WMO Job Competencies Strategy WMO; Education and Training Programme

Responses to ETR Office survey WMO Regional Response Total Members in Region Number of Responses “Development Status” in Region (number of responses in (brackets)) A B C RA I 53 16 46 (12) 6 (3) 1 (1) RA II 36 15 18 (3) 8 (5) 10 (7) RA III 12 7 4 (1) 3 (2) 5 (4) RA IV 23 13 (8) 7 (3) RA V 21 13 14 (7) 2 (1) 5 (5) RA VI 46 39 9 (6) 14 (11) 23 (5) Non Member 2    Totals 193 104

Overall staff numbers WMO Estimate total global NMHS workforce to be of the order of 200,000 to 220,000   Numbers of Members with staffing of Number A B C Less than 4 1 Between 4 and 7 Between 8 and 15 3 Between 16 and 31 7 6 Between 32 and 63 4 Between 64 and 127 14 10 2 Between 128 and 255 18 5 Between 256 and 511 23 9 Between 512 and 1023 Between 1024 and 2047 13 11 Between 2048 and 4195 Between 4196 and 8391 More than 8392 Total number of Responses 104 38 25 41

Staffing Profiles WMO Reported staff numbers Organisation entity Professional Technical Other Total Weather Services 27574 9072 8645 45291 Climate Services 3106 1140 316 4562 Hydrological Services 1989 1351 1605 4945 Observations 17156 7684 4399 29239 Communications and Computing 6623 1880 1430 9933 Administration and Management 19025 2755 7556 29336 Oceanography (not asked) 99   110 209 Agrometeorology (not asked) 200 120 20 340 Research (not asked) 1756 89 157 2002 Training 1009 192 451 1652 Environmental monitoring 1531 871 1988 4390 Other support functions 3971 2121 5121 11213 Equipment Maintenance and Installation 2235 1336 666 4237 86,274 28,611 32,464 147349 Total staff over all categories * 147,349

WMO context WMO Congress Cg-16 (2011) recommended that all technical commissions make definition of competency standards a high priority At global level, best not to link capability to perform job tasks to a qualification or classification Members run their services differently Allows members to set their own formal academic qualifications Competencies provide high level “standard” descriptions of job tasks Minimum level of knowledge, skills and behaviors Members can then adapt to suit national requirements

What are Competencies? Focus on the key aspects of job tasks Exist alongside defined work processes and procedures Can be observed Are ongoing and evolve only slowly Are the responsibility of the service area (PWS, Marine, Aeronautical …) to define, not the training area WMO

Related concepts (but not job competencies) Transferable skills. General communicating, presenting, motivating, project management, leadership, facilitating, managing conflict, coaching, mentoring and relationship-building, etc. Professional standards. Comply with ethical and professional standards and maintain professional credibility and demeanour.

Classifications (also not competencies) Meteorologist/Meteorological Technician or other national designation Determined by qualifications (not competencies) Usually linked to pay grades or scales Are usually achieved early in career Do not directly relate to the work tasks An individual could be qualified to meet a classification (i.e., they have a degree) but not be competent to carry out job tasks

How do competencies fit? Requirements flow Organizational goals Organizational Resources Job competencies Training needs Training delivery Increased workforce capability

Responsible bodies Technical Commisions responsible for developing qualifications and competencies in their domains of expertise (Cg-16) Technical Commissions Technical Programmes CBS All programmes under WWW Active areas are WIS, PWS, and Tropical Cyclones) CAeM Aeronautical meteorology CHy Hydrology and water resources CCL Climate CIMO Observations CAgM Agricultural meteorology JCOMM Marine and oceanography ETR Panel: Competencies for training providers. Also coordinates across TPs to develop competencies. EC Panel reviews. See updates at http://training.wmo.int (under Training Activities)

Standards and Recommended Practises Standards – must comply Aeronautical Meteorological Forecasters and Observers – competencies 1 December 2013 qualifications (AMF only) 1 December 2016 Recommended practises – should comply Trainers General Forecaster other PWS competencies – to be discussed at CBS in September Marine meteorology competencies to be discussed at JCOMM MG Climate service provider competencies at CCl in July

Documentation Regulations Manual / Guides WMO Technical Regulations WMO – No. 49 Vol I Part II Chapter 4 Definition of BIP-M/MT WMO-No. 1083 BIP-M Part II Chapter 5 Competencies AMF / AMO Trainers New publication to come on competency development and assment Material on CAeM website Trainer publication

Organizational versus individual competencies Governments pay for organization competencies: capabilities of the organization as a whole to carry out its mission NMHSs determine their work forces Either everyone can do everything, Or teams are built so that the they collectively meet the competencies.

Competency statement format (based on CAeM competencies) General considerations. Conditions that apply to all competencies in the job area. Competency statement. Concise statement of the job responsibility in terms of a broad outcome, written as job actions. Competency description. Provides a more detailed description of the competency statement, stating the key components of the job responsibility. Performance criteria. Describe the expected characteristics of successful performance—not measures of success. Knowledge and skill requirements. Describe the facts, concepts and principles required to perform the competency effectively.

PWS competencies In 2010, CBS took action to develop competencies in PWS and for client relations. General forecasting competencies will be the foundation for each of the specialist areas. EC Panel Members have already provided comments and feedback to the PWS OPAG. Earlier versions have been circulated to the ETR community, Gerald Flemming from Ireland leading the coordination of the PWS competency development Discussed during SYMET 2013

Top level PWS competency statements 1. Analyse and continually monitor the evolving meteorological and/or hydrological situation; 2. Interpret observational and model data to forecast meteorological and hydrological phenomena and parameters; 3 Develop forecast products and warnings of hazardous and high-impact phenomena; 4 Ensure the quality of meteorological and hydrological information, systems and services; 5 Effectively communicate meteorological and hydrological information, together with associated uncertainties where appropriate, to internal and external users.

PWS - General Considerations FUNDAMENTAL wmo/pws Competency Requirements for a Weather Forecaster The competency requirements for the work of an operational forecaster can be divided into five top level competency areas. Taking into consideration the following: The nationally-defined PWS areas of responsibility; meteorological and hydrological impacts on society; and, meteorological and hydrological user requirements, local procedures and priorities, a PWS Weather Forecaster should have successfully completed the BIP-M1(as defined in the revised WMO-No 49, Volume I), and, in taking into account conditions a to c, should be able to perform the work indicated in the five top level competencies below: test footer

PWS – Competency statement and description Analyse and continually monitor the evolving meteorological and hydrological situation Analyse and interpret all available data to correctly identify weather features relevant to (or, likely to be relevant to) the area of forecast responsibility; 1.1 Background knowledge and skills  Applies the theory, methods and practices of meteorological and/or hydrological analysis and diagnosis; Shows the ability to visualize/conceptualize meteorological and/or hydrological information in multiple dimensions (spatial, temporal);

Tailoring WMO competencies to national level WMO Tech Regs WMO-No. 49 High level statements Second level statements from WMO guides or websites Amplify Adaption to national level by met service provider Adapt and enhance

Process recommendations High level competency to be approved by appropriate TC after widespread discussion, including within the ETR community Suggest second level descriptions that elaborate on the top level competencies as guides Members to adapt the second level competencies to their own circumstances Under QMS Members should document how their versions of competencies link back to the master set and why they have made changes

Thank you for your attention Jeff Wilson, Director, Education and Training Programme Patrick Parrish, Chief of Training Activities