Notice of Availability of Funds and Solicitation for Grant Applications for High Growth Job Training Initiative Grants for the Advanced Manufacturing Industry, 32559-32596 [06-5139]
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DEPARTMENT OF LABOR
DEPARTMENT OF THE INTERIOR
Employment and Training
Administration
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Notice of Availability of Funds and
Solicitation for Grant Applications for
High Growth Job Training Initiative
Grants for the Advanced
Manufacturing Industry
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Announcement type: Notice of
Solicitation for Grant Applications.
Funding Opportunity number: SGA/
DFA PY 05–07.
Catalog of Federal Assistance number:
17.261.
Key Dates: The closing date for receipt
of applications under this
announcement is July 25, 2006.
Applications must be received at the
address below no later than 5 p.m.
(Eastern Time).
SUMMARY: The Employment and
Training Administration (ETA), U.S.
Department of Labor (DOL), announces
the availability of approximately $10
million in grant funds for new and
innovative approaches to meeting the
workforce challenges of the advanced
manufacturing industry under the
President’s High Growth Job Training
Initiative. ETA defines ‘‘advanced
manufacturing’’ as the use of technology
or other productivity-enhancing
business processes in the manufacturing
enterprise and/or value-added supply
chain. These advanced manufacturing
technologies and processes may be used
in a variety of industry sectors.
The President’s High Growth Job
Training Initiative (HGJTI) is a strategic
effort to prepare workers for new and
increasing job opportunities in highgrowth, high-demand, and economically
vital industries and sectors of the
American economy. Through the
initiative, ETA identifies high-growth,
high-demand industries, evaluates their
skill needs, and funds local and national
partnership-based demonstration
projects that: (a) Address workforce
challenges identified by employers; and
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(b) prepare workers for good jobs with
career pathways in these rapidly
expanding or transforming industries.
The products, models, and effective
approaches that result from HGJTI
investments will be broadly
disseminated to employers, education
and training providers, and the
workforce system to build their capacity
to respond to employers’ workforce
needs.
Grant funds awarded under this
Solicitation for Grant Applications
(SGA) should be used to develop and
implement innovative and industrydriven training solutions that address
the advanced manufacturing industry’s
critical workforce challenges. Each
solution must take place in the context
of a strategic partnership between the
workforce investment system, business
and industry representatives, and
education and training providers such
as community colleges. The projects
selected for funding under this SGA are
intended to complement and enhance
existing ETA investments for the
advanced manufacturing industry
available on ETA’s Web site at https://
www.doleta.gov/BRG/Indprof/
Manufacturing.cfm.
Applicants may be public, private forprofit, and private non-profit
organizations. It is anticipated that
individual awards will fall within the
range of $750,000 to $1.5 million.
ADDRESSES: Mailed applications must be
addressed to the U.S. Department of
Labor, Employment and Training
Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus,
Grant Officer, Reference SGA/DFA PY–
05–07, 200 Constitution Avenue, NW.,
Room N4716, Washington, DC 20210.
Applicants may apply online through
Grants.gov (https://www.grants.gov) and
further information about applying
online can be found in Part IV(3) of this
solicitation. Telefacsimile (FAX)
applications will not be accepted.
Applicants are advised that mail
delivery in the Washington area may be
delayed due to mail decontamination
procedures. Hand delivered proposals
will be received at the above address.
SUPPLEMENTARY INFORMATION: This
solicitation consists of eight parts:
• Part I describes the funding opportunity,
provides background information on ETA’s
demand-driven workforce investment
strategies and the President’s High Growth
Job Training Initiative, and highlights the
critical elements and special emphases for
this solicitation.
• Part II describes the award amount and
performance period of the award.
• Part III describes eligible applicants and
other grant specifications.
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• Part IV provides information on the
application and submission process and
various funding restrictions.
• Part V describes the criteria against
which applications will be reviewed and
explains the proposal review and selection
process.
• Part VI provides award administration
information.
• Part VII contains DOL agency contact
information.
• Part VIII lists additional resources of
interest to applicants.
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I. Funding Opportunity Description
Section 1 of this part provides
background information on the
Employment and Training
Administration’s demand-driven
workforce investment strategies. Section
2 describes ETA’s implementation of the
President’s High Growth Job Training
Initiative (HGJTI) and describes the
specific challenges and potential
solutions identified for the advanced
manufacturing industry as part of the
HGJTI process. Section 3 describes
critical elements of HGJTI grants.
Section 4 describes areas of emphasis
particular to this SGA.
1. The Employment and Training
Administration’s Demand-Driven
Workforce Investment Strategies
Each year, the federal government
invests billions of dollars in a state and
local workforce investment network to
assist businesses in recruiting, training,
and retaining a skilled workforce. This
network is called the workforce
investment system, and consists of state
and local workforce investment boards,
state workforce agencies, and One-Stop
Career Centers and their cooperating
partners. Although these federal
investments have in the past supported
a set of standard menu-driven services
for employers and workers, the realities
of today’s rapidly changing global
economy make it imperative that the
workforce investment system support
customized activities that are driven by
local employer demand. This demanddriven approach to workforce
development is necessary to prepare
workers to take advantage of new and
increasing job opportunities in highgrowth, high-demand, and economically
vital industries and sectors of the
American economy.
In a demand-driven workforce
investment system, state and local
workforce investment boards should
invest strategically in workforce
development activities that are relevant
to the skill requirements of local
industry and prepare individuals to
compete in a global economy through
better access to post-secondary
education and training. To maximize
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the impact of workforce development
activities, workforce investment boards
partner with entities critical to the
development of America’s workforce:
Employers and education and training
providers.
Within the context of these strategic
partnerships, communities should use a
solutions-based approach to workforce
development, in which the partnering
entities work through the cycle of: (1)
Collecting and analyzing information
about local workforce needs and critical
capacity constraints; (2) incorporating a
business or demand-driven perspective
into issue identification and solutions
development; (3) ensuring that the right
strategic partners are at the table; (4)
working collaboratively to explore,
frame, and implement solutions; and (5)
assessing how the products and
outcomes of the project can be
effectively deployed and replicated. The
goal of this process is to ensure that
workforce system dollars help workers
get skills training that aligns with local
industry-identified needs.
2. Background on the President’s High
Growth Job Training Initiative
ETA first modeled the role of strategic
partnerships in demand-driven
workforce investment through the
President’s High Growth Job Training
Initiative (HGJTI). This initiative is a
strategic effort to prepare workers for
new and increasing job opportunities in
high-growth, high-demand, and
economically vital industries and
sectors of the American economy.
Through the initiative, ETA identifies
high-growth, high-demand industries,
evaluates their skill needs, and funds
local and national partnership-based
demonstration projects that provide
workforce solutions to ensure that
individuals can gain the skills to get
good jobs with career pathways in these
rapidly expanding or transforming
industries.
The foundation of this initiative is
partnerships between the publicly
funded workforce investment system,
business and industry representatives,
and the continuum of education. These
partnerships engage each partner in its
area of strength. Industry
representatives and employers define
workforce challenges facing the industry
and identify the competencies and skills
required for the industry’s workforce.
Education and training providers, such
as community colleges, assist in
developing competency models and
curricula and train new and incumbent
workers. The workforce investment
system analyzes local labor market
information, accesses human capital
(youth, unemployed, underemployed,
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and dislocated workers), provides
funding to support training for qualified
individuals, and connects trained
workers to good jobs.
ETA is modeling the power of these
partnerships at the national level
through investments in demonstration
projects in 14 high-growth, highdemand industries. Each of the 14
industries was selected because it meets
one or more of the following criteria: (1)
Is projected to add substantial numbers
of new jobs to the economy; (2) has a
significant impact on the economy
overall; (3) impacts the growth of other
industries; (4) is being transformed by
technology and innovation requiring
new skills sets for workers; or (5) is a
new and emerging business that is
projected to grow. The 14 industries are:
• Advanced Manufacturing
• Aerospace
• Automotive Services
• Biotechnology
• Construction
• Energy
• Financial Services
• Geospatial Technology
• Healthcare
• Homeland Security
• Hospitality
• Information Technology (IT) & IT
Business-Related Services
• Retail
• Transportation
For each industry, ETA follows a
three-step process to identify workforce
challenges and solutions and to
demonstrate solutions nationally. First,
ETA conducts an environmental scan to
understand the economic conditions
and workforce challenges facing the
industry. Second, ETA convenes a series
of meetings to offer leaders in business
and industry an opportunity to share
their current and future workforce needs
with the workforce system. Using the
information gathered at these meetings,
ETA convenes another round of
meetings with industry and workforce
investment system representatives to
verify workforce challenges and devise
solutions. The results of these meetings
are published in a comprehensive
industry report. These reports are made
available to the public via ETA’s Web
site at https://www.doleta.gov/BRG/
JobTrainInitiative, as the HGJTI process
is completed for each industry.
Based on the numerous industryspecific solutions identified during the
HGJTI process, ETA identified a core set
of workforce challenges that are
common to all 14 target industries.
These elements include:
• Developing a pipeline of young
workers with foundational academic
skills in math, science, and language;
• Expanding post-secondary training
alternatives including apprenticeships
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and workforce development programs at
community colleges;
• Expanding the capacity of
educational institutions;
• Helping workers keep up with the
rapid pace of changing skills
requirements due to innovation and
technology;
• Developing new and innovative
learning methodologies;
• Developing strategies for growing
and retaining a skilled workforce,
including developing career ladders and
lattices for new and incumbent workers
and updating the skills of incumbent
workers;
• Accessing new and/or untapped
labor pools;
• Transitioning workers from
declining industries;
• Providing improved career
guidance information and tools to
students and jobseekers;
• Ensuring that educational models
reflect the structure of today’s
workplace;
• Building models to help address a
lack of industry defined competencies;
and
• Engaging small businesses.
The third and final step of the HGJTI
process is a series of federal investments
in unique, innovative, and industrydriven projects that demonstrate
training initiatives and capacity
building strategies to address the
industry’s unique workforce challenges
and reflect one or more of the twelve
elements outlined above. Together,
these projects contribute to a demanddriven workforce system by making up
a solution set tailored to each industry’s
specific needs. The products, models,
and effective approaches that result
from this solution set are broadly
disseminated to employers, education
and training providers, and the
workforce system to build their capacity
to respond to employers’ workforce
needs.
ETA has completed the three-step
HGJTI process for the advanced
manufacturing industry. Over the past
two years, ETA has made investments in
forty projects totaling over $80 million
that support the advanced
manufacturing industry. The projects
selected for funding under this SGA are
intended to complement and enhance
the existing solution sets for the
advanced manufacturing industry.
To assist applicants in understanding
this industry and to provide context for
the industry specific emphases detailed
in Section 4 of this part, a brief
description of the advanced
manufacturing industry and its
workforce challenges is provided below.
Additionally, applicants are encouraged
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to familiarize themselves with the full
industry reports and current
investments.
The Advanced Manufacturing Industry
and Its Workforce Challenges
The U.S. manufacturing industry
accounts for 14 percent of the U.S. Gross
Domestic Product and employs 14
million workers, 11 percent of total U.S.
employment. However, today’s
manufacturing industry is undergoing a
dramatic transformation, with profound
implications for the new and incumbent
manufacturing workforce. To increase
productivity and remain globally
competitive, U.S. manufacturers are
incorporating process improvement
strategies, adopting quality management
systems, and overhauling their
production facilities with advanced
technology. In order to operate a
modern production facility,
manufacturers require workers with
advanced skills.
Advanced manufacturing was
included in the HGJTI because of its
importance to the U.S. economy, the
transformation in technology and skill
requirements, and the difficulty that
manufacturers report in hiring skilled
workers. ETA defines ‘‘advanced
manufacturing’’ as the use of technology
or other productivity-enhancing
business processes in the manufacturing
enterprise and/or value-added supply
chain. This definition is not
synonymous with ‘‘high-tech
manufacturing,’’ as the emphasis is on
the processes used in production and
related activities, rather than the output
of high-tech products. These advanced
manufacturing technologies and
processes can be used in a variety of
industry sectors such as aerospace. In
addition to actual production and
assembly activities, this definition
includes product design, process
engineering, quality control, and
software support, as well as product
packaging, shipping (though not the
actual transportation), inventory
management, and maintenance of
capital equipment. ETA believes that a
primary goal of the HGJTI in advanced
manufacturing, and of the broader
public workforce system, should be to
encourage and assist more
manufacturers to adopt advanced
manufacturing techniques, with
workforce training as a critical
ingredient for that transformation.
Over the course of a series of
Executive Forums, ETA met with senior
executives from more than 50
manufacturing firms, representing a
broad cross-section of the
manufacturing industry. The industry
executives identified numerous critical
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workforce development challenges, and
applicants are encouraged to address
one or more of these challenges and/or
those included in the areas of emphasis
described in Section 4 of this part of the
SGA:
• Training for Innovation:
Manufacturers need workers who are
continually focused on innovating
products and services, as well as
production and business processes.
• Pipeline Development: Too few
young people consider the possibility of
manufacturing careers and are unaware
of the necessary skills. Similarly,
students do not always graduate from
high school equipped with the
necessary skills or educated about
manufacturing career opportunities.
• Limited English-Speaking
Workforce: The manufacturing
workforce is increasingly foreign-born,
meaning that English language skills are
becoming a prominent challenge for the
industry. Employers have experienced
difficulty finding English language
programs that suit their particular
needs.
• Foundational Skills: Manufacturers
experience difficulty finding and hiring
workers with basic technical skills.
• Small Business Challenges: Many
small- and medium-sized manufacturers
report a variety of obstacles to
organizing training programs for their
workers, such as a lack of expertise,
staff, or resources.
• Matching Training Providers to
Business Needs: Manufacturers
experience difficulty finding training
providers that align with their particular
needs, for example: Coordination of
work and training schedules,
transportation of workers, and finding
programs that meet specific technology
or process needs.
• Incumbent Worker Training:
Manufacturers report a need for
alternative methods by which current
employees can improve their skills.
Competency models and career ladders
need to be clearer in order to provide
career development opportunities for
incumbent workers.
• Training the Supply Chain:
Manufacturers increasingly need
integrated training programs for workers
throughout the supply chain. Initiating
improvements and making investments
in training and education may not
benefit a company if the suppliers to
that company are not achieving similar
levels of improvement.
• Industry Capacity/Lack of Skilled
Workforce: New manufacturing
processes, such as nanotechnology, and
new product demand, such as the
specialized equipment needed for the
construction of nuclear power plants in
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the U.S., require domestic
manufacturing capacity that may not
exist today. A significant component of
this challenge is the need for a skilled
workforce.
In a series of Workforce Solutions
Forums, attendees identified more than
300 potential solutions to these
challenges. Examples of the identified
solutions include, but are not limited to:
• Creating an information and
education sharing model to distribute
knowledge, technology, and training
assets across an industry supply chain.
• Providing convenient and flexible
training through distance learning
opportunities and self-paced training,
along with other delivery options.
• Creating and deploying industrydriven skills certifications that are
sector specific, nationally recognized,
and promote career ladders.
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3. Critical Elements of High Growth Job
Training Initiative Grants
HGJTI funded grants are expected to
contain at least six critical elements.
These elements consist of: (A)
Innovative solutions to industry
identified workforce challenges; (B)
strategic partnerships; (C) leveraged
resources; (D) sustainability; (E)
replication of successful models for
broad distribution, and (F) clear and
specific outcomes. Each of these
characteristics will be reflected in the
ratings criteria in Part V and is
described in further detail below.
A. Innovative Solution(s) to Industry
Identified Workforce Challenges
As previously mentioned in Part I(1),
the HGJTI employs a solutions-based
approach to addressing the needs of the
21st Century workforce. Grants funded
under this SGA should demonstrate
how a demand-driven workforce system
can more efficiently serve the workforce
needs of business while at the same
time helping workers find good jobs
with good wages and promising career
pathways. ETA also expects these grants
to demonstrate innovation in effectively
meeting the workforce needs of the
advanced manufacturing industry.
When considering the innovative
aspects of workforce solutions proposed
by applicants, ETA may look to the
creativity of the content of the training
or product being delivered, the form and
style in which the training or product is
delivered, the manner of managing and
executing the development of the
training or product, including the types
of partners engaged or the roles partners
play in the activities, and the adaptation
of existing solutions to new contexts
and industries. Innovative solution
elements may be identified in part by
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articulating how proposed workforce
solution(s) relate to the growing body of
knowledge from public, private, and
governmental sources about effective
demand-driven workforce development
practices in a variety of sectors.
Applicants are not limited in the
strategies and approaches they may
employ to implement solutions
provided the strategy is well developed,
meets industry and local area workforce
challenges, delivers training to workers,
and is not duplicative of any existing
efforts. Examples of previously funded
advanced manufacturing industry
solutions include:
• A program designed to increase the
skills of workers in a large
manufacturer’s supply chain so those
workers could incorporate new required
composite materials technology to
remain competitive in the aerospace
industry.
• A program led by a state workforce
investment board to provide technology
transfers from state universities on
modern plastics industry manufacturing
technology, and to train workers to
allow them to take advantage of this
new technology.
B. Strategic Partnerships
ETA believes that strategic
partnerships between the workforce
investment system, business and
industry entities, and education and
training providers such as community
colleges need to be in place in order to
implement effective demand-driven
training and capacity building
strategies. Strategic partnerships
between these three entities are a
required component of proposals
submitted under this SGA, as detailed
in Part III(3)(a), and they may have a
local, regional, or statewide focus.
In addition, partnerships that include
a broader consortium of partners, such
as Manufacturing Extension Partnership
(MEP) centers, Advanced Technology
Education (ATE) centers, and others, are
also important to implementing
effective demand-driven strategies.
These strategic partnerships should
focus broadly on the workforce
challenges of the advanced
manufacturing industry, which may
include cross industry challenges, and
should work collaboratively to identify
and implement a wide range of
solutions. Therefore, the HGJTI
investment in training solutions would
be one of many strategies that evolve
from the partnership. While ETA
welcomes applications from newly
formed strategic partnerships,
applicants are advised that grant funds
may not be used for partnership
development.
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In order to maximize the long-term
success of the proposed solution and to
keep pace with the rapid changes in the
economy and the nature of the skills
and competencies necessary for work in
these industries, these partnerships
need to be substantial and sustained.
ETA encourages partners to plan for the
partnership’s sustainability beyond the
HGJTI investment period to enable
ongoing assessment of industry
workforce needs and collaborative
development of solutions on a continual
basis.
Within the context of the broader
strategic partnership, and as it relates to
the HGJTI, each collaborative partner
should have clearly defined roles. The
exact nature of these roles may vary
depending on the issue areas being
addressed and the scope and nature of
the activities undertaken. However, ETA
expects that each collaborative partner
will, at minimum, significantly
contribute to one or more aspects of the
project. For example, employers must be
actively engaged in the project and may
contribute to many aspects of grant
activities including defining the
program strategy and goals, identifying
needed skills and competencies, and,
where appropriate, hiring qualified
training graduates. Education and
training providers from the continuum
of education, which includes K–12,
community and technical colleges, four
year colleges and universities, and other
training entities, should assist in
developing industry-driven workforce
education strategies in partnership with
employers including competency
models, curricula, and new learning
methodologies.
The workforce investment system
may play a number of roles, including
identifying and assessing candidates for
training, providing wrap-around
support services and training funds for
qualified individuals, where
appropriate, and connecting qualified
training graduates to employers that
have existing job openings.
Partnerships with faith-based and
community organizations are also
encouraged. Grantees may elect to subaward funds to faith-based and
community organizations to perform a
variety of grant services such as case
management, mentoring, and English
language programs, among others. Faithbased and community organizations can
also provide wrap-around holistic and
comprehensive support services where
appropriate, such as employability
training and career awareness activities.
C. Leveraged Resources
HGJTI investments leverage funds and
resources from key entities in the
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strategic partnership. Leveraging
resources in the context of strategic
partnerships accomplishes three goals:
(1) It allows for the pursuit of resources
driven by the strategy; (2) it increases
stakeholder investment in the project at
all levels including design and
implementation phases; and (3) it
broadens the impact of the project itself.
Leveraged resources include both
federal and non-federal funds and may
come from many sources. Businesses,
faith-based and community
organizations, economic development
entities, education systems, and
philanthropic foundations often invest
resources to support workforce
development. In addition, other federal,
state, and local government programs
may have resources available that can be
integrated into the proposed project.
Examples of such programs include
other Department of Labor programs
such as registered apprenticeship and
Job Corps, as well as non-DOL One-Stop
partner programs such as Vocational
Rehabilitation and Adult Education.
ETA encourages HGJTI grantees and
their partners to be entrepreneurial as
they seek out, utilize, and sustain these
resources when creating effective
solutions to the workforce challenges
identified by the industry.
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D. Sustainability
The HGJTI investment should be
considered seed funding. Therefore,
HGJTI grantees should develop
strategies to sustain the project or
related partnership activities after the
federal investment ends. Financial
resources are an important part of any
sustainability strategy; however, they
are not the only component.
Sustainability is also strengthened by
the partnerships formed before and
during the grant term; systems,
strategies, and processes put in place
during the grant period; and the
experience gained through
implementing a HGJTI grant. All of
these may provide the foundation for
developing long-term systemic solutions
to workforce challenges in high-growth,
high-demand industries.
E. Replication of Successful Models for
Broad Distribution
HGJTI grantees are expected to
develop the learning and achievement
that result from their projects into
solution models that can be shared with
and implemented by the workforce
investment system, industry leaders,
and education and training community.
To support the replication and
distribution of solution models, ETA
has developed an integrated web space
called www.workforce3one.org.
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Workforce3 One offers the public
workforce system, employers, economic
development professionals, and
education professionals an innovative
knowledge network designed to create
and support a demand-driven
community, one that responds directly
to business needs and prepares workers
for good jobs in the fastest growing
careers. By supporting replicable
proposals that can be implemented in
multiple areas and industries, ETA is
able to maximize the investment by
expanding the grant’s impact beyond
the initial grant site and helping
additional workers in other areas and
industries.
F. Clear and Specific Outcomes
HGJTI grants are results-oriented and
demonstrate clear and specific outcomes
that are appropriate to the nature of the
solution and the size of the project and
that indicate progress towards the
workforce challenges identified by the
partnership. Because HGJTI grants
invest in customized strategies to
address local workforce challenges and
skill shortages, ETA recognizes that
outcomes will vary from project to
project based on the specific activities
proposed. HGJTI grants should
demonstrate the effectiveness of training
activities by creating appropriate
benchmarks and measuring against
them on a regular basis.
Training outcomes must include those
tracked by the Common Measures such
as earnings increases, job placements,
and job retention. Common Measures
are the OMB-approved uniform
evaluation metrics for job training and
employment programs. A detailed
description of ETA’s policy on the
Common Measures can be found on the
Common Measures/Individual Program
Performance Web page at https://
www.doleta.gov/Performance/
quickview/IPPMeasures.cfm.
Grants that have capacity building
components should track the impact of
products, models, and activities.
Outcomes and impacts of the proposed
project should satisfactorily address the
industry-identified workforce needs and
capacity constraints identified by the
partnership.
4. ETA Emphases for This SGA
In addition to the critical elements
described above, ETA has developed
three areas of emphasis for advanced
manufacturing projects funded through
this SGA: (A) Addressing advanced
manufacturing industry identified
workforce challenges; (B) integrating
Workforce Investment Act funding into
the project; and (C) integrating the
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project into regional economic
development activities.
A. Addressing Advanced Manufacturing
Industry Identified Workforce
Challenges
Based on the scope and nature of
investments made in previous funding
rounds, ETA has identified specific
workforce challenges for emphasis in
this SGA. These are a subset of the
challenges described earlier in Section 2
of this Part, and although applicants are
encouraged to develop proposals that
address the specific challenges listed
below, all unique and innovative
proposals providing solutions to
identified industry workforce challenges
in advanced manufacturing will be
considered and reviewed.
As applicants describe their solutions
to the workforce challenges below or
other industry challenges, they should
describe how their project relates to the
framework of competencies included in
Attachment A. This framework has been
developed by industry, and is designed
to provide prospective workers,
educators, the public workforce system,
and businesses with a common
understanding of the basic
competencies necessary for a career in
advanced manufacturing. A more
detailed description of the framework,
its purpose, and how to use it can be
found in Attachment A.
Please note that ETA is particularly
interested in projects that provide
workers with the technical
competencies necessary to succeed in
an advanced manufacturing
environment. Tiers 4 through 7 of the
framework address these technical
competencies. Although applicants may
include efforts that promote personal
effectiveness, workplace, academic, and
management competencies as an
element of their projects, these efforts
should not be the primary focus of the
project.
As applicants explain how the
proposed models fit within the
framework, a description of how the
various tools and materials to be
developed under the proposal, such as
new curricula, certifications, or
standards, should be included.
• Enterprise and Supply Chain
Transformation: Applicants are
encouraged to submit projects that
promote the comprehensive
transformation of a manufacturing
enterprise, or of a manufacturing valueadded supply chain that involves a
number of separate companies
producing a final good. Because the
manufacturing industry is being
transformed into a high tech industry
using advanced manufacturing
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processes, industries and workforce
systems need the ability to constantly
re-skill workers as innovation and
technology change the nature of the
work. An enterprise or supply chain
transformation model would
demonstrate how the project partners
would provide a suite of workforce
development offerings for multiple
levels of an enterprise or supply chain,
in order to promote agility of both
production and business processes to
respond to changing market conditions.
Although the overall project may
address the training needs of
administrative and supervisory
personnel, the primary focus of the
grant funding should be directed toward
workers associated with the
manufacturing process.
• Career Lattice Models: Applicants
are encouraged to submit projects that
develop comprehensive career lattice
models for advanced manufacturing.
The key elements of such models are:
Skills assessments, multiple entry-exit
points, modularized curricula, multidelivery options, and multi-level
certifications. The model should allow
for entry by various populations and
under-utilized labor pools, including
but not limited to youth, older workers,
displaced workers, workers
transitioning between industries,
welfare recipients, ex-offenders,
veterans, workers with limited English
proficiency, incumbent workers, and/or
persons with disabilities.
• Innovative Learning Methodologies:
Applicants are strongly encouraged to
develop and utilize learning
methodologies in their projects that:
Facilitate and accelerate knowledge
transfer through innovative, interactive,
and integrated technologies; are flexible
without constraints regarding time and
place; and are responsive to the
different types of potential users of
these technologies. As information
technology rapidly becomes a defining
element of today’s dynamic work
environment and an integral part of
motivating and supporting effective
learning, training models and
methodologies that may have been
adequate in the past may not be able to
meet the demands of the workforce
challenges of today. Meeting these
challenges will require new and creative
approaches to workforce development.
Examples of such methods may include
the use of gaming or virtual simulations,
just in time learning, distance learning
and blended learning solutions.
Applicants are encouraged to
demonstrate the impact of innovative
learning methodologies on a variety of
training outcomes such as wage gains
and retention.
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• Increasing the Capacity for Training
to Industry-Wide Technical
Competencies: Applicants are
encouraged to submit projects that
address the need for qualified
instructors who can teach the full range
of industry-wide technical
competencies described in Tier 4 of the
Advanced Manufacturing Competencies
Framework, and included in
Attachment A. Similarly, applicants are
encouraged to develop curricula and/or
other training materials for the industrywide technical competencies that may
be disseminated nationwide. Applicants
should develop these materials for
industry-wide technical competencies at
both the entry level and the technician
level.
B. Integrating Workforce Investment Act
Funding
Applicants are encouraged to
integrate Workforce Investment Act
(WIA) funding at the state and local
level into their proposed project.
Integrating WIA funds ensures that the
full spectrum of assets available from
the workforce system is leveraged to
support the HGJTI solution. The wide
variety of WIA programs and activities
provide both breadth and depth to the
proposed solution offered to both
businesses and individuals. In addition,
the use of WIA funds helps integrate the
grant’s solutions-based activities into
the local or regional workforce
investment system, which serves to
strengthen the system’s ability to
become more demand-driven and
supports long-term sustainability.
The integration of WIA funds may
take many forms. For example, HGJTI
funds may be used for the development
of curriculum materials and training for
incumbent workers, while WIA
resources are used to fund Individual
Training Accounts (ITAs) that provide
training for adults and dislocated
workers. In addition, other WIA
resources may be used to provide
supportive services (such as
transportation or child care) to training
recipients. Applicants may wish to
consider the appropriateness of a variety
of WIA funds such as Job Corps (WIA
Title 1, Subtitle C), Youth (WIA Section
129), Adults and Dislocated Workers
(WIA Section 133), Native Americans
(WIA Section 166), Migrant and
Seasonal Farm Workers, (WIA Section
167), Demonstrations and Pilot Projects
(WIA Section 171), and National
Emergency Grants (WIA Section 173).
Please note that all federal
requirements will continue to apply to
WIA integrated funds used for the
proposed solution. However, selected
applicants will be encouraged to work
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with states to identify available waivers
of statutory and regulatory requirements
as authorized under Section 189 of WIA.
C. Integrating the Project Into State and
Regional Economic Development
Activities
ETA recognizes that workforce
development is a key factor in our
nation’s economic competitiveness. To
stay ahead of global competition, we
must identify strategies to further
integrate workforce and economic
development with education at the state
and regional level—where companies,
workers, researchers, entrepreneurs and
governments come together to create
competitive advantage. Therefore, ETA
encourages applicants to integrate their
proposed grant activities into state or
regional economic development
strategies. This integration can be
achieved by (a) implementing strategies
that build upon and align with current
state and/or regional strategic plans
currently in place under the Workforce
Investment Act, the Department of
Commerce’s economic development
programs, the Department of Housing
and Urban Development’s community
development programs, and other
applicable state and federal programs;
and/or (b) strategically involving state
and regional partners in grant activities.
Applicants that fully demonstrate that
their proposed grant activities are
integrated into state or regional
economic development strategies by
providing clear and specific examples of
those strategies will receive 5 bonus
points.
II. Award Information
1. Award Amount
ETA intends to fund 10 to 12 projects
ranging from $750,000 to $1.5 million;
however, this does not preclude funding
grants at either a lower or higher
amount, or funding a smaller or larger
number of projects, based on the type
and the number of quality submissions.
Applicants are encouraged to submit
budgets for quality projects at whatever
funding level is appropriate to the
project. Nevertheless, applicants should
recognize that the limited funds
available through this SGA are intended
to supplement project budgets rather
than be the sole source of funds for the
proposal.
2. Period of Performance
The period of grant performance will
be up to 36 months from the date of
execution of the grant documents. This
performance period shall include all
necessary implementation and start-up
activities as well as participant follow-
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up for performance outcomes and grant
close-out activities. A timeline clearly
detailing these required grant activities
and their expected completion dates
must be included in the grant
application. If applied for and with
significant justification, ETA may elect
to exercise its option to award no-cost
extensions to these grants for an
additional period at its own discretion,
based on the success of the program and
other relevant factors.
III. Eligibility Information and Other
Grant Specifications
1. Eligible Applicants
Applicants may be public, private forprofit, and private non-profit
organizations including faith-based and
community organizations. The
application must clearly identify the
applicant and describe its capacity to
administer the HGJTI advanced
manufacturing grant, in terms of both
organizational capacity and data
management capabilities. Applications
for supplementation of existing projects
are eligible for consideration under this
SGA; however, applications for renewal
of existing projects will not be
considered. Please note that the
applicant and fiscal agent must be the
same organization.
2. Cost Sharing or Matching
Cost sharing, matching, or cost
participation is not required for
eligibility; however, applicants are
encouraged to leverage the resources of
the partnership, whenever possible.
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3. Other Grant Specifications
A. Demonstrated Partnerships
To be considered for funding under
this SGA, the applicant must
demonstrate that the proposed project
will be implemented by a strategic
partnership that includes at least one
entity from each of three categories: (1)
The workforce investment system,
which may include state and local
workforce investment boards, state
workforce agencies, and One-Stop
Career Centers and their partners; (2) the
education and training community,
which includes the continuum of
education from K–12 to community and
technical colleges, four year colleges
and universities, and other training
entities; and (3) employers and
industry-related organizations such as
associations and labor-management
organizations.
B. Training Workers for Employment in
High-Growth Industries
All grants funded under this
solicitation must include the direct
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provision of training to individual
participants. Applicants are not limited
in the strategies and approaches they
may employ to implement training
activities; however, the training must:
(a) Target skills and competencies
demanded by the advanced
manufacturing industry; (b) support
participants’ long term career growth
along a defined career pathway such as
an articulated career ladder and lattice;
and (c) result in an industry-recognized
certificate, degree, or license that
indicates a level of mastery and
competence in a given field or function.
The credential awarded to participants
should be based on the type of training
provided through the grant and the
requirements of the targeted occupation,
and should be selected based on
consultations with industry partners.
For example:
• Customized and short-term training
should result in a performance-based
certification or certificate. This
certification may be developed jointly
by employers and the project partners,
based on defined knowledge and skill
requirements for specific high-growth
occupations. Performance-based
certifications may also be based on
industry recognized curriculum and
standards.
• Training in fields with established
professional standards and
examinations should result in
certification.
• In states where licensure is required
for the specific occupation targeted by
the training, the credentialing
requirement should be set accordingly.
• In some instances, training
provided under the HGJTI grant may
lead to a degree. In these instances, the
credential will be the degree itself or the
successful completion of coursework
required for the degree.
In addition to the required training
strategies, applicants may, but are not
required to, propose capacity building
strategies to meet the training needs of
advanced manufacturing employers.
These proposed capacity building
efforts must be directly linked to the
specific training supported under the
grant, and are expected to address
significant barriers that impede the
ability of the partnership to meet the
advanced manufacturing industry’s
demand for workforce training. These
strategies should not simply address
isolated deficits, but rather provide a
comprehensive solution to identified
capacity challenges as they relate to the
advanced manufacturing industry.
Please note that, where training and
capacity building activities relate
specifically to competencies identified
in the advanced manufacturing
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competency model framework found in
Attachment A, this relationship should
be clearly articulated.
C. Participants Eligible To Receive
HGJTI Training
Generally, the scope of potential
trainees is very broad. Training may be
targeted to a wide variety of
populations, including unemployed
individuals and incumbent workers.
The identification of targeted and
qualified trainees should be part of the
larger project planning process by the
required partnership and should relate
to the workforce issue that is being
addressed by the training.
D. Veterans Priority
This program is subject to the
provisions of the ‘‘Jobs for Veterans
Act,’’ Public Law 107–288, which
provides priority of service to veterans
and spouses of certain veterans for the
receipt of employment, training, and
placement services in any job training
program directly funded, in whole or in
part, by the Department of Labor. Please
note that to obtain priority of service, a
veteran must meet the grantee’s program
eligibility requirements. ETA Training
and Employment Guidance Letter
(TEGL) No. 5–03 (September 16, 2003),
available at https://wdr.doleta.gov/
directives/corr_doc.cfm?DOCN=1512,
provides general guidance on the scope
of the veterans priority statute and its
effect on current employment and
training programs.
IV. Application, Submission, and
Funding Restriction Information
1. Address To Request Application
Package
This SGA contains all of the
information and links to forms needed
to apply for grant funding.
2. Content and Form of Application
Submission
The proposal must consist of two (2)
separate and distinct parts: Part I, the
Cost Proposal and Part II, the Technical
Proposal. Applications that fail to
adhere to the instructions in this section
will be considered non-responsive and
may not be given further consideration.
Please note that it is the applicant’s
responsibility to ensure that the funding
amount requested is consistent across
all parts and sub-parts of the
application.
Part I of the proposal is the Cost
Proposal and must include the
following two items:
• The Standard Form (SF) 424,
‘‘Application for Federal Assistance’’
(available at https://
www.whitehouse.gov/omb/grants/
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sf424.pdf). Upon confirmation of an
award, the individual signing the SF
424 on behalf of the applicant shall
represent the responsible financial and
administrative entity. All applicants for
federal grant and funding opportunities
are required to have a Dun and
Bradstreet (DUNS) number. For more
information about the DUNS number,
see OMB Notice of Final Policy
Issuance, 68 FR 38402 (June 27, 2003).
Applicants must supply their DUNS
number on the SF 424. The DUNS
number is a nine-digit identification
number that uniquely identifies
business entities. Obtaining a DUNS
number is easy and there is no charge.
To obtain a DUNS number, access this
Web site: https://
www.dunandbradstreet.com or call 1–
866–705–5711.
• The Standard Form (SF) 424A
Budget Information Form (available at
https://www.whitehouse.gov/omb/grants/
sf424a.pdf). In preparing the Budget
Information Form, the applicant must
provide a concise narrative explanation
to support the request. The budget
narrative should break down the budget
and corresponding leveraged resources
by deliverable, making clear distinctions
between training and (if any) capacity
building costs, and should discuss
precisely how the administrative costs
support the project goals. All applicants
should indicate training costs-perparticipant by dividing the total amount
of the budget designated for training by
the number of participants trained. This
is provided for informational purposes
only and will not be used in the
evaluation of the grant application.
Please Note: If the proposal calls for
integrating WIA or other federal funds
or includes other leveraged resources,
these funds should not be listed on the
SF 424 or SF 424A Budget Information
Form, but should be described in the
budget narrative and in Part II of the
proposal. The amount of federal funding
requested for the entire period of
performance should be shown together
on the SF 424 and SF 424A Budget
Information Form. Applicants are also
encouraged, but not required, to submit
the OMB Survey N. 1890–0014: Survey
on Ensuring Equal Opportunity for
Applicants, which can be found at
https://www.doleta.gov/sga/forms.cfm.
Part II of the application is the
Technical Proposal, which demonstrates
the applicant’s capabilities to plan and
implement the President’s High Growth
Job Training Initiative grant project in
accordance with the provisions of this
solicitation, and includes a project
description as described in the Criteria
section of this solicitation. The project
description is limited to twenty-five (25)
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double-spaced, single-sided, 8.5 inch x
11 inch pages with 12 point text font
and one-inch margins. Any pages over
the 25 page limit will not be reviewed.
In addition, the applicant may provide
resumes, a staffing pattern, statistical
information and related material in
attachments, which may not exceed
twenty (20) pages. Although not
required, letters of support or
commitment from partners providing
financial resources may be submitted as
attachments. Such letters will count
against the allowable maximum page
total. Please note that applicants should
not send letters of commitment or
support separately to ETA because
letters are tracked through a separate
system and will not be attached to the
application for review. The applicant
must clearly reference any partners in
the text of the Technical Proposal.
Except for the discussion of any
leveraged resources to address the
evaluation criteria, no cost data or
reference to prices should be included
in the Technical Proposal. The
following information is required:
• A two-page abstract summarizing
the proposed project and applicant
profile information including:
• Applicant name;
• Industry focus (advanced
manufacturing and any other related
industries, such as aerospace);
• A brief description of the workforce
challenges addressed (100 words);
• A brief description of the proposed
solution (150 words);
• Key partners funding amount
requested;
• Amount of leveraged resources; and
• Number of people trained and other
key grant outcomes
• A table of contents listing the
application sections; and
• A timeline outlining project
activities, including expected start-up,
implementation, participant follow-up
for performance outcomes, grant closeout and other activities.
Please note that the abstract, table of
contents, and timeline are not included
in the twenty-five page limit.
Applications may be submitted
electronically on Grants.gov or in
hardcopy via mail or hand delivery.
These processes are described in further
detail in Section IV(3). Applicants
submitting proposals in hard-copy must
submit an original signed application
(including the SF 424) and one (1)
‘‘copy-ready’’ version free of bindings,
staples or protruding tabs to ease in the
reproduction of the proposal by DOL.
Applicants submitting proposals in
hard-copy are also requested, though
not required, to provide an identical
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electronic copy of the proposal on CD–
ROM.
3. Submission Date, Times, and
Addresses
The closing date for receipt of
applications under this announcement
is July 25, 2006. Applications must be
received at the address below no later
than 5 p.m. (Eastern Time).
Applications sent by e-mail, telegram, or
facsimile (FAX) will not be accepted.
Applications that do not meet the
conditions set forth in this notice will
not be honored. No exceptions to the
mailing and delivery requirements set
forth in this notice will be granted.
Mailed applications must be
addressed to the U.S. Department of
Labor, Employment and Training
Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus,
Reference SGA/DFA, PY–05–07, 200
Constitution Avenue, NW., Room
N4716, Washington, DC 20210.
Applicants are advised that mail
delivery in the Washington area may be
delayed due to mail decontamination
procedures. Hand-delivered proposals
will be received at the above address.
All overnight mail will be considered to
be hand-delivered and must be received
at the designated place by the specified
closing date.
Applicants may apply online through
Grants.gov (https://www.grants.gov). It is
strongly recommended that applicants
using Grants.gov immediately initiate
and complete the ‘‘Get Started’’
registration steps at https://
www.grants.gov/GetStarted. These steps
may take multiple days to complete, and
this time should be factored into plans
for electronic application submission in
order to avoid facing unexpected delays
that could result in the rejection of an
application as untimely. If submitting
electronically through grants.gov, it
would be appreciated if the application
submitted is saved as .doc, .pdf, or .txt
files.
Late Applications: Any application
received after the exact date and time
specified for receipt at the office
designated in this notice will not be
considered, unless it is received before
awards are made, it was properly
addressed, and it was (a) sent by U.S.
Postal Service mail, postmarked not
later than the fifth calendar day before
the date specified for receipt of
applications (e.g., an application
required to be received by the 20th of
the month must be post marked by the
15th of that month), or (b) sent by
overnight delivery service or Grants.gov
to the addressee not later than one
working day prior to the date specified
for receipt of applications. It is highly
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recommended that online submissions
be completed one working day prior to
the date specified for receipt of
applications to ensure that the applicant
still has the option to submit by
overnight delivery service in the event
of any electronic submission problems.
‘‘Post marked’’ means a printed,
stamped or otherwise placed impression
(exclusive of a postage meter machine
impression) that is readily identifiable,
without further action, as having been
supplied or affixed on the date of
mailing by an employee of the U.S.
Postal Service. Therefore, applicants
should request the postal clerk to place
a legible hand cancellation ‘‘’bull’s eye’’’
postmark on both the receipt and the
package. Failure to adhere to the above
instructions will be a basis for a
determination of nonresponsiveness.
4. Intergovernmental Review
This funding opportunity is not
subject to Executive Order 12372,
‘‘Intergovernmental Review of Federal
Programs.’’
5. Funding Restrictions
Determinations of allowable costs will
be made in accordance with the
applicable federal cost principles, e.g.,
Non-Profit Organizations—OMB
Circular A–122. Disallowed costs are
those charges to a grant that the grantor
agency or its representative determines
not to be allowed in accordance with
the applicable federal cost principles or
other conditions contained in the grant.
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A. Indirect Costs
As specified in OMB Circular A–122,
indirect costs are those that have been
incurred for common or joint objectives
and cannot be readily identified with a
particular final cost objective. In order
to utilize grant funds for indirect costs
incurred the applicant must obtain an
Indirect Cost Rate Agreement with its
Federal Cognizant Agency either before
or shortly after grant award.
B. Administrative Costs
Under the President’s High Growth
Job Training Initiative, an entity that
receives a grant to carry out a project or
program may not use more than 10
percent of the amount of the grant to
pay administrative costs associated with
the program or project. Administrative
costs could be both direct or indirect
costs, and are defined at 20 CFR
667.220. Administrative costs do not
need to be identified separately from
program costs on the SF 424A Budget
Information Form. They should be
discussed in the budget narrative and
tracked through the grantee’s accounting
system. Although there will be
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administrative costs associated with the
managing of the partnership as it relates
to specific grant activity, the primary
use of funding should be to support the
actual capacity building and training
activity(ies). To claim any
administrative costs that are also
indirect costs, the applicant must obtain
an indirect cost rate agreement from its
federal cognizant agency as specified in
Section 5(A) of this part.
C. ETA Distribution Rights
Applicants should note that grantees
must agree to provide USDOL/ETA a
paid-up, non-exclusive and irrevocable
license to reproduce, publish, or
otherwise use for federal purposes all
products developed or for which
ownership was purchased under an
award, including but not limited to
curricula, training models, technical
assistance products, and any related
materials, and to authorize them to do
so. Such uses include, but are not
limited to, the right to modify and
distribute such products worldwide by
any means, electronically or otherwise.
D. Legal Rules Pertaining to Inherently
Religious Activities by Organizations
That Receive Federal Financial
Assistance
The government is generally
prohibited from providing direct
financial assistance for inherently
religious activities. See 29 CFR Part 2,
Subpart D. These grants may not be
used for religious instruction, worship,
prayer, proselytizing or other inherently
religious activities. Neutral, nonreligious criteria that neither favor nor
disfavor religion will be employed in
the selection of grant recipients and
must be employed by grantees in the
selection of sub-recipients. The term
‘‘direct’’ support is used to describe
funds or other support that are provided
‘‘directly’’ by a governmental entity or
an intermediate organization with the
same duties as a governmental entity, as
opposed to funds that an organization
receives ‘‘indirectly’’ as the result of the
genuine and independent private choice
of a beneficiary under the meaning of
the Establishment Clause of the U.S.
Constitution.
6. Other Submission Requirements
Withdrawal of Applications.
Applications may be withdrawn by
written notice or telegram (including
mailgram) received at any time before
an award is made. Applications may be
withdrawn in person by the applicant or
by an authorized representative thereof,
if the representative’s identity is made
known and the representative signs a
receipt for the proposal.
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V. Application Review Information
1. Evaluation Criteria
This section identifies and describes
the criteria that will be used to evaluate
the President’s High Growth Job
Training Initiative grant proposals.
These criteria and point values are:
Criterion
Points
A. Statement of Need ...................
B. Innovative Solutions to Address Industry Identified Workforce Challenges .......................
C. Outcomes and Impact .............
D. Linkages to Key Partners ........
E. Leveraged Resources ..............
F. Program Management and Organization Capacity ...................
*Bonus: Connections to Regional
Economies ................................
10
Total Possible Points .............
105
30
25
15
10
10
5
A. Statement of Need (10 Points)
Applicants must demonstrate a clear
and specific need for the federal
investment in the proposed activities
by: (a) Describing the role of the
advanced manufacturing industry or
industry sub-sectors in the economy of
the area in which the grant activity will
take place; (b) describing the workforce
challenges facing the industry and their
impact on specific local economic and
workforce conditions; and (c) describing
the resource analysis and mapping that
has been conducted to date that
demonstrates that local resources are
not sufficient to address the workforce
challenges. If the applicant intends to
include capacity building activities as
part of the proposal, this section must
also include a detailed discussion of the
capacity challenges the community or
region faces that limit its ability to
provide sufficient quantity or quality of
training to meet the identified workforce
needs. In addition, applicants should
provide evidence that the workforce
challenges to be addressed by the grant
were identified in the context of the
strategic partnership.
Applicants may draw from a variety
of resources for supporting data,
including: traditional labor market
information, such as projections;
industry data; trade associations or
direct information from the local
industry; and information on the local
economy and other transactional data,
such as job vacancies, that are available
locally.
Up to 10 points may be awarded
under this criterion based on the
demonstrated existence of workforce
challenges and the extent of need for the
federal investment in the solution.
Important factors for evaluation include:
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• Demonstrated knowledge of the
advanced manufacturing industry in the
local area, including the impact of the
industry on the local or regional
economy.
• Demonstrated existence of the
identified workforce challenges and, if
capacity building activities are
proposed, demonstrated existence of a
capacity constraint in addressing those
challenges, in the area in which the
grant activity will take place.
• Discussion of the how the industry
workforce challenges affect the specific
employer partners contained in the
proposal.
• Description of economic analysis
and resource mapping used to
demonstrate need for the federal
investment.
• Identification of the sources of data
used in analyses.
• If appropriate, the nature of larger
strategic economic development or
workforce investment projects with
which the proposed project is aligned.
B. Innovative Solutions To Address
Industry Identified Workforce
Challenges (30 Points)
The applicant must describe the
proposed workforce development
solution strategy in full, including all
solution elements and implementation
strategies, how the solutions address the
workforce challenges described in the
statement of need, and how the
proposed solution complements or
enhances existing ETA investments in
advanced manufacturing, and other
activities undertaken by the partnership.
Points for this criterion will be awarded
for the following factors:
• Solution Description (15 points).
Applicants may earn up to 15 points
based on evidence that the applicant has
developed an effective solutions-based
approach and a plan of implementation
that will address the following
objectives:
• The proposed project will address
one or more workforce challenges
identified by the advanced
manufacturing industry through the
High Growth Job Training Initiative, as
discussed in Sections I(2) and I(4)(A) of
this SGA; the proposed industry-driven
project activities were developed in the
context of a solutions-based approach;
and the project will contribute to a
demand-driven workforce investment
system (4 points).
• The proposed training activities
target skills and competencies
demanded by the advanced
manufacturing industry, support
participants’ long term career growth
along a defined career pathway such as
an articulated career ladder and lattice,
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and clearly fit within the framework for
advanced manufacturing competencies
described in Attachment A. When
discussing skills and competencies
under the framework for advanced
manufacturing competencies in
Attachment A, applicants should
specifically describe the tiers or
competencies they intend to address.
The proposed training activities should
also lead to an appropriate credential. If
the credential targeted by the training
project is a certificate or performancebased certification, applicants should
either (a) demonstrate employer
engagement in the curriculum
development process, or (b) indicate
that the certification will translate into
concrete job opportunities with an
employer. If there are proposed capacity
building activities, the applicant must
demonstrate that these activities are
broad based, and are clearly integrated
with training activities. Proposals
calling for developing curricula or
certification or assessing skills should
describe how those activities relate to
the competency framework and indicate
whether they will be building new tools
and materials to address the
competencies or will utilize existing
ones. (8 points).
• The applicant describes a
reasonable sustainability strategy
beyond the federal investment (3
points).
• Implementation Strategy (10
points). Applicants can earn up to 10
points based on evidence that the
applicant has a clear understanding of
the tasks required to successfully meet
the objectives of the grant. Factors
considered in evaluating this evidence
include: (1) The existence of a work
plan that is responsive to the applicant’s
statement of need and includes specific
goals, objectives, activities,
implementation strategies, and a
timeline; (2) the feasibility and
reasonableness of the timeline for
accomplishing all necessary
implementation activities, including
start-up, capacity building (if
applicable) and training activities,
participant follow-up for performance
outcomes, and grant close-out activities;
(3) whether budget line items are
consistent with and tied to the work
plan objectives; and (4) the extent to
which the budget is justified with
respect to the adequacy and
reasonableness of resources requested.
• Innovative Solution Design (5
points). Applicants may earn up to 5
points for integrating into their
solutions approaches and techniques
that are distinctively innovative,
creative, or adaptive, or by
demonstrating a new approach to
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workforce development. To receive full
points for this element, applicants must
clearly identify innovative aspects of the
proposed solution and explain in what
way they are innovative and how that
innovation will improve the overall
quality and effectiveness of the solution.
Applicants may also identify innovative
solution elements by articulating how
proposed workforce solution(s) relate to
the growing body of knowledge from
public, private, and governmental
sources about effective demand-driven
workforce development practices.
• Integrating the Project into State
and Regional Economic Development
Activities (5 bonus points). Applicants
that fully demonstrate that their
proposed grant activities will be
integrated into state or regional
economic development strategies will
receive 5 bonus points. Applications
that do not fully demonstrate this
integration will not receive bonus
points. Full demonstration of this
integration can be achieved by (a)
describing how proposed activities will
build upon and align with current state
and/or regional strategic plans currently
in place under the Workforce
Investment Act, the Department of
Commerce’s economic development
programs, the Department of Housing
and Urban Development’s community
development programs, and other
applicable state and federal programs;
and/or (b) explaining how key state and
regional economic development
partners will be involved in grant
activities by providing clear and specific
examples of those strategies.
C. Outcomes and Impact (25 Points)
Applicants should demonstrate a
results-oriented approach to managing
and operating the HGJTI project by fully
describing the proposed outcome
measures relevant to measuring the
success or impact of the project. Scoring
on this criterion will be based on the
following factors:
• Description of Outcomes (10
points). Applicants may earn up to 10
points for indicating that appropriate
outcomes will be tracked as detailed
below. Additionally, the description of
outcomes must include: (1) Baseline
numbers for tracking progress; (2)
benchmark outcome goals; and (3) the
methods proposed to collect and
validate outcome data in a timely and
accurate manner.
• Training. Applicants must track
training outcome measures that are
consistent with ETA’s Common
Measures, such as employment
placement numbers and/or earnings
gains and retention. Other outcome
measures that should be tracked include
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the number of individuals awarded
credentials or degrees, and any other
outcome measures specific to the
proposed training project. Applications
must also identify the type of credential
that participants will earn as a result of
the proposed training, and the
employer-, industry-, vendor-, or statedefined standards associated with the
credential.
• Capacity Building. Applicants that
have capacity building components in
their projects must clearly describe all
products, models, curricula, etc. that
will be developed or acquired with
federal funds through the grant and
indicate the number of participants or
entities who will benefit in either the
short and/or long term, from the
proposed activities. Applicants must
describe the data measures that will be
used to measure how the proposed
capacity building activities impact the
ability of entities to train workers for
skills in demand by the advanced
manufacturing industry.
• Appropriateness of Outcomes (10
points). Applicants may earn up to 10
points based on three factors: (1) The
extent to which the expected project
outcomes are clearly identified and
measurable, realistic, and consistent
with the objectives of the project; (2) the
ability of the applicant to achieve the
stated outcomes within the timeframe of
the grant; (3) the appropriateness of the
outcomes with respect to both the extent
of the workforce challenge described in
the statement of need and the requested
level of funding.
• Replication of Outcomes (5 points).
Applicants may earn up to 5 points by
demonstrating the existence of an
effective plan to capture proposed
activities into a model that can be
shared with the workforce investment
system and other partners.
D. Linkages to Key Partners (15 Points)
The application must demonstrate
that the proposed project will be
implemented by a partnership that
includes at least one entity from each of
three categories: (1) The workforce
investment system, (2) education and
training providers such as community
colleges, and (3) employers and industry
representatives. ETA encourages, and
will be looking for, applications that go
beyond the minimum level of
partnership and demonstrate broader,
substantive and sustainable
partnerships, such as those with faithbased and community organizations.
Points for this criterion will be awarded
based on the following three factors:
• Completeness of the Partnership (9
points). The applicant must identify the
partners and explain the meaningful
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role each partner will play in the
project. Points for this factor will be
awarded based on: (a) The
comprehensiveness of the partnership
and the degree to which each key
partner plays a committed role, either
financial or non-financial, in the
proposed project; (b) the breadth and
depth of each key partner’s
contribution, their knowledge and
experience concerning the proposed
grant activities, and their ability to
impact the success of the project; and (c)
evidence, which may include letters of
commitment and support, that key
partners have expressed a clear
dedication to the project and
understand their areas of responsibility.
Please note that, in order to receive full
points for this factor, applicants must
demonstrate that each required partner
will play a well-developed and
committed role in the project.
• Partnership Management (6 points).
Points for this factor will be awarded
based on evidence of a plan for
interaction between partners at each
stage of the project, from planning to
execution, demonstrated ability of the
lead agency to successfully manage
partnerships, and the overall
completeness of the partnership,
including its ability to manage all
aspects and stages of the project and to
coordinate individual activities with the
partnership as a whole.
E. Leveraged Resources (10 Points)
Applicants should clearly describe
any funds and resources leveraged in
support of grant activities and
demonstrate how these funds will be
used to contribute to the goals of the
project. This applies to funds leveraged
from businesses, faith-based and
community organizations, economic
development entities, education
systems, philanthropic foundations,
and/or Federal, State, and local
government programs, including WIA,
Trade Adjustment Assistance, and
Wagner-Peyser.
Scoring on this factor will be based on
the extent to which the applicant fully
describes the amount, commitment,
nature, and quality of leveraged
resources. The amount of resources
leveraged will not be factored into the
score for this section. Rather,
applications will be scored based on the
degree to which the source and use of
funds is clearly explained and the
extent to which leveraged resources are
integrated into the project in support of
grant outcomes. Important elements of
the explanation include:
• Which partners have contributed
leveraged resources and the extent of
each contribution.
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• Evidence, such as letters of
commitment, that key partners have
expressed a clear commitment to
provide the contribution.
• The nature of the leveraged
resources including an itemized
description of each cash or in-kind
contribution and a description of how
each contribution will support the
proposed grant activities.
• The quality of the leveraged
resources including the quality of each
in-kind contribution and the extent to
which each contribution will be used to
further the goals of the project.
F. Program Management and
Organization Capacity (10 Points)
To satisfy this criterion, applicants
must describe their proposed project
management structure including, where
appropriate, the identification of a
proposed project manager, discussion of
the proposed staffing pattern, and the
qualifications and experience of key
staff members. Applicants should also
show evidence of the use of data
systems to track outcomes in a timely
and accurate manner. The applicant
should include a description of
organizational capacity and the
organization’s track record in projects
similar to that described in the proposal
and/or related activities of the primary
partners.
Scoring under this criterion will be
based on the extent to which applicants
provide evidence of the following:
• The time commitment of the
proposed staff is sufficient to ensure
proper direction, management, and
timely completion of the project;
• The roles and contribution of staff,
consultants, and collaborative
organizations are clearly defined and
linked to specific objects and tasks;
• The background, experience, and
other qualifications of the staff are
sufficient to carry out their designated
roles; and
• The applicant organization has
significant capacity to accomplish the
goals and outcomes of the project,
including the ability to collect and
manage data in a way that allows
consistent, accurate, and expedient
reporting.
2. Review and Selection Process
Applications for the President’s High
Growth Job Training Initiative Grants
under this solicitation will be accepted
after the publication of this
announcement until the closing date. A
technical review panel will make
careful evaluation of applications
against the criteria. These criteria are
based on the policy goals, priorities, and
emphases set forth in this SGA. Up to
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105 points may be awarded to an
application, including the five point
bonus for connections to regional
economies, based on the required
information described in Part V(1). The
ranked scores will serve as the primary
basis for selection of applications for
funding, in conjunction with other
factors such as alignment with
emphases detailed in the SGA; urban,
rural, and geographic balance; the
availability of funds; and which
proposals are most advantageous to the
Government. The panel results are
advisory in nature and not binding on
the Grant Officer, and the Grant Officer
may consider any information that
comes to his/her attention. The
Government may elect to award the
grant(s) with or without discussions
with the applicants. Should a grant be
awarded without discussions, the award
will be based on the applicant’s
signature on the SF 424, which
constitutes a binding offer by the
applicant (including electronic
signature via E-Authentication on
https://www.grants.gov).
VI. Award Administration Information
1. Award Notices
All applicants will be contacted
regarding their selection status at the
conclusion of the review and selection
process and all award notifications will
be posted on the ETA Homepage at
https://www.doleta.gov. Applicants
selected for award will be contacted
directly before the grant’s execution and
non-selected applicants will be notified
by mail.
Note: Selection of an organization as a
grantee does not constitute approval of the
grant application as submitted. Before the
actual grant is awarded, DOL/ETA may enter
into negotiations about such items as
program components, staffing and funding
levels, and administrative systems in place to
support grant implementation. If the
negotiations do not result in a mutually
acceptable submission, the Grant Officer
reserves the right to terminate the negotiation
and decline to fund the application.
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2. Administrative and National Policy
Requirements
A. Administrative Program
Requirements
All grantees, including faith-based
organizations, will be subject to all
applicable Federal laws (available at
https://thomas.loc.gov) and regulations
(available at https://www.gpoaccess.gov/
cfr), as well as the applicable Office of
Management and Budget (OMB)
Circulars (available at https://
www.whitehouse.gov/omb/circulars).
The grant(s) awarded under this SGA
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will be subject to the following
administrative standards and
provisions, if applicable:
a. All Grant Recipients—20 Code of
Federal Regulations (CFR) Part 667.220.
(Administrative Costs).
b. Non-Profit Organizations—Office of
Management and Budget (OMB)
Circulars A–122 (Cost Principles) and
29 CFR Part 95 (Administrative
Requirements).
c. Educational Institutions—OMB
Circulars A–21 (Cost Principles) and 29
CFR Part 95 (Administrative
Requirements).
d. State and Local Governments—
OMB Circulars A–87 (Cost Principles)
and 29 CFR Part 97 (Administrative
Requirements).
e. Profit Making Commercial Firms—
Federal Acquisition Regulation (FAR)—
48 CFR Part 31 (Cost Principles), and 29
CFR Part 95 (Administrative
Requirements).
f. All entities must comply with 29
CFR Parts 37, 93 and 98, and, where
applicable, 29 CFR Parts 96 and 99.
g. In accordance with Section 18 of
the Lobbying Disclosure Act of 1995,
Public Law 104–65 (2 U.S.C. 1611) nonprofit entities incorporated under
Internal Revenue Service Code Section
501(c)(4) that engage in lobbying
activities are not eligible to receive
federal funds and grants.
Note: Except as specifically provided in
this SGA, DOL/ETA’s acceptance of a
proposal and an award of federal funds to
sponsor any programs(s) does not provide a
waiver of any grant requirements and/or
procedures. For example, the OMB Circulars
require that an entity’s procurement
procedures must ensure that all procurement
transactions are conducted, as much as
practical, to provide open and free
competition. If a proposal identifies a
specific entity to provide services, the DOL/
ETA’s award does not provide the
justification or basis to sole source the
procurement, i.e., avoid competition, unless
the activity is regarded as the primary work
of an official partner to the application.
B. Special Program Requirements
Evaluation. DOL may require that the
program or project participate in an
evaluation of overall HGJTI grant
performance. To measure the impact of
grants funded under the HGJTI, ETA
may arrange for or conduct an
independent evaluation of the outcomes
and benefits of the projects. Grantees
must agree to make records on
participants, employers, and funding
available and to provide access to
program operating personnel and to
participants, as specified by the
evaluator(s) under the direction of ETA,
including after the expiration date of the
grant.
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3. Reporting
The grantee is required to provide the
reports and documents listed below:
Quarterly Financial Reports. A
Quarterly Financial Status Report (SF
269) is required until such time as all
funds have been expended or the grant
period has expired. Quarterly reports
are due 30 days after the end of each
calendar year quarter. Grantees must use
ETA’s Online Electronic Reporting
System.
Quarterly Progress Reports. The
grantee must submit a quarterly progress
report to the designated Federal Project
Officer within 30 days after the end of
each quarter. Two copies are to be
submitted providing a detailed account
of activities undertaken during that
quarter. DOL may require additional
data elements to be collected and
reported on either a regular basis or
special request basis. Grantees must
agree to meet all DOL reporting
requirements.
Final Report. A draft final report must
be submitted no later than 60 days prior
to the expiration date of the grant. This
report must summarize project
activities, employment outcomes, and
related results of the training project,
and should thoroughly document the
solution approach. After responding to
DOL questions and comments on the
draft report, three copies of the final
report must be submitted no later than
the grant expiration date. Grantees must
agree to use a designated format
specified by DOL for preparing the final
report.
VII. Agency Contacts
For further information regarding this
SGA, please contact Melissa Abdullah,
Grants Management Specialist, Division
of Federal Assistance, at (202) 693–3346
(This is not a toll-free number).
Applicants should fax all technical
questions to (202) 693–2705 and must
specifically address the fax to the
attention of Melissa Abdullah and
should include SGA/DFA PY 05–07, a
contact name, fax and phone number.
This announcement is being made
available on the ETA Web site at https://
www.doleta.gov/sga/sga.cfm and at
https://www.grants.gov.
VIII. Other Information
Resources for the Applicant. The
Department of Labor maintains a
number of Web-based resources that
may be of assistance to applicants. The
Web page for the Employment and
Training Administration’s Business
Relations Group (https://www.doleta.gov/
BRG) is a valuable source of background
on the President’s High Growth Job
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Training Initiative. America’s Service
Locator (https://www.servicelocator.org)
provides a directory of our nation’s OneStop Career Centers. Applicants are
encouraged to review ‘‘Understanding
the Department of Labor Solicitation for
Grant Applications and How to Write an
Effective Proposal’’ (https://www/
dol.gov/cfbci/sgabrochure.htm). For a
basic understanding of the grants
process and basic responsibilities of
receiving federal grant support, please
see ‘‘Guidance for Faith-Based and
Community Organizations on Partnering
with the Federal Government (https://
www.fbci.gov).
Signed at Washington, DC, this 22nd day
of May 2006.
Eric D. Luetkenhaus,
Grant Officer, Employment and Training
Administration.
Attachment A: Framework of
Competencies for the Advanced
Manufacturing Industry
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Competency Models as a Business
Solution
Over the course of the High Growth
Job Training Initiative for advanced
manufacturing, ETA learned about
numerous efforts to document the skills
and competencies needed for successful
careers in the industry. Over the years,
many organizations have created
curricula, educational programs, and
other training tools to help prepare
America’s future manufacturing
workforce. Today’s manufacturers
recognize the need for a common
framework of foundational skills and
competencies in order to know they are
hiring workers who are prepared to
succeed in 21st Century advanced
manufacturing. Moreover, prospective
workers want to know what skills they
need to take the first step toward a
successful career in manufacturing;
training providers need to know what
standards their training should meet,
and that those standards are directly
relevant to industry requirements; and
the public workforce system needs to
know that the training programs they
are supporting and referring customers
to are producing workers that will find
employment.
The Value of Industry Competency
Models
In response, industry has developed a
dynamic, industry-driven framework of
foundational and technical
competencies that are necessary for
entry-level workers across all
manufacturing sectors. Such a model
framework allows for consistency across
industries, customization within
sectors, and easy updating to
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accommodate changing technology and
business practices. More specifically,
this framework provides a common
language and reference to facilitate
communication as industry leaders,
educators, economic developers and
public workforce investment
professionals undertake a variety of
activities, including:
• Developing sector specific
competencies that flow from the
foundational competencies;
• Developing competency-based
curricula and training models;
• Developing position descriptions
and hiring criteria for industry;
• Developing assessment and testing
instruments; and
• Providing guidance for government
investments in workforce preparation
strategies in the manufacturing industry.
This framework builds on existing
national and state skills standards,
technical curricula, and certifications in
the field of advanced manufacturing.
This product is intended to be the
framework for a competency model and
purposely does not include performance
indicators or measurement criteria for
each competency content area, which
must be developed by industry.
Similarly, the framework does not
specify competencies for individual
industry sectors or occupations, which
also must be developed by industry
with their educational partners. Rather,
the framework does describe specific
competencies regarding foundational
personal effectiveness, academic,
workplace, and industry-wide technical
competencies, included as part of this
attachment. It is intended that by
reducing duplication of efforts, such as
continually identifying and revalidating core foundational
competencies, this framework will free
up resources, time, and energy for
innovative curriculum development that
can keep up with the pace of changing
technology and industry requirements.
For purposes of this SGA, applicants
are encouraged to familiarize
themselves with this framework.
Proposals that call for developing
curricula or certifications, providing
training assessing skills, or related
activities, should describe how those
activities relate to this framework. It is
not suggested or encouraged that
proposals address all of the tiers and
competencies identified in the
framework, or that applicants should be
restricted to address only those
competencies identified in the
framework. Rather, applicants are
encouraged to:
• Describe which tiers or
competencies they intend to address or
not address;
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• Describe how they will utilize
existing standards, curricula,
certifications, and assessment tools; and
• Describe whether they will build on
existing tools or develop new ones.
As noted in the SGA, ETA is
particularly interested in projects that
provide workers with the technical
competencies necessary to succeed in
an advanced manufacturing
environment, which encompass Tiers 4
through 7 of the framework. While
applicants may include efforts that
promote personal effectiveness,
workplace, academic, and management
competencies as an element of their
projects, these efforts should not be the
primary focus of the project.
Dissemination and Use of Industry
Competency Models
Over the coming months, ETA intends
to develop similar competency model
frameworks for each of the industries
that make up the President’s High
Growth Job Training Initiative. In
addition, ETA is developing a Webbased clearinghouse for industry-driven
competency models that will:
• Provide industry a means to
publicize their emerging skill needs;
• Serve as a resource where
businesses (both small and large),
educators, and individuals can go to
ascertain the emerging skill demands in
the U.S. workplace, and related
certifications;
• Offer a tool for businesses and
human resource professionals to
develop job requirements;
• Provide a strong framework for
curriculum development in advanced
manufacturing; and
• Serve as a resource for career
exploration and guidance.
The Internet-based competency
clearinghouse will display the
competency framework and provide
links to access a database of related
resources: skill standards, competencybased curricula, certifications, career
ladder models and other tools. The
clearinghouse will be added to over
time as new resources are developed
and to reflect changing skill
requirements.
Structure of the Competency Framework
For easy reference, the building
blocks for competency models, or
competency model content framework,
are shown in Figure 1 in a graphic
consisting of nine tiers.
Foundational Competencies
• Tier 1—Personal Effectiveness
Competencies
• Tier 2—Academic Competencies
• Tier 3—Workplace Competencies
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Industry Competencies
• Tier 4—Industry-Wide Technical
Competencies
• Tier 5—Industry Sector Technical
Competencies
Occupational Competencies
• Tier 6—Occupation-Specific
Knowledge Areas
• Tier 7—Occupation-Specific
Technical Competencies
• Tier 8—Occupation-Specific
Requirements
• Tier 9—Management Competencies
Tiers 1 through 4 are divided into
blocks. The blocks on these tiers
represent competency areas, that is, the
skills, knowledge, abilities and other
factors that are essential to successful
performance in the industry. For
example, in the advanced
manufacturing competency framework,
Tier 4 represents industry-wide
technical competencies cutting across
all manufacturing sectors. Tiers 5
through 9 may also contain competency
blocks, but these should be defined for
each industry-sector or occupation.
Whereas some manufacturing industry
sectors and educational partners have
already come together to define their
technical and occupational
competencies, many others have not.
The arrangement of the tiers in a
pyramidal shape represents the
increasing level of specificity and
specialization of the content on the
upper tiers of the graphic. As a user
moves through the various tiers of the
model, the competencies become
specific to certain industries and/or
occupations. The graphic in Figure 1 is
not intended to represent a sequential
model, or to imply that all content area
on a lower tier must be achieved prior
to tackling a competency on a tier that
is at an upper level on the graphic.
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Foundational Competencies
At the base of the model, tiers 1
through 3 represent those competencies
which provide the foundation for
success in school and in the world of
work. Employers have identified a link
between foundational skills and job
performance, as well as the fact that
foundational skills are a needed
prerequisite for workers to learn new
industry-specific skills. These
foundational competencies are essential
to a large number of occupations and
industries.
Tier 1—Personal Effectiveness
Competencies are shown as hovering
below the pyramid because these
competencies are essential for all life
roles—those roles as a member of a
family, of a community, and of the
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larger society. They are not exclusive to
the competencies needed for a
successful career or role in the
workplace. They are included here
because these competencies also are
valued by employers, and are often
referred to as ‘‘soft skills.’’ Personal
effectiveness competencies are generally
learned in the home or community and
reinforced and honed at school and in
the workplace. They represent personal
attributes that may present some
challenges to teach or assess.
Tier 2—Academic Competencies are
critical competencies primarily learned
in a school setting. They include
cognitive functions and thinking styles.
In varying degrees or to varying levels
the content areas academic
competencies are likely to apply to all
industries and occupations. For
example, the level of mathematical
competency required varies depending
upon the work setting such as retail
versus aerospace manufacturing.
Tier 3—Workplace Competencies
represent motives and traits as well as
interpersonal and self-management
styles. They generally are applicable to
a large number of occupations and
industries.
Industry Competencies
The competencies shown on Tiers 4
and 5 are grouped and referred to as
Industry Competencies. The crosscutting industry-wide technical
competencies make it possible to show
career lattices within an industry
wherein a worker can move easily
across industry sub-sectors. As a result,
this model supports the development of
an agile workforce, rather than narrowly
following a single occupational career
ladder.
Tier 4—Industry-Wide Technical
Competencies represent the knowledge
and skills that are common across the
sectors within a broader industry. These
technical competencies build on, but are
more specific than, a competency
represented on a lower tier. For
example, competency in the use of
Manufacturing Resource Planning
software builds on Basic Computer
Skills. It represents a more complex or
additional level of knowledge and skill.
For this reason, it is essential that
education and training program
outcomes provide the foundation for the
more advanced technical competencies.
Tier 4 is divided into two sections,
entry-level and technician-level. The
entry-level technical work functions and
content areas describe the industry-wide
competencies that a training program for
entry-level or relatively new workers
should address. The technician-level
work functions and content areas
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describe the industry-wide
competencies that a training program for
more experienced workers should
address. ETA does not suggest that a
worker must possess all of these
competencies to be employed in
manufacturing, but that these
competencies should form the basis for
a comprehensive training program for
entry-level or technician-level workers.
Tier 5—Industry-Sector Technical
Competencies represent a sub-set of
industry technical competencies that are
specific to an industry sector, e.g.,
plastics manufacturing, automotive
manufacturing, or food products
manufacturing.
Occupational Competencies
The competencies on Tiers 6, 7, and
8 are grouped and referred to as
Occupational Competencies.
Occupational competency models are
frequently developed to define
performance in a workplace, to design
competency-based curriculum, or to
articulate the requirements for an
occupational credential such as a
license or certification.
Tier 6—Occupation-Specific
Knowledge Areas define the knowledge
that is frequently specific to an
occupation or group of occupations. For
example, the knowledge and application
of the principles of chemistry or nuclear
power is necessary for only a limited
number of occupations in certain
industry sectors. Knowledge is often a
key component of transferability among
occupations.
Tier 7—Occupation-Specific
Technical Competencies are the
technical skills required by an
occupation. For example, knowledge of
operating a Computer Numerically
Controlled (CNC) machine may be
necessary for certain metalworking
occupations.
Tier 8—Occupation-Specific
Requirements are not truly
competencies, but the ‘‘other factors’’
essential for work in an occupation.
Holding a valid commercial driver’s
license would be an example of such a
requirement.
Tier 9—Management Competencies
represent the leadership, supervision
and management competencies that are
needed in addition to the professional
competencies for executives, managers,
and supervisors in a specific industry or
firm.
The placement of a content block on
a specific tier of the model is not as
important as the inclusion of the
content. For example, behaviors that
support business ethics could be
included under Business Fundamentals,
but could also be considered in the
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skills that ensure success in the
workplace are included.
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Integrity block. The important
consideration when developing a model
is that the behaviors, knowledge and
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[FR Doc. 06–5139 Filed 6–5–06; 8:45 am]
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BILLING CODE 4610–30–C
Agencies
[Federal Register Volume 71, Number 108 (Tuesday, June 6, 2006)]
[Notices]
[Pages 32559-32596]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 06-5139]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF LABOR
Employment and Training Administration
Notice of Availability of Funds and Solicitation for Grant
Applications for High Growth Job Training Initiative Grants for the
Advanced Manufacturing Industry
Announcement type: Notice of Solicitation for Grant Applications.
Funding Opportunity number: SGA/DFA PY 05-07.
Catalog of Federal Assistance number: 17.261.
Key Dates: The closing date for receipt of applications under this
announcement is July 25, 2006. Applications must be received at the
address below no later than 5 p.m. (Eastern Time).
SUMMARY: The Employment and Training Administration (ETA), U.S.
Department of Labor (DOL), announces the availability of approximately
$10 million in grant funds for new and innovative approaches to meeting
the workforce challenges of the advanced manufacturing industry under
the President's High Growth Job Training Initiative. ETA defines
``advanced manufacturing'' as the use of technology or other
productivity-enhancing business processes in the manufacturing
enterprise and/or value-added supply chain. These advanced
manufacturing technologies and processes may be used in a variety of
industry sectors.
The President's High Growth Job Training Initiative (HGJTI) is a
strategic effort to prepare workers for new and increasing job
opportunities in high-growth, high-demand, and economically vital
industries and sectors of the American economy. Through the initiative,
ETA identifies high-growth, high-demand industries, evaluates their
skill needs, and funds local and national partnership-based
demonstration projects that: (a) Address workforce challenges
identified by employers; and (b) prepare workers for good jobs with
career pathways in these rapidly expanding or transforming industries.
The products, models, and effective approaches that result from HGJTI
investments will be broadly disseminated to employers, education and
training providers, and the workforce system to build their capacity to
respond to employers' workforce needs.
Grant funds awarded under this Solicitation for Grant Applications
(SGA) should be used to develop and implement innovative and industry-
driven training solutions that address the advanced manufacturing
industry's critical workforce challenges. Each solution must take place
in the context of a strategic partnership between the workforce
investment system, business and industry representatives, and education
and training providers such as community colleges. The projects
selected for funding under this SGA are intended to complement and
enhance existing ETA investments for the advanced manufacturing
industry available on ETA's Web site at https://www.doleta.gov/BRG/
Indprof/Manufacturing.cfm.
Applicants may be public, private for-profit, and private non-
profit organizations. It is anticipated that individual awards will
fall within the range of $750,000 to $1.5 million.
ADDRESSES: Mailed applications must be addressed to the U.S. Department
of Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus, Grant Officer, Reference SGA/
DFA PY-05-07, 200 Constitution Avenue, NW., Room N4716, Washington, DC
20210. Applicants may apply online through Grants.gov (https://
www.grants.gov) and further information about applying online can be
found in Part IV(3) of this solicitation. Telefacsimile (FAX)
applications will not be accepted. Applicants are advised that mail
delivery in the Washington area may be delayed due to mail
decontamination procedures. Hand delivered proposals will be received
at the above address.
SUPPLEMENTARY INFORMATION: This solicitation consists of eight parts:
Part I describes the funding opportunity, provides
background information on ETA's demand-driven workforce investment
strategies and the President's High Growth Job Training Initiative,
and highlights the critical elements and special emphases for this
solicitation.
Part II describes the award amount and performance
period of the award.
Part III describes eligible applicants and other grant
specifications.
[[Page 32560]]
Part IV provides information on the application and
submission process and various funding restrictions.
Part V describes the criteria against which
applications will be reviewed and explains the proposal review and
selection process.
Part VI provides award administration information.
Part VII contains DOL agency contact information.
Part VIII lists additional resources of interest to
applicants.
I. Funding Opportunity Description
Section 1 of this part provides background information on the
Employment and Training Administration's demand-driven workforce
investment strategies. Section 2 describes ETA's implementation of the
President's High Growth Job Training Initiative (HGJTI) and describes
the specific challenges and potential solutions identified for the
advanced manufacturing industry as part of the HGJTI process. Section 3
describes critical elements of HGJTI grants. Section 4 describes areas
of emphasis particular to this SGA.
1. The Employment and Training Administration's Demand-Driven Workforce
Investment Strategies
Each year, the federal government invests billions of dollars in a
state and local workforce investment network to assist businesses in
recruiting, training, and retaining a skilled workforce. This network
is called the workforce investment system, and consists of state and
local workforce investment boards, state workforce agencies, and One-
Stop Career Centers and their cooperating partners. Although these
federal investments have in the past supported a set of standard menu-
driven services for employers and workers, the realities of today's
rapidly changing global economy make it imperative that the workforce
investment system support customized activities that are driven by
local employer demand. This demand-driven approach to workforce
development is necessary to prepare workers to take advantage of new
and increasing job opportunities in high-growth, high-demand, and
economically vital industries and sectors of the American economy.
In a demand-driven workforce investment system, state and local
workforce investment boards should invest strategically in workforce
development activities that are relevant to the skill requirements of
local industry and prepare individuals to compete in a global economy
through better access to post-secondary education and training. To
maximize the impact of workforce development activities, workforce
investment boards partner with entities critical to the development of
America's workforce: Employers and education and training providers.
Within the context of these strategic partnerships, communities
should use a solutions-based approach to workforce development, in
which the partnering entities work through the cycle of: (1) Collecting
and analyzing information about local workforce needs and critical
capacity constraints; (2) incorporating a business or demand-driven
perspective into issue identification and solutions development; (3)
ensuring that the right strategic partners are at the table; (4)
working collaboratively to explore, frame, and implement solutions; and
(5) assessing how the products and outcomes of the project can be
effectively deployed and replicated. The goal of this process is to
ensure that workforce system dollars help workers get skills training
that aligns with local industry-identified needs.
2. Background on the President's High Growth Job Training Initiative
ETA first modeled the role of strategic partnerships in demand-
driven workforce investment through the President's High Growth Job
Training Initiative (HGJTI). This initiative is a strategic effort to
prepare workers for new and increasing job opportunities in high-
growth, high-demand, and economically vital industries and sectors of
the American economy. Through the initiative, ETA identifies high-
growth, high-demand industries, evaluates their skill needs, and funds
local and national partnership-based demonstration projects that
provide workforce solutions to ensure that individuals can gain the
skills to get good jobs with career pathways in these rapidly expanding
or transforming industries.
The foundation of this initiative is partnerships between the
publicly funded workforce investment system, business and industry
representatives, and the continuum of education. These partnerships
engage each partner in its area of strength. Industry representatives
and employers define workforce challenges facing the industry and
identify the competencies and skills required for the industry's
workforce. Education and training providers, such as community
colleges, assist in developing competency models and curricula and
train new and incumbent workers. The workforce investment system
analyzes local labor market information, accesses human capital (youth,
unemployed, underemployed, and dislocated workers), provides funding to
support training for qualified individuals, and connects trained
workers to good jobs.
ETA is modeling the power of these partnerships at the national
level through investments in demonstration projects in 14 high-growth,
high-demand industries. Each of the 14 industries was selected because
it meets one or more of the following criteria: (1) Is projected to add
substantial numbers of new jobs to the economy; (2) has a significant
impact on the economy overall; (3) impacts the growth of other
industries; (4) is being transformed by technology and innovation
requiring new skills sets for workers; or (5) is a new and emerging
business that is projected to grow. The 14 industries are:
Advanced Manufacturing
Aerospace
Automotive Services
Biotechnology
Construction
Energy
Financial Services
Geospatial Technology
Healthcare
Homeland Security
Hospitality
Information Technology (IT) & IT Business-Related Services
Retail
Transportation
For each industry, ETA follows a three-step process to identify
workforce challenges and solutions and to demonstrate solutions
nationally. First, ETA conducts an environmental scan to understand the
economic conditions and workforce challenges facing the industry.
Second, ETA convenes a series of meetings to offer leaders in business
and industry an opportunity to share their current and future workforce
needs with the workforce system. Using the information gathered at
these meetings, ETA convenes another round of meetings with industry
and workforce investment system representatives to verify workforce
challenges and devise solutions. The results of these meetings are
published in a comprehensive industry report. These reports are made
available to the public via ETA's Web site at https://www.doleta.gov/
BRG/JobTrainInitiative, as the HGJTI process is completed for each
industry.
Based on the numerous industry-specific solutions identified during
the HGJTI process, ETA identified a core set of workforce challenges
that are common to all 14 target industries. These elements include:
Developing a pipeline of young workers with foundational
academic skills in math, science, and language;
Expanding post-secondary training alternatives including
apprenticeships
[[Page 32561]]
and workforce development programs at community colleges;
Expanding the capacity of educational institutions;
Helping workers keep up with the rapid pace of changing
skills requirements due to innovation and technology;
Developing new and innovative learning methodologies;
Developing strategies for growing and retaining a skilled
workforce, including developing career ladders and lattices for new and
incumbent workers and updating the skills of incumbent workers;
Accessing new and/or untapped labor pools;
Transitioning workers from declining industries;
Providing improved career guidance information and tools
to students and jobseekers;
Ensuring that educational models reflect the structure of
today's workplace;
Building models to help address a lack of industry defined
competencies; and
Engaging small businesses.
The third and final step of the HGJTI process is a series of
federal investments in unique, innovative, and industry-driven projects
that demonstrate training initiatives and capacity building strategies
to address the industry's unique workforce challenges and reflect one
or more of the twelve elements outlined above. Together, these projects
contribute to a demand-driven workforce system by making up a solution
set tailored to each industry's specific needs. The products, models,
and effective approaches that result from this solution set are broadly
disseminated to employers, education and training providers, and the
workforce system to build their capacity to respond to employers'
workforce needs.
ETA has completed the three-step HGJTI process for the advanced
manufacturing industry. Over the past two years, ETA has made
investments in forty projects totaling over $80 million that support
the advanced manufacturing industry. The projects selected for funding
under this SGA are intended to complement and enhance the existing
solution sets for the advanced manufacturing industry.
To assist applicants in understanding this industry and to provide
context for the industry specific emphases detailed in Section 4 of
this part, a brief description of the advanced manufacturing industry
and its workforce challenges is provided below. Additionally,
applicants are encouraged to familiarize themselves with the full
industry reports and current investments.
The Advanced Manufacturing Industry and Its Workforce Challenges
The U.S. manufacturing industry accounts for 14 percent of the U.S.
Gross Domestic Product and employs 14 million workers, 11 percent of
total U.S. employment. However, today's manufacturing industry is
undergoing a dramatic transformation, with profound implications for
the new and incumbent manufacturing workforce. To increase productivity
and remain globally competitive, U.S. manufacturers are incorporating
process improvement strategies, adopting quality management systems,
and overhauling their production facilities with advanced technology.
In order to operate a modern production facility, manufacturers require
workers with advanced skills.
Advanced manufacturing was included in the HGJTI because of its
importance to the U.S. economy, the transformation in technology and
skill requirements, and the difficulty that manufacturers report in
hiring skilled workers. ETA defines ``advanced manufacturing'' as the
use of technology or other productivity-enhancing business processes in
the manufacturing enterprise and/or value-added supply chain. This
definition is not synonymous with ``high-tech manufacturing,'' as the
emphasis is on the processes used in production and related activities,
rather than the output of high-tech products. These advanced
manufacturing technologies and processes can be used in a variety of
industry sectors such as aerospace. In addition to actual production
and assembly activities, this definition includes product design,
process engineering, quality control, and software support, as well as
product packaging, shipping (though not the actual transportation),
inventory management, and maintenance of capital equipment. ETA
believes that a primary goal of the HGJTI in advanced manufacturing,
and of the broader public workforce system, should be to encourage and
assist more manufacturers to adopt advanced manufacturing techniques,
with workforce training as a critical ingredient for that
transformation.
Over the course of a series of Executive Forums, ETA met with
senior executives from more than 50 manufacturing firms, representing a
broad cross-section of the manufacturing industry. The industry
executives identified numerous critical workforce development
challenges, and applicants are encouraged to address one or more of
these challenges and/or those included in the areas of emphasis
described in Section 4 of this part of the SGA:
Training for Innovation: Manufacturers need workers who
are continually focused on innovating products and services, as well as
production and business processes.
Pipeline Development: Too few young people consider the
possibility of manufacturing careers and are unaware of the necessary
skills. Similarly, students do not always graduate from high school
equipped with the necessary skills or educated about manufacturing
career opportunities.
Limited English-Speaking Workforce: The manufacturing
workforce is increasingly foreign-born, meaning that English language
skills are becoming a prominent challenge for the industry. Employers
have experienced difficulty finding English language programs that suit
their particular needs.
Foundational Skills: Manufacturers experience difficulty
finding and hiring workers with basic technical skills.
Small Business Challenges: Many small- and medium-sized
manufacturers report a variety of obstacles to organizing training
programs for their workers, such as a lack of expertise, staff, or
resources.
Matching Training Providers to Business Needs:
Manufacturers experience difficulty finding training providers that
align with their particular needs, for example: Coordination of work
and training schedules, transportation of workers, and finding programs
that meet specific technology or process needs.
Incumbent Worker Training: Manufacturers report a need for
alternative methods by which current employees can improve their
skills. Competency models and career ladders need to be clearer in
order to provide career development opportunities for incumbent
workers.
Training the Supply Chain: Manufacturers increasingly need
integrated training programs for workers throughout the supply chain.
Initiating improvements and making investments in training and
education may not benefit a company if the suppliers to that company
are not achieving similar levels of improvement.
Industry Capacity/Lack of Skilled Workforce: New
manufacturing processes, such as nanotechnology, and new product
demand, such as the specialized equipment needed for the construction
of nuclear power plants in
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the U.S., require domestic manufacturing capacity that may not exist
today. A significant component of this challenge is the need for a
skilled workforce.
In a series of Workforce Solutions Forums, attendees identified
more than 300 potential solutions to these challenges. Examples of the
identified solutions include, but are not limited to:
Creating an information and education sharing model to
distribute knowledge, technology, and training assets across an
industry supply chain.
Providing convenient and flexible training through
distance learning opportunities and self-paced training, along with
other delivery options.
Creating and deploying industry-driven skills
certifications that are sector specific, nationally recognized, and
promote career ladders.
3. Critical Elements of High Growth Job Training Initiative Grants
HGJTI funded grants are expected to contain at least six critical
elements. These elements consist of: (A) Innovative solutions to
industry identified workforce challenges; (B) strategic partnerships;
(C) leveraged resources; (D) sustainability; (E) replication of
successful models for broad distribution, and (F) clear and specific
outcomes. Each of these characteristics will be reflected in the
ratings criteria in Part V and is described in further detail below.
A. Innovative Solution(s) to Industry Identified Workforce Challenges
As previously mentioned in Part I(1), the HGJTI employs a
solutions-based approach to addressing the needs of the 21st Century
workforce. Grants funded under this SGA should demonstrate how a
demand-driven workforce system can more efficiently serve the workforce
needs of business while at the same time helping workers find good jobs
with good wages and promising career pathways. ETA also expects these
grants to demonstrate innovation in effectively meeting the workforce
needs of the advanced manufacturing industry. When considering the
innovative aspects of workforce solutions proposed by applicants, ETA
may look to the creativity of the content of the training or product
being delivered, the form and style in which the training or product is
delivered, the manner of managing and executing the development of the
training or product, including the types of partners engaged or the
roles partners play in the activities, and the adaptation of existing
solutions to new contexts and industries. Innovative solution elements
may be identified in part by articulating how proposed workforce
solution(s) relate to the growing body of knowledge from public,
private, and governmental sources about effective demand-driven
workforce development practices in a variety of sectors.
Applicants are not limited in the strategies and approaches they
may employ to implement solutions provided the strategy is well
developed, meets industry and local area workforce challenges, delivers
training to workers, and is not duplicative of any existing efforts.
Examples of previously funded advanced manufacturing industry solutions
include:
A program designed to increase the skills of workers in a
large manufacturer's supply chain so those workers could incorporate
new required composite materials technology to remain competitive in
the aerospace industry.
A program led by a state workforce investment board to
provide technology transfers from state universities on modern plastics
industry manufacturing technology, and to train workers to allow them
to take advantage of this new technology.
B. Strategic Partnerships
ETA believes that strategic partnerships between the workforce
investment system, business and industry entities, and education and
training providers such as community colleges need to be in place in
order to implement effective demand-driven training and capacity
building strategies. Strategic partnerships between these three
entities are a required component of proposals submitted under this
SGA, as detailed in Part III(3)(a), and they may have a local,
regional, or statewide focus.
In addition, partnerships that include a broader consortium of
partners, such as Manufacturing Extension Partnership (MEP) centers,
Advanced Technology Education (ATE) centers, and others, are also
important to implementing effective demand-driven strategies. These
strategic partnerships should focus broadly on the workforce challenges
of the advanced manufacturing industry, which may include cross
industry challenges, and should work collaboratively to identify and
implement a wide range of solutions. Therefore, the HGJTI investment in
training solutions would be one of many strategies that evolve from the
partnership. While ETA welcomes applications from newly formed
strategic partnerships, applicants are advised that grant funds may not
be used for partnership development.
In order to maximize the long-term success of the proposed solution
and to keep pace with the rapid changes in the economy and the nature
of the skills and competencies necessary for work in these industries,
these partnerships need to be substantial and sustained. ETA encourages
partners to plan for the partnership's sustainability beyond the HGJTI
investment period to enable ongoing assessment of industry workforce
needs and collaborative development of solutions on a continual basis.
Within the context of the broader strategic partnership, and as it
relates to the HGJTI, each collaborative partner should have clearly
defined roles. The exact nature of these roles may vary depending on
the issue areas being addressed and the scope and nature of the
activities undertaken. However, ETA expects that each collaborative
partner will, at minimum, significantly contribute to one or more
aspects of the project. For example, employers must be actively engaged
in the project and may contribute to many aspects of grant activities
including defining the program strategy and goals, identifying needed
skills and competencies, and, where appropriate, hiring qualified
training graduates. Education and training providers from the continuum
of education, which includes K-12, community and technical colleges,
four year colleges and universities, and other training entities,
should assist in developing industry-driven workforce education
strategies in partnership with employers including competency models,
curricula, and new learning methodologies.
The workforce investment system may play a number of roles,
including identifying and assessing candidates for training, providing
wrap-around support services and training funds for qualified
individuals, where appropriate, and connecting qualified training
graduates to employers that have existing job openings.
Partnerships with faith-based and community organizations are also
encouraged. Grantees may elect to sub-award funds to faith-based and
community organizations to perform a variety of grant services such as
case management, mentoring, and English language programs, among
others. Faith-based and community organizations can also provide wrap-
around holistic and comprehensive support services where appropriate,
such as employability training and career awareness activities.
C. Leveraged Resources
HGJTI investments leverage funds and resources from key entities in
the
[[Page 32563]]
strategic partnership. Leveraging resources in the context of strategic
partnerships accomplishes three goals: (1) It allows for the pursuit of
resources driven by the strategy; (2) it increases stakeholder
investment in the project at all levels including design and
implementation phases; and (3) it broadens the impact of the project
itself.
Leveraged resources include both federal and non-federal funds and
may come from many sources. Businesses, faith-based and community
organizations, economic development entities, education systems, and
philanthropic foundations often invest resources to support workforce
development. In addition, other federal, state, and local government
programs may have resources available that can be integrated into the
proposed project. Examples of such programs include other Department of
Labor programs such as registered apprenticeship and Job Corps, as well
as non-DOL One-Stop partner programs such as Vocational Rehabilitation
and Adult Education. ETA encourages HGJTI grantees and their partners
to be entrepreneurial as they seek out, utilize, and sustain these
resources when creating effective solutions to the workforce challenges
identified by the industry.
D. Sustainability
The HGJTI investment should be considered seed funding. Therefore,
HGJTI grantees should develop strategies to sustain the project or
related partnership activities after the federal investment ends.
Financial resources are an important part of any sustainability
strategy; however, they are not the only component. Sustainability is
also strengthened by the partnerships formed before and during the
grant term; systems, strategies, and processes put in place during the
grant period; and the experience gained through implementing a HGJTI
grant. All of these may provide the foundation for developing long-term
systemic solutions to workforce challenges in high-growth, high-demand
industries.
E. Replication of Successful Models for Broad Distribution
HGJTI grantees are expected to develop the learning and achievement
that result from their projects into solution models that can be shared
with and implemented by the workforce investment system, industry
leaders, and education and training community. To support the
replication and distribution of solution models, ETA has developed an
integrated web space called www.workforce3one.org. Workforce\3\ One
offers the public workforce system, employers, economic development
professionals, and education professionals an innovative knowledge
network designed to create and support a demand-driven community, one
that responds directly to business needs and prepares workers for good
jobs in the fastest growing careers. By supporting replicable proposals
that can be implemented in multiple areas and industries, ETA is able
to maximize the investment by expanding the grant's impact beyond the
initial grant site and helping additional workers in other areas and
industries.
F. Clear and Specific Outcomes
HGJTI grants are results-oriented and demonstrate clear and
specific outcomes that are appropriate to the nature of the solution
and the size of the project and that indicate progress towards the
workforce challenges identified by the partnership. Because HGJTI
grants invest in customized strategies to address local workforce
challenges and skill shortages, ETA recognizes that outcomes will vary
from project to project based on the specific activities proposed.
HGJTI grants should demonstrate the effectiveness of training
activities by creating appropriate benchmarks and measuring against
them on a regular basis.
Training outcomes must include those tracked by the Common Measures
such as earnings increases, job placements, and job retention. Common
Measures are the OMB-approved uniform evaluation metrics for job
training and employment programs. A detailed description of ETA's
policy on the Common Measures can be found on the Common Measures/
Individual Program Performance Web page at https://www.doleta.gov/
Performance/quickview/IPPMeasures.cfm.
Grants that have capacity building components should track the
impact of products, models, and activities. Outcomes and impacts of the
proposed project should satisfactorily address the industry-identified
workforce needs and capacity constraints identified by the partnership.
4. ETA Emphases for This SGA
In addition to the critical elements described above, ETA has
developed three areas of emphasis for advanced manufacturing projects
funded through this SGA: (A) Addressing advanced manufacturing industry
identified workforce challenges; (B) integrating Workforce Investment
Act funding into the project; and (C) integrating the project into
regional economic development activities.
A. Addressing Advanced Manufacturing Industry Identified Workforce
Challenges
Based on the scope and nature of investments made in previous
funding rounds, ETA has identified specific workforce challenges for
emphasis in this SGA. These are a subset of the challenges described
earlier in Section 2 of this Part, and although applicants are
encouraged to develop proposals that address the specific challenges
listed below, all unique and innovative proposals providing solutions
to identified industry workforce challenges in advanced manufacturing
will be considered and reviewed.
As applicants describe their solutions to the workforce challenges
below or other industry challenges, they should describe how their
project relates to the framework of competencies included in Attachment
A. This framework has been developed by industry, and is designed to
provide prospective workers, educators, the public workforce system,
and businesses with a common understanding of the basic competencies
necessary for a career in advanced manufacturing. A more detailed
description of the framework, its purpose, and how to use it can be
found in Attachment A.
Please note that ETA is particularly interested in projects that
provide workers with the technical competencies necessary to succeed in
an advanced manufacturing environment. Tiers 4 through 7 of the
framework address these technical competencies. Although applicants may
include efforts that promote personal effectiveness, workplace,
academic, and management competencies as an element of their projects,
these efforts should not be the primary focus of the project.
As applicants explain how the proposed models fit within the
framework, a description of how the various tools and materials to be
developed under the proposal, such as new curricula, certifications, or
standards, should be included.
Enterprise and Supply Chain Transformation: Applicants are
encouraged to submit projects that promote the comprehensive
transformation of a manufacturing enterprise, or of a manufacturing
value-added supply chain that involves a number of separate companies
producing a final good. Because the manufacturing industry is being
transformed into a high tech industry using advanced manufacturing
[[Page 32564]]
processes, industries and workforce systems need the ability to
constantly re-skill workers as innovation and technology change the
nature of the work. An enterprise or supply chain transformation model
would demonstrate how the project partners would provide a suite of
workforce development offerings for multiple levels of an enterprise or
supply chain, in order to promote agility of both production and
business processes to respond to changing market conditions. Although
the overall project may address the training needs of administrative
and supervisory personnel, the primary focus of the grant funding
should be directed toward workers associated with the manufacturing
process.
Career Lattice Models: Applicants are encouraged to submit
projects that develop comprehensive career lattice models for advanced
manufacturing. The key elements of such models are: Skills assessments,
multiple entry-exit points, modularized curricula, multi-delivery
options, and multi-level certifications. The model should allow for
entry by various populations and under-utilized labor pools, including
but not limited to youth, older workers, displaced workers, workers
transitioning between industries, welfare recipients, ex-offenders,
veterans, workers with limited English proficiency, incumbent workers,
and/or persons with disabilities.
Innovative Learning Methodologies: Applicants are strongly
encouraged to develop and utilize learning methodologies in their
projects that: Facilitate and accelerate knowledge transfer through
innovative, interactive, and integrated technologies; are flexible
without constraints regarding time and place; and are responsive to the
different types of potential users of these technologies. As
information technology rapidly becomes a defining element of today's
dynamic work environment and an integral part of motivating and
supporting effective learning, training models and methodologies that
may have been adequate in the past may not be able to meet the demands
of the workforce challenges of today. Meeting these challenges will
require new and creative approaches to workforce development. Examples
of such methods may include the use of gaming or virtual simulations,
just in time learning, distance learning and blended learning
solutions. Applicants are encouraged to demonstrate the impact of
innovative learning methodologies on a variety of training outcomes
such as wage gains and retention.
Increasing the Capacity for Training to Industry-Wide
Technical Competencies: Applicants are encouraged to submit projects
that address the need for qualified instructors who can teach the full
range of industry-wide technical competencies described in Tier 4 of
the Advanced Manufacturing Competencies Framework, and included in
Attachment A. Similarly, applicants are encouraged to develop curricula
and/or other training materials for the industry-wide technical
competencies that may be disseminated nationwide. Applicants should
develop these materials for industry-wide technical competencies at
both the entry level and the technician level.
B. Integrating Workforce Investment Act Funding
Applicants are encouraged to integrate Workforce Investment Act
(WIA) funding at the state and local level into their proposed project.
Integrating WIA funds ensures that the full spectrum of assets
available from the workforce system is leveraged to support the HGJTI
solution. The wide variety of WIA programs and activities provide both
breadth and depth to the proposed solution offered to both businesses
and individuals. In addition, the use of WIA funds helps integrate the
grant's solutions-based activities into the local or regional workforce
investment system, which serves to strengthen the system's ability to
become more demand-driven and supports long-term sustainability.
The integration of WIA funds may take many forms. For example,
HGJTI funds may be used for the development of curriculum materials and
training for incumbent workers, while WIA resources are used to fund
Individual Training Accounts (ITAs) that provide training for adults
and dislocated workers. In addition, other WIA resources may be used to
provide supportive services (such as transportation or child care) to
training recipients. Applicants may wish to consider the
appropriateness of a variety of WIA funds such as Job Corps (WIA Title
1, Subtitle C), Youth (WIA Section 129), Adults and Dislocated Workers
(WIA Section 133), Native Americans (WIA Section 166), Migrant and
Seasonal Farm Workers, (WIA Section 167), Demonstrations and Pilot
Projects (WIA Section 171), and National Emergency Grants (WIA Section
173).
Please note that all federal requirements will continue to apply to
WIA integrated funds used for the proposed solution. However, selected
applicants will be encouraged to work with states to identify available
waivers of statutory and regulatory requirements as authorized under
Section 189 of WIA.
C. Integrating the Project Into State and Regional Economic Development
Activities
ETA recognizes that workforce development is a key factor in our
nation's economic competitiveness. To stay ahead of global competition,
we must identify strategies to further integrate workforce and economic
development with education at the state and regional level--where
companies, workers, researchers, entrepreneurs and governments come
together to create competitive advantage. Therefore, ETA encourages
applicants to integrate their proposed grant activities into state or
regional economic development strategies. This integration can be
achieved by (a) implementing strategies that build upon and align with
current state and/or regional strategic plans currently in place under
the Workforce Investment Act, the Department of Commerce's economic
development programs, the Department of Housing and Urban Development's
community development programs, and other applicable state and federal
programs; and/or (b) strategically involving state and regional
partners in grant activities. Applicants that fully demonstrate that
their proposed grant activities are integrated into state or regional
economic development strategies by providing clear and specific
examples of those strategies will receive 5 bonus points.
II. Award Information
1. Award Amount
ETA intends to fund 10 to 12 projects ranging from $750,000 to $1.5
million; however, this does not preclude funding grants at either a
lower or higher amount, or funding a smaller or larger number of
projects, based on the type and the number of quality submissions.
Applicants are encouraged to submit budgets for quality projects at
whatever funding level is appropriate to the project. Nevertheless,
applicants should recognize that the limited funds available through
this SGA are intended to supplement project budgets rather than be the
sole source of funds for the proposal.
2. Period of Performance
The period of grant performance will be up to 36 months from the
date of execution of the grant documents. This performance period shall
include all necessary implementation and start-up activities as well as
participant follow-
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up for performance outcomes and grant close-out activities. A timeline
clearly detailing these required grant activities and their expected
completion dates must be included in the grant application. If applied
for and with significant justification, ETA may elect to exercise its
option to award no-cost extensions to these grants for an additional
period at its own discretion, based on the success of the program and
other relevant factors.
III. Eligibility Information and Other Grant Specifications
1. Eligible Applicants
Applicants may be public, private for-profit, and private non-
profit organizations including faith-based and community organizations.
The application must clearly identify the applicant and describe its
capacity to administer the HGJTI advanced manufacturing grant, in terms
of both organizational capacity and data management capabilities.
Applications for supplementation of existing projects are eligible for
consideration under this SGA; however, applications for renewal of
existing projects will not be considered. Please note that the
applicant and fiscal agent must be the same organization.
2. Cost Sharing or Matching
Cost sharing, matching, or cost participation is not required for
eligibility; however, applicants are encouraged to leverage the
resources of the partnership, whenever possible.
3. Other Grant Specifications
A. Demonstrated Partnerships
To be considered for funding under this SGA, the applicant must
demonstrate that the proposed project will be implemented by a
strategic partnership that includes at least one entity from each of
three categories: (1) The workforce investment system, which may
include state and local workforce investment boards, state workforce
agencies, and One-Stop Career Centers and their partners; (2) the
education and training community, which includes the continuum of
education from K-12 to community and technical colleges, four year
colleges and universities, and other training entities; and (3)
employers and industry-related organizations such as associations and
labor-management organizations.
B. Training Workers for Employment in High-Growth Industries
All grants funded under this solicitation must include the direct
provision of training to individual participants. Applicants are not
limited in the strategies and approaches they may employ to implement
training activities; however, the training must: (a) Target skills and
competencies demanded by the advanced manufacturing industry; (b)
support participants' long term career growth along a defined career
pathway such as an articulated career ladder and lattice; and (c)
result in an industry-recognized certificate, degree, or license that
indicates a level of mastery and competence in a given field or
function. The credential awarded to participants should be based on the
type of training provided through the grant and the requirements of the
targeted occupation, and should be selected based on consultations with
industry partners. For example:
Customized and short-term training should result in a
performance-based certification or certificate. This certification may
be developed jointly by employers and the project partners, based on
defined knowledge and skill requirements for specific high-growth
occupations. Performance-based certifications may also be based on
industry recognized curriculum and standards.
Training in fields with established professional standards
and examinations should result in certification.
In states where licensure is required for the specific
occupation targeted by the training, the credentialing requirement
should be set accordingly.
In some instances, training provided under the HGJTI grant
may lead to a degree. In these instances, the credential will be the
degree itself or the successful completion of coursework required for
the degree.
In addition to the required training strategies, applicants may,
but are not required to, propose capacity building strategies to meet
the training needs of advanced manufacturing employers. These proposed
capacity building efforts must be directly linked to the specific
training supported under the grant, and are expected to address
significant barriers that impede the ability of the partnership to meet
the advanced manufacturing industry's demand for workforce training.
These strategies should not simply address isolated deficits, but
rather provide a comprehensive solution to identified capacity
challenges as they relate to the advanced manufacturing industry.
Please note that, where training and capacity building activities
relate specifically to competencies identified in the advanced
manufacturing competency model framework found in Attachment A, this
relationship should be clearly articulated.
C. Participants Eligible To Receive HGJTI Training
Generally, the scope of potential trainees is very broad. Training
may be targeted to a wide variety of populations, including unemployed
individuals and incumbent workers. The identification of targeted and
qualified trainees should be part of the larger project planning
process by the required partnership and should relate to the workforce
issue that is being addressed by the training.
D. Veterans Priority
This program is subject to the provisions of the ``Jobs for
Veterans Act,'' Public Law 107-288, which provides priority of service
to veterans and spouses of certain veterans for the receipt of
employment, training, and placement services in any job training
program directly funded, in whole or in part, by the Department of
Labor. Please note that to obtain priority of service, a veteran must
meet the grantee's program eligibility requirements. ETA Training and
Employment Guidance Letter (TEGL) No. 5-03 (September 16, 2003),
available at https://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=1512,
provides general guidance on the scope of the veterans priority statute
and its effect on current employment and training programs.
IV. Application, Submission, and Funding Restriction Information
1. Address To Request Application Package
This SGA contains all of the information and links to forms needed
to apply for grant funding.
2. Content and Form of Application Submission
The proposal must consist of two (2) separate and distinct parts:
Part I, the Cost Proposal and Part II, the Technical Proposal.
Applications that fail to adhere to the instructions in this section
will be considered non-responsive and may not be given further
consideration. Please note that it is the applicant's responsibility to
ensure that the funding amount requested is consistent across all parts
and sub-parts of the application.
Part I of the proposal is the Cost Proposal and must include the
following two items:
The Standard Form (SF) 424, ``Application for Federal
Assistance'' (available at https://www.whitehouse.gov/omb/grants/
[[Page 32566]]
sf424.pdf). Upon confirmation of an award, the individual signing the
SF 424 on behalf of the applicant shall represent the responsible
financial and administrative entity. All applicants for federal grant
and funding opportunities are required to have a Dun and Bradstreet
(DUNS) number. For more information about the DUNS number, see OMB
Notice of Final Policy Issuance, 68 FR 38402 (June 27, 2003).
Applicants must supply their DUNS number on the SF 424. The DUNS number
is a nine-digit identification number that uniquely identifies business
entities. Obtaining a DUNS number is easy and there is no charge. To
obtain a DUNS number, access this Web site: https://
www.dunandbradstreet.com or call 1-866-705-5711.
The Standard Form (SF) 424A Budget Information Form
(available at https://www.whitehouse.gov/omb/grants/sf424a.pdf). In
preparing the Budget Information Form, the applicant must provide a
concise narrative explanation to support the request. The budget
narrative should break down the budget and corresponding leveraged
resources by deliverable, making clear distinctions between training
and (if any) capacity building costs, and should discuss precisely how
the administrative costs support the project goals. All applicants
should indicate training costs-per-participant by dividing the total
amount of the budget designated for training by the number of
participants trained. This is provided for informational purposes only
and will not be used in the evaluation of the grant application. Please
Note: If the proposal calls for integrating WIA or other federal funds
or includes other leveraged resources, these funds should not be listed
on the SF 424 or SF 424A Budget Information Form, but should be
described in the budget narrative and in Part II of the proposal. The
amount of federal funding requested for the entire period of
performance should be shown together on the SF 424 and SF 424A Budget
Information Form. Applicants are also encouraged, but not required, to
submit the OMB Survey N. 1890-0014: Survey on Ensuring Equal
Opportunity for Applicants, which can be found at https://
www.doleta.gov/sga/forms.cfm.
Part II of the application is the Technical Proposal, which
demonstrates the applicant's capabilities to plan and implement the
President's High Growth Job Training Initiative grant project in
accordance with the provisions of this solicitation, and includes a
project description as described in the Criteria section of this
solicitation. The project description is limited to twenty-five (25)
double-spaced, single-sided, 8.5 inch x 11 inch pages with 12 point
text font and one-inch margins. Any pages over the 25 page limit will
not be reviewed. In addition, the applicant may provide resumes, a
staffing pattern, statistical information and related material in
attachments, which may not exceed twenty (20) pages. Although not
required, letters of support or commitment from partners providing
financial resources may be submitted as attachments. Such letters will
count against the allowable maximum page total. Please note that
applicants should not send letters of commitment or support separately
to ETA because letters are tracked through a separate system and will
not be attached to the application for review. The applicant must
clearly reference any partners in the text of the Technical Proposal.
Except for the discussion of any leveraged resources to address the
evaluation criteria, no cost data or reference to prices should be
included in the Technical Proposal. The following information is
required:
A two-page abstract summarizing the proposed project and
applicant profile information including:
Applicant name;
Industry focus (advanced manufacturing and any other
related industries, such as aerospace);
A brief description of the workforce challenges addressed
(100 words);
A brief description of the proposed solution (150 words);
Key partners funding amount requested;
Amount of leveraged resources; and
Number of people trained and other key grant outcomes
A table of contents listing the application sections; and
A timeline outlining project activities, including
expected start-up, implementation, participant follow-up for
performance outcomes, grant close-out and other activities.
Please note that the abstract, table of contents, and timeline are
not included in the twenty-five page limit.
Applications may be submitted electronically on Grants.gov or in
hardcopy via mail or hand delivery. These processes are described in
further detail in Section IV(3). Applicants submitting proposals in
hard-copy must submit an original signed application (including the SF
424) and one (1) ``copy-ready'' version free of bindings, staples or
protruding tabs to ease in the reproduction of the proposal by DOL.
Applicants submitting proposals in hard-copy are also requested, though
not required, to provide an identical electronic copy of the proposal
on CD-ROM.
3. Submission Date, Times, and Addresses
The closing date for receipt of applications under this
announcement is July 25, 2006. Applications must be received at the
address below no later than 5 p.m. (Eastern Time). Applications sent by
e-mail, telegram, or facsimile (FAX) will not be accepted.
Applications that do not meet the conditions set forth in this
notice will not be honored. No exceptions to the mailing and delivery
requirements set forth in this notice will be granted.
Mailed applications must be addressed to the U.S. Department of
Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus, Reference SGA/DFA, PY-05-07,
200 Constitution Avenue, NW., Room N4716, Washington, DC 20210.
Applicants are advised that mail delivery in the Washington area may be
delayed due to mail decontamination procedures. Hand-delivered
proposals will be received at the above address. All overnight mail
will be considered to be hand-delivered and must be received at the
designated place by the specified closing date.
Applicants may apply online through Grants.gov (https://
www.grants.gov). It is strongly recommended that applicants using
Grants.gov immediately initiate and complete the ``Get Started''
registration steps at https://www.grants.gov/GetStarted. These steps may
take multiple days to complete, and this time should be factored into
plans for electronic application submission in order to avoid facing
unexpected delays that could result in the rejection of an application
as untimely. If submitting electronically through grants.gov, it would
be appreciated if the application submitted is saved as .doc, .pdf, or
.txt files.
Late Applications: Any application received after the exact date
and time specified for receipt at the office designated in this notice
will not be considered, unless it is received before awards are made,
it was properly addressed, and it was (a) sent by U.S. Postal Service
mail, postmarked not later than the fifth calendar day before the date
specified for receipt of applications (e.g., an application required to
be received by the 20th of the month must be post marked by the 15th of
that month), or (b) sent by overnight delivery service or Grants.gov to
the addressee not later than one working day prior to the date
specified for receipt of applications. It is highly
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recommended that online submissions be completed one working day prior
to the date specified for receipt of applications to ensure that the
applicant still has the option to submit by overnight delivery service
in the event of any electronic submission problems. ``Post marked''
means a printed, stamped or otherwise placed impression (exclusive of a
postage meter machine impression) that is readily identifiable, without
further action, as having been supplied or affixed on the date of
mailing by an employee of the U.S. Postal Service. Therefore,
applicants should request the postal clerk to place a legible hand
cancellation ``'bull's eye''' postmark on both the receipt and the
package. Failure to adhere to the above instructions will be a basis
for a determination of nonresponsiveness.
4. Intergovernmental Review
This funding opportunity is not subject to Executive Order 12372,
``Intergovernmental Review of Federal Programs.''
5. Funding Restrictions
Determinations of allowable costs will be made in accordance with
the applicable federal cost principles, e.g., Non-Profit
Organizations--OMB Circular A-122. Disallowed costs are those charges
to a grant that the grantor agency or its representative determines not
to be allowed in accordance with the applicable federal cost principles
or other conditions contained in the grant.
A. Indirect Costs
As specified in OMB Circular A-122, indirect costs are those that
have been incurred for common or joint objectives and cannot be readily
identified with a particular final cost objective. In order to utilize
grant funds for indirect costs incurred the applicant must obtain an
Indirect Cost Rate Agreement with its Federal Cognizant Agency either
before or shortly after grant award.
B. Administrative Costs
Under the President's High Growth Job Training Initiative, an
entity that receives a grant to carry out a project or program may not
use more than 10 percent of the amount of the grant to pay
administrative costs associated with the program or project.
Administrative costs could be both direct or indirect costs, and are
defined at 20 CFR 667.220. Administrative costs do not need to be
identified separately from program costs on the SF 424A Budget
Information Form. They should be discussed in the budget narrative and
tracked through the grantee's accounting system. Although there will be
administrative costs associated with the managing of the partnership as
it relates to specific grant activity, the primary use of funding
should be to support the actual capacity building and training
activity(ies). To claim any administrative costs that are also indirect
costs, the applicant must obtain an indirect cost rate agreement from
its federal cognizant agency as specified in Section 5(A) of this part.
C. ETA Distribution Rights
Applicants should note that grantees must agree to provide USDOL/
ETA a paid-up, non-exclusive and irrevocable license to reproduce,
publish, or otherwise use for federal purposes all products developed
or for which ownership was purchased under an award, including but not
limited to curricula, training models, technical assistance products,
and any related materials, and to authorize them to do so. Such uses
include, but are not limited to, the right to modify and distribute
such products worldwide by any means, electronically or otherwise.
D. Legal Rules Pertaining to Inherently Religious Activities by
Organizations That Receive Federal Financial Assistance
The government is generally prohibited from providing direct
financial assistance for inherently religious activities. See 29 CFR
Part 2, Subpart D. These grants may not be used for religious
instruction, worship, prayer, proselytizing or other inherently
religious activities. Neutral, non-religious criteria that neither
favor nor disfavor religion will be employed in the selection of grant
recipients and must be employed by grantees in the selection of sub-
recipients. The term ``direct'' support is used to describe funds or
other support that are provided ``directly'' by a governmental entity
or an intermediate organization with the same duties as a governmental
entity, as opposed to funds that an organization receives
``indirectly'' as the result of the genuine and independent private
choice of a beneficiary under the meaning of the Establishment Clause
of the U.S. Constitution.
6. Other Submission Requirements
Withdrawal of Applications. Applications may be withdrawn by
written notice or telegram (including mailgram) received at any time
before an award is made. Applications may be withdrawn in person by the
applicant or by an authorized representative thereof, if the
representative's identity is made known and the representative signs a
receipt for the proposal.
V. Application Review Information
1. Evaluation Criteria
This section identifies and describes the criteria that will be
used to evaluate the President's High Growth Job Training Initiative
grant proposals. These criteria and point values are:
------------------------------------------------------------------------
Criterion Points
------------------------------------------------------------------------
A. Statement of Need......................................... 10
B. Innovative Solutions to Address Industry Identified 30
Workforce Challenges........................................
C. Outcomes and Impact....................................... 25
D. Linkages to Key Partners.................................. 15
E. Leveraged Resources....................................... 10
F. Program Management and Organization Capacity.............. 10
*Bonus: Connections to Regional Economies.................... 5
Total Possible Points.................................... 105
------------------------------------------------------------------------
A. Statement of Need (10 Points)
Applicants must demonstrate a clear and specific need for the
federal investment in the proposed activities by: (a) Describing the
role of the advanced manufacturing industry or industry sub-sectors in
the economy of the area in which the grant activity will take place;
(b) describing the workforce challenges facing the industry and their
impact on specific local economic and workforce conditions; and (c)
describing the resource analysis and mapping that has been conducted to
date that demonstrates that local resources are not sufficient to
address the workforce challenges. If the applicant intends to include
capacity building activities as part of the proposal, this section must
also include a detailed discussion of the capacity challenges the
community or region faces that limit its ability to provide sufficient
quantity or quality of training to meet the identified workforce needs.
In addition, applicants should provide evidence that the workforce
challenges to be addressed by the grant were identified in the context
of the strategic partnership.
Applicants may draw from a variety of resources for supporting
data, including: traditional labor market information, such as
projections; industry data; trade associations or direct information
from the local industry; and information on the local economy and other
transactional data, such as job vacancies, that are available locally.
Up to 10 points may be awarded under this criterion based on the
demonstrated existence of workforce challenges and the extent of need
for the federal investment in the solution. Important factors for
evaluation include:
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Demonstrated knowledge of the advanced manufacturing
industry in the local area, including the impact of the industry on the
local or regional economy.
Demonstrated existence of the identified workforce
challenges and, if capacity building activities are proposed,
demonstrated existence of a capacity constraint in addressing those
challenges, in the area in which the grant activity will take place.
Discussion of the how the industry workforce challenges
affect the specific employer partners contained in the proposal.
Description of economic analysis and resource mapping used
to demonstrate need for the federal investment.
Identification of the sources of data used in analyses.
If appropriate, the nature of larger strategic economic
development or workforce investment projects with which the proposed
project is aligned.
B. Innovative Solutions To Address Industry Identified Workforce
Challenges (30 Points)
The applicant must describe the proposed workforce develo