Framework for the Development of a Diverse Transportation Workforce in the Southeast Region

Abstract

This project addresses the contemporary challenges faced by the transportation workforce, influenced by demographic shifts, labor market fluctuations, and the growing demand for interdisciplinary skills. Using a case study of the southeastern United States, five main objectives guided the project: a) synthesizing the current state of workforce development practices, b) identifying key challenges in the transportation workforce, c) defining the term “workforce development” within this context, d) exploring potential roles of University Transportation Centers (UTCs) in tackling these challenges, and e) offering actionable recommendations for enhancing transportation workforce development. The research used findings from a literature review, stakeholder meetings, a survey of transportation professionals, and personal interviews with selected experts. The findings were integrated to derive conclusive results instead of independently interpreting each dataset. The study revealed that workforce development hinges on stakeholders, recruitment strategies, educational aspects, and diversity initiatives. The most pressing challenges involved changing labor market trends, demographic shifts, and the necessity for interdisciplinary skills. Workforce development was conceptualized as strategic measures for recruiting, retaining, educating, and training the present and future transportation labor force to meet identified challenges and needs. The UTCs’ potential contributions were identified in facilitating recruitment, inspiring interest in transportation careers, and creating resources for continuous education and training. Key recommendations involve interdisciplinary educational initiatives, specialized training, and resource development to assess and enhance existing training strategies.

Keywords

training and workforce development transportation workforce management workforce development workforce issues workforce and profession transportation and society executive management issues

The transportation workforce currently faces multifaceted challenges as it navigates through demographic shifts, evolving labor market conditions, and increasing demands for interdisciplinary capabilities. With the absence of a comprehensive and uniform approach to workforce development, addressing these challenges is complex. An exploration of current practices unveils various strategies, showcasing the sector’s adaptability and resilience with regard to evolving workforce dynamics and challenges. Existing efforts are robust in meeting the educational needs of preprofessional students and providing technical skill training for the current workforce. However, current workforce development activities are deficient in areas such as promoting workplace diversity, preparing for emergent technologies, and cultivating interdisciplinary skillsets.

The primary aim of this study was to generate an understanding of how workforce development is currently conceptualized, the challenges it seeks to resolve, and the existing state of workforce development practices. This knowledge was subsequently employed in this study to identify existing and anticipate future gaps in the realm of workforce development practices within the transportation industry in the southeastern United States. The study also aimed to articulate strategies designed to effectively address these challenges. Despite focusing on the southeastern United States, several items are applicable to the nation.

The study set out to achieve several interrelated objectives. First, it reviewed current workforce development practices. Next, the study delineated the major challenges that are shaping transportation workforce development activities. Within this context, the study identified a functional definition of “workforce development.” The potential role of University Transportation Centers (UTCs) in navigating these workforce development challenges was then explored, positioning UTCs as strategic partners. The study concluded by proposing a set of actionable recommendations for UTCs. In this way, the study contributes to a growing body of literature on transportation workforce development and lays the groundwork for further research and policy interventions in this field.

Justification for the Research

Workforce development in the transportation sector is a multifaceted issue, evidenced by a substantial body of existing literature. The transportation workforce is grappling with significant challenges stemming from demographic shifts, labor market changes, and an escalating demand for interdisciplinary skillsets ( 1 ). These challenges are intertwined and complex, necessitating an innovative, holistic approach to the development of a robust, resilient, and diverse workforce.

Existing studies underscore the pressing need to recruit and educate a diverse workforce to bolster industry innovation and resilience ( 1 – 3 ). Particularly within the public transportation realm, workforce diversity has been linked to improved problem-solving and adaptability ( 4 ). Despite this, women and minority groups continue to be underrepresented, particularly within senior roles and science, technology, engineering, and math (STEM) fields ( 4 ). To remedy this disparity, many transportation agencies are embracing diversity and inclusion toolkits and creating more transparent recruitment processes. This effort, termed “Healing the Workforce through Diversification,” is illuminating the path toward more inclusive and equitable workforce environments ( 4 ).

A key challenge within workforce development is adapting to technological advancement and the need for interdisciplinary skills. The advent of new and disruptive technologies is revolutionizing the transportation sector, making traditional technical skills insufficient. For example, some departments of transportation (DOTs) (like PennDOT) have taken a proactive approach by launching interdisciplinary training programs that integrate traditional civil engineering curricula with cutting-edge disciplines such as data science and artificial intelligence ( 5 ). Yet, the issue of workforce retention, an essential facet of workforce development, remains underaddressed within the transportation sector. High turnover rates within transportation agencies underscore the need for investigation into effective retention strategies. Recognizing this need, certain state governments like Caltrans are pioneering novel retention strategies focusing on progressive career opportunities and fostering an inclusive and supportive work environment ( 6 ).

A more nuanced exploration of diversity in the workforce from an intersectional perspective is also crucial. Intersectionality—considering race, gender, socioeconomic background, and more—can provide a deeper understanding of the barriers to workforce inclusion. This perspective can lead to more comprehensive and effective strategies, fostering a more resilient and innovative industry. Although the existing literature provides a rich understanding of the multifaceted nature of workforce development in the transportation sector, the fast-evolving industry landscape necessitates continual research. It is crucial to keep exploring new strategies and approaches that ensure a robust, diverse, and resilient workforce capable of facing future challenges in the transportation sector.

Methodology

In conjunction with a comprehensive literature and practice review, the study employed a mixed-methods research design, integrating data from the initial stakeholder meeting, surveys, and interviews. The stakeholder meeting occurred on January 13, 2021, designed to confirm the findings of the literature and practice review and to discern and refine subjects for further investigation. The meeting included 17 industry practitioners who were selected based on their expertise. The attendees represented a broad spectrum of the transportation industry in the southeast, with at least one participant from each southeastern state except Alabama. The notes taken during the meeting can be found in Supplemental Appendix A.

A survey questionnaire, guided by the literature review and stakeholder meeting, was developed and distributed to transportation professionals across the United States. The questionnaire was disseminated through digital platforms of major transportation professional organizations and email lists. The survey comprised 30 questions excluding identifying factors, categorized based on organizational strategies used previously. The survey addressed topics from current and anticipated future conditions, priorities, challenges in recruitment/retention, demographic shifts, and strategies for equity, diversity, and inclusion (EDI). The survey took about 10 to 20 min to complete. The survey window spanned from July 1 to September 1, 2021, and resulted in a total of 43 complete responses. The responses were evaluated using Qualtrics ( 7 ) and the open-ended answers further analyzed using NVivo to identify common themes ( 8 ). Of note is the survey’s small sample size, as it does not allow the findings to be statistically significant or represent the entire transportation workforce in the southeast. However, the survey’s intention was not to be a standalone instrument but to complement the other data collection methods utilized in this study. An example survey can be found in Supplemental Appendix B.

Finally, interviews with selected experts were conducted. These dialogues, recorded and transcribed with the participants’ consent, incorporated a set of 28 open-ended questions mirroring those from the survey. The interview duration varied between 40 and 60 min, depending on participant availability and depth of discussion. The transcripts were processed using NVivo and thematic analysis methods were applied to categorize responses. The informal question guide can be found in Supplemental Appendix C, and the frequency topics mentioned are in Supplemental Appendix D.

Results

State of Workforce Development Practice in the Southeast

The current challenges facing the transportation industry are multifaceted, existing along the whole spectrum of the workforce development pipeline and among the many modes housed within the industry. As such, the ecosystem of southeastern stakeholders involved in workforce development practice includes a multitude of sectors and fields.

Workforce Stakeholders

Table 1 provides documentation on the stakeholders’ place in the transportation hierarchy, sector, and scope. It additionally provides a brief description of each stakeholder’s role. Although not comprehensive, it provides the general picture of who is involved and the parts they play in workforce development efforts within the region.

Table 1.

Summary of Regional Stakeholders and Responsibilities ( 9 )

Stakeholder	Role
Governmental sector
United States Department of Transportation (U.S. DOT)	Provide funding and direct support for programs and research
	Develop broad policy goals and frameworks
	Set and promote a comprehensive national agenda
Other federal administrations (e.g., FHWA, FTA, NHTSA)	Facilitate and lead industry-specific assessments and programs
Other federal administrations (e.g., FHWA, FTA, NHTSA)	Align national programming with industry-specific needs
State-funded research organizations (e.g., NNTW)	Provide research and development of transportation workforce development strategies
State-funded research organizations (e.g., NNTW)	Coordinate and inform other stakeholders on the implementation of workforce development strategies
Departments of transportation (DOTs)	Conduct workforce development efforts for state transportation workforces
Departments of transportation (DOTs)	Support other organizations in workforce development efforts at the statewide scale
Local technical assistance programs (LTAPs; occasionally integrated into state DOTs)	Provide low-cost training assistance and other workforce support to local municipalities, counties, rural areas, and other related actors
	Serve as a hub for workforce development information and services within each of the States
Nonprofit, research, and academic sectors
University Transportation Centers (UTCs)	Develop and support research initiatives that support and document workforce development objectives
University Transportation Centers (UTCs)	Coordinate with other organizations to develop innovative programs and advance workforce development practice
Regional research nonprofits (e.g., SDITE)	Coordinate workforce development efforts through collaboration with organizations within the region
Regional research nonprofits (e.g., SDITE)	Assess and research the workforce development concerns of the region
Secondary education (e.g., universities, community colleges, technical and vocational schools)	Prepare students for careers in the transportation industry with proper curriculum and other educational opportunities
K-12 education (e.g., high schools, magnet programs)	Build awareness of and interest in transportation careers from an early age
K-12 education (e.g., high schools, magnet programs)	Prepare students for secondary education programs leading to transportation careers through a STEM-based curriculum
Public sector professional organizations (e.g., AASHTO, APBP, ASCE, APA, ITE, ITSA, WTS)	Serve as a connection between the workforce and research communities
	Develop assessments and provide strategic frameworks for workforce development practice
	Develop and offer workforce development resources in partnership with other actors
Private sector
Private industry employers	Provide and conduct training and recruitment for the workforce

Note: AASHTO = American Association of State Highway and Transportation Officials; APA = American Planning Association; APBP = Association of Pedestrian and Bicycle Professionals; ASCE = American Society of Civil Engineers; FHWA = Federal Highway Administration; FTA = Federal Transit Authority; ITE = Institute of Transportation Engineers; ITSA = Intelligent Transportation Society of America; NHTSA = National Highway Traffic Safety Administration; NNTW = National Network for the Transportation Workforce; SDITE = Southern District Institute of Transportation Engineers; STEM = science, technology, engineering, and math; WTS = Women's Transportation Seminar.

Although commonalities and levels of coordination exist, the priorities and methods differ among stakeholders. There is no universal approach to workforce development, either in conception or in practice ( 1 ). This is exemplified best by the differing levels of participation and approaches of southeastern Local Transportation Assistance Programs, state DOTs, and the private, educational, and nonprofit organizations. Despite an understanding of the workforce challenges facing the industry at large, stakeholders have differing approaches based on specific needs and available resources.

Recruitment

In response to the identified challenges, workforce development efforts often focus on recruitment. There are two common categories of strategy: educational-based interventions (usually at the K-12 level) and recruitment targeting workplace diversity. These categories occasionally overlap, aiming to promote future workplace diversity through educational interventions and reforms.

Education

Recruitment efforts exist along the educational pipeline, starting in K-12 and extending into universities, community colleges, and trade schools. Existing educational strategies include the use of scholarships, curriculum reform and integration, mentorship/internship/apprenticeship programs, and public communication efforts (press reports, conferences, etc.).

Education constitutes a major priority for workforce development practice in the region; a recent assessment of southeastern workforce development programs found that out of 1,756 workforce development programs across all 12 states and sectors, 212 focused on K-12 education, 335 at the community college/trade school level, and 416 at the university level ( 10 ).

Increasing Workforce Diversity

Efforts to recruit underrepresented demographics address the lack of diversity present in the transportation industry, the changing demographics of the nation, and the documented benefits of a diverse workforce. Strategies to increase workplace diversity follow a similar approach as educational strategies, often focusing on increasing career awareness and opportunities for women and minorities early in careers, in mid-career, and in encore careers.

These strategies often include the use of targeted advertisement and communication efforts. Specifically, best practices for advertisement and communication include making women and minorities visible in promotional materials, having women and minorities serve as recruiters, communicating a clear policy of inclusion, and locating promotional materials in places highly visible to women and minorities ( 1 , 11 ). Other recruitment strategies focus on improving the image of transportation fields, aiming to change the existing perception of the white, male majority industry as unwelcoming to women and minorities ( 12 ).

Retention

To maximize the effectiveness of training and leverage recruitment efforts, workforce development endeavors often use strategies specifically aimed at retaining existing workers. These strategies address the causes of voluntary turnover, namely the perceptions of an unattractive workplace environment or a lack of clear career advancement opportunities ( 13 ).

Offering upward mobility is a key component of reducing voluntary turnover for high-skilled labor. The perception of a lack of career advancement is a common reason for the departure of high-skilled employees. Furthermore, the younger generations entering the workforce typically have an expectation of quick career advancement ( 14 ).

Creating a workplace where employees feel safe, valued, and respected works to increase employee commitment and reduce voluntary turnover. Strategies to improve the workplace environment include, among others, promoting a work–life balance, valuing diversity, and improving the physical workplace. A work–life balance entails allowing for flexible work schedules, making opportunities for telework available, offering more paid time off/alternative leave schedules, and offering healthcare, fitness, and rehabilitation support and care. Employees tend to stay in positions where others like them are represented and valued. This is especially important when considering the experience of women and minorities.

Along with an increased focus on the recruitment of women and minorities, the workplace structure, culture, and environment must be supportive of the diverse needs of the existing workforce. Promoting and communicating the benefits of a diverse workplace, including setting a clear priority on EDI training, can help create a welcoming and supportive workplace environment for all, but particularly for women and minorities. Additionally, improving the physical conditions of facilities, including the provision of appropriate, updated technological resources, can help in promoting a positive workplace environment and a reduction in voluntary turnover. Continuing education and training in technical skills and emerging technologies can improve opportunities for career advancement.

Continuing Education/Training

The most common function of workforce development is the continuing education and training of the existing workforce. Continuing education aims to develop or strengthen key competencies. The continuing education of the workforce additionally aids in retention, particularly for entry workers and workers who are interested in upgrading their skills.

Typically, these strategies focus on developing traditional technical skill competencies, however, following the emergence of new technologies and the increasing intersectionality with other fields, training strategies are beginning to encompass a wider range of skills. Continuing education strategies exist in a variety of formats, ranging from on-the-job training, self-paced online courses, in-person or online seminars and workshops, professional certifications, and university courses, among others.

Technical Skills

Traditionally, transportation workforce development efforts have focused on technical skills training, particularly in roadway maintenance and construction ( 1 , 15 ). The existing state of southeastern efforts generally reflect this trend: previous assessments of the region found 1,756 workforce development programs across all 12 states and Puerto Rico, 735 of which focused on career or technical training ( 10 ). Furthermore, a review of southeastern LTAP and state DOT offerings indicate that the focus remains on technical skills training. However, in response to the growing body of knowledge and the range of challenges facing the industry, the portfolios of practitioners are expanding to include diverse recruitment, retention, and training topics.

A focus on technical skills training is expected, as the primary task for workforce development is to ensure employees have and build on the necessary skills and knowledge to succeed. Technical skill training focuses primarily on operations and engineering field competencies. Existing training portfolios of state DOTs and LTAPs nationwide, including the southeast, consist primarily of these traditional technical skill trainings.

Interdisciplinary Skills Training

In response to an increasingly diverse set of job requirements for the modern transportation industry, training courses are beginning to incorporate a wider variety of skillsets ( 16 ). The silos of traditional engineering and operations job requirements are expanding; interdisciplinary skillsets that include knowledge of public administration, finance, environmental science/sustainability, and urban planning/design, among other intersecting fields, are in high demand.

Most recently, NCHRP Synthesis 543 surveyed state DOTs and LTAPs across the United States to identify areas of need, finding that planning-, environmental/cultural protection-, multimodalism-, managerial-, and leadership training were generally lacking ( 1 ). The portfolios of southeastern LTAPs and state DOTs reflect the findings of this study: most lacking critical competencies outside of roadway safety and maintenance.

Emerging Technologies

Technological skill development has become an increasing priority with recent innovations in the transportation field, though lacking in many workforce development portfolios. The fields of artificial intelligence (AI), intelligent transportation systems (ITS), transportation systems management and operations (TSMO), and of connected, automated, shared and electric (CASE) vehicles, and mobility as a service (MaaS) have all emerged and continue to evolve. Although not commonly included in current training portfolios, specific technical training in these topics are beginning to permeate existing workforce development strategies to meet demand for these skillsets.

Identifying the Prevailing Challenges in the Transportation Workforce Nationally

The transportation industry is rapidly changing in response to emerging technological, demographic, and labor pressures ( 17 ). At the same time, the demographics of the nation are becoming increasingly diverse. The transportation industry struggles to reflect the diversity of the overall population with lower proportions of both women and minorities in the transportation workforce ( 18 ). Note that this section alone is based on national sources, all others are regional.

Trends in the Labor Market

It is predicted that the transportation industry will add an additional 417,000 net jobs from 2012 to 2022. Concurrently, the industry is “aging-out”: as of 2015, 54.5% of the workforce within the six largest transportation sectors were 45 years or older, 8.7% higher than the national average. ( 18 ) Accounting for retirees and turnover, overall estimates indicated the need to hire approximately 4.6 million transportation workers between 2012 and 2022, an equivalent of 1.2 times greater than the employment rate at this time ( 19 ).

Existing literature addresses the critical shortfall in highly skilled personnel that the industry has experienced over the past 20 years. Addressing this shortfall is critical for continued performance and success, particularly as the demand for transportation professionals grows with the national population, as technological innovation expands the industry scope, and as a growing proportion of the aging workforce retires. Job demand is expected to grow in all sectors of transportation, however, much of this growth falls disproportionately on the trucking and logistics industry ( 19 , 20 ). Recent research has found an emerging demand specifically for STEM occupations, career technical education or vocational occupations, skilled laborer occupations, and supply chain and logistics occupations ( 21 ).

The transportation industry competes with other industries in the recruitment and retention of a skilled workforce. The recent NCHRP 685 report identified wage competition, rigidity in existing workplace culture, a lack of promotional opportunities, and educational curriculum challenges as barriers to the transportation industry competing with other industries to recruit the future workforce ( 13 ).

Demographic Change

The transportation industry is rapidly aging-out: over half (54.5% as of 2015) of transportation workers, particularly in managerial and administrative positions, are 45 years of age or older. With an estimated 50% or more of the industry expected to retire in the next 10 to 15 years, the recruitment of millennial and Gen Z entry workers along with the retention and development of existing staff is crucial for the sustainability of the industry, both in relation to maintaining a fully staffed labor force and for the ability to transfer valuable knowledge and experience ( 13 , 14 , 19 , 22 ).

This shift brings unique considerations for transportation workforce development. For the older generations, retaining their ability to perform in the face of shifting technologies and job expectations is a challenge. Workforce development efforts often ignore experienced, older workers over mid- or entry-career professionals. Despite demonstrable need, access to skill-based training opportunities is lacking for older transportation workers ( 23 ). Training methods are also a concern for older workers, as training is often offered via online or self-paced formats unfavorable to the learning styles and preferences of older workers. The importance of using appropriate training methods is essential when considering the aging workforce, as older workers often favor “hands-on” training over an online format ( 23 ). As senior workers retire, it is important that their specialized knowledge and experience is not lost in the transition to retirement. Promoting the transfer of institutional knowledge through information management systems and mentoring strategies can contribute to the successful transition toward a younger workforce ( 13 ).

Attracting the next generation of workers to the transportation workforce and ensuring the development of necessary skills are critical to addressing the current shortfall and preparing for future needs. Workforce development efforts have increasingly focused on K-12 education to raise career awareness in transportation fields, aiming to attract a more diverse talent pool for the interdisciplinary demands of the workforce ( 3 , 19 , 24 ). In tandem, educational curricula at universities, community colleges, and vocational schools are undergoing reforms. These reforms blend traditional transportation studies with emerging technologies and sustainability concepts, reflecting the industry’s evolving requirements. Concurrently, the transportation industry is proactively enhancing workplace structures to meet Millennials’ expectations, including offering job security, personal and professional development, flexible schedules, and a balanced work life ( 21 ) ( 3 ). This involves creating more mentorship opportunities, fostering inclusive workplace cultures, and strengthening industry partnerships with educational institutions for hands-on training and real-world experience. These efforts are geared toward making the transportation sector more competitive and attractive, addressing both image issues and the need for more inclusive recruitment strategies ( 14 ). Although a few programs are available, the need for comprehensive training programs that address diversity, equity, and inclusion in the workplace persists. These programs should equip transportation professionals with the skills that address equity challenges, promote inclusive planning and implementation of transportation projects, address ethical consideration in the use of AI and other new technologies and provide skills for equitable and inclusive community outreach programs.

Lack of Gender and Race Diversity

The transportation industry struggles to reflect the diversity of the overall population; both women and minorities make up a lower proportion of the transportation workforce than the national average, particularly in advanced, higher paying positions ( 18 ).

As the demographics of the nation continue to become more diverse, the recruitment of new workers entails attracting an increasing number of women and minorities to the traditionally white and male-dominated transportation industry. Women and minorities are currently underrepresented and underutilized across all sectors of the transportation industry in state DOTs and transit agencies, particularly in high-paying skilled, managerial, and administrative positions ( 19 , 25 ). Strategies of workplace reform, similar to those used to attract Millennials to the industry (promoting work–life balance, flexible scheduling, promoting opportunities for upward mobility and education, etc.), are used to attract underrepresented women and minorities to the industry.

Promoting and valuing diversity in the workforce has been proven to tangibly add value. A recent series of reports on workforce diversity from McKinsey has demonstrated the ways that a diverse workforce can contribute to better overall industry performance. The 2015 study, Diversity Matters, concluded that an increase in workforce diversity increases profitability and performance through benefits to talent recruitment, improved customer orientation, employee satisfaction, and decision making and innovation ( 26 ). These findings were strengthened in a 2020 study, Diversity Wins: How Inclusion Matters, which found that inclusion strategies play a critical role in increasing employee engagement, rates of retention, worker productivity, and individual financial performance ( 27 ).

Interdisciplinary Skill Requirements

A recent report, Inspiring the Next Generation Mobility Workforce Through Innovative Industry-Academia Partnerships, states “in industry, unlike education where curriculum and programs of study remain largely entrenched in silos, disciplinary lines are no longer so distinct. In fact, employers are moving toward recruiting candidates based on skills, rather than on particular degrees” ( 3 ). Technical and nontechnical fields not typically covered by traditional transportation educational pathways such as sustainability, “soft” skills (management, communication, etc.), economics, urban design, and public policy, among others are becoming a part of a larger desired skillset for transportation professionals ( 1 , 28 ). Additions to the latest Civil Engineering Body of Knowledge (CEBOK) reflects the ongoing efforts aimed to address educational shortcomings in the traditional educational pipeline ( 29 ). The most recent CEBOK, drawing on a survey of civil engineering industry professionals, added engineering economics as a distinct area of focus and updated the sustainability, communication, teamwork and leadership, lifelong learning, professional attitudes, professional responsibilities, and ethical responsibilities outcomes to better reflect the requirements of the workforce ( 29 ).

Rapid technological advancements within the transportation industry, exemplified in the emergence of technological fields like TSMO, ITS, MaaS, and CASE have expanded the scope of the desired skillsets of the current and future labor force. Educational gaps in traditional educational pathway curricula and competition for skilled labor with the private sector have resulted in difficulties attracting applicants with the desired STEM skillsets to the transportation field ( 30 , 31 ).

Establishing a Working Definition of Workforce Development for the Southeast

As the need for workforce development has changed both in the southeast and throughout the United States, the role of workforce development is also changing. As a part of this research, we asked interviewees for their definitions of workforce development. Each had a unique understanding of its definition and role. Although responses showed an understanding of major themes—commonly addressing the educational pipeline, training needs, and employee satisfaction/success—no universal definition of workforce development emerged from the interviews. Based on the responses, there seems to be a general understanding of the purpose of workforce development, but that understanding is fragmented based on the specific needs and strategies employed within a respondent’s particular organization.

As defined in the recent NCHRP Synthesis 543 report, workforce development constitutes a set of “strategies aimed at developing competencies and skills for specific positions and individuals” ( 17 ). Thus, the understanding of workforce development for the purposes of this study is “the skill-building strategies for recruitment, retention, training, and education of the current and future transportation labor force in response to specific challenges and needs.”

Identifying the Role UTCs Might Play as a Partner in Responding to Workforce Development Challenges in the Southeast

This study identified eight potential partnerships in which UTCs might play a role. With more detail below, those eight are to help …

1) Coordinate a regional effort to add additional recruitment programs in K-12 schools,

2) Develop a framework for recruitment outside of the traditional engineering/planning pathways,

3) Collaborate on the sharing of resources and development of curricula/programs related to transportation career preparedness,

4) Effectively communicate the benefits and realistic expectations of what it means to have a career in the transportation industry,

5) Increase the opportunities for professional skill development via industry exposure,

6) Develop a specific response to better compete with the tech industry in recruitment,

7) Create a universal understanding of challenges, solutions, and available resources, and

8) Develop an open platform or forum for stakeholders and providers.

A concerted effort to recruit early in the educational pipeline (K-12) could help in addressing a few of the identified recruitment and labor challenges facing the industry. Such efforts could combat the lack of interest and awareness in careers in the transportation industry, improve competition with other industries in the recruitment of younger workers, and improve the general lack of a unified K-12 recruitment strategy identified by this study. By leveraging the existing expertise within the region, namely the strategies practiced by the Southeast Transportation Workforce Center (SETWC), UTCs could potentially coordinate a regional effort to add additional recruitment programs in K-12 school programs. By having a permanent presence in the early educational pipeline, UTCs could ensure continued exposure to careers in the transportation industry. Creating a continuum of transportation career awareness and exposure to the youngest generation could potentially help bridge the existing shortage of transportation workers in the near future. Furthermore, partnerships with both private and public employers in K-12 recruitment would increase industry exposure, connect students to realistic job expectations, and provide future networking opportunities.

Owing to the changing nature of transportation work and the existing shortfall in incoming labor, recruitment efforts should extend beyond the traditional engineering/planning programs. UTCs, other universities, and industry employers have the capacity to potentially develop a framework for recruitment outside of the traditional engineering/planning pathways. This could be as simple as having a presence at a wider variety of college career fairs, networking with existing student organizations outside of traditional programs, and/or creating interdisciplinary student projects/programs. Overall, there should be a concerted and coordinated effort to recruit personnel with in-demand skills wherever they may be, which are increasingly likely to come from nontraditional educational pathways because of the changing requirements of transportation work.

To combat the labor shortfall, community colleges and vocational/technical schools should be better leveraged to produce personnel with the desired skillsets appropriate for these in-demand positions, namely in the maintenance and operations sector of the transportation industry. Technicians, surveyors, data scientists, and other in-demand, high-paying transportation careers often do not require university degrees. UTCs in partnership with other universities, community colleges, and technical schools should begin to collaborate on the sharing of resources and development of curricula/programs related to transportation career preparedness, either through certificate programs or degree offerings.

Misconceptions and perceptions about transportation work remain a major barrier to the transportation industry’s recruitment efforts. There should be a concerted effort by industry and state DOTs to better communicate realistic expectations of transportation work to the general public. As addressed in this study, the transportation industry provides a diversity of positions and several specific benefits (like steady hours, pensions, etc.), though the public is often unaware of or has misconceptions about these benefits. To successfully recruit, a universal baseline must be better established by effectively communicating the benefits and realistic expectations of what it means to have a career in the transportation industry. UTCs may have a role to play in this, though state DOTs and other major industry employers are the primary stakeholders in this effort.

This study identified a shortfall in professional skill development within the preprofessional educational pipeline. To combat this shortfall, opportunities for industry exposure through mentorships, internships, or an improved industry presence should be promoted. Whereas there may be no substitute for learned experience, efforts to provide preprofessional industry exposure may be beneficial in providing professional skill development and increasing overall job-preparedness for those interested. UTCs along with other universities, DOTs, and industry partners should renew efforts to increase the opportunities for professional skill development via industry exposure. Strategies could include providing guest lectures or workshops from industry professionals, providing specific coursework related to professional skill development, working with industry partners to develop internship or mentorship cohorts/programs, and providing academic projects that better emulate a workplace environment.

In this study, the tech industry was named as a major source of competition for talent. As a general suggestion, it may be effective to attempt to emulate the practices of these industries to better combat this competition for talent. Although the tech industry provides a different set of benefits and expectations, it would be beneficial to better understand what major selling points/attractors are being leveraged to recruit talent and adapt the transportation industry’s recruitment strategy accordingly. UTCs may have a role in research assistance, but the main stakeholders are the industry employers who are most heavily involved in recruitment.

This study found that the state of transportation workforce development is characterized by a lack of common understanding and coordination. Despite the rich body of literature on the topic and previous efforts to communicate a clear workforce development framework, there remains a lack of coordination among sectors to address the prevailing issues pertaining to transportation workforce development. UTCs, in partnership with other stakeholders, should begin the process of communicating a clear, unified workforce development framework as identified in this and other studies. Efforts to communicate existing research and adopt a unified workforce development framework may facilitate creation of a universal understanding of the challenges, solutions, and available resources. This common understanding could benefit future efforts to coordinate the actions of regional stakeholders.

In addition to providing a catalog of existing workforce development resources, the development of an open platform or forum for stakeholders and providers to share practices could improve coordination within the region. This could be as simple as a LinkedIn group or email list but could take various other forms. This differs from the previous recommendation in relation to users and function. A centralized catalog provided and managed by UTCs or other partners could serve to give stakeholders and providers a quick glance at existing efforts. A regional open platform or forum could allow stakeholders to openly communicate, share resources and/or best practices, and coordinate independent of, or with, UTCs or other partners. It could also provide a centralized place to promote new workforce development events, establish working groups, or discuss particular issues within the region.

Proposing Actionable Suggestions for the Improvement of Transportation Workforce Development in the Southeast

This study identified four actionable suggestions that UTCs could initiate. Described in more detail below, those four are to help …

1) Develop a series of best practices in promoting interdisciplinary educational opportunities,

2) Develop a suite of technological skills training for the transportation industry,

3) Provide resources to improve online training offerings, and

4) Catalog existing workforce development resources available.

This study found that work in the transportation industry is becoming increasingly interdisciplinary. As such, educational programs should create more opportunities for students in traditional pathways to collaborate with students from other, non-transportation-related fields. The cross-pollination of skillsets through work on interdisciplinary teams could aid in overall preparedness for work in the transportation industry. Since the traditional silos of transportation work are breaking down, the educational silos must similarly break down to allow the development of and exposure to interdisciplinary skillsets. UTCs, in partnership with other stakeholders, should begin to develop a series of best practices in promoting interdisciplinary educational opportunities within university engineering and planning programs. Industry partners could be leveraged to introduce meaningful and actionable projects for interdisciplinary university student teams to work on, either through coursework or other extracurricular programs.

As identified in this study, technological skills training is a major area of concern for industry professionals. Emerging technologies like MaaS, TSMO, CASE vehicles, simulation, and drones are beginning to outpace the skillsets in the current transportation workforce. More worrying, however, is the lack of resources available for the continuing technological education of the current workforce. To better provide for the changing technological training needs of current industry professionals, UTCs in partnership with LTAPs, DOTs, and professional organizations, should develop a suite of technological skills training for the transportation industry within the region.

This study identified a recent shift in training delivery methods in the advent of the COVID-19 pandemic. Traditional in-person workshops and training events had to shift to an online setting, either through asynchronous, on-demand offerings or synchronous webinars/workshops. This shift has shown to be beneficial, allowing for additional flexibility and a greater reach. Thus, UTCs should work with LTAPs and DOTs to provide resources to improve online training offerings to make this beneficial shift more effective and permanent. Although those providing workforce training have responded to the pandemic, UTCs could use their specific expertise on online education delivery learned during the COVID-19 pandemic to improve the online catalogs of these providers.

This study found that despite an abundance of available and well-known transportation workforce development resources, there is a lack of coordination among actors. Currently, there is no centralized source of information for transportation workforce development resources within the region. SETWC has previously conducted efforts to provide one such catalog of resources, though it is no longer available. UTCs in partnership with SETWC and/or other universities should begin to catalog existing workforce development resources available to the region’s stakeholders and provide a centralized, regularly updated repository for this information. By creating a single point of available resources, UTCs, or another hosting party, might improve coordination among the different workforce development providers and users within the region. Creating such a platform will also facilitate additional networking and communication efforts between regional stakeholders and increase collaboration across private, public, and educational sectors.

Conclusion

The primary objective of this project was to create a foundational comprehension of workforce development, its defining aspects, the challenges it seeks to address, and the prevailing practices in the field. This study undertook five key tasks, the results of which elucidated various factors and potential solutions in the transportation workforce. The first task was to collate and summarize the current state of workforce development practices. The findings from this task highlighted a complex network of stakeholders, methods of recruitment and education, strategies for enhancing workforce diversity, and techniques for continued education/training. It also provided insights into the development of technical skills, interdisciplinary training, tackling emerging technologies, and retention strategies.

The second task focused on identifying the existing challenges in the transportation workforce. This process unraveled trends in the labor market, demographic shifts, the need for greater racial and gender diversity, and the demand for interdisciplinary skills. In the third task, a functional definition of workforce development was established for the purposes of this study, specifically “the skill-building strategies for recruitment, retention, training, and education of the current and future transportation labor force in response to specific challenges and needs.”

The fourth task delved into understanding the role that UTCs can play as partners in addressing workforce development challenges. It was determined that UTCs could potentially play pivotal roles in eight areas, such as coordinating regional recruitment programs in K-12 schools, developing a framework for recruitment outside traditional pathways, collaborating on resource sharing and curriculum development, communicating the benefits of careers in transportation, enhancing opportunities for professional skill development, creating competitive responses to tech industry recruitment, fostering a universal understanding of challenges and solutions, and developing an open platform for stakeholder engagement. The final task was to propose actionable suggestions to improve transportation workforce development. This task resulted in the identification of four key areas where UTCs could take the lead: promoting interdisciplinary educational opportunities, developing technological skills training specific to the transportation industry, improving online training resources, and cataloging existing workforce development resources.

In conclusion, this study has shed light on the various aspects of workforce development within the transportation sector and proposed potential steps toward addressing its challenges. Some of these actionable suggestions are currently under exploration by members of the research team, signifying the practical implications and impact of the findings presented in this study.

Supplemental Material

sj-docx-1-trr-10.1177_03611981241242771 – Supplemental material for Framework for the Development of a Diverse Transportation Workforce in the Southeast Region

Supplemental material, sj-docx-1-trr-10.1177_03611981241242771 for Framework for the Development of a Diverse Transportation Workforce in the Southeast Region by Steven M. Click, Mehri Mohebbi, Ruth Steiner, Virginia P. Sisopiku, Mohammed Hadi, Dimitra Michalaka, Muhammed Sherif, James B. Martin and Jeremy Griffith in Transportation Research Record

Footnotes

Acknowledgements

The research team would like to thank all the participants in the stakeholder meeting, interviews, respondents to our survey, and additional researchers and research assistants who were not part of the documentation process.

Author Contributions

The authors confirm contribution to the paper as follows: study conception and design: S. Click, M. Mohebbi, R. Steiner, V. P. Sisopiku, M. Hadi, D. Michalaka, M. Sherif, J. B. Martin, J. Griffith; data collection: S. Click, M. Mohebbi, R. Steiner, V. P. Sisopiku, M. Hadi, D. Michalaka, M. Sherif, J. B. Martin, J. Griffith; analysis and interpretation of results: S. Click, M. Mohebbi, R. Steiner, V. P. Sisopiku, M. Hadi, D. Michalaka, M. Sherif, J. B. Martin, J. Griffith; draft manuscript preparation: S. Click. All authors reviewed the results and approved the final version of the manuscript.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The report is funded, partially or entirely, by a grant from the U.S. Department of Transportation’s University Transportation Centers Program. This work was sponsored by the United States Department of Transportation Office of the Assistant Secretary for Research and Technology (OST-R) through the Southeastern Transportation Research, Innovation, Development, and Education Center’s (STRIDE’s) Project C4.

ORCID iDs

Steven M. Click

Mehri Mohebbi

Virginia P. Sisopiku

Mohammed Hadi

Muhammed Sherif

Supplemental Material

Supplemental material for this article is available online.

The contents of this report reflect the views of the authors, who are responsible for the facts and the accuracy of the information presented here. This document is disseminated in the interest of information exchange. The U.S. Government assumes no liability for the contents or use thereof.

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