Project management Assessor guide - RICS

Project 

Management 

Associate Assessor Guide 

rics.org

Published by: RICS, Parliament Square, London SW1P 3AD 

All rights in this publication, including full copyright or publishing right, content and design, are owned by RICS, 

except where otherwise described. Any dispute arising out of this publication is subject to the law and jurisdiction 

of England and Wales. 

02 

PROJECT ManagEMEnT

Contents 

Background 

A Associate Assessment 04 

B The people 05 

C The pathway and its competencies 07 

D Competency definitions and evidence in detail 08 

E The Managed Learning Environment (MLE) 17 

F Associate Assessment process from the Candidate’s perspective 18 

G Associate Assessment from the Assessor’s perspective 19 

The six steps of the Associate Assessment 

Appendix 

Step 1 – Initial contact 21 

Step 2 – Preliminary read-through 22 

Step 3 – Associate Assessment 23 

Step 4 – Discussion 30 

Step 5 – Notifying RICS of the decision 31 

Step 6 – After the Associate Assessment 32 

Managed Learning Environment (MLE) User Guide 35 

PROJECT ManagEMEnT 03

Background 

Section A 

Associate Assessment 

Associate Assessment is the process by which those with 

relevant work experience or vocational/academic qualifications 

(or a combination of these) can gain Associate membership 

of RICS (AssocRICS). Associate is a high-value grade of 

membership in its own right. It also provides a stepping 

stone to advance to full professional qualification (MRICS). 

The Associate qualification is gained by submitting workplace 

evidence for assessment by RICS, and undertaking structured 

development. All the evidence is assembled and stored using 

the RICS online Managed Learning Environment (MLE). As an 

Associate Assessor, you are responsible for ensuring that only 

those with a proven level of competence can succeed in 

achieving the Associate qualification. 

This guide explains what Associate Candidates must do 

to get to the point of Associate Assessment in Project 

Management. It then sets out how you should approach your 

task, what criteria you should apply when considering evidence, 

and what processes you should follow before, during and after 

Associate Assessment. 

04 

PROJECT ManagEMEnT

Background 

Section B 

The people 

There are two key parties in the Associate Assessment 

process: the Associate Candidate and the Associate Assessors. 

1. Associate Candidate 

The Associate Candidates you will assess are following 

the Project Management pathway. This is a qualification 

designed for those embarking on a career in Project 

Management – a central role in the development process, 

driving successful completion of projects on behalf of 

clients, consultants, contractors, the supply chain and 

other stakeholders. 

Associate Candidates will come from a variety of backgrounds 

in terms of their education and experience. They will all have 

experience of working in the sector. The diagram at figure 1 

shows you the various routes by which a person can obtain 

the Associate qualification. 

Associate Assessment is open to those with four years’ 

relevant experience. If a candidate has a qualification that is 

relevant and of an appropriate level, it reduces the length of 

experience s/he needs in order to be eligible for Associate 

Assessment. 

RICS will ensure that Associate Assessors are matched 

as closely as possible to candidates. The following are 

typical profiles of Associate Candidates in the Project 

Management pathway. 

Profile 1 

Position: Junior Project Manager 

Career history 

Enjoys working in the built environment so would like to 

develop his career path into project management. Has recently 

accepted a position as a Junior Project Manager for a large 

quantity surveying consultancy. Has just enrolled on the 

RICS Associate qualification as part of an in-house fast track 

management development programme and has already 

started to compile evidence to support his assessment which 

will be due to take place in about four years. 

Qualifications / Professional membership 

None. 

This candidate could do a relevant vocational qualification (two 

years). As soon as this vocational qualification is complete he 

would be able to come forward for Associate Assessment, 

using his vocational qualification evidence for his portfolio 

of evidence. 

Profile 2 

Position: Planning Manager 


Currently working as a planning manager for a large construction 

sub-contractor. Would like to open up her career options within 

the property industry by becoming a project manager. Has 

recently completed a RICS approved vocational qualification 

in project control and would like to become an Associate in 

recognition of her expertise and to open up further networking 

opportunities within the construction sector. 


RICS approved vocational qualification in project control. 

This candidate would be eligible for direct entry to the Associate 

qualification as she has completed a RICS approved qualification. 

Profile 3 

Position: Project Manager 


Currently working for a non-governmental organisation that 

is heavily involved in the built environment. Has worked in the 

sector for over 15 years and specialises in renovation projects 

on listed buildings. Career path started as a Junior Cost 

Consultant, moving to Contracts Manager and finally Project 

Manager. Would like to complete the Associate qualification 

and gain the AssocRICS designation as professional 

recognition of his abilities, ethics and standards. 


None. 

Having already gained the minimum of four years’ relevant 

experience, this candidate will use the MLE to collate the 24 

pieces of evidence and other requirements. He will then apply 

for Associate Assessment. 


Background 

2. Associate Assessors 

You are one of two assessors. Before you carry out your 

first Associate Assessment, you must have satisfied RICS 

that you meet the role profile, completed RICS Associate 

Assessor training, and signed a service level agreement. 

You will act as either 

• Associate Assessor – an AssocRICS, MRICS or FRICS1 who assesses submitted evidence and decides whether 

the Associate Candidate has met the requirements of 

the pathway 

• Lead Associate Assessor – as above, but with the extra 

responsibility of writing the feedback for referred candidates, 

and managing the contact with the co-assessor before a 

decision is reached. 

All trained Associate Assessors will take their turn as the 

Lead Associate Assessor – whether you are Lead in any 

particular case is a matter of random selection. You will have 

undertaken, as part of the service level agreement, to complete 

at least six assessments per year. 

Figure 1: Routes to the Associate qualification 

06 

RICS Associate Qualification 

Candidate Profile Requirements 

No vocational/ 

academic qualification 

Relevant NVQ 3 

Relevant HND/HNC, 

DipHE/FD 

Relevant degree 

RICS approved 

professional 

body membership 

RICS approved NVQ 4 

PROJECT ManagEMEnT 

Minimum 4 years’ 

experience 

Minimum 2 years’ 

experience 

Minimum 12 months’ 

experience 

Direct entry 

Associate 

Assessment 

Other parties you will see reference to are 

• Associate Supporter who is required to verify the evidence 

submitted – this is a non mandatory role but is considered 

best practice for candidates who are building up their 

experience and evidence over a number of years. 

• Associate Proposer who endorses the application by signing 

a declaration form at Associate Assessment. This is a 

mandatory role. 

You will have no contact with either of them – RICS staff 

will carry out all necessary checks to make sure the correct 

procedures have been followed. 

1 Subject to a detailed role profile provided by RICS which can be 

downloaded from the Associate Assessor online community 

Ethics Module 

Associate 

(AssocRICS)

Background 

Section C 

The pathway and its competencies 

RICS has defined the competencies for the Project 

Management pathway, as follows. 

Six technical competencies – the technical skills needed 

for this pathway. Candidates must achieve six of the following 

technical competencies to become an Associate in Project 

Management. 

• Commercial management of construction 

• Construction technology and environmental services 

• Contract practice 

• Procurement and tendering 

• Programming and planning 

• Project administration 

• Project evaluation 

• Risk management. 

Eight mandatory competencies – the ‘softer’ skills that all 

responsible practitioners need, regardless of their RICS 

pathway. These competencies are essential: they demonstrate 

ability to work with colleagues, meet client requirements, 

self-manage and act with honesty and integrity. They are 

• Client care 

• Communication and negotiation 

• Conduct rules, ethics and professional practice 

• Conflict avoidance, management and dispute 

resolution procedures 

• Data management 

• Health and safety 

• Sustainability 

• Teamworking. 

07 

How does the candidate demonstrate the competencies? 

The Associate Candidate must satisfy you that s/he has 

achieved all the technical and mandatory competencies 

required for the pathway. 

To do this the Associate Candidate supplies 

1. written evidence – 24 pieces of written work taken 

from his/her everyday role, four for each technical 

competency (the written evidence will also demonstrate 

the mandatory competencies) 

2. commentary – a 300 word explanation for each piece 

of written evidence and why it has been chosen 

3. structured development record – a description of 

learning activities 

The Associate Candidate also completes the RICS online 

ethics module. This is the method RICS uses to inform 

candidates about RICS ethics and test them online on the 

subject. It is explained in more detail in section 14. 


Background 

Section 1.1 – Project Management technical competencies 

You must select six of the following technical competencies 

Commercial management of construction 

Description Requirements 

Examples of likely knowledge, 

skills and experience 

This competency covers the 

commercial management of 

construction works. Candidates 

should have an awareness of how 

their work relates to commercial 

competitiveness balanced against 

profitability. An awareness of the 

financial process used to achieve 

profitability is required as well as 

how these integrate with the 

overall delivery of the project. 

Demonstrate knowledge and 

understanding of the principles 

of management of construction 

projects. Apply your knowledge 

to the financial management of 

construction projects, including 

regular monitoring and reporting 

on cash flow and profitability. 

Knowledge 

• financial management of 

construction projects, including 

regular monitoring 

• reporting on cash flow 

procedures and profitability. 

Activities 

• collecting of data for reports 

• carrying out cost to 

completion exercises 

• preparing cashflows 

• preparing reports such as 

liability statements, cost to 

complete and cost 

value reconciliations 

• applying value 

engineering processes 

• preparing and submitting cost 

data for in-house and /or 

external use in relation to areas 

such as cost of preliminaries, 

comparative cost of different 

construction techniques and 

taxation allowances. 

Evidence 

You must provide four different 

documents as evidence for each 

competency. The examples in this 

column are not a definitive list but 

are for illustration only. It is for 

you to ensure that the 

documents provide evidence of 

the knowledge, skills and 

experience in column three. 

Evidence should demonstrate 

involvement with the preparation 

of the following 

• cash flow statements 

• development or 

construction budgets 

• reports or activities associated 

with the value engineering process 

• collecting/preparing/evaluating 

cost data. 

Documentation must clearly show 

the candidate’s involvement with the 

piece of work and how they dealt 

with matters such as 

• management of cash flow 

• value management/value 

engineering facilitation 

• collection of cost/financial data 

• reconciling interim payments 

against predicted cash flow. 

08 PROJECT ManagEMEnT 

08

Background 

Construction technology and environmental services 

Description 


design and construction of 

buildings and other structures. 

Candidates should have an 

awareness of the design and 

construction processes commonly 

used in the industry. They should 

have a detailed knowledge of 

construction solutions relevant to 

their projects. 

Requirements 


understanding of the principles of 

design and construction relating 

to your chosen field of practice. 

Apply your knowledge to the 

design and construction process. 



Knowledge 

• the process of design information 

production, revision and delivery 

to the project team and those 

involved outside the project team 

• alternative construction details in 

relation to functional elements of 

the design such as different 

types of piling or structural 

frame solutions. 

Activities 

• implementing the principles of 

designing and constructing for 

sustainability and environmental 

awareness 

• participating in the process 

of site investigation, 

archaeological studies and 

environmental assessments 

• appreciating how design 

solutions vary for different types 

of building, such as clear span 

requirements for warehousing, 

or acoustic requirements 

for accommodation. 

Evidence 













• site investigation, archaeological 

studies or environment assessments 

• site drawings or design schedules 

• setting out foundation, drainage, 

building or structures 

• selection or procurement or 

materials for construction purposes. 


the candidate’s involvement with 

the piece of work and how they 

dealt with matters such as 

• site investigation 

• Environmental Impact Assessment 

• selection of foundation designs 

• selection of materials 

• reporting regimes and protocols. 


Background 

Contract practice 

Description 

This competency concerns the 

ability to recognise , understand 

and interpret the different 

procurement routes and contracts. 

Candidates should be aware of the 

different options available within 

their area of practice. Candidates 

should have an understanding of 

appropriate use of alternative 

procurement routes and contracts. 


Requirements 


understanding of the various 

forms of contract used in the 

construction industry and/or 

your area of business. Apply 

your knowledge of the use of 

the various standard forms of 

contract at project level, including 

the implications and obligations 

that apply to the parties to 

the contract. 



Knowledge 

• variables for consideration when 

selecting procurement system 

• the impact of alteration of 

contractual arrangements on 

parties to the contract 

• legal and contractual constraints 

eg Terms of Engagement, 

construction legislation 

• collateral warranties and 

latent defects 

• contract documentation 

• basic contractual mechanisms 

and procedures at various 

stages of the contract 

• third party rights etc. 

Activities 

• reviewing contractual relationships 

with the main parties associated 

with traditional, design and 

build, or management types of 

procurement routes 

• preparing documents associated 

with warranties and bonds 

• providing options for alternative 

forms of contract with respect 

to specific procurement routes 

• reviewing particular key contract 

provisions and how these differ 

between alternative forms of 

contract. 

Evidence 











involvement with the preparation of 

the following 

• contract documentation associated 

with bonds, warranties or insurances 

• contract documentation associated 

with statuary authorities, suppliers 

or contractors 

• meetings or communications 

associated with contract practices 

• contract processes involved with 

procurement selection or forms of 

contract. 





• insurance provisions 

• warranties 

• statutory authority negotiations 

• procurement selection.

Background 

Procurement and tendering 

Description 


way a project is structured and 

delivered in terms of risk allocation 

and contractual relationships and 

how tendering processes are used 

to establish a contract price. 

Candidates should have a clear 

understanding of the different 

types of procurement and tendering 

commonly used and the advantages 

and disadvantages of each to the 

parties involved. Candidates 

should have a detailed working 

knowledge of the procurement 

routes and tendering procedures 

used on their projects. 

Requirements 


understanding of the main types 

of procurement. Demonstrate 

knowledge and understanding 

of the tendering and negotiation 

processes involved in procurement. 

Apply your knowledge to the 

implementation of the procurement 

routes selected for your projects 

and to carrying out tendering and 

negotiation processes relevant 

to them. 



Knowledge 

• the main types of procurement 

used in both the public and 

private sectors, both nationally 

and internationally 

• tendering and negotiation 

processes involved in procurement 

• ancillary process such 

as partnering and 

framework agreements 

• codes of practice and 

procedures commonly used. 

Activities 

• evaluating the characteristics to 

be considered for determining 

the chosen procurement route 

• participating in the tendering 

and negotiating process, 

including interviews 

• implementing procurement 

routes such as traditional, 

design and build, management 

forms, term and serial 

contracting, and other types 

• producing and/or compiling 

tender documentation such 

as letters of invitation, health 

and safety documentation, 

design documentation and 

contractual details 

• carrying out of tendering and 

negotiation processes such as 

single and two stage tendering, 

the use of codes of practice 

and electronic tendering. 

Evidence 












of the following: 

• participating in tendering or 

negotiation processes 

• investigating or compiling factors 

relevant for the selection of the 

procurement route 

• participating in the negotiation 

or interview stages of the 

procurement process 

• on site implementation of the 

chosen procurement route. 


the candidate’s involvement with the 

piece of work and how they dealt 

with matters such as 

• tender negotiation 

• choice of procurement route options 

• collection of information for selection 

of tenders 

• client liaison. 


11

Background 

Programming and planning 

Description 

This competency is about the 

management of time and the 

duration of activities from project 

inception to completion. It covers 

an understanding of programming 

techniques and critical path features 

including use of computer software 

to produce programmes. 


Requirements 

Describe the principles of financial 

and programme monitoring of 

projects, including planning 

techniques such as Gantt charts 

etc. Demonstrate knowledge and 

understanding of various types of 

programmes and schedules 

commonly used on projects. 

Assess, interpret and report on 

the programme control of projects. 



Knowledge 

• project milestones and 

acceleration techniques 

• network analysis, critical 

path, Programme Evaluation 

and Review Technique (PERT) 

• resource analysis, line 

of balance. 

Activities 

• evaluating alternative 

programme techniques 

• reviewing and interpreting 

Gantt (bar) charts and 

other programmes 

• evaluating the significance 

of float 

• explaining the critical path 

determined by a programme 

• analysing and evaluating 

actual performance against 

planned performance. 

Evidence 













• gathering data for the 

development of project plans 

or programmes 

• creating Gantt (bar) charts, 

milestones and other programmes 

such as network analysis 

• identifying key activities and floats 

whilst developing the critical path 

• recording, analysing or 

managing resources, progress 

and programmes. 





• reconciling actual v 

predicted programme 

• regular monitoring of network 

• calculating critical path and 

evidence that milestones have 

been met 

• calculating line of balance 

• producing bar charts 

• levelling resources.

Background 

Project administration 

Description 


contractual, legislative/statutory 

and other processes required to 

administer a project. It also covers 

the reporting and information 

management systems for projects. 

Requirements 


understanding of contractual, 

legislative and statutory 

terminology/requirements in 

the management of a project. 

Implement management 

procedures necessary for the 

smooth running of a project. 



Knowledge 

• contractual, legislative and 

statutory requirements 

• document control systems 

and techniques 

• reporting mechanisms 

and structures. 

Activities 

• coordinating the statutory 

authorities and service providers 

• recording and monitoring 

records of progress 

associated with the design 

and construction processes 

• identifying and implementing 

the contractual, legislative and 

statutory requirements needed 

for a development project 

including any collateral 

documents eg insurances, 

warranties etc 

• managing document 

control and information 

management systems 

• managing management 

reporting systems. 

Evidence 













• reporting systems associated with 

the project supply chain 

• managing off or on site 

reporting systems 

• managing off or on site document 

control systems 

• preparing or implementing project 

organisations structures. 





• document control systems 

• project organisation structures 

• supply chain reporting procedures 

• stakeholder reporting procedures. 


13

Background 

Project evaluation 

Description 


evaluation process – assessing 

the technical and financial 

feasibility of a project including 

the resultant economic return. 

The assessment should consider 

both initial capital costs as well 

as whole life costs. 


Requirements 

Describe the feasibility 

study process, including the 

financial and town planning 

aspects associated with a 

development appraisal. Apply 

the techniques used in value 

management/value engineering, 

life cycle/whole life costing and 

risk assessment, together with 

a balance sheet analysis. 



Knowledge 

• development appraisals 

• feasibility studies 

• value engineering workshops 

• risk analysis 

• life cycle costing. 

Activities 

• preparing a development 

appraisal and feasibility study 

• reviewing the business case 

drivers for the development 

• using value management /value 

engineering techniques to 

advise on and improve the 

viability of the development 

• carrying out a life cycle /whole 

life costing exercise 

• preparing a risk register to 

advise on and improve the 

management of a development. 

Evidence 













• data collection for developing 

appraisal or feasibility study 

• value management / 

engineering exercise to 

investigate the value and 

financial viability of the project 

• business case/whole life 

costing assessments 

• risk identification and 

assessment via the risk register 

to evaluate the risks’ potential 

impact upon the development. 

Documentation must clearly 

show the candidate’s involvement 

with the piece of work and how 

they dealt with matters such as 

• value engineering facilitation 

• risk identification 

• risk register production 

• business case production.

Background 

Risk management 

Description 

This competency is about the 

effective use of risk management 

relating to projects. It includes a 

knowledge, understanding and 

use of the tools and techniques 

available. 

Requirements 

Demonstrate your knowledge 

and understanding of the nature 

of risk and, in particular, of the 

risks associated with your area 

of business/practice. Apply your 

knowledge to carry out risk 

assessment taking into account 

all relevant factors. Understand 

the application of the various 

methods and techniques used to 

measure risk. 



Knowledge 

• risk management 

• risk register techniques 

• risk ownership allocation 

• quantitative methods for 

measuring risk and contingency. 

Activities 

• undertaking qualitative risk 

identification and the formation 

of a risk register 

• assisting with the allocation 

of risk ownership and the 

subsequent monitoring of project 

risks throughout the project 

• applying the various quantitative 

methods and techniques to 

measure risk 

• participating in risk workshops 

• preparing reports resulting from 

risk workshops. 

Evidence 











involvement with the preparation of 

the following 

• gathering data for the tabulation 

and measurement of the numerous 

project risks 

• assembling the project risk register 

• arranging or taking part in 

risk workshops 

• recording, monitoring and 

managing the risk register. 





• risk register 

• monitoring risks 

• risk identification 

• risk assessment. 


15

Background 

Mandatory competencies 

Title 

Client Care 

Communication and negotiation 

Conduct rules, ethics and professional practice 

*Although this is achieved through the RICS 

ethics module you should still refer to it 

(where applicable) in any 300-word commentary 

Conflict avoidance, management and dispute 

resolution procedures 

Data management 

Health and safety 

Sustainability 

Teamworking 


Requirement 

Demonstrate knowledge and understanding of the principles and practice of client 

care including 

• the concept of identifying all clients/colleagues/third parties who are your clients and 

the behaviours that are appropriate to establish good client relationships 

• the systems and procedures that are appropriate for managing the process of client 

care, including complaints 

• the requirement to collect data, analyse and define the needs of clients. 

Demonstrate practical application of the principles and practice of client care in your 

area of practice. 

Demonstrate knowledge and understanding of effective oral, written, graphic and presentation 

skills including the methods and techniques that are appropriate to specific situations. 

Demonstrate practical application of these skills in a variety of situations, specifically including 

where negotiation is involved. 

Demonstrate knowledge and understanding of the role and significance of RICS and its 

functions. Also an appreciation of your personal professional role and society’s expectations 

of professional practice and RICS code of conduct and conduct regulations, including the 

general principles of law and the legal system, as applicable in your country of practice. 

Demonstrate practical application in your area of practice, being able to justify actions at all 

times and demonstrate personal commitment to the rules of conduct, and RICS ethical 

standards. Demonstrate that you have applied these in the context of advising clients. 

Demonstrate knowledge and understanding of the techniques for conflict avoidance, 

conflict management and dispute resolution procedures including for example 

adjudication and arbitration, appropriate to your pathway. 

Demonstrate knowledge and understanding of the sources of information and data, and 

of the systems applicable to your area of practice, including the methodologies and 

techniques most appropriate to collect, collate and store data. 

Demonstrate knowledge and understanding of the principles and responsibilities imposed 

by law, codes of practice and other regulations appropriate to your area of practice. 

Demonstrate practical application of health and safety issues and the requirements for 

compliance, in your area of practice. 

Demonstrate knowledge and understanding of why and how sustainability seeks to 

balance economic, environmental and social objectives at global, national and local 

levels, in the context of land, property and the built environment. 

Demonstrate knowledge and understanding of the principles, behaviour and dynamics 

of working in a team.

Background 

Section E 

The Managed Learning Environment (MLE) 

The MLE is an online resource which is accessed by both 

the Associate Candidate and the Associate Assessors. 

It enables Associate Candidates to upload and manage their 

evidence, write 300-word commentaries and record structured 

development for the Associate Assessment. The Associate 

Candidate builds up, piece by piece, evidence to show 

knowledge and skills. When s/he has built up a complete 

portfolio s/he applies for Associate Assessment. You will then 

be invited to access the portfolio, using the MLE, and assess 

it online. Finally, the candidate will be given the result – pass 

or refer – and will provide feedback through the MLE if s/he 

is referred. The feedback explains in detail why the assessors 

do not consider the candidate has met the competency 

requirements in full; and sets out what further evidence s/he 

needs to produce in order to reach the standard. 

MLE guide 

At the end of this guide, there is a comprehensive Associate 

Assessor guide to using the MLE. 


17

Background 

Section F 

Associate Assessment process from the 

Candidate’s perspective 

The Associate Candidate goes through three stages to reach 


Registration 

The Associate Candidate tells RICS about his/her 

qualifications and experience, and RICS diagnoses whether 

more experience is required before Associate Assessment. 

You will not have to make any assessment of the Associate 

Candidate’s qualifications and length of experience: you will 

always proceed on the understanding that s/he has met the 

requirements and is eligible for Associate Assessment. 

The Registration system and RICS staff will have ensured, by 

the time you become involved, that the candidate meets the 

criteria for eligibility. They will have checked that the correct 

number of pieces of evidence and commentaries have been 

submitted and that the dates on the evidence are acceptable. 

They will have verified that the proposer and supporter meet 

the requirements and that the candidate has provided 

evidence of any relevant qualifications. 

Assembling evidence 

In the online Managed Learning Environment (MLE) 

the Associate Candidate puts his/her portfolio of 

evidence together 

• four pieces of written evidence for each technical 

competency (making 24 pieces of evidence in all) 

• a 300-word commentary for each piece of evidence 

• a record of 48 hours’ structured development linked 

to the competencies. 


Associate Assessment 

The Associate Candidate decides when the portfolio is 

complete, and submits it via the MLE. The record of evidence 

is then locked, and you and your fellow Associate Assessor 

log on to the MLE and view the portfolio. This is the point at 

which you become involved. You evaluate all the evidence 

and decide whether the candidate has met the requirements 

for all the mandatory and technical competencies. If so, the 

Associate Candidate has passed the Associate Assessment 

and will become an Associate Member of RICS (AssocRICS). 

If not, you identify the shortfalls and the Lead Associate 

Assessor sets them out in feedback, which is given to the 

Associate Candidate via the MLE. The timescale for Associate 

Assessment is four weeks from the date the candidate is 

accepted for assessment. In order to ensure RICS meets 

these timescales you are given ten working days to complete 

the assessment. 

You will have no personal contact with the Associate Candidate 

or his/her supporter/proposer.

Background 

Section G 

Associate Assessment from the 

Assessor’s perspective 

There are six basic steps to the assessment process, set out in Figure 2 below. These steps are explained in more detail within 

the guide. 

Figure 2: Steps in the Associate Assessment process 

1 

Initial contact – access MLE to check for 

conflicts of interest - if none, and available 

to assess, agree to take on assessment 

3 

Detailed assessment of written evidence, 

commentaries and structured 

development competency by competency 

5 

Decision – both assessors must agree and 

commit to a unanimous decision 

2 

In the MLE – preliminary read of 

evidence form initial impression 

4 

Contact with co-assessor. Discussion. 

If decision is to refer, decide on feedback, 

what evidence can be banked and what 

you require the candidate to submit for 

his/her next assessment 

6 

Lead Associate Assessor agrees feedback 

with co-assessor 


19

Background 

Once you have accepted an Associate Assessment you have TEN WORKING DAYS in which to 

• review all the evidence yourself 

• discuss it with your fellow Associate Assessor 

• decide whether to pass or refer 

• if refer, decide which pieces of evidence are acceptable and may be banked 

• if refer, agree what further evidence is required and agree a feedback report which will be communicated by RICS 

to the Associate Candidate via the MLE. 

The timeline at Figure 3 shows how long you have for each step. 

Figure 3: Timeline 


Working day Action 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

Offered assessement 

accept or reject 

Preliminary read-through 

Detailed consideration of 

evidence against competencies 

Discuss and decide outcome – if you 

refer, decide what evidence banked and 

what goes in feedback 

Communicate outcome to 

RICS (with feedback from lead Assessor 

if required)

The six steps of the Associate Assessment 

Step 1 – Initial contact 

Before the assessment 

When an Associate Candidate has submitted a portfolio 

of evidence for Associate Assessment, RICS staff will match the 

candidate with two members from the list of trained Associate 

Assessors for the pathway. They will take account of the 

sector, practice area and specialism of the candidate as well 

as the candidate’s employment history. They will ensure that 

assessments are distributed as equally as possible among the 

available assessors. RICS will then email you to tell you an 

assessment is waiting for you. You log on to the MLE, where you 

will find details of the candidate(s) awaiting assessment. See 

section 2 of the MLE guide. 

You should then click on the individual record to see the name 

and employment details of the Associate Candidate. You must 

consider whether you have a conflict of interest. You must not 

accept the assessment if 

• you have personal knowledge of the Associate Candidate 

• you have significant connections with the Associate 

Candidate’s employer (for instance, you have worked 

for the organisation in the last five years, have close 

personal relations with any of its employees, regularly do 

business with the organisation or could be considered 

a business competitor). 

You are bound by the RICS Code of Conduct in these matters 

and must act ethically at all times. RICS will provide advice if 

you are in doubt. 

You must also decline the assessment if you cannot guarantee 

you will be able to meet the deadline for completing it: see 

Section G of this guide. If you cannot accept the assessment, 

you must add a note in the MLE explaining why you are unable 

to assess this time. 

The candidate’s details contain a link to any previous 

assessments. This allows you to see if the candidate has been 

previously referred. 

The system will show whether you are being offered the role of 

Lead or co-assessor. The role of Lead Associate Assessor is 

rotated, and being Lead does not imply any seniority or higher 

status. It carries the duty of instigating contact, coordinating 

discussions and providing the feedback report if the Associate 

Candidate is referred. 

You must decide within a maximum of 48 hours of receiving 

the email whether to accept the assessment: this gives RICS 

time to contact other Associate Assessors to achieve the four 

week assessment turnaround. 

By clicking ‘accept’, you take full responsibility for delivering 

an assessment within the terms of the service level agreement. 

At this stage you will also be given the name and contact 

details of your fellow assessor. It is up to you how you prefer 

to work with your fellow assessor, whether by email, telephone, 

or meeting to discuss. There are no set rules on this, provided 

you ensure you reach a fair assessment with each assessor’s 

views being given full consideration. RICS does not pay travel 

or other expenses if you choose to meet. 


21

Step 2 – Preliminary read-through 

Review the portfolio 

Your fi rst task is to undertake a preliminary review of the 

evidence that has been submitted. You access this by logging 

on to the MLE and accessing the candidate’s portfolio – see 

MLE guide, section 3. RICS suggests you do this within two 

or three days of accepting the assessment. The following 

sections of this guide explain the type of evidence you will be 

assessing and the points you must bear in mind when making 

your assessment. 

Your fi rst step will normally be to briefl y read through all the 

evidence, which consists of documents, commentaries and 

a structured development record. 

Although you may have a brief courtesy telephone call from 

your fellow assessor at the outset, you will usually work in 

isolation until you have formed your initial view on whether 

the standard has been met. Only later in the assessment 

process will you generally have contact with the other assessor. 

(Please note: this is advisory only. Individual assessors may 

fi nd ways of working which suit them better – for example, 

two assessors may have worked together before and found 

through experience that they prefer to make immediate 

contact to share impressions). 

Throughout your initial evaluation, you should be 

making notes. The MLE gives you the facility to make notes 

against any item of evidence. These notes are private to you: 

they cannot be seen by the Associate Candidate or by 

your fellow assessor. 

22 PROJECT MANAGEMENT

Step 3 – Detailed assessment 

Before you assess a portfolio, RICS staff will have checked 

thoroughly to ensure that it meets the requirements for the 

number of pieces and currency of the evidence, commentaries 

and structured development records. You do not need to worry 

about the quantity of evidence (because it will already have 

been checked and approved by RICS): your assessment is all 

to do with its quality and its relevance to the competencies. 

3.1 Documents 

The majority of the evidence for Associate Assessment is in the 

form of material the Associate Candidate has produced 

(or contributed signifi cantly to) in day-to-day work. Associate 

Candidates should provide as much variety as possible to 

illustrate the breadth of their knowledge and application. The 

evidence must be the candidate’s own work (or have his/her 

contribution clearly identifi ed). 

There are several different types of acceptable evidence 

documents. They include (but are not limited to) 

• letters or emails sent to key parties 

• notes taken at meetings (these should be the notes the 

candidate makes at the time, rather than a revised version 

prepared later) 

• work sheets 

• query lists 

• back up notes or calculations 

• fi nished work 

• some types of work produced for an academic or 

vocational qualifi cation. 

How recent must the evidence be? 

All the evidence must have been produced in the last four 

years (that is, no piece of evidence should be more than four 

years old when submitted). 

At least one piece of evidence per competency must have 

been produced during the 12 months immediately prior 

to the date on which the candidate submits his/her 

portfolio for Associate Assessment. 

Candidates must be able to show that their evidence meets 

these time requirements – for example, any correspondence 

should include dates, and any report should also be dated. 

Evidence such as cash fl ow statements, development or 

construction budgets, site investigations, archaeological 

studies or environment assessment reports, site drawings, 

design schedules, Gantt (bar) charts and project risk registers 

should contain a reference to the date the work was done or 

the communication produced. If the dates are not clear from 

the evidence itself, the candidate should have clarifi ed them 

in the commentary. 

RICS staff will have carried out checks to ensure the dates 

on the evidence meet these timescales and the candidate will 

have added the date each piece of work took place onto the 

relevant fi eld on the MLE. 

Mandatory competencies 

As well as the technical competencies, Associate Candidates 

have to satisfy you that they have achieved the mandatory 

competencies – the eight ‘softer’ skills referred to in section C 

of this guide. Candidates provide no separate evidence for 

these: all their evidence for them must be contained in the 24 

pieces of evidence they submit for the technical competencies, 

the 300-word commentaries, and the structured development 

record. Candidates are asked to point out in their commentaries 

how an individual piece of evidence demonstrates one or more 

of the mandatory competencies. For example, a report on an 

aspect of a project could, as well as providing evidence of a 

technical skill, also demonstrate the candidate’s 

communication skills, teamworking abilities, or awareness 

of sustainability issues. 

PROJECT MANAGEMENT 

23


What sort of standard should you expect? 

In section D (which sets out the competencies) is the list of 

documents selected by RICS for the Project Management 

pathway. The following are examples to demonstrate the 

required depth and detail. 

Example 1: Involvement in a feasibility study 

If the candidate is submitting evidence of desk work s/he 

has undertaken while assisting with the preparation of a 

feasibility study, it is important that this evidence has clearly 

been produced by the candidate and not one of his/her 

colleagues. This means the associated correspondence/ 

documents should cite the candidate’s name, or be 

addressed to or from him/her. Each communication should 

be dated and referenced. 

Such information might include: 

• letters/emails asking for quotations for material or 

equipment supply, with supporting details/specifications 

• letters/emails asking for the supply of services, 

incorporating the relevant scope and specification 

• responses relating to or providing the requested 

materials/equipment/services 

• correspondence associated with site selection 

or acquisition 

• correspondence associated with Environmental 

Impact Assessments 

• communications related to legal/statutory/planning 

requirements or constraints 

• correspondence associated with the development of the 

detailed project brief 

• letters/emails in connection with project funding or 

investment appraisal 

• any communications associated with the Project 

Execution Plan (PEP). 

Example 2: Involvement with the other development 

stages of a project (as set out in the Code of Practice for 

Project Management for Construction and Development) 

Such information might include: 


• information associated with the preparation of the 

contract documentation and issue to the project team 

• information associated with contract documentation 

for the remainder of the supply chain 

• correspondence involved with the review of 

the contractor’s construction schedule and 

method statements 

• communications dealing with site meetings or 

monitoring records 

• information relating to disputes in the stakeholder 

or supply chain 

• correspondence associated with health and safety 

or Construction Design and Management (CDM) 

• communications dealing with budgetary controls 

or financial payments. 

Associate Candidates should not submit massive documents, 

but should keep their evidence concise and relevant. If they 

want to use a long and complex document, they should submit 

only the relevant extract(s), and explain in the 300-word 

commentary what the context was. 

The link between evidence and competencies 

Associate Candidates must submit four pieces of evidence 

for each technical competency. One item on its own will not 

demonstrate the whole range and depth required. You will be 

considering all four pieces together and looking at the bigger 

picture they present. You must assess whether, taken 

together, they demonstrate that the candidate has met the 

competency concerned. 

Work that covers more than one competency 

Each piece of evidence can be linked to one technical 

competency only – so Associate Candidates must choose 

the one it mainly reflects. It will then count as one of the four 

pieces for that competency. 

However, it may also demonstrate other technical 

competencies. The Associate Candidate can prepare another 

version for the second technical competency and upload it 

as a separate document. It must be given a separate title and 

a separate 300-word commentary.


You will be looking for evidence of breadth of work experience. 

Check, therefore, to ensure that the Associate Candidate has 

not over-relied on a single piece of work, re-using it excessively 

for different competencies. 

Work produced for another qualification 

Generally the evidence for Associate Assessment must 

be produced in the course of day-to-day work. However, 

if an Associate Candidate has been studying for a relevant 

academic qualification or has recently completed a qualification, 

tutors might set work-based assignments. And if they are doing 

a relevant vocational qualification, s/he will have been producing 

work-based evidence for that qualification. 

Associate Candidates can include written course work from 

an academic qualification towards their evidence. RICS 

advises that no more than half the evidence should be from 

course work produced for an academic qualification. 

Associate Candidates can also submit evidence they have 

already used for a vocational qualification – they may make 

you aware of this in their commentary. 

All the other rules apply – that is, the evidence must have been 

produced within the last four years with at least one piece per 

competency from the 12 months immediately prior to Associate 

Assessment. 

Don’t forget that you are assessing the candidate from a 

different standpoint from that of an academic tutor. You are not 

assessing simply whether s/he has the academic knowledge 

needed for a particular qualification: you are judging whether 

s/he has demonstrated the competencies required for a 

particular role. If you are assessing any such work in a 

portfolio, you must exercise your judgment and decide 

whether it is 

• directly relevant to the competency concerned 

• at an appropriate level 

• wholly or mostly the candidate’s own original work 

• demonstrates knowledge, understanding and 

practical application 

• falls within the list of acceptable items of evidence 

specified for the pathway. 

3.2 Commentary 

For each piece of evidence, the Associate Candidate must 

also submit a 300-word commentary, which is input directly 

into the MLE. 

The commentary serves three purposes 

• to demonstrate how the candidate has interpreted the 

requirements of the technical competency, and say how the 

piece of evidence demonstrates that s/he achieved it – in 

effect, explaining why this particular piece has been chosen 

• to demonstrate understanding of the mandatory 

competencies, and show how they are reflected in the work 

that led to the piece of evidence (for example, did the work 

involve co-operative working with other team members, 

does it demonstrate communication skills, etc?) 

• to set out the process the candidate followed to complete 

the activity covered by the evidence. 

The commentary shows how the candidate has reflected 

on what is required, and on his/her own work, and builds up 

a picture of what that work involves and how the candidate 

has gone about it. 

There is no prescribed form for a commentary, but 

the guidance for Associate Candidates suggests the 

following headings. 

How is the competency demonstrated? 

Wider skills 

Other than the main technical competency, what else 

does this evidence show? (with particular reference to the 

mandatory competencies). 

Background 

A description of the work that led to the piece of evidence. 

Where, when, how? Who else was involved? How much 

supervision? Is the activity part of the candidate’s everyday 

role? How much experience does s/he have in it? 


25


Presentation 

When you assess a 300-word commentary, you are looking 

at it as an explanation of the evidence of the competencies. 

You are also looking at it as a piece of written work in its own 

right, and you should give some weight to presentation issues 

such as grammar, spelling and clarity of expression. Although 

this is something you should have regard to, remember that 

• the required standard, though high, would not necessarily 

be as high as for a Chartered Surveyor 

• to be of acceptable standard, any piece of written work 

should be clear and readable, and demonstrate a 

reasonable grasp of language, grammar and spelling 

• presentation issues on their own are not sufficient reason 

to refer an Associate Candidate, but poor presentation can 

contribute to a referral if it is combined with inadequate 

evidence of competence. 

3.3 Structured development 

The structured development record is a log and 

evaluation of the learning activities that have built up the 

Associate Candidate’s skills towards the mandatory and 

technical competencies. 

Structured development is private learning, organised 

learning, work-based learning or other activities undertaken 

in order to reach the required standard. It should be 

• gained in a systematic, structured manner 

• based on a process of selecting, planning and evaluating 

the activities. 

Private learning: reading, online learning or similar, 

undertaken independently. 

Organised learning: a learning event provided by a training 

company, college or similar. May be a continued professional 

development (CPD) event. 

Work-based learning: training provided in the workplace. May 

include in-house training courses or events put on by 

the employer; instruction or mentored practice in new tasks; 

reading, study or online learning required by the employer. 

Other: any activity not falling into one of the previous 

three categories. 


Associate Candidates must have recorded a minimum of 

48 hours’ structured development in the 12 months prior 

to the date on which they submit their portfolio for 


There is no strict rule about the precise number of hours 

of structured development for each individual competency. 

Candidates should achieve a reasonable spread of hours 

across the competencies, and record a variety of activities and 

learning methods. 

When you look at a structured development record you 

will see 

• a brief description or ‘title’ (for example “event to learn 

about new forms of contract”) 

• the start date and time (when the candidate commenced 

the learning activity) 

• the end date and time (when the candidate completed it) 

• a description of the activity – for example “lecture at 

[venue] on the subject of…”[followed by a description 

of what the lecture covered] 

• an ‘activity review’ – a reflective assessment and statement 

of the learning outcome – for example, “raised level of skill 

from basic awareness to a good working knowledge”.


Some examples of structured development 

Contact practice 

Code Purpose 

Description Learning outcomes 

Work-based To develop my knowledge Attended in-house 

of the use of the various training workshop on 

standard forms of contract Contractual Awareness 

Construction technology and environmental services 

Code Purpose 


Private Learn more about the main Refresher online course on 

elements of a construction Construction Technology 

project and how they 

interrelate 

and environment services 

Procurement and tendering 

Code Purpose 


Organised Strengthen my knowledge of CPD lecture - outlining the 

procurement and tendering; main forms of procurement 

how the process is applied in as well as knowledge 

practice; and to further my and understanding of the 

understanding of the 

tendering and negotiation 

procurement options 

processes involved 

in procurement 

Health and safety 

Code Purpose 


Work-based The course aimed at making Course delivered at my 

delegates familiar with 

workplace over 9 hours by 

relevant health and safety a combination of online 

legislation and industry 

materials, demonstration 

standards associated with 

preparing risk assessments, 

work package plans, and 

task briefings 

and hands-on tutoring 

It is important for project managers to understand 

the various forms of contracts and the potential 

scenarios, including the implications and obligations 

that apply to the respective parties mentioned in 

each contract. 

To have a good understanding of the various kinds 

of construction designs, methods, materials and 

manufacturing processes – such as how steel and 

concrete frames are made and erected. Also, to 

appreciate how the construction stage integrates 

within the eight stages of development or project 

management according to the Code of Practice 

for Project Management for construction and 

development 4th Edition (2009) and RIBA 

work stages. 

To appreciate the variables or factors that need to be 

considered when selecting a procurement system such 

as ‘design and build’ to ‘traditional’, or one of the two 

main management procurement options. Also, to be 

familiar with the tendering process, especially when 

choosing a contractor or supplier. 

To understand the importance of health and safety 

to all parties involved with the development, both off 

site and on site and be aware of the key statutory 

requirements and systems and how they should 

be implemented during the various stages of the 

development. Also, to be aware of the significance 

of the Health and Safety Executive (HSE) and the 

role its members play in enforcing health and safety 

on site. To be aware of the Construction Design 

Management (CDM) regulations and the team’s 

(including the client’s) roles and responsibilities in 

relation to CDM regulations. 


27


Assessing structured development 

The structured development record will be valuable supporting 

material to supplement the documentary evidence. You will 

make a judgment on the following aspects 

• was there a good spread of activities? 

• has the Associate Candidate chosen the activities 

appropriately, and do they reflect a constructive and 

conscientious approach to development? 

• were the activities directly relevant to the technical and 

mandatory competencies for this pathway? 

• taken in the round, do they show how the candidate has 

progressed towards the AssocRICS standard? 

You should not consider the structured development record 

as a pass/refer item in its own right. It contributes to your 

all-round evaluation of the documentary evidence and 

commentaries. It reinforces your view on the Associate 

Candidate’s approach to work and his/her application in 

developing the skills for the job. If you consider a candidate 

borderline on the basis of the other evidence, a poor structured 

development record may persuade you to refer, while an 

exceptionally good one may tip the balance for a pass. 

Assessing – what are your benchmarks? 

As a practitioner and a trained assessor your essential 

benchmark is your own knowledge and experience of the sector, 

and the shared view you reach after discussion with your 

fellow assessor (see section 4). Another important source 

is the Candidate Guide: you should familiarise yourself 

thoroughly with this before you assess a candidate. 

You must always bear in mind that Associate Candidates 

are likely to work in a support role, with a significant degree 

of supervision. Do not judge candidates against the standard 

of chartered membership - the Associate member will not 

normally have the academic background, the breadth of skills, 

or the level of experience and professional responsibility of 

a chartered surveyor (although s/he may well be capable of 

progressing to that level). 


You should be confident of passing a candidate who 

• has demonstrated attainment of the six technical 

competencies, as defined in this guide 

• has submitted reasonable evidence that s/he has 

achieved the mandatory competencies (judgment is needed 

here, because there is no separate evidence for these 

competencies) 

• has submitted reasonable evidence that s/he is a fit person 

to practise as an Associate member of RICS. 

Your assessment is holistic, and you must use your judgment 

and discretion to reach a balanced view on the basis of all 

the evidence. There is no rule that says, for example, you 

must be completely satisfied with all four pieces of evidence 

for one competency. Suppose you have doubts about one 

piece of evidence: are the other three good enough to 

compensate? Is one outstanding? If so, does the really good 

one outweigh the less satisfactory one? You will always be 

looking to balance your decisions in this way. 

In principle, if two (or fewer) pieces of evidence for a 

competency are satisfactory you would normally conclude the 

candidate had not done enough to pass that competency. 

If three are satisfactory, you will make a balanced decision. 

And if all four are satisfactory or better, naturally you will 

conclude that that competency has been achieved. 

You should note any pieces of evidence that are satisfactory. 

The Associate Candidate is entitled to ‘bank’ these, if s/he is 

referred (see section 6.1 below). 

You should pass the candidate only if s/he has satisfied you 

on balance that s/he has achieved the required standard in all 

the technical competencies; and you have seen enough 

evidence in the written work, commentaries and structured 

development record for you to be reasonably confident that 

s/he has achieved the mandatory competencies.


Ethics 

All candidates for all grades of RICS membership must 

achieve the highest standard in the competency “Conduct 

rules, ethics and professional practice”. RICS has developed 

an online module, including a test, to introduce candidates 

to RICS ethics and examine them on this competency. 

In addition to submitting their evidence and structured 

development records, Associate Candidates must 

successfully complete the online ethics module before 

they can become an Associate. 

This means that you are not required to assess this 

competency. Provided the candidate passes the module, 

RICS will accept that s/he has achieved the required standard. 

Of course, the candidate can refer to this competency in 

commentaries. If accepted into membership, the candidate 

will be subject to RICS Regulation and his/her ethical conduct 

will therefore be subject to scrutiny by RICS. 

However, if there is anything in the Associate Candidate’s 

evidence that shows unethical behaviour on his/her part, you 

should raise your concerns immediately with RICS via the 

Associate Assessment inbox or by telephone (a full list of 

contacts is at the end of this guide). 


29

Step 4 – Discussion 

When both Associate Assessors have had time to read all 

the evidence and make their notes, the Lead Assessor will 

contact the co-Assessor. The first contact must be made within 

one week of accepting the assessment – this will generally be 

only to set a time and date for the detailed discussion. Contact 

can be by any method – Associate Assessors should agree 

between themselves at the outset what means of communication 

they prefer. RICS recommends, however, that assessors 

discuss each portfolio by telephone because this enables 

the fullest exchange of views. The assessors must then 

undertake a detailed discussion and evaluation of the 

evidence, which should take place at the latest by DAY 8 

after accepting the assessment. 

During the discussion you will compare your assessment 

of the evidence. You will discuss the Associate Candidate’s 

submission in the round. You should work towards agreement. 

Associate Assessors will develop different ways of working 

and, provided you can show that you have given proper and 

thorough consideration to the evidence, RICS does not 

prescribe an approach. However, the question you are 

addressing is whether the Associate Candidate has satisfied 

you that s/he is, overall, competent to practise as an Associate. 

A suggested way of structuring the discussion is to take it 

competency by competency 

• for each competency, first consider the pieces of 

documentary evidence individually 

• identify any that are satisfactory 

• identify any that are outstandingly good 

• identify any that are clearly below standard 

• for each satisfactory (or better) item, note if it demonstrates 

another technical competency and note what it contributes 

in terms of evidence for the mandatory competencies 

• consider the commentary that accompanies each 

document and note if it contributes further evidence of 

technical competence 

• for each commentary, note which mandatory competencies 

are covered, and ensure that the candidate has covered all 

the mandatory competencies 

• review the structured development record and note where it 

supplements the documentary evidence 


• at the end of this process, review what you have noted 

for each competency (technical and mandatory) 

• consider, for example, whether there is an outstanding 

piece of evidence that could compensate for a less 

satisfactory one 

• decide in the round, taking a balanced view, whether the 

candidate has satisfied you that the requirements have 

been met 

• if so, the candidate has passed 

• if not, clearly identify the individual items of evidence 

that are below standard – these will be referred to in 

the feedback 

• clearly identify the satisfactory evidence, which the 

candidate can ‘bank’.

Step 5 – Notifying RICS of the decision 

The Associate Candidate must be notified of the decision 

within four weeks of being accepted for assessment. If the 

decision is to refer, the candidate must get the feedback 

report within that time. RICS therefore requires the two 

Associate Assessors to agree the decision ten working days 

after agreeing to undertake the assessment. 

Through a process of discussion (see above), you must agree 

between you whether to pass or refer the Associate Candidate. 

You must then confirm your decision by clicking the outcome 

button in the MLE. Both of you must click the same decision 

button in the MLE (see MLE guide section 5). 

Because the decision is evidence-based and measured against 

clear criteria, there should be very few cases where Associate 

Assessors cannot agree. If that does happen, you must notify 

RICS as soon as possible but, at the latest, within 10 working 

days of accepting the assessment. This gives RICS time to 

appoint a third Associate Assessor. The third assessor will 

review all the evidence and reach a decision after a 

discussion with the Lead and co-assessors. The third assessor 

will in effect have a ‘casting vote’ and the decision will be 

reached by a two to one majority. 

Note: if, as a result of a casting vote of the third assessor, 

the candidate is referred, the third assessor will be 

responsible for preparing feedback for the candidate 

(see step 6 below). 

You must agree to refer a candidate only if you have also 

agreed what s/he should do to remedy any deficiencies in the 

evidence. Those deficiencies, and the remedy for them, must 

be described in the feedback which will be prepared by the 

Lead Associate Assessor. 

The Lead Associate Assessor has the responsibility of recording 

in the MLE which pieces of evidence may be banked (see 

below). The decision is then notified to RICS: staff at RICS will 

check the comments to ensure consistency in the presentation. 


31

Step 6 - After the Associate Assessment 

Approximately four weeks after a portfolio is submitted, RICS 

will email the Associate Candidate stating that the result is 

available online. If the candidate has passed, s/he will 

become an Associate member. RICS staff will take over the 

process from here. 

If you refer the candidate, s/he must do whatever is required in 

the feedback report before submitting for re-assessment. 

Feedback 

The feedback report is prepared by the Lead Associate 

Assessor2 . It must 

• be competency specific 

• identify specific pieces of evidence which were 

not acceptable 

• give detailed reasons why 

• give general guidance and suggestions for improvement 

including seeking other/additional experience 

• specify how many new pieces of evidence are required. 

Normally, to remedy a deficiency, you will suggest something 

along one of the following lines 

• provide a further piece of evidence for [competency x] 

to demonstrate more clearly your skills in… 

• gain further experience in… and provide evidence 

• undertake [x amount of] structured development to raise 

your level of competence in … 

Again, there are no set rules, and you can prescribe whatever 

you consider reasonable, provided 

• it is achievable without creating potential problems for the 

candidate at work 

• it does not require more than 12 months’ further experience, 

so that it does not cause unreasonable delay for the 

candidate in coming forward for re-assessment and s/he 

will be able to use ‘banked’ evidence (see below) 

• it is proportionate. 


Banked evidence 

If an Associate Candidate is referred, your feedback must 

identify which individual pieces of evidence were satisfactory. 

Those pieces of evidence you identify as satisfactory are 

banked by the candidate for 12 months from the date on 

which the result is posted on the MLE. 

For example, suppose for one of the technical competencies 

two pieces of evidence were satisfactory and two were not. 

Although the candidate will be referred on that competency, 

the two satisfactory pieces will be banked – so, when s/he 

submits for re-assessment, only two new pieces will be 

needed for that competency. The Associate Assessors at the 

next attempt will still assess that competency on the basis of 

all four pieces of evidence, but they will not question the two 

banked pieces. Provided the two new pieces of evidence are 

satisfactory, the candidate will have achieved that competency. 

Previously referred candidates 

RICS will notify you if the Associate Candidate you are 

assessing has been previously referred. Candidates can 

submit for re-assessment as soon as they have assembled the 

new or updated evidence required in a feedback report, and a 

minimum of four weeks has passed since the previous 

Associate Assessment. (If the Associate Assessors specify 

that the candidate must complete a longer period 

of additional experience, s/he cannot re-submit for Associate 

Assessment until that period has been completed). RICS 

aims to use at least one of the previous assessors for 

the re-assessment. 

When assessing a previously referred candidate, you may not 

question any banked evidence, even if you do not agree with 

the original Associate Assessors’ view. You must simply accept 

that that evidence is satisfactory, and assess the candidate on 

the basis of the new/additional evidence submitted. If you 

think the original assessment was poor you should however 

notify RICS through the MLE. 

2 The only exception to this is where the two original assessors have not agreed, 

and the candidate is referred as a result of the casting vote of a third assessor. 

In this case, the third assessor prepares the feedback report.


Consistency 

RICS is committed to ensuring consistent assessment 

standards. The process of discussion with your fellow assessor 

is one way decisions are moderated and consistency of 

standards is achieved. 

You can have the added confidence that your decisions will 

from time to time be reviewed through the assessor quality 

assurance process. Do not see this as a threat: it is there 

to ensure fairness and to help and support Associate Assessors, 

not to control them or catch them out. If an Associate 

Assessor is found, through this mechanism, to be notably out 

of line with others, RICS will provide further training and advice 

to remedy this. 

Appeals 

Associate Candidates have the right to appeal against a referral. 

They cannot appeal simply because they disagree with the 

decision of the Associate Assessors. For an appeal to be 

successful a candidate must be able to show fault in the way 

the Associate Assessment was conducted, leading to an 

unfair decision. Examples would be administrative error or 

procedural unfairness. 

The Associate Candidate has 21 working days from the 

date of notification of the outcome of the Associate 

Assessment to make an appeal. The appeal will be considered 

by two appeal panel members who have experience of 

Associate Assessment but were not assessors involved in 

the original decision. 

If the panel declines the appeal, the referral will stand and the 

candidate must provide the additional evidence specified in 

the feedback report before s/he can be re-assessed. 

If the panel allows the appeal, RICS will write to the Associate 

Candidate advising that the original Associate Assessment 

result and feedback report are now void. The portfolio will then 

go forward for Associate Assessment with different Associate 

Assessors using the existing evidence and structured 

development record. The candidate may not submit any new 

documentation for the re-assessment. The appeal fee will 

be refunded. 

If the two members of the appeal panel cannot reach a 

unanimous decision, the appeal will be allowed. 

Audit and quality assurance 

Associate Candidates 

RICS is committed to ensuring that AssocRICS is supported 

by rigorous processes so that employers, clients and the 

public can have confidence that anyone who achieves the 

qualification is competent to practise as an AssocRICS. 

RICS will select a number of Associate Candidates for an audit 

as part of the quality assurance process. If an Associate 

Candidate’s evidence is audited, the candidate and Associate 

Supporter may be asked for further evidence that the work is 

all original. RICS may also ask the Associate Proposer for 

further information about his/her knowledge of the candidate. 

10% of all candidates will be interviewed by telephone by 

trained RICS auditors. 

As an Associate Assessor you may nominate an Associate 

Candidate for a verification interview if you have doubts about 

whether his or her evidence is genuinely original - for example, 

if you suspect plagiarism, or passing off another person’s 

work as his or her own. The remainder of the 10% will be 

selected randomly. 

The interview is conducted by telephone by an RICS auditor. 

Its purpose is not to re-assess competence, but to verify the 

extent of the candidate’s involvement in the work covered by 

his or her evidence. The decision on whether to pass or refer 

the candidate will not be affected by the interview. 

If the auditor is not satisfied, the individual, employer, Associate 

Supporter and Associate Proposer concerned may be referred 

to RICS Regulation. 

If, in the course of assessing, you come across a piece 

of evidence, commentary, or structured development that 

causes you concern - or one you consider outstanding - 

you must inform RICS using the alert and feedback box in 

the results screen in the MLE. This helps RICS to measure 

and ensure consistency across the Associate Assessment. 

Picking up on any concerns will help to make this a selfregulatory 

assessment. 

Associate Assessors 

RICS will maintain detailed management information on all 

Associate Assessments, by region, pathway, firm, assessor 

etc. Any significant anomalies in pass rate, appeal rate, 

complaints, etc should be readily apparent. RICS will also 

require assessor training to be maintained and skills to be 

updated as necessary. RICS welcomes your individual feedback 

as assessors, and will be receptive to any suggestions for 

improvements to the process. 


33


Maintaining Associate Assessors’ skills 

RICS provides Associate Assessors with an online community. 

This enables you to share best practice and discuss issues 

of concern. It will also be used by RICS to communicate with 

assessors through regular updates. 

As an Associate Assessor you are committed, through the 

service level agreement, to continuous improvement and 

development. RICS may from time to time invite you to 

undertake refresher training. 

Contacts 

RICS contact centre 

0870 333 1600 

Associate Assessor inbox 

assocassessors@rics.org 

Internal inbox for automated emails from MLE 

assocadmin@rics.org 

Associate micro-site address 

www.rics.org/associate 

Access to the MLE 

https://mle.rics.org 

34 PROJECT ManagEMEnT

Appendix 

Assessor user guide for the MLE 

Assessor user guide for the Managed 

Learning Environment (MLE) 

What is the MLE ? 

The Managed Learning Environment (MLE) is an online 

system whereby a candidate can upload evidence and 

structured development ready to be assessed online. 

Overview 

How the candidate uses the MLE 

• The system allows candidates to upload documents 

and link each one to a technical competency 

• With each document they submit a commentary 

explaining how it demonstrates the competency 

concerned, and how it demonstrates other technical 

and/or mandatory competencies. 

• Candidates also add ‘Structured Development’. This is a 

log of the activities they have carried out in the last year to 

demonstrate that they have undertaken 48 hours structured 

development against their chosen pathway 

The evidence consists of 

• For a candidate to submit a portfolio assessment they 

must have added four pieces of workplace evidence 

against each technical competency, together with a 300 

word commentary for each. The evidence, taken in the 

round, must also demonstrate the mandatory competencies. 

Work towards achieving the mandatory and technical 

competencies is also shown by the structured 

development record. 

• In addition to the evidence above, which you assess, 

candidates must have uploaded a scanned copy of their 

relevant qualification, their work experience and a minimum 

of two declaration forms, to satisfy RICS of their eligibility 

for Associate Assessment. This material is checked by 

RICS staff. 


35

Managed Learning Environment (MLE) User Guide 

1. Homepage 

1.1 Welcome 

When you first login to the MLE you will be presented with a welcome page. The first section will display your 

name and any alerts generated by the system. 

1.2 Alerts 

The alert section can be collapsed or moved into a different area of the page to suit your own user requirements. 

Alerts are the notifications from RICS that could be relevant to you. The sections contain a title, message details and 

date added. Click on the title of the Alert to take you to the full message. 

1.3 My details 

1. When you first enter the MLE you need to check your details. On the header bar at the top click on My Details. 

2. You can then edit your telephone number and email if required. It is important that these are kept up to date, 

to enable assessors to contact each other during the assessment. 

3. Please note: if you update details in the MLE, those details are not updated on any other RICS system. If you 

want your details to be changed in all RICS systems then go to www.rics.org/mydetails 



2. Assessment preliminaries 

2.1 Accepting/Rejecting a candidate 

1. When you have been allocated a candidate you will receive email notification. 

2. Log into the MLE and go to the main header at the top. Click on Assessments and then My Assessor Groups. 

3. You will see a candidate or a list of the candidates that have been allocated to you for assessment. 

4. Click on ‘List Records’ next to the Assessor Group name in the Actions column. The candidate’s details will then 

display. The view will show the candidate’s name, employment details, practice area, sector of industry, specialism 

and the date added to the Assessor Group. 

5. Once you have viewed the details of the candidate under the Actions column click on the Accept / Reject 

Assessor Group to accept or reject the assessment. 


37


6. In the result drop down select your outcome. 

7. If you select Reject you must state a reason in the notes field. 

8. If you select Accept, do not enter any text in the notes field. 

9. Any candidates you have accepted will now appear under the heading ‘Assessment’ and then ‘Assessment 

for Evaluation’. 



2.2 Assessments for evaluation 

1. In the header ‘Assessment’ and then ‘Assessments for Evaluation’ you will be able to see the candidate(s) 

awaiting assessment. 

2. In the column ‘View’ there are the following headings 

• Evidence – click to view the evidence submitted and add comments for your own personal use 

• Structured Development – click to view the entries against structured development 

• Summary – click to view details of qualifications and work experience. 


39


3 Assessing evidence 

3.1 Review Evidence 

1. This screen allows you to view the evidence that has been submitted. 

2. To view the documents click on the Evidence title. The description and competencies aligned to that evidence 

will be displayed. To view the uploaded document just click on the link. 

3. You can then click reviewed and add a comment for your own records against that evidence. Ensure you click 

Update at the bottom of the screen to save your comments. 

4. Once you click reviewed, your fellow assessor will be able to see that you have reviewed that evidence. However 

s/he will not be able to see your comments. Your comments are for your own personal use, for reference when 

discussing the candidate with your fellow assessor. 



3.2 Review Structured Development 

1. This screen allows you to view the Structured Development the candidate has submitted. 

2. Once you have reviewed the record you can then click ‘reviewed’ and add a comment for your own records 

against that entry. Ensure you click Update at the bottom of the screen to save your comments. 

3. Once you click reviewed your fellow assessor will be able to see that you have reviewed that evidence. However 

s/he will not be able to see your comments. Your comments are for your own personal use, for reference when 

discussing the candidate with your fellow assessor. 


41


3.3 Assessment Summary View 

1. The Assessment Summary view allows you to view the following 

• Name 

• Pathway 

• Practice Area 

• Work Experience 

• Qualification (if applicable) 

• Declarations 

• Number of pieces of evidence submitted 

• Number of hours of structured development submitted 

2. There is no need for you to check the qualification or declarations. These are for your information only. 



4 Contact with fellow assessor 

4.1 Assessor Group Members 

1. You will find your fellow assessor’s details under Assessment for Evaluation. If you access any of the sub menus, 

you will see a tab ‘Assessor Group Members’. 

2. It is the responsibility of the Lead Assessor to make first contact with the co-assessor. 

3. If you are the Lead Assessor you will see in this view the name, contact number and email address of your 

co-assessor. You will also see whether s/he has accepted the candidate yet and whether s/he has assigned 

an outcome. 

5 Decision 

5.1 Adding the result 

1. Once you have had an offline conversation with your fellow assessor, click Evaluate next to the candidate’s name 

in the Assessments for Evaluation screen (you can also access this view via the tab ‘Informal sign off’). 


43


2. Once you have clicked Evaluate you will see the below screen 

3. If the candidate has passed, select Pass from the drop down menu and click submit. You are not required 

to do anything further for this assessment. 

4. If the candidate has not passed, select Refer from the results dropdown and select submit. If you are the Lead 

Assessor, follow the instructions in section 2.8 below. If you are the co-assessor, you need do nothing further for 

this assessment. 

5. If after detailed discussion you have been unable to agree on a result click on No Outcome – this must only be 

used as a last resort if no agreement can be reached between you and your co-assessor. 

6. If anything in the candidate’s evidence gives you cause for concern, tick the Raise Concerns box and record 

your concerns in the Notes field – you can select an option from the results drop down. 



6 Referral and feedback 

6.1 Group Leader Outcome - Adding Feedback 

Feedback Screen 1 

1. If the candidate is referred, the Lead Assessor must add feedback in the form of a report. To access the report 

format go to Assessments and then Group Leader Outcomes. 

2. Click on ‘Add Outcome’ next to the candidate’s name. 

Feedback Screen 2 

1. On the next screen you will be able to see the co-assessor’s outcome. In the Status box click Refer. 

2. If you add anything in the notes field this will also display to the candidate. You can leave this element blank 

if you prefer, and add more detail on the following pages. 


45


3. The next page displays the feedback report. Any comments you add here will be visible to the candidate after 

you click submit. 

4. Add comments against any competency that did not meet the requirements. Be specific about the evidence you 

are writing about: this will help the candidate when preparing for re-submission. You must identify any pieces 

of evidence which are satisfactory, so that they can be ‘banked’ by the candidate. 

5. At the box at the end add how many new pieces of evidence for this competency the candidate needs to submit 

in order to reapply for assessment. 

6. In the Further Experience Required box state, if applicable, how much more experience the candidate is required 

to gain (in months). 

7. Structured Development – add here any comments on the structured development records and specify if there 

are particular competencies on which you believe the candidate should focus his/her structured development. 

8. General comments – add here an overall comment summarising the submission. 

9. Once you are happy, click submit. 



6.2 Previously Evaluated Assessments 

1. To review all historical assessments go to Assessments and then Previously Evaluated Assessment. You will 

need to refer to previous assessments if you are re-assessing a previously referred candidate, if an 

assessment is being reviewed as part of the quality assurance process or if an appeal has been lodged against a 

recent assessment. 

2. If you need to view any previous feedback, go to Assessment and then Group Leader Outcomes. 

3. Once RICS has made the feedback live to the candidate, it will then be shown on screen (including any 

amendments RICS staff may have made). 


47

RICS HQ 

Parliament Square 

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Worldwide media 

enquiries: 

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Contact Centre: 

e contactrics@rics.org 

t +44 (0)870 333 1600 

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Advancing standards in land, property and construction. 

RICS is the world’s leading qualification when it comes to 

professional standards in land, property and construction. 

In a world where more and more people, governments, banks and 

commercial organisations demand greater certainty of professional 

standards and ethics, attaining RICS status is the recognised 

mark of property professionalism. 

Over 100 000 property professionals working in the major established 

and emerging economies of the world have already recognised the 

importance of securing RICS status by becoming members. 

RICS is an independent professional body originally established 

in the UK by Royal Charter. Since 1868, RICS has been committed 

to setting and upholding the highest standards of excellence and 

integrity – providing impartial, authoritative advice on key issues 

affecting businesses and society. 

RICS is a regulator of both its individual members and firms enabling 

it to maintain the highest standards and providing the basis for 

unparalleled client confidence in the sector. 

RICS has a worldwide network. For further information simply contact 

the relevant RICS office or our Contact Centre. 

Europe 

(excluding 

United Kingdom) 

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Belgium 

t +32 2 733 10 19 

f +32 2 742 97 48 

ricseurope@rics.org 


Parliament Square 

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t +44 (0)870 333 1600 

f +44 (0)207 334 3811 

contactrics@rics.org 

Asia 

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Wanchai 

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t +1 212 847 7400 

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NSW 2000 

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t +61 2 9216 2333 

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info@rics.org.au 

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Sector 53, Gurgaon – 122002 

India 

t +91 124 459 5400 

f +91 124 459 5402 

ricsindia@rics.org 

rics.org 

MARCH 2010/ VP/739

Project management Assessor guide - RICS

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