion of Apprenticeship

5. Apprenticeship Agreement 19. Notice of Registration

6. Ratio of Apprentices to Journeyworkers 20. Cancellation and Deregistration

7. Term of Apprenticeship 21. Amendments and Modifications

8. Probationary Period 22. Adjusting Differences/Complaint Procedure

9. Hours of Work 23. Transfer of Training Obligations

10. Apprentice Wage Progression 24. Technical Assistance Providers

11. Credit for Previous Experience 25. Employer Acceptance Agreement

12. Work Experience 26. Conformance with State and Federal Regulations

13. Related Instruction 27. Signature Adopting Apprenticeship Standards

14. Safety and Health Training

Developing locally-tailored approaches to these provi-sions requires time and the input of planning commit-tee members, employers, and DOL representatives.(The steps to develop these components are describedfurther on pages 30, 35, and 36.)

It may take youth development intermediary staff andYDPA planning members some time to developdetailed knowledge of the standards of apprenticeship.As one BEST site leader acknowledged, One break-through for me was to become comfortable with the…language and to understand it. YDPA program sponsorswho engage workforce development or apprenticeshipexperts on their planning committees will benefit fromtheir expertise in this area.

Establish relationship with federal or stateapprenticeship representatives.

In each state, there are field representatives from theOffice of Apprenticeship, Training, Employer andLabor Services (OATELS) or the State ApprenticeshipAgency who help local apprenticeship program spon-sors develop and officially register their programs.These individuals, called Apprenticeship and TrainingRepresentatives (ATRs) on the federal level are steepedin the technical aspects of federal apprenticeship, aswell as the state-specific processes for registeringapprenticeship programs. These representatives areaccustomed to working with a range of employers andapprenticeship program sponsors across industries.

YDPA program sponsors will want to initiate contactwith the OATELS Apprenticeship and TrainingRepresentative located in their state. The U.S.Department of Labor can provide contact informationfor ATRs; links to state apprenticeship informationare available from the DOL website (www.dol.gov).

Throughout the planning process, the ATR can helpYDPA program staff and planners learn and interpretthe standards of apprenticeship—particularly provi-sions that may be state-specific. In addition, the ATRwill explain the steps and timetable for registering theapprenticeship program with the state’s apprenticeshipcouncil (SAC) and will help the intermediary stafffinalize and submit their standards of apprenticeshipto the council.

Reasons for reaching out to the ATR during the firstquarter of planning are to raise awareness about theprogram, initiate relationship-building, and sketch out a general game plan for developing the standardsof apprenticeship and registering the program. Inter-mediary staff will want to notify the ATR of theirorganization’s intent to plan and implement a YDPAprogram, and request information about the body(e.g., state apprenticeship council) that will deliberateand vote to approve the program’s registration andabout the general process for registering programs.

Form and convene planning committee;develop working knowledge of YDPA among committee members.

The purpose of engaging local stakeholders in appren-ticeship program planning and development is toensure that the perspectives of individuals and organi-zations most likely to be affected by the program, ormost responsible for its implementation, guide theprocess. A planning team of five to seven membersmay include:

n Experienced youth workers and youth programsupervisors.

n Youth-serving organization agency directors.

n College representatives.

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n Experienced trainers of youth workers (e.g.,Advancing Youth Development facilitators).

n Workforce development experts.

n Funders (e.g., United Way or foundation representatives).

Members of the planning committee serve as advisorsand/or co-developers of the YDPA program withintermediary staff. Establishing a monthly meetingschedule with the YDPA planning committee willfacilitate knowledge development, problem-solving,and decision-making toward planning milestones.

To ensure their full participation in program develop-ment and decision-making, members of the planningcommittee will need to acquire a working knowledgeof program design elements and implementation stepsand become comfortable with them. The internalprocess that intermediary staff members follow to get“steeped in” the details of apprenticeship—includingreading materials, discussing them as a team, contact-ing technical assistance providers to discuss technicalquestions—can be a good model for the planningcommittee to follow as well.

In addition to convening and engaging the YDPAplanning committee, intermediary leaders will want to periodically update and solicit input from a broadcross section of community stakeholders. This mayinclude young people, agency directors, youth work-ers, business or industry leaders, representatives frominteragency collaborations and partnerships, electedofficials, and public- and private-sector funders. Specific outreach activities to these groups mayinclude sending introductory correspondence andpackets, making presentations about the YDPA pro-gram at community meetings or conferences, andconvening meetings specifically to discuss YDPA program planning with stakeholder groups. Through

these activities, stakeholders can share their perspec-tives about how apprenticeship will strengthen theyouth-serving sector generally or the work that theydo, offer input on program design options, exploreand discuss the challenges they perceive, and get clari-fication on program standards and requirements.

Assess target audience to identify priorities, capacities, and needs related to YDPAs.

Identifying the priorities, capacities, and needs ofprospective participants helps ensure that the appren-ticeship program is realistically designed to accomplishresults that are meaningful to those involved or thoseaffected by the program—including young people,apprentices, journeyworkers, and employers.

It is critical for representatives from these target audi-ences to weigh in on the rationale, design elements,and implementation options under consideration bythe planning committee. Depending on the availabili-ty of resources, intermediary staff or consultants canconduct formal, targeted assessment activities—usingtools such as surveys or questionnaires, interviewinstruments and protocols, and focus groups—togather, document, and analyze information and feedback from specific individuals and groups.

Alternatively, intermediary staff or a YDPA planningsubcommittee can contact specific individuals in thecommunity to informally discuss the YDPA programand solicit input and recommendations on specifictopics.

If planning committee members represent “constituen-cies,” they can be tapped to collect information fromrepresentatives of their group. For example, a collegerepresentative on the planning committee might con-tact several individuals within his or her institution—

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including a faculty member, department chair, adminis-trator, and/or student career planning counselor—togather and document diverse perspectives on the impli-cations of YDPA for the college and how it might be“operationalized.” With assistance from intermediarystaff, an experienced youth worker on the planningcommittee can convene a small group of youth workersto obtain additional perspectives. Intermediary staffand/or employers can interview agency executives.Other ideas for this kind of assessment will emergeaccording to the local setting.

Although some program elements and policies cannotbe tailored because of federal regulations, others lendthemselves to local deliberation and tailoring. So, inaddition to discussing apprenticeship generally—i.e.,what YDPA is, how it can advance professional andinstitutional goals, and what it might “look like”when implemented within organizations—planningcommittee members will want to ask specific designquestions of specific stakeholder groups. For example,they may collect input from youth workers regardingthe on-the-job training and related instruction pro-gram requirements and implementation strategies. Or they may discuss with employers the wage progres-sion requirement, including what it is, some optionsfor structuring it within and across employers (how

many increases, with what frequency, whether they are percentage increases), and what options are thebest “fit” from each employer’s perspective.

In addition to surfacing essential information for pro-gram design, these assessment activities are themselves a local capacity-building step. Through the experienceof discussing YDPAs with key stakeholders, intermedi-ary staff and planning committee members will refinetheir approaches to communicating about apprentice-ship to key audiences, and they will deepen theirunderstanding of program elements and implementa-tion strategies. They will also demonstrate to stake-holders their genuine commitment to solicit andhonor input from community members—an impor-tant step toward building credibility and local demandfor the program. The number of community stake-holders who understand the intent of the YDPA program and its key program components willincrease, thus widening the reach of YDPAs withinthe community and the pool of leaders with thecapacity to translate “what YDPA is” to their net-works. These discussions may also invigorate stake-holders because YDPA is a new way of thinking about the professional development and education of youth workers. YDPA planning creates an avenuefor creative thinking and innovation.

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To effectively plan our apprenticeship program locally,

we need people with expertise in the content area of youth development…

and…in the structure of apprenticeship programs.

We’ve also identified the executive directors of youth organizations [and]

members of the educational community. Now we need work with [funders]… .

[BEST site leader]

Develop the related instruction programwith a college partner.

Related Instruction

Related instruction is an organized and systematic form

of instruction designed to provide the apprentice with

knowledge of the theoretical and technical subjects

related to their trade. Related instruction is a required

component of apprenticeship programs and supple-

ments on-the-job training. The youth development

practitioner apprenticeship program requires 343 hours

of related instruction per year. In BEST Apprenticeship

Programs, this instruction is delivered primarily through

colleges. [National Guidelines for Best Apprenticeship

Program Standards]

For the two-year YDPA program, DOL established a standard of 343 hours in subject areas such as thoselisted on the next page. Note that these are clock hoursrather than credit hours. For example, an apprenticewho completes a single college course that grants three college credits could fulfill up to 45 clock-hourrequirements for the YDPA related instruction com-ponent during a given quarter or semester.

In most cases, apprentices do not receive compensa-tion, above and beyond wages, for the time theyspend in class or on class assignments. However, a small number of states do require compensation.Intermediary staff will want to contact their federalATR or state officials to verify their state’s policy onthis provision because it has significant implicationsfor employers.

Intermediary organizations that partner with collegesto deliver the related instruction component will helpapprentices advance toward a post-secondary certifi-cate or degree in youth work, even as the apprenticescomplete their apprenticeship credential.

For financial reasons, or because certain subjects arenot available through colleges, apprentices may need to fulfill related instruction requirements through community-based trainings. However, apprentices willnot receive academic credit for this instruction unless acollege agrees to grant credit to students who completethe community-based training. Intermediary staff andthe planning committee may want to develop aninventory of high quality, locally-delivered trainingprograms that can complement or serve as alternativesto college-based instruction.

To establish the YDPA program’s related instructioncomponent in partnership with a college, intermedi-ary staff and planning committee members—particu-larly the college partner—will need to compare the list of requirements for YDPA programs availablefrom the Department of Labor with the coursesoffered through the college. This analysis will helpintermediary and college partners determine whichcourses apprentices can take over a two-year period to meet the YDPA related instruction requirements.In most cases, apprentices will be able to satisfy allrelated instruction requirements through the college;however, depending on local circumstances, appren-tices may need or want to fulfill some requirementsthrough community-based options.

If the college already offers a youth work certificateprogram, then another important dimension of theanalysis will be to determine the extent to which therelated instruction requirements and certificate pro-gram courses are aligned. With good or full alignment,apprentices who complete the related instructionrequirements would be well on their way to receiving a certificate.

Planning committee members and ATR or state regis-tration agency representatives will want to review anddiscuss the related instruction plan with intermediaryand college partners.

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Develop capacity to implement the on-the-job training program.

On-the-Job Training

On-the-job training is hands-on, supervised work expe-

rience and is a required component of apprenticeship

programs. For the youth development practitioner

apprenticeship program, apprentices must complete

3,000 – 4,000 hours total of on-the-job training, accord-

ing to a structured training program. While on the job,

apprentices are supervised by skilled journeyworkers.

In BEST Apprenticeship Programs, apprentices must

complete a minimum of 3,840 hours of on-the-job train-

ing and must demonstrate proficiency in specific com-

petency areas in a segment before they are advanced

to the next segment. [National Guidelines for BEST

Apprenticeship Program Standards]

Intermediary staff and planning committee membersare responsible for developing a plan and trainingresources to support systematic on-the-job training(OJT) in the YPDA program.

An important first step in developing an on-the-jobtraining program is to reach clarity about who the target audience of apprentices is. Making this decisionenables YDPA program developers to better character-ize and anticipate the existing skill base of workersentering their program, and then set parameters foron-the-job program content and outcomes.

For example, BEST YDPA programs target entry-level workers or those with one or two years’ workexperience who are located in BEST cities. The on-the-job training component in BEST YDPA programshelps apprentices establish a foundational level of pro-ficiency in specific youth work competencies through rigorous, structured activities that are consistent withquality training standards.

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Topic HoursYouth and Adolescent Growth and Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Multi-Culturalism and Diversity Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Group Work, Group Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Youth and Adolescent Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Adolescent Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Facilitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Youth with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Community Advocacy Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Conduct and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Grief Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Role of the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Motivational Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Knowledge of the Youth Legal System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

An important second step is to answer the question,“How will journeyworkers know when apprentices are proficient in specific competencies?” Specifyingcompetency indicators, and developing assessmentinstruments using these indicators, will contribute to the rigor of YDPA on-the-job training.

NTI and BEST site leaders collaborated to develop an on-the-job training manual for apprentices and a related guide for journeyworkers. The resource forapprentices includes:

n Information about the purpose, format, andrequirements of the BEST OJT Program.

n Specific training objectives (or competencies) thatapprentices are expected to develop and demon-strate during each segment of the OJT program.

n Self-assessment instruments that apprentices can use to document their level of proficiency in competency areas at the beginning of each program segment.

n Concepts, theories, and principles related to youthdevelopment and youth work practice.

n Guidelines for applying techniques—such as listening actively, demonstrating empathy, and setting boundaries—while working with youth.

n Exercises and activities that give apprentices opportunities to reinforce and apply knowledgeand techniques while working with youth.

n Tips, tools, and other resources to support effectiveworkplace practices, including making task lists,setting and keeping priorities, preparing for andparticipating in supervisory or organization staffmeetings, using workplace technology, and under-standing employment policies and procedures.

The resource for journeyworkers contains the aboveitems, plus:

n Guidance on recognizing learning styles, makingtraining plans, motivating apprentices, explainingand demonstrating best practices, coachingapprentices, observing apprentices as they applyknowledge and techniques to their work withyoung people, assessing apprentices’ proficiencyand progress, and keeping notes and records.

n For every two-week period of the on-the-job train-ing program, a sample plan with suggestions fortraining activities, motivational points, coachingpoints, and record-keeping reminders.

n For each segment of the program, a detailed assess-ment instrument that the journeyworker completesto evaluate and document the apprentices’ devel-opment of competencies.

Intermediary staff and planning committee memberswill want to carefully review and discuss the on-the-job training resources, to develop an understanding of the activities, requirements, and processes involvedin implementing the program. This will build thecapacity of planners to convey what the program is,and how it works, to prospective employers. It willalso be the basis from which intermediary staff pro-vide technical assistance to employers, journeyworkers,and apprentices during implementation.

Journeyworkers will need a hands-on orientation to on-the-job training products and opportunities to practice and refine their coaching and observationtechniques. In BEST YDPA programs, journeywork-ers attend a National Training of JourneyworkersProgram for this purpose.

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Recruit and select employers.

Intermediaries will want to work with YDPA planningcommittee members and local youth-serving agencynetworks to identify and select youth-serving organi-zations to participate in the YDPA program. Becausebringing a YDPA program into a youth-serving organ-ization requires an institutional commitment to thevision of apprenticeship, as well as staff time, funding,and strong organizational systems, it is important to partner with agencies that demonstrate specificcapacities, including:

n Senior staff and board members view apprentice-ship as a viable strategy for enhancing organiza-tional effectiveness and youth program quality.

n The organization has a successful track record of program innovation, and/or experience withnational, state, or local demonstration initiatives.

n The organization is in a solid financial position,with current and projected funding levels that willcover staff positions, including one apprentice andone journeyworker, for a two-year period.

n The organization has (or is prepared to develop) an up-to-date policies and procedures handbookfor its employees.

n The organization implements an annual employeereview process and provides (or is prepared to

provide) wage enhancements to employees whodemonstrate proficiency in their jobs.

n The organization has a track record of supportingyouth workers’ participation in training, education,and professional development activities related toyouth work practice.

n The organization employs at least one skilled andexperienced youth worker who meets the criteriato serve as a journeyworker and who wants to servein that capacity for a two-year period.

n The organization is willing to comply with stateand federal regulations governing apprenticeshipimplementation.

The process for selecting employers occurs “organically,” particularly during the planning year.Through meetings, conversations, and presentations,intermediaries identify a small number of youth-serving organizations with the capacity and trackrecord to move forward. Discussions with prospec-tive employers focus initially on information sharingand then on assessment of the organization’s interestand capacity to move forward. It is critical to pro-vide employers with the information they needabout “what it takes” to implement the program so that they can accurately assess their own readinessto participate.

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Employers need to know that the pilot is a two-year commitment. They will need to find

a qualified journeyworker within their organization that has mentoring capabilities —

it’s one thing to be a good worker and another to be able to mentor… .

[BEST site leader]

Recruit and select journeyworkers.

Journeyworker Definition

A mentor, technician, specialist, or other skilled worker

who demonstrates a level of competency recognized

within the industry.

Journeyworkers in BEST YDPA programs are skilled

workers who are also responsible for managing the

apprentice’s on-the-job training program; training,

guiding, observing, and evaluating the apprentice

on the job; and maintaining records relating to the

apprentice’s job performance.

The minimum qualifications for BEST journeyworkers

are: two years experience (preferably five) as an

apprentice or youth worker; one year experience

(preferably three) as a supervisor; and a graduate of

the 28-hour Advancing Youth Development course.

The local BEST Apprenticeship Selection Committee

selects qualified individuals to serve as BEST journey-

workers in BEST Apprenticeship Programs.

[Adapted from National Guidelines for BEST

Apprenticeship Program Standards]

The impact of on-the-job training and the quality ofan apprentice’s day-to-day work experience hinge to agreat extent on the journeyworker. Who is selected toprovide on-the-job training and supervision, how theyare prepared, and how they are supported within theiragencies are critical factors in ensuring the impact of aYDPA program on apprentices’ development and theirpractices with young people.

Other than defining journeyworkers as skilled workerswho have successfully completed apprenticeship pro-grams, the federal regulations related to apprenticeship

are silent on journeyworker selection and preparation.For this reason, YDPA program developers and fundersmay underestimate the time and resources needed toadequately address this priority.

BEST Journeyworker Tasks

In BEST Apprenticeship Programs, journeyworkers

are responsible for these tasks:

n Recognizing apprentices’ learning styles.

n Making training plans for every two-week

OJT period.

n Encouraging and motivating the apprentice.

n Explaining and demonstrating techniques and

best practices.

n Coaching the apprentice.

n Observing the apprentice while s/he works

with young people.

n Assessing the apprentice’s proficiency and

development of competencies.

n Keeping notes and records.

n Accessing support and resources from the BEST

intermediary organization, and sharing lessons

learned and strategies with other journeyworkers.

Because the presence of a qualified journeyworker is an important capacity for employers to bring to theYDPA program, the selection of journeyworkers typically happens in tandem with the selection ofemployers. In discussions with prospective employers,intermediary staff will want to meet with prospectivejourneyworkers to discuss their interest, qualifications,questions, and vision for implementing the on-the-jobtraining program.

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Journeyworkers need time to understand their role,resources to help them prepare for and fulfill theirresponsibilities, and ongoing support as they promotethe development of apprentices inside their agencies.Depending on funding, intermediary staff can organizeprogram orientations for journeyworkers; deliver train-ings or workshops to help journeyworkers develop andpractice skills for managing the OJT program; provideongoing support through e-mail, phone, and one-on-one coaching sessions; and recognize journeyworkersfor their accomplishments and contributions. Localintermediary staff can also register journeyworkers toparticipate in a national training of journeyworkersprogram if available through a national sponsor.

Develop a wage progression plan with planning team and employers.

The purpose of establishing a wage progression plan is to ensure that youth workers are appropriately compensated and recognized for their contributionsand performance on the job. The Code of FederalRegulations states that “a progressively increasingschedule of wages [is] to be paid [to] the apprenticeconsistent with the skill acquired.”

Intermediary staff, employers, planning committeemembers, and state registration agency or federalDOL officials will contribute to the development of a wage progression plan. How this component getsimplemented varies by state and/or locality, but thereare two bottom-line requirements: Apprentices mustmake at least minimum wage, and apprentices’ wagesmust increase from the time they enter the program to the time they complete the program, provided theylog the required number of hours and demonstrateproficiency on the job and in the classroom.

Several employers participating in a single YDPA program may voluntarily agree to pay a common wage rate to their apprentices and follow a commonprogression schedule. Alternatively, the employers mayvoluntarily agree to provide a specific number of wageenhancements, although the actual amount and per-cent increases vary depending on each organization’scompensation policies.

Intermediary staff can do some fact-finding throughconfidential interviews with local employers to findout the wage ranges for entry-level, experienced andskilled, and supervisory positions within each agency.Using simple calculations, intermediaries can deter-mine whether there appears to be a market rateamong participating employers, and whether, througha series of wage progressions, apprentices earning anentry-level wage can reach a journeyworker-level wageby the end of the two-year program.

In BEST YDPA programs, employers provide at leasttwo, and up to five, wage increases over a two-yearperiod based upon an apprentice’s successful demon-stration of competencies, hours logged, and results in the classroom. (A policy of two wage increases isequivalent to an annual raise.) The percent, amount,and frequency of raises is negotiated locally based onan analysis of the market rate across participatingemployers, the unique funding circumstances of eachemployer, and state-specific requirements for the wageprogression component.

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Develop “credit for previous experience” policy with planning team, employers, and college.

YDPA program sponsors can grant credit to appren-tices for work experience or academic experience thatis equivalent to what apprentices would otherwiselearn through the apprenticeship program, up to acertain number of OJT and related instruction hours.Intermediary staff, planning committee members,employers, and college staff will want to discuss howto design this provision in a way that honors theapprentice’s work and academic experience (and theapprentice’s desire to advance more quickly throughthe YDPA program as a result), while not compromis-ing the integrity or quality of the YDPA program. Forthe YDPA program to have meaning in the communi-ty, it must graduate apprentices who can demonstratea common set of foundational competencies for theirpractice with youth.

In BEST YDPA programs, the intermediary organiza-tion grants up to three months’ or 450 to 500 hours’credit for work experience. Policies for awarding aca-demic credit toward the related instruction compo-nent will vary by YDPA program. Intermediary staffand planning committee members will want to con-sider how many hours of coursework to award (e.g.,40 hours), in what subject areas, and how recently the apprentice completed the courses (e.g., within the past two years.)

Secure funding for ongoingimplementation.

YDPA program sponsors will want to develop a plan toraise, deploy, and maximize funding and in-kind contri-butions to support ongoing YDPA implementation.

In an intermediary-based model like BEST YDPA, the budget for ongoing program implementation will likely include expenses such as:

n Personnel and fringe for YDPA program imple-mentation, management, and oversight.

n Incentives and technical assistance for participatingjourneyworkers and employers.

n Annual orientation and recognition activities foremployers, journeyworkers, and apprentices.

n Scholarships or subsidies for apprentices to helpdefray tuition, books, and fees.

n Manuals and guides for on-the-job training.

n Registration and travel expenses for journey-workers to attend a national training of journey-workers program.

n Local mileage, parking, taxi, subway expenses for intermediary staff.

n Data collection, management, analysis, and reporting.

n Program marketing (e.g., Web, brochures, flyers).

n Other direct program costs (e.g., telephone,Internet, office supplies, copying).

n Associated indirect costs.

The intermediary organization will need to develop an implementation budget and work with planningcommittee members and funders to determine sources

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of financial support and in-kind support to coverthese expenses. The expenses associated with YDPAprogram implementation will likely be borne by theintermediary organization (program sponsor), employ-ers, colleges or financial aid sources, and apprentices.

Recruit and select apprentices.

Minimum Qualifications for BEST Apprentices

Applicants to BEST Apprenticeship Programs shall be

selected on the basis of qualifications alone, without

regard to occupationally irrelevant physical require-

ments and in accordance with objective standards

which permit review after full and fair opportunity

for application. Applicants shall meet the following

minimum qualifications:

n Age: Applicants must be at least eighteen (18)

years old.

n Education: Applicants must be high school gradu-

ates or have equivalent education. Applicants must

submit a copy of their high school transcript or

evidence of equivalent educational attainment

such as an official report of GED test results.

n Attributes: Applicants must provide evidence of

their interest in and motivation for working directly

with youth.

n Knowledge, Skills, and Abilities: Applicants must

demonstrate basic awareness of the purpose and

requirements of the BEST Apprenticeship Program.

n Experience: Work experience, such as part-time

or summer work, is preferred but not required.

[National Guidelines for BEST Apprenticeship

Program Standards]

There are at least two strategies for identifying andselecting apprentices to participate in the initial YDPAprogram pilot:

n An employer participating in the pilot may alreadyemploy an entry-level worker who meets the mini-mum qualifications for apprenticeship and canmake a compelling case for his or her participationin the YDPA program

n An employer participating in the pilot may need to create an entry-level position, or fill a vacantentry-level position, by hiring an apprentice as a new employee of the organization.

The role of the intermediary in facilitating apprenticerecruitment and selection will vary depending uponwhich of the above scenarios (or others) is present.

In the first case, intermediary staff will want to meetwith the employer to discuss how the activities andrequirements of the YDPA program will impact theexisting entry-level position and the day-to-day activi-ties of the individual in that position, and identifywhat support the employer may need to implementmodifications to the job’s functions and activities. The intermediary staff and employer can then developa plan for making necessary adjustments.

In the second case, intermediary staff may play a larg-er role in recruiting prospective candidates to fill thenew or vacant position, screening and interviewingthose candidates in light of YDPA selection criteria,and matching qualified candidates to participatingemployers.

YDPA programs that enroll five or more apprenticesmust implement a federally-mandated AffirmativeAction plan under which sponsors must develop andfollow specific outreach, recruitment, application, andselection procedures to ensure that prospective candi-

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dates have a fair and equal opportunity to participatein the YDPA program.

Although YDPA program enrollment may not reachfive apprentices during the initial program pilot, inter-mediary staff and planning committee members willwant to become familiar with Affirmative Actionrequirements (available from Department of Laborrepresentatives) to identify processes that can ensurefair and equal opportunity and to develop capacity to implement an Affirmative Action plan when enrollment levels increase.

Finalize standards of apprenticeship.

“Standards of apprenticeship” is the name given to the document that embodies and describes the program requirements and provisions that will governimplementation of the apprenticeship program. (See page 26 for a list of provisions.) The “standards of apprenticeship” is a cumulative deliverable. That is, until all major decisions are made about programdesign, policies, and procedures, the standards cannotbe finalized and programs cannot be registered.

The process begins when Department of Labor staffmembers provide to intermediary organizations a template containing policies that are either required or recommended for their apprenticeship program.Once the planning committee makes key policy decisions—e.g., how related instruction courses willbe delivered, what the policy will be on granting credit for work and academic experience, and howwage enhancements will be structured—intermediarystaff will enter these policies into the standards ofapprenticeship document.

From there, the process of finalizing the standards of apprenticeship is a back-and-forth sequence ofreviewing, commenting, and revising until all parties—including the intermediary, planning committee members, and the ATR or state registration agencyofficials, are satisfied that the document reflects localprogram priorities and that the program, if implement-ed according to the standards, will meet state and federal requirements.

Register the program and apprentices with state registration agency.

An apprenticeship program becomes officially registered when the registration agency—a StateApprenticeship Agency/Council or the OATELSoffice—reviews, approves, and signs the standards of apprenticeship document.

As noted in planning milestone #4, it is important forintermediary staff to determine early in the planningprocess (e.g., during the first quarter), what body isresponsible for approving the standards and how oftenthis body meets during the year. This will help theintermediary make a plan to complete the standardsof apprenticeship in time for approval during a statecouncil’s quarterly or semi-annual meeting. Interme-diary organizations, employers, and apprentices willeach need to complete required forms as part of theregistration process.

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U.S. Department of Labor

For information about the federal apprenticeship system, contact:

U.S. Department of LaborEmployment and Training AdministrationOffice of Apprenticeship Training, Employer and Labor Services200 Constitution Avenue, NW, N4649Washington, DC 20210Phone: 1-877-US-2JOBSWeb: www.doleta.gov/atels_bat

National Training Institute for Community Youth Work

For more information about the national BESTYDPA initiative, contact the AED National TrainingInstitute for Community Youth Work:

National Training Institute for Community Youth Work

Academy for Educational Development1825 Connecticut Avenue, NWWashington, DC 20009Phone: 202-884-8334Fax: 202-884-8422Web: www.aed.org or www.nti.aed.org

National YDPA Clearinghouse

In 2001, the Department of Labor designated the Sar Levitan Center for Social Policy Studies, at JohnHopkins University’s Institute for Policy Studies, to serve as a National YDPA Clearinghouse. For more information about YDPA programs across the country, contact:

The Sar Levitan CenterJohns Hopkins University / Institute for Policy Studies3400 North Charles StreetWyman Building 5th FloorBaltimore, MD 21218Phone: 410-516-7169 Fax: 410-516-4775www.levitan.org or www.ydpaclearinghouse.org

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R E SOU RCE S

The national BEST YDPA Program was developedcollaboratively by NTI and leaders from the follow-ing local BEST intermediary organizations, withfunding and technical assistance from the U.S.Department of Labor.

Hampton/Newport News BEST

The lead intermediary organization for the Hampton/Newport News BEST system in Virginia is Alter-natives, Inc. (Alternatives). Alternatives is a youthdevelopment intermediary organization involved inapproximately 45 youth development projects in theHampton/Newport News area. Through these initia-tives, Alternatives and its partners—including com-munity organizations, elementary and secondaryschools, the school district, city government, neigh-borhoods, and other key stakeholders—recruit youngpeople and adults, train them to work effectively withone another, and provide opportunities for them todevelop and use their capacities in meaningful ways.

Kansas City BEST

The lead intermediary organization for the KansasCity BEST system in Missouri is YouthNet of GreaterKansas City (YouthNet). YouthNet works to ensurethat quality youth development programs are availablefor children, youth, and families in the Greater KansasCity area. YouthNet engages young people, parents,youth-serving agencies, funders, and other stakeholdersto establish and implement a common set of standardsof quality performance for youth programs. YouthNet

also provides training, educational opportunities, and arange of technical assistance to support agencies as theyintegrate the standards into their day-to-day operationsand is currently working in collaboration with youth-serving agencies to define a fair external monitoringand assessment process.

New York City BEST

The lead intermediary organization for the New YorkCity BEST system is the Youth Development Institute(YDI) of the Fund for the City of New York. YDIworks with community-based organizations, schools,and government agencies toward three primary goals:to strengthen the capacity of community-based organi-zations to serve as an effective infrastructure of supportsfor youth and as advocates for a youth developmentagenda; to promote a