Leveraging Technology for Transportation Agency Workforce Development and Training (2017) / Chapter Skim
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14 chapter three State of the Practice overview To document the state of ICT-supported training efforts at state and local roadway transportation agencies, a survey of practice was conducted through the NCHRP in cooperation with the National Transportation Training Directors organization and LTAP/TTAP programs. The survey instrument was distributed to the National Transportation Training Directors organization's members and all LTAP and TTAP centers.
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15 information and communication technologieS uSage The first section of the survey pertains to ICT usage. This section of the survey posed questions about whether agencies were using ICT and, if so, what types of ICT they were using.
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16 that six (18%) state DOTs and six (35%)
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17 imPlementation of information and communication technologieS In this section, agencies were asked to respond to questions pertaining to their original reasons for acquiring ICT, reasons for using it to conduct training, the planning required to implement ICT, and the purpose(s) ICT currently serves.
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18 employees with training flexibility for accessing and completing training and reduce delivery costs (85% of state DOTs, respectively)
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19 To make ICT-supported training available, agencies had to complete several tasks (see Figure 6)
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20 deSigning and delivering information and communication technologieS–SuPPorted training In this section of the survey, agencies answered questions about their ICT training development activities. The first questions addressed the content being taught.
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21 The roles assigned to ICT-supported training development projects also show similarity across agencies. As Figure 8 shows, almost all agencies include an SME when developing ICT-supported training (90% of state DOTs and 100% of LTAP/TTAPs)
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22 Agencies reporting that training content aligns with performance evaluations or workforce development objectives were asked how alignment is determined (see Table 6)
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FIGURE 9 Approaches to developing or acquiring ICT-supported training. FIGURE 10 Approaches to developing web-based training.
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24 conference training through a third-party vendor or developing with a hired consultant or contractor also represented a significant number of responses (53% and 40% of state DOTs, respectively)
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25 alone. As survey results in the previous discussion indicate, agencies are using partners to develop or acquire ICT-supported training.
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26 of management and enterprise services (human capital management division) , and the Transportation Learning Network.
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27 indicated using APWA. "Other" third-party vendors identified by state DOTs and LTAPs included ITE, FHWA, LearnSmart®, Microsoft, American Society for Testing and Materials, equipment vendors, BLR, RedVector, private consultants, Regis, and state universities.
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28 development costs The cost associated with developing 1 h of ICT-supported in-house training as reported by most agencies falls into the range of $1,000 to $5,000 (see Figure 19)
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29 ICT training. Although not documented in the survey responses, case example interviews indicate that the costs reflected in these estimates typically represent time and labor for in-house staff, such as the SME and instructional designer, to develop the training product.
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30 Far fewer LTAP/TTAPs (29%) employ these methods.
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31 The types of additional tasks assigned to LTAP/TTAP in-house staff updating ICT-supported training included project management, web design, newsletter editing, assisting with registration calls and functions, supporting the Pedestrian Bike Safety Resource Center project, vehicle and building maintenance, and desktop support. State DOT in-house staff were also assigned to system administration for the pavement management system, employee and labor relations, classification, human resources, video production, photography, career consulting, multimedia needs, roadway design, maintenance, knowledge management, database maintenance, and IT support.
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32 FIGURE 23 How agencies track ICT-supported training. LTAP/TTAP State DOT Number Percentage Number Percentage Yes 14 82 33 97 No 3 18 1 3 Of 34 state DOT and 17 LTAP/TTAP responses.
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33 FIGURE 24 What agencies use to evaluate content mastery. FIGURE 25 Methods used to evaluate learners' satisfaction with ICT-supported training.
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34 to be equally effective for technicians and the "all employees" category. State DOTs considered webbased training to be the most effective for "all employees." future ict effortS In the final section of the survey, respondents documented their future plans for ICT-supported training.
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FIGURE 27 Agency ICT plans for the next 3 to 5 years. FIGURE 28 ICT delivery systems agencies plan to acquire.
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36 most LTAP/TTAPs (82%)
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