2011 Yearbook

R E V I E W 25 TRAINING REQUIREMENTS FOR CONSERVATION ARCHITECTS THE EMPLOYER’S PERSPECTIVE JONATHAN GOTELEE Training implies improvement, which can be understood as a three-stage process involving: t the desire to improve t forming a philosophy for improvement t gathering practical experience. Training should be applied at every level of an organisation: from its main aims, through its BSFBT PG FYQFSUJTF UP JUT JOEJWJEVBM NFNCFST "ȒTVDDFTTGVM QSBDUJDF XJMM recognise the central importance of sta" training for developing both the practice and the varied and di"erently skilled individuals whose professional home it is. 1. THE DESIRE TO IMPROVE Improvement requires passion, the desire to do better, to understand more deeply or to create new NFUIPET PG XPSLJOH (BJOJOH VTFGVM FYQFSJFODF JO UIF CVJMEJOH JOEVTUSZ UBLFT ZFBST OPU NPOUIT *UȒOFFET planning, the commitment of resources and a long-term outlook. At Purcell Miller Tritton our training system aims to provide these. We try to identify engaged, committed and inspired people at an early stage. In job applications we check whether: t the application shows why the person wants to work for the practice, whether they have found a named member of sta" to contact, that their CV includes images of their work, what research they have done into the practice, and why they like our work t the candidate has conservation accreditation, a postgraduate conservation qualification or other specialism and whether they have been a SPAB Scholar t the applicant is a member of any professional bodies relevant to our work, eg SPAB, the IHBC, the 20th Century Society or the Project Management Institute, and what e"orts they have made to increase their knowledge through CPD or other forms of professional training. We encourage employees to take their own interests further to achieve specialism in particular areas, but guide them towards achievable goals which build on their FYQFSJFODF *OJUJBUJWF BOE nFYJCJMJUZ are encouraged; if possible we will give someone work on a project in another o!ce, including temporary relocation, to provide them with UIF OFDFTTBSZ FYQFSJFODF 5IJT prepares them for taking a lead role on similar projects with less- FYQFSJFODFE UFBN NFNCFST JO UIF home o!ce; it also builds relationships between o!ces within the practice. A great deal of the inspiration to improve comes from within. Senior architects lead both by FYBNQMF BOE CZ QBTTJOH PO UIFJS FYQFSJFODF #Z IPMEJOH IJHIMZ TLJMMFE posts and working on some of the UK’s most wonderful places they QSPWJEF BO FYBNQMF PG DPNNJUNFOU and enjoyment of the role to which others can aspire. By delegating the work, they also ensure that those MFTT FYQFSJFODFE XJMM BMTP CF HJWFO opportunities to gain knowledge, grow, mature and enjoy similar work. 2. FORMING A PHILOSOPHY FOR IMPROVEMENT Unless there is a strongly defined core philosophy there is no foundation from which to spring. We have, for instance, formally set out our conservation principles as part of a thorough analysis of what we do, how we do it and who we need to do it. These principles already formed the basis of our conservation approach, putting them in writing just makes sure that all members of sta" can easily refer to them. We also have internal groups whose