Apprenticeships as a means of professional development have been outmoded since the late 1960s as more people opted to pursue college education. In recent years, though, the concept has had a resurgence.
Many important historical figures synonymous with excellence and professionalism began their careers as apprentices. Antonio Stradivari, Michelangelo, and George Washington were all trained in their trades and crafts via apprenticeships. Few would dispute that these were experts and major contributors to their professions. However, apprenticeships as a means of professional development have been outmoded since the late 1960s as more people opted to pursue college education.
In recent years, though, the concept has had a resurgence. Reasons for this include disenchantment with college education, Generation Z’s tendency toward practical rather than theoretical education, wider recognition of the economic benefits of apprenticeship, and expansion of apprenticeships into additional occupations.
I propose it is time for the U.S. Army to join this resurgence. The apprenticeship construct supports Chief of Staff of the Army General George’s call to professionalize the force. In, “Strengthening the Profession: A Call to All Army Leaders to Revitalize Our Professional Discourse,” he emphasizes that strengthening the profession involves all army members and includes all elements of army operations—tactical and technical to strategic and academic. As it turns out, the Department of Defense already has an apprenticeship program called the United Service Military Apprentice Program (USMAP), but to date it is underutilized. The army could embrace USMAP and leverage it to suit the service’s developmental needs quickly.
I will first cover how apprenticeships presently work in the United States. The Department of Labor regulates registered apprenticeships as “earn-while-you-learn” programs. Apprentices are employed in fields where they seek specialized knowledge, working under the supervision of experienced mentors. These mentors provide structured training that includes practical skill development, classroom instruction, and direct observation of task execution. Each program is tailored to the selected trade or occupation and the individuals involved in the mentor-apprentice relationship. Throughout the process of learning, though, the apprentice and mentor are actively providing value to their employer by executing their required duties.
The Army employs an apprentice-like system for entry-level training and integration such as choosing a military occupational specialty (MOS), receiving initial entry training (IET), and performing their duties afterward. What is missing, however, is that soldiers’ work is often not documented to quantify their progression through skill levels or acquisition of new skills as would be required in a proper apprenticeship program. Their growth as craftsmen, tradesmen, or technicians may be intuitively recognized by their supervisors and peers but not documented in a way that could be transported to other units or outside of the military to demonstrate the soldiers’ skills and competencies.
This is the gap that USMAP has been seeking to fill since its inception in 2019. Participation in USMAP leads soldiers toward Department of Labor-issued certificates of completion of apprenticeship by documenting the capabilities and skills gained through performance of their duties and continuous learning throughout their careers. USMAP apprenticeships are aligned with MOSs and most offer multiple options for skillsets to apprentice in. It also accounts for the formal schoolhouse training that soldiers receive in IET and noncommissioned officer education programs.
As of this writing, USMAP offers ninety-three different trades for soldiers to apprentice including both traditional trades and other critical skills such as plumbers, cyber security specialists, and medical practitioner. New trades are regularly added to USMAP, with some recent additions including orthotics technician, outboard motor mechanic, and administrative assistant. Soldiers are also not confined to their MOS. For instance, a Wheeled Vehicle Mechanic(MOS 91B) has eight options for programs to apprentice: automobile mechanic, computer operator, construction equipment mechanic, diesel mechanic, electrician, industrial maintenance mechanic, outboard motor mechanic, and heavy-truck driver. This provides an opportunity for soldiers participating in USMAP to broaden their skillsets beyond what they would normally learn through their ordinary duties; participation is an opportunity to increase soldiers’ professional expertise, broaden their skillsets, and strengthen their core competencies.
A great benefit to the program is how it leverages the tutelage of noncommissioned officers. The NCO-soldier relationship closely mirrors the mentor- apprentice relationship in most cases. Thus, NCOs serving as mentors under USMAP are empowered and encouraged to take active roles in the development of their charges. They certify the completion of tasks and performance time within USMAP and will be the ones instructing apprentices on the required competencies. This will not only solidify the leader-led relationship between NCOs and soldiers, but act as a forcing function for NCOs to maintain and grow their technical proficiency; there is no better way to learn than to teach.
In addition to additional skillsets, units will gain insight into the proficiency of soldiers in their formations.
USMAP is free of charge for all enlisted soldiers and noncommissioned officers. One only needs to enroll via the USMAP website. There, soldiers select specialties in which they are most interested from among those offered for their MOS as part of the application process. Once enrolled, they fulfill their normal military duties while documenting achievement via the USMAP site. Their NCO or warrant officer leaders certify their completion of tasks or time performing work and an officer must certify completion of the overall program. The process minimizes time required outside of soldiers’ normal duty hours to complete. It is also possible to perform required tasks and accumulate hours anywhere soldiers may serve—in garrison, in the field, or deployed. While leader engagement with participants is necessary, the additional administration is designed to be minimal.
Units also benefit. In addition to the benefits for individuals’ skill, units will gain insight into the technical proficiency of the soldiers in their formations. Completion of USMAP tasks is a measure of soldiers’ technical understanding and capabilities. Programming of USMAP tasks could also be utilized in training management to optimize soldiers’ opportunities to fulfill requirements while still achieving units’ training goals. Units could encourage specific apprenticeships that fulfill anticipated capability requirements necessary for mission accomplishment (e.g., outboard motor repair for units supporting engineer bridging formations).
On a larger scale, the army could encourage apprenticeships in skills that represent strategic shortfalls within the defense industrial base—both that organic within the DoD and in the private sector. The Department of Defense recognizes an increasing shortfall in production capacity among the workforce and is taking measures to mitigate it. Encouraging soldiers to undertake specific apprenticeship programs that focus on critical shortfalls, with the incentive of employment opportunities post-military service, could help to mitigate this gap. Tracking completion of apprenticeships throughout the army will enable directed recruitment into the industrial base as an element of the transition program.
With so many direct benefits for the professionalization of soldiers, USMAP seems purpose-built to meet the army’s needs. To be effective, though, army leaders and members must know about it. One NCO learned about the program during his retirement preparation but was unable to participate because he had insufficient time remaining in service to enroll. Soldiers should learn about USMAP early in their service to capitalize on the opportunity it provides to them and their units. Learning about it through army marketing would drive their interest in joining, but they should receive detailed orientation into the program during their advanced individual training (AIT), as the first element of their technical education. Leaders receiving AIT graduates into their formations must understand the program as well, to facilitate soldiers’ enrollment and fulfillment of requirements. Inclusion of USMAP information in company commander and first sergeant courses would increase their understanding of its potential and prepare them to optimize its benefits. Of course, senior leaders must be aware of the program to assist junior leaders in prioritizing their efforts and capitalizing on available resources.
Other services are fully on board. USMAP is already popular within the Department of the Navy; one in four sailors and one in fourteen marines are currently enrolled. If the army were to reach the marine corps participation rate (as the service most closely related in mission and structure), approximately 25,000 soldiers would be increasing their knowledge and skills while adding to the army’s professionalism. As the army must continually attract new recruits, apprenticeships seem ready-made for creating interest among youths who otherwise might not consider military service. Their loss in confidence in the value of college and increased interest in opportunities with immediate practical application presents the army with an opportunity. A tool already exists. Now would be a good time for the army to fully leverage it.
Aaron T. Workman is a colonel and active duty Army explosive ordnance disposal officer with more than three decades of experience serving sailors and soldiers in the U.S. Navy and Army. He currently serves as the director of the Defense Ammunition Center, providing ammunition and explosives safety, logistics, and transportation training and support to the Army and joint services. He commanded an EOD company and a logistics training battalion and has also served on the staffs of U.S. Central and Africa commands and in staff positions within the EOD, logistics, and protection enterprises. He is a graduate of the AY25 Resident Course at the U.S. Army War College.
The views expressed in this article are those of the author and do not necessarily reflect those of the U.S. Army War College, the U.S. Army, or the Department of Defense.
Photo Description: U.S. Army Task Force Aviation soldiers assigned to Regional Command East of the NATO-led Kosovo Force mission, also known as KFOR, perform repairs on a UH-60M Black Hawk helicopter at Camp Bondsteel, Kosovo, Jan. 15, 2025.
Photo Credit: U.S. Army National Guard photo by Sgt. Cheryl Madolev