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78–767 2013

EXAMINING THE RE-DESIGN OF THE TRANSITION 

ASSISTANCE PROGRAM (TAP) 

HEARING 

BEFORE THE

SUBCOMMITTEE ON ECONOMIC OPPORTUNITY (EO) 

OF THE

COMMITTEE ON VETERANS’ AFFAIRS 

U.S. HOUSE OF REPRESENTATIVES 

ONE HUNDRED TWELFTH CONGRESS 

SECOND SESSION 

THURSDAY, SEPTEMBER 20, 2012 

Serial No. 112–77 

Printed for the use of the Committee on Veterans’ Affairs 

( 

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COMMITTEE ON VETERANS’ AFFAIRS 

JEFF MILLER, Florida, Chairman 

CLIFF STEARNS, Florida 

DOUG LAMBORN, Colorado 

GUS M. BILIRAKIS, Florida 

DAVID P. ROE, Tennessee 

MARLIN A. STUTZMAN, Indiana 

BILL FLORES, Texas 

BILL JOHNSON, Ohio 

JEFF DENHAM, California 

JON RUNYAN, New Jersey 

DAN BENISHEK, Michigan 

ANN MARIE BUERKLE, New York 

TIM HUELSKAMP, Kansas 

MARK E. AMODEI, Nevada 

ROBERT L. TURNER, New York 

BOB FILNER, California, Ranking 

CORRINE BROWN, Florida 

SILVESTRE REYES, Texas 

MICHAEL H. MICHAUD, Maine 

LINDA T. SA ́ NCHEZ, California 

BRUCE L. BRALEY, Iowa 

JERRY McNERNEY, California 

JOE DONNELLY, Indiana 

TIMOTHY J. WALZ, Minnesota 

JOHN BARROW, Georgia 

RUSS CARNAHAN, Missouri 

HELEN W. TOLAR, Staff Director and Chief Counsel 

SUBCOMMITTEE ON ECONOMIC OPPORTUNITY (EO) 

MARLIN A. STUTZMAN, Indiana, Chairman 

GUS M. BILIRAKIS, Florida 

BILL JOHNSON, Ohio 

TIM HUELSKAMP, Kansas 

MARK E. AMODEI, Nevada 

BRUCE L. BRALEY, Iowa, Ranking 

LINDA T. SA ́ NCHEZ, California 

TIMOTHY J. WALZ, Minnesota 

Pursuant to clause 2(e)(4) of Rule XI of the Rules of the House, public hearing records 

of the Committee on Veterans’ Affairs are also published in electronic form. The printed 

hearing record remains the official version. Because electronic submissions are used to 

prepare both printed and electronic versions of the hearing record, the process of converting 

between various electronic formats may introduce unintentional errors or omissions. Such occurrences are inherent in the current publication process and should diminish as the process 

is further refined. 

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C O N T E N T S 

September 20, 2012 

Page 

Examining The Re-Design of the Transition Assistance Program (TAP) ........... 1 

OPENING STATEMENTS 

Chairman Marlin A. Stutzman ............................................................................... 1 

Prepared Statement of Chairman Stutzman ................................................. 32 

Hon. Bruce L. Braley, Ranking Democratic Member ........................................... 3 

Prepared Statement of B. Braley .................................................................... 35 

WITNESSES 

Mr. Danny G.I. Pummill, Director, Veterans Benefits Administration/Department of Defense Program Office, Veterans Benefits Administration, U.S. 

Department of Veterans Affairs .......................................................................... 5 

Prepared Statement of Mr. Pummill .............................................................. 35 

Mr. John K. Moran, Deputy Assistant Secretary, Veterans’ Employment and 

Training Service, U.S. Department of Labor ..................................................... 6 

Prepared Statement of Mr. Moran .................................................................. 38 

Mr. Rhett Jeppson, Associate Administrator for Veterans Business Development, U.S. Small Business Administration ....................................................... 8 

Prepared Statement of Mr. Jeppson ............................................................... 43 

Dr. Susan Kelly, Deputy Director, Transition to Veterans Program Office, 

Office of the Under Secretary of Defense for Personnel and Readiness, 

U.S. Department of Defense ................................................................................ 9 

Prepared Statement of Dr. Kelly ..................................................................... 46 

Brigadier General Robert F. Hedelund, Director of Marine and Family Programs, U.S. Marine Corps ................................................................................... 18 

Prepared Statement of General Hedelund ..................................................... 51 

Brigadier General Jason T. Evans, Adjutant General, U.S. Army ...................... 19 

Prepared Statement of General Evans ........................................................... 53 

Mr. Edward Cannon, Fleet and Family Readiness Program Director, U.S. 

Navy ...................................................................................................................... 21 

Prepared Statement of Mr. Cannon ................................................................ 55 

Brigadier General Eden J. Murrie, Director of Services, U.S. Air Force ............ 22 

Prepared Statement of General Murrie .......................................................... 58 

Rear Admiral Daniel Neptun, Assistant Commandant for Human Resources, 

U.S. Coast Guard ................................................................................................. 23 

Prepared Statement of Admiral Neptun ........................................................ 60 

QUESTIONS FOR THE RECORD 

Hon. Marlin A. Stutzman, Subcommittee on Economic Opportunity to VA 

Office of Congressional and Legislative Affairs ................................................. 61 

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EXAMINING THE RE-DESIGN OF THE 

TRANSITION ASSISTANCE PROGRAM (TAP) 

Thursday, September 20, 2012 

U.S. HOUSE OF REPRESENTATIVES, 

COMMITTEE ON VETERANS’ AFFAIRS, 

SUBCOMMITTEE ON ECONOMIC OPPORTUNITY, 

Washington, D.C. 

The Committee met, pursuant to notice, at 2:29 p.m., in Room 

334, Cannon House Office Building, Hon. Marlin A. Stutzman 

[Chairman of the Committee] presiding. 

Present: Representatives Stutzman, Braley, and Walz. 

OPENING STATEMENT OF CHAIRMAN MARLIN A. STUTZMAN 

Mr. STUTZMAN. Good afternoon. Welcome all of you to the Subcommittee on Economic Opportunity of the Veterans’ Affairs Committee. I want to welcome you all this afternoon. And sorry for our 

tardy start. We are just done with a round of votes so we should 

have a good time to fulfill our time here in the Committee hearing. 

I want to recognize, we have got some folks in the back I believe 

that are here with the, I believe it was the Air Force Sergeants Association? Is that correct? If you all would want to stand we would 

like to just recognize you and thank you for your service. There we 

go. 

[Applause] 

Mr. STUTZMAN. And thank you very much for your service and 

for being here this afternoon. Of course, I want to thank any veteran or anyone who is serving in our military for your service. We 

appreciate you so much and for what you do for our country. 

We are here today to receive testimony on the redesigned Transition Assistance Program, or TAP. To differentiate between the 

original TAP and the redesigned version I am going to refer to the 

new program simply as TAP2. Kind of original there. 

TAP has been around for about 20 years with little change over 

that time other than to update the changes in the various benefit 

programs. And while the original TAP was let us say minimally effective, today’s participants and today’s civilian environment necessitated a revised approach from what has become known as death 

by power point. Until the passage of last year’s VOW to Hire Heroes Act TAP was not mandatory except in the U.S. Marine Corps. 

And I am pleased that the other services have committed to comply 

with the VOW Act’s mandatory attendance provisions. 

What the VOW Act did not do was describe what types of training must be provided under the mandatory attendance provision. 

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And I would like to offer some thoughts on what TAP2 should provide. 

Ultimately the goal of TAP2 is to smooth the way to civilian employment. That said, there are many paths to reach that ultimate 

goal and TAP2 should offer participants training that reflects at 

least the primary paths. 

Following discharge some servicemembers may choose to seek 

the full time permanent job path. Others will choose to use a path 

using their G.I. Bill or vocational rehabilitation benefits. Still others will choose the entrepreneurial career path or one involving 

training in the trades. So regardless mandatory TAP2 training 

must, and I repeat must provide detailed training in each of these 

areas. Otherwise we are failing that one percent who defend us. 

I have a couple of slides that I would like to illustrate why the 

tailored approach is so important. If you look at the monitors this 

first slide shows the importance of ensuring that individuals who 

are going to use their G.I. Bill get a full explanation of how best 

to use their benefit. 

[Slide] 

Mr. STUTZMAN. Slide one shows that four years of Post 9/11 G.I. 

Bill benefits for someone attending a private institution amounts 

to over $141,000. I would point out that the numbers are averages 

and can be significantly higher. 

The second slide, if I would put that up on the monitor, shows 

the curriculum DoD is implementing for TAP2. 

[Slide] 

Mr. STUTZMAN. You will note that it does not provide a timeframe for instruction in the various paths that I have mentioned. 

Rather, days two, three, and four are devoted entirely to job hunting skills, something that is fine for those who intend to seek full 

time permanent employment following discharge. But what about 

a typical class made of mostly first term enlistees, 50 percent of 

whom indicate they intend to use their G.I. Bill benefits soon after 

discharge? What about those who want to start their own business, 

or enter trades? The DoD model of mandatory TAP2 as presented 

to us here on the monitor does not appear to include training tailored to their needs. 

I would offer that mandatory training must include those alternative paths and that forcing every servicemember to sit through 

three days of job hunting skills at the expense of training tailored 

to their post-discharge intentions is a poor use of resources. 

Slide three illustrates one way to achieve what I am suggesting. 

[Slide] 

Mr. STUTZMAN. To be fair, some DoD officials have indicated that 

students will have the ‘‘option’’ to attend more tailored training on 

days six and seven. But unfortunately there seems to be a mixed 

opinion from officials as to whether those days are considered as 

part of the mandatory training. My staff along with the Ranking 

Member’s staff recently observed TAP2 at Randolph Air Force Base 

and Miramar Marine Corps Air Station. And at Randolph the class 

was mostly senior enlisted members, most of whom already had at 

least an associates degree and nearly all of whom intended to seek 

permanent jobs after discharge. They were given the DoD model, 

which was appropriate for that class’ demographics. 

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The class at Miramar included primarily first termers who received a more tailored model. Service specific pre-separation counseling, and VA benefits were condensed to one day of training. The 

Department of Labor workshop was condensed into two days of 

training, and the remaining two days allowed the Marines to 

choose a track that best fit their transition goals. 

The staff’s observations were that the Marines enjoyed the choice 

of the tracks. The Marines confirmed that if the tracks had been 

pushed to a second week and were not mandatory their supervisors 

probably would not give them the extra time off. I say that not to 

criticize those supervisors, but rather to emphasize what may be a 

significant weakness in the DoD curriculum. 

It is clear to me that a tailored model is the better approach. A 

program of providing a core instruction summarizing the highlights 

of the details tracks followed by allowing the servicemember to 

choose a track as part of the mandatory coursework is in my opinion a superior approach to meeting the needs of TAP participants. 

Finally I want to address the oversight role of this Subcommittee. While I realize that what is now being taught under 

TAP2 is in formative stages, having DoD employees question Congress’ oversight role is inappropriate. I hope that confrontational 

attitude regarding our constitutional oversight responsibility ends. 

We are all working towards the same goal, and I hope that we can 

work together to find what is most beneficial for our servicemen 

and women as they make the transition back into the workforce. 

I now recognize the distinguished Ranking Member Mr. Bruce 

Braley for his remarks. 

[The prepared statement of Hon. Stutzman appears in the Appendix] 

OPENING STATEMENT OF HON. BRUCE L. BRALEY 

Mr. BRALEY. Well Mr. Chairman, I think this is an appropriate 

time as this is our last Subcommittee hearing before the election 

to thank you for the great working relationship we have enjoyed 

with you and your staff. And we talk a lot about important policy 

in this Subcommittee but it is sometimes important to put a 

human face on that. 

And you were here when a constituent of mine named Andrew 

Connolly came and testified about some of the challenges he faced 

as wounded warrior who was in need of adaptability benefits to 

transition his home into a more livable circumstance. And because 

of that testimony and the great work of your staff and the Full 

Committee staff on both sides of the aisle, I am very proud that 

on August 6th the President signed into law the Andrew Connolly 

Veterans Housing Act, which doubled the benefit for temporary 

adaptability assistance for many of our wounded warriors who 

come home and frequently live in their parents’ homes before they 

complete their education and go on to a more permanent residency. 

And Andrew Connolly died a year ago but I am very proud of the 

fact that I called his wife. It happened to be Andrew’s 29th birthday. And she was thrilled to know that his legacy will live on and 

help improve the lives of other wounded warriors. And that would 

not have happened without your cooperation and assistance and 

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the great staff that we have on Veterans’ Affairs. So I just wanted 

to thank you again for making that happen. 

I am also glad to have the opportunity to talk about the importance of the Transition Assistance Program because it has been one 

of the most important things that I hear about from my constituents who are in need of assistance when they are transitioning out 

into the civilian workforce. We have had field hearings on this in 

both of our districts. We have had great input from a variety of employers, from the largest employers in my district to the smallest. 

And we know that this is an ongoing obligation and commitment 

we have to make sure that we fulfill our promise to the people who 

serve this country in uniform. 

We know that TAP will help military members explore their career readiness and obtain the tools they need to apply in the civilian workforce and to pursue their Post 9/11 G.I. Bill secondary education benefits. I am pleased that we are leaving behind the more 

conventional route of one size fits all and death by power point, 

and moving toward a more individualized TAP plan. That is what 

we hear from people who are in need of that assistance. Our goal 

should be to provide service to men and women with a comprehensive Transition Assistance Program that prepares them for life 

after the military so they can pursue whatever endeavor they wish. 

Whether it is employment, education, or starting a new business. 

And I am hoping today we will hear from our witnesses on how we 

can work together to make that happen. With that, I will yield 

back. 

[The prepared statement of Hon. Bruce L. Braley appears in the 

Appendix] 

Mr. STUTZMAN. Well, thank you. And I want to thank you for 

your remarks as well. I want to tell you I have really enjoyed working together on this staff. We really have had a, I feel we have 

been able to accomplish a lot. And definitely hearing from constituents and servicemen and women as they make a difficult transition. So I want to thank you for your work and for Mr. Walz as 

well working together, and with our staff. I feel very good about 

what we have been able to do. 

Mr. Walz, would you like to make any? 

Mr. WALZ. I defer to—— 

Mr. STUTZMAN. Very good. Thank you. At this time I want to ask 

our first panel is at the table. With us today is Mr. Danny Pummill 

from the Department of Veterans Affairs, Mr. John Moran from the 

Veterans Employment and Training Service, Mr. Rhett Jeppson is 

from the Small Business Administration, and finally Dr. Susan 

Kelly from the Office of the Secretary of Defense. I thank you all 

for being here today. Let’s start with Mr. Pummill from the VA, 

and we recognize you for your testimony with five minutes. 

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STATEMENTS OF DANNY G.I. PUMMILL, DIRECTOR, VETERANS 

BENEFITS ADMINISTRATION/DEPARTMENT OF DEFENSE 

PROGRAM OFFICE; JOHN K. MORAN, DEPUTY ASSISTANT 

SECRETARY FOR OPERATIONS AND MANAGEMENT, VETERANS’ EMPLOYMENT AND TRAINING SERVICE, U.S. DEPARTMENT OF LABOR; RHETT JEPPSON, ASSOCIATE ADMINISTRATOR FOR VETERANS BUSINESS DEVELOPMENT, U.S. 

SMALL BUSINESS ADMINISTRATION; AND DR. SUSAN KELLY, 

DEPUTY DIRECTOR, TRANSITION TO VETERANS PROGRAM 

OFFICE, OFFICE OF THE UNDER SECRETARY OF DEFENSE 

FOR PERSONNEL AND READINESS, U.S. DEPARTMENT OF 

DEFENSE 

STATEMENT OF DANNY G.I. PUMMILL 

Mr. PUMMILL. Yes. Mr. Chairman, Ranking Member Braley, 

members of the Subcommittee, I appreciate the opportunity to appear before you today to discuss the Department of Veterans Affairs Transition Assistance Program, or TAP. My testimony will 

cover what we are currently doing in the TAP program, the current 

TAP reengineering efforts, and the newly designed TAP pilots, and 

the program for entering the new TAP program. TAP2 I will call 

it from now on. 

Currently TAP is conducted under the auspices of a memorandum of understanding between the Departments of Labor, Defense, Homeland Security, and VA. The departments work together 

to schedule briefings and classes on installations to best serve 

servicemembers and their expectation as they prepare for their 

transition from active military service. Quarterly meetings among 

the departments are held to oversee the operations of the program 

and plan enhancements to TAP. 

VA’s current TAP briefings are provided by trained military service coordinators, MSCs, from the regional offices with jurisdiction 

over military installations in the United States and Puerto Rico. 

We provide these services to servicemembers stationed outside the 

United States through seven overseas MSCs. 

VA also provides transition briefings to demobilizing Reserve and 

National Guard servicemembers. These briefings are typically held 

at the Reserve component servicemember’s home station upon completion of their deployment. 

At TAP briefings servicemembers learn about the array of benefits and services available from VA. Servicemembers learn how to 

complete applications and are advised about what evidence is needed to support their claims. Following the general instruction segment, personal interviews are conducted with those 

servicemembers who want assistance in preparing and submitting 

their application for disability compensation or other benefits. 

In October, 2011 VA joined the Department of Defense, the Department of Education, the Department of Labor, and the Small 

Business Administration in forming a team to develop and implement the new law. This five-agency team has met regularly over 

the past year and has developed a completely revised and enhanced 

TAP experience. 

The project team, with the assistance of the Department of Education, completely revised and enhanced the current VA briefing, 

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creating a new adult education oriented briefing that is much more 

interactive. No more death by power point. 

Along with this new briefing we are in the process of developing 

a web-based version of the VA’s portion of TAP to be available in 

both a web and webinar formats. We are also actively collaborating 

with the Department of Defense to create a virtual TAP experience. 

These virtual briefings will be used by servicemembers and veterans in lieu of the existing brick and mortar classroom. 

We have committed to ensuring that our newly designed TAP is 

available to 100 percent of departing servicemembers from all components by 21 November, 2012, as directed by Congress and legislation. 

The newly designed VA TAP briefing is being actively piloted at 

six primary locations. Our efforts to improve the VA portion of TAP 

include three main elements. Expand the training of our briefers; 

continually update our briefers; and greater oversight of the program. The classroom TAP presentation has been revised and updated, eliminating the briefing slides in favor of the interactive 

learning experience. Training has been completed on the new briefing and is being tested at the pilot locations. A web page has been 

created to keep our briefers up to date on all changes on benefits 

and resources. 

As part of the continual development of the VA portion of TAP, 

VA along with the Department of the Defense and our other agency 

partners are conducting continuous review interviews of the information and metrics coming out of our pilot locations. 

Mr. Chairman, we at the VA are proud of our continuing role in 

the transition of servicemembers from military to civilian life, and 

seek to continually improve the quality and breadth of our outreach 

efforts to active duty, Reserve, and National Guard members. We 

are aggressively piloting and developing implementation plans for 

the newly designed TAP and are excited about the opportunities it 

provides to our servicemembers and their families. 

Thank you for allowing me to appear before you today. I would 

be pleased to respond to questions from members of the Subcommittee. 

[The prepared statement of Danny G.I. Pummill appears in the 

Appendix] 

Mr. STUTZMAN. Thank you. Mr. Moran, you are recognized for 

five minutes. 

STATEMENT OF JOHN K. MORAN 

Mr. MORAN. Good afternoon Chairman Stutzman, Ranking Member Braley, and distinguished members of the Subcommittee. 

Thank you for the opportunity to participate in today’s important 

hearing. 

My name is John Moran. As the Deputy Assistant Secretary for 

the Veterans’ Employment and Training Service at the Department 

of Labor, I am proud of the work the department is doing to support our veterans, transitioning servicemembers, and their families. 

The Veterans’ Employment and Training Service’s mission is 

straightforward and easily remembered by our three Ps: prepare, 

provide, and protect. We prepare our separating servicemembers 

and their spouses to transition from the military to the civilian 

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workforce through the Transition Assistance Program, which I will 

talk about in great detail in a moment. We provide them with the 

critical resources, expertise, and necessary training to assist them 

in locating and obtaining meaningful employment. We protect the 

employment rights of these brave men and women to ensure the 

jobs they left to serve our Nation in uniform are there when they 

come home. 

Since its inception, the TAP employment workshop has been a 

valuable tool for servicemembers transitioning into the civilian 

workforce. However, while the needs of transitioning 

servicemembers have changed, TAP had remained largely unchanged for 20 years. For example, today’s servicemembers use social media as a key tool for a variety of purposes, including job 

search and networking. Twenty years ago social media was not 

even a term in our collective consciousness. 

Last year the department initiated a major effort aimed at revamping and updating the employment workshop to bring it up to 

date and current with emerging best practices in career development and adult learning. In doing so DOL worked with DoD, the 

services, academia, and veterans service organizations to make the 

workshop more engaging and relevant in light of the unique challenges our servicemembers will be facing as they transition into civilian life during a time of economic uncertainty. 

Aside from a new curriculum, delivery methods, and materials, 

the redesign of the employment workshop also includes new tools, 

such as My Next Move for Veterans to help servicemembers match 

their military experience to jobs in the civilian market that require 

similar experience, training, and skills. 

The redesigned DOL employment workshop has put increased 

emphasis on networking and how to effectively communicate to employers the value proposition of hiring veterans. This new threeday curriculum, which has been through a battery of acceptance 

testing, relies heavily on interaction and adult learning principles. 

Approximately 40 percent of the curriculum involves participant 

interaction or exercises. It is specifically geared toward the hard 

mechanics of getting a good job and includes exploring career interest, searching the labor market, building resumes, preparing for 

interviews, and negotiating a job offer. 

We have been delivering the new employment workshop over the 

past two months at seven pilot sites covering all services. The feedback has been very positive. We are confident the curriculum has 

been well tested, responsive to customer input, and inclusive of 

training best practices for adult learners. 

Through the Veterans Employment Task Force we worked with 

our partners at DoD and the VA and have integrated our workshop 

into the agreed upon GPS delivery model. Additionally, we have accommodated a Marine Corps request to modify the delivery approach of our workshop to facilitate the Marine Corps Pathways 

model. Both approaches ensure Soldiers, Sailors, Marines, Airmen, 

and Coast Guardsmen all receive the elements of the employment 

workshop as required by the VOW Act. 

As mandated by the VOW Act, DOL recently awarded a contract 

to GBX, Inc. to provide the instructor/facilitator cadre to deliver 

our new curriculum. We are well ahead of schedule and will be 

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fully rolling out our new curriculum and contracted facilitation 

team at all TAP sites worldwide in January of 2013. 

In conclusion, preparing separating servicemembers and their 

spouses for their transition to the civilian job market is central to 

our mission and we take that mission seriously. In the next five 

years over one million servicemembers will be transitioning from 

active duty to civilian life. We owe them the best services and benefits our Nation can provide. The department along with the rest 

of the administration is firmly committed to fulfilling that sacred 

obligation. We strive daily to do so through our programs and services designed to prepare, provide, and protect our veterans, 

transitioning servicemembers, and their spouses. 

Mr. Chairman, Ranking Member Braley, members of the Subcommittee, this concludes my statement. Thank you again for the 

opportunity to testify today. I would be pleased to answer any 

questions you may have. 

[The prepared statement of John K. Moran appears in the Appendix] 

Mr. STUTZMAN. Thank you. Mr. Jeppson, you are recognized for 

five minutes. 

STATEMENT OF RHETT JEPPSON 

Mr. JEPPSON. Chairman Stutzman, Ranking Member Braley, and 

members of the Subcommittee. Thank you for inviting me to testify. My name is Rhett Jeppson. I currently serve as the Associate 

Administration for Veterans Small Business Development at the 

U.S. Small Business Administration. I am also a veteran and have 

run a family-owned small business. I have submitted a full written 

testimony to the Committee which I request be made part of the 

hearing record. 

As small business owners, veterans continue to serve our Nation 

and create jobs in our communities. According to the most recent 

U.S. Census data, nearly one in ten small businesses are veteranowned. These businesses generate about $1.2 trillion in receipts 

and employ nearly 5.8 million Americans. 

Research demonstrates that veterans over-index as entrepreneurs. In the private sector workforce veterans are at least 45 

percent more likely than those with no military service to be selfemployed. 

Today there are over 300,000 servicemembers transitioning from 

active service. To ensure that we are addressing the needs of these 

returning servicemembers, SBA is focused on providing the training, tools, and resources they need to make the transition from 

military servicemember to successful business leader. At the heart 

of these efforts is an initiative called Operation Boots to Business: 

From Service to Startup. 

Boots to Business is the entrepreneurial track of the new TAP, 

or Transition Assistance Program. Boots to Business builds on 

SBA’s role as a national leader in entrepreneurship training. SBA 

is leveraging its ongoing collaboration with Syracuse University’s 

Institute of Veterans and Military Families to provide comprehensive training materials specifically geared toward the transitioning 

servicemember. 

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SBA’s expert nationwide resource partner network, including the 

Women’s Business Center, support chapters, Small Business Development Centers, and Veterans Business Outreach Centers, which 

already provide targeted, actionable, real world entrepreneurship 

training to over 150,000 veterans every year, will be responsible for 

delivering this training to our transitioning servicemembers. 

The Boots to Business program has three phases which include 

exposure to entrepreneurship as a potential career path. This will 

be offered to all servicemembers leaving the military. Following 

that, there is a two-day course focused on the development of a feasibility plan for a potential business idea. And then if interested a 

transitioning servicemember may enroll in an eight-week online 

course on the fundamentals of small business resulting in the development of a business plan. 

In June, 2012 Boots to Business pilot was launched with the Marine Corps at four locations: Quantico, Virginia; Cherry Point, 

North Carolina; Camp Pendleton, California; and 29 Palms, California. In August of 2012 three Navy locations were added to the 

pilot: Anacostia; Kings Bay, Georgia; and Bethesda, Maryland. And 

in October of this year the U.S. Army will host its first pilot at Fort 

Sill, Oklahoma. 

Following our assessment of the pilot, we plan to roll out the program nationally to all the branches of the military in fiscal year 

2013, subject to funding. We know our Nation’s veterans helped reshape the American economy following World War II. They helped 

to build one of the longest periods of economic growth in our history and we know that they can do it again if they are encouraged 

and supported with the right tools and right opportunities. That’s 

what Boots to Business is all about. And that is why we are committed to ensuring these amazing men and women have the access 

and opportunity they need to fully realize their potential as entrepreneurs and small business owners. 

Thank you for your time in allowing me to appear before this 

Committee today. 

[The prepared statement of Rhett Jeppson appears in the Appendix] 

Mr. STUTZMAN. Thank you. Dr. Kelly, you are recognized for five 

minutes. 

STATEMENT OF DR. SUSAN KELLY 

Ms. KELLY. Good afternoon, Chairman Stutzman, Ranking Member Braley, and the distinguished members of the Subcommittee. I 

appreciate the opportunity to be here today with my colleagues 

from the Departments of Veterans Affairs, Labor, and the Small 

Business Administration, and the military services, to discuss the 

redesign of the Transition Assistance Program know as TAP. 

TAP, the cornerstone of the department’s transition efforts, is a 

collaborative partnership between the Department of Defense, the 

Department of VA, and the Department of Labor, and is the primary program used to deliver an array of services and benefits information to separating servicemembers. Our overall goal at the 

Department of Defense is to ensure those who are leaving the service are prepared for their next step, whether that step is pursuing 

additional education, finding a job in the public or private sector, 

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or starting their own business. To that end, the department and its 

partners have fundamentally redesigned TAP, making the needs of 

today’s servicemembers and their families a top priority. 

The President has emphasized reforms to ensure every 

servicemember receives training, education, and credentials needed 

to transition to the civilian workforce, pursue higher education, and 

reach the goal of being career ready upon leaving active duty. Additionally the VOW Act of 2011 also contains specific TAP related 

provisions as discussed in detail in my written statement that we 

are required to implement by November of this year. 

The culmination of the TAP redesign efforts, the transition GPS, 

which stands for Goals, Plans, Success, encompasses the President’s intent and the requirements of the VOW Act. Moreover, it 

establishes the new career readiness standards, extends the transition preparation through the entire span of a member’s career, and 

provides counseling to facilitate the development of an individual 

transition plan. 

Transition GPS also recognizes the military services’ cultural differences by allowing the services the flexibility to modify the program, but not change the program’s standardized curriculum or 

mandatory learning objectives. The end state for servicemembers is 

to meet the career readiness standards for the career path they 

have chosen regardless of the branch of service. 

To implement the new TAP curriculum this summer we conducted seven pilots of the core curriculum, which includes the new 

DOL employment workshop. The pilots have provided us valuable 

servicemember feedback and we have engaged our partners to 

apply lessons learned and refine the curriculum based on this feedback to further improve the Transition GPS experience for our 

transitioning servicemembers. 

We are eager to pilot the Transition GPS optional tracks in education, career technical training, and entrepreneurship. These are 

scheduled for early 2013. They will allow servicemembers to tailor 

their individual preparation to posture them for successful civilian 

careers. In other words, they are career ready. 

Starting in fiscal year 2014 the department will migrate from our 

current TAP program, which occurs at the end of the military career, to an innovative military life cycle transition model that will 

start at the beginning of a servicemember’s military career. The objective of the model is for transition to become a well planned, organized progression that empowers servicemembers to make informed career decisions and take responsibility for advancing their 

personal goals. 

Servicemembers will be made aware of the career readiness 

standards that they must meet long before they separate. They will 

be engaged throughout their military careers in mapping and refining their development plans to achieve their military goals and 

their post-military goals for employment, education, career technical training, or starting their own business. 

In closing I want to note that the department expects approximately 300,000 servicemembers per year to participate in the redesigned TAP over the next four years. The end state for this program will be manifested by a population of servicemembers who 

have the tools and resources to empower themselves to make inVACREP180 with DISTILLER

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formed career decisions, be competitive in the workforce, and continue to be positive contributors to the community as they transition to civilian life. 

Mr. Chairman, that concludes my statement. On behalf of the 

men and women in the military today and their families, I thank 

you and the members of this Subcommittee for your steadfast support and leadership in this important area. I am happy to answer 

any questions you or the other members of the Subcommittee may 

have. 

[The prepared statement of Susan Kelly appears in the Appendix] 

Mr. STUTZMAN. Thank you. And I thank each of you for your testimony. And I will begin the questions. And to Dr. Kelly, the first 

question that I have, would servicemembers be required to choose 

what you have described as an optional track and to attend the 

track of their choice during the sixth and seventh days of TAP2? 

Ms. KELLY. Sorry. Can you repeat that? 

Mr. STUTZMAN. Yes. Would servicemembers be required to choose 

what you have described as an optional track and to attend the 

track of their choice during the sixth and seventh days of TAP2? 

Ms. KELLY. Thank you for that question. Because this lets me 

answer and describe how the TAP GPS is actually designed. What 

we started off with with the service TAP program managers was 

actually to answer the question what is it that our servicemembers 

need to posture them for a successful transition to civilian life? We 

talked about the concrete products that they needed to show that 

would make them career ready. We started off with the end state, 

and that end state is the career readiness standards. And those career readiness standards are both common track and career track 

readiness standards. Meaning you have a financial plan for the 

first 12 months post-separation, or you are registered in VA’s 

ebenefits so we automatically have them connected to Veterans Affairs. Those are a couple of examples of the common readiness 

standards. 

There are also readiness standards that are connected to other 

paths that a military member may choose. And those career readiness standards might be for education, a completed application to 

an appropriate college to which they can apply for G.I. benefits 

showing they can make informed decisions to what those colleges 

are. For a technical training path, if that is what they are choosing 

for their own individual plan, it would be an application to that 

technical training institution, or an acceptance from that technical 

training institution. So there are specific career readiness standards that military members must meet based on that choice that 

they make in their path. 

Mr. STUTZMAN. So let me understand. So would, so you are saying according to the path that they choose? 

Ms. KELLY. That is correct. 

Mr. STUTZMAN. So they would be required to choose an optional 

track? 

Ms. KELLY. They choose. It depends on what their plans are. If 

they are planning to go immediately into the civilian workforce 

they have to meet the career readiness standards for employment. 

If they are choosing to go onto college or a community college, they 

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12 

have to meet the career readiness standards for that particular 

path. The same for technical training. 

Mr. STUTZMAN. So would the tracks be mandatory as a matter 

of the DoD policy? 

Ms. KELLY. Well the issue is that, first of all, we are in agreement that one size does not fit all. 

Mr. STUTZMAN. Okay. 

Ms. KELLY. The military member gets to choose the path that 

they want. When they choose the path, they then tie themselves to 

meeting those career readiness standards. 

Mr. STUTZMAN. Okay. Let me—— 

Ms. KELLY. And the curriculum and the path is what builds the 

skills to make them career ready. 

Mr. STUTZMAN. Let me ask you this. You state that we must 

align the curriculum along all partner modules. Does that mean 

that every service will deliver the exact same curriculum model? 

Ms. KELLY. We have allowed flexibility with the services. What 

they have to do is provide the standardized curriculum, the learning objectives that build the skills for the servicemember to meet 

the career readiness standards. 

Mr. STUTZMAN. So the Marines, the Marine Corps would not 

have to adjust their curriculum then? 

Ms. KELLY. The Marine Corps has to ensure that their separating Marines meet the career readiness standards. We are not 

imposing a certain number of hours. We are not imposing on any 

servicemember that they must attend a particular path except 

what is required by the VOW, which is the DOL employment workshop. The law mandates that they attend that workshop. So we are 

not forcing military members to choose their paths. They choose 

those. What they have to do, and what each of the Services have 

agreed to do, is ensure that the military members meet the career 

readiness standards that are connected to the path that the individual members chooses. 

Mr. STUTZMAN. Okay. 

Ms. KELLY. One of the issues that we were criticized for is creating a program that seemed to be one size fits all. We have moved 

away from that. We have created the Transition GPS so that it is 

based on the military member’s choice. 

Mr. STUTZMAN. Okay. Thank you. Mr. Moran, why do you believe 

the five-day model that tailors training to the immediate post-discharge needs of the servicemember is deficient compared to the 

model that requires all participants to attend the model that limits 

mandatory training to three days of employment focused training? 

Could you address that particular—— 

Mr. MORAN. Yes. Thank you for the question. I know that there 

is some confusion around this. First off, when the department undertook its revamping of its Transition Assistance Program employment workshop, we looked at what the law required the Secretary 

build and there were nine specific elements that we believed was 

necessary to meet the mark of Title X. We built our Transition Assistance Program workshop to those elements. We worked with 

academia. We worked with subject matter experts. And we worked 

with servicemembers and heard what they were looking for. 

VACREP180 with DISTILLER

13 

We built a curriculum based on those needs which times out to 

be a three-day curriculum. Our three-day curriculum then we believe is what the VOW Act has told the Secretary of Labor to put 

together. We built that curriculum and worked with DoD and the 

services, and in the GPS model we found that that three-day curriculum works nicely within the five day period. With DoD beginning on day one, with DOL taking over on day two, three, and four, 

and VA coming in on the fifth day. And then all the tracks that 

any particular servicemember wants to pursue follow those mandated requirements. 

So I think in the process we get the best of both worlds. We meet 

all the VOW Act requirements but we also provide the flexibility 

and the addition transition assistance through the tracking or 

pathways process that the various services and DoD have put together. 

Mr. STUTZMAN. I may be a little confused here. Can any of you 

clarify, are days six and seven, are those mandatory? 

Ms. KELLY. It depends on the military members’s choice of the 

path that they choose. What is mandatory is for them to meet the 

career readiness standards. The curriculum provides the skills 

building for young military members to be able to develop the products that show that they are career ready. We are mandating the 

career readiness standards—— 

Mr. STUTZMAN. Okay, so—— 

Ms. KELLY. —for the military member to meet. If they choose the 

path—— 

Mr. STUTZMAN. Okay. So we are mandating, we are mandating 

readiness standards not necessarily mandating attendance? 

Ms. KELLY. We are not mandating a set number of hours. We are 

not mandating attendance. They have to meet the career readiness 

standards. For instance, you may have a very senior Lieutenant 

Colonel who is in the Air Force who has earned two masters degrees. 

Mr. STUTZMAN. Mm-hmm, sure. 

Ms. KELLY. But who wants to continue their education after separation. The servicemember has already gone through the process 

of choosing colleges. That particular military member can meet the 

career readiness standards. 

Mr. STUTZMAN. Okay. 

Ms. KELLY. They have done it before. But whereas you may have 

a first termer who is separating who is really daunted—— 

Mr. STUTZMAN. Sure. 

Ms. KELLY. —by having to choose an appropriate community college or a four-year college. Who is overwhelmed by the application 

process. Who is not aware of the financial aid that is available to 

them other than the Post 9/11 G.I. Bill. The curriculum is built to 

help them meet those career readiness standards. 

Mr. STUTZMAN. Okay. That helps. Thank you. Mr. Braley? 

Mr. BRALEY. Mr. Jeppson, the Small Business Administration 

has a host of resources available to help any small business owner 

avoid the alarming rate of small business failures in the first year. 

And when we are dealing with veterans separating out, who may 

or may not have the type of background and preparation to be one 

of those successful small business owners, can you help us underVACREP180 with DISTILLER

14 

stand what this program will do to help them understand the importance of knowing what a business plan is? And financial plan? 

Having a qualified lender who can help you raise capital? And 

avoid all those missteps that you know from your personal experience so many small businesses struggle to overcome at a time 

when they are ready and full of energy and can’t wait to get out 

there and start their own business. How are we going to help them 

with this program plug into that network of resources to increase 

the success rate of entrepreneurs who are in the program? 

Mr. JEPPSON. Great, thank you for the question. I think that if 

I could boil it down to one thing. We are going to give them some 

training and education and just walk them through the basics of 

business ownership, the basics that they may or may not have depending on the rank and the service experience. But we will give 

them an opportunity to get into an even more detailed program in 

the eight-week course, which actually helps build a business plan. 

Along the way we will explain the fundamentals and then help 

them write the business plan. 

But the single most important thing that we do from the SBA 

is we help them. Is we will introduce them to the resource partner 

network that we already have in the SBA, with our SBDCs, the 

women’s chapters, the VBOCs. Many of these have veterans officers in there to help specifically with veterans issues. And that we 

can introduce them to people who can mentor and help them along 

the way. 

So I think, as we give them some training, which will be valuable, is they go back home. They will be able to find their local SBA 

resource partner there who will understand how the banking system, the capital markets are in their area. And will have a better 

sense of the business market in their area and will be able to help 

them tailor their business plan. I believe that those three things 

will actually help us as we move the servicemember from service 

to a business owner. 

Mr. BRALEY. In my first term I Chaired the Small Business Contracting and Technology Subcommittee which dealt with a lot of 

the government procurement programs that had veteran owned 

preferences. Is that going to be a component of this program at all, 

given the fact that unfortunately so many of those dollars go into 

the area in the Beltway here when they are just as easily available 

to businesses outside of this area if we had a better way of educating and preparing people to take advantage of those procurement opportunities? 

Mr. JEPPSON. Absolutely, yes sir. There is a module within the 

curriculum. And it is mentioned in the two-day curriculum briefly 

and then expanded in the eight-day curriculum on what the opportunities for veteran-owned businesses and then especially the service-disabled veteran-owned, which many of our veterans meet the 

qualifications for these days. 

Mr. BRALEY. I helped the Quad Cities Business Community set 

up a conference that is now an annual conference with the Rock 

Island Arsenal and a lot of the small businesses that are involved 

in procurement through the Arsenal. And it might be a good resource for this program to see how private businesses and local 

small business can come together and help educate and prepare 

VACREP180 with DISTILLER

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people for those opportunities. And we would be happy to work 

with you if that would be of any assistance. 

Mr. JEPPSON. Absolutely. We look forward to it. 

Mr. BRALEY. Mr. Pummill, one of the things I wanted to ask you 

about is the fact that we have talked about employment opportunities, we have talked about educational opportunities, we have 

talked about entrepreneurial opportunities, but there are people 

that are going through these programs who may have left right out 

of high school. They may be interested in learning a trade, serving 

as an apprentice. What are we going to be doing for them through 

this new revised program to plug them into ongoing existing apprenticeship programs to give them the type of job skills they 

might need that don’t require a college education and don’t require 

them going to work for a paycheck for somebody right after they 

separate? 

Mr. PUMMILL. One of the modules that we are offering in this 

program that all the agencies put together is a technical training 

module. That is one of the two-day add-ons. If a servicemember determines that he or she would like to go into a technical field, they 

would enroll in the technical module. The technical module is being 

developed and led by the Veterans Administration and the intent 

is to acquaint them with the tools. 

First of all, we want to find out based on your military occupation what you did in the military, your specialty, how close to you, 

how close are you to becoming an apprentice, a journeyman, or 

qualified in a trade? Can you advance in a trade based on that? 

What skills do you have? We provide them information on, let us 

say for example an individual wants to be an air frame mechanic 

and that is what he did in the military. And he wants to find out 

how he or she can be certified. We check out the certification. Then 

we find out, well where are you going to live? ‘‘Well, I am going 

to live in Green Bay, Wisconsin.’’ We make sure that there is jobs 

of that kind of Green Bay, Wisconsin. Or we advise the 

servicemember that, you know, this is a great field, this is a great 

way to become an apprentice in that field, to care for your family. 

But you might consider one of these cities because these are where 

the jobs are. 

It is a pretty good curriculum. We are about 80 percent done developing it right now. And it will be ready to roll out in about the 

next three weeks. 

Mr. BRALEY. Thank you. 

Mr. STUTZMAN. Thank you. Mr. Walz? 

Mr. WALZ. Well thank you, Chairman, and the Ranking Member. 

Thank all of you for being here. It’s great to see the collaborative 

approach. We obviously all want to get this thing right. We want 

to do morally right by our warriors. But it makes sense economically to get folks transitioned back to civilian life, get them working, and going forward. So I’m very appreciative to have you here. 

I am speaking a little bit as I look at this, and I hear where we 

are trying to get to. Having over the last, I have several Marines 

in my office who have gone through this. Myself, when I 

transitioned after a deployment in 2004 we, the chaplain showed 

us ‘‘The Horse Whisperer’’ and then we went home. And that was 

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what happened. And, and my soldiers ask me the moral of that 

story and I was not quite sure. 

But, and then last October my Marines, I have one and I asked 

him to write down for me their experience on this. And coming 

back and actually doing this, returned from Afghanistan, six hours 

of class given by another sergeant. Nobody from VA, nobody from 

DOL, and not single mental health professional were present. Now 

I know we are all trying to get at this. And I say this not as derogatory or whatever. I think we should probably be asking that whole 

group of sergeants in the back. I am hearing about all these things 

they have to go through. They are simultaneously taking their warrior leadership courses, their ALCs and everything else. They are 

trying to figure that out. They are trying to move forward. How are 

we going to make sure that what looks good on paper is going to 

be implemented and have a result that actually does what we are 

supposed to? Because I think we are finally trying to get our mind 

wrapped around this. 

But I have to be very honest when I look at them, I really liked 

what you said, Dr. Kelly, about this military lifestyle transition. I 

think the only way you can do this is if it is built in, it is long 

term, and you do not just jam it down towards the end. Because 

I know how that goes. They want to get the heck out of there and 

go on and do whatever. 

And so it is not for lack of effort in many cases by all of our agencies. It is just, I am a teacher, our preparatory set is bad. They are 

not prepared to hear it, they are not prepared to go on. So how do 

we track this? How do we get buy in? Because first and foremost 

these warriors need to do their military job. And we never want to 

cross into that realm, where we are interfering with the job of the 

day or the mission that needs to be implemented. But we also have 

to be smart. We take them off the streets, transition them into 

warriors. It does make sense to transition them back into the civilian sector and not put up barriers to them. 

So I liked, Mr. Pummill, your point about this. And we have addressed this issue, or starting to, this vet skills to job to make sure 

your certifications cross over, make sure at the state level. But if 

each of you, I know it is a bit of a subjective question, tell me how 

we can ensure that we are not just adding another layer? Because 

I see those young soldiers in the back and I am guessing they are 

thinking, or Airmen, I hear they are saying, ‘‘God dang it, it sounds 

like more for us to do.’’ Just curious. 

Ms. KELLY. If I could take that, please? I think that is a great 

question and that is exactly why the response for the task force 

with all of our partners, we developed three phases of transition 

preparation with moving into the military life cycle being our goal. 

Each one of the services have already developed a schema of how 

they would start embedding transition preparation. Some of them 

start as early as basic training. Others start at that first permanent duty station. And part of the military training is to have a 

development plan. This is your MOS, these are the squares you are 

going to have to fill, if you allow me that vernacular, and this is 

the training that you are going to get. And here is your IDP. Some 

of the Services are actually looking at training even better their caVACREP180 with DISTILLER

17 

reer counselors to also look long term and to help the military 

member look at their post-separation goals. 

Again, the Marines and now much of the Army are first termers. 

You are going to be with us four years or six years, whatever. Look 

at that IDP. This is what you are going to get out of your military 

training. How does that match up with what you want to do when 

you separate four years, six years, whatever that might be after 

your first term? Because that is the model for some of our services. 

It is a first, we take most people for one—— 

Mr. WALZ. And this is just integrated seamlessly so it is not an 

addition at the end of the workday? Come over here and do this, 

or whatever? We are seamlessly putting it in so it is happening? 

Ms. KELLY. We are actually looking at the IDP, that individual 

development plan that military members already have, morphing 

that in into this individual transition plan. So that as they move 

towards the actual end of their military career, they are synched 

up. 

We are also looking at developing virtual curriculum. We are developing the curriculum in the GPS. We are trying to get the curriculum right and the skills building piece right first. And then 

embed this virtual curriculum. And actually looking at the services 

learning management systems right now. 

Mr. WALZ. And we are going to field this as soon as possible? 

Ms. KELLY. The learning management systems are being reviewed now, we are still piloting the curriculum. We piloted some 

of the curriculum this summer. We are going to be piloting the education track, the tech training track, and the entrepreneurship in 

2013. But we are going to embed all of that into a virtual curriculum so that it is available in a very high quality product. We 

have developed standards that we are all agreeing to for virtual 

curriculum. And embedding that into the learning management 

systems of each one of the services. That is where military members go anyway to get their online military training. Transition will 

be part of those same learning management systems. 

But it is a step by step process and we are just getting started. 

But we are excited to see it through to fruition. 

Mr. WALZ. Thank you. I yield back, Chairman. 

Mr. STUTZMAN. Thank you. If I could, I have one more question 

for Mr. Pummill. The VOW Act requires that DOL contract for TAP 

instruction. What is VA’s position on contracting for the VA portion 

of TAP? And why should not VA and DOL jointly contract for TAP2 

instruction? 

Mr. PUMMILL. Mr. Chairman, we actually thought what DOL did 

was a great idea. I met with a senior member, the deputy over at 

Department of Labor, to look at the contract, see what they did, 

how they did it. With the thought of maybe we could use their contract and tie into it. It’s a great contract. It was, you know, well 

written, it covers all the aspects of what they need to have done. 

The problem is it was too far down the road and out of scope for 

what we needed for the VA. So what I did was borrow a lot of what 

they had in their contract and we are developing a similar type 

contract for VA. 

We have not determined at this point whether we are going to 

permanently contract out or use government FTE, because this is 

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a new task and new jobs. But what we do not want to do is as we 

are rolling this out and piloting it over the next year to 18 months, 

we do not want to hire permanent civilian people, put them in a 

location, and then find out that maybe we got the through put incorrect, the number of servicemembers going through is not right, 

the time period is not right, and we find out we have got too many 

or too few people at a location. 

So we are going to start out with a contract option and then look 

at the contract option and do what is fiscally the right thing to do 

after we analyze it. 

Mr. STUTZMAN. Okay. Thank you. Any other questions from the 

Committee? Okay, thank you. You all are dismissed. 

I would like to recognize and invite our second panel to take the 

seats at the table. With us today on our second panel is General 

Robert Hedelund from the U.S. Marine Corps; General Jason 

Evans from the U.S. Army; Mr. Edward Cannon from the U.S. 

Navy; General Eden Murrie from the U.S. Air Force; and Admiral 

Daniel Neptun—Neptun, is that how that is pronounced? 

Admiral NEPTUN. Neptun. 

Mr. STUTZMAN. Yes, sir. Thank you. Sorry about that. From the 

U.S. Coast Guard. Welcome each of you and we will go ahead and 

start taking your testimony. And General Hedelund, when you are 

ready we will let you start. And you will be recognized for five minutes. And since you are a Marine, Marines are first to the fight. 

You are up. 

STATEMENTS OF BRIGADIER GENERAL ROBERT HEDELUND, 

DIRECTOR OF MARINE AND FAMILY PROGRAMS, U.S. MARINE CORPS; BRIGADIER GENERAL JASON T. EVANS, ADJUTANT GENERAL, U.S. ARMY; MR. EDWARD CANNON, FLEET 

AND FAMILY READINESS PROGRAM DIRECTOR, U.S. NAVY; 

BRIGADIER GENERAL EDEN J. MURRIE, DIRECTOR OF SERVICES, U.S. AIR FORCE; AND REAR ADMIRAL DANIEL NEPTUN, 

ASSISTANCE COMMANDANT FOR HUMAN RESOURCES, U.S. 

COAST GUARD 

STATEMENT OF BRIGADIER GENERAL ROBERT F. HEDELUND 

General HEDELUND. Absolutely. We relish the opportunity. Mr. 

Chairman, Ranking Member Braley, and distinguished members of 

the Subcommittee, on behalf of the Commandant of the Marine 

Corps, thank you for your steadfast support of Marines. And especially your attention to the needs of veteran Marines. 

General Amos identified his commander’s intent for transition 

assistance in his 2010 planning guidance. That guidance was direct 

and purposeful: revolutionize transition assistance. Later he provided additional direction. First, Marines must have skin in the 

game. Second, give Marines a choice of career transition pathways 

to include staying Marine through the Marine Corps Reserves. 

Third, ensure all mandatory training was completed. And fourth, 

all training must be provided by quality instructors at sufficient 

numbers to support the practical application of the training. 

Partnerships in this process are crucial. We have been working 

with Office of the Secretary of Defense (OSD), our sister services, 

and key departments throughout the federal government to transVACREP180 with DISTILLER

19 

form our program and ensure our Marines and families are transition ready. Our transition readiness seminar remains a work in 

progress. With nearly a year of piloting and evolution of curriculum 

based on input from our Marines, we are nearing the desired end 

state and our Commandant’s intent, which I stated here 15 months 

ago in this very room, our Marines want to attend our transition 

readiness seminar. 

So the question becomes, how can you help us? Number one, give 

us the flexibility to determine and deliver our program in a manner 

which best prepares Marines and families for transition while 

meeting established standards. Second, give us the ability to evolve 

our program as we learn more about what works best. Thirdly, consider the benefits of a virtual piece to transition, which we have already discussed at some length, to assist spouses and family members and for veteran reach back. And fourthly, continue to educate 

our country, as you do so well at this Subcommittee, on the benefits of hiring veteran servicemembers. 

I look forward to your questions. 

[The prepared statement of Brigadier General Robert Hedelund 

appears in the Appendix] 

Mr. STUTZMAN. Thank you. General Evans, you are recognized 

for five minutes. 

STATEMENT OF BRIGADIER GENERAL JASON T. EVANS 

General EVANS. Chairman Stutzman, Ranking Member Braley, 

distinguished members of the Committee, thank you for providing 

me the opportunity to appear before you on behalf of America’s 

Army. The United States Army is committed to ensuring the lifelong success of our soldiers. Preparing our soldiers for transition by 

enhancing the training and service models and beginning the transition process early provides the greatest opportunity for post-military success. 

The Army continues its commitment to support the soldier 

throughout the military life cycle, to include life after the Army. 

Our responsibility is to keep the soldier Army strong by providing 

essential counseling and training to ensure soldiers return to their 

local communities better prepared for civilian life. 

Under the transition policy signed by the Secretary of the Army 

in August of last year, transition is no longer the end of the service 

event. Under our new military life cycle model all new soldiers will 

receive counseling pertaining to their educational and career goals 

within 30 days of reporting to the first permanent duty station. 

They will also be required to create an individual development plan 

that is recorded and tracked and can be adjusted during their tour 

of duty. The individual development plan will also serve as the 

basis for a soldier’s individual transition plan. Under the Army’s 

new policy, transition is now the commander’s program. Additionally, transitioning soldiers will have to attain career readiness 

standards for the first time rather than just attend briefings, create a resume, and fill out a job or school application. 

The Army Career and Alumni Program is actively engaged in 

testing and improved and expanded core curriculum and career 

readiness modules at various pilot assessment sites. We are staffing our installations, mobile and forward support teams, virtual 

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center, and a 24-hour call center to be ready for the November 21, 

2012 implementation date. 

In order to reach this goal we are adjusting our transition process in six phases. The first phase of implementation was creating 

the strategic plan. This occurred from January to April, 2012. 

Transition partners developed their respective curricula through 

the Office of the Secretary of Defense in coordination with Departments of Labor, Veterans Affairs, Education, Office of Personnel 

Management, and the Small Business Administration. 

Phase two from May through June, 2012 concluded modifications 

to support the contract and funding. These modifications included 

the expansion of software capabilities to capture soldiers’ transition 

progress and risk assessment. They increased the number of counselors needed for forward transition mobile support teams, as well 

as installation centers. 

Phase three is currently in progress with an end date of November, 2012. During this recruit, hire, train, and pilot phase all new 

curricula will be developed and tested and new personnel are being 

trained. Pilots are currently active at several assessment sites to 

validate the Army’s ability to implement the VOW Act transition 

requirements. 

During phase four, which we will begin November 21, 2012, 

Army execution of the VOW Act becomes fully operational. All soldiers will receive the mandated pre-separation counseling, Veterans Affairs benefits briefing, and the Department of Labor employment workshop. These mandatory requirements will be completed over a 12-month period before separation. 

Phase five will fulfill the choice based plans, success, and goals, 

and capstone requirement. This phase begins with core curriculum 

to include the requirements of incorporating the military occupational code crosswalk, the applications, financial planning, and individual transition planning courses, and ends with the capstone. 

The pilot will begin in March, 2013 and conclude no later than October, 2014. 

The final phase is the military life cycle for transition and will 

be implemented no later than 2014. The military life cycle centers 

on pairing career readiness standards with career progression by 

synchronizing Army career tracker with transition training. The 

soldier will select a track based on career goals to include one of 

the following: employment, technical training, education, or entrepreneurial opportunities. 

We have invested a tremendous amount of resources and deliberate planning to preserve the all volunteer force. We are continued 

to ensuring soldiers who have sacrificed so much in service of 

America’s defense are taken care of as they begin the next chapter 

of their lives. 

To conclude, I wish to thank all of you for your continued support. The Army is committed to being the leader of the Department 

of Defense transition efforts by finding the right solution for our 

soldiers and our veterans. 

[The prepared statement of Brigadier General Jason T. Evans 

appears in the Appendix] 

Mr. STUTZMAN. Thank you. Mr. Cannon, you are recognized for 

five minutes. 

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STATEMENT OF EDWARD CANNON 

Mr. CANNON. Thank you. Mr. Chairman, Ranking Member 

Braley, distinguished members of this Committee, I would like to 

thank you for the opportunity to testify about the Navy Transition 

Assistance Program, or TAP, soon to be TAP2, and our continuing 

efforts to successfully transition Sailors to civilian life and employment. 

I am pleased to discuss the current status of the Navy’s Transition Assistance Program and how we will meet the Veterans Opportunity to Work Act that will be the foundation of our efforts to 

meet the career readiness standards of our Sailors. 

The Navy has continued to provide top quality transition programs to a very diverse group of Sailors who are within 24 months 

of retiring or 12 months of separation. The Navy separates or retires approximately 39,000 Sailors each year from an overall force 

strength of approximately 322,000. In rough numbers approximately 50 percent transition after their first enlistment. 

Many Sailors are sought over by civilian employers because of 

the training and skills they obtained in the Navy and we have a 

robust transition program in place to prepare our Sailors who possess these skills. 

Every Sailor receives one on one pre-separation counseling to inform them of the programs and services that are available to assist 

them with their transition to civilian life. The Navy currently provides a four- to five-day transition workshop at Navy installations 

worldwide via our Fleet and Family Support Centers. Fleet and 

Family Support Centers also conduct first term and mid-career 

workshops in a four-day course to provide information that will enhance our active duty servicemember in achieving Navy and future 

civilian career goals. 

Navy is collaborating with OSD, Department of Veterans Affairs, 

Department of Labor, Department of Education, Small Business 

Administration, and the Office of Personnel Management to pilot a 

five-day curriculum that consolidates our current efforts with additional offerings designed to meet all elements of the VOW Act. This 

mandatory workshop will educate our Sailors on transition services 

that are available to them. It will help them translate their military training and experience into civilian skill sets and identify 

gaps in their training and experience that need to be filled to meet 

their personal goals, financial and individual transition goals. 

Employment workshops and benefits and application briefings 

will also be provided as well as workshops on higher education, 

technical skills, and entrepreneurship. A capstone event provided 

90 days prior to separation will verify that transitioning Sailors 

completed the five-day curriculum and achieved their career readiness standards. 

In addition, all Sailors will be offered a warm hand off to appropriate government agencies and organizations that will provide our 

transitioning servicemembers continued benefits, services, and support as veterans. 

The Navy wants to retain trained, qualified Sailors to continue 

to protect and serve the country. For those who choose to separate 

or retire, we are committed to ensuring that they leave the Navy 

with tools to be successful in their career transition. 

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Mr. Chairman, I have submitted the rest of my statement for the 

record and stand by to answer your questions. Thank you. 

[The prepared statement of Edward Cannon appears in the Appendix] 

Mr. STUTZMAN. Thank you. General Murrie? 

STATEMENT OF BRIGADIER GENERAL EDEN J. MURRIE 

General MURRIE. Yes, sir. Thank you, Mr. Chairman, Ranking 

Member Mr. Braley, and distinguished Subcommittee members for 

the opportunity to discuss the redesigned Transition Assistance 

Program. As always, we greatly appreciate the leadership and support this Subcommittee continuously provides on matters affecting 

the readiness and quality of life for our Airmen and their families. 

The strategic direction for the Air Force Transition Assistance 

Program targets the emerging needs of our Active Guard and Reserve members and focuses on ensuring current and relevant solutions for today, tomorrow, and the years to come. 

I am very proud of the men and women in our Airmen and Family Readiness Centers and in our Education Centers. These are the 

members under the leadership of our installation commanders entrusted with the front line planning and day to day execution of 

transition support and services to our total force Airmen. We are 

strengthening our traditional Transition Assistance Program model 

to help forge a stronger Air Force community, evolving and expanding our services to meet the constantly changing needs of our Airmen and their families. 

The Air Force has a long history of providing support to its Airmen and families as they prepare to transition from military life 

back to the private sector. For years the Air Force has publicly 

stated that voluntary education is a primary recruitment and retention tool. Our members, enlisted and officers, take great advantage of this educational opportunity as we detail what is needed to 

help ensure maximum success in uniform and out. 

Consequently this same educational opportunity and the manner 

in which our members embrace it plays a key role in their preparation for transition back to civilian life at the end of their military 

duties. 

The redesigned Transition Support under the Veterans Opportunity to Work and the Veterans Employment Initiative result in 

even greater services and support to our separating and retiring 

total force members. Accordingly, we are closely linked with a wide 

range of partners to include the Office of the Secretary of Defense, 

Department of Labor, Department of Veterans Affairs, Department 

of Education, the Small Business Administration, and other agencies to ensure VOW and VEI are well executed. 

The Air Force is committed to sustaining this partnership as a 

critical platform to reaping the benefit of every opportunity and 

rendering sharp transition support and services to our Airmen and 

their families. 

Thank you for the opportunity to be with you here today and I 

look forward to any questions. 

[The prepared statement of Brigadier General Eden J. Murrie 

appears in the Appendix] 

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Mr. STUTZMAN. Thank you. Admiral Neptun, you are recognized 

for five minutes. 

STATEMENT OF REAR ADMIRAL DANIEL NEPTUN 

Admiral NEPTUN. Good afternoon Chairman Stutzman, Ranking 

Member Braley, and the distinguished members of this Subcommittee. It is a pleasure for me to appear before you today to 

discuss the Coast Guard’s Transition Assistant Program. On behalf 

of the men and women of the Coast Guard I thank this Subcommittee for its strong advocacy and support for our veterans. 

Consistent with the National Defense Authorization Act for Fiscal Year 1995, the Coast Guard established transition assistance 

for its military personnel in October of 1994. Pursuant to such all 

separating and retiring servicemembers are provided access to 

transition assistance services. Involuntarily separated members 

also receive specific benefits. As with the other branches of the 

armed forces, the Coast Guard is committed to ensuring our veterans are prepared for their transition from active duty to civilian 

life. 

While many features of the Coast Guard’s Transition Assistance 

Program are similar to what the Department of Defense provides 

for transitioning members, there are some noteworthy differences 

between our services, our military members, and our programs. 

First, when compared to the other armed forces the Coast Guard 

is relatively small in size and its personnel are broadly dispersed 

geographically. Additionally, many of the skills and experiences 

that our Coast Guard personnel acquire over their careers, ranging 

from administrative to financial management, human resources to 

law enforcement, maritime safety and security, and environmental 

response are often considered readily transferable to the civilian 

workforce. Finally, although some Coast Guard members have 

served overseas in war zones the Coast Guard does not have the 

same proportion of combat veterans as the other armed forces. 

All of these factors are considered in developing and delivering 

transition assistance programs to best serve our Coast Guard members. The Coast Guard’s program is designed to assist 

servicemembers and their families in making an informed and effective transition from military service to civilian life. An integral 

aspect of this vital effort is to ensure separating members are made 

aware of and have access to the numerous programs and services 

available to assist them in the transition process. 

The Coast Guard has taken steps to ensure our men and women 

receive the support they need to transition successfully. For example, command representatives meet with all members separating, 

retiring, or entering the disability evaluation system usually 180 

days before separation but not later than 15 days after official notification of separation. During pre-separation counseling, which 

must occur at least 90 days prior to separation, the command representative assists members in achieving educational, training, and 

employment objectives as well as those of their spouse. 

Additionally, formal Coast Guard TAP seminars are delivered at 

our 13 Coast Guard bases. These seminars, developed in coordination with the Departments of Defense, Labor, and Veterans Affairs, 

provide instruction on skills identification, resume preparation, 

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interview techniques, and veterans entitlements. Seminars typically are five days in length. 

The first three days include the core curriculum focused on the 

job search process provided by the Department of Labor. The last 

two days include presentations on veterans benefits, educational 

opportunities, TRICARE, retired pay, insurance, and the DD–214. 

Over the past several years approximately 1,600 of the 3,000 active 

duty and Reserve members who transition out of the Coast Guard 

each year elected to attend a transition seminar. 

Pursuant to the VOW to Hire Heroes Act of 2011, the Coast 

Guard is developing plans to increase the number of scheduled 

seminars offered. Given the dispersed location of Coast Guard 

units, the service is exploring alternative delivery methods for 

members that cannot physically attend a seminar. The Coast 

Guard is currently working with the Departments of Defense, 

Labor, and Veterans Affairs to develop a comprehensive virtual solution for members who, for whatever reason, cannot attend a seminar on person. And we look forward to continue working with 

those departments to share ideas and tools. 

Thank you for this opportunity to appear before you today and 

for your continued support of the United States Coast Guard. And 

I will be pleased to answer any questions you may have. Thank 

you. 

[The prepared statement of Rear Admiral Daniel Neptun appears 

in the Appendix] 

Mr. STUTZMAN. Thank you to each of you for your testimony. I 

will begin with several questions. First of all to General Hedelund. 

General, can you please tell us about the feedback you have received from the Marines who have participated in the tailored 

model and their view of the tracks? And do you believe that they 

would be better off with the model proposed by OSD? 

General HEDELUND. Thank you for that question, Mr. Chairman. 

The feedback that we have received, as you well know I think, that 

we have been in this business for quite a while of revising our curriculum, as I mentioned in my oral and written testimony. And the 

feedback that we get from Marines focuses on the choice. They, 

that is probably the biggest plus that we get from our Marines, is 

that they enjoy the opportunity to choose. They recognize, of 

course, the importance of the information that is received from the 

core curriculum as well. But having a little control over what they 

are about to experience in transition seems to really do well with 

them. 

The, specifically if you are referring to the pilot in Miramar, we 

worked very hard with all of our partners to put together a package that best met our Commandant’s intent of providing those 

pathways and quality instruction, but also complying with those 

elements of the VOW Act that are clearly mandatory. 

So the feedback we have received from that has been very good 

as well. There are, there were some other, there were some 

outliers, if you will. But overall it was a pilot, after all, and the 

whole idea with the pilot is to take those lessons learned, put them 

to work, refine the content, and then roll it back into future pilots 

and future full scale curriculum. So I think that, I think that covers the question that you wanted. 

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Mr. STUTZMAN. Yeah. Could you touch a little bit on the lessons 

learned out of that pilot program? 

General HEDELUND. I think, yes, sir. I think the first, the most 

important lesson that we can take away from that, from the pilot, 

and from doing this work together, is that the team is important. 

So while we sit here in Washington, D.C. and talk about how important this process is, what really is important to our individual 

Marines who are transitioning is how well does that team work out 

there at the installations where they are participating in the program? 

Mr. STUTZMAN. Yes. 

General HEDELUND. As we stabilize the curriculum and we put 

these teams together that will be executing this work out there, it 

is imperative that they understand the holistic approach so that 

they are well integrated. Right now, it, because this, because pilots 

are pilots, and curriculum are sometimes being rolled out for the 

first time, there are obvious places where there may be either redundancy overlap or friction points that have to be worked on. So 

the closer that team works together over time, the better that program and that deliver of the curriculum will be. 

Mr. STUTZMAN. Yes. 

General HEDELUND. So I think overall that is probably the biggest take away that we would say, is that teamwork is the key to 

success out there. 

Mr. STUTZMAN. Okay, thank you. Admiral, do you believe that 

the virtual TAP that you described in your testimony fulfills VOW 

Act requirements that all servicemembers attend TAP? And also, 

could you describe how that process works and the results that you 

are seeing? 

Admiral NEPTUN. Mr. Chairman, thank you for the question. I 

hope that virtual TAP for our purposes will allow us to expand to 

that other 47 percent of the Coast Guard that has not historically 

taken a TAP seminar. And that will help us get to compliance with 

the VOW Act. And it will also provide some choices. Because the, 

I think the best of e-learning is what we are really pursuing and 

collaborating with our sister services, as well as Department of 

Labor and Department of Veterans Affairs. We hope to come up 

with something that will really draw more people that tend to be 

reluctant to respond to a TAP seminar. 

The second part of the question, I missed that, sir. 

Mr. STUTZMAN. What kind of results? What type of feedback are 

you receiving on the virtual experience that you are giving to members? 

Admiral NEPTUN. Mr. Chairman, we do a fair amount of our 

member training, departmental requirements, Coast Guard requirements, through the virtual e-learning environment. And it 

seems to go quite well. There is always some challenge getting 100 

people in a classroom at any given time. Giving people e-learning 

alternatives, they can pick the time of the day that they choose to 

do it. That is a huge advantage and that is also what we see as 

an opportunity for any sort of eTAPs that we are able to put together. It lets people do that during their time. And I am very inspired by what the SBA representative presented in terms of the 

eight-week online curriculum for people that want to become memVACREP180 with DISTILLER

26 

bers of business. That is one of those tools I really look forward to 

offering to them as a way to get to their specific desires once they 

leave the Coast Guard. 

Mr. STUTZMAN. Okay. Thank you. And if I could, if you could just 

give me a yes or no answer to the question from each of you. Do 

you believe that the tracks where the student can choose a class 

that fits their transition goals should be made mandatory? And I 

will start with you, General Hedelund. 

General HEDELUND. Absolutely. 

Mr. STUTZMAN. Okay. 

General EVANS. Sir, not at this time. I would like to take it back 

and evaluate it. 

Mr. STUTZMAN. Okay. So a no for now? 

General EVANS. Yes, sir. 

Mr. STUTZMAN. Okay. Mr. Cannon? 

Mr. CANNON. Similar to the Army. No for now, but we are looking at that possibility of making it mandatory. 

Mr. STUTZMAN. Okay. Thank you. General Murrie? 

General MURRIE. Sir, the same for me. I would say no at this 

time. We need to look at it. Once again, it is new and I think it 

will be important to take it as we go forward and reevaluate. 

Mr. STUTZMAN. Thank you. Admiral? 

Admiral NEPTUN. Mr. Chairman, we are not looking to make it 

mandatory for people to choose a particular track. 

Mr. STUTZMAN. Okay. Thank you very much. Mr. Braley? 

Mr. BRALEY. General Hedelund, I know that Friday night was a 

tough night for the Marine Corps. And I just want you to know 

that my thoughts and prayers are with the families of Lieutenant 

Colonel Raible and Sergeant Atwell. 

And without reigniting this interservice dispute that my fearful 

Chairman started I just want to point out that I had the opportunity earlier this year to go back to Iwo Jima with 12 World War 

II veterans who served there with my dad, who landed there the 

day both flags were raised on Mount Suribachi. And he landed on 

LST–808 that was piloted by Navy and Coast Guard personnel. 

And the mission was to clear the airfield so the Army Air Corps 

B–29s could land on Iwo Jima. And before he left Iwo Jima he was 

providing fire support to Army personnel. And General Hedelund, 

you said the most important lesson is that the team is important. 

And seeing you all sitting there, and thinking back on what my father experienced reminded me of why this is important. 

And I took the flag that was presented to my mother at my father’s funeral, exactly 31 years to the day before I went up Mount 

Suribachi, up there with me. And when you go there you will see 

these totems that are left by Navy corpsmen for John Bradley, who 

is in the statue across the river commemorating the flag raising at 

Iwo Jima. 

And General Evans, I had the privilege of attending a wedding 

of a constituent named Ian Ralston, who was an Army combat 

medic, who is now paralyzed from the neck down. And he is living 

with one of the combat medics who served under him. And I was 

talking to his best man at the wedding about the difficulties he is 

having finding employment in the medical field despite the fact 

that his real world training would probably surpass anything he 

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could get working through a nursing program or any other type of 

emergency medical personnel program. 

And I know Mr. Cannon, you identified opportunities to earn occupational credentials and licenses prior to separation. It seems to 

me with the huge demand in the healthcare field this is one of 

those areas we have to do a much better job of, is identifying all 

these specialty medical requirements in each of the 50 states and 

trying to find some way to standardize how we can transition 

trained medical personnel when there is high demand in the civilian community and they do not have to go through reeducation programs to relearn what they have already learned serving their 

country. 

So I would be interested in hearing from our panel on ways we 

can make that happen based on your experiences dealing with this 

problem. 

General EVANS. Well sir, thank you for the questions. One of the 

things the Army is doing, the Training and Doctrine Command, we 

are doing just that. Experimenting with and piloting those particular military occupational skills that are being taught in the 

school. And can we get those to translate to an EMT in a particular 

state? So sir, I am with you on that. And so that work is ongoing 

right now. 

We are also, we have got a task force together looking at apprenticeship programs. Allowing soldiers who are transitioning to participate on duty time in those particular apprenticeship programs. 

General HEDELUND. Sir if I may, first I want to make sure that 

I answered the question correctly about the mandatory nature. 

That applies to the Marine Corps. Okay? I would not want to say 

that we want to impose upon the other services. They have different demographics, they have different populations, and they 

have a different ethos and culture than the Marine Corps does. So 

we like the nature of a mandatory program but it may not work 

well for other services. That is number one. 

Number two, I appreciate your comments, Ranking Member 

Braley, about Otis. Otis, that is Lieutenant Colonel Raible, was an 

instructor of mine at Marine Aviation Weapons and Tactics Squadron 1 when I was the Commanding Officer (C.O.). So we were very, 

very close to him. And I appreciate your comments on that. 

And thirdly I will answer much like my Army brother did here 

about the credentialing piece. We are currently working on a pilot 

for our, because since we do not have medical personnel per se, we 

do adore our corpsmen. But we are putting together a pilot for our 

warehousemen and supply folks and also for our heavy equipment 

operators so that we can make that transition again for, whether 

it is a Commercial Driver’s License (CDL) on the heavy equipment 

side, or credential required for the warehousing piece, to be much 

more smooth. And so I am looking forward to the opportunity to 

team with the private organizations as well as with the Army on 

making that work. 

Mr. BRALEY. Well I was able to drive an MRAP in Kuwait and 

my CDL expired a long time ago. So I just want to put that on the 

record, that I had a great time. 

Mr. CANNON. Congressman Braley, three quick points to go 

there. First of all, as far as looking at the skill sets we currently 

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have 670 military career counselors embedded throughout the fleet. 

And so they on a daily basis are working with our military members to crosswalk those skill sets. To make sure that we are looking 

at not only today but how do they meet their career readiness 

standards and how are they preparing for the future? 

The second point, you talk about teamwork. We had great reports back on the Small Business Administration pilot that we held 

at Joint Base Anacostia/Bolling. And in that class we had Army, 

Navy, Air Force, Marine. We got great feedback. In fact the only 

thing bad about it was I got a call from MCPON and CNO saying 

hey, how come we did not get to go to this as well? It was very popular. We got very good feedback from that. 

And lastly, I just met today with Mrs. French, who is the ombudsman at large, and she hosted today, for the Navy, excuse me, 

she hosted today the Military Spouse Employment Program. And 

we specifically talked about credentialing for nurses and teachers 

and making sure that we can, from state to state, help our spouses 

out. I know this is specifically about veterans but it really all ties 

together. Are we looking out for how that can slide from your military career, from it being a spouse, to getting a job out in the community? So thank you, sir. 

Admiral NEPTUN. If I may, sir, I would like to use my wife as 

an example. It reminded me that our spouses are very much a part 

of that veterans equation. And I am in my 20th assignment. She 

has been a registered nurse and a nurse practitioner across a variety of states. She has had to keep credentialed in five different 

states. And it is more challenging for nurse practitioners to do that. 

So she has chosen to just sort of hold back for now until I settle 

down finally and then get back into the business of nurse 

practitioning. But it just is representative of the challenge that all 

of our spouses face as well. And for the members themselves, and 

try to match their credentials to what is available on the outside, 

we are very much in favor of finding ways to expedite and help 

people get there. 

General MURRIE. Mr. Braley, like all of my colleagues we are 

looking at all of the credentialing. We have some very obvious 

skills that transfer very easily. Aircraft maintenance being one of 

those. But there are some not so obvious ones that we are making 

sure that we can take care of the folks that have those skills and 

make sure that they can transition to the outside. 

Mr. STUTZMAN. Okay, thank you. Mr. Walz? 

Mr. WALZ. Well, thank you Chairman. I want to thank all of you 

for the professionalism, for the enthusiasm you bring to this task. 

It, this is a part of readiness and it has to be done. It is about 

keeping faith with those who are willing to serve and about letting 

folks know ahead of time. And as I said, I think it is not just fulfilling that moral responsibility, it is smart economics for this country in a time we want to use those dollars wisely. 

So I guess the question I would ask all of you is the devil is certainly in the details of delivering these. I want to make sure that 

we are not overly prescriptive because all of you will, you will take 

your orders from the civilian leadership and make it work. I want 

to know candidly if you think, are we providing the resources? Are 

we doing the right thing? Because I do think there is a, we have 

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to be cognizant of the mission first that needs to be done. And then 

for you to be able to simultaneously deliver on a long range plan. 

Are we getting that right in terms of what we are prescribing in 

law that comes to you, and then is written into regulation, and 

then the resources to fulfill what we are asking you to do? Is that, 

from a leadership perspective are we getting it right? 

And I ask you to speak candidly if you can. It is just help us to 

get it. I know that, I understand that, I understand the nature of 

the question. But for me all I care about is for you to, I know you 

want to deliver it. Are we getting that part right? 

Admiral NEPTUN. Sir, I will speak from the perspective of the 

Coast Guard because we are probably the most resource challenged 

of all the services. And this is important enough that we will find 

a way to get there. And in terms of the tools that you provide 

through the VOW Act and others to give us a bar to reach for, I 

think it is absolutely the right place to be. Our veterans deserve 

every bit of that focus. Thank you, sir. 

General MURRIE. Sir, I agree with that. I am really proud of the 

program we have now but every program can get better. And the 

VOW Act and the VEI give us some guidance and some direction 

and some resources to help us assist that. Over 90 percent of our 

Airmen go beyond the mandatory pre-separation counseling for a 

three- to five-day course that we already offer. But we are going 

to make it better. We are going to do that with this direction. And 

so we appreciate the guidance. 

Mr. CANNON. Congressman, very similar comments. About 85 

percent of our folks currently go through the full TAP program. So 

anything we can do now that we are saying that it is mandatory, 

having that consistent curriculum, being forced to go through the 

pilots and learn from them, and then make adjustments has been 

very helpful. The only other concern we initially had, and we have 

worked through it, was there was honestly much concern about the 

amount of money required for computers and space. But we have 

worked through that. The Navy is very supportive of it so we are 

in the process now of rolling that out. And so we are looking very 

much forward to this program. Thank you. 

General EVANS. Sir, we agree that we have the resources we 

need. The Army had started a study in 2009 by West Point and 

studied specifically the pre-separation program. And determined 

out of that that there was a couple of wins that we could get out 

of that quick. And that was one, getting commanders involved and 

making it a commander’s program, and two, starting earlier instead of 90 days out. And so we issued an execution order in December, 2011, right before the VOW Act, became law. That, this is 

now a commander’s program and soldiers will start 12 months out. 

So we welcome the guidance, sir. 

General HEDELUND. Sir, I think we are fortunate that we have 

a Commandant and his Mrs. who are both very focused on this as 

a high priority. So the Marine Corps will make decisions based on 

those priorities. So while there are portions of this that could be 

fiscally challenging we do meet those challenges with setting priorities appropriate to the need. 

We also would like to just state, as I mentioned briefly in my 

oral statement, that Marines are mission oriented. You give us the 

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task, you give us the objective to achieve, and we will achieve the 

objective. Tell us to take the hill, don’t tell us how to take the hill. 

And we will be more than happy to meet that expectation, meet 

those standards, and deliver a quality product. 

Mr. WALZ. Well again, I am very appreciative of all of you. And 

I think we need to keep sight of that we are going to take care of 

every single one of these folks. And while the unemployment rate 

is too high, we are moving folks out into the sector. We are having 

successes. We are improving those numbers. And we will not be 

satisfied until we get it all right. But I do applaud you on certainly 

taking this for the spirit of what is behind it and making it work. 

So with that, I yield back. 

Mr. STUTZMAN. Thank you. And since we have you here, could 

each of you describe, or give us a timeline for each of your services, 

for the full implementation, the timeline for the full implementation of TAP2? I mean, if you could give us some idea—— 

General HEDELUND. Mr. Chairman, if you mean by TAP2 the 

VOW Act, VOW compliance, the Marine Corps is VOW ready today. 

Now we have to implement across the Marine Corps, but we have 

the pieces in place that we need to be VOW compliant today. 

Mr. STUTZMAN. Okay. Thank you. General Evans? 

General EVANS. Sir, ditto. We are prepared to implement the 

VOW Act on the 21st of November. 

Mr. STUTZMAN. Okay. Is this at all locations? 

General EVANS. Yes, sir. 

Mr. STUTZMAN. Okay. Thank you. Mr. Cannon? 

Mr. CANNON. Yes. We will also be VOW Act compliant on the November date. Yes. 

Mr. STUTZMAN. Okay. Thank you. General Murrie. 

General MURRIE. Yes, sir. The same for the Air Force. 

Admiral NEPTUN. Mr. Chairman, we have our tools in place to 

get there. And as I mentioned, the e-learning capability I think will 

help us get to a much closer to 100 percent participation, which is 

our biggest challenge right now. We do approximately 60 seminars 

a year across the country. We need to get that up to about 100, 

maybe more, so that we can reach out. And we will do that as well 

as e-learning and I think we will be able to achieve the goal. 

Mr. STUTZMAN. Okay. Thank you. And you know, I would just 

mention that I would be interested in knowing more, or maybe an 

update down the road of how the success of e-learning is working 

for you all. And if it is something that, we can take look at and 

the success or the shortcomings of how that is working for your 

members. So—— 

Admiral NEPTUN. Yes, sir. 

Mr. STUTZMAN. Thank you. Any other questions from any of the 

members? Okay. I want to thank our final panel. I would ask our 

Ranking Member if he has any closing comments? 

Mr. BRALEY. Well I just think that the amount of time we have 

spent in the last two years focusing on this specific program is justified by the demands for outplacement and preparation and information that is not just practical but is accessible. And so when we 

talk about things like e-learning we know that even though it may 

have some shortcomings, it is better than no learning. And so I 

think that our mission is to make sure that we are giving all the 

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resources we can in the most easily accessible and retrievable way 

possible. So that not just during the initial demobilization but for 

as long as necessary afterward those resources can easily be retrieved by the servicemembers who need them and we can be proud 

of the product they are getting. And with that, I will yield back. 

Mr. STUTZMAN. Thank you. I hope today’s hearing has shed some 

light on the need to continue our oversight of TAP2. It is just too 

important. As Mr. Braley mentioned, the work that we have put 

into it, and I know the need for those being discharged for employment is such an important aspect for them as they make the transition. 

I would say to the witnesses that I hope you will see some of the 

logic of making attendance in the various tracks mandatory and 

adjust TAP2 accordingly. This Subcommittee will continue to monitory the implementation of TAP2 as the full implementation is 

rolled out. 

I know that this Committee has discussed a possible trip sometime to view a training facility and I mentioned to staff that maybe 

we will see what the outcome of November and December looks 

like, but maybe we could find a time in December to possibly make 

a trip to see how programs are working. 

This is maybe the last meeting. Obviously I do not know what 

the next two months brings. But I just want to say thank you to 

each of you who serve in each branch for your service, and I want 

to thank our staff. And of course it has been a real privilege to 

work alongside both Mr. Braley and Mr. Walz and the other Committee members as well. And I hope that we can continue to work 

together to make sure that we do serve our men and women who 

serve us in our military the best that we can. 

So I ask unanimous consent that all members have five legislative days in which to revise and extend their remarks and include 

any extraneous material related to today’s hearing. Hearing no objection, so ordered. This Subcommittee is adjourned. 

[Whereupon, at 4:00 p.m., the Subcommittee was adjourned.] 

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A P P E N D I X 

Prepared Statement of Hon. Marlin Stutzman, Chairman 

Good afternoon. We are here today to receive testimony on the redesigned Transition Assistance Program or TAP. To differentiate between the original TAP and the 

redesigned version, I am going to refer to the new program simply as TAP 2. 

TAP has been around for about 20 years with little change over that time other 

than to update the changes in the various benefit programs. And while the original 

TAP was, let’s say, minimally effective, today’s participants and today’s civilian environment necessitated a revised approach from what had become known as ‘‘Death 

by PowerPoint.’’ 

Until the passage of last year’s VOW to Hire Heroes Act, TAP was not mandatory, 

except in the U.S. Marine Corps, and I am pleased that the other Services have 

committed to comply with the VOW Act’s mandatory attendance provisions. What 

the VOW Act did not do was describe what types of training must be provided under 

the mandatory attendance provision and I would like to offer some thoughts on 

what TAP 2 should provide. 

Ultimately, the goal of TAP 2 is to smooth the way to civilian employment. That 

said, there are many paths to reach that ultimate goal and TAP 2 should offer participants training that reflects at least the primary paths. Following discharge, some 

servicemembers may choose to seek the full time permanent job path. Others will 

choose to use a path using their GI Bill or Vocational Rehabilitation benefits. Still 

others will choose the entrepreneurial career path or one involving training in the 

trades. Regardless, mandatory TAP 2 training must, and I repeat must, provide detailed training in each of these areas otherwise we are failing that one percent who 

defend us. 

I have a couple slides to illustrate why the tailored approach is so important. If 

you will look at the monitors, this first slide shows the importance of ensuring that 

individuals who are going to use their GI Bill get a full explanation of how best to 

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use their benefit. Slide 1 shows that 4 years of Post-9/11 GI Bill benefits for someone attending a private institution amounts to over $141,000. I would point out that 

the numbers are averages and can be significantly higher. 

The second slide shows the curriculum DoD is implementing for TAP 2. You will 

note that it does not provide a timeframe for instruction in the various paths that 

I have mentioned. Rather, days 2, 3, and 4 are devoted entirely to job-hunting skills, 

something that is fine for those who intend to seek full time permanent employment 

following discharge. 

But what about a typical class made of mostly first-term enlistees, 50 percent of 

whom indicate they intend to use their GI Bill benefits soon after discharge? What 

about those who want to start their own business or enter the trades? The DoD 

model of mandatory TAP 2 – as presented to us – does not appear to include training tailored to their needs. 

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I would offer that mandatory training must include those alternative paths and 

that forcing every servicemember to sit through 3 days of job-hunting skills at the 

expense of training tailored to their post-discharge intentions is a poor use of resources. 

Slide 3 illustrates one way to achieve what I am suggesting. To be fair, some DoD 

officials have indicated that students will have the ‘‘option’’ to attend more tailored 

training on days 6 and 7. Unfortunately, there seems to be a mixed opinion from 

officials as to whether those days are considered as part of the mandatory training. 

My staff, along with the Ranking Member’s staff recently observed TAP 2 at Randolph Air Force Base and Miramar Marine Corps Air Station. At Randolph, the 

class was mostly senior enlisted members, most of whom already had at least an 

Associate’s Degree and nearly all of whom intended to seek permanent jobs after 

discharge. They were given the DoD model which was appropriate for that class’ demographics. 

The class at Miramar included primarily first termers who received a more tailored model. Service specific pre-separation counseling and VA benefits were condensed to one day of training. The Department of Labor employment workshop was 

condensed into two days of training and the remaining two days allowed the Marines to choose a track that best fit their transition goals. 

The staff’s observations were that the Marines enjoyed the choice of the tracks. 

The Marines confirmed that if the tracks had been pushed to second week and were 

not mandatory, their supervisors probably would not give them the extra time off. 

I say that not to criticize those supervisors, but rather to emphasize what may 

be a significant weakness in the DoD curriculum. 

It is clear to me that a tailored model is the better approach. A program of providing a core instruction summarizing the highlights of the detailed tracks followed 

by allowing the servicemember to choose a track as part of the mandatory 

coursework is, in my opinion, a superior approach to meeting the needs of TAP participants. 

Finally, I want to address the oversight role of this Subcommittee. While I realize 

that what is now being taught under TAP 2 is in its formative stages, having DoD 

employees question Congress’ oversight role is inappropriate. I hope the 

confrontational attitude regarding our Constitutional oversight responsibility ends 

now. We are all working towards the same goal. 

I now recognize the distinguished Ranking Member for his remarks. 

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Prepared Statement of Hon. Bruce L. Braley 

I’m glad we are taking this opportunity to conduct oversight on the redesign of 

the Transition Assistance Program (TAP) once more before the end of this Congress. 

This is a critical stage in the program and we must ensure that the launch of the 

new TAP is successful in meeting the needs of our separating servicemembers. The 

TAP redesign is being lead by an interagency team composed of the Departments 

of Defense, Veterans Affairs, Labor, Education, and Homeland Security. I hope that 

all the agencies are working together to achieve this goal because the restructuring 

of this program is vitally important. 

TAP will help military members explore their career readiness, obtain the tools 

necessary to apply their military careers to the civilian workforce and understand 

the benefits of using their Post-9/11 GI Bill to pursue a secondary education. The 

newly redesigned program gives participants a more tailored learning experience 

with updated content. I am pleased to see that we are leaving behind the more conventional route of ‘‘one size fits all’’ and ‘‘death by power point’’ towards a better 

individualized TAP. 

Our goal is to provide our service men and women with a comprehensive transition assistance program that prepares them for life after the military so they can 

pursue any endeavor they wish, be it employment, education, or starting a new 

business. I’m hoping that today we will hear our witnesses discuss how the newly 

revamped TAP reflects the priorities of this Committee to revitalize the program 

and, most importantly, how it will prepare our servicemembers for civilian life. 

f 

Prepared Statement of Mr. Pummill 

Chairman Stutzman, Ranking Member Braley, and Members of the Subcommittee, I appreciate the opportunity to appear before you today to discuss the 

redesign of the Department of Veterans Affairs’ (VA) support to the Transition Assistance Program (TAP). In July, 2012, President Obama announced a redesign of 

TAP to help our separating servicemembers successfully transition to the civilian 

workforce, start a business, or pursue higher education. My testimony will summarize legacy TAP, our redesign efforts, and our implementation of redesigned TAP. 

Legacy TAP 

TAP is conducted under the auspices of a Memorandum of Understanding between VA and the Departments of Labor (DOL), Defense (DoD), and Homeland Security. The Departments work together to schedule briefings and classes on military 

bases to assist Servicemembers as they prepare to transition from active military 

service. Quarterly meetings among the agencies are held to oversee the operations 

of the program and to plan enhancements. VA TAP briefings are provided by 

trained military services coordinators (MSCs) from our regional offices on military 

installations in the United States and Puerto Rico. TAP briefings are also provided 

to Servicemembers stationed outside the United States by overseas MSCs who are 

temporarily assigned in the United Kingdom, Germany, Italy, Spain, Okinawa, 

Japan and Korea. In addition, VA provides transition assistance briefings to demobilizing Reserve and National Guard members. These briefings are typically held at 

the reserve component’s home station after completion of a deployment. 

Attendance at VA TAP briefings has been voluntary, and participation has been 

at the discretion of each Military Service. In fiscal year (FY) 2009, VA provided 

3,523 TAP briefings for 134,626 attendees, while 276,615 Servicemembers separated 

from active duty status according to the Defense Manpower Data Center. In FY 

2010, 144,207 attendees participated in 3,918 TAP briefings, while 268,918 

Servicemembers separated. In FY 2011, 147,718 attendees took part in 3,470 briefings, while 273,000 Servicemembers separated. 

VA believes that it is in Servicemembers’ and their families’ best interests to acquire a good understanding of Federal and state benefits that could impact their 

life, home, and work. Servicemembers who attend a TAP briefing are made aware 

of an array of VA benefits and services that can help ease their transition from the 

military to civilian life. Servicemembers are also advised of required supporting documentation and the process to apply for various benefits. Upon request, counseling 

services are provided by professional staff from VA’s Vocational Rehabilitation and 

Employment (VR&E) Program. Information on VA benefits is predominately delivered in a non-interactive lecture format. 

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Redesign Efforts 

In the current labor market, which places a premium on job-ready skills and work 

experiences, knowledge of Federal and state benefits is critical to a successful transition from military to civilian life. As demonstrated by unemployment rates from 

DOL’s Bureau of Labor Statistics, Servicemembers often find that embarking on 

successful and productive post-military careers is very challenging. In June 2011, 

the unemployment rate for post-9/11 Veterans was 13.3 percent. With a renewed 

focus on hiring Veterans in the public and private sectors, the unemployment rate 

for this cohort improved to less than ten percent in June 2012. However, VA and 

other stakeholders recognize that Servicemembers, particularly younger 

Servicemembers completing their first enlistment, would benefit from a more tailored TAP with a focus on employment assistance. 

Administrative Action 

In August 2011, the President directed DoD and VA to lead the Veterans Employment Initiative (VEI) Task Force and provide recommendations to maximize the career readiness of all Servicemembers. The Task Force members met weekly for five 

months. In late 2011, the members recommended a comprehensive training and 

service-delivery model with an end-goal of strengthening the transition of 

Servicemembers from military to civilian status. The proposed model consisted of 

four key features: career readiness standards; transition assistance integrated into 

the military life cycle; an outcome-based training curriculum; and an end-of-military-career event. 

In early 2012, an interagency Executive Steering Committee was established to 

develop implementation strategies for the VEI Task Force principal recommendations. The core outcome-based training curriculum, entitled Transition Goals, Planning, and Success (GPS), consists of five days of instruction provided by the military 

services, DOL, and VA. In addition to the core Transition GPS, two-day electives 

are offered for three tracks– education, technical training, and entrepreneurship. 

Prior to separation, a Servicemember will participate in an end-of-military-career 

event where a designated official will certify that Transition GPS requirements have 

been fulfilled. 

Congressional Action 

The VOW to Hire Heroes Act of 2011 was enacted in November, 2011. It required 

VA, DOL, and DoD to expand current programs to ensure a seamless post-military 

transition for Servicemembers. This legislation, in addition to the steps being taken 

by the VEI Task Force, aggressively addressed the high unemployment rate of Post9/11 Veterans through a multitude of comprehensive provisions, including improvements to TAP, retraining opportunities for unemployed Veterans, and employer tax 

credits for hiring unemployed Veterans. In addition, the VOW to Hire Heroes Act 

mandated participation in previously voluntary portions of TAP by November 21, 

2012, as well as pre-separation counseling, a VA briefing, and DOL’s Employment 

Workshop. 

VA Responsibilities—Redesigned TAP 

VA’s portion of the Transition GPS includes four hours of interactive instruction, 

which replaces the previous lecture and slide-deck presentation. The new format allocates one hour to VA education benefits and three hours to all other VA benefits 

and services. With assistance from the Department of Education (ED), a VA project 

team completely revised the current VA briefing, creating an interactive curriculum 

that incorporates adult-learning principles. This revision reduced the overwhelming 

number of slides by over 50 percent. Rather than viewing a static and lengthy slide 

presentation, Servicemembers will now participate in interactive activities that 

teach them how to review, apply for, and receive the benefits and services they have 

earned. To ensure that Servicemembers have access to all the information they 

need, VA has also developed new user-friendly classroom reference materials to augment this curriculum, including the VA Benefits Reference Guide, which highlights 

each benefit or group of benefits, outlines eligibility requirements, and provides actionable steps to access the specific benefit. The VA Benefits Reference Guide also 

provides web addresses and information on other resources to assist 

Servicemembers in making the most informed decision when choosing their benefit 

options. VA personnel have delivered TAP briefings in various venues, which are not 

always conducive to adult learning. Auditoriums and meeting spaces on military 

bases that can accommodate hundreds of Servicemembers are commonly used. In 

the newly designed TAP program, the number of Servicemembers attending the 

four-hour VA benefits module generally will be 50 maximum Servicemembers to one 

VA instructor. 

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VA was also tasked to lead development and implementation of the two-day technical training track, during which time Servicemembers are provided advice on different technical fields as potential career choices. In addition, VA is providing assistance to other agencies to develop the other two tracks, education and entrepreneurship, to ensure pertinent VA benefits information is included. All of the twoday elective tracks and the end-of-military-career event are currently under development. The number of students permitted to attend the two-day technical training 

track has been limited to 50 students per instructor. A minimum student load has 

not been finalized and will depend on the number of Servicemembers who express 

an interest in attending. 

In addition, VA is in the process of developing a virtual version of VA’s portion 

of TAP to be available in different eLearning modalities. Virtual briefings will mirror the classroom environment and will be used by Servicemembers where appropriate. VA is actively collaborating with DoD to define functional requirements for 

this virtual option. An interagency working group has proposed guiding principles 

for development of the virtual TAP curriculum to meet the needs of separating 

Servicemembers. 

Implementation 

Successful implementation of the redesigned TAP is critical to providing 

servicemembers with the tools required for successful transition. VA continues to assess the number of Servicemembers who will participate and the resources required 

to provide an optimum delivery of services to military personnel and their families. 

VA has met with DOL officials to review the delivery of its portion of TAP by contractors and to determine if it is feasible, as well as legally and fiscally permissible 

to acquire the services of DOL for the delivery of the VA portion of TAP. VA expects 

to complete its analysis in the next 60 days. 

VA will continue to work with Veterans Service Organizations (VSOs) located on 

or near military installations. VA informs Servicemembers that VSOs are independent of VA and can provide expert advice when they are interested in applying 

for VA benefits. The VA Benefits Reference Guide given to each Servicemember contains a link to information on VSO representatives in a specific geographic area. VA 

values the relationship we have with our VSO partners and the assistance they provide. We look forward to continuing this positive relationship that results in best 

outcomes and improved services for our Servicemembers and Veterans. 

Demand-Driven Planning Factors 

The historical annual demand for VA TAP briefings has averaged just over 

142,000 attendees between FY 2009 and FY 2011. Based on the VOW to Hire Heroes Act, VA is now required to provide a TAP briefing to all separating 

Servicemembers. As such, VA’s planning model to implement the VOW Act and VEI 

Task Force requirements is demand-driven, using total separation numbers provided by the Military Services. For resource modeling purposes, VA currently 

projects that approximately 307,000 Servicemembers will separate, demobilize, or 

deactivate per year for the next four years. The Military Services have provided VA 

with projected transitioning Servicemembers at all military installations in the 

United States and at overseas locations. For resource modeling, VA may need to 

have a presence 251 military bases, with VA staffing levels driven by the projected 

demand at each site. VA will continue to work with the Services throughout implementation to refine our resource requirements. 

Pilot Sites 

Prior to any pilot being conducted, VA staff accompanied DoD personnel in performing site assessments to determine initial operational capabilities. During these 

site visits, interagency teams met with local military installation personnel to discuss infrastructure and operational requirements that needed to be in place for the 

pilot. The redesigned VA TAP has been piloted at Naval Air Station Jacksonville, 

FL; Naval Station Norfolk, VA; Randolph Air Force Base San Antonio, TX; United 

States Marine Corps Air Station Miramar, CA; and Army Fort Sill, OK. In addition, 

VA conducted pilots with the Guard and Reserve components to include Fort Hood, 

TX, for the Army Reserve and Camp Shelby, MS, for the Army National Guard. 

An interagency evaluation team consisting of representatives from DoD, the Military Services, VA, DOL, and the Small Business Administration (SBA) were present 

at pilot sites to observe and provide constructive feedback that will be used to improve the VA TAP session. Feedback indicated that VA met its stated learning objectives for each training module, but several comments indicated that facilitators 

need to have an increased awareness to integrate their portion of TAP into the overall GPS curriculum to ensure a well-coordinated delivery and to minimize duplication of effort. 

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In addition to feedback from the evaluation teams, an interagency project team 

developed a survey to track attendance and customer feedback from both the pilots 

and the full TAP program deployment. This tool provides VA with valuable information, including participation rates, customer satisfaction data, and qualitative feedback, which will help VA to better meet the needs of transitioning Servicemembers. 

VA, DoD, and our other agencies are reviewing data from the survey at the pilot 

locations to continue making improvements. 

Timeline 

Implementation of the VOW to Hire Heroes Act and VEI Task Force requirements 

will occur using a sequential, phased-in approach. Phase 1 will implement the VOW 

Act by November 21, 2012; Phase 2 will implement Transition GPS, and Phase 3 

will implement other VEI Task Force recommendations. VA is committed to taking 

action on overarching implementation strategies and will complete key operational 

and programmatic goals through multi-agency collaborative efforts with DoD, Military Services, DOL, ED, and SBA. 

During Phase 1, which focuses on implementation of the VOW to Hire Heroes Act, 

VA will expand the previously optional four-hour VA TAP briefing to a mandatory 

VA benefits briefing with a ratio of 50 attendees to one instructor. VA will use feedback from pilot sites and interagency evaluation teams to improve our training. 

During Phase 1, VA will work with DoD to enhance its online version of TAP. These 

web-based formats will allow Veterans as well as Servicemembers in remote locations to go back and review the latest information concerning VA benefits and services. 

During Phase 2, which centers on implementing the Transition GPS, VA will develop the curriculum for the optional technical training track, and will assist DoD 

and SBA with curriculum development for the education and entrepreneurship 

tracks. VA will provide support to our agency partners with the implementation of 

the full VEI Task Force recommended curriculum. In addition, VA will continue to 

assess and improve the delivery of TAP information deployed in Phase 1. 

Phase 3 will institutionalize VEI Task Force components of the redesigned TAP. 

VA will assist DoD and the Military Services in implementing other VEI Task Force 

recommendations, including a capstone event prior to a Servicemember’s transition 

to verify and enhance transition services. VA will also assist with the implementation of a military life cycle transition model to incorporate preparation for 

Servicemembers’ career transition throughout their military service. 

Conclusion 

VA is proud of our continuing role in the transition of Servicemembers from military to civilian life and seeks to continually improve the quality and breadth of our 

outreach efforts to active duty, Reserve, and National Guard members. VA has aggressively piloted its revised benefit briefings, developed implementation plans for 

the newly designed TAP, and is excited about the opportunities it provides to our 

Servicemembers and their families. VA fully supports the Administration and Congressional efforts to ensure that transitioning Servicemembers are ready for employment or education upon separation. 

Mr. Chairman, this concludes my statement. I would be pleased to answer any 

questions you or other Members of the Subcommittee may have. 

f 

Prepared Statement of Mr. John K. Moran 

Good Morning Chairman Stutzman, Ranking Member Braley and distinguished 

Members of the Subcommittee. Thank you for the opportunity to participate in today’s hearing on ‘‘Examining the Re-Design of the Transition Assistance Program 

(TAP)’’. With the drawdown outlined in the recently released Defense Strategic Review, the number of returning and transitioning Service Members is expected to increase over the next five years by an estimated 200,000 per year. The TAP redesign 

is an important part of the Administration’s efforts to ensure that America fulfills 

its obligations to these Service Members, Veterans, and their families. 

Every day, we are reminded of the tremendous sacrifices made by the Members 

of the U.S. Armed Services, National Guard and Reserve. They leave their friends, 

families and careers behind to defend our freedoms around the world. These brave 

men and women deserve a hero’s welcome and a chance to utilize their unique skills 

to help rebuild our economy when they return home. Yet, all too often, those who 

have given so much for America face a difficult transition back to civilian life and 

struggle to find a job worthy of their talents. President Obama and Secretary Solis 

are committed to serving our military families as well as they’ve served us by proVACREP180 with DISTILLER

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viding them with the services and support they need and deserve to successfully 

transition to the civilian workforce and find and secure meaningful careers. 

My name is John Moran, and as Deputy Assistant Secretary for Veterans Employment and Training Service (VETS) at the Department of Labor, I am proud of the 

work the Department is doing to support our Service Members, Veterans, and 

spouses. We provide these American heroes with the critical resources and expertise 

they need and deserve to help prepare them to obtain meaningful careers, maximize 

their employment opportunities, and protect their employment rights. 

Prepare, Provide and Protect: 

In all our efforts, the Department is guided by the three P’s: Prepare, Provide 

and Protect. We Prepare our Veterans, separating Service Members and their 

spouses to transition from the military to the civilian workforce through a variety 

of programs, the most important and extensive of which is the Transition Assistance 

Program, which I will discuss in more detail later in my testimony. 

We Provide them with the critical resources, expertise, and training to assist them 

in locating and obtaining meaningful careers. We do so through services provided 

at the more than 2,800 American Job Centers (AJC) (formerly known as Career 

One-Stops) that serve as the cornerstone for the Nation’s workforce investment system, as well as at other locations. The Department ensures that Veterans, eligible 

spouses, and transitioning Service Members receive priority of service at the AJCs 

with respect to all Department of Labor (DOL)-funded employment and training 

programs. 

As you know, the Department has decades of experience working with states, local 

areas, Veteran Service Organizations (VSOs), non-profits, employers, and many others to advance the recruitment, training and employment of Veterans and 

transitioning Service Members. Through the Jobs for Veterans State Grants (JVSG) 

program, for example, the Department provides grants to states to support Disabled 

Veterans’ Outreach Program (DVOP) and Local Veterans’ Employment Representative (LVER) staff that provide outreach services and intensive employment assistance to meet the needs of eligible Veterans and transitioning Service Members. 

We Protect the employment rights of the men and women that serve this Nation 

and ensure they are provided every opportunity they have earned in the workplace. 

Among the important worker protection laws enforced by DOL is the Uniformed 

Services Employment and Reemployment Rights Act of 1994 (USERRA), which prohibits discrimination against Members of the Armed Services, Guard and Reserve 

because of their past, present, or future military obligations and provides for prompt 

reemployment and full restoration of benefits upon completion of protected service. 

The Department also works diligently to investigate and resolve Veterans’ Employment Opportunities Act (VEOA) complaints and to ensure that Veterans receive 

their due preference in Federal employment. In addition, we enforce the Vietnam 

Era Veterans Readjustment Assistance Act of 1974 (VEVRAA), which prohibits Federal contractors and subcontractors from discriminating against protected Veterans 

and transitioning Service Members, and requires them to ensure equal opportunity 

in all aspects of employment. 

These three P’s guide all our efforts, day in and day out, to serve these brave men 

and women with a broad array of coordinated programs and initiatives that lead to 

the Secretary’s vision of ‘‘Good Jobs for Everyone.’’ 

Transition Assistance Program (TAP) Employment Workshops: 

The U.S. military transitions approximately 160,000 active duty Service Members 

and demobilizes 95,000 Reservists and National Guard members annually. Given 

these figures, it is imperative that we Prepare our men and women to reintegrate 

into the civilian workforce by providing transition assistance and employment services. This is especially true now that the Iraq war has officially ended and we are 

drawing down our presence in Afghanistan which we expect to result in an increased number of troops transitioning out of the military in the coming months. 

As I mentioned earlier in my testimony, an important program, designed to prepare separating Service Members and their spouses’ for transition from the military 

to civilian employment, is TAP, an interagency effort led by the Departments of 

Labor, Veterans Affairs (VA), Defense (DoD), and Homeland Security (DHS). 

Through TAP, the DOL brings to bear its extensive expertise in employment services to provide a comprehensive three-day TAP Employment Workshop, now known 

as the DOL Employment Workshop, at U.S. military installations around the world. 

The Department began providing the DOL Employment Workshops over 20 years 

ago when Congress passed the National Defense Authorization Act for Fiscal Year 

1991 (P.L. 101–510). Since then, the number of workshops, participants and locations has continued to increase. For instance, in 2003 we expanded TAP to overseas 

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military installations, pursuant to section 309 of the Veterans Benefits Act of 2003. 

Two years later, in FY 2005, DOL began offering Employment Workshops to returning members of the Reserve and National Guard and committed to providing requested modules at the 30, 60, and 90-day Yellow Ribbon Reintegration programs. 

To date, the Department has provided training and services through Employment 

Workshops to over 2.5 million separating or retiring Service Members and their 

spouses at 272 locations worldwide. Last year alone, DOL provided more than 4,200 

Employment Workshops to nearly 145,000 participants at domestic and overseas locations. 

Since its inception, the DOL Employment Workshop has been a valuable tool for 

Service Members transitioning into the civilian workforce. However, while the needs 

of transitioning Service Members have changed over the past 20 years, the Transition Assistance Program had remained largely unchanged. 

Last year, the Department initiated a major effort aimed at revamping and updating the Employment Workshop curriculum to bring it up to date and current with 

emerging best practices in career development and adult learning. DOL worked with 

its partner agencies to significantly redesign the DOL Employment Workshop to 

make it more engaging and relevant in light of the unique challenges facing returning Service Members, as they look to transition into meaningful civilian careers during the current economic recession. Aside from a new curriculum, delivery methods, 

and student hand-out materials, the redesign of the Employment Workshop also includes tools to help Service Members match their military experience to jobs that 

require similar training, experience, and skills. 

VEI Task Force for a Career-Ready Military and the VOW to Hire Heroes Act: 

Around the same time that DOL began the redesign effort, the President created 

a Veterans Employment Initiative (VEI) Task Force for a Career-Ready Military to 

develop proposals to maximize the career readiness of all Service Members. This effort was aimed at building on the existing TAP program to give separating Service 

Members a clear path: to civilian employment; to success in an academic or technical training program; or to the successful start-up of an independent business entity or non-profit organization. The Task Force was created in August of 2011, and 

included representatives from the Departments of Defense Veterans Affairs, Labor, 

Education, the Small Business Administration (SBA), and the Office of Personnel 

Management (OPM). Together, we worked to develop a new transition program to 

meet the President’s mandate for a career ready military. 

The Task Force also worked to incorporate the requirements of the VOW to Hire 

Heroes Act of 2011 (VOW), which the President signed into law in November 2011. 

The VOW Act mandates several reforms to the interagency TAP, such as mandatory 

participation, with some exceptions to be determined by DoD and DHS, in consultation with DOL and VA. The VOW Act also requires that by November 21, 2013, 

DOL use contract instructors or facilitators in delivering its Employment Workshop. 

DOL Employment Workshop Redesign—Phase I: 

The Department worked with our partner agencies on the VEI Task Force 

throughout the redesign process. In August 2011 we initiated the process by awarding a contract to redesign the DOL Employment Workshop curriculum. The first redesign of the employment workshop curriculum was completed in November 2011, 

with the publication of a TAP workshop participant manual, entitled ‘‘It’s Your Future! DOL Employment Workshop: Participant Guide’’ and companion ‘‘Leader 

Guide’’ for workshop facilitators. In addition, facilitators were provided with CDs 

containing various videos and PowerPoint slides that could be used during their 

presentations. The new TAP curriculum was divided into 17 individual modules, 12 

of which were intended to be taught in the classroom over three days. There are 

also three web-based modules and one to be included as a reference to be used after 

the workshop. 

Prototype workshops using the new curriculum were then tested at four active 

duty military installations including, Andrews Air Force Base, Naval Station Norfolk, Marine Corp Base Camp Lejune, and the Army base at Fort Bragg. DOL then 

revised the curriculum based on observations and feedback from the four pilot sites. 

DOL Employment Workshop Redesign—Phase II: 

Beginning in December 2011, the current TAP workshop instructors, comprised 

of DVOPS and LVERs, were trained on how to facilitate the redesigned curriculum. 

In February 2012, this cadre of instructors began to deliver the workshop under a 

3-month pilot program at 11 active duty installations across the services, including 

the following sites: Army (Ft. Bragg, Ft. Knox, Ft. Belvoir and Ft. Drum), Navy 

(NAS Jacksonville and Naval Base San Diego), Air Force (Travis AFB and JB 

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McGuire), Marine Corps (MCB Quantico and MCAS Miramar), and Coast Guard 

(Cape May). 

Beginning in February of 2012, the Department conducted a third-party formal 

evaluation of the workshop’s effectiveness. In this evaluation, the aim was to determine if the redesigned TAP curriculum provided exiting Service Members with the 

skills, tools, and resources needed to transition back into civilian employment. Additionally, this evaluation effort was designed to capture direct feedback from TAP 

facilitators and workshop participants to assess levels of satisfaction, explore workshop effectiveness for participants, and identify potential areas in which the new 

curriculum could be revised and enhanced. 

The main study findings and recommendations were based on over 5,200 comments derived from: (1) observational visits to 11 military bases piloting the new 

TAP curriculum; (2) in-person interviews with facilitators involved in conducting the 

pilot-tests of the new curriculum at these bases; (3) a survey of participants attending workshops at the pilot sites; and (4) a survey of facilitators conducting the workshops at the 11 military bases. Based on the preliminary results of this evaluation, 

along with feedback from the piloting sites and other commentators, a team of Subject Matter Experts began revising the curriculum in April of 2012. 

Proposed revisions included: 

• Reduce the size of the participant manual. 

• Improve content by correcting editing mistakes, inaccuracies, outdated material, 

and by ensuring high interactivity is built into the curriculum. 

• Develop remedial/retraining method to current cadre of TAP facilitators on 

newly designed curriculum. 

• Rollout new revised DOL Employment Workshop by July 2, 2012 in conjunction 

with DoD Transition Goals Plans Success Pilots. 

DOL Employment Workshop Redesign—Phase III: 

In early May 2012, the revised DOL Employment Workshop curriculum was completed and sent out for review and comment to representatives from over 100 different organizations including Federal and state governmental entities, Members of 

Congress and their staff, Veterans Service Organizations (VSOs), experts in adult 

learning and training techniques, Veterans, transitioning Service Members, State 

Workforce Agencies, Army, Air Force (USAF), Air Force Reserve (AFR), Air Force 

National Guard (AFNG), Coast Guard (USCG), Navy (USN), Marine Corps (USMC) 

and others. 

Based on the feedback received from the pilot, along with the formal evaluation 

report, DOL fine-tuned the Employment Workshop curriculum. In June 2012, the 

revised curriculum and training were approved. 

Redesigned 3-Day DOL Employment Workshop: 

The redesigned DOL Employment Workshop focuses on experiential learning and 

best practices, with an increased emphasis on networking and communicating the 

Veteran’s skill value to the employer. This new three-day curriculum relies heavily 

on interaction and adult learning principles. It is specifically geared toward the mechanics of getting a good job, exploring career interests, searching the labor market, 

building resumes, preparing for interviews, and negotiating a job offer. 

On Day 1, for example, participants learn how to develop a ‘‘Change Management 

Plan’’ to identify an overall strategy for transitioning into the workforce, explore 

new careers that complement the skills and expertise learned through their military 

service, develop a master job application from which targeted resumes can be built, 

and learn how to research the job market using the latest search tools. On Day 2 

participants learn how to analyze the job market, understand the difference between 

applications and resumes, how to use social media in job searches and networking, 

and practice targeted resume development. During the final session on Day 3, participants learn how searching for a Federal job differs from the private sector, and 

they hone their interview skills through a mock interview exercise. 

Transition Goals, Plan, Success (GPS) Program: 

The Department has collaborated with VEI Task Force members to undertake an 

additional pilot of the DOL Employment Workshop, along with the other components of the new redesigned TAP, collectively known as Transition GPS at seven 

military instillations. This new model will meet the President’s call for a careerready military, and is designed to be implemented over the entire course of a Service Member’s military career. 

One aspect of Transition GPS consists of a five-day series of training sessions and 

workshops that make up the core curriculum Service Members will be required to 

attend. During these five days, DoD will provide an overview of the program and 

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available services, conduct a financial planning seminar and lead Service Members 

through a Military Occupational Code Crosswalk to translate their military skills, 

training, and experience into civilian occupations, credentials, and employment. The 

VA will conduct a workshop on available Veterans’ benefits and services, and DOL 

will deliver the redesigned Employment Workshop previously described above. In 

addition, transitioning Service Members will have the option of participating in tailored tracks in addition to the Core GPS Curriculum including: (1) an education 

track; (2) a technical and skills training track; and (3) an entrepreneurship track. 

The Transition GPS pilot was primarily focused on how well each agency’s component pieces complement each other in order to ensure a logical flow of information 

and alleviate duplication. Feedback has been positive and indicates that the new 

DOL Employment Workshop is meeting the needs of transitioning Service Members 

and their spouses. Therefore, DOL does not anticipate any significant revisions to 

the curriculum, and we are moving forward with our phased rollout plan. 

As mandated by the VOW Act, DOL awarded a contract in compliance with the 

100 percent contractor facilitation requirement. We are now ahead of schedule to 

transition to full contract facilitation and implementation of the new DOL Employment Workshop curriculum at all military installations worldwide by January 2013. 

The result has been a well-received, well-tested curriculum that was developed to 

be responsive to customer input, and inclusive of training best practices for adult 

learners. Preparing separating Service Members and their spouses for the transition 

to the civilian job market is central to our mission and we take that mission seriously. 

Conclusion 

In the next five years, one million Service Members men and women will be 

transitioning from active duty to civilian life. We owe them the best services and 

benefits our Nation can provide. The Department, along with the rest of the Administration, is firmly committed to fulfilling that sacred obligation. We strive daily to 

do so through programs and services designed to Prepare, Provide and Protect 

our Veterans, transitioning Service Members and their spouses. 

Mr. Chairman, Ranking Member Braley, Members of the Subcommittee, this concludes my statement. Thank you again for the opportunity to testify today. I would 

be pleased to answer any questions you may have. 

ATTACHMENT 1 

DOL TAP EMPLOYMENT WORKSHOP (DOLEW) REDESIGN TIMELINE 

Action Date: 

Redesign TAP contract Awarded 8/2011 

New DOLEW curriculum developed 10/2011 

Began new DOLEW tested at 4 military installations 10/2011 

DVOP/LVER facilitators were trained on new curriculum 12/2011 

3-month Pilot program began at 11 sites 2/2012 

DOLEW curriculum & training revisions 5/2012 

DOLEW curriculum & training finalized and approved 6/2012 

New DOLEW curriculum & training rollout 7/2012 

DOLEW Facilitation Contract Awarded 8/2012 

Contractor Phase-In Period to Recruit, Train and obtain SOFA Agreements for OCONUS Sites 10–12/2012 

100% Contract Facilitation at all DOLEW sites 1/2013 

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1 Headd, Brian. ‘‘An Analysis of Small Business and Jobs,’’ U.S. Small Business Administration, March 2010. 2 ‘‘Survey of Business Owners - Veteran-Owned Firms, 2007,’’ U.S. Census Bureau, Department of Commerce, May 2011. 3 ‘‘Factors Affecting Entrepreneurship among Veterans,’’ Office of Advocacy, U.S. Small Business Administration, March 2011. 

f 

Prepared Statement of Mr. Rhett Jeppson 

Chairman Marlin A. Stutzman (IN), Ranking Member Bruce L. Braley (IA) and 

members of the Subcommittee—thank you for inviting me to testify. 

My name is Rhett Jeppson. I currently serve as the Associate Administrator for 

Veterans Small Business Development at the U.S. Small Business Administration 

and am also a veteran. I am a Lieutenant Colonel in the United States Marines 

Corps Reserve, with recent service in U.S. European Command, U.S. Forces Afghanistan, and U.S. Special Operations. After my first tour in the Marine Corps, I left 

the service to operate a small family business while my father underwent a bone 

marrow transplant. Additionally, in the late nineties I served as the Director of 

State Purchasing in Florida. 

Two of America’s greatest assets are the service of our returning veterans and the 

economic dynamism of our small businesses. Our Nation’s 28 million small businesses employ half of the private sector workforce and are responsible for creating 

2 out of 3 net new private sector jobs across the country. 1

As small business owners, veterans continue to serve our country and create jobs 

in our communities. According to the most recent U.S. Census data, nearly 1 in 10 

small businesses are veteran-owned. These businesses generate about $1.2 trillion 

in receipts and employ nearly 5.8 million Americans. 2

Research also demonstrates that veterans over index in entrepreneurship. In the 

private sector workforce, veterans are at least 45 percent more likely than those 

with no active-duty military experience to be self-employed. 3

Today, there are over 200,000 servicemembers each year transitioning from active 

service. Boots to Business, the entrepreneurial track of the new Transition Assistance Program (TAP), is focused on providing these servicemembers with the training, tools and resources they need to make the transition from military 

servicemembers to successful business leaders. 

SBA’s Role Supporting Veteran-Owned Businesses 

At SBA we are focused on making sure our Nation’s veterans have the capital, 

the counseling and the access to contracting opportunities they need to start, 

build and grow successful business. This is what we refer to as our 3 Cs: capital, 

counseling, and contracting. 

The first ‘C’ is capital. In FY 2011, SBA supported more than 4,300 loans to vet- eran business owners, totaling more than $1.5 billion. In addition, our Patriot Express Loan program has supported more than $460 million in lending to veteran entrepreneurs and small business owners over the last 

three years. The program, which has been extended through 2013, offers low-interest loans to members of the veteran and military community. 

Our second ‘C’ is counseling. Our data show that small business owners who have 

a long-term counselor are more likely to hire, grow, and increase revenues. 

Not many people know just how extensive SBA’s counseling network is. We call 

it the SBA bone structure. The backbone is our SBA employees on the ground in 

68 field offices around the country. If the field office is our bone structure, our muscle is our Resource Partner network comprised of over 900 Small Business Development Centers, most at local colleges and universities, more than 100 Women’s Business Centers, our Veteran Business Outreach Centers, and more than 370 chapters 

of a mentoring program called SCORE. 

In sum, there are about 14,000 SBA-affiliated counselors who serve about 1 million people each year, and the best part is it’s free for participants. We estimate 

that there is an SBA counselor within about an hour of every small business in 

America. 

Last year our Small Business Development Centers, Women’s Development Centers and SCORE network trained more than 68,000 veteran entrepreneurs. And, an 

additional 86,000 veterans received training and business counseling through our 

Veteran Business Outreach Centers last year. 

The third ‘C’ is contracting. At SBA, we work across Federal agencies to ensure 

that the statutory goal of 23 percent of Federal contracts are awarded to small businesses. This is a win-win. Contracts are the oxygen that small businesses need to 

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build their top line. At the same time, the government gets to work with some of 

the most innovative, nimble and responsive companies—often with a direct line to 

the CEO. 

The Service-Disabled Veteran-Owned Small Business Concern Procurement Program allows Federal agencies to set acquisitions aside for exclusive competition 

among service disabled veteran-owned small business concerns. SBA works with 

service disabled veteran-owned small businesses to build awareness of Federal contracting opportunities and to ensure they have the resources they need to bid for 

Federal contracts. 

Last year we helped service disabled veteran-owned small businesses access more 

than $11.2 billion in Federal prime contracting dollars. This is the fifth consecutive 

year that we have increased the amount of Federal contracting going to these businesses. 

Operation Boots to Business: From Service to Startup 

In the fall of 2010 and 2011, President Obama called for the creation of two joint 

task forces: the Department of Defense-Department of Veterans Affairs (DoD–VA) 

Veterans Employment Initiative Task Force and the Interagency Task Force on Veterans Small Business Development led by SBA. The goals of the task forces are to: 

1) develop proposals to maximize the career readiness of all servicemembers; and 

2) create proposals to better support veteran-owned small business owners. 

Both task forces identified the need to create a nationwide entrepreneurship 

training program for transitioning servicemembers. As an outcome of these task 

forces, SBA is working with DoD and VA to include entrepreneurship training as 

a part of the overall, service-wide changes to the Transition Assistance Program 

(TAP). 

The overall goal of the ‘‘new TAP’’ is to strengthen the transition of all of our 

servicemembers from military to civilian life and to prepare them for success in the 

next phase of their life. In the ‘‘new TAP,’’ each servicemember will receive ‘‘core’’ 

education in post-service veterans’ benefits. In addition, the goal is for each veteran 

to choose from three ‘‘optional’’ tracks for further, targeted training: 1) Higher Education; 2) Technical Training; and 3) Entrepreneurship. When fully implemented, 

the SBA and its partner network would deliver the entrepreneurship track to those 

transitioning servicemembers who opt-in to receive entrepreneurship training. 

The Operation Boots to Business program will build on SBA’s role as a national 

leader in entrepreneurship training. SBA will leverage its ongoing collaboration 

with Syracuse University’s Institute for Veterans and Military Families (IVMF) to 

provide comprehensive training materials specifically geared toward transitioning 

servicemembers. 

Through the Boots to Business initiative, SBA Resource Partners will build on 

these efforts by deploying this expertise at military bases around the country to collaboratively deliver face-to-face introductory entrepreneurship training as a network. Our Resource Partners, not a group of contractors, will also introduce 

transitioning servicemembers to the essentials of entrepreneurship and lifetime 

business support available to them in our Resource Partner network. 

A transitioning servicemember upon completion of the introductory course may 

enroll in an intensive, 8-week online business planning training course delivered by 

Syracuse and other affiliated University partners. As always, counselors and mentors from SBA’s Resource Partner network will be there to work with 

servicemembers throughout the eight-week online course, and thereafter as these 

servicemembers start their businesses. 

There is great work that is already going on around the country by our Resource 

Partners to provide transitioning servicemembers and veterans with entrepreneurship training. At the same time, SBA, DoD and the Services realize the need to have 

a standardized curriculum to ensure that every servicemember has the opportunity 

to receive entrepreneurship training. The national curriculum, enhanced by the tailored approach and expertise of our Resource Partner network, helps us ensure that 

every transitioning servicemember has this opportunity. This national, Resource 

Partner-delivered model is dependent on FY2013 funding and statutory authority to 

help support the training that will occur on bases across the country. 

The national initiative consists of three progressive phases that will deliver exposure/introduction, feasibility assessment, and in-depth training for servicemembers 

interested in business ownership: 

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Phase 1: Short Introduction on Entrepreneurship (< 10 minute video) 

Phase 1 of the program will introduce all 200,000 plus transitioning 

servicemembers to entrepreneurship as a career path. The introductory video is 

packaged and delivered for online streaming or DVD distribution. Participation is 

mandatory as part of the TAP curriculum. 

Phase 2: Feasibility Analysis Instruction (2 days) 

Phase 2 guides participants through a 2-day classroom instruction focused on creating a feasibility analysis for a business plan. This training will be delivered faceto-face by our Resource Partners on-base. The Feasibility Analysis Deliverable will 

represent the outcome of the 2-day intensive seminar. The document will serve as 

the basis for future business planning efforts, and is designed to assist the 

servicemember in developing an ‘actionable’ plan for subsequent effort focused on 

launching a new venture. A pre-formatted template will be used to facilitate the 

completion of the analysis during the 2-day training and participants will ‘walk 

away’ from the training with a completed feasibility study of their own business concept. 

Phase 3: In-depth Online Entrepreneurship Course (8-week ONLINE 

course) 

Phase 3 offers participants an in-depth, 8-week online training program to further 

explore the fundamentals of small business ownership. This online course will be 

offered by Syracuse and its affiliated University instructors/partners. Curriculum 

topics include understanding customers, marketing, accounting and finance, and operations. This online course will be offered on a rolling basis, to be completed within 

60 days from the start date. Participation is optional, but participants must sign up 

in advance. 

Getting Started: Pilot with the USMC 

To test the initiative prior to national rollout, in June 2012 SBA partnered with 

the U.S. Marine Corps to deliver a streamlined version of the Boots to Business entrepreneurship training to approximately 20,000 transitioning Marines in four pilot 

locations: Quantico (VA), Cherry Point (NC), Camp Pendleton (CA), and TwentyNine Palms (CA). 

The pilot with the Marines consists of three progressive phases to deliver exposure, introduction, and in-depth training for servicemembers interested in business 

ownership. The pilot does not include the 2-day feasibility assessment but uses a 

90 minute course at the pilot locations due to time and cost constraints. 

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Phase 1: Short Introduction on Entrepreneurship (10 minute video) 

• Estimated Number of Participants: ALL 20,000 transitioning Marines at 

the four bases participating in the pilot. 

Phase 2 (Initial USMC pilot only): In-Person Classroom Training Course on 

Entrepreneurship (90-minute training) 

• Estimated Number of Participants: 4,000 Marines, representing 20% of 

population at the four bases in the pilot. • Delivery: Face-to-face, by SBA Resource Partners on-base. 

Phase 3: In-depth Online Entrepreneurship Course (8-week course) 

• Estimated Number of Participants: 1,600 Marines, representing 8% of population at 4 pilot sites; 40% of initial participation due to attrition. • Registration Information: Registration information for the 8-week course is 

provided in the 90-minute curriculum slide deck so that participants can learn 

about their opportunity to sign up for the 8-week online course. Additional information is also provided in the 90-minute course’s teaching notes. Interested 

Marines can register for the 8-week online course by going to http:// 

boots2business.org and hitting the ‘register’ tab, filling out the registration form, 

and entering the following code: USMC2012. The original version of the 8-week 

online course will be managed by professors in Syracuse University’s network. 

The SBA is also exploring self-paced curriculums for future uses. • Delivery: By Syracuse and its affiliated University instructors/partners 

Supplemental Demonstration of 2–Day Curriculum at VA Conference on 

June 24–25, 2012 

• Overview: SBA partnered with Department of Defense (DoD), Veterans Affairs 

(VA), Syracuse, and SBA Resource Partners to present a 2-day feasibility analysis curriculum at the National Veterans Procurement Conference June 24– 

25th. The purpose was to demonstrate the additional phase of the Program 

which will be integrated into the nationwide rollout but which is not part of the 

streamlined Marine Pilot. 

Estimated Number of Participants: 50 servicemembers, representing all 

branches of the military. 

In August 2012 three Navy locations were added to the pilot: Anacostia-Bolling, 

Washington, DC, Bethesda, MD and King’s Bay, GA. In October 2012, the U.S. 

Army plans to host a pilot in Ft. Sill, OK. 

Following our assessment of the pilot we plan to roll the program out nationally 

to all branches of the military in FY 2013 subject to funding. 

We know that our Nation’s veterans helped reshape the American economy following World War II. They helped to build one of the longest periods of economic 

growth in our country’s history. 

And, we know they can do it again if they are encouraged and supported with 

the right tools and the right opportunities. That’s what Boots to Business is all 

about. 

And, it’s why we are committed to ensuring that these amazing men and women 

have the access and opportunity they need to fully realize their potential as entrepreneurs and small business owners. 

Thank you for your time today and for allowing me to appear before this Committee. 

f 

Prepared Statement of Dr. Susan Kelly 

Chairman Stutzman, Ranking Member Braley, and Members of the Subcommittee, thank you for the opportunity to discuss the views of the Department 

of Defense (DoD) on the redesign of the Transition Assistance Program (TAP). TAP, 

the cornerstone of the Department’s transition efforts, is a collaborative partnership 

between DoD, the Department of Labor (DOL), and the Department of Veterans Affairs (VA). It is the primary platform used to deliver an extensive array of services 

and benefits information to all eligible separating, retiring and demobilizing/deactivating Service members. 

Our overall goal at the Department of Defense is to ensure those who are leaving 

Service are prepared for their next step—whether that step is pursuing additional 

education, finding a job in the public or private sector, or starting their own business. Particularly in this economic climate, we are concerned about the number of 

unemployed veterans, especially our 18–24 year old population. Finding ways to 

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help veterans to successfully transition to civilian life is a priority for the President 

and the Department. 

Redesigned TAP 

Under the leadership of President Obama, and with strong bipartisan support in 

Congress, we have fundamentally redesigned TAP. This redesign effort involves a 

strong interagency partnership that will make the needs of today’s Service members 

and their families the top priority. 

In his ‘‘Call to Action’’ on August 5, 2011, the President mandated the creation 

of a joint DoD and VA task force to work with the White House economic and domestic policy staff and other agencies to develop proposals to maximize the career 

readiness of all Service members. As a result, the DoD/VA Veterans Employment 

Initiative (VEI) Task Force was established in September 2011, with representatives 

from the Departments of Labor and Education, the Small Business Administration, 

the Office of Personnel Management, and the President’s economic and domestic 

policy teams. 

The President also emphasized the need to develop reforms to ensure that every 

Service member receives training, education, and credentials needed to transition to 

the civilian workforce, pursue higher education, and be ‘‘career ready’’ upon separation from the military. In the TAP redesign, a new career readiness standard for 

Service members seeking employment requires a quality resume (public or private 

sector), professional personal references and/or a a job application or an acceptance 

letter from a potential employer. Service members pursuing degrees or career technical training will meet the career readiness standard for education or career technical training by completing an application package for submission to an education 

or training institution, providing confirmed appointments with an institution’s academic counselor and connection with student veteran organizations, or an acceptance letter to an academic or training institution. Student veteran organizations 

benefit veterans by providing an opportunity to interact socially with other student 

veterans who have similar experiences and challenges. Other examples of career 

readiness standards include registration in eBenefits, a completed Individual Transition Plan (ITP), and a 12 month post military budget reflecting personal goals. 

These are several examples of our new ‘‘career readiness standards’’ Service members will meet before they are separated from military service. 

In July 2012, President Obama announced the launch of the ‘‘Transition GPS 

(Goals, Plans, Success)’’, the culmination of the TAP redesign efforts that will establish the career readiness standards, extend the transition preparation through the 

entire span of a Service member’s career, and provide counseling to facilitate the 

development of an individual transition plan. The Department anticipates approximately 307,000 Service members will separate annually over the next 4 years. Our 

goal is to prepare and equip them to be career ready and apply their valuable military experience however and wherever they choose in the civilian workforce. 

Transition GPS improvements recognize the Military Services’ cultural differences 

and the unique circumstance of Reservists and National Guard members. The Services have the flexibility to modify the program to reflect unique Service culture 

while maintaining the program’s standardized curriculum and mandatory learning 

objectives. This flexibility provides Services opportunity to adjust for their Service 

members’ individual transition goals and Service mission requirements. The end 

state for each Service member is to meet the Career Readiness Standards for the 

career plan they have chosen, regardless of branch of Service. 

The building blocks of the new Transition GPS consist of Pre-separation counseling, CORE Curriculum, optional tracks and CAPSTONE. 

• Pre-separation Assessment and Counseling: Each transitioning Service member 

must go through mandatory pre-separation counseling to introduce them to the 

full range of programs and services available to them during their transition. 

While some pre-separation needs are common, other needs are identified for individual Service members resulting in immediate referral to installation resources to address such needs. The needs and referrals are documented in an 

official form that becomes part of the Service member’s permanent file. 

• The CORE Curriculum, includes the following: 

➢ Financial Planning: A workshop on financial planning provides Service members with the information and tools needed to identify financial responsibilities, obligations, and goals after separation from the military. Upon completing the financial 

planning seminar, Service members will be prepared to build an integrated 12 

month budget that reflects post-military employment, education, or training goals, 

ultimately helping to ensure their personal and family security. Instructors and financial planning staff will be available for follow-up counseling as requested by the 

Service member or as identified by the subject matter expert. 

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• Military Occupational Code (MOC) Crosswalk: The MOC Crosswalk is a module 

on translating military skills, training, and experience into credentialing appropriate for civilian jobs. Upon completing this module, Service members will have 

a file recording their military career experience and skills; translation of their 

military occupation experience to civilian sector skills; and identification of gaps 

in their training and/or experience that need to be filled to meet their personal 

goals. Members will be able to develop a clear line of sight between their military skills and training and career fields of their choice. This will permit a targeted job search and self-development by each Service member. Instructors and 

education and employment experts are available for further personal assistance. 

• VA Benefits Briefings: Workshops on VA benefits that inform transitioning 

Service members of their Veterans benefits options. The VA modules include 

the VA Education Briefing (Post 9/11 and Montgomery GI Bills, Pell Grants, 

and other Federal student aid), the VA Benefits briefing including the Disabled 

Transition Assistance Program (DTAP) information and information about Veterans health, education, home loan guarantee, insurance, and other benefits for 

which they may be eligible. Service members will have face-to-face access to VA 

staff, facilitating personalized attention and service. 

• Individual Transition Plan: Each Service member is required to develop an ITP 

which, step- by-step, helps the Service member determine the actions they must 

take to achieve their career goals. Each plan will be tailored, and the documents 

required by the plan reviewed by the Commanders or their appointed representatives. Service members will deliver products to serve as evidence that they are 

indeed, prepared for their transition and postured to meet their post-separation 

goals. 

• Optional Tracks consisting of: 

➢ Education Track: Service members pursuing college education will receive 

guidance to prepare for the college application process. The Education Track addresses such topics as identifying one’s educational goals, education funding, and researching and comparing institutions. Upon completion of the education track, Service members will be prepared to submit an application to an academic institution, 

schedule a session with a counselor from the institution, and connect with a Student 

Veterans Organization on campus. Service members will be able to meet with installation education counselors for individualized preparation, as desired. 

➢ Career Technical Training Track: Service members pursuing further technical 

training and job-ready skills will receive individualized guidance and help in selecting a training institute/college/program and technical fields. The Technical Training 

Track addresses such topics as selection of a reputable career and technical training 

program or college, the application process to a school from start to finish, and how 

to use certification finder Web tools and other Internet resources that identify licensed occupations, and a military occupational code translator. Similar to the Education Track, upon completing the Technical Training track, Service members will 

be prepared to submit an application to a technical training institute/college/program, schedule a session with a program counselor, and connect with a veteran student organization at the facility or in the vicinity, as available. Technical training 

experts and VA vocational education counselors will be available to meet individually with Service members, as needed. 

• Entrepreneurship Track: Service members pursuing self-employment in the private or non- profit sector will learn about the challenges faced by entrepreneurs, 

the benefits and realities of entrepreneurship, and the steps toward business 

ownership. Upon completing the Entrepreneurship Track, Service members will 

have developed the initial components of their business plan. After completing 

an optional eight-week online course, Service members and Veterans will be 

connected with a small business owner to mentor and guide them through their 

business start-up. This is a tremendous effort by SBA and we are grateful for 

their commitment to our Service members. 

• CAPSTONE: A singular event which verifies the Service member meets the relevant Career Readiness Standards to posture him or her for success after military service. For example, the Service members must provide evidence that they 

are, indeed, financially ready by preparing a budget for the first 12-months 

post-separation; they must show a resume or application to enter college or 

technical training institute; and the member must have a completed ITP. The 

CAPSTONE Event remains in development by the Military Services. We anticipate they will have CAPSTONE in place, piloted, and ready for implementation 

by the end of fiscal year 2013. 

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In November 2011, President Obama signed into law the VOW to Hire Heroes Act 

of 2011, and we are on track to implement TAP-related provisions by November 21, 

2012: 

In accordance with the VOW Act, the new DOL Employment Workshop will be 

mandatory for nearly all Service members, including the Reserve and National 

Guard leaving active duty. However the law does allow for exemptions. The VOW 

Act states that the Secretaries of Defense and Homeland Security, in consultation 

with the Secretaries of Labor and Veterans Affairs, may grant exemptions to the 

mandatory participation requirement for Service members unlikely to face major readjustment, healthcare, employment, or other challenges associated with the transition to civilian life. The exemptions policy is in development and clearly states no 

Service member is exempt from receiving Pre-separation Counseling and the VA 

Benefits Briefing. 

The VOW Act very wisely mandates services for demobilizing Reservists and National Guard members as they face unique circumstances. Reservists and National 

Guard members in demobilizing units frequently return to dispersed geographic locations. Many return immediately to previous employment, but others are returning 

to homes hit by economic downturn; and still others return to college endeavors. The 

challenge of the Department and its partners is to meet these Service members’ 

needs while they are spread across the Nation, separated from a military support 

network. 

The VOW Act does not mandate participation in optional tracks. These are additional requirements to the VOW Act established by the Department, in collaboration 

with our interagency partners. 

The primary delivery method for the components of the program will be in person, 

in a traditional ‘‘brick and mortar’’ classroom setting. Nonetheless, because of the 

geographic disbursement of some Service members, the nature of the Reserve Component, and the requirement for mandatory participation by all Service members in 

TAP, the Task Force will develop virtual delivery methods for Transition GPS. Such 

delivery methods will need to meet quality standards to help ensure equivalent outcomes to brick and mortar instruction. 

To implement the Transition GPS, the Department conducted seven pilots of the 

CORE Curriculum and the revised DOL Employment Workshop this summer. The 

locations were: 

Randolph Air Force Base 

Jacksonville Naval Air Station 

New York Army National Guard, Utica, NY 

Fort Sill, OK 

Norfolk Naval Station 

Miramar Marine Corps Air Station 

Fort Hood Army Reserve 

On August 21–22, 2012, the Department piloted the Education Track at Randolph 

Air Force Base and the Entrepreneurship Track was piloted at Joint Base Anacostia-Bolling. The Department and VA anticipate piloting the Career Technical 

Track at Quantico Marine Corps Station this fall and a CAPSTONE proof of concept 

at Jacksonville Naval Air Station in December of this year. 

Preliminary results indicate the piloted curriculums are hitting the mark. There 

has been incredible support by the Military Services, Commanders, The State Adjutant General, NY, installation staffs, and our interagency partners. The revised 

DOL Employment Workshop, financial planning seminar, and VA Benefits Briefing 

have received positive feedback. However preliminary feedback indicates that we 

must align the curriculum across all partner modules to ensure seamless learning 

experience for Service members. We will take a hard look at this to ensure the best 

use of Service members’ time. 

The pilots have also shown us that Service members value the information, Web 

sites, skills building, and practical work they must accomplish. For example, the Financial Planning Seminar exercise of developing a 12-month post-military budget illustrated the importance of financial planning and preparedness post military life. 

Service members have to calculate and document how they will financially meet the 

first 12 months of post-separation costs for expenditures such as healthcare, 

changes in the geographic cost of living, dependent care, taxes, and life insurance. 

In the pilots, Service members become very engaged in deliberate personal planning 

and preparation of their post military budget. 

Additional lessons learned include: 

• Service members are learning to translate their military skills into civilian language and to navigate the DOL Labor Market Information (LMI) Web site to 

what employment opportunities exist in their geographical relocation areas. 

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• Commanders and installation leadership ‘‘hands-on’’ involvement are critical to 

the success of the pilots. • Limiting the class to50 participants is a definite improvement and having classrooms equipped with audio-visual equipment and access to the internet enhances the learning environment. 

To help us garner grassroots feedback, we developed on-line assessment tools for 

Service members, facilitators, and the team of observers who attended each pilot. 

The Department also set up a ‘‘TAP Auditor Sensing Session’’ as part of our pilot 

evaluation. We asked for volunteers who already completed the legacy TAP, but are 

still on Active Duty, to go through the redesigned TAP and give us feedback. Overall, the Transition GPS scored high marks for improved information and skills 

building. 

The Department will complete the analysis of all pilot assessments by the end of 

September and will assemble a group of subject matter and functional experts to 

make adjustments to the curriculums by October. The modified Transition GPS 

Core curriculum will be in place by November 21. 

Military LifeCycle Transition Model 

The measure of a successful transition does not reside solely on a Service member’s participation in the new Transition GPS. Rather it is a shared responsibility 

with military leadership at every level within the command structure that ensures 

that Service members receive opportunities to prepare for or meet career goals. In 

tandem there must be strong personal involvement by the Service member and his 

or her family. We will continue to find new ways to not only reach our Service members and provide useful information to them, but also strive to provide them with 

skills for the job search and other challenges they will encounter as they transition 

to civilian life. A virtual delivery model offers great potential to allow Service members to both learn and refresh skills. The Department and our partners are exploring this capability. 

We learned that we cannot wait until the end of a Service member’s military career to help him or her succeed after separation. We have to start early and give 

our members the tools they need to develop personal goals, and reach milestones 

throughout their careers. 

Therefore, starting in fiscal year 2014, the Department will migrate from our current TAP program, which occurs toward the end of a military career, to an innovative Military LifeCycle Transition Model that will start at the beginning of a Service 

members’ military career. The objective of the model is for transition to become a 

well-planned, organized progression that empowers Service members to make informed career decisions and take responsibility for advancing their personal goals. 

Service members will be made aware of the career readiness standards they must 

meet long before their separation. They will be engaged throughout their military 

careers in mapping and refining their Individual Development Plans to achieve their 

military goals and their post-military goals for employment, education, career technical training, or starting their own business. 

Throughout the Military Lifecycle, Service members will have various ‘‘touch 

points’’ that will be mapped into their military lifecycle. For example, at their first 

permanent duty station or first drilling weekend, they will initiate their Individual 

Transition Plan (ITP) – a document they will update throughout their military 

lifecycle. Also during their first 12 – 24 months, they will be able to complete the 

Transition GPS curriculums (MOC Crosswalk, Personal Financial Seminar, Education, Career Technical Training, or Entrepreneurship) at various stages of their 

military lifecycle— well in advance of separation. Deployments provide yet another 

‘‘touch point’’ in the Military LifeCycle when we can provide Service members and 

their families with budgeting and personal financial planning skills that are necessary to help them improve and maintain their financial footing during such a 

challenging time in their military lives. 

When it is time for the member to separate, the ITP will migrate into the Individual Transition Plan—a roadmap that will assist the Service member with their 

transition process. 

The Military LifeCycle Model requires Service members to meet the same Career 

Readiness Standards (CRS) mentioned earlier and the CRS will be verified at a 

CAPSTONE Event prior to separation. 

Credentialing and Licensing Task Force 

The Department is leading a new Credentialing and Licensing Task Force that 

was directed by President Obama this May in order to address gaps between military occupational specialties and civilian licensing requirements. The Task Force 

will do the following: 

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• Identify military specialties that readily transfer to high-demand jobs, such as 

aircraft maintenance, automotive mechanics, healthcare specialists, truck drivers, information technology professionals, and logisticians; 

• Engage civilian, state, and local credentialing and licensing entities to close 

gaps between military training programs and credentialing and licensing requirements; 

• Seek ways to partner with VA to help certain groups of veterans develop new 

skills in order to better compete in the private sector. For example, some infantry veterans – who have expertise that may not transfer readily to the business 

world – are acquiring information technology skills through a digital tutoring 

program developed by the Defense Advanced Research Projects Agency. 

Our goal is to help private sector employers appreciate veterans’ valuable skills 

and experience, and to simplify the process for translating military skills and experience into private sector credentials. For our communities, there is an enormous 

return on our investment in these veterans. We began this effort with a focus on 

the manufacturing sector, and partnered with leading manufacturing credentialing 

agencies to enable up to 126,000 Service members to gain industry-recognized certifications for high-demand manufacturing jobs. 

Conclusion 

In summary, the end-state for the redesigned TAP will be manifested by a population of Service members who have the tools and resources to empower themselves 

to make informed career decisions, be competitive in the workforce, and continue to 

be positive contributors to their community as they transition to civilian life. 

Mr. Chairman, this concludes my statement. On behalf of the men and women 

in the military today and their families, I thank you and the members of this Subcommittee for your steadfast support. 

f 

Prepared Statement of Brigadier General Robert F. Hedelund 

Executive Summary 

As our Nation’s force in readiness, Marines always stand combat ready. The Commandant is committed to ensuring they also stand transition ready. The Marine 

Corps is transforming its approach to transition assistance to one that engages Marines throughout the military lifecycle. We will help our Marines develop long-term 

education and career goals and will equip them with the skills needed to successfully reintegrate into civilian life. Our first phase was to revolutionize our end of 

cycle transition readiness course, which now contains both core and track content 

that tailors a Marine’s transition experience to his or her goals. We are confident 

in our approach and are working hard to ensure Marines and families are ready 

for the demands of their post-active duty lives. 

Chairman Stutzman, Ranking Member Braley, and distinguished Members of this 

Subcommittee, thank you for this opportunity to describe the steps we are taking 

to transform our Transition Assistance Program (TAP). As our Nation’s force in 

readiness, Marines always stand combat ready. The Commandant is committed to 

ensuring they also stand transition ready. Partnering with the Office of the Secretary of Defense and our sister services, the Departments of Veterans Affairs (VA), 

Labor (DOL), and other federal agencies, we are transforming our program from a 

single event toward the end of a Marine’s service to one that engages Marines 

throughout their military lifecycle. From their entry into the Corps, we will help 

Marines establish long-term education and career goals and will equip them with 

skills to ensure they are career ready to successfully reintegrate into civilian life in 

communities throughout our country. Along the way, we will provide counseling and 

advisement services plus critical resources such as tuition assistance and 

credentialing for selected military skills. This is important work; we are determined 

to get it right. 

Revolutionizing Our Approach to Transition Assistance 

We have been at this for some time. In keeping faith with our Marines and families, the 2010 Commandant’s Planning Guidance directed a review and improvement 

of the transition assistance we were providing. The Commandant personally reviewed results of three Transition Assistance Operational Planning Teams and approved plans to correct deficiencies with legacy programs through a conceptual 

framework to improve services and integrate personal and professional development 

services. 

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Effective transition assistance is not achieved simply by completing a training 

course at the end of one’s service, thus simply checking a block. It requires continuous deliberation and planning of one’s future goals, quality advisement, and a thorough understanding of available resources and tools. Because 75 percent of our Marines transition from active service after their first enlistment, we must ensure 

these Marines have the tools needed to return to civilian life and be productive citizens. Our Marine Lifecycle Model will engage our Marines at designated touch 

points during their service and will focus on the knowledge, skills and abilities they 

will need to effectively translate their Marine Corps experience into meaningful careers or transition to new pursuits. This model positions us to better support both 

the advancement of a Marine’s military career and the eventual reintegration into 

civilian life upon leaving active duty service. Transition will no longer be a culminating event to a Marine’s career; it will rather become a vital part of a Marine’s 

continuous personal and professional development from recruit to veteran. 

Our Revised Transition Readiness Course 

In migrating to a Marine Lifecycle Model, we directed our first plan of action at 

revolutionizing our TAP course. As our overall intent is readiness of the individual 

Marine, our redesign began with our transition readiness course. Initially piloted in 

the Marine Corps in January 2012, our five-day course incorporates the learning objectives and standards required by the Transition Goals Plans Success program, 

which requires Marines to reach certain milestones in order to be fully transition 

ready. Our incorporation of these objectives ensures we will comply with the requirements of the VOW to Hire Heroes Act and the President’s Veteran’s Employment Initiative (VEI). 

One of the essential elements of our course is track choice. Via their feedback, 

our Marines have been most supportive of these tracks. Therefore, our overall goal 

is to balance core and track content to allow Marines to individually tailor their 

training experience to meet their personal goals. Following completion by all 

attendees of mandatory core curricula including the DOL’s Employment Workshop 

and the VA’s benefits brief during the first three days of the program, Marines 

choose the track that is most aligned with their post-service goals and objectives: 

Education; Skills and Technical Training; Employment; or Entrepreneurship. During the remaining time of the course, Marines further explore their chosen pathway. 

The Education track, for example, gives more detailed information on the college 

admissions process, determining the right college or university, and important considerations in standardized testing and accreditation. The Entrepreneurship track 

gives advice on developing an effective business plan and finding sources of capital. 

The Skills and Technical Training track distinguishes certification, licensure and 

apprenticeship and assists with online resources. The Employment track expands 

upon the mandatory DOL Employment Workshop and explores in greater detail best 

practices in finding jobs including opportunities and hiring practices with the Federal Government. Because all tracks require Marines to interact in professional settings whether seeking work, applying for small business loans, or discussing education goals with school administrators, all tracks train Marines in effective interview skills. Marines may participate in the transition training curriculum more 

than once, must complete pre-work requirements to enhance the transition experience, and are encouraged to bring spouses. 

In August 2012, the Marine Corps piloted its revised course at Marine Corps Air 

Station Miramar and generated important lessons learned. These insights will form 

the basis of our revised transition program that will be implemented at other Marine Corps installations beginning in September 2012. The core elements of training 

will include pre-separation counseling, a crosswalk of military occupational specialty 

skills to civilian jobs, a re-designed DOL employment workshop, and a VA benefits 

brief. Our tracks will remain relatively unchanged. In partnership with the DOL 

and VA, transition training will be introduced at Marine Corps installations 

throughout Fiscal Year 2013. 

Making Marines Transition Ready 

We are confident that our Marine Lifecycle Model and our revised transition program will make our Marines transition ready. We are working hard to ensure they 

are prepared for the demands of the post-active duty phase of their lives. Whether 

they choose to be reservists, students, business owners, or employees, our Marines 

will return as quality citizens with a plan for success. Thank you again for your sincere concern in our transition efforts, concern which was most recently demonstrated by the presence of two of your professional staff members, Mr. Jon Clark 

and Ms. Orfa Angelica Torres-Jaen, at our August Miramar pilot. Their insight and 

presence were helpful to both the pilot staff and the training participants. CooperaVACREP180 with DISTILLER

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tion in this effort is key because only by working together will we be able to provide 

our servicemembers and their families with the transition support they need after 

giving so much in dedicated service to our Nation. 

f 

Prepared Statement of Brigadier General Jason T. Evans 

Chairman Stutzman, Representative Braley, members of the Committee, I would 

like to express my appreciation for this opportunity to appear before you to discuss 

the Army’s Transition Assistance Program or TAP. This program was established 

by the enactment of the National Defense Authorization Act for Fiscal Year 1991. 

The program prescribed that the services would be required to provide 

Preseparation Counseling and Employment Assistance Training to all retiring and 

separating Soldiers and their Family members. 

Redesigning Transitional Assistance Program for the Army 

The Army Career and Alumni Program (ACAP) is the Army’s Transition Assistance Program (TAP) integrated and coordinated with The Department of Labor 

(DOL) and Veterans Affairs (VA). The overall goal of the TAP is to provide separating and/or retiring servicemembers and their families the information, skill set, 

and resources needed for a successful transition to the civilian sector. The TAP also 

provides civilian career development, personal and financial wellness plans, and life 

transition preparation to all separating and/or retiring Airmen. ACAP recently celebrated its twentieth year of providing transition services. Looking back at two decades of helping Soldiers to transition from the Army back into civilian life shows 

us how far we’ve come. 

In response to Public Law and in the face of increased reductions in the size of 

the military, ACAP began as a one-year pilot program in 1990 to prepare Soldiers, 

Department of the Army (DA) Civilians, and their families for separation from the 

Army. ACAP started with six pilot sites, and quickly grew to eight, fielding 55 sites 

by the end of the pilot. 

As with all of American society, the events of September 11, 2001 had a significant impact on ACAP and the provision of transition services. Most significantly, 

Reserve Component Soldiers—the Army National Guard and the Army Reserve – 

were beginning to play a much greater role in the Global War on Terror. As Guardsmen and Reservists grew to provide as much as 28% of the forces in the field, they 

would also need greater access to transition services. Just as they had mobilized for 

war, they would also need to demobilize and transition back to their civilian lives. 

Following 9/11, the Army’s strategic and policy priorities were shifting and changing 

in response to world events. Flexibility continued to be a vital component of ACAP 

as it worked to ensure that Soldiers’ transition needs were anticipated and met. 

The next major step along the road for ACAP was the 2010 United States Military 

Academy (USMA) study. The study resulted in a recommendation to the Vice Chief 

of Staff of the Army to place greater emphasis on providing a lifecycle of decisionbased services to Soldiers through a program that unit commanders would be responsible for overseeing. 

As ACAP moves forward following the USMA Study, it has become a much more 

robust and rich program. ACAP began offering its services through a secure web 

portal so that Soldiers, DA Civilians, and their families could take advantage of online transition services safely from any location, worldwide. ACAP is now a commanders’ program as unit commanders will have oversight of and track their Soldiers’ progress through transition services. Commanders begin transition preparation by discussing military and long term goals during the Soldier’s first unit of assignment. Commanders will identify a focal point/advisor for synchronizing the 

unit’s transition program with the ACAP program. Additionally, ACAP is providing 

services that will be driven by a Soldier’s life choices. So whether a Soldier chooses 

to seek private employment, pursue higher education or start his or her own business, ACAP offers tailored transition counseling and training for each path. 

Core Curriculum and Career Readiness Mandatory Services 

In order to implement the re-design of the Transition Assistance Program (TAP) 

to meet the requirements of the VOW to Hire Heroes Act of 2011 (VOW), and Transition Goals, Planning, and Success (GPS) as directed by the Presidential Veterans 

Employment Initiative Task Force (VEI TF), the Core Curriculum and Career Readiness Standards have been created, redesigned and improved to represent a lifecycle model to better assist our transitioning Soldiers: 

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—No later than 12 months prior to planned separation, the Soldier will begin his 

or her preseparation counseling with an ACAP advisor. During this time, Soldiers 

are informed about transition services and benefits available to them. Each attendee 

will then begin the development of the GPS for employment and at the end of the 

first day; attendees will have built their GPS for their financial futures. They are 

also guided in developing an Individual Transition Plan (ITP) from a highly qualified counselor. We are also pleased that our Army Spouses can participate in the 

TAP GPS classes. Spouses receive the same transition and employment services as 

the military member. As we continue to move forward with this program, we will 

market the opportunity for spouses to attend via the Military Spouse Employment 

Program. 

—The Department of Labor Employment Workshop is a three-day workshop facilitated by trained subject matter experts. It is to be completed no later than ten 

months prior to the Soldier’s separation date. The workshop provides attendees with 

the knowledge and skills to execute a successful job search. Guidance includes: resume and cover letter preparation, networking, identification of job opportunities, 

interviewing, and even salary/benefit negotiations. In order to enhance the participants’ experience from this class, ACAP counselors provide various employment assistance seminars on private and Federal employment opportunities. 

—The Department of Veterans Affairs (VA) Education Benefits Briefing is a onehour class regarding VA education benefits such as the Post 9/11 and Montgomery 

G.I. Bills. These briefings must be completed no later than six months prior to transition. The briefings are administered by the VA staff. The VA Benefits Briefing is 

a three-hour workshop conducted by VA counselors for all separating and retiring 

Soldiers. These briefings cover all VA services and benefits available to Veterans, 

including information regarding the Disability Transition Assistance Program. 

—A six-hour long Financial Planning Seminar is conducted by Army Community 

Service Financial Counselors, and should be completed no later than ten months 

prior to transition. Topics and activities include financial planning, credit ratings, 

home ownership, healthcare and insurance planning, as well as estate and tax planning. The Financial Planning Seminars prepare participants’ for financial independence following their military separation and provide the fundamental tools to build 

an integrated budget. 

—The Military Occupation Code (MOC) Crosswalk (a two-hour module) begins the 

process of identifying the skills, experience, credentials, and education obtained 

while in the military, and transitions them to civilian opportunities. Service members will learn about the different types of job-seekers and how to conduct a MOC 

crosswalk. Participants’ will conduct a partnering activity and will crosswalk their 

individual MOC to civilian career opportunities identifying the gaps needed to be 

explored in order to be more employable and marketable in the civilian sector. This 

newly designed program was created to meet the requirements of the VEI TF and 

is currently being tested during the pilots. 

—‘Value of a Mentor/Special Issues’, a new program currently being tested at the 

pilot locations, is a 30-minute overview that discusses the mentor support structures 

and interpersonal relationships that occur during and after transition. This overview also connects the Service members with installation and community resources. 

This briefing must be completed no later than ten months prior to transition. 

—Finally, the Career Readiness Standard is the choice based CAPSTONE Event. 

A new program developed, and currently being tested at the pilots, to align with 

the VEI TF requirements. This assessment is completed by the Soldier no later than 

90 days prior to transition. At the beginning of CAPSTONE, Soldiers complete a 

Transition-focused assessment to identify their confidence and preparedness levels 

for transition. Counselors review the assessment with Soldiers to identify any shortcomings regarding training and/or confidence level, thus allowing the Soldier to seek 

assistance. The CAPSTONE requirements serve to mitigate risks for possible negative outcomes after separation—such as unemployment, financial issues, social services issues and homelessness. Three CAPSTONE options will be available to Soldiers and Commanders: 1) a face-to-face/virtual counseling with an ACAP counselor; 

2) a face-to-face with the commander; or 3) participation in a four-hour large event 

with guest speakers. 

The Military Life Cycle for Transition will be implemented no later than 2014. 

The initial concept for Military Life Cycle centers on paralleling career readiness 

with career progression by synchronizing Army Career Tracker (ACT) with Transition training and interfacing ACT to Transition counselors. Following the competition of the Day five of the training, the attendees select (based on career goals) one 

of the following as applicable: Technical Employment track (in development), Entrepreneurial track (for those going into business on their own), or the two-day Education track (should their immediate plans include attending school). 

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Implementing the Army Transition Plan 

The Army is implementing the Transition plan to incorporate the requirements 

set by the VOW to Hire Heroes Act of 2011 (VOW), the Presidential Veterans Employment Initiative Task Force (VEI TF) recommendations, and the DA execute 

order (EXORD) to provide robust and timely transition. 

The Army will execute three Choice–based transition efforts to align the new TAP 

with the EXORD, VOW, and VEI TF requirements: 1) reinforcing existing virtual 

capabilities; 2) reinforcing existing Army Career and Alumni Program Centers; and 

3) establishing Forward Transition Support Teams and Mobile Transition Support 

Teams. 

By reinforcing and updating virtual ACAP capabilities, this remote outreach provides Soldiers a 24/7 opportunity to begin their separation with a highly qualified 

ACAP counselor. 

Testing the pilots 

The Army developed a Transition pilot in preparation for the changes necessitated 

by transition EXORD, VOW, and VEI TF, etc. The pilot program is being tested at 

one Active Component (AC) location (Fort Sill, OK), five Reserve Component (RC) 

locations: Demobilization sites at Utica, NY; North Fort Hood, TX; and Camp Shelby, MS and three additional locations (called HOOAH locations) focusing on Virtual 

Career Fairs. The Army Transition pilot at Fort Sill reached completion on August 

30, 2012 and two RC pilots are complete (107th MP CO, ARNG and 436TH TC BN, 

USAR). Three other RC locations will be completed in September 2012, and HOOAH 

locations will host seven Virtual Career Fairs from September 2012 through January 2013. 

There are four main Transition pilot objectives: 1) Evaluate the ability to manage 

and sustain increased transition assistance throughput; 2) Evaluate curriculum 

quality and presentation; 3) Evaluate Soldier feedback and tracking system; 4) 

Evaluate a connection mechanism to link Soldiers and potential employers. 

There are also several notable success stories as a result of the Transition pilot. 

For example, the workloads and throughputs have remained manageable (which 

bodes well for Army-wide implementation); timing and delivery of material has improved with every week of the pilot; and pilot attendance tracking at local levels 

has also become more efficient. 

As the Transition pilot is ongoing, the objectives are still being measured and assessed. Among many other considerations, the Army is examining exemptions for 

Active Component and Active Guard Reserve Soldiers, how to eliminate 

redundancies and improve relevance in curricula among stakeholders, proper sequencing/presentation of information, time requirements, attendance tracking, and 

facilitator preparedness. 

One of the most valuable lessons learned from the pilots is that segregating Soldiers into cohorts by age/rank increases interaction among Soldiers and counselors/ 

facilitators. The discussion of these issues is not exhaustive, and the Army is continuously re-evaluating the pilots until completion. Currently, ACAP surveys are 

being used for Soldier metrics collection and to capture and review Soldier comments. The Office of the Secretary of Defense will release its survey results upon 

conclusion of the pilot period. 

Conclusion 

We have a sacred commitment to ensure that the Soldiers that have sacrificed so 

much in service to America’s defense are taken care of as they begin the next chapter of their lives. To conclude, I wish to thank all of you for your continued support. 

The Army is committed to being the leader of the Department of Defense transition 

efforts by finding the right solution for our Soldiers and our Veterans. Chairman 

Stutzman, and members of the sub-committee, I thank you again for the opportunity to appear before you, and I look forward to your questions. 

f 

Prepared Statement of Mr. Edward Cannon 

Chairman Stutzman, Congressman Braley, and distinguished members of this 

Subcommittee, I would like to thank you for this opportunity to testify about the 

Navy Transition Assistance Program (TAP) and our efforts to successfully transition 

Sailors to civilian life and employment. 

The Navy separates or retires over 39,000 Sailors each year from an overall force 

strength of approximately 322,000. The average age of our Sailors is 29 years, and 

over half are married. Our Sailors are in diverse career fields including the Navy 

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SEALs, air traffic controllers, healthcare, electronics technicians, and nuclear engineers. The Navy is an expeditionary force that routinely deploys. Many Sailors are 

sought after by civilian employers because of the training and skills they obtain in 

the Navy, and we have extensive retention programs in place to man the Fleet with 

Sailors who possess these critical skills. Over 29,000 Sailors possess post-secondary 

degrees, with 47,000 using Tuition assistance. Our Reserve Component Sailor is also 

more senior with an average age of 37, 88% are above the pay grade of E–3, and 

30% have bachelor degrees. Ninety percent of our Reserve Sailors are employed or 

attending school and two-thirds have prior active service. 

Current Navy Transition Assistance Program 

Under the current Navy transition process model, Sailors may begin the transition process 24 months (retirees) or 12 months (separating) prior to separation; however, they are required to begin preparation for their transition to civilian life no 

later than 90 days before separation. During this period, each transitioning Sailor 

must go through mandatory (by law, Title 10 (§ 1142)) pre-separation counseling to 

introduce them to the programs and services available to assist them. Sailors currently complete a checklist that documents the counseling received as well as the 

additional services and briefings to which Sailors are referred based upon their individual needs. 

The Navy currently provides a 4–5 day Transition Assistance Program (TAP) 

Workshop at installations world-wide via Fleet and Family Support Programs. In 

FY–11, the Navy had 33,000 attendees (85% of separating Sailors) voluntarily attend TAP Workshops. Depending upon the installation size and population, TAP 

Workshops may be tailored for separation, involuntary separation, retirement, or seniority. Frequency of classes is dependent upon installation population size. The 

current Navy TAP workshops consist of the Department of Labor (DOL) Employment Workshop, the Department of Veterans Affairs (VA) Benefits briefing, Disabled Transition Assistance Program briefing, and Navy specific topics. Additionally, 

Fleet and Family Support counselors also provide individual transition counseling 

and resume and other transition-related workshops as requested. 

The Navy Fleet and Family Support Centers also conduct First Term and MidCareer Workshops (CONSEP—Career Options and Navy Skills Evaluation Program). These four day courses are designed to assist active duty servicemembers in 

achieving Navy and future civilian career goals. The training topics provide vital information on career-making decisions, upward mobility, college and certification opportunities, apprenticeships, as well as financial management and investment strategies which enhance the ability to achieve personal and professional success. In addition, the Navy is working with the Military Credentialing and Licensing Task 

Force to identify opportunities for more than 400,000 Active and Reserve Sailors to 

earn civilian occupational credentials and licenses prior to separation. 

For our recent force shaping initiative, the Navy supplemented existing transition 

services by contracting with a civilian outplacement service company to provide personalized career coaching and job search assistance to these Sailors that were involuntarily separated. 

Re-Designed Transition GPS (Goals, Plan, Succeed) Program 

In collaboration with the Office of the Secretary of Defense, VA, DOL, Department 

of Education, and the Small Business Administration, the Navy is conducting pilot 

programs for the five-day curriculum of the redesigned Transition GPS (Goals— 

Plan—Succeed) and the CAPSTONE event. The elements of the re-designed Transition Assistance program are: 

1) Career Readiness Standards (CRS)—A set of common, discreet and measurable 

transition ‘‘readiness’’ standards that Service members must meet prior to separation from active or reserve duty. 

2) Transition Goals, Plan, Succeed (GPS) Program—A series of training that includes Pre-Separation Counseling, three-day Department of Labor Employment 

Workshop (DOLEW), and two-day workshop comprised of VA Benefits Briefings, Financial Education, Military Occupational Code Crosswalk, Family/Special Issues, 

and an Individual Transition Plan (ITP) review. Additionally, participants may select from optional two-day training tracks in Education, Entrepreneurship, or Technical training. 

3) Military Life Cycle—Incorporate preparation for Service members’ career transition throughout their military service – from accession through transition from 

service and reintegration back into civilian life. 

4) CAPSTONE Event—A forum provided for Service members to validate Career 

Readiness Standards are met, and to refer members as needed for additional training prior to separation or retirement. 

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Navy Transition Assistance Core Workshop Curriculum 

The mandatory Navy Transition GPS Core Workshop is a five day curriculum. On 

Day One, Navy transition staffs cover the following topics: 

1). Transition Assistance Overview: includes a Welcome Address / Workshop 

Schedule of Activities, Topics for Family Considerations/Special Issues, the Value of 

a Mentor, and a review of available Fleet and Family Support services. 

2). Military Occupational Crosswalk: The Military Occupational Code (MOC) 

Crosswalk is a module on translating military training and experience into skills 

appropriate for civilian jobs. Upon completing this module, Sailors will have a document recording their military career experience and skills; translation of their military occupation experience to civilian sector skills; and identification of gaps in their 

training and/or experience that need to be filled to meet their personal career goal. 

The crosswalk will allow Sailors the ability to develop a clear line of sight between 

their military skills and training and career fields of their choice. 

3). Financial Planning: Upon completing the financial planning seminar, Sailors 

will be prepared to build an integrated 12-month budget that reflects post-military 

employment, education, or training goals. Instructors and financial planning staff 

will be available for follow-up counseling as requested by the Service member. 

The DOL delivers the approved Employment Workshop Days Two thru Four. On 

Day Five, the VA conducts the approved VA Benefits and Applications briefing and 

Sailors review progress on their Individual Transition Plan. 

Optional Education, Technical Training and Entrepreneur Workshops 

In addition to completing the Transition GPS Core Curriculum, transitioning Sailors will also have the option of participating in a series of two day tailored tracks 

within the Transition GPS curriculum: (1) an Education track, for those pursuing 

a higher education degree; (2) a Technical and Skills Training track, for those seeking job-ready skills and industry-recognized credentials in shorter-term training programs; and (3) an Entrepreneurship track, for those wanting to start a business. 

The Navy CAPSTONE Seminar 

The Navy will host a pilot on our CAPSTONE Event to validate the process. Ninety days before their separation from military service, Sailors will participate in this 

CAPSTONE seminar, which will verify that transitioning Sailors completed the 

Transition GPS curriculum and achieved Career Readiness Standards. Staff will 

also review potential challenges Veterans may face, and review the tools and resources available to them that they learned about in the Transition GPS Workshops. Sailors who require additional assistance will be referred to supplemental 

training opportunities. In addition, through the CAPSTONE event, all Sailors will 

be offered a ‘warm handoff’ to appropriate government agencies and organizations 

that will provide them continued benefits, services, and support as veterans. 

Military Life Cycle Transition Model: 

The new transition program will incorporate career readiness and transition preparation into the entire span of a servicemember’s career. In the past, transition and 

preparation for the civilian workforce occurred late in a servicemember’s time in the 

military – near the point of separation. Under this new program, these concepts will 

be incorporated earlier to ensure that the counseling, assessments, and access to resources to build skills or credentials occur at earlier stages of a servicemember’s 

military tenure. 

The Navy will incorporate aspects of transition assistance in the Navy Retention 

and Career Development program. The current career development program is designed to improve the ability of our Sailors to achieve their professional goals. Individual Career Development Plans are developed based upon Career Roadmaps for 

each enlisted Rating. The Rating Roadmap includes information on Skill Training, 

Job Description, Personal and Professional Development, Career Development 

Boards, the Navy Qualifications and Certifications, Civilian Occupations and the 

Navy Credentialing Opportunities On Line, US Military Apprenticeship Program, 

Professional Military Education, and Voluntary Education. 

The Navy will incorporate aspects of the transition assistance program into our 

Career Development Boards, which are routinely held during key points in a Sailor’s 

career. For example, we will ensure that Sailors: (1) are registered for and know 

about eBenefits;(2) while on active duty, are informed about the VA benefits they 

are eligible for during active duty as well as after they become Veterans; and (3) 

understand the importance of maintaining their own personnel records and obtaining credentials and certifications for the skills obtained in the Navy. Essentially, a 

Sailor’s Individual Career Development plan should become their Individual Transition Plan. The Career Development Program is a key component of transition— 

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qualified, successful Sailors are sought after as potential qualified, successful employees after separation 

Summary 

Thank you for the opportunity to discuss the Navy’s Transition Assistance Program with you. We are improving the Transition Assistance Program with our 

Agency partners. The Navy wants and needs to retain trained, qualified Sailors to 

continue to protect and serve the country. For those who choose to separate or retire, we are committed to ensuring that they leave the Navy with tools to be successful in their career transition 

f 

Prepared Statement of Brigidier General Eden J. Murrie 

The Air Force Transition Assistance Program (TAP) is a continuous partnership 

with the Department of Defense (DoD), Department of Labor (DOL), the Department of Veterans Affairs (VA), the Department of Education (DoE), the Small Business Administration (SBA) and the Office of Personnel Management (OPM). The 

overall goal of the TAP is to provide separating and/or retiring servicemembers and 

their families the information, skill set, and resources needed for a successful transition to the civilian sector. The TAP also provides civilian career development, personal and financial wellness plans, and life transition preparation to all separating 

and/or retiring Airmen. 

Historically, our program has been successful. In FY11, the TAP participation rate 

for retiring and/or separating members exceeded 90 percent. This success was due 

in part to our partnerships with DOL, VA, DoE, SBA and OPM. We also have a 

long and successful partnership with our Veterans Service Organizations (VSO). The 

VSOs have provided multiple forms of transition services (transportation to medical 

appointments, assistance with completing VA claims, hospital visitation, and so 

forth) for our Service members for years and continue to be a great partner to the 

men and women of the Air Force. 

Our partnerships are critical as we embrace the re-directed TAP initiatives outlined by the VOW to Hire Heroes Act of 2011 (VOW) and Veteran Employment Initiative (VEI). While our leadership has collaborated with other Agencies in detailing 

implementation plans and requirements, our Airman and Family Readiness and 

Education Center professionals are focused on the operational aspects of addressing 

the VOW and VEI. Additionally, we will build on our current successes as we expand our TAP with the re-directed VOW/VEI. In our new and improved TAP, all 

attendees will have accomplished their pre-separation counseling prior to attending 

the DOL Employment Workshop. Day one of the TAP is for the Airman and Family 

Readiness Center (A&FRC) representatives to provide an overview for the week. 

They also present topics for discussion and consideration (family consensus, changes 

in life skills, role perception and changes, special issues—suicide prevention, alcohol 

and drug abuse, thrill seeking behavior following deployments, children with special 

needs, disability issues—and the value of a mentor) to assist our members. A&FRC 

representatives will have the attendees begin to think about how their skills and 

experiences will translate into civilian life. Each attendee will then begin the development of the Goals, Plans and Success (GPS) for employment and at the end of 

day one, attendees will have built their GPS for their financial futures. Attendees 

then incorporate knowledge gained and decisions made on Day one into their Individual Transition Plan (ITP). Day two thru day four is the DOL employment workshop. Over the course of three days, attendees prepare their change management 

plan, begin developing their job search plan, as well as engage in career exploration 

and validation, build a resume, navigate the Federal hiring process, practice interview skills and receive a post-interview analysis. Day five is the VA benefits brief 

on VA education and benefits. Following the completion of day five of the training, 

the attendees select (based on career goals) one of the following as applicable: Technical Employment track (in development), Entrepreneurial track (for those going 

into business on their own) or the two-day Education track (should their immediate 

plans include attending school). 

VOW TO HIRE HEROES ACT OF 2011 

We are on target to be fully compliant with the VOW Act by the 21 November 

2012 implementation date. Transition Assistance program support and services will 

be completed and verified via a CAPSTONE event (still in development) optimally 

occurring no later than 90 days prior to separation. 

With the new requirements from the VOW Act, we have leaned forward and 

trained all of our active duty A&FRC and Education staffs along with the staffs for 

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the Air National Guard and Air Force Reserve to execute the requirements. This 

training includes the re-designation of the DOL Employment Workshop, completion 

of the ITP and transition process for Air National Guard and Air Force Reserve personnel. We have authorized our major commands to advance hire in Fiscal Year 

2013 to ensure we are fully staffed by Fiscal Year 2014. 

We held the first TAP Pilot at Joint Base San Antonio - Randolph in July 2012. 

The Pilot program consisted of a new Employment Workshop and VA curriculum. 

We had thirty-two attendees from the active duty, Air National Guard and Air Force 

Reserves completing all blocks of this program. The blocks of instruction included 

the Transition Overview, Military Occupation to Civilian Crosswalk, Financial Planning Seminar, Topics for Family Considerations, VA Education Benefits Briefing, 

VA Benefits Briefing, Value of a Mentor and VA Benefits Sign-Up. We also hosted 

members of the OSD, DOL, SBA, VA, and Air National Guard and Reserves as observers during the Pilot. This Pilot program was evaluated in six dimensions: (a) 

curriculum, (b) facilitators, (c) facilities, (d) logistics, (e) compliance and OSD integrated guidelines, and (f) local MOU with partner agencies. At the end of each day, 

the team met and discussed the modules covered that day and summarized comments to help ensure every effort was captured to render the best support for our 

total force members. Overall, the Pilot program was a tremendous success, with detailed lessons learned and critical recommendations provided to OSD. The OSD staff 

compiled, assessed data from the Pilot and provided feedback to our sister Services 

to help ensure consistent, quality support for our members at every installation as 

we roll out VOW/VEI. 

We are also pleased that our Air Force Spouses can participate in the TAP Goals, 

Plans and Successes (GPS) classes. Spouses receive the same transition and employment services as the military member. As we continue to move forward with this 

program, we will market the opportunity for spouses to attend via the Spouse Employment Program. 

While we maintain our efforts to meet all requirements for the VOW Act, we also 

continue to press forward to meet the White House VEI, which requires the implementation of four overarching recommendations to improve the career readiness of 

members leaving the military. As of today, we are on-track to meet all the VEI requirements by 1 October 2013 implementation date. These requirements include developing Career Readiness Standards, GPS Program, Military Life Cycle, and a 

CAPSTONE Event. 

TOTAL FORCE 

The Air Force Reserve and Air National Guard and active duty are in lock step 

and focused on ensuring we are all compliant with the VOW act. The Air Force Reserve Wings, co-located on active duty bases, are collaborating with the active duty 

A&FRC’s as an equal partner under the Total Force concept. Those Air Force Reserve members not located at an active duty bases may participate at other service 

installations (Army, Navy, etc.) or the Reserve hub at Robins AFB Georgia. Air 

Force Reserve members will be provided pre-separation counseling, mandatory VA 

briefings, Military Occupation to Civilian briefings and further TAP briefings and 

applicable VEI employment, education, or entrepreneurial tracks. 

The Air National Guard estimates 6,000 Guardsmen will qualify for the TAP each 

Fiscal Year after serving on Title 10 (T10) orders for at least 180 consecutive days 

or more. The majority of the Guardsmen will meet exemption requirements (e.g., 

they already have confirmed employment, education plans or previously attended 

TAP) and may opt out of the TAP. The primary requirement for these individuals 

will be pre-separation counseling prior to T10 orders. The remainder of the Airmen 

will complete pre-separation counseling prior to beginning T10 orders and will attend TAP upon completion of T10 orders. The Airmen located at active duty bases 

will continue to collaborate as an equal partner under the Total Force concept. Airmen at stand-alone Air National Guard wings will attend TAP at an active duty 

base (of any service) closest to them or at one of two Air National Guard wings, Fort 

Worth, Texas or Phoenix, Arizona; whichever best meets the citizen Airman’s schedule. Further, once CAPSTONE events are on line, the Air National Guard plans to 

hold these events within the Airman’s state; preferably as close as possible to their 

duty location, to ensure each Airman gets the chance to meet and have a ‘‘warm 

handoff’’ with local representatives (e.g., DOL, VA, etc.). 

Again, we are committed to Total Force collaboration (active duty, Air Force Reserve, and Air National Guard) for TAP. This collaboration includes a keen focus 

on credentialing programs that assist separating Service members in their transition to civilian life and successful reentry into the Nation’s workforce. Our enlisted 

Airmen begin to earn college credit from the moment they complete basic training, 

progressing through advanced technical training, to include professional military 

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education and off-duty education pursuits. The Community College of the AF, Technical School Training, Voluntary Education, and On-The-Job training supports 

credentialing that transfers to the civilian sector as the Airman begins their military to civilian transition. To improve outcomes in the transition to civilian work, 

DOD is using a military crosswalk, which is essential in detailing how a member’s 

military specialty/duties translate to civilian job requirements. DOD and the Armed 

Services, are partnered with multiple private sector credentialing bodies that are 

working together to ensure that civilian industry benefits immensely by receiving 

highly trained, qualified, experienced, and disciplined employees while supporting 

the successful transition of the Airman and their family. 

CONCLUSION 

We remain focused on providing our Total Force personnel, who are separating 

or retiring, with the information, skills, and resources needed for a successful transition to the civilian sector. We are also committed to providing this support in new 

and innovative ways. Our Airmen and families who have sacrificed much for this 

Nation deserve no less. Again, we thank the Subcommittee for the opportunity to 

share information of Air Force’s approach to implementing the re-directed Transition Assistance Program under the VOW and VEI initiatives. 

f 

Prepared Statement of Rear Admiral Daniel Neptun 

Good morning Chairman Stutzman, Ranking Member Braley and distinguished 

members of the Subcommittee. It is a pleasure to appear before you today to discuss 

the Coast Guard’s Transition Assistance Program. 

Transition assistance was established for Coast Guard military personnel in October 1994 to comply with the National Defense Authorization Act for Fiscal Year 

1995 (Public Law 103–337). This law requires that all separating and retiring 

servicemembers have access to transition assistance services and that members who 

are involuntarily separated receive specific benefits. Military personnel from all of 

the Armed Forces share similar needs when transitioning from active duty to civilian life. As such, many features of the Coast Guard’s Transition Assistance Program 

are similar to what the Department of Defense (DoD) provides its transitioning 

members. There are, however, some important differences between the needs of 

transitioning Coast Guard personnel and their DoD counterparts that should be 

highlighted. 

When compared to the other Armed Forces, the Coast Guard is relatively small 

in size and has broad geographic dispersion. As discussed below, this has an impact 

on the manner in which our Transition Assistance Program is implemented and delivered. In addition, many of the skills and experience our Coast Guard personnel 

acquire over the course of their careers, ranging from administrative, acquisition, 

and human resource, to law enforcement, maritime safety and security, and environmental response, are often considered readily transferrable to the civilian workforce. 

Finally, although some Coast Guard members have served overseas in war zones, 

the Coast Guard does not have the same proportion of combat veterans as the other 

Armed Forces. All of these factors are considered in developing and delivering a 

Transition Assistance Program that best serves Coast Guard members. 

The Coast Guard understands that irrespective of the differences between the 

other Armed Forces and the Coast Guard, providing a robust Transition Assistance 

Program to our members is critical. As such, we have taken steps to ensure our men 

and women are receiving the support they need to make their transition successful. 

Currently, the Coast Guard provides mandatory, pre-separation counseling for our 

transitioning members, and we strongly encourage attendance at a Transition Assistance Program seminar for each member within a two year window prior to separation or retirement. 

The Transition Assistance Program begins with pre-separation counseling at the 

unit level. Each unit Commanding Officer is required to ensure separating and retiring members, and their families, receive the transition benefits and services to 

which they are entitled. A Command representative is required to meet with all 

members separating, retiring, or entering the Disability Evaluation System approximately 180 days before separation and not later than 15 days after official notification of separation. As directed under Coast Guard policy, pre-separation counseling 

must occur at least 90 days prior to separation. During pre-separation counseling, 

the command representative assists members in achieving educational, training, 

and employment objectives, as well as those of the spouse, if applicable. Depending 

on the desires expressed by the member during pre-separation counseling, the ComVACREP180 with DISTILLER

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mand either directs the member to the appropriate office for delivery of services, or 

provides additional counseling on specific benefits and programs as requested. 

Formal Coast Guard Transition Assistance Program seminars are delivered at 

each of our 13 Health, Safety and Work-Life Regional Practices across the United 

States. Each of these designated transition sites features a Regional Manager who 

is responsible for managing overall individual and family support programs, and one 

Transition and Relocation Manager who coordinates the Transition Assistance Program for their area of responsibility (AOR). The Coast Guard typical AOR encompasses several states. Each Transition and Relocation Manager is a certified International Job and Career Coach and is generally responsible for the Transition Assistance Program, Relocation Assistance Program, and the Spouse Employment Assistance Program. 

Coast Guard Transition Assistance Program seminars have been developed in coordination with DoD, Department of Labor (DOL), and Department of Veterans Affairs. These seminars provide instruction on skills identification, re ́sume ́ preparation, interview techniques, and veteran entitlements, and are typically five days in 

length. The first three days include the core curriculum focused on the job search 

process, which is provided by DOL, or is based on the DOL curriculum. The other 

two days feature presentations on Veterans’ benefits including healthcare services 

and enrollment and educational opportunities. The Coast Guard transitions approximately 3,000 active duty and reserve members annually. Over the past several 

years, about 1,600 – or just over half of these members – have elected to attend 

a transition seminar to obtain information on resources for employment, educational 

and Veterans’ benefits. 

To comply with the VOW to Hire Heroes Act of 2011 by the required date of November 21, 2012, the Coast Guard is developing plans to increase the number of 

scheduled seminars we offer. Currently, the number of participants who attend 

Coast Guard seminars can range from 50 participants in some locations to as few 

as 15. Moving forward, it will be critical for us to ensure all transitioning members 

have access to the information presented at these seminars. However, the dispersed 

location of Coast Guard units presents unique challenges for the Coast Guard. To 

address these challenges, the Coast Guard is exploring alternative delivery methods 

for members that cannot physically attend a seminar. These options will ensure that 

the information from Transition Assistance Program seminars can be provided using 

other methods, such as members receiving direct counseling with the Transition and 

Relocation Manager through a ‘‘virtual’’ environment, or through other electronic 

media. The Coast Guard is currently working with DoD, DOL and the Department 

of Veterans Affairs to develop a comprehensive virtual solution for members who, 

for whatever reason, cannot attend an actual seminar in person. 

The goal of the Coast Guard’s Transition Assistance Program is to assist 

servicemembers and their families in making an informed and effective transition 

from military service to civilian life. An integral aspect in this vital effort is to ensure separating members are made aware of, and have access to, the numerous programs and services available to assist them in the transition process. In an effort 

to continually improve our Transition Assistance Program and meet the needs of our 

transitioning members, we look forward to continuing the positive working relationship with DoD, DOL and the Department of Veterans Affairs in sharing new ideas 

and tools. 

Thank you for the opportunity to testify before you today. I will be happy to answer any questions you may have. 

f 

Questions For The Record 

Inquiry from Honorable Marlin A. Stutzman, Chairman, Subcommittee on 

Economic Opportunity to VA Office of Congressional and Legislative Affairs 

Question: Can VA provide a report on how it monitors the contracting process, 

most notably with CBOCs, for example, are bids vetted against VAOIG findings in 

an effort to weed out bad actors? 

Response from VA Office of Congressional and Legislative Affairs 

Response: Prior to award of any lease contract, including Community Based Outpatient Clinic (CBOC) or Outpatient Clinic (OPC) leases, the proposed awardee is 

vetted by the contracting officer through a variety of pre-award clearances, including a search of the government-wide System for Award Management (SAM). SAM 

requires all contractors doing business with the government to be registered and 

maintain information about their company in the database, to include their online 

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representations and certifications (ie. are they a small business concern, etc). All 

contractors who are debarred from doing business with the government are also listed on the system, which ensures that VA does business only with vendors who have 

not been debarred. In addition to SAM, VA verifies the financial capability of the 

proposed awardee in two ways. First, as part of the solicitation for offers, VA requests detailed information about and points of contact for the proposed lending institution that will finance the project. VA reaches out and verifies the accuracy of 

the information provided. Also, VA obtains a report from Dun and Bradstreet Inc. 

to review the financial viability of the proposed awardee. If this report highlights 

any concerns, additional due diligence is undertaken to ensure that the proposed 

awardee will be able to perform following award. Lastly, for contracts over a certain 

dollar threshold, VA formally contacts the Department of Labor to ensure the contractor has operated in compliance with all Equal Opportunity Employment laws 

and regulations. 

Æ 

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