Definingcornpetencefor anemergingprofession Philip Grover discusses the content and rationale behind the new outline of skills, knowledge and experience required for IBHC membership. BACKGROUND Perhaps the most important task facing an emerging professional institute is the definition of the standards of competence expected of its members. Historically, of course, the ACO drew its membership primarily from those employed in the public authorities responsible for controlling conservation of the built environment through the planning system. Gradually, as the ACO evolved, it attracted growing numbers of members from private sector conservation practice. This 'broadening church' was welcomed by the great majority of existing ACO members as it enriched the depth and diversity of the Association's membership. Now the new Institute openly seeks to attract all conservation practitioners, both public and private sector. However, a broader definition of membership represents a challenge to the new Institute in terms of defining new standards of competence for its members. The Atticles of Association of the Institute clearly state that full members must either have satisfactorily completed a course validated by the Institute and undertaken not less than two years' relevant experience or completed at leastfive years' appropriate experience in thefield of the historic environment as defined in the 'Areas of Competence' guidance notes which shall be approved by the Council from time to time. As the process of course recognition is not yet completed, the only current route to full membership of the Institute is by having at least five years' appropriate experience. For this reason the definition of Standard of Competence assumes especial importance. The tricky job of reviewing the ACO's previously approved 'Areas of Competence' and 'Range of Skills of Conservation Officers' has been undertaken by the Education Committee. In this task the Committee has borne in mind the key attributes required for any conservation professional, both from the viewpoint of guiding the content of conservation training courses Context 56 December 1997 and for setting standards for acceptance of applications for full membership. At first sight this appeared a daunting task. Whilst it was clear that the relatively narrow definition of eligibility for full membership for ACO was now inappropriate, it was also clear that suddenly to demand wide ranging new skills for members could be seen as unrealistic and unreasonable. However, once the existing Areas of Competence were examined by the Education Committee it became clear that they could relatively easily be modified to meet the needs of a broader church. It was felt that there was a clear 'core' of expertise and values that should be common to all conservation practitioners regardless of whether they are employed in public or private sectors. Clearly there would be differing emphases depending on the particular role of individual members, but basic competence across an agreed range of areas was a necessity for all engaged in the conservation process. Part of the task of updating also involved relating the new Areas of Competence with the emerging NVQs in conservation being evolved under the aegis of COTAC. THEAREASOFCOMPETENCE EXPLAINEDINDETAIL Philosophy The starting point for anyone involved in conservation must be a clearly defined and sound philosophy. Such philosophy underpins all that we do as pract1t1oners. It colours our eve1y decision and thought process. Understanding how past philosophies have developed and evolved is also an essential prerequisite to understanding current conservation thinking and accepted good practice. Indeed it is this philosophical foundation which makes the conservation profession distinctive. Legislationand Policy The ability to understand and interpret legislation and policy has long been at the heart of the role of ACO members but it is also a vital attribute for any properly informed conservation practitioner. Similarly, it has always been necessa1y for all of those engaged in the conservation process to be able to work within the constraints of relevant legislation. Increasingly it is important for those from both within and outside the controlling authorities to have the ability to formulate and shape policy. Technology To be able to advise owners, clients, and elected members on the technical aspects of repair of historic buildings is central to the role of conservation practitioners, and naturally forms an essential element in the range of skills, knowledge and experience expected of all members of the Institute. Clearly, some members will have greater range/ depth of knowledge and experience in this sphere than others but all must be able to demonstrate competence in advising on the conservation of the most common materials and forms of construction. The Education Committee has been extremely active in investigating how additional practical knowledge and skills can be acquired on a 'bolt-on' CPD basis to enhance members' competence. Accordingly, the Institute is currently engaged in discussions with various education providers and training bodies in connection with practical training in technical and craft skills. History A poorly understood resource cannot be properly conserved or managed. It is essential therefore that all those engaged in making decisions affecting the historic environment have a sound knowledge of its development and appreciate the significance of remains from previous periods and cultures, including historic buildings and settlements, works of engineering, parks, gardens and other elements of the historic landscape. A sound knowledge of the wider historic environment is a prerequisite 15
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