Geospatial Technology Competency Model
June 1, 2010
Geospatial Technology Competency Model
Employment and Training Administration
United States Department of Labor 2
www.doleta.gov
Table of Contents
About the Model ............................................................................................................. 3
Tier One: Personal Effectiveness Competencies....................................................... 5
Interpersonal Skills.................................................................................................... 5
Integrity....................................................................................................................... 5
Professionalism.......................................................................................................... 5
Initiative...................................................................................................................... 5
Dependability and Reliability.................................................................................. 5
Lifelong Learning ...................................................................................................... 5
Tier Two: Academic Competencies............................................................................. 7
Reading ....................................................................................................................... 7
Writing ........................................................................................................................ 7
Mathematics............................................................................................................... 7
Geography.................................................................................................................. 8
Science and Engineering........................................................................................... 8
Communication—Listening and Speaking............................................................ 9
Critical and Analytical Thinking............................................................................. 9
Basic Computer Skills ............................................................................................. 10
Tier Three: Workplace Competencies....................................................................... 11
Teamwork................................................................................................................. 11
Creative Thinking.................................................................................................... 11
Planning and Organizing ....................................................................................... 11
Problem Solving and Decision Making................................................................ 12
Working with Tools and Technology................................................................... 12
Checking, Examining, and Recording.................................................................. 12
Business Fundamentals .......................................................................................... 13
Tier Four: Industry-Wide Technical Competencies ............................................... 15
Tier Five: Industry Sector Technical Competencies............................................... 19
Positioning and Data Acquisition ......................................................................... 19
Analysis and Modeling........................................................................................... 21
Software and Application Development.............................................................. 23
Tiers Six-Nine: Occupation-Specific Competencies and Requirements............ 24
Resources Reviewed..................................................................................................... 25
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ABOUT THE MODEL
The Geospatial Technology Competency Model (GTCM) is depicted as a pyramid with nine tiers. This
depiction illustrates how occupational and industry competencies build on a foundation of personal
effectiveness, academic, and workplace competencies. Each tier consists of one or more blocks representing
the skills, knowledge, and abilities essential for successful performance in the industry or occupation
represented by the model. At the base of the model, competencies apply to a large number of occupations and
industries. As a user moves up the model, the competencies become industry- and occupation-specific. This
document specifies competencies required for worker success in the geospatial industry, from the most general
―Personal Effectiveness Competencies‖ (Tier 1) to the sector-specific competencies presented in Tier 5.
Additional occupation-specific competencies and requirements (Tiers 6-8), as well as management
competencies (Tier 9) are beyond the scope of this document.
Although the pyramid graphic implies a third dimension, the GTCM presented in this document is a twodimensional
model. A true three-dimensional GTCM would include consideration of the domain-specific
competencies required for success in each of the many allied fields that rely on geospatial technologies and
employ geospatial professionals. A list of such allied fields is presented among the Technical Content Areas
associated with the Analysis and Modeling sector of Tier 5, the industry sector in which many geospatial
technology end-users work. (A three-dimensional ―market forecast framework‖ is suggested in Mondello,
Hepner and Williamson, 2004.)
Expected uses of the GTCM include career guidance, curriculum development and assessment, recruitment
and hiring, continuing professional development, criteria for voluntary certification, and outreach efforts
intended to communicate characteristics of the geospatial field to the public. GTCM users should bear in mind
that the pyramid framework is not intended to suggest a sequence of competency attainment or that certain
competencies are of greater value or higher skill than others. The body of the GTCM is a table that contains
definitions and associated key behaviors for each competency block depicted in the pyramid.
COMPETENCY MODEL TIERS
Tiers 1 through 3, called Foundation Competencies, form the foundation needed to be ready to enter the
workplace.
Tier 1 – Personal Effectiveness Competencies are shown as hovering below the pyramid because they
represent personal attributes or ―soft skills‖ that may present some challenges to teach or assess.
Essential for all life roles, personal effectiveness competencies generally are learned in the home or
community and reinforced at school and in the workplace.
Tier 2 – Academic Competencies are critical competencies learned primarily in a school setting. They
include cognitive functions and thinking styles, and are likely to apply to most industries and
occupations.
Tier 3 – Workplace Competencies represent motives and traits, as well as interpersonal and selfmanagement
styles honed in the workplace. They generally are applicable to a large number of
occupations and industries.
Tiers 4 and 5, called Industry Competencies, show competencies that are specific to the industry or industry
sector. The cross-cutting industry-wide technical competencies make it possible to show career lattices within
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an industry wherein a worker can move easily across industry sub-sectors. As a result, this model supports
the development of an agile workforce, rather than narrowly following a single occupational career ladder.
Tier 4 – Industry-Wide Technical Competencies represent the knowledge and skills that are common
across the sectors within a broader industry. These technical competencies build on, but are more
specific than, a competency represented on a lower tier.
Tier 5 – Industry-Sector Technical Competencies represent a sub-set of industry technical competencies
that are specific to an industry sector.
Tiers 6 through 9 represent the specialization that occurs within specific occupations within an industry.
Information on occupational competencies is available through O*NET OnLine
(http://online.onetcenter.org/) and in an ongoing series of DACUM occupational analyses performed by the
National Geospatial Technology Center (http://www.geotechcenter.org). Requirements for licensure and
certification of Professional Surveyors, Professional Photogrammetrists, and GIS Professionals, are published
by the National Council of Examiners for Engineering and Surveying (http://www.ncees.org/), the American
Society for Photogrammetry and Remote Sensing (http://www.asprs.org), and the GIS Certification Institute
(http://www.gisci.org).
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Tier 1—Personal Effectiveness Competencies
1. Interpersonal Skills: Demonstrating the ability to work effectively with others.
 Interact appropriately and respectfully with supervisors and coworkers
 Work effectively with people who have diverse personalities and backgrounds
 Respect the opinions, perspectives, customs, and individual differences of others
 Use appropriate strategies and solutions for dealing with conflicts and differences to maintain a
smooth workflow
 Be flexible and open-minded when dealing with a wide range of people
 Listen to and consider others’ viewpoints
2. Integrity: Displaying accepted social and work behaviors.
 Treat others with honesty, fairness, and respect
 Respect the morals and beliefs of society
 Take responsibility for accomplishing work goals within accepted timeframes
 Accept responsibility for one’s decisions and actions
3. Professionalism: Demonstrating commitment to the values, standards of conduct, and well being of
one’s profession.
 Stay calm, think clearly, and act decisively in stressful situations
 Accept criticism and attempt to learn from mistakes
 Demonstrate a positive attitude towards work
 Strengthen your profession by mentoring junior colleagues and championing continuing
professional development
 Follow rules and standards of dress and personal hygiene
 Refrain from substance abuse
4. Initiative: Demonstrating gumption at work.
 Take initiative in seeking out new responsibilities and work challenges
 Pursue work with energy, drive, and effort to accomplish tasks
 Persist at a task despite interruptions, obstacles, or setbacks
 Establish and maintain personally challenging but realistic work goals
 Strive to exceed standards and expectations
5. Dependability and Reliability: Displaying responsible behaviors at work.
 Behave consistently, predictably, and reliably
 Fulfill obligations, complete assignments, and meet deadlines
 Follow written and verbal directions
 Comply with organizational rules, policies, and procedures
6. Lifelong Learning: Displaying a willingness to learn and apply new knowledge and skills.
 Demonstrate an interest in personal and professional lifelong learning and development
 Treat unexpected circumstances as opportunities to learn and adopt new techniques
 Seek feedback, and modify behavior for improvement
 Broaden knowledge and skills through job shadowing and continuing education
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 Use newly learned knowledge and skills to complete specific tasks
 Take charge of personal career development by identifying personal interests and career pathways
 Seek and maintain membership in professional associations
 Read technical publications to stay abreast of new developments in the industry
 Maintain certifications and continuing education credits
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Tier 2—Academic Competencies
1. Reading: Understanding written sentences and paragraphs in work-related documents.
 Locate, understand, and interpret written technical and non-technical information in documents
such as charts, graphs, manuals, maps, memos, records, reports, schedules, surveys, tables, and titles
 Evaluate and analyze written materials critically, synthesizing information from multiple sources
 Discriminate reliable from unreliable sources
 Identify relevant details, facts, and main ideas
 Infer or locate meaning of unknown or technical vocabulary
 Understand the essential message and purpose of written materials
2. Writing: Using standard English to create work-related documents.
Organization and Development
 Create documents such as case studies, charts, contracts, designs, diagrams, directions, graphs, legal
descriptions, letters, manuals, maps, plans, records, reports, and surveys
 Communicate thoughts, ideas, information, messages, and other written information, which may
contain technical material, in a logical, organized, coherent, and persuasive manner
 Develop ideas with supporting information and examples
Mechanics
 Use standard syntax and sentence structure
 Use correct spelling, punctuation, and capitalization; use appropriate grammar (e.g., correct tense,
subject-verb agreement, no missing words)
 Write in a manner appropriate for business; use language appropriate for the target audience; avoid
unnecessary jargon; use appropriate tone and word choice (e.g., writing is professional & courteous)
 Avoid plagiarism by paraphrasing, citing, and referencing sources properly
3. Mathematics: Using the principles of mathematics to solve problems.
Know and apply mathematical principles:
 Number Systems and Relationships – whole numbers, decimals, fractions, and percentages
 Number Operations and Computation – addition, subtraction, multiplication, and division
 Measurement and Estimation – measurement of time, temperature, distances, length, width, height,
perimeter, area, volume, weight, velocity, and speed; unit conversion; numerical analysis to obtain
approximate solutions when necessary
 Mathematical Notation – the language of mathematics to express mathematical ideas
 Mathematical Reasoning and Problem Solving – inductive and deductive reasoning, conjectures,
arguments, strategies, and interpretation of results
 Statistics and Probability – standard deviation, variance, tests of significance, sampling, probability,
and confidence intervals
 Algebra – equations, patterns, functions, 3D vectors, and matrices
 Geometry – size, shape, and position of figures; using geometric principles to solve problems
 Trigonometry – relationships among the sides and angles of triangles on planes and spheres
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4. Geography: Understanding the science of place and space. Knowing how to ask and discover where
things are located on the surface of the earth, why they are located where they are, how places differ
from one another, and how people interact with the environment.
Know and apply geographic skills, including:
Subject-specific Geographic Knowledge
 Human–Environment Interaction: Know and apply geographic information about relationships
between nature and society (e.g., pollution from industrial development, economic effects of
drought)
 Regional Geography: Know and apply knowledge of the physical and human geography of a specific
country or world region
 Physical Geography: Know and apply geographic information about the processes that shape
physical landscapes; weather, climate and atmospheric processes; ecosystems and ecological
processes; and natural hazards
 Cultural Geography: Know and apply geographic information about culture and cultural processes,
including religion, language, ethnicity, diffusion, meaning of landscapes, cultural significance of
place
Geographic Skills
 Geographic Information Systems (GIS): Use GIS to acquire, manage, display, and analyze spatial
data in digital form
 Cartography: Producing, creating, and designing paper or digital maps
 Field Methods: Use interviews, questionnaires, observations, photography, maps, GPS, GIS, and
other techniques to measure geographic information in the field
 Spatial Statistics: Use quantitative methods to process spatial data for the purpose of making
calculations, models, and inferences about space, spatial patterns, and spatial relationships
Geographic Perspectives
 Spatial Thinking: Identify, explain, and find meaning in spatial patterns and relationships, such as
site conditions, how places are similar and different, the influence of a land feature on its neighbors,
the nature of transitions between places, how places are linked at local, regional, and/or global scales
 Global Perspective: Possess and apply knowledge of how people, places, and regions are linked by
global networks and processes (e.g., globalization, international trade, immigration, Internet
technology, global climate system)
 Interdisciplinary Perspective: Draw on and synthesize the information, concepts, and methods of the
natural and social sciences for geographic research and applications
5. Science and Engineering: Knowing and applying the principles, rules, and methods of science and
engineering to solve problems.
Scientific knowledge and methods:
Scientific Method – the systematic pursuit of knowledge involving the recognition and formulation of a
problem, the collection of data through observation and experiment, and the formulation and testing of a
hypothesis
Subject-specific Scientific Knowledge
 Physical Sciences, including Agricultural Science – production of goods through the growing of
plants, animals, and other life forms; Biology – the phenomena of life and living organisms;
Environmental Science/Ecology – the relationships between organisms and their environments;
Forestry – the cultivation, maintenance, and management of forests; Geology – the origin, history,
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and structure of the earth; Hydrology – properties, distribution, and effects of water on the Earth's
surface; Meteorology and Climatology – phenomena of the atmosphere, especially weather and
weather conditions; Oceanography – scientific study of oceans, the life that inhabits them, and their
physical characteristics; Physics – matter and energy and their interactions
 Social sciences, including Anthropology – the origins and social relationships of human beings;
Demography – the characteristics of human populations; Economics – the production, distribution
and consumption of goods and services and their management; History – the interpretation of past
events involving human beings; Political Science – the government of states and other political units;
and Sociology – the study and classification of human societies
Engineering knowledge and methods:
Engineering Methods
 Design – design techniques, tools, and principles involved in production of precision technical plans,
blueprints, drawings, and models
 Engineering technologies, including computer-aided engineering and drafting, site surveying,
leveling, and ground-based laser scanning
Subject-specific Engineering Knowledge
 Architecture and Architectural Engineering – design and construction of buildings; Civil Engineering
– design and construction of public and private works, such as infrastructure (roads, railways, water
supply and treatment), bridges, and buildings; Environmental Engineering - application of science
and engineering principles to improve the environment; Landscape Architecture – design of outdoor
and public spaces
6. Communication—Listening and Speaking: Giving full attention to what others are saying and
speaking in English well enough to be understood by others.
Listening
 Receive, interpret, understand, and respond to verbal messages and other cues
 Give full attention to what other people are saying, take time to understand the points being made,
ask questions as appropriate, and refrain from interrupting at inappropriate times
 Pick out important information in verbal messages
Speaking and Presenting
 Speak clearly and confidently using common English conventions including proper grammar, tone,
and pace
 Express information to individuals or groups taking into account the audience and the nature of the
information (e.g., explain technical concepts to non-technical audiences)
 Influence others; present thoughts and ideas persuasively; gain commitment and ensure support for
proposed ideas
7. Critical and Analytical Thinking: Using logic, reasoning, and analysis to address problems.
 Use logic and reasoning to identify strengths and weaknesses of alternative solutions, conclusions, or
approaches to problems
 Use inductive and deductive reasoning to analyze, synthesize, compare, and interpret information
 Draw conclusions from relevant or missing information
 Understand the underlying relationship among facts and connections between issues
 Organize problems into manageable parts
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8. Basic Computer Skills: Using a computer and related applications to input and retrieve information.
Navigation and File Management
 Use scroll bars, a mouse, and dialog boxes to work within the computer's operating system
 Access and switch between applications and files of interest
Internet and E-mail
 Navigate the Internet to find information
 Open and configure standard browsers
 Use searches, hypertext references, and transfer protocols
 Send and retrieve electronic mail (e-mail)
 Write e-mail with an appropriate tone
 Manage personal schedule and contact information
 Navigate the Internet to find and attend online training, web conferences, webinars, self-paced
training, and other applicable interactive sites
 Employ collaborative/groupware applications to facilitate group work
Writing and Publishing Applications
 Use a computer application to compose text and insert graphics
 Format, edit, and print text
 Save and retrieve word processing documents
Spreadsheets
 Use a computer application to enter, manipulate, and format text and numerical data
 Insert, delete, and manipulate cells, rows, and columns
 Create and save worksheets, charts, and graphs
Presentations
 Use a computer application to create, manipulate, edit, and present digital representations of
information to an audience
Databases
 Use a computer application to manage large amounts of information
 Create and edit simple databases
 Input data
 Retrieve detailed records using a query language
 Create reports to communicate the information
Graphics
 Work with pictures in graphics programs or other applications
 Choose and create graphs, diagrams, and other information graphics that most effectively and
appropriate represent particular data sets
 Insert graphics into other files/programs
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Tier 3—Workplace Competencies
1. Teamwork: Working cooperatively with others to complete projects.
 Accept membership in the team and identify with its goals
 Determine when to be a leader and when to be a follower depending on what is needed to achieve
team’s goals and objectives
 Identify roles of team members and effectively communicate with all members of the team
 Collaborate with others to formulate team objectives and develop consensus for best outcome
 Use teamwork skills to achieve goals, solve problems, and manage conflict
 Give and receive feedback constructively
 Be open to considering new ways of doing things and the merits of new approaches to work
2. Creative Thinking: Recognizing, exploring, and using a broad range of ideas and practices.
 Employ unique analyses and generate original, innovative ideas and solutions in complex areas
 See the possibilities of ―what can be‖ and inspire a shared sense of purpose within the organization
 Entertain wide-ranging possibilities to develop unique approaches and useful solutions
 Understand the pieces of a system as a whole and possess a big picture view of the situation
 Integrate seemingly unrelated information to develop creative solutions
 Develop innovative methods of obtaining or using resources when insufficient resources are
available
3. Planning and Organizing: Planning and prioritizing work to manage time effectively and accomplish
assigned tasks.
Planning and Organizing
 Approach work in a methodical manner
 Apply effective organizational skills
 Break down large problems into more manageable component tasks
 Develop and implement a plan for a project
 Keep track of details to ensure work is performed accurately and completely
 Find new ways of organizing or planning work to accomplish tasks more efficiently
Adaptability and Flexibility
 Change gears in response to unpredictable or unexpected events, pressures, situations, and job
demands
 Effectively change plans, goals, actions, or priorities to deal with changing situations
 Compare actual and ideal performance in order to identify performance gaps or opportunities
Time Management
 Develop a timeline for sequencing the activities of a project
 Establish specific goals to accomplish work in a timely manner
 Prioritize various competing tasks and perform them efficiently according to their urgency
 Ensure that others receive needed materials in time
 Stay on schedule
 Keep all parties informed of progress and all relevant changes to project timelines
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4. Problem Solving and Decision Making: Applying critical-thinking skills to solve problems by
generating, evaluating, and implementing solutions.
Identify the Problem
 Anticipate or recognize the existence of a problem
 Identify the nature of the problem by analyzing its component parts and defining critical issues
 Locate, obtain, and review information relevant to the problem
Generate Alternatives
 Generate a variety of approaches to the problem
 Think creatively to develop new ideas for and answers to work related problems
 Use logic and reasoning to identify the strengths and weaknesses of alternative solutions,
conclusions, or approaches to problems
 Build models to conceptualize and develop theoretical and practical frameworks
Choose and Implement a Solution
 Decisively choose the best solution after contemplating available approaches to the problem
 Commit to a solution in a timely manner
 Use strategies, tools, resources, and equipment to implement the solution
 Observe and evaluate the outcomes of implementing the solution to assess the need for alternative
approaches and to identify lessons learned
5. Working with Tools and Technology: Selecting, using, and maintaining tools and technology to
facilitate work activity.
 Identify, select, and apply tools or technological solutions appropriate to the task at hand
 Operate tools and equipment in accordance with established operating procedures and safety
standards
 Use information technology and computer applications as it supports the gathering, storage,
manipulation, and transfer of data and information
 Demonstrate an interest in learning about new and emerging tools and technologies
 Identify sources of information concerning state-of-the-art tools, equipment, materials, technologies,
and methodologies
 Seek out opportunities to improve knowledge of tools and technologies that may assist in
streamlining work and improving productivity
 Help people adapt to the changes brought on by new technologies and helping them to see the value
and benefits of new technology
 Troubleshoot and maintain tools and technologies
6. Checking, Examining, and Recording: Entering, transcribing, recording, storing, or maintaining
information in written or electronic/magnetic format.
 Compile, code, categorize, calculate, tabulate, audit, or verify information or data
 Perform with rigorous exactness and a high degree of accuracy
 Apply techniques for observing and gathering data
 Implement quality assurance and quality control procedures
 Detect and correct errors or inconsistencies, even under time pressure
 Organize records and files to maintain data
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7. Business Fundamentals: Knowledge of basic business principles, trends, and economics.
Economic/Business/Financial Principles
 Characteristics of Markets
 Cost and Pricing of Products
 Economic Terminology
 Fundamentals of Accounting
 Profit and Loss
 Supply/Demand
Economic System as a Framework for Decision-making
 Quantify the costs and benefits of an information technology solution for a given organization
 Assess patterns of technologies by examining their effects on parts of an organization, as well as the
effects on the organization’s interactions with customers, suppliers, distributors, and workers
 Explain the relationship between individual performance and the success of the organization
Business Ethics – Act in the best interests of the company, your co-workers, your community, other
stakeholders, and the environment
 Legal/Financial
 Comply with the letter and spirit of applicable laws
 Use company property legitimately, minimizing loss and waste; report loss, waste, or theft of
company property to appropriate personnel
 Maintain privacy and confidentiality of company information, as well as that of customers and
co-workers
 Comply with intellectual property laws
 Protect trade secrets
 Environmental/Health/Safety
 Hold paramount the safety, health, and welfare of the public
 Maintain a healthful and safe environment and report any violations/discrepancies
 Ensure equipment and systems are designed to be environmentally friendly and strive to
continually minimize the resulting carbon footprint
 Practice sustainability by using processes that are non-polluting, conserving of energy and
natural resources, economically efficient, that use local materials, and safe for workers,
communities, and consumers
 Social
 Emphasize quality, customer satisfaction, and fair pricing
 Deal with customers in good faith; no bribes, kickbacks, or excessive hospitality
 Recognize and resist temptations to compete unfairly
Marketing
 Demonstrate an understanding of market trends, company’s position in the market place, and
defined market segments
 Understand position of product/service in relation to market demand
 Uphold the company and product brand through building and maintaining customer relations
 Integrate internal and external customer demands and needs into the product
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Entrepreneurship
 Explain the entrepreneurial process, including discovery, concept development, resourcing,
actualization, harvesting
 Demonstrate skills in leadership and team building, including enlisting others to work toward a
shared vision
 Discuss strategies for managing growth, including using replicable processes to create enterprises
that are sustainable
Geospatial Business Fundamentals
 Discuss the historical origins of geospatial technology
 Demonstrate awareness of the various professions, agencies and firms that comprise the geospatial
technology industry
 Understand the respective roles of the private sector, universities, non-profit organizations, and
government agencies in the geospatial market
 Make a business case for a given organization’s investment in geospatial technology, including value
added and risks minimized
 Recognize ethical implications of bidding and other business practices in geospatial business
contexts and make reasoned decisions about appropriate actions
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Tier 4—Industry-Wide Technical Competencies
Listed in this tier are 43 examples of ―Critical Work Functions‖ that many geospatial professionals will be
expected to perform during their careers. Following the Work Functions are ―Technical Content Areas‖ – the
background knowledge upon which skills and abilities are based. These lists are exemplary, not exhaustive;
geospatial professionals are called upon to demonstrate other abilities and knowledge depending on their
particular roles and positions. Furthermore, few if any workers are responsible for every Critical Work
Function in any one job. Thus, the examples cited represent both the core competencies of the geospatial field
and the diversity of professional practice within it.
1. Core Geospatial Abilities and Knowledge
Critical Work Functions:
Earth Geometry and Geodesy
 Discuss the roles of several geometric approximations of the earth’s shape, such as geoids, ellipsoids,
and spheres
 Describe characteristics and appropriate uses of common geospatial coordinate systems, such as
geographic (latitude and longitude), UTM and State Plane Coordinates
 Explain the relationship of horizontal datums, such as North America Datum of 1983 (NAD 83) or
the World Geodetic System of 1984 (WGS 84), to coordinate system grids and geometric
approximations of the earth’s shape
 Describe characteristics and appropriate uses of common map projections, such as Transverse
Mercator, Lambert Conformal Conic, Albers Conic Equal Area, Azimuthal Equidistant, and Polar
Stereographic
Data Quality
 Discuss the elements of geospatial data quality, including geometric accuracy, thematic accuracy,
resolution, precision, and fitness for use
 In the context of a given geospatial project, explain the difference between quality control and
quality assurance
 Identify data quality and integration problems likely to be associated with geospatial and attribute
data acquired with legacy systems and processes
 Calculate and interpret statistical measures of the accuracy of a digital data set, such as Root Mean
Square Error (RMSE)
Satellite Positioning and Other Measurement Systems
 Describe the basic components and operations of the Global Navigation Satellite System (GNSS),
including the Global Positioning System and similar systems
 Explain the distinction between GNSS data post-processing (such as U.S. National Geodetic Survey’s
Online Positioning User Service) and real time processing (such as Real-Time Kinematic)
 Collect and integrate GNSS/GPS positions and associated attribute data with other geospatial data
sets
 Compare differential GNSS and autonomous GNSS
 Plan a GNSS data acquisition mission that optimizes efficiency and data quality
 Identify and describe characteristics of inertial measurement systems and other geospatial
measurement systems
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Remote Sensing and Photogrammetry
 Use the concept of the ―electromagnetic spectrum‖ to explain the difference between optical sensors,
microwave sensors, multispectral and hyperspectral sensors
 Differentiate the several types of resolution that characterize remotely-sensed imagery, including
spatial, spectral, radiometric, temporal, and extent
 Explain the difference between active and passive remote sensing, citing examples of each
 Acquire information needed to compare the capabilities and limitations of various sensor types in
the context of project requirements
 Explain the use of sampling ground truth data for quality assurance in remote sensing
 Define ―orthoimagery‖ in terms of terrain correction and georeferencing
Cartography
 Employ cartographic design principles to create and edit visual representations of geospatial data,
including maps, graphs, and diagrams
 Demonstrate how the selection of data classification and/or symbolization techniques affects the
message of the thematic map
 Critique the design of a given map in light of its intended audience and purpose
Geographic Information Systems
 Demonstrate understanding of the conceptual foundations on which geographic information
systems (GIS) are based, including the problem of representing change over time and the imprecision
and uncertainty that characterizes all geographic information
 Use geospatial hardware and software tools to digitize and georeference a paper map or plat
 Acquire and integrate a variety of field data, image data, vector data, and attribute data to create,
update, and maintain GIS databases
 Specify uses of standard non-spatial data models, specifically the relational data model and its
extensions
 Compare advantages and disadvantages of standard spatial data models, including the nature of
vector, raster, and object-oriented models, in the context of spatial data used in the workplace
 Describe examples of geospatial data analysis in which spatial relationships such as distance,
direction, and topologic relationships (e.g. adjacency, connectivity, and overlap) are particularly
relevant
 Use geospatial software tools to perform basic GIS analysis functions, including spatial
measurement, data query and retrieval, vector overlay, and raster map algebra
 Demonstrate a working knowledge of GIS hardware and software capabilities, including real time
GPS/GIS mapping systems
Programming, application development, and geospatial information technology
 Demonstrate understanding of common geospatial algorithms, such as geocoding or drive time
analysis, by writing or interpreting pseudo code
 Recognize GIS tasks that are amenable to automation, such as route generation, incident response,
and land use change analysis
 Identify alternatives for customization and automation, such as APIs, SDKs, scripting languages
 Identify the information technology components of a GIS, such as databases, software programs,
application servers, data servers, SAN Devices, workstations, switches, routers, and firewalls
 Compare benefits and shortcomings of desktop, server, enterprise, and hosted (cloud) software
applications
Geospatial Technology Competency Model
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 Discuss trends in geospatial technology and applications
 Compare the capabilities and limitations of different types of geospatial software, such as CAD, GIS,
image processing
 Recognize opportunities to leverage positioning technology to create mobile end-user applications
Professionalism
 Identify allied fields that rely on geospatial technology and that employ geospatial professionals
 Participate in scientific and professional organizations and coordinating organizations
 Demonstrate familiarity with codes of professional ethics and rules of conduct for geospatial
professionals
 Identify legal, ethical, and business considerations that affect an organization’s decision to share
geospatial data
Technical Content Areas: Headings correspond to select knowledge areas identified in the first edition of
the GIS&T Body of Knowledge (UCGIS 2006).
Conceptual Foundations
 Spatial and topological relationships
Geospatial Data
 Earth geometry and its approximations, including geoids, ellipsoids, and spheres
 Georeferencing systems, including coordinate systems and land partitioning systems
 Datums, horizontal and vertical
 Map projections
 Data quality, including geometric accuracy, thematic accuracy, resolution and precision
 Surveying, including numerical methods such as coordinate geometry, least-squares adjustment, and
network adjustments
 Global Navigation Satellite System, including GPS, GLONASS, Galileo, Beidou (a.k.a. Compass),
QZSS, and navigation applications
 Data input, including field data collection, digitizing, scanning, and data conversion
 Terrain modeling and representation
 Photogrammetry
 Remote Sensing, including aerial imaging, image interpretation, image processing, multispectral and
hyperspectral remote sensing, and full-motion video
 Metadata, standards and infrastructure
 Alternative positioning technologies, such as wifi, TV, cell, and RFID.
Data Modeling
 Database Management Systems, including relational, object-oriented, and extensions of the relational
model
 Data Models, including grid, raster, TIN, hierarchical, topological, vector, network, and object-
oriented
 Geospatial data compression methods
 Data archiving and retrieval
Design Aspects
 Conceptual Models
Analytical Methods
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 Geometric Measures
 Overlay Analysis
 Viewshed Analysis
 Network Analysis
Cartography and Visualization
 Principles of Map Design, including symbolization, color use, and typography
 Graphic Representation Techniques, including thematic mapping, multivariate displays, and web
mapping
 Data Considerations for Mapping, including source materials, data abstraction (classification,
selection and generalization), and map projections
 Map Production
GIS&T and Society
 Legal issues, including property rights, liability, and public access to geospatial information.
 Ethical issues, including privacy, geographic profiling, and inequities due to the ―digital divide‖
 Codes of ethics for geospatial professionals
Organizational and Institutional Aspects
 Professional, scientific and trade organizations, such as AAG, ACSM, ASPRS, GITA, MAPPS,
NSGIC, and URISA
 Professional certification and licensing bodies, including GISCI, ASPRS and NCEES
 Federal agencies, such as U.S. Geological Survey, U.S. Census Bureau, National GeospatialIntelligence
Agency
 International organizations, such as GSDI, ISPRS, and ICA
 Publications, including scholarly journals, trade magazines, and blogs
 State and regional coordinating bodies, such as NSGIC and state Geographic Information Offices
 Standards organizations, such as FGDC and OGC
Geospatial Technology Competency Model
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Tier 5—Industry Sector Technical Competencies
This tier identifies Critical Work Functions and Technical Content Areas required for worker success in each of
three industry sectors: (1) Positioning and Geospatial Data Acquisition; (2) Analysis and Modeling; and (3)
Software and Application Development. The sectors represent clusters of worker competencies associated
with three major categories of geospatial industry products and services. The Critical Work Functions listed
for each sector are exemplary rather than exhaustive, representing the diversity of professional practice in the
geospatial field. The responsibilities of many individual geospatial professionals span two or even three
sectors. However, few if any workers are responsible for every Work Function listed in a given sector. A few
Critical Work Functions are restricted in some circumstances by U.S. State law to professionals who are
licensed to perform such tasks.
1. Positioning and Data Acquisition: Sales of geospatial data account for over one-third of total geospatial
industry revenues. In the U.S., Federal, state, and local government agencies are major consumers, but
utilities, telecommunications firms, and other geographically-extensive organizations also rely on up-todate
geospatial data for their business operations. Workers in this sector are expert in the unique
geometric and thematic properties of geospatial data, and are especially knowledgeable about the factors
that affect data quality. They know how various data production technologies work—including the
Global Navigation Satellite System (GNSS—and its component technologies such as GPS), airborne and
satellite-based sensors, photogrammetric instruments, surveying instruments, real time GPS/GIS
mapping systems, and other field data collection devices—and know how to deploy them to meet project
requirements. Others are expert in field data collection, qualitative survey methods, administrative
records and databases, and other data capture methods and technologies used to collect georeferenced
observations and measurements. In addition to traditional modes of capturing data through remote
sensing, surveying, and other field-based methods, this sector includes newer modes that incorporate the
positioning capabilities of mobile phones and in-car navigation systems, as well as volunteered geospatial
data gathered from social media and Internet technologies. Despite many laypersons’ assumption that
the world has already been mapped, the efforts of a large portion of the geospatial workforce continue to
be devoted to the production of georeferenced data.
Critical Work Functions:
 Use specialized geospatial software to transform ellipsoid, datum, and/or map projection to
georegister one set of geospatial data to another
 Geocode a list of address-referenced locations to map data encoded with geographic coordinates and
attributed with address ranges
 Discuss examples of systematic and unsystematic land partitioning systems in the U.S. and their
implications for land records
 Compare how land records are administrated in the U.S. in comparison with other developed and
developing countries
 Explain the distinction between a property boundary and its representations, such as deed lines,
lines on imagery, boundary depictions in cadastral (land records) databases
 Plot a legal boundary description from a deed or plat
 Design an integrated measurement system solution for acquiring and processing geospatial data
 Identify sampling strategies for field data collection, including systematic, random, and stratified
random sampling, and describe circumstances favorable to each
 Explain how spatial autocorrelation influences sampling strategies and statistics
Geospatial Technology Competency Model
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 Perform requirements analysis for remotely sensed data acquisition using resolution concepts
 Explain the concept of ―bit depth‖ and its implications for remotely-sensed image data
 Plan a remotely sensed data acquisition mission, including specifying an appropriate sensor and
platform combination suited for particular project requirements
 Illustrate the differences between ellipsoidal (or geodetic) heights, geoidal heights, and orthometric
elevation in relation to GNSS
 Make and justify a choice between Real time Standard Positioning Service (SPS) and Real time
Precise Positioning Service (PPS) for a given objective
 Perform GNSS data post-processing (such as National Geodetic Survey’s Online Positioning Service)
and real time (such as Real Time Kinematic)
 Collect and integrate carrier phase (survey grade) GNSS positions and associated attribute data with
other geospatial data sets.
 Explain GNSS data quality issues, such as multipath, PDOP, and signal-to-noise ratio
 Explain major GNSS error sources, such as ionospheric delay, clock error, ephemerides, and satellite
health
 Produce an orthoimage data product with geometric accuracy suitable for project requirements
 Describe the components and operation of an aerotriangulation system
 Produce a metadata document that conforms to a geospatial metadata standard
 Design a questionnaire and interview protocol for acquiring georeferenced socio-economic data
 Diagram the sequence of functions involved in producing georeferenced textual information
harvested from social media sites and the World Wide Web
 Explain how an online real estate site acquires and integrates public information about nearly 100
million property parcels in the U.S.
Technical Content Areas: Headings correspond to select knowledge areas identified in the first edition of
the GIS&T Body of Knowledge (UCGIS 2006).
Geospatial Data
 Earth Geometry
 Land Partitioning Systems, including metes and bounds, USPLS, and long lots
 Georeferencing Systems, including coordinate systems
 Datums
 Map Projections
 Data Quality
 Land Surveying
 Global Navigation Satellite System
 Field Data Collection
 Photogrammetry
 Remote Sensing
 Metadata, standards and infrastructures
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2. Analysis and Modeling: This sector encompasses the professional end-users of geospatial data and
software, many of whom are employed in geospatial occupations within allied industries (such as those
identified in the Technical Content Areas section below, under Organizational and Institutional Aspects).
Successful practitioners in this sector know when and how to employ analytical functions of geospatial
software tools to render valid and reliable information from geospatial data. Many are fluent with both
data-driven ―exploratory‖ analyses as well as model-driven analyses for hypothesis testing and
prediction. Some analysts specialize in designing and implementing geospatial databases that enable
efficient analyses. Others specialize in processing remotely-sensed image data. Still others are licensed by
state governments to perform legal analyses of land records.
Critical Work Functions:
 Describe an example of a useful application of a buffer operation in GIS software
 Perform a site suitability analysis using intersection and overlay functions of GIS software
 Use GIS software to identify an optimal route that accounts for visibility, slope, and specified land
uses
 Perform dynamic segmentation on transportation network data encoded in a linear reference system
 Explain how leading online routing systems work, and account for common geocoding errors
 Use location-allocation software functions to locate service facilities that satisfy given constraints
 Develop conceptual, logical, and physical models of a geospatial database designed in response to
user requirements
 Explain the Modifiable Areal Unit Problem in relation to the ―ecological fallacy‖
 Compare characteristics and appropriate uses of geospatial modeling techniques, such as neural
networks, cellular automata, heuristics, agent-based models, and simulation models such as Monte
Carlo simulation
 Assess the current state of the art in coupling predictive models and simulations with GIS software
 Employ cartographic techniques to represent different kinds of uncertainty, including uncertain
boundary locations, transitional boundaries, and ambiguity of attributes
 Establish, re-establish and/or monument property boundaries; represent such boundaries in plats,
records, and descriptions, all under personal and professional liability as stipulated in legal statute
and precedent
 Define the sampling theorem in relation to the concept of spatial resolution of remotely-sensed
imagery
 Determine appropriate image data and image analysis techniques needed to fulfill project
requirements
 Outline workflows that identify sequence of procedures involved in geometric correction,
radiometric correction, and mosaicking of remotely sensed data
 Explain how to quantify the thematic accuracy of a land use/land cover map derived from remotelysensed
imagery
 Evaluate the thematic accuracy of a data product derived from aerial image interpretation, such as a
soils map, using ground verification methods
 Explain the difference between pixel-based and object-based image classification
 Perform object-oriented image classification using specialized software tools
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Technical Content Areas: Headings correspond to select knowledge areas identified in the first edition of
the GIS&T Body of Knowledge (UCGIS 2006).
Analytical Methods
 Basic Analytical Operations, such as buffers, overlay, neighborhoods, and map algebra
 Basic Analytical Methods, such as point pattern analysis, spatial cluster analysis, multi-criteria
evaluation, and spatial process models
 Analysis of Surfaces, including interpolation of surfaces, surface features, and viewshed analysis
 Geostatistics, including spatial sampling, semi-variogram modeling, and kriging
 Data Mining, including pattern recognition
 Network Analysis, including least-cost paths, flow modeling, and accessibility modeling
Design Aspects
 Analysis Design
Data Modeling
 Database Design
Geocomputation
 Neurocomputing
 Cellular Automata Models
 Heuristics
 Genetic algorithms
 Agent-based Models
 Simulation Models
 Uncertainty
Geospatial Data
 Land Surveying
 Field Data Collection
 Remote Sensing, including algorithms and processing
Cartography and Visualization
 Graphic Representation Techniques, including dynamic and interactive displays, Web mapping and
visualizations, and visualization of uncertainty
GIS&T and Society
 Ethical Aspects, including obligations to individuals, to employers and clients, to colleagues and the
profession, and to society
 Legal Aspects, including liability
Organizational and Institutional Aspects
 Allied industries in which professionals need to understand geographic principles, such as
Agribusiness; Economic Development; Military/Intelligence; Homeland Security; Emergency
Management & E911; Environmental and Natural Resources; Forestry; Coastal and Marine
Resources Management; Real Estate and Land Management; Telecommunications; Energy,
Exploration and Mining; Utilities (Public and Private) and Power Generation; City, State, County,
Provincial and other Local Government; Transportation and Logistics (Fleet Management, Mobile
Resource Management, Road and Highway Planning and Maintenance); Urban and Regional
Planning; Mobile Location-Based Services and Communication (Navigation, Location-based alerts,
Location-based gaming, Location-based search); Telematics
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 Allied industries in which geographic information is a crucial part of many job functions, including
Advertising, Marketing and Market Research; Architecture, Engineering and Construction; Banking
and Finance; Insurance; Cultural Resource Management; Health Care; Education; Journalism and
Publishing; Law Enforcement; Manufacturing; Politics and Elections; Public Safety and Health;
Restaurants and Food Service; Entertainment; Retail; Tourism
3. Software and Application Development: This sector accounts for the largest share of sales revenue
earned in the geospatial industry. Geospatial software products vary from full-featured GIS software
products, to specialized applications targeted to the needs of particular user communities, to component
toolkits used by developers to create specialized end-user applications. Software products also include
applications for processing, analysis, or adding value to remotely sensed data. In addition to workers
employed by commercial software development firms, many geospatial professionals in diverse settings
create specialized software applications to automate routine tasks and to customize end-user interfaces.
Increasingly common is non-professional development of customized map ―mashups‖ based on online
mapping systems that expose Application Programming Interfaces. However, the Work Functions
outlined below apply specifically to geospatial professionals whose primary work roles include software
and application development.
Critical Work Functions:
 Develop use cases for user-centered requirements analyses
 Perform a feasibility study and cost/benefit analysis
 Design a geospatial system architecture that responds to user needs, including desktop, server, and
mobile applications
 Communicate effectively with end-users to ensure that software applications meet user needs
 Optimize geospatial system performance
 Identify appropriate software development tools for particular end uses
 Create geospatial software programs using programming languages such as C, C++, and Java
 Ensure that software code complies with industry standards, such as those promulgated by the Open
Geospatial Consortium (OGC)
 Identify the factors that affect the interoperability of geospatial software applications
 Automate geospatial analysis methods such as transformations, raster analysis, and geometric
operations
 Use scripting languages such as Python and others to automate repetitive tasks in desktop geospatial
software
 Customize geospatial software using proprietary and open source software components, such as
ESRI’s ArcObjects, Intergraph’s GeoMedia software suite, and the GeoTools open source project
 Use scripting languages such as JavaScript, PHP, and KML to create web mapping applications
 Employ query languages such as SQL to interrogate spatial databases
 Work effectively in teams to plan and coordinate software and application development
 Stay informed about trends and best practices in information technology and software engineering,
such as unit testing, version control, and continuous integration
 Evaluate open source software components for re-use and potential return contributions
 Realize opportunities to leverage positioning technology to create mobile end-user applications
 Explain how geospatial software in large enterprises fits into SOA (Service Oriented Architectures)
and SaaS (Software as a Service)
 Be able to leverage new architectural opportunities such as cloud computing
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Tiers 6-9—Occupation-Specific Competencies and Requirements
The GTCM specifies competencies required for success in the geospatial industry, from the most general
―Personal Effectiveness Competencies‖ (Tier 1) to the sector-specific competencies presented in Tier 5. Beyond
the scope of this document are knowledge areas and technical competencies associated with particular
occupations (Tiers 6 and 7) and with particular occupational requirements, such as licensure and certification
(Tier 8). Occupation-specific competencies are identified in the Department of Labor’s Occupational
Information Network database (http://online.onetcenter.org/), in an ongoing series of DACUM occupational
analyses performed by the National Geospatial Technology Center (http://www.geotechcenter.org), and in
employers’ job descriptions. Requirements for licensure and certification of Professional Surveyors,
Professional Photogrammetrists, and GIS Professionals, are published by the National Council of Examiners
for Engineering and Surveying (http://www.ncees.org/), the American Society for Photogrammetry and
Remote Sensing (http://www.asprs.org), and the GIS Certification Institute (http://www.gisci.org).
Technical Content Areas: Headings below correspond to select knowledge areas identified in the First
Edition of the GIS&T Body of Knowledge (UCGIS 2006). Professionals who work in this sector are also
responsible for knowledge areas defined in bodies of knowledge of the Computer Science, Software
Engineering, and Information Technology fields.
Analytical Methods
 Structured Query Language
 Spatial Queries
Design Aspects
 System Design
 Project Definition
 Resource Planning
 Database Design
 Analysis Design
 Application Design
 System Implementation
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Resources Reviewed
Developer Resource Link
American Congress on Surveying
and Mapping
ACSM Career Center http://www.acsm.net/index.cfm?fu
seaction=page.viewpage&pageid=72
4
American Society for
Photogrammetry and Remote
Sensing
ASPRS Certification Program http://www.asprs.org/membership
/certification/index.html
American Society for
Photogrammetry and Remote
Sensing
Professional Aspects of Photogrammetry http://www.asprs.org/membership
/certification/appendix_b.html
American Society for
Photogrammetry and Remote
Sensing
Certification Examination Matrices http://www.asprs.org/membership
/certification/certification_examinat
ion_matrix.html
American Society for
Photogrammetry and Remote
Sensing
Career Brochure http://www.asprs.org/career/
Association of American
Geographers
AAG Career Guide https://communicate.aag.org/eserie
s/scriptcontent/custom/giwis/cgui
de/
Association of American
Geographers
Careers in Geography https://communicate.aag.org/eserie
s/scriptcontent/custom/giwis/cgui
de/opportunity/cguide_field.cfm
Bureau of Labor Statistics Surveyors, Cartographers, Photogrammetrists, and
Surveying and Mapping Technicians
http://www.bls.gov/oco/ocos040.h
tm
Career OneStop Occupation Profile: Cartographers and
Photogrammetrists
http://www.careerinfonet.org/occ_r
ep.asp?next=occ_rep&Level=&optsta
tus=111111111&jobfam=17&id=1&n
odeid=2&soccode=171021&stfips=01
&x=68&y=17
Daratech, Inc. GIS Markets & Opportunities http://www.daratech.com/research
/gis/
Department of Geography,
University of Colorado
Aerial Photography and Remote Sensing http://www.colorado.edu/geograp
hy/gcraft/notes/remote/remote_f.h
tml
Department of Geography,
University of Colorado
GPS Overview http://www.colorado.edu/geograp
hy/gcraft/notes/gps/gps_ftoc.html
Digital Quest Inc. Digital Quest curricula – STARS, SPACE, AGIS http://www.digitalquest.com/prod
ucts.php#stars
Employment and Training
Administration
High Growth Industry Profile http://www.doleta.gov/BRG/Indpr
of/geospatial_profile.cfm
Employment and Training
Administration
High Growth Job Training Initiative Investment
Center
http://www.doleta.gov/Brg/JobTra
inInitiative/
Employment and Training
Administration
Identifying and Addressing Workforce Challenges in
America's Geospatial Technology Sector
http://www.doleta.gov/BRG/pdf/
Geospatial%20Final%20Report_0821
2007.pdf
ESRI Geospatial Learning Pathways http://training.esri.com/gateway/i
ndex.cfm?fa=pubPaths.paths
ESRI Defining the Components of the Geospatial
Workforce—Who Are We?
http://www.esri.com/news/arcnew
s/winter0506articles/defining1of2.ht
Geospatial Technology Competency Model
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www.doleta.gov
ml
ETA /Association of American
Geographers
Defining and Communicating Geospatial Industry
Workforce Demand
GeoCommunity What Skills Does A GIS Analyst Require? http://careers.geocomm.com/resou
rces/gisanlystskills.html
Geospatial Workforce Development
Center, University of Southern
Mississippi
Workforce Development Models for Geospatial
Technology
Geospatial Industry Workforce
Information System (GIWIS)
Geospatial Competency Model
Gaudet, C. H., H.M. Annulis, and
J.C. Carr (2003)
Building the Geospatial Workforce. URISA Journal
15:1, 21-30.
www.urisa.org/files/Gaudetvol15no
1.pdf
GIS Certification Institute Core Competency-based Certification Program
Model
http://www.gisci.org/Competency_
Based/core_competency_model.aspx
GIS Certification Institute Core Competency Checklist http://www.gisci.org/Competency_
Based/CC-1_form.pdf
GIS Certification Institute GISP Survey Reveals Support for Certification Exam http://www.gisci.org/PDFs/GISCI_
Report_GIS_%20Survey_Results.pdf
GIS Development: The Geospatial
Resource Portal
GIS Tutorials http://www.gisdevelopment.net/tu
torials/
Institute for Advanced Education in
Geospatial Sciences
IAEGS Curriculum http://geoworkforce.olemiss.edu/co
urses.php
Institution of Civil Engineering
Surveyors
Photogrammetry and Remote Sensing http://www.ices.org.uk/pdf/GE%2
0Photogrammetry%20&%20Remote
%20Sensing.pdf
Kansas State Board of Technical
Professions
Land Surveying Curriculum http://www.kansas.gov/ksbtp/LS
%20Curriculum%20Approved%20De
c%208%202006.pdf
Mohave Country, Arizona Geographical Information System (GIS) Technician
job description
http://legacy.co.mohave.az.us/dept
s/hr/job_desc/GIS%20Technician.p
df
Mondello, C., G.F. Hepner, and
R.A. Williamson (2004)
10-Year Industry Forecast prepared for American
Society for Photogrammetry and Remote Sensing
http://www.asprs.org/news/foreca
st/
National Academy of Sciences,
National Research Council
National Science Education Standards http://www.nap.edu/readingroom
/books/nses/
National Association of State
Directors of Career Technical
Education
Career Cluster Resources for Science, Technology,
Engineering, and Math
http://careerclusters.org/resources/
ClusterDocuments/stemdocuments/
STEMFinal.pdf
National Association of State
Directors of Career Technical
Education ( NASDCTE )
Science, Technology, Engineering, and Math Career
Lattice
http://careerclusters.org/resources/
ClusterDocuments/stemdocuments/
1STEMModel.pdf
National Center for Geographic
Information & Analysis
NCGIA Core Curricula http://www.ncgia.ucsb.edu/pubs/c
ore.html
National Center for Geographic
Information and Analysis
Core Curriculum in GIS Science http://www.ncgia.ucsb.edu/giscc/
National Center for Geographic
Information and Analysis
GIS Core Curriculum for Technical Programs http://www.ncgia.ucsb.edu/cctp/
National Council for Geographic
Education
The Eighteen National Geography Standards http://www.ncge.org/i4a/pages/in
dex.cfm?pageid=3314
National Council of Examiners for Model Law http://www.ncees.org/About_NCE
Geospatial Technology Competency Model
Employment and Training Administration
United States Department of Labor 27
www.doleta.gov
Engineering and Surveying ES/Publications/Publications/Mode
l_Law.php
National Council of Examiners for
Engineering and Surveying
Model Rules http://www.ncees.org/About_NCE
ES/Publications/Publications/Mode
l_Rules.php
National Geodetic Survey OPUS http://www.ngs.noaa.gov/OPUS/
National Park Service Job Titles for Information Management http://home.nps.gov/applications/
hafe/training/careers2.cfm?Career_c
ode=inf
National Science Foundation Integrating GIS and Remote Sensing for Technical
Workforce Training at Two-Year Colleges Geospatial
Education Workshop
http://esdepo.gsfc.nasa.gov/docs/fi
les/2005_Geospatial_Education_Wor
kshop.pdf
National Society of Professional
Surveyors
Certified Survey Technician http://www.nspsmo.org/index.cfm
?fuseaction=Page.viewPage&pageId
=527
New Hampshire Space Grant
Consortium
Careers in Geospatial Technology http://www.geospatialcareers.net/
Occupational Outlook Quarterly Geography Jobs http://www.bls.gov/opub/ooq/200
5/spring/art01.pdf
Office of Apprenticeship, U.S.
Department of Labor
Geospatial Specialist http://www.doleta.gov/OA/bul05/
Bulletin%202005-
08%20Occ%20(lms)-Occ-
Geospatial%20Specialist.pdf
Office of Apprenticeship, U.S.
Department of Labor
Still Photographic Specialist http://www.careeronestop.org/com
petencymodel//modelFiles/Still%20
Photographic%20Specialist.pdf
O*NET OnLine Summary Report: Cartographers and
Photogrammetrists
http://online.onetcenter.org/link/s
ummary/17-1021.00
O*NET OnLine Summary Report: Geodetic Surveyors http://online.onetcenter.org/link/s
ummary/17-1022.01
O*NET OnLine Summary Report: Geographers http://online.onetcenter.org/link/s
ummary/19-3092.00
O*NET OnLine Summary Report: Geospatial Information Scientists
and Technologists
http://online.onetcenter.org/link/s
ummary/15-1099.06
O*NET OnLine Summary Report: Geographic Information Systems
Technicians
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