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72 APPENDIX B â ANNOTATED BIBLIOGRAPHY Developing and Maintaining Construction Inspection Competence (NCHRP Project 20-68A, Scan 15-01). This desk scan report provides information about training and competency development activities of construction inspectors (CIs) workforce at transportation agencies that focused on nine specific state departments of transportation (Alabama, California, Colorado, Florida, Georgia, Nebraska, Oregon, Virginia, and Texas), the Federal Highway Administration (FHWA),the American Association of State Highway and Transportation Officials (AASHTO) and the American Public Works Association (APWA). Organizational Knowledge Transfer The agencies reported using formal and informal mentoring for organizational knowledge transfer. Most agencies reported that they do not have a formal mentoring program and use some form of informal mentoring. In contrast, some STAs (California, TxDOT) administer robust mentoring programs. The STAs indicated that pairing experienced inspectors with less experienced inspectors while working in the field is a successful strategy for knowledge transfer. This informs that having on-the-job training from experienced CIs is an important training strategy. This additionally informs the research team to investigate similar successful private industry programs (if any) that can be replicated in developing strategies for CI training programs and knowledge transfer. Training programs The STAs reported having in-house and contracted competency development programs consisting of courses delivered by agency qualified subject matter expert instructors. The agencies have curriculum of core classes and access to resources needed for a competent CI training program. The training programs are delivered through various modalities such as e-learning, instructor-led classroom learning, and hands-on, on-the-job training. Additionally, they use YouTube videos, games, job aids, pocket guides, job books and other fun learning methods. The STAs reported that it is mandatory for the potential CI candidates to pass an examination after the training is completed. The skill development of consultant inspectors is approached differently by different state agencies. Analyzing this information indicates that adapting instructional design framework to develop CI training courses, implementing new course delivery methods, training instructors on effective adult learning/training principles, and developing a standardized skill development and certification program that is relevant for both CIs and third-party consultant inspectors are essential aspects to consider in developing guidance for transportation CIs. Qualification and certification Some STAs accept the existing regional and national CI certification programs, and some STAs use internally developed general and specific certification programs. Whereas, other STAs use a combination of agency-specific and regional/national certifications. This indicates that there is a lack of consistency among STAs regarding CI certifications and it will be helpful to establish a framework for a standard national or regional CI certification programs that includes formal training, on-the-job training, written examinations, proficiency demonstrations, recertification intervals, and a process for disqualification/de-certification.
73 Staffing & Hiring Practices The staffing and hiring practices of CIs vary from state to state. Many STAs recruit CIs based on their educational background and years of work experience. Some agencies recruit CIs from universities with internship programs. There are no standard programs designed to recruit CIs, hiring managers have limited input in the selection process and successful hiring depends on the ability of human resources (HR) to work closely with the construction department. The inconsistent hiring practices led to hiring third-party consultant inspectors. Consideration should be given to recruiting midcareer and retired CIs as they have technical competence and field experience. This indicates that it is essential to establish a standard hiring practices guide that focuses on recruiting criteria to hire early career, midcareer and retired CIs at the agencies. Consultant Inspectors The methods used by STAs for competency development are different when it comes to consultant inspectors. It was noted that the Florida DOT uses third-party consultant inspectors for 100% percent of their inspections. All Florida DOT consultant inspectors are required to successfully complete its Construction Training Qualification Program (CTQP), which is administered by a third-party. In contrast, the Texas DOT uses a mix of internal CIs and third-party consultants. All consultant CIs are required to complete the same competency development program, which is administered by a third-party. Texas DOT allows their third-party consultant inspectors to participate in their STA CI training classes. Technologies STAs reported challenges in getting the necessary hardware to take advantage of existing training tools. Two aspects that limit use of state-of-the-art technologies are lack of funding and IT policies/security issues. STAs reported innovations with the use of technology in the development and delivery of training programs. All STAs acknowledged improved efficiencies when using technologies for CI development. The inability of STAs to access and leverage technology may limit their ability to develop an effective certification/training program. Therefore, is it important for this study and the research team to look at guidance in leveraging technologies wherever feasible to increase the effectiveness, efficiency, and quality of training. Resources/Links The agencies reported concerns regarding uncertainty of resources for the development of CI competency including lack of funding, qualified staff, qualified instructors, and training facilities. This informs that as a part of training strategies, leveraging national instructional resources (NHI, NETTCP, WAQTC, etc.) and developing a sustainable pool of qualified subject matter expert instructors be given high priority in strategies for certification programs, as a part of the 23-05 project. ⢠AASHTO resource, http://www.aashtoresource.org/ ⢠American Public Works Association, http://www.apwa.net/ ⢠Association of Construction Inspectors, http://www.aci-assoc.org/ ⢠U.S. Nuclear Regulatory Commission, https://www.nrc.gov/ ⢠National Institute for Certification in Engineering Technologies, http://www.nicet.org/ ⢠NorthEast Transportation Training and Certification Program, https://www.nettcp.com/ ⢠National Highway Institute, https://www.nhi.fhwa.STA.gov/home.aspx
74 ⢠Transportation Curriculum Coordination Council, https://tc3.transportation.org/ ⢠Construction Inspector Training and Qualification Program, Manual Chapter 1252, NRC Inspection Manual, Issue date: 04/25/11, U.S. Nuclear Regulatory Commission, https://www.nrc.gov/docs/ML1104/ML110470606.pdf ⢠Murray P and I Grierson, Highway Inspector Competency Standards, Leicestershire County Council, 2010, http://www.theihe.org/wp- content/uploads/2013/08/LCCFinalReporttoIHE_April2010.pdf ⢠Inspection Manual Chapters, U.S. Nuclear Regulatory Commission, https://www.nrc.gov/reading-rm/doc-collections/insp-manual/manual-chapter/ ⢠Construction Training Qualification Program, Florida Department of Transportation, http://www.ctqpflorida.com/ ⢠Certified Public Infrastructure Inspector, American Public Works Association, https://www.apwa.net/MYAPWA/Events/Professional_Development/Certification/Public Infrastructure_ ⢠Standards of Professional Conduct, American Public Works Association, http://www2.apwa.net/documents/organization/standardsofconduct.PDF ⢠iClicker, Macmillan Learning, https://www.iclicker.com/ ⢠National Center for Asphalt Technology at Auburn University, http://eng.auburn.edu/research/centers/ncat/ ⢠Roadtec, Astec Industries, Inc., https://www.roadtec.com/ ⢠The Associated General Contractors of America, https://www.agc.org/ ⢠MAP-21 Veteran Employment Provisions, https://www.fhwa.STA.gov/map21/qandas/qavet.cfm ⢠Colorado Asphalt Pavement Association, http://co-asphalt.com/ ⢠Western Alliance for Quality Transportation Construction, http://www.waqtc.org/ ⢠National Local Technical Assistance Program Association, http://www.nltapa.org/ ⢠The Associated General Contractors of America, https://www.agc.org/ ⢠American Road & Transportation Builders Association, http://www.artba.org/ ⢠Northeast Association of State Transportation Officials, http://nasto.org/ ⢠American Council of Engineering Companies, http://www.acec.org/ ⢠National Transportation Training Directors, http://nttdonline.org/index.php ⢠Washington Area Council of Engineering Laboratories, https://www.wacel.org/ Recruiting, Retaining, and Promoting for Construction Careers at Transportation Agencies (Tran-SET Project 17PPLSU07). Recruitment and retention of quality and highly valued employees at the professional level has become a problematic aspect that transportation agencies across the United States currently face. The state departments of transportation face challenges in addressing todayâs workforce issues such as recruiting and retaining quality employees. The differences regarding ideals, beliefs, and expectations between the aging STA employees who occupy managerial positions and newer generations of potential STA employees has been a primary concern. This study identified the existing workforce issues and institutional barriers that limit recruitment and retention of high quality employees. Additionally, this study reported best practices in recruiting, training, and retaining qualified employees at STAs from Region 6 (Arkansas, Louisiana, New Mexico, Oklahoma, and Texas) and developed workforce development education programs. After a
75 comprehensive literature review was conducted, interviews were conducted with 9 HR professionals at STAs and 1109 employee surveys were collected. Recruitment With regards to recruiting, STAs find it challenging to hire engineering technicians, equipment operators, surveyors, and inspectors as private firms offer more pay. To attract potential employees, STAs offer incentives such as bonuses, training programs, work-life balance, education assistance, and a plethora of health and retirement benefits that typically outmatch private firmsâ benefits. Arkansas DOT quantifies benefits offered along with salary to show the recruits that their total pay package is on par with private firms. Louisiana DOTD provides incoming recruits higher entrance salary, Oklahoma DOT provides annual bonuses, and Texas DOT provides special recognition compensation. Health benefits, retirement benefits, stable employment, vacation/leave benefits, professional/career development opportunities and appealing job description are the topmost factors that influence potential recruits to join STAs. The STAs share common approaches in recruiting qualified personnel. They use websites, social media, newspapers, magazines and participate in job fairs at various universities to recruit potential employees. However, Louisiana DOTD prefers only website and university recruitment, whereas NMSTA additionally uses âNow hiringâ banners across the state. This informs the research team to additionally investigate recruitment strategies used by private consultant firms to understand how STAs can effectively attract young talents. Retention With regards to retention, the positions of engineers and maintenance are subject to high turnover at Region 6 STAs. Better salary and promotion opportunities motivates employees to switch for private sector. To handle this, the major retention strategies used by STAs include offering competitive benefits (vacation leave, health-life insurance, retirement program with a match of funds from state), bonus, schedule flexibility, recognition programs, education assistance, professional development opportunities, and workplace diversity. Professional development opportunities such as technical skills training, management & leadership training, and skill development workshops are valued well by the STA employees. Additionally, Arkansas DOT provides performance-based pay, Louisiana DOTD rewards employees for their excellence through monetary and service awards, Oklahoma DOT and Texas DOT reward employees for longevity in the form of increased wages and bonuses. Better salary opportunities, improved retirement benefits, improved health benefits, vacation leave benefits and promotion opportunities are the factors identified that increase the likelihood of STA employees staying until retirement. STAs adopting such strategies can potentially retain more successfully than STAs where such options do not exist. Factors that influence current STA employees to leave for private sector firms include better salary, promotion, better working conditions, better health benefits, better retirement benefits, more challenging work, fewer responsibilities, and more flexible work schedule offered by the private firms. STAs currently have four generations of employees: Baby boomers (born between 1946 and 1964), Generation Xers (born between 1964 and 1980), Millennials (born between 1980 and 2000), and Generation Zer (2000-2015). This informs research team to adopt an inclusive approach to integrate the value systems of all groups in the retention strategies.
76 Recommendations STAs should consider having a public username that is attached to the person or organization that owns a social media account to advertise and recruit potential employees as well as to provide encouraging information to improve loyalty and retention of current employees. STAs should highlight the importance of working for a public transportation agency as it directly contributes toward improving the society. STAs should quantify value of benefits along with base salary to provide gross compensation information that is comparable with private firms. STAs should offer flexible work schedules that can provide better work-life balance to employees. STAs should develop formal processes for performance-based incentives system to avoid subjectivism/favoritism. STAs should improve working conditions and invoke managers to promote the culture and morale, which results in loyalty from current employees. Certified Public Infrastructure Inspector Job Analysis (American Public Works Association). To ensure compliance of construction work and materials as per plans and specifications, public infrastructure inspectors should be proficient at a variety of knowledge, skills, and abilities (KSAs). The certified public infrastructure inspector (CPII) program certifies inspectors to perform infrastructure construction inspections. It is essential that certification examination content be evaluated periodically to ensure that existing training content outlines continue to cover the KSAs required for competent practice in public infrastructure inspection. This job analysis study identified the core set of KSAs to be an infrastructure inspector, from which revised content outline for certified public infrastructure inspector (CPII) was developed. An adviser committee was appointed, and comprehensive literature search was conducted to recognize detailed list of KSAs performed by public infrastructure inspectors. The list was revised and further developed by the committee to create comprehensive list that represents competent practices of public infrastructure inspectors. Then, to identify the KSAs important for competent entry-level practice as per the perspectives of inspectors, a survey was created which had participation from 307 inspector participants. A total of 107 KSAs were identified which was then translated into CPII content outline. This indicates that successful performance at the CPII examination ensures good performance of critical KSAs as a public infrastructure inspector. It is important to develop the concept of the entry-level competent public infrastructure inspector in terms of level of education, training, and experience required to represent a competent public infrastructure inspector. The revised course outline from identified KSAs included Domain 1: Testing, Measurement, and Inspection ⢠Underground Construction ⢠At-Grade Construction ⢠Structural Construction ⢠General Construction Fundamentals Domain 2: Project Planning and Management ⢠Planning ⢠Management
77 Domain 3: Project Compliance and Documentation ⢠Compliance ⢠Documentation The inspectors should be able to inspect job site materials for compliance, read and utilize plans for construction methods, and verify and document QA/QC tests. The inspectors should be able to review shop drawings and submittals, verify contractors licenses and permits, estimate/measure quantities of construction material, coordinate with various agencies, review construction schedules, prepare change orders, record time and material work, create and review as-built plans, utilize software programs (e.g., Excel, CAD, Construction Management System), compute estimates of work completed and review payment to contractors, and have good communication skills. Therefore, is it important for this study and the research team to understand the CI core competencies to develop an effective course content outline for a CI inspector certification program. Construction Inspector Certification Program Job Analysis (American Public Works Association). To provide basis for the development of a professional construction inspector certification examination, this study performed a detailed analysis of job activities of construction inspectors (CI). A comprehensive background materials search was performed by studying job descriptions, performance appraisal instruments, training documents, job logs, and other construction inspector job related information to develop a survey of CI tasks. After the survey was developed by the research committee, it was sent to the CI job experts to understand the level of importance of the tasks related to the effective performance of construction inspection job. A total of 533 construction inspectors completed the survey and the results were analyzed. The decision to include task competencies in the certification based on percentage of time a CI typically spends on the task as well as importance of the task. A task is included in the certification outline only if at least 67% of the survey respondents performed the task, a task gets a mean rating of 3.5 or above, and respondents from all regional sub-groups rate it 3.5 or above. A total of 140 task statements were identified and certification outline was determined. This indicates that it is important for the research team to identify CI core competencies based on regional job tasks/responsibilities that may be different from region to region. A comprehensive understanding of CI tasks across all regions is important to develop a CI training program that can be implemented across the U.S. The certification outline should include Domain 1: Testing, Measurement, and Inspection ⢠Underground Construction ⢠At-Grade Construction ⢠Structural Construction ⢠General Construction Fundamentals Domain 2: Project Planning and Management ⢠Planning ⢠Management
78 Domain 3: Project Compliance and Documentation ⢠Compliance ⢠Documentation The inspectors should be able to inspect and ensure compliance for various such as utility systems, storm sewers, water systems, sanitary sewers, curb and gutters, paving, sidewalks and driveway approaches, restoration work, traffic striping, traffic signal installations, erosion control installations, bridges, forming systems, and reinforced concrete structures. The inspectors should have knowledge on regulatory agency permit requirements, and quality performance tests of various construction materials (asphalt, concrete, etc.), traffic maintenance operations through construction zones, and reviewing geotechnical reports. Construction Training for the Current and Next Generation of Technicians (KTC-11- 20/TA32-10-1F). Technicians are vital in success of a highway construction project. Training and developing qualified technicians for anticipated future needs is very important as well. This study reported future training needs of the technician workforce at Kentucky Transportation Cabinet (KYTC). Two surveys were developed: one for transportation technicians to investigate the available skills in the current technician workforce and second for section engineers to investigate workforce skills demand. A total of 125 technicians and 78 section engineers successfully completed the surveys. The training programs at KYTC cover most of the necessary knowledge and skills for transportation technicians, although it is important to develop cooperation with outside training agencies (e.g., NHI) To satisfy the future technician workforce demands, additional efforts to expand KYTCâs training opportunities is required in the following areas: ⢠Maintenance and Environment: Environmental Awareness, Roadway & Shoulder, Winter Operations, Roadside Maintenance, Bridge Maintenance, Fleet Management, Traffic Services and Safety, Drainage, Kentucky Erosion Prevention & Sediment Control â Roadway Inspector, Hazardous Material Awareness, Pesticide. ⢠Structure: Footings, Retaining Walls, Concrete Girders, Steel Girders & Connectors, Joints, Deck Smoothness, Post Tensioning, Bridge Coating Inspector, Forming & Falsework, Reinforcing Steel â Layout, Finishing & Curing Concrete, Precast Structures. ⢠Grading: Controlled blasting, Contour Grading, Excavation, Site Preparation, Embankment, Borrow, Compaction. ⢠Soil: Bulk Disturbed Sampling, Moisture-Density Relationship for Coarse Soils, Geotechnical Exploration, Sampling & In Situ Testing, Moisture-Density Relationship for Fine Soils. ⢠Concrete: Portland Cement Concrete (PCC) Pavement Field Testing, PCC Production & Quality Assurance Labs, KRMCA LEVEL II. ⢠Asphalt: Superpave Plant Technologist, Superpave Mix Design Technologist, Hot Mixed Asphalt Pavement Field Inspection, Warm-Mixed Asphalt. ⢠Aggregate: Documentation. The transportation technician training programs offered at KYTC are
79 ⢠Road Master program: Communications II, Developing Leadership Skills, Environmental Awareness, and Snow and Ice Removal. ⢠Road Scholar program: Basic Work Zone and Flagger Qualification, Drainage: The Key to Roads That Last, Low-Cost Roadway Safety Improvements, Managing People, Risk Management/Tort Liability, and Traffic Management through Signals, Signs and Markings. ⢠KY Erosion prevention & sediment control (KEPSC): KEPSC Inspector Qualification, KEPSC Inspector Requalification, KEPSC Roadway Inspectors, Storm water Pollution Prevention Plan Preparers Course, The Superpave Asphalt Qualification Program, Asphalt Paving Best Practices, Superpave Plant Technologist, and Superpave Mix Design Technologist. ⢠Kentucky Qualified Technicians and Laboratories program: Aggregate, Asphalt, Bridge Coating Inspection, Erosion control, Grading, Pavement markings inspector qualification, and Structures. ⢠Work zone qualification training program: Basic Work Zone and Flagger Qualification, Work Zone Traffic Control Technician Qualification, Work Zone Traffic Control Supervisor Qualification, and Basic Work Zone & Flagger Train-The-Trainer. To provide training to transportation technicians, several national and regional organizations across the country provide instructor-led and online training opportunities. They include: ⢠National Highway Institute (NHI) ⢠Transportation Curriculum Coordination Council (TCCC) ⢠The Mid-Atlantic Region Technician Certification Program (MARTCP): New Jersey, Pennsylvania, Delaware, Virginia, West Virginia, Maryland, and the District of Columbia and Federal Highway Administration. ⢠The Western Alliance for Quality Transportation Construction (WAQTC): Alaska, Colorado, Hawaii, Idaho, Montana, New Mexico, North Dakota, Oregon, Utah, and Washington, and the Western and Central Federal Lands Highway Divisions (WFLHD and CFLHD) of the Federal Highway Administration (FHWA). ⢠The Southeast Task Force for Technician Training and Qualification (SETFTTQ): Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, West Virginia. ⢠The North Central Multi-Regional Training and Certification Program (M-TRAC): Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, South Dakota, Texas, West Virginia, and Wisconsin. ⢠NorthEast Transportation Training and Certification Program (NETTCP): Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont. Arkansas DOT provides training through Center for Training Transportation Professionals (CTTP), Florida DOT through Transportationâs Construction Training Qualification Program (CTQP), Louisiana DOTD through various internal certifications, and Mississippi DOT through Certified Technician programs. The Kentucky Transportation Cabinet should improve training opportunities related to structures and maintenance and environment. The technicians most favorite training methods are on-the-job
80 and classroom hands-on training. The barriers that prevent technicians from participating in training programs are short validity of certification, schedule conflicts, and inability of training programs to help with promotions and salary increments. Therefore, it is important for the research team to focus on developing workforce strategies to provide increased opportunities of promotions and salary increases as a result of completing training and offer more on-the-job training opportunities for CIâs/technicians. NCHRP Synthesis 450: Forecasting Highway Construction Staffing Requirements. A successful highway construction project needs adequate number of qualified staff. This synthesis project identified factors that influence construction staffing levels required for future highway construction and highway construction staff forecasting tools currently being used at state transportation agencies. An online survey was distributed to all STAs (only 40 STAs participated) to collect data on staffing and site visits with few non-state transportation agencies were conducted. Additionally, a review of construction staffing policies and procedures was performed by searching websites of STAs. The important factors that increase the staffing requirement at most STAs are poor-quality plans, specifications, cost estimates and accelerated schedules. Changes orders due to design errors and omissions (at KYTC) resulted in increased staff requirements. The type of project delivery method also impacts the staff requirements at STAs. About 45% STAs participated in this study reported that designâbuild delivery method requires less construction staff, and 70% reported that PPP requires less construction staff. About 70% of STAs indicated that a decision to expedite a project increases construction staff requirement. The type of projects that needs high number of construction inspection staff are âreconstruction limited accessâ and ânew route.â Construction engineering and construction administration staffing requirements were increased by increased third-party coordination efforts. Construction inspection personnel requirements were supplemented by increased environmental mitigation requirements. It was identified that increased experience for construction inspectors and contractors reduced the amount of construction inspection personnel required. Most STAs (96%) participated in this study used consultant personnel for construction administration, engineering, and inspection roles, because of lack of quantity of in-house construction staff. Most STAs outsource construction staff to address staff shortages. Most STAs (88%) reported using consultants to perform construction staffing functions. Construction inspection is the most commonly outsourced function. Some STAs place existing in- house staff on overtime and reduce some of the inspection requirements. Some STAs (Colorado, Indiana, Iowa, Kansas, North Carolina, Oklahoma, and Utah) reorganize construction inspection and maintenance personnel into one group such that they can be used as and when required for various tasks. STAs (Michigan, North Carolina, North Dakota, Utah, Virginia, Texas and California) have formal methods or tools for estimating construction staffing needs. The formal tools range from simple heuristic models based on project type to complex forecasting models based on multi-variate regression analysis of historic project data. Some STAs have staffing metrics whereas other STAs do not have staffing metrics. Michigan DOT annually forecasts staffing in Excel spreadsheets based on estimated man hours requirements for all projects. North Carolina DOT uses a predeveloped tool based on duration and contract amount to forecast the construction inspection staff requirements. North Dakota DOT forecasts the staffing needs as per âConstruction Manpower
81 Planning Staff Standards.â Utah DOT uses a predeveloped macro enabled Microsoft Excel spreadsheet template that is integrated with Utah DOTâs electronic program management system to forecast staffing needs. Virginia DOT uses information such as project type, location, duration, and dollar value of project to estimate staff requirements. The Texas DOT estimates future projects staffing needs based on regression model that uses a stepwise regression analysis of historic project staffing needs. The North Carolina DOT and North Dakota DOT systems forecast staffing needs for a single project, Michigan DOT forecasts for one year and Utah, Texas, and California DOTs forecast at a more strategic level for several years. To develop a staff forecasting system, STAs should select a timeline they want to forecast the staffing needs. Framework for Development of Texas DOT Construction Inspector Training Program (FHWA/TX-16/0-6806-TTI-3) There is a shortage of construction inspectors at Texas DOT that resulted in hiring increased number of consultant construction inspectors. Regardless of the source of construction inspector workforce, the experience and expertise of inspectors has declined over the past several years. This report developed a framework to build relevant construction inspector training program that improves experience and knowledge level of highway construction inspectors at Texas DOT. Texas DOT has developed and deployed âInspector Development Program,â that has a number of courses, laboratories, and certifications available to Texas DOT inspection employees in the areas of soils, bases, hot mix asphalt and concrete. Texas DOT also developed several checklists for specification items to assist inspectors in the inspection process. The training programs offered by the national organizations are not uniform and disunited in numerous ways. The separation of requirements for sampling/testing technicians and construction inspection are not always clear. Training in sampling and testing should be a part of inspector training. The national training programs are based on national specifications and not individual state specifications. It is important to develop national programs based on individual state-specific requirements and specifications. The national programs include training in areas such as mathematics, plan and specification reading, surveying, and communications. The national programs recognize different levels of qualification and certification (through tests) and offer training via various modes such as online training, instructor lead training and hands-on training. Among all the national training available, AASHTO Transportation Curriculum Coordination Council Training (FHWA-NHI Courses) is comprehensive and provide a knowledge base as well as specific inspection topics for several construction operations. The inspector training programs at the most STAs require both training and testing to qualify for inspector position and concentrate mostly on asphalt, concrete, and bridge inspection. The Texas, Oregon, Colorado, and Pennsylvania DOTs have excellent training and certification programs for laboratory and field technicians in the areas of asphalt paving. Virginia DOT has a comprehensive program including trainee program, Guide, inspection manual and checklists. This report proposed creation of a âHighway Construction Inspectors Academy,â and development of three levels for construction inspectorâs designation. A possible fourth advanced-level designation can be added. The Highway Construction Inspectors Academy proposes to offer a two week intensive training on topics such as role and responsibility of the inspector, electronic tools
82 available to the inspector and technical subject matter (soils, bases, asphalt bound material, Portland cement bound materials, subgrade & bases, and structures). This training covers specifications, material properties, field inspection methods and practices, laboratory tests and quality control/assurance practices. The training is proposed to be offered via classroom instruction, field activities and hands-on experiences. The three levels of designations are Level I, Level II and Level III. Level I inspectors are entry- level inspectors with few months to a year on the job experience. It is mandatory for Level I inspectors to attend the academy training and pass the requirements to obtain Level I âInspector/Basicâ certification. A minimum of two years on the job experience with Level I certification will make an inspector candidate eligible for Level II designation. Level II inspectors are divided into specialty categories as listed below: ⢠Level II A: Earthwork and Landscape ⢠Level II B: Subgrade Treatment and Base ⢠Level II C: Surface Courses and Pavements ⢠Level II D: Structures ⢠Level II E: Miscellaneous Construction ⢠Level II F: Lighting, Signing, Marking and Signals ⢠Level II G: Maintenance The Highway construction inspectorâs academy should develop training programs for all Level II specialty categories. A minimum of five years on the job experience with Level I and all of Level II certifications will make an inspector candidate eligible for Level III designation. The Level III inspectors are more advanced-level inspectors with management and leadership experience. Georgia Department of Transportation: Training and Certification for Construction Inspectors (FHWA-GA-17-11-12) There is a decrease in the number of experienced highway construction inspectors, who contribute to the overall quality of the project. It is important for STAs to enable knowledge transfer between seasoned inspectors and new inspectors. This project reports best practices for highway construction inspection and developed cost-effective construction inspector training and certification web-based tool by creating a self-paced collection of instructional modules and certification exams. After a comprehensive review of construction inspector guidelines from several STAs, the project identified best practices which were then evaluated multiple times by experienced Georgia DOT construction inspectors. Based on the feedback from construction inspectors, the best practices were further improved. Several STAs (Pennsylvania, California, Washington, Virginia, Iowa, Utah) have created training and certification courses for construction inspectors whereas other states use resources from national organizations (NHI, ACI, etc.). Georgia DOT offers self-study programs for construction inspectors through Engineering Skills Development (ESD) department on various inspection topics ranging from basic plan reading to bridges and structures. Additionally, Georgia DOT offers other courses such as worksite erosion control supervisors (WECS), Georgia Soil and Water Conservation Commission (GSWCC) certification, pavement management, computer training and flagger certification.
83 Construction Inspector Best Practices The construction inspection best practices are identified and developed based on metrics such as cost of inspection, time of inspection, overall quality of inspection, consistency and repeatability of inspection, and use of automation/technology in the inspection process. The best practices are identified from 16 different sub-sections presented below: Asphalt Pavement: The inspector should organize a pre-paving meeting with project engineer, superintendent, paving foreman, materials testing technician, and plant QA/QC to discuss matters regarding relevant plans and specifications, traffic control, day plan for paving, project limits, material quality, equipment and safety. Further, the inspector should observe roadway preparation, handling of mix, traffic control and safety to inspect contractorâs equipment, material certifications, quantities, traffic control installations, and asphalt mix uniformity. The Inspector should inform the Office of Materials when that material will be available for sampling so it can be tested in a timely manner. The inspector should focus on surface preparation(cleaning, marking, patching, milling), tack coat application (application rate, corrections and control), prime coat application( preparation, bitumen application, curing, rolling, mix acceptance including weight tickets, temperature check and mix deficiencies), joint construction (longitudinal joints, transverse joints), rolling and finish pavement inspection. After completion of construction, the inspectors should complete documentation of all phases of the work. Base Course: The inspectors should visually inspect subgrade for potential deficiencies and failures, find surface irregularities (high spots, low spots, and corduroy effect), understand methods and materials used for repairs, and document location of defects Pavement Markings: The inspectors should thoroughly know guidelines for pavement markings, materials that will be used, estimated dates when striping will occur, markings thickness, striping quantities and other state requirements. Earthwork: For all earthwork related activities such as excavation and embankment, inspectors should ensure environmental controls are in place. The inspectors should further verify that areas are excavated as per plans, subgrade and typical sections are within specified tolerances, fill material has been tested and approved as per specifications and see if the material is disposed adequately. Portland Cement Concrete (PCC) Paving: The inspectors should see that the paving operations are producing results that meet specifications and plans. The inspectors should judge the quality of work that is performed by methods that meet specifications, offer assistance to contractors while supervising, read and interpret the materials test results, document and communicate updates to project manager on daily basis. Culverts: The inspector should note whether the materials are on the QPL and pipes have the correct mark inside them and ensure that the pipe joint and coupling material are thoroughly inspected by testing team. The inspector should review the plans and specifications, inspect the sites of all planned installations, and document the contractorâs submittal and Engineerâs approval.
84 Erosion Control: The inspector should ensure contractor applies erosion control measures properly, efficiently, and at the correct time. The inspector should pay close attention to permits before work begins on erosion control and sedimentation. The inspectors should ensure all materials used during construction meet regulatory requirements. Clearing and Grubbing: The inspector should ensure proper permits and authorizations are obtained before commencement of clearing and grubbing operations. The inspectors should be familiar with surrounding land, nearby environmentally sensitive areas (if any), plans, provisions, right-of-way agreements, and environmental protection regulations. Traffic Control: The inspectors should be familiar with worksite traffic control guidelines, temporary traffic control plans and specifications, traffic control zones, traffic interruption closures, restrictions and procedures, work zone speed limits, and work zone signs. Drainage: The inspector should thoroughly review drainage plans from concerned authorities to circumvent design and construction discrepancies. The inspectors should ensure plan grades correspond to the actual conditions, outflows are cleared and will not back up drainage onto the project, precautions are taken to safeguard environmentally sensitive areas and attain engineer approval for changes to the plan. The inspectors should keep an eye on backfill materials and their conformance to specifications. Surface Treatments: The inspector should thoroughly inspect asphaltic concrete application and aggregate applications. The inspectors should focus on application rate and rolling operations to ensure aggregate spread is even. The inspector must maintain a daily log of weather conditions, source of liquid asphalts, temperature of binder, any changes made to asphalt mix, rolling patterns, and any other events of significance. Curbs and Gutters: Then inspector should verify and document that width, length, and height meet field and slope conditions. The inspectors should ensure appropriate equipment are used, materials conform to specifications and the curbs and gutters are constructed as per plans. Utility Relocation: The inspector should be thoroughly aware of all utility agreements, plans, and relocation schedules. The inspector should record the times and dates of inspector visits, complete daily records of the status of the work performed and ensure construction does not conflict with other utility companiesâ facilities or highway construction items. Bridges: The inspector should check materials, material handling procedures, storage, and construction procedures. The inspectors should have knowledge on foundations, geotechnical reports, drilling operations, and steel construction. Roadside and Overhead Signs: The inspectors should have knowledge on installation of overhead sign structures, sign post and mounting hardware, temporary traffic control elements, changeable variable message signs, crash cushions, delineators, traffic signals control system / signals, intelligent transportation systems, structures for traffic control devices, highway lighting, traffic signal pedestal pole with foundation materials, and construction traffic signs.
85 Construction Inspector Training and Certification The potential construction inspector training methods that can be implemented are ⢠Live instructor : Instructor trains construction inspectors at training location ⢠Traveling instructor: Instructor travels to training location to train construction inspectors ⢠Webinar: Instructor broadcasts a live presentation ⢠Self-paced, web-based learning: Self-guided web-based construction inspection tutorials Self-paced web-based training method was chosen based on metrics such as cost of training, time required for training, overall quality, implementation strategy, and ease of updating information. Key knowledge from the identified best practices are presented in instructional tool to increase the potential for learning for new construction inspector employees. Experienced construction inspectors can be evaluated through an examination in the software to determine their level of competence in various areas of construction inspection. Indiana Department of Transportation: Inspection Priorities (FHWA/IN/JTRPâ2011/09; SPR-3400) The Indiana DOT has experienced an increase in their construction projects, but their construction personnel has either remained the same or diminished. This project studied current inspection practices to develop a risk-based inspection protocol to utilize available construction inspection resources efficiently. After a comprehensive search of construction inspection practices at various STAs, seventeen site visits were performed to identify inspection practices at Indiana DOT project via interviews. In addition, three sets of surveys to STAs, construction inspection consultants and Indiana DOT engineers were deployed to evaluate the inspection practices of Indiana DOT and compare the responses from Indiana DOT engineers and engineers with those of other STAs and consultants. After this, quantitative risk analysis was performed from which, an inspection protocol was developed to prioritize construction activities for inspection. The inspection practices are different across the STAs. Several of the STAs experienced reduction in their inspector personnel whereas the Ohio, Illinois, and North Carolina DOTs reported staff growth. None of the STAs had programs or procedures to determine number of inspectors for construction activities. Some STAs (Indiana, Texas) advised their maintenance workforce to perform construction inspection duties due to inspector shortages. The lack of experience and differing expertise of the maintenance workforce reduced efficiency of construction inspections. Most STAs use both in-house and outsourced construction inspectors. Majority of the participated STAs mentioned that they do not have a protocol for prioritizing the inspection of construction activities, whereas Nevada DOT has informal guidelines to prioritize inspection activities. The consultants and STAs responses are consistent. The Indiana DOT engineers participated in the survey reported that they tend to implement full inspection for certain high-risk activities and implement regular inspection for the other low-risk activities. Lack of training for new inspectors, limited overtime and the inefficient system for payment documentation were the main causes of inefficiency of Indiana DOT inspection practices. To effective handle the risk associated with reduced inspection resources, inspection activities protocol to decide whether an inspection should be performed, now, later, or never should be developed. The list of construction activities prioritized for inspection are listed in Table B.1.
86 Table B.1. Prioritization of Construction Activities High Priority Medium-High Medium Medium-Low Low Aggregate base courses Beam erection Barrier curb Cofferdam Clearing site Asphalt paving Pipe placement Blasting Electrical conduit and wiring Clearing siteâ bridge Bolting structural connections Subgrade treatment Concrete forms (structures) Fence Striping Concrete paving Drilled shafts Drainage ITSâfiber optic conduit and cable Driven piles Guardrail Excavation Landscape plantings Embankment Overhead sign structure Handling/removal of regulated waste Milling Placement of concrete in structures Painting steel Highway lighting (foundations and poles) Placement of lighting features Post-tensioning (prestressed structures) Traffic marking Installing soil erosion/sediment control items Seal coating Reinforcement steel in structures Sound wall panel placement Sheet piles Retaining walls Sound wall post placement Sidewalk Structure rehabilitation (repair concrete deck) Traffic controlâset up Traffic signals (foundations and poles) The prioritized construction activities list will help project managers to allocate limited inspection resources optimally when various construction activities are taking place simultaneously. Inspection for buried work (such as rebar installation, pipe replacement) should be done constantly as the defects will not be detected at later stages. For construction activities that require material testing, tests should be performed as needed. The potential defects will not be discovered later if a test is missed. In construction activities that involve high cost items (e.g., pile driving), full supervision must be allocated as any mistakes would result high financial loss. The project schedule is found to affect the level of inspection resources allocated to a project. Another important aspect that can improve inspection efficiency is reduction in documentation workload. This informs the research team to explore inspection activities prioritization protocol, training on developing schedules, reducing documentation workload in the Guide to effectively utilize the available inspection resources. Guidelines for Certification of Construction Project Inspectors and Contracting Officerâs Representatives (Bureau of Land Management) This document establishes guidelines regarding level of education, training, and work experience requirements of construction project inspectors (PI) and contracting officerâs representatives
87 (COR) at Bureau of Land Management (BLM). The projects at BLM are classified into four levels and requirements for PI/CORâs are set forth for each project level. Level I: Projects that are not complex and have minimal effect on public health or safety. Examples: Fences, landscaping, non-sewage irrigation systems, culverts 36 inches in diameter or less, catchments, signs, cattle guards (nonconcrete). The project inspector working for Level I projects will be designated as PI-I. Level II: Projects that are not complex and moderately affect public health or safety. Examples: Cattle guards (w/concrete), well drilling & equipping, local & resource functional class roads, vault toilets, guardrails, parking lots, boat ramps/docks, livestock/wildlife water systems, trails, utility lines (other than potable water & sanitary sewers), storm water systems, drainage structures with an open area that totals less than 35 square feet, kiosks, retaining walls 4 feet high or less, minor and low hazard dams, levees/berms, concrete sidewalks and flatwork. The project inspector working for Level II projects will be designated as PI-II. Level III: Projects that are complex and have a major impact on public health or safety. Examples: Arterial and Collector functional class roads, potable water systems, well plugging, septic/sanitary sewer systems, HVAC systems, major culverts (drainage structures with an open area that totals 35 square feet or greater), restrooms w/flush toilets or showers, well drilling & equipping, pre- engineered/modular buildings, electric systems, small low hazard dams, retaining walls 4 to 15 feet high, portable bridges (not a permanent installation), pedestrian bridges 30 feet & less in length, fish ladders, blasting, fire protection systems. The project inspector working for Level III projects will be designated as PI-III. Level IV: Projects that are highly complex and have substantial impact on public health or safety. Examples: Intermediate/Large and low/significant/high hazard dams, visitor contact stations and interpretive centers over 1,000 square feet, quarters (non-modular) buildings, fire guard stations with or without barracks, office complexes, retaining walls higher than 15 feet, vehicular bridges, pedestrian bridges greater than 30 feet in length. The project inspector working for Level IV projects will be designated as PI-IV. To be eligible as project inspectors, the candidates should meet the requirements shown in Table B.2. Table B.2. Construction Certification Requirements for BLM projects Level Education Training Experience PI-I High school diploma or equivalent 24 hours of Contract Administration for PI training 24 hours of OSHA Construction training 40 hours of Surveying fundamentals 24 hours of Interpreting Construction Drawings & Specifications Assist a PI for the duration of one construction contract
88 PI-II A two-year Associates degree in Civil /Architectural Engineering (or) completed the first two years of civil engineering studies at an accredited four-year university All PI-I training Training relevant to the type of project work to be performed. Assist a PI for the duration of two Level II, III or IV construction projects PI-III A two-year Associates degree in Civil /Architectural Engineering (or) completed the first two years of civil engineering studies at an accredited four-year university All PI-II training Successful completion of required project level training. Assist a PI for the duration of one Level III or IV construction contract and perform successfully as a Level II PI on three construction contracts PI-IV A two-year Associates degree in Civil /Architectural Engineering (or) completed the first two years of civil engineering studies at an accredited four-year university All PI-III training Successful completion of required project level training. Perform successfully as a Level III PI on three construction contracts In addition to the above requirements, the project inspectors above Level II should also attain training in the following topics as and when required as per project requirements. ⢠National Environmental Policy Act (NEPA) Process and Compliance ⢠Traffic Control Safety and Methods ⢠Quality Control/ Quality Assurance Processes: Sampling, Testing, Inspections, Specialist Consultation ⢠Contract Documentation: ⢠Time/Equipment, Shop Drawing Review, Submittal Review, Correspondence ⢠Cost Estimating ⢠Hazardous Materials - Spill Prevention Plans, Removal of Asbestos and Lead, Similar Materials ⢠Landscape Architecture Fundamentals ⢠Universal Accessibility (ADA) ⢠Fences ⢠Land Treatments (Spray, Seed, Etc.) ⢠Erosion Control Mats, Hydro Seeding, Mulch, Tackifiers ⢠Road Maintenance (Blade Surface, Pull Ditch, Brushing) ⢠In-Stream Culverts ⢠Water Well Drilling ⢠Well Plugging ⢠Livestock Water Systems ⢠Potable Water Systems ⢠Sanitary Disposal Systems ⢠Underground Utilities
89 ⢠Earthwork: Excavation/Embankment Methods, Soil Classification, Compaction, Sampling and Testing ⢠Asphalt and Seal Coat Inspection ⢠Geotextiles and Fabrics ⢠Retaining Walls ⢠Rock Anchors ⢠Blasting / Hydro Hammers, High Pressure Water Demolition ⢠Horizontal Drilling/ Jacking Sleeves/ Tunneling ⢠Dam Construction ⢠Reinforced Concrete Inspection (Precast and Cast in Place) NCHRP Synthesis 518: Staffing for Alternative Contracting Methods In addition to traditional design-bid-build (DBB) approach, state transportation agencies (STAs) across the U.S. are increasingly using alternative contracting methods (ACMs) such as designâ build (D-B), construction manager/general contractor (CM/GC), publicâprivate partnerships (P3), and other innovative techniques. However, the staffing needs, and organizational structure of the alternative contracting methods are not well understood by the STAs. This synthesis report identified the state-of-practice, staffing issues, and critical staffing needs (knowledge, skill sets, and experience) for ACMs. After a thorough content analysis of STA manuals, guidelines and templates, a web-based survey was administered and structured interviews with eight STAs were conducted. STA currently use a variety of organizational structures including decentralized, centralized, and combined structures to implement ACM projects. Georgia and North Carolina DOTs use centralized structure, Florida and Missouri DOTs use decentralized structure, and the California, Minnesota, Ohio, and Virginia DOTs use a combined structure. ACMs demand different skill sets, processes, management strategies, and coordination efforts from STA staff than regular DBB approach. STAs should hire staff with diverse backgrounds, collaborative skills, and an attitude of innovative problem-solving for ACM teams. The key knowledge and skillsets that are required for ACM staff include Leadership and ability to coordinate with other staff, risk identification and analysis skills, strong partnering and team- building skills, knowledge of project delivery and procurement procedure, ability to analyze constructability reviews, project phasing, and knowledge of construction contract administration. STAs often use ACMs for large projects. Out of the 46 STAs that participated in this study, 93% reported that they have authority to use D-B, 46% have authority to use P3 and 39% have authority to use CM/GC. Whereas three STAs (Oklahoma, Iowa, and North Carolina) do not have authority to use ACMs. At most STAs, ACM projects account for more than 10% of dollar volume in their construction programs. The STAs have their own staffing strategies for ACM projects. Indiana DOT uses a risk-based method of staffing, Connecticut DOT has formed a subject matter experts ACM group, Oregon DOT outsources staff for ACM projects, Utah DOT follows a combination of internal and external staff, North Carolina DOT has a specialized multidisciplinary group, and Georgia DOT has a separate advisory ACM unit. It is unclear whether ACMs need more or less staff when compared to traditional DBB approach.
90 Most STAs provide training to their ACM staff. Connecticut DOT developed ACM training programs and provides training to all staff members working on ACM projects. Caltrans provides pre-award and post-award D-B training to all staff members. Florida DOT created an Alternative Contracting Task Team and conducts annual workshops with Florida DOT personnel and consultants on ACM training needs. The Georgia DOT has a robust training program for both in- house and outsourced ACM project delivery teams and constantly update their ACM project delivery guidance documentation to improve their ACM teamâs performance. The Minnesota DOT has a well-developed set of ACM procedures and manuals. The North Carolina DOT uses more consultants than in-house staff on their ACM projects, and offers online videos and seminars to their ACM staff to further their skills. Ohio DOT relies on external consultants for ACM projects staffing. Ohio DOT does not offer any specialized training directed at ACM projects, but staff is encouraged to seek out training seminars and webinars from the National Highway Institute (NHI) or other similar organizations. The quality management staff at STAs typically participate in construction inspection of ACM projects. The construction inspection does not change much for ACM projects. Some STAs (Florida, Ohio, Virginia) use consultants for ACM projects inspection. The North Carolina DOT uses in-house staff for construction inspection of ACM projects. This informs that the research team should explore identifying construction inspection needs of ACMs and ideas for STAs to maintain inspection guidance documentation that can be of great help in the long-term. Restoring the Dignity of Work: Transforming the U.S. Workforce Development System into a World Leader (CII RT 335) There is acute shortage of skilled construction workforce since the past few decades. It is important to formulate workforce development strategies that includes recruitment, training, placement and retention of individuals. This report identified a series of short-term and long-term strategies to address current and future workforce issues of the construction industry. Short-term workforce development strategies: The young people in primary and secondary education system should be communicated about various career pathways (credentials, apprenticeship programs and work-based learning programs) ahead of them. A message emphasized on post-secondary success instead of single post-secondary opportunity (e.g., university admission) must reach the nationâs youth. A policy committed to equal dignity of all workers by recognizing craft professionalâs contribution to the society must be established. Work-based learning programs must be revived and recognized to equivalent apprenticeship programs. Appropriate tax incentives should be provided to firms who invest their employees in work-based learning programs and apprenticeship programs. The governments and businesses should make it a practice to engage more in workforce development programs. When awarding a contract, performance and involvement of a contractor in workforce development programs must be measured. This informs research team to pursue ways to recruit construction inspector candidates after secondary education system and develop relevant work-based learning programs. Long-term workforce development strategies: The current secondary education system should be redefined from college readiness preparation to career readiness. All high school graduates should be prepared to pursue a variety of post-
91 secondary opportunities, including career and technical education, work-based learning and higher education. The recruitment of underrepresented groups should be increased in career and technical education (CTE) through greater outreach and mentoring. The local and state governments should work toward creating regional workforce development boards that provides interface between regional school districts and industry to promote industry involvement and investment into workforce development programs. Louisianaâs Jump start program is a good example to this as it provides opportunities to high school students to attain industry valued credentials. Several other organizations in Germany, Switzerland, Austria can be taken as examples to develop collaborative relationships between government, education system, construction training providers and industry. The government should invest more in CTE by providing increased funding to CTE programs that are needed most by the industry. Training for Manufactured Construction Consortium (U.S. Department of Labor: Employment & Training Administration) The Training for Manufactured Construction (TRAMCON) program aimed to develop innovative curriculum, national credentialing system and career pathway for the manufactured construction workforce. The students who complete the TRAMCON program can enter the workforce with foundational skills into trades such as plumbing, carpentry, heating ventilating and air conditioning (HVAC), electrical systems, and production techniques. The instructors of TRAMCON program opined that it typically does not provide students with enough skills to be considered a specialist in any one trade. The TRAMCON program pathway is segmented into four distinct coursework blocks: Foundation, Basic, Advanced, and Supervisor. At the Foundation level, students should take National Center for Construction Education and Research (NCCER) core classes (basic safety, communication skills and introduction to construction drawing), Occupational Safety and Health Administration (OSHA) 10 and Manufacturing Skill Standards Council (MSSC) certified product technician classes. The students can then upgrade to Basic level by completing NCCER Manufactured Construction I (Carpentry I, Plumbing I, Cement finishing I & II, Masonry I & II, and Electrical Systems-partial) course and finishing 500 hours of on-the-job training. To attain advanced-level, students should finish NCCER Manufactured Construction II (Carpentry II, Plumbing II, HVAC I and Electrical Systems-partial) course and complete additional 500 hours of on-the-job training. To achieve Supervisor level, students are required to complete MSSC Green production course and OSHA 30. The curricula were developed to meet the needs of students, industry and universities offering these programs (four colleges in Florida). The curricula included virtual construction modeling technology, 3D simulations, and lab-based instruction to provide hands-on skills practice. The program was offered both during day and evening to accommodate both traditional students and incumbent workers who needed to attend classes outside of their standard working hours. The training was also offered at correctional institutions to incarcerated populations to prepare them for a career upon release. The students can enter and exit the program at any level depending on their career goals and progress. The students also get an opportunity to earn national industry recognized credentials from both the construction and manufacturing sectors. The training program is free for students with exception to the costs related to industry credentials certification.
92 The TRAMCON program hired program managers; retention, recruitment and completion coaches; and job placement specialists to meet the program goals. The program managers execute day to day activities of the program. The retention, recruitment and completion coaches are responsible for student recruitment and connecting them to student services. The job placement specialists should make students successful by preparing them for employment opportunities through offering resume writing workshops, etc. The job placement specialists should also work with industry employers to identify open positions. Through the progress of this program, the MSSC classes were considered difficult by the students and were considered irrelevant by the instructors. Whereas the NCCER courses were very well valued by students, instructors and employers. The TRAMCON program suffered challenges relating to on-the-job training as it is dependent on employersâ interest and capacity to accommodate students. The students liked hands-on training and on-the-job training than other instruction models. The initial recruitment at TRAMCON program was challenging as students did not know the potential of the program. Creating awareness about the programâs benefits to studentsâ career, career fairs, fliers and finding industry partners were some initial recruitment strategies. Word of mouth proved to be the most successful and impactful recruitment strategy. The student motives to join the TRAMCON program included free training opportunity, attaining national credential certification and job placement assistance. The retention strategies at the TRAMCON program included offering soft skills, employability skills training, basic education and skills training, and career preparedness support. The job placement staff assisted students in connecting them to employers and achieve jobs for all enrolled students. Construction Inspector Certification Program Course Catalog (2016) & Construction Inspector Qualification Plan (Colorado Department of Transportation) The Colorado Department of Transportation has construction inspector qualification plan (training programs) and construction inspector certification program. All construction inspectors (STA or consultant) must demonstrate proficiency by passing an exam and earning certification. Self-study manuals are available for beginning level inspectors in Basic Highway Math, Basic Highway Surveying, Basic Highway Plan Reading, and Excavation & Embankment inspection. The Colorado DOT requires inspectors to take instructor-led training courses in Basic Construction Surveying, Basic Materials, Asphalt Paving Inspection (offered through CAPA), Concrete Transportation Construction Inspection (offered through ACI), and Erosion Control and Drainage. Construction Training and Qualification Program (CTQP) (Florida Department of Transportation) The Florida DOT offers inspector training and certification in nine areas. They are aggregate, asphalt, concrete, earthwork, geotechnical, quality management, structures inspection, final estimates and maintenance of traffic. The different training courses offered through CTQP are: Qualified Sampler Technician, LBR Technician, Asphalt Paving Level 1, Asphalt Paving Level 2, Asphalt Plant Level 1, Asphalt Plant Level 2, Asphalt Mix Design, Final Estimates Level, Final Estimates Level 2, Florida DOT Concrete Field Inspector Specifications, Florida DOT Concrete Laboratory Inspectors Specifications, Concrete Batch Plant Operator, Earthwork Construction Inspection Level 1, Earthwork Construction Inspection Level 1, QC Manager, Pile Driving Inspection Training, and Drilled Shaft Inspection Training. The inspectors participating in these courses must pass the required examinations to attain the certifications.
93 Oregon DOT Inspection Certification Program & Construction Inspector Testing Process and FAQ (Oregon Department of Transportation) The Oregon DOT has an inspector certification program that provides training and resources for construction inspectors. The five construction inspection certifications offered by the Oregon DOT are Certified General Construction Inspector, Certified Bridge Construction Inspector, Certified Environmental Construction Inspector, Certified Drilled Shaft Inspector, Certified Asphalt Concrete Pavement Inspector and Certified Traffic Signal Inspector. All inspectors working on Oregon DOT projects should be certified in âCertified General Construction Inspectorâ and get certified in other domain specific certifications based on requirements. To become certified, inspectors are required to demonstrate minimum competency of inspection processes by passing an examination. Inspector certifications are valid for a 3 to 5-year period depending on the type of certification North Dakota Department of Transportation (NDDOT)., NDDOT Technical Certification Program (TCP) Certification Summary (2020) The NDDOT Technical Certification Program offers certifications aggregate testing, asphalt mix testing, soils field testing, concrete field testing, asphalt inspection and asphalt mix controller Certifications. To attain the certification, an individual should complete the required training and pass the required examinations. MnDOT Technical Certification Manual (Minnesota Department of Transportation) The MnDOT technical certification program offers technical certification programs for construction and/or materials testing and inspecting technicians. The training courses are developed and taught cooperatively by MnDOT and other associated agencies. To attain the certification, individuals should successfully complete classroom and laboratory training, written examination, and performance review. This program offers two levels of certification: Level I referred as âtesterâ and Level II referred as âinspector.â The training courses in aggregate production, bituminous plant, bituminous street, bridge construction, concrete field, concrete plant, concrete strength testing, and grading & base are offered appropriately for Level I and Level II.
