Transportation Curriculum Coordination Council

Core Curriculum Matrix Development

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Table of Contents

Matrices

Construction Competency
Employee Development Competency
Maintenance Competency
Materials Competency
Safety & Work Zone Competency

Background
Core Curriculum Matrix Development Initiative

Development Process
Competency Matrices
Training Course Matrices

Using the Matrices

Reading the Matrices

Appendix A - Technical Category Work Group Members
Appendix B - Subject Areas and Disciplines

Technical Category: Construction
Technical Category: Employee Development
Technical Category: Maintenance
Technical Category: Materials
Technical Category: Safety

Appendix C - Competencies for Which No Training Courses Were Identified

Technical Category: Construction
Technical Category: Employee Development
Technical Category: Maintenance
Technical Category: Materials

Background

"Rebuilding the highway construction task force is an industry priority as agencies across the country face a serious shortage of trained and experienced personnel resulting from attrition and an aging workforce. At the same time cutting-edge construction and system preservation technologies demand new skills and knowledgeable construction personnel. Consequently, efforts to train and certify highway construction personnel have intensified in recent years. The Federal Highway Administration (FHWA) has taken a pro-active role in this effort. In order to streamline the process and avoid duplication of efforts, the Transportation Curriculum Coordination Council (TCCC) was formed in September of 2000.

The TCCC is a partnership between the FHWA, State Departments of Transportation (DOTs), and the highway transportation industry to support the training of the highway construction personnel. The TCCC's mission is to provide leadership at a national level, develop and maintain a national curriculum for various transportation disciplines, identify training and certification requirements, and coordinate/facilitate training efforts."[1]

A key effort to the mission of the TCCC is the Core Curriculum Matrix Development Initiative.

Core Curriculum Matrix Development Initiative

The goal of the TCCC is to improve the quality of construction, rehabilitation and maintenance of the transportation infrastructure by increasing the knowledge and skills of those responsible for these disciplines. This is achieved through the identification of the core skill competencies required of the highway transportation workforce (e.g., State and local Department of Transportation [DOT] personnel, contractors, material suppliers and consultants) and the training opportunities that support the development of these competencies.

The resulting Core Curriculum is designed to help State and local DOTs establish a basis for their overall technician training and ongoing professional development programs. The curriculum is designed as a tool that helps to reach that goal. It is intended to help transportation agencies in their efforts to develop a skilled workforce by assisting the training developers in establishing comprehensive curriculum tracks and identifying existing training that can be used in their program (or adapted to fit). The curriculum can be tailored to fit the specific needs of each agency. Additionally, employees and managers can use the competencies and courses to further their professional development

Development Process

The TCCC identified five technical categories for this initiative:

• Construction,
• Employee Development,
• Maintenance,
• Materials and
• Safety & Work Zones.

In each of these areas, technical working groups were established (See Appendix A for the list of each work group's members.)

Two types of matrices were developed in each of the five technical categories. One matrix defines subject areas and the respective disciplines and skill competencies required to execute the work; the other matrix identifies training which maps to the development of the defined skill competencies.

Competency Matrices

Each competency matrix is developed as a three-tiered structure (Figure 1).

Figure 1 - Generic Schemata of a Competency Matrix

The first tier identifies the subject areas of the technical category - the primary areas of work required of the technical category. The second tier consists of the specific disciplines that make up each subject area - the discrete areas of activity to be performed. Appendix B of this document contains the complete set of subject areas and disciplines defined for each of the five technical categories.

The most discrete tier, the third tier, defines the relevant core skill competencies required to successfully execute each of the disciplines. Each competency is stated as an observable, measurable action to be performed. None of the competencies include qualifiers (i.e., level of proficiency required for accomplishment/acquisition). Rather, this has been left open so that the competency models can be more readily adapted to each state's programs and requirements.

Importantly, the third tier is stratified into four skill levels (i.e., areas of workmanship/roles) in order to define a career progression. These skill levels begin at the entry level (Level I) and progress through the management and administrative level (Level IV). Table 1 identifies each of the four skill levels and provides a definition of each level.

Table 1 - Skill Levels and Definitions

Skill Level	An individual at this level....
Level I - Entry	Is a new employee/trainee with little to no previous experience in the subject area and performs his activities under direct supervision.
Level II - Intermediate	Understands and demonstrates skills (is competent) in one or more areas of the entry level and performs specific tasks under general supervision.
Level III - Advanced	Understands and demonstrates specialized skills in a variety of tasks of the intermediate level and performs specialized tasks in limited areas or broad-based tasks with little to no daily supervision.
Level IV - Project Management (Administrator, Superintendent)	Prepares and reviews plans and schedules for specific activities; oversees or manages day-to-day activities in one or more specific tasks on one or more projects covering a range of complexity and technical functions as well as geographic areas. Individuals at this level are accountable for resource management and are responsible for making routine and complex decisions. It is recommended that this role of personnel have mastery of skills defined for all of the preceding levels.

A portion of a competency matrix is illustrated in Figure 2.

Figure 2 - Sample Portion of a Competency Matrix

As illustrated, some disciplines have defined competencies across the four skill levels. In this example, the Contractor Payments discipline explicitly defines the progression and increasing complexity of competencies as an inspector advances from the entry level (Level I) to the management level (Level IV).

This example also illustrates that skill levels may share a competency. Notice that for the Rights of Way (ROW) Management discipline Levels I and II appear to have the same competency as do Levels III and IV. The work group determined that the competency for Level I was applicable to Level II with the difference being the degree of supervision. For Level I, the inspector must identify stakes and easements under direct supervision whereas for Level II, the inspector would perform this with little to no supervision. Similar logic applies to the Level III and IV competency. Conversely, for the Project Closeout discipline, the work group determined that no competency was appropriate at Level I. An inspector at an entry skill level would not be involved in performing any activities tied to project closeout. As such, this block on the matrix is darkened.

For the Construction, Materials and Maintenance technical categories, the competencies defined in these matrices are those competencies relevant to the execution of the specific work to be performed under that specific technical category. It should be noted that some of these technical categories have common subject areas and disciplines. For example, both the Construction and Materials technical categories have Quality Assurance (QA) identified as a subject area consisting of the disciplines- Quality Control, Quality Acceptance and Independent Assurance Audits. The responsibility for implementing construction QA is shared within an Agency by both Construction personnel and Materials personnel; most of the fundamental concepts and related competencies for QA will apply to both Construction and Materials personnel, irrespective of specific duties, such as sampling, testing, or inspection. The competencies for these disciplines, however, are different since the actual work performed is different for construction inspection versus materials testing.

The competencies of the Employee Development and Safety matrices are not specific to a particular group of highway transportation workers. Rather, these matrices define competencies that are applicable across the entire highway transportation workforce. As such, if one looks at the full complement of competencies applicable to highway construction inspectors, one would refer to the Construction, Employee Development and Safety matrices to define the entire universe of relevant skill competencies.

Training Course Matrices

Once the competencies were identified, a search of available training courses was conducted. Each subject area identified for the technical category has a corresponding matrix that lists courses by discipline across the four skill levels.

The search encompassed not only websites of Federal agencies and organizations, but included websites of other public sector organizations and agencies, relevant associations, certification organizations, academic institutions and private, for-profit companies. The focus was on identifying a wide array of courses and vendors.

The courses listed on each matrix do not, by any means, represent the entire population of available courses. Additionally, the courses listed were selected based on information provided via the offering organization's website. In most instances, this information consisted of a course description, objectives, target audience and, for some courses, content outlines.

NOTE:

A very small minority (less than 5%) of courses listed on the matrices have been thoroughly reviewed and updated by the TCCC to reflect current standards and work practices. The majority of courses listed on the matrices have not undergone a thorough review of instructional materials nor have they been selected based on student critiques. Importantly, the listing of a course on a matrix does not represent an endorsement of the course and/or vendor by the Federal Highway Administration, AASHTO and other contributing members of the TCCC. It merely represents a possible training option, one that should be more fully vetted by the each State department of transportation.

Using the Matrices

The primary audiences of the matrices are training coordinators of State and local Departments of Transportation. It is recommended that each matrix be thoroughly reviewed and compared and contrasted to the state's current competency models and training and professional development programs. Importantly, the matrices are NOT intended to replace, but rather to be additive to these models and programs.

Each matrix should be viewed as a dynamic, living document, one that should be modified, as appropriate, to reflect each state's labor category structure and requirements.

Reading the Matrices

Figure 3 illustrates the structure of the competency matrices. As shown, the name of the subject area displays at the top of the matrix; it is divided into five columns. The number of rows varies based on the number of disciplines and competencies. The leftmost column identifies each of the disciplines associated with the subject area. In the remaining four columns are listed the competencies associated with the discipline for each of the four skill levels.

Figure 3 - Structure of the Competency Matrix

As indicated earlier, not all of the skill levels may necessarily contain its own competencies for the discipline. As shown in Figure 4, if a competency for the preceding level applies to the subsequent level with the difference being the degree of autonomy, then the competency extends across all of the relevant levels. In the figure, Levels I and II share a competency as do Levels III and IV.

Figure 4 - Example of Skill Levels Sharing a Competency

Figure 5 illustrates another example of levels sharing a competency. In this instance, Levels II and III share the competency for the Partnering discipline.

Figure 5 - Second Example of Skill Levels Sharing a Competency

If, however, no competency is applicable at the skill level, then the cell of the matrix is darkened. In the examples shown in Figure 6, the Project Closeout discipline has no applicable competency at Level I and the Value Engineering discipline has no applicable competency for either Level I or Level II.

Figure 6 - Competency Cell Greyed Out

The training course matrices have a structure similar to that of the competency matrices. Each matrix is labeled by subject area. The leftmost column lists the disciplines of the subject area and the remaining four columns are tied to each of the four skill areas, I through IV. Courses that support the development of the competencies identified for each skill level are listed. These courses are listed in alphabetical order.

Figure 7 shows a sample of a training course matrix.

Figure 7 - Sample of a Training Course Matrix

As shown in the figure, one of three conditions will apply:

1. A course is listed that has been found to be supportive of the competency defined for the discipline.

2. No course is listed at the skill level for the discipline because the work group determined that no competency is applicable at that skill level (i.e., corresponds to the darkened cells on the competency matrix).

3. NO TRAINING FOUND is listed at the skill level for the discipline even though a competency is defined because no course supporting the competency could be found. In terms of each of the technical categories, the total number of competencies for which no training courses were identified include:
   • Construction - 31 competencies
   • Employee Development - 2 competencies
   • Maintenance - 4 competencies
   • Materials - 55 competencies
   • Safety & Workzone - See footnote[2]

See Appendix C of this document for the complete list of competencies for which no training courses were found.

Appendix A - Technical Category Work Group Members

Technical Working Group:	Team Members:
Construction	Allan Samuels - Arizona Department of Transportation (Team Lead) Teresa Kabana - Arizona Department of Transportation Linda Hughes - Washington Department of Transportation William Beuter - Virginia Department of Transportation Lee Onstott - New Mexico State Highway Transportation Department Paula McGee - New Mexico State Highway Transportation Department Leo Stevens - New England Transportation Technician Certification Program (NETTCP) Bud Darby - National Institute for Certification in Engineering Technologies (NICET) Douglas Townes - Federal Highway Administration (FHWA) Resource Center Rob Elliott - FHWA Resource Center Ben Rivers - FHWA Rich Barrows - FHWA
Employee Development	Chris Anderson - Iowa Department of Transportation (Team Lead) Paula McGee - New Mexico State Highway Transportation Department Barbara Martin - Montana Department of Transportation Ewa Flom - FHWA
Maintenance	Robert Peda - Pennsylvania Department of Transportation (Team Lead) Bud Darby - NICET
Materials	Woody Hood - Maryland SHA (Team Lead) Tom Malerk - Florida Department of Transportation Garth Newman - Idaho Department of Transportation/Western Alliance for Quality Transportation Construction (WAQTC) Linda Hughes - Washington Department of Transportation Leo Stevens - NETTCP
Safety/Work Zone	Ben Gribbon - FHWA (Team Lead) Jack Cowsert - North Caroline Department of Transportation Todd Wilson - New Mexico Department of Transportation Bud Darby - NICET Donna Clark - American Traffic Safety Services Association (ATSSA) Ed Stellfox - Maryland T2 Center Scott Battles - FHWA William Bremer - FHWA Victoria Brinkly - FHWA Kenneth Opiela - FHWA

Appendix B - Subject Areas and Disciplines

Technical Category: Construction

Subject Area	Discipline
Contract Administration	Rights of Way (ROW) Management Contractor Payments Supplemental Agreements (change orders) Force accounts Cost Estimating Claims Management Preconstruction (field design/ redesign) Project Closeout Specifications Office Procedures Scheduling Partnering Value Engineering Consultant Construction Engineering & Inspection (CCEI)
Quality Assurance	Quality Control Quality Acceptance Independent Assurance (IA)
Environment	General Disposal Areas Environmental Permits, Certificates and Licenses (Streams & Wetlands Cultural Resources Hazardous Materials Erosion and Sediment Control Debris Burning Water & Sanitary Sewer Facilities
Surveying & Staking	Surveying Verification
Utilities	Permits/Agreements Location/Mapping/ Surveying Utility Construction Railroads Subsurface Utility Engineering (SUE)
Grading	Excavation Controlled Blasting Contour Grading Site Preparation Embankment Borrow Compaction Documentation
Drainage	General Surface and Subsurface Drainage Systems Convential Drainage Systems Construction Inspection Large and Special Drainage Systems Construction Inspection
Aggregate Inspection	Surface Preparation Stockpiling and Hauling Laydown Compaction Surface Tolerances/ Smoothness Documentation
Geotechnical Construction	General Geotechnical Construction Inspection Subsurface Exploration Geosynthetic Materials Installation Inspection Shallow Foundation Inspection Driven Foundation Inspection Drilled Shaft Inspection Ground Anchor Inspection Soil Nail Wall Inspection Mechanically Stabilized Earth Wall Inspection Reinforced Soil Slopes (RSS) Inspection Ground Improvement Inspection Sheet Pile Installation Documentation
New Structure Construction	Footings Retaining Walls (General) Forming & Falsework Concrete Girders Steel girders & connectors Reinforcing Steel - Layout Concrete Placement & Consolidation Joints Finishing & Curing Concrete Deck Smoothness Precast Structures Post Tensioning Documentation
PCC Pavement Field Inspection	Surface Preparation Concrete Delivery Paving Machine Laydown (placement)/ Consolidation Steel Placement Smoothness Dowels/Joints Documentation
HMA Field Inspection	Surface Preparation Hauling Laydown Compaction Smoothness Documentation
Asphalt Recycling	Inspection Documentation
Landscaping	Horticultural Practices Seeding Irrigation Systems Landscape Incidentals

Technical Category: Employee Development

Subject Area	Discipline
Basic Skills	Reading Writing Mathematics Communication Technical Credibility Training
Thinking & Learning	Problem Solving Creativity and Innovation Decision Making Continual Learning External Awareness Strategic Thinking
Personal Qualities	Work Habits/Image Interpersonal Skills Time Management Stress Management Ethics Flexibility Service Motivation Vision Accountability Entrepreneurship Financial Management Technology Management Political Savvy Project Management
Working with Others	Human Resources Management Harassment Discrimination Diversity Teamwork Partnering/Customer Service Leadership Influencing/ Negotiating Public Relations
Computer Technology	Office Automation Applications Internet Job-Related Technologies

Technical Category: Maintenance

Subject Area	Discipline
Maintenance Administration	Planning Scheduling Quality Control Customer Focus Program Presentation Asset Management Contract Management Performance Improvement
Roadway & Shoulder	Shaping Stabilization Distress Analysis Patching Crack Sealing Joint Sealing Widening Surface Treatment Base/Subbase Repair
Drainage	Drainage Systems Pipe/Culvert Replacement Grade Control Environmental Protection Soils Hydraulics Drainage Inspection Drainage Intercept Systems Subsurface Drainage
Winter Operations	Winter Traffic Services
Roadside Maintenance	Vegetation Management
Bridge Maintenance	Cleaning Repair
Fleet Management	Motorized Equipment
Work Zone Traffic Control	Short Term Traffic Control Long Term Traffic Control Flagging
Traffic Services & Safety	Pavement Marking Signs Guiderail and Median Barrier Incident Services

Technical Category: Materials

Subject Area	Discipline
Soils Testing	Bulk Disturbed Sampling Moisture-Density Relationship for Fine Soils Moisture-Density Relationship for Coarse Soils Geotechnical Exploration, Sampling & In-Situ Testing Documentation
Aggregates	Sampling Field Testing Lab Testing Documentation
Treated & Untreated Bases Untreated Bases are bases in which only the addition of water has been made to the original material. Treated bases can have the addition of cement, lime, calcium chloride, etc. to control moisture, aid in compaction, etc.	Sampling/Testing Field Testing Lab Testing Mix Design Documentation
HMA Field Testing (Virgin Mix &/or RAP)	Sampling/Testing Asphalt Binder Testing Documentation
Recycling: Field In-Place (Hot or Cold)	Sampling/Testing
HMA Production & QA Labs (including Mix Design)	Sampling/Testing HMA Mix Design Asphalt Binder Testing Mix Verification Documentation
Cementitious Material (Low Density Fill, Shotcrete & Other Cementitious Materials)	Sampling/Testing Documentation
PCC Pavement Field Testing	Concrete Delivery Sampling/Testing Smoothness Documentation
PCC Bridges & Minor Structures	Concrete Delivery Sampling/Testing Smoothness (Bridge Decks) Documentation
PCC Production & QA Labs	Sampling/Testing PCC Mix Design Mix Verification Documentation
Miscellaneous Paint, Prestress/Precast Products, Reinforcing Steel, Steel, High Strength Bolting, Guardrail, Pavement Marking, Drainage Structures, Welding, Geotextiles, Joint Materials, Signing, Bridge Bearing, Landscape Materials & All Others	Sampling/Testing
Quality Assurance	Quality Control Quality Acceptance Independent Assurance Audits PCC Production (Offsite &/or Jobsite Plant Inspection/Approvals)
Geotechnical Testing	General Geotechnical Laboratory Soil Sample Preparation Classification & Index Testing of Soils Performance Testing of Soils Geosynthetics Verification Testing

Technical Category: Safety

Subject Area	Discipline
Personal Safety	Emergencies First Aid Bloodborne Pathogens Fitness for Duty Good Health & Injury Prevention Risk Management
Workplace Safety	Confined Space (General and Construction) Electrical Safety Emergency Procedures Hazardous Materials (HazMat) Personal Protective Equipment Worksite Safety Awareness Security
Construction Safety	Steel Fabrication & Erection Trenching & Shoring Safety Fall Protection Hand & Power Tools Moving Vehicles
Vehicles & Equipment	Operation Commercial Vehicles Defensive Driving Motorized Equipment Special Equipment
Workzone Operations	Flagging Operations Lane Closure Types Lane Closure & Separation Inspection Traffic Control Plan Construction Traffic (On-Site) Nighttime TTC Complex Applications Work Zone Traffic Control Other
Work Zone Devices	Advanced Warning Signs Installation, Placement & Removal Temporary Traffic Control Devices Temporary Pavement Markings & Delineators Variable Message Signs Raised Pavement Markers Attenuators Other
Work Zone Mobility	Traffic Management Plan Performance Monitoring Public Relations Other
Traffic Control Devices (TCD)	TCD Fundamentals Visibility & Retroreflectivity
Signing	Sign Basic Principles Sign Panel Fabrication Roadside Sign Installation Overhead Sign Installation Object Markers Sign Maintenance Sign Visibility Sign Management
Markings	Basic Principles of Pavement Markings Traffic Control Plans (Permanent) Marking Materials Markings Equipment Markings Installation Pavement Markers Marking Maintenance & Inspection Marking Visibility & Retroreflectivity Marking Management
Signals	Signal Basics Signal Components Signal Controllers & Cabinet (Wire-up) Signal Equipment Signal Design Signal Timing & Optimization Signal Systems Other Signals & Beacons
Traffic Systems	Electronic TCD's Illuminated Signs Lighting Maintenance of Electronic Devices Electrical Power Traffic Operations Traffic Detection Traffic Incident Management Intelligent Transportation Systems
Roadway Safety Appurtenances	Barriers, End Treatments Barriers Longitudinal Barriers Bicycle Facilities Intersection Controls Pavement Edge Pavement Safety Pedestrian Facilities Railroad Crossings Roadway Delineation Rumble Strips Speed Control
Safety Strategies	Bicycle Traffic & Safety Human Factors Intersections Pavement Pedestrians Railroad Crossings Road Safety Audits Roadway Departure Speed Management
Other	Traffic Engineering Safety Training & Education Other Highway Safety Disciplines Other Highway Safety Competencies

Appendix C - Competencies for Which No Training Courses Were Identified

Technical Category: Construction

Subject Area	Discipline	Competency	Skill Level
Contract Administration	Partnering	Fosters partnering with contractors and other involved parties	IV
	Value Engineering	Approves VECP actions	IV
	Consultant Construction Engineering & Inspection (CCEI)	Monitors and documents CCEI services	II
		Selects and negotiates CCEI contracts Approves modifications to CCEI contracts Processes error and omission claims	IV
Environment	Disposal Areas	Explains the procedures that a contractor must follow in securing the approval of a disposal site Explains the contents of a contractor's site plan for a disposal area Explains the responsibilities of both the contractor and the DOT as they pertain to disposal areas	II & III
	Debris Burning	Verifies that the contractor's burning has been approved and is in compliance with all applicable laws, rules, and ordinances	II & III
	Water & Sanitary Sewer Facilities	Verifies that cisterns, septic tanks, and other structures have been demolished and backfilled properly Verifies that all wells have been properly closed Verifies that water supplies are protected from contamination by sewage Verifies that water mains and accessories have been disinfected prior to tie-ins in accordance with prescribed procedures	II & III
Drainage	Convential Drainage System Construction Inspection	Conducts conventional drainage system performance tests Recognizes improper conventional drainage system installation and recommends corrective actions	III
	Large & Special Drainage System Construction Inspection	Describes the basic elements of large and special drainage systems such as multi-plate culverts Performs basic inspection of manufactured elements of large and special drainage systems	I
Aggregate Inspection	Stockpiling & Hauling	Recommends acceptance or corrective action based on inspection results Documents and follows up on corrective actions	III
Geotechnical Construction	Geosynthetic Materials Installation Inspection	Performs simple geosynthetic materials installation observations, measurements and computations	I
	Shallow Foundation Inspection	Recognizes foundation excavation requirements	II
	Documentation	Describes the basics of project documentation	I
New Structure Construction	Precast Structures	Identifies precast items on construction plan Recognizes precast products and materials acceptance stamps/certifications	I
		Recognizes implications of improper installation Recommends corrective actions Recommends changes to the location of precast units to accommodate conflicts in the field Recommends acceptance or rejection of precast units	III
		Determines contract decisions related to changes or corrective actions regarding precast units	IV
	Post Tensioning	Recommends corrective action or rejection of product	IV

Technical Category: Employee Development

Subject Area	Discipline	Competency	Skill Level
Personal Qualities	Flexibility	Demonstrates flexibility and adjusts to new situations	I
Working with Others	Public Relations	Understand the components of public communications and outreach programs	III

Technical Category: Maintenance

Subject Area	Discipline	Competency	Skill Level
Maintenance Administration	Customer Focus	Insures that customer inquiries and requests are responded to in a courteous and professional manner	III
Drainage	Drainage Inspection	Implements drainage system inspection, preventive maintenance and repair procedures	III
		Establishes drainage system inspection, preventive maintenance and repair procedures	IV
	Subsurface Drainage	Establishes underdrain system installation procedures	III & IV

Technical Category: Materials

Subject Area	Discipline	Competency	Skill Level
Soils Testing	Moisture-Density Relationship for Fine Soils	Makes recommendations to project personnel to adjust jobsite processes based on varying moisture conditions	III
	Moisture-Density Relationship for Coarse Soils	Makes recommendations to project personnel to adjust jobsite processes based on varying moisture conditions	III
	Documentation	Interprets completed documentation Documents corrective action based on an individual test result Checks documentation for accuracy Enters data into a statistical program	III
HMA Production & QA Labs (Including Mix Design)	Sampling/Testing	Performs sampling and testing of PCC samples in accordance with AASHTO/ASTM standards Calibrates/inspects equipment Applies proper lab testing techniques Performs basic mathematical calculations Reports out test results	II
	Documentation	Completes sample forms and test reports Collects preliminary sample data as required by test method Performs mathematical calculations Submits test results for review	II
Cementitious Materials	Documentation	Completes sample forms and test reports Collects preliminary sample data as required by test method Performs mathematical calculations Submits test results for review	II
PCC Pavement Filed Testing	Concrete Delivery	Rejects loads not meeting specification requirements	II
PCC Production & QA Lab	Documentation	Completes sample forms and test reports Collects preliminary sample data as required by test method Performs mathematical calculations Submits test results for review	II
		Interprets completed documentation Documents corrective action based on an individual test result Checks documentation for accuracy Enters data into a statistical program	III
Miscellaneous Areas	Sampling/Testing	Assists in performing sampling and testing Describes proper sampling techniques Uses proper equipment to procure representative field samples Identifies products from Qualified Products List (QPL)	I
		Determines corrective action based on an individual test results	III
Quality Assurance	PCC Production (Offsite and/or Jobsite Plant Inspections/ Approvals)	Assists in inspecting and approving offsite and jobsite batch plants, stockpiles, material shipments	I
		Inspects and approves offsite jobsite batch plants and stockpiling of materials Verifies correct and approved materials when received on project	II
		Approves QC plan for PCC production Recommends corrective action	III
		Determines corrective actions at a program level	IV
Geotechnical Testing	General Geotechnical Laboratory	Assist in the performance of standard geotechnical laboratory tests	I
		Conducts standard geotechnical materials laboratory tests	II
		Administers specialized geotechnical materials laboratory tests	III
		Oversees all geotechnical materials laboratory tests Recommends geotechnical materials acceptance and payment	IV
	Soil Sample Preparation	Assists in preparing samples for classification and Index Testing	I
		Prepares samples for classification and Index Testing according to AASHTO/ASTM Standard test procedures	II
		Extrudes undisturbed samples, evaluates sample quality, and prepares specimens for performance testing	III
		Oversees proper sample preparation and enforces quality assurance procedures	IV
	Classification & Index Testing of Soils	Conducts standard geotechnical classification and index tests (i.e. Sieve analysis, #200 Wash, hydrometer, specific gravity, liquid limit, plastic limit, and moisture content determinations) according to AASHTO/ASTM standard test procedures	II
		Conducts unit weight determinations on undisturbed specimens	III
		Oversees geotechnical laboratory testing and enforces quality assurance procedures	IV
	Performance Testing of Soils	Conducts common geotechnical performance tests (i.e. Unconfined compression, triaxial shear (UU, CU, CD), direct shear, permeability (falling head, constant head), 1-D consolidation, and shrink/swell potential) after communicating with geotechnical design engineer on testing requirements	III
		Oversees geotechnical laboratory testing and enforces quality assurance procedures	IV
	Geosynthetics Verification Testing	Verifies material strengths and engineering properties	III
		Oversees material testing and verifies product specifications with respect to design requirements	IV

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[1] Taken from the Transportation Curriculum Coordination Council's (TCCC) website (www.nhi.fhwa.dot.gov/tccc/about.htm)

[2] Due to scheduling issues, a companion training vendor/courses matrix could not be developed for the Safety & Workzone competency matrices. This will be added at some point in the future.

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