Bridging the Gap: What NDT Professionals Must Know About Culture, Communication, and Technology Transfer

“We need fewer hands—but more minds.”—Donald P. Blanchette, 1993

As eddy current testing (ECT) evolves—from analog meters to automated systems, AI-assisted analysis, and simulator-based training—one thing remains constant: it’s people who implement technology.

In the early 1990s, Donald P. Blanchette authored a visionary three-part series in Materials Evaluation about the intersection of culture, training, and technology transfer. Although written over 30 years ago, his insights are more relevant today than ever.

Below is a breakdown of the key takeaways, adapted for today's NDT landscape.

Part I: The Workforce Is Changing—Are We Ready?

By 2000, over 85% of new workforce entrants in the U.S. were women, immigrants, or ethnic minorities. Blanchette warned that many NDT systems and training programs were still designed for a homogenous, English-speaking, hands-on workforce.

He urged managers, trainers, and engineers to:

• Stop assuming a “melting pot” model of assimilation

• Recognize how cultural background affects learning, authority, and risk-taking

• Embrace cultural diversity as an asset, not a barrier.

What this means for ECT today: Automated analysis, computer-based training, and simulator systems must be designed with diverse users in mind. Visual aids, multi-language support, and clear communication protocols are no longer optional—they’re essential for success.

Part II: Trainers Are the Agents of Change

Blanchette shifted focus to those with the biggest influence on workforce performance: trainers and supervisors.

He argued that:

• Instructors must act as cultural translators, not just technical communicators.

• Assumptions and stereotypes can derail the learning process.

• Training success should be measured by behavior—not just scores.

🔧 Practical barriers he identified:

• Over-reliance on written English instructions

• One-size-fits-all certification programs

• Lack of feedback loops for trainees to express confusion.

Relevance to ECT: Technologies like phased-array or high-speed data acquisition systems are only as good as the team trained to use them. If a trainee can’t follow the logic of a simulator or hesitates to ask questions due to cultural norms, the inspection will suffer.

Part III: Aligning People, Process, and Technology

In the final part of his trilogy, Blanchette addressed long-term strategy. He warned that failing to plan for human-technology integration would result in:

• Lost productivity

• Increased liability

• Misuse of valuable tools

He advocated for:

• Communication systems that consider cultural nuance

• Assessment methods that reduce bias

• Leadership commitment to inclusion as a performance enhancer.

How this applies today: From mobile inspection tablets to real-time AI flaw detection, NDT programs must think beyond tool adoption. Success depends on:

• Inclusive training design

• Feedback-rich cultures

• Human-centered technology deployment.

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📘 What Can You Do as an ECT Professional?

Whether you’re a Level III, a data analyst, or a manager planning your next shutdown, here’s how to act on Blanchette’s wisdom:

✅ Adapt your training for diverse learning styles✅ Use visuals, simulators, and hands-on demos✅ Create safe channels for questions and feedback✅ Engage learners with “why it matters,” not just “how to do it”✅ Treat communication and cultural competence as part of technical excellence.

🔁 Final Thought

Eddy current testing is often described as a highly specialized craft. But Blanchette’s work reminds us: it’s also a human enterprise. When we understand the people behind the probes—and design systems that support them—we not only get better inspections…

We build better teams.