NCHRP Project 23-05: Guidance for Training and Certification of Construction Inspectors - PowerPoint Presentation

1. NCHRP Project 23-05: Guidance for Training and Certification of Construction Inspectors for Transportation InfrastructureDissemination Presentation forNCHRP Research Report 1027: Guide to Recruiting, Developing, and Retaining Transportation Infrastructure Construction InspectorsThe National Cooperative Highway Research Program (NCHRP) is sponsored by the individual state departments of transportation of the American Association of State Highway and Transportation Officials. NCHRP is administered by the Transportation Research Board (TRB), part of the National Academies of Sciences, Engineering, and Medicine, under a cooperative agreement with the Federal Highway Administration (FHWA).  Any opinions and conclusions expressed or implied in resulting research products are those of the individuals and organizations who performed the research and are not necessarily those of TRB; the National Academies of Sciences, Engineering, and Medicine; the FHWA; or NCHRP sponsors.

2. Agenda2

3. Project OverviewNCHRP Project 23-05: Guidance for Training and Certification of Construction Inspectors for Transportation InfrastructureResearch needs statement developed and sponsored by the AASHTO CoCMore information available at: https://apps.trb.org/cmsfeed/TRBNetProjectDisplay.asp?ProjectID=4786 Goal: Create guidance for State DOTs and their industry partners to develop and maintain CI training and certification programsProject Duration: August 2020 to July 20223

4. Project OverviewProject Objectives:Identify and analyze gaps and needs for CIs in core competencies, and formal and informal educationInvestigate and develop training strategies to meet the needs of the CI workforceInvestigate and develop strategies for certification programs that are transferable across multiple state DOTsIdentify professional development opportunities for CIs to further their core competencies and changing inspection requirementsDetermine strategies for recruiting and retaining a CI workforceInvestigate competencies needed for CIs to perform inspections using technologies4

5. 5MethodologyPhase I – Data Collection Task 1: Create Data and Information Collection PlanTask 2: Collect and Analyze Data and InformationTask 3: Produce Phase I DeliverablesPhase II – Guide DevelopmentTask 4: Create CI Training and Certification Program Development GuidebookTask 5: Vet CI Guidebook with Industry ProfessionalsTask 6: Create Final DeliverablesTask 7: Finalize Deliverables and Disseminate Results

6. Phase I: Data CollectionRapid Desk ScanExtensive literature review and annotated bibliographySTA Survey: 57 responses from 46 DOTsConsultant Survey: 30 responses from 26 consultant inspection firmsSTA Interviews: Conducted 6Consultant Interviews: Conducted 7Three Focus Groups1: Human resources staff from STAs 2: Construction inspector trainers from STAs and construction organizations3: Third-party consultant inspectors6

7. Phase II: Guide DevelopmentFirst draft of Guide Created and provided to NCHRP Panel for reviewRevised based on initial feedbackSecond draft of Guide Four virtual vetting sessions were conductedGroup of industry professionals that also participated in the focus groupsColorado DOTVermont Agency of TransportationKentucky Transportation CabinetThird draft of Guide Revised based on vetting feedbackSubmitted to NCHRP Panel for ReviewFinal draft of GuideRevised based on final comments received from NCHRP Panel7

8. Transportation Construction Inspector DevelopmentIntroductionNeed and RecruitmentCore Competencies and KSA AssessmentTraining and CertificationRetention and Career Development8

9. CH 1. IntroductionProvides overview of the projectExpresses the reasons this research is neededProvides a quick summary of Guide developmentSection 1.3 provides information on how to use the Guide, either as a whole or as individual chapters or sections9

10. Chapter 2: Needs Assessment and Recruitment10

11. CH 2. Recruiting Construction Inspectors11Approaches used by STAs to address in-house CI shortagesIdentify Need Quantity of inspectors needed based on workloadIdentify inspection skillsets needed based on workloadEvaluate education, experience, and certificationsHigh school/higher educationConstruction experienceInspection experienceSTA certificationsConstruction organization certificationsDetermine inspection position typeFull-timeSeasonal3rd Party ConsultantDetermine inspection position levelEntryIntermediateAdvanced

12. CH. 2 Types of Construction Inspection PositionsEntry-level construction inspector (0-3 yrs experience): A new employee with little to no previous experience in construction inspection and performs responsibilities under direct supervision.Intermediate-level construction inspector (4-8 yrs experience): Employee that demonstrates competency in skills in one or more areas of the entry-level, and performs inspection responsibilities under general supervision. Advanced-level construction inspector (8+ yrs experience) : Understands and demonstrates proficiency in skills in a variety of responsibilities and performs specialized tasks with little to no supervision. Advanced-level inspectors can also be supervisors.12

13. CH. 2 Education, Experience, and Certification MatrixExample Education, Experience, and Certification MatrixUseful for evaluating candidates applying construction inspection positionsMay be adapted to match the STAs operations13Education requirements for CIsData from STA and Consultant Surveys

14. CH 2: Recruitment StrategiesRecruitment strategies to attract quality candidates for construction inspection positions14Recruitment StrategyDescriptionAppealing job positionOffering construction inspection positions that are appealing to a large audience. Highlighting the ability to work outside, with technologies, and on important infrastructure projects that improve our community and society.Education support/tuition reimbursementProviding benefits to offset the costs for external continuing education, training, and certification of construction inspectors.Health benefitsProviding affordable healthcare to employees, including medical, dental, vision, and mental health benefits.Paid time offProviding time for employees to take paid time off from work. Includes paid time off for vacation and leave purposes.Promotion opportunitiesShow potential candidates that construction inspection is a career. Offering the potential to advance to higher construction inspection positions shows that career paths are available for inspectors.Retirement benefitsProviding comprehensive retirement packages that set up employees to live comfortably once they retire from the STA.Simple application processProvide an application process that is streamlined and easy for any candidate to complete, and the hiring process is completed in a timely manner.Stable employmentTransportation agencies typically are not susceptible to economic changes, making working for the STA more stable than working for a private sector construction firm.Service to communities and society Promote the importance of working for a state agency that provides services for improving communities and the surrounding societies. Providing a sense of purpose tends to draw in younger workers who focus on making a difference in their careers to the community and society. Data from STA and Consultant Surveys

15. CH 2. Measuring STA Recruitment ProgramsPerformance Indicators for construction inspector recruitment programsExample targets providedAdapt targets to match STA operations15Key Performance IndicatorDescriptionExample TargetApplicants received per advertised positionThe total number of applicants per position that can be compared across advertised construction inspection positions20 candidates applied for the advertised construction inspection positionConversion rateTotal number or percentage of accepted positions compared to offers letters sentAt least 80% of candidates that receive an offer letter accept the inspection positionInterns hired annuallyTotal number of interns hired each yearHiring the same number of interns annuallyIntern conversion rateTotal number or percentage of interns accepting positions compared to offer letters sentAt least 80% of interns who receive a full-time offer letter accept the inspection positionNew full-time hires annuallyTotal number of full-time construction inspectors hired each year and comparing annual resultsHiring the same number of new hires annually New seasonal hires annuallyTotal number of seasonal construction inspectors hired each year and comparing annual resultsHiring similar new hires each year or decrease in hiring each year (reflective of retention efforts of the STA)Outside sources used per advertised positionTotal number of outside sources (job boards, job fairs, etc.) used to find applicantsUsing at least five outside sources to advertise open construction inspection positionsPlanned inspector need vs. actual inspectors hiredComparing the number of inspectors needed to the actual number of inspectors hiredAt least 80% of advertised positions are filled annuallyPromoted inspectors annuallyTotal number of internal construction inspectors promoted to new positions20% of inspectors with at least one year of experience with the STA receive a promotion annually

16. CH 2. SummaryIdentify the need for inspectors based on current workforce size and skillsets and the scope and size of forecasted transportation construction work. Advertise open construction inspection positions and implement recruitment strategies to find quality candidates. Evaluate applications for relevant education, experience, and alignment with the skillsets needed to perform construction inspection responsibilities. Provide qualified candidates with an employment opportunity and place them in a full-time or seasonal position at either the entry-, intermediate-, or advanced-level construction inspection. Consider hiring third-party consultant inspection firms to meet the construction inspection need of the STA.16

17. Chapter 3: Core Competencies and KSA Assessment17

18. CH 3: Core Competencies and KSA Assessment Common Construction Inspector ResponsibilitiesMore responsibilities become important as an inspector advances in position18ResponsibilitiesEntry IntermediateAdvancedCoordinating field activities to ensure adherence to plans and specifications   Documenting payment quantities   Ensuring contract requirements and project compliance   Ensuring shop drawings are accurate and approved   Monitoring corrective actions taking place for identified issues   Measuring and recording material quantities   Notifying the project management team when issues arise   Performing surveying assignments   Performing tests for specification compliance   Providing potential solutions to inspection issues   Reviewing quantities for payment applications   Sampling and testing of materials in the field   Sampling and testing of materials in a laboratory   Supervising surveying crew   Understanding contract requirements and project objectives   Verifying and documenting as-built conditions of the work   Verifying contractor workmanship for contract compliance   Working various hours and schedules as required   KEY: 100-75% of STAs responded that this is an important responsibility   74-50% of STAs responded that this is an important responsibility    49-25% of STAs responded that this is an important responsibility   24-0% of STAs responded that this is an important responsibility

19. CH 3: Academic Competencies Knowledge, Skills, and Abilities (KSAs) learned in an educational setting, typically through K-12 schooling and higher education19 KSADefinitionAcademic CompetenciesComputer Skills/Digital LiteracyAble to use required technologies or computer-related tools and applicationsCritical & Analytical ThinkingAnalyze, evaluate, question, and interpret informationBasic MathPerform basic calculations using mathematical principles such as arithmetic and algebraAdvanced MathPerform more complex calculations using mathematical principles such as geometry and trigonometryReading/LiteracyUnderstand and interpret written information presented in work-related documentsScienceApply scientific rules and methods to conduct tests and solve problemsWritten CommunicationClearly communicate important information to others in writingOral CommunicationClearly communicate important information to others through verbal discussions

20. CH 3: Technical Competencies Specific KSAs needed to perform construction inspection tasks20 KSADefinitionTechnical CompetenciesContract RequirementsAble to understand contract requirements associated with the work and the requisite experience with the work to be an effective inspector Tools & TechnologiesAble to use appropriate tools and technology to perform and record the work, including cameras, videos, tablets, and smart applicationsInspecting & TestingAble to inspect, test materials, and document workConstruction MaterialsAble to identify and manage work associated with materials (e.g., compile existing sign inventory, guard rail inventory, materials designated for salvage, materials designated for reuse, materials found on a project for use)Construction Means & MethodsKnowledge of construction materials, means, and methods and able to apply knowledge when inspectingPlans & SpecificationsAble to understand and use the project plans and specifications for inspectionsPerformance MeasuresKnowledge and application of developing, tracking, and reporting performance measuresQuality Control/Quality AssuranceKnowledge of quality control and quality assurance principlesRiskKnowledge of risk identification and analysisSurveyingKnowledge of surveying and working with surveyorsSafetyKnowledge of construction safety and the ability to recognize unsafe situations at the job siteProject DevelopmentKnowledge of the project development processRegulations, Policies, & ProceduresUnderstanding and applying agency regulations, policies, and proceduresConstruction SchedulingUnderstanding project master schedule and progress schedulesVerificationAble to perform and verify project controls, alignment, layout, and beam profiles using appropriate tools and technology (e.g., total station, GPS, LiDAR, RTK)

21. CH 3: Personal Effectiveness Competencies KSAs that represent an individual's personal attributes21 KSADefinitionPersonal Effectiveness CompetenciesAdaptability & FlexibilityExhibit the capacity to adapt to changing conditions on a project effectivelyDependability & ReliabilityExhibit the traits of being responsible and accountable at workDesire to LearnDemonstrate the willingness to learn new information for performing inspections and problem solving and decision makingInitiativeExhibit the willingness to workIntegrityTo be honest and respectful of othersInterpersonal SkillsDemonstrate skills to work with others from various backgrounds and the ability to work through issues and conflicts efficientlyLeadershipInfluence and guide others to improve efforts and achieve goalsProfessionalismDemonstrate adherence to the accepted code of conduct for the job

22. CH 3: Workplace Competencies General KSAs to perform essential work duties22 KSADefinitionWorkplace CompetenciesAttention to DetailMeticulously perform inspection tasksBuilding RelationshipsDevelop and maintain collaborative relationships within the agency and with external organizations that can provide assistance and supportCheck, Examine, & Record DataTranscribe, record, and maintain information/data in written or electronic formatExpectation FocusSetting goals and achieving desired outcomesFollowing DirectionsPerform work diligently based on the instruction and management providedPlanning & OrganizingUse logical and systematic processes to achieve goals; Prioritize workload to ensure meeting of deadlinesProblem Solving & Decision MakingAble to identify the cause and effect of problems. Analyze existing information to develop appropriate and sound decisions/solutionsTeamworkDemonstrate skills to work efficiently as a team and be aware of others

23. CH 3. Core Competency and Responsibility MatrixFor Entry-level Inspection Positions23

24. CH 3. Core Competency and Responsibility MatrixFor Intermediate-level Inspection Positions24

25. CH 3. Core Competency and Responsibility MatrixFor Advanced-level Inspection Positions25

26. CH 3. SummaryDetermine the roles and responsibilities for all construction inspection positions. Determine the core competency and associated KSAs an inspector needs to be proficient in to perform the associated responsibilities. Align inspection position responsibilities with core competency KSAs.Consider the skills and knowledge an inspector will need to perform responsibilities using technologies. Each inspector should be provided necessary training based on the core competency assessment and identifying gaps in KSAs that an inspector needs. 26

27. Chapter 4: Training and Certification27

28. CH 4. Training MethodsTraining methods used for learning various core competencies28Training MethodCompetencyAcademicTechnicalPersonal EffectivenessWorkplaceInstructor-led in-person training✓✓✓ ✓3rd Party instructor-led in-person training ✓✓✓ ✓Instructor-led online training✓✓✓ ✓✓3rd Party instructor-led online training✓✓✓ ✓✓Instructor-led hands-on applications✓✓✓✓✓OJT ✓✓✓Mentoring ✓✓✓Self-paced learning✓✓✓ ✓✓KEY:     ✓ = Recommended    ✓✓ = Highly recommended    Data from STA and Consultant SurveysFrequency of using various training methods

29. Barriers to training inspectors and strategies to overcome the barriersCH 4. Strategies to Address Training Barriers29BarrierDescriptionStrategiesScheduling conflictsUnable to attend training due to travel and limited availability due to work responsibilitiesProvide condensed, just-in-time training sessions at easily accessible locations and self-paced learning to reduce the time required to complete the training. Deliver instructor-led virtual training in the evenings and on weekends. Use downtimes and non-construction periods for training. Lack of staff resourcesLimited resources to develop and deliver trainingUtilize self-paced learning. Use instructor-led virtual training that can be provided to many inspectors simultaneously with limited staff. Schedule annual boot camps when staff is available (e.g., non-construction season). Use retirees as SMEs to develop and deliver materials. Lack of fundingLack of funding to cover training costs for inspectors. Training budgets at STAs are less today than in the past.Provide training online to reduce the costs and time to attend the training. Provide practical tools and materials for self-paced learning. Lack of time to plan and organize training Limited time available to organize and plan training programs and eventsProvide condensed and self-paced training programs that reduce the time required to organize and plan the training. Use of boot camps that take place at the same time annually to reduce planning and organizing Lack of accessible training locationsLack of accessible and useful training centers and locationsPartner with local training centers and higher education programs. Use of instructor-led virtual training that is provided evenings and weekends. Use downtimes and non-construction periods for training requiring travel, and STA covers travel costs. Low interest or enrollmentVery few inspectors show interest or enroll in trainingRequire training for inspectors rather than relying on them to attend. Provide incentives and clear progression possibilities to entice attending training that is not required. Clearly advertise and promote upcoming training options.Lack of communicating training eventsInformation about available training is not communicated clearly to inspectorsDetermine a schedule of training events and clearly communicate the plan to inspectors regularly and at least eight weeks before the scheduled training. Low quality trainingTraining is not providing the benefits to inspectors due to lack of development, lack of materials, and lack of SMEs to deliver materialsMaintenance of the training program by reviewing training materials regularly and revising as needed. Use of performance measures to know if the training was effective or not. Lack of incentiveEmployees want to know, “what’s in it for me?” Lack of career paths and clear advancement means inspectors lose interest in attending trainingDevelop training programs that are tied to career paths and promotions so that inspectors are encouraged to attend trainingData from STA and Consultant Surveys

30. CH 4. CertificationNote: For the Guide, certification and qualification are used interchangeably for ease of discussion All STAs require internal certificationsExternal certifications and training organization are used by STAsCertification requirements are the same for in-house and consultant inspectors30Certification/Qualification OrganizationAASHTO RegionsRegion 1Region 2Region 3Region 4American Concrete Institute (ACI)✓✓✓✓✓✓✓✓American Concrete Pavement Association (ACPA)--✓--✓American Traffic Safety Services Association (ATSSA)✓✓✓✓✓✓✓Asphalt Institute (AI)--✓✓--XMid-Atlantic Region Technician Certification Program (MARTCP)--XXXMulti-Regional Training and Certification Program (M-TRAC)X--✓✓--National Asphalt Pavement Association (NAPA)✓✓--✓National Center for Asphalt Technology (NCAT)✓✓✓✓National Institute for Certification in Engineering Technologies (NICET)✓✓✓✓✓Northeast Center of Excellence for Pavement Technology (NECEPT)✓✓XXXNortheast Transportation Technician Certification Program (NETTCP)✓XXXOccupational Safety and Health Administration (OSHA)✓✓✓✓✓✓Precast/Prestressed Concrete Institute (PCI)✓✓✓✓✓Western Alliance for Quality Transportation Construction (WAQTC)XXX✓XNot used   --One or two STAs accept this certification/qualification  ✓Most STAs accept this certification /qualification  ✓✓All STAs accept this certification/qualification   

31. CH 4. National, Regional, and State Certifications31National Certifications: External certification organizations that provide construction inspection certifications to most STAsAmerican Concrete Institute (ACI) is used by most STAs across the U.S.Regional Certifications: External certification organizations that provide construction inspection certifications to most STAs in a geographical regionNETTCP:WAQTC:State/Agency Certifications: Internal certifications that are required by the STA. The majority of STAs use internal certification processes rather than external organizations

32. CH 4. Re-certification32STAs may require construction inspectors to be re-certified periodically to refresh existing knowledge, learn new information, and sharpen their skills. Strategies for re-certificationConduct annual audits of the inspector’s KSAsImplement short or abbreviated course(s) and exam(s)Use condensed training and examination based on performanceDiscuss the potential for re-certification at larger intervals, such as every five years instead of every three years

33. CH 4. Measuring STA Training and Certification ProgramsPerformance Indicators for construction inspector training and certification programsExample targets providedAdapt targets to match STA operations33Key Performance IndicatorDescriptionExample TargetAnnual training completion rateNumber or percent of inspectors that complete training programs annuallyMore than 67% of inspectors complete training in a yearAnnual certification passing rateNumber or percent of inspectors passing certification exams annuallyMore than 80% of inspectors pass certification exams in a yearAnnual re-certification passing rateNumber or percent of inspectors passing re-certification exams annuallyMore than 80% of inspectors pass the recertification exam in a yearQuality training rateLikert-scale rating questions are provided as a survey at the end of training events to rate the quality and usefulness of the program. At least 80% of end-of-training survey responses indicate quality training in useful informationEffectiveness of TrainingSupervisors observe inspectors in the field after completing training and obtaining certifications to rate performance.At least 80% of supervisors observe inspectors performing inspections adequately based on the training received.

34. CH 4. Training SummaryDevelop a training plan that provides information on the source of training, the type of training, and the modality of how it will be presented and received. Utilize the various training programs provided by STAs and third-party organizations. Create a training program for each inspector with the help of their supervisor based on their position level, experience, and proficiency in inspection competencies. An individual training plan developed with a supervisor promotes a specific progression of desired and required training. Training tied to career paths clearly shows inspectors how they will advance in their inspection career at the transportation agency.When staffing permits, less experienced inspectors can shadow experienced inspectors in the field, devote as much time as possible to guide the trainee, and develop specific KSAs that experienced inspectors can communicate and teach to trainee inspectors.Technical development should entail inspectors gaining proficiency in the technical competencies to perform inspection duties accurately and efficiently. Promote career development through coursework and other opportunities that allow inspectors to gain KSAs and progress toward higher-level positions.Update training programs to align with evolving responsibilities of construction inspectors. STAs need to review training materials regularly and update them as needed, based on the inspector’s needs and their current and upcoming workload. Ensure that trainers are appropriately prepared and sufficiently skilled to provide training. Provide appropriate training when needed to the trainers (i.e., train the trainer courses). 34

35. CH 4. Certification SummaryNational, regional, and agency certifications exist for construction inspectors, and STAs can choose to use internal, external, or a combination of certifications for inspectors. STAs should select the certification programs most suitable for their construction inspection operations.Develop similar inspection and testing standards among STAs, which helps third-party consultants to obtain certifications to work in multiple states. As the use of consultants increases, STAs should consider streamlining the certification process to make it more efficient for its consultant partners, allowing for more flexibility in using and sharing consultant inspectors. Consider accepting certifications issued by neighboring STAs. Reciprocity allows inspectors to cross state lines to perform inspections for more than one STA to offset inspection staff shortages. STAs should consider sharing inspectors internally across the STA’s districts/regions. Re-certification programs can consider conducting annual audits of the inspector’s KSAs, implementing short or abbreviated course(s) and exam(s), using condensed training and examination based on performance, and requiring re-certification at larger intervals.35

36. Chapter 5: Retention and Career Development36

37. CH 5. Retention Factors and Incentives37Retention methods used for CIsRetention Factor/IncentiveDescriptionAligned expectationsClearly communicate expectations of inspectors in their daily responsibilitiesAnnual reviewsDocument the performance of inspectors so that they know what to do in order to gain a promotionBonusesAnnual, project, safety, etc. bonuses help to incentivize inspectors to know that they are a valuable employeeCareer pathsProvide clear career paths for the advancement of inspectorsCross-trainingTrain inspectors in a variety of inspection areas (structures, materials, drainage, etc.) to keep them working and knowledgeable about all areas of construction inspectionEducation supportProvide education/tuition assistance and flexible working hours for inspectors that want to pursue college degreesMentoring programA training program pairing a new hire with an experienced inspector to help the new hire learn their responsibilities and have a resource that can provide support and answer questions. Paid time offVacation, leave, and sick time paid for by the STAPay/salary raisesIncrease in pay/salary based on performance and promotionsProfessional developmentProvide career development opportunities to encourage learning and increase their KSAsPromotionsAdvancement in inspection position level that typically comes with more complex assignments, responsibilities, and payRecognition of workFormal acknowledgment of an inspector’s high performanceReimbursement for certification examsThe STA covers the cost of the certification examRelocation assistanceSTA offers assistance to employees that may be asked to relocateRotational ProgramsOffer employees rotations through different projects, departments within the STA, and different roles using a set time period for each rotation to expose employees to various aspects of the STAs business operations and inspection practicesScholarshipsDevelop scholarship programs that draw in students from local colleges and universities that are then required to work for the STA for a specific amount of time after graduationShow that you careMake inspectors know that they matter and are a person, not just another employeeWork-life balanceAllowing inspectors to work various shifts that better match their lifestyleData from STA and Consultant Surveys

38. CH 5. Continuing EducationInformal Continuing Education OpportunitiesPeer-to-peer exchanges on new methods, technologies, and other toolsAssign new job duties or project assignments to expand an individual inspector’s skillsCross-train inspectors in various areas of transportation construction (Soils, pavements, bridges, structures, etc.)Provide self-paced learning opportunitiesProvide access to trade publicationsFormal Continuing Education OpportunitiesProvide continuing education for re-certification and professional licensesFormal peer-to-peer exchanges organized by regional/national groups such as the AASHTO Peer Exchange ProgramProvide opportunities to obtain college degreesProvide advanced certification courses in technical and managerial skillsNetwork at formal workshops and regional/national conferences38

39. CH 5. Knowledge Management39Knowledge ManagementDescriptionEvaluate the state of the current knowledge systemDetermine if the system in place works and only needs to have succession plans to maintain inspection knowledge or if the current system is outdated and not practical.Availability of resourcesAssessing the resources available and abilities of the STA is paramount. This may be where a champion can provide direction to either internal or external staff while overseeing the knowledge management operations.Availability of toolsTools represent the software (e.g., programs) used to convey the knowledge, and these need to be determined by the STA. Also, consider the hardware (e.g., tablets, phones, computers) the STA provides to inspectors and staff preference for hard copy versus electronic documents.Use of subject matter experts (SMEs)STAs should draw upon the knowledge of their expert and advanced-level employees before they retire or leave. This exercise may also provide a reason for those inspectors to extend their career with the STA, which could be an additional benefit.Knowledge ResourceDescriptionSpecifications & StandardsUsually only for reference due to the length. Important for inspectors to know how to use them when needed.Construction ManualsExpounds on specifications and standards to provide guidance and techniques for construction inspections.Knowledge BooksShort and easy-to-read documents. Designed for online availability.MemorandumsCommunicate time-sensitive information. Maintain a database of past memorandums to ensure applicability.MentoringDevelop an informal or structured program. Evaluate potential mentors from within the STA to ensure involvement. Explore non-agency and third-party consultant mentors.Staff MeetingsProvides opportunities to gain feedback on construction inspection topics. Meetings with district/regional leadership and statewide conference with all in-house inspectors.Development of a knowledge management system for construction inspectionResource to convey construction inspection knowledge

40. CH 5. MentoringFactors to consider in establishing and maintaining a construction inspector mentoring programUnderutilized by STAs due to a lack of SMEs and timeMentoring can be informal or formal40FactorDescriptionWillingness to participateIt is important to find mentors with knowledge and experience who want to be a mentor. It is also important to determine the inspectors that need mentoring and are willing to participate in a mentoring program. Set goalsGoals are established collaboratively at the beginning of the relationship. Goals should include objectives to achieve and methods to measure the progress of the protégé.Strive for mutual benefitsEach participant commits to the relationship (mutual interests and compatibility), establishes the goals, and works together to achieve them.Be honestEach participant can speak freely and shares what they expect to gain from the relationship and the plan to accomplish the expectations. Listen and learnViewpoints of each participant are heard and respected, which helps achieve mutual benefits and honesty. Mentors need to remember the relationship is not primarily about them.Build a partnershipStructure a working relationship that works for the mentor and the protégé.Lead by exampleActions from the mentor in performing inspection responsibilities provide a lasting impression on the protégé on how to handle construction project situations.Be flexibleAllow for goals and the relationship to develop throughout the process. Allows each participant to adjust the goals and connections with stakeholders as necessary.Provide feedbackAsk for and give feedback so that the learning experience is suitable, and the pace of the mentoring is acceptable. May consider soliciting input from external resources. Give constructive criticism and accept and reflect on it.

41. CH 5. Developing CI Career PathsRecommendations for establishing and maintaining construction inspection career paths41RecommendationDescriptionDevelop construction inspector series of positionsDevelop a series of positions for technical/inspection positions. Many STAs employ detailed employment series for engineering positions, and those processes can potentially be used to develop technician series for inspection positions and career development.Build PartnershipsBuild cross-system partnerships with local, state, and federal programs, colleges, universities, and construction organizations to develop successful construction inspector-focused education and training initiatives. Partnering with local community colleges and four-year institutions allows experts to help provide the education and training necessary for promotions. Using available local expertise and building relationships with higher education provides more resources to STAs to educate and train their inspectors. Connect with the contracting industryStay connected to the contracting industry and service providers to identify KSA needs and gaps, validate competencies, and customize training as needed. Provide awareness of technological innovationsBuild awareness of technological innovations to enable construction inspectors to develop new skills.Form co-ops with higher educationConsider forming co-ops with higher education and other external training and certification organizations where STA staff provides the training while using the institutions or organizations resources and facilities. Provide internal agency programsForm internal agency programs to grow construction inspectors through mentoring and shared learning. This program can also show the value of inspectors to other divisions and departments in the agency. Help inspectors track their careerHave construction inspectors take hold of their careers by tracking their work and experience and providing evidence (e.g., portfolio) to management that shows that an inspector is worthy of a promotion.

42. CH 5. Measuring STA Retention and Career Development Programs42Performance Indicators for construction inspector retention and career development programsExample targets providedAdapt targets to match STA operationsKey Performance IndicatorDescriptionExample Target Annual turnover rate of full-time employeesThe number of full-time inspectors who leave the STA for employment elsewhere is compared to the total number of full-time inspectors.Less than 10% of inspectors leave the STA for other employment Annual turnover rate of seasonal employeesThe number of seasonal inspectors that do not return from the previous season compared to the total number of seasonal inspectors. Less than 15% of seasonal inspectors did not return from last season Annual retention rate of full-time employeesThe number of full-time inspectors that stay employed at the STA annually compared to the total number of full-time inspectors. This KPI is an inverse measure of the annual turnover rate.More than 90% of full-time inspectors stay employed at the STA Annual retention rate of seasonal employeesThe number of seasonal inspectors employed at the STA from season to season compared to the total number of seasonal inspectors. This is an inverse measure of the annual turnover rate.More than 85% of seasonal inspectors return to the STA each season Rate of inspectors promoted annuallyThe number or a percent of the total number of inspectors that gained promotion in the past year.At least 20% of in-house inspectors are promoted annually Rate of interns retained for full-time positionsThe total number of individuals who worked as intern inspectors returning for full-time positions after graduation.At least two-thirds of inspectors return for full-time inspection positions Rate of in-house inspectors trained annuallyThe number or a percent of the total number of inspectors that attend training programs in the past year.At least two-thirds of construction inspectors attended training in the past year.  Rate of in-house inspectors re-certified annuallyThe number or a percent of the total number of inspectors re-certified in the past year.At least 80% of construction inspectors that require re-certification have passed re-certification exams in the past year Level of job satisfactionA five-point Likert scale question rating job satisfaction from very satisfied (5) to not satisfied (1). Compare annual results to understand if satisfaction is improving or not.At least 80% of inspectors state they are satisfied with their job (rating of 4) Level of motivationA five-point Likert scale question rating motivation from very motivated (5) to not motivated (1). Compare annual results to understand if motivation is improving or not.At least 80% of inspectors state they are motivated to perform their job (rating of 4) 

43. CH 5. SummaryFactors that help STAs retain construction inspectors are aligning expectations, annual reviews, bonuses, career paths, cross-training, education support, mentoring programs, paid time off, pay/salary raises, professional development, promotions, recognition of work, reimbursement for certification exams, relocation assistance, rotational programs, compassion, and work-life balance Informal continuing education opportunities include peer-to-peer exchanges on new methods, software, and other tools; providing inspectors with new job duties or projects that expand current individual skills; cross-training employees and providing self-paced learning options; and reading trade publications. Formal continuing education opportunities for required certification or licenses; participating in professional organization activities (e.g., peer exchanges and workshops); obtaining advanced college degrees; taking advanced certification courses in technical and managerial skills; networking through regional and national organizations for continuing education; and attending workshops.STAs need to consider the institutional knowledge for construction inspection and how to manage that knowledge when experienced inspectors leave the STA. Internships should be considered for high school and college-level students to show them the potential of careers in transportation construction, specifically for inspection careers.Informal or formal mentoring provides less experienced and knowledgeable inspectors with access to resources and more experienced inspectors so that a protégé inspector can gain KSAs from the knowledge and experience of the mentoring inspector. STAs should establish clear career path progression for construction inspection positions. If career paths already exist, then STAs need to ensure that construction inspectors know about the paths and the requirements for advancement. 43

44. Questions?NCHRP Project 23-05 Research Team44