[House Hearing, 111 Congress]
[From the U.S. Government Publishing Office]
LICENSURE AND CERTIFICATION
=======================================================================
HEARING
before the
SUBCOMMITTEE ON ECONOMIC OPPORTUNITY
of the
COMMITTEE ON VETERANS' AFFAIRS
U.S. HOUSE OF REPRESENTATIVES
ONE HUNDRED ELEVENTH CONGRESS
SECOND SESSION
__________
JULY 29, 2010
__________
Serial No. 111-96
__________
Printed for the use of the Committee on Veterans' Affairs
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COMMITTEE ON VETERANS' AFFAIRS
BOB FILNER, California, Chairman
CORRINE BROWN, Florida STEVE BUYER, Indiana, Ranking
VIC SNYDER, Arkansas CLIFF STEARNS, Florida
MICHAEL H. MICHAUD, Maine JERRY MORAN, Kansas
STEPHANIE HERSETH SANDLIN, South HENRY E. BROWN, Jr., South
Dakota Carolina
HARRY E. MITCHELL, Arizona JEFF MILLER, Florida
JOHN J. HALL, New York JOHN BOOZMAN, Arkansas
DEBORAH L. HALVORSON, Illinois BRIAN P. BILBRAY, California
THOMAS S.P. PERRIELLO, Virginia DOUG LAMBORN, Colorado
HARRY TEAGUE, New Mexico GUS M. BILIRAKIS, Florida
CIRO D. RODRIGUEZ, Texas VERN BUCHANAN, Florida
JOE DONNELLY, Indiana DAVID P. ROE, Tennessee
JERRY McNERNEY, California
ZACHARY T. SPACE, Ohio
TIMOTHY J. WALZ, Minnesota
JOHN H. ADLER, New Jersey
ANN KIRKPATRICK, Arizona
GLENN C. NYE, Virginia
Malcom A. Shorter, Staff Director
______
SUBCOMMITTEE ON ECONOMIC OPPORTUNITY
STEPHANIE HERSETH SANDLIN, South Dakota, Chairwoman
THOMAS S.P. PERRIELLO, Virginia JOHN BOOZMAN, Arkansas, Ranking
JOHN H. ADLER, New Jersey JERRY MORAN, Kansas
ANN KIRKPATRICK, Arizona GUS M. BILIRAKIS, Florida
HARRY TEAGUE, New Mexico
Pursuant to clause 2(e)(4) of Rule XI of the Rules of the House, public
hearing records of the Committee on Veterans' Affairs are also
published in electronic form. The printed hearing record remains the
official version. Because electronic submissions are used to prepare
both printed and electronic versions of the hearing record, the process
of converting between various electronic formats may introduce
unintentional errors or omissions. Such occurrences are inherent in the
current publication process and should diminish as the process is
further refined.
C O N T E N T S
__________
July 29, 2010
Page
Licensure and Certification...................................... 1
OPENING STATEMENTS
Chairwoman Stephanie Herseth Sandlin............................. 1
Prepared statement of Chairwoman Herseth Sandlin............. 30
Hon. Gus M. Bilirakis............................................ 2
WITNESSES
U.S. Department of Labor, Hon. Raymond M. Jefferson, Assistant
Secretary, Veterans' Employment and Training Service........... 14
Prepared statement of Mr. Jefferson.......................... 41
U.S. Department of Defense, John R. Campbell, Deputy Under
Secretary of Defense (Wounded Warrior Care and Transition
Policy)........................................................ 16
Prepared statement of Mr. Campbell........................... 45
U.S. Department of Veterans Affairs, Margarita Cocker, Deputy
Director, Vocational Rehabilitation and Employment Service,
Veterans Benefits Administration............................... 18
Prepared statement of Ms. Cocker............................. 51
______
American Legion, Joseph C. Sharpe, Jr., Director, National
Economic Commission............................................ 5
Prepared statement of Mr. Sharpe............................. 32
Blinded Veterans Association, Thomas Zampieri, Ph.D., Director of
Government Relations........................................... 5
Prepared statement of Dr. Zampieri........................... 35
Military.com/Monster Worldwide, Master Chief Petty Officer Vince
Patton, III, USCG (Ret.), Ed.D., Director, Community Outreach.. 7
Prepared statement of Dr. Patton............................. 38
Veterans of Foreign Wars of the United States, Eric A. Hilleman,
Director, National Legislative Service......................... 3
Prepared statement of Mr. Hilleman........................... 30
SUBMISSIONS FOR THE RECORD
Boozman, Hon. John, Ranking Republican Member, Subcommittee on
Economic Opportunity, and a Representative in Congress from the
State of Arkansas, statement................................... 52
Disabled American Veterans, John L. Wilson, Assistant National
Legislative Director, statement................................ 52
Paralyzed Veterans of America, statement......................... 55
MATERIAL SUBMITTED FOR THE RECORD
Post-Hearing Questions and Responses for the Record:
Hon. Stephanie Herseth Sandlin, Chairwoman, Subcommittee on
Economic Opportunity, Committee on Veterans' Affairs, to
Eric A. Hilleman, Director, National Legislative Service,
Veterans of Foreign Wars of the United States, letter
dated August 12, 2010, and Mr. Hilleman's responses...... 58
Hon. Stephanie Herseth Sandlin, Chairwoman, Subcommittee on
Economic Opportunity, Committee on Veterans' Affairs, to
Joseph C. Sharpe, Jr., Director, National Economic
Commission, American Legion, letter dated August 12,
2010, and response letter dated September 23, 2010....... 59
Hon. Stephanie Herseth Sandlin, Chairwoman, Subcommittee on
Economic Opportunity, Committee on Veterans' Affairs, to
Thomas Zampieri, Ph.D., Director of Government Relations,
Blinded Veterans Association, letter dated August 12,
2010, and response letter dated September 3, 2010........ 60
Hon. Stephanie Herseth Sandlin, Chairwoman, Subcommittee on
Economic Opportunity, Committee on Veterans' Affairs, to
Vince Patton, III, Ed.D., Master Chief Petty Officer of
the United States Coast Guard (Ret.), Director, Community
Outreach, Military.com/Monster Worldwide, letter dated
August 12, 2010, and response letter dated September 2,
2010..................................................... 62
Hon. Stephanie Herseth Sandlin, Chairwoman, Subcommittee on
Economic Opportunity, Committee on Veterans' Affairs, to
Hon. Raymond M. Jefferson, Assistant Secretary, Veterans'
Employment and Training Service, U.S. Department of
Labor, letter dated August 12, 2010, and DOL responses... 65
Hon. Stephanie Herseth Sandlin, Chairwoman, Subcommittee on
Economic Opportunity, Committee on Veterans' Affairs, to
John R. Campbell, Deputy Under Secretary of Defense
(Wounded Warrior Care and Transition Policy), U.S.
Department of Defense, letter dated August 12, 2010, and
DoD responses............................................ 67
Hon. Stephanie Herseth Sandlin, Chairwoman, Subcommittee on
Economic Opportunity, Committee on Veterans' Affairs, to
Margarita Cocker, Deputy Director, Vocational
Rehabilitation and Employment Service, Veterans Benefits
Administration, U.S. Department of Veterans Affairs,
letter dated August 12, 2010, and VA responses........... 71
LICENSURE AND CERTIFICATION
----------
THURSDAY, JULY 29, 2010
U.S. House of Representatives,
Committee on Veterans' Affairs,
Subcommittee on Economic Opportunity,
Washington, DC.
The Subcommittee met, pursuant to call, at 1:00 p.m., in
Room 334, Cannon House Office Building, Hon. Stephanie Herseth
Sandlin [Chairwoman of the Subcommittee] presiding.
Present: Representatives Herseth Sandlin, Adler, and
Bilirakis.
OPENING STATEMENT OF CHAIRWOMAN HERSETH SANDLIN
Ms. Herseth Sandlin. Good afternoon, ladies and gentlemen.
The Veterans' Affairs Economic Opportunity Subcommittee hearing
on Licensure and Certification will come to order.
There is a pending vote and not much time left. So we are
going to make our opening statements, and then we will have to
take a break. We want to get through as much as we can, because
of some time concerns with other votes this afternoon.
Before I begin my opening statement, I would like to say
that the Disabled American Veterans had asked to submit a
written statement for the hearing record. I ask for unanimous
consent that the statement be entered for the record. Hearing
no objection, so entered.
On March 12, 2010, the U.S. Bureau of Labor Statistics
published its finding on the status of unemployed military
veterans. The report highlights that veterans between the ages
18 to 24 had an unemployment rate of 21.6 percent in 2009.
While these numbers are troubling, today we have the
opportunity to build upon the progress we have made on the
areas of education and employment that seek to address the high
unemployment rates among veterans.
This hearing seeks to build upon the feedback we received
in previous hearings on licensure, certification and employment
matters. During these hearings, we received testimony on the
barriers encountered by veterans. Barriers such as: non-
transferable Military Occupation Skills (MOS) to the civilian
sector; required supplemental training even though one's
military career may have surpassed the requirement in some
States; inadequate education benefits under title 38; and the
need to augment the Transition Assistance Program (TAP).
I am glad to see we are joined by representatives from the
U.S. Department of Defense (DoD), which is responsible for
training our men and women in uniform to meet the demands of
their respective military careers. I am also glad to see the
U.S. Department of Veterans Affairs (VA) and U.S. Department of
Labor (DOL) who both oversee these unique benefits and programs
that may help our Nation's veterans gain meaningful employment
after their military service.
While servicemembers and veterans all have unique career
goals, it is vitally important that all Federal agencies
continue to work hand-in-hand to provide the best licensing and
certification assistance available to our men and women who
have answered out Nation's call to duty.
I look forward to hearing from all of our panelists today
so that we may continue to help our servicemembers and
veterans.
I now recognize our distinguished Ranking Member, Mr.
Bilirakis, for his opening remarks.
[The prepared statement of Chairwoman Herseth Sandlin
appears on p. 30.]
OPENING STATEMENT OF GUS M. BILIRAKIS
Mr. Bilirakis. Thank you, Madam Chair. I appreciate it very
much. In reading today's testimony, I saw lots of discussion
about the Transition Assistance Program and lots off Web sites
that translate military skills and occupations into civilian
equivalents.
But I saw very little about how we go about getting
education and training institutions to adjust their curricula
to account for military training and education.
Secretary Jefferson, I congratulate you for directly
identifying the core of the issue as the role of State and
local governments, and licensing, and certification. Too often
our men and women are needlessly required to repeat education
or training already gained in military service.
To me that means that States need to be more flexible in
recognizing military training and skills. I am disappointed the
National Governors' Association declined once again to join us
here today. To me the States hold the key to solving this
dilemma.
We cannot afford the current economically inefficient
system that ignores the millions of dollars spent on top-
quality military education and training.
Madam Chair, we need to provide veterans with the best
education and training benefits and work with the education and
certifying industries to increase the credit given for training
as a way to speed licensing and certification. I yield back.
Thank you, Madam Chair.
Ms. Herseth Sandlin. Thank you, Mr. Bilirakis. We will now
take a brief recess. And then when we return, we will welcome
our panelists testifying before the Subcommittee today.
[Recess.]
Ms. Herseth Sandlin. We thank everyone for their patience
during that last series of votes. Again, we will welcome our
panelists testifying on the first panel today. Joining us is
Mr. Eric Hilleman, Director of National Legislative Service for
the Veterans of Foreign Wars of the United States (VFW); Mr.
Joseph Sharpe, Jr., Director of the National Economic
Commission for the American Legion; Dr. Thomas Zampieri,
Director of Government Relations for the Blinded Veterans
Association (BVA); and Dr. Vincent Patton, Retired Master Chief
Petty Officer of the U.S. Coast Guard, Director of Community
Outreach for Military.com/Monster Worldwide.
I would like to remind our panelists that your complete
written statements have been made part of the hearing record.
Please limit your remarks to the 5 minutes so that we can have
sufficient time for follow-up questions once everyone has had
an opportunity to testify.
Mr. Hilleman, we will begin with you. You are recognized
for
5 minutes.
STATEMENTS OF ERIC A. HILLEMAN, DIRECTOR, NATIONAL LEGISLATIVE
SERVICE, VETERANS OF FOREIGN WARS OF THE UNITED STATES; JOSEPH
C. SHARPE, JR., DIRECTOR, NATIONAL ECONOMIC COMMISSION,
AMERICAN LEGION; THOMAS ZAMPIERI, PH.D., DIRECTOR OF GOVERNMENT
RELATIONS, BLINDED VETERANS ASSOCIATION; AND MASTER CHIEF PETTY
OFFICER VINCE PATTON, III, USCG (RET.), ED.D., DIRECTOR,
COMMUNITY OUTREACH, MILITARY.COM/MONSTER WORLDWIDE
STATEMENT OF ERIC A. HILLEMAN
Mr. Hilleman. Thank you Madam Chairwoman, Members of this
Subcommittee. We appreciate the opportunity to testify at
today's hearing on licensure and credentialing. On behalf of
the 2.1 million men and women of the Veterans of Foreign Wars,
we thank you for a voice at this important hearing.
Upon leaving the military, servicemembers typically follow
two tracts: an education tract or an employment tract. A
transition process that is helpful and friendly is central to
having a successful transition from active duty to civilian
life. Securing licensure, credentials or education credit in
the areas comparable to their military expertise is central to
that transition. The VFW has found that previous military
training and experience, whether in a technical field or on the
battlefield, is not widely recognized by the private sector.
In the area of education credit, the American Council on
Education (ACE) seems to be the primary link between the
military and the private sector. The Department of Defense
contracts with ACE to review military courses of study, MOS's,
for transferable credit into institutions of higher learning.
ACE examines specific MOS schools for education credit and
recommends credits to be placed on transcripts of
servicemembers. These recommended educational equivalents are
then accepted by individual schools, depending on the school,
the nature of the credit, and the veteran's course of study.
Further, ACE produces a guide entitled, ``A Transfer Guide;
Understanding Your Military Transcript and ACE Credit
Recommendations,'' which aids veterans and their institutions
in better understanding how and what translates into college
credit.
The number of schools accepting ACE credit varies State by
State. In South Dakota, for example, 4 universities accept full
ACE recommendations, Arkansas has 11, Nebraska has 24, and
Oklahoma has 36 universities. While ACE's recommendations help
veterans who would be at a serious disadvantage when applying
for enrollment without ACE, many schools do not recognize
military credit.
Employment credit, finding viable employment remains one of
the largest challenges facing veterans today. Many
servicemembers seek civilian licensure for their experiences,
often requiring training or varying levels of experience.
Success in securing licensure or certification in all fields
varies by geographic location and prerequisite experience, MOS,
and the industry in which they are applying.
For example, within the nursing profession, South Dakota
and North Carolina, the States only accept Army Licensed
Practical Nurse Program (MOS 68WM6) for veterans to qualify to
sit for the practical nurse program as a prerequisite to the
test. Because nursing requirements are set by State regulation,
different States, as well as different schools within those
States, determine any credit, if any, for prior service.
Each industry and State determines prerequisite experience
and licensure for certification. With such a high degree of
variance, veterans could benefit greatly from a more
centralized information resource. Ideally, industries and
associations would invest in and promote translating specific
MOSs into accreditation.
VFW recommends two broad scope studies; one on education
credits and one on industry accreditation examining how and
what the military experience translates into in the private
sector.
When each study determines what is currently taking place
across all branches of services and all MOSs, then
recommendations can be made to expand successful programs.
These programs can be incorporated into the National Resource
Directory available through the TAP program.
To examine and expand current cooperation between DoD and
the American Council on Education, we would recommend Congress
fund a complete study of all MOSs across all branches of
service. While not every MOS will have a clear transferable
credit, schools and veterans alike will benefit from
comprehensive process resulting in clearly defined military-
educational equivalencies.
The VFW also recommends licensure and credentialing study
to identify MOSs and their applicable civilian employment
career counterparts. By examining direct skills and how they
can be applied via State-by-State regulations, we could begin
to see some of the standardization within industries.
Through this study we would like to see the high variance
of accepted military skills evolve into a widely-accepted
accreditation specific to each MOS and those that apply towards
credit in that industry.
Madam Chairwoman, we appreciate the opportunity to testify
today. And we look forward to answering any of your questions.
[The prepared statement of Mr. Hilleman appears on p. 30.]
Ms. Herseth Sandlin. Thank you, Mr. Hilleman. We appreciate
your testimony and recommendations.
Mr. Sharpe, you are now recognized.
STATEMENT OF JOSEPH C. SHARPE, JR.
Mr. Sharpe. Madam Chair, Members of the Subcommittee, I
appreciate this opportunity to share the views of the American
Legion on licensure and accreditation of transitioning
veterans.
The Department of Defense provides some of the best
vocational training in the Nation for its military personnel
and establishes measures and evaluates performance standards
for every occupation with the armed forces.
There are many occupational career fields in the armed
forces that can easily translate to a civilian counterpart.
Additionally, there are many occupations in the civilian
workforce that require a license or a certification.
Upon separation, however, many servicemembers certified as
proficient in their military occupational career are not
licensed or certified to perform the comparable job in the
civilian workforce, thus hindering chances for immediate
civilian employment and delaying a career advancement.
This situation creates an artificial barrier to employment
upon separation from military service. Military Occupational
Specialties or ratings such as motor transport, corpsman or
medic, need to undergo additional training once out of the
service to work in their career path. This process slows down
the veteran in obtaining gainful employment.
These servicemembers have enormous talents, skills, and
attributes that they have used while in theater. However,
because the tasks they performed are so unique and difficult to
succinctly describe, they are left with a resume left wanting.
With over two million servicemembers having served in Iraq
or Afghanistan, TAP and other transition programs need to be
modernized to give relevant guidance and training to all
transitioning servicemembers and their families.
The American Legion supports efforts to eliminate
employment barriers that impede the transfer of military job
skills to the civilian labor market. We also support efforts
that require DoD to take appropriate steps to ensure that
servicemembers be trained, tested, evaluated, and issued any
license or accreditations that may be required in the civilian
workforce prior to separation. The American Legion supports
efforts to increase civilian labor market acceptance of the
occupational training provided by the military.
Madam Chair, this concludes my statement. We appreciate the
opportunity to present the view of American Legion.
[The prepared statement of Mr. Sharpe appears on p. 32.]
Ms. Herseth Sandlin. Thank you, Mr. Sharpe. We appreciate
those views.
Now, Dr. Zampieri, you are recognized.
STATEMENT OF THOMAS ZAMPIERI, PH.D.
Dr. Zampieri. Madam Chair and Members of the Subcommittee,
on behalf of Blinded Veterans Association, I appreciate the
opportunity to testify here today on this issue.
A lot of my testimony has data and statistics on the
problems that the returning servicemembers have in
transitioning into the world of academics. One of the things
that the testimony states is the problems specifically with
medics and corpsmen that have been mentioned by the other
veteran service organizations (VSOs).
Yesterday, I found out that the actual number of individual
medics that have been awarded the Combat Medical Badge for
service in Iraq was 12,342 and 2,732 Army medics that have
served in Afghanistan.
This is a large talent of highly skilled and educated
individuals with medical experience. They come home to find out
that their education in the military doesn't translate well
into trying to get into physician assistant programs or into a
lot of private or university programs. The average training
that they have is just for the basic courses over 704 hours.
And if you are a Special Forces medical skills medic, it is
over 48 weeks of training.
It is interesting. There was a study that was done and
published about a year ago, ``From Soldier to Student, Bridging
the Gaps of Transition.'' And when they surveyed the American
Association of State Colleges and Universities, servicemembers,
and the American Council on Education, they found that only 48
percent actually offered any kinds of academic advising or
counseling. And most universities, even fewer, offered any
special programs for those who have any kind of physical
disabilities.
One of the big things is that the universities today I
think do not want to sit and go through the transcripts that a
veteran walks in the door with. And it was interesting. One of
the things that came out of a statement from the American
Association of Collegiate Registrars and Admissions Offices,
along with the Council For Higher Education, in regards to
transfer and award of academic credits. It is important because
it highlights that in the world of changing academic
environment, the problems that the veterans face. In regards to
this statement, they said that it is up to each individual
academic institution to consider inter-institutional transfer
of credits involving these considerations: the educational
quality of the learning; the comparability of the nature,
content, and level of the learning experience to that
experience--that the program offers by the receiving
institution.
Basically what happens is most of the university program
directors that I talk to said that there are just large volumes
of individuals applying. And it is much easier for someone in
an admissions office to look at the standard transcript that a
transferring student from another university walks in the door
with than to spend the time, and manpower, and expense of
sitting down and counseling a veteran who walks in with a
variety of different types of military occupational training
and skills. And that is sort of where the unfairness comes in
in the system.
Today's medics and corpsmen are some of the most highly
skilled in history. And it is a shame that they are not able to
transfer those credit easily into the current environment in
the universities. We also want to mention that we would
recommend that the vocational rehabilitation benefits for
assistance for housing allowance be increased, which would be
helpful for those individuals entering into the vocational
rehabilitation program, because currently the new GI Bill
benefits are actually better for veterans.
And we would recommend some sort of a pilot military
pathway demonstration program, a 5-year program for medics and
corpsmen, that would provide grants to programs to actually
help them in getting the credit hours that they need.
I thank you again for the opportunity to testify. And I am
happy to answer any of your questions.
[The prepared statement of Dr. Zampieri appears on p. 35.]
Ms. Herseth Sandlin. Thank you very much, Dr. Zampieri, for
your insights and particular attention to the medics and the
corpsmen and what we might be might be able to do. Dr. Patton,
we will now recognize you as the final witness in this panel.
STATEMENT OF MASTER CHIEF PETTY OFFICER VINCE PATTON, III, USCG
(RET.), ED.D.
Dr. Patton. Thank you, Madam Chairwoman and thank you
Members of the Subcommittee for inviting us here today to
discuss important issues associated with veteran employment.
Today I will discuss what Military.com is doing to assist
servicemembers in transferring their military training and
experience to the civilian sector as they seek employment
opportunities.
Military.com was founded in 1999 by a young Navy reservist
to revolutionize the way our 30 million Americans with military
affinity stay connected and informed. Today, Military.com is
the largest military and veteran membership organization with
more than 10 million members. And we are the ninth largest news
destination site on the Internet.
In 2004, Military.com joined forces with Monster Worldwide
to accelerate our growth and change the playing field for
career and educational opportunities for active-duty personnel,
as well as Guard and Reservists, veterans and military spouses.
Monster's vision is bringing people together to advance their
lives. And this partnership reinforces Military.com's members
first ethos and mission.
Recognizing this, Military.com created a veteran career
center using technology to successfully deliver a personalized
experience with a variety of interactive tools and resources.
We offer the largest veteran job board in the world featuring
military-friendly employers as well as hundreds of thousands of
job postings available through our Monster.com database.
We also offer personalized email alerts for new postings
that match a veteran's resume and job interests, as well as
resume writing tools, education and training information,
mentoring through our Veteran Career Network, and electronic
newsletters with news and employer information.
To help veterans begin their new career search, we
developed our Military Skills Translator. We use the Department
of Labor's online resource known as ``O-Net,'' or Occupational
Data Network as a baseline to translate current and older
military occupational specialty codes into civilian occupations
Then Military.com is taking it one step further. We present
the veteran with equivalent jobs currently posted on the
Monster job board, including those posted by thousands of
military employers specifically looking for veterans. The
veteran can immediately apply to one of these jobs from our
site or review the job postings and learn what specific
experiences, skills, education, and training employers are
seeking for this type of position. This information can help
the job seeker better ``civilianize'' their military experience
on their resume and best communicate the skill, knowledge, and
abilities they acquired while in service.
Through the Military Skills Translator, not only are
veterans empowered to apply to currently available jobs, they
can also see members of our Military.com's Veteran Career
Network who have indicated they held that same Military
Occupational Specialty.
One of our fastest growing services that is still in beta
form is a mentor network that connects veterans seeking new
careers with employed veterans as well as military supporters.
Military.com members who volunteer for this feature create a
profile containing details about their military experience,
professional interests, and their current job position and
employer.
Veterans using this feature can find a career network
mentor by company, government agency, career field, industry or
geographic location. Once the veteran job seeker has identified
someone with whom they would like to network, he or she can
contact a mentor directly through our secure Military.com email
tool.
Since the implementation of our Veteran Career Network in
2007, over one million Military.com members have signed on to
network with other veterans and help transitioning
servicemembers jumpstart their civilian careers.
Military.com's success over the past 10 years is also
attributable to the strength of our partnerships with the
private and public sectors, both online and offline. For
example, we partner with the Noncommissioned Officers
Association to host more than 30 veteran career fairs annually
on or near military installations around the country. We have
tremendous participation from military-friendly employers who
come ready to hire veterans for their skills and working with
organizations such as Helmets to Hardhats, which focuses on
building and construction trade occupations, Troops to
Teachers, which helps them go into the teaching profession.
The American Legion also attends our career fairs to assist
veteran job seekers with important details about their
benefits. And State veteran service offices frequently attend
our events as well.
I would like to thank the Subcommittee for this opportunity
to present this testimony and share what Military.com is doing
in making a positive impact on veteran employment.
Madam Chairwoman and Members of this Subcommittee, this
concludes my statement. I would be pleased to answer any
questions that you may have. Thank you.
[The prepared statement of Dr. Patton appears on p. 38.]
Ms. Herseth Sandlin. Thank you, Dr. Patton.
I will start with a couple of questions for you. From all
the Military.com's transition career tools, which ones have
been in the greatest demand by servicemembers and veterans? Is
it the Mentor Network.
Dr. Patton. Yes, ma'am. The Mentor Network definitely is
one of the best in demand, because what we have found is by not
just having the technology itself. But our veterans would like
to have somebody to connect with one another. And this is
probably one of the successes of the Internet as a whole that
people are connecting together with one another.
By using our Veteran Career Network where the veterans are
connecting and talking to each other, helping them with writing
resumes, that has been very, very helpful.
Ms. Herseth Sandlin. For Mr. Hilleman and Mr. Sharpe, you
had both stated in your testimony one of the recommendations,
Mr. Hilleman, was to fund a study of all MOSs.
Mr. Sharpe, you had stated that it would be helpful to have
a system that could be devised to translate the full nature of
a servicemember's skills and abilities. Do you think that
having a study that would look at all MOSs and having a system
designed in that way would provide something that Military.com
either currently isn't providing or is not capable of providing
at this point.
Mr. Hilleman. Madam Chairwoman, currently ACE does study
specific schoolhouses and specific MOSs, with the exception of
the Air Force, because the Air Force has their own junior
college or community college that gives transferable credit for
education.
But the contract between DoD and ACE is at the request of
DoD. So it does not study every single MOS or every single
course. It is just what DoD has contracted with ACE to study.
That and ACE currently only has--partners with our credit
reciprocity or credit acceptance at 2,300 universities
nationwide. But the list is not fully encompassing. We would
like to see if we could improve the number of universities that
accept military credits.
Ms. Herseth Sandlin. Yes. So you are focused on the study,
so that it would look at the transfer of credits into colleges
and universities versus the career transition into direct
employment.
Mr. Hilleman. I think that there needs to be a wall between
two studies to focus on what is going on with ACE and currently
with DoD. And then take a look at also on an industry-to-
industry basis and State by State. The Army Nursing Program
that we mentioned in our testimony, nowhere on the site does it
say that Air Force, Navy, or Coast Guard nurses are accepted to
sit for the same test that the Army nurses are accepted to sit
for.
So there are high degrees of variance from State to State.
And I think that is the largest challenge to developing some
agreement where credits transfer directly from the military
into the private sector.
Ms. Herseth Sandlin. Mr. Sharpe.
Mr. Sharpe. I agree with everything that Mr. Hilleman has
stated. But also the other thing we are really focusing on is
we would like to see a lot of this done prior to the person
transitions out of the military.
Ms. Herseth Sandlin. Right.
Mr. Sharpe. They should know exactly what their MOS
training will allow them to do once they leave.
Ms. Herseth Sandlin. Well, that raises another very
important question on TAP. I know Secretary Jefferson is
committed to reforming TAP.
But I think, Dr. Patton, you had some testimony as it
relates to your perspective on how TAP perhaps doesn't always
provide servicemembers what they need. I have had a mixed bag
of responses from my constituents recently. Two different 20-
year-plus members of different branches of the Armed Forces who
separated from service. One thought TAP was fabulous, and the
other one thought it was completely useless. They didn't take
the program in the same place. Otherwise, I think we would have
had more consistent response to the program.
What are your thoughts as it relates to TAP or how do we
restructure this, if necessary?
Dr. Patton. Madam Chairwoman, as I was going through my TAP
class, my needs were a little bit different than some of the
other people that were sitting in that TAP class. Sitting next
to me was a young man with 3 years in the Coast Guard at Grade
E-4. He has got a total different focus on what is going to
happen at the end of his time as compared to mine.
I am getting a retirement. My resume is a little bit more
padded than his is. He is focused on trying to get into using
education. So what happens in the TAP class is that I have no
problem with the content. And I don't think anyone does. The
problem is is that it is not a one size fit all.
But the system has kind of set that to be by virtue of
getting everybody with different military walks of life into
one setting and trying to come up with something of a
commonality.
What probably needs to happen, in my opinion, is more of
looking at how we can reinforce that information before TAP,
during TAP, as well as after TAP. So the whole TAP process is
something that is evolving that should continue on well past
the individual leaving the service.
Ms. Herseth Sandlin. Any other comments on TAP? I am over
time. But I want to recognize the Ranking Member and come back
for another round.
Mr. Sharpe. Well we know that Department of Labor is in the
midst of redoing their entire TAP program. They are modernizing
the program, something that we strongly agree with.
A lot of the recommendations that are going into this new
program are coming from many of the businesses that sit on
their Veterans Advisory Board.
A couple of years ago we all went to a number of TAP
programs across the country and looked to see how it could be
improved. And a lot of the recommendations that came from
various business owners we just thought it was a great idea. So
we do think they are on the right road.
We are still concerned with the fact that many
servicemembers are still not getting access to the TAP program.
Ms. Herseth Sandlin. I would also like to explore with you
this issue of the challenge of State by State and the licensure
and certification. But I will do so after recognizing the
Ranking Member for his questions. Mr. Bilirakis.
Mr. Bilirakis. Thank you so much. And most of the material
you covered, Madam Chair, so good job.
I do have a question for Mr. Sharpe. Should the counsel for
licensure enforcement be a member of the Veterans' Advisory
Committee on Education?
Mr. Sharpe. I believe so.
Mr. Bilirakis. Again, that is another big issue where an
individual leaves the military with a certain amount of
training. And depending on the State that individual resides
in, their credentials are accepted or not.
We do believe there should be one national standard for a
lot of the military skills that folks are leaving as they
leave. And I think it would be great if an individual like that
was to sit on one of the councils.
I thank you, Madam Chair. I yield back.
Ms. Herseth Sandlin. Thank you, Mr. Bilirakis.
The Ranking Member had mentioned in his opening statement
the issue of the fact that the National Governors' Association
wasn't able to help us out today.
I am wondering if any of your organizations have reached
out to the National Governors' Association and what kind of
response you have received on the issue of licensure and
certification and credentialing.
No. Well let me raise just something to consider. You know,
right now we are having a rigorous debate. Although in some
instances not a healthy discussion but a rigorous debate about
the role of the Federal Government. There is a serious
challenge when you are dealing with 50 different State sets of
standards.
This is why some in the industry want us to pass a
renewable electricity standard, because one State has no
mandate, one State has 10 percent, one State has 20 percent.
You have folks that are businesses that are operating across
States, and they would like some certainty. They would like
essentially for the Federal Government to come in and preempt
State laws and at least set a minimum.
My question for each of you is, should there be a
discussion recognizing the challenges with 50 different State
standards. We have also dealt with this issue in this Congress
and in past Congresses about State law governing child custody
disputes when we are dealing with a national military and
whether or not we leave their legal rights, whether for child
custody or employment, up to the States or whether we have
national standards.
Should there be a discussion about national certification,
or the transfer of military skills so that we can provide some
certainty and assist our military men and women who are
separating from service to transition more effectively into the
workforce, especially in high employment growth sectors of the
economy.
Mr. Sharpe. There should be a national standard. Not only
that, but we have advocated for the federalization of the
Disabled Veterans Outreach Program specialists (DVOPs) and
Local Veterans Employment Representatives (LVERs) for the
Department of Labor, because right now you have 50 different
programs. And a veteran shouldn't have to go from one State to
another to try and get certain basic services.
Right now a lot of this depends on how the State wants to
allocate money that comes from the Federal Government. And we
feel like the Federal Government should be in charge of it.
Since the veteran is--you know, he has deployed by the
national government. So as he transitions out, that
responsibility should rely on the Federal Government and not
the State.
Mr. Hilleman. Madam Chairwoman, you have unearthed probably
one of the longest standing debates in our democracy, in our
Federal system, States' rights versus Federal. Without
weighing----
Ms. Herseth Sandlin. I don't know that I have unearthed it.
I think it has been on 24/7 cable is that debate. But anyway I
appreciate that.
Mr. Hilleman. Yes, ma'am.
Ms. Herseth Sandlin. Maybe in this instance, we are giving
it something that is an important and healthy discussion we
could on what we do to best serve a veteran.
Mr. Hilleman. Yes, ma'am. Without weighing in on the
philosophical issue, the practical issue is that each industry
has specific standards that are recognized State by State.
I think of my fiancee as an example. She is a social
worker. And she is licensed in Virginia. She is a licensed
clinical social worker. But in order for her to practice
exclusively in the District of Columbia, she must transfer her
license, which is a cost to her.
When you start talking about military occupational
specialties, some of the licensing is important at the State
level and some of it is not, information technology (IT) for
example. If you have a Red Hat security certification, your
employer, whether it is small, local company or a national,
huge or international company, recognizes the certification,
not the State. And it doesn't require State certification.
However, as Mr. Zampieri points out, the medical industry
is strictly governed by States. And I think we need to dig down
and figure out what States are giving licensing and
certification or allowing individuals at least to sit for those
tests and why. We need to understand practically what makes the
Army program better than the Navy's nursing program. And is
that reasonable?
And I don't think that any one of us would have the depth
of insight in there to answer those questions. That is why we
are calling for a study to drill down into those specific
industries.
Dr. Zampieri. I would echo that. I think one of the big
problems having been around the world for a little while in the
world of medicine and coming out of the service in 1975, I was
one of those licensed practical nurses (LPNs) that was allowed
to take my boards back then.
So in the State of Georgia and when I moved to New Jersey,
when the military transferred me to New Jersey, New Jersey told
me they wouldn't accept my boards, even though I still had the
same rank as a sergeant in the Army.
It was just an example that, you know, we fast forward to
the future. And here we are today in the world of Internet and
everything else. And we are in the same dilemma.
I think there are two things. One is if, you know, you
thought health care was a problem. And the debate there if you
enter into the world of certification, licensure, and
universities, I wish anybody luck, because it is a dangerous
animal and especially in the world of medical colleges and
universities and stuff.
I think the carrot should be that universities should--who
accept Federal money, that will get them, because they all do,
should be, you know, encouraged to take the time to look at the
individual servicemember's record of education, you know, for
whatever ways that you do that. And then, you know, I think
that it is interesting.
The military has worked to try to--like for example medics
and corpsmen. All of the training now is done at one location
at Fort Sam Houston, Texas, at Brooke Army Medical Center at
the Uniformed Services Health Sciences Academy.
So what has happened is the good news is I think the
services are working towards the University Services Health
Sciences Academy where they could also help with this by giving
college credits for the courses that the individuals complete,
which makes the transferring of that easier. When a person
comes off active duty and they are a veteran, they apply.
And then this third part of this is the universities have
all admitted in this survey, just in 2008, that very few of
them do any kind of academic counseling for veterans. And there
are some interesting pilot things that are going on at the
universities.
The University of Arizona started a vets clinic, meaning
not a medical clinic but a vets education counseling center.
And they staffed it with Operation Iraqi Freedom/Operation
Enduring Freedom (OIF/OEF) volunteers originally. And then they
actually found that there was so much interest on the campus
that they actually began to pay interns to work in that office.
And they did the full range of, you know, whether it was a
problem with financial aid, or whether it was a problem with
again academic credits for their courses and their training,
whether it was just a place where veterans could go to talk to
other veterans when, you know, things build up. It was
interesting. And then there are some successes out there like
that.
But I can tell you, I have been licensed in six different
States as a physician assistant. Wow. Yeah, I mean, you run
into the whole host of problems with State licensing medical
boards. I mean, everybody is going to jump into this fray.
And I guess my recommendations are just that, you know,
maybe if there is some ways of incentives for the universities
to try to work with veterans, it may be a little easier until
whatever financial ways or whatever.
And then, you know, work with the Department of Defense on
trying to encourage them to--like he mentioned the Air Force
already gives college credits for a lot of the different
training that they have despite the----
Ms. Herseth Sandlin. I appreciate your thoughts and your
recommendations. I think both on side of the incentives to gear
more services at the university level towards student veterans
to work through some of these unique issues.
But I think also, Mr. Sharpe you had mentioned in your
testimony encouraging the DoD to do more on the front end
before separation of service, either in coordination/
collaboration with governors, State certification boards. Let
us just start with some identifiable areas where there is high
need on high-growth areas, as well as with the university
community.
Mr. Bilirakis, anything final for this panel.
Mr. Bilirakis. I think we are okay here.
Ms. Herseth Sandlin. Okay. Thank you all. We appreciate
your testimony, your insights and recommendations, and your
continued service to our Nation's veterans.
I would now like to invite the second panel to the witness
table. Joining us today on the second panel of witnesses is the
Honorable Raymond Jefferson, Assistant Secretary for Veterans'
Employment and Training Service (VETS), U.S. Department of
Labor; Mr. John Campbell, Deputy Under Secretary of Defense,
Wounded Warrior Care and Transition Policy, U.S. Department of
Defense, who is accompanied by Mr. Ron Horne, Deputy Director
of Transition Assistance Program, Wounded Warrior Care,
Transition Policy, the United States Department of Defense. We
are also joined by Ms. Margarita Cocker, Deputy Director,
Vocational Rehabilitation and Employment (VR&E) Service,
Veterans Benefits Administration (VBA) with the U.S. Department
of Veterans Affairs.
Thank you all for your written testimony, which has been
made part of the hearing record. We appreciate welcoming you to
this Subcommittee.
Assistant Secretary Jefferson, we are going to begin with
you. You are now recognized for 5 minutes.
STATEMENTS OF HON. RAYMOND M. JEFFERSON, ASSISTANT SECRETARY,
VETERANS' EMPLOYMENT AND TRAINING SERVICE, U.S. DEPARTMENT OF
LABOR; JOHN R. CAMPBELL, DEPUTY UNDER SECRETARY OF DEFENSE
(WOUNDED WARRIOR CARE AND TRANSITION POLICY), U.S. DEPARTMENT
OF DEFENSE; ACCOMPANIED BY RON HORNE, DEPUTY DIRECTOR OF
TRANSITION ASSISTANCE PROGRAM, WOUNDED WARRIOR CARE, TRANSITION
POLICY, U.S. DEPARTMENT OF DEFENSE; AND MARGARITA COCKER,
DEPUTY DIRECTOR, VOCATIONAL REHABILITATION AND EMPLOYMENT
SERVICE, VETERANS BENEFITS ADMINISTRATION, U.S. DEPARTMENT OF
VETERANS AFFAIRS
STATEMENT OF HON. RAYMOND M. JEFFERSON
Mr. Jefferson. Chairman Herseth Sandlin, Ranking Member
Bilirakis, Members of the Committee, we are thrilled to be
here. Thank you for the opportunity to be here as a witness.
Secretary Solis and I remain passionately committed to
helping veterans and transitioning servicemembers translate
their military education experience into meaningful careers and
opportunities.
We are doing this in very close cooperation with Congress
and many of our partners who are here today, the Department of
Defense, VA, the Office of Personnel Management (OPM) U.S.
Department of Housing and Urban Development, Department of
Homeland Security, the veteran service organizations, State
workforce agencies, other government entities, non-profits, and
the private sector.
So what are we doing? We have three broad categories of
activities. I will call them prepare, provide and protect. We
are preparing transitioning servicemembers and veterans for
meaningful careers. We are providing them with access to
opportunities and careers. And we are protecting their
employment rights.
And for all of that, we are doing it with transformation,
innovation and excellence. We are transforming our current
programs. We are innovating and launching new initiatives. And
we are benchmarking everything we do to best practices to
ensure that we are striving and achieving excellence.
Let me break down some of these for us today. Preparation,
the Transition Assistance Program has been spoken about a great
deal. For the past 17 years, TAP has not been fully modernized.
Right now, today, it is 180 PowerPoint slides given over 2\1/2\
days. For the first time in 17 years, we are transforming and
modernizing this program as we speak.
There are going to be six components to the new TAP. The
first is pre-work, predictive assessments to determine a
servicemember's employability readiness. This is going to allow
us to segment, which gets to component number two, three
different types of TAP, one for servicemembers who are highly
ready, one for moderately ready, and one for what I will call
entry level of readiness.
We are also going to bring in best practice content, mental
training, life and career planning, stress reduction
techniques, storytelling, how to communicate your value
proposition, networking, and how you transition from a military
context to a civilian context.
The third component is experiential facilitation, learning
by doing, getting away from the PowerPoint slides.
Fourth component, after TAP support. After you finish TAP,
you have been drinking through a fire hose for 2\1/2\ days. You
can go online and make a phone call to get customized
application of what you learned for your personal situation.
Fifth component, a best practice virtual resource with
classes, and videos. So you can go back and retrain on things
you want to refresh.
And sixth component, performance metrics. One point seven
million people have gone through TAP. We have no idea what
their feedback is, so three moments of truth. How do you feel
about the program when you finished it, how valuable was it
when you were actually going through your job search, and how
helpful was it to help you transition? We are doing the
Bidder's Conference on August 11th. And we are going into
contract in September.
Number two, preparation and also providing access to career
opportunities. Last time I was here I mentioned that we are
going to be launching a pilot program with Job Corps. We
launched it
2 weeks ago. And I am pleased to say 300 veterans are going to
be in this pilot. The three sites are in Kentucky, Indiana, and
Missouri.
This is going to be an all-expense paid, all transportation
provided, housing provided, 6-8-month customized, accelerated
training program leading to a credential or certificate,
leading to a job and 21 months of post-employment support. They
will get training in a broad array of skills and trades such as
green jobs, health care, IT, and construction.
I want to thank the stakeholders in this room for helping
us get the word out. Madam Chairwoman, we would be very
grateful for your assistance, and Representative Bilirakis
yours as well, to help us get the news of this important
initiative out to other Members of Congress.
The third thing I would like to talk about is in the area
of providing access, increasing engagement with employers. We
are doing a pilot program with the U.S. Chamber of Commerce. We
are going to launch that on Labor Day in ten States. What this
is going to do is for the first time instead of our State
directors talking to one employer or chief executive officer
(CEO) at a time, they are going to talk to 100, 150 CEOs at a
time to communicate the value of hiring a veteran and how you
hire a veteran in your State or your city.
We are also training our State directors in customer
service, and networking, and public speaking and presentation.
Finally, the Federal Hiring Initiative. We are working with
the Department of Veterans Affairs as a co-chair with OPM and
all of the Federal Government agencies to increase the hiring
of veterans.
We are doing a boot camp today, yesterday, and tomorrow to
train all the hiring managers and the veterans employment
program managers on best practices for hiring veterans, where
to find them, how to translate their resumes, how to treat them
properly so they become long-term members of the organization.
I spoke to Director Barry this morning. And I am pleased to
say that for the past 5 months, the number of veteran hirings
in the Federal Government is up.
I will just say that next month is my 1-year anniversary
serving as your Assistant Secretary. I hope you see that our
agency is fulfilling our promises and our commitments. We are
passionate about what we do. We look forward to your questions.
Thank you.
[The prepared statement of Mr. Jefferson appears on p. 41.]
Ms. Herseth Sandlin. Thank you for your testimony and your
commitment. Assistant Secretary Jefferson, we have a number of
questions both as it relates to your work on TAP and some
issues that came up in a previous hearing 3 years ago.
Mr. Jefferson. Okay.
Ms. Herseth Sandlin. So I don't necessarily expect that you
will be--but they are questions we want to pose, important
followup of commitments that were made by some of your
predecessors in the agency.
Mr. Jefferson. We are ready to go.
Ms. Herseth Sandlin. I look forward to visiting with you
about that.
Mr. Campbell, you are now recognized. Thank you for being
with us today.
STATEMENT OF JOHN R. CAMPBELL
Mr. Campbell. Thank you. Good afternoon, Madam Chairwoman,
Ranking Member Bilirakis. Thank you for the opportunity to
discuss the Department of Defense's role in assisting
transitioning servicemembers obtain licenses and certifications
while in the service as they transition to civilian life.
Education and training are imperative to the meaningful
employment and quality of life for our separating
servicemembers. Servicemembers are encouraged to take full
advantage of their educational opportunities and training
programs afforded while they are on active duty. Some of these
programs include tuition assistance, United States Military
Apprenticeship Program, Army and Navy COOL, and the Post-9/11
GI Bill.
DoD also provides separating servicemembers with useful
information and assistance in all aspects of the transition
process. This includes preparation for post-military employment
as they re-enter civilian life. Attaining a civilian credential
promotes professional growth and communicates to employers the
transferability of military training and occupational
experience. It is crucial to the transition process that
servicemembers are able to take full advantage of their
military experience in order to reach their full employment
potential after they leave the military.
The Transition Assistance Program, known as TAP, remains
the primary platform used by DoD, the Department of Labor, and
the Department of Veterans Affairs.
TAP informs, educates, and provides one-on-one coaching to
transitioning servicemembers. When accomplished, this enables
servicemembers to be strong competitors for career
opportunities in the civilian workforce.
The current program has been in place for nearly two
decades without major enhancements. And the original design was
not intended for today's demand. To strengthen TAP and
reinforce its value to servicemembers and their families, we
will be putting initiatives in place to move TAP from a
traditional event-driven approach at the end of service to a
modern, innovative life cycle approach, which will begin at the
start of service.
DoD is working to implement this strategic plan with
specific focus on information technology, strategic messaging,
and personalized coaching. The end-state for the TAP overhaul
will be a population of beneficiaries who have the knowledge,
skills, and abilities that empower them to make informed career
decisions, be competitive in the global marketplace, and become
positive contributors to their community.
We continue to provide licensure and certification
information in a wide range of ways and different formats to
appeal to individuals learning styles. A key component of
effective licensure and certification is introducing the
information to the servicemember early in their careers, not
just at the time of separation. Waiting until the end of a
military service to educate the war fighter on licensure and
certification is too late.
DoD and the military services have significantly increased
their focus on licensure and certification. My written
statement provides details on the additional programs and tools
put in place by DoD and the services.
These efforts include analysis to identify potential gaps
between military training and civilian credentialing
requirements along with providing extensive information on
resources available to fill those gaps.
The Department understands there is a strong consensus
within Congress and the veterans' community that more needs to
be done to help servicemembers translate their military
occupational specialties into civilian sector language.
DoD recognizes more can be done. And we continue our
efforts toward this goal. Since the Committee's hearing on this
subject in September 2007, we have taken the following steps.
We have implemented a mandatory credentialing program for
information assurance workforce, both military and civilians
throughout the Department. The Navy has implemented a
discretionary program that allows sailors to obtain government-
paid vouchers for credentialing exams mapped to their rating,
job, or occupational specialty.
For our wounded, ill and injured personnel, we have worked
to expedite security clearances to assist in civilian-sector
employment for those expected to be medically separated.
The DoD-DOL Credentialing Working Group has identified ten
major occupational specialties that might require minimal
additional training or minor adjustments to existing
curriculum, which could result in certification. They also
analyzed data on all Military Occupational Specialties,
including the National Guard and Reserves.
The working group has concluded--conducted a crosswalk of
those specialty codes that correlates to the ten highest growth
civilian occupations. They also began an analysis comparing the
military training to civilian credentialing requirements.
In closing, the Department acknowledges the importance of
providing servicemembers with clear and definitive information
on licensure and credentials during their military careers.
Providing this information early on allows our war fighters to
plan and seek out any additional training required to achieve
their goals.
To that end, the Department, in collaboration with their
partners at DOL and the VA, is revamping TAP as we move into
the next decade. Their transition assistance process must be
transformed to occur throughout the military life cycle from
the time of accession to reintegration back into the community.
This is not a single event that occurs at the time of
separation or retirement or in the case of demobilizing,
deactivating National Guard and Reserves when they leave
active-duty status.
Madam Chairwoman, this concludes my statement. I will be
happy to answer your questions, or Ranking Member Bilirakis'
questions, or any others who may have. Thank you.
[The prepared statement of Mr. Campbell appears on p. 45.]
Ms. Herseth Sandlin. Thank you, Mr. Campbell.
Ms. Cocker, welcome to the Subcommittee. You are now
recognized.
STATEMENT OF MARGARITA COCKER
Ms. Cocker. Thank you. Madam Chairwoman and Members of the
Subcommittee, thank you for inviting me to appear before you
today to discuss how VA's Vocational Rehabilitation and
Employment (VR&E) Program helps servicemembers apply their
Military Occupational Specialties to employment in the civilian
sector.
VR&E strives to ensure a seamless transition for
servicemembers and veterans through early outreach and
intervention. VA's vocational rehabilitation counselors and
employment coordinators leverage servicemembers' and veterans'
transferable skills whenever possible, while keeping the focus
on individuals' current level of abilities, aptitudes, as well
as their future career potential. VA greatly appreciates the
opportunity to discuss this important topic.
VR&E's primary mission is to assist servicemembers and
veterans with service-connected disabilities prepare for and
obtain meaningful and sustainable employment through the
provision of robust services individually tailored to each
individual's needs.
Services are provided at our 57 regional office locations
and over 100 out-based VR&E locations. VR&E services begin with
comprehensive evaluations to help servicemembers and veterans
understand their interests, aptitudes, and transferable skills.
Next our vocational exploration phase focuses their
potential career goals based on labor-market demands and market
requirements. This process helps each veteran or servicemember
make informed choices and participate in the development of
their rehabilitation plan that to the maximum extent possible
builds on his or her transferable skills towards an ultimate
career goal.
To help these individuals achieve their rehabilitation
goals, VR&E may provide a broad range of employment services
such as translation of military experience to civilian skill
sets using industry standard transferable skills assessments;
short-term training geared toward augmenting existing skills
that increase employability, such as certification preparation
tests and sponsorship of certification; long-term training,
including on-the-job training, apprenticeship training, and
college-level training or services that support self-
employment; and direct job placement services, including resume
development, job-seeking-skills training, and post-placement
follow-up services.
Licensing and credentialing assistance is provided as
needed to facilitate employment in a particular individual's
specific occupation. For example, many information technology
jobs require certification, while nursing and mental health
counseling fields require licensure. For veterans and
servicemembers with more severe injuries and barriers to
employment, additional leading-edge certifications can also be
provided to make them more competitive.
The goal of each VR&E rehabilitation plan is to maximize
the individual's transferable skills, match his or her
interests and skill sets with labor-market demand, ensure
compatibility of the job with existing disability issues, use
adaptive technology whenever possible, and help the veteran or
servicemember enter the job market at a level on par with his
or her peer group and into a career position in which he or she
can thrive, even if his or her disability should worsen.
I would like to emphasize the importance of transferable
skills assessments and corresponding licensure or
credentialing. During the vocational exploration phase, VR&E
counselors identify servicemembers and veterans military and
civilian transferable skills and discuss these skills with
them.
The VR&E program conducts thorough assessments of veterans'
interests, aptitudes, and abilities and then provides necessary
services to ensure that exiting servicemembers and veterans are
able to compete for and achieve the highest level of civilian
employment for which they could qualify.
VR&E counselors help individuals capitalize on their
transferable skills when developing the plans for future
civilian career goals, while also ensuring that interests,
aptitudes, and abilities are matched up to these goals. Once
servicemembers' and veterans' career goals are identified, VR&E
tailors individualized and comprehensive services to ensure
employability in their chosen fields, including proper
credentialing, education, and licensing.
The focus on basing the next career step on transferable
skills enables these individuals to maximize their existing
skills and ultimately obtain careers at a more advanced level.
The challenges our disabled servicemembers and veterans
face while in transition are an urgent priority for VR&E and
for VA. Building upon the excellent skills obtained in the
military makes these individuals more marketable and assists
them in qualifying for more technical and advanced career
opportunities.
VR&E focuses on enhancing preexisting certifiable and or
licensed skills attained during servicemembers' and veterans'
military experience, thus maximizing the investment in training
they have made during their service on active duty.
Madam Chairwoman, this concludes my statement. I would be
pleased to answer any questions you or Members of the
Subcommittee may have.
[The prepared statement of Ms. Cocker appears on p. 51.]
Ms. Herseth Sandlin. Thank you, Ms. Cocker.
Now according to your written testimony, and I think you
have touched on it just now as well, the VA provides
certification preparation tests. Can you specify for which
specialties and how you determine if a veteran's eligible for
participation in the preparation tests?
Ms. Cocker. Yes, ma'am. Preparation tests can be provided
to any servicemember or veteran that requires it in order to be
able to pass the exam. The process will involve the VRC, the
vocational rehabilitation counselor, sitting down with the
veteran and preparing the rehabilitation plan, including any
preparation tests that might be needed.
Depending on the industry standard for those types of exams
and whether a preparation exam is typically expected to help
the individual pass, that could be a given in the
rehabilitation plan that the preparation tests would be written
in.
However, if during the progress of the plan if it had not
been written into the plan, it can be added later if the
veteran feels that he/she is not confident enough to pass the
test without a preparation course.
Ms. Herseth Sandlin. On average, how long would it take for
a servicemember or veteran to complete a transferable skills
assessment from the point when they go through the vocational
exploration phase, then receive an individualized and
comprehensive plan, until they are employed in their chosen
field? Do you have a rough average?
Ms. Cocker. I do not have an average. I can take that
question for the record. However, what I can say is that that
is very individualized and dependent upon the level of
education that that veteran will need to complete to get to the
point of licensing and certification, if it is required for
that occupation.
The evaluation process, the comprehensive assessment, which
includes the transferable skills assessment is conducted during
the initial phase. And I can certainly provide average numbers
for the evaluation and planning phase. I can take that
question.
[The VA subsequently provided the following information:]
An evaluation and assessment of current skills is provided
after a veteran is determined eligible for Vocational
Rehabilitation and Employment (VR&E) services and meets with
one of VA's vocational rehabilitation counselors. Counselors
can use a multitude of transferable skills analysis (TSA) tools
in assessing the skills and abilities of each veteran and
developing a comprehensive plan of services and career goals.
The counselor gathers information about the veteran's
educational and occupational experience and uses that
information to complete a TSA. In some cases, counselors use
their expert knowledge of occupational requirements, without a
need for a structured tool, to analyze the veteran's skills.
The TSA does not impose a delay in the processing and
development of a plan of services. The analysis itself can be
completed in 1 to 3 hours, depending on the complexity of the
veteran's background and disability conditions. Once the skills
are identified and a job goal is selected with the veteran,
continued development of the plan occurs until all services are
identified to enable the veteran to reach his/her goals. VA's
goal to complete the evaluation and planning phase in an
average of 105 days, and the national average as of June 2010
was 113 days. The average number of days it takes a veteran to
complete a program from plan development to the point of
successful employment in his/her field was 978 days as of May
2010.
Ms. Herseth Sandlin. Okay. I appreciate that. Can you give
any examples from different career fields where it has been
particularly challenging to secure license or certification?
Ms. Cocker. I don't have any specific occupations where I
can say it has been challenging to achieve that.
Ms. Herseth Sandlin. Any States?
Ms. Cocker. I can take that for the record though and
research it further.
Ms. Herseth Sandlin. States, too?
Ms. Cocker. I do not have any----
Ms. Herseth Sandlin. Okay.
Ms. Cocker [continuing]. Specific details on States where
it has been more challenging than others. But I can take that
question for the record.
[The VA subsequently provided the following information:]
VR&E counselors work diligently to develop rehabilitation
plans that utilize each Veteran's transferable skills from
active duty. Some veterans enter the VR&E program with
marketable skills, but must take additional courses or pass
exams to meet licensure or certification requirements to obtain
employment in their field. Counselors work closely with schools
and educational facilities to streamline this process to create
a smooth transition for Veterans.
Counselors also work with programs that assist veterans in
obtaining degrees that apply a significant amount of military
credit. The National College Counseling Center is one program
that evaluates a veteran's training record and works to
identify colleges and degrees that will accept military
training. VR&E Service encourages all VA vocational
rehabilitation counselors to use programs such as the National
College Counseling Center to assist veterans in receiving the
credit they deserve for their military service.
Strict requirements by schools and certification and licensing
organizations create a barrier for Veterans getting back to
work quickly using the skills obtained while in service. Most
educational facilities and training programs align core class
requirements with State and national licensing and certifying
bodies. For example, the National Council of State Boards of
Nursing, the National Registry of Emergency Medical
Technicians, the Dental Assisting National Board, and the
National Institute for Automotive Service Excellence have
stringent requirements that make it difficult for veterans to
use existing skills to obtain suitable employment in those
fields. State certification and licensing barriers also affect
veterans using current skill sets, and the requirements vary
from State to State. Although national certifying and licensing
organizations play a role in course requirements, many schools
design their curricula to meet the needs of 18-year-old high
school graduates, with little flexibility to apply the credit
Veterans have earned through military training.
VR&E counselors will continue working with veterans to utilize
their current skills to the greatest extent possible in
returning to civilian employment. When veterans require
additional training, certification and/or licensing to become
employed, VR&E counselors incorporate those requirements into
veterans' rehabilitation plans and funds those requirements.
Ms. Herseth Sandlin. Thank you, Ms. Cocker.
Okay. Assistant Secretary Jefferson, I am going to start
with one of these questions. But if it is something that you
would want to go back and take a closer look at the record of
our hearing on September 20th, 2007, and get back to us, I will
just submit the other questions to you in writing.
We did have a previous hearing about 3 years ago on the
issue of licensure and certification. A witness informed us
that in Fort Sam Houston after Army medics graduate from the
medical training center, they have the option of taking an
Emergency Medical Technician (EMT) exam.
We were informed that it took 3 years to get all 50-plus
jurisdictions to agree to accept this one exam that was a
combination of written, oral, and practical. Do you know if
this program--or maybe Mr. Campbell could answer. Are you aware
of whether or not this program is still in existence at Fort
Sam Houston or any other similar programs in the country that
have worked to try to get all the jurisdictions to agree to
take the results of the exam for purposes of their
certification?
Mr. Jefferson. Sure. When I was in the 3rd Ranger Battalion
I actually went through the EMT program and got a complete
certification myself. So I remember going through that program.
I don't know what the current status of it is. I will--if
my colleague has--John Campbell has anything to share, I
welcome that. But what we will do is we will go back, we will
research that, and provide information for the record.
Ms. Herseth Sandlin. Mr. Campbell.
Mr. Campbell. No.
Ms. Herseth Sandlin. Mr. Horne.
Mr. Jefferson. I will go ahead and take it for the record
for both of us. And we will liaison with DoD to come up with an
answer.
Ms. Herseth Sandlin. I would appreciate that, because if it
is still in existence, then we also need to look at whether or
not it has been replicated or could be replicated in other
areas.
Mr. Jefferson. Absolutely.
Ms. Herseth Sandlin. I mean this is what we are looking to.
This is essentially the model we need----
Mr. Jefferson. Yes.
Ms. Herseth Sandlin [continuing]. In trying to streamline
it so it doesn't take 3 years.
Mr. Jefferson. Exactly.
Ms. Herseth Sandlin. That we have things that we can point
to that are working effectively----
Mr. Jefferson. Yes.
Ms. Herseth Sandlin [continuing]. That has set the
precedent that might ease the way.
Out of that hearing, there were workgroups that we talked
about that had been set up under the guidance of Public Law
109-461. I will submit some of these other questions with
regard to what came out of that hearing and sort of progress
that you could provide to date on the work of either the
workgroups, working with service schools and industries. There
was a solicitation for grant applications in the 2007 funding
year. There was a DoD/DOL credentialing working group. So I am
going to submit those questions----
Mr. Jefferson. Thank you, Madam Chairwoman.
Ms. Herseth Sandlin [continuing]. To the both of you. Then
we will followup.
[The DOL subsequently provided the following information:]
We are not aware of whether this program is still in existence
at Ft. Sam Houston, or if there are similar programs in the
country. We have provided this question to the DoD for their
review. [The DoD provided a response in the answer to Question
1 of the Post-Hearing Questions and Responses for the Record,
which appears on p. 65.]
Ms. Herseth Sandlin. Hopefully we have the program at Fort
Sam Houston that sort of serves as a model for where we can
make more progress.
Are you aware, Assistant Secretary Jefferson, if there is a
model whereby someone at the State level may have coordinated
licensing and accreditation with State boards to allow National
Guard and Reservists to directly transfer their license or
certification to civilian employment in a State?
Mr. Jefferson. Right now we are working with General Stultz
of the Army Reserve, and also with Assistant Secretary Dennis
McCarthy to look at some of the current programs out there.
I think that there is a variety of initiatives, Madam
Chairwoman, many of them effective but not all integrated. I
know that there is one called GAPA.
So we are working--we are reaching out to the Guard and
Reserve. They have been very supportive, very helpful, and
collaborative to find out what exactly is the nature of the
apprenticeship initiative, and how we can look at it to broaden
it, increase its scope, et cetera. So that is something that we
are aware of and we are looking at. And how we can, you know,
make it more robust, more effective.
Ms. Herseth Sandlin. Okay. Mr. Campbell, Mr. Horne, are you
working with State adjutant generals or others who may have
been point people in State departments for military and
veterans' affairs who have tried to coordinate efforts with
State boards for purpose of National Guard men and women?
Mr. Horne. Madam Chairwoman, we don't really know of any
specific programs. But we will certainly get back to you if you
give us that for the record. And we will collaborate with our
partners at the National Guard Bureau and our other partners at
the Reserve components, as Mr. Jefferson has already indicated.
Ms. Herseth Sandlin. Okay. I know that Mr. Boozman and I,
since we come from smaller States where we have had governors
and adjutant generals who I think have been very proactive as
have some other folks trying to grapple with some of what their
National Guard men and women face when they come back from
deployments.
You know, even this is sort of 3 years removed, our combat
tempo remains the same, even if it is higher on one front than
the other from what it was 3 years ago.
I think especially in high unemployment that continues to
plague the recovery, as we seek to strengthen and sustain that,
we really need to get moving on this. I appreciate the efforts
you have undertaken during the tenure of the positions you have
currently held.
But we are more than happy to work with you and your
agencies to get the governors more involved here, not just for
National Guard men and women but for our active duty who are
separating from service and are going home to where they grew
up or staying in the State from the base where they recently
separated.
Especially for the younger veterans where the unemployment
rates are remaining at a staggeringly high rate, we want to
move quickly to identify if there are programs out there. If
not, what we do to facilitate this in a more aggressive way.
Mr. Jefferson. And, Madam Chairwoman, we have an Advisory
Committee for Veterans' Employment of which the National
Governors' Association is a member. And we are reaching out to
them to get a higher level of engagement and participation in
the Committee going forward.
Ms. Herseth Sandlin. Thank you.
Mr. Campbell. Madam Chairwoman.
Ms. Herseth Sandlin. Yes.
Mr. Campbell. There is a meeting scheduled next week, I was
just informed, that will be meeting. There is a State liaison
office within the DoD. And we are meeting with that group next
week to talk about issues that involve the States.
Ms. Herseth Sandlin. Okay.
Mr. Campbell. So we will raise this.
Ms. Herseth Sandlin. Thank you. Maybe just a final question
on TAP. I appreciated in your oral testimony as well as the
written testimony, and we have talked about this before,
Assistant Secretary Jefferson, and I know, Mr. Campbell, you
had mentioned TAP in your testimony as well.
We heard from the prior panel just how we can customize it.
I was pleased as you were taking us through sort of the six
different phases.
Mr. Jefferson. Six components, yes.
Ms. Herseth Sandlin. The fourth phase or the fourth
component is the customizing.
Mr. Jefferson. Yes.
Ms. Herseth Sandlin. I mean, just as you think about the
program theoretically, is this something where you feel that
there is a responsibility among the agencies to just provide
sort of a minimum amount of information that every
servicemember should be equipped with before separating from
service. All servicemembers should get at least a floor of
information. Then from there on out, depending on the
particular servicemember's unique circumstances, desires,
wants, needs, that you ratchet it up from there, going sort of
to the issue of customizing.
Rather than taking the time now in this hearing, because we
will want to have others as we have had in the past
specifically on TAP, I just want us to take a step back and
just sort of say theoretically what do we think this program
should be providing.
Mr. Jefferson. Yes.
Ms. Herseth Sandlin. How do we deal with the issue of the
ongoing concern many of us have that not all servicemembers are
getting access to it? As you know, it is mandatory for the
Marines, but it is not mandatory for anybody else. I would just
be curious from the two of you how you see it. Well, and Ms.
Cocker, you as well. I mean, what is the base that we should be
providing here?
Mr. Jefferson. Yes. It is a great question. And it is one
that we have been reflecting on. And I think we are making a
lot of progress, because it is a very exciting program
potentially. That is what it can be.
I will tell you that on September 10th, VETS is meeting
with the Deputy Secretary of Defense and the Deputy Secretary
of Labor to talk in detail about what we can do in TAP to make
a significant step forward in the scope, the reach, the impact.
And I would say that this degree of collaboration is occurring
at all levels between Labor, DoD, and VA.
But let me just comment on the philosophical component. I
think there are two elements of preparing servicemembers for
effective careers. One is employment readiness and the second
is certainty. The employment readiness is how ready are they in
terms of their knowledge, skills and abilities for a career.
The second is certainty. Do they know what they want to do?
You can be very ready. You can have a great degree, some
certifications, but you may not know how to use them. So we
want to prepare them for both elements, the readiness and also
the certainty.
We feel we have finally, you know, cracked the riddle on
segmentation, which is pre-work predictive assessments,
assessing their employment readiness and also assessing the
certainty. Then creating three different elements of TAP, so
each person based upon their employment readiness gets a basic
suite of knowledge, information, and training. And then they
can decide how much further they want to go. And that online
virtual resource we spoke about and the after TAP support will
allow them to have further customization.
If they just want the basics, they can get that in the 2\1/
2\ days. If they want the basics plus, or if they need
refreshment on what they learned later, there is an online
resource and then there is after TAP support.
Ms. Herseth Sandlin. Mr. Campbell, I think in your
testimony--I mean, is that complementary as what Secretary
Jefferson sort of again--philosophically if you were--is that
complementary to the point you made about we need a modern,
innovative lifestyle approach that starts at the beginning of
service? So that by the time we get to these components the
servicemember is familiar with them, they kind of know better
how to utilize them versus where the mindset is once there is a
decision to separate.
Mr. Campbell. Yes, ma'am. I just met Assistant Secretary
Jefferson before the hearing, so we did not have a chance to
compare notes. But our philosophy is similar. We believe that
TAP should really start early on in the servicemember's career
so it is not a rush at the end to fill them with as much
information as you can so that he or she can check the box.
It really is incumbent on us to have a program that
educates them all along the way, so they can make informed
decisions as they go through their career. And we think that is
important, because at the end of the day we want these
servicemembers, when they decide to leave the service, they
remember the military as being really a very terrific place to
work, because they got the training, the education, and they
really brought them along and showed them exactly what the
future may look like so they could make informed decisions. And
they will be a great referral source for the military.
Mr. Horne. And, Madam Chairperson, if I could add to that
statement.
Ms. Herseth Sandlin. Yes.
Mr. Horne. Based on your question, Congress was very
brilliant when you look at the construct of the TAP program in
chapter 58 of title 10, especially section 1142.
Ms. Herseth Sandlin. We will quote you on that. We haven't
been called brilliant.
Mr. Horne. I am sorry. I did it so often. But the layout of
the pre-separation counseling really embodies the core
curriculum standardized pieces of TAP as an overview. And in
the wisdom of the statute and in our policy, you also added
there should be an individual transition plan that should be
unique to the individual servicemember.
We agree with you. There should be some basic information
from DOL, VA, both on the benefit side and the disabled veteran
side. But once that core of what we call classroom or
curriculum information is passed on to the servicemember, then
they should move in. And this is where we need to wrap it up to
a more robust, individualized transition plan that is unique to
that one individual.
If I may share with you very quickly that in fiscal year
2009, after 179,000 plus a few hundred servicemembers retired
and left active duty. During that same fiscal year, which is
sort of like 179,000 people sitting in seats, we had over 1.28
million individual demands for individual one-on-one services.
So although it might not appear from some of those who may
be falling through the cracks, there is a huge individual
demand for the one-on-one assistance. And it is being provided
every day by DOL, VA, and DoD.
Ms. Herseth Sandlin. Do you feel that there are adequate
career counselors across all three agencies to meet the
magnitude of that demand?
Mr. Horne. May we take that for the record?
Ms. Herseth Sandlin. Yes.
[The DoD subsequently provided the following information:]
The DoD-DOL Credentialing Working Group will conduct a
comprehensive review and analysis of the various resources
currently providing licensure and certification counseling/
coaching services within various DoD programs such as by
Command Career Counselors, education services officers,
Voluntary Education or TAP to determine if sufficient resources
are in place to provide the counseling and coaching required.
We will be able to answer this question once the results of the
review, which is expected to be completed no later than
September 30, 2011, are analyzed.
Question: Is this service separate from TAP?
Licensure and certification counseling/coaching is a service
separate from TAP for all the Military Services.
Mr. Jefferson. We can always use more.
Ms. Herseth Sandlin. Careful, Mr. Secretary. Ms. Cocker, do
you have any final comments?
Ms. Cocker. Yes, ma'am. And like the TAP program, the
Disabled Transition Assistance Program, DTAP, we are currently
in the process of looking at revising, and modernizing it; and
trying to look at it from the perspective of what is it that
our servicemembers today really need.
We are considering what mediums we will use, instead of
using just using the basic PowerPoint lecture method. Really
looking at attention spans and what is going to capture their
interests, so that they get the information in a way that they
will really be able to absorb it. Because we recognize that not
every servicemember is ready to hear the message that we have
for them, and really absorb it, and take it to the next level,
which is to pursue the benefit.
So in addition to revamping DTAP, we also are continuing to
increase our outreach efforts post-separation. But DTAP is
being revamped. And we are currently in that process. And we
are collaborating with our partners, DoD and DOL in that also.
Ms. Herseth Sandlin. Thank you. Just one final question,
Mr. Campbell. Should TAP be mandatory for all military branches
to help separating servicemembers capitalize on their training
and experience?
Mr. Campbell. At the moment--at the present time the TAP is
mandatory for the Marine Corps. The Navy it is mandatory unless
the sailor opts out of the program.
Ms. Herseth Sandlin. So the Navy has an opt-out program.
Mr. Campbell. Has opt out, right. And the Army all
components of TAP are mandatory for any soldier referred to a
medical or physical evaluation board and any soldier assigned
to a warrior transition unit. That is what we have now.
Ms. Herseth Sandlin. In your opinion, do you think that the
other branches should adopt the Marine Corps position?
Mr. Horne. Madam Chairman, we are evaluating that policy
right now. The Joint Executive Council have had two meetings on
this issue. Mr. Jefferson will be appearing before the Council
this coming September the 10th. Mandatory TAP is being looked
at by Deputy Secretary Gould and Deputy Secretary Lynn.
We will like to come back to the Committee with a written
response if you give us it for the record, because the senior
leadership is looking at that issue, realizing we have to weigh
any mandatory policy with mission, OPS Tempo, those kinds of
things from the commander's perspective.
But we are looking at it. It is a very difficult issue. But
we know we must do what is in the best interests of our
servicemembers and their families at the end of the day.
Ms. Herseth Sandlin. I appreciate and understand your
response. I would just say for the record that Operations Tempo
for the Marine Corps is probably here. The position they have
taken on mandatory TAP is here. You can look at even as you
described where the other branches are as it relates to
mandatory TAP, everyone's been carrying a load here as it
relates to combat tempo and operations tempo clearly.
But I think we are all aware of what OIF and OEF have meant
to the United States Marine Corps. We also understand that in
the time of very tight Federal budgets, that there is a
resource issue here.
But we also recognize that this should be a priority. The
state of the economy, and what these men and women have given
to the country, and making their transition as smooth as
possible should be a priority.
I understand that you are evaluating it in part, because
you are looking at it in tandem for improving the quality of
the program. Because I can understand the reluctance perhaps of
some of the other branches given even the mixed opinions of TAP
as it currently exists from some of my constituents who have
been through it. If you make something mandatory, that some
members are going to find not useful, if you are going to make
it mandatory, you want it to be of the highest utility in
making that transition.
I am glad to know that it is part of what is being
evaluated in tandem with what I think is sort of the
outstanding work and clear commitment of the Department of
Labor to try to figure out a way to reform this program.
Clearly, Mr. Campbell, your testimony of the need to, again,
make it more modern, make it more innovative, start it earlier,
maximize the utility, and hopefully thereby, you know, get the
best return on the investment that we make, particularly if
there is a decision which I think--I think we should make it
mandatory. I think that is pretty clear what my position has
been.
But I thank you all.
Mr. Jefferson. Madam Chairwoman.
Ms. Herseth Sandlin. Yes.
Mr. Jefferson. Would it be possible to just make two quick
comments?
Ms. Herseth Sandlin. Yes.
Mr. Jefferson. First, I want to acknowledge the outstanding
collaboration that has been taking place between DoD, VA, and
Labor on this notion of transforming TAP and the fact that we
are working with the Deputy Secretary's of Defense and VA on
September 10th on this issue of mandatory TAP. I think it is a
very important and serious step forward. I just want to
acknowledge and welcome John to that community. And it is his
first week.
Secondly, our last hearing we did speak about the high
unemployment for those veterans 23, 24 years old. And the fact
that there are 50,000 of them. And we wanted to create an
initiative. We do now have that Job Corps initiative. And the
Department of Labor would be extremely appreciative of any
assistance that your staffs could provide to help us raise
awareness of this very timely program. We are signing up to 300
veterans right now with other Members of Congress. The slots
are there. If there are veterans in need, if you could help us
raise awareness of that, we would be extremely appreciative.
Ms. Herseth Sandlin. I will speak with Mr. Boozman and
certainly our respective counsel and staff to brainstorm how we
can be most helpful to your efforts.
Mr. Jefferson. Thank you very much.
Ms. Herseth Sandlin. Thank you to all of your testimony
this afternoon. I look forward to working with all of you, the
various Departments that you are representing here today, our
veteran service organizations on the topics that we have
discussed, so that we can find some effective strategies and
solutions going forward.
Thank you very much. Hearing stands adjourned.
[Whereupon, at 3:20 p.m. the hearing was adjourned.]
A P P E N D I X
----------
Prepared Statement of Hon. Stephanie Herseth Sandlin, Chairwoman,
Subcommittee on Economic Opportunity
On March 12, 2010, the U.S. Bureau of Labor Statistics published
its finding on the status of unemployed military veterans. The report
highlights that veterans between the ages 18 to 24 had an unemployment
rate of 21.6 percent in 2009. While these numbers are troubling, today
we have the opportunity to build upon the progress we have made on the
areas of education and employment that seek to address the high
unemployment rates among veterans.
This hearing seeks to build upon the feedback we received in
previous hearings on licensure, certification and employment matters.
During these hearings, we received testimony on the barriers
encountered by veterans. Barriers such as: non-transferable Military
Occupation Skills to the civilian sector; required supplemental
training even though one's military career may have surpassed the
requirement in some states; inadequate education benefits under Title
38; and need to augment the Transition Assistance Program.
I am glad to see we are joined by representatives from the
Department of Defense which is responsible for training our men and
women in uniform to meet the demands of their respective military
career. I am also glad to see the Departments of Veterans Affairs and
Labor who both oversee these unique benefits and programs that may help
our nation's veterans gain meaningful employment after their military
service.
While servicemembers and veterans all have unique career goals, it
is vitally important that all Federal agencies continue to work hand-
in-hand to provide the best licensing and certification assistance
available to our men and women who have answered out nation's call to
duty. I look forward to hearing from all of our panelists today so that
we may continue to help our servicemembers and veterans.
Prepared Statement of Eric A. Hilleman, Director, National
Legislative Service, Veterans of Foreign Wars of the United States
MR. CHAIRMAN AND MEMBERS OF THE SUBCOMMITTEE:
Thank you for the opportunity to provide testimony at today's
hearing on licensure and credentialing for America's veterans. The 2.1
million men and women of the Veterans of Foreign Wars and our
Auxiliaries appreciate the voice you give them at this important
hearing.
Upon leaving the military, servicemembers typically follow two
tracts: an educational tract or an employment tract. A transition
process that is helpful and friendly is central to having a successful
transition from active duty to civilian life. Securing licensure,
credentials and/or education credit in areas comparable to their
military experiences is a major component to a smooth transition. The
VFW has found that previous military training and experience, whether
in a technical field or on the battlefield, is not widely recognized by
the private sector.
When entering the military a servicemember is trained in a Military
Occupational Specialty (MOS). This is often a field of interest for a
servicemember and requires a concentration in a specific area within
the military. Much of a veteran's post service life is shaped by the
skills and training of their respective MOS. An MOS provides two
distinct skill sets to veterans: highly recognized transferable skills
and intangible skills. Highly recognized transferable skills include
technical attributes, for example: a mechanic, nurse, or information
technology specialist. The intangible skills are attributes that
improve the work ability of a veteran. These skills aren't necessarily
listed on a transcript or qualify the veteran for a license, for
example those learned in an infantry combat role: organizational
management, risk assessment, and leadership skills. Despite the highly
recognized transferable skills being more accepted by industry leaders,
MOS licensure and certification programs are still scant across private
industry.
Educational Credit
The primary bridge between the military world and educational world
is the American Council on Education (ACE). ACE evaluates military
experience translating it into accreditation or college credit for its
affiliate colleges and universities. When a servicemember leaves the
military, they receive transcripts listing their training and
experiences. Each service branch has their own system of tracking a
servicemembers activities while in the military: AARTS (Army), SMART
(Marines/Navy), CGI (Coast Guard), CCAF (Air Force). While slightly
different, all transcripts list military training and coursework during
service.
The Department of Defense (DoD) contracts with ACE to review
military courses of study and MOS for transferable credit into
institutions of higher education. ACE examines specific MOS schools for
education credit, recommending the credits be placed on transcripts of
servicemembers. These recommended educational equivalents are then
accepted or rejected by individual schools depending on the school, the
nature of credit, and the veteran's course of study. Further, ACE
produces a guide, ``A Transfer Guide; Understanding Your Military
Transcript and ACE Credit Recommendations,'' which aids veterans and
their educational institutions in better understanding how and what
translates into college credit. According to the ACE Web site, ``More
than 2,300 colleges and universities recognize these ACE-endorsed
transcripts as official documentation of military experiences and
accurate records of applicable ACE credit recommendations.'' ACE
evaluations make it easier for veterans to apply to school, whether
those veterans have highly recognized transferable skills or intangible
skills. ACE's guide can be found at: http://www.acenet.edu/Content/
NavigationMenu/ProgramsServices/MilitaryPrograms/TransferGuide(4-6-
09).pdf.
The number of schools accepting ACE credit varies by state. In
South Dakota, for example, four colleges or universities accept full
ACE recommendations, Arkansas has eleven, Nebraska has twenty-four, and
Oklahoma has thirty-six. While ACE's recommendations help veterans, who
would be at a serious disadvantage when applying for enrollment without
ACE, many schools do not accept or recognize credits identified by ACE.
Without recognized credit for military service, veterans are required
to take course they may have already mastered through military service.
Employment Credit
Finding viable employment remains one of the largest challenges
facing our veterans today. Many servicemembers seek civilian licensure
for their military experiences, often requiring training and/or varying
levels of experience. Success in securing licensing or certification in
all fields varies by geographic location, prerequisite experience, MOS,
and industry.
For example, within the nursing profession, South Dakota and North
Carolina accept only the Army Licensed Practical Nurse Program (MOS
68WM6) for veterans to qualify for the state nursing test. Both states
only accept the Army Licensed Practical Nurse Program as a prerequisite
to sit for the accreditation test. Because nursing requirements are set
by state regulation, different states, as well as different schools
within those states, determine any credit, if any, for prior service.
One industry of growing success for veterans is in Information
Technology (IT). The Computer Technology Industry Association, or
CompTIA, is a non-profit trade association advancing the global
interests of information technology. Under their Educational Foundation
is a program called Creating Futures, which provides free training and
certification opportunities to groups such as veterans. Veterans and
their spouses can qualify to receive free online training for
certifications in numerous information technology certifications, such
as, Linux, Security, and Server certifications. If a veteran has
previous IT experience, they can qualify for higher certifications
skipping over the most basic courses. The Creating Futures program is
typically completed within three months and has helped hundreds of
veterans receive credit and certification, regardless of their skill
set.
Each industry and state determines prerequisite experience for
licensing and certification. With such a high degree of variance,
veterans could benefit greatly from more centralized information
recourses. Ideally, industry associations would invest in and promote
translating specific MOSs into recognizable industry accreditation.
Current Transition Programs
The Transition Assistance Program (TAP) is the primary program
thought of when examining transition assistance. TAP is offered to all
military branches for servicemembers leaving the military. The
mandatory workshop provides help with general skills such as resume
building and interviewing, and they maintain a Web site which provides
numerous internet job search engines. This is a great resource;
however, by itself, it is inadequate in addressing veterans' need as
they transition back into civilian life. TAP, like military
transcripts, are less of a guide and more of a resource. It is also
important to remember that TAP is offered at the time a servicemember
is transitioning out of the military; many simply want to get home and
are not immediately concerned with employment and education prospects.
The VFW applauds ACE for their work and continues to support their
efforts, as well as those schools that recognize ACE credit. The VFW
also commends the many work sectors that recognize the value,
importance, and abilities of veterans. Still, many educational
institutions, as well as employers, have a difficult time understanding
a veterans work abilities. We believe that this comes as a result of an
inability to interpret, evaluate, and analyze a servicemembers past
training and experiences.
The VFW encourages all efforts to increase awareness of ACE among
military members as well as educational institutions and employers in
order to award veterans their due credit and recognize their many job
attributes. The VFW also supports efforts to reach out to independent
licensure and certification agencies within various work sectors on
behalf of veterans. We must remember that all veterans, no matter their
experience, understand the principles employers value as the foundation
for success: discipline, dedication, and goal orientation.
Reconditions
The VFW recommends two broad scope studies, one on education
credits and one on industry accreditation, to examine what and how
military experience transfer into the private sector. When each study
determines what is currently taking place across all branches of
service and all MOSs, then recommendations can be made to expand
successful programs. These programs can be then incorporated into the
National Recourse Directory available through the TAP program.
To examine and expand the current cooperation between the DoD and
the American Council on Education, we would recommend Congress fund a
complete study of every MOS across all branches of service. While not
every MOS will have clear transferable credit, schools and veterans
alike benefit from a comprehensive process resulting in clearly defined
military-educational equivalencies. The 2,300 schools that accept
military credits through ACE will have an expanded list of reviewed
military credits and millions of veterans will have a detailed list of
directly transferable military credit.
The VFW also recommends a licensure and credentialing study to
identify MOSs and their applicability in civilian employment in order
to best gauge how to approach veteran employment. By examining direct
skills and how they can be applied via state-by-state regulations, we
could begin to see some standardization within industries. Through this
study we would like to see the high variance of accepted military
skills evolve into widely accepted accreditation specific to each MOS
and apply those toward current industry practices.
These suggestions, ideas and recommendations will not, in and of
themselves, solve the educational and employment problems facing our
nation's veterans today. We encourage Congress to consider these
initiatives and programs. We believe the cumulative effect of a
comprehensive study will help to achieve improvements in education and
job quality for veterans and their families.
We appreciate the opportunity to present our views to you today and
we welcome any questions you may have.
Prepared Statement of Joseph C. Sharpe, Jr., Director
National Economic Commission, The American Legion
Madam Chairwoman, Ranking Member Boozman and distinguished Members
of the Subcommittee, thank you for the opportunity to submit the views
of The American Legion regarding ``Licensure and Credentialing.''
The American Legion asserts that veterans have been trained,
educated, disciplined, and molded by the greatest military in the
world, and yet a large number of these skills are deemed non-applicable
in the civilian sector. The American Legion understands that veterans
have attributes to make them extremely productive in the civilian
sector. These attributes include an accelerated learning curve,
leadership, teamwork, diversity and inclusion in action, efficient
performance under pressure, respect for procedures, technology and
globalization, integrity, consciousness of health and safety standards,
and the ability to triumph over adversity.
With all of these abilities, a casual observer would assume that
veterans are easily employed and can transition their military
experience to the private sector with ease. Unfortunately, that is not
the case.
There are several problems that exist for servicemembers
translating their skills to the private sector: servicemembers might
not know the credentialing requirements of their military specialty;
credentialing boards are unaware of the comparability of military
education, training and experience to the civilian sector or do not
recognize military specific-training education, training and
experience. The solution to this problem is through proper information
dissemination by military leaders on civilian licensing and
certifications, along with developing marketing campaigns to make
civilian credentialing boards aware of transferable military skills and
the quality of military education, training and experience. Another
suggestion is that credentialing agencies could develop military-
specific credential requirements that recognize equivalent military
training. Some universities and colleges take note of military training
and grant college credits to veterans based on the amount of training
they underwent. This could apply to credentialing as well.
Another barrier is the cost of training to fill the disparities
between military training and civilian training. In order to fill these
gaps, servicemembers should have constant access to financial and
training resources while they are still serving. Another means to
filling this gap is by allowing vocational training to be accessed
using the Post-9/11 GI Bill. The current law only allows Post-9/11 GI
Bill recipients to attend classes at degree granting institutions. The
American Legion's position is to allow vocational, apprenticeship,
flight training and on-the-job training programs be included in the
Post-9/11 GI Bill. The Servicemen's Readjustment Act 1944 allowed for
vocational training with a significant amount of veterans taking
advantage of this benefit. The men and women who served in harm's way
should be entitled to a benefit that fits their personal needs.
MILITARY TRAINING
The Department of Defense (DoD) provides some of the best
vocational training in the nation for its military personnel and
establishes, measures and evaluates performance standards for every
occupation with the armed forces. There are many occupational career
fields in the armed forces that can easily translate to a civilian
counterpart; additionally, there are many occupations in the civilian
workforce that require a license or certification.
In the armed forces, these unique occupations are performed to
approved military standards that may meet or exceed the civilian
license or certification criteria. Upon separation, however, many
servicemembers, certified as proficient in their military occupational
career, are not licensed or certified to perform the comparable job in
the civilian workforce, thus hindering chances for immediate civilian
employment and delaying career advancement. This situation creates an
artificial barrier to employment upon separation from military service.
Military Occupation Specialties (MOS) or ratings such as motor
transport, corpsman or medic, need to undergo additional training, once
out of the service, to work in their career path. This process slows
down the veteran in obtaining gainful employment.
A study by the Presidential Commission on Servicemembers' and
Veterans' Transition Assistance identified a total of 105 military
professions where civilian credentialing is required.
MILITARY TRANSCRIPTS
Military transcripts provided from each of the Armed Forces provide
a very limited training and education record and at times incorrect,
missing, or additional information is listed. The Army Training
Requirements and Resource System (ATRRS), Navy's Sailor Marine American
Council of Education (ACE) Registry Transcript (SMART), and the Air
Force Institute of Advanced Distributed Learning (AFIADL) are all
accepted by the American Council on Education.
For example, National Guardsman and Reservists, many of them
infantry, have enormous talents, skills, and attributes that they have
used while in theater. However, because the tasks they performed are so
unique and difficult to succinctly describe, they are left with an
empty shell of a resume.
When transitioning from military to civilian careers, many
servicemembers can only list 11 B, Infantryman. It would be more
advantageous if they can write 11 B, Infantryman, chief advisor to
Mayor of Iraqi town, facilitator of incubator maintenance at local
hospital, and more specified individual tasks. These OIF/OEF veterans
have performed duties that could fall in line with many civilian
professions. If a system could be devised to translate the full nature
of a service Member's skills and abilities, as opposed to only listing
a military occupation code, individual veterans would be positively
affected.
ONLINE ASSISTANCE
There are so many Web sites for servicemembers and veterans to
visit that it can become extremely confusing and complex. The Army and
Navy COOL (Credentialing Opportunities Online) Web sites are excellent
tools for potential recruits, current servicemembers, and transitioning
veterans to use. The Air Force Personnel Center is also a useful tool.
The Career One Stop and the Operational Information Network Online, or
O*Net, both operated by the Department of Labor, are more helpful
tools.
These sites should be made easily accessible at all recruitment and
transitioning stations. However, for those individuals who are
constrained for time, have limited web access, are deployed overseas,
and those with poor internet savvy, these Web sites are just not
enough. The American Legion recommends more access of licensing and
credentialing services at TAP sites.
ACCESS AT TRANSITION ASSISTANCE PROGRAM FACILITIES
The American Legion observes that transition assistance modules are
excellent avenues for each individual U.S. state to access
transitioning servicemembers. The American Legion supports mandatory
TAP for transition servicemembers at least 180 days prior to the end of
their contractual obligation. When servicemembers are at these TAP
sites around the country, each state workforce agency or credentialing
board can provide important information.
Better coordination, communication and interaction of credentialing
boards and the training commands of each of our Nation's armed forces
are needed. Furthermore, military trainers, doctrine writers, and
evaluation tests for military skills should coordinate with their
civilian counterparts and attempt to synchronize military tests with
their civilian counterparts.
The majority of the onus and responsibility is on the veteran to
contact authorization boards to ascertain what they will require to be
successful in the profession that they choose. However, these boards
should have two-way communication so that the onus is not completely on
the veteran, especially in a time of war when they are focusing on
their immediate tasks.
The Council of Licensure, Enforcement and Regulation has a database
of national approving boards. Listed below are selected Members of this
national database. Each TAP site should coordinate with at least the
following boards to have a representative participate. Additionally,
each U.S. state regulatory board should also coordinate with TAP
personnel and brief on transitioning servicemembers the unique relevant
requirements needed for certification.
National Association of State Boards of Accountancy
(NASBA)
National Council for Architecture Registration Boards
(NCARB)
The Federation of Chiropractic Licensing Boards
(FCLB)
National Association of State Contractor Licensing
Agencies (NASCLA)
American Association of State Counseling Boards
(AASCB)
National Association of State Boards of Education
(NASBE)
National Council of Examiners for Engineering and
Surveying
International Conference of Funeral Service Examining
Boards
National Association of Insurance Commissioners
Council of Landscape Architectural Registration
Boards
National Association of Boards of Examiners of Long
Term Care Administrators
Association of Marital and Family Therapy Regulatory
Boards
The Federation of State Medical Boards (FSMB)
National Council of State Boards of Nursing (NCSBN)
Association of Regulatory Boards of Optometry (ARBO)
National Association of Boards of Pharmacy (NABP)
The Federation of State Boards of Physical Therapy
(FSBPT)
Association of State and Provincial Psychology Boards
The Association of Real Estate License Law Officials
(ARELLO)
Association of Social Work Boards (ASWB)
American Association of Veterinary State Boards
(AAVSB)
Web sites and online interaction are great tools but nothing can
replace personal interaction. Personal visits by representatives of
national and state boards at TAP sites and training commands can assist
the transfer of military licensing and certification. At a minimum,
these boards can provide a pamphlet or information sheet to put into a
veteran's hand.
CONCLUSION
With over 2 million servicemembers having served in Iraq or
Afghanistan, TAP and other transition programs need to be modernized to
give relevant guidance and training to all transitioning servicemembers
and their families. The American Legion supports efforts to eliminate
employment barriers that impede the transfer of military job skills to
the civilian labor market. We also support efforts that require DOD
take appropriate steps to ensure that servicemembers be trained,
tested, evaluated and issued any licensure or certification that may be
required in the civilian workforce prior to separation. The American
Legion supports efforts to increase the civilian labor market's
acceptance of the occupational training provided by the military.
There have been estimates that approximately 60 percent of the
workforce will retire by 2020 and competent, educated, and capable
individuals must replace the workforce in order to assure the United
States retains its competitive edge in the world. The veterans of this
nation make up a well-qualified disciplined pool of applicants.
Increasing recognition of military training by integrating licensing
and credentialing must be strengthened to assist our country's finest
to achieve their professional goals.
Again, thank you Madam Chairwoman, Ranking Member Boozman and
distinguished members of the Committee for allowing The American Legion
to present our views on this very important matter.
Prepared Statement of Thomas Zampieri, Ph.D., Director
of Government Relations, Blinded Veterans Association
INTRODUCTION
Chairwoman Herseth Sandlin and Ranking Member Boozman and members
of the House Veterans Affairs Subcommittee on Economic Opportunity on
behalf of the Blinded Veterans Association (BVA), we thank you for this
opportunity to present our testimony today regarding Licensure and
Certification of Transitioning Veterans. As you know the unemployment
rate for our returning veterans today is terrible and anything we can
do to address this issue is critical because unemployment causes
economic as well as additional psycho-social stress for not only the
veteran but their families. BVA is celebrating 65 years of service and
is the only Veterans Service Organization (VSO) exclusively dedicated
to serving the needs of our Nation's blinded veterans and their
families.
BVA has joined with the other VSOs in making recommendations today
to improve the unemployment numbers for our veterans which now exceed
the national rate 14 percent and even higher for some reserve and
National Guard members. We would urge those who are disturbed by those
general unemployment numbers to please consider the rate of
unemployment for disabled working age population (18-64) with sensory
loss in America is 45 percent and they also face more challenges in
this time of economic instability. Improving VA Vocational
Rehabilitation Chapter 31 subsistence allowance and ensuring that the
new Post-9/11 GI bill covers as many types of educational programs as
possible is vital in improving this employment picture for veterans.
Along with this must be the ability to transition military skills into
civilian jobs by obtaining college credit hours for the Military
Occupational Skill (MOS) education they receive often over years of
their service to our nation.
With any veteran today the ``pileup of unemployment'' in the
current economy is worse when one reviews recent article describing how
the bottom fell out for the job market for the most recent college
graduating class of 2009. The Collegiate Employment Research Institute
at Michigan State University, which tracks trends in employment of new
college graduates nationwide found last spring large employer companies
hired 42 percent fewer graduates than they had originally targeted when
the school year started in 2008. In 2009 the unemployment rate for four
year degree graduates stood at 8.8 percent double what it was in 2006.
Veterans returning from the wars are competing in the age group of 21-
to-24 year old college graduates who are unemployed and then adding to
this mixture is the older experienced workers, who have been laid off
searching for even entry level jobs, they often have advanced degrees
with previous senior experience worsening this overall situation more
slowing down the normal escalator of career progression.\1\
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\1\ The Next Economy ``Children of Great Recession'' Ronald
Brownstein Summer 2010 pages 5-6.
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SERVICEMEMBERS OCCUPATIONAL CONVERSION AND TRAINING
As the VA Committee examines the entire issue of returning
servicemembers with military skills that are not easily converted into
civilian employment. Congress might consider restarting a program
similar to the Servicemembers Occupational Conversion and Training,
(SMOCTA) program. Instead of being funded by the Department of Defense
as in the old program we recommend it should be administered by the VA
and the DOL. This was considered one of the better programs to serve
transitioning military personnel in 1990's that have limited
transferable military occupational skills MOS that do not correlate
with civilian positions. SMOCTA also would assist those Reserve and
Army National Guard members reentering the workforce following
deployments.
MILITARY MEDICS AND CORPSMEN TRANSITIONING
According to the Veterans of Foreign Wars more than 1,300 Army
medics have served in Afghanistan, and more than 8,000 have served in
Iraq, based on the number of Combat Medical Badges awarded. More than
97 percent today of soldiers who are wounded are being saved (compared
with 80 percent in Vietnam) and many credit the advanced emergency
medical training of medics and corpsmen for this front line improvement
in survival rates.\5\ If these skilled medics and corpsmen can provide
primary and emergency care in a combat zone, they can be a huge benefit
in rural and remote areas here at home--provided they are given the
chance to do so with complementary civilian college PA education. Today
PAs are well established in the civilian, military, and other federal
health care systems, but barriers in the academic community prevent
experienced medics and corpsmen from ever entering PA college program
despite the fact they have on average 704 hours of initial medical
training and for Special Forces Medical Skills (SFMS) training is 48
weeks in length.
On April 15 2010, this Subcommittee and on May 25, 2010 before the
VA Committee Round Table discussion on employment issues the VSO
witnesses cited the same problem of returning highly experience combat
Army medics, Navy corpsmen, Air Force paramedics not being able to find
jobs that accepted the high level of military advanced medical training
and emergency medical care experience they had obtained. BVA along with
the other VSO's would recommend that the VA Subcommittee include
legislation this session for pilot ``Veteran Medic/Corpsman Transition
to PA Program'' that would provide funding assistance in the form of VA
Transition educational grants to accredited Physician Assistant
Programs that provide the veteran student with these medical skills the
additional college education necessary for certification and licensure.
Grants would help the pilot college programs in doing individual
transcript assessments, educational academic course counseling, develop
training plans, and supportive services for the veteran applicant. I
would point out that in the late 1960's and into 1970's when thousands
of returning Vietnam combat medics and corpsmen were strongly
encouraged to attend PA programs because of their emergency medical
life saver skills this was highly successful. The Department of Labor
has listed the physician assistant occupation in the top ten
occupations for career growth in next decade and the demand for rural
health care providers is growing.
FROM SOLDIER TO STUDENT BRIDGING THE GAPS of TRANSITION
In a ground breaking educational survey of academic colleges and
universities report July 2009 ``From Soldier to Student Bridging the
Gap of Transition of Servicemembers on Campus'' the American Council on
Education (ACE) working with Servicemembers Opportunity Colleges (SMOC)
and American Association State Colleges and Universities (AASCU)
examined the current state of veterans transitioning into academic
programs. While more than half of those who responded to surveys (57
percent) offer programs and services specifically designed for
veterans, these were in the Office of Financial Aid offering
information on loans, discounts for veterans, and college aid for
veterans. Only (49 percent) offered office for employment services and
even fewer (48 percent) offered veterans an office for academic
advising. Significantly fewer 33 percent offered programs or services
specifically designed to assist veterans with physical disabilities and
less visible disabilities such as Traumatic Brain Injury (TBI) and 23
percent had staffed trained to assist veterans with these conditions
respectively.\2\ While many colleges surveyed have plans to increase
the programs for veterans on campuses that leaves gaps for those trying
to enter colleges today.
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\2\ From Soldier to Student Bridging the Gap of Transition of
Servicemembers on Campus July 2009 ACE page iii.
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Focus groups of veterans highlighted that more academic counseling
services to analyze and award credit for military training and
occupational skills is necessary. While the AARTS/SMART Programs
provide active duty personnel or veterans of the Army (AARTS) or Navy,
Air Force, and Marine Corps (SMART) with an official transcript of
military training or courses evaluated by American Counsel Education
(ACE) and 2,300 public colleges do recognize these ACE endorsed
transcripts as official documentation of military training, the student
veteran must still find the academic counselor who will match the
courses to admission and degree requirements which is lacking on many
campuses.\3\ The American Association Collegiate Registrars and
Admissions Office (AACRAO), along with Council For Higher Education
Accreditation (CHEA) and ACE developed and published a joint statement
on the issue of ``transfer and Award of Academic credit. It is
important because it highlights that in the world of changing academic
programs, with growing on-line degree programs, and institutions
offering distant learning credits, that it is still up to the
individual academic institution to consider inter-institutional
transfers of credit involving these considerations: (1) The educational
quality of the learning; (2) the comparability of the nature, content,
and level of the learning experience to that offered by the receiving
institution; and (3) The appropriateness and applicability of the
learning experience to the programs offered by the receiving
institution in light of the student's educational goals.
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\3\ From Solider to Student Bridging the Gap of Transition July
2009 Page 23.
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In questioning former military medics and corpsmen, they also
pointed to these Web sites where military occupational skill (MOS)
courses can be translated into credits for courses completed. The use
Navy College.com and the American Council of Education (ACE): http://
www.acenet.edu/AM/Template.cfm?Section=
Military_Programs.
Which uses this site for colleges to evaluate course taken in the
military: http://www.acenet.edu/Content/NavigationMenu/
ProgramsServices/MilitaryPrograms/ResourcesCollegeUniv.htm. However,
former corpsmen point to the difficulty of having academic institutions
accept that the Navy medical corpsmen may attend variety MOS medical
skill schools ranging from the basic A school ``Navy Hospital Corpsmen
School'' and then other senior enlisted B and C schools that focus on
more advanced medical skills training from everything from Operating
Room, Aviation, Special Operations Warfare, Diving, Tropical Medicine,
with each adding higher levels of skill training and experience. Part
of this complex struggle is not just translating the military courses
into college credits but finding academic counselors who will
individually assist the veteran with proper academic placement within
any civilian college degree program.
VOCATIONAL REHABILITATION SERVICES
In FY 2009, VR&E was authorized 1,105 FTEs. As endorser with IBVSOs
BVA is concerned members of the committee when informed that this
number has been ``frozen'' due to the unknown impact the implementation
of chapter 33 benefits will have on the VR&E program. Last year, VSOIB
recommended that total staffing be increased to manage the current and
anticipated workload as stated in the Secretary's VR&E Task Force. VA
currently has approximately 106,000 enrollees in Chapter 31. The IBVSOs
believe that a ratio of 1:96 (which includes administrative support) is
inadequate to provide the level of counseling and support that our
wounded and disabled veterans need to achieve success in their
employment goals. BVA supports the recommendation of the IBVSOs that
Congress should authorize 1,375 total FTEs for the Vocational
Rehabilitation and Employment Service for FY 2010. The Chapter 31 VR
subsistence and housing allowance must be increased to allow service
connected disabled veterans the ability to meet the additional costs of
attending school.
CONCLUSIONS
Madam Chair and members of this subcommittee, BVA would appreciate
inclusion of the following issues in your list of changes as you move
forward to improve the employment situation for our veterans. Our
military servicemembers since 2001 have repeatedly sacrificed for their
country and while congress is trying to create higher employment for
our citizens our veterans should be given special consideration and
additional educational assistance. BVA again appreciated the chance to
provide this testimony and will answer any questions you might have
now.
RECOMMENDATIONS:
1. Disabled veterans must experience a real seamless
transition from the DoD to the VA disability Vocational
benefits program with adequate staffing to meet the needs of
this growing population of service connected veterans. It
requires that the continuum of health care and VA benefits
processing be done efficiently--through a special office of
compliance if necessary between DoD and VA.
2. Recommend pilot educational assistance grant program for
five years for Physician Assistant Programs to assist returning
veterans with medical skills into the programs with grants as
Military Pathways Demonstration Programs. These grants to
accredited physician assistant colleges would assist
transitioning military medical personnel to build upon
occupational military medical skills in military jobs to enter
the growing demand for physician assistant workforce.
3. BVA supports the recommendation of the IBVSOs that Congress
should authorize 1,375 total FTEs for the Vocational
Rehabilitation and Employment Service for FY 2010. The Chapter
31 VR subsistence and housing allowance must be increased to
allow service connected disabled veterans the ability to meet
the additional costs of attending school.
Prepared Statement of Master Chief Petty Officer
Vince Patton, III, USCG (Ret.), Ed.D., Director, Community
Outreach, Military.com/Monster Worldwide
Executive Summary:
1. Purpose: What Military.com is doing to assist servicemembers in
transferring their military training and experience to the civilian
sector as they seek employment opportunities.
2. Overview of Military.com:
a. Created in 1999 as a private company focusing on providing
news, information on military and government benefits, career
services, educational opportunities targeted to the military
community. Membership is free to anyone who has an interest and
affinity to the military community.
b. Military.com is the largest military and veteran
organization with over 10 million Members; it is also the ninth
largest news destination site on the Internet.
3. Military.com's view on transition assistance:
a. `TAP' provides a large amount of information to
transitioning servicemembers in a short period of time.
Veterans often view their TAP experience as overwhelming and
sometimes incomprehensible because of the volume of information
covered.
b. With over 250,000 servicemembers transitioning annually, it
is next to impossible to deliver an effective `one size fits
all' transition program. Technology, particularly personalized,
comprehensive online access, is part of the solution in
supporting and assisting and effective transition process.
4. Military.com's Career Transition Center tools:
a. Veteran Career Center provides a variety of interactive
tools and resources, which includes a `military-friendly
employer' job board, personalized email alerts, resume writing
tools, education and training information and mentoring.
b. Veteran Career Network consists of over one million
Military.com members who have volunteered to support
transitioning servicemembers as mentors.
c. Military Skills Translator offers veterans a unique online
tool using the O*Net Occupational Data from the Department of
Labor coupled with equivalent jobs currently posted on the
Monster.com job board to help in translating military
experience to civilian occupation.
__________
Madam Chairwoman, Ranking Member Boozman, and Members of the
Subcommittee, thank you for inviting me to appear before you today to
discuss issues associated with veterans employment. Today I will
discuss what Military.com is doing to assist servicemembers in
transferring their military training and experience to the civilian
sector as they seek employment opportunities.
Over the course of my 30 year career in the U.S. Coast Guard, I
regularly assisted Members with their transition to civilian life. This
experience combined with my current position as Military.com's director
of community outreach has given me insights into the unique challenges
our veterans face during the transition to civilian status,
particularly when it comes to explaining their knowledge, skills and
abilities for civilian employment opportunities.
In your invitation, you noted that there is a strong consensus in
the veteran community that more needs to be done to help servicemembers
transition their Military Occupational Specialties (MOS) to the
civilian sector.
Military.com was founded in 1999 by a young Navy reservist to
revolutionize the way our 30 million Americans with military affinity
stay connected and informed. Today, Military.com is the largest
military and veteran Membership organization with more than 10 million
Members and we're the ninth largest news destination site on the
Internet. Our free membership connects servicemembers, military
families and veterans to each other and to all the benefits of service
at all stages in their lives--government benefits, resources and career
services, education information and scholarships, discounts, news and
discussion forums to share the great stories and challenges inherent in
military life, and more.
In 2004, Military.com joined forces with Monster Worldwide to
accelerate our growth and change the playing field for career and
educational opportunities for active duty personnel, as well as Guard
and reservists, veterans and military spouses. Monster's vision is
bringing people together to advance their lives. This partnership
reinforces Military.com's ``members first'' ethos and mission.
I can say from personal experience that one of the most important
stages in the life of a servicemember is their transition out of
uniform and into the civilian sector. Throughout my career, from boot
camp until retirement, I was reminded of the high value of the skills,
knowledge and abilities I was accumulating while in uniform. I, like
many of my fellow servicemembers, took advantage of continuing
education opportunities, as well as additional responsibilities that
required extensive training. We were motivated to do this in large part
because we understood that our military skills and experiences were
highly valued and transferable to private sector jobs.
Before an active duty members transitions to civilian status, they
are required to participate in the government's Transition Assistance
Program (TAP) which, among many other subjects, addresses career
transition. Before leaving the service I experienced firsthand its
strengths and weaknesses. I believe many veterans who participated in
TAP would agree that its format simply didn't deliver what we needed.
The large amount of information presented over such a short period of
time was overwhelming and to a large extent, incomprehensible. This
continues to be true today for this generation of veterans,
particularly when it comes to careers and employment.
With over 250,000 servicemembers transitioning annually, many after
multiple operational deployments, it is next to impossible to deliver
an effective `one size fits all' transition program. There are so many
end-of-service processing activities that occur in the course of the
final three to 6 months prior to separation which require a
servicemember's immediate attention, not the least of which is finding
a job. While it may have been an effective approach years ago, the
current program is simply not serving our men and women in uniform as
it suggests that there is a simple, single event to address such a
complex and challenging stage in our lives.
This leads to the question of what should the government do to
ensure that military members are adequately prepared for civilian life,
particularly employment in the private sector? Military.com believes it
has to be a high tech and high touch approach, one which leverages
technology and relationships. In this day and age of instant
communication, the Internet is a daily resource for information
gathering and communication. Veterans today, especially those who have
deployed to Iraq and Afghanistan, are technologically savvy and
gravitate to using online resources. Clearly technology, particularly
personalized, comprehensive online access, is part of the solution in
supporting and assisting an effective transition process.
Recognizing this, Military.com's Veteran Career Center uses
technology to successfully deliver a personalized experience with a
variety of interactive tools and resources. We offer the largest
veteran job board in the world featuring military-friendly employers as
well as hundreds of thousands of job postings available through our
Monster.com database. We also offer personalized email alerts for new
postings that match a veteran's resume and job interests, as well as
resume writing tools, education and training information, mentoring
through our Veteran Career Network and electronic newsletters with news
and employer information.
To help veterans begin their new career search, we developed our
Military Skills Translator.
We use Department of Labor's online resource known as `O*Net
Occupational Data' as a baseline to translate current and older MOS
codes into civilian occupations. Then Military.com takes it one step
further: we present the veteran with equivalent jobs currently posted
on the Monster job board, including those posted by thousands of
military employers specifically looking for veterans. The veteran can
immediately apply to one of these jobs from our site, or review the job
postings and learn what specific experiences, skills, education and
training employers are seeking for this type of position. This
information can help the job seeker better `civilianize' their military
experience on their resume and best communicate the skills, knowledge
and abilities they acquired while in service.
Through the Military Skills Translator, not only are veterans
empowered to apply to currently available jobs, they can also see
Members of Military.com's Veteran Career Network who have indicated
they held that same MOS. One of our fastest growing services, still in
``Beta'' form, is the Veteran Career Network, a mentor network that
connects veterans seeking new careers with employed veterans as well as
military supporters. Military.com members who volunteer for this
feature create a profile containing details about their military
service, professional interests, and their current job position and
employer. Veterans using this feature can find a career network mentor
by company, government agency, career field, industry or geographic
location. Once the veteran job seeker has identified someone with whom
they would like to network, he or she can contact a mentor directly and
securely using our Military.com email tool.
Since the implementation of our Veteran Career Network in 2007,
over one million Military.com members have signed up to network with
other veterans and help transitioning servicemembers jump start their
civilian careers. We find that veterans across generations are willing
to connect with each other out of a basic affinity for their shared
military experience, whether the same service, unit or command
assignment, rank or MOS, for example. Our Veteran Career Network is
another example of how Military.com leverages veterans' needs and
community affinity with technology to deliver a powerful, meaningful
online experience to accelerate employment opportunities.
Military.com's success over the past 10 years is also attributable
to the strength of our partnerships with the private and public
sectors, both ``online'' and ``offline.'' For example, we partner with
the Noncommissioned Officers Association to host more than 30 veteran
career fairs annually on or near military installations around the
country. We have tremendous participation from military-friendly
employers who come ready to hire as well as organizations like `Helmets
to Hardhats,' which focuses on hiring veterans for the building and
construction trade occupations, and `Troops to Teachers,' which
advocates the teaching profession as a second career for veterans. The
American Legion also attends our career fairs to assist veteran job
seekers with important details about their benefits and state veteran
service offices frequently attend our events to ensure job seeking
veterans are aware of all of the Veterans Administration resources
available to them locally.
Again, I would like to thank the Subcommittee for the opportunity
to present this testimony and share what Military.com is doing to make
a positive impact on veteran employment. I'm pleased that Congress is
placing such a high priority on reforming TAP and that leadership in
the Departments of Labor, Veterans Affairs and Defense are equally
committed to delivering a responsive, innovative 21st Century solution
to our transitioning servicemembers. We appreciate the efforts of this
Subcommittee to address the critical employment issues that veterans
face and look forward to working with you, our Federal agencies,
employers and other stakeholders to make meaningful changes.
Madam Chairwoman and Members of the Subcommittee, this concludes my
statement. I would be pleased to answer any questions you may have.
Prepared Statement of Hon. Raymond M. Jefferson, Assistant Secretary,
Veterans' Employment and Training Service, U.S. Department of Labor
The Veterans' Employment and Training Service (VETS) proudly serves
Veterans and transitioning servicemembers by providing resources and
expertise to assist and prepare them to obtain meaningful careers,
maximize their employment opportunities and protect their employment
rights.
VETS understands the need to provide a clear pathway for Veterans
to transfer the significant experience they gain in the military toward
good jobs in the civilian economy. Our nation needs an increasingly
skilled workforce and the Department of Labor recognizes that the
skills obtained during an individual's military service can meet or
exceed the requirements of the civilian workforce.
The Department of Labor and VETS are facilitating this through
innovative programs and collaborative engagement with public, private
and nonprofit sector organizations that can accelerate the licensing
and certification of our nation's Veterans.
Redesign of the Transition Assistance Program (TAP)
Employment Workshop with a particular emphasis on accelerating
separating servicemembers' transition into meaningful civilian
careers and improve the process for transitioning
servicemembers looking for licensing and credentialing based on
their military skills and training.
Coordination with the Department of the Navy to
support the United States Military Apprenticeship Program
(USMAP).
Online assistance through O*Net, a database of
occupational requirements and worker attributes, and the
Workforce Credentials Information Center, a site that provides
detailed information and guidance on how a Veteran or
transitioning servicemember can translate military skills and
experience into credentials.
Job Corps/VETS demonstration project that will allow
300 Veterans 20-24 years old to obtain training at no cost,
leading to an industry-recognized certification or state
licensure.
Increased engagement with employers to increase the
hiring of Veterans and transitioning servicemembers, since
these employers oftentimes will assist in providing a new
employee with the required licensing and certification to
perform their work duties.
Council on Veterans' Employment initiatives to
increase the number of Veterans in the Federal workforce to
leverage the considerable investment that the country has made
in military training and experience.
__________
Chairwoman Herseth Sandlin, Ranking Member Boozman, and Members of
the Subcommittee:
Thank you for the opportunity to appear as a witness before the
Subcommittee and speak to you on the role of the Veterans' Employment
and Training Service (VETS) in assisting transitioning servicemembers
and Veterans in translating their military education and experience
into licenses and certifications in the private sector.
Every day, we are reminded of the tremendous sacrifices made by our
servicemembers and by their families. One way that we can honor their
sacrifices is by providing them with the best possible services and
programs our Nation has to offer. Secretary Solis and I believe
strongly that Veterans deserve the chance to find good jobs, and VETS
works closely with the Departments of Defense (DoD), Homeland Security
(DHS), and Veterans Affairs (VA) to help them get there.
VETS proudly serves Veterans and transitioning servicemembers by
providing resources and expertise to assist and prepare them to obtain
meaningful careers, maximize their employment opportunities and protect
their employment rights. We do that through four major programs that
are an integral part of Secretary Solis's vision of ``Good Jobs for
Everyone.''
The Jobs for Veterans State Grants;
The Transition Assistance Program Employment
Workshops;
The Homeless Veterans' Reintegration Program; and
The Uniformed Services Employment and Reemployment
Rights Act.
We have created five aspirations that VETS will pursue during my
tenure as Assistant Secretary in order to achieve our desired outcomes:
1. Providing Veterans and transitioning servicemembers a voice
in the workplace through serving as the national focal point
for Veterans' Employment and Training.
2. Creating a path to good jobs for Veterans through increased
engagement with employers, with a particular emphasis on the
private sector.
3. Helping servicemembers transition seamlessly into
meaningful employment and careers while emphasizing success in
emerging industries such as green jobs.
4. Facilitating a return to work for Veterans and protecting
vulnerable populations through boosting USERRA's impact by
increasing awareness of and commitment to servicemembers'
employment rights.
5. Investing in VETS' Federal team members and emphasizing
continuous improvement to further develop their potential and
better serve our clients. VETS' Federal staff has received
training in team building, customer service and networking that
will assist in serving our clients.
Today's hearing focuses much needed attention on the ability of
transitioning servicemembers and Veterans to translate their military
experience and education into civilian licenses and certifications. The
Department appreciates the Committee's interest in this very important
issue for Veterans. The topic is especially relevant for Veterans
returning from Operation Iraqi Freedom or Operation Enduring Freedom
who need to obtain a license or certificate to pursue a career using a
skill set learned in the military.
One of President Obama's promises to Veterans is to provide them
with the best possible programs and services. The Federal Government is
interested in finding ways to ease Veterans' transition through a
nationwide licensing and certification program that encompasses many of
the more popular careers, and VETS has been supporting this effort in
ways that are described below. We have discovered barriers to a
national approach, but are making significant efforts to address them
and improve the connectivity between military and civilian careers.
Our Nation needs an increasingly skilled workforce and the
Department of Labor recognizes that the skills obtained during an
individual's military service can meet or exceed the requirements of
the civilian workforce. However, the determination whether to require a
certification or license for many professions, such as an electrician
or plumber, is made by State and local governments. These requirements
are often unique and can vary greatly from location to location. This
prohibits the creation of a nationwide standard in many of the
professional fields that we have identified.
To ensure that we can support the smooth transition of our
servicemembers into civilian careers, VETS has aggressively focused on
educating transitioning servicemembers about the requirements for
licensing and certification and providing them with the information on
how to obtain this. VETS accomplishes this by providing Veterans with
information on licensing and certification programs and opportunities
through the Transition Assistance Program.
Transition Assistance Program
The primary purpose of the DOL/VETS Transition Assistance Program
(TAP) Employment Workshop is to provide transitioning servicemembers
with a solid foundation of knowledge and tools to assist in their
successful transition into the civilian workforce. We are in the
process of transforming our TAP employment workshops to make them more
engaging, economically relevant and immediately useful. In 2009, over
120,000 transitioning servicemembers attended these workshops.
VETS will redesign TAP in 2011 to update and improve the complete
TAP Employment Workshop with a particular emphasis on accelerating
separating servicemembers' transition into meaningful civilian careers.
This redesign will encompass the entire curriculum, delivery methods,
and student materials. Our goal is to create a world-class program that
most effectively meets the needs of transitioning servicemembers
entering the 21st century workforce.
Several aspects of the redesign will improve the process for
transitioning servicemembers looking for licensing and credentialing
based on their military skills and training. TAP will provide
predictive assessments which include online and/or written assessment
tools to appraise and provide participants with information on the
following:
Individual strengths--professional and qualitative
Professions for which they are best suited and, based
on data, have the highest chances of success
The TAP online curriculum will include a ``Skills Appraisal of
Transferable Skills'' assessment tool; a ``Signature Strengths''
assessment tool; and a ``Work Preferences and Work-Related Values''
assessment tool. These tools will enable transitioning servicemembers
to identify the appropriate certification program that meets their
career goals.
Additionally, the TAP redesign will help transitioning
servicemembers better understand the Verification of Military
Experience and Training (VMET) document. DoD and DHS provide this
document to certify job skills and experience acquired while on active
duty that may apply to licensing and certification for employment in
the civilian sector.
The current TAP workshop helps acquaint transitioning
servicemembers with licensing and certification resources available
through the government. This includes Web sites such as the Army and
Navy Credentialing Opportunities On-Line (COOL) sites
(www.cool.army.mil, www.cool.navy.mil). Two Department of Labor Web
sites, the Workforce Credentials Information Center and Occupational
Information Network (O*Net), provide detailed information on civilian
workforce skill requirements and credentials, along with a separate
section on military resources.
Registered Apprenticeships
DOL also coordinates with the Department of the Navy to support the
United States Military Apprenticeship Program (USMAP), which provides
over 15,000 active duty Coast Guard, Marine Corps, and Navy
servicemembers with the opportunity to complete civilian Registered
Apprenticeship requirements while they are on active duty. DOL issues a
nationally recognized ``Certificate of Completion'' to servicemembers
who complete their apprenticeship. Many state licensing boards for
occupations in the building and construction industry, such as
electrician and plumber, often require individuals to demonstrate
completion of Registered Apprenticeship to sit for the licensing
examination. Additionally, DOL facilitates veterans and transitioning
servicemembers' access to Registered Apprenticeship opportunities
through coordination with the Building and Construction Trades
Department, AFL-CIO's Helmets to Hardhats (HTH) program. This program
enables veterans that do not complete their USMAP apprenticeship to
connect with civilian registered apprenticeship programs in the
building and construction industry.
DOL Web sites
O*Net (www.online.onetcenter.org) is a database of occupational
requirements and worker attributes. It describes occupations in terms
of the skills, knowledge, work tasks and activities, and other
requirements. Using O*Net OnLine, veterans and transitioning
servicemembers can learn about the requirements of civilian occupations
and build skill-based resumes by searching for occupations that use
designated skills or by using crosswalks from military classifications
or apprenticeship programs and link to other online information
resources such as employment outlook and wages.
DOL also maintains the Workforce Credentials Information Center
(www.careeronestop.org/CREDENTIALING/CredentialingHomeReadMore.asp).
This site provides detailed information and guidance on how a Veteran
or transitioning servicemember can translate military skills and
experience into credentials. This includes a Certification Finder and
Licensed Occupations database, which can be searched by occupation,
industry, or keyword; licenses can also be searched by state or Federal
agency.
Collaboration with Job Corps
VETS recognizes that leveraging and improving existing programs
does not go far enough in facilitating the transition to civilian
credentials and licensing programs. VETS and the Department of Labor's
Employment and Training Administration's (ETA) Office of Job Corps
launched a demonstration project last month that will allow Veterans
20-24 years old to obtain training at no cost, leading to an industry-
recognized certification or state licensure, assistance with job
placement, and up to 21 months of support for program graduates.
VETS and ETA Job Corps will participate in a demonstration project
to allow eligible Veterans to participate in Job Corps at three
selected Job Corps sites. VETS TAP facilitators and Job Corps
counselors will conduct outreach sessions with TAP participants to
promote participation. Once a participant has been identified and
accepted into the program, he/she will be given the opportunity to
select one of the three Job Corps training centers. A Veteran will be
advised that he or she may attend other Job Corps centers, but such
participation will be outside the scope of the demonstration project.
The demonstration project will accommodate up to 300 transitioning
servicemembers who require employment and training services to help
them transition from the military to the civilian workforce. While Job
Corps has set aside 300 slots for the demonstration project, the actual
participation during the year may exceed that number due to Job Corps'
model of continuous enrollment.
The demonstration project is specifically designed to provide
unique skill and education training in a variety of trades and
professions that is appropriate for Veterans who have developed many of
these skills during their time in the military. The Job Corps program
is self-paced and some Veterans will be able to accelerate through
tracks based on their experience, knowledge, skills, and abilities.
Many of these training tracks will prepare participants for careers in
the renewable energy and energy efficiency industries. Upon graduation,
the Veteran may earn an industry-recognized certification and begin the
21 month Career Transition track, which includes 9 months of placement
services and 12 months of follow-up services.
Increased Engagement with Employers
Often times, an employer will assist in providing a new employee
with the required licensing and certification to perform their work
duties. VETS intends to promote this opportunity by increasing
engagement with employers to increase the hiring of Veterans and
transitioning servicemembers. This will involve communicating the value
proposition for hiring Veterans more effectively; making the hiring
process more convenient and efficient; and developing hiring
partnerships with national and local employers who provide licensing
and certification to their new employees.
VETS is developing new relationships with major private sector
organizations to enlist their advice and support to increase Veterans'
hiring. A major initiative is a partnership we are developing with the
U.S. Chamber of Commerce to allow access to their affiliated Chambers
around the nation. We will begin with a pilot project involving 12
states. Through this partnership, VETS state directors (DVETs) will be
invited to address chief executive officers and senior executives at
Chamber breakfasts and lunches to explain the value proposition of
hiring Veterans and how to hire Veterans within their city or state.
The Federal Hiring Initiative
A pathway to licensing and credentialing goes beyond the private
sector and involves transition into civilian government jobs. To ensure
that Veterans have priority, access to, and the qualification to make
this transition, VETS is partnering with the VA, DoD, DHS, and the
Office of Personnel Management to lead the effort to implement
Executive Order 13518 Employment of Veterans in the Federal Government,
which President Obama signed on November 9, 2009. This order
establishes a Council on Veterans' Employment cochaired by Secretaries
Shinseki and Solis with Director Barry serving as Vice Chair. The
overall goal is to increase the number of Veterans in the Federal
workforce. Additionally, agencies are required to establish a Veterans'
Employment Program office, or designate an agency officer or employee
with full-time responsibility for its Veterans' Employment Program. A
new Web site has been created www.fedshirevets.gov.
The Council has published the government-wide Veterans' Recruitment
and Employment Strategic Plan for FY 2010-FY 2012. One of the plan's
strategic goals is to align Veterans' and transitioning servicemembers'
skills and career aspirations to Federal employment opportunities.
While this is not strictly a licensing and certification effort, it is
a related initiative that allows the Federal Government to leverage the
considerable investment that the country has made in military training
and experience.
This initiative will match Veterans' skills with Federal career
opportunities by developing an interactive program to translate
military skills to Federal civilian occupations. It will produce a
document for Veterans and transitioning servicemembers outlining
potential Federal careers based on their military experience. Finally,
it will also develop resume banks/skills inventories for a
transitioning servicemembers, so hiring officials are able to easily
search and identify Veterans with skills to meet staffing needs.
Conclusion
VETS understands the need to provide a clear pathway for Veterans
to transfer the significant experience they gain in the military toward
good jobs in the civilian economy. DOL and VETS are facilitating this
transition through innovative programs, and collaborative engagement
with public, private and nonprofit sector organizations that can
accelerate the licensing and certification of our Nation's Veterans. As
we move forward, we will continue to look for better and more effective
ways to inform and enable transitioning servicemembers and Veterans of
opportunities to receive licenses and credentials. During this time of
economic uncertainty, it's especially important that we ensure those
who have served this country have every opportunity available to
leverage their skills and training, when they complete their military
service, to create meaningful civilian careers.
I appreciate the opportunity to appear here today, and look forward
to working with the Subcommittee on this important topic.
Prepared Statement of John R. Campbell, Deputy Under
Secretary of Defense (Wounded Warrior Care and Transition Policy),
U.S. Department of Defense
Madam Chairwoman and Members of the Subcommittee:
Thank you for the opportunity to discuss the role the Department of
Defense (DoD) plays in helping servicemembers obtain licenses and
certifications as they transition from active duty. Education and
training are keys to obtaining meaningful employment and a better
quality of life once a servicemember retires or separates from the
military. Servicemembers are encouraged to take full advantage of all
educational opportunities and training programs afforded while they are
on active duty such as tuition assistance and the Post-9/11 GI Bill.
The Department also focuses on providing separating servicemembers
useful information and assistance in all aspects of the transition
process, including preparation for post-military employment, as they
re-enter civilian life. Attaining a civilian credential promotes
professional growth and communicates to employers the transferability
of military training and experience. It is crucial to the transition
process that servicemembers are able to take full advantage of their
military experience in order to reach and achieve their full employment
potential after they leave the military.
TRANSITION ASSISTANCE PROGRAM (TAP)
Although this statement addresses other programs and resources to
assist servicemembers in their transition to civilian life, TAP remains
the primary platform used by DoD, the Department of Labor (DOL) and the
Department of Veterans Affairs (VA) to inform, educate and provide one-
on-one counseling to transitioning servicemembers regarding the
translation of their military skills and experience into civilian
language. Successfully accomplishing this activity enables
servicemembers to be strong competitors for career opportunities in the
civilian workforce.
We continue to provide licensure and certification information in a
range of ways and in different formats in order to appeal to individual
learning styles and ensure the widest possible dissemination. The
information is provided through classroom delivery from an instructor,
by online interaction and Internet research, and through one-on-one
coaching. This ensures that servicemembers have current and accurate
information at their fingertips in order to make informed decisions
about their future. A key feature of effective licensure and
certification programs is that they are introduced to servicemembers
early in their careers, not just at the time of separation, as
discussed in more detail later.
TAP is a collaborative partnership among DoD and the Military
Services, DOL, VA, and the Department of Homeland Security (DHS). Each
agency is responsible for providing its portion of TAP. During the
mandatory DoD portion, commonly referred to as preseparation
counseling, servicemembers, including the National Guard and Reserves,
receive information and/or referral to installation experts about
licensure and certification. After servicemembers complete the
preseparation counseling portion of TAP, they receive a copy of a
checklist (DD Form 2648 for Active Duty and DD Form 2648-1 for the
National Guard and Reserves) so they can refer back to it and look up
Web sites and other information to reinforce what they received during
the preseparation counseling session. The counselor is required to
explain ``Licensing, Certification and Apprenticeship Information'' and
discuss with transitioning servicemembers. The checklists have all the
topics required by statute that a counselor must address during the
preseparation counseling session. The forms are used by separating
servicemembers and their spouses to record that preseparation
counseling was conducted. There are also additional resources and
references addressed during this session.
If the servicemember desires more information on this or any other
topic on the checklist, which exceeds the general knowledge of the
counselor, then he or she checks a ``YES'' block next to the item on
the form, and the counselor will refer the servicemember to a subject
matter expert who is able to assist the member with the desired
information, or get the answers to questions which the transition
counselor may not have been able to answer. The subject matter expert
may be a family support transition or education counselor located at
the installation, or it may be a DOL or VA representative who provides
TAP support at the installation. Servicemembers are always encouraged
to do research on the internet and it is recommended they start with
America's Career InfoNet, the DOL Web site on licensure and
certification (http://www.acinet.org). The Workforce Credentials
Information Center, within this site, provides a wealth of licensure
and certification information. The member can also access the
Occupational Information Network called O*Net
(www.onlineonetcenter.org) which also falls under the purview of our
partners at DOL. This site is considered the nation's primary source of
occupational information. Using O*Net allows the servicemember to do a
crosswalk between their Military Occupational Code and the civilian
equivalency of that code, linking them to the Standard Occupational
Classifications in the civilian workforce.
The information received during the preseparation counseling
portion of TAP is reinforced during the other three core components of
TAP: DOL's TAP Employment Workshop, VA's Benefits Briefing, and the
Disabled Transition Assistance Program (DTAP). National Guard and
Reserve personnel also receive a Uniformed Services Employment and Re-
Employment Rights (USERRA) briefing in lieu of the full two and a half
day TAP Employment Workshop. However, DOL has advised each state's
Adjutant General of the opportunity to receive TAP employment workshops
whenever and wherever desired. Transitioning servicemembers, including
National Guard and Reserve personnel, are strongly encouraged to visit
one of approximately 3,000 DOL One-Stop Career Centers where they
receive priority service consisting of help with translating their
military skills to civilian occupations, receiving a skills assessment,
or getting assistance in finding a job. In addition to receiving
information on licensure and certification, servicemembers also receive
information on apprenticeship resources.
TAP--THE WAY FORWARD
The current program has been in place for nearly two decades
without major enhancements and the original design was not intended for
current demand. Initially developed in the late eighties and
implemented in the early nineties, TAP exists for the benefit of
servicemembers and their families, including Active Duty, National
Guard and Reservists. To strengthen TAP and reinforce its value to
servicemembers and their families, TAP will move from a traditional
event-driven approach to a modern, innovative lifecycle approach. The
Department is working to implement this strategic plan with focuses on
information technology, strategic communications, and resources and
performance management. The end-state for the TAP overhaul will be a
population of servicemembers who have the knowledge, skills, and
abilities to empower them to make informed career decisions, be
competitive in the global workforce and become positive contributors to
their community as they transition from military to civilian life.
A Joint Interagency Strategic Working Group for TAP was established
and an assessment of TAP was conducted in July and August of 2009 to
evaluate overall program effectiveness and identify improvement
opportunities. The goal of the assessment was to develop an inventory
of potential TAP improvement initiatives by identifying gaps and
capturing improvement opportunities across the dimensions of policy,
process, content, delivery methods, technology, outreach, and data
analytics. A key factor also involved documenting those TAP improvement
areas to address previously identified needs, such as Wounded, Ill and
Injured (WII) and National Guard and Reserve Component, and identifying
opportunities to leverage successes across services, potentially
reducing redundant investments.
Assessment findings were organized by the assessment dimensions
(stakeholders, policy, process, technology, communications, and
metrics) with an understanding that TAP offsite sub-working groups
would be organized to develop the ``road map'' and strategic plan of
the future. The major findings involved five core areas: Policy and
Legislation; National Guard and Reserve; Strategic Communications;
Technology and Social Networking; Standards and Performance Management.
The sub-working groups remain in place to advance TAP imperatives.
Integrated program management plans and a master schedule are currently
being developed to track requirements, activities and progress.
OTHER RESOURCES
In addition to DOL's ``America's Career InfoNet'' Web site, other
resources such as the Army and Navy Credentialing Opportunities Online
(COOL) Web sites are readily available. Army and Navy COOL sites,
discussed in greater detail below, explain how Soldiers and Sailors can
meet civilian certification and licensure requirements related to their
military occupational specialties or ratings. They also serve as a
resource to identify what civilian credential relates to a
servicemember's military occupational specialty (MOS) or Rating and how
to obtain them. Additional resources include the DoD Verification of
Military Experience and Training (VMET) document, the DoD/DOL United
Services Military Apprenticeship Program, the Defense Activity for Non-
Traditional Education Support (DANTES), and TurboTAP, DoD's Official
Transition Assistance Program Web site. All of the aforementioned were
developed and designed to help servicemembers translate their skills
and experience into opportunities for civilian employment.
Because the core Transition Assistance Program is predominantly
classroom oriented, the Military Services also provide one-on-one
counseling, coaching, detailed briefings, guidance and other assistance
to meet the needs of our servicemembers. Beyond the ``core TAP'' a
variety of additional workshops and seminars are provided to assist in
writing effective resumes, translating military skills to civilian
skills, and self and skills assessments. There are also separate
workshops on Federal resume writing.
Also included in the preseparation counseling session is a
discussion of DOL's Web site, Career One Stop (www.careeronestop.org).
In this application, servicemembers link to the Credentials Center,
which they can use to locate State-specific occupational licensing
requirements, agency contact information and information about
industry-recognized certifications. There are also associated workforce
education and examinations that test or enhance knowledge, experience
and skills in related civilian occupations and professions. These sites
have been developed and improved through close partnerships between DoD
and DOL.
TURBOTAP
To accommodate today's technologically reliant servicemembers,
TurboTAP was designed for easy accessibility and navigation.
Servicemembers can access useful information located throughout the
site. Among the many features of the TurboTAP Web site is a
Preseparation Guide for Active Component Servicemembers, a Transition
Guide for the Guard and Reserves, and an Employer Hub. Both guides deal
with employment assistance, and provide a wealth of information on
employment assistance and credentialing programs. They also link
directly to Army and Navy COOL, the O*Net, the Occupational Outlook
Handbook and many other resources relating to licensure and
certification.
DoD AND MILITARY SERVICES PROGRAMS AND TOOLS
The DoD and military Services have significantly augmented their
focus on licensure and certification. The next portion of this
statement will touch on some additional programs and tools put in place
by DoD and the Services to assist Members with licensure and
certification,prior to a Member leaving active duty.
In recognition of the importance of the need for highly qualified,
experienced information assurance personnel, DoD has established a
policy requiring certain individuals with privileged access to DoD
information systems to obtain civilian credentials. This DoD 8570.1
Directive, made official in August 2004 and implemented according to
the requirements of DoD 8570.1M Manual in December 2005, requires any
full- or part-time military servicemember, contractor, or foreign
employee with privileged access to a DoD information system, regardless
of job or occupational series, to obtain a commercial information
security credential accredited by the American National Standards
Institute (ANSI) or equivalent authorized body under the ANSI/ISO/IEC
17024 Standard. The Directive also requires that those same employees
maintain their certified status with a certain number of hours of
continuing professional education each year. The number of people
affected by this mandate is estimated to top 100,000, including any
full- or part-time military servicemember, contractor, or foreign
employee with privileged access to a DoD information system, regardless
of job or occupational series.
ARMY
The Army has embraced licensure and certification as a key method
of helping Soldiers apply their military training and work experience
to the civilian workforce. They have conducted extensive research to
link each MOS to civilian jobs and applicable civilian licenses and
certifications. The Army has identified civilian credentials related to
100 percent of its enlisted and Warrant Officer MOSs. Some of these
credentials are directly related to the MOS and others are related to
embedded skills attained by the Soldier through Army training and
experience.
The extent to which Soldiers are able to use their military
training and experience to attain civilian licenses and certifications
is determined through comprehensive gap analysis comparing MOS training
with civilian credentialing requirements. The gap analysis is conducted
on credentials determined to be most directly related to the MOS or to
the skills attained through MOS training and experience.
As part of the gap analysis, an attainability rating is assigned to
each relevant credential. This rating indicates the estimated ability
of a first-term Soldier to obtain a given credential. Attainability
ratings reflect the likelihood of a Soldier attaining the corresponding
credential during his or her first term of service, attaining it in a
subsequent enlistment, or encountering difficulty in translating their
military training and work experience to a civilian credential.
The results of the research linking MOSs to civilian jobs and
credentials, along with the results of the gap analysis, are available
to Soldiers through the Army COOL Web site (https:www.cool.army.mil).
This robust site provides Soldiers, counselors, family Members, and
employers with comprehensive information about certification and
licensure relevant to Army MOSs. Enhancements to the Army COOL Web site
are continual. New search features and additional credentialing
resource information were recently added and the Web site was also
expanded to include Warrant Officers.
The site also helps Soldiers find civilian credentialing programs
related to their MOS and it helps them understand the requirements for
obtaining a credential. In addition, it identifies resources that will
pay credentialing fees. The Web site is specifically designed to aid
Soldiers in translating their military training and work experience to
the civilian workforce. COOL Web site usage is consistently high. The
site receives thousands of ``hits'' each month, approximately two-
thirds of which are MOS-specific. Soldiers can also receive one-on-one
counseling in licensure and certification from education counselors at
each installation. The Army COOL initiative is closely integrated with
other Army and DoD programs that can help Soldiers meet credentialing
requirements, including the servicemembers Opportunity Colleges Army
Degree (SOCAD) program, DANTES credentialing program, and Army e-
learning. In recognition of the importance of credentialing for Soldier
professional development, the Army, in 2003, began awarding promotion
points for technical certifications for Soldiers competing for
promotion from Sergeant to Staff Sergeant. These Soldiers can receive
10 promotion points for each certification up to a total of 50 points.
NAVY
The Navy's credentialing program offers Department of Navy (DON)
servicemembers expanded opportunities to earn civilian occupational
licenses and certifications. The program has been developed to promote
recruiting and retention and to professionalize the Navy workforce
(both active duty and reserve), thus improving mission readiness. It
also enhances the Sailor's ability to make a smooth transition to the
civilian workforce. The Navy's credentialing program has two key
components--dissemination of information on civilian licensure and
certification opportunities and payment of credentialing exam fees.
The Navy COOL, a publicly accessible Web site (https://
www.cool.navy.mil), serves as a hub of comprehensive information to
guide Sailors in pursuing occupational credentials related to their
Navy work experience and training. The Web site was brought online in
2006 in collaboration with the Army and utilizes the same underlying
database of civilian credentials that is used for the Army COOL Web
site. Navy COOL disseminates the results of extensive research and
analysis linking each DON rating, job, designator, and occupation to
civilian jobs and applicable civilian credentials. It provides the
results of comparability analyses conducted to identify potential gaps
between DON training and civilian credentialing requirements and
provides extensive information on resources available to fill the gaps.
The Web site is targeted toward Sailors, family Members, Navy veterans,
career and education counselors, credentialing agencies, and potential
civilian employers. COOL feedback shows interest from other military
services (active, reserve, and veterans) for their own service-specific
COOL Web site.
In September 2007, DON approved funding of credential exams that
are directly related to a Sailor's job or occupation or to a critical
skill set within. The Navy funds both mandatory and discretionary
credentialing exams. To date, over 2,400 credential/job combinations
are approved for funding and over 34,000 exams have been funded (as of
30-Jun-2010) at an average cost of approximately $270 per exam.
Program metrics indicate the success of the Navy credentialing
program is high:
To date, Navy COOL has experienced over 67.2 million
hits (averaging 2.2 million hits per month).
Credentialing staff has personally briefed over
19,000 Sailors on the Navy's credentialing program.
More than 5,000 e-mails have been received providing
feedback on the Navy's credentialing program with over 98
percent of the feedback being positive.
More than 3,000 Sailors participating in the Navy's
credentialing program are re-enlisting/extending to take
advantage of this program.
AIR FORCE
Air Force emphasis on licensure and certification is twofold--
career-related degrees and certification from civilian schools. The
first option an Airman has is a degree conferred only to enlisted
Members only by the Community College of the Air Force (CCAF). CCAF
confers associate degrees in each enlisted member's career field. The
degree consists of accredited college-level training from the Air Force
along with general education courses from civilian colleges. Each year
the Air Force confers over 17,000 associate in applied science degrees.
Since CCAF received regional accreditation in 1980 from the Southern
Association of Colleges and Schools, it has conferred a total of
344,000 associate degrees. The degree is equivalent to the civilian
world's terminal associate degrees for trade certification.
All Air Force Specialty Codes (career fields) translate well to
comparable civilian work experience. In a 2009 survey of CCAF
graduates, 82 percent said that most or all of CCAF credit transferred
to bachelor-level degree programs. In addition to the associate degree
opportunity, Air Force policy is to fund one license or certificate per
Air Force career to both officers and enlisted. Each year the Air Force
expends approximately five million dollars for licensure/certification
of Airmen, or approximately 3 percent of the military tuition
assistance budget with 3,500 earned certifications. The COOL search-
tool equivalent for Airmen, known as the Credentialing and Research
Tool (CERT), links the CCAF degree programs with nationally recognized
professional certifications relevant to specific career fields.
MARINE CORPS
The Marine Corps uses a variety of resources to assist its Marines
with licensure and certification, including DOL's America's Career
InfoNet Web site, Army and Navy COOL Web sites, the VMET Document, the
United Services Military Apprenticeship Program, the Occupational
Information Network O*Net, DANTES and TurboTAP. Additionally, there are
Marine Corps Transition Assistance Management Program (TAMP) personnel
who are Certified Workforce Development Professionals and possess the
skills necessary to assist Marines in translating their military
experience and training into understandable civilian terminology.
The Marine Corps has also conducted extensive reviews of the
transition and education programs and services and established a
planning framework for major program reforms. The primary objective is
to provide every Marine with an opportunity to successfully achieve
their stated performance goals from accession to interment. The program
redesign will include the integration of complementary services, to
include Transition Assistance, Voluntary and Off Duty Education,
Personal Financial Management, and Family Member Employment Assistance.
This integrated personal and professional readiness approach to program
delivery is being developed to support Marine Corps institutional aims
and successful occupation of individual Marines via established
roadmaps for professional military development/promotion, portable
skill development, transportable education credit contributing to
employment/career, and financial planning to support personal and
professional roadmaps.
OTHER EMPLOYMENT ASSISTANCE
The Operation Warfighter (OWF) program is a DoD-sponsored
internship program that offers recuperating wounded, ill and injured
servicemembers meaningful activity that positively impacts wellness and
offers a formal means of transition to return to duty or enter into the
civilian workforce. The main objective of OWF is to place recuperating
servicemembers in supportive work settings that positively benefit the
recuperation process.
OWF represents a great opportunity for transitioning servicemembers
to augment their employment readiness by building their resumes,
exploring employment interests, developing job skills, benefiting from
both formal and on-the-job training opportunities, and gaining valuable
Federal Government work experience that will help prepare them for the
future. The program strives to demonstrate to participants that the
skills they have obtained in the military are transferable into
civilian employment. For servicemembers who will return to duty, the
program enables these participants to maintain their skill sets and
provides the opportunity for additional training and experience that
can subsequently benefit the military. OWF simultaneously enables
Federal employers to better familiarize themselves with the skill sets
of wounded, ill and injured servicemembers as well as benefit from the
considerable talent and dedication of these transitioning
servicemembers.
To date, the program has placed approximately 1,600 servicemembers
across more than 100 different Federal employers and sub-components.
The program currently has 225 active internship placements.
The Veterans Employment Initiative (VEI), created by Executive
Order 13518 aims to increase the number of veterans in the Federal
Government. DoD is a strategic partner in this initiative along with
the Office of Personnel Management (OPM), VA, DPL, and DHS. The Order
established an interagency Council on Veterans Employment that advises
the President and the Director of OPM on the initiative. The Council
serves as a national forum for promoting veterans' employment
opportunities in the executive branch and develops performance measures
to assess the effectiveness of the VEI. Agencies covered by the VEI
have established Veterans Employment Program Offices or designated a
full-time staff person dedicated to providing employment services to
veterans. Veterans and the public may also access the VEI's helpful Web
site at www.fedshirevets.gov.
The National Resource Directory (NRD) is a partnership among DoD,
DOL and VA. The information contained within the NRD
(www.NationalResourceDirectory.gov) is from Federal, state and local
government agencies; veterans service and benefit organizations; non-
profit and community-based organizations; academic institutions and
professional associations that provide assistance to wounded warriors
and their families.
The NRD is an easily accessible, comprehensive tool for
transitioning servicemembers who are looking for education and
training-related, and employment opportunities. Content on the National
Resource Directory is gathered, reviewed and updated by a team of
subject matter experts with a military background. The NRD features
hundreds of resources on job training, scholarships, tuition assistance
programs, internships, apprenticeships, licensing & certification, the
GI Bill and the Yellow Ribbon Program.
To ensure that users are getting the information they need, the NRD
utilizes several social media methods to distribute resources and new
information. One of these methods is an e-mail marketing service.
Currently, more than 3,200 NRD subscribers receive regular updates
about education, training and employment. News and updates are also
posted through the NRD Facebook page and LinkedIn groups.
CONCLUSION
Although the focus of this hearing is on what DoD, VA and DOL are
doing to assist servicemembers in translating their military training
and experience into comparable civilian sector competencies as they
seek employment, there also needs to be a focus on what the
servicemember needs and finds most effective. Each agency must do all
it can to provide the best possible information, education, counseling,
coaching and support to our deserving servicemembers. The discussion
must also include servicemember responsibility and we believe that by
providing an array of sources of information and support mechanisms to
the Members we are helping them take hold of their future and equipping
them with the tools to direct their careers far into the future. There
is no doubt we can be more efficient and effective, and we will.
The Department understands there is a strong consensus within
Congress and the Veterans' community that more needs to be done to help
servicemembers translate their Military Occupational Codes into
civilian sector language. Even though a great deal is being done, the
Department recognizes that more can be done and that we must continue
to find new ways to not only reach our servicemembers and impart
knowledge to them, but also strive to ensure they grasp and understand
the information. We must also measure the successes and identify best
practices.
The Department acknowledges the importance of providing
servicemembers with clear and definitive information on licensure and
credentials across the duration of their military careers. Providing
this information early on allows servicemembers to plan and seek out
any additional classes required to achieve their goals. To that end,
the Department is revamping TAP as we move into the next decade.
Transition assistance will become a process that occurs throughout the
military lifecycle from the time of accession through separation, not a
single event that occurs at the time of separation or retirement, or in
the case of demobilizing/deactivating National Guard and Reserves, when
they are released from active duty.
Over the next year we will be working on a number of initiatives
relating to the revamping of TAP, including: Policy and Legislation,
improved processes related to deployment patterns and realities of the
National Guard and Reserves, Strategic Communications and Outreach,
Technology and Social Networking and Resource and Performance
Management. We will keep the Subcommittee abreast of our progress and
we will solicit your input as well.
Madam Chairwoman, this concludes my statement. On behalf of the men
and women in the military today and their families, I thank you and the
Members of this Subcommittee for your steadfast support.
Prepared Statement of Margarita Cocker, Deputy Director, Vocational
Rehabilitation and Employment Service, Veterans Benefits
Administration,
U.S. Department of Veterans Affairs
Madam Chairwoman, Ranking Member Boozman, and Members of the
Subcommittee, thank you for inviting me to appear before you today to
discuss how VA's Vocational Rehabilitation and Employment (VR&E)
Program helps servicemembers apply their Military Occupational
Specialties to employment in the civilian sector. VR&E strives to
insure a seamless transition for servicemembers and Veterans through
outreach and early intervention. VA's Vocational Rehabilitation
Counselors and Employment Coordinators leverage Servicemembers' and
Veterans' transferable skills whenever possible, while keeping the
focus on individuals' current level of abilities and aptitudes, as well
as their future career potential. VA greatly appreciates the
opportunity to discuss this important topic.
Overview of Veterans Employment Services
VR&E's primary mission is to assist servicemembers and Veterans
with service-connected disabilities prepare for, and obtain, meaningful
and sustainable employment through the provision of robust services
individually tailored to each individual's needs. Services are provided
at our 57 Regional Office locations and over 100 out-based VR&E
locations. VR&E services begin with comprehensive evaluations to help
servicemembers and Veterans understand their interests, aptitudes, and
transferable skills. Next, our vocational exploration phase focuses
their potential career goals based on labor-market demands and market
requirements. This process helps each Veteran or Servicemember make
informed choices and participate in the development of a rehabilitation
plan that, to the maximum extent possible, builds upon his or her
transferable skills toward an ultimate career goal. To help these
individuals achieve their rehabilitation goals, VR&E may provide a
broad range of employment services such as:
Translation of military experience to civilian skill
sets using industry standard Transferrable Skills Assessments
(TSA);
Short-term training geared to augment existing skills
that increase employability, such as certification preparation
tests and sponsorship of certification;
Long-term training, including on-the-job training,
apprenticeship training, and college-level training, or
services that support self-employment; and
Direct job-placement services, including resume
development, job-seeking-skills training, and post-placement
follow-up services.
Licensing and Credentialing
Licensing and credentialing assistance is provided, as needed, to
facilitate employment in the particular individual's specific
occupation. For example, many information-technology jobs require
certification, while nursing and mental-health counseling fields
require licensure. For Veterans and servicemembers with more severe
injuries and barriers to employment, additional leading-edge
certifications can also be provided to make them more competitive. The
goal of each VR&E rehabilitation plan is to maximize the individual's
transferable skills; match his or her interests and skill sets with
labor-market demands; ensure compatibility of the job with existing
disability issues, using adaptive technology whenever possible; and
help the Veteran or Servicemember enter the job market at a level on
par with his or her peer group and into a career position in which he
or she can thrive--even if his or her disability should worsen.
I would like to emphasize the importance of transferable-skills
assessments and corresponding licensure or credentialing. During the
vocational exploration phase, VR&E counselors identify servicemembers'
and Veterans' military and civilian transferable skills and discuss
these skills with them. The VR&E program conducts thorough assessments
of Veterans' interests, aptitudes, and abilities, and then provides
necessary services to ensure that exiting servicemembers and Veterans
are able to compete for and achieve the highest level of civilian
employment for which they qualify. VR&E counselors help individuals
capitalize on their transferable skills when developing plans for
future civilian career goals, while also insuring that interests,
abilities, and aptitudes are matched up to these goals. Once
servicemembers' and Veterans' career goals are identified, VR&E tailors
individualized and comprehensive services to ensure employability in
their chosen career fields, including proper credentialing, education,
and licensing. This focus on basing the next career step on
transferable skills enables these individuals to maximize their
existing skills and ultimately obtain careers at a more advanced level.
Conclusion
The challenges our disabled servicemembers and Veterans face while
in transition are an urgent priority for VR&E and VA. Building upon the
excellent skills obtained in the military makes these individuals more
marketable, and assists them in qualifying for more technical and
advanced career opportunities. VR&E focuses on enhancing preexisting
certifiable and or licensed skills attained during servicemembers' and
Veterans' military experience, thus maximizing the investment in
training they have made during their service on active duty.
Madam Chairwoman, this concludes my statement. I would be pleased
to answer any questions you or other Members of the Subcommittee may
have.
Statement of Hon. John Boozman, Ranking Republican Member,
Subcommittee on Economic Opportunity
Good afternoon.
Madam Chair, in reading today's testimony, I saw lots of discussion
about the Transition Assistance Program and lots of Web sites that
translate military skills and occupations into civilian equivalents.
But I saw very little about how we go about getting education and
training institutions to adjust their curricula to account for military
training and education. Secretary Jefferson, I congratulate you on
being the only witness today to directly identify the core of the issue
as the role of state and local governments in licensing and
certification. Too often, our men and women are needlessly required to
repeat education or training already gained in military service. To me
that means that states need to be more flexible in recognizing military
training and skills.
I am disappointed that the National Governors' Association declined
once again to join today's discussion. To me, the states hold the key
to solving this dilemma. We cannot afford the current economically
inefficient system that ignores the millions of dollars spent on top
quality military education and training.
Madam Chair, maybe the best we can hope for is to provide veterans
with the best education and training benefits and work with the
education and certifying industries to increase the credit given for
training as a way to speed licensing and certification.
I yield back.
Statement of John L. Wilson, Assistant National
Legislative Director, Disabled American Veterans
Madam Chairwoman and Members of the Subcommittee:
On behalf of the 1.2 million Members of the Disabled American
Veterans (DAV), I am honored to present this testimony in accordance
with our congressional charter and DAV's mission to ``advance the
interests, and work for the betterment, of all wounded, injured, and
disabled American veterans.''
This Subcommittee's concern for the financial circumstance of
veterans and their families is well-founded, given the economic
downturn our Nation's economy has taken. During this same timeframe,
our Nation is involved in two wars and multiple deployments are no
longer the exception, but rather the norm. Given this deployment pace,
any previous opportunities military servicemembers may have had to
obtain additional education or training on their own in order to meet
the requirements for licensing or credentialing for the time when they
are no longer in the military have become difficult to find. Such self-
effort is essential in most career fields when active duty personnel
separate or when Guard and Reserve personnel are deactivated and they
want to either find employment or return to earlier civilian careers.
This is because most progression from apprentice to journeyman for
enlisted personnel in most military career fields do not also result in
civilian-equivalent licensure and certification.
Licensure and certification are a primary form of recognition of
competency in job-related skills and are relied upon by employers for a
host of occupations to ensure that employees have the skill and
knowledge base necessary to effectively ply their trades. Private
sector employers, Federal, state, and local government agencies,
professional associations, unions and the general public turned to
credentialing to regulate entry into occupations and to also promote
safety, professionalism, and career growth. The amount of private
sector credentialing has grown tremendously and hundreds of
professional and trade associations offer certification in specific
fields. The past few years have shown a similar increase in
occupational regulation by both the state and Federal Governments. As a
result, over the past decade, the number of both mandatory and optional
credentialing programs has increased steadily.
The education, training, and experience obtained by military
servicemembers provide tangible benefits for our Nation's defense. This
same background can also provide a significant contribution to a
skilled civilian workforce. However, every year, skilled servicemembers
leaving the armed forces miss out on the chance to quickly move into
good, high-paying, career-building jobs because they typically must
undergo lengthy and expensive retraining in order to meet civilian
licensure and certification requirements, often for the same type of
jobs they held in the military. This time-consuming and costly waste of
valuable human resources costs the veteran through forced
underemployment, costs business because skilled workers are
unavailable, and it has a negative impact on the economy due to delayed
job creation and consumer spending, and unnecessary unemployment
compensation insurance payments.
Madam Chair, on January 14, 1999, former Secretary of Veterans
Affairs Anthony Principi presented the final report of the
Congressional Commission on Servicemembers and Veterans Transition
Assistance. The issues raised in that report more than a decade ago
still hold true. The Commission asserted then, and DAV agrees, that
Congress, the administration and private companies must provide
transitioning servicemembers with the means and opportunity to succeed
in their civilian lives and to invest their talent and ability in the
American economy.
At that time, our Nation had enjoyed several years of sustained
economic expansion yet the unemployment rate for newly separated
veterans remained comparatively high. Unemployment rates for male
veterans aged 20 to 24 and 35 to 39, the ages when most servicemembers
separate or retire, were higher than rates for other veteran age
cohorts and were higher than rates for similar nonveteran males. This
unemployment pattern existed despite the fact that veterans have solid
grounding in basic skills, are disciplined, have a demonstrated
positive work history, are highly motivated, and have shown an ability
to continually upgrade their skills.
Today, according to a July 2, 2010 article in Army Times, the
unemployment rate for veterans rose slightly in June 2010, to 8 percent
overall and 11.5 percent for Iraq and Afghanistan-era veterans. This
information raises the concern that expanding programs aimed at helping
veterans find work may not be working as quickly as hoped in this
stagnant job market. June employment statistics released Friday by the
Labor Department's Bureau of Labor Statistics show the overall
unemployment rate for veterans rose slightly from 7.8 percent in May.
For veterans from the Iraq and Afghanistan era, the June unemployment
rate was 11.5 percent, up from 10.6 percent in May. This is an
improvement from March of this year when the unemployment rate was 14.7
percent. For new male veterans, the unemployment rate for June is 10.8
percent, compared with 15.5 percent for new female veterans.
Previously, the rate was about equal for new male and female veterans.
Efforts are under way to improve the employment situation. On March
29, 2010 the U.S. Department of Labor (DOL) Veterans' Employment and
Training Service announced a $2 million grant competition to assist
eligible veterans by providing employment, training, support services,
credentialing and networking information in renewable and sustainable
energy. The grants are intended to provide services to assist in
reintegrating eligible veterans into meaningful employment within the
labor force and to stimulate the development of effective service
delivery systems that will address the complex employability problems
facing eligible veterans.
The DOL has also been engaged with the U.S. Chamber of Commerce to
provide employment opportunities to wounded veterans while still in
recovery. Job fairs have been held near the hospitals where these
veterans are recovering. Employers meet with potential employees to
assess their skills and, if hired, establish a mentoring relationship
to facilitate their transition from recovery and transition from
military service to private sector employment. Just such a career fair
was held at the National Naval Medical Center (NNMC) in Bethesda on
June 4, 2010. The Fleet and Family Support Office, NNMC, in partnership
with the U.S. Chamber of Commerce and the National Chamber Foundation
hosted the event. The career fair included leading employers in various
industries looking to fill a wide range of positions from entry-level
to management. Servicemembers from Bethesda, Walter Reed, Ft. Belvoir,
Ft. Meade, and Quantico participated.
The Department of Veterans Affairs (VA) also provides assistance to
veterans seeking employment through its Vocational Rehabilitation and
Employment (VR&E) services. Vocational Rehabilitation Counselors work
with eligible veterans to address impediments to future employment and
locate other resources to address any rehabilitation and employment
needs identified during the evaluation. Referral to other resources may
include state vocational rehabilitation programs; DOL employment
programs for disabled veterans; state, Federal or local agencies
providing services for employment or small business development;
Internet-based resources for rehabilitation and employment; and
information about applying for financial aid.
While much has been accomplished, work still remains. The
Department of Defense (DoD) indicates that each year approximately
25,000 active duty servicemembers are found ``not fit for duty'' as a
result of medical conditions that may qualify for VA disability ratings
and eligibility for VR&E services.
In response to criticism of the VR&E Service, former VA Secretary
Anthony Principi formed the Vocational Rehabilitation and Employment
Task Force. The Secretary's intent was to conduct an ``unvarnished top
to bottom independent examination, evaluation, and analysis of the VR&E
program.'' The Secretary asked the task force to recommend ``effective,
efficient, up-to-date methods, materials, and metrics, tools,
technology, and partnerships to provide disabled veterans the
opportunities and services they need'' to obtain employment. In March
of 2004, the task force released its report, with 110 recommendations
for VR&E service improvements. By the end of fiscal year 2007, only 89
of the 110 recommendations had been implemented.
Citing several studies of VR&E done within the past decade, the
Veterans' Disability Benefits Commission (VDBC) in 2007 identified a
host of ongoing problems with the program, including the following:
A need for a more aggressive and proactive approach
to serving veterans with serious employment barriers;
Limited numbers of VR&E counselors and case managers
to handle a growing caseload;
Inadequate and ineffective tracking and reporting on
participants;
Employment outcomes that are measured no further than
60 days after hiring; and
The current 12-year limit for veterans to take
advantage of VR&E, which may be unrealistic.
The coauthors of the Independent Budget--AMVETS, Disabled American
Veterans, Paralyzed Veterans of America, and the Veterans of Foreign
Wars of the United States--continue to support the recommendations of
the Vocational Rehabilitation and Employment Task Force, as well as the
following recommendations of the VDBC:
Expand access to all medically separated
servicemembers;
Make all disabled veterans eligible for vocational
rehabilitation and counseling services;
Screen VR&E counselors and all applicants for
Individual Unemployability ratings;
Increase VR&E staffing and resources, track
employment success beyond 60 days, and implement satisfaction
surveys of participants and employers; and
Create incentives to encourage disabled veterans to
complete their rehabilitation plans.
DAV notes that more must be done to ensure that our highly trained
and qualified servicemembers do not face unnecessary barriers as they
transition from the military to civilian life. We recommend that DoD,
DOL and VA work with employers, trade unions, and licensure and
credentialing entities to provide a means for military personnel to
receive the necessary civilian equivalency to their chosen career
fields when receiving military education and training, thus honoring
their military service and allowing them to more easily transition into
a civilian occupation without the need for complex and repetitive
training or apprenticeships.
This recommendation is in line with Resolution No. 047, passed at
the DAV's most recent National Convention, which supports licensure and
certification of Active Duty service personnel. DoD provides some of
the best vocational training in the Nation for its military personnel.
It establishes, measures, and evaluates performance standards for every
occupation within the Armed Forces. There are many occupational career
fields in the Armed Forces that can easily translate to a civilian
occupation and there are many occupations in the civilian workforce
that require a license or certification. These occupational standards
meet or exceed the civilian license or certification criteria. Yet,
many former military personnel, certified as proficient in their
military occupational career, are not licensed or certified to perform
a comparable job in the civilian workforce. This situation creates an
artificial barrier to employment upon separation from military service.
DAV supports efforts to eliminate employment barriers that impede the
transfer of military job skills to the civilian labor market.
Additionally, we ask DoD to take appropriate steps to ensure that
servicemembers be trained, tested, evaluated, and issued any licensure
or certification that may be required in the civilian workforce. We
urge Congress to enact legislation making the Chapter 33 Post-9/11 GI
Bill available to pay for all necessary civilian license and
certification examination requirements, including necessary preparatory
courses. Last, we support efforts to increase the civilian labor
market's acceptance of the occupational training provided by the
military.
We must also encourage that additional attention be given to
perceptions about veterans held by the public. As noted in the January
1999 final report of the Congressional Commission on Servicemembers and
Veterans Transition Assistance, there is a fundamental lack of
awareness by civilian employers of the positive personal and
professional characteristics possessed by most servicemembers and
veterans. Previous attempts to inform the public and employers of these
attributes have been short-lived and limited. There is also a general
lack of awareness among employers of where and how to recruit veteran
applicants for civilian jobs.
A sustained national marketing program must be undertaken to
favorably influence employer perceptions of veterans, and subsequent
hiring decisions as well as where to recruit veteran applicants.
Veterans bring skill sets that readily fit into practically every area
of economic enterprise in our Nation's economy, yet many private
employers may perceive us to only have skills suited to security or law
enforcement while an examination of the hundreds of career fields in
the military would certainly indicate otherwise.
Madam Chair, I again want to thank you and the Subcommittee for the
opportunity to present the views of DAV.
Statement of Paralyzed Veterans of America
Chairwoman Herseth Sandlin, Ranking Member Boozman, Members of the
Subcommittee, Paralyzed Veterans of America (PVA) would like to thank
you for the opportunity to express our views on the issue of
opportunities for transitioning veterans. This Subcommittee has worked
diligently during this session to ensure employment opportunities are
available for new veterans and veterans of the past. PVA appreciates
the hard work and sincere effort that this Subcommittee applies to
their mission which results in programs to help veterans assimilate
back into society.
The emphasis on licensure and certification can present significant
barriers for transitioning military personnel seeking employment in the
civilian workforce. Credentialing standards, such as education,
training, and experience requirements, are developed based on
traditional methods for obtaining competency in the civilian workforce.
As a result, many transitioning military personnel who have received
their career preparation through military service find it difficult to
meet certification and licensing requirements due to the lack of
civilian recognition of military training and experience. For some,
this inability to become credentialed bars entry into employment in
their fields entirely. For others, the lack of credentials will make it
difficult to compete with their civilian-sector peers for jobs. Those
who are able to obtain employment in their fields without the
applicable credentials may face decreased earnings and limited
promotion potential.
Pilot programs have been initiated in some states to provide
credentialing to servicemembers in a limited number of fields. PVA
believes that there are a number of factors that have an impact on the
ability of current and former military personnel to obtain civilian
credentials. Many civilian credentialing boards do not have adequate
knowledge of and do not give proper recognition to military training
and experience. The lack of clarity regarding the procedures for
exchange of transcripts between military and civilian credentialing
boards creates undue barriers for military personnel.
The Department of Defense (DoD) should assist Members preparing to
transition from active duty to civilian employment through the proper
dissemination of information. The DoD and the Department of Labor (DOL)
must maintain involvement with the certifying organizations and
coordinate efforts among Federal agencies and private industry. Armed
Forces training schools should pay greater attention to the activities
and requirements of civilian credentialing agencies.
ALTERNATIVE USE OF THE POST-9/11 G.I. BILL
PVA along with the other coauthors of The Independent Budget
supports the idea of using the Post-9/11 GI Bill for employment
training programs. This highly regarded benefit should be available to
veterans as they enroll in additional or supplemental training which
would complete the requirements of civilian certification or licensing.
This would involve expansion of Chapter 33 to include vocational, on-
the-job training, apprenticeships and certificate programs. The
original GI Bill provided benefits for over 8 million WWII veterans,
but just over 2 million of those went to a 4-year, degree seeking
institution. The other 6 million sought training through
apprenticeships, on-the-job training (OJT) and vocational training.
Today's veterans are not provided the same benefit. The Post-9/11
GI Bill only provides benefits to veterans who seek a degree. The
remaining veterans must continue to use the Montgomery GI Bill (MGIB).
Veterans pursuing these non-degree seeking careers are being penalized
by being forced to pay into the MGIB to later receive a lesser benefit.
Veterans, regardless of their post-military occupational desires,
should have access to the benefits of the Post-9/11 GI Bill. In
accordance with the recommendations of The Independent Budget for FY
2011, Congress should grant Post-9/11 GI Bill benefits to veterans who
enroll in apprenticeships, OJT and vocational programs.
DoD MILITARY--WORK TRANSITION PROGRAM
The DoD Military--Work Transition Program could be an extension of
the DoD ``Operation Transition.'' Operation Transition established a
framework for transition programs administered by each of the military
service branches. The program established in 2008, offers an extensive
array of services and benefits designed for separating servicemembers.
These services include counseling, personal financial planning,
information about Federal Government employment, and other tools to
prepare the separating members for future employment. This military-
work transition program would resemble the current DoD fellowship
program. The fellowship program allows both military and civilian staff
of the DoD to work in support positions for Members of Congress and
Federal agencies. The military personnel continue in their current pay
grade, including benefits, since they are still DoD employees.
This would start as a pilot program which would allow the necessary
time for Congress to evaluate its success and the effort involved in
creating and monitoring such a program. However, legislative action may
be required to allow military personnel to work in civilian
nongovernment positions.
This initiative would involve DoD working in coordination with the
Department of Labor (DOL), Veterans' Employment and Training Service
(VETS). VETS would identify and encourage private sector organizations
that would participate. The ideal corporations would be those
organizations that have already demonstrated that they value veterans
when hiring new employees; organizations such as Home Depot, UPS, BNSF
Railway, and GE. The Fortune 500 list contains many corporations that
have never considered the benefits of employing veterans. However,
those corporations that have multiple locations and a continuing need
for mature personnel may be interested in this program. The message and
benefits of employing veterans must continue to be presented to the
business community.
There is a wide variety of civilian work positions that this
temporary personnel program could engage with. These could involve
entry level positions as well as management training positions. Those
positions that involve a collective bargaining agreement or a union
contract would not be available for this program.
Additionally, a 6 month period toward the end of a service Member's
commitment could be the length of this program. The employer would
agree to expose the military personnel to several aspects of the
organizations activities such as production, marketing, sales,
distribution, or financial services. The program's goals would be to
allow the military personnel to experience more than one position while
providing an additional staff Member for the employer. The employer
would benefit from the additional assistance of a mature, disciplined,
goal orientated staff Member. This individual could be an ideal
candidate for permanent employment for the company upon separation from
the military.
Those military personnel who participate in this program would
realize some of the challenges and often misfortunes of the corporate
world. After experiencing the business world, some individuals could
have second thoughts about their future. During this temporary work
assignment, participants would undoubtedly evaluate the entire military
benefits package they currently have. Traditionally starting salaries
in the corporate world for most departing military personnel including
officers are less than expected. This reality could influence a
participant to decide to continue their career in the military for the
quality of life it offers for themselves and their family. PVA would
encourage the DoD, DOL, and VA to work together to explore this
possibility of a military-work transition program.
MEDICS AND CORPSMEN TO PHYSICIAN ASSISTANTS
The medical support personnel serving in the military have received
many months of intense state-of-the-art training in their medical
specialty including emergency medical procedures. Some may have
advanced training with years of practical experience which could
include life-saving procedures performed while serving in Iraq or
Afghanistan. Unfortunately, this real life experience is not recognized
by the civilian medical field. A program should be established
including financial support in the form of a grant with accredited
physician assistant colleges to help those transitioning medics and
corpsmen. This would establish a fast track program that would
encourage the participating medical teaching facilities to recognize
and credit the military experience. After receiving an individual
evaluation of a veteran's military medical background, and completion
of appropriate supplemental classes, a veteran with previous military
medical experience would be a candidate for the position of physician
assistant. There is a projected shortage of medical support personnel
in the future including physician assistants. These military trained,
experienced personnel should be encouraged to stay in the medical field
with the support and direction from programs offered by the VA.
CONGRESSIONAL SUPPORT FOR DOL--VETERANS JOB CORPS
DOL VETS will soon offer a unique program for younger veterans up
to age 24. The program which will be a version of their Job Corps
program has never been targeted to veterans in the past. This
apprenticeship program for young veterans will teach the necessary
skills required for one of several trades. The program will offer
housing, food, a living stipend, medical care from a VA facility, and
the camaraderie of other veterans as they face new challenges. The
pilot program will be offered at three mid-west locations this year.
Unfortunately the program is limited to the first three hundred
veterans that apply. With the demonstrated success of this program, we
hope it will be expanded to every region of the country soon. This can
offer hope for the men and women that have honorably served their
country, but have not received specialty training that is transferable
to the civilian world.
BRING BACK THE MESSAGE ``HIRE THE VETERAN''
This slogan of ``Hire the Veteran'' has disappeared from the
literature and information produced by the Department of Veterans'
Affairs. For decades this message was included on many informational
documents and VA forms distributed by the VA.
In the present economic situation with a disproportional number of
veterans unemployed the VA should start emphasizing this message once
again. All Federal agencies that distribute information to the public
should include this message somewhere on their literature. The VA could
provide guidance to the other agencies on this initiative. This would
be a constant reminder to America that the government does care about
the employment of veterans. It would also remind government agencies
that ``they'' should also hire the veteran.
Chairwoman Herseth Sandlin, Ranking Member Boozman, PVA would like
to thank you again for allowing us to share our views on veterans
employment. We are always available to work with this Subcommittee as
it explores employment opportunities for America's veterans.
MATERIAL SUBMITTED FOR THE RECORD
Committee on Veterans' Affairs
Subcommittee on Economic Opportunity
Washington, DC.
August 12, 2010
Mr. Eric Hilleman
Director, National Legislative Service
Veterans of Foreign Wars of the United States
200 Maryland Avenue, NE
Washington, DC 20002
Dear Mr. Hilleman:
I would like to request your response to the enclosed questions for
the record I am submitting in reference to our House Committee on
Veterans' Affairs Subcommittee on Economic Opportunity hearing on
Licensure and Credentialing on July 29, 2010. Please answer the
enclosed hearing questions by no later than Thursday, September 23,
2010.
In an effort to reduce printing costs, the Committee on Veterans'
Affairs, in cooperation with the Joint Committee on Printing, is
implementing some formatting changes for material for all Full
Committee and Subcommittee hearings. Therefore, it would be appreciated
if you could provide your answers consecutively on letter size paper,
single-spaced. In addition, please restate the question in its entirety
before the answer.
Due to the delay in receiving mail, please provide your response to
Ms. Orfa Torres by fax at (202) 225-2034. If you have any questions,
please call (202) 226-5491.
Sincerely,
Stephanie Herseth Sandlin
Chairwoman
JL/ot
__________
Responses from Eric Hilleman
Veterans of Foreign Wars of the United States
Question 1: Is there a Web site that servicemembers and veterans
can access to learn which schools provide college credit based on their
military experience?
Response: To review the programs offered by the American Council on
Education (ACE), please visit: http://www.acenet.edu/Content/
NavigationMenu/
ProgramsServices/MilitaryPrograms/index.htm.
Question 2: Do you believe the barriers for servicemembers and
veterans' translating their skills to the private sector has improved
since our last hearing in 2007?
Response: Many of the same barriers persist. ACE has evaluated
military schools and Military Occupational Specialties (MOS) for
transferable credit for a number of years. However, in the area of
State-by-State accreditation/licensure it still depends upon the state
and industry's interest in accepting the applicable MOS or experiences
to meet equivalency for licensure.
Question 2(a): What has changed since then that you believe has
helped the progression and what do you notice is still missing?
Response: With the advent of the Post-9/11 GI Bill many schools are
interested in attracting Federal dollars, which has led to a surge in
colleges and universities developing programming for veterans on
campus. What hasn't changed is the levels of funding under the GI Bill
in the areas of vocational training, OJT, and apprentices. There needs
to be an incentive for states and professional industries to attract
veterans, as well as standardization among industries and states in
accepting military experience.
Question 3: What are the key things that Congress can do to help
veterans transition with their military training to a civilian career?
Response: We need to better understand where the opportunities are
for improvement. Given the high degree of variance among states and
industries, we must understand what and where needs the greatest
attention of Congress. The VFW recommends a study of the states and
industries to determine which states are granting licensure for
comparable military experiences.
Question 4: In training servicemembers to do their jobs, is the
military looking for different skills than their civilian counterparts?
Response: Not necessarily, both the military and the civilian
sector are seeking intelligent individuals capable of performing at the
highest standards under pressure.
Question 5: If Congress does not have the authority to provide
licensure and certification for veterans leaving the military, then
what should be done?
Response: The VFW stands by its recommendation, two separate and
distinct studies understanding the specific challenges and
opportunities for improving the transfer of military education/
experiences into civilian sector equivalents.
Committee on Veterans' Affairs
Subcommittee on Economic Opportunity
Washington, DC.
August 12, 2010
Mr. Joseph C. Sharpe, Jr.
Director, National Economic Commission
The American Legion
608 K Street, NW
Washington, DC 20006
Dear Mr. Sharpe:
I would like to request your response to the enclosed questions for
the record I am submitting in reference to our House Committee on
Veterans' Affairs Subcommittee on Economic Opportunity hearing on
Licensure and Credentialing on July 29, 2010. Please answer the
enclosed hearing questions by no later than Thursday, September 23,
2010.
In an effort to reduce printing costs, the Committee on Veterans'
Affairs, in cooperation with the Joint Committee on Printing, is
implementing some formatting changes for material for all Full
Committee and Subcommittee hearings. Therefore, it would be appreciated
if you could provide your answers consecutively on letter size paper,
single-spaced. In addition, please restate the question in its entirety
before the answer.
Due to the delay in receiving mail, please provide your response to
Ms. Orfa Torres by fax at (202) 225-2034. If you have any questions,
please call (202) 226-5491.
Sincerely,
Stephanie Herseth Sandlin
Chairwoman
JL/ot
__________
American Legion
Washington, DC.
September 23, 2010
Honorable Stephanie Herseth Sandlin, Chairwoman
Subcommittee on Economic Opportunity
Committee on Veterans' Affairs
U.S. House of Representatives
335 Cannon House Office Building
Washington, DC 20515
Dear Chairwoman Herseth Sandlin:
Thank you for allowing The American Legion to participate in the
Subcommittee hearing on various legislation on July 29, 2010. I
respectfully submit the following in response to your additional
questions:
Question 1: In your testimony you recommend that ``credentialing
agencies could develop a military specific credentialing requirement
that recognize equivalent training.'' If each State has different and
unique requirements, how can this be done?
Response: There are recognized credentialing agencies that oversee
credentialing between states and could assist in recognizing the
credentialing requirements that military servicemembers undergo during
their military training. This would serve to assist servicemembers and
veterans in their transition to civilian positions.
Question 2: Is it the States or the Federal Government that would
be in the best position to help veterans with licensing and
certification?
Response: The American Legion would recommend both. Each State has
a separate licensing and credentialing requirement that needs to
recognize military training as part of fulfilling their state
requirements. In addition, there are national licensings that can be
addressed by that specific Federal agency. The American Legion sees the
Federal agencies as recognizing military training for credentialing
earlier, due to the States having different and multiple requirements.
Question 3: What are the key things that Congress can do to help
veterans transition with their military training to a civilian career?
Response: Congress should become more involved in ensuring that
military training converts into the civilian licensure and
credentialing. Oversight over DoD's actions in the training phase of
servicemembers would allow Members who undergo military training to
receive the same training that would qualify them for their civilian
counterpart. In addition, Congress should be willing to allocate funds
for programs that DoD could facilitate. Programs that would provide and
pay for additional training for all servicemembers who seek to get
their civilian licensure and credentials. This needs to be made
available for all servicemembers who wish to further their career goal
in every branch of the Armed Forces.
Question 4: One of the other witnesses writes that future TAP
should involve more technology and have an internet component. How
should the human interaction fit into a more technology based TAP
program?
Response: The American Legion realizes that one of the downfalls of
the TAP program is servicemembers are preoccupied with their transition
needs, such as their family, college and moving. Once they get home,
veterans start to realize that they need additional information in
order to make their transition as smoothly as possible. With the age of
technology, the computer and Internet provide valuable resources for
veterans and their families. The American Legion believes that an
Internet based resource does solve some of those problems, but does not
address all issues. Having the ability to call a case manager at times,
or via email, to discuss your transition problems would be a great way
to maintain human interaction and still provide a valuable resource.
Thank you for your continued commitment to America's veterans and
their families.
Sincerely,
Joseph C. Sharpe, Jr., Director
National Economic Commission
Committee on Veterans' Affairs
Subcommittee on Economic Opportunity
Washington, DC.
August 12, 2010
Thomas Zampieri, Ph.D.
Director of Gvernment Relations
Blinded Veterans Association
477 H Street, NW
Washington, DC 20001
Dear Dr. Zampieri:
I would like to request your response to the enclosed questions for
the record I am submitting in reference to our House Committee on
Veterans' Affairs Subcommittee on Economic Opportunity hearing on
Licensure and Credentialing on July 29, 2010. Please answer the
enclosed hearing questions by no later than Thursday, September 23,
2010.
In an effort to reduce printing costs, the Committee on Veterans'
Affairs, in cooperation with the Joint Committee on Printing, is
implementing some formatting changes for material for all Full
Committee and Subcommittee hearings. Therefore, it would be appreciated
if you could provide your answers consecutively on letter size paper,
single-spaced. In addition, please restate the question in its entirety
before the answer.
Due to the delay in receiving mail, please provide your response to
Ms. Orfa Torres by fax at (202) 225-2034. If you have any questions,
please call (202) 226-5491.
Sincerely,
Stephanie Herseth Sandlin
Chairwoman
JL/ot
__________
Blinded Veterans Association
Washington, DC.
September 3, 2010
The Honorable Stephanie Herseth Sandlin, Chairwoman
VA Subcommittee on Economic Opportunity
335 Cannon House Building
Washington, DC 20515
Dear Chair Herseth Sandlin,
The Blinded Veterans Association appreciates the chance to provide
responses to your Committee follow up questions at the VA Subcommittee
Economic Opportunity hearing held on July 29, 2010 on Licensure and
Credentialing for veterans. Servicemembers transitioning from the
military with military occupational training and experience often run
into barriers to their being accepted into colleges because of the lack
of acceptance of the level of training and experience they have from
many universities or community colleges leaving them frustrated and
told they must start as freshmen students in many cases.
In regards to the questions sent to BVA we would like to respond to
each below:
Question 1: Is it the states or the Federal Government that would
be best positioned to help veterans with licensure and certification?
Response: BVA believes that the Federal Government should leverage
the States and academic institutions to improve the educational
counseling of veterans to obtain their goals for licensure or
credentials to meet employment laws and regulations for occupations.
Colleges should be encouraged financially and through educational
policy to establish veteran guidance counseling services at all state
universities and technical schools.
Question 2: What are the key things that Congress can do to help
veterans transition with their military training to a civilian career?
Response: BVA testimony highlighted that more academic counseling
services to analyze and award credit for military training and
occupational skills is necessary within military, and current military
universities like the Uniformed Health Sciences Academy at Fort Sam
Houston TX and the Air Force University, should have pilot funded
programs to expand providing servicemembers credit hours for both
occupation courses and senior experience and leadership skills. While
the DOD AARTS/ SMART Programs provide active duty personnel or veterans
of the Army (AARTS) or Navy, Air Force, and Marine Corps (SMART) with
an official transcript of military training or courses evaluated by
American Council on Education (ACE) and 2,300 public colleges do
recognize these ACE endorsed transcripts as official documentation of
military training, the student veteran must still find the civilian
college academic counselor who will match the courses to admission and
degree requirements which is lacking on many campuses. This problem
could be eliminated by having DOD educational credits provided to the
veteran upon discharge.
Question 3: If Congress does not have the authority to provide
licensure and certification for veterans what should be done?
Response: BVA would recommend in addition to the above, that The
American Association of Collegiate Registrars and Admissions Officers
(AACRAO), the Council For Higher Education Accreditation (CHEA), and
American Council on Education (ACE) in conjunction with State education
offices plans for reviewing military occupational skills training and
certificates for college credits. Governors have great influence over
the state universities in this regard and Federal grants to colleges
can be used to encourage participation in these programs.
In addition to the above BVA would urge congress to make changes to
improve upon the Chapter 31 Vocational Rehabilitation VR subsistence
and housing allowance that are currently lower than the Post-9/11 GI
Educational Benefits, and these benefits must be increased to allow
service connected disabled veterans the ability to meet the additional
costs of attending school.
In addition BVA would encourage the VA Committee to introduce
legislation for returning medics and corpsmen to be able to enter into
pilot program to assist them in becoming trained as physician
assistants. These life savers with emergency medical skills are being
lost as vital resource to meeting health care challenges because
colleges are not willing to spend time on counseling them and providing
them with academic support to enter PA programs.
On behalf of the BVA we again appreciate your leadership on the
issue and efforts to improve the employment opportunities for veterans.
Sincerely,
Thomas Zampieri Ph. D.
Director of Government Relations
CC: Congressman John Boozman
Ranking Member VA Subcommittee
Committee on Veterans' Affairs
Subcommittee on Economic Opportunity
Washington, DC.
August 12, 2010
Mr. Vince Patton, Ed.D.
Master Chief Petty Officer of the United States Coast Guard (Ret.)
Director, Community Outreach
Military.com/Monster Worldwide
8280 Greensboro Drive
Suite 700
McLean, VA 22102
Dear Dr. Patton:
I would like to request your response to the enclosed questions for
the record I am submitting in reference to our House Committee on
Veterans' Affairs Subcommittee on Economic Opportunity hearing on
Licensure and Credentialing on July 29, 2010. Please answer the
enclosed hearing questions by no later than Thursday, September 23,
2010.
In an effort to reduce printing costs, the Committee on Veterans'
Affairs, in cooperation with the Joint Committee on Printing, is
implementing some formatting changes for material for all Full
Committee and Subcommittee hearings. Therefore, it would be appreciated
if you could provide your answers consecutively on letter size paper,
single-spaced. In addition, please restate the question in its entirety
before the answer.
Due to the delay in receiving mail, please provide your response to
Ms. Orfa Torres by fax at (202) 225-2034. If you have any questions,
please call (202) 226-5491.
Sincerely,
Stephanie Herseth Sandlin
Chairwoman
JL/ot
__________
Military Advantage--A Division of Monster
www.military.com
McLean, VA.
September 2, 2010
U.S. House of Representatives
Committee on Veterans' Affairs
ATTN: Ms Orfa Torres
335 Cannon House Office Building
Washington, DC 20515
Dear Ms Torres:
In response to your letter dated August 12, 2010 referencing
questions from Chairwoman Sandlin, I am enclosing the responses to the
five questions.
Please do not hesitate to contact me you have any questions either
by phone, 703-269-4968, or by email, [email protected].
Sincerely,
Vincent W. Patton, III, Ed.D.
Director, Community Outreach
__________
Questions for the Record from the House Committee on Veterans' Affairs
Subcommittee on Economic Opportunity
Hearing on Licensure and Credentialing
Question 1: You state that the Transition Assistance Program format
does not work. What should be the format for TAP?
Answer: The current TAP format consists of a 2\1/2\ day workshop
that covers a wide array of information that I do feel overall is
essential for every transitioning servicemember. The problem is TAP
workshops are set up where servicemembers represent a range of career
points, be it the end of their first or subsequent enlistments through
retirement. As a result attendees for the most part have different
immediate needs based on their years of service, type of discharge or
reason for leaving the service. TAP covers a basic overview on
transitioning information, where most, if not all attendees may require
additional information or coaching to address their specific needs.
From an optimal point of view, I would suggest that TAP workshops
be identified based on the individual's service tenure (time in
service), or whether they are being separated for disability reasons,
or retirement. While there still will be a broad range of interest from
TAP attendees, by categorizing the workshops, the attendees may fall
into a better compressed grouping to address their individual needs.
Again, this is optimal, and I do recognize that this cannot be done in
all cases because of resource constraints, as well as scheduling issues
both for the transitioning servicemember as well as from the workshop
facilitators.
Question 2: In your testimony, you state that it would be
impossible to deliver an effective one size fits all transition
program. What would be the basic information that all servicemembers
would need when they transition from the military?
Answer: As stated in my response to question one, with categorizing
TAP workshops by service tenure and types of separation, attendees will
still require the same basic information that is offered in TAP classes
today: VA benefits, GI Bill/Education, Employment information (resume
writing, interviewing skills, and access to employment opportunities),
Familiarization of Veteran Service Offices and Military Service
Organizations. Also, in addressing employment information besides
resume writing, interview skills and how to access employment
opportunities via online, employment centers, etc, many transitioning
servicemembers need to know more about compensation as well as
translation of military to civilian skills. All too often,
transitioning servicemembers, especially those who are retiring do not
fully understand or comprehend how their skills are assessed when
addressing their true economic worth for employment or what their
skills translate in civilian terminology.
Question 3: Can you explain how Military.com offers a personalized
TAP?
Answer: Through leveraging technology and the power of the
Internet, we created a ``Transition Center'' (www.military.com/
transition) which addresses the key essential topics that transitioning
servicemembers and veterans often ask us as they prepare for their
civilian experience. We also learned that military transitioning is
something that should be ongoing, where the servicemember who moves on
to the status as a military veteran often has a need for immediate
recall of information. The information must be current and up-to-date,
and allow for the veteran to know where to access certain pieces of
information as well as a continuing education process on topics of
importance to them.
Our ``Transition Center'' covers the following topics:
Veteran Benefits
Employment Information
Finding a Mentor
Resume Writing
Education
Financial Information
Relocation
Reserve and Guard Options
We personalize this information through feedback from the members
on what type of information they have found useful, allowing us to seek
articles from subject matter experts and other resources which Members
sign up to receive up-to-date informational newsletters periodically.
As indicated in my testimony, the Veteran Career Network, or VCN
provides our Members with a personal touch by providing them with a
Military.com Member who has volunteered to be available as a mentor,
assisting any veteran in employment opportunities. The VCN which
currently has over one million registered Members (10 percent of
Military.com's overall Membership) serves as a fraternal network where
veterans connect with each other. This is done in a multitude of ways,
some connect because of familiarity with one another, or by service,
Military Occupational Specialty (MOS), military unit served, or by
interest in the mentor's civilian occupation or place of employment or
other professional affiliation. All of these categories are included in
the VCN Member's profile. We learned through our interaction with our
Members that the social networking applications that we have on
Military.com have become useful in allowing veterans to establish
contact with one another, even if they have never met before.
Question 3(a): Can TAP be personalized only for those seeking
employment?
Answer: No, TAP can be personalized for more than just those
seeking employment. We have also found through our VCN that some
mentors signed on to assist other veterans with assistance on access to
disability information, or how they have taken advantage of using the
GI Bill, or any other matter where the mentor's experience as a user of
veteran benefits can be helpful in assisting others. While our VCN is
marketed as a career transition tool, we have also noted that
connecting with other veterans to share their experiences has reached
beyond employment topics.
Question 3(b): Do you think this is a good substitute for one-on-
one career counseling?
Answer: We believe that our VCN serves as a one-on-one counseling
resource, as Members are directly connecting with each other.
Military.com does maintain the confidentiality of the connections, as
the Members connect by sending their personal messages through our
secure Military.com messaging system, which is automatically forwarded
to the receiver. Neither party in the communication will know each
other's email address unless they themselves provide it.
Question 4: How does Military.com measure how successful its Web
site is compared to Department of Labor's O*Net Web site?
Answer: Military.com's Skills Translator (www.military.com/skills-
translator) success is based on the additional features that are
provided beyond the O*Net's capabilities. While O*Net provides the
interpretive content of civilian occupations that correlates with the
MOS, the Military.com Skills Translator also incorporates three
additional features allowing the veteran and transitioning job seeker
to not only view his or her descriptive MOS skill sets, but also
through the key phrases indicated in the translation, corresponds with
the over 300,000 monthly job postings that are in the Monster.com
(Military.com's parent company) database. This allows the veteran to
have a glimpse of what his or her MOS' civilian equivalent jobs are
listed, nationwide. This also allows another resource for the veteran
to help in fine-tuning his or her resume to ensure that they have the
right terminology for the jobs that they are qualified for based on the
translation. Our skills translator also generates a separate listing of
academic and vocational training offerings, should the job seeker feel
that he or she may want to pursue further education in the field of
interest that has been designated by the skills translator. This is
also helpful for those individuals who may require needed continuing
education for the purpose of credentialing and licensure. Finally, the
skills translator provides a list of mentors accessible through the
VCN, giving the veteran an opportunity to reach out to someone for
personal assistance or networking. Our Members have found this to be
useful for this one-of-a-kind featured resource in helping those who
are seeking employment assistance.
Question 5: Are your job fairs for separating servicemembers or for
veterans?
Answer: Our Military.com Career Fairs (www.military.com/career-
expo) are designed for both transitioning servicemembers, veterans, and
for military spouses. We market our events to the entire military
community of all ranks: active duty, Reserve/Guard, retirees, veterans
and military spouses. We hold 34-40 events around the country each year
in partnership with the Noncommissioned Officers Association (NCOA).
Committee on Veterans' Affairs
Subcommittee on Economic Opportunity
Washington, DC.
August 12, 2010
The Honorable Raymond M. Jefferson
Assistant Secretary, Veterans' Employment and Training Service
U.S. Department of Labor
200 Constitution Avenue, NW
Washington, DC 20210
Dear Secretary Jefferson:
I would like to request your response to the enclosed questions for
the record and deliverables I am submitting in reference to our House
Committee on Veterans' Affairs Subcommittee on Economic Opportunity
hearing on Licensure and Credentialing on July 29, 2010. Please answer
the enclosed hearing questions by no later than Thursday, September 23,
2010.
In an effort to reduce printing costs, the Committee on Veterans'
Affairs, in cooperation with the Joint Committee on Printing, is
implementing some formatting changes for material for all Full
Committee and Subcommittee hearings. Therefore, it would be appreciated
if you could provide your answers consecutively on letter size paper,
single-spaced. In addition, please restate the question in its entirety
before the answer.
Due to the delay in receiving mail, please provide your response to
Ms. Orfa Torres by fax at (202) 225-2034. If you have any questions,
please call (202) 226-5491.
Sincerely,
Stephanie Herseth Sandlin
Chairwoman
JL/ot
__________
Veterans' Employment and Training Service
Responses to Questions for the Record and Deliverables from the
House Committee on Veterans' Affairs,
Subcommittee on Economic Opportunity July 29, 2010
Hearing on Licensure and Credentialing
Question 1: Can you elaborate on the national barriers you
discovered to the national approach?
Response: The national barriers revolve around the decentralization
of credentialing in the United States. In many cases, the determination
of whether to require and issue a license or certification to practice
a profession is made by State and local governments. As a result, the
specific requirements for obtaining a particular license or
certification can vary greatly from location to location. This
prohibits the creation of a nationwide standard, and requires that any
licensing effort work on an individual basis with each State or
locality that establishes the standards for the credential.
Question 2: Has VETS been doing outreach to all the State and local
governments to ease the attainment of a license or certification?
Response: The Departments of Labor and Defense chartered the DoD-
DOL Credentialing Working Group in November 2006 to address the issues
of licensing and credentials for Veterans. The efforts of the working
group ceased in 2009 before the step of conducting outreach to State
and local governments could be reached.
Question 3: In a previous hearing on September 20, 2007, the DOL
witness said that a Work Group was incorporated under the guidance of
Public Law 109-461. The group was to focus on military occupations that
comprise a high proportion of existing servicemembers and that can be
matched to high demand occupations in high-growth industry. Based on
this comment, could you tell us what the end result was?
Response: The DOL-DoD Credentialing Working Group worked to
identify the 10 major Military Occupational Specialties (MOS) that
might require minimal additional training or training adjustments to
the curriculum at the service schools. The working group collected data
on all MOSs based upon the number of servicemembers in that MOS, and
then conducted a cross-walk to high growth civilian occupations.
Question 3(a): How many military occupations were matched?
Response: Ten MOSs were identified as high density fields that
cross walked to high growth industries with minimal additional training
or training adjustments to curricula.
Question 3(b): Did servicemembers need to re-certify or re-take a
licensure test for their civilian occupations once they were matched?
Response: Because the working group's efforts ceased in FY 2009,
the step of determining recertification or retaking of exams was never
reached.
Question 4: In a previous hearing on September 20, 2007, the DOL
witness said that the Work Group was incorporated under the guidance of
Public Law 109-461 ``will assess the instruction used to train
servicemembers and contract it to the civilian training that leads to
credentialing. Working with the Service Schools and industries, the
group will determine what military training is relevant to
certification for civilian employers.'' Can you please update us on the
findings?
Response: Because the working group's efforts ceased in FY 2009,
the steps of assessing the instruction used to train servicemembers and
determining what military training is relevant to certification for
civilian employers was never reached.
Question 5: In a previous hearing on September 20, 2007, the DOL
witness said ``We are currently developing a competitive Solicitation
for Grant Applications using available program year 2007 funding that
will support a demonstration for one MOS. The program will last for 3
years. We intend to request additional funding in the future years that
will allow this single demonstration program to expand to the
authorized 10 MOSs.'' Can you please update us on the demonstration
program?
Response: PL 109-461 authorized a demonstration program in the
Fiscal Years of 2007 through 2009. No funding was made available to
support the program. The Department's testimony anticipated identifying
funding to start a program focusing on one MOS. The intent was to use
Veterans' Workforce Improvement Program (VWIP) funding that was
anticipated to become available. Unfortunately, sufficient funding did
not become available for this demonstration that year and the
demonstration was not conducted.
Question 5(a): Which MOS was identified for this program?
Response: Since funding was not available, no MOS was selected for
a demonstration.
Question 5(b): How was it successful and what were the problem
areas?
Response: A demonstration was not conducted.
Question 5(c): Was additional funding requested?
Response: The funding for VWIP in FY 2008 was consistent with the
level in FY 2007, and therefore was sufficient only to continue the
VWIP grants awarded in FY 2007.
Question 6: How many veterans have secured jobs in the emerging
green jobs sector?
Response: In FY 2009 the VWIP program was refocused to concentrate
on training and certifying Veterans for jobs on energy efficiency and
renewable energy industries:
Energy-efficient building, construction, and retrofit
industries;
Renewable electric power industry;
Energy efficient and advanced drive train vehicle
industry;
Bio-fuels industry;
Deconstruction and materials use industries;
Energy efficiency assessment industry serving the
residential, commercial, or industrial sectors;
Manufacturers that produce sustainable products using
environmentally sustainable processes and materials.
In July 2009, 17 grants were awarded. Through March 31, 2010, 878
Veterans have been placed into employment, and of these, 296 have been
placed into jobs related to energy efficiency and renewable energies.
Question 7: What can Congress do to support efforts to increase the
civilian labor markets acceptance of the occupational training provided
by the military?
Response: We appreciate the interest of Congress in supporting our
efforts to increase the labor market acceptance of MOS training
provided by the military. DOL plans to discuss with DoD the possibility
of restarting the DOL-DoD Credentialing Working Group. We would expect
that there will be opportunities to work with the Congress on this
important initiative, and we will keep Congress informed of the
progress of this working group and the role that Congress could play as
the group determines action steps and further initiatives.
Committee on Veterans' Affairs
Subcommittee on Economic Opportunity
Washington, DC.
August 12, 2010
Mr. John R. Campbell
Deputy Under Secretary of Defense
(Wounded Warrior Care and Transition Policy)
U.S. Department of Defense
1400 Defense Pentagon
Washington DC 20301-1400
Dear Mr. Campbell:
I would like to request your response to the enclosed questions for
the record and deliverables I am submitting in reference to our House
Committee on Veterans' Affairs Subcommittee on Economic Opportunity
hearing on Licensure and Credentialing on July 29, 2010. Please answer
the enclosed hearing questions by no later than Thursday, September 23,
2010.
In an effort to reduce printing costs, the Committee on Veterans'
Affairs, in cooperation with the Joint Committee on Printing, is
implementing some formatting changes for material for all Full
Committee and Subcommittee hearings. Therefore, it would be appreciated
if you could provide your answers consecutively on letter size paper,
single-spaced. In addition, please restate the question in its entirety
before the answer.
Due to the delay in receiving mail, please provide your response to
Ms. Orfa Torres by fax at (202) 225-2034. If you have any questions,
please call (202) 226-5491.
Sincerely,
Stephanie Herseth Sandlin
Chairwoman
JL/ot
__________
Hearing Date: July 29, 2010
Committee: HVA
Member: Congresswoman Herseth Sandlin
Witness: Mr. Campbell
Question 1: In a previous hearing held in 2007, then Deputy Under
Secretary of Defense for Military Community and Family Leslye Arsht
stated that as part of the commitment made in the Task Force Report to
the President on ``Returning Global War on terror Heroes'' a special
DoD-DOL Credentialing Working Group was in the process of collecting
and collating data on all occupational specialties by military service
including National Guard and Reserves based on how many people are in
each specialty. The Department was to use the outcome of this study to
identify adjustments that can be taken within the relevant Service
Schools to potentially generate certifications in corresponding private
sector jobs. Could you provide us a follow-up on the results and
whether the information collected was used to generate certifications
in corresponding private sector jobs?
Answer: While work was begun on this task through a research
contract, it was not completed due to competing demands,
reorganization, and funding limitations. I, working with Mr. Jefferson,
have directed my staff to reconstitute the DoD-DOL Credentialing
Working Group in order to complete the research to identify the
barriers encountered by veterans and transitioning servicemembers
regarding various state credentialing and licensing requirements.
Currently, two public Web sites--Navy (https://www.cool.navy.mil)
and Army (https://www.cool.army.mil Credentialing Opportunities On-Line
(COOL) Web sites)--already display military occupational specialties,
the civilian equivalent occupations, and industry-recognized
certifications and licenses for corresponding private sector jobs. Both
are free Web sites available to all Military Services, veterans,
civilians, academia, and industry.
Question 2: Is it possible for the DoD to seek agreements with
states to accept military accreditations?
Answer: Yes, it is possible for the DoD to seek accreditation
agreements with states. However, there is no guarantee that the states
would accept military training and experience. Due to the fact that
credentialing and licensing requirements vary from state to state and
from program to program, this approach would require multiple
agreements. A better approach might be for the states to acknowledge
military service formal training. The newly constituted working group
will explore this and other options as they better define the barriers.
My staff has already begun working with the Defense State Liaison
Office (DSLO). Each year the DSLO focuses on top issues to be addressed
by states. The DSLO is currently reviewing input and evaluations for
2011 and will have the top 10 initiatives finalized by first quarter of
FY2011. One of the proposed issues under consideration is ``Acceptance
of Military Training and Experience for State Professional Credential
Requirements upon Separation from Military Service.'' The DSLO and the
Office of Wounded Warrior Care and Transition Policy will work
collaboratively over the next year to try and get state regulators to
accept military trained separating Service members by examination or
recognition of their military training certificates.
While it may not be possible to conduct direct negotiations with
every individual state for the hundreds of different occupations that
they license, a key opportunity for enhancing transitioning
servicemembers' and veterans' ability to attain state licenses is to
encourage states to grant reciprocity. This would enable servicemembers
(and their spouses) and veterans who hold a license in one state to be
automatically granted licensure in the other states as well. One of the
objectives of the joint DoD/DOL Credentialing Working Group is to work
with national organizations, such as the National Governor's
Association, the Council on Licensure, Enforcement, and Regulation
(CLEAR), and the National Conference of State Legislatures (NCLE) to
promote reciprocity for transitioning servicemembers, spouses and
veterans.
Question 3: Do you believe TAP as the primary platform is meeting
the needs of separating servicemembers?
Answer: The current Transition Assistance Program (TAP) program, a
joint inter-agency program with DOL and VA, has been in place for
almost 20 years without any major changes. The Department is in the
process of transforming transition assistance from a one time
separation event into a continuous process that occurs throughout the
military lifecycle. In order to transform TAP, DoD is working with our
TAP partners to:
Transform the culture within DoD so that a
servicemember is continually preparing for transition out of
the military.
Provide the recently released ``DoD Career Decision
Toolkit'' to every separating servicemembers leaving active
duty, including demobilizing/deactivating National Guard and
Reserve. The Toolkit provides transitioning servicemembers with
an interactive tool that compliments the current TAP employment
workshops.
In addition to DoD wide initiatives, the Services
have also taken important steps to assist their transitioning
members. For example:
a. The Air Force has recently revised policy to ensure
all Airmen are informed of educational opportunities
and related financial assistance available while on
active duty as well as when they transition to civilian
life. The revised policy requires information outreach
within 3 months of arrival at every base of assignment;
prior to separation/retirement, and least every 3
months between arrival and separation/retirement.
b. The Marine Corps is developing an individual TAP
road map with special emphasis on education, career and
financial management/planning.
Question 4: Why is the TAP mandatory for the Marines but not the
other military branches?
Answer: In order to comply with statute, current DoD-wide policy
requires that all separating servicemembers receive pre-separation
counseling. This counseling consists of instruction generally known as
the ``TAP'' class. In addition to this core counseling, the Department
offers addition elements such as the VA Benefits Briefing, Disabled
Transition Assistance Program and the Department of Labor (DOL) TAP
Employment Workshops. DoD policy allows the Military Services to
exercise their own discretion concerning these additional portions of
the Transition Assistance Program (TAP) that are not mandated by
statute. For example, in the Navy, a sailor may opt out, in writing, of
the voluntary DOL TAP Employment Workshop and/or the VA benefits and
DoD TAP classes. The Department is in the process of reviewing its TAP
policy, in collaboration with our partners at VA and DOL, to make
information more widely available throughout the military lifecycle.
Question 5: In your testimony you write that licensure and
certification information is provided through classroom delivery from
an instructor, by online interaction and through one-on-one coaching.
Can you elaborate on these elements, and when in a servicemember's
career do they take place?
Answer: Information on licensing and certification is disseminated
in a number of ways and at various points during a Service member's
career. The mandatory pre-separation counseling session is a direct
briefing provided at the end of active duty military service but each
Service utilizes a variety of other tools and methods outside of the
Transition Assistance Program (TAP) to provide such information,
including:
DoD TurboTAP Web site--http://www.TurboTAP.org
DOL ACINET Web site--http://www.acinet.org
Navy COOL Web site--https://www.cool.navy.mil
Army COOL Web site--https://www.cool.army.mil
Air Force CERTS Web site (equivalent to Army and Navy
COOL)--https://augateway.maxwell.af.mil/ccaf/certifications/
programs
Monster.com Web site--http://www.monster.com
Articles in GI to Jobs and other Service-related
magazines
Education Counselors at Base Education Centers
All transitioning servicemembers (Army, Marine Corps, Navy, Air
Force, demobilizing/deactiving National Guard and Reserves) receive
information on licensing, certification, and apprenticeship resources
during the mandatory TAP pre-separation counseling. Licensing and
certification is a specific required module of the ``Pre-separation
Counseling Checklist'' (DD Form 2648 and DD Form 2648-1). If a
servicemember wants additional information, they can request one-on-one
counseling assistance provided by a qualified education service officer
or counselor.
In addition to the information provided through the required pre-
separation counseling, the Military Services provide additional
information about education, training and apprenticeship programs and
opportunities that are available to servicemembers while on active
duty. Initiatives that include licensure and certification information
are provided within the Services. For example, Air Force has outreach
within 3 months of a servicemembers arrival at every base of assignment
and prior to separation/retirement. Navy requires classroom, online,
one-one coaching, learning roadmap and targeted briefings. Army
requires online and one-on-one counseling.
Question 6: What kind of assistance and information do installation
experts on licensure and certification provide servicemembers?
Answer: Installation experts provide a variety of assistance and
information to servicemembers, including:
Identification of the types of license or certificate
required
Licensure or certification information related to the
military occupation code servicemember has been trained in
Gap analysis between the license or certification and
the military occupational code
Types of funding available for training, education or
exams (test) in order to obtain the license or certification
Approximate length of time to complete a license or
certification
Individual State requirements for licenses
Information on whether the license or certification
is transferable to other states
Whether the credential is National, International or
only applies to that industry on a local basis
Information on apprenticeship programs
Information on whether union membership is associated
with that credential
Information on career opportunities in career
occupations that require a license or certification
For example:
Navy Command Career Counselors provide information on occupational
licensure, certification, and apprenticeship as part of annual career
development boards. Each career development board is tailored to the
individual Sailor, providing personal and professional goal coaching,
recommendations, and Navy expectations. Credentialing is part of each
career development board. Learning and Development Roadmaps unique to
each rating, provide a list of licenses, certificates and USMAP
information to every Sailor at specified times in their careers. The
roadmaps are used by the career counselors and are available on Navy
Knowledge Online (NKO). In addition, the Navy has Navy COOL-a
comprehensive web portal on credentialing that links every Navy rating,
job, occupation, and designator to related civilian credentials.
The Air Force has an online tool called Credentialing and Research
Tool (CERT) that links the Community College of the Air Force (CCAF)
degree programs with nationally recognized professional certifications
relevant to specific career fields. Within the CCAF catalog, there is a
reference to certifications Airmen may pursue while earning a CCAF
Associate in Applied Science degree or because of earning that degree.
The Army and Marine Corps provide similar assistance and
information through their education, career and transition counselors.
The Army also has its own COOL Web site, which is similar in scope to
Navy COOL.
Question 7: Does the DoD consider the standards provided by the
national credentialing boards for military licensure and
certifications?
Answer: The Department does consider such standards, but DoD
training and performance standards are designed to meet specific
National Security and DoD requirements and, therefore, civilian
industry requirements are not always appropriate. In some cases, such
as medical, nuclear, legal, engineering or aviation, the military must
comply with the standards set by national credentialing boards.
Some specific examples where national credentialing boards have
been explicitly required include:
In the Army and the Air Force, Emergency Medical Technicians (EMTs)
are certified as an EMT Basic using national credentialing board
criteria. They are also required to maintain their certification status
in order to continue to hold this Military Occupational Specialty. In
addition, the Army and Air Force have certified instructors for EMTs
and their curriculum meet the U.S. Department of Transportation EMT-
Basic National Standard Curriculum (which is a requirement of the
National Registry of Emergency Medical Technicians). The Navy also
requires EMT-Basic certification for individuals performing certain
jobs. For example, someone performing emergency medical service duties
in an emergency room or as an ejection seat trainer.
Air Traffic Controllers-Servicemembers who operate
within an air traffic control tower in the capacity of an Air
Traffic Controller must meet FAA credentialing requirements.
DoD Directive 8570.01: Assurance Credentialing-In
recognition of the importance of the need for highly qualified,
experienced information assurance personnel, DoD has
established a policy requiring certain individuals with
privileged access to DoD information systems to obtain civilian
credentials. This DoD 8570.1 Directive, made official in August
2004 and implemented according to the requirements of DoD
8570.1-M, Information Assurance Workforce Improvement Program,
in December 2005, requires any full or part-time military
servicemember, contractor, or foreign employee with privileged
access to a DoD information system, regardless of job or
occupational series, to obtain a commercial information
security credential accredited by the American National
Standards Institute (ANSI). The directive also requires that
those same employees maintain their certified status with a
certain number of hours of continuing professional education
each year. The number of people affected by this mandate is
estimated to be 100,000.
Question 8: Has DoD given any consideration to having
servicemembers secure their civilian credential equivalent to their
military credential?
Answer: DoD is investigating ways to remove the barriers for
servicemembers to secure their civilian credentials equivalent to their
military occupational code. Specifically, DoD is:
Re-constituting the DoD-DOL Credentialing Working
Group to complete the work started on identifying the gaps
between military occupational codes that could potentially help
servicemembers secure their civilian credential equivalent to
their military occupation.
Collaborating with the Defense State Liaison Office
to pursue an initiative leading toward acceptance of military
training and experience for state professional credential
requirements upon separation from military service.
Leveraging Service Branch approaches and initiatives,
such as the COOL Web sites and the United States Military
Apprenticeship Program (USMAP).
Committee on Veterans' Affairs
Subcommittee on Economic Opportunity
Washington, DC.
August 12, 2010
Ms. Margarita Cocker
Deputy Director, Vocational Rehabilitation and Employment Service
Veterans Benefits Administration
U.S. Department of Veterans Affairs
810 Vermont Avenue, NW
Washington, DC 20420
Dear Ms. Cocker:
I would like to request your response to the enclosed questions for
the record and deliverables I am submitting in reference to our House
Committee on Veterans' Affairs Subcommittee on Economic Opportunity
hearing on Licensure and Credentialing on July 29, 2010. Please answer
the enclosed hearing questions by no later than Thursday, September 23,
2010.
In an effort to reduce printing costs, the Committee on Veterans'
Affairs, in cooperation with the Joint Committee on Printing, is
implementing some formatting changes for material for all Full
Committee and Subcommittee hearings. Therefore, it would be appreciated
if you could provide your answers consecutively on letter size paper,
single-spaced. In addition, please restate the question in its entirety
before the answer.
Due to the delay in receiving mail, please provide your response to
Ms. Orfa Torres by fax at (202) 225-2034. If you have any questions,
please call (202) 226-5491.
Sincerely,
Stephanie Herseth Sandlin
Chairwoman
JL/ot
__________
Questions for the Record
The Honorable Chairwoman Stephanie Herseth Sandlin
House Subcommittee on Economic Opportunity
House Committee on Veteran's Affairs
Hearing on Licensure and Credentialing
July 29, 2010
Question 1: How long would a servicemember or veteran with severe
injuries take to complete leading-edge certifications, which you
mentioned in your written testimony?
Response: The length of time to complete a certification varies
depending on the type of certification the Veteran is pursuing.
Computer certifications may be completed within 6 months once training
requirements are met. Other certification programs, such as Certified
Nursing Assistant, may take up to two or more years to complete the
training requirements and the certification exam. Rehabilitation plans
are written to reflect the approximate length of time to complete the
program agreed upon by the Veteran and counselor. Tutoring and other
assistance is provided to the Veteran if needed during the training and
certification period to enable successful completion of their
rehabilitation plan and meet their job goals.
Question 2: How long does it take to do transferable skills
assessment and is there a cost associated with it?
Response: A transferable skill analysis (TSA) is a systematic
application of logic to determine what types of employment a person's
previous experience relates to, or to which it can transfer. A
rehabilitation counselor can perform an informal transferable skill
analysis by reviewing the Veteran's prior employment and educational
history. Comparing this information to the information obtained in the
Department of Labor's O*Net online tool, the counselor can determine
which occupations would best maximize the use of skills the Veteran
acquired in his or her past experience. The counselor must also
determine which of the occupations would be consistent with the
Veteran's capabilities and aptitudes.
Conducting a TSA does not impose a delay in the processing and
development of a plan of services. The analysis itself can be completed
in less than a few hours depending on the complexity of the Veteran's
background and disability conditions. Once the skills are identified
and a job goal is selected, continued development of the plan occurs
until all services are identified that will enable the Veteran to reach
his/her goals. In many cases, counselors use the O*Net, which is a free
online resource. Additional TSA tools, purchased by the VA on a case-
by-case basis, range in cost from $18 to $100.
Question 3: How different are the challenges for a disabled veteran
versus a non-disabled veteran?
Response: Vocational Rehabilitation and Employment (VR&E) Service
provides service to only disabled Veterans with at least a 10 percent
disability rating or higher. Veterans with disabilities have increased
employment barriers when returning from active duty. Veterans returning
with disabilities have to meet the same certification and licensing
requirements as Veterans without disabilities, however they may need
additional supportive services to ensure their success. For example,
Veterans with disabilities may need special accommodations in the
classroom or testing environment.
Question 4: Can you specify what kind of licensing and
credentialing assistance does the VA provide?
Response: Certifications and licenses approved for Veterans
include, but are not limited to the following: information technology,
nursing, dental assisting, teaching, counseling, truck driving, and
other technical fields. Under the VR&E program, licensing and
credentialing costs are paid for Veterans who have a signed
rehabilitation plan in place requiring a license or certification to
become suitably employed. State licensing and certification programs
vary from state to state, and each VA counselor must keep apprised of
changes in certification and licensure requirements.
Question 5: How many veterans did the Veterans Rehabilitation and
Employment program help last year secure a license or certification?
Response: VR&E does not track the number of certifications and
licenses obtained by Veterans each year. Occupational categories are
tracked and reported in the Annual Benefits Report. VA rehabilitated
8,213 Veterans into suitable employment during fiscal year 2009. While
not all 8,213 Veterans were required to be licensed or certified in
their trade, these Veterans were provided support to complete training
and credentialing requirements for their specific occupational field.