Guide to Recruiting, Developing, and Retaining Transportation Infrastructure Construction Inspectors (2023)

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26 Training and Certification This chapter identifies the training and certifications/qualifications STAs use in construction inspector development programs. Some STAs qualify their inspectors on the basis of observa- tion and assessment, while others use more formal certifications based on examinations. In this Guide, “certification” and “qualification” are used interchangeably, given that STAs may use one, the other, or both for construction inspectors. The core competency and responsibility matrix (Section 3.3) is used to identify the KSAs required to conduct inspection responsibilities. A training and certification plan can be developed to ensure inspectors gain the necessary KSAs to perform their duties. Two levels of strategies can be leveraged to develop an experienced and skilled construction inspection workforce: (1) the organization or agency level and (2) the project or inspection position level. Organizational-level strategies, which are related to the STA’s implementa- tion plans, include (1) recruitment, (2) retention, (3) career development and promotion, and (4) reciprocity of certifications. Project or position-level strategies vary based on each inspector’s core competencies and the training and certifications requirements. This chapter addresses strategies related to training, certification/qualification, and recertification for construction inspectors. Figure 4.1 summarizes training and certification/qualification development of trans- portation construction inspectors. This process is continuous, applying to both initial training and certification and for promotions and advanced training. 4.1 Training Strategies Training provides the KSAs construction inspectors need to perform comprehensive inspections during construction. STAs, local transportation assistance programs (LTAPs), higher education (i.e., technical schools, colleges, and universities), and third-party organizations are widely used sources of training, but adoption of each type of training varies by region. Figure 4.2 depicts the AASHTO regions, and Figure 4.3 summarizes the sources of training used by region, according to data collected from surveys of 46 STAs and 26 third-party consultant firms. Overall, agency training programs are the most common inspection training source for STAs. Third-party consultant firms rely more on external training programs offered by third-party construction organizations. Guidance manuals and online resources are also practical tools for training inspectors. However, manuals can be cumbersome and difficult to use. This is particularly true for younger inspectors, who are more comfortable using smartphones and tablets. Manuals could be con- verted to digital copies for use on mobile devices to facilitate self-paced learning, and STAs can maintain access to hard copies for inspectors who prefer them. Many STAs have successfully developed web pages and used social media platforms to provide inspectors with easily accessible training resources for specific inspection areas. C H A P T E R 4

Training and Certication 27 From Chapter 3: Core Competencies and KSA Assessment Return To Chapter 3: Core Competencies and KSA Assessment To Chapter 5: Retention and Career Development AASHTO Region 4 AASHTO Region 3 AASHTO Region 2 AASHTO Region 1 Figure 4.1. Training and certication process for construction inspectors. Figure 4.2. AASHTO regions.

28 Guide to Recruiting, Developing, and Retaining Transportation Infrastructure Construction Inspectors e transportation construction industry continues to implement new and various technologies that help make construction processes more ecient. Considering the inux of technologies, construction inspectors need to become procient with the technologies used to perform and inspect the work. 4.1.1 Types of Inspection Training Various training options exist for transportation construction inspectors, and each option comes with benets and challenges. e most eective training approach uses a combination of internal and external sources. Training developed by STAs is usually tailored to agency- specic inspection duties and processes. For targeted or highly technical training, STAs oen rely on external sources for development and delivery, such as AASHTO’s TC3 (https://tc3. transportation.org/) and the National Highway Institute (NHI) (https://www.nhi.wa.dot. gov/home.aspx). Each STA needs to determine the appropriate balance between internal and external training on the basis of their specic needs and available resources. Figure 4.4 out- lines the types and frequency of training, taken from surveys of 46 STAs and 26 consultant inspection rms. 0% 20% 40% 60% 80% 100% Agency Training Program Third-Party Training Program Higher Education Local Transportation Assistance Program Agency Certification Program Third-Party Certification Program AASHTO Region 1 AASHTO Region 2 AASHTO Region 3 AASHTO Region 4 Consultant Firms Figure 4.3. Sources of construction inspector training used, by AASHTO region. 0% 20% 40% 60% 80% 100% Formal OJT Informal OJT Mentoring Self-Paced Learning Instructor-Led In-Person Training Instructor-Led Online Training Third-Party Instructor-Led In-Person Training Third-Party Instructor-Led Online Training AASHTO Region 1 AASHTO Region 2 AASHTO Region 3 AASHTO Region 4 Consultant Firms Figure 4.4. Type and frequency of construction inspector training used, by AASHTO region.

Training and Certification 29 The method of inspection training is another factor for STAs to carefully consider, regardless of whether internal or external sources are used. A robust inspector training program uses OJT, formal training, online training, and self-paced learning. STAs typically use OJT for construction inspectors to gain knowledge of the agency-specific processes and practices required to perform inspections. However, because of primary work responsibilities, it is challenging for inspectors to attend long-duration training in person. STAs could overcome such availability challenges by using instructor-led online training and self-paced online learning opportunities to allow inspectors to obtain required training that does not interfere with their work schedules. 4.1.1.1 Formal Training Many STAs have developed, or are currently developing, a formal training program for con- struction inspectors. Formal training typically includes various modalities, such as instructor-led training in a classroom, instructor-led training with hands-on applications, and instructor- led online training. Formal training is often used when new hires and existing staff require instruction to augment the KSAs for a given project or program. The default approach of most STAs is to cross-train inspectors to work across multiple inspection disciplines. The suggested practices for formal training are to • Develop a logical and well-defined training path that promotes a specific progression of desired and required training. Training tied to career paths clearly shows inspectors how they will advance in their careers at the transportation agency. • Develop a training program that includes technical and career development. Technical devel- opment entails inspectors gaining proficiency in technical competencies. Career development involves coursework and applications that allow inspectors to gain KSAs and promotions to higher-level inspection positions. • Develop separate training programs for laboratory and in-field inspectors because com- petencies vary for these positions. • Use subject matter experts (SMEs) to deliver training content. SMEs are typically STA employees or retirees experienced in specific content areas. STAs that do not have sufficient SME trainers will need to consider hiring consultant SME trainers. The roles and respon- sibilities of SMEs include providing resources and information for identified knowledge gaps in foundational content; developing, reviewing, and approving training material for accuracy; and delivering training. • Update training programs and materials. STAs need to review training materials regularly and update as required, in accordance with the STA’s inspector needs and current and upcoming workload. • Train the trainers who teach the content. Trainers must have the skills to make the learning experience engaging, interactive, and worthwhile. A resource to consider is NHI, which provides train-the-trainer courses (https://www.nhi.fhwa.dot.gov/). 4.1.1.2 Online Training Online virtual training has been a part of construction inspection development for the past decade, increasing during the COVID-19 pandemic. Online training offers the advantage of not requiring instructors or attendees to travel. Online sessions can be delivered outside regular work hours to avoid conflict with primary duties. In addition, live online sessions can be recorded and posted in an online learning forum that construction inspectors can use for self-paced learning. Discussions with STAs in formal interviews revealed consensus that online training will continue to increase in use, but hands-on applications will still be taught through OJT. Online training has been found to work for some aspects of construction inspection. Training on fundamentals and basic core inspection competencies can be taught and delivered online.

30 Guide to Recruiting, Developing, and Retaining Transportation Infrastructure Construction Inspectors However, online training has limitations because hands-on applications and field experience are challenging to replicate in an online environment. Therefore, more technical-specific core competencies will need to be learned through classroom and OJT training. 4.1.1.3 On-the-Job Training The OJT approach is the standard construction inspection training method that occurs in the field with instruction and support provided by trainers or project management staff with inspection experience. Field training places a construction inspector in a real-world situation performing inspections for an active construction project. OJT can be either formal, with scheduled on-site training, or informal, with supervisors and peers training inspectors as they perform their duties in the field. From the national survey questionnaire of 46 STAs, 70% of OJT is conducted informally and 30% is done formally. OJT is effective if it is well thought out and intentional. The suggested practices for OJT training are • When staffing permits, allow less-experienced inspectors to shadow more-experienced inspectors, which provides an opportunity to transfer knowledge from experienced inspectors to trainees. • Devote as much time as possible to guide the trainee. New inspectors are often thrust into inspection duties for which they are not fully prepared, leading to frustration. The trainee inspector will have many questions, and responding will require resources and time. • Consider the workload and scope of work when implementing OJT training. OJT training can be sporadic depending on the types of projects and the need for inspection. For example, because of inspection demand, newer inspectors may move from a paving project to a grade- and-drain project. • Develop the KSAs of experienced inspectors to prepare them to communicate and teach trainee inspectors. STAs want to ensure potential OJT staff are technically proficient with the skills to be field trainers. 4.1.1.4 Self-Paced Learning Self-paced learning allows inspectors to gain knowledge by proceeding through tutorials and courses at their own speed and schedule. A learning process that does not include a facilitator or instructor, self-paced learning commonly uses online materials and web-based instructional tools. The Georgia Department of Transportation (DOT) developed a voluntary, self-paced system of instructional modules that construction inspection personnel complete individually and on their own time. Inspection modules offered in this self-paced program include • General provisions, • Auxiliary items, • Erosion control, • Earthwork, • Bases and subbases, • Pavements, • Bridges, and • Drainage structures. Each module includes the specific sessions an inspector must complete. Once an inspector finishes an instructional module, a certification exam is administered online. If the inspector passes, they gain the certification for that inspection area. If the inspector fails, they are allowed to retake the assessment (Marks and Teizer 2016).

Training and Certification 31 Self-paced training for construction inspectors offers several benefits: • Cost of training: Costs for instructors, training location, printed materials, and travel for attendees can all be eliminated in the use of self-paced learning. • Time required for training: Self-paced learning is completed at each inspector’s own speed and can be completed outside of working hours. • Overall quality: Inspectors can complete instructional modules at their own pace, but the modules are not overwhelming or time consuming. • Ease of updating information: Because the same materials can be used for any inspector, updating only needs to occur once. 4.1.2 Training for Construction Inspection Position Levels Training improves workplace competencies (e.g., problem-solving, decision-making, safety, following directions, attention to detail, planning) and technical competencies (e.g., construc- tion materials, means, and methods; inspecting and testing). Training may also improve a construction inspector’s personal effectiveness competencies (e.g., leadership, adaptability, reliability, professionalism). Recognizing the core competencies at distinct levels of construc- tion inspectors will help STAs understand the training requirements needed for inspectors to begin their careers and take advantage of opportunities for advancement. Training programs can be reviewed to determine if the necessary core competencies are effectively taught. Table 4.1 shows various methods of training associated with the four areas of competency (academic, technical, personal effectiveness, and workplace) taken from previous research and data collected in a survey questionnaire of 46 STAs. Regardless of the training method, STAs will need to train the trainers or hire third-party trainers with the knowledge and experience to educate transportation construction inspectors. Train-the-trainer programs are available through the FHWA and AASHTO TC3. 4.1.2.1 Entry-Level Construction Inspector Training Training plays a pivotal role in the success of entry-level inspection positions. Entry-level construction inspectors need a basic understanding of construction and inspections and training to be proficient with specific KSAs. Entry-level hires need extensive initial training in the basics of conducting inspections and understanding how the STA operates. Therefore, entry-level construction inspectors will need instructor-led training (formal training) and OJT and mentoring (field training) to become proficient in inspection KSAs while learning from Training Method Competency Academic Technical Personal Effectiveness Workplace Internal instructor-led in-person training ✓✓ ✓ ✓ External instructor-led in-person training ✓✓ ✓ ✓ Internal instructor-led online training ✓✓ ✓ ✓✓ External instructor-led online training ✓✓ ✓ ✓✓ Internal instructor-led hands-on applications ✓✓ ✓ ✓ ✓ External instructor-led hands-on applications ✓✓ ✓ ✓ ✓ On-the-job training ✓ ✓ ✓ Mentoring opportunities ✓ ✓ ✓ Self-paced learning ✓✓ ✓ ✓✓ KEY ✓ = Recommended ✓✓ = Highly recommended Table 4.1. Training methods for inspectors to acquire core competencies.

32 Guide to Recruiting, Developing, and Retaining Transportation Infrastructure Construction Inspectors experienced personnel. STAs can also use self-paced learning for entry-level inspectors willing to learn independently. Entry-level construction inspectors need ample training to maximize technical, personal effectiveness, and workplace competencies. Various training modes allow inspectors to gain knowledge from formal classroom and self-paced learning, and skills and abilities from field training. 4.1.2.2 Intermediate-Level Construction Inspector Training STAs tend to expect intermediate-level construction inspectors to recommend corrective measures and further actions; understand materials, methods, and equipment; and document work, as well as follow up with involved stakeholders. Therefore, intermediate-level construction inspectors need instructor-led training and self-paced learning to gain proficiency in technical and workplace competencies. Intermediate-level inspectors could also be trained in personal effectiveness to lead and train other inspectors through OJT and mentoring. 4.1.2.3 Advanced-Level Construction Inspector Training Once an inspector advances toward an advanced or managerial inspection role, they typi- cally possess most of the technical competencies from prior training and experience. Training for advanced-level inspectors focuses on technical, personal effectiveness, and workplace KSAs through instructor-led training and self-paced learning. It is also helpful for advanced-level inspectors to attend workshops and conferences. Advanced-level inspectors may be called upon as SMEs to develop training materials and train less-experienced inspectors. 4.1.3 Training During Nonconstruction Periods Many STAs designate a portion of the year as construction season and the remainder of the year as nonconstruction season (when it is not feasible to construct quality infrastructure projects). STAs that have construction downtime every year struggle with what to do with inspectors when there is no work to inspect. STAs can use nonconstruction periods as an opportunity to provide training and development. Formal instructor-led classes and training are easier for inspectors to attend when they are not needed in the field, which increases the attendance and value of such courses. Inspectors can also cross-train during nonconstruction periods to expand their skill sets. Using nonconstruction periods for training and development can help STAs retain and develop in-house inspectors, reducing the need to find and train new employees in the future. 4.1.4 Challenges in Construction Inspector Training Programs Providing the education and training construction inspectors need can present challenges. Many STAs have limited budgets for training, lack personnel resources, and need inspectors at job sites consistently, making it difficult for inspectors to attend training. The typical barriers to implementing construction inspector training programs are listed in Table 4.2, along with strategies for STAs to overcome these challenges. These weaknesses and strategies were collected from relevant literature, a survey of 46 STAs and 26 consultant inspection firms, and a focus group conducted with eight STA training personnel. STAs are encouraged to use the strategies provided to improve the inspection training process. 4.2 Certification/Qualification Strategies A construction inspector must obtain certifications or qualifications (depending on whether the STA requires certifications, qualifications, or both) to perform inspections to fulfill the transportation agency’s quality assurance program requirements. Certifications ensure that a construction inspector possesses the necessary KSA proficiencies to perform agency oversight

Training and Certification 33 during construction. The requisite knowledge to pass a construction inspector certification test is obtained from education, training, and experience. Most construction inspector certifications require recertification after 3 to 5 years. In some cases, recertifications require inspectors to complete refresher training before they can take the exam. Construction inspector certification requirements vary among transportation agencies. STAs have three options to consider for construction inspection certification requirements: • In-house certifications: Use internally developed agency-specific certifications or certification programs. • External certifications: Adopt external certification programs from approved third-party certification organizations. • Combination of in-house and external certifications: Allow for certifications to be obtained through internal and external certification programs. STAs use both in-house and external programs to qualify and certify their construction inspectors. In-house certifications are commonly created to certify inspectors in construction materials, types of construction, and processes specific to that STA. Then, the STA uses national or regional certifications for general construction topics such as concrete pavements. Once STAs develop and establish their certification requirements, the program and requirements need to be communicated clearly to all construction inspectors, whether those inspectors are seasonal or full-time employees, or third-party consultants. Barrier Description Strategies Scheduling conflicts Unable to attend training because of limited ability to travel and work responsibilities. Provide condensed, just-in-time training sessions at easily accessible locations and self-paced learning to reduce the time required to complete the training. Deliver instructor-led virtual training in the evenings and on weekends. Use downtimes and nonconstruction periods for training. Lack of staff resources Limited resources to develop and deliver training. Use self-paced learning. Use instructor-led virtual training that can be provided to many inspectors simultaneously with limited staff. Schedule annual boot camps when staff is available (e.g., nonconstruction season). Use retirees as SMEs to develop and deliver materials. Lack of funding Lack of funding to cover training costs for inspectors. Training budgets at STAs are smaller than in the past. Provide training online to reduce the costs and time to attend the training. Provide practical tools and materials for self- paced learning. Lack of time to plan and organize training Limited time available to organize and plan training programs and events. Provide condensed and self-paced training programs that reduce the time required to organize and plan the training. Use boot camps that take place at the same time annually to reduce planning and organizing. Lack of accessible training locations Lack of accessible and useful training centers and locations. Partner with local training centers and higher education programs. Use instructor-led virtual training that is provided evenings and weekends. Use downtimes and nonconstruction periods for training that requires travel and cover travel costs. Low interest or enrollment Few inspectors show interest or enroll in training. Require training for inspectors rather than relying on them to attend. Provide incentives and clear progression possibilities to reward inspectors that attend training that is not required. Clearly advertise and promote upcoming training options. Lack of communicating training events Information about available training is not communicated to inspectors clearly. Determine a schedule of training events and clearly communicate the plan to inspectors regularly and at least 8 weeks before the scheduled training. Low-quality training Training is not benefiting inspectors because of lack of development, lack of materials, and lack of SMEs to deliver materials. Maintain the training program by reviewing training materials regularly and revising as needed. Use performance measures to learn whether training was effective. Lack of incentive Employees want to know, “what’s in it for me?” Lack of career paths and clear advancement means inspectors lose interest in training. Develop training programs tied to career paths and promotions so that inspectors are encouraged to attend. Table 4.2. Barriers to training and strategies to overcome barriers.

34 Guide to Recruiting, Developing, and Retaining Transportation Infrastructure Construction Inspectors Many STAs have recognized an increase in highway construction projects and a decrease in the number of certified construction inspection staff available. Therefore, determining the STA’s needs for certifications will create a consistent inspection workforce to overcome inconsisten- cies in inspections and the shortage of qualified construction inspectors. 4.2.1 National Certification Programs There are three levels of certifications for transportation construction inspectors: national, regional, and state/agency level. National programs offer certifications in specific types of transportation construction that most transportation agencies across the nation accept. STAs can use specific national certification programs when the STA uses the same or similar standards and processes based on specifications for inspecting materials and fieldwork. The standard external certification organizations across the four AASHTO regions are shown in Table 4.3, which shows the results of a national survey of 46 STAs. The ACI Concrete Transportation Construction Inspector Certification Program is an example of a certification accepted by most STAs. One factor that makes widespread adoption of this program feasible is the relative consistency of concrete as a material; construction materials with greater variation by region will be less suited for standardized training and certification. ACI Concrete Transportation Construction Inspector Certification Program Knowledge Requirements • Concrete construction • Plan reading • Soil-cementing • Piling installations • Formwork installation and removal • Reinforcement • Embedments • Sampling/testing freshly mixed concrete • Conveying and placing • Jointing and finishing • Curing and protection Experience Requirements • Decision-making authority and responsibility • Verification of compliance with plans, specs, and codes • Evaluation of concrete construction in the field • Documentation and reporting of inspection results • Proficiency in appropriate areas of concrete construction inspection Certification Requirements • Passing grade on written inspection exam • Passing grade on written plan reading exam • Currently or previously certified as a Grade I ACI Concrete Field Technician • Possession of minimum qualifications • Minimum 2 years college or technical school plus 2 years of experience; or • A high school education plus minimum 3 years of experience; or • 5 years of experience

Training and Certification 35 4.2.2 Regional Certification Programs Regional certification programs are organizations that offer certifications in specific types of transportation construction that are accepted by STAs in one part of the country but not across the entire country. From Table 4.3, the Western Alliance for Quality Transportation Construction (WAQTC) provides certifications for AASHTO Region 4, representing western states. The NorthEast Transportation Training and Certification Program (NETTCP) provides certification to STAs in New England and New York. STAs may consider several options for regional certification: • Developing regional certification programs to increase consistency in the certification of construction inspectors. Expansion of current regional certification programs to include all STAs in an AASHTO region needs to be explored. • Working with the regional certification organizations and STAs to develop equivalent standards and associated training. • Aligning standards and certifications to create reciprocity agreements between STAs, which may allow for sharing of inspectors across state lines and make the certification process more streamlined for third-party consultant inspectors. 4.2.3 State/Agency Certification Programs Every STA in the United States has an internal certification program for in-house, full-time, and seasonal inspectors and third-party consultant inspection partners. Each state/agency level certification/qualification program was developed specifically for that STA from their standards and specifications, meaning that agency certifications vary across STAs, job duties, and inspection position levels. All construction inspectors need to obtain state/agency level certifications, Certification/Qualification Organization AASHTO Region Region 1 Region 2 Region 3 Region 4 American Concrete Institute (ACI) ✓✓ ✓✓ ✓✓ ✓✓ American Concrete Pavement Association (ACPA) — ✓ — ✓ American Traffic Safety Services Association (ATSSA) ✓✓ ✓✓ ✓ ✓✓ Asphalt Institute (AI) — ✓✓ — X Multi-Regional Training and Certification (M-TRAC) X — ✓✓ — Mid-Atlantic Region Technician Certification Program (MARTCP) — X X X National Asphalt Pavement Association (NAPA) ✓ ✓ — ✓ National Center for Asphalt Technology (NCAT) ✓ ✓ ✓ ✓ National Institute for Certification in Engineering Technologies (NICET) ✓✓ ✓ ✓ ✓ Northeast Center of Excellence for Pavement Technology (NECEPT) ✓✓ X X X NorthEast Transportation Training and Certification Program (NETTCP) ✓ X X X Occupational Safety and Health Administration (OSHA) ✓✓ ✓ ✓ ✓✓ Precast/Prestressed Concrete Institute (PCI) ✓ ✓✓ ✓ ✓ Western Alliance for Quality Transportation Construction (WAQTC) X X X ✓ KEY X Not used — One or two STAs accept this certification/qualification ✓ Most STAs accept this certification/qualification ✓✓ All STAs accept this certification/qualification Table 4.3. Third-party certification/qualification organizations for construction inspectors, 2022.

36 Guide to Recruiting, Developing, and Retaining Transportation Infrastructure Construction Inspectors as STAs may not always accept an external regional certification in place of specific agency certification. However, the more internal certifications/qualifications the STA requires, the less likely it will be for that STA to develop reciprocity agreements for the mobility of construction inspectors with neighboring or regional STAs. Third-party consultant inspectors who work in multiple states will also have to obtain all agency-specific certifications. Some consultant inspectors may hold dozens of certifications from many STAs, which can be cumbersome for consulting firms to manage. 4.2.4 Reciprocity of State/Agency Certifications Across State Lines The use of certification is essential in developing transportation construction inspectors. However, with the general shortage of workers in the construction industry and shortages in qualified and certified construction inspectors, STAs need to consider reciprocity agreements with other STAs and their certification programs as an option to offset deficits. Reciprocity agreements are signed documents stating that the qualifications for certification of a construction inspector are the same or similar across two or more STAs and that a qualified and certified transportation construction inspector could work in multiple neighboring states. The ability for inspectors to work in multiple states will help offset inspector shortages and reduce the training needed for new inspectors, so STAs save on training and require fewer resources for training. STAs in neighboring states could consider developing construction inspector reciprocity agreements. For example, suppose the Colorado DOT has several bridge projects in the near future and has a construction inspector reciprocity agreement with the Wyoming DOT. Colorado DOT could contact Wyoming DOT to see if any bridge inspectors are available. Those available can travel to Colorado to perform inspection work without obtaining additional qualifications or certifications. The inspectors from Wyoming DOT are already qualified and certified for Colorado, so they can begin work quicker than new in-house inspectors or third- party construction inspectors. However, most STAs are currently experiencing shortages in construction inspection personnel, and it would be challenging to share inspectors. Many STAs have moved toward hiring consultants when they are short of in-house inspectors rather than sharing inspectors from neighboring STAs. Consultants are a viable option, as long as they are qualified and certified to work in various states. STAs might also consider sharing inspectors internally within their regions or districts if they are not doing so already. As an STA determines its construction inspection needs, it might also consider how to use the internal inspectors that it already has and how to leverage its inspectors across the state, depending on the workload of each region or district. 4.3 Recertification Strategies STAs may require construction inspectors to be recertified periodically to refresh existing knowledge, learn new information, and sharpen their skills. Typically, construction inspectors must be recertified every 3 to 5 years. Third-party consultant construction inspectors must obtain the same certifications and follow the same recertification requirements as in-house construction inspectors. Other recertification processes include • Conducting annual audits of the inspector’s KSAs, • Implementing short or abbreviated courses and exams, • Using condensed training and examination based on performance, and • Discussing the potential for recertification at larger intervals, such as every 5 years instead of every 3 years. STAs will need to work with the FHWA to accomplish this. Currently, for recertification, inspectors attend the same whole class again and get lost in the stuff that they already know. It will be great if the recertification training classes focus on teaching recent technologies and changes, whereas new certification focuses on all required training aspects from scratch. —DOT inspector manager

Training and Certification 37 STAs need to differentiate between training and certifications for new inspectors and the recertifications required for experienced construction inspectors. Basic construction training can be provided to entry-level and newly hired inspectors. Experienced and proficient inspec- tors seeking recertification can be supplied with condensed refresher training that focuses on changes to the transportation industry and emerging inspection technologies and practices, to maintain continuity and address the ever-changing landscape of inspection and construction technologies. As a result, STAs need to streamline recertification as much as possible and clearly communicate the requirements and process to inspectors. Training and recertification options for STAs to consider are listed in Table 4.4. Each option can be used or modified to fit with the STA’s recertification process depending on the training needed, internal or external training, and the proficiency exam. 4.4 Evaluation Metrics for Training and Certification Programs Metrics help STAs evaluate the outcomes of construction inspector training and certification programs. Table 4.5 includes KPIs for STAs to consider. Annually reviewing the differences in KPIs for inspection staff helps the STA understand whether their training and certification efforts are successful. 4.5 Summary of Training and Certification Strategies This chapter provides STAs with information to train and certify construction inspectors. The following strategies are for STAs to consider for training and may need to be adapted to STA operations: • Develop a training plan that provides information on the source of training, the type of training, and the modality of how it will be presented and received. Utilize the various train- ing programs provided by STAs and third-party organizations. • Create a training program for each inspector with the help of their supervisor based on their position level, experience, and proficiency in inspection competencies. An individual train- ing plan developed with a supervisor promotes a specific progression of desired and required training. Training tied to career paths clearly shows inspectors how they will advance in their inspection career at the transportation agency. Recertification Option Description Internal training and internal recertification Agency provides construction inspectors with general training before exams for state/agency recertifications. General training is provided to new hires and recertifying inspectors. External training and internal recertification Agency offers training through a third-party firm before recertification exams for state/agency certifications. Internal refresher training and internal recertification Agency provides condensed in-house training before recertification exams for state/agency certifications. Refresher training will be different than the general inspection training for new hires. Internal refresher training and external recertification Agency provides condensed in-house training before recertification exams for national and regional certifications. External training and external recertification Agency offers training through a third-party firm before recertification exams for national and regional certifications. Internal recertification Inspectors who show high performance can take recertification exams for state/agency certifications without attending training. External recertification Inspectors who show high performance can take recertification exams for national and regional certifications without attending training. Table 4.4. Training and recertification options for STAs.

38 Guide to Recruiting, Developing, and Retaining Transportation Infrastructure Construction Inspectors • When staffing permits, encourage less-experienced inspectors to shadow experienced inspectors in the field, devote as much time as possible to guide the trainee, and develop specific KSAs that experienced inspectors can teach trainee inspectors. • Design technical development that helps inspectors gain proficiency in the technical com- petencies needed to perform inspection duties accurately and efficiently. Promote career development through coursework and other opportunities that allow inspectors to gain KSAs and progress toward higher-level positions. • Update training programs to align with construction inspectors’ evolving responsibilities. STAs need to review and update training materials regularly to meet each inspector’s needs and the current and upcoming workload. • Ensure that trainers are appropriately prepared and sufficiently skilled to provide training. Provide train-the-trainer courses when necessary. Strategies for certification/qualification that STAs can consider and adapt include the following: • Select the certification programs most suitable for their particular construction inspection operations. National, regional, and agency certifications exist, and STAs can choose internal, external, or a combination of certifications for inspectors. STAs could select the certification programs most suitable for their construction inspection operations. • Develop similar inspection and testing standards among STAs, which helps third-party consultants obtain certifications to work in multiple states. As the use of consultants increases, STAs could consider streamlining the certification process to make it more efficient for its consultant partners, allowing for more flexibility in using and sharing consultant inspectors. • Consider accepting certifications issued by neighboring STAs. Reciprocity agreements can allow inspectors to cross state lines to perform inspections for more than one STA to offset inspection staff shortages. • STAs could consider sharing inspectors internally across the STA’s districts or regions. • Recertification programs can consider conducting annual audits of the inspector’s KSAs, implementing short or abbreviated courses and exams, condensing training and examination based on inspector performance, and requiring recertification at longer intervals. Table 4.5. Performance indicators for inspector training and certification programs. Key Performance Indicator Description Example Target a Annual training completion rate Calculate the number or percentage of STA inspectors who complete training programs annually More than 67% of inspectors complete training in a year Annual certification passing rate Calculate the number or percentage of STA inspectors passing certification exams annually More than 80% of inspectors pass certification exams in a year Annual recertification passing rate Calculate the number or percentage of STA inspectors passing recertification exams annually More than 80% of inspectors pass the recertification exam in a year Quality training rate Trainers provide Likert-scale rating questions in a survey at the end of training to rate the quality and usefulness of the program At least 80% of end-of-training survey responses indicate Effectiveness of training Have supervisors observe inspectors in the field after training and certification to rate performance At least 80% of supervisors observe inspectors performing inspections adequately after receiving training aAdjust target based on the STA’s construction inspection operations. quality training in useful information