Residential survey and valuation Assessor guide - RICS
Residential survey and valuation Assessor guide - RICS
Residential survey and valuation Assessor guide - RICS
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<strong>Residential</strong> Survey<br />
<strong>and</strong> Valuation<br />
Associate <strong>Assessor</strong> Guide<br />
rics.org
Published by: <strong>RICS</strong>, Parliament Square, London SW1P 3AD<br />
All rights in this publication, including full copyright or publishing right, content <strong>and</strong> design, are owned by <strong>RICS</strong>,<br />
except where otherwise described. Any dispute arising out of this publication is subject to the law <strong>and</strong> jurisdiction<br />
of Engl<strong>and</strong> <strong>and</strong> Wales.<br />
02 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong>
Contents<br />
Background<br />
A Associate Assessment 04<br />
B The people 05<br />
C The pathway <strong>and</strong> its competencies 08<br />
D Competency definitions <strong>and</strong> evidence in detail 09<br />
E The Managed Learning Environment (MLE) 16<br />
F Associate Assessment process from the C<strong>and</strong>idate’s perspective 17<br />
G Associate Assessment from the <strong>Assessor</strong>’s perspective 18<br />
The six steps of the Associate Assessment<br />
Appendix<br />
Step 1 – Initial contact 21<br />
Step 2 – Preliminary read-through 22<br />
Step 3 – Associate Assessment 23<br />
Step 4 – Discussion 30<br />
Step 5 – Notifying <strong>RICS</strong> of the decision 31<br />
Step 6 – After the Associate Assessment 32<br />
Managed Learning Environment (MLE) User Guide 35<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 03
Background<br />
Section A<br />
Associate Assessment<br />
Associate Assessment is the process by which those with<br />
relevant work experience or vocational/academic qualifications<br />
(or a combination of these) can gain Associate membership<br />
of <strong>RICS</strong> (Assoc<strong>RICS</strong>). Associate is a high-value grade of<br />
membership in its own right. It also provides a stepping<br />
stone to advance to full professional qualification (M<strong>RICS</strong>).<br />
The Associate qualification is gained by submitting workplace<br />
evidence for assessment by <strong>RICS</strong>, <strong>and</strong> undertaking structured<br />
development. All the evidence is assembled <strong>and</strong> stored using<br />
the <strong>RICS</strong> online Managed Learning Environment (MLE). As an<br />
Associate <strong>Assessor</strong>, you are responsible for ensuring that only<br />
those with a proven level of competence can succeed in<br />
achieving the Associate qualification.<br />
This <strong>guide</strong> explains what Associate C<strong>and</strong>idates must do to<br />
get to the point of Associate Assessment in <strong>Residential</strong> Survey<br />
<strong>and</strong> Valuation. It then sets out how you should approach your<br />
task, what criteria you should apply when considering<br />
evidence, <strong>and</strong> what processes you should follow before,<br />
during <strong>and</strong> after Associate Assessment.<br />
04 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong>
Background<br />
Section B<br />
The people<br />
There are two key parties in the Associate Assessment<br />
process: the Associate C<strong>and</strong>idate <strong>and</strong> the Associate <strong>Assessor</strong>s.<br />
1. Associate C<strong>and</strong>idate<br />
The Associate C<strong>and</strong>idates you will assess are following<br />
the <strong>Residential</strong> Survey <strong>and</strong> Valuation pathway.<br />
They are likely to be involved in the provision of advice on the<br />
condition of property, <strong>and</strong> in the <strong>valuation</strong> of residential<br />
property for secured lending <strong>and</strong> other purposes<br />
Associate C<strong>and</strong>idates will come from a variety of backgrounds<br />
in terms of their education <strong>and</strong> experience. They will all have<br />
experience of working in the sector. The diagram at figure 1<br />
shows you the various routes by which a person can obtain<br />
the Associate qualification.<br />
Associate Assessment is open to those with four years’<br />
relevant experience. If a c<strong>and</strong>idate has a qualification that<br />
is relevant <strong>and</strong> of an appropriate level, it reduces the length<br />
of experience s/he needs in order to be eligible for<br />
Associate Assessment.<br />
<strong>RICS</strong> will ensure that Associate <strong>Assessor</strong>s are matched as<br />
closely as possible to c<strong>and</strong>idates. The following are typical<br />
profiles of Associate C<strong>and</strong>idates in the <strong>Residential</strong> Survey<br />
<strong>and</strong> Valuation pathway.<br />
Profile 1<br />
Position: Home Inspector<br />
Career history<br />
Currently working with a panel of residential <strong>survey</strong>ors, having<br />
completed a home inspection diploma <strong>and</strong> an additional<br />
<strong>RICS</strong>-approved <strong>valuation</strong> module. Would like to progress her<br />
career. Previously worked as a sales negotiator for a local<br />
estate agent.<br />
Qualifications / Professional Membership<br />
Diploma in home inspection. <strong>RICS</strong> home inspector <strong>valuation</strong><br />
training module.<br />
This c<strong>and</strong>idate would be eligible to come forward for<br />
Associate Assessment.<br />
Profile 2<br />
Position: Surveying technician<br />
Career history<br />
Currently working as a <strong>survey</strong>ing technician for a large UK<br />
housing association. Has worked in a <strong>survey</strong>ing role since<br />
completing a vocational qualification in <strong>survey</strong>ing property <strong>and</strong><br />
maintenance last year. Previously employed for two years<br />
as a project worker for a local housing association.<br />
Qualifications / Professional Membership<br />
Relevant vocational qualification in <strong>survey</strong>ing, property<br />
<strong>and</strong> maintenance.<br />
Because of achieving a relevant vocational qualification, the<br />
c<strong>and</strong>idate needs only two years’ experience. He already has<br />
more than this. He can come forward for Associate Assessment<br />
now, <strong>and</strong> may use evidence from his vocational qualification.<br />
Profile 3<br />
Career history<br />
Currently, working in a multi practice firm having gained an<br />
academic qualification in property on a part time basis whilst<br />
working in the industry.<br />
Qualifications / Professional Membership<br />
Relevant academic qualification in property<br />
With a relevant academic qualification this c<strong>and</strong>idate needs<br />
only two years’ experience to be eligible for assessment. She<br />
has already gained this experience while studying part time for<br />
her qualification. She can therefore come forward for Associate<br />
Assessment now, <strong>and</strong> may be able to use some of the work<br />
produced for her academic qualification towards her evidence.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 05
Background<br />
2. Associate <strong>Assessor</strong>s<br />
You are one of two assessors. Before you carry out your<br />
fi rst Associate Assessment, you must have satisfi ed <strong>RICS</strong><br />
that you meet the role profi le, completed <strong>RICS</strong> Associate<br />
<strong>Assessor</strong> training, <strong>and</strong> signed a service level agreement.<br />
You will act as either<br />
• Associate <strong>Assessor</strong> – an Assoc<strong>RICS</strong>, M<strong>RICS</strong> or F<strong>RICS</strong>1 who assesses submitted evidence <strong>and</strong> decides whether<br />
the Associate C<strong>and</strong>idate has met the requirements of<br />
the pathway<br />
• Lead Associate <strong>Assessor</strong> – as above, but with the extra<br />
responsibility of writing the feedback for referred c<strong>and</strong>idates,<br />
<strong>and</strong> managing the contact with the co-assessor before a<br />
decision is reached.<br />
All trained Associate <strong>Assessor</strong>s will take their turn as the<br />
Lead Associate <strong>Assessor</strong> – whether you are Lead in any<br />
particular case is a matter of r<strong>and</strong>om selection. You will have<br />
undertaken, as part of the service level agreement, to complete<br />
at least six assessments per year.<br />
Other parties you will see reference to are<br />
• Associate Supporter who is required to verify the evidence<br />
submitted – this is a non m<strong>and</strong>atory role but is considered<br />
best practice for c<strong>and</strong>idates who are building up their<br />
experience <strong>and</strong> evidence over a number of years.<br />
• Associate Proposer who endorses the application by signing<br />
a declaration form at Associate Assessment. This is a<br />
m<strong>and</strong>atory role.<br />
You will have no contact with either of them – <strong>RICS</strong> staff<br />
will carry out all necessary checks to make sure the correct<br />
procedures have been followed.<br />
1 Subject to a detailed role profi le provided by <strong>RICS</strong> which can be<br />
downloaded from the Associate <strong>Assessor</strong> online community<br />
06 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong>
Background<br />
Figure 1: Routes to the Associate qualification<br />
<strong>RICS</strong> Associate Qualification<br />
C<strong>and</strong>idate Profile Requirements<br />
No vocational/<br />
academic qualification<br />
Relevant NVQ 3<br />
Relevant HND/HNC,<br />
DipHE/FD<br />
Relevant degree<br />
<strong>RICS</strong> approved<br />
professional<br />
body membership<br />
<strong>RICS</strong> approved NVQ 4<br />
Minimum 4 years’<br />
experience<br />
Minimum 2 years’<br />
experience<br />
Minimum 12 months’<br />
experience<br />
Direct entry<br />
Associate<br />
Assessment<br />
Ethics Module<br />
Associate<br />
(Assoc<strong>RICS</strong>)<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 07
Background<br />
Section C<br />
The pathway <strong>and</strong> its competencies<br />
<strong>RICS</strong> has defined the competencies for the <strong>Residential</strong> Survey<br />
<strong>and</strong> Valuation pathway, as follows.<br />
Six technical competencies – the technical skills needed<br />
for this pathway. The technical competencies c<strong>and</strong>idates must<br />
achieve for Assoc<strong>RICS</strong> in <strong>Residential</strong> Survey <strong>and</strong> Valuation are<br />
• Building Pathology<br />
• Inspection<br />
• Legal / regulatory compliance<br />
• Measurement of l<strong>and</strong> <strong>and</strong> property<br />
• Property records / information syatems<br />
• Valuation.<br />
Eight m<strong>and</strong>atory competencies – the ‘softer’ skills that all<br />
responsible practitioners need, regardless of their <strong>RICS</strong><br />
pathway. These competencies are essential: they demonstrate<br />
ability to work with colleagues, meet client requirements,<br />
self-manage <strong>and</strong> act with honesty <strong>and</strong> integrity. They are<br />
• Client care<br />
• Communication <strong>and</strong> negotiation<br />
• Conduct rules, ethics <strong>and</strong> professional practice<br />
• Conflict avoidance, management <strong>and</strong> dispute<br />
resolution procedures<br />
• Data management<br />
• Health <strong>and</strong> safety<br />
• Sustainability<br />
• Teamworking.<br />
08 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong><br />
How does the c<strong>and</strong>idate demonstrate the competencies?<br />
The Associate C<strong>and</strong>idate must satisfy you that s/he has<br />
achieved all the technical <strong>and</strong> m<strong>and</strong>atory competencies<br />
required for the pathway.<br />
To do this the Associate C<strong>and</strong>idate supplies<br />
1. written evidence – 24 pieces of written work taken<br />
from his/her everyday role, four for each technical<br />
competency (the written evidence will also demonstrate<br />
the m<strong>and</strong>atory competencies)<br />
2. commentary – a 300 word explanation for each piece<br />
of written evidence <strong>and</strong> why it has been chosen<br />
3. structured development record – a description of<br />
learning activities<br />
The Associate C<strong>and</strong>idate also completes the <strong>RICS</strong> online<br />
ethics module. This is the method <strong>RICS</strong> uses to inform<br />
c<strong>and</strong>idates about <strong>RICS</strong> ethics <strong>and</strong> test them online on the<br />
subject. It is explained in more detail in section 14.
Background<br />
Section D<br />
<strong>Residential</strong> Survey <strong>and</strong> Valuation technical competencies<br />
On the following pages is a table setting out the definitions of the competencies, <strong>and</strong> describing the evidence the<br />
Associate C<strong>and</strong>idate must submit to show s/he has achieved each of them.<br />
Building pathology<br />
Description<br />
Building pathology is core to<br />
competently undertaking <strong>survey</strong>s<br />
of residential property. This<br />
competency requires an<br />
underst<strong>and</strong>ing of defects<br />
analysis, <strong>and</strong> the likely defects<br />
arising from failures in building<br />
fabric. This will range from the<br />
effects of a defective waterproof<br />
covering at simple building<br />
pathology, to much more<br />
complex defects such as<br />
interstitial condensation, <strong>and</strong> the<br />
possible effects on building<br />
fabric. C<strong>and</strong>idates will be<br />
expected to have knowledge/<br />
experience of the range of<br />
defects found in typical<br />
residential buildings in their<br />
locality, as well as an<br />
underst<strong>and</strong>ing of defects that<br />
they may come across more<br />
infrequently. In order to be<br />
competent in building pathology<br />
<strong>and</strong> defects analysis c<strong>and</strong>idates<br />
will need to have knowledge of<br />
construction technology.<br />
Requirements<br />
Demonstrate your knowledge <strong>and</strong><br />
underst<strong>and</strong>ing of building defects<br />
including collection of information,<br />
measurements <strong>and</strong> tests. Apply<br />
your knowledge to undertake<br />
<strong>survey</strong>s, use <strong>survey</strong> <strong>and</strong> other<br />
information to diagnose cause<br />
<strong>and</strong> mechanisms of failure.<br />
Examples of likely knowledge,<br />
skills <strong>and</strong> experience<br />
Knowledge<br />
• the various types of <strong>survey</strong>ing<br />
that may be required<br />
• typical defects relating to typical<br />
residential buildings found in the<br />
c<strong>and</strong>idate’s locality<br />
• differing types of testing, <strong>and</strong><br />
the limitations of the tests eg<br />
the use of damp meters <strong>and</strong><br />
other relevant equipment.<br />
Activities<br />
• explaining the cause <strong>and</strong><br />
mechanics of varying types of<br />
failure<br />
• carrying out inspections of<br />
residential properties<br />
• explaining, with use of detailed<br />
examples, the relationship<br />
between observations taken on<br />
site <strong>and</strong> the diagnosis of failure<br />
in building fabric<br />
• using knowledge <strong>and</strong><br />
information gathered from<br />
several sources, including if<br />
necessary specialist<br />
inspections, to diagnose <strong>and</strong><br />
explain building fabric failure.<br />
Evidence<br />
You must provide four different<br />
documents as evidence for each<br />
of the competencies. The<br />
examples in this column are not<br />
a definitive list but are for<br />
illustration only. It is for you<br />
to ensure that the documents<br />
provide evidence of knowledge,<br />
skills <strong>and</strong> experience in<br />
column three.<br />
Suitable evidence should<br />
demonstrate involvement with the<br />
preparation of the following<br />
• production of mortgage <strong>valuation</strong>s,<br />
Single Survey <strong>and</strong> Home Reports,<br />
HomeBuyer reports, Building<br />
Surveys <strong>and</strong>/or condition reporting<br />
• different buildings/different<br />
<strong>survey</strong>s eg building <strong>survey</strong><br />
(accompany building <strong>survey</strong>or)<br />
• testing eg use of specialist<br />
equipment – damp meter<br />
• issues of failure <strong>and</strong> underst<strong>and</strong>ing<br />
varying degrees of defect eg<br />
movement, damp.<br />
Documentation must clearly show<br />
the c<strong>and</strong>idate’s involvement with the<br />
piece of work <strong>and</strong> how they dealt<br />
with matters such as<br />
• interpretation of basic structures<br />
<strong>and</strong> how this is reported in site<br />
notes<br />
• differentiating the needs for<br />
different inspection types with<br />
differing property types <strong>and</strong> ages<br />
• defining limitations <strong>and</strong> scope<br />
of reports<br />
• further investigations<br />
– lending, insurance<br />
• ongoing investigation<br />
– engineer’s report<br />
• sourcing information such as<br />
Building Regulations, trade<br />
sites etc.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 09
Background<br />
Inspection<br />
Description<br />
Inspections of residential property<br />
are undertaken for many purposes,<br />
but most commonly in relation to<br />
<strong>valuation</strong>, buying, selling or letting.<br />
Competent inspection is<br />
fundamental to providing accurate<br />
property advice. It is therefore<br />
important that c<strong>and</strong>idates are able<br />
to demonstrate knowledge <strong>and</strong><br />
underst<strong>and</strong>ing of the core principles<br />
of property inspection. <strong>Assessor</strong>s<br />
will be seeking confirmation that<br />
all c<strong>and</strong>idates have knowledge of<br />
building construction, location<br />
analysis <strong>and</strong> defects.<br />
Requirements<br />
Demonstrate knowledge <strong>and</strong><br />
underst<strong>and</strong>ing of the different<br />
requirements for inspection,<br />
together with the required<br />
information <strong>and</strong> factors affecting<br />
the approach to an inspection.<br />
Undertake inspections <strong>and</strong> apply<br />
the information gained to prepare<br />
reports, schedules <strong>and</strong>/or registers<br />
of equipment, presenting<br />
appropriate information gained<br />
from the inspection.<br />
10 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong><br />
Examples of likely knowledge,<br />
skills <strong>and</strong> experience<br />
Knowledge<br />
• safety issues when inspecting<br />
a property<br />
• identifying access arrangements<br />
• implications of location, situation<br />
<strong>and</strong> environmental issues<br />
• residential building construction<br />
<strong>and</strong> specification.<br />
Activities<br />
• accurate recording of building<br />
<strong>and</strong> site characteristics<br />
• preparing (or assisting in the<br />
preparation of) reports for clients<br />
• identifying potential defects of<br />
buildings (both structural <strong>and</strong><br />
environmental) <strong>and</strong> underst<strong>and</strong>ing<br />
related implications<br />
• assessing quality of location,<br />
design <strong>and</strong> specification<br />
• undertaking energy performance<br />
inspections of st<strong>and</strong>ard residential<br />
property <strong>and</strong> completing energy<br />
performance reports.<br />
Evidence<br />
You must provide four different<br />
documents as evidence for each<br />
of the competencies. The<br />
examples in this column are not<br />
a definitive list but are for<br />
illustration only. It is for you<br />
to ensure that the documents<br />
provide evidence of knowledge,<br />
skills <strong>and</strong> experience in<br />
column three.<br />
Suitable evidence should<br />
demonstrate involvement with the<br />
preparation of the following<br />
• site notes<br />
• inspection of single building pre<br />
<strong>and</strong> post war<br />
• reports on a unit within a block<br />
• reports on a portfolio of buildings<br />
• reports on an unusual building eg<br />
modern methods of construction<br />
or other specialist eg historic;<br />
conservation area<br />
• Energy Performance Certificate.<br />
Documentation must clearly show<br />
the c<strong>and</strong>idate’s involvement with the<br />
piece of work <strong>and</strong> how they dealt<br />
with matters such as<br />
• relationship of condition<br />
(information gained from inspection)<br />
to client instruction <strong>valuation</strong> on<br />
any property style<br />
• recording within the site notes the<br />
differing styles of buildings <strong>and</strong><br />
how this could impact the <strong>valuation</strong><br />
through differing planning/<br />
conservation measures<br />
• recording of multiple buildings <strong>and</strong><br />
how this would relate to the outputs<br />
• production of an Energy<br />
Performance Certificate from the<br />
provision of site notes through to<br />
the lodgement of the report.
Background<br />
Legal/regulatory compliance<br />
Description<br />
The legal/regulatory compliance<br />
issues affecting <strong>survey</strong>ors are<br />
increasingly complex <strong>and</strong> it is<br />
essential that all <strong>survey</strong>ors have an<br />
in-depth knowledge of the legal/<br />
regulatory compliance regime in<br />
which professional practice occurs;<br />
particularly in the context of<br />
residential property transactions<br />
<strong>and</strong> management.<br />
It may also include undertaking<br />
Environmental Impact Assessment<br />
<strong>and</strong> Strategic Environmental<br />
Assessment for projects, within the<br />
planning <strong>and</strong> regulatory framework.<br />
Requirements<br />
Demonstrate knowledge <strong>and</strong><br />
underst<strong>and</strong>ing of any legal/<br />
regulatory compliance<br />
requirements in relation to your<br />
area of practice. Apply your<br />
knowledge to comply with legal/<br />
regulatory requirements in specific<br />
situations within residential<br />
property transactions. Apply in<br />
practice your underst<strong>and</strong>ing of<br />
environmental assessment <strong>and</strong><br />
the requirements for compliance,<br />
including undertaking an<br />
environmental assessment.<br />
Examples of likely knowledge,<br />
skills <strong>and</strong> experience<br />
Knowledge<br />
• statutory control of building<br />
works, including Building <strong>and</strong><br />
Planning Acts within country<br />
of practice<br />
•enforcement controls on<br />
unauthorised building works<br />
• the implications of the Disability<br />
Discrimination Act<br />
• licences to alter premises<br />
• planning <strong>and</strong> building<br />
applications, together with licence<br />
applications, for property<br />
alterations <strong>and</strong> other consents.<br />
Activities<br />
• carrying out inspections for<br />
schedules of condition <strong>and</strong><br />
dilapidations, <strong>and</strong> negotiations<br />
with party representatives, in<br />
non complex matters<br />
• providing advice to clients in<br />
respect to their statutory<br />
obligations<br />
• carrying out health <strong>and</strong> safety<br />
obligations during works for<br />
clients, including design works<br />
• reviewing <strong>and</strong> reporting on<br />
lease obligations<br />
•preparing responses to client<br />
complaints including research<br />
methodology <strong>and</strong> sources <strong>and</strong><br />
interaction with Professional<br />
Indemnity Insurers in the process<br />
• preparation of Home Information<br />
Packs including Property<br />
Information Questionnaire or<br />
Single Survey <strong>and</strong> Home Report<br />
• preparation of documentation<br />
related to a Professional<br />
Indemnity Insurance proposal<br />
form <strong>and</strong>/or periodic bordereaux<br />
report.<br />
Evidence<br />
You must provide four different<br />
documents as evidence for each<br />
of the competencies. The<br />
examples in this column are not<br />
a definitive list but are for<br />
illustration only. It is for you<br />
to ensure that the documents<br />
provide evidence of knowledge,<br />
skills <strong>and</strong> experience in<br />
column three.<br />
Suitable evidence should<br />
demonstrate involvement with<br />
the preparation of the following<br />
• a planning application<br />
• preparation of a risk assessment<br />
• evidence of complaint h<strong>and</strong>ling<br />
<strong>and</strong> investigation<br />
• submission of client advice<br />
in correspondence<br />
• investigate/research into a<br />
development affected by<br />
environmental issues <strong>and</strong> related<br />
planning conditions<br />
• preparation of a Home Information<br />
Pack or Single Survey <strong>and</strong> Home<br />
Report<br />
• preparation of a notification to<br />
the Serious Organised Crime<br />
Authority<br />
• preparation of a submission to the<br />
Surveyors Ombudsman Service<br />
• suitable evidence to demonstrate<br />
a good underst<strong>and</strong>ing of the role<br />
<strong>and</strong> obligations of the residential<br />
<strong>survey</strong>or in relation to financial<br />
crime<br />
• report on the implications of failure<br />
to provide appropriate licences<br />
• report on the impact of an<br />
easement or restrictive covenant<br />
<strong>and</strong> how this may influence the<br />
security to a lender.<br />
Documentation must clearly show<br />
the c<strong>and</strong>idate’s involvement with the<br />
piece of work <strong>and</strong> how they dealt<br />
with matters such as<br />
• identifying legal <strong>and</strong> regulatory<br />
issues through use of the web <strong>and</strong><br />
by other recognised investigatory<br />
routes <strong>and</strong> interpreting <strong>and</strong> recording<br />
their impact upon client advice<br />
• demonstrating practical<br />
consequences to clients of<br />
relevant legislation or regulation<br />
through documentary evidence.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 11
Background<br />
Measurement of l<strong>and</strong> <strong>and</strong> property<br />
Description<br />
This competency is relevant to<br />
all data capture <strong>and</strong> measurement<br />
of l<strong>and</strong> or property. It refers<br />
particularly to measurement of<br />
saleable/lettable areas for lettings,<br />
sales or <strong>valuation</strong> purposes.<br />
Requirements<br />
Demonstrate knowledge <strong>and</strong><br />
underst<strong>and</strong>ing of the principles<br />
<strong>and</strong> limitations of measurement<br />
relevant to your area of practice.<br />
Apply your knowledge to<br />
undertake measurement. Use<br />
basic <strong>and</strong>/or advanced<br />
instrumentation to collect data.<br />
Present appropriate information<br />
gained from measurement.<br />
12 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong><br />
Examples of likely knowledge,<br />
skills <strong>and</strong> experience<br />
Knowledge<br />
• use <strong>and</strong> limitations of different<br />
instruments<br />
• the basis on which measurements<br />
should be undertaken, with<br />
particular reference to the <strong>RICS</strong><br />
Code of Measuring Practice<br />
• use <strong>and</strong> limitations of plans<br />
<strong>and</strong> drawings.<br />
Activities<br />
• using the appropriate<br />
instrumentation (including laser<br />
<strong>and</strong> tapes) to capture sufficiently<br />
accurate data<br />
• dealing with <strong>and</strong> advising on<br />
sources of error from use of<br />
instruments<br />
• applying the appropriate<br />
guidance correctly in practice<br />
to undertake measurement of<br />
a wide variety of properties<br />
• undertaking necessary<br />
calculations<br />
• preparing <strong>and</strong> presenting<br />
measurements in a manner<br />
appropriate for the purpose they<br />
are to be used <strong>and</strong><br />
underst<strong>and</strong>ing the level of<br />
accuracy that is required for<br />
different types of property.<br />
Evidence<br />
You must provide four different<br />
documents as evidence for each<br />
of the competencies. The<br />
examples in this column are not<br />
a definitive list but are for<br />
illustration only. It is for you<br />
to ensure that the documents<br />
provide evidence of knowledge,<br />
skills <strong>and</strong> experience in<br />
column three.<br />
Suitable evidence should<br />
demonstrate involvement with the<br />
preparation of the following<br />
• <strong>valuation</strong><br />
• re-instatement cost<br />
• energy assessment<br />
• l<strong>and</strong> eg mapping, use of Ordnance<br />
Survey, pro-map.<br />
Documentation must clearly show<br />
the c<strong>and</strong>idate’s involvement with the<br />
piece of work <strong>and</strong> how they dealt<br />
with matters such as<br />
• interpretation of measurements<br />
<strong>and</strong> drawings quoted in site notes<br />
<strong>and</strong> how they help make up the<br />
analysis for the <strong>valuation</strong><br />
• interpretation of measurements<br />
by reference to re-instatement<br />
calculations in accordance with<br />
a <strong>guide</strong> such as Building Cost<br />
Information Services<br />
• interpretation of measurements by<br />
reference to energy calculations in<br />
accordance with requirements set<br />
down for Energy Assessment<br />
• ability to read <strong>and</strong> underst<strong>and</strong> an<br />
ordnance <strong>survey</strong> mapping product<br />
<strong>and</strong> calculate dimensions using<br />
the software.
Background<br />
Property records/information systems<br />
Description<br />
This competency deals with<br />
the use management <strong>and</strong><br />
development of property<br />
information systems (including<br />
automated <strong>valuation</strong> models) <strong>and</strong><br />
systems for registering l<strong>and</strong> <strong>and</strong><br />
property rights. Property records<br />
<strong>and</strong> information systems are<br />
increasingly sophisticated <strong>and</strong> are<br />
used widely in the public sector<br />
(eg for tax assessment or<br />
property/l<strong>and</strong> title registration)<br />
<strong>and</strong> the private sector (eg for<br />
residential <strong>valuation</strong>, property<br />
management).<br />
Requirements<br />
Demonstrate knowledge <strong>and</strong><br />
underst<strong>and</strong>ing of the factors<br />
required for property records/<br />
information systems, including the<br />
sourcing <strong>and</strong> collation of data.<br />
Demonstrate your ability to apply<br />
knowledge to analyse data <strong>and</strong><br />
assemble it for use in a database.<br />
Examples of likely knowledge,<br />
skills <strong>and</strong> experience<br />
Knowledge<br />
• use <strong>and</strong> limitations of property<br />
information tools within the<br />
c<strong>and</strong>idate’s area of practice<br />
eg automated <strong>valuation</strong> model<br />
• appropriate legal documentation.<br />
Activities<br />
•using a property information<br />
system to extract information for<br />
a range of different scenarios<br />
• writing clear <strong>and</strong> factual reports<br />
on information extracted from a<br />
property record or information<br />
system<br />
• interpreting plan/map data<br />
•interpreting legal language in<br />
relation to property records<br />
• ensuring security of data.<br />
Evidence<br />
You must provide four different<br />
documents as evidence for each<br />
of the competencies. The<br />
examples in this column are not<br />
a definitive list but are for<br />
illustration only. It is for you<br />
to ensure that the documents<br />
provide evidence of knowledge,<br />
skills <strong>and</strong> experience in<br />
column three.<br />
Suitable evidence should<br />
demonstrate involvement with the<br />
preparation of the following<br />
• Home Information Pack or Single<br />
Survey <strong>and</strong> Home Report<br />
• Property Information<br />
Questionnaire/data protection<br />
security<br />
• database use eg portfolio<br />
• L<strong>and</strong> registry <strong>and</strong> other property<br />
databases eg Rightmove.<br />
Documentation must clearly show<br />
the c<strong>and</strong>idate’s involvement with the<br />
piece of work <strong>and</strong> how they dealt<br />
with matters such as<br />
• leasehold/freehold/common hold<br />
• comparables – collation <strong>and</strong><br />
application<br />
• site notes<br />
• calculations<br />
• floor plans<br />
• sourcing information through<br />
the web<br />
• Codes of Practice covering<br />
data protection<br />
• other sources of industry data<br />
including House Price Index <strong>and</strong><br />
Building Cost Information<br />
Service data.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 13
Background<br />
Valuation<br />
Description<br />
This competency is about the<br />
preparation <strong>and</strong> provision of<br />
properly researched <strong>valuation</strong><br />
advice, in a residential property<br />
context, made in accordance with<br />
the appropriate <strong>valuation</strong><br />
st<strong>and</strong>ards, to enable clients to<br />
make informed decisions<br />
regarding property. In the case of<br />
the residential <strong>survey</strong> <strong>and</strong><br />
<strong>valuation</strong> pathway this tends to be<br />
in the context of security for<br />
mortgage purposes.<br />
Requirements<br />
Demonstrate knowledge <strong>and</strong><br />
underst<strong>and</strong>ing of the purposes for<br />
which <strong>valuation</strong>s are undertaken;<br />
the relevant <strong>valuation</strong> methods<br />
<strong>and</strong> techniques; the appropriate<br />
st<strong>and</strong>ards <strong>and</strong> guidance; <strong>and</strong> any<br />
relevant statutory or m<strong>and</strong>atory<br />
requirements for <strong>valuation</strong> work.<br />
Demonstrate practical<br />
competence in undertaking both<br />
capital <strong>and</strong> rental <strong>valuation</strong>s <strong>and</strong><br />
detailed involvement with the<br />
preparation <strong>and</strong> presentation of<br />
client reports. Demonstrate your<br />
ability to use <strong>valuation</strong> methods<br />
<strong>and</strong> techniques appropriate to<br />
your area of practice. Show how<br />
the relevant <strong>valuation</strong> st<strong>and</strong>ards<br />
<strong>and</strong> guidance have been applied<br />
to your <strong>valuation</strong> experience.<br />
14 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong><br />
Examples of likely knowledge,<br />
skills <strong>and</strong> experience<br />
Knowledge<br />
• principles <strong>and</strong> application of the<br />
<strong>RICS</strong> Appraisal <strong>and</strong> Valuation<br />
St<strong>and</strong>ards (Red Book) or any<br />
other relevant <strong>valuation</strong> st<strong>and</strong>ards<br />
• principles of Professional<br />
Indemnity Insurance<br />
• different purposes for which<br />
<strong>valuation</strong>s may be required,<br />
including secured lending,<br />
taxation <strong>and</strong> performance<br />
management<br />
• various techniques to provide<br />
both capital <strong>and</strong> rental <strong>valuation</strong><br />
advice<br />
• the role <strong>and</strong> function of<br />
Automated Valuation Models.<br />
Activities<br />
• undertaking residential<br />
<strong>valuation</strong>s (primarily for loan<br />
security purposes)<br />
• preparation of Terms <strong>and</strong><br />
Conditions of Engagement<br />
• inspection <strong>and</strong> information<br />
gathering relevant to the <strong>valuation</strong><br />
work being undertaken<br />
• analysis <strong>and</strong> interpretation of<br />
comparable evidence<br />
• preparing <strong>valuation</strong> reports <strong>and</strong><br />
advice to meet client needs <strong>and</strong><br />
comply with the <strong>RICS</strong> Appraisal<br />
<strong>and</strong> Valuation St<strong>and</strong>ards (Red<br />
Book) <strong>and</strong> other relevant<br />
st<strong>and</strong>ards<br />
• using or commenting upon<br />
the results of an Automated<br />
Valuation Model<br />
• conducting a <strong>valuation</strong><br />
task from beginning to end<br />
with appropriate supervision.<br />
Evidence<br />
You must provide four different<br />
documents as evidence for each<br />
of the competencies. The<br />
examples in this column are not<br />
a definitive list but are for<br />
illustration only. It is for you<br />
to ensure that the documents<br />
provide evidence of knowledge,<br />
skills <strong>and</strong> experience in<br />
column three.<br />
Suitable evidence should<br />
demonstrate involvement with the<br />
preparation of the following<br />
• mortgage <strong>valuation</strong><br />
• <strong>valuation</strong> using Automated<br />
Valuation Model data<br />
• investment <strong>valuation</strong> – rental<br />
• residual <strong>valuation</strong> – single dwelling<br />
unit.<br />
Documentation must clearly show<br />
the c<strong>and</strong>idate’s involvement with the<br />
piece of work <strong>and</strong> how they dealt<br />
with matters such as<br />
• site notes<br />
• photographs<br />
• Terms <strong>and</strong> Conditions of<br />
Engagement<br />
• conflict of interest<br />
• analysis of comparables in respect<br />
of capital <strong>and</strong> income streams<br />
• production of different reports <strong>and</strong><br />
the underst<strong>and</strong>ing of the different<br />
interpretations in connection with<br />
the Red Book.
Background<br />
M<strong>and</strong>atory competencies<br />
Title<br />
Client Care<br />
Communication <strong>and</strong> negotiation<br />
Conduct rules, ethics <strong>and</strong> professional practice<br />
*Although this is achieved through the <strong>RICS</strong><br />
ethics module you should still refer to it (where<br />
applicable) in any 300-word commentary<br />
Conflict avoidance, management <strong>and</strong> dispute<br />
resolution procedures<br />
Data management<br />
Health <strong>and</strong> safety<br />
Sustainability<br />
Teamworking<br />
Requirement<br />
Demonstrate knowledge <strong>and</strong> underst<strong>and</strong>ing of the principles <strong>and</strong> practice of client<br />
care including<br />
• the concept of identifying all clients/colleagues/third parties who are your clients <strong>and</strong><br />
the behaviours that are appropriate to establish good client relationships<br />
• the systems <strong>and</strong> procedures that are appropriate for managing the process of client<br />
care, including complaints<br />
• the requirement to collect data, analyse <strong>and</strong> define the needs of clients.<br />
Demonstrate practical application of the principles <strong>and</strong> practice of client care in your<br />
area of practice.<br />
Demonstrate knowledge <strong>and</strong> underst<strong>and</strong>ing of effective oral, written, graphic <strong>and</strong> presentation<br />
skills including the methods <strong>and</strong> techniques that are appropriate to specific situations.<br />
Demonstrate practical application of these skills in a variety of situations, specifically including<br />
where negotiation is involved.<br />
Demonstrate knowledge <strong>and</strong> underst<strong>and</strong>ing of the role <strong>and</strong> significance of <strong>RICS</strong> <strong>and</strong> its<br />
functions. Also an appreciation of your personal professional role <strong>and</strong> society’s expectations<br />
of professional practice <strong>and</strong> <strong>RICS</strong> code of conduct <strong>and</strong> conduct regulations, including the<br />
general principles of law <strong>and</strong> the legal system, as applicable in your country of practice.<br />
Demonstrate practical application in your area of practice, being able to justify actions at all<br />
times <strong>and</strong> demonstrate personal commitment to the rules of conduct, <strong>and</strong> <strong>RICS</strong> ethical<br />
st<strong>and</strong>ards. Demonstrate that you have applied these in the context of advising clients.<br />
Demonstrate knowledge <strong>and</strong> underst<strong>and</strong>ing of the techniques for conflict avoidance,<br />
conflict management <strong>and</strong> dispute resolution procedures including for example<br />
adjudication <strong>and</strong> arbitration, appropriate to your pathway.<br />
Demonstrate knowledge <strong>and</strong> underst<strong>and</strong>ing of the sources of information <strong>and</strong> data, <strong>and</strong><br />
of the systems applicable to your area of practice, including the methodologies <strong>and</strong><br />
techniques most appropriate to collect, collate <strong>and</strong> store data.<br />
Demonstrate knowledge <strong>and</strong> underst<strong>and</strong>ing of the principles <strong>and</strong> responsibilities imposed<br />
by law, codes of practice <strong>and</strong> other regulations appropriate to your area of practice.<br />
Demonstrate practical application of health <strong>and</strong> safety issues <strong>and</strong> the requirements for<br />
compliance, in your area of practice.<br />
Demonstrate knowledge <strong>and</strong> underst<strong>and</strong>ing of why <strong>and</strong> how sustainability seeks to<br />
balance economic, environmental <strong>and</strong> social objectives at global, national <strong>and</strong> local<br />
levels, in the context of l<strong>and</strong>, property <strong>and</strong> the built environment.<br />
Demonstrate knowledge <strong>and</strong> underst<strong>and</strong>ing of the principles, behaviour <strong>and</strong> dynamics<br />
of working in a team.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 15
Background<br />
Section E<br />
The Managed Learning Environment (MLE)<br />
The MLE is an online resource which is accessed by both<br />
the Associate C<strong>and</strong>idate <strong>and</strong> the Associate <strong>Assessor</strong>s.<br />
It enables Associate C<strong>and</strong>idates to upload <strong>and</strong> manage their<br />
evidence, write 300-word commentaries <strong>and</strong> record structured<br />
development for the Associate Assessment. The Associate<br />
C<strong>and</strong>idate builds up, piece by piece, evidence to show<br />
knowledge <strong>and</strong> skills. When s/he has built up a complete<br />
portfolio s/he applies for Associate Assessment. You will then<br />
be invited to access the portfolio, using the MLE, <strong>and</strong> assess<br />
it online. Finally, the c<strong>and</strong>idate will be given the result – pass<br />
or refer – <strong>and</strong> will provide feedback through the MLE if s/he<br />
is referred. The feedback explains in detail why the assessors<br />
do not consider the c<strong>and</strong>idate has met the competency<br />
requirements in full; <strong>and</strong> sets out what further evidence s/he<br />
needs to produce in order to reach the st<strong>and</strong>ard.<br />
MLE <strong>guide</strong><br />
At the end of this <strong>guide</strong>, there is a comprehensive Associate<br />
<strong>Assessor</strong> <strong>guide</strong> to using the MLE.<br />
16 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong>
Background<br />
Section F<br />
Associate Assessment process from the<br />
C<strong>and</strong>idate’s perspective<br />
The Associate C<strong>and</strong>idate goes through three stages to reach<br />
Associate Assessment.<br />
Registration<br />
The Associate C<strong>and</strong>idate tells <strong>RICS</strong> about his/her<br />
qualifications <strong>and</strong> experience, <strong>and</strong> <strong>RICS</strong> diagnoses whether<br />
more experience is required before Associate Assessment.<br />
You will not have to make any assessment of the Associate<br />
C<strong>and</strong>idate’s qualifications <strong>and</strong> length of experience: you will<br />
always proceed on the underst<strong>and</strong>ing that s/he has met the<br />
requirements <strong>and</strong> is eligible for Associate Assessment.<br />
The Registration system <strong>and</strong> <strong>RICS</strong> staff will have ensured, by<br />
the time you become involved, that the c<strong>and</strong>idate meets the<br />
criteria for eligibility. They will have checked that the correct<br />
number of pieces of evidence <strong>and</strong> commentaries have been<br />
submitted <strong>and</strong> that the dates on the evidence are acceptable.<br />
They will have verified that the proposer <strong>and</strong> supporter meet<br />
the requirements <strong>and</strong> that the c<strong>and</strong>idate has provided<br />
evidence of any relevant qualifications.<br />
Assembling evidence<br />
In the online Managed Learning Environment (MLE)<br />
the Associate C<strong>and</strong>idate puts his/her portfolio of<br />
evidence together<br />
• four pieces of written evidence for each technical<br />
competency (making 24 pieces of evidence in all)<br />
• a 300-word commentary for each piece of evidence<br />
• a record of 48 hours’ structured development linked<br />
to the competencies.<br />
Associate Assessment<br />
The Associate C<strong>and</strong>idate decides when the portfolio is<br />
complete, <strong>and</strong> submits it via the MLE. The record of evidence<br />
is then locked, <strong>and</strong> you <strong>and</strong> your fellow Associate <strong>Assessor</strong><br />
log on to the MLE <strong>and</strong> view the portfolio. This is the point at<br />
which you become involved. You evaluate all the evidence<br />
<strong>and</strong> decide whether the c<strong>and</strong>idate has met the requirements<br />
for all the m<strong>and</strong>atory <strong>and</strong> technical competencies. If so, the<br />
Associate C<strong>and</strong>idate has passed the Associate Assessment<br />
<strong>and</strong> will become an Associate Member of <strong>RICS</strong> (Assoc<strong>RICS</strong>).<br />
If not, you identify the shortfalls <strong>and</strong> the Lead Associate<br />
<strong>Assessor</strong> sets them out in feedback, which is given to the<br />
Associate C<strong>and</strong>idate via the MLE. The timescale for Associate<br />
Assessment is four weeks from the date the c<strong>and</strong>idate is<br />
accepted for assessment. In order to ensure <strong>RICS</strong> meets<br />
these timescales you are given ten working days to complete<br />
the assessment.<br />
You will have no personal contact with the Associate C<strong>and</strong>idate<br />
or his/her supporter/proposer.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 17
Background<br />
Section G<br />
Associate Assessment from the<br />
<strong>Assessor</strong>’s perspective<br />
There are six basic steps to the assessment process, set out in Figure 2 below. These steps are explained in more detail within<br />
the <strong>guide</strong>.<br />
Figure 2: Steps in the Associate Assessment process<br />
1<br />
Initial contact – access MLE to check for<br />
conflicts of interest - if none, <strong>and</strong> available<br />
to assess, agree to take on assessment<br />
3<br />
Detailed assessment of written evidence,<br />
commentaries <strong>and</strong> structured<br />
development competency by competency<br />
5<br />
Decision – both assessors must agree <strong>and</strong><br />
commit to a unanimous decision<br />
18 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong><br />
2<br />
In the MLE – preliminary read of<br />
evidence form initial impression<br />
4<br />
Contact with co-assessor. Discussion.<br />
If decision is to refer, decide on feedback,<br />
what evidence can be banked <strong>and</strong> what<br />
you require the c<strong>and</strong>idate to submit for<br />
his/her next assessment<br />
6<br />
Lead Associate <strong>Assessor</strong> agrees feedback<br />
with co-assessor
Background<br />
Once you have accepted an Associate Assessment you have TEN WORKING DAYS in which to<br />
• review all the evidence yourself<br />
• discuss it with your fellow Associate <strong>Assessor</strong><br />
• decide whether to pass or refer<br />
• if refer, decide which pieces of evidence are acceptable <strong>and</strong> may be banked<br />
• if refer, agree what further evidence is required <strong>and</strong> agree a feedback report which will be communicated by <strong>RICS</strong><br />
to the Associate C<strong>and</strong>idate via the MLE.<br />
The timeline at Figure 3 shows how long you have for each step.<br />
Figure 3: Timeline<br />
Working day Action<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
10<br />
Offered assessement<br />
accept or reject<br />
Preliminary read-through<br />
Detailed consideration of<br />
evidence against competencies<br />
Discuss <strong>and</strong> decide outcome – if you<br />
refer, decide what evidence banked <strong>and</strong><br />
what goes in feedback<br />
Communicate outcome to<br />
<strong>RICS</strong> (with feedback from lead <strong>Assessor</strong><br />
if required)<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 19
The six steps of the Associate Assessment<br />
Step 1 – Initial contact<br />
Before the assessment<br />
When an Associate C<strong>and</strong>idate has submitted a portfolio<br />
of evidence for Associate Assessment, <strong>RICS</strong> staff will match the<br />
c<strong>and</strong>idate with two members from the list of trained Associate<br />
<strong>Assessor</strong>s for the pathway. They will take account of the<br />
sector, practice area <strong>and</strong> specialism of the c<strong>and</strong>idate as well<br />
as the c<strong>and</strong>idate’s employment history. They will ensure that<br />
assessments are distributed as equally as possible among the<br />
available assessors. <strong>RICS</strong> will then email you to tell you an<br />
assessment is waiting for you. You log on to the MLE, where you<br />
will find details of the c<strong>and</strong>idate(s) awaiting assessment. See<br />
section 2 of the MLE <strong>guide</strong>.<br />
You should then click on the individual record to see the name<br />
<strong>and</strong> employment details of the Associate C<strong>and</strong>idate. You must<br />
consider whether you have a conflict of interest. You must not<br />
accept the assessment if<br />
• you have personal knowledge of the Associate C<strong>and</strong>idate<br />
• you have significant connections with the Associate<br />
C<strong>and</strong>idate’s employer (for instance, you have worked<br />
for the organisation in the last five years, have close<br />
personal relations with any of its employees, regularly do<br />
business with the organisation or could be considered<br />
a business competitor).<br />
You are bound by the <strong>RICS</strong> Code of Conduct in these matters<br />
<strong>and</strong> must act ethically at all times. <strong>RICS</strong> will provide advice if<br />
you are in doubt.<br />
You must also decline the assessment if you cannot guarantee<br />
you will be able to meet the deadline for completing it: see<br />
Section G of this <strong>guide</strong>. If you cannot accept the assessment,<br />
you must add a note in the MLE explaining why you are unable<br />
to assess this time.<br />
The c<strong>and</strong>idate’s details contain a link to any previous<br />
assessments. This allows you to see if the c<strong>and</strong>idate has been<br />
previously referred.<br />
The system will show whether you are being offered the role of<br />
Lead or co-assessor. The role of Lead Associate <strong>Assessor</strong> is<br />
rotated, <strong>and</strong> being Lead does not imply any seniority or higher<br />
status. It carries the duty of instigating contact, coordinating<br />
discussions <strong>and</strong> providing the feedback report if the Associate<br />
C<strong>and</strong>idate is referred.<br />
20 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong><br />
You must decide within a maximum of 48 hours of receiving<br />
the email whether to accept the assessment: this gives <strong>RICS</strong><br />
time to contact other Associate <strong>Assessor</strong>s to achieve the four<br />
week assessment turnaround.<br />
By clicking ‘accept’, you take full responsibility for delivering<br />
an assessment within the terms of the service level agreement.<br />
At this stage you will also be given the name <strong>and</strong> contact<br />
details of your fellow assessor. It is up to you how you prefer<br />
to work with your fellow assessor, whether by email, telephone,<br />
or meeting to discuss. There are no set rules on this, provided<br />
you ensure you reach a fair assessment with each assessor’s<br />
views being given full consideration. <strong>RICS</strong> does not pay travel<br />
or other expenses if you choose to meet.
Step 2 – Preliminary read-through<br />
Review the portfolio<br />
Your fi rst task is to undertake a preliminary review of the<br />
evidence that has been submitted. You access this by logging<br />
on to the MLE <strong>and</strong> accessing the c<strong>and</strong>idate’s portfolio – see<br />
MLE <strong>guide</strong>, section 3. <strong>RICS</strong> suggests you do this within two<br />
or three days of accepting the assessment. The following<br />
sections of this <strong>guide</strong> explain the type of evidence you will be<br />
assessing <strong>and</strong> the points you must bear in mind when making<br />
your assessment.<br />
Your fi rst step will normally be to briefl y read through all the<br />
evidence, which consists of documents, commentaries <strong>and</strong><br />
a structured development record.<br />
Although you may have a brief courtesy telephone call from<br />
your fellow assessor at the outset, you will usually work in<br />
isolation until you have formed your initial view on whether<br />
the st<strong>and</strong>ard has been met. Only later in the assessment<br />
process will you generally have contact with the other assessor.<br />
(Please note: this is advisory only. Individual assessors may<br />
fi nd ways of working which suit them better – for example,<br />
two assessors may have worked together before <strong>and</strong> found<br />
through experience that they prefer to make immediate<br />
contact to share impressions).<br />
Throughout your initial e<strong>valuation</strong>, you should be<br />
making notes. The MLE gives you the facility to make notes<br />
against any item of evidence. These notes are private to you:<br />
they cannot be seen by the Associate C<strong>and</strong>idate or by<br />
your fellow assessor.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 21
Step 3 – Detailed assessment<br />
Before you assess a portfolio, <strong>RICS</strong> staff will have checked<br />
thoroughly to ensure that it meets the requirements for the<br />
number of pieces <strong>and</strong> currency of the evidence, commentaries<br />
<strong>and</strong> structured development records. You do not need to worry<br />
about the quantity of evidence (because it will already have<br />
been checked <strong>and</strong> approved by <strong>RICS</strong>): your assessment is all<br />
to do with its quality <strong>and</strong> its relevance to the competencies.<br />
3.1 Documents<br />
The majority of the evidence for Associate Assessment is in the<br />
form of material the Associate C<strong>and</strong>idate has produced<br />
(or contributed significantly to) in day-to-day work. Associate<br />
C<strong>and</strong>idates should provide as much variety as possible to<br />
illustrate the breadth of their knowledge <strong>and</strong> application. The<br />
evidence must be the c<strong>and</strong>idate’s own work (or have his/her<br />
contribution clearly identified).<br />
There are several different types of acceptable evidence<br />
documents. They include (but are not limited to)<br />
• letters or emails sent to key parties<br />
• notes taken at meetings (these should be the notes the<br />
c<strong>and</strong>idate makes at the time, rather than a revised version<br />
prepared later)<br />
• work sheets<br />
• query lists<br />
• back up notes or calculations<br />
• finished work<br />
• some types of work produced for an academic or<br />
vocational qualification.<br />
How recent must the evidence be?<br />
All the evidence must have been produced in the last four<br />
years (that is, no piece of evidence should be more than four<br />
years old when submitted).<br />
At least one piece of evidence per competency must have<br />
been produced during the 12 months immediately prior<br />
to the date on which the c<strong>and</strong>idate submits his/her<br />
portfolio for Associate Assessment.<br />
22 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong><br />
C<strong>and</strong>idates must be able to show that their evidence meets<br />
these time requirements – for example, any correspondence<br />
should include dates, <strong>and</strong> any report should also be dated.<br />
Evidence such as site notes, HomeBuyer reports, Energy<br />
Performance Certificates, or legal documents should contain a<br />
reference to the date the work was done or the communication<br />
produced. If the dates are not clear from the evidence itself,<br />
the c<strong>and</strong>idate should have clarified them in the commentary.<br />
<strong>RICS</strong> staff will have carried out checks to ensure the dates<br />
on the evidence meet these timescales <strong>and</strong> the c<strong>and</strong>idate will<br />
have added the date each piece of work took place onto the<br />
relevant field on the MLE.<br />
M<strong>and</strong>atory competencies<br />
As well as the technical competencies, Associate C<strong>and</strong>idates<br />
have to satisfy you that they have achieved the m<strong>and</strong>atory<br />
competencies – the eight ‘softer’ skills referred to in section C<br />
of this <strong>guide</strong>. C<strong>and</strong>idates provide no separate evidence for<br />
these: all their evidence for them must be contained in the 24<br />
pieces of evidence they submit for the technical competencies,<br />
the 300-word commentaries, <strong>and</strong> the structured development<br />
record. C<strong>and</strong>idates are asked to point out in their commentaries<br />
how an individual piece of evidence demonstrates one or more<br />
of the m<strong>and</strong>atory competencies. For example, a report on an<br />
aspect of a project could, as well as providing evidence of a<br />
technical skill, also demonstrate the c<strong>and</strong>idate’s<br />
communication skills, teamworking abilities, or awareness<br />
of sustainability issues.
Step 3 – Detailed assessment<br />
What sort of st<strong>and</strong>ard should you expect?<br />
In section D (which sets out the competencies) is the list of<br />
documents selected by <strong>RICS</strong> for the <strong>Residential</strong> Survey <strong>and</strong><br />
Valuation pathway. The following are examples to demonstrate<br />
the required depth <strong>and</strong> detail.<br />
Example 1: If a c<strong>and</strong>idate is submitting a mortgage <strong>valuation</strong>,<br />
the evidence <strong>and</strong> commentary should include elements<br />
such as<br />
• Checked guidance notes (for lender requirements)<br />
• Pre-inspection research undertaken (l<strong>and</strong> registry,<br />
Google Earth etc); have an idea what the subject property<br />
comprises prior to inspection – evidence on file<br />
• Preliminary drive through area (looked at neighbouring<br />
properties <strong>and</strong> considered in the context of the subject<br />
property)<br />
• Health & safety preliminary risk assessment (dogs,<br />
cows, dangerous structure) undertaken prior to entering<br />
the property<br />
• Explanation to the occupier of what is involved <strong>and</strong><br />
preliminary enquiries of customer<br />
• Complete systematic site notes (inspection, what has been<br />
taken into account)<br />
• Collate comparable evidence (for sale/sold boards, tone<br />
of value, ring estate agents, property portal research)<br />
<strong>and</strong> analyse relevance to type of occupancy/purpose<br />
of <strong>valuation</strong>.<br />
Example 2: Evidence <strong>and</strong> commentary for inspection should<br />
show the level of c<strong>and</strong>idate’s input <strong>and</strong> include<br />
• Risk assessment for a site inspection<br />
• Site notes <strong>and</strong> photos<br />
• Clear differentiation between inspections eg head <strong>and</strong><br />
shoulders <strong>and</strong> reporting referenced to terms <strong>and</strong> conditions<br />
of engagement <strong>and</strong> client instructions<br />
• Limitations of inspection in eg MMC steel frame building;<br />
or physical constraints on site eg no loft access<br />
• Different inspection techniques <strong>and</strong> reporting.<br />
Associate C<strong>and</strong>idates should not submit massive documents,<br />
but should keep their evidence concise <strong>and</strong> relevant. If they<br />
want to use a long <strong>and</strong> complex document, they should submit<br />
only the relevant extract(s), <strong>and</strong> explain in the 300-word<br />
commentary what the context was.<br />
The link between evidence <strong>and</strong> competencies<br />
Associate C<strong>and</strong>idates must submit four pieces of evidence<br />
for each technical competency. One item on its own will not<br />
demonstrate the whole range <strong>and</strong> depth required. You will be<br />
considering all four pieces together <strong>and</strong> looking at the bigger<br />
picture they present. You must assess whether, taken<br />
together, they demonstrate that the c<strong>and</strong>idate has met the<br />
competency concerned.<br />
Work that covers more than one competency<br />
Each piece of evidence can be linked to one technical<br />
competency only – so Associate C<strong>and</strong>idates must choose<br />
the one it mainly reflects. It will then count as one of the four<br />
pieces for that competency.<br />
However, it may also demonstrate other technical<br />
competencies. The Associate C<strong>and</strong>idate can prepare another<br />
version for the second technical competency <strong>and</strong> upload it<br />
as a separate document. It must be given a separate title <strong>and</strong><br />
a separate 300-word commentary.<br />
You will be looking for evidence of breadth of work experience.<br />
Check, therefore, to ensure that the Associate C<strong>and</strong>idate has<br />
not over-relied on a single piece of work, re-using it excessively<br />
for different competencies.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 23
Step 3 – Detailed assessment<br />
Work produced for another qualification<br />
Generally the evidence for Associate Assessment must<br />
be produced in the course of day-to-day work. However,<br />
if an Associate C<strong>and</strong>idate has been studying for a relevant<br />
academic qualification or has recently completed a qualification,<br />
tutors might set work-based assignments. And if they are<br />
doing a relevant vocational qualification, s/he will have been<br />
producing work-based evidence for that qualification.<br />
Associate C<strong>and</strong>idates can include written course work from<br />
an academic qualification towards their evidence. <strong>RICS</strong><br />
advises that no more than half the evidence should be from<br />
course work produced for an academic qualification.<br />
Associate C<strong>and</strong>idates can also submit evidence they have<br />
already used for a vocational qualification – they may make<br />
you aware of this in their commentary.<br />
All the other rules apply – that is, the evidence must have been<br />
produced within the last four years with at least one piece per<br />
competency from the 12 months immediately prior to Associate<br />
Assessment.<br />
Don’t forget that you are assessing the c<strong>and</strong>idate from a<br />
different st<strong>and</strong>point from that of an academic tutor. You are not<br />
assessing simply whether s/he has the academic knowledge<br />
needed for a particular qualification: you are judging whether<br />
s/he has demonstrated the competencies required for a<br />
particular role. If you are assessing any such work in a<br />
portfolio, you must exercise your judgment <strong>and</strong> decide<br />
whether it is<br />
• directly relevant to the competency concerned<br />
• at an appropriate level<br />
• wholly or mostly the c<strong>and</strong>idate’s own original work<br />
• demonstrates knowledge, underst<strong>and</strong>ing <strong>and</strong><br />
practical application<br />
• falls within the list of acceptable items of evidence<br />
specified for the pathway.<br />
24 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong><br />
3.2 Commentary<br />
For each piece of evidence, the Associate C<strong>and</strong>idate must<br />
also submit a 300-word commentary, which is input directly<br />
into the MLE.<br />
The commentary serves three purposes<br />
• to demonstrate how the c<strong>and</strong>idate has interpreted the<br />
requirements of the technical competency, <strong>and</strong> say how the<br />
piece of evidence demonstrates that s/he achieved it – in<br />
effect, explaining why this particular piece has been chosen<br />
• to demonstrate underst<strong>and</strong>ing of the m<strong>and</strong>atory<br />
competencies, <strong>and</strong> show how they are reflected in the work<br />
that led to the piece of evidence (for example, did the work<br />
involve co-operative working with other team members,<br />
does it demonstrate communication skills, etc?)<br />
• to set out the process the c<strong>and</strong>idate followed to complete<br />
the activity covered by the evidence.<br />
The commentary shows how the c<strong>and</strong>idate has reflected<br />
on what is required, <strong>and</strong> on his/her own work, <strong>and</strong> builds up<br />
a picture of what that work involves <strong>and</strong> how the c<strong>and</strong>idate<br />
has gone about it.<br />
There is no prescribed form for a commentary, but<br />
the guidance for Associate C<strong>and</strong>idates suggests the<br />
following headings.<br />
How is the competency demonstrated?<br />
Wider skills<br />
Other than the main technical competency, what else<br />
does this evidence show? (with particular reference to the<br />
m<strong>and</strong>atory competencies).<br />
Background<br />
A description of the work that led to the piece of evidence.<br />
Where, when, how? Who else was involved? How much<br />
supervision? Is the activity part of the c<strong>and</strong>idate’s everyday<br />
role? How much experience does s/he have in it?
Step 3 – Detailed assessment<br />
Presentation<br />
When you assess a 300-word commentary, you are looking<br />
at it as an explanation of the evidence of the competencies.<br />
You are also looking at it as a piece of written work in its own<br />
right, <strong>and</strong> you should give some weight to presentation issues<br />
such as grammar, spelling <strong>and</strong> clarity of expression. Although<br />
this is something you should have regard to, remember that<br />
• the required st<strong>and</strong>ard, though high, would not necessarily<br />
be as high as for a Chartered Surveyor<br />
• to be of acceptable st<strong>and</strong>ard, any piece of written work<br />
should be clear <strong>and</strong> readable, <strong>and</strong> demonstrate a<br />
reasonable grasp of language, grammar <strong>and</strong> spelling<br />
• presentation issues on their own are not sufficient reason<br />
to refer an Associate C<strong>and</strong>idate, but poor presentation can<br />
contribute to a referral if it is combined with inadequate<br />
evidence of competence.<br />
3.3 Structured development<br />
The structured development record is a log <strong>and</strong><br />
e<strong>valuation</strong> of the learning activities that have built up the<br />
Associate C<strong>and</strong>idate’s skills towards the m<strong>and</strong>atory <strong>and</strong><br />
technical competencies.<br />
Structured development is private learning, organised<br />
learning, work-based learning or other activities undertaken<br />
in order to reach the required st<strong>and</strong>ard. It should be<br />
• gained in a systematic, structured manner<br />
• based on a process of selecting, planning <strong>and</strong> evaluating<br />
the activities.<br />
Private learning: reading, online learning or similar,<br />
undertaken independently.<br />
Organised learning: a learning event provided by a training<br />
company, college or similar. May be a continued professional<br />
development (CPD) event.<br />
Work-based learning: training provided in the workplace. May<br />
include in-house training courses or events put on by<br />
the employer; instruction or mentored practice in new tasks;<br />
reading, study or online learning required by the employer.<br />
Other: any activity not falling into one of the previous<br />
three categories.<br />
Associate C<strong>and</strong>idates must have recorded a minimum of<br />
48 hours’ structured development in the 12 months prior<br />
to the date on which they submit their portfolio for<br />
Associate Assessment.<br />
There is no strict rule about the precise number of hours<br />
of structured development for each individual competency.<br />
C<strong>and</strong>idates should achieve a reasonable spread of hours<br />
across the competencies, <strong>and</strong> record a variety of activities <strong>and</strong><br />
learning methods.<br />
When you look at a structured development record you<br />
will see<br />
• a brief description or ‘title’ (for example “event to learn<br />
about new forms of contract”)<br />
• the start date <strong>and</strong> time (when the c<strong>and</strong>idate commenced<br />
the learning activity)<br />
• the end date <strong>and</strong> time (when the c<strong>and</strong>idate completed it)<br />
• a description of the activity – for example “lecture at<br />
[venue] on the subject of…”[followed by a description<br />
of what the lecture covered]<br />
• an ‘activity review’ – a reflective assessment <strong>and</strong> statement<br />
of the learning outcome – for example, “raised level of skill<br />
from basic awareness to a good working knowledge”.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 25
Step 3 – Detailed assessment<br />
Some examples of structured development<br />
Inspection<br />
Code Purpose<br />
Description Learning outcomes<br />
Work-based To be able to make accurate Shadow colleague undertaking<br />
records of building <strong>and</strong> site inspections <strong>and</strong> apply the<br />
characteristics<br />
information gathered to prepare<br />
reports, schedules etc<br />
Valuation<br />
26 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong><br />
I have learnt key elements<br />
needed to be able to accurately<br />
record <strong>and</strong> identify the building<br />
defects<br />
Code Purpose<br />
Description Learning outcomes<br />
Private study To underst<strong>and</strong> the relevant Study of isurv <strong>valuation</strong> module Being able to underst<strong>and</strong> <strong>and</strong><br />
<strong>valuation</strong> methods for particular<br />
interpret different methods relevant<br />
properties <strong>and</strong> purposes<br />
to the purpose of the <strong>valuation</strong><br />
Building pathology; Legal/regulatory compliance<br />
Code Purpose<br />
Description Learning outcomes<br />
Work-based To gain knowledge <strong>and</strong><br />
Attendance at <strong>RICS</strong> CPD<br />
underst<strong>and</strong>ing of Health <strong>and</strong><br />
Safety regulatory requirements<br />
for control of asbestos<br />
roadshow<br />
Update my knowledge <strong>and</strong><br />
awareness of the regulatory <strong>and</strong><br />
specialist requirements of<br />
managing the control of asbestos<br />
<strong>and</strong> third party reporting<br />
requirements
Step 3 – Detailed assessment<br />
Assessing structured development<br />
The structured development record will be valuable supporting<br />
material to supplement the documentary evidence. You will<br />
make a judgment on the following aspects<br />
• was there a good spread of activities?<br />
• has the Associate C<strong>and</strong>idate chosen the activities<br />
appropriately, <strong>and</strong> do they reflect a constructive <strong>and</strong><br />
conscientious approach to development?<br />
• were the activities directly relevant to the technical <strong>and</strong><br />
m<strong>and</strong>atory competencies for this pathway?<br />
• taken in the round, do they show how the c<strong>and</strong>idate has<br />
progressed towards the Assoc<strong>RICS</strong> st<strong>and</strong>ard?<br />
You should not consider the structured development record<br />
as a pass/refer item in its own right. It contributes to your<br />
all-round e<strong>valuation</strong> of the documentary evidence <strong>and</strong><br />
commentaries. It reinforces your view on the Associate<br />
C<strong>and</strong>idate’s approach to work <strong>and</strong> his/her application in<br />
developing the skills for the job. If you consider a c<strong>and</strong>idate<br />
borderline on the basis of the other evidence, a poor structured<br />
development record may persuade you to refer, while an<br />
exceptionally good one may tip the balance for a pass.<br />
Assessing – what are your benchmarks?<br />
As a practitioner <strong>and</strong> a trained assessor your essential<br />
benchmark is your own knowledge <strong>and</strong> experience of the sector,<br />
<strong>and</strong> the shared view you reach after discussion with your<br />
fellow assessor (see section 4). Another important source<br />
is the C<strong>and</strong>idate Guide: you should familiarise yourself<br />
thoroughly with this before you assess a c<strong>and</strong>idate.<br />
You must always bear in mind that Associate C<strong>and</strong>idates<br />
are likely to work in a support role, with a significant degree<br />
of supervision. Do not judge c<strong>and</strong>idates against the st<strong>and</strong>ard<br />
of chartered membership - the Associate member will not<br />
normally have the academic background, the breadth of skills,<br />
or the level of experience <strong>and</strong> professional responsibility of<br />
a chartered <strong>survey</strong>or (although s/he may well be capable of<br />
progressing to that level).<br />
You should be confident of passing a c<strong>and</strong>idate who<br />
• has demonstrated attainment of the six technical<br />
competencies, as defined in this <strong>guide</strong><br />
• has submitted reasonable evidence that s/he has<br />
achieved the m<strong>and</strong>atory competencies (judgment is needed<br />
here, because there is no separate evidence for these<br />
competencies)<br />
• has submitted reasonable evidence that s/he is a fit person<br />
to practise as an Associate member of <strong>RICS</strong>.<br />
Your assessment is holistic, <strong>and</strong> you must use your judgment<br />
<strong>and</strong> discretion to reach a balanced view on the basis of all<br />
the evidence. There is no rule that says, for example, you<br />
must be completely satisfied with all four pieces of evidence<br />
for one competency. Suppose you have doubts about one<br />
piece of evidence: are the other three good enough to<br />
compensate? Is one outst<strong>and</strong>ing? If so, does the really good<br />
one outweigh the less satisfactory one? You will always be<br />
looking to balance your decisions in this way.<br />
In principle, if two (or fewer) pieces of evidence for a<br />
competency are satisfactory you would normally conclude the<br />
c<strong>and</strong>idate had not done enough to pass that competency.<br />
If three are satisfactory, you will make a balanced decision.<br />
And if all four are satisfactory or better, naturally you will<br />
conclude that that competency has been achieved.<br />
You should note any pieces of evidence that are satisfactory.<br />
The Associate C<strong>and</strong>idate is entitled to ‘bank’ these, if s/he is<br />
referred (see section 6.1 below).<br />
You should pass the c<strong>and</strong>idate only if s/he has satisfied you<br />
on balance that s/he has achieved the required st<strong>and</strong>ard in all<br />
the technical competencies; <strong>and</strong> you have seen enough<br />
evidence in the written work, commentaries <strong>and</strong> structured<br />
development record for you to be reasonably confident that<br />
s/he has achieved the m<strong>and</strong>atory competencies.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 27
Step 3 – Detailed assessment<br />
Ethics<br />
All c<strong>and</strong>idates for all grades of <strong>RICS</strong> membership must<br />
achieve the highest st<strong>and</strong>ard in the competency “Conduct<br />
rules, ethics <strong>and</strong> professional practice”. <strong>RICS</strong> has developed<br />
an online module, including a test, to introduce c<strong>and</strong>idates<br />
to <strong>RICS</strong> ethics <strong>and</strong> examine them on this competency.<br />
In addition to submitting their evidence <strong>and</strong> structured<br />
development records, Associate C<strong>and</strong>idates must<br />
successfully complete the online ethics module before<br />
they can become an Associate.<br />
This means that you are not required to assess this<br />
competency. Provided the c<strong>and</strong>idate passes the module,<br />
<strong>RICS</strong> will accept that s/he has achieved the required st<strong>and</strong>ard.<br />
Of course, the c<strong>and</strong>idate can refer to this competency in<br />
commentaries. If accepted into membership, the c<strong>and</strong>idate<br />
will be subject to <strong>RICS</strong> Regulation <strong>and</strong> his/her ethical conduct<br />
will therefore be subject to scrutiny by <strong>RICS</strong>.<br />
However, if there is anything in the Associate C<strong>and</strong>idate’s<br />
evidence that shows unethical behaviour on his/her part, you<br />
should raise your concerns immediately with <strong>RICS</strong> via the<br />
Associate Assessment inbox or by telephone (a full list of<br />
contacts is at the end of this <strong>guide</strong>).<br />
28 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong>
Step 4 – Discussion<br />
When both Associate <strong>Assessor</strong>s have had time to read all<br />
the evidence <strong>and</strong> make their notes, the Lead <strong>Assessor</strong> will<br />
contact the co-<strong>Assessor</strong>. The first contact must be made within<br />
one week of accepting the assessment – this will generally be<br />
only to set a time <strong>and</strong> date for the detailed discussion. Contact<br />
can be by any method – Associate <strong>Assessor</strong>s should agree<br />
between themselves at the outset what means of communication<br />
they prefer. <strong>RICS</strong> recommends, however, that assessors<br />
discuss each portfolio by telephone because this enables<br />
the fullest exchange of views. The assessors must then<br />
undertake a detailed discussion <strong>and</strong> e<strong>valuation</strong> of the<br />
evidence, which should take place at the latest by DAY 8<br />
after accepting the assessment.<br />
During the discussion you will compare your assessment<br />
of the evidence. You will discuss the Associate C<strong>and</strong>idate’s<br />
submission in the round. You should work towards agreement.<br />
Associate <strong>Assessor</strong>s will develop different ways of working<br />
<strong>and</strong>, provided you can show that you have given proper <strong>and</strong><br />
thorough consideration to the evidence, <strong>RICS</strong> does not<br />
prescribe an approach. However, the question you are<br />
addressing is whether the Associate C<strong>and</strong>idate has satisfied<br />
you that s/he is, overall, competent to practise as an Associate.<br />
A suggested way of structuring the discussion is to take it<br />
competency by competency<br />
• for each competency, first consider the pieces of<br />
documentary evidence individually<br />
• identify any that are satisfactory<br />
• identify any that are outst<strong>and</strong>ingly good<br />
• identify any that are clearly below st<strong>and</strong>ard<br />
• for each satisfactory (or better) item, note if it demonstrates<br />
another technical competency <strong>and</strong> note what it contributes<br />
in terms of evidence for the m<strong>and</strong>atory competencies<br />
• consider the commentary that accompanies each<br />
document <strong>and</strong> note if it contributes further evidence of<br />
technical competence<br />
• for each commentary, note which m<strong>and</strong>atory competencies<br />
are covered, <strong>and</strong> ensure that the c<strong>and</strong>idate has covered all<br />
the m<strong>and</strong>atory competencies<br />
• review the structured development record <strong>and</strong> note where it<br />
supplements the documentary evidence<br />
• at the end of this process, review what you have noted<br />
for each competency (technical <strong>and</strong> m<strong>and</strong>atory)<br />
• consider, for example, whether there is an outst<strong>and</strong>ing<br />
piece of evidence that could compensate for a less<br />
satisfactory one<br />
• decide in the round, taking a balanced view, whether the<br />
c<strong>and</strong>idate has satisfied you that the requirements have<br />
been met<br />
• if so, the c<strong>and</strong>idate has passed<br />
• if not, clearly identify the individual items of evidence<br />
that are below st<strong>and</strong>ard – these will be referred to in<br />
the feedback<br />
• clearly identify the satisfactory evidence, which the<br />
c<strong>and</strong>idate can ‘bank’.<br />
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Step 5 – Notifying <strong>RICS</strong> of the decision<br />
The Associate C<strong>and</strong>idate must be notified of the decision<br />
within four weeks of being accepted for assessment. If the<br />
decision is to refer, the c<strong>and</strong>idate must get the feedback<br />
report within that time. <strong>RICS</strong> therefore requires the two<br />
Associate <strong>Assessor</strong>s to agree the decision ten working days<br />
after agreeing to undertake the assessment.<br />
Through a process of discussion (see above), you must agree<br />
between you whether to pass or refer the Associate C<strong>and</strong>idate.<br />
You must then confirm your decision by clicking the outcome<br />
button in the MLE. Both of you must click the same decision<br />
button in the MLE (see MLE <strong>guide</strong> section 5).<br />
Because the decision is evidence-based <strong>and</strong> measured against<br />
clear criteria, there should be very few cases where Associate<br />
<strong>Assessor</strong>s cannot agree. If that does happen, you must notify<br />
<strong>RICS</strong> as soon as possible but, at the latest, within 10 working<br />
days of accepting the assessment. This gives <strong>RICS</strong> time to<br />
appoint a third Associate <strong>Assessor</strong>. The third assessor will<br />
review all the evidence <strong>and</strong> reach a decision after a<br />
discussion with the Lead <strong>and</strong> co-assessors. The third assessor<br />
will in effect have a ‘casting vote’ <strong>and</strong> the decision will be<br />
reached by a two to one majority.<br />
Note: if, as a result of a casting vote of the third assessor,<br />
the c<strong>and</strong>idate is referred, the third assessor will be<br />
responsible for preparing feedback for the c<strong>and</strong>idate<br />
(see step 6 below).<br />
You must agree to refer a c<strong>and</strong>idate only if you have also<br />
agreed what s/he should do to remedy any deficiencies in the<br />
evidence. Those deficiencies, <strong>and</strong> the remedy for them, must<br />
be described in the feedback which will be prepared by the<br />
Lead Associate <strong>Assessor</strong>.<br />
The Lead Associate <strong>Assessor</strong> has the responsibility of recording<br />
in the MLE which pieces of evidence may be banked (see<br />
below). The decision is then notified to <strong>RICS</strong>: staff at <strong>RICS</strong> will<br />
check the comments to ensure consistency in the presentation.<br />
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Step 6 - After the Associate Assessment<br />
Approximately four weeks after a portfolio is submitted, <strong>RICS</strong><br />
will email the Associate C<strong>and</strong>idate stating that the result is<br />
available online. If the c<strong>and</strong>idate has passed, s/he will<br />
become an Associate member. <strong>RICS</strong> staff will take over the<br />
process from here.<br />
If you refer the c<strong>and</strong>idate, s/he must do whatever is required in<br />
the feedback report before submitting for re-assessment.<br />
Feedback<br />
The feedback report is prepared by the Lead Associate<br />
<strong>Assessor</strong>2 . It must<br />
• be competency specific<br />
• identify specific pieces of evidence which were<br />
not acceptable<br />
• give detailed reasons why<br />
• give general guidance <strong>and</strong> suggestions for improvement<br />
including seeking other/additional experience<br />
• specify how many new pieces of evidence are required.<br />
Normally, to remedy a deficiency, you will suggest something<br />
along one of the following lines<br />
• provide a further piece of evidence for [competency x]<br />
to demonstrate more clearly your skills in…<br />
• gain further experience in… <strong>and</strong> provide evidence<br />
• undertake [x amount of] structured development to raise<br />
your level of competence in …<br />
Again, there are no set rules, <strong>and</strong> you can prescribe whatever<br />
you consider reasonable, provided<br />
• it is achievable without creating potential problems for the<br />
c<strong>and</strong>idate at work<br />
• it does not require more than 12 months’ further experience,<br />
so that it does not cause unreasonable delay for the<br />
c<strong>and</strong>idate in coming forward for re-assessment <strong>and</strong> s/he<br />
will be able to use ‘banked’ evidence (see below)<br />
• it is proportionate.<br />
Banked evidence<br />
If an Associate C<strong>and</strong>idate is referred, your feedback must<br />
identify which individual pieces of evidence were satisfactory.<br />
Those pieces of evidence you identify as satisfactory are<br />
banked by the c<strong>and</strong>idate for 12 months from the date on<br />
which the result is posted on the MLE.<br />
For example, suppose for one of the technical competencies<br />
two pieces of evidence were satisfactory <strong>and</strong> two were not.<br />
Although the c<strong>and</strong>idate will be referred on that competency,<br />
the two satisfactory pieces will be banked – so, when s/he<br />
submits for re-assessment, only two new pieces will be<br />
needed for that competency. The Associate <strong>Assessor</strong>s at the<br />
next attempt will still assess that competency on the basis of<br />
all four pieces of evidence, but they will not question the two<br />
banked pieces. Provided the two new pieces of evidence are<br />
satisfactory, the c<strong>and</strong>idate will have achieved that competency.<br />
Previously referred c<strong>and</strong>idates<br />
<strong>RICS</strong> will notify you if the Associate C<strong>and</strong>idate you are<br />
assessing has been previously referred. C<strong>and</strong>idates can<br />
submit for re-assessment as soon as they have assembled the<br />
new or updated evidence required in a feedback report, <strong>and</strong> a<br />
minimum of four weeks has passed since the previous<br />
Associate Assessment. (If the Associate <strong>Assessor</strong>s specify<br />
that the c<strong>and</strong>idate must complete a longer period<br />
of additional experience, s/he cannot re-submit for Associate<br />
Assessment until that period has been completed). <strong>RICS</strong><br />
aims to use at least one of the previous assessors for<br />
the re-assessment.<br />
When assessing a previously referred c<strong>and</strong>idate, you may not<br />
question any banked evidence, even if you do not agree with<br />
the original Associate <strong>Assessor</strong>s’ view. You must simply accept<br />
that that evidence is satisfactory, <strong>and</strong> assess the c<strong>and</strong>idate on<br />
the basis of the new/additional evidence submitted. If you<br />
think the original assessment was poor you should however<br />
notify <strong>RICS</strong> through the MLE.<br />
2 The only exception to this is where the two original assessors have not agreed,<br />
<strong>and</strong> the c<strong>and</strong>idate is referred as a result of the casting vote of a third assessor.<br />
In this case, the third assessor prepares the feedback report.<br />
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Step 6 - After the Associate Assessment<br />
Consistency<br />
<strong>RICS</strong> is committed to ensuring consistent assessment<br />
st<strong>and</strong>ards. The process of discussion with your fellow assessor<br />
is one way decisions are moderated <strong>and</strong> consistency of<br />
st<strong>and</strong>ards is achieved.<br />
You can have the added confidence that your decisions will<br />
from time to time be reviewed through the assessor quality<br />
assurance process. Do not see this as a threat: it is there to<br />
ensure fairness <strong>and</strong> to help <strong>and</strong> support Associate <strong>Assessor</strong>s,<br />
not to control them or catch them out. If an Associate <strong>Assessor</strong><br />
is found, through this mechanism, to be notably out of line<br />
with others, <strong>RICS</strong> will provide further training <strong>and</strong> advice<br />
to remedy this.<br />
Appeals<br />
Associate C<strong>and</strong>idates have the right to appeal against a referral.<br />
They cannot appeal simply because they disagree with the<br />
decision of the Associate <strong>Assessor</strong>s. For an appeal to be<br />
successful a c<strong>and</strong>idate must be able to show fault in the way<br />
the Associate Assessment was conducted, leading to an<br />
unfair decision. Examples would be administrative error or<br />
procedural unfairness.<br />
The Associate C<strong>and</strong>idate has 21 working days from the<br />
date of notification of the outcome of the Associate<br />
Assessment to make an appeal. The appeal will be considered<br />
by two appeal panel members who have experience of<br />
Associate Assessment but were not assessors involved in<br />
the original decision.<br />
If the panel declines the appeal, the referral will st<strong>and</strong> <strong>and</strong> the<br />
c<strong>and</strong>idate must provide the additional evidence specified in<br />
the feedback report before s/he can be re-assessed.<br />
If the panel allows the appeal, <strong>RICS</strong> will write to the Associate<br />
C<strong>and</strong>idate advising that the original Associate Assessment<br />
result <strong>and</strong> feedback report are now void. The portfolio will then<br />
go forward for Associate Assessment with different Associate<br />
<strong>Assessor</strong>s using the existing evidence <strong>and</strong> structured<br />
development record. The c<strong>and</strong>idate may not submit any new<br />
documentation for the re-assessment. The appeal fee will<br />
be refunded.<br />
If the two members of the appeal panel cannot reach a<br />
unanimous decision, the appeal will be allowed.<br />
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Audit <strong>and</strong> quality assurance<br />
Associate C<strong>and</strong>idates<br />
<strong>RICS</strong> is committed to ensuring that Assoc<strong>RICS</strong> is supported<br />
by rigorous processes so that employers, clients <strong>and</strong> the<br />
public can have confidence that anyone who achieves the<br />
qualification is competent to practise as an Assoc<strong>RICS</strong>.<br />
<strong>RICS</strong> will select a number of Associate C<strong>and</strong>idates for an audit<br />
as part of the quality assurance process. If an Associate<br />
C<strong>and</strong>idate’s evidence is audited, the c<strong>and</strong>idate <strong>and</strong> Associate<br />
Supporter may be asked for further evidence that the work is<br />
all original. <strong>RICS</strong> may also ask the Associate Proposer for<br />
further information about his/her knowledge of the c<strong>and</strong>idate.<br />
10% of all c<strong>and</strong>idates will be interviewed by telephone by<br />
trained <strong>RICS</strong> auditors.<br />
As an Associate <strong>Assessor</strong> you may nominate an Associate<br />
C<strong>and</strong>idate for a verification interview if you have doubts about<br />
whether his or her evidence is genuinely original - for example,<br />
if you suspect plagiarism, or passing off another person’s<br />
work as his or her own. The remainder of the 10% will be<br />
selected r<strong>and</strong>omly.<br />
The interview is conducted by telephone by an <strong>RICS</strong> auditor.<br />
Its purpose is not to re-assess competence, but to verify the<br />
extent of the c<strong>and</strong>idate’s involvement in the work covered by<br />
his or her evidence. The decision on whether to pass or refer<br />
the c<strong>and</strong>idate will not be affected by the interview.<br />
If the auditor is not satisfied, the individual, employer, Associate<br />
Supporter <strong>and</strong> Associate Proposer concerned may be referred<br />
to <strong>RICS</strong> Regulation.<br />
If, in the course of assessing, you come across a piece<br />
of evidence, commentary, or structured development that<br />
causes you concern - or one you consider outst<strong>and</strong>ing -<br />
you must inform <strong>RICS</strong> using the alert <strong>and</strong> feedback box in<br />
the results screen in the MLE. This helps <strong>RICS</strong> to measure<br />
<strong>and</strong> ensure consistency across the Associate Assessment.<br />
Picking up on any concerns will help to make this a selfregulatory<br />
assessment.<br />
Associate <strong>Assessor</strong>s<br />
<strong>RICS</strong> will maintain detailed management information on all<br />
Associate Assessments, by region, pathway, firm, assessor<br />
etc. Any significant anomalies in pass rate, appeal rate,<br />
complaints, etc should be readily apparent. <strong>RICS</strong> will also<br />
require assessor training to be maintained <strong>and</strong> skills to be<br />
updated as necessary. <strong>RICS</strong> welcomes your individual feedback<br />
as assessors, <strong>and</strong> will be receptive to any suggestions for<br />
improvements to the process.
Step 6 - After the Associate Assessment<br />
Maintaining Associate <strong>Assessor</strong>s’ skills<br />
<strong>RICS</strong> provides Associate <strong>Assessor</strong>s with an online community.<br />
This enables you to share best practice <strong>and</strong> discuss issues<br />
of concern. It will also be used by <strong>RICS</strong> to communicate with<br />
assessors through regular updates.<br />
As an Associate <strong>Assessor</strong> you are committed, through the<br />
service level agreement, to continuous improvement <strong>and</strong><br />
development. <strong>RICS</strong> may from time to time invite you to<br />
undertake refresher training.<br />
Contacts<br />
<strong>RICS</strong> contact centre<br />
0870 333 1600<br />
Associate <strong>Assessor</strong> inbox<br />
assocassessors@rics.org<br />
Internal inbox for automated emails from MLE<br />
assocadmin@rics.org<br />
Associate micro-site address<br />
www.rics.org/associate<br />
Access to the MLE<br />
https://mle.rics.org<br />
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Appendix<br />
<strong>Assessor</strong> user <strong>guide</strong> for the MLE<br />
<strong>Assessor</strong> user <strong>guide</strong> for the Managed<br />
Learning Environment (MLE)<br />
What is the MLE ?<br />
The Managed Learning Environment (MLE) is an online<br />
system whereby a c<strong>and</strong>idate can upload evidence <strong>and</strong><br />
structured development ready to be assessed online.<br />
Overview<br />
How the c<strong>and</strong>idate uses the MLE<br />
• The system allows c<strong>and</strong>idates to upload documents<br />
<strong>and</strong> link each one to a technical competency<br />
• With each document they submit a commentary<br />
explaining how it demonstrates the competency<br />
concerned, <strong>and</strong> how it demonstrates other technical<br />
<strong>and</strong>/or m<strong>and</strong>atory competencies.<br />
• C<strong>and</strong>idates also add ‘Structured Development’. This is a<br />
log of the activities they have carried out in the last year to<br />
demonstrate that they have undertaken 48 hours structured<br />
development against their chosen pathway<br />
The evidence consists of<br />
• For a c<strong>and</strong>idate to submit a portfolio assessment they<br />
must have added four pieces of workplace evidence<br />
against each technical competency, together with a 300<br />
word commentary for each. The evidence, taken in the<br />
round, must also demonstrate the m<strong>and</strong>atory competencies.<br />
Work towards achieving the m<strong>and</strong>atory <strong>and</strong> technical<br />
competencies is also shown by the structured<br />
development record.<br />
• In addition to the evidence above, which you assess,<br />
c<strong>and</strong>idates must have uploaded a scanned copy of their<br />
relevant qualification, their work experience <strong>and</strong> a minimum<br />
of two declaration forms, to satisfy <strong>RICS</strong> of their eligibility<br />
for Associate Assessment. This material is checked by<br />
<strong>RICS</strong> staff.<br />
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Managed Learning Environment (MLE) User Guide<br />
1. Homepage<br />
1.1 Welcome<br />
When you first login to the MLE you will be presented with a welcome page. The first section will display your<br />
name <strong>and</strong> any alerts generated by the system.<br />
1.2 Alerts<br />
The alert section can be collapsed or moved into a different area of the page to suit your own user requirements.<br />
Alerts are the notifications from <strong>RICS</strong> that could be relevant to you. The sections contain a title, message details <strong>and</strong><br />
date added. Click on the title of the Alert to take you to the full message.<br />
1.3 My details<br />
1. When you first enter the MLE you need to check your details. On the header bar at the top click on My Details.<br />
2. You can then edit your telephone number <strong>and</strong> email if required. It is important that these are kept up to date,<br />
to enable assessors to contact each other during the assessment.<br />
3. Please note: if you update details in the MLE, those details are not updated on any other <strong>RICS</strong> system. If you<br />
want your details to be changed in all <strong>RICS</strong> systems then go to www.rics.org/mydetails<br />
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Managed Learning Environment (MLE) User Guide<br />
2. Assessment preliminaries<br />
2.1 Accepting/Rejecting a c<strong>and</strong>idate<br />
1. When you have been allocated a c<strong>and</strong>idate you will receive email notification.<br />
2. Log into the MLE <strong>and</strong> go to the main header at the top. Click on Assessments <strong>and</strong> then My <strong>Assessor</strong> Groups.<br />
3. You will see a c<strong>and</strong>idate or a list of the c<strong>and</strong>idates that have been allocated to you for assessment.<br />
4. Click on ‘List Records’ next to the <strong>Assessor</strong> Group name in the Actions column. The c<strong>and</strong>idate’s details will then<br />
display. The view will show the c<strong>and</strong>idate’s name, employment details, practice area, sector of industry, specialism<br />
<strong>and</strong> the date added to the <strong>Assessor</strong> Group.<br />
5. Once you have viewed the details of the c<strong>and</strong>idate under the Actions column click on the Accept / Reject<br />
<strong>Assessor</strong> Group to accept or reject the assessment.<br />
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Managed Learning Environment (MLE) User Guide<br />
6. In the result drop down select your outcome.<br />
7. If you select Reject you must state a reason in the notes field.<br />
8. If you select Accept, do not enter any text in the notes field.<br />
9. Any c<strong>and</strong>idates you have accepted will now appear under the heading ‘Assessment’ <strong>and</strong> then ‘Assessment<br />
for E<strong>valuation</strong>’.<br />
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Managed Learning Environment (MLE) User Guide<br />
2.2 Assessments for e<strong>valuation</strong><br />
1. In the header ‘Assessment’ <strong>and</strong> then ‘Assessments for E<strong>valuation</strong>’ you will be able to see the c<strong>and</strong>idate(s)<br />
awaiting assessment.<br />
2. In the column ‘View’ there are the following headings<br />
• Evidence – click to view the evidence submitted <strong>and</strong> add comments for your own personal use<br />
• Structured Development – click to view the entries against structured development<br />
• Summary – click to view details of qualifications <strong>and</strong> work experience.<br />
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Managed Learning Environment (MLE) User Guide<br />
3 Assessing evidence<br />
3.1 Review Evidence<br />
1. This screen allows you to view the evidence that has been submitted.<br />
2. To view the documents click on the Evidence title. The description <strong>and</strong> competencies aligned to that evidence<br />
will be displayed. To view the uploaded document just click on the link.<br />
3. You can then click reviewed <strong>and</strong> add a comment for your own records against that evidence. Ensure you click<br />
Update at the bottom of the screen to save your comments.<br />
4. Once you click reviewed, your fellow assessor will be able to see that you have reviewed that evidence. However<br />
s/he will not be able to see your comments. Your comments are for your own personal use, for reference when<br />
discussing the c<strong>and</strong>idate with your fellow assessor.<br />
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Managed Learning Environment (MLE) User Guide<br />
3.2 Review Structured Development<br />
1. This screen allows you to view the Structured Development the c<strong>and</strong>idate has submitted.<br />
2. Once you have reviewed the record you can then click ‘reviewed’ <strong>and</strong> add a comment for your own records<br />
against that entry. Ensure you click Update at the bottom of the screen to save your comments.<br />
3. Once you click reviewed your fellow assessor will be able to see that you have reviewed that evidence. However<br />
s/he will not be able to see your comments. Your comments are for your own personal use, for reference when<br />
discussing the c<strong>and</strong>idate with your fellow assessor.<br />
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Managed Learning Environment (MLE) User Guide<br />
3.3 Assessment Summary View<br />
1. The Assessment Summary view allows you to view the following<br />
• Name<br />
• Pathway<br />
• Practice Area<br />
• Work Experience<br />
• Qualification (if applicable)<br />
• Declarations<br />
• Number of pieces of evidence submitted<br />
• Number of hours of structured development submitted<br />
2. There is no need for you to check the qualification or declarations. These are for your information only.<br />
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Managed Learning Environment (MLE) User Guide<br />
4 Contact with fellow assessor<br />
4.1 <strong>Assessor</strong> Group Members<br />
1. You will find your fellow assessor’s details under Assessment for E<strong>valuation</strong>. If you access any of the sub menus,<br />
you will see a tab ‘<strong>Assessor</strong> Group Members’.<br />
2. It is the responsibility of the Lead <strong>Assessor</strong> to make first contact with the co-assessor.<br />
3. If you are the Lead <strong>Assessor</strong> you will see in this view the name, contact number <strong>and</strong> email address of your<br />
co-assessor. You will also see whether s/he has accepted the c<strong>and</strong>idate yet <strong>and</strong> whether s/he has assigned<br />
an outcome.<br />
5 Decision<br />
5.1 Adding the result<br />
1. Once you have had an offline conversation with your fellow assessor, click Evaluate next to the c<strong>and</strong>idate’s name<br />
in the Assessments for E<strong>valuation</strong> screen (you can also access this view via the tab ‘Informal sign off’).<br />
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2. Once you have clicked Evaluate you will see the below screen<br />
3. If the c<strong>and</strong>idate has passed, select Pass from the drop down menu <strong>and</strong> click submit. You are not required<br />
to do anything further for this assessment.<br />
4. If the c<strong>and</strong>idate has not passed, select Refer from the results dropdown <strong>and</strong> select submit. If you are the Lead<br />
<strong>Assessor</strong>, follow the instructions in section 2.8 below. If you are the co-assessor, you need do nothing further for<br />
this assessment.<br />
5. If after detailed discussion you have been unable to agree on a result click on No Outcome – this must only be<br />
used as a last resort if no agreement can be reached between you <strong>and</strong> your co-assessor.<br />
6. If anything in the c<strong>and</strong>idate’s evidence gives you cause for concern, tick the Raise Concerns box <strong>and</strong> record<br />
your concerns in the Notes field – you can select an option from the results drop down.<br />
6 Referral <strong>and</strong> feedback<br />
6.1 Group Leader Outcome - Adding Feedback<br />
Feedback Screen 1<br />
1. If the c<strong>and</strong>idate is referred, the Lead <strong>Assessor</strong> must add feedback in the form of a report. To access the report<br />
format go to Assessments <strong>and</strong> then Group Leader Outcomes.<br />
2. Click on ‘Add Outcome’ next to the c<strong>and</strong>idate’s name.<br />
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Managed Learning Environment (MLE) User Guide<br />
Feedback Screen 2<br />
1. On the next screen you will be able to see the co-assessor’s outcome. In the Status box click Refer.<br />
2. If you add anything in the notes field this will also display to the c<strong>and</strong>idate. You can leave this element blank<br />
if you prefer, <strong>and</strong> add more detail on the following pages.<br />
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Managed Learning Environment (MLE) User Guide<br />
3. The next page displays the feedback report. Any comments you add here will be visible to the c<strong>and</strong>idate after<br />
you click submit.<br />
4. Add comments against any competency that did not meet the requirements. Be specific about the evidence you<br />
are writing about: this will help the c<strong>and</strong>idate when preparing for re-submission. You must identify any pieces<br />
of evidence which are satisfactory, so that they can be ‘banked’ by the c<strong>and</strong>idate.<br />
5. At the box at the end add how many new pieces of evidence for this competency the c<strong>and</strong>idate needs to submit<br />
in order to reapply for assessment.<br />
6. In the Further Experience Required box state, if applicable, how much more experience the c<strong>and</strong>idate is required<br />
to gain (in months).<br />
7. Structured Development – add here any comments on the structured development records <strong>and</strong> specify if there<br />
are particular competencies on which you believe the c<strong>and</strong>idate should focus his/her structured development.<br />
8. General comments – add here an overall comment summarising the submission.<br />
9. Once you are happy, click submit.<br />
<strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong> 45
Managed Learning Environment (MLE) User Guide<br />
6.2 Previously Evaluated Assessments<br />
1. To review all historical assessments go to Assessments <strong>and</strong> then Previously Evaluated Assessment. You will<br />
need to refer to previous assessments if you are re-assessing a previously referred c<strong>and</strong>idate, if an<br />
assessment is being reviewed as part of the quality assurance process or if an appeal has been lodged against a<br />
recent assessment.<br />
2. If you need to view any previous feedback, go to Assessment <strong>and</strong> then Group Leader Outcomes.<br />
3. Once <strong>RICS</strong> has made the feedback live to the c<strong>and</strong>idate, it will then be shown on screen (including any<br />
amendments <strong>RICS</strong> staff may have made).<br />
46 <strong>Residential</strong> suRvey <strong>and</strong> <strong>valuation</strong>
<strong>RICS</strong> HQ<br />
Parliament Square<br />
London SW1P 3AD<br />
United Kingdom<br />
Worldwide media<br />
enquiries:<br />
E pressoffice@rics.org<br />
Contact Centre:<br />
E contactrics@rics.org<br />
T +44 (0)870 333 1600<br />
F +44 (0)20 7334 3811<br />
Advancing st<strong>and</strong>ards in l<strong>and</strong>, property <strong>and</strong> construction.<br />
<strong>RICS</strong> is the world’s leading qualification when it comes to<br />
professional st<strong>and</strong>ards in l<strong>and</strong>, property <strong>and</strong> construction.<br />
In a world where more <strong>and</strong> more people, governments, banks <strong>and</strong><br />
commercial organisations dem<strong>and</strong> greater certainty of professional<br />
st<strong>and</strong>ards <strong>and</strong> ethics, attaining <strong>RICS</strong> status is the recognised<br />
mark of property professionalism.<br />
Over 100 000 property professionals working in the major established<br />
<strong>and</strong> emerging economies of the world have already recognised the<br />
importance of securing <strong>RICS</strong> status by becoming members.<br />
<strong>RICS</strong> is an independent professional body originally established<br />
in the UK by Royal Charter. Since 1868, <strong>RICS</strong> has been committed<br />
to setting <strong>and</strong> upholding the highest st<strong>and</strong>ards of excellence <strong>and</strong><br />
integrity – providing impartial, authoritative advice on key issues<br />
affecting businesses <strong>and</strong> society.<br />
<strong>RICS</strong> is a regulator of both its individual members <strong>and</strong> firms enabling<br />
it to maintain the highest st<strong>and</strong>ards <strong>and</strong> providing the basis for<br />
unparalleled client confidence in the sector.<br />
<strong>RICS</strong> has a worldwide network. For further information simply contact<br />
the relevant <strong>RICS</strong> office or our Contact Centre.<br />
Europe<br />
(excluding<br />
United Kingdom)<br />
Rue Ducale 67<br />
1000 Brussels<br />
Belgium<br />
T +32 2 733 10 19<br />
F +32 2 742 97 48<br />
ricseurope@rics.org<br />
United Kingdom<br />
Parliament Square<br />
London SW1P 3AD<br />
United Kingdom<br />
T +44 (0)870 333 1600<br />
F +44 (0)207 334 3811<br />
contactrics@rics.org<br />
Asia<br />
Room 1804<br />
Hopewell Centre<br />
183 Queen’s Road East<br />
Wanchai<br />
Hong Kong<br />
T +852 2537 7117<br />
F +852 2537 2756<br />
ricsasia@rics.org<br />
Africa<br />
PO Box 3400<br />
Witkoppen 2068<br />
South Africa<br />
T +27 11 467 2857<br />
F +27 86 514 0655<br />
ricsafrica@rics.org<br />
Americas<br />
60 East 42nd Street<br />
Suite 2918<br />
New York, NY 10165<br />
USA<br />
T +1 212 847 7400<br />
F +1 212 847 7401<br />
ricsamericas@rics.org<br />
Middle East<br />
Office F07, Block 11<br />
Dubai Knowledge Village<br />
Dubai<br />
United Arab Emirates<br />
T +971 4 375 3074<br />
F +971 4 427 2498<br />
ricsmiddleeast@rics.org<br />
Oceania<br />
Suite 2, Level 16<br />
1 Castlereagh Street<br />
Sydney<br />
NSW 2000<br />
Australia<br />
T +61 2 9216 2333<br />
F +61 2 9232 5591<br />
info@rics.org.au<br />
India<br />
48 & 49 Centrum Plaza<br />
Sector Road<br />
Sector 53, Gurgaon – 122002<br />
India<br />
T +91 124 459 5400<br />
F +91 124 459 5402<br />
ricsindia@rics.org<br />
rics.org<br />
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