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

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58 CHAPTER 7. GUIDE DEVELOPMENT AND TESTING 7.1 Introduction This chapter presents how the Guide was developed and tested. The Guide development involved the development of a preliminary Guide outline (Task 3a) that was reviewed in the interim report by the NCHRP panel (Task 3b) and then the preparation of an Initial Guide (Task 4a) that was again reviewed by the NCHRP panel (Task 4b). The Guide was tested through four virtual vetting sessions with STAs and industry professionals. 7.2 Initial Draft of Guide After approval of the Interim Report and Phase II Workplan, the research team proceeded with drafting the initial CI Training and Certification Program Development Guide (CI Guide) based on the feedback and comments from the NCHRP Panel on the Analysis of Collected Data and Information Memo, the interim report, and the annotated outline of the proposed CI Guide. The function of the CI Guide begins with hiring and recruitment practices for STAs to consider for finding and encouraging qualified individuals to apply for CIs positions. Then, the CI Guide compiles and categorizes core competencies for the different work types inspected on transportation infrastructure projects. The core competencies will be aligned with the education and training strategies that a CI would need to perform construction inspection responsibilities so that gaps found in the CI knowledge base are addressed to improve the education and training needs for CIs. An additional focus is on the training and development components for conducting inspections using traditional and technology-based processes and tools. Qualifications and Certification programs are also compiled and aligned with the different inspected work types. Then, the certification programs are categorized by work type and the AASHTO region where the work occurs so that strategies and recommendations can be developed to create regional CI training and certifications. CI career development entails additional education/training, retention efforts, and recertification programs and strategies for STAs to consider. Figure 7-1 shows the initial framework for the Guide.

59 Figure 7-1. Initial CI Guide Framework 7.3 Draft Contents of the Guide The development of the Guide includes the information and data collected, the creation and review of the Guide drafts with review and feedback from the NCHRP panel, and four virtual vetting sessions to verify the contents of the Guide. The primary data collection focused on collecting data in the STA and consultant surveys. The interviews and focus groups provided additional evidence that supports the survey responses and the previous literature reviewed. The Guide addresses the objectives and answers the questions posed in each sub-objective. Components of the Guide include core competencies, education and training, qualifications and certification, and career development of CIs. The data and information collected in each of these components include the current status, gaps identified, and strategies or recommendations for STAs to consider improving their training, certification, and development of their CI workforce. Table 7-1 illustrates the conceptual layout of the Guide based on the project objectives.

60 Table 7-1. Initially Proposed Content of the CI Guide Ch. 1 Ch. 2 Ch. 3 Ch. 4 Ch. 5 Ch. 6 Project Objectives I nt ro du ct io n C or e C om pe te nc ie s f or C Is St ra te gi es to A ch ie ve C I C or e C om pe te nc ie s M ai nt ai ni ng Ef fe ct iv en es s o f C I T ra in in g an d C er tif ic at io n C I C ar ee r D ev el op m en t Im pl em en ta tio n Pa th w ay s 1) Identify and analyze gaps and needs for CIs in core competencies, education, training, and certification     2) Investigate and develop training strategies     3) Investigate and develop certification program strategies     4) Identify professional development opportunities for CIs      5) Determine strategies for recruiting and retaining a CI workforce      6) Investigate technology-specific core competency requirements      7.4 Final Guide Structure and Layout The Guide is written based on five chapters and follows the construction inspection flowchart shown in Figure 7-2. Chapter 1 provides the fundamental concepts of construction inspector training and certification and how to use the Guide. The remaining chapters focus on addressing the four paths of construction inspection workforce development: Inspector Need and Recruitment (Chapter 2), Core Competency Assessment (Chapter 3), Training and Certification (Chapter 4), and Retention and Career Development (Chapter 5).

61 Qualified: Hired or Promoted Inspector Continuing Education Training Needed? Proficiency Check Inspector Career Development Core Competencies Agency Training Proficiency Achieved? In-House Third-Party Training National/ Regional Certification College / University Programs Advancement Criteria Met? Construction Inspector Need Advanced-Level Inspector Roles & Responsibilities Field Experience YES Identify Gaps in KSAs Entry-Level Inspector Hire Candidate? Advance Position LevelYES Re- certification NO – Identify Gaps in KSAs NO – Identify Gaps in KSAs Position Level Needed? Evaluate Candidates: Education, Experience, Certification Intermediate- Level Inspector YES NO Unqualified: Not hired NO – Move to Career DevelopmentYES Training Options? Agency Certification/ Qualification Path I: Need and Recruitment (Chapter 2) Path II: Core Competency and KSA Assessment (Chapter 3) Path III: Training and Certification (Chapter 4) Path IV: Retention and Career Development (Chapter 5) Figure 7-2. Construction Inspector Development Flowchart For Path I, Inspector Need and Recruitment (Chapter 2), the process should include determining the number of inspectors needed, how long they will be required, and what knowledge, skills, and abilities (KSAs) and experience level candidates must possess. The decision also includes

62 identifying whether meeting the necessary demand requires hiring an internal agency or third-party consultant inspectors. For Path II, Core Competency Assessment (Chapter 3), the first step is to assess a construction inspector’s core competencies to find any gaps in the proficiency of KSAs that the inspector needs to perform their job responsibilities. The inspector’s education and experience are aligned and evaluated in the assessment against the construction inspection position’s specific responsibilities and required skillsets. For Path III, Training and Certification (Chapter 4), the training to provide is considered given the available resources. The training can be conducted internally through the STA or externally through transportation organizations (e.g., AASHTO TC3, National Highway Institute), technical schools, or college/university programs. Internal training includes STA-delivered classroom and virtual instructor-led training, on-the-job training, self-paced learning, internships, and mentoring programs. For Path IV, Retention and Career Development (Chapter 5), Once an inspector receives training and obtains certifications/qualifications, the process moves to retention and career development. Path IV follows Training and Certification and continues if an inspector meets the criteria for advancement and remains employed by an agency. An STA can also enter this path if they would like to apply retention and career development techniques to their construction inspector development process. 7.5 Guide Testing The objective of Task 5a is to conduct virtual vetting sessions of the draft Guide with STA personnel and industry professionals. As a first step in the vetting process, the revised Guide draft from Task 4b was provided to select STAs for review. Due to the unforeseen nature of the ongoing COVID-19 pandemic, a decision was made at the interim report meeting to conduct the in-person vetting workshop as virtual vetting sessions. Therefore, the research team conducted four virtual vetting sessions of the draft Guide with transportation agency staff and industry professionals that have experience as an inspector or in inspector training, certification, and development. The first vetting session included participants from the focus groups who noted that they would like to be included in the vetting sessions. The first vetting sessions included representatives of the following agencies: • Kentucky Transportation Cabinet • CTI Construction Testing and Inspection • Texas DOT • National Asphalt Paving Association (NAPA) • Vermont Agency of Transportation • South Carolina DOT • AASHTO TC3 / Former Iowa DOT • Maryland DOT/SHA • Montana DOT • Iowa DOT

63 • NYS DOT • Ohio DOT The second vetting session was conducted with the Colorado DOT. The third vetting session was conducted with the Vermont Agency of Transportation. The final vetting session was conducted with Kentucky Transportation Cabinet. The research team developed a project summary and agenda for each workshop that was sent to the participants (see Table 7-2). Each workshop involved multiple people from the agency in representing a cross section of stakeholders who would be potential Guide users. The Guide was sent to the participants to review prior to the vetting sessions. In some cases, participants brought comments to the workshop. In other cases, the participants provided verbal feedback, and the participating research team members took notes. Table 7-2. Proposed Vetting Session Agenda Time Topic Description 10 Minutes Opening Remarks and Introductions The research team introduces the project along with the goals of the session. Each participant will be a part of an icebreaker exercise along with introductions. 60 Minutes Overview of the Construction Inspector Training and Certification Guide The research team will present the CI Guide focusing on the construction inspector development flow chart and section 1.4 – How to use this Guide. The goal is that the participants understand the CI Guide philosophy and are aware of the important elements provided in the Guide. 10 Minutes Break 60 Minutes Breakout Sessions Breakout Session 1 – Recruitment and Retention Breakout Session 2 – Core Competency, Training, Certification After 30 minutes, the breakout sessions will swap so that every participant participates in both sessions. 30 Minutes Breakout sessions report out Each of the two sessions will report back to the entire group what was discussed and what revisions/improvements are needed. 10 Minutes Summary of Session Recap of session and participants provide feedback. Based on the critiques obtained, the general concept of the Guide was acceptable and judged useful to STAs. The format and layout of the Guide evolved and were improved based on comments from the workshops. The content of Chapters 1 and 3 became clear and concise through changes based on the critiques. The content of Chapters 4 and 5 was refined, and terminologies for certification and qualification strategies were revised. The final point of validation was through the NCHRP panel. The iterative testing process culminated in the final draft of the Guide being presented to the NCHRP panel for review and approval.

64 7.6 Conclusions This chapter describes the different steps involved in the Guide's development. It also provided the general layout for the Guide chapters. The research team performed several iterations before crafting an effective version of the Guide. The continual evaluation process of the Guide proved beneficial in refining the final product for the audience and validating the contents. There was a consensus on the Guide’s intent and content during the testing period, with continuous improvements as each test was conducted.