National Academies Press: OpenBook

Training and Certification of Construction Inspectors for Transportation Infrastructure (2023)

Chapter: APPENDIX H KEY FINDINGS FROM STA INTERVIEWS

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Suggested Citation:"APPENDIX H KEY FINDINGS FROM STA INTERVIEWS." National Academies of Sciences, Engineering, and Medicine. 2023. Training and Certification of Construction Inspectors for Transportation Infrastructure. Washington, DC: The National Academies Press. doi: 10.17226/26879.
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Suggested Citation:"APPENDIX H KEY FINDINGS FROM STA INTERVIEWS." National Academies of Sciences, Engineering, and Medicine. 2023. Training and Certification of Construction Inspectors for Transportation Infrastructure. Washington, DC: The National Academies Press. doi: 10.17226/26879.
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Suggested Citation:"APPENDIX H KEY FINDINGS FROM STA INTERVIEWS." National Academies of Sciences, Engineering, and Medicine. 2023. Training and Certification of Construction Inspectors for Transportation Infrastructure. Washington, DC: The National Academies Press. doi: 10.17226/26879.
×
Page 150
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Suggested Citation:"APPENDIX H KEY FINDINGS FROM STA INTERVIEWS." National Academies of Sciences, Engineering, and Medicine. 2023. Training and Certification of Construction Inspectors for Transportation Infrastructure. Washington, DC: The National Academies Press. doi: 10.17226/26879.
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148 APPENDIX H – KEY FINDINGS FROM STA INTERVIEWS This section documents the perspectives of STA personnel regarding issues related to training and certification, career development, lessons learned and future challenges of construction inspection programs across the nation at various STAs. An interview protocol specifically focused on STAs was developed based on the literature review, data from the survey questionnaire responses and internal discussions with the project team. The data collected from the survey questionnaire was used to identify STA representatives for qualitative interviews using the following criteria: • Novel or innovative practices related to construction inspection identified by the survey responses. • Form procedures identified for training and certification, career development and lessons learned; and • Willingness of the STA representatives to participate in an interview. Based on these criteria, 14 representatives from STAs across the U.S. were invited initially to participate in the qualitative interviews. Solicitation for participation occurred through emails. For each participant that was reached out, they were further asked to extend the invitation to other contacts within their STA that could be interested in the study. To date, based on the availability of STA staff, interviews with six participants were scheduled to be conducted via Zoom. The STAs that participated were Arizona, Arkansas, Idaho, and Tennessee. The research team later followed up with the participants to verify the data documented and to obtain any additional information as needed. Table H.1. shows the job titles of the STA interview participants. Table H.1. STA Interview Participant Information Title STA Materials Tennessee Technician Trainer Tennessee District Engineer Arkansas Materials Engineer Idaho Construction and Materials Engineer Idaho Construction Engineer Arizona The interview questions inquired STA perspectives on components that are working well and are required to be improved regarding construction inspector training, certification, development, career paths, certification, recertification, lessons learned and future challenges of construction inspection programs. The interviews were conducted in April and May of 2021, with each interview lasting approximately 60 minutes. To conduct the interviews, the following is the protocol used in this study: • Contact STA representatives to invite participation in the exploratory interviews. • Perform interviews with STA staff to identify the construction inspector training, certification and development related components that are working well and that are needed to be improved. • Collect relevant documents and reports related to STA specific inspector development programs. The interview questions were structured around three areas: 1) Training and Certification; 2) Inspector Development; 3) Lessons learned and future challenges. The following section summarizes the findings in a similar order from the six interviews.

149 Construction Inspection Level of inspection: The level of inspection describes the frequency and type of inspection that the STA expects for a given work type. The interviewed STA participants stated that the level of inspection is determined by the managing engineer (e.g., the resident engineer) or by a published standard guide. Materials testing is dictated by a testing frequency for a given material type. The number of inspections and tests needed for a project varies, but as the scope increases, more inspections are needed, resulting in more resources also being needed. All interviewed STAs indicated that they utilize consultant inspectors to varying degrees. The most common response was that consultant inspector use was determined by the STA district, and some districts may use more consultants than others. For alternative contracting methods (e.g., design– build and public–private partnerships), the inspection is typically managed by the design–build team or concessionaire for P3 projects. Training and Certification Training There was variation across the interviewed STA participants in how training was administered and managed. Three of the interviewed STAs used in-house personnel to administer the training. The fourth STA utilized a local university to administer the training. All six STA participants reported that training is a challenge due to turn over and shortages among in-house personnel and consultant inspectors. One STA participant identified a need for consultant inspectors for the training course. Their agency requires that certification classes be taught by resident engineers. This presented a challenge not only with the availability of the resident engineer to teach the class but also being available for follow-up at future dates when the inspector had additional questions. Resident engineers have many daily responsibilities and the addition of providing training and information to CIs adds to their workload. Certification and Recertification All six STA participants require consultant inspector personnel to receive the same training and certifications as in-house staff. Consistent training and requiring the same certifications for in- house and consultants helps STAs achieve better quality in the constructed infrastructure. One STA interviewed mentioned that they have an internal data system that track and manages the certifications for the entire STA. The system notifies individuals when their certifications are set to expire so that training and recertification can be scheduled prior to expiration. Additionally, they use this system to help manage the training programs for the STA for the upcoming year. The certifications held by CIs are tied into the AASHTO SiteManager system and if an individual has an expired certification, they are blocked from entering results related to that certification into SiteManager. Then, three of the other STAs interviewed reported that their certifications are managed at the district level or below. These states reported that resident engineers manage the certifications process for their staff, which also more responsibilities to the resident engineer’s workload.

150 Improvements to Training and Certification Four interviewed STAs mentioned the need to differentiate between training and certifications for new hires as opposed to re-certifications required for existing personnel. Differentiating the training and certifications/re-certifications would allow a more targeted and efficient training for both groups. Basic and construction training can be provided to new hires, while lesser training or “refresher” training can be offered to the experienced personnel. One STA interview participant also noted that it would be beneficial to train inspectors and engineers separately as the differences in skills can make it difficult for the training to be effective at all levels. One STA participant noted that their current training and certification schedule was determined by new hires and expiring certifications. They would like to get to a point where training schedules were based on upcoming work volumes and types across the project portfolio. Other STA participants noted using training and bootcamps that are held annually regardless of hiring and certification status. In addition, discussions around training and the COVID-19 pandemic took place in each interview. The interview participants noted at least a partial transition to online training due to COVID and indicated they wanted to continue some training in an online format in the future. Inspector Development Cross training of inspectors All interview participants reported that their goal is to train inspectors to be general inspectors rather than training inspectors in specialized areas (e.g., structures, grade and drain, pavements). The reason for this is primarily due to shortages among CIs and wanting to have people that can fill in as needed. Some districts have people that become experts in certain areas due to natural interests. One challenge noted with new inspectors is that due to shortages, individuals may find themselves inspecting work for which they have little training or background. This can lead to frustration because the individuals are not prepared for the work which can lead to turn over. Recruiting new and young inspectors All states reported that recruiting and retaining new inspectors is a major challenge at their agencies. This included both in-house and consultant inspectors. Younger generations are not as willing to work in the field due to weather conditions and long work schedules as other generations are. Many inspectors are later in their professional careers and STA participants noted that their retirees sometimes end up going to work for consultant firms. Training inspectors for new technologies All four STAs interviewed noted that their field personal were transitioning to using tablets instead of laptops for the field. Then, one STA participant noted that they have differences in technology adoptions across the generations in their workforce. More experience individuals may be turned off by technology or hesitant because of their inexperience with new technology and their proficiency with performing inspections using traditional methods whereas younger generations are often more comfortable with new technologies. STAs train inspectors to use the technologies and focuses more technologies on the CIs that are willing to use them. One state noted challenges related to interoperability between systems within construction and across the silos within their STA. For example, data systems were outdated, and the tablets used

151 in construction had difficulty accessing these data systems. Furthermore, because of the limitation of the tablets used by construction, designs completed in 3D have to be converted into 2D plans to be viewable on the tablets. This obviously leads to inefficiencies in the dissemination of the project data. Career path of inspectors Inspector career paths were noted as a challenge by two of the STA interview participants. Due to the job classifications within the state organization structure, newly hired CIs are not typically eligible for promotion until they have been with the agency for three to five years. This usually means that quality in-house inspectors are hired away by consultants who can offer more rapid career advancement and better pay. Future Challenges The common challenge discussed across all four STAs were related to the recruitment and retention of inspectors. This included in-house as well as consultant inspection. One state noted that when they advertised to hire construction inspectors in the past, they would receive 15-20 applications. Now they feel lucky when they receive two applications for an inspector position. There is currently only a small subset of individuals that are interested in working in construction and the STAs, consultants, and contractors are all competing for individuals from this dwindling pool. One state noted that the challenge associated with resource limitations around training. Given the training resource limitations and high turnover, what are the main things they need inspectors to know to effectively do their job? In addition, one state noted challenges associated with communication. This included across the project development process and across districts. For example, if there is a specification change, how can the change be efficiently communicated across the organization, so the inspectors are aware of the change? Lessons Learned Three of the participants noted that regional certifications for consultant inspectors would be beneficial for all parties involved. Maintaining multiple certifications for multiple states is time consuming and tedious for consultants. One participant stated that some of their consultants have a person or department that all they do is track and monitor the certifications for their inspectors. This makes it more difficult for consultants to provides inspectors when needed due to the complexities of managing the multiple certifications and the requirements to be currently certified to perform inspection responsibilities. Then, one of the participants noted that their STA made a conscious effort beginning ten years ago to rebuild their in-house CI capability. Prior to this change, their STA used third-party consultants for the majority of their inspections. The STA realized that using consultants was leading to a knowledge drain on the STA, so they were able to raise salaries for CIs to attract and retain quality individuals. This change has been a challenge as the participant mentioned, but it helps preserve institutional knowledge and capabilities internally to the STA.

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Construction inspectors (CIs) are the frontline workforce that ensures the work on transportation infrastructure projects meets the design and contract requirements and that the finished product meets or exceeds the quality standards.

The TRB National Cooperative Highway Research Program's NCHRP Web-Only Document 337: Training and Certification of Construction Inspectors for Transportation Infrastructure details the process for developing NCHRP Research Report 1027: Guide to Recruiting, Developing, and Retaining Construction Inspectors that presents a systematic process to establish and maintain the career development of CIs as an integral asset to the transportation infrastructure sector.

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