Western States Building Energy & Controls Apprenticeship (BECA) Program

Abstract

How does this project help to understand the challenges of workforce development in the commercial building energy management industry? The purpose of this project was to create a replicable, scalable, and portable apprenticeship program for building energy management and controls. This paper will demonstrate how local processes can be more adaptable and inclusive than federal processes in achieving workforce development goals. Our work provides insights into the technical effectiveness of the program, enabling others to achieve greater success in their workforce development initiatives. The project required more time and financial resources than initially anticipated and spent a year in a no-cost extension working to accomplish the Statement of Project Objectives. The original goal was to create an Industry Related Apprenticeship Program (IRAP). The development of this apprenticeship presented challenges due to the lack of existing programs for reference and the absence of relevant industry classification codes by the Department of Labor (DOL). Notably, the role of a commercial building energy analyst is not recognized by the DOL. The SIC (industry codes) do not have a good description of this job. There are many that may fall into related categories, but none are the actual duties of an energy analyst. Discussions with the DOL indicated that substantial groundwork was necessary before a national apprenticeship program could be implemented, causing delays in the program’s commencement. As a result, students experienced longer wait times before starting their apprenticeship component. The apprenticeship program officially launched on September 14, 2021. The success of the State of Oregon’s apprenticeship program, the first of its kind in the state, underscored the flexibility and effectiveness of local initiatives compared to federal efforts. The COVID-19 pandemic also significantly impacted the project’s success. Beginning in March 2020, the pandemic led to widespread closures of schools and colleges by fall 2020. By September 2021, when the apprenticeship option became available, enrollment in colleges and universities nationwide had decreased, affecting student participation in the program. Moreover, as employers transitioned their employees to remote work, there was limited interaction with external personnel, influencing the willingness of training agents (employers) to integrate additional workers into their teams. This paper addresses several challenges encountered during the project, with the hope that future workforce development efforts will benefit from these experiences. We Final Technical Report 4 | Page encourage others to engage with state and federal agencies to enhance and update pathways for workforce development and apprenticeship programs.