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

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24 CHAPTER 3. CORE COMPETENCIES 3.1 Introduction Core competencies are the knowledge, skills, and abilities (KSAs) that an individual needs to possess to perform work responsibilities successfully. Transportation CIs must possess specific KSAs to competently inspect various highway projects, including roadways, bridges, and structures. Their duties may include observing, measuring, testing, and documenting the work to ensure compliance with the contract plans and specifications. STAs and consultants cross train their CI workforce to perform inspections in all areas of transportation infrastructure construction projects. Therefore, it is common to expect CIs at STAs to be proficient in earthwork, at-grade construction, structures, and miscellaneous items such as lighting, guardrails, and coatings (APWA CPII Job Analysis, 2019; Cain et al., 2019). The level of proficiency varies depending on the inspection position level and a CI's education and training background. To ensure compliance with construction work and materials as per plans and specifications, transportation CIs should be proficient in various KSAs (APWA CPII Job Analysis, 2019). CIs should possess KSAs in testing, measurement, and inspection, planning and management of job site inspections, the process of compliance and documentation, and technical and soft skills (APWA CPII Job Analysis, 2019). Then, based on the AASHTO TC3 competency matrices, KSAs important for construction inspectors include the areas shown in Table 3-1. The level that each competency is known depends on the skill level that an inspector has, which ranges from: • Entry-level: New employee with little to no experience and performs responsibilities under the direct supervision • Intermediate-level: Understands and demonstrates skills in one or more areas and performs responsibilities under general supervision • Advanced-level: Understands and demonstrates specialized skills in a variety of tasks and performs specific responsibilities in limited areas or broad-based tasks with little to no daily supervision. Table 3-1. CI Core Competencies and Associated KSAs from the AASHTO TC3 Competency Matrix Competencies KSAs Basic Skills Reading, writing, mathematics, communication Thinking & Learning Skills Problem-solving, innovation, decision-making Personal Qualities Work habits, interpersonal skills, time management, ethics, flexibility, project management Working with Others Resource management, diversity, teamwork, partnering, leadership, managing changes Health & Safety Workplace safety Field Inspection Surface preparation, stockpiling, hauling, laydown, compaction, smoothness, survey verification, drainage systems, Soils Bulk disturbed sampling, moisture-density relationships, geotechnical sampling, documentation Aggregate and Bases Sampling, field testing, lab testing, mix design, documentation Asphalt Surface preparation, hauling, laydown, sampling, asphalt binder testing, compaction, smoothness, mix design, mix verification, documentation Concrete Surface preparation, concrete delivery, pavement machinery, steel placement, sampling, smoothness, mix design, mix verification, documentation

26 should have the necessary competencies before hiring, or the STA or consultant firm can train them in specific KSAs after being hired. Table 3-2. Common Responsibilities CIs Perform for Transportation Infrastructure Projects Common responsibilities STA Survey Consultant Survey Inspect on-site construction   Field material sampling, testing, and verification   Record inspection results   Inspect workmanship   Inspect source materials   Inspect plant operations   Laboratory testing of materials   3.3 Construction Inspectors’ Core Competencies CIs should also possess various technical and professional competencies to perform inspection responsibilities such as reviewing shop drawings and submittals, verifying contractors' licenses and permits, measuring quantities of various construction materials, communicating and coordinating with stakeholders, understanding and reviewing construction schedules, preparing change orders, record time and material work, create and review as-built plans, utilize software programs, and in some cases, review payment to contractors (APWA CPII Job Analysis, 2019; Wight et al. 2017). To support this literature, Table 3-3 outlines the competencies stated in the STA and consultant surveys that were found important for inspectors across the four competency areas of personal effectiveness, academic, workplace, and technical and construction inspections. Also, the competencies from the surveys are compared to the AASHTO TC3 competency matrix. All the core competencies can be categorized by the following groups: 1) personal effectiveness, 2) academic, 3) workplace, and 4) technical competencies. Academic competencies are the knowledge and skills learned in an academic setting, typically through K-12 schooling and higher education. Personal effectiveness competencies are the knowledge and skills that represent the personal attributes of a person. Workplace competencies represent the general knowledge and skills needed to perform basic work duties. Technical competencies are the specific knowledge and skills needed to perform construction inspection tasks. The respondents rated competencies and associated KSAs using a five-point Likert scale, where “1” indicated the KSA is not important and “5” indicated that the KSA is extremely important for CIs. Table 3-3. Core Competencies for CIs to Possess Competency STA Survey Consultant Survey AASHTO TC3 Matrix Ac ad em ic C om pe te nc ie s Reading comprehension    Written/oral communication  Critical/analytical thinking   Mathematics   Science  Computer skills 

27 Pe rs on al E ffe ct iv en es s C om pe te nc ie s Leadership   Adaptability/flexibility   Dependability/reliability   Initiative   Professionalism    Integrity    Interpersonal skills    W or kp la ce C om pe te nc ie s Problem-solving/decision-making    Safety    Following directions   Attention to detail   Planning and organizing    Teamwork    The focus group conducted with training personnel revealed that mathematics (e.g., basic math skills relevant to highway construction calculations such as stationing, volumes, quantities, and areas) is a core competency. This agrees with the findings from the STA survey that acknowledged mathematics as an important academic competency. Based on the information from the training personnel focus group, mathematics is one of the first skills that inspectors should possess as calculations are required to inspect and test grades, pavement materials, and structures. Furthermore, NCHRP Scan 15-01 supports this finding as it reports that many STAs require inspectors to have strong mathematical skills to complete inspection tasks. In addition, this resonates with AASHTO TC3 Competency Matrix as they mention the inspectors should be able to perform basic mathematical calculations to determine quantities for payments (Wight et al., 2017). Other competencies include knowledge of traffic and work zone safety, leadership, and coaching/mentoring other CIs. With on-the-job training (OJT), higher level CIs typically coach or mentor newer CIs. Therefore, coaching/mentoring should be a competency possessed by Competency STA Survey Consultant Survey AASHTO TC3 Matrix Te ch ni ca l C om pe te nc ie s Risk identification and analysis   Knowledge of project development process  Understanding project progress schedule   Experience in inspecting, testing materials, and documenting work    Knowledge of development, tracking, and reporting of performance measures  Knowledge of quality assurance principles    Knowledge of construction materials    Knowledge of construction means & methods    Ability to comprehend construction plans, specifications, and contract provisions    Understanding agency regulations, policies & procedures    Able to work with construction and inspection tools and technologies   

28 intermediate and managerial-level CIs. Leadership was noted as a competency that a CI needs to possess, especially for positions that manage other inspectors. These competencies, along with the information in Table 3-3, were used during Phase II to develop the CI Guide. 3.4 Core Competencies versus Different Inspection Position Levels Based on the CI position level, the importance of being proficient in core competencies varies, and proficiency should increase as an inspector advances in their career. Table 3-4 summarizes the importance of competencies (important denoted by “Yes” and not important denoted by “No”) associated with various inspection position levels. The STA and consultant surveys found that none of the four core competency areas (personal effectiveness, academic, workplace, technical, and inspection) were important for entry-level CI positions. However, entry-level positions require basic knowledge and understanding from high school and higher education. STAs and consultant firms can train inspectors for entry-level positions to gain proficiency in core competencies. At the intermediate-level, the STA survey showed that personal effectiveness, workplace, and technical competencies are important proficiencies, but academic competencies are not. The consultant survey showed comparable results, although personal effectiveness competencies are less important from the consultant's perspective. At the advanced-level, the STA and consultant survey showed that personal effectiveness, workplace, and technical competencies are important proficiencies for a managerial-level inspector. Academic competencies are less important than the other three competency areas for intermediate and advanced-level CIs. Table 3-4. Importance of Competencies at Different Inspection Position Levels Personal Effectiveness Academic Workplace Technical and Inspection STA Consultant STA Consultant STA Consultant STA Consultant Entry-level (< 2 yrs experience) No No No No No No No No Intermediate-level (2 to 5 yrs experience) Yes No No No Yes Yes Yes Yes Advanced-level (> 5 yrs experience) Yes Yes No No Yes Yes Yes Yes Both surveys noted that entry-level CIs do not necessarily require proficiency beyond basic knowledge and skills (e.g., mathematics, reading comprehension). STA and consultant interview participants mentioned that entry-level CIs receive training to obtain the necessary workplace, effectiveness, and technical skills. Furthermore, entry-level CIs receive on-the-job training and mentoring, which allows entry-level CIs to become proficient in inspection knowledge and skills while learning from experienced personnel. This resonates with Cain et al. (2017), which reported that entry-level inspectors need to have a basic understanding of construction and inspections and must be trained to be proficient with specific knowledge and skills to perform inspection responsibilities. At the intermediate-level, competencies for the workplace and technical competencies are important knowledge and skills to possess. CIs become proficient in these skills through training and experience, and as CIs gains this knowledge and experience, they can advance their careers to higher position levels. Training is key at the intermediate-level, but experience is also important. Moreover, personal effectiveness competencies may or may not be important at the intermediate-

29 level. Still, once an inspector advances toward an advanced or managerial inspection role, personal effectiveness skills become important, along with the workplace and technical competencies. This finding aligns with AASHTO TC3 Competency Matrix as Level III, and Level IV require inspectors to be able to recommend corrective measures and further actions, understand materials, methods, and equipment, and document as well as follow-up with involved stakeholders, which fall under workplace and technical competencies (AASHTO TC3, 2021). Recognizing the core competencies at distinct levels of CIs helps to understand the education and training requirements that inspectors may need to begin their careers and have opportunities for advancement. STAs should review training programs to see if the necessary core competencies are being effectively taught to CIs. 3.5 Understanding Important Levels of Core Competencies This section describes the resultant KSA level of importance for each competency category based on a five-point Likert scale, where “1” = Not Important; “2” = Slightly Important; “3” = Moderately Important; “4” = Very Important; and “5” = Extremely Important. Table 3-5 provides the breakdown and scoring of KSAs in the Academic Competencies category. Responses from STAs, consultant inspection firms and inspectors were above 3.0 except ‘Science.’ This indicated that all KSAs under the Academic Competencies category except ‘Science’ were rated between ‘important’ and ‘very important.’ However, this doesn’t mean that ‘Science’ is not important, but only that it was rated as the lowest of the Academic Competency KSAs. From a practical perspective, a rating of 2.8 or 2.9 out of 5 should still be considered ‘important,’ but the individuals surveyed view science as less important than the other Academic Competency KSAs. Consultant firm ratings were generally higher than STAs, with notable differences in ‘Written and Oral Communication’ and ‘Professional Registrations / Certifications.’ For CIs, ‘Computer Skills,’ ‘Math,’ and ‘Reading Comprehension’ rated highest at the entry-level. The perceived importance of KSAs in the Academic Competencies category increased from entry-level to advanced-level. While expected, the increase in the importance of Academic Competencies KSAs provides support for continuing education and training as a CI moves through the career development and promotion process. Table 3-5. KSA Level of Importance: Academic Competencies Agency/Consultant CI Level Knowledge, Skill and/or Ability STA Consultant Entry Intermediate Advanced Computer Skills 3.7 3.9 3.7 4.2 4.3 Science 2.8 2.9 3.0 3.6 3.8 Mathematics 3.8 3.8 3.7 4.0 4.4 Critical and Analytical Thinking 3.6 3.9 3.4 4.2 4.6 Reading Comprehension 4.0 4.0 4.1 4.5 4.7 Written and Oral Communication 3.8 4.0 NA NA NA Table 3-6 provides the breakdown and scoring of KSAs in the Technical Competencies category. Responses from STAs were above 3.0 except for ‘Knowledge of the project development process.’ For CIs, ‘Knowledge of Surveying and Working with Surveyors’ and ‘Experience in inspecting, testing materials, and documenting work’ were rated below 3.0 at the entry-level, but increased in

30 importance at the intermediate and advanced levels. As with Academic Competency KSAs, consultant firm ratings were generally higher than STAs, with notable differences in ‘Knowledge of quality assurance principles.’ When viewed in aggregate, STAs, Consultant firms and CIs rated ‘Understanding agency regulations, policies, and procedures,’ and ‘Comprehension of construction plans, specifications, and contract provisions’ as the highest importance. These two KSAs, and the ‘Ability to work with construction and inspection tools and technologies’ were reported to be the most important Technical Competency KSAs for CIs at the entry-level. As with the Academic Competencies category, Technical Competency KSAs increased from entry to advanced-level. The greatest increases from entry-level to the advanced-level were observed in the Experience in inspecting, testing materials, and documenting work’ and ‘Knowledge of quality assurance principles’ KSAs. The importance of these two KSAs increased by 1.5 and 1.6 points, respectively. Practically this means that ‘Experience in inspecting, testing materials, and documenting work’ and ‘Knowledge of quality assurance principles’ were considered less important at the entry-level, but were rated as ‘very important’ for advanced-level CIs. Table 3-6. KSA Level of Importance: Technical Competencies Agency/Consultant CI Level Knowledge, Skill and/or Ability STA Consultant Entry Intermediate Advanced Ability to work with construction and inspection tools and technologies 4.2 4.2 3.5 4.0 4.1 Understanding agency regulations, policies, and procedures 4.2 4.4 4.1 4.3 4.5 Comprehension of construction plans, specifications, and contract provisions 4.5 4.7 3.7 4.2 4.7 Knowledge of construction materials, means and methods 4.2 4.3 3.1 4.1 4.4 Knowledge of quality assurance principles 3.9 4.3 3.1 3.9 4.6 Knowledge of development, tracking, and reporting of performance measures 3.4 4.1 NA NA NA Knowledge of Surveying and Working with Surveyors NA NA 2.5 3.4 3.5 Experience in inspecting, testing materials, and documenting work 4.1 4.3 2.8 3.8 4.4 Understanding project progress schedules 3.3 3.6 NA NA NA Knowledge of the project development process 2.5 3.1 NA NA NA Risk identification and analysis 3.0 3.5 NA NA NA Table 3-7 includes the breakdown and rating of KSAs in the Personal Effectiveness Competencies category. Responses from STAs, Consultant firms and Inspectors were above 3.0, except for the CIs rating of 2.6 for ‘Leadership.’ This indicated that all KSAs under Personal Effectiveness were rated between ‘important’ and ‘very important’ for the entry-level inspectors. It stands to reason that ‘Leadership’ would be expected as a CI is promoted to higher position levels where supervision of personnel is likely required. STAs, Consultant firms, and CIs rated ‘Integrity’ as the most important Personal Effectiveness KSA. The perceived importance of ‘Integrity,’ ‘professionalism,’ ‘Initiative,’ and ‘Dependability and Reliability’ in the Personal Effectiveness category remained static or increased only slightly, while ‘Interpersonal Skills,’ ‘Adaptability and Flexibility,’ and ‘Leadership’ increase more dramatically from the entry-level to advanced-level.

31 It was noted that ‘Desire to Learn,’ while rated as important for all CI levels, CIs reported ‘Desire to Learn’ to be of higher importance at the entry than at the intermediate and advanced levels. Table 3-7. KSA Level of Importance: Personal Effectiveness Competencies Agency/Consultant CI Level KSA STA Consultant Entry Intermediate Advanced Interpersonal Skills 3.58 3.72 3.8 4.2 4.5 Integrity 4.46 4.74 4.5 4.5 4.7 Professionalism 4.06 4.28 4.2 4.4 4.5 Initiative 3.87 3.65 4.3 4.3 4.4 Dependability & Reliability 4.43 4.55 4.2 4.5 4.6 Adaptability & Flexibility 3.9 4 3.7 4.1 4.3 Desire to Learn 4 4.1 4.4 4.1 4.3 Written & Oral Communication Skills 3.77 4 NA NA NA Leadership 3.35 3.39 2.6 3.5 4.3 Table 3-8 provides the breakdown and rating of KSAs in the Workplace Competencies category. Responses from STAs, Consultant firms, and Inspectors were above 3.0. STAs and Consultant firms rated ‘Planning & organizing’ as important but the lowest rating of the Workplace competency KSAs. STAs, Consultant firms, and CIs rated ‘Safety focus and jobsite safety knowledge’ as the most important Workplace KSA. The perceived importance of ‘Attention to detail’ in the Workplace category increased slightly, while all other Workplace KSAs increased more dramatically from the entry-level to the advanced-level. Table 3-8. KSA Level of Importance: Workplace Competencies Agency/Consultant CI Level KSA STA Consultant Entry Intermediate Advanced Teamwork 3.98 4.23 3.7 4.1 4.4 Planning & organizing 3.5 3.84 3.1 3.7 4.2 Attention to detail 4.14 4.43 4 4.3 4.4 Following directions 4.14 4.33 3.2 4.1 4.6 Safety focus and jobsite safety knowledge 4.5 4.62 NA NA NA Problem-solving and decision-making 4.05 4.22 3.1 3.7 4.3 Table 3-9 shows the top five KSAs by rating for STAs and consultant firms. The CI ratings represent the average for entry, intermediate, and advanced-level CIs. For STAs and Consultant firms, the four most important KSAs, while in a slightly different order, were ‘Comprehension of construction plans, specifications, and contract provisions,’ ‘Safety focus and jobsite safety knowledge,’ ‘Integrity’ and ‘Dependability and Reliability.’ Table 3-9. Top 5 Construction Inspector Competencies by Respondent Category KSA Competency Category STA rating average Comprehension of construction plans, specifications, and contract provisions Technical 4.52

32 Safety focus and jobsite safety knowledge Workplace 4.50 Integrity Personal Effectiveness 4.46 Dependability & Reliability Personal Effectiveness 4.43 Understanding agency regulations, policies, and procedures Technical 4.21 KSA Competency Category Consultant firms rating average Integrity Personal Effectiveness 4.74 Comprehension of construction plans, specifications, and contract provisions Technical 4.66 Safety focus and jobsite safety knowledge Workplace 4.62 Dependability & Reliability Personal Effectiveness 4.55 Attention to detail Workplace 4.43 Table 3-10 provides CI KSA ratings for entry, intermediate, and advanced-level inspection positions. Notably, the Personal Effectiveness KSAs dominate the entry-level. Specifically, at the entry-level, ‘Integrity,’ ‘Desire to Learn,’ ‘Initiative,’ ‘Professionalism,’ and ‘Dependability and Reliability’ were rated higher than any Academic or Technical KSAs among entry-level CIs. However, responses revealed that as a CI progresses to higher levels, the Academic and Technical competencies garner higher ratings, with ‘Integrity’ remaining a constant on the top five KSAs regardless of the CI level. Table 3-10. Top 5 Construction Inspector Competencies by CI Level KSA Competency Category Entry-level Integrity Personal Effectiveness 4.50 Desire to Learn Personal Effectiveness 4.40 Initiative Personal Effectiveness 4.30 Professionalism Personal Effectiveness 4.20 Dependability & Reliability Personal Effectiveness 4.20 KSA Competency Category Intermediate-level Reading Comprehension Academic 4.50 Integrity Personal Effectiveness 4.50 Dependability & Reliability Personal Effectiveness 4.50 Professionalism Personal Effectiveness 4.40 Understanding agency regulations, policies, and procedures Technical 4.30 KSA Competency Category Advanced-level Reading Comprehension Academic 4.70 Comprehension of construction plans, specifications, and contract provisions Technical 4.70 Integrity Personal Effectiveness 4.70 Critical and Analytical Thinking Academic 4.60 Knowledge of quality assurance principles Technical 4.60

33 3.6 Conclusions This chapter presents the key findings related to core competencies for CIs. Transportation CIs are tasked with inspecting on-site construction and workmanship, testing materials, and documenting results. Other responsibilities include inspecting source materials and plant operations and verifying quantities for contractor payment. Core Competencies for in-house CIs • Personal effectiveness competencies: Integrity, dependability and reliability, professionalism, and adaptability and flexibility. • Academic competencies: Computer skills, reading comprehension, mathematics, and analytical thinking. • Workplace competencies: Safety focus and jobsite safety knowledge, and attention to detail. • Technical competencies: The ability to comprehend construction plans, specifications, and contract provisions; experience in inspecting, testing materials, and documenting work; and working with construction inspection tools and technologies. Core Competencies for consultant CIs • Personal effectiveness competencies: Integrity, dependability and reliability, professionalism, communication skills, and willingness to learn • Academic competencies: Professional registration and certification, and critical thinking and analytics • Workplace competencies: Safety focus and jobsite safety knowledge, attention to detail, following directions, teamwork, and problem-solving and decision-making • Technical competencies: The ability to comprehend construction plans, specifications, and contract provisions; understand agency regulations, policies, and procedures; knowledge of quality assurance principles; knowledge of materials and construction means and methods; ability to work with construction and inspection tools and technologies; and experience in inspecting, testing materials, and documenting work.

35 Additionally, the STA and consultant surveys showed that academic competencies are not as important as other competencies, meaning that CIs can be trained to gain the knowledge and skills to perform responsibilities depending on the position level and requirements set forth by the STA. Once trained, CIs gain experience that can offset higher education requirements. Yet, in the review of CI job postings found in the Rapid CI Review Summary deliverable, the education requirements for the STA or consultant firm may include holding an associate degree or bachelor’s degree in areas such as engineering science, construction technology, construction services, construction surveying, and civil engineering disciplines to be considered for a higher level position. The consultant interview participants mentioned that consultant firms typically have individuals pursuing four-year programs as interns before they are hired as inspectors. They are eventually provided career growth opportunities. Overall, the basis for CI education is high school; therefore, training for CIs should be based on this knowledge. Training should be varied as inspectors advance in their careers and gain new knowledge and skills. STAs should also consider internships for CIs to gain further education before potentially being hired full time. The STA survey also indicated that STAs typically rely on on-the-job training for CIs to gain core competencies to perform inspections. However, other methods are used as well. Figure 4-2 outlines the methods used by STAs to help CIs gain the necessary competencies to perform as an inspector of transportation infrastructure, along with the percentage of STAs using each method. Furthermore, the consultants participating in the interviews mentioned that OJT is an effective training method. It is also important to have classroom-based and self-paced virtual training opportunities to understand the knowledge needed to perform as a transportation CI. However, STA and consultant interview participants mentioned that it would be difficult for the inspectors to attend long-duration training sessions, especially while working on large and complex infrastructure projects. They indicated that self-paced learning opportunities allow the inspectors to obtain required training based on their work schedules. Supporting this finding, Marks and Teizer (2016) found that self-paced training for CIs would be beneficial in terms of cost of training, the time required for training, overall quality, implementation strategy, and ease of updating information.

41 attend without interfering with their primary work and responsibilities. They should also provide condensed and self-led training programs that reduce the time required to complete the training. Furthermore, previous literature (e.g., Marks and Teizer, 2016; Wight et al., 2017) supports the findings as they report that due to funding challenges and time availability, self-paced and web- based training environments can be productive avenues for CI training. The proposed CI Guide will consider these challenges and provide strategies for effective CI training methods. 4.5 Conclusions This chapter presents the key findings of education and training for CIs from the STA survey, a consultant survey, STA interviews, consultant interviews, and focus groups conducted with STA and consultant firms. The primary findings related to education and training for in-house and consultant CIs are as follows: Education and Training for in-house CIs • CI education requirements are similar across three in-house CI levels: entry, intermediate, and advanced. • STAs accept high school diplomas and GED/HiSET as a minimum requirement for CIs. • Core competencies gained through education, training, and experience increase as in-house CI advances in their career. For example, technical competencies are extremely important for managerial-level CIs, but these competencies for entry-level CIs are only moderately important, signifying that entry-level in-house CIs do not have to possess much knowledge as the STA will provide thorough training and provide opportunities to gain experience. • Training methods used by STAs for in-house CIs include on-the-job training, internal agency training programs, formal and informal mentoring, attending conferences/workshops, self-directed learning, third-party training programs, and communities of practice. • The methods frequently used to train in-house CIs include OJT, instructor-led in-person training, and hands-on applications. Virtual training has been used, and its use increased recently due to the COVID-19 pandemic. • Training materials are usually developed using experienced current or retired STA employees and partnerships with industry members, organizations, and consultants. • Most STAs are training in-house CIs to use inspection technologies. • Some STAs accommodate their in-house CIs that have learning disabilities. • Barriers preventing in-house CIs from attending training programs include training conflicts with work schedules, and a lack of staff and funds to organize and deliver the training. Education and Training for Consultant CIs • CI education and training requirements are similar across three consultant CI levels: Entry, intermediate-, and advanced levels. • Consultant firms typically require a high school graduate or GED/HiSET as a minimum requirement for consultant CIs. • The most frequently used consultant CIs education methods are informal on-job training and in-person training provided by a 3rd party.

42 • Core competencies gained through education, training, and experience increase as a consultant CI advances in their career. For example, technical and personal effectiveness competencies are extremely important for advanced-level consultant CIs, but these competencies for entry-level consultant CIs are only moderately important, signifying that entry-level consultant CIs do not have to possess extensive knowledge as that will be gained through training and experience. • The methods frequently used by consultants for training consultant CIs include informal and formal on-the-job training, mentoring programs, and in-person training provided by a third-party. • While most consultant CI training takes place in person, consultants also use virtual learning and training. • Consultant firms are training their CIs in the use of inspection technologies. • Consultant firms accommodate CIs with learning disabilities. • The common barriers that may prevent consultant CIs from participating in a training program are schedule conflicts with work schedule, training requires too much time to complete, lack of staff to plan and organize training, and a lack of funding to receive the training.