72p.gis and remote sensing hold tremendous potential as tools for facilitating natural resource...

DOCUMENT RESUME

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TITLE Employers in Natural Resources--What They're Telling Us.INSTITUTION Chemeketa Community Coll., Salem, OR.; Northwest Center

Sustainable Resources, Salem, OR.SPONS AGENCY National Science Foundation, Arlington, VA. Div. of

Undergraduate Education.PUB DATE 1998-00-00NOTE 72p.

CONTRACT DUE-9813445PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Community Colleges; Conservation (Environment); Employer

Attitudes; *Employers; Environmental Education; *Job Skills;Job Training; *Natural Resources; School CommunityRelationship; Two Year Colleges

ABSTRACTThis reports describes the ways in which model programs

created by the Northwest Center for Sustainable Resources (NCSR) are basedupon employers' needs and recommendations. An introductory essay describesGeographic Information Systems (GIS), a form of remote sensing technologywith satellite imagery, that is a promising tool for analyzing naturalresource management and policy alternatives. The report outlines a workshopon defining environmental technology, with a chart that highlights the broadjob functions for the following occupational titles and technical positions:(1) aquatic ecology; (2) botany; (3) terrestrial ecology; (4) fire

management; (5) forestry; (6) forest engineering; (7) geographic informationsystems; (8) geology; (9) hydrology; (10) range technician; (11)

rare/endangered species specialist; (12) recreation technician; (13) soil

conservancy; (14) wetlands technician; and (15) wildlife technician. Next,the report provides transcripts of NCSR focus group interviews conducted atChemeketa Community College with representatives of four related industries.The report also provides "DACUM Charts" ("Developing A CurriculUM") thatoutline job duties and required knowledge for six jobs in the naturalresources area. Finally, the report includes charts regarding thepartnerships between NCSR and the following community colleges: Feather RiverCollege; Central Oregon Community College; Chemeketa Community College; GraysHarbor College; Western Center; and Shasta College. (AS)

********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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NCSREDUCATION FOR A SUSTAINABLE FUTURE

EMPLOYERS IN NATURAL

RESOURCES WHATTHEY'RE TELLING US

A REPORT OF THE

NORTHWEST CENTER FOR SUSTAINABLE RESOURCESNCSRDUE # 9813445

U.S. DEPARTMENT OF EDUCATIONOffice 01 Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONfl CENTER (ERIC)

his document has been reproduced aseceived from the person or organization

originating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

FUNDING PROVIDED BY ME NATIONAL SCIENCE FOUNDATION

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and not necessarily those of the

TABLE OF CONTENTS

WHAT EMPLOYERS ARE TELLING Us

P AGE NUMBER

wr PACIFIC MERIDIAN RESOURCES, INC. 1

wr bEFINING ENVIRONMENTAL TECHNOLOGY 3

mr Focus GROUP INTERVIEWS 7

sir bACUMs

WHAT IS A bACUM? 23

bACUM PANELISTS 24

bACUMs

FISH AND WILDLIFE/FEATHER RIVER COLLEGE 25FOREST RESOURCES/CENTRAL OREGON COMMUNITY COLLEGE 28FOREST RESOURCES/CHEMEKETA COMMUNITY COLLEGE 31GEOGRAPHIC INFORMATION SYSTEMS/GRAYS HARBOR COLLEGE 34NATURAL RESOURCES/GRAYS HARBOR COLLEGE 37NATURAL RESOURCES/WESTERN CENTER 41RESOURCE ECOLOGIST/SHASTA COLLEGE 43

FOR MORE INFORMATION, CONTACT SUSIE KELLY, NCSR DIRECTOR , CHEMEKET A

COMMUNITY COLLEGE, 4000 LANCASTER DR. NE, SALEM, OREGON 97305

503-315-4583; [email protected]; CHECK THE CENTER'S WEBSITE AT

WWW.Chemek.cc.or.us/ncsr/

PACIFIC MERID11111RESOUR CES

Jim SchrieverRegional Vice President, Northwest Office

Pacific Meridian Resources, Inc.Portland, Oregon

Schriever serves as the Center's Industry Advisor. In this role, Schriever and Pacific Meridianprovide needed input from industry into the Center's curriculum products and otheractivities. Schriever writes about the promise of GIS technology in natural resource fields.

Over the past decade, Geographic Information Systems (GIS) have emerged as promisingtools for analyzing natural resource management and policy alternatives.Implementation of these tools has been prevalent in the western United States where GIShas been used for a variety of purposes including analysis of endangered species habitat,timber harvest scheduling, watershed assessment, monitoring of cumulative effects, firemanagement, ecological modeling, and growth management. Most western states andfederal agencies use GIS to assess, manage, and regulate natural resources and naturalresource management practices. In addition, many major western private landownersutilize GIS for resource management and planning. Some of these landowners include:Weyerhaeuser, Willamette Industries, Sierra Pacific Industries, Boise Cascade, CrownPacific Corporation, Potlatch Hancock Timberlands, Potlatch, Plum Creek, LouisianaPacific, and Roseburg Resources.

GIS and remote sensing provide resource managers with the ability to: 1) inventory andmonitor resources; 2) plan both site specific and regional management; and 3) analyzepolicy alternatives.

Numerous applications have shown the usefulness of GIS and remote sensing ininventory and monitoring of natural resources. The Forest Service in Oregon andWashington was one of the first agencies to fully implement GIS remote sensing forecosystem mapping when the technology was implemented to support inventory ofspotted owl habitat. GIS is also a powerful management and policy analysis tool becauseit allows natural resource managers to simulate multiple future conditions and theirresulting impacts across space. By linking possible future conditions to values, naturalresource managers can use GIS to narrow options to a spatially feasible set.

GIS also facilitates sensitivity analysis of critical assumptions allowing managers to focuson critical areas of uncertainty. For example, Washington State's Department of NaturalResources developed a GIS model to help prioritize watersheds as to their probability ofexperiencing cumulative effects from forest management activities. The strength of thesetypes of modeling efforts lies in the fact that they can be run multiple times with varying

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assumptions. This allows analysts and managers to identify variables that significantlyaffect resources of concern and prioritize implementation of enhancement efforts aimedat protecting these resources.

GIS and remote sensing hold tremendous potential as tools for facilitating naturalresource management. Use of currently available satellite imagery is rapidly expanding.Because increasing demands on the land are increasing land values, the need to use GISand remote sensing technology will continue to grow.

Future satellite launches and advancements in GIS software will provide newopportunities for increasing our understanding of the status of natural resources, theirinteractions, and change over time. However, the technologies can be both a panaceaand a Pandora's box. The panacea exists in the promise of the technologies to meet thechallenges of natural resource inventory, monitoring, planning, and policy analysis. ThePandora's box contains the pitfalls of choosing the wrong imagery, using the technologyincorrectly, capturing data poorly, miscommunication of information, conveyingincorrect results, and overselling the capabilities. This underscores the need for skilledand trained technicians, like those graduating from Central Oregon Community College'sand other NCSR-related GIS programs. We need people who are trained in thesetechnologies to make sure that the technology is not used incorrectly, and that data isnot captured poorly so that communication of information is appropriate and logical.

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Defining Enviromnental Technology WorkshopMarch 13-15, 1996, St. Louis, MO

Jim KiserSenior Operations SpecialistWeyerhaeuser Company, Federal Way, WA

Mark LawrenceAssociate ManagerSalem District Bureau of Land Management

Jim Kiser, who is currently employed as an Instructor, Forest Engineering, Oregon State University, and MarkLawrence participated in the "Defining Environmental Technology" Workshop coordinated by the AdvancedTechnology Environmental Education Center (ATEEC), an ATE Center of Excellence like NCSR. TheWorkshop's aim was to define and clarify, for the nation, what is meant by the "environmental technology field,"and to identify specialty areas for environmental technicians. The report for the workshop, "DefiningEnvironmental Technology," contains the following section (somewhat modified by Kiser) that identifies naturalresource management job titles and functions for technicians. It should be noted that Kiser and Lawrencedescribed even more technician job titles, but in the interest of brevity, some were left out. Thus, the titles listedshould serve as a broad sampling, not a comprehensive listing, for existing positions in the profession.

TECHNICIANS IN NATURAL RESOURCES MANAGEMENT

OCCUPATIONAL TITLES 1 BROM) JOB FUNCTIONS

AQUATIC ECOLOGIST

AQUATIC/TERRESTRIAL HABITATRESTORATION TECHNICIAN

Conduct surface and groundwater inventories and studies (i.e., watershedanalysis)Identify and delineate wetlands based on plant/animal species and hydrologyImplement plans to improve aquatic habitatsImplement wetland restoration and construction activitiesInterpret water quality informationIntroduce rare/endangered species into ecosystemsPropagate and plant woody and non-woody species

BOTANY TECHNICIAN

_

Assist in operational forestryAssist in species breeding/propagation programsIdentify and delineate wetlands based on plant/animal species and hydrologyImplement plans to improve aquatic habitatsImplement wetland restoration and construction activitiesInventory forest standsPropagate and plant woody and non-woody species

ECOLOGIST TECHNICIAN Assist in operational forestryAssist in species breeding/propagation programsIdentify and control noxious weedsImplement plans to improve aquatic habitatsIntroduce rare/endangered species into ecosystemInventory forest standsPropagate and plant woody and non-woody speciesSample and identify aquatic organisms

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FIRE MANAGEMENT TECHNICIAN Assist in development of fire management plansAssist in preparation of fire suppression and prescribed burning plansImplement prescribed burningInventory forest stands

FISHERIES TECHNICIAN Assist with fish hatchery managementConduct surface and groundwater inventories and studies (i.e., watershedanalysis)Implement farm pond management techniquesImplement plans to improve aquatic habitatsOperate boats and utilize seining, trawling, and electroshock equipmentPractice techniques of aquacultureSample and identify aquatic organismsStock lakes and streams with fish

FORESTRY TECHNICIAN Assist in development of designs for the protection, maintenance, rehabilitation,or enhancement of visual resourcesAssist in development of fire management plansAssist in forest nursery programsAssist in laying out timber salesAssist in operational forestryAssist in preparation of fire suppression and prescribed burning plansAssist in species breeding/propagation programsCompile, verify, and analyze appraisalsConduct surface and groundwater inventories and studies (i.e., watershedanalysis)Cruise timber (i.e. measure height and circumference of trees)Identify and control noxious weedsIdentify and delineate wetlands based on plant/animal species and hydrologyImplement prescribed burningImplement wetland restoration and construction activitiesIntroduce rare/endangered species into ecosystemInventory forest standsManage and use pesticides and herbicidesPrepare appraisal documentsPropagate and plant woody and non-woody speciesRecommend silvicultural practicesScale (i.e., measure) cut logsAssist in road layout, surveying, timber harvest operations

FOREST ENGINEERINGTECHNICIAN

Be aware of land measurement systems; identify property lines and cornersLay out harvesting systemsUnderstand yarding and loading timber processesWork with various transportation systems and road layoutWork with various logging, road building, and other equipmentUnderstand surveying processes and methodology

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GEOGRAPHIC INFORMATIONSYSTEMS (GIS) TECHNICIAN

Manage spatial dataIntegrate data from various sourcesUnderstand cartographic conventionsGeo-reference imagery; determine appropriate projectionsPerform spatial data queries

GEOLOGICAL TECHNICIAN Assess farmland for eligibility in federal programsAssist in checking geologic maps and reportsCalculate rates of sediment productionCollect and analyze geological dataCollect data for use in identifying geologic structures and determine extent offormationsDetermine soil types and physical soil characteristicsIdentify fossils and rock samplesImplement erosion control strategiesInventory soil conservation practices (e.g., terracing, grassed waterways, zero-till,crop rotation)Conduct surface and groundwater inventories and studies (i.e., watershedanalysis)

HYDROLOGY TECHNICIAN Collect and analyze water samplesComply with local, state, and federal water pollution control actsConduct surface and groundwater inventories and studies (i.e., watershedanalysis)Decontaminate sampling equipmentExamine water quality and quantity from streams and aquifersImplement plans to improve aquatic habitatsInterpret surface and groundwater inventory and study dataInterpret water quality informationLabel, preserve, and store samples

RANGE TECHNICIAN Assess farm land for eligibility in federal programsAssist in development of fire management plansAssist in species breeding/propagation programsDetermine soil types and physical soil characteristicsIdentify and control noxious weedsIdentify and delineate wetlands based on plant/animal species and hydrologyImplement erosion control strategiesImplement wetland restoration and construction activitiesIntroduce rare/endangered species into ecosystemInventory soil conservation practices (e.g., terracing, grassed waterways, zero-till,crop rotation)Propagate and plant woody and non-woody species

RARE/ENDANGERED SPECIESSPECIALIST

Identify and delineate wetlands based on plant/animal species and hydrologyIntroduce rare/endangered species into ecosystemPropagate and plant woody and non-woody species

RECREATION TECHNICIAN Assist in development of designs for the protection, maintenance, rehabilitation,or enhancement of visual resourcesAssist in operational forestryComply with local, state, and federal water pollution control actsPerform park maintenance

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SOIL CONSERVATION TECHNICIAN Assess farm land for eligibility in federal programsCalculate rates of sediment productionDetermine soil types and physical soil characteristicsExamine water quality and quantity from streams and aquifersIdentify and control noxious weedsIdentify and delineate wetlands based on plant/animal species and hydrologyImplement erosion control strategiesImplement wetland restoration and construction activitiesInterpret surface and groundwater inventory and study dataInventory soil conservation practices (e.g., terracing, grassed waterways, zero-till,crop rotation)

TERRESTRIAL ECOLOGIST Implement wetland restoration and construction activitiesIntroduce rare/endangered species into ecosystemPropagate and plant woody and non-woody species

WETLANDS TECHNICIAN Assist in habitat restorationIdentify and delineate wetlands based on plant/animal species and hydrologyImplement plans to improve aquatic habitatsImplement wetland restoration and construction activitiesIntroduce rare/endangered species into ecosystemSample and identify aquatic organisms

WILDLIFE TECHNICIAN Implement urban wildlife management strategiesParticipate in tag/release and tracking studiesRehabilitate injured wildlife for releaseTrap and relocate wildlife

TASKS APPLICABLE TO ALLTITLES LISTED

Assess environmental impact of proposed development projectsAssist in habitat restorationAssist in preparing environmental documentsAssist in recommendations to federal, state, local, and private organizationsCalibrate, operate, troubleshoot, repair, and maintain equipmentConduct environmental education programsDevelop public information programsDevelop reports on findingsFollow and apply local, state, and federal environmental regulationsFollow established quality control proceduresFollow standard operating proceduresInventory, evaluate, and assist in development of resource management strategiesfor sites and areas with unique scenic, recreational, historical, cultural,paleontological, and other resource valuesInventory the resource (e.g., wildlife species and populations for thefisheries/wildlife technician; plant species and vegetative communities for thebotany/forestry/range technician)Maintain accurate recordsMonitor compliance of plans/projectsOrganize and analyze dataOversee project maintenancePerform literature searchesPrepare mapsRead topographical mapsSelect and use proper personal protective equipmentUse aerial photographyUtilize computers and softwareWork with the public

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DUE # 9813445

NORTHWEST CENTER FOR SUSTAINABLE RESOURCES 4'

NCSREMPLOYER FOCUS GROUP INTERVIEWS

, In 1996, Focus Group Interviews were conducted by Ara Andrea, Forest ResourcesTechnology Instructor and NCSR Lead Program Developer, Chemeketa CommunityCollege.

Employers from the Bureau of Land Management, and key industries in the PacificNorthwestWeyerhaeuser Company and Willamette Industries, Inc.took part in theinterviews; Andrea asked questions ("Q") and interviewees provided answers ("A").Questions related to curriculum development objectives for the Center.

Transcripts from the interviews are edited for readability.Susie Kelly, Director, NCSR

USDI BUREAU OF LAND MANAGEMENT (BLM)SALEM, OREGONDATE: OCTOBER 3, 1996

Focus Group represented by:Resource Area Botanist (RB)Biological Technician (BT)Forester, Timber Sale Layout/Contracting/Special Forest Products (F/T)Natural Resource Administrator/Timber Sales and Reforestation (NR)

Q: Is a 2-year Associate's degree sufficient to get technician work, or do graduates need aB.Sci.? How much "weight" is attributed to the level of education?

A: BT: It largely depends on being the right person in the right spot. It doesn't necessarilymatter whether you have a 2- or 4-year degree. There are a lot of Associate's degreedpeople who have gotten the positions they've wanted.

NR: Generally, the government is downsizingI mean, we're losing positions and ourpermanent workforce is restricted to certain levels, and there just aren't a lot of openings tobring in a new personwhether it be a technician or a forester, or a wildlife biologist. Asopenings do occur, we will look at bringing in some new folks. I guess I would say thatmore so, than not, we would be bringing in professionals, as opposed to technicians.Because I think we would probably get more "bang for our buck" with a B.Sci. degreedperson if we're going to pay a salary. These people generally have technical skills as wellas better writing skills and communication skills. It depends on the individual. I'm not

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saying that's the way it's going to be, but this scenario would be more likely to happen, inmy opinion (i.e., we would lean towards hiring someone with a B.Sci. degree).

On the other hand, as we lose technicians due to retirements or they move into otherpositions and other agencies or other districts, there's going to be a point in time we'llhave to fill in behind them. Technicians perform a valuable service; but I don't see a lot ofthese positions freeing up in the near future. Also, because we use the Civil Serviceselection process, the professional graduate would automatically rank out higher, and wemay never get an opportunity to interview a viable 2-year-degreed candidateoverall, Ithink that a 2-year graduate is at a disadvantage when s/he is competing against 4-yearpeople. I would say that this agency, more likely than not, would probably hire theprofessional graduate rather than the technician.

BT: It doesn't matter what degree you haveyou're going to be with the agency many,many years before you have an opportunity to apply for a permanent job. A lot of that hasto do with your experience as much as it does your education to get that promotion. It's notjust getting out of school, and applying for and landing a job, and then expecting to workthe rest of your life for one organization anymore....

NR: In forestry, we have to do environmental assessments and compliance work. We'renow doing watershed analysis as a prerequisite for timber sales operations. People need toknow how to write and communicate in a group setting where we have specialists aroundthe table and some people from outside the agency. This is critical, and we've been doingthis for years, but its importance is heightened. Under this forest plan [the NorthwestForest Plan, FEMAT 1993], for us to take action, it takes a lot more time up front than itever did before.

My observation of the 2-year degree curriculum is that it's mostly "nuts and bolts" [howto do a job or task]. It isn't necessarily[why is the job done?]the technical programdoesn't provide the theory behind a task.

RB: A lot of the graduates don't go strictly into "pure" forestrythey are going intorecreation, they're doing riparian surveys, or wildlife [studies, etc.]. Graduates are goinginto a whole array of different jobs....

BT: I think students definitely need to know more of why things are being done the waythey are now. We have to look at everything as part of a larger picture, and we have tohave a better understanding of the plant community [not just the commercial species], orthe wildlife, hydrology, or other issues. For instance, watershed analysis is a big part ofwhat we do noweverything is wrapped around that. [I attended Chemeketa]... and if it'sthe same program as when I was a student, it has to be drastically changed, with a lot moreemphasis on computer usagenot so much on the Autocad-type work, but more on thetechnical writing and the GIS end of it.

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Q: What levels of Geographic Information Systems (GIS) and surveying skills are neededby a 2-year-degreed student?

A: BT: As far as plane surveying goes, it should be tied more to Global PositioningSystems (GPS). I don't even know if workers need to use transits anymore in fieldsurveys....

NR: We have a specialized survey crew, and we don't use GIS skills, but we're going intoGPS more. I'd estimate that about a third of our work involves GPS now, and this willgrow. Gathering data via new technologically-advanced tools, and downloading it into thePC, will be necessary technological skills.

RB: Students need to be introduced to many different methodologies. I wouldn't expect atechnician to be 100% competent in any of these advanced technologies, but they need to beintroduced to them, and understand what applications can be made.

BT: Then if they decide they want to specialize in this area, they can continue on in a 4-yearcollege.

F/T: Students should understand new technologies and applications so they know the rightquestions to askrather than knowing all of the answers. When graduates get out there inthe workplace, they should be able to say, "I knew that technology/technological conceptexisted before I looked at it today"so they know how to ask the right questions abouthow to use it on the job.

Q: What levels of math, communication, and writing skills do technicians needisstatistics important?

A: RB: Students will need basic algebra, trigonometry, and geometry... I don't think they needcalculus (general agreement around the table). They should be able to see a statisticalformula, and to at least find standard error. For instance, I think a technicianshould be able to take a given equation, input some data, and then they should be able todetermine whether or not they need to go back out and put some more plots in. Techniciansare the people who are doing the stocking surveysthey should be able to have the mathskills to be able to do that; maybe they will not understand all of the statistics behind it, buta basic understanding for survey work.

F/T: Whether you're looking at stocking levels or the need for thinning, or special forestproducts surveysyou need to understand the whole concept of surveys, whether you'redealing with one meter squares or townships. The principles are similar across the board.Students need to be able to pick up a set of instructions, or manuals, and understand howthey want to do a particular survey, and then go out and do it. In natural resource sampling,students need to be able to work easily with a variety of techniques, whether they'recruising, doing riparian surveys, or stand exams, or reforestation surveys. Statistics should

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be part of that overall process of sampling and processing the informationwhere thestatistics apply in the real world of sampling. When I took a class in statistics, we spenthours and hours with a calculator and notepad, with absolutely no concept of where the datafit into reality, because in reality you went out and you took a 20% sample and multipliedby five.

BT: We also get into sampling in our riparian surveys.

NR: In my experience, stand exam work has not required much knowledge in statistics;maybe we should be more concerned. Other than using our 3P sampling method, which isa method of selecting sample trees in a stand you want to cruise to get an idea of volume, Iwas trying to think of where we really get involved with variabilityperhaps when we dostocking surveys, where we have a set procedure, and you lay a plot out every so often on agrid line.

F/T: Operationally, we don't get into statistics a lot, but you do as soon as you startcooperating with research and new sampling protocolsand I foresee more and more ofthis type of cooperation in the future. There will be needs for greater understanding ofsampling protocol and variability, and technicians should know how to go back to theirreferences and say, "Oh yeah, I remember how that works when I have the formula in frontof me."

NR: I think that once you get outside of cruising, statistics become less important. Incruising for board foot volume measurements, you commonly use statistical data forvolume expansionthat's where it's really critical, and where workers can really get hungup; also, when we do plot cruising, instead of pre-laid out strip cruises, an understanding isneeded about why plots are being laid out the way they are. Especially in the private sector,where they often do percentage sampling and then blow up the volume, workers need abetter understanding. Whether sampling in plots or strips, a percentage of the area issampled, and collected data must be expanded in some way. So graduates that work infield sampling should have an understanding of pertinent statistics.

Q: How about the importance of mandatory seasonal work? Cooperative WorkExperience programs for students? How would I go about making an arrangement likethis with the BLM?

A: BT: Cooperative work experience is really important. I think that working either for coursecredit or not, students should work with agencies in different disciplines, seeingwhat they do and shadowing them; this allows the students to see what really goes on, toget a more rounded feeling for what they can expect to be doing in the future.

NR: We hire Chemeketa graduates in the summer, and we hire from state employment; wehave several on board now. It's a great relationship, and it makes money, but when we hirea person to do a job, we don't usually give them a lot of diversity. As it turns out, we'vegot some things we need to get done, and those we hav working often get a steady diet of

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the same thing; but this works out fine with us. But if students want to get varied workexperience with the BLM, I think some sort of a program [like Chemeketa's CooperativeWork Experience (CWE)] may be good. The students may not get paid, but they would getdiversity and they would know a little bit more about what is being done heretheemphasis in CWE would be a little bit different than summer work. If we're payingsomebody, priority work must be done; with CWE, we have a little more flexibility.

RB: There were one or two students a couple of years ago from Chemeketa, and this is howI approached my co-workers: I said, "Okay, if we had a Chemeketa student here everyWednesday for the length of the term, would you be willing to spend a day or two withthem letting them job shadow you?" We used an informal approach, and that seemed towork. It seemed to help that students received creditfor both the employer in his/herwillingness to participate, and, of course, for the student.

BT: Another positive aspect of CWE and other student work is that we could "weed out"the good from the bad potential employees; e.g., a lot of people who showed up to workwhen I ran crews had a 4-year degree, but they had never really stepped foot in the woods.They really had no idea of what it was like. They would walk on pins and needles throughthe slash. This also points out the need to get out more with work experience or on fieldtrips. Sometimes our new employees are way behind because they just aren't accustomedto moving through the brushthey are too timid.

RB: Chemeketa has talked about making CWE mandatory, but something else to consideris that quite a few students get seasonal positions with the federal government and industryin the summer between their two years of classesso most of them are getting out in thefield in the summer.

BT: For visits to be effective for the students, I think students would need to visit at leastfour or five times. Thinking of myself, if I went and did something three times withsomeone, I don't think I would get enough out of it. Also, the students wouldn't have to goout with the same person every time for the overall experience to be effective.

NR: I agreeit would probably be good if students didn't go out and work with the samepersonbecause people do different things and have different approaches to getting a jobdone; if I knew a person was going to be here for five Tuesdays, for instance, then I wouldmeet with other people in the work group and schedule a variety of things to involve thestudent over those five days.

Q: Any additional comments on what we should put in the course work?

A: RB: Teamwork is really importantand I know it's difficult to do in a program. It canbe difficult both for the teacher and the studentbut it's really important. In our workingenvironment, we hardly do anything without having a team [meeting]working as a teamincludes being able to communicate and respect different people's positionsand beingflexible. I think having an open mind is really important.

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BT: As an added comment, I think it's really important, especially in a class likesilviculture, to understand the why behind harvest, site preparation, planting, and sitemaintenance operation. It's important for students in classes to get out with the planters, inthe winter, to see what really happens out there to make it work. I think the more field tripsthat can be arranged, the better for the studentsand not just visiting a harvest unit, butseeing the whole process in action.

NR: Something else to consider is we're using fire differently nowwhereas the commonnotion before was "the hotter the better," it's not the case anymore. We're going withlighter burns and underburning. We're trying to use fire in beneficial ways to change plantcommunities. Sometimes it means returning them to what they were originally [likeEastside ponderosa pine prior to strict fire control measures]. Today, a lot of trees are leftfor wildlife, and we also have smoke management constraints which dictate when we canburn, and how much we can burn. There is a real opportunity for work in that area downthe road. We're going to keep that tool [fire], but its use will be more complicated to usethan it used to be.

Also, programs should steer students towards skills in watershed analysis, newunderburning prescriptions, environmental prescriptions, etc. Writing and communicationskills will be extremely important in documenting these prescriptions and for planning. Tomeet these new regulatory requirements, public agencies have to "go the extra distance" onup-front planning, and today's and tomorrow's employees will need appropriate skills tooperate in this new climate.

44-4-0-44-04-4.04-4-0.4-4.440

WEYERHAEUSER COMPANYSPRINGFIELD, OREGON11/7/96

One-on-one interview with Staff Silviculturist

Q: Tell me about your positionwhat do you do for Weyerhaeuser Company?

A: Basically, I'm involved in silvicultural aspects of planning. Predominantly, once thelogging is completed, I am in charge of growing some trees. Our forestry department usedto be divided into three districts, and I was in charge of the Cottage Grove District. Now[since downsizing] we're laid out differentlybut basically our charge is growingtreesincluding site preparation, planting, precommercial thinning, fertilization, andsimilar work.

Q: What about hiringeven on a seasonal basiswhat is the outlook?

A: We are currently in the process of a reorganization. We lost several people recently,either through retirements, or leavingso we're down to a relatively small staff; and I

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would say the prospects of hiring seasonal workers are pretty slim. If you look at thetransition, and I don't think we're different from a lot of other companies, back in the late1970s and early 1980s, we did hire the 2-year graduate. (note: the reorganization was atleast partly due to the timber recession at this time.) At one point, I think we had about ten2-year program graduates on our staff. During the reorganization, most of those folks wentaway, or were reassigned to different positions; and since then, the staff has beendownsized even more. As a result, most of the staff that we have, with one exception (afellow I work with who has about 30 years of experience), have at least 4-year degrees.

Most of our "in house" work is done with our own forestry staff, and it involves planning,day-to-day supervision, and some audit/budgetary activities. However, most of the actualwork on the ground is done by contractors at this point, and I don't know how manycontractors we employ, but it's fairly substantial. For example, we're getting ready forplanting season now, and we contract out all of our tree planting, and all of the plantinginspection. We have an inspector with every crewbut that inspector is anothercontractor. At this point, the majority of those who audit contract inspectors are othercontractors. Right now we're in the process of doing regeneration exams on the first fiveyears of a plantingand that's all contract work.

An evolution has occurred in the period from 1982 to today. Apparently, whereas thecompany hired temporary employees to do field work prior to the reorganization in 1982,they now hire out this kind of work. What happened over time was that many of thetemporary workers, noticing an increasing need, established their own subcontractingbusinessesand many are now successfully bidding on and completing contracts.

Q: Can you specifically describe who some of these contractors are who are out with theirteams doing the field work?

A: We have professional engineers on staff that do most of our property line surveying, butsome of the other specialty contracts, including new riparian layouts, where workers needto measure every tree that's in a riparian area, drive us to get extra help. So we are askingfor more and more contract work to help our staff out.

Getting back to the prospects of hiring, I would say that for Weyerhaeuser, the chances ofbeing hired directly as a technician would be pretty slim. It would have to be somebodywho had quite a bit of field experience. One thing to note, however, is the median age atWeyerhaeuser is high, with most employees having 25-35 years of experience with thecompany, and that there may be substantial openings in the next five to ten years.

Q: Starting with specific math skills, from your perspective as a silviculturist, what isneeded for upcoming graduates of programs? Can you provide some specific guidanceon courses students need, including trigonometry, geometry, and statistics?

A: Our employees are always working with numberswhether it's tree planting or anyother measurement activity. Our staff needs a good command of mathematical

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manipulation. Contractorsnamely planting inspectors for our purposesneed to be goodwith numbers, with a thorough and fast comprehension of data. Contractors need toprovide constant feedback to the planting crewfor example, "this is your quality, this isyour spacing, this is how many trees per acre to plant,...." And they can't just sit therewhen it's pouring down rain, drag out their calculator, and start adding up numberssomeof that needs to be automatic. They need to be comfortable enough to sit there and say,"I'm taking eight plots, and they planted 40 trees, and there's 36 that are good quality trees,and that's 90% of them." They have to have a pretty good command ofnumbersmanipulating numbers quickly. The feedback needs to get back to the crewconstantly, like, "Hey, you're doing good, it's in the '90s [percentile], orHey, you'restarting to fall downyou're missing some planting spots." They need that quickcommand.

As far as calculus is concerned, I had calculus in high school and college, and I don't knowthat I've ever really used it on the job.

Statistics never hurts. The people I see in our permanent group that do better are often theones that have a good understanding of statisticsthey know what a sampling error, or astandard error, means. And sometimes we all need to go back for a refresher courseeventhose who have come right out of college. You need to understand what you're doing. Wehave certain contractors that understand it [statistics] better, and, instead of going out andsaying, "You have to put in one plot every three chains on a three-chain grid," we'll tellthem, "Hey, we think that's pretty good, go out and start taking some plots." There's notmany contractors out there who have a good enough handle on statistics to be able to lookat the card and say, "This sample's pretty good. I can run a quick analysis to see if it meetsour standards or not." It would help us if we had more people who could do that. There areseveral contractors who have the capability, where we can say, "Hey, go out and do thisreconnaissance unit, and put in plots, and if it doesn't look like it's coming out good, goahead and add some more." Trying to get somebody to understand what we're looking foras far as quality and spacing, and to understand statistics enough to make some judgements,is kind of tough. Even in the 4-year graduates that I've seen here at the company there's alot of people that don't have a good understanding.

For engineering and surveying purposes, you need the basics in geometry to understand theconcepts; aspects include being able to understand differences in slope, making slopecorrections, finding a plot radius, and the ability to use a compass and understand how toset up a survey. Workers have to be fairly adept as far as using compasses and pacing.

Q: What about communication and writing skillsare these important for graduates?

A: Yes, graduates must be able to put their thoughts into words. For instance, regenerationexam folks have to go out and do about a week's worth of work and turn it in. We may ormay not be there when they turn it in, and they need to capture their thoughts and relaythem concisely in writing. We ask them to summarize their numbers, but we also ask themto write about sitesfor example, what did you see out there that may influence what we

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dohow do things look? I guess the first thing that comes across is penmanship. We haveto be able to read field reports, first and foremost, and then the information must be put intoa context that somebody who is somewhat familiar with the site can understand. That, tome, is a big problem, and it is a major weaknessall aspects of communication. Part of itis that employees need to be able to talk to and relay information to someone else, and theyalso need to be clear with written information that is turned in at some point after anactivity is done. And we're not asking for lengthy reportsjust a paragraph or two, threeor four sentences. I think that more and more we're asking people to put down in writingwhat they're seeing out there in the field, and not being able to do this effectively reallyhurts the outcomes.

Q: What computer skills are neededwhether it be word processing, spreadsheets, or anyother database management?

A: I think that computer skills for individual contractorsthe ones who are doing plantinginspections, regeneration exams, etc.may not be quite so important as understandingwhat they're seeing in the field; like, "Hey, this tree is not doing well and here's why," andunderstanding what caused it [e.g., the damaging agent]. We have several contractors whotrack their results on a computer, and anyone who is going to go into the contractingbusiness, especially when they've got somebody working for them, will need computerskills. Handheld data recorders will probably evolve into something more like a PC or alaptop that you take out in the field.

Q: What about GIS and GPS tools?

A: Forestry has had limited exposure to GPS equipment. Although GPS is much faster, andour engineers use it, the limiting factor in some cases, especially when you get into secondgrowth stands, is that the tree canopy affects your readings [by blocking satellitecommunication]; but in open areas like clearcuts, I would expect to see more and more useof GPS.

4-4-444-4-044-44.4-44-4.444Willamette IndustriesAlbany, Oregon10/4/96

One-on-one Interview with Timber Management Specialist

Q: Is a 2-year Associate's degree sufficient to get technician work, or do graduaies need aB.Sci.? What kinds of skills are you looking for in an entering employeespecifically,writing skills, math skills, sciences, forest management skills?

A: Willamette Industries usually hires 4-year graduates. Basically, we hire very few forestersas permanent full-time employees straight out of school. We tend to have summer

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positions, and we tend to hire people on a part-time basis in the summerkeying in oncollege sophomores and juniors, so that we can pick people after we've had them a coupleof summers. While here, we can assess how they fit in with our company, and howWillamette fits in with them. While interns, we have them doing reproduction surveys,etc.some pretty non-technical sorts of things. We do try to get them into a little bit ofinventory, cruising and that sort of stuff, but there isn't a real high expectation. If someonewalked in and asked me what the most important thing is for incoming employees, it'squite simplygood work ethicthat's number one, number two, and number three on thelist. Attitude is a big part of thatenthusiasm, youthful enthusiasmthose are really keycomponents. Quite franldy, we can deal with lack of ability, or lack of knowledge on someof the technical stuff, if we have that attitude and ethic. Because if we have that, we canbuild those other skills. Although we typically hire kids that are on a 4-year track, we dohave several from 2-year programs. If students or graduates can sell themselves on thework ethic, the degree is not as important.

Q: Is job shadowing or a cooperative work program an option with WillametteIndustries; if so, how might we work out an agreement?

A: We typically have not done that sort of thing in the past with Chemeketa studentsourapproach has been hiring summer interns. We take a fairly serious approach to providinginterns with a variety of experiences. To the degree we can, we offer a variety of tasks;interns are at least to some degree "shadowing" our field foresters. But we don't have aformal job-shadowing program, and it is unlikely that we will in the foreseeable future, dueto the fact that we, like many forest-based companies, have really downsized in the lastdecade. Our people are extremely busy, and although conceptually, a student's just goingto be standing with you, it does impact on time, and we're very protective of our foresters'time. So, shadowing would be unlikely.

Q: What about skillsparticularly cruising/inventory? What technology is being used?Regarding skills, what could push one potential employee past another?

A: As far as hiring, we expect technical skills to be basically understood. We expect a foresterto conceptually understand inventory, cruising, estimating volumes, and have basicmathematical skills related to natural resourcesfor example, how big is an acre?allthose kind of standard things. But Willamette emphasizes knowledge of basic skillsweplace high priority on providing teaching/training "in-house," and we pride ourselves indoing things "with a different flavor" than any other company in terms of this.

As far as inventory skills and technology, I am responsible for our GIS and our timberinventories, so I will answer you from that framework. It is important that, conceptually,students understand GIS. It is important that they are coinfortable with sitting down with aPC and operating in a computer environment. We don't anticipate or expect at this pointthat we will get a person out of school who will understand ArcInfothat's well beyondour anticipation. We, like a lot of companies, are just getting to the point where we haveGIS "implemented on the ground," and we're just at the point where we're using it to its

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full potential. Our field foresters have very little experience, and as we look at the utility ofGIS at the field level, our approach is that those who are comfortable with it, such as thekids who came out of school in the last couple of yearsthat they'll be our frontrunners inusing this technology which is going to define how we do things more and more in thefuture.

In plane surveying, it's important to conceptually understand the mechanics and broadapplications of math, but "specifics" will be taught on the job. For instance, students needto understand how a survey is closed mathematicallyhow to do it and know thecalculations involved.

Q: Is most of the inventory data put in an electronic recording device?

A: Yeswe use standard data collectors, and we have an in-house program we've written todownload the data; we also have a customized inventory program. A forester doinginventory work is expected to be very comfortable collecting data on a field data recorder,transferring it into a PC, using the editor to make appropriate changes, and then goingthrough a customized menu-driven program to get the necessary information. We don'texpect technicians to be able to program, but they should understand how to use growth andyield software and others commonly used in forestry.

Q: What about communication and writing skills?

A: I would say that communication and writing skills are probably the weakest items I've seenfrom foresters, and I've often wondered why. I think it's probably a combination of twothings: 1) In the past, it hasn't been stressed in the curriculum, and 2) foresters as a grouptend to become foresters because they don't want to "do that stufrthat's not theirpersonality. I think communication and writing skills are extremely importantespeciallyverbal communication. We, like a lot of large companies now, are dealing more and morewith team and group environments, and I would say if you want your graduates to standout, focusing on communication skills would be ideal. Just in the hiring process, goodcommunications skill are hugely advantageous. These skills should be stressed in thetechnical curriculum. Even if we hire someone to work in our "back shop" in GIS, we'reobviously going to expect a whole lot more as far as a basic ability to communicate well. Ifyou get that [rare] combination of technically-skilled and communicatively-talented person,it would be very powerful.

Q: What about the idea of specialization? Does today's forester need to be specialized?

A: There is a huge distinction between our company and the Forest Service, and I can't speakfor other industries, but for Willamette, I don't see the need for new employees withparticular specializations, except perhaps for GIS and analysis needs. The last person wehired has a Master's degree in GIS; however, our focus has continued to be in hiring fieldforesters whose responsibilities have been fairly broad. We have the old "German-sort ofForestmaster" mentality. Our lead forester is a resident foresterhe lives it, it's his tree

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farm. Our resident foresters last forever, and the one we have with the least seniority hasbeen with us for 15 years. They know their tree farms like the back of their handtheylove them, and they keep them up just like their own property. That has really served uswell over timethey have a real pride in ownership, and it's very effective for theCompany to have our resident foresters convey information to educate the public. Andthese residents tend to be generalists. In the last five years, however, our biggest increasein hiring has been at the specialist level (e.g., biologist, communications specialist, GIS),but I don't see this becoming a general trend.

044-0044-44.4-4-4-444+++

USDI BUREAU OF LAND MANAGEMENTEUGENE, OREGON10/17/96

Focus group represented by:Timber Management (TM)Forestry/Supervisor (F/S)Forest Engineering/Supervisor (FE/S)Forestry Technician (FT)

Q: When you a hire a person for technician work, is it usually a person with a 2- year or 4-year degree?

A: We usually hire people with a 2-year degree (group consensus). (There was discussionabout how, historically, the Forest Service and BLM went from hiring 4-year to hiring 2-year graduates. It was noted that 2-year graduates were more likely to stay in thosepositions.)

Q: How do you see the employment of technicians in the BLM moving in the future?

A: FT: We haven't hired very many technicians in the last 5 years; our most recent full timehire was 2 years ago [and the technician we hired was a CWE student]. We haven't beenhiring because of the downsizing of government agencies. One thing to note is the averageage of BLM employees in western Oregon is 46 years old. I would predict in about five orsix years, retirements are going to be very heavy. We're not sure who we might hire back,or at what level of education, but the outlook right now isn't real bright for new hiresandwhen I say, "right now" I mean in the next year. In the next five years, I think theoutlook will be somewhat brighter.

FE/S: We rely on the forestry techs. to do a lot of the work, and we'll need to replace thosewho retire. We can't do without the skills provided by the techs. Although the short termoutlook isn't so great, we're hoping within a year or so to probably hire another forestrytech. in our cruising program. Currently, we feel we're kind of at the base line; i.e., if wedon't replace skilled workers that are leaving, or retiring, then we're not accomplishing ournecessary tasksand I don't think that's acceptable.

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Q: And how would you define what the "basic skills" are?comment on math skills inparticular.

A: FE/S: Students certainly need technical skills, but we're finding that they can often belearned on the job. When I was first hired, and I was told to do a stand exam, I was taughthow to do it. Similarly, now we're going through a lot of things like teamwork training,and communication skills trainingjust being able to communicate is important. Even ourforestry technicians are expected to produce written field reports. We expect the forestrytechs. to take data and information, decipher it, and relay the information to the specialists.Our technicians are an integral part of planning and implementing decisions. Basically,technicians need to take a plan or a decision that's "on paper," and put it on the ground,which I think is a tremendous skilland it's not something that just anybody can do. Todo this sort of work, technicians need abilities to communicate with people, listen to themand understand them, and also have the know-how to take fairly complicateddecisions/plans and translate them into on-the-ground projects.

TM: Educators cannot afford to miss teaching basic skills like communication; other basicskills in forestry include being able to measure and identify trees, and do a traversetheseare the fundamentals of what forestry is all about. I think GPS-related course work wouldbe valuable, and we're using lasers now.

F/S: Other basic skills are those in forest surveying and basic mensuration.

'TM: Students also need a computer backgroundpart of our job is downloading ElectronicData Recorder information into a PC.

FE/S: Basic computer skills also include using PC Traverse or PC Logger.

F/S: I lacked training in computer-based skills in school (2-year forestry program). We hadto do everything on paper, and when I came to the BLM, they had field recorders,computerseverything. In school, we had to work everything out by hand. In my case, Iwish we had used forestry computer programs, including ArcViewwhen I got out ofschool, I had never used themand this has put me at a disadvantage on the job.

FT: On ArcView, and GIS programs, we call it "modernization"where agencies like usin the BLM are going through this process which is bringing UNIX-based ArcInfo systemsto us, and upgrading our technology capability in general.

F/S: As far as math skills, basic math and trigonometry are sufficient; in my 2-yearprogram, math classes were taught in a forestry context (e.g., we had examples using trees);these courses equipped me well.

TM: I took math beyond the requirements for forestry, and my experience was it was out ofthe scope of what I needed to learn.

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Q: What about communication, writing and other skills?

A: F/S: In my 2-year program, I think we should have talcen more than the one speech courserequired in the program.

TM: I don't remember taking any speech classes. We had writing classes, but I don'tremember speech classes. And I feel speech classes are valuable. Learning is one thing,but getting people to understand what you want them to understand is another. I also thinksome sort of decision-making courses would be valuable.

F/S: In a position like mine, we usually need to communicate to only one personperhapsto tell them what we're doing. We usually don't need to get up in front of a group and givespeeches. I've communicated within our little work group, but I don't think that speech orpublic address skills are that important. On the other hand, I think students are going toneed more computer skills. They need to be able to run LOTUS [123], and wordprocessing systems and spreadsheets.

FE/S: Do the tech. programs have any kind of summer field trip? One of the things we runup against is that people get into this fieldand then they decide they don't really likeworking outside. We expect employees to spend 70% of their time out in the field.Sometimes, and I see this more in foresters than forestry techs., they'll say, "I don't reallylike this. I got into this forestry job, but I don't know if I really like forestry." The jobrequires going up and down hills, in all different kinds of weather; some people love thatand that's what drew them to the job, but others start saying, "I'd rather have anotherassignment or something that's more of an office position." (One interviewee commented:"I grew up in North Bend, Coos Bay, Oregonand it only took me a couple of years offield work in this area to realize that I didn't want to work in that country. When you getout of the rig and you're looking for the unit, the brush is over your head, and you canbarely do a cruise in there, and you're wondering, who beat you up?it's horrible outthere!")

TM: That's what I understood as a forestry tech.you were going to be required to be outin the field a lot. That was your job, field work. But now, technicians are going to have toknow a lot morelike computers, and other parts of the job besides field work.

FE/S: I think job shadowing works both for the future employee and the agency. (Acomment was made that, "I wish I had been in a shadowing program, rather than a seasonalfirefighter while going to school, because it would have prepared me better for the BLM.")Job shadowing can match up a skill with something a person wants to do, and that can bekind of an expensive mismatch if you hire someone directly from school, and you find out acouple of years down the road that you're not getting what you're hoping forand theemployee is also not happy. If I was looking at someone as a potential employee, I wouldreally look for experience because then I wouldn't have to worry that maybe in a year ortwo they would decide, for instancecruising isn't what I want to do. I can't stand thisstuff!

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Q: What about the need for basic levels of statistics?

A: F/S: You don't have to know all the mathematical calculations of statistics, because thecomputer does the calculations for youbut I think you do need to know what the statisticsmean and how they basically work.

FE/S: You at least need a basic understanding of what's going on; employees definitelyneed to know what they are doing out there....

TM: Especially when you're out there deciding where your plots should be, and how you'relaying them out; you at least have to know, "this can't even be donethis would throw thesample completely out of whack."

FE/S: I think it's important to be able to understand and speak the lingoI mean, I hear thecruisers talking all the time about their standard error, and if you didn't have thatbackground, you wouldn't be able to function on the job.

TM: You can't even tell if your cruise is good if you don't know [how to find the standarderror.]

F/S: I think students definitely need an understanding of statistics....

FT: But the emphasis needs to be on, "What do the numbers mean?" not on, "How do youget the numbers?" So many times the profs. will say, "Figure out the standard error, themean, add up all these numbers, and do all these calculations..." but they spend very littletime explaining what the numbers actually mean.

F/S: I found it helpful in class to apply the numbers to forestry work by intentionally goingout and physically figuring how we measure trees, etc. I suggest doing somethingmeaningful out in the fielddon't just give them numbers in the classroom.

Q: Are there any other skillsor deficienciesthat you can think of in technical educationprograms?

A: FE/S: We mentioned ethics, and I don't know how you would translate this into courseworkbut I was trying to hire a couple of forest techs. this summer, and I found out inconversations during phone interviews that in two cases [out of six acceptable applicants],that both people were uncomfortable with having trees cut down, or being involved withany activity where old growth trees were being harvested. I remember thinking, "Whoa,that's something I hadn't really thought of." Usually when you apply for a forestry tech.position, you figure you're going to be out there marking trees for cut. So I learned therewas an attitude in some people who are applying for these kinds of jobs where theirpersonal values may get in the way of what's asked of them. As an employer, you want toavoid getting new hires out there and finding out after-the-fact that these problems may

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exist. We have also had a biological tech. working for us this summer who refused to helpus mark retention trees in a regeneration harvest. I'm curious how they could even makethe decision to work here. Because in the end, if they don't physically mark trees forharvest, then someone they work with, a co-worker, will have to do it.

FT: Also, in designing a curriculum, remember that we use forest techs. for manyjobsfrom cruising, to engineering, to stream surveyswe use them across the board for amultitude of things. If you think we're hiring just cruisers, or just timber layout people,that's not the case.

Referring to the need for a broad-based curriculum, I think students need something toexpose them to the fact that there's something more than just treesand it's real important.I think a general class in forest policy would also be beneficialand when I say forestpolicy, I'm trying to say that it would be neat if educators had, say, Weyerhaeuser, agovernment agency, and Earth First [an environmental advocacy group] standing in a roomall at the same time for students to interact with. We're getting to the point where wemanage our forests in a very, very different way than the industrial foreststheWeyerhaeusers, the Willamette Industries. We were headed down a path that was prettysimilar in many respects, but I think we're starting to diverge quite a bit in that we'remanaging for the public's needs. Where we are coming from now is differentit's societyand public policy and how the voters feel that drive agency priorities. On the other hand,industry's doing what they do largely because of its stockholders.

Students need to be exposed to these different values that steer overall land managementgoals, and to know where different employers are coming from. We both [industry andBLM] manage the same kind of groundbut with very different objectives.

FE/S: I think these suggestions are good. Students should have an introduction to the factthat we have things like the Endangered Species Act and National Environmental PolicyAct (NEPA). They don't have to be trained to interpret these acts, but they need to knowabout them, so if they get into public forestry, they understand that there is a whole realm ofthings that constrain us and guide usand we have to work within these constraints. Ithink that forestry techs. should have a working knowledge of these guiding principles, sowhen they're out there implementing these actions, they don't just blindly follow whatsomebody tells themthey can actually go from their own understanding.

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What is a DACUM?

It is an abbreviation for Developing A CurriculUM, an occupational analysisperformed by expert workers in the field. The DACUM produces anoccupational skill profile which can be used for instructional programplanning, curriculum development, training materials development, andother employment-related activities.

In the case of community college curriculum development, the DACUMprocess would be as follows: program designers would identify a panel ofabout 8-12 "expert workers" from their program's field, includingtechnicians and managers. The DACUM Panel would be convened for aday (or more), and a trained DACUM Facilitator would ask the "DACUMpanel of experts" What skills and competencies do workers in your fieldneed to be successful when entering the work force? The basic assumption ofthe DACUM process is that expert workers are better able than anyone elseto describe their occupation. The product of the DACUM panel is a chartwhich succinctly illustrates skills and competencies technicians need toenter the workforce. The chart is used by curriculum developers to designcurriculum which includes those necessary elements defined by the expertworkers.

NCSR has produced DACUM charts for each major programAgriculture(Resource Ecologist Technician), Fisheries (Natural Resources Technician),Forestry (Forest Resources Technology), Geographic Information Systems(Geographic Information Systems Specialist), Natural Resources (NaturalResources Technician), and Wildlife (Fish and Wildlife Technician).

Center for Education and Training for Employment,College for Education, Ohio State University

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Lan

dPa

cifi

c C

o. P

ublic

Con

vers

atio

n D

istr

ict

Hol

ly J

acob

son,

And

y C

oray

, Des

chut

esC

harl

otte

Cou

ltier

, U.S

.L

and

Man

agem

ent

Man

agem

ent

Wor

ks D

ept

Bill

Eile

r, E

iler

Ran

ches

Wey

erha

euse

rN

atio

nal F

ores

tFo

rest

Ser

vice

Rob

Wes

sber

g,T

om V

ande

rhoo

f, B

urea

uD

avid

Cau

dill,

WD

FWJe

anea

n Fa

lletti

, Tur

tleD

an L

ongm

ire,

WA

Dav

e Pi

tts, F

ores

try

Jan

Daw

son,

Cal

ifor

nia

Will

amet

te M

issi

on S

tate

of L

and

Man

agem

ent

Rob

in N

elso

n, P

acif

icB

ay P

ark

and

Mus

eum

Dep

t. O

f Fi

sh a

ndC

onsu

ltant

/Log

ging

Dep

t. of

Fis

h an

d G

ame

Park

Dar

rel F

oste

r, B

urea

u of

Co.

Pub

lic W

orks

Dep

t.R

ober

t Fra

zier

, USF

SW

ildlif

eC

ontr

acto

rR

on D

ecot

o, C

alif

orni

aT

om W

orce

ster

, Fis

heri

es,

Lan

d M

anag

emen

tJo

an P

ersi

nger

,St

an G

orde

n, S

hast

aN

orby

Mac

Mill

an,

Mar

k W

hite

, Mas

on, B

ruce

Dep

t. of

Fis

h an

d G

ame

Mt.

Hoo

d C

omm

unity

Mo

Jeff

ries

, USD

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ores

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eyer

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Com

pany

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lege

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.R

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Spr

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Log

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ela

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.S.

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Will

apa

Alli

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Mik

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, Qui

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.M

ark

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bs, Q

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Bill

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Of

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Lyl

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ki, M

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of F

ish

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ean

Ber

g, S

ilvic

ultu

ral

Kim

Tay

lor,

Nor

thw

est

Van

za R

isin

g-Sm

ith,

Cal

ifor

nia

Dep

t. of

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n Pl

eus,

NW

IFC

Tom

Ros

s, C

olum

bia

Jani

ce M

adde

n, D

esch

utes

Nat

iona

l For

est

Gar

y R

otta

, U.S

. For

est

Serv

ice

Eng

inee

ring

Indi

an F

ishe

ries

Com

m.

Tim

Tri

esch

, Gra

ysT

rans

port

atio

nPa

cifi

c R

es. C

ons.

&B

ob P

arke

r, C

row

n Pa

cifi

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rici

a Y

ork,

U.S

. For

est

Har

bor

Reg

iona

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elly

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lD

ev.

Cor

pora

tion

Serv

ice

Plan

ning

Riv

er F

eed

Stor

eR

oxan

ne T

urko

vich

,C

arte

r H

ouse

Nat

ural

John

Tod

d,W

eyer

haeu

ser

Jim

Wal

ls, C

olum

bia

Jill

Will

iam

s, B

urea

u of

Lan

d M

anag

emen

tL

isa

Ryn

ears

on, M

alhe

ur

Com

mis

sion

And

y W

ilson

, Ray

onie

rIn

c.Sc

ienc

e M

useu

mPa

c. R

esou

rce

Con

s. &

Nat

iona

l For

est

Ang

ie W

olle

n, G

HC

Lin

da W

eave

r,C

alif

orni

a.. D

ept.

ofD

ev.

Lor

na W

ange

, WD

FWJo

hn J

acks

on, O

rego

nD

ept.

of F

ores

try

Cen

tr. S

rvs.

Fish

and

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e/A

dopt

-M

ike

Wom

er, S

can-

Am

A-W

ater

shed

Fish

Far

ms

Dou

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imm

er, U

SFW

S

2 9

28

FISH

AN

D W

ILD

LIF

E T

EC

HN

ICIA

N

TA

SKS

A.

Und

erst

and

Fish

and

Wild

life

and

The

irE

cosy

stem

s

Al

Perf

orm

hab

itat

impr

ovem

ent

A2

Poss

ess

know

ledg

e of

plan

ts *

A3

Poss

ess

know

ledg

e of

wild

life

*

A4

Poss

ess

know

ledg

e of

curr

ent e

nvir

onm

enta

lis

sues

AS

Acc

ess

rese

arch

DA

CU

M P

roje

ct: F

ish

& W

ildlif

e T

echn

icia

n

Spon

sore

d B

y: F

eath

er R

iver

Col

lege

/NC

SR

Dat

e: N

ovem

ber

6, 1

996

Dat

a C

oord

inat

or: J

ay W

righ

t

Dat

a Fa

cilit

ator

: Mic

hael

Wel

ser

Pane

l Mem

bers

:D

enni

s C

hest

er, U

.S. F

ores

t Ser

vice

Cla

y C

lifto

n, U

.S. F

ores

t Ser

vice

Cha

rlot

te C

oulti

er, U

.S. F

ores

t Ser

vice

Jan

Daw

son,

Cal

ifor

nia

Dep

t. of

Fis

h an

d G

ame

Ron

Dec

oto,

Cal

ifor

nia

Dep

t. of

Fis

h an

d G

ame

Syd

Kah

re, C

alif

orni

a D

ept.

of F

ish

and

Gam

ery

Pam

ela

McK

inno

n, U

.S. F

ores

t Sei

ceB

ill P

eter

s, C

alif

orni

a D

ept.

of F

ish

and

Gam

eG

ary

Rot

ta, U

.S. F

ores

t Ser

vice

Tri

cia

Yor

k, U

.S. F

ores

t Ser

vice

A6

Use

and

impl

emen

tsc

ient

ific

met

hod

A7

Und

erst

and

mar

ine

reso

urce

s

A8

Kno

w o

rgan

izat

iona

lgo

als

B.

Skill

sT

rain

ing

B1

Res

trai

n w

ildlif

eB

2U

nder

stan

d an

d ap

ply

fish

and

wild

life

law

s/re

gula

tions

B3

Reh

abili

tate

wild

life

B4

Inve

ntor

y, m

onito

r,an

d su

rvey

wild

life,

fish

and

hab

itat

B5 Use

/impl

emen

tsc

ient

ific

met

hod

B6

Perf

orm

hab

itat

impr

ovem

ent

B7 Prac

tice

wild

life

safe

ty

B8

Ass

ist i

n ba

sic

vete

rina

ry a

nd d

rug

tech

niqu

es

B9

Acc

ess

rese

arch

B10

Prac

tice

fish

cul

ture

Bll

Use

rad

io te

lem

etry

C.

Perf

orm

Fis

han

d W

ildlif

eR

esou

rce

Ass

essm

ent

CI

Use

/impl

emen

tsc

ient

ific

met

hod

C2

Perf

orm

pro

ject

inte

rpre

tatio

n an

dfo

llow

-thr

ough

C3

Perf

orm

map

and

com

pass

wor

k

C4

Inte

rpre

t and

gat

her

data

C5

Acc

ess

rese

arch

C6

Inte

rpre

t map

sC

7U

se G

IS a

nd G

PSC

8R

ead

aeri

al p

hoto

s

30*

See

App

endi

x(x

i

1 t;u

PV A

VA

ILA

BL

E3

1

D.

Util

ize

Com

mun

icat

ion

Skill

s

D1

Poss

ess

basi

cun

ders

tand

ing

ofso

ciol

ogy

D2

Wri

te li

tera

tete

chni

cal r

epor

ts

D3

Prac

tice

peop

le s

kills

D4

Und

erst

and

and

cope

with

sup

ervi

sors

D5

Perf

orm

pro

ject

inte

rpre

tatio

n an

dfo

llow

-thr

ough

D6

Con

duct

tour

s

_

D7

Dem

onst

rate

pub

licco

ntac

t ski

lls

D8

Use

bas

icsu

perv

isor

y sk

ills

D9

Con

duct

pub

licpr

esen

tatio

ns

D10

Perf

orm

inte

rage

ncy

com

mun

icat

ion

Dll

Con

duct

mee

tings

D12

Poss

ess

inte

rpre

tive

skill

s

E. Mai

ntai

n Jo

bSa

fety

El

Perf

orm

fir

st a

id a

ndC

PR

E2

Poss

ess

surv

ival

ski

llsE

3Pr

actic

e 2-

way

rad

iosk

ills

E4

Prac

tice

safe

tyte

chni

ques

with

all

equi

pmen

t

ES Prac

tice

wild

life

safe

ty

,

E6

Mai

ntai

n ph

ysic

alfi

tnes

s

E7

Ass

ess

dang

erou

ssi

tuat

ions

E8

Prac

tice

fire

saf

ety

F. Dem

onst

rate

Prof

essi

onal

ism

F 1

Use

com

mon

sen

seF2 A

ccep

t and

giv

ecr

itici

sm (

feed

back

)

F3 Poss

ess

time

man

agem

ent s

kills

F4 Prac

tice

self

-m

otiv

atio

n

F5 Perf

orm

pro

ject

inte

rpre

tatio

n an

dfo

llow

-thr

ough

F6 Use

bas

ic s

uper

viso

rysk

ills

F7 Prac

tice

team

wor

k

F8 Con

duct

mee

tings

F9 Kno

w o

rgan

izat

iona

lgo

als

F10

Perf

orm

indi

vidu

alta

sks

Fll

Mai

ntai

n po

sitiv

eat

titud

e

G.

Ope

rate

aC

ompu

ter

G1

Poss

ess

basi

cco

mpu

ter

skill

s

G2

Perf

orm

wor

dpr

oces

sing

G3

Ope

rate

a r

elat

iona

lda

taba

se

G4

Ope

rate

GIS

pro

gram

G5

Acc

ess/

send

E-m

ail

G6

Acc

ess

Inte

rnet

G7

Perf

orm

sta

tistic

alan

alys

is

G8

Gat

her

and

inte

rpre

tda

ta

G9

Ent

er d

ata

H.

Mai

ntai

n an

dO

pera

teE

quip

men

t

I-Il

Ope

rate

veh

icle

s *

H2

Ass

ess

dang

erou

ssi

tuat

ions

H3

Prac

tice

2-w

ay r

adio

skill

s

H4

Ope

rate

wat

ercr

aft *

H5

Dem

onst

rate

fir

earm

use

H6

Use

pac

k st

ock

H7

Mai

ntai

n ve

hicl

es

H8

Ope

rate

equ

ipm

ent *

* Se

e A

ppen

dix

3233

I. Perf

orm

Non

-Fi

sh/

Wild

life

Skill

s

Il Poss

ess

basi

cac

coun

ting

skill

s

12 Poss

ess

basi

c fa

rmin

gsk

ills

13 Poss

ess

job

inte

rvie

wan

d ap

plic

atio

n sk

ills

14 Prac

tice

2-w

ay r

adio

skill

s

15 App

ly b

asic

cons

truc

tion

skill

s *

16 Mai

ntai

n ph

ysic

alfi

tnes

s

17 Perf

orm

bas

ic m

ath

skill

s *

18 Poss

ess

busi

ness

/con

trac

tsk

ills

19 Poss

ess

basi

c sc

ienc

esk

ills

*

APP

EN

DIX

A2-

Kno

wle

dge

of p

lant

s:T

axon

omy

Phys

iolo

gySp

ecie

sD

endr

olog

yB

otan

yA

quat

icH

abita

t

A3-

Kno

wle

dge

of w

ildlif

e:H

abita

tB

ehav

ior

Bir

dsM

amm

als

Am

phib

ians

/rep

tiles

Inse

cts

Inve

rteb

rate

sFi

sh

Hl-

Ope

rate

veh

icle

s:4-

whe

el d

rive

pic

kup

Snow

mob

ileA

TV

Hea

vy e

quip

men

t

* Se

e A

ppen

dix

H4-

Ope

rate

wat

ercr

aft:

Kay

akJe

t ski

Can

oeR

aft

Ele

ctro

fish

ing

boat

Mot

orbo

at

H8-

Ope

rate

equ

ipm

ent:

Fiel

d co

mpa

ssB

inoc

ular

sSt

aff

com

pass

and

rod

Clin

omet

er, d

ensi

omet

er, R

elas

cope

Aug

er, p

osth

ole

digg

er, C

omea

long

Han

d to

ols:

McC

loud

, Pol

aski

, sho

vel,

axe,

ham

mer

, ext

ensi

on la

dder

Fenc

ing

mat

eria

ls: b

arbe

d w

ire

Cam

era

equi

pmen

tT

ape

reco

rder

s, p

ower

hor

nSo

lar

path

find

erSp

ottin

g sc

ope

Mic

rosc

ope

(dis

sect

ing)

34

H8-

Ope

rate

equ

ipm

ent:

Cha

insa

wPi

gmy

met

erH

atch

kit

Pack

hor

se g

ear

Tra

nsit

Car

pent

ry to

ols

Ele

ctro

shoc

ker

Fish

net

sA

erat

orV

ario

us m

easu

ring

dev

ices

Ele

ctri

c/m

anua

l flo

w m

eter

sSo

il pe

rcol

atio

n te

stin

g(c

ompa

ctio

n)H

ip c

hain

Rad

io T

elem

etry

equ

ipm

ent

Ster

eosc

ope

for

aeri

al p

hoto

sD

BH

tape

Wat

er s

ampl

ing

equi

pmen

tT

rans

mitt

er/r

ecei

ver

Dat

a co

llect

orT

railm

aste

r 11

0m a

nd 3

5mm

IS-A

pply

bas

ic c

onst

ruct

ion

skill

s:Pl

umbi

ngE

lect

rica

lFe

ncin

gC

oncr

ete

Car

pent

ry

I7-P

erfo

rm b

asic

mat

h sk

ills:

Add

ition

, sub

trac

tion,

mul

tiplic

atio

n, d

ivis

ion

Alg

ebra

Geo

met

ryT

rigo

nom

etry

Stat

istic

s

I9-P

osse

ss b

asic

sci

ence

ski

lls:

Che

mis

try

Bio

logy

Zoo

logy

Eco

logy

Geo

logy

Hyd

rolo

gy

35

FOR

EST

RE

SOU

RC

ES

TE

CH

NO

LO

GY

TA

SKS

A.

Al

A2

A3

A4

A5

DA

CU

M P

roje

ct: F

ores

t Res

ourc

es T

echn

olog

yD

emon

stra

teK

eep

accu

rate

Pay

atte

ntio

n to

Com

plet

e pa

perw

ork

Follo

w d

irec

tions

;M

eet d

eadl

ines

Prof

essi

onal

ism

reco

rds

a. d

ata

reco

rdin

gb.

dat

a an

d in

fom

anag

emen

t

deta

ilsac

cura

tely

perf

orm

ass

igne

d ta

sks

satis

fact

orily

and

on

time

Spon

sore

d B

y: C

entr

al O

rego

n C

omm

. Col

lege

/N

CSR

Dat

e: A

pril

8, 1

996

A6

A7

A8

A9

A10

Dat

a Fa

cilit

ator

: Ron

Whe

adon

Spea

k an

d lis

ten

Wor

k ef

fect

ivel

y w

ithA

chie

ve a

nd m

aint

ain

Be

obje

ctiv

e; a

void

Wor

k in

depe

nden

tlyef

fect

ivel

ycl

ient

high

leve

l of

phys

ical

inte

rjec

ting

pers

onal

Pane

l Mem

bers

:fi

tnes

sbi

asSh

iela

Hol

man

, Wal

low

a-W

hitm

an N

atio

nal

Fore

stA

1 1

Al2

Al3

Al4

Al5

JoA

nne

Han

ney,

Bur

eau

of L

and

Man

agem

ent

Mai

ntai

nPa

rtic

ipat

e in

Stay

cur

rent

with

Mai

ntai

n as

sign

edPr

actic

e/m

aste

r st

ress

And

y C

oray

, Des

chut

es N

atio

nal F

ores

tpr

ofes

sion

al s

kills

and

know

ledg

eco

ntin

uing

edu

catio

na.

wor

ksho

psb.

sho

rt c

ours

es

adva

ncin

g te

hnol

ogy

equi

pmen

tm

anag

emen

tD

ave

Pitts

, For

estr

y C

onsu

ltant

/Log

ging

Con

trac

tor

Mar

k W

hite

, Mas

on, B

ruce

& G

irar

dJe

rry

Orr

, Con

fede

rate

d T

ribe

s of

War

m S

prin

gs

Al6

Mak

e de

cisi

ons

Al7

Res

pect

man

agem

ent

Al8

Dem

onst

rate

per

sona

lre

spon

sibi

lity

Al9

Be

pers

onal

lyac

coun

tabl

e

A20

Prac

tice

good

wor

ket

hic

Bri

an W

ilkin

son,

Log

ging

Eng

inee

ring

Inte

rnat

iona

lL

yle

Kle

nski

, Mal

heur

Nat

iona

l For

est

Jani

ce M

adde

n, D

esch

utes

Nat

iona

l For

est

Bob

Par

ker,

Cro

wn

Paci

fic

Cor

pora

tion

A21

A22

A23

A24

A25

Jill

Will

iam

s, B

urea

u of

Lan

d M

anag

emen

tB

e se

lf m

otiv

ated

; aB

e fl

exib

le; a

ccep

tPr

actic

e go

od ti

me

Prac

tice

wor

k pl

anni

ngPr

iori

tize

task

sL

isa

Ryn

ears

on, M

alhe

ur N

atio

nal F

ores

tse

lf s

tart

erch

ange

man

agem

ent

John

Jac

kson

, Ore

gon

Dep

t. of

For

estr

y

A26

A27

A28

A29

A30

Be

an e

ffec

tive

Rec

ogni

ze a

ndW

ork

effe

ctiv

ely

with

Exe

rcis

e in

itiat

ive

Prom

ote

and

supp

ort

trai

ner/

inst

ruct

orco

nsid

er c

onfl

ictin

got

her

orga

niza

tions

with

in o

rgan

izat

iona

lor

gani

zatio

n's

issu

esan

d ag

enci

esst

ruct

ure

mis

sion

/goa

ls

A31

A32

A33

A34

A35

Part

icip

ate

inpr

ofes

sion

alas

soci

atio

ns

Dev

elop

goa

lsIm

plem

ent g

oals

Eva

luat

e go

als

App

ly o

rgan

izat

iona

lsk

ills

A36

A37

A38

A39

A40

Ant

icip

ate

Vis

ualiz

e fi

nal

Ass

ume

resp

onsi

bilit

yM

arke

t sel

f to

Und

erst

and

and

orga

niza

tion'

s ne

eds

prod

uct d

urin

gfo

r ad

min

istr

ativ

ead

min

istr

ator

s an

dex

plai

n sc

ope

ofan

d pr

oble

ms

plan

ning

dutie

s *

publ

icse

rvic

es o

ffer

ed b

yor

gani

zatio

n

* Se

e A

ppen

dix

3637

A.

(con

tinue

d)A

41U

nder

stan

d an

dex

plai

n sc

ope

ofse

rvic

es o

ffer

ed b

ysi

ster

age

ncie

s

A42

Find

rel

evan

tin

form

atio

n -

refe

renc

es, l

itera

ture

,do

cum

ents

A43

Ana

lyze

and

inte

rpre

tda

ta

A44

Prac

tice

com

mun

icat

ion

skill

s *

A45

App

ly s

uper

viso

rysk

ills

*

B.

App

lyT

echn

ical

Ski

llsof

the

Prof

essi

on

'

B1

Mea

sure

cru

ise/

scal

etim

ber

B2

Con

duct

nat

ural

reso

urce

sur

veys

*

B3

Con

duct

phy

sica

l lan

dsu

rvey

s *

B4

Em

ploy

ori

ente

erin

gsk

ills

usin

g to

pogr

aphi

cm

aps

and

aeri

al p

hoto

s.

B5

Util

ize/

inte

rpre

tae

rial

pho

tos

and

topo

grap

hic

map

s.

B6

Proc

ess

mul

tispe

ctra

lsa

telli

te im

ager

y.

B7 Util

ize

"too

ls"

*

B8

Use

fie

ld d

ata

reco

der

*

B9 Util

ize

Glo

bal

Posi

tioni

ng S

yste

mte

chno

logy

*

B10

Util

ize

Geo

grap

hica

lIn

form

atio

n Sy

stem

tech

nolo

gy *

B11

Util

ize

keys

and

oth

erre

fere

nces

to id

entif

y *

B12

Em

ploy

com

pute

rsk

ills

in *

B13

Con

vert

dat

a am

ong

vari

ous

mea

sure

men

tsy

stem

s (E

nglis

h,m

etri

c, e

tc.)

B14

Safe

ly o

pera

tem

achi

nery

*

B15

App

ly s

ampl

ing

stat

istic

s to

dat

a.

B16

Des

ign

crui

se/

sam

plin

g pr

ojec

ts

B17 App

ly m

ath

skill

s *

B18

Eva

luat

e co

nditi

ons

that

affe

ct f

ire

beha

vior

and

occu

rren

ce.

B19

Perf

orm

bas

ic f

ire

figh

ting

skill

s

B20

Plan

/layo

ut ti

mbe

rm

arki

ng u

nit

B21

Peff

orm

har

vest

sys

tem

anal

ysis

B22

Des

ign

unit-

leve

lha

rves

t pla

n

B23

Des

ign

biom

ass

hand

ling

plan

B24

Plan

t tre

esB

25W

rite

long

-ter

m h

arve

stsc

hedu

le

B26

Wor

k w

ith c

ontr

acts

a. p

repa

reb.

adm

inis

ter

B27

Run

and

inte

rpre

tgr

owth

and

yie

ldm

odel

s

B28

Perf

orm

qua

lity

assu

ranc

e ch

ecks

B29

App

ly ti

mbe

r th

eft

prev

entio

n m

easu

res

B30

Man

age

spec

ial

prod

ucts

mus

hroo

ms,

fir

ewoo

d,et

c.

B31

Col

lect

and

han

dle

seed

s of

non

-tre

esp

ecie

s (r

eveg

etat

ion

proj

ects

)

B32

Impl

emen

t mul

tiple

reso

urce

man

agem

ent

syst

em

B33

Prac

tice

safe

ty

C. P

ract

ice

Eff

ectiv

eIn

terp

erso

nal

Skill

s

CI

Be

a te

am p

laye

rC

2R

espe

ct d

iver

sevi

ewpo

ints

C3 Res

pect

cul

tura

ldi

ffer

ence

s

C4

Def

use

host

ile/d

ange

rous

situ

atio

ns

C5

Wor

k ef

fect

ivel

yw

ith d

istr

augh

tpe

rson

s

C6

Com

mun

icat

eef

fect

ivel

y w

ithco

lleag

ues

D.

App

ly B

usin

ess

Man

agem

ent

Prin

cipl

es to

Nat

ural

Res

ourc

eM

anag

emen

t

D1

Prac

tice

busi

ness

aspe

cts

of th

epr

ofes

sion

D2

Rec

ogni

ze a

ndin

tegr

ate

econ

omic

cons

ider

atio

ns

D3

Supp

ort e

cono

mic

deci

sion

s

D4

Con

duct

cos

t ana

lysi

s *

D5

Man

age

budg

etD

6M

arke

t/adv

ertis

ese

rvic

es

D7

Prov

ide

cust

omer

serv

ices

38*

See

App

endi

x39

D.

D8

D9

D10

Dll

(con

tinue

d)W

rite

bid

s/pr

opos

als

Be

fina

ncia

llyR

elat

e to

pat

h of

raw

Adm

inis

ter

fina

ncia

lre

spon

sibl

e w

ithm

ater

ials

thro

ugh

aspe

cts

of c

onta

cts

purc

hase

s, e

tc.

man

ufac

turi

ng to

prod

uct(

s)(e

.g. p

aym

ents

)

E.

El

E2

E3

E4

Abi

de b

yC

ompl

y w

ithE

xpla

in s

tate

and

Be

awar

e of

aut

hori

tyB

e aw

are

of c

onfl

ictin

g

Polic

ies

and

regu

latio

nsfe

dera

l reg

ulat

ions

and

limita

tions

polic

ies

and

rule

s

Rul

es

APP

EN

DIX

A38

-Adm

inis

trat

ive

dutie

s:B

2-C

ondu

ct n

atur

al r

esou

rce

surv

eys:

B8-

Use

fie

ld d

ata

reco

rder

:B

12-E

mpl

oy c

ompu

ter

skill

s in

:B

17-A

pply

mat

h sk

ills:

Tra

vel

Stan

d ex

amPr

ogra

m r

ecor

der

Wor

d pr

oces

sing

Geo

met

ryT

ime

Rep

rodu

ctio

n (s

eedl

ing)

sto

ckin

gE

nter

dat

aD

ata

base

sR

ight

tria

ngle

trig

onom

ic f

unct

ions

Cos

ts, e

tc.

Fuel

load

ing

Dow

nloa

d da

ta to

com

pute

rSp

read

shee

tsU

nit c

ircl

eR

ange

con

ditio

n/fo

rage

Dra

ftin

g (C

AD

D)

Alg

ebra

A44

-Com

mun

icat

ion

skill

s:B

otan

ical

B9-

Util

ize

Glo

bal P

ositi

onin

g:G

eogr

aphi

cal i

nfor

mat

ion

syst

ems

Form

ulae

Use

tele

phon

e an

d ra

dio

corr

ectly

Plan

t com

mun

ities

and

ass

ocia

tions

Ope

rate

equ

ipm

ent

(GIS

)C

omm

unic

ate

effe

ctiv

ely

with

the

Arc

heol

ogic

alD

ownl

oad

data

to c

ompu

ter

Glo

bal p

ositi

onin

g sy

stem

s (G

PS)

D4-

Con

duct

cos

t ana

lysi

s:pu

blic

Thr

eate

ned

& e

ndan

gere

d (T

&E

)D

iffe

rent

ially

cor

rect

rea

ding

sB

enef

it/co

st r

atio

Rep

ort o

n fi

eld

wor

kSt

eam

/fis

hU

ploa

d to

gra

phic

s/m

appi

ngB

14-S

afel

y O

pera

te m

achi

nery

:Pr

esen

t net

val

ueW

rite

tech

nica

l rep

orts

Inse

cts/

dise

ase

soft

war

eFu

ture

net

val

ueC

hain

saw

Util

ize

natu

ral r

esou

rce

voca

bula

ry/

Han

d to

ols

Tim

e va

lue

of m

oney

glos

sary

B3-

Con

duct

phy

sica

l lan

d su

rvey

s:B

10-U

tiliz

e G

eogr

aphi

cal

Pum

psSi

nkin

g fu

ndU

nit t

rave

rse

Info

rmat

ion

Syst

em te

chno

logy

:U

tiliz

e ta

xono

mic

nom

encl

atur

e fo

rA

ll te

rrai

n ve

hicl

eD

epre

ciat

ion

Cre

ate

data

laye

rsal

l cla

sses

of

plan

tsR

oad

loca

tion

and

layo

utSn

ow m

obile

Cap

italiz

atio

nW

rite

an

effe

ctiv

e re

sum

ePr

oper

ty li

nes

App

ly m

odel

sFo

rk li

ftSk

ylin

e pr

ofile

Prod

uce

map

sB

ulld

ozer

A45

-Sup

ervi

sory

ski

lls:

Han

d co

mpa

ss4-

whe

el d

rive

veh

icle

App

ly p

erso

nnel

man

agem

ent

Staf

f co

mpa

ssB

ll-U

tiliz

e ke

ys a

nd o

ther

Man

ual s

hift

veh

icle

refe

renc

es to

iden

tify:

prin

cipl

esPa

cing

Mou

ntai

n bi

kePl

ants

Gra

sses

Exp

lain

hir

ing

polic

y an

dpr

oced

ures

Stri

ng b

ox

Prom

ote

safe

wor

king

pra

ctic

esB

7-U

tiliz

e to

ols:

Plan

t ass

ocia

tions

and

Supe

rvis

e an

d m

anag

e pe

ople

Clin

omet

erco

mm

uniti

esC

ondu

ct p

erfo

rman

ce e

valu

atio

nsR

elas

kop

Wild

life

Com

mun

icat

e ef

fect

ive

with

subo

rdin

ates

Ran

ge f

inde

rT

ape

reco

rder

Inse

cts

Giv

e cl

ear

inst

ruct

ions

Cam

era

Ass

ign

task

sV

ideo

Con

duct

em

ploy

men

t int

ervi

ewSt

illR

esol

ve g

riev

ance

s

* Se

e A

ppen

dix

4041

FOR

EST

RE

SOU

RC

ES

TE

CH

NO

LO

GY

TA

SKS

A.

Be

Com

pete

ntin

Sca

ling

and

Cru

isin

g

A 1 Be

able

to ta

keba

sic

mea

sure

men

ts

A2

Iden

tify

plan

ts, t

rees

and

woo

d ty

pes

A3

Use

and

car

e of

tool

sof

the

trad

e*

A4

Abi

lity

to r

ead

a m

apA

5B

e aw

are

of th

edi

ffer

ent m

etho

ds o

fcr

uisi

ng

DA

CU

M P

roje

ct: F

ores

t Res

ourc

es T

echn

olog

y

Spon

sore

d B

y: C

hem

eket

a C

omm

unity

Col

lege

/N

CSR

Dat

e: O

ctob

er 3

1, 1

996

Dat

a Fa

cilit

ator

: Ara

And

rea

Pane

l Mem

bers

:D

enni

s C

reel

, Ham

pton

Tre

e Fa

rms

anT

erry

Fen

nell,

Bur

eau

of L

d M

anag

emen

tT

om V

ande

rhoo

f, B

urea

u of

Lan

d M

anag

emen

tD

arre

l Fos

ter,

Bur

eau

of L

and

Man

agem

ent

Mo

Jeff

ries

, USD

A F

ores

t Ser

vice

Dan

Joh

nson

, Siu

slaw

Nat

iona

l For

est

Al T

occh

ini,

Ore

gon

Dep

t. of

Par

ks &

Rec

reat

ion

Dea

n B

erg,

Silv

icul

tura

l Eng

inee

ring

A6

Inte

rpre

t aer

ial

phot

os

A7

Iden

tify

grad

es o

f lo

gsA

8Id

entif

y fo

rest

dise

ases

and

for

est

inse

cts

A9

Iden

tify

high

and

low

valu

e tim

ber

A10

Com

pute

tim

ber

volu

mes

and

eco

nom

icva

lues

A 1

1

Wri

te te

chni

cal

repo

rts

Al2

Adm

inis

ter

a ba

sic

cont

ract

A13

Com

ply

with

regu

latio

ns

B.

Com

pete

ncy

inSu

rvey

ing

and

Map

ping

B1

Be

awar

e of

land

mea

sure

men

tsy

stem

s

B2

Ope

rate

equ

ipm

ent,

use

and

care

for

tool

s of

the

trad

e*

B3

Iden

tify

prop

erty

lines

and

cor

ners

B4

Acc

ess

coun

ty la

ndre

cord

s

B5

Rea

d to

pogr

aphi

cal

map

s

B6

Be

awar

e of

land

mea

sure

men

tsy

stem

s*

B7

Iden

tify

land

owne

rshi

p

B8 Dra

ft m

aps

(inc

ludi

ng c

ompu

ter

gene

rate

d m

aps)

B9

Kno

wle

dge

of G

IS(G

eogr

aphi

cIn

form

atio

n Sy

stem

s)

B10

Be

com

pete

nt in

com

pute

r sk

ills

B11

Iden

tify

corr

ect

prop

erty

loca

tions

B12

Wri

te te

chni

cal r

epor

tsB

13C

ompl

y w

ith s

afe

prac

tices

B14

Adm

inis

ter

a ba

sic

cont

ract

B15

Com

ply

with

regu

latio

ns

C.

Tak

e In

vent

ory

of R

esou

rces

.

Cl

Rec

ogni

ze p

lant

com

mun

ities

C2

Be

awar

e of

eco

syst

emst

ruct

ure

and

func

tion

C3

Be

awar

e of

the

prin

cipl

es o

f ec

olog

y

C4

Use

com

pute

rs a

ndda

ta r

ecor

ders

C5

Des

ign

effe

ctiv

em

easu

rem

ent s

yste

ms

C6

Inte

rpre

t con

trac

tsC

7R

ecog

nize

soi

l/phy

sica

lqu

aliti

es o

f la

ndsc

ape

C8

Rec

ogni

ze n

oxio

usw

eeds

C9

Col

lect

dat

a fo

rw

ater

shed

ana

lysi

s

C10

Be

awar

e of

bas

icsc

ienc

e pr

inci

ples

*

C11

Wri

te te

chni

cal

repo

rts

C12

Adm

inis

ter

a ba

sic

cont

ract

C13

Com

ply

with

regu

latio

ns

C14

Rea

d to

pogr

aphi

cal

map

s

C15

Use

and

car

e fo

r to

ols

of th

e tr

ade*

* Se

e A

ppen

dix

4 2

Jef

CO

PYA

VA

ILA

BL

E4

3

D.

Be

Com

pete

ntin

Eng

inee

ring

Syst

ems

D1

Be

able

to r

ead

map

s

D2

Com

preh

end

arra

y of

harv

estin

g sy

stem

s

D3

Com

preh

end

tran

spor

tatio

nsy

stem

s

D4

Be

awar

e of

the

vari

ous

uses

of

equi

pmen

t and

cos

ts

D5

Cal

cula

te p

aylo

adlim

its

D6

Des

ign

and

lay

out

harv

est s

yste

ms

D7

Des

ign

a ro

ad

D8

Und

erst

and

basi

chy

drol

ogy

D9

Be

awar

e of

yar

ding

and

load

ing

timbe

rpr

oces

ses

D10

Be

awar

e of

fel

ling

and

buck

ing

prin

cipl

es

DI

1B

e aw

are

of th

e us

esof

roc

ks a

nd o

ther

road

bui

ldin

gm

ater

ials

D12

Wri

te a

bas

ic c

ontr

act

D13

Adm

inis

ter

a ba

sic

cont

ract

D14

Com

ply

with

regu

latio

ns

D15

Rea

d so

ilco

nser

vatio

n m

aps

D16

Dis

tingu

ish

betw

een

how

reg

ulat

ions

rel

ate

and

don'

t rel

ate

D17

Mon

itor

the

impa

cton

the

envi

ronm

ent

D18

Con

vert

fro

m m

etri

cto

sta

ndar

dm

easu

rem

ent

-

D19

Stay

with

in le

gal l

imits

of c

ontr

act l

aw

D20

Rec

ogni

ze u

nsta

ble

soil

cond

ition

s (r

oads

)

D21

Obl

itera

te r

oads

D22

Mai

ntai

n ro

ads

D23

Com

preh

end

basi

cpr

inci

ples

of

fore

stec

onom

ics

D24

Wri

te te

chni

cal

repo

rts

D25

Use

and

car

e fo

r to

ols

of th

e tr

ade*

D26

Adm

inis

ter

a ba

sic

cont

ract

D27

Com

ply

with

regu

latio

ns

E.

Be

Com

pete

ntin

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pute

rSk

ills

El

Perf

orm

ade

quat

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kills

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orm

dat

a en

try

E3

Use

wor

d pr

oces

sing

and

spre

ad s

heet

s

E4

Use

dat

a ta

bles

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Man

age

file

sE

6B

e aw

are

of c

ompu

ter

term

inol

ogy

E7

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dat

a re

cord

ers

E8

Use

GIS

sof

twar

e

F. Dem

onst

rate

Prof

essi

onal

ism

Fl Exh

ibit

good

attit

udes

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awar

e of

bas

icsu

perv

isor

y sk

ills

F3 Be

able

to w

ork

as a

team

mem

ber

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alo

ng w

ith o

ther

peop

le

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onst

rate

goo

dju

dgem

ent

F6 Dem

onst

rate

goo

dpu

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rel

atio

ns a

ndcu

stom

er s

ervi

ce s

kills

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ply

with

prof

essi

onal

and

wor

ket

hics

F8 Lis

ten

for

inst

ruct

ions

and

info

rmat

ion

F9 Wri

te te

chni

cal r

epor

ts

G.

Be

Com

pete

ntin

Silv

icul

ture

G1

Man

age

the

land

scap

e

G2

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awar

e of

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icul

ture

sys

tem

s

03 Be

able

to d

evel

opgo

als

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Tak

e in

vent

ory

(sta

ndex

am)

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Rec

ogni

ze d

isea

ses

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ees

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Tak

e pr

ecis

em

easu

rem

ents

on

the

stan

d pl

ot

07 Ana

lyze

dat

a re

late

d to

goal

s

G8

Pres

ent i

nfor

mat

ion

G9

Impl

emen

t the

dec

isio

nG

10B

e aw

are

ofte

chni

ques

of

silv

icul

ture

*

Gll

Be

awar

e of

nur

sery

optio

ns

G12

Perf

orm

tree

pla

ntin

gG

13B

e aw

are

of y

oung

stan

d m

anip

ulat

ions

G14

Rec

ogni

ze im

port

ance

of s

oils

* Se

e A

ppen

dix

4445

G.

(con

tinue

d)G

15W

rite

tech

nica

lre

port

s

G16

Adm

inis

ter

a ba

sic

cont

ract

G17

Com

ply

with

regu

latio

ns

G18

Rea

d to

pogr

aphi

cal

map

s

G19

Use

and

car

e fo

r to

ols

of th

e tr

ade*

H.

Com

ply

with

Safe

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ctic

es

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ogni

ze a

ndev

alua

te h

azar

dous

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atio

ns

H2

Put c

hain

s on

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ehic

leH

3Pe

rfor

mC

PR/S

urvi

val

trai

ning

H4

Perf

orm

bas

icou

tdoo

rs/s

urvi

val

skill

s

H5

Com

ply

with

OSH

Are

gula

tions

H6

Be

awar

e of

dan

gero

ussi

tuat

ions

I. Perf

orm

Bas

icFi

refi

ghtin

gSk

ills

Il Run

, mai

ntai

n, a

ndre

pair

fir

efig

htin

geq

uipm

ent

12 Obt

ain

a C

DL

13 Be

com

pete

nt in

IC

S

APP

EN

DIX

A3-

Use

and

car

e of

tool

s:B

2-U

se a

nd c

are

of to

ols:

C15

-Use

and

car

e of

tool

s:G

10-T

echn

ique

s of

silv

icul

ture

:G

19-U

se a

nd c

are

of to

ols:

Com

pass

Dat

a re

cord

erC

ompa

ssT

ree

plan

ting

Com

pass

Map

Pock

et c

ompa

ssM

apSi

te p

rep

Map

Ran

gefi

nder

Staf

f co

mpa

ssR

ange

find

erM

echa

nics

Ran

gefi

nder

Las

er to

ols

(cri

teri

on)

Tra

nsit

Las

er to

ols

(cri

teri

on)

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mis

try

Las

er to

ols

(cri

teri

on)

Dia

met

er ta

peT

heod

olite

Dia

met

er ta

peSa

fety

Dia

met

er ta

peSc

ale

stic

kC

linom

eter

Scal

e st

ick

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h bu

rnin

gSc

ale

stic

kB

iltm

ore

stic

kT

ape

(clo

th a

nd s

teel

)B

iltm

ore

stic

kA

war

enes

s of

For

est P

ract

ices

Act

Bilt

mor

e st

ick

Incr

emen

t bor

erE

DM

I (E

lect

roni

c D

ista

nce-

Incr

emen

t bor

erT

hinn

ing

Incr

emen

t bor

erD

ata

reco

rder

Mea

suri

ng I

nstr

umen

ts)

Dat

a re

cord

erSp

acin

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ata

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rder

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e m

easu

reT

ape

mea

sure

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mal

con

tact

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e m

easu

reR

elas

kop

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Lan

d m

easu

rem

ent s

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ms:

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asko

pSt

ate

and

fede

ral r

egul

atio

nsR

elas

kop

Log

ger's

tape

Lat

itude

s an

d de

part

ures

Log

ger's

tape

Wild

life

cons

ider

atio

nsL

ogge

r's ta

pePr

ism

sM

etes

and

bou

nds

Pris

ms

Woo

dy d

ebri

sPr

ism

sC

linom

eter

Rec

tang

ular

gri

d sy

stem

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omet

erSt

ream

nee

dsC

linom

eter

Tow

nshi

pPl

antin

g m

etho

dsR

ange

and

sec

tions

D25

-Use

and

car

e of

tool

s:D

ata

reco

rder

Pock

et c

ompa

ssC

10-B

asic

sci

ence

pri

ncip

les:

Staf

f co

mpa

ssB

iolo

gy (

wild

life

and

fish

)T

rans

itH

ydro

logy

The

odel

iteE

nvir

onm

enta

l Sci

ence

Clin

omet

erSo

ilsT

ape

(clo

th a

nd s

teel

)G

eolo

gyE

DM

I (E

lect

roni

c D

ista

nce-

Mea

suri

ng I

nstr

umen

ts)

4R*

See

App

endi

x

47

GE

OG

RA

PHIC

IN

FOR

MA

TIO

N S

YST

EM

(G

IS)

SPE

CIA

LIS

T: A

sci

entif

ical

ly tr

aine

d, m

ulti-

disc

iplin

ed in

divi

dual

who

appl

ies

soph

istic

ated

com

pute

r ha

rdw

are

and

soft

war

e to

col

lect

, sto

re, r

etri

eve,

pro

cess

and

pre

sent

geo

grap

hic

info

rmat

ion.

Shad

ed b

ox in

dica

tes

that

the

task

app

lies

to m

ore

than

one

dut

y

T A

SKS

-0.-

.A

.D

ata

acqu

isiti

onan

dde

velo

pmen

t

Al

Det

erm

ine

data

need

s/fo

rmat

A2

Det

erm

ine

hard

war

e/so

ftw

are

requ

irem

ents

and

cons

trai

nts

A3

Eva

luat

e so

urce

sA

4C

onta

ct d

ata

orig

inat

or f

orac

quis

ition

A5

Ass

ess

acqu

isiti

on/c

osts

DA

CU

M P

roje

ct: G

IS S

peci

alis

t

Spon

sore

d B

y: G

rays

Har

bor

Col

lege

/NC

SR

Dat

e: A

pril

22, 1

997

Dat

a C

oord

inat

or: D

on S

amue

lson

Dat

a Fa

cilit

ator

: Kri

sta

Mah

an

Dat

a R

ecor

der:

Fre

d W

ood

Pane

l Mem

bers

:K

yle

Bas

trup

, Gra

ys H

arbo

r C

o. C

entz

al S

ervi

ces

Mic

hael

Bis

hopp

, Pac

ific

Co.

Pub

lic W

orks

Dep

tD

avid

Cau

dill,

WA

Dep

t. of

Fis

h an

d W

ildlif

eR

obin

Nel

son,

Pac

ific

Co.

Pub

lic W

orks

Dep

t.Jo

an P

ersi

nger

, Wey

erha

euse

r C

ompa

nyD

on S

aul,

WA

Dep

t. of

Fis

h an

d W

ildlif

eM

ark

G. S

cott,

The

Will

apa

Alli

ance

Mik

e St

amon

, Qui

naul

t Dep

t. of

Nat

ural

Res

ourc

esK

im T

aylo

r, N

orth

wes

t Ind

ian

Fish

erie

sC

omm

issi

onT

im T

ries

ch, G

rays

Har

bor

Reg

iona

l Pla

nnin

gC

omm

issi

onA

ndy

Wils

on, R

ayon

ier

Inc.

Ang

ie W

olle

n, G

rays

Har

bor

Col

lege

Cen

tral

Serv

ices

A6

Coo

rdin

ate

geod

etic

cont

rol p

rior

tom

appi

ng

A7

Cap

ture

spa

tial a

ndat

trib

ute

data

A8

Con

vers

ion

of d

igita

lfo

rmat

s-da

ta a

bstr

actio

n(c

ut, s

impl

ify,

str

etch

,an

d fi

t)

A9

Inte

grat

e da

ta f

rom

vari

ous

sour

ces

into

cons

iste

nt f

orm

at

A 1

0

Ver

ify

cont

ent a

ndsp

atia

l acc

urac

ies

A 1

1

Cre

ate

met

adat

aA

l2L

et u

sers

kno

w th

atda

ta is

ava

ilabl

e

B.

Mai

ntai

n an

dup

date

dat

a

B1

Est

ablis

h th

e da

tacu

stod

ians

hips

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Ass

ess

mai

nten

ance

and

upda

te c

ost

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Dev

elop

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ata

mai

nten

ance

sch

edul

e

B4

Gat

her

data

for

upda

tes

B5 Perf

orm

spa

tial a

ndco

nten

t upd

ates

B6 Ver

ify

that

upd

ates

are

erro

r fr

ee

-

B7

Let

use

rs a

nd d

ata

cust

odia

ns k

now

that

upda

tes

are

com

plet

ed

C.

Pape

rm

appi

ngde

sign

and

deve

lopm

ent

Cl

Def

ine

purp

ose

and

use

of m

aps

C2

Des

ign

layo

utC

3D

eter

min

e ap

prop

riat

esc

ale

C4

Det

erm

ine

appr

opri

ate

font

s an

dco

lors

C5

Rec

ogni

zeca

rtog

raph

icco

nven

tions

C6 Sele

ct p

rope

rm

edia

/out

put d

evic

e

C7

Ack

now

ledg

eco

ntri

buto

rs

C8

Mai

ntai

n in

vent

ory

ofsu

pplie

s

D.

GIS

and

rem

ote

sens

ing

anal

ysis

D1

Com

mun

icat

e w

ithpe

ers

D2

Det

erm

ine

appr

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ate

proj

ectio

ns

D3

Geo

-ref

eren

ce im

ager

yD

4C

lass

ify

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sens

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data

D5

Dev

elop

orth

opho

togr

aphy

4849

D.

(con

tinue

d)D

6Pe

rfor

m s

patia

lda

taba

se q

ueri

es

D7

Perf

orm

vec

tor/

rast

erov

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y an

alys

is

D8

Perf

orm

sta

tistic

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alys

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D9

Perf

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buf

fer

anal

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D10

Perf

orm

net

wor

kan

alys

is (

dyna

mic

segm

enta

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Dll

Rep

ort r

esul

ts

E.

App

licat

ion

deve

lopm

ent

El

Ass

ess

clie

nt n

eeds

E2 Dev

elop

app

licat

ions

to s

impl

ify

and/

orst

anda

rdiz

epr

oced

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E2a

Det

erm

ine

prog

ram

min

g to

ols

requ

ired

to d

evel

opap

plic

atio

ns

E2b

Tes

t app

licat

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perf

orm

ance

E3

Des

ign

appl

icat

ion

E4

Exe

rcis

e qu

ality

con

trol

E5

Supp

ort a

pplic

atio

n

E6

Upd

ate

and

mai

ntai

nap

plic

atio

n

F. Doc

umen

tda

ta

Fl Ass

ess

clie

nt n

eeds

F2 Prod

uce

in-h

ouse

stan

dard

ized

dat

ado

cum

enta

tion

F3 Dis

sem

inat

edo

cum

enta

tion

whe

reap

prop

riat

e

F4 Doc

umen

t spa

tial

and

cont

ent c

hang

es

G.

Dat

abas

ede

sign

G1

Com

mun

icat

e w

ithot

her

data

base

man

ager

s/us

ers

G2

Det

erm

ine

cove

rage

sto

be

man

aged

G3

Sele

ct d

atab

ase

soft

war

e ac

cord

ing

to:

perf

orm

ance

, usa

bilit

y,co

st, m

anag

eabi

lity,

uses

, out

put f

orm

at,..

.

G4

Ass

ist i

n de

fini

ngde

liver

able

s (m

aps,

repo

rts,

...)

G5

Det

erm

ine

data

cons

iste

ncie

s

G6

Def

ine

data

base

tabl

esG

7D

efin

e ke

y fi

elds

G8

Cre

ate

data

dic

tiona

ry

H.

Info

rmat

ion

shar

ing

data

exch

ange

H1

Dev

elop

pol

icy

for

shar

ing

data

H2

Adh

ere

to p

olic

ies

for

shar

ing

and

rece

ivin

g da

ta

H3

Exp

ort d

ata

intr

ansf

erab

le f

orm

at

H4

Impo

rt d

ata

into

exis

ting

GIS

H5

Ver

ify

accu

racy

of

impo

rted

dat

a

I. Tra

inin

g an

ded

ucat

ion

Il Ass

ess

leve

l of

user

'skn

owle

dge

and

need

s; tr

ain

acco

rdin

gly

12 Prov

ide

info

rmat

ion

pres

enta

tions

for

user

s

13 Dev

elop

use

r gu

ides

14 Est

ablis

h an

dm

aint

ain

rem

ote

trai

ning

site

s

15 Dev

elop

trai

ning

appl

icat

ions

and

cour

se m

ater

ials

16 Prov

ide

post

-tra

inin

gsu

ppor

t

17 Dis

sem

inat

ein

form

atio

n th

roug

h a

WE

B s

ite

18 Prom

ote

GIS

use

s

_

J. Proj

ect

man

agem

ent

J1 Det

erm

ine

scop

e of

proj

ect

,.

J2 Def

ine

deliv

erab

les

J3 Det

erm

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reso

urce

need

s (e

quip

men

t,pe

rson

nel,

data

)

J4 Con

form

to p

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yan

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anda

rds

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erm

ine

futu

re u

ses

for

com

plet

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J6 Dev

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timet

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proj

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tinue

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udge

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pers

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J10

Coo

rdin

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tiple

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goin

gac

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Mon

itor

proj

ect

prog

ress

J12

Ver

ify

that

pro

ject

goal

s w

ere

met

J13

Mai

ntai

n pr

ojec

tre

sour

ces

(equ

ipm

ent,

pers

onne

l, da

ta)

K.

Syst

emad

min

istr

atio

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rdw

are/

soft

war

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tegr

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n

K1

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luat

e us

er n

eeds

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ct s

yste

m d

esig

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3D

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plem

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data

base

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k-up

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soft

war

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Opt

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ent

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Mai

ntai

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stem

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ty

K8

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ntai

n pe

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com

pata

bilit

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K9

Mai

ntai

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mpa

tibili

tybe

twee

n sy

stem

com

pone

nts

K10

Mai

ntai

n ne

twor

ksy

stem

Kll

Perf

orm

file

man

agem

ent

K12

Ens

ure

cont

inuo

usso

ftw

are

upgr

ades

K13

Proc

ure

new

tech

nolo

gies

1(14

Com

ply

with

sof

twar

elic

ensi

ng a

gree

men

ts

K15

Mai

ntai

n ha

rdw

are

mai

nten

ance

agre

emen

ts

MO

RE

KN

OW

LE

DG

E A

ND

SK

ILL

S

Kno

wle

dge:

Fore

stry

Bas

ics/

Surv

eyFi

sher

ies

Wild

life

Geo

logy

Geo

grap

hyC

arto

grap

hyU

rban

pla

nnin

gC

ensu

sR

emot

e Se

nsin

gPh

otog

ram

met

ryT

rans

port

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tenc

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twar

ena

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ble

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ting

Eng

inee

ring

Surv

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ogo

CA

DC

ompu

ter

Scie

nce

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rmat

ion

Man

agem

ent

Dat

abas

e D

esig

nSt

atis

tics

Equ

ipm

ent:

CD

-RO

M u

nit

Dat

e re

cord

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Dig

itize

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IS s

oftw

are

GPS

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odem

Ope

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ork

stat

ions

Plot

ters

Prin

ters

Scan

ners

Stor

age

devi

ceSu

rvey

ing

equi

pmen

tT

rans

fera

ble

med

ia

52

Skill

s:O

pera

ting

syst

ems

Dig

ital f

ile m

anag

emen

tN

etw

orki

ng s

yste

ms

Res

earc

h te

chni

cal s

uppo

rtJa

rgon

Plat

form

sho

p ta

lkU

nder

stan

d na

tiona

l doc

umen

tatio

nSt

anda

rds

Con

cern

s an

d Fu

ture

Tre

nds:

Inst

anta

neou

s re

mot

e se

nsin

gD

ata

over

load

Inte

ract

ive

dist

ribu

tion

of d

ata

via

Inte

rnet

Des

peci

aliz

atio

n (m

akin

g G

IS to

oge

nera

lized

)In

tegr

atio

n be

twee

n G

PS a

nd G

ISO

pen

syst

ems

Wor

k B

ehav

iors

:A

naly

tical

Atti

tude

Com

mun

icat

ion

skill

sD

etai

l ori

ente

dD

iver

sifi

ed ta

sks

time

man

agem

ent

Dev

ine

all k

now

ing

Inde

pend

ent w

orke

rM

otiv

ated

Org

aniz

edPo

sitiv

e at

titud

ePr

oble

m s

olvi

ng s

kills

Rel

iabl

e Pu

nctu

alSe

lf-s

tart

erT

eam

pla

yer 53

NA

TU

RA

L R

ESO

UR

CE

S T

EC

HN

ICIA

N: A

sci

entif

ical

ly tr

aine

d, m

ulti-

disc

iplin

ed in

divi

dual

who

app

lies

a va

riet

y of

ski

llsw

hich

fac

ilita

te s

ound

nat

ural

res

ourc

e m

anag

emen

t.

TA

SKS

Shad

ed b

ox in

dica

tes

that

the

task

app

lies

to m

ore

than

one

dut

y

A.

Scie

ntif

icT

rain

ing

Al

Dev

elop

bas

ic m

ath

skill

s, i.

e., d

ivid

e,m

ultip

ly, a

dd a

ndsu

btra

ct

A2

Und

erst

and

basi

cst

atis

tics

A3

Dev

elop

aba

ckgr

ound

inna

tura

l and

phy

sica

lsc

ienc

es

A4

Abi

lity

to u

sesc

ient

ific

met

hods

and

term

inol

ogy

AS

Iden

tify

flor

a an

d fa

una

spec

ies

DA

CU

M P

roje

ct: N

atur

al R

esou

rces

Tec

hnic

ian

Spon

sore

d B

y: G

rays

Har

bor

Col

lege

/NC

SR

Dat

e: J

anua

ry 1

0 &

11,

199

6

Dat

a C

oord

inat

or: D

on S

amue

lson

Dat

a Fa

cilit

ator

: Rob

ert S

. Cla

rk

Dat

a R

ecor

der:

She

ila P

eble

s

Pane

l Mem

bers

:R

andy

Aho

, WA

Dep

t. of

Fis

h an

d W

ildlif

eG

reg

Edw

ards

, Eco

Sys

tem

sD

an G

uy, W

A D

ept.

of F

ish

and

Wild

life

Hol

ly J

acob

son,

Wey

erha

euse

r C

ompa

nyD

an L

ongm

ire,

WA

Dep

t. O

f Fi

sh a

nd W

ildlif

eN

orby

Mac

Mill

an, C

olum

bia

Paci

fic

Res

ourc

eC

onse

rvat

ion

and

Dev

elop

men

tR

andy

McI

ntos

h, W

A D

ept.

of F

ish

and

Wild

life

Mar

k M

obbs

, Qui

naul

t Dep

t. of

Nat

ural

Res

ourc

es-T

imbe

r, F

ish

and

Wild

life

Alle

n Pl

eus,

NW

IFC

Tom

Ros

s, C

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bia

Paci

fic

Res

ourc

eC

onse

rvat

ion

and

Dev

elop

men

tJo

hn T

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Wey

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m W

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, Col

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a Pa

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c R

esou

rce

Con

serv

atio

n an

d D

evel

opm

ent

Lor

na W

ange

, WA

Dep

t. of

Fis

h an

d W

ildlif

eM

ike

Wom

er, S

can-

Am

Fis

h Fa

rms

Dou

g Z

imm

er, U

.S. F

ish

and

Wild

life

Serv

ice

A6

Iden

tify

fish

and

wild

life;

his

tori

cre

leva

nce

A7

Kno

wle

dge

of h

isto

ric

rele

vanc

e of

pas

tpr

actic

es

A8

Abi

lity

to r

esea

rch

info

rmat

ion

A9

Util

ize

and

unde

rsta

nd s

cien

tific

and

mat

hem

atic

alm

odel

ing

A10

Inte

grat

e pr

inci

ples

of

natu

ral r

esou

rce

man

agem

ent

Al 1

Kno

wle

dge

ofpr

inci

ples

of

natu

ral

reso

urce

eco

nom

ics

Al2

Iden

tify

dise

ases

B. Sk

ills

Tra

inin

g

B1

Abi

lity

to u

se F

irst

Aid

and

C.P

.R.

B2

Prac

tice

safe

ope

ratio

nan

d su

rviv

al s

kills

B3

Perf

orm

cal

ibra

tion

proc

edur

es

B4

Rec

eive

equ

ipm

ent

trai

ning

B5

Use

of

basi

c tr

ade

skill

s

B6

Poss

ess

boat

hand

ling

and

seam

ansh

ip s

kills

B7

Rec

eive

sen

sitiv

itytr

aini

ng

B8

Use

of

mat

eria

lsa

fety

dat

a sh

eets

B9 Mai

ntai

n sp

ecia

llic

ense

s (p

estic

ides

,C

DL

)

B10

Gai

n an

und

erst

andi

ngof

fir

e be

havi

or

B11

Rec

eive

fac

ilita

tion

iTai

ning

B12

Abi

lity

to w

rite

gra

nts,

be a

war

e of

pro

prie

ty

B13

Poss

ess

basi

c m

edia

skill

s

B14

Ope

rate

ele

ctro

nic

hand

-hel

d da

tare

cord

ers

B15

Use

equ

ipm

ent

man

uals

B16

Abi

lity

to s

peak

on

two-

way

rad

io

B17

Ope

rate

a c

ompu

ter

(com

pute

r lit

erac

y)

B18

Wri

ting

skill

s(r

epor

ts, a

rtic

les)

B19

Ope

rate

sta

ndar

dof

fice

equ

ipm

ent

B20

Dev

elop

pub

licsp

eaki

ng s

kills

5455

C.

Dat

a C

olle

ctio

nA

naly

sis

Cl

Use

com

mon

sen

seC

2W

rite

goo

d fi

eld

note

sC

3C

onsu

lt w

ithst

atis

ticia

n

C4

Des

ign

and

cond

uct

pilo

t stu

dies

C5

Cre

ate

sam

ple

desi

gnC

6E

stab

lish

base

line

cond

ition

s

C7

Prep

are

for

data

colle

ctio

n

C8

Col

lect

accu

rate

/legi

ble

data

C9

Mon

itor

qual

ity o

f da

taco

llect

ion

C10

Mai

ntai

n sa

mpl

ing

prot

ocol

C11

Con

duct

qua

lity

cont

rol (

repl

icat

esu

rvey

s, e

tc.)

C12

Cre

ate

a da

ta tr

acki

ngch

eck

list

C13

Cre

ate

a da

ta b

ase

C14

Cre

ate

a da

tam

anag

emen

t sys

tem

C15

Ent

er d

ata

into

com

pute

r ac

cura

tely

C16

Cre

ate

a ba

ckup

file

C17

Che

ck f

or e

rror

sC

18C

orre

ct e

rror

sC

19O

rgan

ize

data

for

acce

ssib

ility

C20

Che

ck a

naly

sis

agai

nst

hypo

thes

is

C21

Inte

rpre

t and

app

lyre

sults

C22

Det

erm

ine

rele

vanc

eof

dat

a

C23

Wri

te a

rep

ort

C24

Rep

ort f

indi

ngs

C25

Prov

ide

sugg

estio

nsfo

r im

prov

emen

t

C26

Obs

erve

/saf

egua

rdco

nfid

entia

lity

and

prop

riet

ary

info

rmat

ion

C27

Inte

grat

e pr

inci

ples

of

timbe

r, f

ish

and

wat

erm

anag

emen

t

C28

Arc

hive

dat

a

D.

Fiel

d W

ork

D1

Wor

k in

depe

nden

tlyD

2Id

entif

y fi

sh, p

lant

, and

wild

life

spec

ies

D3

Rea

d an

d in

terp

ret

map

s an

d ph

otos

D4

Perf

orm

sur

veys

(env

iron

men

tal,

stre

am, u

pslo

pe, i

nst

ream

)

D5

Acq

uire

tres

pass

auth

oriz

atio

n

D6

Acc

urat

ely

loca

tesa

mpl

e si

te

D7

Ope

rate

a c

ompu

ter

D8

Che

ck p

reci

sion

of

inst

rum

ents

D9

Kno

w e

quip

men

t(l

ogis

tics)

D10

Ope

rate

equ

ipm

ent

D1

1M

aint

ain

equi

pmen

tD

12U

nder

stan

ding

of

perm

it pr

oces

s

D13

Poss

ess

regu

lato

rypr

oces

s fa

mili

arity

D14

Part

icip

ate

in m

ulti-

inte

rest

rev

iew

of

proj

ects

D15

Prac

tice

publ

icre

latio

ns w

ith la

ndow

ners

D16

Dev

elop

a q

ualit

yas

sura

nce

plan

D17

Con

duct

wat

erqu

ality

sam

plin

g

,

D18

Con

duct

bio

logi

cal

sam

plin

g

D19

Sam

ple

fish

and

wild

life

harv

ests

D20

Inte

rpre

t and

app

lyin

form

atio

n to

fie

ldw

ork

D21

Impl

emen

t hab

itat

rest

orat

ion

proj

ects

(fis

h, w

ildlif

e, p

lant

s)

D22

App

ly b

io-

engi

neer

ing

tech

niqu

es

D23

Del

inea

te e

colo

gica

llyse

nsiti

ve a

reas

(R

M2)

D24

Obs

erve

nee

d fo

rfo

rest

roa

dm

aint

enan

ce

, D25

. Mai

nten

ance

of

fore

sti r

oads

D26

Cal

cula

te tr

ee d

ensi

tyD

27Pe

rfor

m ti

mbe

r cr

uise

D28

Mar

k bo

unda

ries

D29

Perf

orm

pos

t-lo

ggin

g ut

iliza

tion

surv

ey

D30

Prop

agat

e pl

ants

D31

Gro

w a

nd m

anag

efi

sh s

tock

s

D32

Perf

orm

rem

ote

site

spaw

ning

D33

Wor

k w

ith a

ndun

ders

tand

hat

cher

ypr

actic

es

D34

Mai

ntai

n w

ater

sup

ply

D35

Perf

orm

fac

ility

mai

nten

ance

D36

Use

test

equ

ipm

ent

D37

Mak

e de

cisi

ons

in th

efi

eld

D38

Kno

w w

hen

to c

all a

prof

essi

onal

/sp

ecia

list

D39

App

ly p

resc

ript

ions

E.

Tea

mw

ork

El

Kno

w "

Tog

ethe

rE

very

one

Acc

ompl

ishe

sM

ore"

(T

EA

M)

appr

oach

E2

Res

pect

oth

ers

E3

Com

mun

icat

eE

4Su

ppor

t obj

ectiv

es o

fjo

b, p

roje

ct, e

tc.

ES Con

trib

ute

to te

amef

fect

iven

ess

E6

Wor

k as

a te

amm

embe

r

E7

Acc

ompl

ish

fair

sha

reof

pro

ject

E8

Wor

k as

a te

amm

embe

r

E9

Dev

elop

lead

ersh

ipsk

ills

E10

Enc

oura

gein

put/i

nvol

vem

ent

Ell

Hav

e fu

n!

F. Com

mun

icat

ion

Fl Bas

ic u

nder

stan

ding

of E

nglis

h la

ngua

ge

F2 Abi

lity

to u

se E

nglis

hla

ngua

ge

F3 App

ly li

sten

ing

skill

s

F4 Prac

tice

basi

cm

anne

rs

F5 Prac

tice

tele

phon

epr

otoc

ol

F6 Prac

tice

inte

rper

sona

lsk

ills

F7 Cre

ate

a sa

feen

viro

nmen

t for

disc

ussi

on

F8 Ack

now

ledg

e lim

itsof

res

pons

ibili

ty

F9 Und

erst

and

and

use

chai

n of

com

man

d

F10

Use

app

ropr

iate

chan

nels

(m

etho

ds)

of c

omm

unic

atio

n

Fl 1

Dev

elop

cle

argo

als/

obje

ctiv

es

F12

Cla

rify

set

goa

lsF1

3A

pply

pos

itive

rein

forc

emen

t whe

nap

plic

able

F14

Prac

tice

cons

truc

tive

criti

cism

F15

Def

ine

prob

lem

san

d of

fer

solu

tions

F16

Prac

tice

criti

cal

thin

king

F17

Poss

ess

a se

nse

ofhu

mor

F18

Use

two-

way

com

mun

icat

ion

F19

Con

vey

mis

take

s an

dpr

oble

ms

F20

Mai

ntai

ndo

cum

enta

tion

F21

Ask

que

stio

ns

F22

Mai

ntai

n a

posi

tive

attit

ude

F23

Poss

ess

job

appr

ecia

tion

F24

Inte

rpre

t sci

entif

icda

ta in

to la

y te

rms

F25

Abi

lity

to s

peak

infr

ont o

f a

grou

p

F26

Abi

lity

to b

e a

sale

sper

son

F27

Prov

ide

trai

ning

toot

hers

G.

Off

ice

Man

agem

ent

G1

Follo

w a

genc

y or

com

pany

polic

y/pr

oced

ure

G2

Be

awar

e of

and

use

orga

niza

tiona

lre

sour

ces

G3

Poss

ess

time

man

agem

ent/

orga

niza

tiona

l ski

lls

G4

Poss

ess

conf

fict

reso

lutio

n an

dne

gotia

tion

skill

s

G5

Prac

tice

empa

thy

G6

Dis

play

key

boar

ding

skill

s

G7

Cre

ate

and

mai

ntai

n a

file

sys

tem

(pa

per

and

com

pute

r)

G8

Abi

lity

to u

se/le

arn

wor

d pr

oces

sing

,sp

read

she

et, a

ndda

ta b

ase

soft

war

e

G9

Abi

lity

to u

se/le

arn

spec

ializ

ed s

oftw

are

G10

Dev

elop

and

trac

kbu

dget

s

H. Car

eer

Plan

ning

H1

Poss

ess

awar

enes

sof

job

mar

ket

H2

Exa

min

e m

arke

top

port

uniti

es

H3

Poss

ess

polit

ical

awar

enes

s

H4

App

reci

ate

stru

ctur

eof

fun

ding

sou

rce

H5

Ove

rvie

w o

f ex

istin

gag

enci

es

H6

Dev

elop

entr

epre

neur

ial s

kills

H7

Dev

elop

job

sear

chsk

ills

H8

Con

tinue

edu

catio

n

5 8

BE

ST

CO

PY

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AIL

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iene

)

12 Exh

ibit

com

mon

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tesy

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itive

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ket

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rper

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aint

ain

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spi

rit

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erve

/saf

egua

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nfid

entia

lity

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riet

ary

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rmat

ion

16 Prac

tice

posi

tive

sens

itivi

ty in

reg

ards

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l aw

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ess

(eth

ic, g

ende

r, r

acia

l)

17 Poss

ess

a kn

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g of

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al h

isto

ry a

nd is

sues

18 Res

pect

oth

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enci

es

19 Res

pect

soc

ial a

ndpo

litic

al p

ositi

on o

fot

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Poss

ess

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lop

lead

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ip s

kills

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void

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enci

es

J5 Com

mun

icat

e po

licie

san

d/or

pro

cedu

res

toth

e pu

blic

J6 Be

awar

e of

the

impa

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act

ions

J7 Rec

ogni

ze $

$$co

nseq

uenc

e of

act

ions

J8 Be

awar

e of

peo

ple

repr

esen

ted

J9 Rep

ort b

ack

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perv

isor

con

tact

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J10

Rec

ogni

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deve

lopi

ng p

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emto

a s

uper

viso

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J11

Kno

w w

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ecia

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J12

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ent

J14

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lve

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ic

J15

Mak

e pu

blic

pres

enta

tions

NA

TU

RA

L R

ESO

UR

CE

S T

EC

HN

ICIA

N: A

sci

entif

ical

ly tr

aine

d, m

ulti-

disc

iplin

ed in

divi

dual

who

app

lies

a va

riet

y of

ski

llsw

hich

fac

ilita

te s

ound

nat

ural

res

ourc

e m

anag

emen

t.

TA

SKS

A.

Hab

itat

Man

agem

ent

Al

Col

lect

wat

ersa

mpl

es

A2

Col

lect

soi

l sam

ples

A3

Perf

orm

str

eam

surv

ey

A4

Des

ign

& la

yout

of

extr

activ

e pr

oces

ses

A5

Des

ign

mon

itori

ngpr

ojec

tsD

AC

UM

Pro

ject

:N

atur

al R

esou

rce

Tec

hnic

ian

Spon

sore

d B

y: W

este

rn C

ente

r fo

r C

omm

unity

Col

lege

Dev

elop

men

t/Ore

gon

Stat

e U

nive

rsity

/N

CSR

Dat

e: D

ecem

ber

4, 1

997

Dat

a Fa

cilit

ator

s:L

este

r R

eed

Ore

gon

Stat

e U

nive

rsity

Fred

Woo

dW

alla

Wal

la C

omm

. Col

lege

Pane

l Mem

bers

:G

ary

Gal

ovic

h, O

rego

n D

ept.

Fish

& W

ildlif

eSc

ott H

opki

ns, B

urea

u of

Lan

d M

anag

emen

tR

ob W

essb

erg,

Will

amet

te M

issi

on S

tate

Par

kT

om W

orce

ster

, Fis

heri

es D

epar

tmen

t,M

t. H

ood

Com

mun

ity C

olle

geH

ank

Wuj

cik,

Pub

lic W

orks

Dep

artm

ent,

City

of

Sale

m, O

R

A6

Mon

itor

extr

activ

epr

oces

ses

A7

Con

duct

hab

itat

rest

orat

ion

proj

ects

A8

Con

duct

hab

itat

surv

eys

A9

Ens

ure

regu

lato

ryco

nfor

man

ce

A10

Ass

ess

impa

cts

ofla

nd u

se

Al 1

Con

duct

veg

etat

ion

surv

ey

Al2

Mai

ntai

n eq

uipm

ent

A13

Prep

are

sam

ple

for

test

ing

A14

Ana

lyze

col

lect

edsa

mpl

es

A15

Col

lect

veg

etat

ion

sam

ples

B. Man

age

Fish

&W

ildlif

e

Bl

Rev

iew

fis

h an

dw

ildlif

e re

stor

atio

npr

ojec

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Con

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B3

Col

lect

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B4

Mai

ntai

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cess

for

cons

umpt

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ive

use

B5 Insu

re r

egul

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nfor

man

ce

B6

Mai

ntai

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cilit

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such

as

fish

ladd

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& p

assa

ges

B7 Con

stru

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acili

ties

B8

Des

ign

mon

itori

ngpr

ojec

ts

B9

Con

duct

inve

rteb

rate

surv

eys

B10

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duct

wild

life

cultu

re a

ctiv

ities

B11

Con

duct

wild

life

surv

eys

B12

Mai

ntai

n eq

uipm

ent

B13

Con

duct

fis

h su

rvey

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C.

Dat

aM

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Cl

Ent

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a

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C7

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app

licat

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D.

Pres

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otec

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s

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lect

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tori

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data

D2

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hab

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ts

D3

Res

tore

res

ourc

efu

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D4

Pres

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res

ourc

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nditi

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D5

Pres

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aes

thet

ics

6 3

E.

Com

mun

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elat

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El

Res

pond

to p

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com

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Inco

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E3

Mak

e pu

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pres

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tions

and

disp

lays

E5

Res

pond

to p

ublic

inqu

irie

s

E6 Su

perv

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yout

h pr

ojec

tsE

7M

aint

ain

part

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hips

E8

Prov

ide

tech

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sist

ance

tola

ndow

ners

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Prep

are

publ

icdo

cum

ents

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Con

duct

and

faci

litat

e st

ake

hold

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mee

tings

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info

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lm

ater

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litat

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land

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orce

reg

ulat

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F8 Ass

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ando

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ith la

ndm

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emen

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ns

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boun

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pert

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es

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RE

KN

OW

LE

DG

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ND

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ILL

S

Kno

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Rea

d a

map

Com

mun

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Wri

te in

sta

ndar

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hO

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ompe

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inte

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omet

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term

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Geo

logy

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ldin

g/E

quip

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hani

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Ope

rate

4-w

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ff-r

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cles

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ipm

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ools

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wer

tool

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ap a

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dve

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ters

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ord

proc

essi

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spre

adsh

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Geo

grap

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Info

rmat

ion

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ems

Ele

ctro

shoc

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ocul

ars

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d to

ols

Fire

arm

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roun

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sitio

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sat

ellit

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atio

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ange

fin

der

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ps a

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ets

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met

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elem

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equ

ipm

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udio

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ipm

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andh

eld

radi

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amer

asW

ater

qua

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sam

plin

g/te

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g ge

arFo

rest

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Wor

k B

ehav

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:Pu

nctu

ality

Wor

k in

depe

nden

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elia

ble

Mot

ivat

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eam

pla

yer

Kno

w w

hen

to a

sk q

uest

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Prof

essi

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app

eara

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Will

ing

to w

ork

in a

dver

seco

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Will

ing

to w

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long

/odd

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illin

g to

vol

unte

erG

ood

inte

rper

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l ski

llsL

ifel

ong

lear

ner

Will

ingn

ess

to tr

avel

Flex

ible

Unb

iase

d an

d ac

cura

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tegr

ity

65

RE

SOU

RC

E E

CO

LO

GIS

T T

EC

HN

ICIA

N: A

sci

entif

ical

ly tr

aine

d, m

ulti-

disc

iplin

ed in

divi

dual

who

app

lies

a va

riet

y of

ski

llsw

hich

fac

ilita

te s

ound

man

agem

ent p

ract

ices

in A

gric

ultu

re, N

atur

al R

esou

rces

and

Orn

amen

tal H

ortic

ultu

re.

TA

SKS

>>

>>

>O

o,-

"--

A.

Dem

onst

rate

Com

mun

icat

ion

Proc

esse

s

A 1 App

ly in

ter-

pers

onal

ski

lls

A2

Be

a cr

eativ

e pr

oble

mso

lver

A3

Perf

orm

eff

ectiv

ew

ritin

g sk

ills

A4

Be

able

to im

plem

ent

conf

lict r

esol

utio

nte

chni

ques

A5

Be

able

to te

ach

ortr

ain

cow

orke

rsD

AC

UM

Pro

ject

:R

esou

rce

Eco

logi

stT

echn

icia

n

Spon

sore

d B

y: S

hast

a C

olle

ge/N

CSR

Dat

e: J

anua

ry 1

2, 1

996

Dat

a Fa

cilit

ator

: Ron

Whe

adon

Dat

a R

ecor

der:

Fra

ncis

Duc

hi

Pane

l Mem

bers

:C

athy

Bar

tels

, Far

m C

redi

t Ser

vice

sSa

ndra

Dup

ret,

Tri

nity

Cou

nty

Res

ourc

eC

onve

rsat

ion

Dis

tric

tB

ill E

iler,

Eile

r R

anch

esJe

anea

n Fa

lletti

, Tur

tle B

ay P

ark

and

Mus

eum

Rob

ert F

razi

er, U

SFS

Stan

Gor

den,

Sha

sta

Col

lege

Tho

mas

Jor

dan,

Sha

sta

Cou

nty

Opp

ortu

nity

Ctr

.C

indi

Juh

asz,

U.S

. Bur

eau

of R

ecla

mat

ion

Van

za R

isin

g-Sm

ith, C

alif

orni

a D

ept.

ofT

rans

port

atio

nSh

elly

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ltenb

erg,

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l Riv

er F

eed

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eR

oxan

ne T

urko

vich

, Car

ter

Hou

se N

atur

alSc

ienc

e M

useu

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inda

Wea

ver,

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ifor

nia

Dep

t. of

Fish

and

Gam

e/A

dopt

-a-W

ater

shed

A6

Be

able

to a

ddre

ss a

grou

p co

nfid

ently

and

pers

uasi

vely

A7

Part

icip

ate

in p

oliti

cal

proc

esse

s

A8

Be

able

to p

erfo

rman

d m

odel

lead

ersh

ipsk

ills

A9

Be

able

to p

erfo

rmpu

blic

spe

akin

g sk

ills

A10

Be

able

toed

ucat

e/en

light

enpu

blic

A 1

1

Cul

tivat

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rshi

ps;

netw

ork

Al2

Rec

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zest

eps/

proc

edur

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reac

h go

als

A13

Be

able

to te

ach

real

istic

, obt

aina

ble

goal

s

A14

Be

able

to in

terp

ret

A15

Be

able

tode

mon

stra

teap

prop

riat

eas

sert

iven

ess

A16

Be

able

to s

hare

succ

essf

ul o

run

succ

essf

ultr

eatm

ents

or

proc

esse

s

A17

Be

able

to p

rese

ntin

form

atio

n

A18

Be

able

to c

onta

ctR

esou

rce

agen

cies

A19

Be

able

to w

ork

with

expe

rts

in s

peci

alfi

elds

A20

Be

able

to w

ork

with

dive

rse

popu

latio

ns

A21

Dem

onst

rate

effe

ctiv

e in

terv

iew

skill

s

A22

Be

able

to f

ollo

wdi

rect

ions

A23

Be

able

to m

arke

tpr

oduc

t kno

wle

dge

B.

Dem

onst

rate

aPr

ofes

sion

alD

emea

nor

B1

Und

erst

and

cust

oms/

prac

tices

of

diff

eren

t cul

ture

s

B2

Be

will

ing

to w

ork

with

div

ersi

ty

B3

Be

able

to in

terp

ret

rule

s/re

gula

tions

pert

aini

ng to

pers

onne

l

B4

Be

able

to k

eep

upw

ith te

chno

logy

B5

Be

able

to in

terp

ret

and

follo

wE

nvir

onm

enta

lL

aws/

Reg

ulat

ions

B6

Be

flex

ible

B7

Be

able

to m

arke

tpr

oduc

t kno

wle

dge

B8

Be

able

to d

evel

op a

prof

essi

onal

res

ume

B9

Be

able

to p

erfo

rmem

ploy

ee e

valu

atio

ns

B10

Be

able

tode

mon

stra

te e

ffec

tive

inte

rvie

w s

kills

B11

Do

a se

lf-e

valu

atio

nB

12M

odel

lead

ersh

ipsk

ills

B13

Be

awar

e of

car

eer

oppo

rtun

ities

and

limita

tions

B14

Be

a se

lf-s

tart

er; b

epr

oduc

tive

B15

Rec

ogni

ze y

our

limita

tions

EsE

sT C

OPY

AV

AII

-Ri

67

B.

(con

tinue

d)B

16In

spir

e ot

hers

B17

Follo

w th

roug

h on

com

mitm

ents

B18

Follo

w d

irec

tions

B19

Wor

k un

assi

sted

B20

Dem

onst

rate

a g

ood

wor

k et

hic

B21

Wor

k w

ith li

ttle

or n

osu

perv

isio

n

B22

Rec

ogni

ze th

e ab

ility

of

disa

bled

pop

ulat

ions

B23

Rea

d pe

riod

ical

san

d pr

ofes

sion

aljo

urna

ls

B24

Be

invo

lved

inpr

ofes

sion

alor

gani

zatio

ns a

ndsu

ppor

t gro

ups

B25

Dev

elop

par

tner

ship

sB

26Pe

rfor

m e

ffec

tive

wri

ting

skill

s

B27

Dre

ss a

ppro

pria

tely

with

saf

ety

and

utili

tyin

min

d

B28

Rec

ogni

ze th

elim

itatio

ns o

f ot

hers

C.

Dem

onst

rate

Eff

ectiv

eB

usin

ess

and

Fina

ncia

lPr

oces

ses

Cl

App

ly e

ffec

tive

plan

ning

ski

lls

C2

Dem

onst

rate

orga

niza

tiona

l ski

lls

C3

Ope

rate

com

pute

rsC

4O

pera

te o

ffic

em

achi

nes

C5

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luat

e co

mpe

titor

sC

6Id

entif

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ospe

ctiv

ecu

stom

ers

C7

Det

erm

ine

if y

ou a

reab

le to

mee

t cus

tom

erne

eds

C8

Be

able

to q

ualif

ycu

stom

ers

C9

Dem

onst

rate

tim

em

anag

emen

t

C10

Dev

elop

and

mon

itor

budg

ets

Cll

Be

able

to d

ofo

reca

stin

g

C12

Dev

elop

a b

usin

ess

plan

C13

Rea

d an

d in

terp

ret a

fina

ncia

l pla

n

C14

Inte

rpre

t tax

law

s

C15

Initi

ate

empl

oyee

safe

ty tr

aini

ng

C16

Perf

orm

eff

ectiv

epe

rson

nel

man

agem

ent

C17

Be

able

to a

pply

for

alo

an

C18

Col

lect

dat

aC

19In

terp

ret d

ata

C20

Kee

p up

with

tech

nolo

gy

C21

Mar

ket p

rodu

ctkn

owle

dge

C22

App

ly b

asic

mat

hsk

ills

C23

Util

ize

acco

untin

g an

dbo

okke

epin

g sk

ills

D.

Eva

luat

e,M

onito

r,M

aint

ain

and

Impr

ove

the

Eco

syst

em

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Cal

ibra

te; u

se,

repa

ir a

nd m

aint

ain

equi

pmen

t

D2

Ana

lyze

wea

ther

patte

rns

D3

Ana

lyze

soi

lD

4A

naly

ze w

ater

cyc

les

D5

Ana

lyze

pla

ntch

arac

teri

stic

s

D6

Rec

ogni

ze to

xic

situ

atio

ns

D7

Perf

orm

eco

logi

cal

asse

ssm

ents

D8

Col

lect

fie

ldsp

ecim

ens

D9

Prev

ent t

oxic

bui

ldup

D10

Util

ize

info

rmat

ion

from

res

ourc

eag

enci

es

Dll

Wor

k w

ith e

xper

ts in

spec

ial f

ield

s

D12

Col

lect

dat

aD

13B

e ab

le to

rea

d an

dcr

eate

map

s

D14

Use

GIS

D15

Ope

rate

/und

erst

and

GPS

/GIS

D16

App

ly b

asic

sur

veyi

ngsk

ills

D17

Ana

lyze

/bal

ance

life

cycl

es a

nd e

nerg

yfl

ows

D18

Ana

lyze

air

qua

lity

D19

Ana

lyze

the

chem

istr

yre

latio

nshi

p in

plan

ts/s

oil/

envi

ronm

ent

D20

Ope

rate

CA

DD

21R

ead

Nat

ural

Res

ourc

eIn

dica

tors

D22

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lyze

wild

life/

lives

tock

D23

Kno

w g

eolo

gica

lim

pact

s

D24

App

ly a

ltern

ativ

em

etho

ds o

f pe

stco

ntro

l

D25

Kno

w e

cosy

stem

sD

26U

tiliz

e re

stor

atio

nte

chni

ques

D27

Rec

ogni

zepe

sts/

dise

ases

D28

Pres

crib

e tr

eatm

ents

for

pest

/dis

ease

s

I

69

D.

(con

tinue

d)D

29U

se I

nteg

rate

d Pe

stM

anag

emen

t ski

lls

D30

Util

ize

evap

otra

nspi

ratio

nda

ta

E. Perf

orm

Eff

ectiv

eR

esea

rch

Proc

esse

s

El

Exp

lain

suc

cess

ful

or u

nsuc

cess

ful

trea

tmen

ts o

rpr

oces

ses

E2

Wor

k w

ithin

atim

elin

e

E3 Su

rviv

e in

adv

erse

outd

oor

envi

ronm

ents

E4

Be

able

to d

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