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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"3. Full Project Results." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

8 to document available resources used to attract, recruit, develop, and retain SOM professionals while also determining which resources may be developed or adapted from other sectors beyond transportation. Results of this task were used to develop the SOM strategic workforce recommendations and action plans provided. Task 7: Develop Action Plan and Strategic Marketing Plan The purpose of this task was to develop strategic SOM workforce recommendations that will assist transportation agencies in attracting, recruiting, and retaining SOM personnel. To address this requirement, workforce recommendations and alternatives were developed for each of the eight critical career stages across the SOM workforce pipeline. In addition, a comprehensive action plan was created for each career stage and specifically designed to guide SOM stakeholders and hiring personnel or supervisors, in particular, in the implementation of key workforce recommendations. Based on feedback received during the NCHRP project panel meeting on February 10, 2011, we refined and finalized the strategic SOM workforce recommendations and related action plans. These materials are included in this report. Task 8: Present Key Findings and Recommendations Following the recommendations received during the NCHRP project panel meeting, the key findings and recommendations from this project will be presented in a webinar that will be delivered using the TRB webinar program and will be made available through the TRB website. Task 9: Submit Final Report and Executive Workbook Based on panel feedback, we have refined and finalized this report. This document provides the strategic workforce recommendations and action plans. The action plans are provided in a manner that will facilitate extraction from the report and allow for presentation in a stand-alone format. This report summarizes all research conducted throughout the project, and provides all project deliverables described in the tasks. Additionally, based on panel feedback, a second deliverable has been created. This additional resource is an Executive Workbook, which serves as a summary of the project that may be more accessible to DOT employees than the full report. The Executive Workbook is available on the TRB website at http://www.trb.org/Main/Blurbs/166342.aspx. 3. FULL PROJECT RESULTS The findings reported here are based on results from the data collection and analyses conducted in Tasks 1 through 7. Because of overlap in content across tasks, results are not reported task-by- task but instead are integrated. These results are intended to describe the SOM career field and workforce based on the latest available research. Specifically, this report provides the following: Key workforce challenges and trends Overview of SOM career field Profile of the existing SOM workforce

9 Estimates of future SOM workforce needs Generalized SOM career paths Overview of SOM career lattice or pipeline Strategic SOM workforce recommendations Action plan for implementing workforce recommendations at each career stage. Understanding the key issues, trends, and the strategic recommendations provided in this report will help enable decision makers and program managers to identify and implement cost-effective workforce solutions. These proposed workforce practices will assist SOM departments in attracting, recruiting, retaining, and developing individuals who have the knowledge, skills, and abilities to operate and manage highway systems in a manner that will maximize their operational capacity and meet the nation’s growing transportation needs. 3.1 KEY WORKFORCE CHALLENGES AND TRENDS Researchers and transportation leaders alike agree that the transportation industry is experiencing a growing number of challenges related to workforce attraction, recruitment, training, and retention (Cronin et al., 2011, Cronin, Heinen, and Youman, 2007, Warne, 2003, Warne, 2005, Skinner, 2000, TRB, 2003). For example, TRB Special Report 275 (2003) indicates that the transportation workforce requires a broader range of skills than in the past because agency missions are changing and expanding and new technologies continue to emerge. This is particularly true for SOM-specific positions in transportation systems. Five critical issues affecting SOM workforce attraction, recruitment, training, and retention are listed below; detailed descriptions follow. Demographic changes in the workforce, including Baby Boomer retirement Availability of training New technologies Demand on transportation agencies Demographic Changes in the Workforce. “Baby Boomer” retirements are one of the major challenges facing SOM and transportation systems (Warne, 2005). Although departures have slowed due to the economy, studies indicate that 50% of the transportation workforce will be eligible to retire in the next 10 years, which is double the retirement rate of the nation’s entire workforce (New Mexico State Highway and Transportation Department, 1999, TRB, 2003). In many cases, retirees are the only ones who possess specialized knowledge and unique experiences, as well as historical perspective, critical for efficient operation of the organization (Rothwell and Poduch, 2004). According to the American Public Transportation Association (APTA), Baby Boomers compose such a large portion of the total population that the age 65+ group is predicted to grow at a rate that is four times that of the entire population; one out of five people will be in this group by the year 2030. Thus, while customer bases will be soaring, personnel losses for many organizations will be significant. Adding further complexity, the loss of these highly skilled personnel is likely to result in skill gaps needed to perform mission- critical tasks.

10 The retirement of Baby Boomers will result in many new opportunities for the next generation of SOM workers in the long term; however, in the short term, the economic recession has resulted in the retention of many retirement-eligible employees for several more years. Additionally, interview participants suggested that the recession and lack of employment opportunities has led students to stay in school longer and delay their entrance into the workforce. As a result, DOTs have benefited by obtaining additional time to address critical issues concerning knowledge management systems and succession planning programs, which are essential to help junior employees learn and adopt best practices in the field. This additional time is priceless, because several participants acknowledged their transportation agency lacked these components completely. As the Baby Boomers do retire, the new workforce is becoming more diverse than ever. In the past, seniority has defined the placement of many SOM managers, professionals, and technicians, thereby resulting in the majority of this management workforce being older Caucasian males. However, the potential applicant pool for SOM positions is much younger with greater ethnic and gender diversity. While expanding the applicant pool helps alleviate challenges associated with maintaining a sustainable workforce, cross-cultural differences can also give rise to new challenges for management. For example, one participant indicated that in his region, communication issues may arise as a result of language barriers. Lastly, the impending influx of younger workers into leadership positions presents another set of challenges. For example, younger workers typically expect more support from their employers in terms of work-life balance and flexible work arrangements (Zemke, Raines, and Filipczak, 2000). Participants also commented on the younger generation’s need to see how they can advance throughout their career, which is sometimes difficult to illustrate in SOM since the field currently lacks a standardized career path. These types of benefits may need to be added to recruitment packages to attract, recruit, and retain a viable workforce. Furthermore, participants indicated that motivational factors vary across generations, specifically citing the younger generation’s need to be stimulated and challenged in their work, perhaps as a result of growing up with an emphasis on multi-tasking and greater feedback from their environment. These differences may result in the need for new management approaches in order to keep younger employees engaged and to retain them in the workforce. Availability of Training. Training that focuses on transportation-related issues can help address the demographic changes, technology advances, and greater demands that this industry faces. Much attention has been paid to the need for training within transportation as a whole, as well as available training resources for the industry (Warne, 2003, Warne, 2005, Shiplett, 2007, Spy Pond Partners et al., 2009; and TRB, 2003). Recently, NCHRP Project 20-77 (2008) was conducted in order to determine what training is needed, what training is available for SOM staff, what training gaps exist, and what is the most effective way to deliver missing training. The resulting gap analysis identified several SOM competencies for which training tends to be nonexistent or significantly lacking (e.g., comprehensive-level special event management, overview-level electronic payment systems) and many other SOM competencies for which there is very little or inadequate training (e.g., intermediate-level arterial operations, all levels of automated safety enforcement). Therefore, there is a critical need for SOM training, particularly given Baby Boomer retirements, increasing expectations for transportation capacity

11 enhancements via implementation of new and evolving SOM technologies and practices, a potential workforce with insufficient skills, and the ever increasing demand for SOM services. The need for formal SOM training programs—specifically in terms of communicating with the public, understanding the policy side, and understanding and operating new technologies—was accentuated throughout our interviews, as these expert practitioners and managers have observed gaps among the desirable experiences and skill levels of SOM personnel and the existing knowledge and skills of those employees entering the field. Interview participants indicated that SOM personnel do learn about opportunities in transportation SOM while enrolled in school. Civil and electrical engineering courses in community colleges and universities that focus on or discuss transportation can be the gateway to SOM careers (Agrawal and Dill, 2009). However, interview participants reported that the training students receive from colleges and universities is often insufficient to prepare for a career in SOM. SOM is a special branch of engineering, communications, technology, and systems management that frequently requires background in multiple fields to perform well. Participants remarked on the value of a diverse background in the transportation organization that would then help the SOM staff person “see how all the pieces fit together” and then operate better, through SOM. Others commented on the importance of communication and collaboration skills for employees within SOM and indicated that finding engineering applicants with these skills is a challenge; these skills are primarily developed through experiences and cross-training in diverse fields. Furthermore, some participants suggested that the training offered to students is too broad and that entry-level applicants frequently lack key, specialized SOM skills. Interviewees indicated that the curricula used at some universities and colleges apparently do not engage SOM skills at all. Alarmingly, these participants have observed a parallel trend in students making decisions about which field of transportation they will specialize in, before they have a chance to hear about or get to know SOM, so they are neither considering nor preparing for SOM careers. Given the near pre-requisite of cross-training in multiple areas of the DOT before assuming a leadership role in SOM and the value of transportation experience for all SOM staff, participants almost unanimously agreed that more formal training is needed once an employee enters an organization, regardless of the training students obtain in college. Almost every interview participant representing a DOT on the West Coast indicated a need to create an operations training academy, similar to the University of Maryland Operations Academy, in their region of the country or alternatively, a web-based SOM training academy program. Additionally, participants discussed a shared need for DOT-level training, since it is critical that SOM personnel understand the infrastructure, operations, and stakeholders at the agency level. By and large, participants felt such training could be developed or would be in existence and already available, were funding sufficient. They did comment that there has been an increase in the amount of webinars conducted for training and outreach with their DOTs, especially welcome given the difficulty of funding out-of-state travel for staff development. New Technologies. Technological innovations have played an important role in how transportation agencies accomplish their mission and in the evolution of SOM careers. The most recent examples of technological innovation in transportation agencies have emerged from Intelligent Transportation Systems (ITS). ITS technologies, which involve the convergence of

12 communication, computing sensing, and control technologies, focus on achieving operational improvements through services such as freeway and incident management, traveler information, and road weather information (TRB, 2003). The emergence of ITS technologies has influenced not only what transportation agencies do but how they plan and conduct projects, as “the use of ITS to operate and manage transportation systems creates a whole new operating environment for transportation agencies and increases the demand for people who understand and operate these technologies” (TRB, 2003, p. 39). Initiatives at the Pennsylvania Department of Transportation (PennDOT) highlight the increased reliance on technology to operate more effectively, as their ITS program adopted a formal communications procedure. The regional architecture system PennDOT developed allows transportation system managers, operators, emergency services providers, local officials, and information service providers to communicate more efficiently with one another and respond more quickly and appropriately to congestion or emergency situations (PennDOT, 2007). Similarly, transportation agencies are increasing their reliance on the media and technology to communicate incident information to the public. Increased reliance on technology affects recruitment, development, and retention of SOM personnel in multiple and sometimes contradictory ways. For example, although technology can improve efficiency, interview participants suggested the use of these devices may push some experienced staff out of key positions as job functions become more technologically oriented. Conversely, utilizing state-of-the-art tools to streamline work processes may help to retain other employees as certain work tasks become easier. Cutting-edge technologies may also help to improve SOM’s attractiveness as a field and can be used as a recruitment tool. Yet, as more complex operating systems gain momentum in the transportation industry, more technologically savvy systems operators and managers are needed. This is particularly evident within the SOM workforce where new technology and the complex relationships for personnel working across different modes, disciplines, and with differing stakeholder groups require a unique set of skills (Martin and Glenn, 2002). In any case, new employee recruitment and retention techniques should be considered as job functions and procedures continue to evolve. Interview participants in this study indicated that there is a greater need for employees knowledgeable in ITS, with skills in Geographic Information Systems (GIS), critical thinking, document management, and especially systems management, because participants anticipated the greatest gaps among SOM skill sets to be computer-related. An increase in computer literacy is imperative for SOM employees as the ability to use and manage the DOT’s computerized systems becomes more important. Innovation and creativity were additional skills that participants suggested would be valuable to the workforce. The unique demands of the jobs and the lack of available, tailored training led many participants to believe that DOTs will begin cultivating and using more in-house capabilities. Participants forecast diminishing reliance on contractors in some cases and more reliance on hiring and training new employees, both to improve internal capacity and to reduce the vulnerability to transportation operations of not having the ability to perform certain key job functions. It is critical that DOTs address these needs to create a talent pipeline full of qualified applicants ready to move into SOM positions, because SOM experts will be increasingly in demand.

13 Several interview participants also indicated that their transportation agencies were identifying ways to utilize new technologies in an effort to make information more manageable and available. The distribution of these messages is through radio and television outlets, dynamic message signs along the roadways, traveler information internet sites, pager and broadcast fax alerts, and traveler information telephone numbers (FHWA, 2010). Furthermore, the installation of cameras and other traffic monitoring equipment helps supplement information provided to travelers. The emergence of complex equipment using new technology, specifically ITS and advanced electronics, requires a parallel investment in training personnel to ensure that the equipment is safely and effectively operated and maintained. The need for this type of training was commonly expressed throughout our interviews, as participants described the criticality for employees to understand the technology they use to perform their job. Without understanding the technology, employees are less able to interpret the data or understand the design of system components or other potential inter-relationships. Transportation personnel, specifically those employed in SOM, have acknowledged that keeping pace with advanced electronic-based technologies solely through traditional on-the-job training is not sufficient (McGlothin Davis and Corporate Strategies, 2002). To address this need, many traditional classroom-based activities have moved to web-based versions, which can make it easier for more personnel to take the training courses. Furthermore, the advent of sophisticated simulators allows for realistic job previews and training for complex positions, such as those in transportation SOM. Demand on Transportation Agencies. The demand on transportation agencies has been dramatically increasing over the past few decades, highlighting the need for successful attraction, recruitment, development, and retention practices in SOM. Although it has slowed recently, vehicle miles traveled (VMT) has grown by over 80% in the past 20 years. In addition, although transportation agencies have worked hard to keep up, the capacity of the current highway system is still not adequate to address this growth (AASHTO, 2002). Furthermore, transportation agencies are being called to broaden their focus from construction to finding and creating capacity improvements through more diverse SOM activities, which require a sophisticated understanding of the transportation system and traffic behavior, along with many other inter- related disciplines. Data from our interviews with SOM experts provide insight to the current demand on transportation agencies, because the majority of our participants indicated a paradigm shift in progress as state DOTs are changing their focus from building and adding new roads to maintaining, operating, and managing the system more efficiently. Their changing mission and broader responsibilities require a workforce capable of addressing a variety of issues other than construction and civil engineering; electrical engineering, IT, and communications systems are newer areas for DOTs. Thus, it is critical for transportation agencies to recruit and retain a workforce with a wider range of technical disciplines such as SOM (TRB, 2003). In addition, the majority of participants interviewed accentuated a need to define SOM because it often varies from DOT to DOT based on whatever their current needs are. For example, to help DOTs and the public better understand the value of SOM, participants indicated a need to create separate job descriptions and position titles, since the majority of the DOTs use regular civil and electrical engineering job descriptions. This would also help to attract appropriate applicants.

14 Unfortunately, participants indicated that SOM resources are spread thin, especially in the recent economic crisis, and it is often difficult to meet demand across all facets of a DOT. One participant cited that $50 million originally allocated to SOM out of a $20 billion bond was in fact used entirely to increase capacity. Participants suggested that a lack of SOM funding is often related to the general unawareness of the field. Thus, it is essential that SOM receives greater buy-in from senior management and the public in order to be effective and successful in operating and managing the system. Participants also agreed that there needs to be a greater emphasis on SOM, specifically aspects of it that will have a bigger impact for the public. Despite the buzz different DOTs receive from message signs that inform commuters on the expected travel time or other new technological advancements, participants shared the belief that the public is primarily unaware of SOM and its contributions, much less its potential. DOT interviewees primarily looked to university transportation centers to increase awareness; however, a DOT’s own communication and outreach may be equally important, as well as communication at even higher levels such as the governor’s office. Public awareness is critical because the public is the ultimate source to be convinced of the worth of the investment. Participants hoped that increasing outreach with the public would result in greater buy-in, leading to more efficient use of transportation funds for the benefit received and leading to greater funding and resources as awareness increases. TRB’s Strategic Highway Research Program (SHRP2) on Reliability may also produce resources. 3.2 OVERVIEW OF SOM CAREER FIELD Transportation SOM interfaces with many disciplines and transportation modes, both internal and external to the organization, as well as with functions such as emergency management and public safety, and the concerns of the general public (Michigan DOT, 2008; Victoria Transport Policy Institute, 2010). As the emphasis on transportation management and operations increases, the demand for personnel with skills in these areas is also increasing. Transportation agencies are experiencing a shortage of SOM professionals with the suitable skills and knowledge to move beyond more traditional civil engineering functions to the broader and more diverse SOM activities. According to interview participants, the desired skill set and knowledge base cannot be acquired simply from college or university courses, but rather is obtained through on-the-job experiences. Currently, the SOM workforce is being depleted due to retirement of transportation practitioners and a shortage of graduates from education programs with the cross-disciplinary perspective and skills needed to meet the functional requirements of SOM tasks. A meeting of the AASHTO Subcommittee on Human Resources in 2005 sought to identify the competencies needed to carry out work in the modern-day state DOT. Although no worker is expected to possess the skills necessary to carry out all facets of a state DOT’s mission, failure of an agency to staff for the different responsibilities with which it has been tasked can lead to reductions in efficiency and effectiveness with regards to operating the system. As a result, NCHRP Project 20-77 was initiated to identify the core functions and employment positions that characterize SOM activities, as well as many currently available SOM education and training

15 resources for transportation professionals. The result of this identification between SOM core functions and positions produced a matrix that matched a total of five core functions, including: Policy and strategic considerations Program planning Systems development Project management Real-time operations These core functions are related to all job levels and job titles presented below. Exhibit 3 provides a snapshot of these relationships. Exhibit 3 Snapshot of Core SOM Job Functions by Position Level Core Functions Senior Management Mid-Level or Project Related (HQ or Regional) Transportation Management Center Technician/Field Personnel Policy and Strategic Considerations Program Planning Systems Development Project Management Real-Time Operations To better support the development and supply of SOM staff at the management, professional, and technical levels, it is important to understand how the career field is organized. According to the literature, the transportation SOM workforce is a group of professionals with a variety of backgrounds who are involved in the operations and management of U.S. highways. This finding is similar to the insights participants shared during interviews, but it is important to note that the organization and structure of SOM varies greatly across DOTs. As a result, participants agreed that domain issues are one of the biggest challenges of SOM, as there is no single agency that has total control over operations. To further complicate this issue, there were several participants who were not completely sure how to describe the organization of SOM even within their respective agencies (e.g., whether maintenance should be included in SOM or on its own). Participants suggested a need to develop a better understanding of SOM at the policy-making level in order to realize its importance to the DOTs’ business structure. The aim of the current study was to better define SOM occupations and their relationships within DOT organizations. At a general level, Chief Engineers and/or District Engineers usually direct SOM programs within the state DOT and are supported by a variety of personnel in job categories such as: Transportation and traffic engineers

16 Operations engineers Operations managers Safety specialists Traffic operators and technicians Intelligent transportation systems technicians Emergency response and incident management personnel Exhibit 4 provides an overview of the typical position/job titles that exist within SOM departments across DOTs with respect to their primary job function. The job titles presented resulted from data collected from the literature review and SOM experts who were interviewed. Primary job functions for the job titles listed were determined using the results of the NCHRP Project 20-77 study, which included a matrix of core functions and competencies. Exhibit 4 Typical SOM Positions by Level and Job Category Across DOTs Senior Management Mid-Level or Project Related Transportation Management Center Technician/Field Personnel Policy and Strategic Considerations Assistant Chief (Transportation) Engineer Section Head TMC/Field Operations Chief (Transportation) Engineer ITS Branch Manager Senior Transportation Engineer Transportation Director Program Planning Transportation Technical Engineer Traffic Data Analyst Transportation Specialist Transportation Data Analyst Systems Development Director of Traffic and Safety Engineering Technician 3, 4, and 5 Electrical Mechanic Implementation Support Technician Electronics Supervisor Project Development Engineer Engineering Technician 1 and 2 Safety Specialist Traffic Systems Technician 1 and 2

17 Exhibit 4 (Continued) Typical SOM Positions by Level and Job Category Across DOTs Senior Management Mid-Level or Project Related Transportation Management Center Technician/Field Personnel Project Management Senior Transportation Project Manager ITS Project Manager Operations Manager Transportation Engineer Transportation Engineer Supervisor/Manager Real-Time Operations Assistant Director Maintenance Engineer Assistant Engineer Communications Operator Assistant Director Traffic Engineer Communications Officer Communications Operator Trainee State Maintenance Engineer ITS Technical Manager Communications Systems Technician State Traffic Engineer Maintenance Supervisor Emergency Response Technician Regional Supervisor Emergency Service Patrol Emergency Service Patrol Apprentice Traffic Incident Manager Emergency Service Patrol Operator Traffic Operations Engineer Highway Maintenance Worker Work Zone Managers ITS Technician 1 and 2 Junior Engineer Transportation Maintenance Technician Within each of the job functions listed, SOM personnel typically perform duties in many specialty areas and seasonally focus on different activities and responsibilities. Since the positions and activities associated with the SOM career field are so diverse and vary geographically, SOM managers and their subordinates need a broad set of skills, as well as overarching knowledge of how each activity operates and impacts other functions. Thus, while some of the job functions appear to contain more positions, it is common for SOM employees to work across each of the five functions.

18 3.3 PROFILE OF THE EXISTING SOM WORKFORCE Systems operations and management requires the knowledge of multiple disciplines, primarily including, but not limited to, intelligent transportation systems (ITS), traffic engineering, maintenance, emergency response and incident management, performance measurement, and system planning (Spy Pond Partners et al., 2009). An understanding of the interactions among transportation modes and between the transportation system and other functions, such as emergency management, public safety, and the concerns of the general public is critical for a job within SOM, as was determined from NCHRP Project 20-77. Thus, extensive knowledge of statistics and experience in data management and analysis lay the foundation for the skill set necessary for an occupation in SOM. Skills needed to improve productivity and quality of operations, such as quality assurance, forecasting, planning and scheduling, staffing, design and control of operations systems, creating value for the customer, project management, and supply chain and inventory management, continue to build the skill set needed for an SOM. Opinions on the skill sets necessary to carry out some of the SOM’s most widespread and critical occupations vary, depending on the combination of core function and position. One important distinction being investigated by many employers is the difference between core and complementary skills for staff. Core skills can be defined as those abilities which are necessary for an individual to carry out the technical responsibilities of a position; one would be unable to qualify for a position without possessing the necessary core skills required. As determined by NCHRP Project 20-24(48), complementary skills such as communication and problem solving, on the other hand, are not a requisite for obtaining a position, although they are valuable and useful in their own right. For example, in a typical SOM position, an individual may primarily serve as a Traffic Technician responsible for overseeing a variety of activities designed to enhance highway safety and user efficiency. This responsibility is often performed through the collection, analysis, and application of traffic and highway safety data and principles to specific traffic control, signing, and marking situations. The Traffic Technician may be the only certified technician specialist with a degree in civil or electrical technology in the work unit (core skills necessary to qualify for the position), but he/she must also possess leadership and project management skills (complementary skills) to direct work and carry it out effectively. Many employers are making great strides in defining core and complementary skills for a number of SOM positions, and using the information to set appropriate staffing levels and chart training programs. The interface and collaboration with various disciplines and the nature of SOM work itself distinguishes the competencies required of the engineers and other employees who hold SOM positions from the competencies used by other engineers and transportation workers. Several participants indicated challenges in recruiting for SOM positions because the typical applicant is specialized in one area while SOM jobs require someone with broad knowledge, capable of performing a variety of roles. As a result, participants said their DOTs sometimes rely on contracted staff to address SOM skill gaps. The amount of work that gets contracted out varies among DOTs and primarily depends on the agency’s budget. Due to funding limitations, DOTs are able to justify an increase in the number of contractors hired to perform the work that would otherwise require a full-time employee.

19 According to participants, DOTs opt to contract out work, especially short-term projects, because agencies are facing full-time employee (FTE) caps in many cases and it is a lot easier to hire and terminate consultants when they are no longer needed, compared to a full-time government employee. However, DOTs expressed concerns about the contracting out of work and knowledge the DOT needs, to manage the larger system and/or when contractor turnover occurs or services are not available in their region. The DOT’s responsibilities and the increasing demand for SOM knowledge and maintenance remains. The majority of work contracted out occurs in the more specialized positions, including ITS Maintenance, Control Room Managers and Operators, Incident Response, Traffic Control, and Electronic Technicians, where participants indicated their DOT often lacked employees with the technical skills. Participants reported the demand for these positions is greater because there is a challenge in recruiting for these positions, as DOTs typically struggle to find applicants with these specific skills willing to work at the associated pay grade. Regardless of whether the work is contracted out or performed in-house, the core competencies related to each of the core functions remain the same. Exhibit 5 provides an overview of the core competencies related to each of the core functions previously identified. Exhibit 5 Core Job Function by Related Competencies Core Job Functions Related Competencies Policy and Strategic Considerations Policy Development – The development of principles or rules to guide decisions within departments with which to achieve reasonable outcomes. Public Outreach – The effort to connect the ideas or practices of the department to the efforts of other organizations or agencies as well as the general public. Strategy Development – The development of strategies to help the department achieve its mission, or the establishment of a framework for guiding the direction of department decision making. Organizational Change Management – Using a structured, pre-defined strategy, model, or framework to transition organizations from a current state to a desired future state. Program Planning Business Process Management – The alignment of all aspects of an organization with the wants and needs of customers while promoting department effectiveness and efficiency and striving for innovation, flexibility, and integration with technology. Organization and Staffing – Staffing is the process of finding the right people, with the right knowledge, skills, abilities, and fit, who may be hired, who already work for the department, or who may be trained or developed to acquire the right knowledge or skills. Link Between Operations and Planning – The knowledge of both transportation operations and program planning that allows for understanding the connections between them.

20 Exhibit 5 (Continued) Core Job Function by Related Competencies Core Job Functions Related Competencies Systems Development Systems Development Process/Methods – Awareness and understanding of the process or methods used to develop and implement a transportation system. Systems Architecture – The process or art of defining the hardware and software architecture, components, modules, interfaces, and data for a transportation/ITS system to satisfy specified requirements. Database Management for Operations – Awareness and understanding of how centralized collections of transportation operations data are stored, manipulated, accessed, and secured. Program Languages and Technology – Familiarity with the vocabulary and rules for instructing a computer to perform specific tasks and understanding of the computers or technologies that require these languages. Visualization – The creation of images, diagrams, or animations to communicate a message. Network Security – The development and use of policies and provisions in a computer network infrastructure to protect the network and network-accessible resources from unauthorized access, as well as monitoring and measuring the effectiveness of these policies and provisions. Project Management Project/Contract Management – The management of a project/contract for goods, services, or works, which includes monitoring performance, commercial aspects, delivery, improvement, complaints, and customer satisfaction. Outsourcing Contract Management – Utilization of a contractor to manage a contract for goods, services, or works, which includes monitoring performance, commercial aspects, delivery, improvement, complaints, and customer satisfaction. Procurement – The purchase of goods and/or services at the best possible total cost of ownership, in the right quantity and quality, at the right time, in the right place for the direct benefit or use of the department, generally via a contract. In-House Procurement – Utilizing the goods and/or services currently offered by the department in the right quantity and quality, at the right time, in the right place for the direct benefit or use of the department. Risk Management – The identification, assessment, and prioritization of risks within projects followed by coordinated and economical application of resources to minimize, monitor, and control the probability and/or impact of adverse events.

21 Exhibit 5 (Continued) Core Job Function by Related Competencies Core Job Functions Related Competencies Real-Time Operations Operations Strategies – Maintenance of the capacity and safety of highways by controlling traffic, responding to incidents, clearing snow and other obstructions, and providing information to users on highway conditions and alternatives. Systems and Technology – Knowledge and understanding of the department’s operating systems as well as the technology required to carry out real-time operations. Safety – Focus on crash avoidance by enhancing driver performance, including advanced collision avoidance systems and the automated highway system. Security – Precautions taken to guard against the danger, risk, or safety threats of major highways. Management of Real-Time Operations Systems – The integration of key activities to ensure real-time monitoring of the traffic and travel conditions of major highways and sharing that information to improve transportation system security; address congestion; improve response to emergencies, weather events, and surface transportation incidents; and facilitate national and regional highway traveler information. The competencies highlighted represent the underlying KSA requirement for the positions previously described in Exhibit 4. All information presented was assembled from position descriptions and data collected during our literature review as well as from our SOM experts interviewed. 3.4 ESTIMATING FUTURE SOM WORKFORCE NEEDS Using the defined core function areas and related competency information associated with the SOM jobs titles identified (see Exhibit 4), our team mapped the job titles to a standard listing of Department of Labor (DOL) occupations to conduct the historical and future staffing estimates. The mapping exercise accomplished two goals. First, converting the DOT titles revealed through our data collection to Standard Occupation Classification (SOC) codes allowed our team to conduct these analyses using existing DOL labor market data and through a propriety workforce analysis tool developed by EMSI, Inc. EMSI’s labor market research and forecasting tool compiles data from over 90 state and federal government sources, including data sets published by the Bureau of Economic Analysis, Bureau of Labor Statistics, and the U.S. Census Bureau. Second, this mapping exercise allowed our team to ensure that the specific occupational knowledge, skill, and ability needs of SOM jobs were represented in our staffing analysis. The DOL SOC codes that were identified through the mapping exercise are presented in Exhibit 6. The first column in the table represents the SOC codes of each occupation and the second column lists the title of each SOC code. Subsequent columns represent each of the five Work Function categories associated with SOM occupations. A “ ” mark represents an association between SOC codes and SOM-related Work Functions. As illustrated in Exhibit 6, the list of

22 SOC codes identified broadly captures the entirety of functional characteristics existing within SOM occupations. This mapping exercise also revealed that the SOC codes found sufficiently cover the KSAs and work functions needed in SOM occupations. Exhibit 6 Standard Occupation Classification (SOC) Codes and Titles Mapped to SOM-Related Work Functions Dept. of Labor (DOL) SOC Code DOL Standard Occupation Title Policy and Strategic Program Planning Systems Dvlpmnt Project Mngmnt Real- Time Ops 11-3021 Computer and Information Systems Managers 15-1081 Network Systems and Data Communications Analyst s 15-1099 Information Technology Project Managers 17-2051 Civil Engineers 17-2071 Electrical Engineers 17-3022 Civil Engineering Technicians 17-3023 Electronics Engineering Technicians 17-3029 Engineering Technicians, Except Drafters, All Other 43-5031 Dispatchers 47-2111 Electricians 47-4051 Highway Maintenance Workers

23 Exhibit 6 (Continued) SOC Codes and Titles Mapped to SOM-Related Work Functions DOL SOC Code DOL Standard Occupation Title Policy and Strategic Program Planning Systems Dvlpmnt Project Mngmnt Real- Time Ops 49-2093 Electrical and Electronics Installers and Repairers, Transportation Equipment 49-9042 Maintenance and Repair Workers, General 49-9097 Signal and Track Switch Repairers 53-6041 Traffic Technicians It is important to point out that the SOC codes and the data associated with them do contain jobs that would not fall under this report’s definition of the “SOM” and they include jobs from other related industries. For instance, “Dispatchers” includes jobs that might fall under police and fire. Similarly, the data reported for civil engineers includes civil engineers employed within other transportation modes as well as other industries. Nevertheless, this is the best national data available for these occupations, and at a macro level, it is apparent that each of these occupations serves an important indicator for the SOM workforce. By analyzing SOC data, we are able to determine if and how demand for these jobs will continue to increase over the next decade. This will assist the SOM community in planning for projected increases in staffing levels and assist in avoiding future workforce skill gaps due to amplified competition from other fields. Once the relevant SOC codes were identified, our team generated and analyzed historic, current, and future occupational estimates for SOM occupations. Our historical estimates provide information on the change in SOM-related occupations during the time period between 2005 and 2010. Our future occupational reports provide information on projected changes for SOM-related occupations between 2010 and 2015 as well as between 2010 and 2020. For all time periods, we conducted the occupational analysis at the national, regional (Northeast, South, Midwest, and West), and state levels. The regional distinctions used correspond with the U.S. Census Bureau’s definitions. Exhibit 7 provides an overview of the specific states represented in each regional area.

24 Exhibit 7 States Included in Each Regional Area Used to Conduct Occupational Analysis Regions State Areas Northeast Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont Midwest Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, Wisconsin West Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming South Alabama, Arkansas, Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, West Virginia Historic SOM Staffing Estimates (2005–2010). This section presents our historical analysis of SOM staffing estimates across the representative SOC codes at the national levels. Region- and state-level historical analyses are provided in Appendix A of NCHRP Web-Only Document 182, which is available at http://www.trb.org/Main/Blurbs/166342.aspx. In each table, the full list of SOM-related SOC codes is provided with their corresponding DOL standard occupational titles. Then, for each SOC code, we provide the total number of jobs in 2005, the total number of jobs in 2010, and the corresponding change. In addition, we provide the occupation’s corresponding entry education level. All tables are sorted by ‘% Change’ to highlight the occupations with the greatest job growth over the last 5 years. Exhibit 8 provides the national occupational change summary from 2005–2010. Exhibit 8 National—Historical Occupational Change Summary 2005–2010 SOC Code DOL Standard Occupation Title # of 2005 Jobs # of 2010 Jobs Change % Change Education Level 15-1081 Network systems and data communications analysts 303,364 356,088 52,724 17% Bachelor's degree 43-5031 Dispatchers 90,202 98,005 7,803 9% Moderate-term on-the-job training 49-9097 Signal and track switch repairers 31,704 34,549 2,845 9% Moderate-term on- the-job training 15-1099 Computer specialists, all other 224,950 237,783 12,833 6% Associate's degree 11-3021 Computer and information systems managers 297,123 306,710 9,587 3% Degree plus work experience 17-2051 Civil engineers 296,138 302,371 6,233 2% Bachelor's degree 17-3022 Civil engineering technicians 80,463 82,333 1,870 2% Associate's degree 47-4051 Highway maintenance workers 138,028 140,876 2,848 2% Moderate-term on- the-job training

25 Exhibit 8 (Continued) National—Historical Occupational Change Summary 2005–2010 SOC Code DOL Standard Occupation Title # of 2005 Jobs # of 2010 Jobs Change % Change Education Level 53-6041 Traffic technicians 6,79 9 6,89 3 94 1% Short-term on-the- job trainin g 49-9042 Maintenance and repair workers, general 1,368,02 5 1,355,67 6 (12,349) * (1%) Moderate-term on- the-job training 17-3029 Engineering technicians, except drafters, all other 71,603 70,019 (1,584) (2%) Associate's degree 11-3071 Transportation, storage, and distribution managers 106,034 101,736 (4,298) (4%) Work experience in a related field 49-2093 Electrical and electronics installers and repairers, transportation equipment 14,144 13,612 (532) (4%) Postsecondary vocational award 17-2071 Electrical engineers 159,420 152,126 (7,294) (5%) Bachelor's degree 17-3023 Electrical and electronic engineering technicians 161,272 151,788 (9,484) (6%) Associate's degree 47-2111 Electricians 759,065 664,009 (95,056) (13% ) Long-term on-the- job trainin g * Change and % Change numbers that appear in parentheses and in red indicate negative change. There are several observations that can be derived from the national occupational change data provided in Exhibit 8, in conjunction with the regional occupational change data provided in Exhibits A-1 through A-4 included in Appendix A of NCHRP Web-Only Document 182 . First, it is clear that the demand for the following three key SOM occupations has greatly increased over the last 5 years: Network systems and data communications analysts, Dispatchers , and Signal and track switch repairers . This finding was supported by our interview results as well. The majority of participants suggest ed that these three jobs are increasing in their organizations. Second, it is interesting to note that the demand for Civil Engineers has remained relatively constant over the last 5 years, between 0% and 4% across the regions, despite the downturn in the economy. This suggests that these jobs will remain a vital part of transportation organizations going forward. Lastly, on a national labor catego ry level, demand has been steadily decreasing for the following three important SOM occupations over the last 5 years: Electrical engineers, Electrical and electronic engineering technician, and Electricians. This finding underscores the evolution of SOM occupations. It also represents potential cross-training opportunities of employees skilled in the area of Electronics over to Network systems and data communications analyst positions.

26 Forecasted SOM Staffing Estimates (2010–2015 and 2015–2020). In this section, we present our analysis of SOM staffing estimates over the next 5-year (2010–2015) and 10-year (2010– 2020) periods. As in the previous section, staffing estimates were derived using representative SOC codes and are provided at the national level. Region- and state-level future staffing analyses are provided as Appendix B in NCHRP Web-Only Document 182. In each table, the full list of SOM-related SOC codes is provided with their corresponding DOL standard occupational titles. Then, for each SOC code, we provide the total number of jobs in 2010, the total estimated number of jobs in 2015, and the total projected number of jobs in 2020. The resultant change is calculated for the period between 2010 and 2020. In addition, we provide the occupation’s corresponding entry education level. All tables are sorted by ‘% Change’ to highlight the occupations with the greatest job growth over the next 10 years. Exhibit 9 provides the national forecasted occupational change summary from 2010–2015 and 2010–2020. Exhibit 9 National—Forecasted Occupational Change Summary 2010, 2015, and 2020 SOC Code DOL Standard Occupation Title # of 2010 Jobs # of 2015 Jobs # of 2020 Jobs Change (2010- 2020) % Change (2010- 2020) Education Level 15-1081 Network systems and data communications analysts 356,088 432,635 500,975 144,887 41% Bachelor's degree 17-2051 Civil engineers 302,371 343,268 368,168 65,797 22% Bachelor's degree 49-9097 Signal and track switch repairers 34,549 39,286 41,398 6,849 20% Moderate-term on-the-job training 11-3021 Computer and information systems managers 306,710 335,784 357,383 50,673 17% Degree plus work experience 17-3022 Civil engineering technicians 82,333 91,627 96,525 14,192 17% Associate's degree 43-5031 Dispatchers 98,005 107,604 113,239 15,234 16% Moderate-term on-the-job training 47-2111 Electricians 664,009 726,463 752,438 88,429 13% Long-term on-the-job training 15-1099 Computer specialists, all other 237,783 256,543 268,962 31,179 13% Associate's degree 49-9042 Maintenance and repair workers, general 1,355,676 1,450,082 1,513,467 157,791 12% Moderate-term on-the-job training 17-3029 Engineering technicians, except drafters 70,019 72,173 74,006 3,987 6% Associate's degree

27 Exhibit 9 (Continued) National—Forecasted Occupational Change Summary 2010, 2015, and 2020 SOC Code DOL Standard Occupation Title # of 2010 Jobs # of 2015 Jobs # of 2020 Jobs Change (2010- 2020) % Change (2010- 2020) Education Level 53-6041 Traffic technicians 6,893 7,230 7,285 392 6% Short-ter m on- the-job training 47-4051 Highway maintenance workers 140,876 146,743 147,888 7,012 5% Moderate-term on-the-job training 49-2093 Electrical and electronics installers and repairers, transportation equipm ent 13,612 13,969 14,149 537 4% Postsecondary vocational award 17-2071 Electrical engineers 152,126 154,331 155,772 3,646 2% Bachelor's degree 11-3071 Transportation, storage, and distribution managers 101,736 103,425 101,644 (92) * 0% Work experience in a related field 17-3023 Electrical and electronic engineering technicians 151,788 150,130 149,249 (2,539 ) (2% ) Associate's degree * Change and % Change numbers that appear in parentheses and in red indicate negative change. In reviewing the national and regional forecasted occupation change data (see Exhibits B-1 through B-4 included in Appendix B of NCHRP Web-Only Document 182 ), widespread growth is expected in the SOM field. Numerous SOM-related occupations are likely to experience substantial demand increases between 2010 and 2020, including Network systems and data communications analysts, Civil engineers, Signal and track switch repairers, Computer and information systems managers, Civil engineering technicians, Computer specialists, Maintenance workers, and Dispatchers . Even among the few occupations where the growth is expected to be negative or modest between 2010 and 2020 such as Electrical engineering, Electrical and electronic engineering technicians, and Engineering technicians, staffing projections indicate that there will be no major SOM staffing declines. This nearly unilateral growth was also supported by our interview data. The majority of SOM experts we interviewed believe SOM workforce needs would change and increase dramatically over the next 5 to 10 years. Experts were in agreement, speculating that DOTs will increase their focus on asset management as they begin to shift from an emphasis on capacity building and adding to the system to an emphasis on “taking care of what is already in place” and maximizing the operational capacity of the existing system. In other words, this could lead to an increased focus on systems becoming better managed, including higher levels of efficiency and effectiveness, as well as traffic throughput. Ever y participant stated that they believe SOM will have an increasingly important role in this shift. As a result, participants reiterated the need to

28 emphasize the importance of SOM to senior executives. They indicated this would help to achieve greater buy-in while fostering a culture that understands and is capable of implementing new SOM technologies. 3.5 PRINCIPAL POOLS OF POTENTIAL WORKERS TO MEET FORECASTED SOM NEEDS In this section, principal pools of potential workers who may be available to meet forecast needs for SOM staff are identified. Considering demographic and economic trends, estimates of the likely numbers of people that might be attracted to SOM positions were developed. To conduct this analysis, our team assessed two essential components of the skills pipeline framework: Renewal Systems: This component represents opportunities to recruit new talent to the SOM field through the retraining of workers employed in related transportation occupations as well as the retraining of workers migrating from downsizing industries. Advancement Systems: This component of the skills pipeline comprises the educational system. It represents opportunities to attract new talent to the SOM field from four-year undergraduate and graduate programs. Additionally, post-secondary education provided by community and technical colleges is included. Each of these systems and their related analyses are described in detail below. Renewal Systems—Related Occupations There are many occupations directly related to SOM jobs that exist in other industries. The related jobs require core knowledge, skills, and abilities (KSAs) that are similar to SOM jobs. Thus, people who hold these related jobs represent potential new, relatively qualified applicants for SOM positions. To establish related occupations and to conduct the renewal analyses, we identified occupations that are similar in nature to traditional SOM occupations using standard DOL occupational codes (i.e., SOCs). To begin, we started with the core list of SOC codes used to conduct the SOM historical and forecasted staffing estimates (see Exhibit 6 for core SOC list) and then added SOCs determined to require the same or similar KSAs. The ‘related’ and ‘core’ SOC codes were then combined into one ‘expanded’ list of SOC codes. Specifically, the process of SOC association was based on assessing the KSA composition of core SOM occupations. For each core SOM occupation, our team identified similar occupations using the DOL occupational data. For example, a Traffic technician is a core SOM occupation. To conduct SOC association, we deconstructed Traffic technicians to examine its core knowledge, skills, and abilities. Next, using DOL data we found similar, linked occupations. Each linked occupation identified included KSAs associated with the original elements identified for Traffic technicians. By doing this, we were able to find occupations such as Emergency management specialists that require a KSA composition similar to the original SOM occupation. Once the initial expanded list was created, our internal transportation subject matter experts (SMEs) and occupational experts reviewed the expanded list of SOM occupations. The process of reviewing allowed us to eliminate certain SOCs that appeared to be related through KSAs but did not qualify on the basis of work activities performed at DOTs. Finally, we had an expanded list of SOCs that could potentially assist in creating the pipeline for SOM occupations.

29 The final expanded list is presented in Exhibit 10. This list was used to conduct analyses of the SOM renewal system. Exhibit 10 Expanded List of SOC Codes Based on KSA Association SOC Code Description Core Expanded 11-1011 Chief executives 11-1021 General and operations managers 11-3011 Administrative services managers 11-3021 Computer and information systems managers 11-3071 Transportation, storage, and distribution managers 11-9021 Construction managers 11-9041 Engineering managers 13-1051 Cost estimators 13-1061 Emergency management specialists 15-1011 Computer and information scientists, research 15-1081 Network systems and data communications analysts 15-1099 Computer specialists, all other 15-2031 Operations research analysts 17-1012 Landscape architects 17-1022 Surveyors 17-2051 Civil engineers 17-2071 Electrical engineers 17-2072 Electronics engineers, except computer 17-3011 Architectural and civil drafters 17-3022 Civil engineering technicians 17-3023 Electrical and electronic engineering technicians 17-3029 Engineering technicians, except drafters, all other 29-9011 Occupational health and safety specialists 33-3051 Police and sheriff's patrol officers 43-2099 Communications equipment operators, all other 43-5031 Police, fire, and ambulance dispatchers 47-1011 First-line supervisors/managers of construction trades and extraction workers 47-2111 Electricians 47-4011 Construction and building inspectors 47-4051 Highway maintenance workers 49-2093 Electrical and electronics installers and repairers, transportation equipment 49-9042 Maintenance and repair workers, general 49-9097 Signal and track switch repairers 53-6041 Traffic technicians

30 After finalizing the expanded list of SOC codes associated with the SOM field, our team generated occupational reports to investigate the occupational growth/decline over the next 10 years (2010 to 2020). The results of the national analysis are presented below in Exhibit 11. The results of the region- and state-level analyses are provided in Appendix C, NCHRP Web-Only Document 182. Exhibit 11 National—Forecasted Renewal Systems—Related Occupations Summary 2010, 2015, and 2020 SOC Code DOL Standard Occupation Title # of 2010 Jobs # of 2015 Jobs # of 2020 Jobs Change (2010- 2020) % Change (2010- 2020) Education Level 15-1081 Network systems and data communications analysts 356,088 432,635 500,975 144,887 41% Bachelor's degree 13-1051 Cost estimators 207,429 239,169 260,529 53,100 26% Work experience in a related field 15-2031 Operations research analysts 63,446 71,992 78,281 14,835 23% Master's degree 17-2051 Civil engineers 302,371 343,268 368,168 65,797 22% Bachelor's degree 13-1061 Emergency management specialists 16,823 18,993 20,334 3,511 21% Work experience in a related field 49-9097 Signal and track switch repairers 34,549 39,286 41,398 6,849 20% Moderate-term on-the-job training 11-1011 Chief executives 1,229,756 1,387,282 1,457,653 227,897 19% Degree plus work experience 11-9021 Construction managers 704,688 803,582 842,026 137,338 19% Bachelor's degree 15-1011 Computer and information scientists, research 66,122 73,892 78,970 12,848 19% Doctoral degree 47-1011 First-line supervisors/managers of construction trades and extraction workers 976,603 1,110,863 1,164,824 188,221 19% Work experience in a related field 11-3021 Computer and information systems managers 306,710 335,784 357,383 50,673 17% Degree plus work experience 17-3022 Civil engineering technicians 82,333 91,627 96,525 14,192 17% Associate's degree

31 Exhibit 11 (Continued) National—Forecasted Renewal Systems—Related Occupations Summary 2010, 2015, and 2020 SOC Code DOL Standard Occupation Title # of 2010 Jobs # of 2015 Jobs # of 2020 Jobs Change (2010- 2020) % Change (2010- 2020) Education Level 47-4011 Construction and building inspectors 120,623 134,661 141,632 21,009 17% Work experience in a related field 43-5031 Police, fire, and ambulance dispatchers 98,005 107,604 113,239 15,234 16% Moderate-term on-the-job training 17-1012 Landscape architects 57,881 63,972 66,412 8,531 15% Bachelor's degree 17-1022 Surveyors 52,479 58,083 60,105 7,626 15% Bachelor's degree 15-1099 Computer specialists, all other 237,783 256,543 268,962 31,179 13% Associate's degree 47-2111 Electricians 664,009 726,463 752,438 88,429 13% Long-term on-the-job training 11-3011 Administrative services managers 250,736 270,476 281,696 30,960 12% Degree plus work experience 49-9042 Maintenance and repair workers, general 1,355,676 1,450,082 1,513,467 157,791 12% Moderate-term on-the-job training 29-9011 Occupational health and safety specialists 52,818 56,449 58,526 5,708 11% Bachelor's degree 17-3011 Architectural and civil drafters 106,753 116,123 117,399 10,646 10% Postsecondary vocational award 11-9041 Engineering managers 177,569 183,977 189,743 12,174 7% Degree plus work experience 33-3051 Police and sheriff's patrol officers 632,770 667,476 678,576 45,806 7% Long-term on- the-job training 17-3029 Engineering technicians, except drafters, all other 70,019 72,173 74,006 3,987 6% Associate's degree 53-6041 Traffic technicians 6,893 7,230 7,285 392 6% Short-term on-the-job training 47-4051 Highway maintenance workers 140,876 146,743 147,888 7,012 5% Moderate-term on-the-job training

32 Exhibit 11 (Continued) National—Forecasted Renewal Systems—Related Occupations Summary 2010, 2015, and 2020 SOC Code DOL Standard Occupation Title # of 2010 Jobs # of 2015 Jobs # of 2020 Jobs Change (2010- 2020) % Change (2010- 2020) Education Level 49-2093 Electrical and electronics installers and repairers, transportation equipment 13,612 13,969 14,149 537 4% Postsecondary vocational award 11-1021 General and operations managers 1,827,263 1,889,85 1 1,880,29 7 53,034 3% Degree plus work experience 17-2071 Electrical engineers 152,126 154,331 155,772 3,64 6 2% Bachelor's degree 17-2072 Electronics engineers, except computer 138,246 137,982 139,407 1,16 1 1% Bachelor's degree 11-3071 Transportation, storage, and distribution managers 101,736 103,425 101,644 (92) * 0% Work experience in a related field 17-3023 Electrical and electronic engineering technicians 151,788 150,130 149,249 (2,539) (2%) Associate's degree 43-2099 Communications equipment operators, all other 2,74 8 2,62 4 2,42 2 (326) (12% ) Short-term on- the-job training * Change and % Change numbers that appear in parentheses and in red indicate negative change. Results of the SOM-related occupations renewal system through the expanded list of SOC codes are encouraging. The data suggest that related occupations will also be experiencing rapid job growth over the next 5 to 10 years, which indicates that the potential pool of applicants that might transfer or retrain into an SOM job from a related industry is increasing. These related occupations include Cost estimators, Operations research analysts, Emergency management specialists, Construction managers, First-line supervisors/managers of construction trades and extraction workers, Construction and building inspectors, and Police, fire, and ambulance dispatchers. Of course, the data also suggest that competition for premium talent may also increase as related industries increasingly desire the skills necessary in SOM fields. Renewal System Findings—Shrinking Industry Sectors Potential pools of new workers also exist within related industries that are expected to experience downsizing over the next 5 to 10 years. Many employees in these sectors will likely be seeking new job opportunities as their field shrinks. In cases where the migrating employees possess KSAs similar to those needed in SOM, they can be retrained to meet SOM demand at DOTs.

33 In this section, industry sectors that are forecasted to shrink between 2010 and 2020 are identified. Results are presented at the national and regional levels. For each, a bubble chart presents the size and relative growth/shrinkage of prominent industry sectors in terms of occupational growth/decline percentages between 2010 and 2020. The bubble chart is followed by a tabular representation of the same information with 2010 and 2020 occupational numbers. Exhibit 12 provides the national industry growth data. The exhibits that provide the regional data are included in Appendix D, NCHRP Web-Only Document 182. Exhibit 12 National—Industry Size and Growth Estimates 2010–2020 Description 2010 Jobs 2020 Jobs Growth % Growth Current EPW* Agriculture, natural resources, and mining 4,531,569 4,553,584 22,015 0% $44,088 Construction 9,443,666 11,248,682 1,805,016 19% $54,357 Education and health services 22,987,292 28,224,915 5,237,623 23% $47,197 Financial activities 16,649,492 20,691,874 4,042,382 24% $51,643 Government 23,747,888 25,265,528 1,517,640 6% $63,216 Information 3,296,015 3,553,998 257,983 8% $76,101 Leisure and hospitality 15,582,276 17,205,411 1,623,135 10% $21,736 Manufacturing 12,518,401 11,739,347 -779,054 -6% $67,354 Other services 9,187,746 10,242,448 1,054,702 11% $28,799 Professional and business services 24,187,428 29,925,136 5,737,708 24% $56,755 Trade, transportation, and utilities 30,979,855 32,770,376 1,790,521 6% $44,468 *EPW=Earnings Per Worker Source: EMSI Complete Employment—2nd Quarter 2010.

34 In reviewing the industry size and growth estimate data, it is clear that opportunities exist for the retraining of workers from downsizing industries. For example, the Manufacturing; Agriculture, natural resources, and mining; and Government sectors are forecasted to experience shrinkage or minimal growth over the next 10 years. The Manufacturing sector alone is projected to experience a decrease of about 779,000 jobs nationwide while the Agriculture, natural resources, and mining industry is estimated to lose more that 46,000 jobs in the Midwest and almost 20,000 jobs in the South. This indicates that migrating workers from these industries could be prime candidates for targeted SOM recruitment and development programs, if training is provided. Advancement Systems As described, the SOM advancement system is the portion of the skills pipeline that comprises the educational system. It represents opportunities to attract new talent to the SOM field from post-secondary programs. Additionally, it represents post-secondary education provided by community and technical colleges. To more fully understand SOM skill ‘supply,’ a detailed analysis of the SOM advancement system was conducted. To begin, we utilized the National Center for Education Statistics (NCES) crosswalk between DOL SOC codes and Department of Education (DOE) Classification of Instructional Programs (CIP) codes. The crosswalk allowed our team to derive a mapping of the expanded SOC list to existing educational programs across the United States (see Exhibit 6). This mapping exercise was undertaken to establish the link between SOM-related occupations and existing programs of study that render young professionals with post-secondary degrees in relevant educational fields. The resultant list of CIP codes is presented in Exhibit 13. Exhibit 13 CIP Codes—Department of Education (DOE) Standard Educational Programs Related to SOM Occupations CIP Code Standard Education Program Description 04.02 Architecture 04.03 City/Urban, Community and Regional Planning 04.04 Environmental Design 04.06 Landscape Architecture 04.09 Architectural Technology/Technician 11.01 Computer and Information Sciences, General 11.03 Data Processing 11.04 Information Science/Studies 11.05 Computer Systems Analysis 11.07 Computer Science 11.09 Computer Systems Networking and Telecommunications 11.99 Computer and Information Sciences and Support Services, Other 14.01 Engineering, General 14.04 Architectural Engineering

35 Exhibit 13 (Continued) CIP Codes—DOE Standard Educational Programs Related to SOM Occupations CIP Code Standard Education Program Description 14.08 Civil Engineering 14.09 Computer Engineering, General 14.10 Electrical, Electronics, and Communications Engineering 14.11 Engineering Mechanics 14.19 Mechanical Engineering 14.27 Systems Engineering 14.33 Construction Engineering 14.37 Operations Research 14.38 Surveying Engineering 14.99 Engineering, Other 15.01 Architectural Engineering Technologies/Technicians 15.02 Civil Engineering Technologies/Technicians 15.03 Electrical Engineering Technologies/Technicians 15.05 Environmental Control Technologies/Technicians 15.07 Quality Control and Safety Technologies/Technicians 15.10 Construction Engineering Technologies 15.11 Engineering-Related Technologies 15.12 Computer Engineering Technologies/Technicians 15.13 Drafting/Design Engineering Technologies/Technicians 30.17 Behavioral Sciences 43.01 Criminal Justice and Corrections 44.02 Community Organization and Advocacy 44.04 Public Administration 44.05 Public Policy Analysis 44.99 Public Administration and Social Service Professions, Other 45.01 Social Sciences, General 45.99 Social Sciences, Other 46.03 Electrical and Power Transmission Installers 46.04 Building/Construction Finishing, Management, and Inspection 47.01 Electrical/Electronics Maintenance and Repair Technology 51.22 Public Health 52.01 Business/Commerce, General 52.02 Business Administration, Management and Operations 52.12 Management Information Systems and Services 52.13 Management Sciences and Quantitative Methods

36 It is important to note that not all educational programs presented currently advance graduates towards SOM occupations. On one hand, educational programs such as Civil Engineering (14.08) and Systems Engineering (14.27) are common feeders into the existing SOM workforce. On the other hand, educational programs such as Computer Science (11.07), Computer Systems Analysis (11.05), Public Administration (44.04), and Management Information Systems and Services (52.12) are less common educational profiles of the existing SOM workforce but have strong potential to prepare the next generation of SOM professionals. Thus, graduates from these programs should be targeted in recruitment efforts. On an aggregate level (including all CIP four-digit series that are mapped to SOM-related occupations), the number of post-secondary degree completions experienced a growth of about 25% between 2002 and 2007. Most of this growth was between 2002 and 2004 (22%) and declined to only 3% growth between 2004 and 2007. Overall, the growth in graduates is healthy, especially considering the larger numbers returning to graduate school in the recent recession, and will likely meet SOM workforce demand in the coming years, provided that recruitment and development efforts are properly designed. Exhibit 14, on the following page, provides an overview of the growth.

37 Exhibit 14 Estimated Number of Graduates from SOM-Related Programs (All SOM-Related CIPs Combined) 2002–2007 Using the SOC to CIP mapping, it is also possible to analyze the skill pipeline supply within specific educational fields related to SOM careers. In Exhibits 15 through 18, the results of our related analyses for key educational program areas are presented. Specifically, we provide detailed data for: Computer and Information Sciences and Support Services Programs Engineering Programs Engineering Technologies/Technicians Programs Architectural and Related Services Educational Programs Data for this analysis was generated using the NCES Data Analysis System (DAS).2 The timeframe of analysis includes the years 2002 through 2007. This timeframe was used based on the availability of the latest Integrated Postsecondary Education Data System (IPEDS)3 data. 2 The DAS is a software application that allows you to produce tables and to estimate covariance analyses from NCES data sets. There is a separate DAS for each data set, but all have a consistent interface and command structure. In the Tables mode, the DAS will create a table of estimates; corresponding standard errors are calculated by taking into account the co mp lex sa mp ling designs used in NCES surveys and weighted sam ple sizes for the estimates. 3 The IPEDS, established as the core postsecondary education data collection program for NCES, is a system of surveys designed to collect data from all primary providers of postsecondary education. IPEDS is a single, comprehensive system designed to encompass all institutions and educational organizations whose primary purpose is to provide postsecondary education. The IPEDS system is built around a series of interrelated surveys to collect institution-level data in such areas as enrollments, program completions, faculty, staff, finances, and academic libraries. 10,000,000 9,000,000 8,000,000 7,000,000 6,000,000 5,000,000 2001 2002 2003 2004 Total Degrees Completed (Bachelors and Masters) 7,052,821 6,966,874 6,881,772 6,864,858 6,139,183 5,622,305 2005 2006 2007 2008

38 Computer and Information Sciences and Support Services Programs . Exhibit 15 provides a summary of Computer and Information Sciences and Support Services educational programs. As shown in the exhibit, programs in Computer Science and Computer Systems Analysis experienced substantial growth between 2002 and 2007. The programs will likely be an important component of the SOM skills pipeline over the next decade as well and should be targeted in recruitment efforts. Conversely, several other programs have experienced a decline in the number of degree completions, such as Information Science/Studies, in the same time period. The decline indicates that recruitment programs targeted at students leaving these programs should be reevaluated and possibly redirected toward higher growth programs. Exhibit 15 Computer and Information Sciences and Support Services Educational Program Trends 2002–2007 CIP Code Education Program Description 2002 Grads 2003 Grads 2004 Grads 2005 Grads 2006 Grads 2007 Grads 11.0 1 Computer and Information Sciences, General 463,946 455,151 486,933 451,603 395,642 365,174 11.0 3 Data Processing 4,140 6,761 4,895 5,05 5 3,521 2,91 3 11.0 4 Information Science/Studies 134,898 164,944 145,316 128,592 126,509 110,530 11.0 5 Computer Systems Analysi s 5,364 11,832 32,332 26,433 19,410 14,512 11.0 7 Computer Science 97,631 204,515 260,059 243,988 218,714 200,088 11.0 9 Computer Systems Networking and Telecommunications 0 32,739 43,521 39,985 35,808 28,771 11.9 9 Computer and Information Sciences and Support Services, Other 37,138 35,654 34,717 29,763 27,223 24,511

39 Engineering Program s . As indicated in Exhibit 16, several programs in Engineering have experienced significant growth (>17%) between 2002 and 2007 including Computer Engineering and Mechanical Engineering (or between 2003 and 2007 in case of Construction Engineering and Operations Research ). These programs will likely continue to produce top talent for SOM jobs over the next decade as well. Exhibit 16 Engineering Educational Program Trends 2002–2007 CIP Code Education Program Description 2002 Grads 2003 Grads 2004 Grads 2005 Grads 2006 Grads 2007 Grads 14.0 1 Engineering, General 41,013 41,801 48,276 49,052 50,501 44,348 14.0 4 Architectural Engineering 11,571 14,581 14,710 16,655 17,414 17,726 14.0 8 Civil Engineering 207,365 222,071 237,029 248,942 265,981 270,665 14.0 9 Computer Engineering, General 139,500 182,917 195,394 193,281 163,077 155,181 14.1 0 Electrical, Electronics and Communications Engineering 361,441 398,427 472,764 466,878 446,256 424,149 14.1 1 Engineering Mechanics 4,992 4,285 4,900 3,34 1 4,349 3,40 4 14.1 9 Mechanical Engineering 299,659 323,594 364,507 383,678 404,830 416,749 14.2 7 Systems Engineering 19,243 22,441 24,974 27,494 35,695 34,214 14.3 3 Construction Engineering 0 3,356 6,397 5,81 0 6,301 6,46 2 14.3 7 Operations Research 0 9,000 13,500 13,463 14,721 14,644 14.3 8 Surveying Engineering 0 0 300 621 519 806 14.9 9 Engineering, Other 34,402 35,543 31,116 35,297 40,502 36,636

40 Engineering Technologies/Technicians Programs. As shown in Exhibit 17, Civil Engineering Technologies/Technicians, Environmental Control Technologies/Technicians, and Construction Engineering Technologies programs in Engineering have experienced significant growth (>29%) between 2002 and 2007 (or between 2003 and 2007 in the case of Computer Engineering Technologies/Technicians). Over the next decade, these programs will almost certainly continue to be important components of the SOM skills pipeline and should be targeted in DOT recruitment campaigns. Exhibit 17 Engineering Technologies/Technicians Program Trends 2002–2007 CIP Code Education Program Description 2002 Grads 2003 Grads 2004 Grads 2005 Grads 2006 Grads 2007 Grads 15.01 Architectural Engineering Technologies/Technicians 11,091 9,310 7,291 6,836 7,179 9,207 15.02 Civil Engineering Technologies/Technicians 4,492 4,274 6,090 7,714 6,314 7,579 15.03 Electrical Engineering Technologies/Technicians 35,991 31,291 39,145 35,302 35,669 36,453 15.05 Environmental Control Technologies/Technicians 2,833 3,561 4,048 4,434 3,518 3,648 15.07 Quality Control and Safety Technologies/Technicians 5,888 6,295 6,074 6,489 6,216 6,588 15.10 Construction Engineering Technologies 22,734 25,244 25,379 26,550 30,097 32,582 15.11 Engineering-Related Technologies 10,938 3,014 2,673 2,996 3,194 3,653 15.12 Computer Engineering Technologies/Technicians 0 7,188 11,931 14,623 14,010 14,422 15.13 Drafting/Design Engineering Technologies/Technicians 0 4,029 4,518 5,202 4,418 4,343

41 Architectural and Related Services Educational Programs. Exhibit 18 provides an overview of educational program trends in Architecture and Related Services. As depicted, Architecture and City/Urban, Community and Regional Planning, and Landscape Architecture programs have experienced substantial growth (>20%) between 2002 and 2007. This indicates that these programs will likely continue to produce graduates that can be recruited into SOM fields over the next decade. Exhibit 18 Architectural and Related Services Educational Program Trends 2002–2007 CIP Code Education Program Description 2002 Grads 2003 Grads 2004 Grads 2005 Grads 2006 Grads 2007 Grads 04.0 2 Architecture 140,393 149,045 167,381 170,106 176,617 184,934 04.0 3 City/Urban, Community and Regional Planning 34,487 43,152 49,853 55,157 59,306 60,911 04.0 4 Environmental Design/Architecture 15,773 17,043 14,106 15,431 17,241 15,850 04.0 6 Landscape Architecture 26,675 27,274 28,865 30,917 32,920 31,965 04.0 9 Architectural Technology/Technician (New) 0 115 101 144 294 539 3.6 ESTABLISHING SOM CAREER PATHS Results of our data collections indicate that there is uncertainty in the transportation industry about how individuals should advance in a SOM career. This can inhibit DOT staff from cross- training to enter the field and deter potential new, skilled employees from entering SOM jobs. We discovered that the biggest challenge or impediment to pursuing a career in SOM is that there are few clear or standard career paths for personnel. It is difficult for potential and existing staff to navigate the array of job titles within and across DOTs. Yet, because SOM personnel often have knowledge of multiple disciplines and an understanding of how SOM interacts with transportation modes, the public, and other transportation functions (e.g., emergency

42 management, public safety), their skills are highly transferable across core functions so advancement within and across core functions is certainly attainable. To assist DOTs in creating standard SOM career paths for their agencies, we developed several generalized SOM career paths by analyzing the literature review findings, interview data, our compiled list of SOM job titles, and the staffing estimate data. Because of the lack of standardization across DOTs in terms of SOM department structures, we defined generalized SOM career paths that outline how individuals might progress through their SOM career in general. However, when implemented, each career path should and likely will be tailored to the individual needs of the host agency by internal staff. Generalized SOM Career Paths Exhibit 19, adapted from materials from NCHRP Project 20-77, provides a generalized summary of how individuals might advance in SOM careers within and across each of the five core functions of SOM. The horizontal arrows (i.e., Policy and Strategic Considerations Career Path, Program Planning Career Path, etc.) represent typical career growth for employees as they advance to higher organizational levels within one of the five core functions. In addition, since SOM personnel often advance across core functions, the double arrows indicate career movement between core functions. For example, employees working within the Real-Time Operations core function may advance their career by moving within Real-Time Operations or by moving up into the Project Management, Systems Development, or Program Planning components of SOM. Movement across core functions is more common when additional training is provided. The grey shaded cells indicate that the core function typically does not have personnel working at the indicated organization level. As a result, the exhibit suggests that SOM applicants with minimal prior working experience, interested in beginning their career at the entry-level, are most likely going to start as a Transportation Management Center Technician or Field Technician within Real-Time Operations, and work their way up. On the other hand, applicants with graduate degrees, or who are more tenured employees with knowledge of the industry and experience in SOM are most likely to start at the mid- or project-related level. The exhibits that follow Exhibit 19 provide generalized career paths within each of the five core functional areas and indicate specific job titles that may be associated with each core function. (See Exhibits 20 through 24.) The career paths for each SOM core function are represented separately because the positions included within SOM are diverse and the typical career paths vary for each position, even within the specific core function. Thus, the exhibits provide a visual representation of the general movement between jobs for SOM personnel. Please note that although many of the SOM positions included in these exhibits require more than one (or all) of the core functions, we display them based on each position’s primary core function. Additionally, it is important to be aware that these career paths only represent the generalized path we identified based on our analysis of data collected in Tasks 1 through 3. Thus, the career paths do not reflect all the possible ways for an employee to advance. Furthermore, since agencies range in size (i.e., number of employees) and have different demands, the path provided may not be consistent across all DOTs.

43 Exhibit 19 Career Paths by Core Function and Organizational Levels Core Functions Organizational Levels Senior Management Mid-Level or Project Related (HQ or Regional) Transportation Management Center Technician/Field Personnel Central Office Headquarters Regional Managemen t Program Planning and Project Managers Technical Specialists Operations Managers TMC (Inside) Field (Outside) Policy and Strategic Considerations Program Planning Systems Developmen t Project Managemen t Real-Time Operations Polic y and Strat e gy Career Pat h S y stems Develo p ment Career Path Real-Time O p erations Career Path PM Career Path PM Career Path Program Plann ing Career Path

44 Exhibit 20 represents the various common career paths for an SOM employee within the Policy and Strategic Considerations core function. The positions presented in this exhibit start at the mid-career level, suggesting that most employees probably have degrees or job experience when they enter the core function. Nevertheless, the arrows displayed in the exhibit indicate that there are numerous options for an employee to reach the higher senior management levels within Policy and Strategic Considerations. Exhibit 20 Policy and Strategic Considerations Core Function: Career Paths Mid-Level or Project RelatedSenior Management Section Head TMC/Field Operations Technical Support Engineer State Engineer State Traffic Engineer State Bridge Maintenance Engineer Traffic Operator Center Senior Transportation Engineer Director of Operations Highway Safety Director Director of Systems Management Transportation Director Chief Transportation Engineer Assistant Chief Transportation ITS Branch Manager Assistant Director of Operations Deputy Director

45 Exhibit 21 presents the generalized career paths for an SOM employee within the Program Planning core function. The positions presented in this exhibit start at the level of Technician and Field Personnel and end with positions in senior management. This suggests that an advanced degree is not required to start, but that training and years of experience can lead into a specialist position at the mid-career level, and Chief Planner at the senior level. On the other hand, employees with an engineering degree are likely to enter as a Technical Engineer or State Engineer, and can advance to Division Chief of Operations and Management or Assistant Engineer at the senior level. Exhibit 21 Program Planning Core Function: Career Paths Mid-Level or Project Related Transportation Management Center Technician/Field Personnel Transportation Specialist Transportation Technical Engineer Senior Management Division Chief of Operations and Management Chief Planner Transportation Planning AssistantAssistant District Engineer Traffic Data Analyst Transportation Data Analyst State Engineer

46 Exhibit 22 represents the generalized career paths for an SOM employee within the Systems Development core function. Employees beginning their career at the entry level in Systems Development typically start as an Electrical Mechanic, Traffic Systems Technician 1, or Engineering Technician 1. While the Engineering Technician has a clearly defined career path to the senior level, the career path shown for the Electrical Mechanic and Traffic Systems Technician ends at the mid-level. As a result, once an employee reaches Implementation Support or IT Section Leader he/she probably needs to retrain to one of the other core functions to advance their career within SOM. Exhibit 22 Systems Development Core Function: Career Paths Electrical Mechanic Electronics Supervisor Implementation Support Technician Traffic Systems Technician Traffic Systems Technician I Mid-Level or Project Related Transportation Management Center Technician/Field Personnel ITS Section Leader Senior Management Engineering Technician I Engineering Technician V Engineering Technician IV Engineering Technician III Engineering Technician IISafety Specialist Project Development EngineerDirector of Traffic and Safety Civil Engineer

47 Exhibit 23 represents a general career path for an SOM employee within the Project Management core function. The positions presented in this exhibit start at the mid-career level, suggesting that employment in Project Management, SOM, requires an advanced degree, or certificate. Employees beginning their career in Project Management typically start as a Traffic Operations Engineer or Transportation Engineer. Employees with a certificate in Project Management, in addition to the advanced degree, may be eligible to start as an ITS Project Manager. Exhibit 23 Project Management Core Function: Career Paths Mid-Level or Project RelatedSenior Management Transportation Engineer ITS Project Manager Operations Manager Transportation Engineer Supervisor/Manager Senior Transportation Project Manager Traffic Operations Engineer

48 Exhibit 24 represents the common positions included in, and the typical career paths for an SOM employee within, the Real-Time Operations core function. The majority of the positions presented in this exhibit are at the entry level (i.e., Technical and Field). This suggests that employees entering this core function in the Technical or Field positions generally do not need an advanced degree, and may not need a Bachelor’s. Nevertheless, the arrows displayed in the exhibit indicate that there are numerous options for an employee to reach the mid-level or project related positions, and continue their career advancement to the senior level. Exhibit 24 Real-Time Operations Core Function: Career Paths Mid-Level or Project Related Transportation Management Center Technician/Field Personnel Communications Operator Trainee Traffic Operations Engineer Assistant Engineer Communications Officer Communications Operator Communications Systems Technician Transportation Engineer I Junior Engineer Traffic Incident Technician Traffic Systems Technician Signal & Lighting Technician Traffic Operator Senior Traffic Signals Technician Traffic Incident Manager Maintenance Supervisor Highway Maintenance Worker Transportation Maintenance Technician Work Zone Manager Incident Response Coordinator Senior Management Assistant District Traffic Engineer Assistant District Maintenance Engineer State Traffic Engineer Traffic Operator Center Manager State Maintenance Engineer

Next: 4. Full Introduction and Overview of Project Recommendations »
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TRB’s National Cooperative Highway Research Program (NCHRP) Report 693: Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management provides guidance designed to help transportation agencies recruit and retain qualified professional staff in the systems operation and management (SOM) area.

The report explores SOM career paths, skill requirements, and training needs and identifies successful programs, state-of-the-art initiatives, and best industry practices.

A set of tables showing SOM job categories, number of positions, and educational requirements for all 50 states was published as NCHRP Web-Only Document 182: Appendices to NCHRP Report 693.

In addition, a summary of the results of the project that developed NCHRP Report 693 and suggestions for senior management personnel related to attracting, recruiting, and retaining skilled staff for transportation system operations and management are available in an online Executive Workbook.

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