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Competencies Approaches to Building a Robust Geoscience Workforce

This report discusses the concept of competency in the geosciences field, how it is currently used, and examples of existing efforts. It also explores the potential benefits and challenges of a competency approach in geoscience education and employment. The report includes the results of a survey on the preparedness of geoscience master's students in various skill areas.

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Competencies Approaches to Building a Robust Geoscience Workforce

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  1. Competencies Approaches to Building a Robust Geoscience Workforce Christopher Keane & Heather Houlton American Geosciences Institute September 25, 2015

  2. Competency Approaches • What is “Competency” • How is it currently used • Current Perceptions • Examples of existing efforts • A look at a study of Geology/Geography alignment through a competency lens

  3. What is a Competency? A competency is the capability to apply or use a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks in a defined work setting. - U.S. Department of Labor

  4. An Issue of Language? • Competency is often viewed in the Anglo world as a finite skill • Using a screwdriver • Competency is the francophone world is a demonstrable knowledge bundle. • Creating an accurate geologic map • Scope of a Competency can be widely varied - EAGE GeoWorkforce 2013

  5. Being Discipline Vertical Career Path Professionalism – Ethics, Business, etc. Formal Education Applied Skills Professional Employment Licensure and Regulatory Awareness

  6. Competencies as Career ManagementTotal’s Experience Senior Management Senior Technical Career Start

  7. Competency or Mastery? • Competency is a demonstrated fundamental knowledge and understanding of a concept/capability • Mastery requires demonstrated application of a competency in real applications and assessed by a master.

  8. Examples of new applications • University of Utah Medical School • What does an 80% in medical school mean? • Surgical knot vs. pharmacology • Northern Arizona University (Selected Programs) • Transcripts as competencies or courses • Preference by groups like Google, Facebook, etc • Goal-based vs time-based learning

  9. Competency ApproachThreat or Improvement? • Academic/Student Perspective – Threat • Geometric expansion of potential points of failure • Challenge of a goal-based vs time-based approach • Concern on how it aligns for graduate school prep • Employers – Improvement • Better able to assess new hire background • Assign people to activities where they will succeed • Easier to provide feedback to geoscience programs

  10. What is the Potential? • Empower students to self-manage career from the start • Develop the concept of life-long learning during formal education • Geoscience programs demonstrate their strengths • Expose the pathways to resilient employment • Computer programming • Mathematics • Manage expectations of students through the cycle

  11. Efforts in the US • U.S. Department of Labor’s CareerOneStop.org • Massive investments in GeoSpatial competency model • Geoscience walked away from the money • Undergraduate Geoscience Education Summit

  12. But first…how do these competencies fit in to the larger context? • Department of Labor Competency Models • Geospatial Competency Model “Technical” “Non-Tech”

  13. Others Pushing Forward for Geoscience • Geoscientists Canada has built their Competency Profile for Entry to Practice • Australian Institute of Geoscientists is looking at the Canadian model to augment their licensure structure • Industry influence in the E.U. encouraging competency framing of degrees • INTRAW Project making a call of global core competency model

  14. Geoscience Career Master’s Preparation Survey • Joint research study with AGI and AAG • Funded by the National Science Foundation (GEO 1202707) • Investigated 3 main topics: • Departmental experiences in Master’s programs • Non-technical competencies • Technical competencies • Investigated Geology, Geography and joint “Hybrid” Master’s Programs.

  15. Validated Survey Instruments • Geology: National Association of State Boards of Geology (ASBOG) – Task Analysis Survey. • Fundamentals of Geology and Practicing Geology Exams. • Geography: AAG’s Enhancing Departments and Graduate Education • Geography and Career Planning Survey for faculty and students.

  16. Competencies – What did we ask? • Faculty: How prepared are your Master's advisees in each of the following skill areas for post-graduation employment in (geology or geography) related positions? • Students: How much preparation have you received in the following skill areas for post-graduation employment in (geology or geography)? • Non-Academic Professionals: How prepared are you in each of these skill areas for employment in your current position? • Non-Academic Professionals: Please indicate how important each skill area is for employment in your current position.

  17. Non-Technical Competencies (Geology)

  18. Non-Technical Competencies (Geology)

  19. Technical Competencies (Geology) Technical Competencies (Geology)

  20. Technical Competencies (Geology)

  21. Technical Competencies (Geog.)

  22. Technical Competencies (Geog.)

  23. Full Results and Resources • Purchase or download the report! • www.americangeosciences.org/workforce/reports • Want to evaluate your program? • Use our survey templates! • www.americangeosciences.org/workforce/workforce-readiness

  24. Questions and Discussion Thank you! Contact us with additional questions: Christopher Keane: keane@americangeosciences.org Heather Houlton: hrh@americangeosciences.org AGI Website: www.americangeosciences.org Workforce: www.americangeosciences.org/workforce

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