[Federal Register Volume 71, Number 108 (Tuesday, June 6, 2006)]
[Notices]
[Pages 32559-32596]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 06-5139]


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DEPARTMENT OF LABOR

Employment and Training Administration


Notice of Availability of Funds and Solicitation for Grant 
Applications for High Growth Job Training Initiative Grants for the 
Advanced Manufacturing Industry

    Announcement type: Notice of Solicitation for Grant Applications.
    Funding Opportunity number: SGA/DFA PY 05-07.

Catalog of Federal Assistance number: 17.261.

    Key Dates: The closing date for receipt of applications under this 
announcement is July 25, 2006. Applications must be received at the 
address below no later than 5 p.m. (Eastern Time).

SUMMARY: The Employment and Training Administration (ETA), U.S. 
Department of Labor (DOL), announces the availability of approximately 
$10 million in grant funds for new and innovative approaches to meeting 
the workforce challenges of the advanced manufacturing industry under 
the President's High Growth Job Training Initiative. ETA defines 
``advanced manufacturing'' as the use of technology or other 
productivity-enhancing business processes in the manufacturing 
enterprise and/or value-added supply chain. These advanced 
manufacturing technologies and processes may be used in a variety of 
industry sectors.
    The President's High Growth Job Training Initiative (HGJTI) is a 
strategic effort to prepare workers for new and increasing job 
opportunities in high-growth, high-demand, and economically vital 
industries and sectors of the American economy. Through the initiative, 
ETA identifies high-growth, high-demand industries, evaluates their 
skill needs, and funds local and national partnership-based 
demonstration projects that: (a) Address workforce challenges 
identified by employers; and (b) prepare workers for good jobs with 
career pathways in these rapidly expanding or transforming industries. 
The products, models, and effective approaches that result from HGJTI 
investments will be broadly disseminated to employers, education and 
training providers, and the workforce system to build their capacity to 
respond to employers' workforce needs.
    Grant funds awarded under this Solicitation for Grant Applications 
(SGA) should be used to develop and implement innovative and industry-
driven training solutions that address the advanced manufacturing 
industry's critical workforce challenges. Each solution must take place 
in the context of a strategic partnership between the workforce 
investment system, business and industry representatives, and education 
and training providers such as community colleges. The projects 
selected for funding under this SGA are intended to complement and 
enhance existing ETA investments for the advanced manufacturing 
industry available on ETA's Web site at http://www.doleta.gov/BRG/Indprof/Manufacturing.cfm.
    Applicants may be public, private for-profit, and private non-
profit organizations. It is anticipated that individual awards will 
fall within the range of $750,000 to $1.5 million.

ADDRESSES: Mailed applications must be addressed to the U.S. Department 
of Labor, Employment and Training Administration, Division of Federal 
Assistance, Attention: Eric Luetkenhaus, Grant Officer, Reference SGA/
DFA PY-05-07, 200 Constitution Avenue, NW., Room N4716, Washington, DC 
20210. Applicants may apply online through Grants.gov (http://www.grants.gov) and further information about applying online can be 
found in Part IV(3) of this solicitation. Telefacsimile (FAX) 
applications will not be accepted. Applicants are advised that mail 
delivery in the Washington area may be delayed due to mail 
decontamination procedures. Hand delivered proposals will be received 
at the above address.

SUPPLEMENTARY INFORMATION: This solicitation consists of eight parts:

     Part I describes the funding opportunity, provides 
background information on ETA's demand-driven workforce investment 
strategies and the President's High Growth Job Training Initiative, 
and highlights the critical elements and special emphases for this 
solicitation.
     Part II describes the award amount and performance 
period of the award.
     Part III describes eligible applicants and other grant 
specifications.

[[Page 32560]]

     Part IV provides information on the application and 
submission process and various funding restrictions.
     Part V describes the criteria against which 
applications will be reviewed and explains the proposal review and 
selection process.
     Part VI provides award administration information.
     Part VII contains DOL agency contact information.
     Part VIII lists additional resources of interest to 
applicants.

I. Funding Opportunity Description

    Section 1 of this part provides background information on the 
Employment and Training Administration's demand-driven workforce 
investment strategies. Section 2 describes ETA's implementation of the 
President's High Growth Job Training Initiative (HGJTI) and describes 
the specific challenges and potential solutions identified for the 
advanced manufacturing industry as part of the HGJTI process. Section 3 
describes critical elements of HGJTI grants. Section 4 describes areas 
of emphasis particular to this SGA.

1. The Employment and Training Administration's Demand-Driven Workforce 
Investment Strategies

    Each year, the federal government invests billions of dollars in a 
state and local workforce investment network to assist businesses in 
recruiting, training, and retaining a skilled workforce. This network 
is called the workforce investment system, and consists of state and 
local workforce investment boards, state workforce agencies, and One-
Stop Career Centers and their cooperating partners. Although these 
federal investments have in the past supported a set of standard menu-
driven services for employers and workers, the realities of today's 
rapidly changing global economy make it imperative that the workforce 
investment system support customized activities that are driven by 
local employer demand. This demand-driven approach to workforce 
development is necessary to prepare workers to take advantage of new 
and increasing job opportunities in high-growth, high-demand, and 
economically vital industries and sectors of the American economy.
    In a demand-driven workforce investment system, state and local 
workforce investment boards should invest strategically in workforce 
development activities that are relevant to the skill requirements of 
local industry and prepare individuals to compete in a global economy 
through better access to post-secondary education and training. To 
maximize the impact of workforce development activities, workforce 
investment boards partner with entities critical to the development of 
America's workforce: Employers and education and training providers.
    Within the context of these strategic partnerships, communities 
should use a solutions-based approach to workforce development, in 
which the partnering entities work through the cycle of: (1) Collecting 
and analyzing information about local workforce needs and critical 
capacity constraints; (2) incorporating a business or demand-driven 
perspective into issue identification and solutions development; (3) 
ensuring that the right strategic partners are at the table; (4) 
working collaboratively to explore, frame, and implement solutions; and 
(5) assessing how the products and outcomes of the project can be 
effectively deployed and replicated. The goal of this process is to 
ensure that workforce system dollars help workers get skills training 
that aligns with local industry-identified needs.

2. Background on the President's High Growth Job Training Initiative

    ETA first modeled the role of strategic partnerships in demand-
driven workforce investment through the President's High Growth Job 
Training Initiative (HGJTI). This initiative is a strategic effort to 
prepare workers for new and increasing job opportunities in high-
growth, high-demand, and economically vital industries and sectors of 
the American economy. Through the initiative, ETA identifies high-
growth, high-demand industries, evaluates their skill needs, and funds 
local and national partnership-based demonstration projects that 
provide workforce solutions to ensure that individuals can gain the 
skills to get good jobs with career pathways in these rapidly expanding 
or transforming industries.
    The foundation of this initiative is partnerships between the 
publicly funded workforce investment system, business and industry 
representatives, and the continuum of education. These partnerships 
engage each partner in its area of strength. Industry representatives 
and employers define workforce challenges facing the industry and 
identify the competencies and skills required for the industry's 
workforce. Education and training providers, such as community 
colleges, assist in developing competency models and curricula and 
train new and incumbent workers. The workforce investment system 
analyzes local labor market information, accesses human capital (youth, 
unemployed, underemployed, and dislocated workers), provides funding to 
support training for qualified individuals, and connects trained 
workers to good jobs.
    ETA is modeling the power of these partnerships at the national 
level through investments in demonstration projects in 14 high-growth, 
high-demand industries. Each of the 14 industries was selected because 
it meets one or more of the following criteria: (1) Is projected to add 
substantial numbers of new jobs to the economy; (2) has a significant 
impact on the economy overall; (3) impacts the growth of other 
industries; (4) is being transformed by technology and innovation 
requiring new skills sets for workers; or (5) is a new and emerging 
business that is projected to grow. The 14 industries are:
     Advanced Manufacturing
     Aerospace
     Automotive Services
     Biotechnology
     Construction
     Energy
     Financial Services
     Geospatial Technology
     Healthcare
     Homeland Security
     Hospitality
     Information Technology (IT) & IT Business-Related Services
     Retail
     Transportation
    For each industry, ETA follows a three-step process to identify 
workforce challenges and solutions and to demonstrate solutions 
nationally. First, ETA conducts an environmental scan to understand the 
economic conditions and workforce challenges facing the industry. 
Second, ETA convenes a series of meetings to offer leaders in business 
and industry an opportunity to share their current and future workforce 
needs with the workforce system. Using the information gathered at 
these meetings, ETA convenes another round of meetings with industry 
and workforce investment system representatives to verify workforce 
challenges and devise solutions. The results of these meetings are 
published in a comprehensive industry report. These reports are made 
available to the public via ETA's Web site at http://www.doleta.gov/BRG/JobTrainInitiative, as the HGJTI process is completed for each 
industry.
    Based on the numerous industry-specific solutions identified during 
the HGJTI process, ETA identified a core set of workforce challenges 
that are common to all 14 target industries. These elements include:
     Developing a pipeline of young workers with foundational 
academic skills in math, science, and language;
     Expanding post-secondary training alternatives including 
apprenticeships

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and workforce development programs at community colleges;
     Expanding the capacity of educational institutions;
     Helping workers keep up with the rapid pace of changing 
skills requirements due to innovation and technology;
     Developing new and innovative learning methodologies;
     Developing strategies for growing and retaining a skilled 
workforce, including developing career ladders and lattices for new and 
incumbent workers and updating the skills of incumbent workers;
     Accessing new and/or untapped labor pools;
     Transitioning workers from declining industries;
     Providing improved career guidance information and tools 
to students and jobseekers;
     Ensuring that educational models reflect the structure of 
today's workplace;
     Building models to help address a lack of industry defined 
competencies; and
     Engaging small businesses.
    The third and final step of the HGJTI process is a series of 
federal investments in unique, innovative, and industry-driven projects 
that demonstrate training initiatives and capacity building strategies 
to address the industry's unique workforce challenges and reflect one 
or more of the twelve elements outlined above. Together, these projects 
contribute to a demand-driven workforce system by making up a solution 
set tailored to each industry's specific needs. The products, models, 
and effective approaches that result from this solution set are broadly 
disseminated to employers, education and training providers, and the 
workforce system to build their capacity to respond to employers' 
workforce needs.
    ETA has completed the three-step HGJTI process for the advanced 
manufacturing industry. Over the past two years, ETA has made 
investments in forty projects totaling over $80 million that support 
the advanced manufacturing industry. The projects selected for funding 
under this SGA are intended to complement and enhance the existing 
solution sets for the advanced manufacturing industry.
    To assist applicants in understanding this industry and to provide 
context for the industry specific emphases detailed in Section 4 of 
this part, a brief description of the advanced manufacturing industry 
and its workforce challenges is provided below. Additionally, 
applicants are encouraged to familiarize themselves with the full 
industry reports and current investments.
The Advanced Manufacturing Industry and Its Workforce Challenges
    The U.S. manufacturing industry accounts for 14 percent of the U.S. 
Gross Domestic Product and employs 14 million workers, 11 percent of 
total U.S. employment. However, today's manufacturing industry is 
undergoing a dramatic transformation, with profound implications for 
the new and incumbent manufacturing workforce. To increase productivity 
and remain globally competitive, U.S. manufacturers are incorporating 
process improvement strategies, adopting quality management systems, 
and overhauling their production facilities with advanced technology. 
In order to operate a modern production facility, manufacturers require 
workers with advanced skills.
    Advanced manufacturing was included in the HGJTI because of its 
importance to the U.S. economy, the transformation in technology and 
skill requirements, and the difficulty that manufacturers report in 
hiring skilled workers. ETA defines ``advanced manufacturing'' as the 
use of technology or other productivity-enhancing business processes in 
the manufacturing enterprise and/or value-added supply chain. This 
definition is not synonymous with ``high-tech manufacturing,'' as the 
emphasis is on the processes used in production and related activities, 
rather than the output of high-tech products. These advanced 
manufacturing technologies and processes can be used in a variety of 
industry sectors such as aerospace. In addition to actual production 
and assembly activities, this definition includes product design, 
process engineering, quality control, and software support, as well as 
product packaging, shipping (though not the actual transportation), 
inventory management, and maintenance of capital equipment. ETA 
believes that a primary goal of the HGJTI in advanced manufacturing, 
and of the broader public workforce system, should be to encourage and 
assist more manufacturers to adopt advanced manufacturing techniques, 
with workforce training as a critical ingredient for that 
transformation.
    Over the course of a series of Executive Forums, ETA met with 
senior executives from more than 50 manufacturing firms, representing a 
broad cross-section of the manufacturing industry. The industry 
executives identified numerous critical workforce development 
challenges, and applicants are encouraged to address one or more of 
these challenges and/or those included in the areas of emphasis 
described in Section 4 of this part of the SGA:
     Training for Innovation: Manufacturers need workers who 
are continually focused on innovating products and services, as well as 
production and business processes.
     Pipeline Development: Too few young people consider the 
possibility of manufacturing careers and are unaware of the necessary 
skills. Similarly, students do not always graduate from high school 
equipped with the necessary skills or educated about manufacturing 
career opportunities.
     Limited English-Speaking Workforce: The manufacturing 
workforce is increasingly foreign-born, meaning that English language 
skills are becoming a prominent challenge for the industry. Employers 
have experienced difficulty finding English language programs that suit 
their particular needs.
     Foundational Skills: Manufacturers experience difficulty 
finding and hiring workers with basic technical skills.
     Small Business Challenges: Many small- and medium-sized 
manufacturers report a variety of obstacles to organizing training 
programs for their workers, such as a lack of expertise, staff, or 
resources.
     Matching Training Providers to Business Needs: 
Manufacturers experience difficulty finding training providers that 
align with their particular needs, for example: Coordination of work 
and training schedules, transportation of workers, and finding programs 
that meet specific technology or process needs.
     Incumbent Worker Training: Manufacturers report a need for 
alternative methods by which current employees can improve their 
skills. Competency models and career ladders need to be clearer in 
order to provide career development opportunities for incumbent 
workers.
     Training the Supply Chain: Manufacturers increasingly need 
integrated training programs for workers throughout the supply chain. 
Initiating improvements and making investments in training and 
education may not benefit a company if the suppliers to that company 
are not achieving similar levels of improvement.
     Industry Capacity/Lack of Skilled Workforce: New 
manufacturing processes, such as nanotechnology, and new product 
demand, such as the specialized equipment needed for the construction 
of nuclear power plants in

[[Page 32562]]

the U.S., require domestic manufacturing capacity that may not exist 
today. A significant component of this challenge is the need for a 
skilled workforce.
    In a series of Workforce Solutions Forums, attendees identified 
more than 300 potential solutions to these challenges. Examples of the 
identified solutions include, but are not limited to:
     Creating an information and education sharing model to 
distribute knowledge, technology, and training assets across an 
industry supply chain.
     Providing convenient and flexible training through 
distance learning opportunities and self-paced training, along with 
other delivery options.
     Creating and deploying industry-driven skills 
certifications that are sector specific, nationally recognized, and 
promote career ladders.

3. Critical Elements of High Growth Job Training Initiative Grants

    HGJTI funded grants are expected to contain at least six critical 
elements. These elements consist of: (A) Innovative solutions to 
industry identified workforce challenges; (B) strategic partnerships; 
(C) leveraged resources; (D) sustainability; (E) replication of 
successful models for broad distribution, and (F) clear and specific 
outcomes. Each of these characteristics will be reflected in the 
ratings criteria in Part V and is described in further detail below.
A. Innovative Solution(s) to Industry Identified Workforce Challenges
    As previously mentioned in Part I(1), the HGJTI employs a 
solutions-based approach to addressing the needs of the 21st Century 
workforce. Grants funded under this SGA should demonstrate how a 
demand-driven workforce system can more efficiently serve the workforce 
needs of business while at the same time helping workers find good jobs 
with good wages and promising career pathways. ETA also expects these 
grants to demonstrate innovation in effectively meeting the workforce 
needs of the advanced manufacturing industry. When considering the 
innovative aspects of workforce solutions proposed by applicants, ETA 
may look to the creativity of the content of the training or product 
being delivered, the form and style in which the training or product is 
delivered, the manner of managing and executing the development of the 
training or product, including the types of partners engaged or the 
roles partners play in the activities, and the adaptation of existing 
solutions to new contexts and industries. Innovative solution elements 
may be identified in part by articulating how proposed workforce 
solution(s) relate to the growing body of knowledge from public, 
private, and governmental sources about effective demand-driven 
workforce development practices in a variety of sectors.
    Applicants are not limited in the strategies and approaches they 
may employ to implement solutions provided the strategy is well 
developed, meets industry and local area workforce challenges, delivers 
training to workers, and is not duplicative of any existing efforts. 
Examples of previously funded advanced manufacturing industry solutions 
include:
     A program designed to increase the skills of workers in a 
large manufacturer's supply chain so those workers could incorporate 
new required composite materials technology to remain competitive in 
the aerospace industry.
     A program led by a state workforce investment board to 
provide technology transfers from state universities on modern plastics 
industry manufacturing technology, and to train workers to allow them 
to take advantage of this new technology.
B. Strategic Partnerships
    ETA believes that strategic partnerships between the workforce 
investment system, business and industry entities, and education and 
training providers such as community colleges need to be in place in 
order to implement effective demand-driven training and capacity 
building strategies. Strategic partnerships between these three 
entities are a required component of proposals submitted under this 
SGA, as detailed in Part III(3)(a), and they may have a local, 
regional, or statewide focus.
    In addition, partnerships that include a broader consortium of 
partners, such as Manufacturing Extension Partnership (MEP) centers, 
Advanced Technology Education (ATE) centers, and others, are also 
important to implementing effective demand-driven strategies. These 
strategic partnerships should focus broadly on the workforce challenges 
of the advanced manufacturing industry, which may include cross 
industry challenges, and should work collaboratively to identify and 
implement a wide range of solutions. Therefore, the HGJTI investment in 
training solutions would be one of many strategies that evolve from the 
partnership. While ETA welcomes applications from newly formed 
strategic partnerships, applicants are advised that grant funds may not 
be used for partnership development.
    In order to maximize the long-term success of the proposed solution 
and to keep pace with the rapid changes in the economy and the nature 
of the skills and competencies necessary for work in these industries, 
these partnerships need to be substantial and sustained. ETA encourages 
partners to plan for the partnership's sustainability beyond the HGJTI 
investment period to enable ongoing assessment of industry workforce 
needs and collaborative development of solutions on a continual basis.
    Within the context of the broader strategic partnership, and as it 
relates to the HGJTI, each collaborative partner should have clearly 
defined roles. The exact nature of these roles may vary depending on 
the issue areas being addressed and the scope and nature of the 
activities undertaken. However, ETA expects that each collaborative 
partner will, at minimum, significantly contribute to one or more 
aspects of the project. For example, employers must be actively engaged 
in the project and may contribute to many aspects of grant activities 
including defining the program strategy and goals, identifying needed 
skills and competencies, and, where appropriate, hiring qualified 
training graduates. Education and training providers from the continuum 
of education, which includes K-12, community and technical colleges, 
four year colleges and universities, and other training entities, 
should assist in developing industry-driven workforce education 
strategies in partnership with employers including competency models, 
curricula, and new learning methodologies.
    The workforce investment system may play a number of roles, 
including identifying and assessing candidates for training, providing 
wrap-around support services and training funds for qualified 
individuals, where appropriate, and connecting qualified training 
graduates to employers that have existing job openings.
    Partnerships with faith-based and community organizations are also 
encouraged. Grantees may elect to sub-award funds to faith-based and 
community organizations to perform a variety of grant services such as 
case management, mentoring, and English language programs, among 
others. Faith-based and community organizations can also provide wrap-
around holistic and comprehensive support services where appropriate, 
such as employability training and career awareness activities.
C. Leveraged Resources
    HGJTI investments leverage funds and resources from key entities in 
the

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strategic partnership. Leveraging resources in the context of strategic 
partnerships accomplishes three goals: (1) It allows for the pursuit of 
resources driven by the strategy; (2) it increases stakeholder 
investment in the project at all levels including design and 
implementation phases; and (3) it broadens the impact of the project 
itself.
    Leveraged resources include both federal and non-federal funds and 
may come from many sources. Businesses, faith-based and community 
organizations, economic development entities, education systems, and 
philanthropic foundations often invest resources to support workforce 
development. In addition, other federal, state, and local government 
programs may have resources available that can be integrated into the 
proposed project. Examples of such programs include other Department of 
Labor programs such as registered apprenticeship and Job Corps, as well 
as non-DOL One-Stop partner programs such as Vocational Rehabilitation 
and Adult Education. ETA encourages HGJTI grantees and their partners 
to be entrepreneurial as they seek out, utilize, and sustain these 
resources when creating effective solutions to the workforce challenges 
identified by the industry.
D. Sustainability
    The HGJTI investment should be considered seed funding. Therefore, 
HGJTI grantees should develop strategies to sustain the project or 
related partnership activities after the federal investment ends. 
Financial resources are an important part of any sustainability 
strategy; however, they are not the only component. Sustainability is 
also strengthened by the partnerships formed before and during the 
grant term; systems, strategies, and processes put in place during the 
grant period; and the experience gained through implementing a HGJTI 
grant. All of these may provide the foundation for developing long-term 
systemic solutions to workforce challenges in high-growth, high-demand 
industries.
E. Replication of Successful Models for Broad Distribution
    HGJTI grantees are expected to develop the learning and achievement 
that result from their projects into solution models that can be shared 
with and implemented by the workforce investment system, industry 
leaders, and education and training community. To support the 
replication and distribution of solution models, ETA has developed an 
integrated web space called www.workforce3one.org. Workforce\3\ One 
offers the public workforce system, employers, economic development 
professionals, and education professionals an innovative knowledge 
network designed to create and support a demand-driven community, one 
that responds directly to business needs and prepares workers for good 
jobs in the fastest growing careers. By supporting replicable proposals 
that can be implemented in multiple areas and industries, ETA is able 
to maximize the investment by expanding the grant's impact beyond the 
initial grant site and helping additional workers in other areas and 
industries.
F. Clear and Specific Outcomes
    HGJTI grants are results-oriented and demonstrate clear and 
specific outcomes that are appropriate to the nature of the solution 
and the size of the project and that indicate progress towards the 
workforce challenges identified by the partnership. Because HGJTI 
grants invest in customized strategies to address local workforce 
challenges and skill shortages, ETA recognizes that outcomes will vary 
from project to project based on the specific activities proposed. 
HGJTI grants should demonstrate the effectiveness of training 
activities by creating appropriate benchmarks and measuring against 
them on a regular basis.
    Training outcomes must include those tracked by the Common Measures 
such as earnings increases, job placements, and job retention. Common 
Measures are the OMB-approved uniform evaluation metrics for job 
training and employment programs. A detailed description of ETA's 
policy on the Common Measures can be found on the Common Measures/
Individual Program Performance Web page at http://www.doleta.gov/Performance/quickview/IPPMeasures.cfm.
    Grants that have capacity building components should track the 
impact of products, models, and activities. Outcomes and impacts of the 
proposed project should satisfactorily address the industry-identified 
workforce needs and capacity constraints identified by the partnership.

4. ETA Emphases for This SGA

    In addition to the critical elements described above, ETA has 
developed three areas of emphasis for advanced manufacturing projects 
funded through this SGA: (A) Addressing advanced manufacturing industry 
identified workforce challenges; (B) integrating Workforce Investment 
Act funding into the project; and (C) integrating the project into 
regional economic development activities.
A. Addressing Advanced Manufacturing Industry Identified Workforce 
Challenges
    Based on the scope and nature of investments made in previous 
funding rounds, ETA has identified specific workforce challenges for 
emphasis in this SGA. These are a subset of the challenges described 
earlier in Section 2 of this Part, and although applicants are 
encouraged to develop proposals that address the specific challenges 
listed below, all unique and innovative proposals providing solutions 
to identified industry workforce challenges in advanced manufacturing 
will be considered and reviewed.
    As applicants describe their solutions to the workforce challenges 
below or other industry challenges, they should describe how their 
project relates to the framework of competencies included in Attachment 
A. This framework has been developed by industry, and is designed to 
provide prospective workers, educators, the public workforce system, 
and businesses with a common understanding of the basic competencies 
necessary for a career in advanced manufacturing. A more detailed 
description of the framework, its purpose, and how to use it can be 
found in Attachment A.
    Please note that ETA is particularly interested in projects that 
provide workers with the technical competencies necessary to succeed in 
an advanced manufacturing environment. Tiers 4 through 7 of the 
framework address these technical competencies. Although applicants may 
include efforts that promote personal effectiveness, workplace, 
academic, and management competencies as an element of their projects, 
these efforts should not be the primary focus of the project.
    As applicants explain how the proposed models fit within the 
framework, a description of how the various tools and materials to be 
developed under the proposal, such as new curricula, certifications, or 
standards, should be included.
     Enterprise and Supply Chain Transformation: Applicants are 
encouraged to submit projects that promote the comprehensive 
transformation of a manufacturing enterprise, or of a manufacturing 
value-added supply chain that involves a number of separate companies 
producing a final good. Because the manufacturing industry is being 
transformed into a high tech industry using advanced manufacturing

[[Page 32564]]

processes, industries and workforce systems need the ability to 
constantly re-skill workers as innovation and technology change the 
nature of the work. An enterprise or supply chain transformation model 
would demonstrate how the project partners would provide a suite of 
workforce development offerings for multiple levels of an enterprise or 
supply chain, in order to promote agility of both production and 
business processes to respond to changing market conditions. Although 
the overall project may address the training needs of administrative 
and supervisory personnel, the primary focus of the grant funding 
should be directed toward workers associated with the manufacturing 
process.
     Career Lattice Models: Applicants are encouraged to submit 
projects that develop comprehensive career lattice models for advanced 
manufacturing. The key elements of such models are: Skills assessments, 
multiple entry-exit points, modularized curricula, multi-delivery 
options, and multi-level certifications. The model should allow for 
entry by various populations and under-utilized labor pools, including 
but not limited to youth, older workers, displaced workers, workers 
transitioning between industries, welfare recipients, ex-offenders, 
veterans, workers with limited English proficiency, incumbent workers, 
and/or persons with disabilities.
     Innovative Learning Methodologies: Applicants are strongly 
encouraged to develop and utilize learning methodologies in their 
projects that: Facilitate and accelerate knowledge transfer through 
innovative, interactive, and integrated technologies; are flexible 
without constraints regarding time and place; and are responsive to the 
different types of potential users of these technologies. As 
information technology rapidly becomes a defining element of today's 
dynamic work environment and an integral part of motivating and 
supporting effective learning, training models and methodologies that 
may have been adequate in the past may not be able to meet the demands 
of the workforce challenges of today. Meeting these challenges will 
require new and creative approaches to workforce development. Examples 
of such methods may include the use of gaming or virtual simulations, 
just in time learning, distance learning and blended learning 
solutions. Applicants are encouraged to demonstrate the impact of 
innovative learning methodologies on a variety of training outcomes 
such as wage gains and retention.
     Increasing the Capacity for Training to Industry-Wide 
Technical Competencies: Applicants are encouraged to submit projects 
that address the need for qualified instructors who can teach the full 
range of industry-wide technical competencies described in Tier 4 of 
the Advanced Manufacturing Competencies Framework, and included in 
Attachment A. Similarly, applicants are encouraged to develop curricula 
and/or other training materials for the industry-wide technical 
competencies that may be disseminated nationwide. Applicants should 
develop these materials for industry-wide technical competencies at 
both the entry level and the technician level.
B. Integrating Workforce Investment Act Funding
    Applicants are encouraged to integrate Workforce Investment Act 
(WIA) funding at the state and local level into their proposed project. 
Integrating WIA funds ensures that the full spectrum of assets 
available from the workforce system is leveraged to support the HGJTI 
solution. The wide variety of WIA programs and activities provide both 
breadth and depth to the proposed solution offered to both businesses 
and individuals. In addition, the use of WIA funds helps integrate the 
grant's solutions-based activities into the local or regional workforce 
investment system, which serves to strengthen the system's ability to 
become more demand-driven and supports long-term sustainability.
    The integration of WIA funds may take many forms. For example, 
HGJTI funds may be used for the development of curriculum materials and 
training for incumbent workers, while WIA resources are used to fund 
Individual Training Accounts (ITAs) that provide training for adults 
and dislocated workers. In addition, other WIA resources may be used to 
provide supportive services (such as transportation or child care) to 
training recipients. Applicants may wish to consider the 
appropriateness of a variety of WIA funds such as Job Corps (WIA Title 
1, Subtitle C), Youth (WIA Section 129), Adults and Dislocated Workers 
(WIA Section 133), Native Americans (WIA Section 166), Migrant and 
Seasonal Farm Workers, (WIA Section 167), Demonstrations and Pilot 
Projects (WIA Section 171), and National Emergency Grants (WIA Section 
173).
    Please note that all federal requirements will continue to apply to 
WIA integrated funds used for the proposed solution. However, selected 
applicants will be encouraged to work with states to identify available 
waivers of statutory and regulatory requirements as authorized under 
Section 189 of WIA.
C. Integrating the Project Into State and Regional Economic Development 
Activities
    ETA recognizes that workforce development is a key factor in our 
nation's economic competitiveness. To stay ahead of global competition, 
we must identify strategies to further integrate workforce and economic 
development with education at the state and regional level--where 
companies, workers, researchers, entrepreneurs and governments come 
together to create competitive advantage. Therefore, ETA encourages 
applicants to integrate their proposed grant activities into state or 
regional economic development strategies. This integration can be 
achieved by (a) implementing strategies that build upon and align with 
current state and/or regional strategic plans currently in place under 
the Workforce Investment Act, the Department of Commerce's economic 
development programs, the Department of Housing and Urban Development's 
community development programs, and other applicable state and federal 
programs; and/or (b) strategically involving state and regional 
partners in grant activities. Applicants that fully demonstrate that 
their proposed grant activities are integrated into state or regional 
economic development strategies by providing clear and specific 
examples of those strategies will receive 5 bonus points.

II. Award Information

1. Award Amount

    ETA intends to fund 10 to 12 projects ranging from $750,000 to $1.5 
million; however, this does not preclude funding grants at either a 
lower or higher amount, or funding a smaller or larger number of 
projects, based on the type and the number of quality submissions. 
Applicants are encouraged to submit budgets for quality projects at 
whatever funding level is appropriate to the project. Nevertheless, 
applicants should recognize that the limited funds available through 
this SGA are intended to supplement project budgets rather than be the 
sole source of funds for the proposal.

2. Period of Performance

    The period of grant performance will be up to 36 months from the 
date of execution of the grant documents. This performance period shall 
include all necessary implementation and start-up activities as well as 
participant follow-

[[Page 32565]]

up for performance outcomes and grant close-out activities. A timeline 
clearly detailing these required grant activities and their expected 
completion dates must be included in the grant application. If applied 
for and with significant justification, ETA may elect to exercise its 
option to award no-cost extensions to these grants for an additional 
period at its own discretion, based on the success of the program and 
other relevant factors.

III. Eligibility Information and Other Grant Specifications

1. Eligible Applicants

    Applicants may be public, private for-profit, and private non-
profit organizations including faith-based and community organizations. 
The application must clearly identify the applicant and describe its 
capacity to administer the HGJTI advanced manufacturing grant, in terms 
of both organizational capacity and data management capabilities. 
Applications for supplementation of existing projects are eligible for 
consideration under this SGA; however, applications for renewal of 
existing projects will not be considered. Please note that the 
applicant and fiscal agent must be the same organization.

2. Cost Sharing or Matching

    Cost sharing, matching, or cost participation is not required for 
eligibility; however, applicants are encouraged to leverage the 
resources of the partnership, whenever possible.

3. Other Grant Specifications

A. Demonstrated Partnerships
    To be considered for funding under this SGA, the applicant must 
demonstrate that the proposed project will be implemented by a 
strategic partnership that includes at least one entity from each of 
three categories: (1) The workforce investment system, which may 
include state and local workforce investment boards, state workforce 
agencies, and One-Stop Career Centers and their partners; (2) the 
education and training community, which includes the continuum of 
education from K-12 to community and technical colleges, four year 
colleges and universities, and other training entities; and (3) 
employers and industry-related organizations such as associations and 
labor-management organizations.
B. Training Workers for Employment in High-Growth Industries
    All grants funded under this solicitation must include the direct 
provision of training to individual participants. Applicants are not 
limited in the strategies and approaches they may employ to implement 
training activities; however, the training must: (a) Target skills and 
competencies demanded by the advanced manufacturing industry; (b) 
support participants' long term career growth along a defined career 
pathway such as an articulated career ladder and lattice; and (c) 
result in an industry-recognized certificate, degree, or license that 
indicates a level of mastery and competence in a given field or 
function. The credential awarded to participants should be based on the 
type of training provided through the grant and the requirements of the 
targeted occupation, and should be selected based on consultations with 
industry partners. For example:
     Customized and short-term training should result in a 
performance-based certification or certificate. This certification may 
be developed jointly by employers and the project partners, based on 
defined knowledge and skill requirements for specific high-growth 
occupations. Performance-based certifications may also be based on 
industry recognized curriculum and standards.
     Training in fields with established professional standards 
and examinations should result in certification.
     In states where licensure is required for the specific 
occupation targeted by the training, the credentialing requirement 
should be set accordingly.
     In some instances, training provided under the HGJTI grant 
may lead to a degree. In these instances, the credential will be the 
degree itself or the successful completion of coursework required for 
the degree.
    In addition to the required training strategies, applicants may, 
but are not required to, propose capacity building strategies to meet 
the training needs of advanced manufacturing employers. These proposed 
capacity building efforts must be directly linked to the specific 
training supported under the grant, and are expected to address 
significant barriers that impede the ability of the partnership to meet 
the advanced manufacturing industry's demand for workforce training. 
These strategies should not simply address isolated deficits, but 
rather provide a comprehensive solution to identified capacity 
challenges as they relate to the advanced manufacturing industry.
    Please note that, where training and capacity building activities 
relate specifically to competencies identified in the advanced 
manufacturing competency model framework found in Attachment A, this 
relationship should be clearly articulated.
C. Participants Eligible To Receive HGJTI Training
    Generally, the scope of potential trainees is very broad. Training 
may be targeted to a wide variety of populations, including unemployed 
individuals and incumbent workers. The identification of targeted and 
qualified trainees should be part of the larger project planning 
process by the required partnership and should relate to the workforce 
issue that is being addressed by the training.
D. Veterans Priority
    This program is subject to the provisions of the ``Jobs for 
Veterans Act,'' Public Law 107-288, which provides priority of service 
to veterans and spouses of certain veterans for the receipt of 
employment, training, and placement services in any job training 
program directly funded, in whole or in part, by the Department of 
Labor. Please note that to obtain priority of service, a veteran must 
meet the grantee's program eligibility requirements. ETA Training and 
Employment Guidance Letter (TEGL) No. 5-03 (September 16, 2003), 
available at http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=1512, 
provides general guidance on the scope of the veterans priority statute 
and its effect on current employment and training programs.

IV. Application, Submission, and Funding Restriction Information

1. Address To Request Application Package

    This SGA contains all of the information and links to forms needed 
to apply for grant funding.

2. Content and Form of Application Submission

    The proposal must consist of two (2) separate and distinct parts: 
Part I, the Cost Proposal and Part II, the Technical Proposal. 
Applications that fail to adhere to the instructions in this section 
will be considered non-responsive and may not be given further 
consideration. Please note that it is the applicant's responsibility to 
ensure that the funding amount requested is consistent across all parts 
and sub-parts of the application.
    Part I of the proposal is the Cost Proposal and must include the 
following two items:
     The Standard Form (SF) 424, ``Application for Federal 
Assistance'' (available at http://www.whitehouse.gov/omb/grants/

[[Page 32566]]

sf424.pdf). Upon confirmation of an award, the individual signing the 
SF 424 on behalf of the applicant shall represent the responsible 
financial and administrative entity. All applicants for federal grant 
and funding opportunities are required to have a Dun and Bradstreet 
(DUNS) number. For more information about the DUNS number, see OMB 
Notice of Final Policy Issuance, 68 FR 38402 (June 27, 2003). 
Applicants must supply their DUNS number on the SF 424. The DUNS number 
is a nine-digit identification number that uniquely identifies business 
entities. Obtaining a DUNS number is easy and there is no charge. To 
obtain a DUNS number, access this Web site: http://www.dunandbradstreet.com or call 1-866-705-5711.
     The Standard Form (SF) 424A Budget Information Form 
(available at http://www.whitehouse.gov/omb/grants/sf424a.pdf). In 
preparing the Budget Information Form, the applicant must provide a 
concise narrative explanation to support the request. The budget 
narrative should break down the budget and corresponding leveraged 
resources by deliverable, making clear distinctions between training 
and (if any) capacity building costs, and should discuss precisely how 
the administrative costs support the project goals. All applicants 
should indicate training costs-per-participant by dividing the total 
amount of the budget designated for training by the number of 
participants trained. This is provided for informational purposes only 
and will not be used in the evaluation of the grant application. Please 
Note: If the proposal calls for integrating WIA or other federal funds 
or includes other leveraged resources, these funds should not be listed 
on the SF 424 or SF 424A Budget Information Form, but should be 
described in the budget narrative and in Part II of the proposal. The 
amount of federal funding requested for the entire period of 
performance should be shown together on the SF 424 and SF 424A Budget 
Information Form. Applicants are also encouraged, but not required, to 
submit the OMB Survey N. 1890-0014: Survey on Ensuring Equal 
Opportunity for Applicants, which can be found at http://www.doleta.gov/sga/forms.cfm.
    Part II of the application is the Technical Proposal, which 
demonstrates the applicant's capabilities to plan and implement the 
President's High Growth Job Training Initiative grant project in 
accordance with the provisions of this solicitation, and includes a 
project description as described in the Criteria section of this 
solicitation. The project description is limited to twenty-five (25) 
double-spaced, single-sided, 8.5 inch x 11 inch pages with 12 point 
text font and one-inch margins. Any pages over the 25 page limit will 
not be reviewed. In addition, the applicant may provide resumes, a 
staffing pattern, statistical information and related material in 
attachments, which may not exceed twenty (20) pages. Although not 
required, letters of support or commitment from partners providing 
financial resources may be submitted as attachments. Such letters will 
count against the allowable maximum page total. Please note that 
applicants should not send letters of commitment or support separately 
to ETA because letters are tracked through a separate system and will 
not be attached to the application for review. The applicant must 
clearly reference any partners in the text of the Technical Proposal. 
Except for the discussion of any leveraged resources to address the 
evaluation criteria, no cost data or reference to prices should be 
included in the Technical Proposal. The following information is 
required:
     A two-page abstract summarizing the proposed project and 
applicant profile information including:
     Applicant name;
     Industry focus (advanced manufacturing and any other 
related industries, such as aerospace);
     A brief description of the workforce challenges addressed 
(100 words);
     A brief description of the proposed solution (150 words);
     Key partners funding amount requested;
     Amount of leveraged resources; and
     Number of people trained and other key grant outcomes
     A table of contents listing the application sections; and
     A timeline outlining project activities, including 
expected start-up, implementation, participant follow-up for 
performance outcomes, grant close-out and other activities.
    Please note that the abstract, table of contents, and timeline are 
not included in the twenty-five page limit.
    Applications may be submitted electronically on Grants.gov or in 
hardcopy via mail or hand delivery. These processes are described in 
further detail in Section IV(3). Applicants submitting proposals in 
hard-copy must submit an original signed application (including the SF 
424) and one (1) ``copy-ready'' version free of bindings, staples or 
protruding tabs to ease in the reproduction of the proposal by DOL. 
Applicants submitting proposals in hard-copy are also requested, though 
not required, to provide an identical electronic copy of the proposal 
on CD-ROM.

3. Submission Date, Times, and Addresses

    The closing date for receipt of applications under this 
announcement is July 25, 2006. Applications must be received at the 
address below no later than 5 p.m. (Eastern Time). Applications sent by 
e-mail, telegram, or facsimile (FAX) will not be accepted.
    Applications that do not meet the conditions set forth in this 
notice will not be honored. No exceptions to the mailing and delivery 
requirements set forth in this notice will be granted.
    Mailed applications must be addressed to the U.S. Department of 
Labor, Employment and Training Administration, Division of Federal 
Assistance, Attention: Eric Luetkenhaus, Reference SGA/DFA, PY-05-07, 
200 Constitution Avenue, NW., Room N4716, Washington, DC 20210. 
Applicants are advised that mail delivery in the Washington area may be 
delayed due to mail decontamination procedures. Hand-delivered 
proposals will be received at the above address. All overnight mail 
will be considered to be hand-delivered and must be received at the 
designated place by the specified closing date.
    Applicants may apply online through Grants.gov (http://www.grants.gov). It is strongly recommended that applicants using 
Grants.gov immediately initiate and complete the ``Get Started'' 
registration steps at http://www.grants.gov/GetStarted. These steps may 
take multiple days to complete, and this time should be factored into 
plans for electronic application submission in order to avoid facing 
unexpected delays that could result in the rejection of an application 
as untimely. If submitting electronically through grants.gov, it would 
be appreciated if the application submitted is saved as .doc, .pdf, or 
.txt files.
    Late Applications: Any application received after the exact date 
and time specified for receipt at the office designated in this notice 
will not be considered, unless it is received before awards are made, 
it was properly addressed, and it was (a) sent by U.S. Postal Service 
mail, postmarked not later than the fifth calendar day before the date 
specified for receipt of applications (e.g., an application required to 
be received by the 20th of the month must be post marked by the 15th of 
that month), or (b) sent by overnight delivery service or Grants.gov to 
the addressee not later than one working day prior to the date 
specified for receipt of applications. It is highly

[[Page 32567]]

recommended that online submissions be completed one working day prior 
to the date specified for receipt of applications to ensure that the 
applicant still has the option to submit by overnight delivery service 
in the event of any electronic submission problems. ``Post marked'' 
means a printed, stamped or otherwise placed impression (exclusive of a 
postage meter machine impression) that is readily identifiable, without 
further action, as having been supplied or affixed on the date of 
mailing by an employee of the U.S. Postal Service. Therefore, 
applicants should request the postal clerk to place a legible hand 
cancellation ``'bull's eye''' postmark on both the receipt and the 
package. Failure to adhere to the above instructions will be a basis 
for a determination of nonresponsiveness.

4. Intergovernmental Review

    This funding opportunity is not subject to Executive Order 12372, 
``Intergovernmental Review of Federal Programs.''

5. Funding Restrictions

    Determinations of allowable costs will be made in accordance with 
the applicable federal cost principles, e.g., Non-Profit 
Organizations--OMB Circular A-122. Disallowed costs are those charges 
to a grant that the grantor agency or its representative determines not 
to be allowed in accordance with the applicable federal cost principles 
or other conditions contained in the grant.
A. Indirect Costs
    As specified in OMB Circular A-122, indirect costs are those that 
have been incurred for common or joint objectives and cannot be readily 
identified with a particular final cost objective. In order to utilize 
grant funds for indirect costs incurred the applicant must obtain an 
Indirect Cost Rate Agreement with its Federal Cognizant Agency either 
before or shortly after grant award.
B. Administrative Costs
    Under the President's High Growth Job Training Initiative, an 
entity that receives a grant to carry out a project or program may not 
use more than 10 percent of the amount of the grant to pay 
administrative costs associated with the program or project. 
Administrative costs could be both direct or indirect costs, and are 
defined at 20 CFR 667.220. Administrative costs do not need to be 
identified separately from program costs on the SF 424A Budget 
Information Form. They should be discussed in the budget narrative and 
tracked through the grantee's accounting system. Although there will be 
administrative costs associated with the managing of the partnership as 
it relates to specific grant activity, the primary use of funding 
should be to support the actual capacity building and training 
activity(ies). To claim any administrative costs that are also indirect 
costs, the applicant must obtain an indirect cost rate agreement from 
its federal cognizant agency as specified in Section 5(A) of this part.
C. ETA Distribution Rights
    Applicants should note that grantees must agree to provide USDOL/
ETA a paid-up, non-exclusive and irrevocable license to reproduce, 
publish, or otherwise use for federal purposes all products developed 
or for which ownership was purchased under an award, including but not 
limited to curricula, training models, technical assistance products, 
and any related materials, and to authorize them to do so. Such uses 
include, but are not limited to, the right to modify and distribute 
such products worldwide by any means, electronically or otherwise.
D. Legal Rules Pertaining to Inherently Religious Activities by 
Organizations That Receive Federal Financial Assistance
    The government is generally prohibited from providing direct 
financial assistance for inherently religious activities. See 29 CFR 
Part 2, Subpart D. These grants may not be used for religious 
instruction, worship, prayer, proselytizing or other inherently 
religious activities. Neutral, non-religious criteria that neither 
favor nor disfavor religion will be employed in the selection of grant 
recipients and must be employed by grantees in the selection of sub-
recipients. The term ``direct'' support is used to describe funds or 
other support that are provided ``directly'' by a governmental entity 
or an intermediate organization with the same duties as a governmental 
entity, as opposed to funds that an organization receives 
``indirectly'' as the result of the genuine and independent private 
choice of a beneficiary under the meaning of the Establishment Clause 
of the U.S. Constitution.

6. Other Submission Requirements

    Withdrawal of Applications. Applications may be withdrawn by 
written notice or telegram (including mailgram) received at any time 
before an award is made. Applications may be withdrawn in person by the 
applicant or by an authorized representative thereof, if the 
representative's identity is made known and the representative signs a 
receipt for the proposal.

V. Application Review Information

1. Evaluation Criteria

    This section identifies and describes the criteria that will be 
used to evaluate the President's High Growth Job Training Initiative 
grant proposals. These criteria and point values are:

------------------------------------------------------------------------
                          Criterion                              Points
------------------------------------------------------------------------
A. Statement of Need.........................................         10
B. Innovative Solutions to Address Industry Identified                30
 Workforce Challenges........................................
C. Outcomes and Impact.......................................         25
D. Linkages to Key Partners..................................         15
E. Leveraged Resources.......................................         10
F. Program Management and Organization Capacity..............         10
*Bonus: Connections to Regional Economies....................          5
 
    Total Possible Points....................................        105
------------------------------------------------------------------------

A. Statement of Need (10 Points)
    Applicants must demonstrate a clear and specific need for the 
federal investment in the proposed activities by: (a) Describing the 
role of the advanced manufacturing industry or industry sub-sectors in 
the economy of the area in which the grant activity will take place; 
(b) describing the workforce challenges facing the industry and their 
impact on specific local economic and workforce conditions; and (c) 
describing the resource analysis and mapping that has been conducted to 
date that demonstrates that local resources are not sufficient to 
address the workforce challenges. If the applicant intends to include 
capacity building activities as part of the proposal, this section must 
also include a detailed discussion of the capacity challenges the 
community or region faces that limit its ability to provide sufficient 
quantity or quality of training to meet the identified workforce needs. 
In addition, applicants should provide evidence that the workforce 
challenges to be addressed by the grant were identified in the context 
of the strategic partnership.
    Applicants may draw from a variety of resources for supporting 
data, including: traditional labor market information, such as 
projections; industry data; trade associations or direct information 
from the local industry; and information on the local economy and other 
transactional data, such as job vacancies, that are available locally.
    Up to 10 points may be awarded under this criterion based on the 
demonstrated existence of workforce challenges and the extent of need 
for the federal investment in the solution. Important factors for 
evaluation include:

[[Page 32568]]

     Demonstrated knowledge of the advanced manufacturing 
industry in the local area, including the impact of the industry on the 
local or regional economy.
     Demonstrated existence of the identified workforce 
challenges and, if capacity building activities are proposed, 
demonstrated existence of a capacity constraint in addressing those 
challenges, in the area in which the grant activity will take place.
     Discussion of the how the industry workforce challenges 
affect the specific employer partners contained in the proposal.
     Description of economic analysis and resource mapping used 
to demonstrate need for the federal investment.
     Identification of the sources of data used in analyses.
     If appropriate, the nature of larger strategic economic 
development or workforce investment projects with which the proposed 
project is aligned.
B. Innovative Solutions To Address Industry Identified Workforce 
Challenges (30 Points)
    The applicant must describe the proposed workforce development 
solution strategy in full, including all solution elements and 
implementation strategies, how the solutions address the workforce 
challenges described in the statement of need, and how the proposed 
solution complements or enhances existing ETA investments in advanced 
manufacturing, and other activities undertaken by the partnership. 
Points for this criterion will be awarded for the following factors:
     Solution Description (15 points). Applicants may earn up 
to 15 points based on evidence that the applicant has developed an 
effective solutions-based approach and a plan of implementation that 
will address the following objectives:
     The proposed project will address one or more workforce 
challenges identified by the advanced manufacturing industry through 
the High Growth Job Training Initiative, as discussed in Sections I(2) 
and I(4)(A) of this SGA; the proposed industry-driven project 
activities were developed in the context of a solutions-based approach; 
and the project will contribute to a demand-driven workforce investment 
system (4 points).
     The proposed training activities target skills and 
competencies demanded by the advanced manufacturing industry, support 
participants' long term career growth along a defined career pathway 
such as an articulated career ladder and lattice, and clearly fit 
within the framework for advanced manufacturing competencies described 
in Attachment A. When discussing skills and competencies under the 
framework for advanced manufacturing competencies in Attachment A, 
applicants should specifically describe the tiers or competencies they 
intend to address. The proposed training activities should also lead to 
an appropriate credential. If the credential targeted by the training 
project is a certificate or performance-based certification, applicants 
should either (a) demonstrate employer engagement in the curriculum 
development process, or (b) indicate that the certification will 
translate into concrete job opportunities with an employer. If there 
are proposed capacity building activities, the applicant must 
demonstrate that these activities are broad based, and are clearly 
integrated with training activities. Proposals calling for developing 
curricula or certification or assessing skills should describe how 
those activities relate to the competency framework and indicate 
whether they will be building new tools and materials to address the 
competencies or will utilize existing ones. (8 points).
     The applicant describes a reasonable sustainability 
strategy beyond the federal investment (3 points).
     Implementation Strategy (10 points). Applicants can earn 
up to 10 points based on evidence that the applicant has a clear 
understanding of the tasks required to successfully meet the objectives 
of the grant. Factors considered in evaluating this evidence include: 
(1) The existence of a work plan that is responsive to the applicant's 
statement of need and includes specific goals, objectives, activities, 
implementation strategies, and a timeline; (2) the feasibility and 
reasonableness of the timeline for accomplishing all necessary 
implementation activities, including start-up, capacity building (if 
applicable) and training activities, participant follow-up for 
performance outcomes, and grant close-out activities; (3) whether 
budget line items are consistent with and tied to the work plan 
objectives; and (4) the extent to which the budget is justified with 
respect to the adequacy and reasonableness of resources requested.
     Innovative Solution Design (5 points). Applicants may earn 
up to 5 points for integrating into their solutions approaches and 
techniques that are distinctively innovative, creative, or adaptive, or 
by demonstrating a new approach to workforce development. To receive 
full points for this element, applicants must clearly identify 
innovative aspects of the proposed solution and explain in what way 
they are innovative and how that innovation will improve the overall 
quality and effectiveness of the solution. Applicants may also identify 
innovative solution elements by articulating how proposed workforce 
solution(s) relate to the growing body of knowledge from public, 
private, and governmental sources about effective demand-driven 
workforce development practices.
     Integrating the Project into State and Regional Economic 
Development Activities (5 bonus points). Applicants that fully 
demonstrate that their proposed grant activities will be integrated 
into state or regional economic development strategies will receive 5 
bonus points. Applications that do not fully demonstrate this 
integration will not receive bonus points. Full demonstration of this 
integration can be achieved by (a) describing how proposed activities 
will build upon and align with current state and/or regional strategic 
plans currently in place under the Workforce Investment Act, the 
Department of Commerce's economic development programs, the Department 
of Housing and Urban Development's community development programs, and 
other applicable state and federal programs; and/or (b) explaining how 
key state and regional economic development partners will be involved 
in grant activities by providing clear and specific examples of those 
strategies.
C. Outcomes and Impact (25 Points)
    Applicants should demonstrate a results-oriented approach to 
managing and operating the HGJTI project by fully describing the 
proposed outcome measures relevant to measuring the success or impact 
of the project. Scoring on this criterion will be based on the 
following factors:
     Description of Outcomes (10 points). Applicants may earn 
up to 10 points for indicating that appropriate outcomes will be 
tracked as detailed below. Additionally, the description of outcomes 
must include: (1) Baseline numbers for tracking progress; (2) benchmark 
outcome goals; and (3) the methods proposed to collect and validate 
outcome data in a timely and accurate manner.
     Training. Applicants must track training outcome measures 
that are consistent with ETA's Common Measures, such as employment 
placement numbers and/or earnings gains and retention. Other outcome 
measures that should be tracked include

[[Page 32569]]

the number of individuals awarded credentials or degrees, and any other 
outcome measures specific to the proposed training project. 
Applications must also identify the type of credential that 
participants will earn as a result of the proposed training, and the 
employer-, industry-, vendor-, or state-defined standards associated 
with the credential.
     Capacity Building. Applicants that have capacity building 
components in their projects must clearly describe all products, 
models, curricula, etc. that will be developed or acquired with federal 
funds through the grant and indicate the number of participants or 
entities who will benefit in either the short and/or long term, from 
the proposed activities. Applicants must describe the data measures 
that will be used to measure how the proposed capacity building 
activities impact the ability of entities to train workers for skills 
in demand by the advanced manufacturing industry.
     Appropriateness of Outcomes (10 points). Applicants may 
earn up to 10 points based on three factors: (1) The extent to which 
the expected project outcomes are clearly identified and measurable, 
realistic, and consistent with the objectives of the project; (2) the 
ability of the applicant to achieve the stated outcomes within the 
timeframe of the grant; (3) the appropriateness of the outcomes with 
respect to both the extent of the workforce challenge described in the 
statement of need and the requested level of funding.
     Replication of Outcomes (5 points). Applicants may earn up 
to 5 points by demonstrating the existence of an effective plan to 
capture proposed activities into a model that can be shared with the 
workforce investment system and other partners.
D. Linkages to Key Partners (15 Points)
    The application must demonstrate that the proposed project will be 
implemented by a partnership that includes at least one entity from 
each of three categories: (1) The workforce investment system, (2) 
education and training providers such as community colleges, and (3) 
employers and industry representatives. ETA encourages, and will be 
looking for, applications that go beyond the minimum level of 
partnership and demonstrate broader, substantive and sustainable 
partnerships, such as those with faith-based and community 
organizations. Points for this criterion will be awarded based on the 
following three factors:
     Completeness of the Partnership (9 points). The applicant 
must identify the partners and explain the meaningful role each partner 
will play in the project. Points for this factor will be awarded based 
on: (a) The comprehensiveness of the partnership and the degree to 
which each key partner plays a committed role, either financial or non-
financial, in the proposed project; (b) the breadth and depth of each 
key partner's contribution, their knowledge and experience concerning 
the proposed grant activities, and their ability to impact the success 
of the project; and (c) evidence, which may include letters of 
commitment and support, that key partners have expressed a clear 
dedication to the project and understand their areas of responsibility. 
Please note that, in order to receive full points for this factor, 
applicants must demonstrate that each required partner will play a 
well-developed and committed role in the project.
     Partnership Management (6 points). Points for this factor 
will be awarded based on evidence of a plan for interaction between 
partners at each stage of the project, from planning to execution, 
demonstrated ability of the lead agency to successfully manage 
partnerships, and the overall completeness of the partnership, 
including its ability to manage all aspects and stages of the project 
and to coordinate individual activities with the partnership as a 
whole.
E. Leveraged Resources (10 Points)
    Applicants should clearly describe any funds and resources 
leveraged in support of grant activities and demonstrate how these 
funds will be used to contribute to the goals of the project. This 
applies to funds leveraged from businesses, faith-based and community 
organizations, economic development entities, education systems, 
philanthropic foundations, and/or Federal, State, and local government 
programs, including WIA, Trade Adjustment Assistance, and Wagner-
Peyser.
    Scoring on this factor will be based on the extent to which the 
applicant fully describes the amount, commitment, nature, and quality 
of leveraged resources. The amount of resources leveraged will not be 
factored into the score for this section. Rather, applications will be 
scored based on the degree to which the source and use of funds is 
clearly explained and the extent to which leveraged resources are 
integrated into the project in support of grant outcomes. Important 
elements of the explanation include:
     Which partners have contributed leveraged resources and 
the extent of each contribution.
     Evidence, such as letters of commitment, that key partners 
have expressed a clear commitment to provide the contribution.
     The nature of the leveraged resources including an 
itemized description of each cash or in-kind contribution and a 
description of how each contribution will support the proposed grant 
activities.
     The quality of the leveraged resources including the 
quality of each in-kind contribution and the extent to which each 
contribution will be used to further the goals of the project.
F. Program Management and Organization Capacity (10 Points)
    To satisfy this criterion, applicants must describe their proposed 
project management structure including, where appropriate, the 
identification of a proposed project manager, discussion of the 
proposed staffing pattern, and the qualifications and experience of key 
staff members. Applicants should also show evidence of the use of data 
systems to track outcomes in a timely and accurate manner. The 
applicant should include a description of organizational capacity and 
the organization's track record in projects similar to that described 
in the proposal and/or related activities of the primary partners.
    Scoring under this criterion will be based on the extent to which 
applicants provide evidence of the following:
     The time commitment of the proposed staff is sufficient to 
ensure proper direction, management, and timely completion of the 
project;
     The roles and contribution of staff, consultants, and 
collaborative organizations are clearly defined and linked to specific 
objects and tasks;
     The background, experience, and other qualifications of 
the staff are sufficient to carry out their designated roles; and
     The applicant organization has significant capacity to 
accomplish the goals and outcomes of the project, including the ability 
to collect and manage data in a way that allows consistent, accurate, 
and expedient reporting.

2. Review and Selection Process

    Applications for the President's High Growth Job Training 
Initiative Grants under this solicitation will be accepted after the 
publication of this announcement until the closing date. A technical 
review panel will make careful evaluation of applications against the 
criteria. These criteria are based on the policy goals, priorities, and 
emphases set forth in this SGA. Up to

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105 points may be awarded to an application, including the five point 
bonus for connections to regional economies, based on the required 
information described in Part V(1). The ranked scores will serve as the 
primary basis for selection of applications for funding, in conjunction 
with other factors such as alignment with emphases detailed in the SGA; 
urban, rural, and geographic balance; the availability of funds; and 
which proposals are most advantageous to the Government. The panel 
results are advisory in nature and not binding on the Grant Officer, 
and the Grant Officer may consider any information that comes to his/
her attention. The Government may elect to award the grant(s) with or 
without discussions with the applicants. Should a grant be awarded 
without discussions, the award will be based on the applicant's 
signature on the SF 424, which constitutes a binding offer by the 
applicant (including electronic signature via E-Authentication on 
http://www.grants.gov).

VI. Award Administration Information

1. Award Notices

    All applicants will be contacted regarding their selection status 
at the conclusion of the review and selection process and all award 
notifications will be posted on the ETA Homepage at http://www.doleta.gov. Applicants selected for award will be contacted 
directly before the grant's execution and non-selected applicants will 
be notified by mail.


    Note: Selection of an organization as a grantee does not 
constitute approval of the grant application as submitted. Before 
the actual grant is awarded, DOL/ETA may enter into negotiations 
about such items as program components, staffing and funding levels, 
and administrative systems in place to support grant implementation. 
If the negotiations do not result in a mutually acceptable 
submission, the Grant Officer reserves the right to terminate the 
negotiation and decline to fund the application.

2. Administrative and National Policy Requirements

A. Administrative Program Requirements
    All grantees, including faith-based organizations, will be subject 
to all applicable Federal laws (available at http://thomas.loc.gov) and 
regulations (available at http://www.gpoaccess.gov/cfr), as well as the 
applicable Office of Management and Budget (OMB) Circulars (available 
at http://www.whitehouse.gov/omb/circulars). The grant(s) awarded under 
this SGA will be subject to the following administrative standards and 
provisions, if applicable:
    a. All Grant Recipients--20 Code of Federal Regulations (CFR) Part 
667.220. (Administrative Costs).
    b. Non-Profit Organizations--Office of Management and Budget (OMB) 
Circulars A-122 (Cost Principles) and 29 CFR Part 95 (Administrative 
Requirements).
    c. Educational Institutions--OMB Circulars A-21 (Cost Principles) 
and 29 CFR Part 95 (Administrative Requirements).
    d. State and Local Governments--OMB Circulars A-87 (Cost 
Principles) and 29 CFR Part 97 (Administrative Requirements).
    e. Profit Making Commercial Firms--Federal Acquisition Regulation 
(FAR)--48 CFR Part 31 (Cost Principles), and 29 CFR Part 95 
(Administrative Requirements).
    f. All entities must comply with 29 CFR Parts 37, 93 and 98, and, 
where applicable, 29 CFR Parts 96 and 99.
    g. In accordance with Section 18 of the Lobbying Disclosure Act of 
1995, Public Law 104-65 (2 U.S.C. 1611) non-profit entities 
incorporated under Internal Revenue Service Code Section 501(c)(4) that 
engage in lobbying activities are not eligible to receive federal funds 
and grants.


    Note: Except as specifically provided in this SGA, DOL/ETA's 
acceptance of a proposal and an award of federal funds to sponsor 
any programs(s) does not provide a waiver of any grant requirements 
and/or procedures. For example, the OMB Circulars require that an 
entity's procurement procedures must ensure that all procurement 
transactions are conducted, as much as practical, to provide open 
and free competition. If a proposal identifies a specific entity to 
provide services, the DOL/ETA's award does not provide the 
justification or basis to sole source the procurement, i.e., avoid 
competition, unless the activity is regarded as the primary work of 
an official partner to the application.

B. Special Program Requirements
    Evaluation. DOL may require that the program or project participate 
in an evaluation of overall HGJTI grant performance. To measure the 
impact of grants funded under the HGJTI, ETA may arrange for or conduct 
an independent evaluation of the outcomes and benefits of the projects. 
Grantees must agree to make records on participants, employers, and 
funding available and to provide access to program operating personnel 
and to participants, as specified by the evaluator(s) under the 
direction of ETA, including after the expiration date of the grant.

3. Reporting

    The grantee is required to provide the reports and documents listed 
below:
    Quarterly Financial Reports. A Quarterly Financial Status Report 
(SF 269) is required until such time as all funds have been expended or 
the grant period has expired. Quarterly reports are due 30 days after 
the end of each calendar year quarter. Grantees must use ETA's Online 
Electronic Reporting System.
    Quarterly Progress Reports. The grantee must submit a quarterly 
progress report to the designated Federal Project Officer within 30 
days after the end of each quarter. Two copies are to be submitted 
providing a detailed account of activities undertaken during that 
quarter. DOL may require additional data elements to be collected and 
reported on either a regular basis or special request basis. Grantees 
must agree to meet all DOL reporting requirements.
    Final Report. A draft final report must be submitted no later than 
60 days prior to the expiration date of the grant. This report must 
summarize project activities, employment outcomes, and related results 
of the training project, and should thoroughly document the solution 
approach. After responding to DOL questions and comments on the draft 
report, three copies of the final report must be submitted no later 
than the grant expiration date. Grantees must agree to use a designated 
format specified by DOL for preparing the final report.

VII. Agency Contacts

    For further information regarding this SGA, please contact Melissa 
Abdullah, Grants Management Specialist, Division of Federal Assistance, 
at (202) 693-3346 (This is not a toll-free number). Applicants should 
fax all technical questions to (202) 693-2705 and must specifically 
address the fax to the attention of Melissa Abdullah and should include 
SGA/DFA PY 05-07, a contact name, fax and phone number.
    This announcement is being made available on the ETA Web site at 
http://www.doleta.gov/sga/sga.cfm and at http://www.grants.gov.

VIII. Other Information

    Resources for the Applicant. The Department of Labor maintains a 
number of Web-based resources that may be of assistance to applicants. 
The Web page for the Employment and Training Administration's Business 
Relations Group (http://www.doleta.gov/BRG) is a valuable source of 
background on the President's High Growth Job

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Training Initiative. America's Service Locator (http://www.servicelocator.org) provides a directory of our nation's One-Stop 
Career Centers. Applicants are encouraged to review ``Understanding the 
Department of Labor Solicitation for Grant Applications and How to 
Write an Effective Proposal'' (http://www/dol.gov/cfbci/sgabrochure.htm). For a basic understanding of the grants process and 
basic responsibilities of receiving federal grant support, please see 
``Guidance for Faith-Based and Community Organizations on Partnering 
with the Federal Government (http://www.fbci.gov).

    Signed at Washington, DC, this 22nd day of May 2006.
Eric D. Luetkenhaus,
Grant Officer, Employment and Training Administration.

Attachment A: Framework of Competencies for the Advanced Manufacturing 
Industry

Competency Models as a Business Solution

    Over the course of the High Growth Job Training Initiative for 
advanced manufacturing, ETA learned about numerous efforts to document 
the skills and competencies needed for successful careers in the 
industry. Over the years, many organizations have created curricula, 
educational programs, and other training tools to help prepare 
America's future manufacturing workforce. Today's manufacturers 
recognize the need for a common framework of foundational skills and 
competencies in order to know they are hiring workers who are prepared 
to succeed in 21st Century advanced manufacturing. Moreover, 
prospective workers want to know what skills they need to take the 
first step toward a successful career in manufacturing; training 
providers need to know what standards their training should meet, and 
that those standards are directly relevant to industry requirements; 
and the public workforce system needs to know that the training 
programs they are supporting and referring customers to are producing 
workers that will find employment.

The Value of Industry Competency Models

    In response, industry has developed a dynamic, industry-driven 
framework of foundational and technical competencies that are necessary 
for entry-level workers across all manufacturing sectors. Such a model 
framework allows for consistency across industries, customization 
within sectors, and easy updating to accommodate changing technology 
and business practices. More specifically, this framework provides a 
common language and reference to facilitate communication as industry 
leaders, educators, economic developers and public workforce investment 
professionals undertake a variety of activities, including:
     Developing sector specific competencies that flow from the 
foundational competencies;
     Developing competency-based curricula and training models;
     Developing position descriptions and hiring criteria for 
industry;
     Developing assessment and testing instruments; and
     Providing guidance for government investments in workforce 
preparation strategies in the manufacturing industry.
    This framework builds on existing national and state skills 
standards, technical curricula, and certifications in the field of 
advanced manufacturing. This product is intended to be the framework 
for a competency model and purposely does not include performance 
indicators or measurement criteria for each competency content area, 
which must be developed by industry. Similarly, the framework does not 
specify competencies for individual industry sectors or occupations, 
which also must be developed by industry with their educational 
partners. Rather, the framework does describe specific competencies 
regarding foundational personal effectiveness, academic, workplace, and 
industry-wide technical competencies, included as part of this 
attachment. It is intended that by reducing duplication of efforts, 
such as continually identifying and re-validating core foundational 
competencies, this framework will free up resources, time, and energy 
for innovative curriculum development that can keep up with the pace of 
changing technology and industry requirements.
    For purposes of this SGA, applicants are encouraged to familiarize 
themselves with this framework. Proposals that call for developing 
curricula or certifications, providing training assessing skills, or 
related activities, should describe how those activities relate to this 
framework. It is not suggested or encouraged that proposals address all 
of the tiers and competencies identified in the framework, or that 
applicants should be restricted to address only those competencies 
identified in the framework. Rather, applicants are encouraged to:
     Describe which tiers or competencies they intend to 
address or not address;
     Describe how they will utilize existing standards, 
curricula, certifications, and assessment tools; and
     Describe whether they will build on existing tools or 
develop new ones.
    As noted in the SGA, ETA is particularly interested in projects 
that provide workers with the technical competencies necessary to 
succeed in an advanced manufacturing environment, which encompass Tiers 
4 through 7 of the framework. While applicants may include efforts that 
promote personal effectiveness, workplace, academic, and management 
competencies as an element of their projects, these efforts should not 
be the primary focus of the project.

Dissemination and Use of Industry Competency Models

    Over the coming months, ETA intends to develop similar competency 
model frameworks for each of the industries that make up the 
President's High Growth Job Training Initiative. In addition, ETA is 
developing a Web-based clearinghouse for industry-driven competency 
models that will:
     Provide industry a means to publicize their emerging skill 
needs;
     Serve as a resource where businesses (both small and 
large), educators, and individuals can go to ascertain the emerging 
skill demands in the U.S. workplace, and related certifications;
     Offer a tool for businesses and human resource 
professionals to develop job requirements;
     Provide a strong framework for curriculum development in 
advanced manufacturing; and
     Serve as a resource for career exploration and guidance.
    The Internet-based competency clearinghouse will display the 
competency framework and provide links to access a database of related 
resources: skill standards, competency-based curricula, certifications, 
career ladder models and other tools. The clearinghouse will be added 
to over time as new resources are developed and to reflect changing 
skill requirements.

Structure of the Competency Framework

    For easy reference, the building blocks for competency models, or 
competency model content framework, are shown in Figure 1 in a graphic 
consisting of nine tiers.
Foundational Competencies
     Tier 1--Personal Effectiveness Competencies
     Tier 2--Academic Competencies
     Tier 3--Workplace Competencies

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Industry Competencies
     Tier 4--Industry-Wide Technical Competencies
     Tier 5--Industry Sector Technical Competencies
Occupational Competencies
     Tier 6--Occupation-Specific Knowledge Areas
     Tier 7--Occupation-Specific Technical Competencies
     Tier 8--Occupation-Specific Requirements
     Tier 9--Management Competencies
    Tiers 1 through 4 are divided into blocks. The blocks on these 
tiers represent competency areas, that is, the skills, knowledge, 
abilities and other factors that are essential to successful 
performance in the industry. For example, in the advanced manufacturing 
competency framework, Tier 4 represents industry-wide technical 
competencies cutting across all manufacturing sectors. Tiers 5 through 
9 may also contain competency blocks, but these should be defined for 
each industry-sector or occupation. Whereas some manufacturing industry 
sectors and educational partners have already come together to define 
their technical and occupational competencies, many others have not.
    The arrangement of the tiers in a pyramidal shape represents the 
increasing level of specificity and specialization of the content on 
the upper tiers of the graphic. As a user moves through the various 
tiers of the model, the competencies become specific to certain 
industries and/or occupations. The graphic in Figure 1 is not intended 
to represent a sequential model, or to imply that all content area on a 
lower tier must be achieved prior to tackling a competency on a tier 
that is at an upper level on the graphic.

Foundational Competencies

    At the base of the model, tiers 1 through 3 represent those 
competencies which provide the foundation for success in school and in 
the world of work. Employers have identified a link between 
foundational skills and job performance, as well as the fact that 
foundational skills are a needed prerequisite for workers to learn new 
industry-specific skills. These foundational competencies are essential 
to a large number of occupations and industries.
    Tier 1--Personal Effectiveness Competencies are shown as hovering 
below the pyramid because these competencies are essential for all life 
roles--those roles as a member of a family, of a community, and of the 
larger society. They are not exclusive to the competencies needed for a 
successful career or role in the workplace. They are included here 
because these competencies also are valued by employers, and are often 
referred to as ``soft skills.'' Personal effectiveness competencies are 
generally learned in the home or community and reinforced and honed at 
school and in the workplace. They represent personal attributes that 
may present some challenges to teach or assess.
    Tier 2--Academic Competencies are critical competencies primarily 
learned in a school setting. They include cognitive functions and 
thinking styles. In varying degrees or to varying levels the content 
areas academic competencies are likely to apply to all industries and 
occupations. For example, the level of mathematical competency required 
varies depending upon the work setting such as retail versus aerospace 
manufacturing.
    Tier 3--Workplace Competencies represent motives and traits as well 
as interpersonal and self-management styles. They generally are 
applicable to a large number of occupations and industries.

Industry Competencies

    The competencies shown on Tiers 4 and 5 are grouped and referred to 
as Industry Competencies. The cross-cutting industry-wide technical 
competencies make it possible to show career lattices within an 
industry wherein a worker can move easily across industry sub-sectors. 
As a result, this model supports the development of an agile workforce, 
rather than narrowly following a single occupational career ladder.
    Tier 4--Industry-Wide Technical Competencies represent the 
knowledge and skills that are common across the sectors within a 
broader industry. These technical competencies build on, but are more 
specific than, a competency represented on a lower tier. For example, 
competency in the use of Manufacturing Resource Planning software 
builds on Basic Computer Skills. It represents a more complex or 
additional level of knowledge and skill. For this reason, it is 
essential that education and training program outcomes provide the 
foundation for the more advanced technical competencies.
    Tier 4 is divided into two sections, entry-level and technician-
level. The entry-level technical work functions and content areas 
describe the industry-wide competencies that a training program for 
entry-level or relatively new workers should address. The technician-
level work functions and content areas describe the industry-wide 
competencies that a training program for more experienced workers 
should address. ETA does not suggest that a worker must possess all of 
these competencies to be employed in manufacturing, but that these 
competencies should form the basis for a comprehensive training program 
for entry-level or technician-level workers.
    Tier 5--Industry-Sector Technical Competencies represent a sub-set 
of industry technical competencies that are specific to an industry 
sector, e.g., plastics manufacturing, automotive manufacturing, or food 
products manufacturing.

Occupational Competencies

    The competencies on Tiers 6, 7, and 8 are grouped and referred to 
as Occupational Competencies. Occupational competency models are 
frequently developed to define performance in a workplace, to design 
competency-based curriculum, or to articulate the requirements for an 
occupational credential such as a license or certification.
    Tier 6--Occupation-Specific Knowledge Areas define the knowledge 
that is frequently specific to an occupation or group of occupations. 
For example, the knowledge and application of the principles of 
chemistry or nuclear power is necessary for only a limited number of 
occupations in certain industry sectors. Knowledge is often a key 
component of transferability among occupations.
    Tier 7--Occupation-Specific Technical Competencies are the 
technical skills required by an occupation. For example, knowledge of 
operating a Computer Numerically Controlled (CNC) machine may be 
necessary for certain metalworking occupations.
    Tier 8--Occupation-Specific Requirements are not truly 
competencies, but the ``other factors'' essential for work in an 
occupation. Holding a valid commercial driver's license would be an 
example of such a requirement.
    Tier 9--Management Competencies represent the leadership, 
supervision and management competencies that are needed in addition to 
the professional competencies for executives, managers, and supervisors 
in a specific industry or firm.
    The placement of a content block on a specific tier of the model is 
not as important as the inclusion of the content. For example, 
behaviors that support business ethics could be included under Business 
Fundamentals, but could also be considered in the

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Integrity block. The important consideration when developing a model is 
that the behaviors, knowledge and skills that ensure success in the 
workplace are included.
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