SUMMARY

Bridge Construction Inspection Training: Resources and Practices

Bridge construction inspection is a critical component in fulfilling the mission of state departments of transportation (DOTs) and the FHWA to deliver high-performing transportation systems that adhere to or surpass specified quality standards. Bridge construction inspection involves a thorough assessment of the construction process, quality control of materials used for sampling and testing, and compliance with engineering standards and regulations. State DOTs have typically specified the quality standards of bridges through contract documents; they then depend on construction inspectors to confirm that the necessary materials and construction methods are in line with all contract documents to ensure that the construction work complies with requirements. The inspection process of a bridge during construction often involves checking, verifying, and recording structures (i.e., foundation, substructure, and superstructure) and temporary works (i.e., formworks, falseworks, and shoring systems). Bridge construction inspection not only provides quality assurance for the bridge being built to meet or exceed quality standards set by state DOTs but also helps DOTs identify issues and make informed decisions in a timely manner during construction. It should be noted that resources exist for materials sampling and testing for construction materials (such as for concrete acceptance), so these subjects are not included in this synthesis.

Bridge construction inspectors need technical skills and knowledge about bridges. In addition, state DOTs face the challenge of not having enough experienced construction inspectors (Scott et al. 2023). This challenge highlights the necessity of educating construction inspectors so that they can acquire the knowledge, skills, and abilities (KSAs) required of an efficient bridge construction inspection workforce.

The primary goal of this synthesis is to identify and comprehensively document the specific practices, strategies, and methodologies employed by state DOTs in training or establishing qualifications for the individuals responsible for inspecting and overseeing bridge construction projects. Specifically, the synthesis (1) documents the organizational structure for bridge construction inspection and inspector responsibilities and minimum qualifications; (2) identifies types of training used for bridge construction inspection (e.g., classroom-based, on-the-job training, mentoring, online/virtual-based, and self-paced), resources and tools used for training (manuals, pocket guides, and checklists), training opportunities and road map for inspector career development, written training materials, documents, reports, and curricula, and performance information on the effectiveness of training; (3) documents training collaborations (e.g., local training centers, colleges, and universities); (4) identifies core competencies needed to perform bridge construction inspection; and (5) documents opportunities and requirements for bridge construction inspection certification. Furthermore, the synthesis details the challenges and key factors contributing to success while also

capturing the experiences shared by state DOTs as they work to train and manage the workforce responsible for inspecting bridge construction.

The study methodology involved three primary steps: (1) conducting a comprehensive review of relevant literature, (2) gathering data from a survey of 50 state DOTs as well as the DOTs of the District of Columbia and Puerto Rico, and (3) conducting interviews with selected state DOTs to gather case examples. First, the synthesis team gathered and reviewed journal articles and technical reports, as well as collected state DOT documents, reports, templates, and guidelines on bridge construction inspection training resources and practices. The insights gathered from the comprehensive study of existing literature were employed to craft a survey questionnaire that could be accessed through a website. The voting members of the AASHTO Committee on Bridges and Structures (AASHTO COBS) received the survey. A total of 43 state DOTs participated in the survey, resulting in an 83% response rate. The collected responses underwent thorough analysis and evaluation to ascertain the current industry standards in training and overseeing the bridge construction inspection workforce. Additionally, in-depth interviews were conducted with six state DOTs to present detailed case examples illustrating the resources and methods used in bridge construction inspection training. The state DOTs of California, Colorado, Georgia, Michigan, Minnesota, and Pennsylvania participated in the case examples. The following major findings were identified after a thorough technical assessment of the facts.

1. Organizational structures for bridge construction inspection: The survey results showed that 34 state DOTs out of 43 that responded (79%) do not separate bridge construction inspectors from general construction inspectors. Additionally, 32 state DOTs out of 42 that responded (76%) have used district construction offices for conducting bridge construction inspections, 13 (31%) have used central construction offices, and 10 (24%) have used bridges and structures offices. Further, 33 state DOTs out of 43 that responded (77%) have used either in-house general construction inspectors or in-house general construction inspectors with consultant inspector staff augmentation to conduct their bridge construction inspections. Thirty-one state DOTs (72%) have used consultant inspectors to oversee the construction inspection of their bridges.
2. Responsibilities and core competencies for bridge construction inspectors: To conduct thorough inspections of bridge construction, individuals require a comprehensive understanding of technical principles, specialized skills, and specific abilities relevant to bridges. There are various core competencies required of construction inspectors to perform their inspection responsibilities. The information analyzed in the literature and survey showed that the top five core competencies for bridge construction inspectors are (1) attention to detail, (2) dependability and reliability, (3) critical and analytic thinking, (4) written and oral communication skills, and (5) mathematics. Based on 43 DOT responses, the survey results showed the top five technical competencies for bridge construction inspectors are:
   • Familiarity with DOT regulations, policies, and procedures;
   • Capacity to understand construction plans, specifications, and contract provisions;
   • Understanding of materials and construction methods;
   • Background in inspection, material testing, and documentation; and
   • Proficiency in using construction and inspection tools and technologies.

   The top responsibilities of bridge construction inspectors identified by 43 DOTs that responded, based on the survey allowing for these categories, are:

   • Verifying contractor workmanship for contract compliance (42 DOTs, 98%),
   • Understanding the contract documents (42 DOTs, 98%),
   • Verifying field activities for compliance with plans and specifications (42 DOTs, 98%),
   • Monitoring corrective actions (41 DOTs, 95%),

• Measuring and recording material quantities (40 DOTs, 93%), and
• Ensuring contract requirements and project compliance (40 DOTs, 93%).
3. Qualifications and certifications for bridge construction inspectors: The survey results showed that out of 43 DOTs that responded, 29 (67%) require high school graduation as the minimum educational requirement for a bridge construction inspector, 10 (23%) require a General Educational Development (GED) or High School Equivalency Test (HiSET), and eight (19%) require a bachelor’s degree or associate degree. Additionally, eight state DOTs out of 42 that responded (19%) require 1 to 3 years of experience for a bridge construction inspector, and six (14%) require 3 to 5 years of experience. Twenty-seven DOTs (64%) indicated that they do not have minimum experience requirements for bridge construction inspectors. The top five certifications required for bridge construction inspectors by more than one-third of the 36 DOTs that responded are:
   • American Concrete Institute (ACI) (21 DOTs, 58%),
   • DOT-specific qualification standards (14 DOTs, 39%),
   • Occupational Safety and Health Administration (OSHA) (13 DOTs, 36%),
   • Precast/Prestressed Concrete Institute (PCI) (13 DOTs, 36%), and
   • National Highway Institute (NHI) (13 DOTs, 36%).
4. Types of training for bridge construction inspection: State DOTs have used various types of training for their bridge construction inspectors. For example, the case example results showed that the Georgia DOT has focused on self-paced training methods, while training of Pennsylvania DOT inspectors is multifaceted, involving both on-the-job training (OJT) and continuing education. The survey result showed that the top training methods used by more than half of 43 DOT responses for their bridge construction inspection are:
   • Informal OJT (38 DOTs, 88%),
   • Mentoring (formal or informal) (35 DOTs, 81%),
   • Training led by an instructor in a traditional classroom setting (32 DOTs, 74%), and
   • Attending conferences/workshops (26 DOTs, 60%).

   The top five formal training topics provided to bridge construction inspectors based on 32 DOT responses are:

   • Plan reading (25 DOTs, 78%),
   • Concrete placement and testing (22 DOTs, 69%),
   • Steel connection (bolt testing/weld testing) (21 DOTs, 66%),
   • Steel reinforcement inspection (20 DOTs, 63%), and
   • Geotechnical/foundations (pile, pier, etc.) (20 DOTs, 63%).

   The survey results also showed that, to develop training materials for their bridge construction inspectors, 34 state DOTs out of 40 that responded (85%) have partnered with experienced current or retired DOT employees, 23 (58%) have partnered with industry members or consulting firms, and 10 (25%) have partnered with universities.

5. Written training materials and documents for bridge construction inspection: The literature and survey analysis revealed that the primary resources used for training in bridge construction inspection are DOT standard specifications and construction manuals. Specifically, 32 state DOTs out of 43 that responded (74%) have written guidance for their bridge construction inspections, and 16 (37%) have informal guidance. The survey showed that 24 DOTs out of 42 that responded (57%) have written materials or documents for bridge construction inspection training. For example, Minnesota DOT has provided several training materials for bridge construction inspectors, including its Bridge Construction Inspector Certification Training Manual, inspection forms and worksheets, standard specifications, and bridge construction manuals.
6. Resources and tools used for bridge construction inspection training: The survey results showed that, for training their bridge construction inspectors, 32 state DOTs out of 41 that responded (78%) have relied on subject-matter experts or experienced trainers;

6. 25 (61%) have used technologies such as iPads, mobile devices, drones, and software applications; 23 (56%) have used bridge construction inspection manuals; and 20 (49%) have used bridge construction inspection checklists. For example, New York State DOT has multiple construction inspection checklists, including for bridge deck concrete placement, bridge deck jacking and temporary structures, pile installations, and embankments.
7. Road map for bridge construction inspector career advancement: The review of existing literature indicated that numerous elements affect the professional advancement of a bridge construction inspector. These include aptitude, expertise, experience, individual traits, location, and individual requirements. The survey results showed that state DOTs typically have a defined career path associated with training opportunities for general construction inspectors but not for bridge construction inspectors. Specifically, three DOTs out of 43 that responded (7%) have a road map of career advancement for bridge construction inspectors. Additionally, nine DOTs (21%) indicated that the annual turnover rate of bridge construction inspectors is more than 10%. Based on 40 DOT responses, the top five factors that attract construction inspectors (bridge or non-bridge construction inspection) to state DOTs when they are hired are:
   • Stable employment (32 DOTs, 80%),
   • Vacation/leave benefits (28 DOTs, 70%),
   • Health benefits (28 DOTs, 70%),
   • Retirement benefits (26 DOTs, 65%), and
   • Work–life balance (25 DOTs, 63%).

This synthesis identified several research gaps. First, there is a limited understanding of how to measure the effectiveness of training programs for bridge construction inspectors. Potential future research could develop guidance and processes for identifying and evaluating the key performance metrics of bridge construction inspection training and resources. Second, there is an opportunity to develop guidance on training and setting qualifications for bridge construction inspection. Additional research is needed to establish comprehensive frameworks and provide detailed guidance to aid state DOTs in enhancing the effectiveness and efficiency of bridge inspections during the construction phase. Finally, the difference in classification between general construction inspectors and bridge construction inspectors is not clear at many state DOTs. Potential future research could delve into the connections and career trajectories of general construction and bridge construction inspectors. This would involve analyzing the specific responsibilities of inspectors as well as their educational background, experience, training requirements, certifications, and qualifications. This research could be valuable in helping state DOTs enhance their construction inspection workforce.