GIS&T workforce

KE-24 - GIS&T Positions and Qualifications

Workforce needs tied to geospatial data continue to evolve.  Along with expansion in the absolute number of geospatial workers employed in the public and private sectors is greater diversity in the fields where their work has become important.  Together, these trends generate demand for new types of educational and professional development programs and opportunities. Colleges and universities have responded by offering structured academic programs ranging from minors and academic certificates to full GIS&T degrees.  Recent efforts also target experienced GIS&T professionals through technical certifications involving software applications and more comprehensive professional certifications designed to recognize knowledge, experience, and expertise.

KE-26 - Incorporating GIS&T into existing job classifications
  • Select two effective methods of overcoming resistance to change
  • Illustrate how methods for overcoming resistance to change can aid implementation of a GIS
  • Explain how resistance to change and the need to standardize operations when trying to incorporate GIS&T can promote inclusion into existing job classifications
KE-25 - GIS&T training and education
  • Compare and contrast training methods utilized in a non-profit to those employed in a local government agency
  • Discuss the National Research Council report on Learning to Think Spatially (2005) as it relates to spatial thinking skills needed by the GIS&T workforce
  • Find or create training resources appropriate for GIS&T workforce in a local government organization
  • Identify the particular skills necessary for users to perform tasks in three different workforce domains (e.g., small city, medium county agency, a business, or others)
  • Illustrate methods that are effective in providing opportunities for education and training when implementing a GIS in a small city
  • Teach necessary skills for users to successfully perform tasks in an enterprise GIS
  • Discuss different formats (tutorials, in house, online, instructor lead) for training and how they can be used by organizations
KE-23 - GIS&T workforce development
  • Describe issues that may hinder implementation and continued successful operation of a GIS if effective methods of staff development are not included in the process
  • Outline methods (programs or processes) that provide effective staff development opportunities for GIS&T
KE-24 - GIS&T Positions and Qualifications

Workforce needs tied to geospatial data continue to evolve.  Along with expansion in the absolute number of geospatial workers employed in the public and private sectors is greater diversity in the fields where their work has become important.  Together, these trends generate demand for new types of educational and professional development programs and opportunities. Colleges and universities have responded by offering structured academic programs ranging from minors and academic certificates to full GIS&T degrees.  Recent efforts also target experienced GIS&T professionals through technical certifications involving software applications and more comprehensive professional certifications designed to recognize knowledge, experience, and expertise.

KE-26 - Incorporating GIS&T into existing job classifications
  • Select two effective methods of overcoming resistance to change
  • Illustrate how methods for overcoming resistance to change can aid implementation of a GIS
  • Explain how resistance to change and the need to standardize operations when trying to incorporate GIS&T can promote inclusion into existing job classifications
KE-25 - GIS&T training and education
  • Compare and contrast training methods utilized in a non-profit to those employed in a local government agency
  • Discuss the National Research Council report on Learning to Think Spatially (2005) as it relates to spatial thinking skills needed by the GIS&T workforce
  • Find or create training resources appropriate for GIS&T workforce in a local government organization
  • Identify the particular skills necessary for users to perform tasks in three different workforce domains (e.g., small city, medium county agency, a business, or others)
  • Illustrate methods that are effective in providing opportunities for education and training when implementing a GIS in a small city
  • Teach necessary skills for users to successfully perform tasks in an enterprise GIS
  • Discuss different formats (tutorials, in house, online, instructor lead) for training and how they can be used by organizations
KE-23 - GIS&T workforce development
  • Describe issues that may hinder implementation and continued successful operation of a GIS if effective methods of staff development are not included in the process
  • Outline methods (programs or processes) that provide effective staff development opportunities for GIS&T
KE-24 - GIS&T positions and qualifications
  • Discuss the status of professional and academic certification in GIS&T
  • Identify the standard occupational codes that are relevant to GIS&T
  • Identify the qualifications needed for a particular GIS&T position
  • Discuss how a code of ethics might be applied within an organization
  • Explain why it has been difficult for many agencies and organizations to define positions and roles for GIS&T professionals
  • Describe the differences between licensing, certification, and accreditation in relation to GIS&T positions and qualifications
KE-26 - Incorporating GIS&T into existing job classifications
  • Select two effective methods of overcoming resistance to change
  • Illustrate how methods for overcoming resistance to change can aid implementation of a GIS
  • Explain how resistance to change and the need to standardize operations when trying to incorporate GIS&T can promote inclusion into existing job classifications

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