Use of Automated Machine Guidance within the Transportation Industry (2018)

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NCHRP Project 10-77 58 CHAPTER 6: AMG EDUCATION AND TRAINING Educational and training programs are necessary for stakeholders to maintain productivity and accuracy on AMG projects. Knowledge development and experience with 3D modeling and project control points is an especially critical need. Education and training is provided by various sources; however, no one source provides all the preparation necessary for AMG. A considerable number of self-paced online opportunities are available, especially for learning about 3D design and data preparation software. Meanwhile, hands on, instructor- led opportunities predominate for equipment operation and using positioning hardware. Educational institutions are beginning to include AMG in their curriculums; however, educational goals are more general and focused on awareness than developing specific capabilities. Therefore, each AMG stakeholder must continue to train personnel as new members are incorporated into AMG teams. THE IMPORTANCE OF EDUCATION AND TRAINING FOR AMG Investments in education and training are critical during the adoption of a recent technology. Because the technology is emerging, few people are proficient in using the technology. Lack of proficiency can frustrate employees as they attempt to increase the project productivity and improve quality. If trained employees are not available in the workplace, new workers will not have more experienced co-workers or supervisors to provide guidance and on-the-job training. A project that has not provided results due to a lack of training can stigmatize an innovative technology, such as AMG, and delay its implementation. Education and training increases productivity and increases the quality of the work product. It also tends to boost morale, because training outwardly demonstrates that the employer is making an investment in the employee. Employees who have received the benefit of training can spread the benefit of their training by leading on-the-job training efforts for coworkers. For these reasons, employers find that training provides a desirable outcome. Evidence exists to reinforce the need for AMG training: • Training was tied for second place as the most prominent issue and opportunity discussed in the initial workshop for this project. Data took first place and the tie was with the topic of standardization. • Regarding accuracy and error avoidance, training or training-related issues were rated with the highest importance by respondents of the survey for this research project. Training for 3D modeling and calibration were rated especially high (see Table 4-8). Several AMG stakeholders have realized the importance of training and “stepped up to the plate” to provide a variety of offerings. The following sections of this chapter describe the training providers and their offerings.

NCHRP Project 10-77 59 AMG EDUCATION AND TRAINING DELIVERY METHODS Various delivery methods are available for AMG training. • Instructor led training in an offsite classroom. Offsite classroom training allows trainees to extricate themselves from workplace distractions and meet fellow trainees from other organizations, possibly giving them the opportunity to network in the future for mutual support when challenges arise. Many trainees find it motivational to learn in a group setting. Travel to the classroom location can be a perk or a disadvantage, depending on the trainee’s personal or professional situation. Offsite classes can allow one or two people from an organization to be taught by an expert, who would be unaffordable if the expert were required to travel to present to a very small group. • Instructor led training in an onsite classroom. Onsite classroom training allows an organization to avoid travel and meeting expenses associated with offsite learning, while retaining the advantages of learning in a group setting. If an organization can provide funding and adequate employee attendance for an onsite class, it is usually possible to have the provider customize the content and make the training especially relevant to a recent project or job for a nominal cost. The distractions of the workplace and the expense of instructor travel can be disadvantages. • Instructor led online classes. Online classes eliminate the need for either students or instructors to travel to the classroom site. Some aspects of group efficiency and motivation may persist for the virtual group; however, the group is not physically together, so some of this advantage of networking and one-on-one discussion is likely to be lost. • Asynchronous online training classes. Such classes usually require students to learn from videos that are posted on the Internet. The videos operate in a manner like that of videos in a news, sports, or social networking website. This delivery method allows both students and instructors considerable flexibility as to time and place. Asynchronous online training classes can be especially effective for situations where students need to learn at their own pace. Computer software learning is a good example of this. A student learning from an asynchronous class may stop the recording at any time, while they can take as much time as necessary to experiment and perform an example problem offered by the instructor. Parts of the recording can be replayed, if the learner has gaps in understanding on the first time through. However, some of the motivation of working in a group will disappear and the instructor will not be available to immediately answer questions. Asynchronous training classes are a less-structured method of learning, so trainees who require structure to succeed may be less successful with asynchronous learning than with synchronous learning. • Computer-based tutorials. These can be like asynchronous online classes, except that participants experience less interaction with a human instructor. In its most basic implementation, computer- based tutorials may be little more than a series of PowerPoint slides, with instructions for the learner and occasional questions that must be answered. This method has the advantages of low cost and flexibility. It has the disadvantages of lacking structure and group motivation and not having the instructor available to answer questions. • Paper-based tutorials. These are lower technology versions of computer-based tutorials. Trainees can easily scan ahead in the tutorial and skip to the segments of greatest interest, thereby saving time. Disadvantages are like those of asynchronous online classes and computer-based tutorials. Advantages are that the paper-based training material can be utilized when applying the concepts learned in class to work project and referred to as needed.

NCHRP Project 10-77 60 • Books, pamphlets, and other literature. Written material provides maximum flexibility and minimum structure. Books, pamphlets, and other literature can be used on a standalone basis or combined with the previously-mentioned methods. The structure of the industry that supports AMG has considerable influence on where trainees will find training opportunities. The next sections describe that situation. SOURCES OF EDUCATION AND TRAINING FOR AMG No one entity is responsible for all phases of an AMG project, neither in terms of providing equipment, hardware, and software, nor for accepting complete responsibility for the work products. Similarly, no one entity will be offered complete, detailed training for all phases of AMG. Therefore, it is the responsibility of the learner to select the optimal method of training products from the proper source. The selection of the training source depends on the familiarity of the trainee with various aspects of AMG, their job role, and the phase of the project. One general training course that provides a high-level training was identified. The National Highway Institute (NHI) offers a one-hour, web-based, asynchronous, GPS technology course, which provides an overview and introduction of the technology and explains some advantages and challenges associated with AMG. Surveying and Positioning Hardware Surveying and positioning hardware vendors dominate in providing training for the initial surveying and data collection phases, as well as the data prep (for construction), construction, and QA/QC phases of an AMG project. Three predominant surveying and positioning equipment manufacturers are involved in AMG: Leica Geosystems, Topcon Corp., and Trimble Navigation Limited. Further training is provided by dealers and third parties. Often construction equipment dealers are also dealers of the construction positioning solutions of one of the hardware manufacturers; therefore, they become heavily involved in training for positioning, data preparation, and QA/QC. Surveying and positioning hardware manufacturers offer training opportunities that span a wide range of delivery methods. However, hands on, one-on-one instructor-led offerings dominate, because trainee interaction and experience with the hardware enables successful training and instructor-led delivery facilitates such interaction. Two surveying and positioning equipment dealers responded to this research project’s survey. Their offerings generally covered the same range as the hardware manufacturers; however, a higher percentage of their training opportunities are instructor-led. A wide range of training sources could be found on the Leica, Topcon, and Trimble websites. Leica Geosystems provides training library and video tutorials for their products. Their online database contains webinars, user manuals, FAQ’s space, and other sources of technical support. Topcon offers the “Topcon Technology Roadshow”, for which their representatives present in an instructional environment with a Q&A session that follows. “Topcon University TotalCare”, is intended to provide comprehensive training and support for their products through a variety of online resources. An online discussion board is also available that is intended to provide responses for company instructors. Certifications would be awarded after completion of the program. Similar for Trimble, a variety of resources are available such as webinar, training library, paper/video tutorials, user manuals and courses offered by certified trainers, in addition to other resources. Construction equipment manufacturers also have an influence regarding training for data preparation, construction, and QA/QC. How training is provided depends on the equipment manufacturer. For example, some construction equipment manufacturers have a policy of delegating customer interactions to dealers as much as possible. Direct training from the equipment manufacturer is mostly reserved for dealership personnel and is held at one of their hands-on training locations, where trainees can both operate equipment and learn in the classroom. After training with the equipment manufacturer,

NCHRP Project 10-77 61 dealership personnel are expected to train customers. This structure enables the equipment dealer to be the one-stop shop for support of the equipment and technology for the customers. In contrast, although dealers are involved with some customer training at Gomaco Corporation., this concrete paver equipment manufacturer has more direct training interactions with customers. Each winter season, Gomaco University has a series of week-long training sessions at its Ida Grove, Iowa training facility. Operation and maintenance of its paving machines are emphasized and AMG topics are covered as a part of this training. Milton CAT, which is a Caterpillar dealership, responded to our survey. They indicated that, among others, they have an online introductory course on AMG. Three of the co-authors of this report have had extensive experience with the Zeigler, Inc. training program. It covers all aspects of AMG data prep, construction, and QA/QC. Some 3D road modeling using Trimble’s TerraModel is included. An updated course list was displayed on the Ziegler, Inc. website in 2014. (http://www.zieglercat.com/construction/service/technical-support-training/technology- training-courses/ accessed December 22, 2014). Most of the training is classroom-based and instructor- led; however, recently some online offerings have been developed. In addition to formal training, Zeigler Inc. offers technical help via an 800 number and will send service technicians and trainers out to jobsites to help contractors overcome acute challenges. Local chapters of the International Union of Operating Engineers (IUOE) provide another source of AMG training. Four such programs were examined under this research effort. The offerings were instructor-led, hands-on classes involving machine operation and quality control. Table 6.1 lists the AMG offerings that were discussed in this section of the report. The survey that was conducted as part of this research project indicated that training for positioning hardware and machines was equally split between internal training and hardware vendor training. Third parties and consultants made up the rest, which ranged from 11% to 14%. Modeling Software Two 3D modeling software developers dominate the 3D modeling market for highway projects: Bentley Systems, Inc., which offers MicroStation, GEOPAK and InRoads, and AutoDesk, Inc., which offers AutoCAD Civil 3D, Infrastructure Design Suite and InfraWorks. Both companies provide direct customer training and coordinate and encourage training by resellers and third parties. All three of the major surveying equipment manufacturers provide software that has extensive 3D modeling capabilities, which is mostly incidental to a contractor or surveyor’s data prep and data transfer needs, but can be extended to cover some design tasks Although some model development can be accomplished in the programs supplied by hardware manufacturers, most government agencies and consultants use Bentley or Autodesk software for their 3D model development efforts. Like the hardware vendors, the software developers provide training using the complete range of delivery methods. However, asynchronous online classes and various tutorials and user guides have greater availability with software rather than hardware. This is likely because self-paced learning is more effective for software. In addition, it is apparent that some of the knowledge acquisition and training occurs within the context of virtual users’ groups that are facilitated and encouraged by the software developers. A full complement of online training is available. Onsite training direct from the software company is available for large clients such as state DOTs. Possibly onsite training is also available for smaller clients by resellers. A third software developer, Carlson Software Inc. has created a software suite that covers the entire range of AMG project phases, from initial surveying to final quality assurance. In developing the software, it has attempted to be impartial regarding the three primary positioning hardware platforms and the two primary 3D modeling software platforms. Therefore, it provides training for all phases of an AMG on a project that uses any type of AMG hardware or software. It also provides training through resellers and third parties in a manner like that of Bentley and Autodesk. Table 6-2 lists the AMG offerings that were discussed in this section on the report. Calculations based on the survey that was conducted as part of this research project indicated that

NCHRP Project 10-77 62 slightly more than half of the respondent’s design engineers have been trained in 3D modeling. This indicated that at the time of the survey considerable training was still required to develop existing 2D modelers into 3D modelers. In addition, more training will be required to train new personnel that are replacing retirees and others who have left their employers, as well as those hired to meet the increased demand for modelers and AMG technology utilization. Table 6-1. Educational and Training Provided by Software Developers. Phase of Project Delivery method Provider* In it ia l S ur ve yi ng D es ig n an d 3D M od el in g D at a P re p C on st ru ct io n M ac hi ne ry O pe ra ti on s Q A /Q C G en er al C la ss ro om o r on si te O nl in e sy nc hr on ou s (i ns tr uc to r or g ro up p ac e) O nl in e as yn ch ro no us ( Se lf -P ac ed ) C om pu te r B as ed T ut or ia ls P ap er b as ed t ut or ia ls B oo ks , p am ph le ts a nd o th er li te ra tu re Carlson1 ● ● ● ● ● ● ● ● ● ● ● ● Bentley2 ● ● ● ● ● ● ● ● Auto Desk3 ● ● ● ● ● ● ● *Title = several, Type of Provider = software developer 1www.carlsonsw.com/; 2http://www.bentley.com/en-US/; 3http://usa.autodesk.com/

NCHRP Project 10-77 63 Table 6-2. Educational and Training provided by hardware and equipment manufacturers and related organizations Provider Title Type of Provider I ni ti al S ur ve yi ng D es ig n an d 3D M od el in g D at a P re p C on st ru ct io n M ac hi ne ry O pe ra ti on s Q A /Q C G en er al C la ss ro om o r on si te O nl in e sy nc hr on ou s O nl in e as yn ch ro no us ( se lf -p ac ed ) C om pu te r B as ed T ut or ia ls P ap er b as ed t ut or ia ls B oo ks , p am ph le ts , a nd o th er Leica1 Several Hardware Manufacturer ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Top Con2 ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Trimble3 ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Gomaco University4 Equipment Manufacturer ■ ■ ■ ■ Associated Professionals Inc. (Nashville, TN; Elgin, IL; Kansas City, MO)5 Introduction to Construction Layout Hardware Dealer ■ ■ ■ ■ SCS900 Field Software with Trimble Universal Total Station ■ ■ ■ 1-2 Trimble Certified Training ■ ■ ■ ■ ■ ■ Trimble GCS900 Operator Software ■ ■ Sitech of Indiana6 GPS Basic Operator Training ■ ■ ■ GPS Advanced Operator Training ■ ■ Basic Machine Control Troubleshooting ■ ■ ■ ■ Basic GPS Grade Staking ■ Several Advanced Courses ■ ■ ■ ■ ■ ■ ■

NCHRP Project 10-77 64 Provider Title Type of Provider I ni ti al S ur ve yi ng D es ig n an d 3D M od el in g D at a P re p C on st ru ct io n M ac hi ne ry O pe ra ti on s Q A /Q C G en er al C la ss ro om o r on si te O nl in e sy nc hr on ou s O nl in e as yn ch ro no us ( se lf -p ac ed ) C om pu te r B as ed T ut or ia ls P ap er b as ed t ut or ia ls B oo ks , p am ph le ts , a nd o th er Milton CAT (MA, ME, NH, NY & VT)7 Equipment Dealer ■ ■ Ziegler (MN & IA)8 Several Equipment and Hardware Dealer ■ ■ ■ ■ ■ ■ ■ ■ ■ Local 49 Training Center (MN, ND, SD)9 GPS 110-610 Trade Union ■ ■ ■ ■ Local 103 Apprenticeship & Training (IN)10 ■ ■ Local 324 JATF (MI)11 ■ ■ ■ ■ Local 139 Training Center (WI)12 Advanced Grade ■ ■ ■ ■ Brian Van Pelt13 Many Possibilities Data Prep Professional ■ ■ Notes: 1www.leica-geosystems.us/en/index.htm; 2www.topconpositioning.com; 3www.trimble.com; 4http://www.gomaco.com/resources/university/gomacouhome.html; 5www.apisurvey.com; 6www.sitechindiana.com; 7www.miltoncat.com/pages/default.aspx; 8www.zieglercat.com; 9www.local49training.org; 10www.iuoe103training.org/home.asp; 11https://www.benesysinc.com/benefit/oe324jatf.asp; 12www.woetrainingcenter.org/INDEX.html; 13http://www.3dsurfacesolutions.com/6101.html AMG in Educational Institutions Educational institutions can also assist with the implementation of AMG by including it as a topic in their curricula. Construction-related, four-year educational programs are accredited by two different organizations: ABET, Inc. for engineering and technology programs, and the American Council for Construction Education (ACCE) for all other construction-related programs. Survey responses were requested from programs with each accreditation by sending requests to two list serves that covered each program type. The ABET program request went out through the ASCE Construction Institute Construction Research Council list serve, while the request for the ACCE- accredited schools went out through the Associated Schools of Construction list serve. Five usable responses were received. In addition, the authors provided information from their own institutions in

NCHRP Project 10-77 65 making the foregoing analysis. Based on the usable responses, when AMG is included in a construction curriculum, it is included in classes on surveying, construction means and methods, geotechnical engineering or construction. Typically, one or two lectures from each course might be devoted to the topic. To the authors’ knowledge, the only available post-secondary courses that are completely devoted to automatic machine guidance are Civil Engineering (CE) 594 E and CE 594 F at ISU. These serve as graduate-level and senior-elective courses. 594E (one credit) provides an overview of the AMG process, while 594F (2 credits) includes more hands-on learning for data prep and quality control (QC) surveying. Both classes are instructor-led classes, offered both online and onsite. During the expert contact group workshop for this project, one participant commented that it is almost impossible for an educational institution to provide a course in a recently-developed field, such as AMG. Indeed, ISU’s experience confirms the assertion of the workshop participant. CE 594 E and F are taught as seminars, where the faculty member acts as a course coordinator to develop the learning objectives, syllabus, and assessment plan. Meanwhile, industry speakers (primarily from industry who are experienced users such as Ziegler CAT or Trimble) provide the course content. Like other institutions, ISU covers AMG in their undergraduate construction equipment and surveying courses, with one or two lectures specifically devoted to the topic. For these presentations, guest lecturers from industry and industrial videos provide much of the content. The above findings fit with educational technology awareness, rather than a training mission. Training is more focused on providing the trainee with a skill that is immediately useful in the workplace. Therefore, the emphasis will be more on how to manipulate a certain piece of hardware or software by providing information on product-specific settings and procedures. Educational programs attempt to develop a foundation of knowledge and attitudes that a student can use for a career, with the expectation that further training, both on-the-job and in classrooms, will later provide specific job-specific capability. AMG training will be a continuing need, especially as the topic achieves greater penetration in industry and post-secondary educational institutions. Table 5.3 lists the AMG offerings that were discussed in this section on the report. EDUCATIONAL AND TRAINING OPPORTUNITIES SUMMARY Good educational and training programs will be necessary for stakeholders to maintain productivity and accuracy on AMG projects. An especially critical need exists for preparation on 3D modeling and project control points. Education and training is provided by several various sources; however, no one source provides all the training necessary for AMG implementation. A considerable number of self-paced online opportunities are available, especially for learning about software. Meanwhile, hands-on, instructor-led opportunities predominate for equipment operation and using positioning hardware. Educational institutions are beginning to include AMG in their curriculums; however, educational goals are more general and focused on awareness and training is focused on execution. Therefore, AMG stakeholders must continue to train personnel to provide a solid foundation to existing and new members on their AMG teams.

NCHRP Project 10-77 66 Table 6-3. Offerings from Educational Institutions Provider Title Type of Provider I ni ti al S ur ve yi ng D es ig n an d 3D M od el in g D at a P re p C on st ru ct io n M ac hi ne ry O pe ra ti on s Q A /Q C G en er al C la ss ro om o r on si te O nl in e sy nc hr on ou s O nl in e as yn ch ro no us ( Se lf -P ac ed ) C om pu te r B as ed T ut or ia ls P ap er b as ed t ut or ia ls B oo ks , p am ph le ts , a nd o th er California State University Chico1 CMGT 330 Principles of Soil Mechanics and Foundations* University/ College ■ ■ ■ ISU2 CE 111 Fundamentals of Surveying* ■ CE 453 Highway Design* ■ ■ CE 594 E Project Controls ■ ■ CE 594 F Computer Applications for Project Controls ■ ■ Con E 322 Construction Equipment and Heavy Construction Methods* ■ GPS Automatic Grade Control Overview ■ Missouri State University IDM 427 Construction Equipment Management* ■ ■ ■ ■ Pittsburgh State University4 CM CET 537 Construction Survey I* ■ ■ ■ Purdue University Building Technology Program5 BCM 212 Construction Layout* ■ ■ ■ BCM 412 Field Engineering* ■ ■ ■ ■ ■ University of Nebraska at Lincoln6 ConE 221 Geometric Control Systems* ■ ■ ■ ■ CNST 242 Construction Equipment and Methods II* ■ ■ ■ ■ University of Wisconsin, Madison (CFIRE)7 Training on Automated Machine Guidance ■ ■ ■ ■ National Highway Institute8 TCCC GPS Technology Federal Government ■ ■ Notes: *Part of the class (one or more class periods) is devoted to Automatic Machine Guidance Topics 1http://cm.csuchico.edu/; 2http://www.public.iastate.edu/~catalog/ ; http://www.ede.iastate.edu/ ; http://www.ede.iastate.edu/Non-Credit/Non-Credit/prodev.html; 3http://www.missouristate.edu/; 4www.pittstate.edu/department/construction/course-detail.dot?id=110064; 5www.tech.purdue.edu/bcm/academics/undergraduate/bcm_course_catalog.cfm; 6http://bulletin.unl.edu/courses/CONE/2210; 7http://rip.trb.org/browse/dproject.asp?n=24932; 8www.nhi.fhwa.dot.gov/home.aspx;