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Transportation Curriculum Coordination Council

Quality Training For A Qualified Workforce
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Overview

The goal of the TCCC is to improve the quality of construction, rehabilitation and maintenance of the transportation infrastructure by increasing the knowledge and skills of the personnel who work in these disciplines. Key to achievement of this goal is the identification of core skill competencies required for the highway transportation workforce and training opportunities that are available to support them. The transportation workforce is made up of State and local transportation agency personnel as well as private industry contractors, material suppliers and consultants.

The resulting "Core Curriculum" is designed to guide State and local transportation agencies in establishing a basis for their overall technician training and professional development programs. It is intended to help transportation agencies in their efforts to develop a skilled workforce by assisting training managers to develop comprehensive curriculum tracks and identify existing resources that can be used or adapted for their environment. Additionally, staff can choose the competencies and courses identified to further their own professional development.

Photograph of a highway bridge crossing a river and leading to a city.

Development Process

The Core Curriculum defines subject areas and the respective disciplines for the various technical areas. Each matrix cell represents a skill competencies required to execute the work. Competencies are stated as observable, measurable actions to be performed.

In developing the Core Curriculum Matrix, the TCCC focused on five technical categories:

Competencies for each matrix are assigned into four skill levels (i.e., areas of workmanship/roles) in order to define a career progression. These skill levels begin at the entry level (Level I) and progress through the management and administrative level (Level IV). The table below identifies each of the four skill levels and provides a definition of each level.

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

Technical working groups were established for each of these areas. (See Appendix A for a list of the members of each work group.)

Two types of matrices were developed for each of the five categories. One matrix defines subject areas and the respective disciplines and skill competencies required to best execute the work. The other matrix identifies training that maps to the development of the defined skill competencies.

The result is a comprehensive tool that provides to agencies a rich, user-friendly set of resources with which to enhance the breadth and quality of workforce training.