Guide to Launching In-House Talent Development Program in Facilities Management
This study outlines how to prioritize in-house talent development through apprenticeships, formalized upskilling, and pre-apprenticeship programs. Examine a series of detailed case studies for an in-depth overview of talent development programs within higher education facilities management.
Senior facilities leaders are struggling to recruit and develop skilled tradespeople. While retention tends to be strong once an employee joins, many facilities departments are seeing a growing number of vacancies as the number of new workers entering the trades declines—in the U.S., there is currently only one new person entering the skilled trades for every five who retire.
This means fewer campuses can rely on the current pool of skilled tradespeople to fill every role. Instead, Facilities must create in-house skilled trades development programs.
This study outlines how to prioritize in-house talent development through apprenticeships, formalized upskilling, and pre-apprenticeship programs. Follow the checklist below, in section one of the resource, to assemble the program’s foundation. The second section offers a series of detailed case studies to provide an in-depth overview of talent development programs within higher education facilities management.
The case for investing in Facilities talent development programs
One of the greatest workforce challenges facing senior Facilities leaders is recruiting and developing skilled tradespeople. While retention tends to be strong once employees join an institution, many Facilities departments across North America are seeing a growing number of vacancies as they struggle to source and recruit talent.
One reason for high vacancies is the “graying” of the trades. Facilities Management (FM) employees are six years older than the average U.S. employee. Another driver is insufficient new entrants to trades careers. The number of new workers entering the trades is declining. In the United States, there is currently only one new person entering the skilled trades for every five who retire.
These workforce challenges mean that fewer institutions can rely on the current pool of skilled tradespeople to fill every role. Instead, senior leaders increasingly recognize they must create in-house skilled trades development programs. There are three types of talent development programs in higher education Facilities: apprenticeship programs, formalized upskilling programs, and pre-apprenticeship programs.
Step-by-step guide for launching in-house talent development program
1. Analyze internal workforce data
Step 1 is to analyze internal workforce data, which will inform which type of talent development program to launch. Institutions should focus on shops with the highest projected vacancy rates. Leaders can assume an average staff retirement age of 65 years old, and then estimate projected vacancies by unit. While not 100% accurate, this projection is a helpful starting point for identifying future gaps.
The University of Arizona used vacancy projections to inform its apprenticeship program. Facilities leaders at Arizona built a spreadsheet to track how many employees each shop currently has. Then, assuming a retirement age of 65 Arizona projected out how many vacancies they might experience across the next decade. The final tally indicated which shops—masonry, paint, or plant—would be hit hardest by retirements.
2. Determine program viability
Step 2 is to determine the viability of creating a successful talent development program at your institution. The tool below guides leaders through an evaluation process to determine program feasibility. To use this tool effectively, leaders should possess a basic understanding of the resources potentially available to support this endeavor. After scoring each criterion, record your answers on the scoring sheet later in the study and follow the directions to calculate a total weighted score. The final score corresponds to the program’s viability.
3. Determine best-fit talent development program
Step 3 is to choose the program type that best fits your institution’s needs. Facilities leaders should consider these straightforward prompts to determine the right program type.
- Pursue an apprenticeship program if the trades your institution most urgently needs, such as electrical or plumbing, have rigorous certification requirements.
- Pursue a formalized upskilling program if the trades your institution most urgently needs do not have rigorous certification requirements in your state or province.
- Pursue a pre-apprenticeship program if your institution has an apprenticeship program or formalized upskilling program but is struggling to source qualified candidates (either internally or externally) to fill the program.
4. Assign leadership responsibilities
Step 4 is to create a plan to operationalize the talent development program. Senior leaders must decide which Facilities staff members will be responsible for which program components. At a minimum, talent development programs require a leader (i.e., a part- or full-time program manager) and a decision-making body (this body can be a single person or a committee).
Read more to see a table outlining roles, responsibilities, and case studies detailing how institutions assigned a given responsibility.
5. Determine program costs
Step 5 is to determine the cost of operating a talent development program. While many institutions predict that program costs (especially for apprentice programs) will be insurmountably high, in reality, the financial burden is often much lower than expected. While starting a program requires upfront time and resources, these programs do not require significant ongoing expenditures. Pre-apprentices, for example, don’t receive salaries until they are hired, and employees in apprenticeships and formalized upskilling programs typically earn below market wages, reflecting their status as trainees.
6. Identify funding sources
After determining how much a program will cost, step 6 is to acquire funding. Institutions with inhouse talent development programs most often rely on the following funding sources:
- Vacant salary lines: The most common way to fund programs is to repurpose vacant salary lines to fund talent development programs. Institutions will need to check internal policies to find out whether this is possible.
- Chargebacks: If institutions have a responsibility center management budget model, and/or they already charge academic and administrative units for Facilities costs, they can fund the program through chargebacks. This can be a palatable option for institutions with chargebacks already, as trainees typically incur a lower rate for their work than experienced employees.
- Central strategic funding: Some programs secure a new funding stream from central administration. This typically requires making a business case for why the institution should invest in the program. The University of Arizona, for instance, used workforce projections to establish a business need for the apprenticeship program, which convinced senior leaders to fund it centrally.
- Government funding: Institutions can pursue grants or loans from various government agencies to fund pre-apprenticeship or apprenticeship programs.
7. Set program goals and evaluation mechanisms
Step 7 is to ensure that a program’s effectiveness is consistently monitored by the institution. This requires that program decision-makers first establish what outcomes the program should achieve. Based on these goals, the institution must regularly track metrics, comparing current metrics to target performance and analyzing any gaps.
The following criteria have been adapted from the Manufacturing Institute. Leaders can start with these metrics when building their program evaluation mechanisms.
Classroom training
The following metrics should be assessed on a semester and annual basis.
- Participant course evaluation scores
- Pass/fail rates
- Actual vs. planned delivery of the curriculum
- Supervisor and on-the-job training (OJT) mentor feedback on whether classroom training is supporting OJT
- Course graduation rates
- Course grades
On-the-job training
The following metrics should be assessed biannually.
- Periodic participant evaluations
- Feedback or ratings given to participants during performance evaluations
- Whether participants are achieving performance milestones according to progress requirements
- Feedback from OJT mentors
Instructors and trainers
The following metrics should be assessed annually on both an individual basis (for each trainer/instructor) and aggregate basis.
- Pass/fail rate of instructor courses
- Actual vs. planned delivery of curriculum
- Actual vs. planned delivery of OJT
- Feedback from participants about instructors and trainers
General program metrics
The following metrics should be measured on a monthly and annual basis.
- Actual vs. planned timeline execution
- Budget execution
- Turnover rate
- Number of participants who complete program, by year and cumulatively
- Number and percentage of participants hired by institution upon completion of the program
8. Weigh whether to register apprenticeship program
U.S. institutions have the flexibility to decide whether or not to register their apprenticeship program with the Department of Labor (DOL), either through the federal office or through a state-governed branch (this decision is made on a state-by-state basis). This step outlines the mandatory components of DOL-registered programs.
Pros and cons of partnering with the DOL
Pros
- Assures quality by reviewing program against accepted industry standards
- Expedites program development by providing templates and technical support
- Enhances recruiting efforts through marketing resources and assistance
- Provides benefits in the form of tax credits or government funding
Cons
- Limits design flexibility as programs must meet federal and state training standards
- May elongate training time for programs in trades without formal certification requirements
9. Register U.S. apprenticeship program
Step 9 is to register the apprenticeship program, if applicable. If an institution chooses to register its apprenticeship program, the registration process varies depending on whether the state or federal government manages the program. Each state has its own contact office that is connected with either the state or federal government. Institutions that have registered programs with government contacts report that this office or person is a helpful resource and can be consulted as questions or issues arise.
State-managed apprenticeship programs typically need to be approved by a state council or agency. Each state has its own process and application.
Federally managed apprenticeship programs are approved through the Department of Labor (DOL). The DOL uses templates called “boilerplates,” which are forms that outline what elements an institution must have in place to meet federal registration guidelines.
Each state has its own contact office that is connected with either the state or federal government. Institutions that have registered programs with government contacts report that this office or person is a helpful resource and can be consulted as questions or issues arise.
For the most current list of contacts, visit the respective government webpage.
- For U.S. institutions, visit the Department of Labor website
- For Canadian institutions, visit the Red Seal website
10. Select a training partner
Step 10 is to determine how to provide classroom instruction. Most institutions rely on traditional training partners, such as community colleges, vocational schools, and unions. However, there is a growing number of nontraditional partners available, including online training programs.
11. Select mentor(s) to lead on-the-job training
Step 11 is to select mentors to provide on-the-job training (OJT). For example, the University of Arizona chooses mentors for its apprenticeship program based on how well they demonstrate the Facilities unit’s leadership principles, which include accountability and treating others with respect. They are also considered on their ability to teach and their capacity for patience. Leaders found that even highly skilled technicians are not effective mentors if they do not have these qualities.
To ensure journeyworkers and other staff are prepared to train others, first communicate program details so that mentors understand what is expected of program participants. Next, ensure that mentors have a thorough understanding of the program competencies and are prepared to evaluate participants based on them. Last, if mentors require guidance for best training practices, use “train the trainer” resources to help prepare them, such as this one provided by the AFL-CIO.
Mentor training process
- Communicate: Share the program details and participant expectations
- Educate: Educate mentors about required program competencies
- Train: Train mentors in best teaching practices
12. Determine required competencies
Step 12 is to determine the required competencies for program participants. At their core, talent development programs are designed to help people master a predetermined list of competencies. In Canada, Red Seal has already outlined the required competencies to pass the exam and achieve journeyworker status in the major trades. In the U.S., however, Facilities leaders must determine which competencies participants are meant to master.
If a U.S. institution plans to register its apprenticeship program, it should use government guidelines to determine competencies. Alternatively, institutions can assemble a team to collaboratively select competencies. Senior facilities leaders, shop leaders, and experienced staff members in the relevant trade should contribute to the process. This step outlines resources to help institutions build competencies lists for all three types of talent development programs, and also includes example competency lists.
13. Build training schedule
Step 13 is building out the schedule of activities that trainees will follow. This schedule maps out how participants will spend their time across both the on-the-job training and coursework components of the program. The instructions below provide guidance for designing a course schedule and work process schedule. Use the competencies determined by the Department of Labor or your institution as a basis for the content.
The first part of this step is creating a course schedule, if the program requires courses. To build a good course schedule, be sure to:
- Designate class names and groupings so program participants can understand where each class fits in the course progression
- Preview course hours so program participants can schedule ahead
- Document the delivery method of the course so program participants know if they will need to travel to classes
14. Complete necessary program documentation
Step 14 is to complete necessary program documentation. Most talent development programs require some amount of paperwork; this is particularly true for DOL-registered apprenticeship programs. Use this checklist to track common program and participant registration and administration forms. (Note that the program coordinator[s] will need to share this information with participants directly.)
15. Checklist: Market talent development program 101
Step 15 is to determine how to market your program. Facilities leaders and program staff must determine which strategies work best work for the institution. Most institutions focus on the benefits of participating in a talent development program, such as the certifications apprentices earn or the job prospects available after graduation.
The list below provides a series of suggestions for your communications team to kick-start brainstorming.
Benefits of apprenticeships:
- Earn money while you earn your certification
- Lock in higher salary potential by completing an apprenticeship program
- Registered apprentices in the U.S. on average make $240,000 more in a lifetime than their non-registered peers
- Enjoy job security: skilled tradespeople are in high demand across many sectors
- Transition into full-time employment at the institution upon completion of your apprenticeship (this will vary by institution)
Benefits of pre-apprenticeships:
- Earn required certifications to jump-start entry into an apprenticeship program
- Gain hands-on experience and an introduction into the trades
- Begin a path to a higher salary as a certified trades professional
Benefits of formalized upskilling programs:
- Earn trades skills in a shorter amount of time than a full apprenticeship
- Advance your career and internal promotion at your institution
16. Build relationships with recruitment partners
Step 16 is to partner with organizations that can amplify recruitment efforts. Illustrating the benefits of trades programs to potential partners enables them to help source potential candidates. Larger apprenticeship programs have successfully partnered with local high schools. The University of Virginia (UVA) pulls most of its candidates from the three counties surrounding their institution. It maintains relationships by emailing every high school’s guidance counselor and principal, allowing it to target trade classes within the school. It also holds meetings with local faculty and staff and obtain referrals from successful graduates of the program. UVA finds it can recruit students directly from high school this way; the University of Arkansas finds that students remember its in-school presentations and apply to the apprenticeship program years later when they’re more mature and interested in a stable career.
Use the following talking points when communicating with recruitment partners:
“We are investing in the local community by supporting long-term workforce growth.”
“We serve and attract the best and brightest and provide them with secure job opportunities.”
“We offer pathways into some of the fastest-growing career tracks in the country.”
Case studies of talent development programs in higher education Facilities management
California State University San Marcos
- California State University San Marcos (Apprenticeship program)
- Certified Automotive/Equipment Mechanic Apprentice Job Description
Northwestern University
Northwestern University (Apprenticeship program)
University of Alberta
University of Alberta (Pre-apprenticeship program)
University of Arkansas
- University of Arkansas (Apprenticeship program)
- Work Processes Training Schedule for Boiler Mechanic Apprentices
University of Colorado Boulder
- University of Colorado Boulder (Formalized upskilling program)
- Facilities Management Labor Trades and Crafts Trainee Program
University of Massachusetts Amherst
University of Virginia
University of Virginia (Apprenticeship program)
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