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RICS/SCSI Education and Training

Assessment of Professional Competence

Candidates Guide –

Graduate Route 1 & 2

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Assessment of Professional Competence

RICS/SCSI Education and Training

Candidate guide – graduate route to membership

Contents

Section One Introduction

Commitment is key

Section Two Overview of the APC

What is the APC?

Graduate routes to membership

Graduate routes 1 and 2 – at a glance

The competency approach

Eligibility

Section Three Before you start training

Registering for the APC

Change of employment

Section Four Choosing your competencies

The mandatory competencies

The technical competencies

Section Five Key elements of the APC

Diary

Log book

Progress reports

Achievement records

Final assessment records

Pre-Qualification Structured Learning

Critical analysis

Section Six The people

Your employer

Your supervisor

Your counsellor

The assessors

The APC doctor

Section Seven APC training - what’s involved

Timelines for graduate routes 1 and 2

Day-to-day

Half-way point (graduate route 1)

Final assessment application

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Assessment of Professional Competence

RICS/SCSI Education and Training

Section Eight Pre-Qualification Structured Learning

Pre-Qualification Structured Learning plan

Personal skills development

Technical skills development

Professional practice skills development

Selection, planning and evaluation

Part-time/distance learning/placement students

Section Nine Rules of Conduct

Section Ten Critical analysis

Critical analysis format and content

Points to watch

Section Eleven Final Assessment Interview

Presentation

Interview

Section Twelve After the assessment

Results

Referrals

Appeals

Assessments outside the UK

Section Thirteen Where to find help

Further information

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Assessment of Professional Competence

RICS/SCSI Education and Training

Section One

Introduction

Commitment is key

This guide will help you prepare for the commitment and

responsibility that go with training for the Assessment of

Professional Competence (APC). Completing this successfully

leads to professional membership of RICS/SCSI.

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Assessment of Professional Competence

RICS/SCSI Education and Training

Overview of the APC

What is the APC?

The APC is the practical training and experience which, when

combined with academic qualifications, leads to RICS/SCSI

membership. The objective of the APC is to ensure you are

competent to practise as a chartered surveyor. The APC

normally consists of:

• a period of structured training

• a final assessment interview.

Your APC structured training will normally continue for a

minimum of 24 months, during which you must complete a

minimum of 400 days’ relevant practical experience. Then, at

24 months, you will be ready for final assessment. The

process may take longer, depending on your supervisor’s and

counsellor’s assessment of your progress.

Graduate routes to membership

RICS/SCSI recognises that some graduates will already have

considerable work experience by the time they complete an

accredited degree. This is reflected in the APC requirements.

RICS/SCSI reduces the period of structured training for those

with more than five years’ relevant work experience.

• Graduate route 1 is for candidates with limited, or no,

prior relevant experience.

• Graduate route 2 is for candidates with at least five

years’ relevant experience.

• Graduate route 3 is for candidates with at least ten

years’ relevant experience.

The requirements of graduate routes 1 and 2 are below.

Separate guidance on graduate route 3 is available on

www.scsi.ie

Academic Qualifications

Graduate 1

RICS/SCSI accredited degree*

Part-time and placement year

students may enrol on to the APC

during the final year of study or

during the placement year. At least

12 of the 24 months’ structured

training must be completed after

graduating

Graduate 2

RICS/SCSI accredited degree*

The 12 months’ structured

training must be completed after

graduating and you can come

forward for assessment at 12

months.

Relevant Prior

Experience

None

At least five years’

relevant experience

before starting APC.

Pre-degree experience

can count

APC Structured Training

24 months’ structured

training to meet

competency requirements,

followed by assessment

after month 24

Regular meetings with

supervisor/counselor

48 hours’ professional

development for each 12

months’ structured training

12 months’ structured

training, followed by

assessment after month 12

Regular meetings with

supervisor/counselor

48 hours’ professional

development over the

structured training period

APC Final Assessment

Interview

60 minute interview

including 10 minute

presentation

Testing on declared

competencies, professional

practice, Rules of Conduct

and ethics

60 minute interview

including 10 minute

presentation

Testing on declared

competencies, professional

practice, Rules of Conduct

and ethics

*Those undertaking an accredited postgraduate degree part-time may enrol on to the APC and complete the structured training concurrently.

They must have graduated from the RICS/SCSI accredited degree course before being eligible to take the final assessment.

The minimum duration of structured training is 24 months (graduate route 1) or 12 months (graduate route 2).

Graduate routes 1 and 2 – at a glance

Section Two

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Assessment of Professional Competence

RICS/SCSI Education and Training

The competency approach

The APC structured training period is primarily competency

based. It requires you, the candidate, to demonstrate that you

have the skills and abilities needed to perform specific tasks

or functions. The competencies are based on attitudes and

behaviors as well as skills and knowledge.

The specific competencies you must demonstrate depend on

the APC pathway you follow. The pathways are listed in

Section 4 of this guide.

Your choice of pathway will be determined by your

employment as you can only demonstrate competence on the

basis of actual work experience. Your supervisor, who will

normally be your line manager, will advise you on your choice

of pathway. The detailed requirements for each pathway are

set out in the

APC requirements and competencies guide

There is also a Pathway Guide for each of the APC pathways,

which can be downloaded at www.scsi.ie

Your training must be structured to make sure you achieve the

required competencies. Throughout the APC your supervisor

and counsellor will continually monitor your progress. You will

not be able to apply for the final assessment interview until

your supervisor and counselor certify that, in their opinion, you

have reached the level of competence required and have

fulfilled the minimum training period.

In addition to achieving the required levels of knowledge,

skills and behaviours set out in the competencies, you must

also demonstrate that you:

• are a good ambassador for your profession, RICS/SCSI

and your employer

• are aware of the professional and commercial implications

of your work

• understand your clients’ and employer’s objectives

• have an up-to-date and developing knowledge of legal

and technical matters relevant to the work you do and the

law of the region or country in which you practice

• have the confidence to work unsupervised.

Eligibility

To register and start your APC you must be in suitable

employment. The point at which you are eligible to start the

APC depends on:

• Whether the RICS/SCSI accredited degree you are taking

(Or have completed) is undergraduate or postgraduate

• The mode of study you are following.

Note: For

all

candidates, the accredited degree course must be

successfully completed

before

applying for the final assessment

interview. You must provide SCSI with proof of completion, in

writing, at least seven days before your interview.

Undergraduate start points

Full-time

Part-time/distance learning

Placement (sandwich)

Graduate route 1

Start structured training as soon as

you are in relevant employment

Start structured training as soon as

you have completed third year of

your degree. A maximum 12 months

can be completed concurrently with

your studies. The second period of

training must be after successful

completion of the accredited degree

Start structured training when you

start your work placement, provided

you have also completed the second

level of the degree. The second 12

months’ training must be after

successful completion of the

accredited degree

Graduate route 2

Start structured training as soon as

you are in relevant employment

Start structured training after

successful completion of the

accredited degree

Start structured training after

successful completion of accredited

degree

Undergraduate start points

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Assessment of Professional Competence

RICS/SCSI Education and Training

Full-time

Part-time/distance learning

Start structured training as soon as you are in relevant employment

Start structured training as soon as you begin your course provided you are

in relevant employment. You can complete the required structured training

concurrently with your studies

Postgraduate start points

There is some limited scope for backdating the start date for recording training: see next page for details.

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Assessment of Professional Competence

RICS/SCSI Education and Training

Before you start training

Registering for the APC

You can enrol on to the APC at any stage of the year.

However, a delay of a few weeks in your enrolment could put

your final assessment back six months, as final assessments

are normally held twice a year.

In addition to this guide, there are the following enrolment

documents:

• The

APC guide for supervisors, counsellors and employers

• The

APC requirements and competencies guide

– this

details the competencies you need to achieve for your

APC pathway

• The Pathway Guide for your APC pathway, which explains

the competencies in the context of your area of

professional practice

• Enrolment form available from www.scsi.ie

• Evidence from your college that you have successfully

completed your degree.

• A competency achievement planner

• If applying for Graduate Route 2, you must provide an up

to date resume, detailing your experience, with particular

regard to the competencies of your chosen APC pathway

You and your employer MUST read the guides carefully.

You must send the enrolment form, completed by you and

your employer with the correct fee, to the SCSI Education

and Membership Department. You must submit all the

required material otherwise your enrolment cannot be

accepted.

Once accepted, SCSI will confirm your registration. The start

date for your recording may be backdated by up to one

month. However, this must be by agreement with SCSI.

SCSI will also give you instructions on downloading the

documentation for your APC training. These are working

documents which you must complete as you progress

through your training. When you have finished your training

you will print the documentation and submit to SCSI before

final assessment.

Change of employment

A ‘change of employer’ form is available on www.scsi.ie

You must complete and return this to SCSI Education and

Membership if you change your employment during the

training period. You must have your experience in that

employment signed off by your supervisor and counselor

before you leave. SCSI will record the change or tell you what

you need to do to resolve any problems.

Section Three

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Assessment of Professional Competence

RICS/SCSI Education and Training

Choosing your competencies

The APC pathways are as follows.

Arts and antiques

Building control

Building surveying

Commercial property practice

Environment

Facilities management

Geomatics (including hydrographic)

Housing management and development

Machinery and business assets

Management consultancy

Minerals and waste management

Planning and development

Project management

Property finance and investment

Quantity surveying and construction

Research

Residential property practice

Residential survey and valuation

Rural

Taxation allowances

Valuation

Each APC pathway requires a period of structured training

during which you complete the mandatory and technical

competencies that make up the minimum requirements for

the APC.

You must fulfil the competencies specified in your APC

pathway to the required levels. The competencies have three

levels of attainment that are progressive in terms of skills and

abilities:

Level 1 knowledge and understanding

Level 2 application of knowledge and understanding

Level 3 reasoned advice and depth of technical knowledge

The mandatory competencies

These competencies are a mix of the professional practice,

interpersonal, business and management skills that are

considered common to, and necessary for, all surveyors.

These competencies are compulsory for all candidates.

You must achieve the following minimum standards.

To level 3

Conduct rules, ethics and professional practice

To level 2

Client care

Communication and negotiation

Health and safety

To level 1

Accounting principles and procedures

Business planning

Conflict avoidance, management and dispute

resolution procedures

Data management

Sustainability

Team working

The technical competencies

For each APC pathway, specific technical competencies must

be achieved. These are divided into core and optional. For

each APC pathway, the specific Pathway Guide explains how

the competencies should be interpreted in the context of your

area of professional practice.

It is important that you give careful thought to your choice

and combination of competencies. The combination of core

and optional competencies will reflect the work you do in your

day-to-day environment (driven by the needs of your

employer/clients). You will be advised on your choice by your

supervisor and counsellor. Do not necessarily expect to make

your full choice of optional competencies at the start of your

training. Your choice may alter as your training develops.

The choice and combination of competencies will be a

reflection of your judgment and that of your supervisor and

counsellor. At the final assessment interview, the assessors

will take these choices into account and will consider their

appropriateness.

Section Four

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Assessment of Professional Competence

RICS/SCSI Education and Training

The number of days taken to reach the appropriate level of

competence will depend on a combination of the following:

• The starting point – has there been any previous

experience?

• Your aptitude and speed of progress with the competency

• The quality of the training and experience provided

• The particular competency.

Note: there is no minimum requirement for the number of training

days under each competency other than, in total, a minimum of 400

days within 24 calendar months’ structured training for graduate

route 1 candidates and 200 days within 12 calendar months’

structured training for graduate route 2 candidates. Candidates will

not necessarily achieve the required level of competence within the

minimum training period.

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Assessment of Professional Competence

RICS/SCSI Education and Training

Key elements of the APC

The key elements of the APC are:

• Meeting the requirements for enrolment

• Appointment of supervisor and counselor

• Selection and planning of competencies

• Training, experience and Pre-Qualification

Structured Learning

• Recording your experience and training daily in your APC

diary, and summarising this monthly in your logbook

• Regular supervision meetings

• Confirmation of progress by your supervisor and

counsellor, and revision of the training plan as necessary

• Preparation of your final assessment submissions –

signed off competencies, logbook, records of your

Pre-Qualification Structured Learning, and critical analysis

• Application for final assessment

• Final assessment interview

• Results

Your record-keeping in more detail

As soon as you enrol, you must download the APC templates.

These are the records you will complete as you progress

through your APC, and submit to SCSI when you are ready for

final assessment. They are downloadable at www.scsi.ie.

You will also be keeping your own records in the form of a

training diary. You will use the information in your diary to

complete the log book and record of progress (achievement

record). You should not record a period of less than half a day.

You do not need to record the mandatory competencies in your

diary. These are an intrinsic part of your day-to-day work and

are not normally part of the minimum days of experience.

However, you must record your attainment of the mandatory

competencies in your logbook and record of progress. A diary

template is on www.scsi.ie.

Diary: you must maintain a day-to-day diary of your training

and experience. You will use it to complete the log book and

achievement records. You should not record a period of less

than half a day. You do not need to record the mandatory

competencies in your diary. These are an intrinsic part of your

day-to-day work and are not normally part of the minimum

days of experience. However, you must record your attainment

of the mandatory competencies in your achievement record.

Log book: you must complete the log book each month. It

summarises your diary showing the training, in numbers of

days, grouped under the core and optional competency

headings. You must not record any experience against more

than one competency. For each day you record you must

decide which competency that day’s experience covers. You

cannot multi-code individual entries to more than one

competency. You must not record less than half a day.

Progress reports: internal reports written at regular intervals

as follows:

• the supervisor’s reports completed every three months

• the supervisor’s and counsellor’s reports completed every six

months.

The reports should comment on your training to date,

experience gained and on the abilities you have demonstrated.

You should add your own comments to the reports. These

reports are not submitted to SCSI but may be requested. Many

supervisors and counsellors will want to use their firm’s own

report forms.

Achievement records/Record of Progress: your supervisor

and counsellor must date and sign the mandatory and

technical achievement records to confirm that you have met

the competencies to the required levels.

Interim and final assessment records: written reports which

summarise how your experience and training meet the

competency and professional development requirements. The

assessment records show your supervisor’s opinion on your

progress. They must be signed and dated by your supervisor

and be countersigned by your counsellor. It is your supervisor

and counsellor, at the time of your application for the final

assessment interview, who must be satisfied that you have

achieved the specific competencies. If you change employer

you must continue the achievement record, diary and log book

in the usual way, clearly showing the change of employment.

PQSL/Professional development: the systematic maintenance,

improvement and broadening of professional knowledge,

understanding and skill throughout your career. As part of the

structured training you must undertake a minimum of 48 hours’

professional development for each year of structured training.

Critical analysis: a written report of your involvement in a

project or projects during your training. It must provide a critical

appraisal of the project together with an outline of the lessons

you learned. It will provide important evidence of the

competencies you have achieved. The critical analysis must

give detailed evidence of your ability to work competently and

to apply the knowledge relevant to your APC pathway.

Section Five

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Assessment of Professional Competence

RICS/SCSI Education and Training

The people

These are the people who will influence your progress

towards achieving RICS/SCSI membership.

You: must commit to following the process through from

beginning to end. You must familiarise yourself with the

guidance and abide by it throughout your training. You must

plan and organise your time conscientiously, and keep your

records assiduously. You will co-operate fully with your

supervisor and counsellor. You will also take responsibility for

your own Pre-Qualification Structured Learning, undertaking

independent learning.

Your employer: must complete the APC enrolment form with

you. Your employer must encourage you, make facilities and

time available to you and ensure you complete certain

documents at the right time. Some employers may not be

able to give you access to the full range of experience

needed. If this is the case you may need to gain a temporary

secondment to supplement your experience or even change

employer.

Your supervisor: normally but not necessarily a chartered

surveyor, your supervisor is appointed at your work place.

Your supervisor, normally your line manager, is responsible for

giving you guidance on your training and day-to-day work.

Your counsellor: must be a chartered surveyor and is usually

(but does not have to be) appointed at your work place. The

counsellor works in partnership with your supervisor and will

assess your logbook and record of progress (achievement

record). They both decide when you are ready to apply for

final assessment, certify all the documents you submit for

final assessment, and ensure your training is structured to

meet the needs of your APC pathway. SCSI will record details

of your counsellor to ensure that up-to-date information about

the APC can be communicated. You must inform SCSI if your

counsellor changes.

The supervisor and counsellor should normally be different

people. Either your supervisor or counsellor must have

experience of the competency requirements of your chosen

APC pathway. If your supervisor or counsellor changes during

your training, you must ensure your original

supervisor/counsellor agrees the competency levels.

The assessors: chartered surveyors who conduct your final

assessment interview. The interview panel has a minimum of

two members. All assessors are specially trained for this

purpose.

The APC doctor: a volunteer chartered surveyor appointed

by SCSI and available to give general advice. If at any time

during your training you need an APC doctor, contact the

SCSI Education Office or look on www.scsi.ie.

Section Six

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Assessment of Professional Competence

RICS/SCSI Education and Training

Section Seven

APC training – what’s involved

Month

APC enrolment 1 Supervisor and counsellor appointed. Start diary, log book, recording

Pre-Qualification Structured Learning

3-month supervisor’s meeting 3

6-month supervisor’s meeting 6

6-month counsellor’s meeting

9-month supervisor’s meeting 9

12-month supervisor’s meeting 12 Begin identifying suitable project(s)

12 month counsellor’s meeting for critical analysis

15-month supervisor’s meeting 15

16 Critical analysis – identify and agree subject, prepare synopsis,

discuss with supervisor/counsellor

18-month supervisor’s meeting; 18

18-month counsellor’s meeting

23-month final assessment meeting with 23 Critical analysis complete

supervisor and counsellor

Earliest date to send SCSI your final 24

assessment application and submissions

Graduate route 1 minimum timeline

Month

APC enrolment 1 Supervisor and counsellor appointed. Start diary, log book, recording

Pre-Qualification Structured Learning

Begin identifying suitable project(s)

for critical analysis

3-month supervisor’s meeting 3

5 Critical analysis – identify and agree subject, prepare synopsis,

discuss with supervisor/counsellor

6-month supervisor’s meeting 6

6-month counsellor’s meeting

9-month supervisor’s meeting 9

11-month final assessment meeting with 11 Critical analysis complete

supervisor and counselor

Earliest date to send SCSI your final 12

assessment application and submissions

Graduate route 2 minimum timeline

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Assessment of Professional Competence

RICS/SCSI Education and Training

Day-to-day

Your supervisor and counsellor must keep in regular contact

with you, with formal meetings at least every three months;

but ultimately you are responsible for your day-to-day

activities.

You must:

• ensure your day-to-day work covers the required

competencies of your APC pathway

• keep your diary in a format that will encourage meaningful

discussion at the formal quarterly reviews of progress

against the competencies and will assist with the

preparation of your assessment records

• discuss before, and evaluate after, any planned training or

Pre-Qualification Structured Learning events

• keep notes of examples of practical experience and

casework to assist at your quarterly reviews.

Half-way point: best practice for candidates on graduate

route 1

SCSI recommends that, with your supervisor and counsellor,

you complete an interim assessment within a month of

recording 12 months’ training (from your confirmed start date

or on completion of your industry placement). This will help

you review your progress to date and plan the rest of your

training. During your discussion, you should look at your

overall training plan and the timetable you have set for

achieving your competencies. Then check your training to

date in the mandatory and technical competencies, and Pre-

Qualification Structured Learning, to ensure your progress is

on target.

Your supervisor and counsellor should check your diary,

logbook and Pre-Qualification Structured Learning, ensuring

they are a complete and accurate record of your training to

date.

This will:

• Act as a self assessment tool against your training plan

• Provide guidance as to the breadth and depth of

your training

• Ensure that you achieve a balanced approach in

your training

• Help with your written communication skills ready for the

reports you will prepare for the final assessment.

Final assessment application

It is your responsibility to keep all key dates in your work

schedule. All the assessment information is on www.scsi.ie

You will have decided your target final assessment date with

your supervisor and counsellor.

To apply for final assessment: send your application to

SCSI during the dates shown on www.scsi.ie

. These

submissions must be complete or you will not be eligible

to take the final assessment. Once these submissions are

received by SCSI, you will be sent confirmation of the date,

time and venue of your final assessment. You will be sent

these details one month prior to your assessment.

To defer your final assessment: contact SCSI immediately if

you decide that you will not be ready for your target final

assessment date.

Factors that might affect performance at interview

SCSI will be responsive to candidates with special interview

requirements (for example, in the case of visual or hearing

impairment or other factors that could affect interview

performance). It will do its utmost to ensure that suitable

arrangements are made to assist candidates. It is, therefore,

essential that you give suitable notice to SCSI of any special

needs or disabilities you have, to ensure appropriate

assistance is available at the assessment centre. Please note

that SCSI requires written evidence of any medical issues.

Log book

After application for final assessment, you must continue to

record your experience in your log book. This ongoing record

is essential for candidates who are referred.

Final assessment submissions

You must ensure your supervisor and counsellor sign your

submissions as required.

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Assessment of Professional Competence

RICS/SCSI Education and Training

Pre-Qualification Structured Learning

(PQSL)

It is your responsibility to plan and achieve PQSL. For each

12 months’ structured training, you must undertake a

minimum 48 hours’ PQSL. This helps you to gain extra skills

and knowledge which are not always possible to get within

the week-to-week business of your organisation. For

example, you might study business management,

professional ethics or information technology through formal

training courses, distance learning programmes or more

informal structured reading. It is important your supervisor

and counsellor take an active interest and help with the

planning and evaluation of your PQSL.

Special attention must be given to the principles underpinning

PQSL. It should be:

• gained in a structured manner

• based on an explicit process of selecting, planning and

evaluating the activities

• reflect learning from informal training sources eg

structured reading, secondments.

PQSL should complement and support your mandatory and

technical competencies. SCSI suggests the following

framework to help you and your employer design a flexible

plan that reflects your development needs.

PQSL plan

Personal skills development: linked to mandatory

competencies

– normally 16 hours per year

Technical skills development: linked to core/optional

competencies – normally 16 hours per year

Professional practice skills development: linked to

professional

practice competencies, code of ethics and conflicts of

interest

– normally 16 hours per year

Personal skills development

Development of transferable personal and interpersonal skills

such as:

• Communication

• Client care

• Data management

• Information technology

• Team working.

Technical skills development

Development of competencies related to your APC pathway.

This could include short update sessions and skills-based

training.

Professional practice skills development

Development of professionalism:

• understanding client care

• Conflict avoidance, management and dispute

resolution procedures

• RICS/SCSI code of conduct, professional practice

and bye-laws

• Structure and role of RICS/SCSI.

Selection, planning and evaluation

You should discuss your selection of topics with your

supervisor and counsellor. You must provide evidence of a

planned, systematic approach to your choice, making clear

the relationship between the topics and the development of

the competency.

You must evaluate the benefits of your PQSL and provide

evidence of this as part of your final assessment submissions,

showing the key learning gained from each element. Private

study and structured reading is acceptable as part of your

PQSL but should not be more than two thirds of the total

hours required in any 12 months of structured training.

Part-time/distance learning/placement students

If you are on a part-time or distance learning accredited

degree, SCSI will consider your final year as counting towards

your PQSL for that year. This should be supplemented by

other PQSL activities for that year.

If you are a placement student, you may be taking structured

study as part of your year in industry. You must have a

certificate from your college confirming this. You must submit

this with your application for final assessment as it will

contribute to the 48 hours’ PQSL. However, this will not provide

all your PQSL and should be supplemented by other activities.

Section Eight

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Assessment of Professional Competence

RICS/SCSI Education and Training

Rules of Conduct

The Rules of Conduct set professional parameters for

individual members and govern matters such as ethics,

personal solvency and lifelong learning. The Rules of Conduct

for members apply to all members worldwide. You must abide

by them at all times.

In your final assessment interview the assessors will question

you on the rules of conduct, so you must familiarise yourself

with them. Download the rules by visiting the web site:

www.scsi.ie

Section Nine

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Assessment of Professional Competence

RICS/SCSI Education and Training

Section Ten

Critical analysis

The critical analysis is a written report of a project or projects

with which you have been involved during your training. Your

choice of topic is very important and must reflect your APC

pathway. You may be working for a large organisation where

you have been involved with a complex instruction or project.

Your role and contribution could be an appropriate topic.

Alternatively, the instruction or project may be more

straightforward and not of great financial value. It may simply

be typical of the work you have been involved with during

your training. Ideally your critical analysis should focus on one

aspect of your work. You may want to use a number of

projects to highlight an issue or aspect of your work. The

project may be based on, or include, work undertaken

outside your country of practice.

You are not necessarily expected to be running the project. It

is your involvement or role in the team that you must outline,

analyse and comment on. If the project has been running for

some time you may not have been involved from the start,

your involvement may not have been continuous, or the

project may not be finished when you prepare your critical

analysis. In this latter case, you should provide a prognosis of

the outcome. If you know the outcome between sending in

your critical analysis and your interview, include it in your

presentation.

Critical analysis format and content

The critical analysis must be:

• Word processed

• A maximum of 3 000 words (excluding the appendices)

• include photographs and plans (no larger than A4 size

when folded).

You must explain not only the project itself but the processes

you followed and the rationale behind your decision-making.

Your focus must be on analysing the project: do not simply

provide a summary of what it involved. It is quality not

quantity that counts. Appendices should support your report,

not add to or expand on it.

You should include the following four aspects.

• Key issues: your project may be complex. If you select

too many key issues you will skim the surface instead of

providing a detailed analysis. Be selective. Think about

the depth required as being to about level three of the

various competencies involved. There may be one key

issue that can form the basis of your critical analysis.

• Options: before proposing a solution to a client, you

should consider all the options, demonstrating your ability

to think logically, laterally and professionally. You must

demonstrate you have genuinely considered the options.

Give reasons why some options may not be feasible.

• Your proposed solution: you must give a detailed

account of the reasons supporting your adopted course of

action. Relate your reasons to the technical competencies.

Think about all the aspects that support your decision, for

example client care, financial, technical, professional, rules

of conduct, ethics and conflicts of interest.

• Conclusion and analysis of experience gained: finally,

and most importantly, your conclusion must provide a

critical appraisal of the outcomes, with a statement of

what you learned from the experience. This part of your

report should comprise approximately one third of the

total number of words. You should look at the project,

consider what has gone well and identify what did not go

well. You can then plan how you might improve the next

time you carry out a similar task. Stand back from the

project and reflect on what you have learned.

The assessors will use your critical analysis as a starting

point to question you beyond what you actually did,

probing your understanding of your project’s wider issues.

Start thinking about these processes while you are writing

your critical analysis so you are well prepared for the

interview. Focus on matters that cross the whole project.

Points to watch

Confidentiality: you must ensure you have your employer’s

and client’s consent to disclose any sensitive details in your

critical analysis. If you cannot get this consent you should

disguise facts that might otherwise make the project

identifiable.

Note: the information contained in your critical analysis will

be treated in the strictest confidence by the panel of

assessors.

Candiates Guide - Graduate 1 & 2 27/06/2011 11:15 Page 17

Assessment of Professional Competence

RICS/SCSI Education and Training

References: extracts from acts of parliament, case law and

other sources should not be quoted at length but essential

references must be given.

Total word count: you must include a word count at the end.

You can include notes on what you have included in the

count.

Finally: your critical analysis must reflect your abilities in the

following areas:

• Written and graphic communication

• Professional standards of organisation and presentation

• Analysis, reflective thought and problem solving

• Learning from experience gained.

Candiates Guide - Graduate 1 & 2 27/06/2011 11:15 Page 18

Assessment of Professional Competence

RICS/SCSI Education and Training

Section Eleven

Final assessment interview

Final assessment interviews are normally held twice a year

and take place at an assessment centre. The interview will

last approximately one hour and is designed to determine

whether you:

• express yourself clearly in an oral presentation and

interview

• can demonstrate, in support of your written submissions,

your understanding of the knowledge gained and

competencies achieved during your training

• have an acceptable understanding of the role and

responsibilities of a chartered surveyor

• can apply your professional and technical skills to benefit

those who employ your services.

Presentation

You will give a 10-minute presentation to the assessors on the

purpose, investigations and conclusions of your critical

analysis.

Note: presentation facilities will not be provided at

assessment centres.

Interview

The interview will be conducted by a panel comprising a

minimum of two chartered surveyors, trained and selected for

this role.

At the interview you will be questioned on:

• Your presentation and critical analysis

• Your final assessment submissions including your

PQSL record

• The broader aspects of your experience and knowledge,

including ethics, RICS/SCSI rules of conduct and current

issues of concern to the profession.

The assessors will base the questioning on the law and

practice of the country in which the interview is held.

On the critical analysis, the assessors will normally ask you

about what you did and about why you took a particular

approach. They will also ask about your understanding of the

wider issues surrounding your report.

The assessors will be trying to determine your general level of

ability; they do not expect you to be an expert in every area of

professional activity. They will be looking to ensure you have

achieved at least the minimum required levels of competence

in key areas for the clients you serve, and that you

understand the level of professional conduct expected of a

member of RICS/SCSI.

The assessors will take a holistic view of your training, final

assessment submissions, presentation and interview. Poorer

performance in one area may be balanced out by an excellent

performance elsewhere.

Candiates Guide - Graduate 1 & 2 27/06/2011 11:15 Page 19

Assessment of Professional Competence

RICS/SCSI Education and Training

After the assessment

Results

SCSI will notify you of your results 4-6 weeks after your

interview. It is your responsibility to check SCSI has your up-

to-date address. You will receive either a pass or a referral. If

you are successful you will be awarded professional

membership of RICS/SCSI (MRICS/MSCSI). If you receive a

referral you will be informed of the next steps to be taken. For

security and data protection reasons, SCSI will not give

results over the telephone, email or to a third party.

Referrals

If the outcome is a referral you will be sent a referral report

explaining why the assessors reached this decision. To be

eligible for re-assessment you must normally:

• complete some further relevant professional experience

• do a minimum of a further 24 hours’ PQSL

• write a new critical analysis or, if required, re-submit the

original, suitably updated and amended (note: you can

use the same critical analysis for a maximum of two

assessments, after which an entirely new one will be

required)

• agree with your supervisor and counsellor how you will

address the deficiencies identified in the referral report,

record your progress, and submit this record together with

your original submission documents.

Once you have completed the above, you will be re-

interviewed. You must continue to maintain and record your

experience until you are successful. If you have not applied

for the next available assessment the above is a minimum

requirement; for example the PQSL requirement will increase

for every six-month period.

Appeals

Naturally, a referral is disappointing. Sometimes a candidate

will feel that s/he has not had a fair assessment. SCSI

accepts that among the large number of final assessment

interviews, there may be occasions when mistakes are made.

For this reason, in certain specific circumstances, there is a

right of appeal. You will have 21 working days from the date

of the results letter from SCSI to make an appeal. Details of

how to make an appeal are on www.scsi.ie

Appeals may be made for one of three reasons:

• administrative or procedural matters: for example, the

panel may not have been provided with the correct

information

• questioning and testing of competence that has

concentrated too much outside of the main areas of

training and experience

• any form of discrimination.

When an appeal is made it must:

• be in writing, accompanied by the appropriate fee

• be made by you and not a third party

• clearly state the grounds on which the appeal is being

made, supported by appropriate evidence.

Section Twelve

Candiates Guide - Graduate 1 & 2 27/06/2011 11:15 Page 20

Assessment of Professional Competence

RICS/SCSI Education and Training

Where to find help

Completing the APC carries with it a lot of responsibility and

commitment. Extensive support and guidance are available

for candidates and employers.

Resources available include

• The APC section of the SCSI website (www.scsi.ie)

• RICS/SCSI Books (www,scsi.ie)

• the RICS/SCSI library (www.scsi.ie)

• SCSI Education and Membership Department

(education@scsi.ie)

• APC doctors

• the APC pathway guides

If you need any help during the training period please contact:

Education and Membership Department,

38 Merrion Square, Dublin 2

T 01- 6445500

E education@scsi.ie

W www.scsi.ie

Finally remember to ensure that SCSI has your up-to-date

email address.

Section Thirteen

Candiates Guide - Graduate 1 & 2 27/06/2011 11:15 Page 21

Dating back to 1895, the Society of Chartered Surveyors www.scsi.ie

Ireland is the independent professional body for Chartered

Surveyors working and practicing in Ireland.

Working in partnership with RICS, the pre-eminent Chartered

professional body for the construction, land and property sectors

around the world, the Society and RICS act in the public interest:

setting and maintaining the highest standards of competence

and integrity among the profession; and providing impartial,

authoritative advice on key issues for business, society and

governments worldwide.

Advancing standards in construction, land and property, the

Chartered Surveyor professional qualification is the world’s leading

qualification when it comes to professional standards. In a world

where more and more people, governments, banks and commercial

organisations demand greater certainty of professional standards and

ethics, attaining the Chartered Surveyor qualification is the recognised

mark of property professionalism.

Members of the profession are typically employed in the construction,

land and property markets through private practice, in central and

local government, in state agencies, in academic institutions, in

business organisations and in non-governmental organisations.

Members’ services are diverse and can include offering strategic

advice on the economics, valuation, law, technology, finance and

management in all aspects of the construction, land and property

industry.

All aspects of the profession, from education through to

qualification and the continuing maintenance of the highest

professional standards are regulated and overseen through the

partnership of the Society of Chartered Surveyors Ireland and RICS, in

the public interest.

This valuable partnership with RICS enables access to a worldwide

network of research, experience and advice.

www.scsi.ie

Society of

Chartered Surveyors Ireland

38 Merrion Square,

Dublin 2, Ireland

Tel: + 353 (0)1 644 5500

Email: info@scsi.ie

Candiates Guide - Graduate 1 & 2 27/06/2011 11:15 Page 22

Assessment of Professional Competence

Guides for Supervisors,

Counsellors and Employers –

Graduate Route to Membership

Contents

Section one Introduction

Commitment is key

Section two Overview of the APC

What is the APC?

Graduate routes to membership

Start points for APC

The competency approach

The key elements of the APC

Section three The supervisor and counsellor

The supervisor’s role

The counsellor’s role

Practical guidance

Section four Enrolment

The importance of the candidate’s enrolment date

Change of employer

Section five The competencies

The mandatory competencies

The technical competencies

Section six The final assessment Interview

Judging the evidence

Section seven Your role: a chronology

Key aspects before training starts

Daily and weekly

At the end of three months

At the end of six months

At the end of 12 months – the interim assessment

Graduate routes 1 and 2 – timelines

Results

Guidance for referred candidates

Appeals

Re-assessment of referred candidates

Section eight Where to find help

Further information

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

Introduction

Commitment is key

The business world continues to change and management best

practice focuses heavily on training as an investment for the

future. The RICS/SCSI Assessment of Professional

Competence (APC) is part of that investment.

Those seeking membership of RICS/SCSI must demonstrate

their ability to operate as technically skilled practitioners and

their commitment to meet high ethical standards which ensure

the integrity of the profession is maintained.

Membership of RICS/SCSI places on every member

responsibility for the delivery of ‘surveying services’ within an

ethical context and subject to specific core values. These

values underpin all RICS/SCSI conduct regulations and

requirements.

This guide will help you prepare for the commitment and

responsibility that goes with training an APC candidate. It

provides background information and gives specific guidance

on the requirements of the competencies and professional

development. It looks at your involvement in the various stages

and the reviews that must be carried out during the training

period.

The roles of supervisor, counsellor and employer are

fundamental to the APC. RICS/SCSI greatly appreciates the

time given to help ensure the maintenance of standards and

the status of the profession.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

Section One

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

Overview of the APC

What is the APC?

The APC is the practical training and experience which, when

combined with academic qualifications, leads to RICS/SCSI

membership.

The objective of the APC is to ensure you are competent to

practice as a chartered surveyor. The APC normally consists of:

• A period of structured training

• A final assessment interview.

The period of training is normally a minimum of 24 months,

during which the candidate must complete a minimum of 400

days’ relevant practical experience, followed by an

assessment.

Graduate routes to membership

RICS/SCSI recognises that some graduates will already have

considerable work experience by the time they complete an

accredited degree. RICS/SCSI reduces the period of structured

training for those with more than five years’ relevant work

experience.

• Graduate route 1 is for candidates with limited, or no, prior

relevant experience.

• Graduate route 2 is for candidates with at least five years’

relevant experience.

• Graduate route 3 is for candidates with at least ten years’

relevant experience.

The requirements of graduate routes 1 and 2 are below.

Separate guidance on graduate route 3 is available on

www.scsi.ie

Section Two

Academic

Qualifications

Graduate 1

RICS/SCSI accredited

degree*

Part-time and placement

year students may enrol

on to the APC during the

final year of study or

during the placement year.

At least 12 of the 24

months’ structured

training must be

completed after

graduating

Graduate 2

RICS/SCSI accredited

degree*

The 12 months’

structured

training must be

completed after

graduating

At least five years’

relevant experience

before starting APC.

Pre-degree experience

can count

- 12 months’ structured

training, followed by

assessment after month 12

- Regular meetings with

supervisor/counselor

- 48 hours’ professional

development over the

structured training period

None - 24 months’ structured

training to meet

competency requirements,

followed by assessment

after month 24

- Regular meetings with

supervisor/counselor

- 48 hours’ professional

development for each 12

months’ structured training

- 60 minute interview

including 10 minute

presentation

- Testing on declared

competencies, professional

practice, Rules of Conduct

and ethics

- 60 minute interview

including 10 minute

presentation

- Testing on declared

competencies, professional

practice, Rules of Conduct

and ethics

Relevant Prior

Experience

APC Structured

Training

APC Final Assessment

Interview

Graduate routes 1 and 2 – at a glance

*Those undertaking an accredited postgraduate degree part-time may enrol on to the APC and complete the structured training concurrently.

They must have graduated from the RICS/SCSI accredited degree course before being eligible to take the final assessment.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

The competency approach

The APC structured training is primarily competency-based. It

requires candidates to demonstrate that they have the skills and

abilities needed to perform specific tasks or functions. These

are based on attitudes and behaviours as well as skills and

knowledge.

The specific competencies candidates must achieve will

depend on the APC pathway being taken. There is an APC

pathway for each of the discipline areas in which surveyors

work. As competence can only be demonstrated on the basis

of actual work experience, the pathway will be determined by

the candidate’s employment. The candidate’s supervisor and

counsellor will advise the candidate on which pathway to follow,

The detailed requirements for each pathway are set out in the

APC requirements and competencies guide. There is also a

pathway guide for each of the APC pathways, which can be

downloaded at www.scsi.ie

Undergraduate start points

Full-time

Part-time/distance learning

Placement (sandwich)

Start structured training as soon as in

relevant employment

Start structured training as soon as

have completed second level of the

degree. A maximum 12 months can be

completed concurrently with studies.

The second period of training must be

after successful completion of the

accredited degree

Start structured training when start

work placement, provided have also

completed the second level of the

degree. The second 12 months’

training must be after successful

completion of the accredited degree

Start structured training as soon as in

relevant employment

Start structured training after

successful completion of the

accredited degree

Start structured training after

successful completion of accredited

degree

Graduate route 1 Graduate route 2

Full-time

Part-time/distance learning

Start structured training as soon as in relevant employment

Start structured training as soon as begin course provided in relevant employment.

Can complete the required structured training concurrently with studies

Undergraduate start points

Postgraduate start points

* Start dates may be backdated by up to one month, BUT ONLY with the written agreement of SCSI.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

The APC pathways are as follows:

Arts and antiques

Building control

Building surveying

Commercial property practice

Environment

Facilities management

Geomatics (including hydrographic)

Housing management and development

Machinery and business assets

Management consultancy

Minerals and waste management

Planning and development

Project management

Property finance and investment

Quantity surveying and construction

Research

Residential property practice

Residential survey and valuation

Rural

Taxation allowances

Valuation

The key elements of the APC

The key elements of the APC are:

• Meeting the requirements for enrolment

• Appointment of supervisor and counselor

• Selection and planning of competencies

• Training, experience and professional development

• Candidate recording experience and training daily in APC

diary, and summarising this monthly in logbook

• Regular supervision meetings

• Sign-off of competencies by supervisor and counsellor,

and revision of the training plan as necessary

• Preparation by candidate of final assessment submissions

- signed off competencies, logbook, records of

professional development, and critical analysis

• Application for final assessment

• Final assessment interview

• Results

Record-keeping in more detail

As soon as the candidate enrols, s/he must download the APC

templates. These are the records s/he will complete as s/he

progress through the APC, and submit to SCSI when applying

for final assessment. The templates can be obtained from

www.scsi.ie/

The candidate will also keep records in the form of a training

diary. S/he will use the information in the diary to complete the

log book/record of progress. There is no need to record periods

of less than half a day, or to record the mandatory competencies.

However, attainment of the mandatory competencies must be

recorded in the candidate’s record of progress.

In your supervision/counselling sessions, you will refer to these

records. You will need to be satisfied that the candidate is

recording his/her experience and training adequately, and that

the records show progression towards achieving the

competencies in line with your training plan.

When the candidate has downloaded the pack of templates,

you will see that it has detailed instructions on how records

must be kept. In your early meetings with the candidate, you

should go through the templates with him/her and ensure that

you share an understanding of the type of content and the level

of detail required.

Professional development/PQSL: candidates must undertake

a minimum of 48 hours’ professional development for each 12

months’ structured training. The APC professional development

is an introduction to the candidate’s RICS/SCSI lifelong learning

commitments following qualification.

It is the candidate’s responsibility, with the supervisor and

counsellor, to plan and achieve professional development.

Professional development helps the candidate to gain extra

skills and knowledge that are not always possible to achieve

within the week-to-week business of the practice.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

It is important to plan and structure professional development

but to remain flexible. It must complement and support the APC

competencies. It can be achieved from formal training courses,

distance learning programmes, informal structured reading and

secondments. The supervisor and counselor should take an

active interest and help with the evaluation.

The following framework may help you design a flexible plan

with the candidate.

Personal Development Plan

Personal skill development – linked to mandatory

competencies – normally 16 hours per year

Technical skills development – linked to core/optional

competencies – normally 16 hours per year

Professional practice skill development – linked to

professional practice competencies, codes of conduct,

ethics – normally 16 hours per year

Ensure that at final assessment stages your candidate can

provide evidence of a planned and systematic approach. The

relationship between the topics selected and the competencies

must be clearly demonstrated. The APC candidate’s guide

provides more details.

Critical analysis: a written report demonstrating the

candidate’s involvement in a project (or projects) during the

structured training. It must provide a critical appraisal of the

project together with an outline of the lessons learned. The APC

candidate’s guide provides more details.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

The supervisor and counsellor

The supervisor and counsellor have the dual role of advising

and supporting the candidate in their development, as well as

assessing their competence. They must ensure the candidate

gains the required range and depth of experience and training.

The APC supervisor should be the person who has day-to-day

responsibility for the candidate and knows their work well. The

role of counsellor is more strategic, focusing on planning the

training programme and monitoring the progress of the

candidate. The supervisor and counsellor should liaise regularly

to discuss the candidate’s progress. Preferably, both should be

members of SCSI and from the same area of surveying practice

as the candidate. The counsellor must be a chartered surveyor

and can be appointed from outside the firm. In certain

circumstances, the roles of supervisor and counsellor can be

combined and be undertaken by one person.

The role of the supervisor and counsellor starts during the

candidate’s induction period. With the candidate you should

prepare the structured training agreement and discuss

professional development.

The supervisor’s role

• help the candidate choose appropriate competencies on

enrolment

• support, guide and encourage the candidate

• give guidance on how to keep a diary up to date,

reviewing it to see whether the competency references are

correct. Are they claiming too many or not enough?

• help the candidate interpret the competencies to ensure

that they receive credit for all activities carried out

• assess the candidate against the competencies every

three months, completing their achievement record and

the supervisor’s three-monthly progress report

• ensure the log book is complete and accurate

• after 12 months (for graduate route 1 candidates),review

with the counsellor and the candidate, the candidate’s

progress

• with the counsellor, assess whether the candidate has

achieved the competency requirements of the APC

pathway and has all the relevant evidence for the final

assessment submissions

• support and guide the candidate on the critical analysis

• prior to final assessment, discuss with the counsellor the

candidate’s progress and readiness, complete the final

assessment record

• if the candidate has been referred, discuss with the

counsellor the candidate’s progress and readiness

for re-assessment.

The counsellor’s role

• help the candidate choose appropriate competencies

on enrolment

• support, guide and encourage the candidate

• every six months, assess the candidate against the

competencies and review overall progress as a second

opinion to the supervisor

• at the six-monthly review complete the achievement

record and counsellor’s progress report

• discuss with the candidate and supervisor whether the

candidate needs additional experience or training and

agree who will organise it

• at the half way point review (for graduate route 1

candidates),liaise with the supervisor and the candidate,

agree progress and focus for the coming months

• judge when all the competencies have been achieved and

the candidate is ready for final assessment

• liaise with the supervisor and make sure that all the

relevant documentation is included in the final assessment

submissions, including the final assessment record

• work with the supervisor to give advice and guidance to

the candidate preparing for the final assessment

presentation and interview

Section Three

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

• if the candidate has been referred, discuss with the

supervisor the candidate’s progress and readiness for re-

assessment.

Practical guidance

It is the responsibility of the supervisor and counsellor to ensure

that the candidate is competent in all the required areas and to

the required levels before applying for the final assessment. The

training periods set out in this guide are minimum periods.

Candidates must not come forward for final assessment too

early.

A key role of the supervisor is the day-to-day assessment of

progress against the competencies of the candidate’s APC

pathway. A key aspect to the successful management of the

training period is therefore your in-depth knowledge and

understanding of these competencies. The competency-based

approach, while still assessing what people know, also

assesses what they can do. You have to ensure that the

candidate not only has the knowledge and understanding but

can also put this into practice. If you are the candidate’s

supervisor you will already be doing much of what is required

to assess them, using similar skills to those for appraising staff:

• being aware of how they are performing in day-to-day

activities, assessing competencies such as working in a

team, problem solving and working to deadlines

• looking at work they have produced, learning more about

their technical and professional knowledge and

understanding

• asking questions about why they chose a particular

approach, exploring their knowledge and understanding

• asking about the wider implications of their work, testing

understanding of the whole work environment.

From this you can begin to form a judgment of how well they

are doing. The point at which they are competent is when you

are confident that they can carry out an activity without

supervision to a standard that is acceptable to you. Candidates

need guidance and support to get the most out of their training

programme. This is particularly important where you have

reviewed their progress and have decided they are not yet

competent. The candidate requires clear guidance on where

they need to develop. The candidate may not realise there is a

problem and miss out on a learning opportunity. These issues

should be dealt with at the three monthly reviews.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

Enrolment

The importance of the candidate’s enrolment date

For candidates, a delay of a few weeks in enrolling could put the

final assessment back six months, as final assessments are

normally held twice a year. Closing dates are given on

www.scsi.ie

In addition to this guide, there are the following enrolment

documents:

• the APC candidate’s guide

• the APC requirements and competencies guide

• enrolment form and details obtainable from SCSI

Education and Membership Department

Once the application is accepted, SCSI confirms the

candidate’s registration and the start date for recording

experience. This can in certain circumstances, and only with

the agreement of SCSI, be backdated by one month. Contact

SCSI for further details

Change of employer

A ‘change of employer’ form is available on www.scsi.ie

. The

candidate must complete and return this to SCSI Education and

Membership Department if they change employment during the

training period.

Section Four

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

Section Five

The Competencies

Each APC pathway requires a period of structured training

during which the candidate completes the mandatory and

technical competencies that make up the minimum

requirements for the APC. The competencies have three levels

of attainment which are progressive in terms of skills and

abilities.

Level 1 – knowledge and understanding

Level 2 – application of knowledge and understanding

Level 3 – reasoned advice and depth of technical knowledge

The candidate must satisfy three types of competency.

Mandatory competencies – personal, interpersonal and

business skills common to all pathways.

Core competencies – primary skills of the chosen APC

pathway.

Optional competencies – selected by the candidate with the

supervisor and counsellor from the list for the chosen APC

pathway.

Discuss with your candidate and decide at which point they

reach the required level of skills and abilities for each of the

competencies. The number of days taken to reach the

appropriate level of competence will depend on a combination

of the following:

• the starting point – has there been any previous

experience?

• the candidate’s aptitude and speed of progress with the

competency

• the quality of the training and experience provided

• the particular competency.

Before you sign off a candidate at any level on the record

of progress, study the wording of the particular

competency carefully and consult the pathway guide.

You must be satisfied that the candidate has been given the

appropriate experience and will be able to answer questions on

the competency at final assessment. The supervisor and

counsellor make a judgment before signing off the candidate in

the achievement records. This judgment must uphold the

rigorous standards of RICS/SCSI.

Note: there is no minimum requirement for the number of

training days under each competency, other than, in total,

a minimum of 400 days within 24 calendar months’

structured training for graduate route 1 candidates and

200 days within 12 calendar months’ structured training

for graduate route 2 candidates. Candidates will not

necessarily achieve the required level of competence

within the minimum training period.

The mandatory competencies

These competencies are a mix of the professional practice,

interpersonal, business and management skills that are

considered common to, and necessary for, all surveyors. These

competencies are compulsory for all candidates. Candidates

must achieve the following minimum standards.

to Level 3

Conduct rules, ethics and professional practice

to Level 2

Client care

Communication and negotiation

Health and safety

to Level 1

Accounting principles and procedures

Business planning

Conflict avoidance, management and dispute resolution

procedures

Data management

Sustainability

Teamworking

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

The technical competencies

For each APC pathway, specific technical competencies must

be achieved – see page 6 for the list of pathways.

The competencies are divided into core and optional. For some

pathways there will be an element of choice in the core

competencies. For the optional competencies a choice must

be made from the APC pathway list. For some pathways one

optional competency can be taken from the full list of technical

competencies. Some pathways allow candidates to select a

mandatory competency as an optional and take it to a higher

level.

It is important that you give careful thought to the candidate’s

choice and combination of competencies. The combination

must reflect not only the work of the candidate in their day-

today environment (driven by the needs of clients/employer) but

also what is appropriate to the APC pathway.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

Section Six

The final assessment

Interview

The final assessment interview is primarily competency based

and your candidate will need specific skills for this. It is

extremely important that you plan this within the candidate’s

training. Ensure that they have a good working and well-

rounded knowledge of the particular APC pathway, as well as

detailed experience of the core and selected optional

competencies.

Judging the evidence

Think about the type of evidence that will demonstrate the

candidate’s competence (for example reports, valuations,

correspondence). Base your decisions on actual evidence of

work produced rather than their ability to talk about what they

do. Competency-based assessment is about the candidate

being able to operate under normal work pressures, such as

interruptions and tight deadlines. It is also about having

interpersonal skills and being part of a team. The best way to

judge this is to observe them in their normal day. Be objective

in your assessments and give the candidate reasoned advice.

The main ways to assess candidates are:

• observation in the natural course of your work and theirs

• examination of their work, asking the candidate questions

• speaking to other people who know their work for

confirmation of their abilities.

When looking at the work produced by the candidate, find out

what they did themselves and which aspects were done by

teamwork. Talk to the candidate about this. The following

questions will help determine whether the candidate has met

the competencies.

• is the work they have produced relevant to the

competencies they are claiming?

• is it sufficient? Are you sure the candidate could do this

again in similar circumstances or was this a one-off?

• if a candidate is taking a long time to gain experience, is

the evidence current? Can the candidate still do it?

The candidate must be competent in all the required

competencies to the required levels before going for final

assessment. If you use a variety of assessment methods and

get to know the candidate’s work over a period of time you will

be able to make a sound judgment. The candidate cannot apply

for final assessment until you have certified that, in your opinion,

they have reached a level of proficiency that justifies attending

the final assessment.

Note: When you sign off a candidate as competent on the

achievement records, you are saying that not only can the

candidate do the task in your organization but, allowing for

minor differences, could also do so in another organisation.

More importantly, you are saying that you consider this

candidate to be suitable to become a chartered surveyor

who will uphold the rigorous standards of RICS/SCSI. You

are signing a declaration in your capacity as an SCSI/RICS

member and you are bound by the RICS/SCSI ethical

principles and rules of conduct.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

Section Seven

Your role: a chronology

Key aspects before training starts

• make your commitment clear from the outset

• help the candidate with the enrolment process

• discuss and agree the training plan

• plan the professional development

• put dates in diaries for three-, six- and 12-monthly reviews

• make sure that you sign the appropriate documents, at

the appropriate times.

Daily and weekly

The supervisor and the counsellor must maintain regular

contact with the candidate. Most importantly the supervisor

must:

• ensure the candidate’s day-to-day work broadly covers

their competencies

• discuss before and evaluate after any planned training or

professional development activities

• help the candidate to keep their diary in a format that will

encourage meaningful discussions at the formal quarterly

reviews of progress against the competencies

• involve the candidate in work-based activities, ensure

other staff are aware of the candidate’s training needs and

are prepared to assist when interesting opportunities arise

• record examples of the candidate’s performance at

regular intervals – to refresh your memory in your quarterly

reviews.

At the end of three months

The supervisor should:

• set aside a time and a place where you will be

undisturbed

• prepare by reviewing the structured training agreement

• review the candidate’s diary and log book

• review progress against the competencies as shown on

the record of progress

• review your personal notes on the candidate’s

performance

• ask the candidate for their views and feelings on their

progress – and ask them to prepare a few notes to bring

to the meeting

• in this discussion always use as a reference point the

competency definitions in the APC requirements and

competencies guide individual pathway guide.

• at the end of the meeting record your comments on

training to date as part of your ongoing progress report

and aim to include one or two action points for the coming

quarter to emphasise to the candidate that it is an active

partnership

• ask the candidate to add comments to the progress

report.

Note: repeat this process in months 9, 15 and 23

At the end of six months

At this point the counsellor becomes involved, following the

process outlined for the supervisor at the end of the first three

months. The counsellor provides a strategic overview of the

candidate’s progress against the competencies and should also

assist with areas of uncertainty. There is no need for the

candidate to have a separate meeting with the counsellor

unless there are specific reasons for doing so – all three can

meet together.

Note: repeat this process at the end of 18 months

At the end of 12 months - the interim assessment

Within a month of recording 12 months’ training from the

confirmed start date, the candidate, supervisor and counsellor

conduct a thorough review of the training and experience.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

This is a significant point in the APC. It gives the supervisor and

counsellor the chance, with the candidate, to review progress

and forward plan the final 12 months’ training. At this point some

candidates will change supervisor as they move to a different

part of the organisation.

Follow the same format as the six-month review but give more

time to the candidate’s training during this review. You should

ensure that the log book has been completed. There needs to

be a good balance in terms of the number of entries across the

spread of competencies. It should show the candidate is on the

way to fulfilling the requirements of the chosen APC pathway.

The candidate should write, for discussion at the review meeting,

an account of the first 12 months’ training and experience,

covering the mandatory competencies, the technical

competencies and professional development. The supervisor

and counsellor will refer to this when they plan the rest of the

training. This can include a note of competencies or levels where

further experience is needed.

The supervisor and counsellor should, for this meeting, draw

together the information from the three-monthly and six-monthly

reports. These reports are internal and are not submitted to SCSI.

They should comment on the candidate’s training to date,

experience gained and abilities demonstrated. The candidate

should also add comments to the reports. You should include

information on the candidate’s professional development,

recording the main elements plus a summary of the key learning

gained from each element.

Applying for final assessment

At the end of 24 months (minimum) the candidate can apply for

final assessment. They will have downloaded, at the beginning of

their training, all the documentation they have to submit to SCSI.

That pack contains clear instructions on what must be signed by

the supervisor and counsellor. Make sure you read the

instructions carefully and sign the documents as required. The

candidate will then submit the final assessment documentation

after month 24.

APC enrolment 1 Supervisor and counsellor

appointed. Start diary, log book,

recording professional development

3-month supervisor’s meeting 3

6-month supervisor’s meeting 6

6-month counsellor’s meeting 7

9-month supervisor’s meeting 9

12-month supervisor’s meeting 12 Begin identifying suitable project(s)

12 month counsellor’s meeting for critical analysis

15-month supervisor’s meeting 15

16 Critical analysis – identify and agree

subject, prepare synopsis, discuss

with supervisor/counsellor

18-month supervisor’s meeting; 18

18-month counsellor’s meeting 19

23-month final assessment meeting with 23 Critical analysis complete

supervisor and counsellor

Earliest date for submission of final 24

assessment documentation

Graduate route 1 minimum timeline

Month

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

Results

SCSI will let the candidate know the result within 4-6 weeks of

the interview. Should the candidate be unsuccessful, the

outcome is a referral; notification of this will include a referral

report explaining why the panel reached its decision.

Guidance for referred candidates

Your support and guidance will be of great importance to a

referred candidate. Ask them to write a few notes about their

experience in relation to the referral report contents. When you

meet, adopt a counselling style of interview.

Help the candidate understand the outcome of the assessment

and accept the reality of the situation. The candidate must take

ownership of the outcome and either accept the result and not

seek to blame anyone else or (if you feel that there are grounds

for an appeal) provide you with evidence to support an appeal.

You and the candidate must agree on a way forward.

Appeals

The candidate will have 21 days from the date of the results

letter from SCSI to make an appeal. Details of how to make an

appeal are on www.scsi.ie

Appeals may be made for one of three reasons:

• administrative or procedural matters: for example, the

panel may not have been provided with the correct

information

• questioning and testing of competence that has

concentrated too much outside of the main areas of

training and experience

• any form of discrimination.

Re-assessment of referred candidates

The next step will be to steer the candidate through a further

period of training and make preparations for the next

assessment. The candidate will have to satisfy whatever further

requirements are imposed by the assessors in the referral

report. As a minimum they will:

• undertake a minimum of a further 24 hours’

PQSL/professional development

• write a new critical analysis or, if required, re-submit the

original, suitably updated and amended

APC enrolment 1 Supervisor and counsellor

appointed. Start diary, log book,

recording professional development

Begin identifying suitable project(s)

for critical analysis

3-month supervisor’s meeting 3

5 Critical analysis – identify and agree

subject, prepare synopsis, discuss

with supervisor/counsellor

6-month supervisor’s meeting 6

6-month counsellor’s meeting

9-month supervisor’s meeting 9

11-month final assessment meeting with 11 Critical analysis complete

supervisor and counselor

Earliest date for submission of final 12

assessment documentation

Graduate route 2 minimum timeline

Month

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

• submit a referred candidate’s record setting out what they

have done to overcome the shortcomings identified by the

assessors.

The candidate will then be re-interviewed in the normal manner.

Your role is to provide daily and weekly support and guidance.

First, agree the further training needs with the candidate based

on the referral report. Before the candidate comes forward for

reassessment, both the supervisor and counsellor must

countersign a fresh checklist covering the referral templates

and declaration.

Assessment of Professional Competence

Guides for Supervisors, Counsellors and Employers

Where to find help

Completing the APC carries with it a lot of responsibility and

commitment. Extensive support and guidance are available for

candidates and employers.

Resources available include

• The APC section of the RICS/SCSI websites -

www.rics.org

/ www.scsi.ie

• RICS/SCSI Books – www.scsi.ie

• the RICS/SCSI library – www.scsi.ie

• SCSI Education and Membership Department

education@scsi.ie

• APC doctors (contact Education and Membership

Department for details)

• the APC pathway guides www.scsi.ie

If you need any help during the training period please contact:

Education and Membership Department

38 Merrion Square

Dublin 2

T 01-6445500

F 01-6611797

E education@scsi.ie

W www.scsi.ie

Finally remember to ensure that SCSI has your up-to-date

email address.

Section Eight

Dating back to 1895, the Society of Chartered Surveyors www.scsi.ie

Ireland is the independent professional body for Chartered

Surveyors working and practicing in Ireland.

Working in partnership with RICS, the pre-eminent Chartered

professional body for the construction, land and property sectors

around the world, the Society and RICS act in the public interest:

setting and maintaining the highest standards of competence

and integrity among the profession; and providing impartial,

authoritative advice on key issues for business, society and

governments worldwide.

Advancing standards in construction, land and property, the

Chartered Surveyor professional qualification is the world’s leading

qualification when it comes to professional standards. In a world

where more and more people, governments, banks and commercial

organisations demand greater certainty of professional standards and

ethics, attaining the Chartered Surveyor qualification is the recognised

mark of property professionalism.

Members of the profession are typically employed in the construction,

land and property markets through private practice, in central and

local government, in state agencies, in academic institutions, in

business organisations and in non-governmental organisations.

Members’ services are diverse and can include offering strategic

advice on the economics, valuation, law, technology, finance and

management in all aspects of the construction, land and property

industry.

All aspects of the profession, from education through to

qualification and the continuing maintenance of the highest

professional standards are regulated and overseen through the

partnership of the Society of Chartered Surveyors Ireland and RICS, in

the public interest.

This valuable partnership with RICS enables access to a worldwide

network of research, experience and advice.

www.scsi.ie

Society of

Chartered Surveyors Ireland

38 Merrion Square,

Dublin 2, Ireland

Tel: + 353 (0)1 644 5500

Email: info@scsi.ie

Notification Of Change Of Employment (APC)

Section 1 Personal Details

(PLEASE USE BLOCK CAPITALS)

Mr/Miss/Mrs/Ms Name: __________________________________________ Surname: ___________________________________________

Correspondence Address: _______________________________________________________________________________________________

_______________________________________________________________________________________________________________________

Phone: __________________________ Fax: _________________________ Email*: ________________________________________________

Date of Birth: _____________________ Age: ________________

* All notifications of events etc. are sent by email - No web-based accounts, e.g. hotmail or yahoo.

Signature of Candidate: ____________________________________________________________________________ Date: _______________

Section 2 APC Details

I am a candidate for the Assessment of Professional Competence (APC) of the _____________ Professional Group undertaking the

following pathway to qualification.

I am enrolled on the following route to membership:

Subm

❑

Arts and Antiques

❑

Building Control

❑

Building Surveying

❑

Commercial Property Practice

❑

Facilities Management

❑

Geomatics

❑

Housing Management and Development

❑

Machinery and Business Assets

❑

Management Consultancy

❑

Minerals and Waste Management

❑

Planning and Development

❑

Project Management

❑

Property Finance and Investment

❑

Quantity Surveying and Construction

❑

Research

❑

Residential Property Practice

❑

Residential Survey and Valuation

❑

Rural

❑

Taxation Allowances

❑

Valuations

Registration Number: _________________________

❑

Graduate Route 1

❑

Graduate Route 2

❑

Graduate Route 3

❑

Adaptation Route

❑

Academic Route

❑

Senior Professional

Section 3 Employment Details

New Employment Details

Company Name: _______________________________________________________________________________________________________

Company Address: _____________________________________________________________________________________________________

Appointment Held: _____________________________________________________________________________________________________

Telephone Number: __________________________________________ Fax Number: ____________________________________________

Supervisor’s Name & Qualification: _________________________________________________________

Counsellor’s Name & Qualification: _________________________________________________________

Previous Employment Details

Company Name: _______________________________________________________________________________________________________

Company Address: _____________________________________________________________________________________________________

Appointment Held: _____________________________________________________________________________________________________

Telephone Number: __________________________________________ Fax Number: ____________________________________________

Supervisor’s Name & Qualification: _________________________________________________________

Counsellor’s Name & Qualification: _________________________________________________________

Section 4 Declaration of New Employer

To be signed by the partner/director of the firm/practice where the candidate is employed.

*Delete as appropriate.

Mr/Mrs/Miss* ________________________________________________________________________ is/will be* employed in our

Head/Branch office at the following address:

Company/Practice Name: ______________________________________________________________________________________________

Branch Office: _________________________________________________________________________________________________________

Appointment Held: _____________________________________________________________________________________________________

Employer’s Name: _____________________________________________________________________________________________________

Employer’s Signature: __________________________________________________________________________________________________

Date: ______________________________________________________

Duties of the candidate are:

______________________________________________________________________________________________________________________

To Be Signed By Counsellor*

I have read the APC Guide for Employers, Supervisors & Counsellors, along with the Requirements and Competencies Guide. I am

aware of the requirements for the ___________________________________ pathway of the _______________________________________

professional group and will ensure that the candidate will obtain the levels required in the relevant competencies.

I have attended the counsellors seminar and am aware that this is a compulsory requirement for counsellors.

Name of Counsellor: ____________________________________________________________________________________________________

(Block capitals please)

Signed: _______________________________________________________________________________________________________________

Date: __________________________________

Qualifications: _________________________________________________________________________________________________________

* Graduate Routes 1 and 2 only

Assessment of Professional Competence

Ethics Guide

RICS/SCSI Education and

Qualification Standards

Assessment of Professional Competence

Ethics Guide

Contents

The 12 professional and ethical standards

RICS Ethical Standards

Section one:

Act with Integrity

Section two: Always Provide a High Standard of Service

Section three: Act in a way that promotes trust in the profession

Section four: Treat others with respect

Section five: Take Responsibility

Assessment of Professional Competence

Ethics Guide

he following guidance notes will help you to have a thorough

understanding of the philosophy and application of the ethics,

code of conduct and professional practice requirements of

RICS/SCSI.

All APC candidates will be tested on this mandatory

competence at final assessment interview and must

demonstrate the required level of competence in the context

of their experience and area of practice.

Ethics can be defined as a set of moral principles extending

beyond a formal code of conduct. Willingness to follow these

principles was one of the cornerstones for the expansion of

the profession. It is one of the main reasons why people

choose to rely on members of acknowledged professional

bodies.

By following a code of professional ethics, members resolve

the inevitable conflicts between the interests of the

professional, the client and the community at large.

embership of RICS/SCSI places upon every member

responsibility for the delivery of ‘surveying services’ within an

ethical context and subject to certain core values these

underpin all conduct regulations and requirements.

You must demonstrate you are able to operate as a technically

skilled practitioner, in a way society expects of those with

professional status. Within this competency you will also be

expected to demonstrate your understanding of the general

principles of law and the legal system as applicable in your

country of practice. This is an intrinsic part of surveying

practice over and above the more specific areas of law that

underpin many of the technical competencies.

The 12 professional and ethical standards are designed to

provide help and guidance to surveyors in every situation,

particularly when in doubt about how to handle difficult

circumstances, or where there is a danger that members’

professionalism may be compromised.

Conduct rules, ethics and professional practice

guidance notes

Candidates should ensure that they have read and are familiar

with information at https://www.scsi.ie/Regulation/Home and

should also have a good understanding of the SCSI's

structure and governance.

SCSI Regulatory Information

Assessment of Professional Competence

Ethics Guide

Act honourably

1. Never put your own gain above the welfare of your client

or other to whom you have a professional responsibility.

Always consider the wider interests of society in your

judgments.

Act with integrity

2. Be trustworthy in all that you do – never deliberately

mislead, whether by withholding or distorting information.

Be open and transparent in your dealings

3. Share the full facts with your clients, making things as

plain and intelligible as possible.

Be accountable for all your actions

4. Take full responsibility for your actions and don’t blame

others if things go wrong.

Know and act within your limitations

5. Be aware of the limits of your competence and don’t be

tempted to work beyond these. Never commit to more

than you can deliver.

Be objective at all times

6. Give clear and appropriate advice. Never let sentiments

or your own interests cloud your judgments.

Always treat others with respect

7. Never discriminate against others.

Set a good example

8. Remember that both your public and private behaviour

could affect your own, RICS/SCSI’ and other members’

reputations.

Have the courage to make a stand

9. Be prepared to act if you suspect a risk to safety or

malpractice of any sort.

Comply with relevant laws and regulations

10. Avoid any action, illegal or litigious, that may bring the

profession into disrepute.

Avoid conflicts of interest

11. Declare any potential conflicts of interest, personal or

professional, to all relevant parties.

Respect confidentiality

12. Maintain the confidentiality of your clients’ affairs. Never

divulge information to others unless it is necessary.

The 12 professional and ethical standards

Assessment of Professional Competence

Ethics Guide

Be honest and straightforward in all that you do. This is one of

our five professional and ethical standards. This standard

includes, but is not limited to, the following behaviours or

actions:

• Being trustworthy in all that you do.

• Being open and transparent in the way you work.

Sharing appropriate and necessary information with

your clients and/or others to conduct business and

doing so in a way so they can understand that

information.

• Respecting confidential information of your clients and

potential clients.

• Don’t divulge information to others unless it is

appropriate to do so.

• Not taking advantage of a client, a colleague, a third

party or anyone to whom you owe a duty of care.

• Not allowing bias, conflict of interest or the undue

influence of others to override your professional or

business judgements and obligations.

• Making clear to all interested parties where a conflict

of interest, or even a potential conflict of interest,

arises between you or your employer and your client.

• Not offering or accepting gifts, hospitality or services,

which might suggest an improper obligation.

• Acting consistently in the public interest when it

comes to making decisions or providing advice.

Some of the key questions that you could ask

yourself include:

•

What would an independent person think of

my actions?

• Would I be happy to read about my actions in

the press?

• How would my actions look to SCSI/RICS?

• How would my actions look to my peers?

• Do people trust me? If not, why not?

• How often do I question what I do, not just in relation

to meeting technical requirements but also in terms of

acting professionally and ethically?

• Is this in the interest of my client, or my interest,

or the interest of someone else?

• Would I like to be treated in this way if I were a client?

• Do I promote professional and ethical standards in all

that I do?

• Do I say, "show me where it says I can't" or do I say,

"is this ethical"?

RICS Ethical Standards

All APC candidates must be aware of both the 12 ethical principles above and also the standards that RICS have in place.

RICS require that professionals adhere to 5 global professional and ethical standards:

1. Act with Integrity

Assessment of Professional Competence

Ethics Guide

Always ensure your client, or others to whom you have a

professional responsibility, receive the best possible advice,

support or performance of the terms of engagement you have

agreed to. This standard includes, but is not limited to, the

ollowing behaviours or actions:

• Be clear about what service your client wants and the

service you are providing.

• Act within your scope of competence. If it appears that

services are required outside that scope then be

prepared to do something about it, for example, make it

known to your client, obtain expert input or

consultation, or if it's the case that you are unable to

meet the service requirements, explain that you are not

best placed to act for the client.

• Be transparent about fees and any other costs or

payments such as referral fees or commissions.

• Communicate with your client in a way that will allow

them to make informed decisions

• If you use the services of others then ensure that you

pay for those services within the timescale agreed.

• Encourage your firm or the organisation you work for to

put the fair treatment of clients at the centre of its

business culture.

Some of the key questions that you could ask

yourself include:

•

Do I explain clearly what I promise to do and do I keep

to that promise?

• Do I look at ways to improve the service I provide to

my clients?

• How can I help my clients better understand the

surveying services that I am offering?

• Am I providing a professional service for a

professional fee?

• Would the client still employ me if they knew more

about me and the workload I have? If not, why not?

• Do I put undue pressure on myself and colleagues

(especially junior colleagues) to do more than we

actually can?

2. Always Provide a High Standard of Service

Assessment of Professional Competence

Ethics Guide

Act in a manner, both in your professional life and private life,

to promote you, your firm or the organisation you work for in a

professional and positive way. This standard includes, but is

not limited to, the following behaviours or actions:

• Promoting what you and the profession stand for – the

highest standards globally.

• Understanding that being a professional is more than

just about how you behave at work; it's also about how

you behave in your private life.

• Understanding how your actions affect others and the

environment and, if appropriate, questioning or

amending that behaviour.

• Fulfilling your obligations. Doing what you say you will.

• Always trying to meet the spirit of your professional

standards and not just the letter of the standards.

Some of the key questions that you could ask

yourself include:

•

Do my actions promote the profession in the best

light possible?

• What is the best way for me to promote trust in myself,

my firm and the profession?

• Do I explain and promote the benefits, the checks and

balances that exist with the professional services that

I provide?

3. Act in a way that promotes trust in the profession

Assessment of Professional Competence

Ethics Guide

Treat everyone with courtesy, politeness and respect and

consider cultural sensitivities and business practices. This

standard includes, but is not limited to, the following

behaviours or actions:

• Always being courteous, polite and considerate to

clients, potential clients and everyone else you come

into contact with.

• Never discriminate against anyone for whatever

reason. Always ensure that issues of race, gender,

sexual orientation, age, size, religion, country of origin

or disability have no place in the way you deal with

other people or do business.

• As much as you are able, encourage the firm or

organisation you work for to put the fair and respectful

treatment of clients at the centre of its business culture.

Some of the key questions that you could ask

yourself include:

•

Would I allow my behaviour or the way I make my

decisions to be publicly scrutinised? If not, why not? If

so, what would the public think?

• Are my personal feelings, views, prejudices or

preferences influencing my business decisions?

• How would I feel if somebody treated me this way?

• Do I treat each person as an individual?

4. Treat others with respect

Assessment of Professional Competence

Ethics Guide

Be accountable for all your actions – don't blame others if

things go wrong, and if you suspect something isn't right, be

prepared to take action. This standard includes, but is not

limited to the following behaviours or actions:

• Always act with skill, care and diligence.

• If someone makes a complaint about something that

you have done, then respond in an appropriate and

professional manner and aim to resolve the matter to

the satisfaction of the complainant as far as you can.

• If you think something is not right, be prepared to

question it and raise the matter as appropriate with

your colleagues, within your firm or the organisation

that you work for, with RICS/SCSI or with any other

appropriate body or organisation.

Some of the key questions that you could ask

yourself include:

•

Am I approachable?

•

Does my firm or organisation have a clear complaints

handling procedure?

• Do I learn from complaints?

• Do I take complaints seriously?

• Am I clear about what the process is within my firm or

the organisation that I work for about raising concerns?

• Have I considered asking for advice from RICS/SCSI?

5. Take Responsibility

Further Guidance

Candidates should ensure that they refer to the ethics section of the RICS website for further information on RICS ethics

standards and guidance.

Dating back to 1895, the Society of Chartered Surveyors www.scsi.ie

Ireland is the independent professional body for Chartered

Surveyors working and practicing in Ireland.

Working in partnership with RICS, the pre-eminent Chartered

rofessional body for the construction, land and property sectors

around the world, the Society and RICS act in the public interest:

setting and maintaining the highest standards of competence

and integrity among the profession; and providing impartial,

authoritative advice on key issues for business, society and

governments worldwide.

Advancing standards in construction, land and property, the

Chartered Surveyor professional qualification is the world’s leading

qualification when it comes to professional standards. In a world

where more and more people, governments, banks and commercial

organisations demand greater certainty of professional standards and

ethics, attaining the Chartered Surveyor qualification is the recognised

mark of property professionalism.

Members of the profession are typically employed in the construction,

land and property markets through private practice, in central and

local government, in state agencies, in academic institutions, in

business organisations and in non-governmental organisations.

Members’ services are diverse and can include offering strategic

advice on the economics, valuation, law, technology, finance and

management in all aspects of the construction, land and

property industry.

All aspects of the profession, from education through to

qualification and the continuing maintenance of the highest

professional standards are regulated and overseen through the

partnership of the Society of Chartered Surveyors Ireland and RICS, in

the public interest.

This valuable partnership with RICS enables access to a worldwide

network of research, experience and advice.

www.scsi.ie

Society of

Chartered Surveyors Ireland

38 Merrion Square,

Dublin 2, Ireland

Tel: + 353 (0)1 644 5500

Email: info@scsi.ie

Assessment of Professional Competence

Mandatory Competencies Guide

Contents

About the competencies

The mandatory competencies

Senior ProfessionalAssessment

Ethics, Rules of Conduct and professionalism

Client care

Communication and negotiation

Health and safety

Accounting principles and procedures

Business planning

Conflict avoidance, management and dispute resolution procedures

Data management

Diversity, inclusion and teamworking

Inclusive environments

Sustainability

Leadership (mandatory for Senior Professional applicants only)

Managing people (mandatory for Senior Professional applicants only)

Managing resources (excluding human resources)

(mandatory for Senior Professional applicants only)

Mandatory Competencies Guide

About the competencies

The APC aims to assess that you are competent to carry outthe

work of a qualified chartered surveyor. To be competent is to

have the skill or ability to perform a task or function. The

RICS/SCSI competencies are not just a list of tasks orfunctions,

they are also based upon attitudes and behaviours.

RICS/SCSI has drawn up the technical competencies in a

generic way so that they can be applied to different areas of

practice and geographical locations. It is important that you

interpret them within the context of your own area of practiceor

specialism and geography.

Each competency is defined at three levels of attainment.You

must reach the required level in a logical progression and in

successive stages.

Level 1 – knowledge and understanding

Level 2 – application of knowledge and understanding

Level 3 – reasoned advice, depth and synthesis oftechnical

knowledge and its implementation.

The competencies are in three distinct categories:

Mandatory competencies – personal, interpersonal,

professional practice and business skills common toall

pathways and mandatory for all candidates.

Core competencies – primary skills of yourchosen

APC pathway.

Optional competencies – selected as additional skill

requirements for your APC pathway from a list ofcompetencies

relevant to that pathway. In most cases there is an element of

choice.

The mandatory competencies

All candidates, on all routes and all APC pathways, must

achieve the defined level of the mandatory competencies.

These competencies are a mix of the professional practice,

interpersonal, business and management skills that are

considered common to, and necessary for, all chartered

members. You must achieve the minimum standards asset

out below.

To Level 3

• Ethics, rules of conduct &professionalism

To Level 2

• Client Care

• Communication andnegotiation

• Health and safety

To Level 1

• Accounting principles andprocedures

• Business planning

• Conflict avoidance, management anddispute

resolution procedures

• Data management

• Diversity, inclusion and teamworking

• Inclusive environments

• Sustainability

Please note that the mandatory competencies were updated in

December 2019. Those who registered for the APC prior to

December 2019 may refer to the previous mandatory

competencies or can choose to change to the new, updated

competencies prior to submitting for final assessment.

Senior Professional Assessment

There are three additional professional competencies for the

Senior Professional assessment which must also be achievedto

Level 2.

• Leadership

• Managing people

• Managing resources (excluding humanresources)

An APC pathway may include a mandatory competency. If so it

will be shown in the core or optional list for that pathway andwill

need to be achieved to a higher level than as a mandatory

competency.

Please note that the examples provided in this guide are

illustrative, not exhaustive. The assessment panel may ask

questions relating to areas not specifically mentioned in

this guide.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers your professionalism. It requires you to understand the role of SCSI & RICS and how they works. You

must have a thorough knowledge of regulations, rules of conduct and ethical codes. You should understand your role as a

professional and society’s expectations of professional practice. You should also understand the general principles of law and

the legal system, as applicable in your country of practice.

Examples of likely knowledge, skills and experience at each level

Ethics, Rules of Conductand

professionalism

Level 1

Demonstrate knowledge and

understanding of the role and

significance of SCSI/RICS and their

functions. Your personal

professional role and society’s

expectations of professional practice

and SCSI/RICS code of conduct and

conduct regulations, including the

general principles of law and the

legal system, as applicable in your

country of practice.

Examples of knowledge comprised

within this level are:

• The structure of SCSI & RICS

• SCSI & RICS’ global and

professional ethicalstandards

• Mandatory Professional Statements

e.g. Conflicts of Interest

• Guidance notes and their status

• SCSI’s CPD policy

• The role of Professional Groups

• Bodies within the SCSI & RICSe.g.

YSCS, LionHeart

• Rules of conduct for members

• Policy documents

• SCSI Bye-laws

• Government, legislationand

regulation

• Common law

• Relevant case law.

Examples of activities and knowledge

comprised within this level are:

• Your involvement with SCSI

• Identifying a conflict of interest

• Transparency in professional fees

• Checking terms of appointmentfor

compliance with SCSI/RICS rules

• Handling gifts and hospitality

• Complying with SCSI’s CPD policy

for members.

Examples of activities and knowledge

comprised within this level are:

• Dealing with a complaint

• Handling client’s money

• Setting up professionalindemnity

insurance

• Appropriate use of titles protectedby

the Building ControlAct*.

Level 2

Provide evidence of practical

application in your area of practice,

being able to justify actions at all

times and demonstrate personal

commitment to the rules of conduct,

ethics and SCSI/RICS standards.

Level 3

Provide evidence of application of

the above in your area of practicein

the context of advising clients.

* Applicable to Quantity Surveyors & Building Surveyorsonly

Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers how a surveyor meets a client’s brief in respect of a specific appointment and how they deal with aclient

from a business and professional perspective. The term “client” as it is used in this competency means not only the contractual

party who has appointed the surveyor, but also all of the stakeholders in a project with whom the surveyor has to engage. This

competency is closely linked to Ethics, Rules of Conduct and professionalism, which defines professional behaviour and sets out

some mechanisms for protecting clients.

Examples of likely knowledge, skills and experience at each level

Client care

Level 1

Demonstrate knowledge and

understanding of the principles and

practice of client care including:

• The concept of identifying all

clients/colleagues/third parties

who are your clients and the

behaviour that is appropriate to

establish good client

relationships

• The systems and procedures that

are appropriate for managing the

process of client care, including

complaints

• The requirement to collect data,

analyse and define the needs

of clients.

Examples of knowledge comprised

within this level are:

• The information contained within a

client’s brief

• Defining your scope of services

within the limits of your competence

and PI insurance

• How fees are established

• The use of standard forms of

appointment

• Mechanisms contained within an

appointment document

• Insurance requirements (legal and

SCSI/RICS)

• How stakeholders are identified and

how their status within the project is

established

• Formal communication systems with

clients and stakeholders

Continued next page >

Examples of activities and knowledge

comprised within this level are:

• Establishing a client’s objectives

• Confirming a client’s brief

• Establishing a scope of services

• Calculating fees forprofessional

services

• Compiling an appointment document

• Establishing project stakeholdersand

their status

• Setting up communication systems

with a client and stakeholders

• Issuing reports to a client e.g. cost

reports

• Dealing with a complaint

• Measurement of KPIs

• Analysing the data gathered through

the client briefing process and

formulating a detailed client brief

Continued next page >

Examples of activities and knowledge

comprised within this level are:

• Developing tailored proposals linked

to business strategies

• Presenting a prioritised and informed

brief to enable decision-making

• Value management with stakeholders

to ensure delivery against client

expectations

• Advising on the need for statutory

and other consents and approvals

• Presenting alternative proposals

including option appraisals

• Presenting outline schedules of work

• Agreeing the level of fees with aclient

• Issuing an appointment document

• Ensuring insurances are in place

• Setting performance levels and KPIs

• Monitoring compliance with the scope

of services

Continued next page >

Level 2

Provide evidence of practical

application of the principles and

practice of client care in your area

of practice.

Level 3

Provide evidence of practical

application of the principles and

practice of client care in your area

of practice.

Mandatory Competencies Guide

Examples of likely knowledge, skills and experience at each level

Client care (continued)

Level 1

• Complaints handling procedures

• Key Performance Indicators (KPIs)

• The methods of data gathering

during the inception stage of a

project including client briefings and

site-based information

• The law applicable to your area of

practice, in particular those relating

to employment law, statutory

compliance, consents andapprovals

• The principles of the preparation of

alternative outline proposals,

including the methodology of

preparing option appraisals

• The principles of preparing outline

schedules of work.

Level 2

• Consulting with the statutory

authorities on the consents and other

approvals required

• Preparing alternative outline design

proposals, including option appraisals

• Preparing outline schedules of work

• Assessing client relationships,team

performance and stakeholder

interfaces on international projects.

Level 3

• Monitoring performance internally

and externally against

client/stakeholder performance levels

• Reporting to clients and stakeholders

• Using KPIs to improve performance.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers the way in which a surveyor communicates, in writing, graphically and orally. It also looks at theprocess

and strategy of a negotiation. Effective communication is a fundamental aspect of professionalism and candidates must be able

to communicate complex technical matters to both technical and non-technical people in a clear fashion. Negotiation is a regular

part of a surveyor’s work and this competency deals with taking a systematic approach to achieving a satisfactoryconclusion.

Examples of likely knowledge, skills and experience at each level

Communication and negotiation

Level 1

Demonstrate knowledge and

understanding of effective oral,

written, graphic and presentation

skills including the methods and

techniques that are appropriate to

specific situations.

Examples of knowledge comprised

within this level are:

• Good grammar and spelling

• The etiquette of written

communication in emails, letters and

reports

• Common formats for reports

• Presentation of figures and data

using spreadsheets, graphs and

charts

• How to deliver a report at a meeting

• How to structure and deliver a

presentation

• Establishing your objectivesand

strategy for a negotiation

• The process of negotiation.

Examples of activities and knowledge

comprised within this level are:

• Writing letters or other formal

documents

• Compiling a report

• Compiling minutes of meetings

• Producing pricing documents

• Delivering reports at meetings

• Taking part in interviews e.g. for

contractor selection

• Giving presentations to staffor

project teams

• Negotiating a loss and expense

claim, extension of time, acceleration

programme, contract sum or final

account

• Agreeing the value of an instruction.

Examples of activities and knowledge

comprised within this level are:

• Issuing reports to clients

• Producing in-housemanagement

communications

• Chairing meetings

• Conducting interviews

• Presenting at seminars

• Public speaking on behalf of your

business

• Agreement of fees with a client

• Advising on complex negotiationsor

disputes e.g. claims for loss and

expense.

Level 2

Provide evidence of practical

application of oral, written, graphic

and presentation skills that are

appropriate in a variety of situations,

specifically including where

negotiation is involved.

Level 3

Provide evidence of evaluation of

your communication in a variety of

situations.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers the relationship between the work of the surveyor and health and safety issues. Candidates should

understand the legal, practical and regulatory requirements. They should have a detailed understanding of the health and safety

processes and guidelines used to achieve this.

Examples of likely knowledge, skills and experience at each level

Health and safety

Level 1

Demonstrate knowledge and

understanding of the principles and

responsibilities imposed by law,

codes of practice and other

regulations appropriate to your area

of practice.

Examples of knowledge comprised

within this level are:

• Personal safety on site and in

the office

• Procedures imposed by law

• Specific regulations relevant to your

area of work e.g. Fire safety

standards

• The impact on health and safety of:

design, construction processes,

building maintenance

• Health and safety training

requirements as it relates to the

employment of staff.

Examples of activities and knowledge

comprised within this level are:

• Obtaining formal health and safety

qualifications including first aid,

industry specific or nationally

recognised qualifications

• Being involved with specific roles and

responsibilities within the various

regulations

• Being involved in specific health and

safety audits/reviews

• Reviewing health and safety

proposals as part of a contractor’s

tender.

Examples of activities and knowledge

comprised within this level are:

• Giving reasoned advice on and/or

taking responsibility for health and

safety issues relating to:

– Impact of design on construction

– Alternative construction processes

– Impact of design on occupation

and maintenance

– Undertaking risk assessments

– Advising on current legislation

– Advising on adequacy of health

and safety allowances within

tenders.

Level 2

Apply evidence of practical

application of health and safety

issues and the requirements for

compliance, in your area of practice.

Level 3

Provide evidence of reasoned

advice given to clients and others

on all aspects on health and safety.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers the basic principles of accounting and the interpretation of company accounts in order that reasoned

advice can be given to clients.

Examples of likely knowledge, skills and experience at each level

Accounting principles and

procedures

Level 1

Demonstrate knowledge and

understanding of accounting

concepts and the format and

preparation of management and

company accounts, including profit

and loss statements, cash flow

statements and balance sheets.

Examples of knowledge comprised

within this level are:

• The Generally AcceptedAccounting

Principles (GAAP) relevant to the

candidate’s geographical area of

experience and how property is

treated in an entity’s accounts

• International AccountingStandards

(IAS), broadly how IAS vary from

National GAAP and how a

property/asset is treated in an

entity’s accounts prepared under

IAS

• An entity’s financial results and

basic accounting principlesincluding

balance sheets, profit and loss, and

cash flow statements

• The role of the auditor.

Examples of activities and knowledge

comprised within this level are:

• Considering financial statements to

establish, for example, the financial

strength of an entity

• Reviewing and understanding

analysts’ reports on financial

statements

• Considering and understanding

common financial measures such as

return on capital employed, NAV, net

assets per share, gearing ratio, EBIT,

EBITDA and PE ratio.

Examples of activities and knowledge

comprised within this level are:

• Providing clients, in an appropriately

supervised manner, with reasoned

advice relating to the financial

standing of a company e.g. foragency

activities such as leasing, buying and

selling or to assess suitability for a

commercial relationship

• Preparing, or assisting in the

preparation of, servicecharge

accounts

• Preparing, or assisting in the

preparation of, management accounts

for a property

• Preparing, or assisting in the

preparation of, an entity’s accounts

i.e. balance sheet, profit and loss,and

cash flow statements

• Providing other professionaladvice

related to the interpretation and/or

preparation of accounts.

Level 2

Provide evidence of interpretation of

company accounts and balance

sheets in your area of practice and

application of appropriate

accounting and regulatory

standards.

Level 3

Provide evidence of reasoned

advice given to clients with regards

to profit and loss statements and

balance sheets.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency is about the principles and tools of business planning.

Examples of likely knowledge, skills and experience at each level

Business planning

Level 1

Demonstrate knowledge and

understanding of how business

planning activities contribute to the

achievement of corporate

objectives.

Examples of knowledge comprised

within this level are:

• Types of business plan (e.g.

strategic, departmental,operational,

corporate)

• The essential elements of a

business plan

• Organisational structures

• Methods for financial benchmarking

(e.g. key financial ratios)

• Meaning of working capital, stock,

debtors and creditors

• Accounting techniques

• Forecasting techniques

• Planning to meet corporate

objectives.

Examples of activities and knowledge

comprised within this level are:

• Setting objectives and targets

• Undertaking risk analysis

• Preparing a business plan

• Creating an organisational chart

• Using financial ratios

• Using company accounts.

Examples of activities and knowledge

comprised within this level are:

• Undertaking presentationsand

reports

• Undertaking option appraisals

• Setting performance indicators

• Reviewing performance against

targets and indicators.

Level 2

Provide evidence of application of

the principles and demonstrate your

ability to use the tools of business

planning appropriate to your area of

practice.

Level 3

Provide evidence of reasoned

advice given to clients and others of

the principles and tools of business

planning and be able to evaluate

your performance and outcomes.

Mandatory Competencies Guide

Description of competency in context of this sector

This covers the recognition, avoidance, management and resolution of disputes, involving an awareness of different dispute

resolution procedures and an understanding of the application of dispute resolution procedures appropriate to the area and

jurisdiction of professional practice.

Examples of likely knowledge, skills and experience at each level

Conflict avoidance, management

and dispute resolution procedures

Level 1

Demonstrate knowledge and

understanding of the techniques for

conflict avoidance, conflict

management and dispute resolution

procedures including for example

adjudication and arbitration,

appropriate to your pathway.

Examples of knowledge comprised

within this level are:

• Common causes of disputes

• The contribution of some of the

following to dispute avoidance:

– Risk management

– Early warning systems

– Partnering techniques

– Clear and robust clientbriefings

• Theories of negotiation and the role

of effective communication and

negotiation

• The primary features, advantages

and disadvantages of a range of

dispute resolution procedures and

their surrounding statutory and/or

non-statutory legal/ judicial context,

for example:

– Mediation andconciliation

– Dispute Resolution Boards

(DRBs)

– Dispute ResolutionAdvisers

(DRAs)

– Adjudication

– IndependentExpert

determination

– Arbitration

Continued next page >

Examples of activities and knowledge

comprised within this level are:

• Adopting – or encouraging the

adoption of (as appropriate) – suitable

dispute avoidance techniques

• Negotiating actively on behalf of

clients prior to third-partyreferral

• Assisting in the collation or

preparation of claims/counterclaims

and representations

• Assisting in the identification,

gathering and collation of facts and

expert evidence for use in expert

reports

• Sufficient understanding of the main

points of the statutory or non-statutory

law relevant to/underpinning any

particular dispute resolution process

and its application.

Examples of activities and knowledge

comprised within this level are:

• Advising clients of the most suitable

means of dispute avoidance on their

projects, and of dispute resolution

procedures appropriate to their

individual circumstances,

demonstrating appreciation of when

to seek further specialist advice and

when to advise clients within the

scope of the insurance cover of the

candidate’s organisation

• Providing advice to clients over

protection on the issue of costs of

dispute resolution proceedings (e.g.

Calderbank offers or liaising with

solicitors over the content of Part 36

Offers)

• Involvement in, or assistance with, a

referral to a third-party resolution

process and associated management

of that process on behalf of client

NB: Please note that the roles of

acting as a third-party dispute

resolver – or expert witness, are – for

the vast majority of candidates – not

Continued next page >

Level 2

Provide evidence of practical

application in your area of practice

having regard to the relevant law.

Level 3

Provide evidence of the application

of the above in the context of

advising clients in the various

circumstances referred to above.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers how data relating to individual projects and a surveyor’s work generally is collected, stored and retrieved.

In addition to understanding the different storage systems and data sources available and knowing how they work; a candidate

should also understand the principles behind the systems and what makes them effective. Candidates should also understand

how general information and data is managed on a project and the increasing use of computerised central projectdatabases.

Examples of likely knowledge, skills and experience at each level

Data management

Level 1

Demonstrate knowledge and

understanding of the sources of

information and data, and the

systems applicable to your area of

practice, including the methodologies

and techniques most appropriate to

collect, collate and store data.

Examples of knowledge comprised

within this level are:

• The use of published sources of

data

• How data is collected, analysed and

stored within your employer’s

organisation

• How project information is stored

within your employer’s organisation

• How electronic database systems

work

• The use of computerised central

project databases or Building

Information Modelling, the benefits,

challenges and dangers

• How technical libraries are set up

and used

• Legislation applicable to data

management and data access.

Examples of activities and knowledge

comprised within this level are:

• Obtaining data from published

sources for use on a project

• Obtaining data from in-housesources

• Extracting data for inclusion in a

database

• Setting up and using paper-basedor

electronic project filling systems

• Using a computerised centralproject

database

• Retrieving information from a

technical library

• Setting up a technical library

• Interpreting plan/map data

• Ensuring security of data

• Retrieving data from existingrecords,

manual or electronic.

Examples of activities and knowledge

comprised within this level are:

• Advising on data storage system

• Advising on business filing systems

• Benchmarking from analysedhistoric

data

• Advising on the use of acomputerised

central project database

• Advising on security.

Level 2

Provide evidence of practical

application in your area of practice

and understand the relevance of

information gathered and the uses

to which it can be applied. Analyse

the information and data collected.

Level 3

Provide evidence of reasoned advice

given to clients and others on the

use and practical application of the

information collected and systems

used, and/or specify the most

appropriate way for your own and/or

client organisation to collect,

analyse and apply relevant

information and data.

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Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers the role of the surveyor within the team and their involvement with the establishment of the team. It deals

with how team members interact, their behaviour and communication. It also looks at how to build a diverse and inclusive team

and the resulting benefits for both the individual and the team.

Examples of likely knowledge, skills and experience at each level

Diversity, inclusion and teamworking

Level 1

Demonstrate knowledge and

understanding of the principles,

behaviour and dynamics of

successfully working in a team.

Examples of knowledge comprised

within this level are:

• How team members are selected

and appointed

• The role played by the various team

members

• The importance and business value

of diversity in a team

• Formal communicationprocesses

within the team

• Inclusive communications

• How partnering and collaborative

working affects the team

• Internal diversity and inclusion

polices, including any applicable to

non-discrimination or anti-

harassment in the workplace

• Unconscious bias

• Supply chain management

• Relevant legislation within your area

of practice.

Examples of activities and knowledge

comprised within this level are:

• Involvement with the selection and

appointment of team members

(consultants, contractors, sub-

contractors, suppliers)

• Commitment to diversity and

inclusion throughout the attraction

and recruitment process

• Implementing processes to identify

and address any barriers faced by

different groups within the team

• Participating in project meetings

• Using project communication

systems

• Ensure internal and external

communications reach minimum

standards for accessibility.

Examples of activities and knowledge

comprised within this level are:

• Chairing project meetings

• Promote flexible working policesand

work-life balance within the team

• Provide visible supportto

underrepresented groups

• Facilitating risk or value workshops

• Setting up projectcommunication

systems

• Setting up partnering agreements

• Establishing frameworks

• Post-completion project analysisof

the team’s performance

• Participation in diverserecruitment

panels

• Taking action to identify and address

unconscious bias.

Level 2

Provide evidence of practical

application of working as a team

member in your area of practice.

Level 3

Provide evidence of evaluation of

your teamworking skills in a variety

of situations

Mandatory Competencies Guide

Description of competency in context of this sector

This competency is about the principles and processes that deliver accessible and inclusive environments, recognising the

diversity of user needs and the requirement to put people (of all ages and abilities) at the heart of the process.

An inclusive environment recognises and accommodates differences in the way people use the built and natural environment. It

facilitates dignified, equal and intuitive use by everyone. It does not physically or socially separate, discriminate or isolate. Itreadily

accommodates and welcomes diverse user needs.

These principles and processes apply to all buildings, places, and spaces, and to equipment, in and around new property or inthe

adaptation of existing property, as well as to services provided to the public. Particular regard should be given to buildings, places

and spaces that are open to the public; sports and entertainment venues; schools, colleges and educational establishments;

hospitals and health facilities; and residential care facilities; as well as commercial and employmentbuildings.

Examples of likely knowledge, skills and experience at each level

Inclusive environments

Level 1

Demonstrate an understanding of

the principles and processes that

deliver accessible and inclusive

environments, recognising the

diversity of user needs and the

requirement to put people (of all

ages and abilities) at the heart of the

process. In doing so, have regard to

the legal, economic, sustainable and

social case for making inclusion the

norm not the exception.

Examples of knowledge comprised

within this level are:

• Recognition of the diversity ofuser

needs

• Local planning policy, building

regulation and health and safety

requirements as applied toinclusive

environments

• Appreciate and distinguishbetween

ethical issues as opposed to legal

requirements

• Knowledge of best practicetechnical

standards relevant to country of

practice.

Examples of activities and knowledge

comprised within this level are:

• Practical applications as applied to

different types of building and their

associated uses

• Practical applications as applied to

different types of outside areas and

their associated uses

• A recognition of real and perceived

sensitive situations in the design or

use of inclusive environments

• Ability to recognise the need for and

use appropriate language in the

discussion and resolution of

inclusivity challenges.

Examples of activities and knowledge

comprised within this level are:

• The scoping and briefing of new

design work or in relation to

remodelled buildings and external

spaces

• The design and specification of a

building, landscape/public realm

project from outline proposals to

completion of the design and

specification process

• The drafting of clauses in leases or

user agreements as to how places

and spaces might be accessed or

used.

Level 2

Provide evidence of practical

application of the principles and

processes that deliver accessible

and inclusive environments.

Level 3

Provide evidence of reasoned

advice given to clients and others of

the principles and processes that

deliver accessible and inclusive

environments.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers the role of the surveyor in dealing with the impact of sustainability issues. Achievement of this

competency demonstrates a broad-based understanding of the theory of sustainability as set in its political and legalframework,

together with an appreciation of its economic, social and environmental context and the tools and techniques used to measure

cost and return and evaluate options for action.

Examples of likely knowledge, skills and experience at each level

Sustainability

Level 1

Demonstrate knowledge and

understanding of why and how

sustainability seeks to balance

economic, environmental and social

objectives at global, national and

local levels in the context of land,

property and the built environment.

Examples of knowledge comprised

within this level are:

• The principles of sustainabilitywithin

the development process

• The relationship between property

and the environment

• How national and international

legislation, regulations and taxation

relating to sustainability affect a

project

• Criteria by which sustainabilityis

measured in relation to finished

buildings

• The principles of how design,

technology and construction

processes can contribute to

sustainable building

• Design considerations – site,

location, building form, materials,

lighting, ventilation, heating,water

and drainage

• Sources of renewable energyand

energy recovery

• The principles of materialresource

efficiency within the supply chain.

Examples of activities and knowledge

comprised within this level are:

• Planning guidance, sustainability

checklists

• Focus on energy – EU Directive on

Energy Performance of Buildings or

National equivalent

• Renewable energy options –

photovoltaics, wind turbines,

biomass, central heating and power

(CHP), ground source heating,

thermal mass

• National Infrastructure projects and

energy conservation

• Carrying out capital cost and value

engineering exercises to determine

the impact of sustainability issues

• Carrying out life cycle cost exercises

which take account of sustainability

issues

• Understanding the measures

undertaken by governments and

international bodies to encourage the

reduction of the environmentalimpact

of development.

Examples of activities and knowledge

comprised within this level are:

• Giving reasoned advice to your client

and members of the project team on

the financial impact of sustainability

on a project

• Giving reasoned advice on the

application of environmental law and

policy

• Interpreting environmental reports

and giving reasoned advice on the

financial impact and programme

implications on a project

• Giving advice on sustainable

material selection and how

performance baselines can be

estimated

• Sustainable valuation, triple bottom

line, economic, social and

environmental considerations, short-

medium- long term impacts

• Hard and soft valuation issues,

health, well-being and productivity.

Level 2

Provide evidence of the practical

application of sustainability

appropriate to your area of practice,

and the circumstances in which

specialist advice is necessary.

Level 3

Provide evidence of reasoned advice

given to clients and others on the

policy, law and best practice of

sustainability in your area of practice.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers the characteristics and behaviour of leaders. Candidates should be aware of the alternative styles of

leadership and motivation. Candidates should understand how these techniques can be applied in their area of practice.

Examples of likely knowledge, skills and experience at each level

Leadership (mandatory for Senior

Professional applicants only)

Level 1

Demonstrate knowledge and

understanding of the characteristics

and behaviour of a leader.

Examples of knowledge comprised

within this level are:

• The different styles of leadership

• The different motivation theories

• Effective organisational design and

communication strategies

• The climate necessary for the

creation of high performingteams.

Examples of activities and knowledge

comprised within this level are:

• How leadership and motivation

theories can be applied in practice

• How organisational design and

communication strategies can affect

leadership

• The ingredients necessary to create

high performing teams.

Examples of activities and knowledge

comprised within this level are:

• Adapting your natural leadership

style to meet challenges in your area

of practice

• Adapting your leadership style to

improve personal and team

performance

• Demonstrating successful outcomes

from your leadership and decision

making

• Receiving acceptable peer group

reviews of your performance as a

leader.

Level 2

Provide evidence of application of

your role as a leader appropriateto

your area of practice.

Level 3

Provide evidence of evaluation of

your leadership role.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency covers the principles and practice of managing people. Candidates should be aware of the skills required to

manage people. Candidates should understand the appropriate application of theseskills.

Examples of likely knowledge, skills and experience at each level

Managing people (mandatory for

Senior Professional applicants only)

Level 1

Demonstrate knowledge and

understanding of the principles and

practice of managing people.

Examples of knowledge comprised

within this level are:

• Human resource management

legislation and techniques

• Effective organisational design and

communication strategies

• The climate and culture necessary

for the creation of high performing

teams.

Examples of activities and knowledge

comprised within this level are:

• The principles of human resource

legislation

• Applying human resource techniques

• Effecting improved human resource

performance

• How use of effective organisational

design and communication strategies

improves human resource

performance

• How climate and culture affecthuman

resource performance.

Examples of activities and knowledge

comprised within this level are:

• Managing people and teams and

achieving performance targets

• Carrying out performance appraisals

and receiving acceptable individual

and team peer reviews

• Carrying out training needs analyses

• Recruiting people.

Level 2

Provide evidence of theapplication

of the skills required to manage

people.

Level 3

Provide evidence of the evaluation

of your people management skills.

Mandatory Competencies Guide

Description of competency in context of this sector

This competency is about managing the effective use, allocation and costing of resources (not including human resources).

Examples of likely knowledge, skills and experience at each level

Managing resources (excluding

human resources) (mandatory for

Senior Professional applicants only)

Level 1

Demonstrate knowledge and

understanding of the resources

required and their cost for the

effective operation of a business.

Examples of knowledge comprised

within this level are:

• Types of resources required

• How to manage financialresources

• Accounting techniques

• Budgeting techniques

• Forecasting techniques

• Methods for obtaining resourcesand

monitoring their use

• Personal resource management

• Costing of resources

• Relationship between cost andvalue

of resources.

Examples of activities and knowledge

comprised within this level are:

• Setting financial objectives

• Constructing a budget

• Monitoring and managing financial

resources

• Setting personal objectives

• Preparing reports and

recommendations for the use and

allocation of resources.

Examples of activities and knowledge

comprised within this level are:

• Undertaking cost benefit analysis

• Monitoring performance against

budgets

• Taking action to improve poor

performance against budgets/plans

• Reviewing personal performance

• Reviewing project performance.

Level 2

Provide evidence of the application

in your area of practice, giving

reasoned advice on the most

effective use, allocation and cost of

resources.

Level 3

Provide evidence of the evaluation

of managing resources in specific

business cases.

Your pathway guide to

Project Management

Dating back to 1895, the Society of Chartered Surveyors www.scsi.ie

Ireland is the independent professional body for Chartered

Surveyors working and practicing in Ireland.

Working in partnership with RICS, the pre-eminent Chartered

professional body for the construction, land and property sectors

around the world, the Society and RICS act in the public interest:

setting and maintaining the highest standards of competence

and integrity among the profession; and providing impartial,

authoritative advice on key issues for business, society and

governments worldwide.

Advancing standards in construction, land and property, the

Chartered Surveyor professional qualification is the world’s leading

qualification when it comes to professional standards. In a world

where more and more people, governments, banks and commercial

organisations demand greater certainty of professional standards and

ethics, attaining the Chartered Surveyor qualification is the recognised

mark of propertyprofessionalism.

Members of the profession are typically employed in the construction,

land and property markets through private practice, in central and

local government, in state agencies, in academic institutions, in

business organisations and in non-governmental organisations.

Members’ services are diverse and can include offering strategic

advice on the economics, valuation, law, technology, finance and

management in all aspects of the construction, land and property

industry.

All aspects of the profession, from education through to

qualification and the continuing maintenance of the highest

professional standards are regulated and overseen through the

partnership of the Society of Chartered Surveyors Ireland and RICS, in

the public interest.

This valuable partnership with RICS enables access to a worldwide

network of research, experience and advice.

www.scsi.ie

Society of

Chartered Surveyors Ireland

38 Merrion Square

Dublin 2

education@scsi.ie

T 01 6445500

F 016611797

Name: _____________________________________________________________

Please mark the timeline for attainment of competency levels.

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8

Mandatory Competencies

Core Competencies

Optional Competencies

Competency Achievement Planner

• Graduate Route 1 - Mark the timeline for attainment of competency levels over 24 months

• Graduate Route 2 - Mark the timeline for attainment of competency levels over 12 months

• Graduate Route 3 - List the competency names and levels

• Adaptation Route - List the competency names and levels

• Senior Professional Route - List the competency names and levels

Assessment of Professional Competence

Candidate’s Diary and Logbook

Candidate’s Name______________________________________________________________________________________________________

Date of Registration____________________________________________________________________________________________________

Professional Group_____________________________________________________________________________________________________

Supervisor’s Name ____________________________________________________________________________________________________

Counsellor’s Name_____________________________________________________________________________________________________

Supervisor’s and Counsellor’s Declaration

We confirm that the entries in this diary and logbook are an accurate record of the candidate’s work

Interim Submission

Supervisor’s Signature:__________________________________________________________________ Date____________________________

Counsellor’s Signature:__________________________________________________________________ Date ___________________________

Final Submission

Supervisor’s Signature:__________________________________________________________________ Date____________________________

Counsellor’s Signature:__________________________________________________________________ Date ___________________________

Note: All candidates are obliged to maintain a diary on an ongoing basis to assist them with their logbook entries and record of

progress. Diaries should not be submitted to the Society unless specifically requested. The Diary entries should be recorded in hours

and not days.

Name: _______________________________________________________________________________________________________________

Week: _______________________________________________________________________________________________________________

Date Nature of Professional Work Carried Competency Reference

Candidate’s Diary

Please note that the logbook entries should be recorded in days and not hours.

Name____________________________________________________________________________________________________

(BLOCK LETTERS)

Professional Group______________________________________________________________________________________________________

Pathway_______________________________________________________________________________________________________________

Supervisor's Signature________________________________________________________________________________

Counsellor's Signature________________________________________________________________________________

(Please state the number of days spent in total on each Core and Optional APC Competency within each 12 month period of professional training)

Competency

Month

Total

Title and Number Days

Logbook

Pre-Qualification Structured Learning Record

Name__________________________________________________________________________________________________(IN BLOCK LETTERS)

Professional Group_____________________________________________________________________________________________________

Pathway ______________________________________________________________________________________________________________

Supervisor Signature ___________________________________________________________________________________________________

Counsellor Signature ___________________________________________________________________________________________________

Please state number of hours spent in total on each PQSL activity within each 12 month period of professional training.

Pre-Qualification Structured Learning

Please record the number of hours and type of PQSL

Total of HoursMonthType of PQSL Activity

Supervisor’s Progress Reports

To be completed every three months.

(Note: This form is for the use of candidates and supervisors. It need not be submitted to the Society unless called for, but may be

requested by the Assessors or the APC Doctors.)

Date_______________________________________________________________

Observations on training to date, experience gained and ability of candidate:

_______________________________________________________________________________________________________________________

Signature:_______________________________________________________________________ Date __________________________________

Candidate’s Comments

_______________________________________________________________________________________________________________________

Signature: ______________________________________________________________________ Date __________________________________

Counsellor’s Progress Reports

To be completed every six months.

(Note: This form is for the use of candidates and counsellors. It need not be submitted to the Society unless called for, but may be

requested by the Assessors or the APC Doctors.)

Date_______________________________________________________________

Comments and recommendations:

_______________________________________________________________________________________________________________________

Signature:_______________________________________________________________________ Date __________________________________

Candidate’s Comments

_______________________________________________________________________________________________________________________

Signature: ______________________________________________________________________ Date __________________________________

Final Assessment Record

(summary of progress – months 12 – 24)

Competency Title Dates Summary of Experience/Training Completed Training Planned

and Reference

Mandatory

(max. 500 words)

Core

(max. 500 words)

Optional

(max. 500 words)

PQSL

(max. 500 words

(between application date and

final assessment, if applicable)

(Please include projects you have been involved with, which

demonstrate experience of the core and optional competencies of

your chosen APC pathway)

Final Assessment Record

(Supervisor’s and Counsellor’s Report – months 12 – 24)

Observations on training/progress to date, experience gained and forward gained:

_____________________________________________________________________________________________________________________

Candidate’s comments:

_____________________________________________________________________________________________________________________

Certification by supervisor/counsellor that:

a. Training and Development has been reviewed after 12 months

b. Record of Progress, diary, logbook and PQSL records are complete and up top date

Signed: _____________________________________________________________________ (Supervisor) Date: _______________________

Signed: _____________________________________________________________________ (Counsellor) Date: ________________________

Signed: _____________________________________________________________________ (Candidate) Date: ________________________

Interim Assessment Record

(summary of progress – months 12 – 24)

Competency Title Dates Summary of Experience/Training Completed Training Planned

and Reference

Mandatory

(max. 500 words)

Core

(max. 500 words)

Optional

(max. 500 words)

PQSL

(max. 500 words

(Please include projects you have been involved with, which

demonstrate experience of the core and optional competencies of

your chosen APC pathway)

Interim Assessment Record

(Supervisor’s and Counsellor’s Report – months 12 – 24)

Observations on training/progress to date, experience gained and forward plan:

_____________________________________________________________________________________________________________________

Candidate’s comments:

_____________________________________________________________________________________________________________________

Certification by supervisor/counsellor that:

a. Training and Development has been reviewed after 12 months

b. Candidate will receive a further minimum of 12 months training before final assessment

c. Record of Progress, diary, logbook and PQSL records are complete and up top date

Signed: _____________________________________________________________________ (Supervisor) Date: _______________________

Signed: _____________________________________________________________________ (Counsellor) Date: ________________________

Signed: _____________________________________________________________________ (Candidate) Date: ________________________

(Summary of forward plan – in preparation for re-assessment)

Competency Title Dates Summary of Experience/Training Completed

and Reference

Mandatory

(max. 500 words)

Core

(max. 500 words)

Optional

(max. 500 words)

PQSL

(max. 500 words

Referred Candidate Record

(Summary of progress – additional training period)

Competency Title Dates Summary of Experience/Training Training Planned

and Reference Completed

Mandatory

(max. 500 words)

Core

(max. 500 words)

Optional

(max. 500 words)

PQSL

(max. 500 words

(between application

date and final

assessment, if

applicable)

(PLEASE USE BLOCK CAPITALS)

Membership Number: ___________________________________________________

Current Position at Work: ________________________________________________

Employer Name: ________________________________________________________

How many years’ relevant surveying experience 0- 4

❑

5-9

❑

10+

❑

do you have? ___________________________

Please indicate your chosen APC pathway (please tick one only)

❑

Antiques and Fine Arts

❑

Planning and Development

❑

Building Control

❑

Project Management

❑

Building Surveying

❑

Property Finance & Investment

❑

Commercial Property

❑

Property Management

❑

Environment

❑

Quantity Surveying and Construction

❑

Facilities Management

❑

Research

❑

Geomatics

❑

Residential

❑

Housing Management and Development

❑

Rural

❑

Machinery and Business Assets

❑

Taxation

❑

Management Consultancy

❑

Valuation

❑

Minerals and Waste Management

1. Personal Details

Full Name: ________________________________________________________________________________________________________

Date of Birth: ________________________________________________________

Nationality: __________________________________________________________

Telephone: ___________________________________________________________

Email: _______________________________________________________________

Address: _________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Resumé Template

SCSI Resume Template.qxp 06/06/2017 12:04 Page 1

2. Education (please list all qualifications)

University/ Institution Degree/Diploma Name Type of study Date started Date completed

(please include country) (full time, part time,

flexible)

3. Membership of any other professional organisation(s)

Name of Organisation Grade How membership was achieved (eg examination) Year gained

4. Professional Experience*

Period Job Title Employer Type and scope of responsibilities (in detail)

*Candidates must provide detailed Professional Experience which must be linked to and detailing competencies of your chosen APC pathway.

It may be necessary for you to provide additional attached pages.

5. Competencies *

Core Competencies

Optional Competencies

*In addition to providing your Professional Experience in chronological order, please ensure to clearly allocate your experience against the relevant

competencies (both core and optional) of your chosen pathway. You must list each of your chosen core and optional competencies, demonstrating

under each of them how you have attained the relevant Professional Experience applicable to that competency*

SCSI Resume Template.qxp 06/06/2017 12:04 Page 2

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