- 2014 Open Discussion Forum
25-26.09.14
University-Enterprise
cooperation for knowledge
and skill requirements joint
definition
M. Carbonaro, GISIG, Genova, IT
25th September 2014
0
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Foreword
GISIG Association is a University – Enterprise Training partnership
founded in 1992 within the former EC COMETT Programme.
From more than 20 years we operate at European level for
innovation and technology transfer on the GI field, grouping
expertise from universities, companies and users to promote and
develop joint projects.
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GISIG Activity lines
Projects and Thematic Networks development
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Education and Training
Since 1992, for ten years we managed COMETT/Leonardo da Vinci grants for
students/new graduates and staff needing practical experience and
professional up-dating on geo-spatial technologies and related applications in
specific thematic domains.
We were pioneer to apply the EUROPASS Certificate to people on mobility.
In parallel, we developed since the beginning training courses on GI
application technologies. These activities evolved in a strong joint universityenterprise cooperation able to agree on shared definition of skills and
competences requirements for new labour market needs in the GI field.
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LINKVIT
Leveraging Inspire Knowledge into
Vocational Innovative Training
Leonardo da Vinci project
Transfer of knowledge strand (IT)
www.linkvit.eu
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Project aims
• LINKVIT deals with “Digital Competence” as defined in the
Key competences for Lifelong Learning- A European
Framework.
• Competences in geo-information are crucial in the new
European context to be operational in the assignments of
the INSPIRE Directive.
• LINKVIT will aim at creating such competences through a
set of training modules developed in different European
initiatives.
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Project aims
• LINKVIT aims to provide revised training material to support
INSPIRE implementation
• Start are the business processes supporting INSPIRE
implementation
• To cover the activities within those processes you need
certain skills and knowledge
• Define expert / job profiles for which learning paths are
designed
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Target groups
Already existing learning material is leveraged and
reframed to provide end-user oriented modular learning to:
• Employed people to be re-qualified on new competence
required by INSPIRE
• Postgraduates, for easier access to GI-labour market with a
post-degree specialization
• Professional profiles within public and private sector
(technicians and decisions makers)
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Learning Paths
• How to define the Learning Paths?
1. Take into account the business processes and
activities that should be covered ...
2. Work from a more generic level towards a
more detailed level (if necessary) ...
3. Based on the definition of what someone
should be able to know and do ...
4. To be fine-tuned for each individual when
applied in practice ...
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INSPIRE processes
• 4 Business Processes
• BP1 – Transforming data and metadata
• BP2 – Creating and managing access mechanisms
• BP3 – Access, bind and use of spatial data (through
services)
• BP4 – Managing and reporting INSPIRE implementation
• Job profiles
• INSPIRE Manager (BP4)
• INSPIRE Data Expert (BP1)
• INSPIRE Service Expert (BP2)
• INSPIRE Service Consumer (BP3)
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Learning path
• INSPIRE data expert
– Assumption 1: no knowledge on data modelling ...
– Assumption 2: data management tasks in hands of
one person
...
16
Intro
INSPIRE
3
UML
XML
GML
16
Intro
Data
Specs
Data
Validation
Data
Harmonization
3
3
Examples
Procedures
...
3
3
...
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Geographic Information
Need to Know (GI-N2K)
• The GI-N2K project is built around a network of 31 partners ( 25
countries ) from the academic and non – academic sectors and partners
from the GI industry (including Shell ), major GI associations and
individual experts.
• GI-N2K aims to answer the question on how the education and vocational
training in the domain of GI S&T can match with the actual job
requirements in the job market.
• The project analyzes the current market demands with regard to the
knowledge and skills and compare them with the current training
offer in the GI S&T sector. The existing GI S&T Body of Knowledge is
being used as a starting point, updated and brought in line with new
technological developments, and with the European perspective in mind.
ERASMUS Network
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Geographic Information
Need to Know (GI-N2K)
• GI-N2K builds upon the existing Geographic Information Science
and Technology Body of Knowledge (GI S&T BoK) that was
developed by the American University Consortium for
Geographic Information Science , published in 2006 by the
Association of American Geographers . The ‘BoK’ will be
updated and brought into line with the new technological
developments and the European perspective ( e.g. importance
of INSPIRE in Europe).
• The renewed BoK will apply an ontological approach and will
take the form of a dynamic e-platform (wiki-based format)
including tools to use, explore the BoK, to define curricula ,
training opportunities and courses and to define job profiles.
More info at www.gi-n2k.eu
ERASMUS Network
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Assessment of training needs in
the water sector
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Assessment background
 has been carried out in the first project phase
Objectives:
 to help the identification of the eLEANOR training subjects
 to validate and further investigate existing training needs of water
companies considered in the project

to improve the training in the water sector through the optimisation
and standardisation of the learning processes and pathways
 to reflect the main demands of skills by EU Directives (water
protection, waste water treatment, water supply, storm water
management)
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Steps
The vocational training needs assessment covered
following steps:
 Water business survey
 creation of a lists of Business Processes (BPs) and Job
Profiles (JPs),
 validation of the lists by water professionals,
 assessment of a level of knowledge for each Job Profile,
 validation of the levels by water professionals,
 creation of a matrix mapping the training needs in relation
with JPs and BPs.
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Water business survey
 extension of the water domain is large
 in order to precise the different BP and the JP that derives from them,
a better understanding of the water cycle was studied
 this understanding helped to choose the water uses to work on
Industry
Natural
Environment
Recreation
Urban
Water
Cycle
Domains
Water Uses
Aquaculture
Energy
Agriculture
Transport/
Navigation
Natural
Hazards
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Business Processes
Frames of BP
Asset Management
Operation of Plants
Works and Interventions
Operation of Networks
Measurements
Water Resources Management
Public Service Contract Management
Environmental Monitoring
Geographical Information
29 BPs within
 classification of urban water uses
was done, by identifying the
existing water business processes
and jobs profiles
 Business Process (BP): Collection
of related, structured activities or
tasks that produce a specific
service or product (serve a
particular goal) for a particular
customer or customers. A process is
thus a specific ordering of work
activities across time and place,
with a beginning, an end, and
clearly defined inputs and outputs:
a structure for action.
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Business Processes
Asset Management
Asset Management
Planning and Design of New Assets and Plants
Operation of Plants
WWTP Management
Management of Plant Maintenance
DWTP Management
Geographical Information
Use of GIS
Maintenance of GIS
Works and Interventions
Field Interventions in DW/WW Management Incl.
Connections
Electrom. Maintenance in Plants and PS
Sewer Inspection and Sewer Cleaning
Field Works in DW/WW Incl. Connections
Environmental Monitoring
ENV Monitoring
Operation of Networks
Real Time Network Management DW/WW/SW
Water Primary Network Management and Water
Balance
Water Secondary Network Management
Leak Detection
Waste Water Network Management
Storm Water Network Management
Water Resources Management
Water Resources Management
Measurements
MMR and AMR Reading and Management
Automation & Sensors for DW/WW/ENV
Lab & QC for DW and WW
Public Service Contract Management
Public Service Contract Management
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Job Profiles
Frames of JP
Management
Waste Water
Technical Support Engineers (TSE)
Connection and Site Works
Drinking Water
Real Time Operations
Automation
Electromechanics and Pumps
Measurements and Laboratory
Projects
ENV and Quality Certification
Geographical Information
54 JP within
 classification of urban water uses
was done, by identifying the
existing water business processes
and jobs profiles
 Job Profile (JP): The outline of
the duties and tasked required of
and performed by a person for a
specific title/job.
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Job Profiles
Management
Production manager
Distribution manager
Sewerage manager
Customer manager
Finance manager
HR Manager
Logistic manager
Commercial Manager
Contract Manager
Asset Manager
Technical Manager
Innovation manager
Research manager
Communication manager
Health & safety manager
Crisis manager
Marketing manager
Quality Prevention Env
& Processes
Automation
Automation engineer
Instrumentalist
Measurements and Laboratory
MMR and AMR fitters
Meter readers
Meter bench specialist
Meter park manager
Water quality lab technician
Head of the lab
Waste Water
WWTP technician and/or operator
WWTP supervisor
WWTP manager
Camera operator
Network inspection technician
Cleaning operator
Drinking Water
Network operators
DW plant technician and/or
operator
DW plant supervisor
DW plant manager
Leak detection technician and/or
operator
Electromechanics and Pumps
Electromechanic Technician
Head of maintenance team
Real Time Operations
Dispatcher / Control Room Technician
Connection and Site Works
Works foreman
Field work planner / coordinator / scheduler
Geographical Information
GIS technician
Head of GIS team
ENV and Quality Certification
Samples collectors
Remote sensors technician
Projects
Project technician
Project engineer
Technical Support Engineers (TSE)
Resource & Env TSE
Drinking Water Quality TSE
Drinking Water Network TSE
Waste Water Treatment TSE
Waste Water Network TSE
Storm Water TSE
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Level of knowledge for each JP
Matrix creation
 Rows: Job Profiles
 Columns: Business Processes
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Level of knowledge for each JP
Business processes and the jobs profiles of the water industry
can be related to each other by assessing the importance of
each BP in every JP
In order to reflect this relation, the matrix was filled in
with a scale from 0 to 3, indicating:
 0 [not important]: No specific knowledge requested about this BP
 1 [intermediate]: Minimal knowledge of the BP (general overview
about the BP), but the JP requires a shallow knowledge about this BP
 2 [important]: Knowledge of the global BP and activity in parts of the
BP
 3[very important]: In depth knowledge of the BP core activity of the
JP and management of the BP
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Mapping the training needs
Embossing the training needs:
 the knowledge (deep – 3 – very important and global – 2 - important)
of certain BP that each job profile has to have
DWT
P
Mngt
DW plant technician
and/or operator

El.Mech.
Mainten.
In
WWTP,
DWTP
&PS

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Matrix, mapping the needs [BP in JP]
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Conclusions
In the recent years the GI community is promoting several
initiatives aimed at identifying the job market needs in terms of
knowledge and skills for the new professional profiles arising from
new regulatory as well as technological developments in the GIrelated fields.
Those efforts will hopefully result in university-industry shared
definition of competencies in specific professional domain, helping
education and vocational training offer to match the actual job
requirements, at the same time providing tools for competence
certification and validation at EU level.