If your an USA employer, looking to build a viable talent pipeline within the IT sector, then you need to read this and then call us. "Apprenticeships Mean Business"

1. IMPROVE IMPROVE IMPROVE
PRODUCTIVITY & BOTTOM
LINE
SERVICE & PRODUCT
QUALITY
RETENTION RATES
Apprenticeships
Tailored for Your Business’ Needs
www.tranzedapprenticeships.com

2. COMPANY OVERVIEW
TranZed Apprenticeship Services (TAS) is Maryland’s first registered apprenticeship program to offer training in occupations beyond the skilled trades. TAS was
developed to address the nation’s growing skills gap by transforming education to address business’s needs and ensure a competent workforce. TAS currently
offers apprenticeship training in Information Technology level one and level two, Digital Social Media, and Cyber Security.
The TAS model works for both businesses and job-seekers because it acknowledges the importance of experience and dedication in the workplace. Employers and
employees invest in each other and share a vision of success. TAS’s program produces employees that are recruited, vetted and trained specifically for their role at
a particular business. This ensures that the employee’s skillset matches the business current and future needs, thereby eliminating skill gaps and significantly
reducing turnover. Apprenticeships save businesses from expending internal resources on training and mentoring, reducing costs and increasing productivity.
TAS classroom instruction complements the on-the-job training and serves as a fast-track for advancement.
TAS’s program offers a lucrative career path without debt. Apprentices receive 144+ hours of tailored classroom instruction and paid on-the-job experience. They
are mentored throughout the apprenticeship, fostering loyalty and productivity. Apprentices graduate from the program with nationally recognized credentials
along with enhanced skills and status, and are motivated to continue career advancement.

3. What Employers Say About Apprenticeships
96%
say those who have
completed an
Apprenticeship are
more able to
do their job
92%
say those who have
completed an
Apprenticeship were
more able to
work with others
76%
say the majority of
Apprentices
are new employees
Improving the Workforce
75%
say Apprenticeships
improved
productivity
72%
say Apprentices
improved
staff morale
71%
say Apprenticeships
improved their
service or
product quality
Improving the Workplace
Importance to Business
88%
say
Apprentices are
important to their
business and work-
force development
89%
plan to continue
employing
Apprentices
89%
would recommend
Apprentices
within their industry
Reasons for Employing Apprentices
90%
took on
Apprentices to
improve the quality
of training provided
91%
took on
Apprentices to
provide people with
employment
opportunities
89%
took on
Apprentices to train
them in their way
of doing things

4. WHAT IS AN APPRENTICESHIP PROGRAM?
A registered apprenticeship program is an employer-driven model that combines on-the-job learning with related classroom instruction. Registered apprenticeships
are regulated by Maryland’s Department of Labor, Licensing and Regulation to ensure (1) that appropriate employment and educational standards are followed and
(2) that an apprentice’s skill level and wages increase as competencies are achieved. It is a proven solution for businesses to recruit, train, and retain highly skilled
workers.
Apprenticeship programs can be customized to meet the needs of business and the skills of apprentices. It is a flexible training strategy that can be integrated into
current training and human resource development plans. Apprentices can be new hires – or businesses can select incumbent employees to join the apprenticeship
program. Apprenticeships are a good way to reward high-performing entry-level employees and move them up the career ladder with the business.
Employers are the foundation of every apprenticeship program and the skills needed by their workforce are at the core of the curriculum. TAS engages with
businesses to fully understand the scope of the role and encourages the employer to play an active role in selecting the curriculum that is best suited for that
particular business.
Apprenticeship programs are a mutual investment by the employer and apprentice; both seek a long-term employment relationship. Not surprisingly,
apprenticeships are proven to reduce worker turnover by fostering greater employee loyalty, increasing productivity, and improving the bottom line.
Upon successful completion of the program, apprentices receive nationally recognized credentials from Maryland’s Department of Labor, Licensing and
Regulations– a further assurance to employers that apprentices are fully qualified for the job.

5. TranZed works with the employer to assess wants/needs
TranZed begins recruitment/screening process
TranZed initiates interview process
Onboarding process begins
TranZed & Employer develop individual learning plan (ILP)
Apprenticeship begins
* workplace culture * desired personal qualities
* skills required * skills to be acquired
* prior experience
* advertise on job boards * phone interview
* follow up interviews * IT/math aptitude tests
The Apprenticeship Roadmap
* multiple resumes are presented to the employer
* employer selects candidates to interview
* review candidates as necessary
* employer hires apprentice candidate
* apprentice becomes full time employee of company
* TranZed mentors are assigned
* program designed with set standards for achievement
* schedule determined by employer
* initial mentor visits scheduled to monitor progress
* apprentice starts full-time
* 2000 on-the-job and 144 classroom hours begin
* mentor monitors progress via phone
calls/emails/in-person visits

6. TAILORED FOR YOUR BUSINESS’ NEEDS
TAS offers four different apprenticeships: IT Professional I, IT Professional II, Cyber Security, and Digital and Social Media. All of our apprenticeship offerings are
customized to meet your business’ needs and are intended to build upon the current skills and experience of each apprentice placed.
Each apprenticeship path consists of a number of units (training competencies) designed by employers, covering many different job roles within that sector. Our
team will help you choose units (totaling at least 144 classroom hours) within the chosen path and which will best serve your business and appropriately increase
the apprentice’s competency throughout the one-year program.
The units selected will form the Individual learning plan (ILP), which will include clear milestones to evidence progress during the apprenticeship. A dedicated TAS
mentor will be assigned to the apprentice from Day One of their apprenticeship, providing support to both the apprentice and the employer. Prearranged site visits
will take place every 4-6 weeks to ensure that appropriate progress is being made and to offer any extra support in areas identified.
Upon completion of the program, the apprentice will receive a nationally recognized certificate from Maryland’s Department of Labor, Licensing and Regulation.
Additional certifications may also be achieved throughout the course of the apprenticeship.

7. Example of Units, Learning Outcomes,
and Evidence Requirements
UNITS LEARNING OUTCOME EVIDENCE REQUIREMENTS
11.1 - Understand the processes, methods and
information that are used in the diagnostic process
1. Describe the steps of the diagnostic process including:
a. fault validation
b. information gathering
c. information analysis
d. solution identification
2. Describe the types of diagnostic information that are commonly
needed:
a. problem description
b. problem history
c. problem location
d. technical information on a specified range of products
including the system under investigation
3. Explain the following diagnostic methods and give examples of
their appropriate use:
a. substitution
b. replication
c. performance and functional testing
d. environment change
4. Explain how the following considerations can affect fault
diagnosis.
a. minimization of service disruption during diagnostics
b. individual responsibility and authority
c. escalation procedure
d. service level agreements
5. Interpret detailed technical information on a range of products
I-11 Technical fault
diagnosis

8. IT PROFESSIONAL I
CODE UNITS
CODE UNITS
Customer Care
Health and Safety
Written Communication
Being Professional
Investigating what the Customer Wants
Providing Remote Support
System Security
Installing and Updating Software
System Operation/Management
Giving Technical Advice and Guidance
Diagnosing Faults
Project Management
System Testing
Working with Hardware and Equipment
Games Development
Modeling Data
System Management
Administration of User Profiles
I-1
I-2
I-3
I-4
I-5
I-6
I-7
I-8
I-9
I-10
I-11
I-12
I-13
I-14
I-15
I-16
I-17
I-19
Creating Computer Program Using C++
Creating Computer Program Using COBAL
Creating Computer Program Using Visual Basic
Creating Computer Program Using Java
Creating an Event Driven Program Using Visual Basic
Creating Computer Program Using C#
Manage Software Development
ICT Quality Management
Implement and Manage a Network
Securing ICT Systems and Networks
Installing and Configuring a Server
Exploring ICT Fundamentals
Exploring Accessing the WAN
Exploring LAN Switching and Wireless
Exploring Network Fundamentals
Exploring Routing Protocols and Concepts
Configuring Exchange Server 2007
Installing, Configuring and Administering MS Windows
XP Professional
Implementing and Managing Microsoft Exchange Server
2003
Managing and Maintaining Windows Server 2003
Environment
Implementing, Managing and Maintaining Windows
Server 2003 Network Infrastructure
I-20
I-21
I-22
I-23
I-24
I-25
I-26
I-27
I-29
I-30
I-31
I-32
I-33
I-34
I-35
I-36
I-37
I-38
I-39
I-40
I-41

9. CODE UNITS
Planning and Maintaining Microsoft Windows Server
2003 Network Infrastructure
Implementing and Administering Security in Microsoft
Windows Server 2003 Network
Windows 7 Enterprise Desktop Administrator
Microsoft SQL Server 2005 – Implementation and
Maintenance
Configuring Windows Server 2008 Active Directory
Configuring Windows Server 2008 Network
Infrastructure
Configuring Windows Server 2008 Applications
Infrastructure
Windows Server Administrator
Windows Server 2008 – Enterprise Administrator
Working With Microsoft SQL Server 2008
Understanding and Using Imaging Software
Understanding and Using Database Software
Using Email
Using the Internet
Understanding and Using Presentation Software
Understanding and Using Spreadsheet Software
Understanding Website Software
Understanding and Using Word Processing Software
Understanding and Using Desktop Publishing Software
Understanding and Using Design Software
I-42
I-43
I-44
I-45
I-46
I-47
I-48
I-49
I-50
I-51
I-52
I-53
I-54
I-55
I-56
I-57
I-58
I-59
I-60
I-61
CODE UNITS
Implement and Manage a Mobile Computing
Environment
JavaScript Specialist
Database Design
Internet Business Foundations
Perl Fundamentals
Web Foundations Associate
Site Development Foundations
Network Technology Foundations
Security Essentials
Linux Professional Institute 201
Linux Professional Institute 202
Mobile App Security IOS & Android
Software Application Testing
I-62
I-63
I-64
I-65
I-66
I-67
I-68
I-69
I-70
I-71
I-72
I-73
I-74

10. IT PROFESSIONAL II
CODE UNITS
Being Professional
Investigating Customer Needs
Remote Support Products and Services
ICT Security
Giving Technical Advice and Guidance
Fault Diagnosis
Working with ICT Hardware and Equipment
Data Structures and Algorithms
Designing and Developing Event Driven Computer
Programs Using C++
Designing and Developing Procedural Computer
Programs
Designing and Developing Event Driven Computer
Programs Using Visual Basic
Designing and Developing Object Oriented Computer
Programs Using Java
Designing and Developing Event Driven Computer
Programs Using VisualBasic.net
Designing and Developing Object Oriented Computer
Programs Using C#
Designing and Developing a Website
A-1
A-2
A-3
A-4
A-5
A-6
A-7
A-8
A-9
A-10
A-11
A-12
A-13
A-14
A-15
CODE UNITS
Provide Leadership and Direction for Own area of
Responsibility
Plan, Allocate and Monitor work in Own area of
Responsibility
Plan and Manage a Project
Prepare for and Support Quality Audits
Manage Projects
Carrying out Information Security Risk Assessment
Investigating Information Security Incidents
Carrying out Information Security Risk Management
Carrying out Information Security Audits
Carrying out Information Security Forensic Examinations
Testing the Security of Information Systems
Database Design Concepts
Testing IT and Telecoms Systems
Knowledge and Information Management
Introduction to Networks
Routing and Switching Essentials
Scaling Networks
Connecting Networks
Gaming Development Fundamentals
Implementing and Maintaining Cloud Technologies and
Infrastructure
Configure and Manage Linux based Operating Systems
A-16
A-17
A-18
A-19
A-20
A-21
A-22
A-23
A-24
A-25
A-26
A-27
A-28
A-29
A-30
A-31
A-32
A-33
A-34
A-35
A-36

11. CODE UNITS
Implement and Manage a Network
Securing ICT Systems and Networks
Principles and Concepts of Cloud Computing
ICT Fundamentals
Fundamentals of Linux Based Operating Systems
Fundamentals of Mobile Developments
Administering Server Databases
Administering a Windows Based Server
Configuring Advanced Windows Server Services
Configuring Windows Based Systems
Installing and Configuring Windows Based Servers
Programming in HTML5 with JavaScript and CSS3
Implementing a Windows Based Data Warehouse
Managing a Windows Based System
Designing and Implementing a Windows Desktop
Infrastructure
Implementing Windows Desktop Application
Environments
Supporting Microsoft Exchange Server Solutions
Designing and Implementing a Windows Server
Infrastructure
Creating an Event Driven Computer Program
Creating a Procedural Computer Program
Creating an Object Oriented Computer Program
A-37
A-38
A-39
A-40
A-41
A-42
A-43
A-44
A-45
A-46
A-47
A-48
A-49
A-50
A-51
A-52
A-53
A-54
A-55
A-56
A-57
CHARLOTTE’S STORY
When I left school, I was unsure about which route I was going to take. Most of
my friends and relatives were going to college and I felt like that was my only
option, until I spoke to a career adviser. Knowing that I was a hands-on learner,
she suggested that I consider an apprenticeship. When I went to speak to the
apprenticeship provider, they were extremely helpful in explaining the process
of apprenticeships and how they could benefit me as an individual. A week
after speaking to them, I was interviewed for a position at a local IT firm and I
got the job.
Obtaining a high-quality job was a significant milestone for me, and my family
was extremely proud. Six months later, I became the manager of my own team
and I am earning a decent salary. Choosing an apprenticeship was definitely
the best thing I could have done for my career and I am now one step ahead of
my peers.
“Choosing an apprenticeship
was definitely the best thing I
could have done for my career.”

12. DIGITAL & SOCIAL MEDIA
CODE UNITS
Principles of Social Media Within a Business
Principles of Keywords and Optimization
Using Collaborative Technologies
Content Management Systems and Website Creation
Principles of Social Media Advertising and Promotion
Understanding Legal, Regulatory and Ethical
Requirements in Sales and Marketing
Understanding the Business Environment
Principles of Marketing and Evaluation
Developing Own Professionalism
Digital Marketing Metrics and Analytics
Search Engine Marketing
Content Marketing
Marketing on Mobile Devices
E-mail Marketing
Analyze and Report Data
Produce Copy for Digital Media Communication
Brand Development
Project Management
DM-1
DM-2
DM-3
DM-4
DM-5
DM-6
DM-7
DM-8
DM-9
DM-10
DM-11
DM-12
DM-13
DM-14
DM-15
DM-16
DM-17
DM-18
CODE UNITS
Principles of Marketing Stakeholder Relationships
Web Development
Online Display Advertising
Video Software
Imaging Software
Spreadsheet Software
Delivering E-commerce Solutions
Gamification
Using Collaborative Technologies
Marketing Planning
Ethics and Legalities of Digital Marketing
Business Concepts
Project Management
Digital Marketing Metrics and Analytics
Personal and Professional Development
Content Marketing
Online Display Advertising
Retention Marketing
Video Channel Management
Designing an Effective Web-based User Experience
Relationship Management for Account Managers
DM-19
DM-20
DM-21
DM-22
DM-23
DM-24
DM-25
DM-26
DM-27
DM-28
DM-29
DM-30
DM-31
DM-32
DM-33
DM-34
DM-35
DM-36
DM-37
DM-38
DM-39

13. CYBER SECURITY
CODE UNITS
CODE UNITS
Cyber Security Introduction
Network and Digital Communications Theory
Security Case Development and Design Good Practice
Security and Technology Building Blocks
Employment of Cryptography
Risk Assessment
Network
Operating Systems
Information and Cyber Security Foundations
Businesses Processes
Law, Regulation and Ethics
Security Foundations
System Modeling of Risk, Vulnerability and Impact
Risk – Cost Analysis and Trade-Off
Intelligence Analysis
Technology Underpinnings:Big Data
Technology Underpinnings: Cryptography
Technology Underpinnings: Networks
Technology Underpinnings: Databases
CS- 1
CS- 2
CS- 3
CS- 4
CS- 5
CS- 6
CS- 7
CS- 8
CS- 9
CS- 10
CS- 11
CS- 12
CS- 13
CS- 14
CS- 15
CS- 16
CS- 17
CS- 18
CS- 19
Foundations of Programming/ Coding
Computer Hardware
System Reconnaissance
Vulnerability and Threat Analysis, and Attack Techniques
Ethics and Legal Framework Relevant to Cyber Security
Practitioner
Security Monitoring and Analysis
Architecting Secure Systems
Software Development Lifecycle
System Engineering Principles
Principles of Secure Programming
Formal Approaches to Secure System Development
Available Security Technology and Components
Security Management Standards
Security Policy Legal Regulation and Compliance for
Organizations
Identify, Justify, and Apply Appropriate Mitigations and
Controls
The role of Assurance in Management of the Secure
Enterprise
Intrusion Detection and Response Methods
Intrusion Response Management and Handling
Interact with UK NCSC (CERT) and Appropriate
Authorities
Programming and Coding, Low Level Coding
CS- 20
CS- 21
CS- 22
CS- 23
CS- 24
CS- 25
CS- 26
CS- 27
CS- 28
CS- 29
CS- 30
CS- 31
CS- 32
CS- 33
CS- 34
CS- 35
CS- 36
CS- 37
CS- 38
CS- 39

14. CODE UNITS
Cyber-Physical
OS Fundamentals (How they are Constructed and Work)
Malware Analysis
Algorithms and Protocol Analysis
Human Dimensions of Cyber Security
CS- 40
CS- 41
CS- 42
CS- 43
CS- 44
EMPLOYER - CASE STUDY
Since hiring our first apprentice, we have been impressed with her dedication
to our business and motivation to succeed. Our apprentice as a quick learner
and had a can-do attitude with every task we assigned to her. Our company’s
apprentice is an integral part of the team, offering fresh ideas and ensuring that
our business is at the forefront of changing technology.
We look forward to taking on more individuals who can change the face of
apprenticeships, and we encourage other businesses to consider hiring
apprentices.
“Our company’s apprentice is an
integral part of the team, offering
fresh ideas and ensuring that our
business is at the forefront of
changing technology.”

15. Our Services - we will
…make the
process simple
…serve as an
extra resource
...test applicants
on their IT and
Math knowledge
...support the
recruitment and
selection of
applicants
…deliver
classroom
instruction
…deliver
competency
assessment and
mentoring in the
workplace
...manage the
administration
…complement
and add value to
any existing
training and
development
programs
…register the
apprenticeship
with the DLLR
…develop and
tailor the
individual learning
plan to address
the business’
needs

16. 410 - 856 - 1999
www.tranzedapprenticeships.com
TranZed Apprenticeship Services
Main Office
6802 McClean Blvd.,
Baltimore, MD 21234