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Pages 122-147

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From page 122...
... 122 APPENDIX G – SUMMARY OF FOCUS GROUP DISCUSSION In April of 2021, three one-hour focus groups were conducted by the research team. Each focus group followed the focus area-specific protocol that was submitted, revised per panel comments and approved during the fall of 2020 and spring of 2021.
From page 123...
... 123 originally the inspector was someone that had been trained, worked for several years in a certain part of inspection and that's what they did. And now we've got a whole new class of people coming into the inspection fold that do not have any background in construction inspection and no training is made available to those folks.
From page 124...
... 124 [employment] status in [my STA]
From page 125...
... 125 entirety of the process. They only have to understand how does that test work, how does that lab work.
From page 126...
... 126 get them out there and they do a field evaluation, for our district trainers, then we know for sure, but we've decided that is going to be in everyone's best interest if we get them out there for these core competencies and they see something for eight hours a day. We're going to take them out of their office and put them down there for eight hours.
From page 127...
... 127 So, we've got to teach the way they learned. We have to teach what they do on the job.
From page 128...
... 128 talking about construction inspectors and how they get a virtual asphalt plant tour even when the local asphalt plant is closed down for the season. I think there are some really cool things out there that we could bring into this and up level what we're doing for construction inspectors.
From page 129...
... 129 construction inspections. So, there's kind of a natural career progression there that comes internally and that's been there for a while.
From page 130...
... 130 wiggle around just because we are state government, we do issue a nice benefits package. So, I don't think people are deterred as much by the pay scale as they are about the community eligibility.
From page 131...
... 131 struggled with as well. We've had the [online application system]
From page 132...
... 132 it's kind of getting them in at the ground level and then growing them. And then, as many other people said, we grow them and then they go to a contractor or consultant.
From page 133...
... 133 level of social distancing, that we felt comfortable with having students come in, but Internships are a great way. Again, I think a lot of this is just getting that messaging out that [construction]
From page 134...
... 134 our people to advance for those that choose to do so. We do also we also have a workforce development director who also looks a different program for us including recruiting events and second chance as well, so opportunities there.
From page 135...
... 135 Participant 6 - They talk about their professors, "you're taking that class, so you want to do this, you want to do that." That's how we got two of our rotational engineers, based on the person we brought with us [to the career fair]
From page 136...
... 136 something that we are working toward, as well as, education advancement opportunities. The pay is something that, I'm not sure how other docs are structured, but we are under the guidance of a department of Han Resources and sometimes it's hard to get past that pay level.
From page 137...
... 137 their areas and career advancement as well. So not only are you hired for what you're currently doing, but within the department as a whole, you do have a whole slew of other areas, as long as it makes sense to the transportation [division]
From page 138...
... 138 contractors being a state employer. We have found other ways to be creative in recruiting and retaining employees.
From page 139...
... 139 by putting together a research report to help us recruit, retain and engage with minorities and females in our department. And so, through those recommendations, that is what we're really hoping to focus on, the technical level and professional level as it relates to minorities and inclusion.
From page 140...
... 140 especially on [STA] project when you have folks that are all certified, but [have]
From page 141...
... 141 to where the state government have to say, ‘you've been doing this long enough. I'm not going to make you [recertify]
From page 142...
... 142 Participant 3 - Well, speaking of the training and qualifications. In the old days, I remember the STA used to train everybody.
From page 143...
... 143 covered, like I mentioned, we have to have minimum of 25 percent of all testing, sampling engineering, that the contract does on the job. Participant 4 – Ultimately, the decision maker is the owner, which in this case would be [STA]
From page 144...
... 144 rather work in the air conditioning than, out outside. Ands that's the biggest challenge.
From page 145...
... 145 have since retired and they continue to retire. So, and I'm not seeing new blood coming into the industry.
From page 146...
... 146 in the classes. The main thing is where do you find the answer?
From page 147...
... 147 disqualification for five years or something. So, that's I think that's important when you go down the road, is qualification versus certification, due to overall control of the system.

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