Road Map for Human Resource Development in Highway Sector

IRC SP 92 — Scope Overview

The Scope section of IRC SP 92 broadly covers the framework for Human Resource Development (HRD) and training in the highways sector, focusing on:

• Learning Domains Taxonomy (Annex-5, Chapter 10, Clause 6.3):

  • Cognitive Domain: Knowledge acquisition and intellectual skills (6 levels: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation).
  • Affective Domain: Emotional growth and attitudes (5 levels from Receiving to Characterization).
  • Psychomotor Domain: (Not detailed here, but generally includes physical skills).

• Job Function Categories:

  • People (management, communication)
  • Data (design, analysis)
  • Things (operation, execution)

• Training Requirements: Align employee preferences with job focus to avoid performance deficiencies.

Key Table: Cognitive Domain Levels & Keywords

Summary

IRC SP 92 emphasizes structured learning aligned with job roles in highways sector HRD, ensuring training is relevant to cognitive and affective needs for effective performance.

flowchart TD
    A[Job Functions] --> B[People]
    A --> C[Data]
    A --> D[Things]

    E[Learning Domains] --> F[Cognitive]
    E --> G[Affective]
    E --> H[Psychomotor]

    F --> I[Knowledge]
    F --> J[Comprehension]
    F --> K[Application]
    F --> L[Analysis]
    F --> M[Synthesis]
    F --> N[Evaluation]

IRC SP 92: Introduction and Background - Key Points

• Scope: IRC SP 92 primarily focuses on Human Resource Development (HRD) and Building (HRB) in the highways sector, covering training, organizational needs, and instructional strategies.

• Structure:

  • Introduction and background set the context for highway sector development, road hierarchy, and organizational frameworks.
  • Emphasizes systematic learning and training needs identification (Chapters 9-10).
  • Covers instructional strategies, delivery, assessment, and documentation (Chapters 11-14).

• Learning & Training:

  • Annexes provide detailed templates and modules (e.g., Annex 8 for flexible overlay design using FWD).
  • Stepwise learning objectives include practical tasks like slope checking, bench creation, and material property verification.

• Documentation:

  • Clause 3.2 stresses detailed documentation of enabling objectives and learning steps for each task.

Summary Table: Key Sections

Practical Example: Enabling Objective Steps

This framework ensures comprehensive HRD aligned with highway sector requirements.

IRC SP 92: Human Resource Development (HRD) & Management in Highway Sector

The code emphasizes a structured HRD roadmap to address evolving technological, environmental, and organizational challenges in highway management.

Key Points from IRC SP 92:

• HRD Spectrum & Terminology: Defines roles, training needs, and development strategies (Chapters 7-8).
• Training Needs Identification: Systematic approach to assess learning gaps (Chapter 9).
• Training Design & Delivery:
  • Planning training modules based on identified needs (Chapter 10).
  • Instructional strategies for effective knowledge transfer (Chapter 11).
  • Delivery methods including workshops, on-site training (Chapter 12).
• Assessment & Evaluation: Continuous monitoring of training effectiveness (Chapter 13).
• Documentation: Maintaining records for HRD & HRB (Chapter 14).

Institutional Development Strategy (Clause 2.1):

• States like Andhra Pradesh, Gujarat, etc., restructured highway departments with World Bank support.
• Creation of lean, professional teams (e.g., NHAI model) focusing on project management.
• Emphasis on aligning HR policies with organizational goals for better road user safety and service quality.

Recommended HRD Framework (Summary):

flowchart TD
    A[Needs Assessment] --> B[Training Design]
    B --> C[Training Implementation]
    C --> D[Evaluation & Feedback]
    D --> E[Documentation & Improvement]
    E --> A

Summary: IRC SP 92 provides a comprehensive HRD roadmap focusing on systematic training, evaluation, and institutional restructuring to build skilled highway sector professionals aligned with modern demands.

Quality Standards & Laboratory Testing: IRC SP 92 Key Points

1. Accreditation & Proficiency Testing (Clause 15.2)

• NABL Accreditation follows ISO/IEC 17011:2004 and APLAC MR001.
• Laboratories must participate in Proficiency Testing Programmes (ISO/IEC Guide 43):
  • New applicants: at least one satisfactory participation.
  • Accredited labs: cover major scopes every 4 years.
• Annual surveillance ensures ongoing compliance.
• Labs must estimate measurement uncertainty.

2. BIS Laboratories (Clause 16)

• Network of 8 labs across India for conformity testing per Indian Standards.
• Central Lab (Sahibabad) focuses on electrical, mechanical, chemical, and calibration tests.
• Regional labs at Mumbai, Kolkata, Chennai, Mohali; branch labs at Patna, Guwahati.
• Provide calibration services and trained personnel.

3. Independent & Institute Labs (Clauses 17 & 18)

• Independent labs require NABL accreditation and equipment calibration.
• Staff must be trained.
• Engineering institutes conduct tests for research and project support including mix design.

Summary Table: Laboratory Requirements

flowchart LR
    A[NABL Accreditation] --> B[Proficiency Testing]
    B --> C[Measurement Uncertainty]
    A --> D[Annual Surveillance]
    E[BIS Laboratories] --> F[Testing & Calibration]
    G[Independent Labs] --> H[Accreditation & Calibration]
    I[Institutes] --> J[Research & Project Testing]

This framework ensures reliable, standardized testing for highway materials and products per IRC SP 92.

Regulatory Agencies in IRC SP 92: Key Points & Specifications

1. Municipal & Other Agencies (Clause 19.4)

• Interaction with municipal bodies, Jal Boards for water supply, sewerage, drainage.
• Permission required for shifting utilities & connecting roadside drainage to city systems.
• Coordination needed for telephone, internet, gas utilities to avoid disruption.

2. Environmental Protection Agencies (Clause 20)

• Ensure compliance with environmental norms during road projects.

3. NABL Accreditation (Clause 15.2)

• Accreditation per ISO/IEC 17011:2004 & APLAC MR001.
• Laboratories must participate in Proficiency Testing Programmes (ISO/IEC Guide 43).
• Annual surveillance and uncertainty estimation mandatory.

4. BIS Laboratories (Clause 16)

• 8 labs across India for conformity testing of BIS products.
• Central Lab at Sahibabad covers electrical, mechanical, chemical testing.
• Regional labs at Mumbai, Kolkata, Chennai, Mohali; branch labs at Patna, Guwahati.

5. Independent Testing Laboratories (Clause 17)

• Must be NABL accredited.
• Equipment calibration & trained personnel essential.
• Credibility based on past performance.

6. Engineering Institutes & Research Organizations (Clause 18)

• In-house labs for student research & project material testing.
• Assist in developing Job Mix & Design Mix for concrete.

Summary Table: Key Agencies & Roles

flowchart TD
    A[Road Project] --> B[Coordination with Municipal Agencies]
    A --> C[Environmental Protection Agencies]
    A --> D[NABL Accredited Labs]
    A --> E[BIS Laboratories]
    A --> F[Independent Testing Labs]
    A --> G[Engineering Institutes & Research]
    
    B --> H[Utility Shifting & Drainage]
    D --> I[Proficiency

IRC SP 92: Maintenance Management Key Points

The code does not provide direct formulas or tables for Maintenance Management but emphasizes training, documentation, and performance measurement as core components.

Key Specifications from Clause 7.1 (Documentation for HRD & HRB):

• Document Analysis & Performance Measurement: Use a template technique to develop training content and learning objectives.
• Templates include:
  • List of system facilities, procedures, theory topics.
  • Generic and system-specific learning objectives.
• Process:
  1. Develop/modify templates to suit facility needs.
  2. Trainers and subject matter experts select applicable objectives.
  3. Generate system-specific terminal and enabling objectives.

Best Practice Summary:

• Use structured templates for training content development.
• Engage experts for tailoring learning objectives.
• Measure performance via systematic documentation and analysis.

Typical Template Elements for Maintenance Training:

flowchart TD
    A[Develop/Modify Template] --> B[Select Applicable Objectives]
    B --> C[Generate Learning Objectives]
    C --> D[Train Personnel]
    D --> E[Measure Performance & Feedback]

This approach ensures effective maintenance management through structured HRD and documentation.

IRC SP 92 - Training and Development: Key Points

Though IRC SP 92 does not provide explicit formulas or tables for Training & Development (T&D), it outlines crucial HRD/HRM concepts:

5 Key Areas of HRD/HRM Overlap (Clause 5.2)

• Organizational Design: Aligns structure & human resources for effective service delivery.
• Job Design: Defines clear roles & output expectations.
• HR Planning: Forecasts staffing needs & strategies.
• Performance Management: Links appraisal to career growth and organizational goals.
• Recruiting & Staffing: Ensures skilled recruitment aligned with organizational needs.

HRD & OD (Organization Development)

• OD focuses on improving organizational effectiveness via planned behavioral interventions.
• Emphasizes communication, problem-solving, conflict resolution, continuous learning.
• OD and HRD share performance improvement as a core goal.

Learning Process in T&D

1. Knowledge Acquisition: Absorbing new inputs.
2. Skill Development: Active learning by doing.
3. Interaction: Reinforcing skills through peer discussion.
4. Practice: Applying skills to new situations.
5. Wisdom: Achieving expected performance level.

Components of HRD Program

flowchart TD
    A[New Inputs] --> B[Knowledge]
    B --> C[Active Learning (Doing)]
    C --> D[Interaction & Reinforcement]
    D --> E[Practice & Application]
    E --> F[Wisdom & Performance]

Summary:
IRC SP 92 emphasizes a holistic approach to T&D integrating organizational design, job design, HR planning, performance management, and recruitment, supported by OD principles. The learning cycle moves from knowledge to wisdom, aiming at sustained performance improvement.

Key Specifications for Research and Development Institutions (IRC SP 92)

1. R&D Activities Scope (Clause 6.2):

• Soil mechanics, foundation engineering, geo-textiles, reinforced soil
• Non-destructive testing of concrete, fibre reinforced concrete
• Geophysical & seismological investigations
• Flexible pavement, traffic & transportation studies

2. Major R&D Institutions (Clauses 7-9):

• Highway Research Station (HRS), Chennai: Equipped labs for soil, concrete, bitumen, traffic.
• Maharashtra Engineering Research Institute (MERI), Nashik: 10 research divisions, applied research focus.
• Other institutes and educational bodies also contribute to highway research.

3. Laboratory & Testing Standards:

• NABL accreditation mandatory for independent labs (Clause 15.2).
• Participation in Proficiency Testing Programs per ISO/IEC 17011 & ISO/IEC Guide 43.
• Calibration of equipment and trained personnel required.

4. Training & Development:

• Institutes like CRRI, SERC offer short courses.
• Government & private sector training centers for engineers and workmen (Clauses 10-14).
• CIDC and NAC provide specialized training programs.

Summary Table: R&D Institutions & Functions

Diagram: R&D & Training Ecosystem in Highway Sector

graph LR
  A[R&D Institutions] --> B[Testing Laboratories]
  A --> C[Training Institutes]
  B --> D[NABL Accreditation]
  C --> E[Government Training Centers]
  C --> F[Private Sector Training]
  E --> G[Engineers & Workmen]
  F --> G

This concise framework ensures quality research, testing, and skill development aligned with Indian highway sector standards.

Training Institutes Attached with Government Organizations (IRC SP 92)

• Major Govt. Organizations have their own training institutes or use State Govt. training institutes.
• Central PWD runs a main training institute at Ghaziabad for engineering professionals.
• Regional Training Institutes for junior/middle professionals are at Delhi, Kolkata, Mumbai, Chennai.
• Workmen Training Centres exist at these locations for workmen employed by Central PWD.
• States like Uttar Pradesh PWD have detailed curricula on road construction technology, combining classroom and on-site training.
• Other states (e.g., Rajasthan) also provide training via State-run institutes.
• CIDC develops training institutes for workmen/supervisors and conducts project-site training, coordinating with equipment manufacturers.
• National Academy of Construction (NAC), Hyderabad offers professional and workmen training, funded by State construction contract cess.
• Contracting firms (e.g., L&T) run their own workmen training institutes.

Financing (Clause 10.4):

• Training funding is challenging; Ministry of Labour offers financial assistance.
• Workmen training at project sites requires funding from employers or State Labor Departments via Workmen Welfare Cess.

flowchart LR
  A[Government Organizations] --> B[Central PWD Training Institute, Ghaziabad]
  A --> C[Regional Training Institutes (Delhi, Kolkata, Mumbai, Chennai)]
  A --> D[Workmen Training Centres]
  A --> E[State Govt. Training Institutes (UP, Rajasthan, etc.)]
  A --> F[CIDC Training Institutes & Project Site Training]
  A --> G[NAC Hyderabad]
  A --> H[Contracting Firms' Training Institutes]
  I[Funding] --> J[Ministry of Labour Assistance]
  I --> K[Employer/State Labor Dept. via Workmen Welfare Cess]

This summary provides the organizational framework, training scope, and financing aspects for government-associated highway sector training institutes as per IRC SP 92.

Training Needs & Skill Development Challenges (IRC SP 92)

Key Concepts:

• Job Focus Categories:

  • People (management, communication)
  • Data (design, analysis)
  • Things (operation, maintenance)
    Mismatch between employee preference and job focus reduces performance.

• Learning Domains (Bloom's Taxonomy):

Training Needs Identification:

• Analyze job tasks under People, Data, Things to identify skill gaps.
• Use verbs from the taxonomy to classify learning objectives (e.g., "analyze," "apply," "evaluate").
• Tailor training to develop cognitive skills progressively from knowledge to evaluation.
• Address affective domain for motivation and attitude improvement.

Summary Table: Cognitive Domain Categories

flowchart TD
    A[Job Analysis] --> B{Job Focus}
    B -->|People| C[Management Skills]
    B -->|Data| D[Design/Analytical Skills]
    B -->|Things| E[Operational Skills]
    C --> F[Training Needs]
    D --> F
    E --> F
    F --> G[Training Program Design]
    G --> H[Skill Development]

Role of Construction Industry Development Council (CIDC) - IRC SP 92

• CIDC Formation: Set up by the Planning Commission to promote construction industry growth and professionalism.
• Key Functions:
  • Contractor Grading System: Evaluates contractors' organizational & technical capabilities to ensure quality and timely project delivery.
  • Skill Upgradation: Facilitates training and certification to bridge skill gaps in workers, technicians, and engineers.
  • Technology Transfer: Supports adoption of modern construction management practices, plants, and equipment.
  • Stakeholder Coordination: Acts as a platform for Government, industry, academia, and R&D institutions to collaborate.
• Impact: Helps clients and consultants select competent contractors, improving project execution standards, especially for large-scale and PPP projects.

Summary Table: CIDC's Role & Benefits

flowchart LR
    A[Government & Planning Commission] --> B[CIDC]
    B --> C[Contractor Grading]
    B --> D[Skill Development]
    B --> E[Technology Transfer]
    B --> F[Stakeholder Coordination]
    C & D & E & F --> G[Improved Project Execution & Quality]

This structured approach by CIDC enhances the construction industry's capacity to meet national infrastructure goals efficiently.

National Academy of Construction (NAC), Hyderabad - Key Points from IRC SP 92

• Role: NAC is a premier training institute controlled by the Government of Andhra Pradesh, specializing in training both workmen and professionals in construction.
• Funding: Supported by a cess on construction contracts by the State Government.
• Significance: Unique in India, serves as a model for other states to emulate.
• Training Scope: Covers skilled workers, supervisors, and technical staff for road and construction sectors.
• Related Training Institutes: ITIs in each state, CIDC training centers, and contractor-run institutes like L&T's training centers.
• Associated R&D: NAC complements research institutes like CRRI, SERC, MERI, and others involved in highway sector R&D.

Specifications & Training Focus (from IRC SP 92)

No specific formulas or tables are provided for NAC in IRC SP 92; it is primarily a training and capacity-building institute.

flowchart LR
    A[Government of Andhra Pradesh] --> B[NAC Hyderabad]
    B --> C[Training of Workmen]
    B --> D[Training of Professionals]
    B --> E[Funded by Construction Cess]
    F[Contractors & Equipment Manufacturers] --> B
    G[Other States] --> H[Emulate NAC Model]

Summary: NAC Hyderabad is a government-controlled, funded training institute excelling in construction sector skill development, setting a benchmark for national training standards in highway construction.

Training by Contracting Organizations (IRC SP 92 Key Points)

1. Financing Training (Clause 10.4)

• Financial assistance is available from Ministry of Labour schemes for training organizations.
• On-site workmen training requires funding from Employers or State Labor Departments via Workmen Welfare Cess.
• Training institutes/NGOs must be financially supported to sustain training programs.

2. Categories of Learning (Annex-1, Chapter 8)

• Cognitive (Knowledge): Mental skills, e.g., recalling, understanding, applying concepts.
• Affective (Attitude): Emotional growth, motivation, and attitude towards learning.
• Psychomotor (Skills): Physical skills (not detailed here but implied).

3. Learning Domains Taxonomy (Annex-5, Chapter 10)

4. Job Focus for Training (Clause 2.2.1.4)

• Jobs categorized by focus on People, Data, or Things.
• Matching employee preference with job focus improves training effectiveness.

5. Indicative Job Descriptions for Highway Sector (Annex-2, Chapter 9)

• Policy planning, project planning, execution, legal & financial aspects.
• Includes contract administration, dispute resolution, design, estimation, and construction management.

Summary Table: Training Financing & Learning Focus

flowchart TD
    A[Training Financing] --> B[Ministry of Labour Schemes]
    A --> C[Employer/State Labor Dept. Funding]
    D[Learning Domains] --> E[Cognitive: Knowledge]
    D --> F[Affective: Attitude]
    D --> G[Psychomotor:

Consultancy Development & Skill Upgradation: Key Points from IRC SP 92

1. Financing Training (Clause 10.4)

• Financial assistance is available from Ministry of Labour for training organizations.
• On-site workmen training funds are scarce; employers or State Labor Departments must fund via Workmen Welfare Cess.
• Training institutes/NGOs require support for viability.

2. Categories of Learning (Annex-1, Ch.8 Cl.2.2)

• Cognitive (Knowledge): Mental skills, verbal knowledge, meta-cognitive strategies.
• Affective (Attitude): Attitude, motivation, emotional growth.
• Psychomotor (Skills): Physical skills (implied in full taxonomy).

3. Skill Development Challenges (Clause 8.2)

• Only 5% of Indian youth (20-24 years) have formal vocational skills.
• Large unorganized sector workforce (93%) lacks access to formal training.
• Skill development programs must address early school dropouts and informal sector needs.

4. Indicative Job Descriptions (Annex-2, Ch.9 Cl.4.3)

• Policy planning, project planning, execution, legal & financial frameworks.
• Includes highway design, contract administration, dispute resolution, safety, environment, and HRD aspects.

Summary Table: Training & Development Focus Areas

flowchart LR
    A[Skill Development] --> B[Financing]
    A --> C[Learning Categories]
    A --> D[Job Roles]
    B --> E[Ministry of Labour]
    B --> F[Employer/State Dept.]
    C --> G[Cognitive]
    C --> H[Affective]
    C --> I[Psychomotor]
    D --> J[Policy Planning]
    D --> K[Project Planning]
    D --> L[Project Execution]

For detailed training module templates, learning taxonomies, and job descriptions, refer to Annexes

Key Points on Private Sector Participation & Concessionaire Roles (IRC SP 92):

• Concessionaire Responsibilities (Clause 15.1):

  • Develop, design, finance (including govt. grants), construct (own or outsourced).
  • Operate, maintain, and manage highway for 20-25 years.
  • Collect tolls at designated plazas.
  • Provide user facilities: rest areas, bus bays, truck lay-byes, traffic management, ambulance, tow-away cranes.
  • Maintain quality service via dedicated O&M operators and highway patrol.

• Technical & Managerial Expertise (Clause 5.1):

  • Concessionaires may outsource technical, financial, legal expertise.
  • Pool expertise through contractual arrangements.
  • Promotes growth of specialized domestic companies.

• Risk Sharing & Standards (Clause 3.2):

  • Private partners share risks per concession agreement.
  • Must meet global standards including Quality, Safety, Environment.
  • Emphasis on skill upgradation and technology transfer.

• Innovation & Environment (Clause 5.2):

  • Encourage use of innovative, cost-effective, eco-friendly materials.
  • Promote waste/by-product utilization.
  • Focus on fast project completion and sustained O&M quality.

Summary Table: Concessionaire Roles & Responsibilities

flowchart LR
    A[Government] -->|Model Concession Agreement| B[Concessionaire]
    B --> C[Design & Finance]
    C --> D[Construction]
    D --> E[Operation & Maintenance]
    E --> F[Toll Collection & User Facilities]
    B --> G[Outsource Expertise (Tech/Financial/Legal)]
    B --> H[Innovate & Ensure Quality]

This framework ensures balanced risk sharing, quality service, and sustainable highway development in PPP mode.