Understanding and Predicting Changes in the Workforce
For Ocean Sciences, Technology, & Operations
Deidre Sullivan (PI)
Marine Advanced Technology Education (MATE) Center
Tom Murphree (PI) and Leslie Rosenfeld (PI)
Naval Postgraduate School
www.marinetech.org/OSTO
Co- PIs
Lisa Campbell, Texas A&M University
Sharon Franks, Scripps Institution of Oceanography
Bruce Gilman, Marine Technology Society
Janice McDonnell, Rutgers University
Drew Michel, ROV Technologies, Inc.
Cheryl Peach, Scripps Institution of Oceanography
Sponsors National Oceanographic Partnership Program
ONR, NOAA, NASA, MMS
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Certification for
Oceanographic Professionals:
A Needs Assessment Study
Leslie Rosenfeld, Deidre Sullivan, and Tom Murphree
Marine Advanced Technology Education (MATE) Center
http://marinetech.org/cpop/
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Goals of OSTO Workforce Project
1. Produce a more complete description of the present state of the
ocean science, technology, and operations (OSTO) workforce
2. Anticipate future developments in this workforce
3. Characterize the educational programs that will be needed to
respond to those developments
Focus:
1. Workforce for current and future OOS.
2. Related sectors of ocean economy with similar knowledge and
skill sets (KSS), such as:
MATE
a.
b.
c.
d.
e.
f.
Oil and gas industry
Telecommunications
Instrument Development
Hydrographic surveying
Ocean engineering
Basic and applied research
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MBARI
Major Project Objectives
Objective 1: Characterize current workforce in support of OOS
 OOS surveys
Objective 2: Characterize the current workforce in support of
OSTO arenas that are similar to the OOS arena.
 OSTO surveys, government interviews, focus groups
Objective 3. Identify the types of information and support
required to monitor the OSTO workforce in the future.
 OSTO workforce workshop
Objective 4: Identify education and training practices that
effectively address current and anticipated OSTO workforce
needs.
 OSTO workforce workshop
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Key Questions
1. What workforce will be needed to support the
maintenance and expansion of ocean observing,
analysis, and forecasting systems and which sectors
of the marine economy will OOS be competing with
for workers?
2. For what OSTO occupations is it hardest to find
qualified workers?
3. In what knowledge and skill sets are applicants for
OSTO positions most deficient?
4. How important is it to monitor the OSTO workforce?
5. What educational practices are most effective at
preparing students for the OSTO workforce?
6. What do we need to do now to help ensure that we
have the OSTO, and the OOS, workforce we need in
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the future?
Data Collection for OSTO Workforce Project
1. Data obtained via:
1. DOL databases
2. Commercial databases
3. Employer human resources databases
4. Senior manager surveys
5. Senior manager interviews
2. Data collected from:
a. Government agencies (e.g., NOAA, MMS, NASA,
Navy, state, local)
b. Universities and research labs
c. Businesses
d. Total of 400+ organizations representing 25,000+
workers
MATE
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Sources of Workforce Data
U.S. Department of Labor monitors:
1.


2.
12 million employers - total for all sectors of economy
North American Industry Classification System (NAICS)
120 million workers - total for all sectors of economy
Occupation Employment Statistic (OES)
DOL data lumps most ocean occupations with
other related occupations.
e.g. Oceanographers are grouped with geologists
e.g. Marine biologists are grouped with biologists
e.g. ROV techs are grouped with electronics techs
3.
Most non-DOL studies are limited in relevant
occupations/businesses or geographic regions
considered
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MATE
Computer Software Engineers, Application Developers
U.S. Department of Labor Data (2006)
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MATE
Occupations in Support of OSTO
A. Design, Operation, and
Maintenance of Facilities,
Platforms, and Instrumentation
A1 - Divers and support personnel
A2 - Engineer – Electrical
A3 - Engineer – Mechanical
A4 - Engineer – Structural
A5 - Engineer – Petroleum
A6 - Engineer – Other
A7 - Machinist/Welder
A8 - Ship Officer
A9 - Ship Crew
A10- Technician – Electronics
A11 - Technician – Mechanical
A12 - Technician - Other
B. Analysis, Modeling, and
Forecasting
B1 - Scientist - Biological
B2 - Scientist - Chemical
B4 - Scientist - Geologist/Geophysics
B5 - Scientist - Meteorologist
B6 - Scientist - Physical Oceanographer
B7 - Environmental Modeler/Forecaster
B7 – Mathematician, Statistician
B8 - GIS Analyst/Technician
B9 - Remote Sensing Analyst/Technician
B10 – Social Scientist, Economist
B11-16 Science Technicians (5)
A13 - UW vehicle pilot/technician
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Occupations in support of OSTO
(continued)
C. Data and Information
Management
C1 - Computer Programmer
C2 - Computer Software Engineer
C3 - Database Administrator
C4 - Information Technology Manager
D. Education, Outreach, and
Applications
D1 - Communications / PR
Professional
D2 - Education/Outreach Specialist
C5 - Network Systems Analyst
C6 – Web Developer
E. Project Planning and
Management
E1 - Project/Program Manager
E2 - Resource Manager
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MATE
Prior Studies – MATE Center 2000
(Focused on Technicians, surveyed 161 employers)
1. Working conditions and remote work settings make
recruitment and retention difficult.
2. Positions most difficult to fill require KSS in electronics.
3. Technicians with Navy education and experience
especially sought after.
4. High school and college preparation in math, science, and
technology inadequate for employer needs.
5. Many employers provide supplemental education and
training.
6. Recruitment problems acute in: (a) ROV design,
development, and operation; (b) hydrographic surveying.
7. Many OSTO employers compete for workers with IT
employers.
8. Research and environmental management employers find
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it difficult to compete with oil and gas employers.
MATE
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MATE
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MATE
Goal 1 Breakout Group Questions
1.
What are the greatest OSTO workforce
challenges?
2.
For which occupations is it most difficult to hire
qualified applicants?
3.
For what occupations are there problems with
oversupply, retention, work conditions, lack of
skills/education, obsolescence, losing skilled
and experienced workers due to uncertain or
intermittent funding,…?
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MATE