Technical, Non-technical, and Other Skills Needed by Canadian Mining, Petroleum and Public Sector Organizations
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Events of the last decade have forced Canada's geoscience community to restructure, refocus on core businesses, and devise new strategies. These require new technologies to replace the old. Using 1996-1997 data collected from 21 large mining and oil companies and five public sector organizations, the author identifies, assesses, and ranks about 150 geoscience sub-disciplines, computer skills, non-technical and soft skills, and also evaluates mathematics, language, and business requirements. Geoscience skills comprise about 50% of the entire skill profile. Computer skills (16%) are highly transferable to alternative careers. Non-technical and soft skills (34%) are also essential. The teaching-learning process develops some non-technical and soft skills although many of them seem to be innate. Although students and alumni wanted more language education at university, executives seemed lukewarm to language skills. Most respondents wanted some business education to be included in curricula: so did alumni and students. New external forces now influence education and recruiting. These include a more sophisticated and global recruiting process and an expectation that recruits have higher qualifications and industry-related work experience. The need for all geoscience stakeholders to work together in the preparation of young geoscientists has become essential. Resume Les evenements de la derniere decennie ont force la communaute geoscientifique a se redefinir et a recentrer son attention sur les activites essentielles ainsi qu'a convenir de nouvelles strategies. Cela necessite la mise au point de nouvelles technologies qui remplacent les anciennes. A partir des donnees recueillies de 1996 a 1997 aupres de 21 grandes societes minieres ou petrolieres et de cinq organismes du secteur public, l'auteur definit, evalue et classe environ 150 sous-disciplines, competences informatiques, connaissances generales et non-techniques, et evalue l'importance relative des exigences en mathematiques, en langue et en commerce. Les competences geoscientifiques constituent environ 50 % du profil complet des competences requises. Les competences informatiques (16 %) sont directement applicables en cas de reorientations de carriere. Les competences generales et non techniques sont egalement jugees essentielles. L'apprentissage formel permet d'acquerir certaines competences generales et non-techniques, mais nombre d'entres-elles semblent etre innees. Alors que les etudiants actuels et les anciens considerent qu'il faudrait augmenter la formation en langue a l'universite, les dirigeants d'entreprise semblaient plus reserves en la matiere. La majorite des repondants consideraient que le programme d'enseignement devrait etre constitue d'une certaine proportion de connaissances commerciales, et les etudiants actuels et anciens etaient d'accord. De nos jours, des forces nouvelles influent sur l'education et le recrutement. Ainsi, le recrutement est maintenant un processus plus elabore et plus global, et l'on s'attend a ce que les recrues soient plus qualifiees et qu'elles possedent une experience pertinente. Il est maintenant evident que tous les parties interessees devront travailler de concert afin de mieux preparer les jeunes geoscientifiques.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it