By
Professor John R Parker
Surveyor General (Retired)
Chair FIG Commission 1
PO Box 110,
Brunswick East
Victoria 3057
Australia
Email: park106@attglobal.net Ph: 61 3 9387 1964

Abstract

It is important for students to have an understanding of the functions and responsibilities of a geomatics professional, and particularly professional surveyors and geomatics engineers, in the community. To have a good grounding in ethics, codes of conduct and customer service, which has been reinforced by example from members of the profession is fundamental to developing a “professional” surveyor.

Introduction

As a result of the dramatic growth in technology there is a need to distinguish between technical excellence and professional practice. What constitutes a professional? There are a range of definitions, but put simply it is putting others needs before your own. As has also been said ‘nothing distinguishes the professional from the businessman more than the reliance on ethics in fulfilling his commitment to colleagues, employers, clients and society as a whole. Where the businessman’s creed is profit, products, people and principle – in that order – the professional must exactly reverse the order and importance of these four criteria’. (Allred 1994).

The dictionary definition of “development” is ‘the process of growing or developing’. “Develop” has a definition of ‘to grow or bring to a later, more elaborate, or more advanced stage’ (Collins).

Therefore to ensure there is ‘professional development’ there is a need to grow the individual particularly in their principles and regard for people.

Technology has offered new opportunities and new challenges, but has not changed the underlying need for an ethical approach to the work of the surveyor. ‘There is a need to enforce an ethical code that seeks to balance legitimate commercial interests with third party rights’ (Dale).

‘The foundations of understanding of professional responsibility must be established early in the individuals career, preferably commencing in the professional school. These responsibilities should be regularly reinforced in practice, … Textural discussion, clear and specific descriptions (using examples) of both ethical and unethical behavior, and providing support programmes to help practitioners resolve their personal, professional or commercial difficulties are some of the strategies that need to be considered’ (Hoogsteden 1999).

The challenge for educators is to assist their students and the professions generally to develop as professionals.

The Youthful Years

Children start learning what is ‘right’ and what is ‘wrong’ from very early in life. They learn to provide and receive a service from parents, particularly in their early years (parents are customers as are the children). What is learnt in those early years, particularly through example, through observing and often through discipline is a great start, but more formal methods of learning, through instruction (teaching) is required in later years. As they develop towards a more formal working life, there is a need to be exposed to more explicit examples and/or mentors that are related to their likely career.

The Tertiary Education Years

By the time University is reached future career directions are largely known. Depending on the chosen career, there is a need by the end of the course, for students to not only have a good understanding of the theory of the chosen discipline, but also a practical understanding, and particularly to know how to behave as a “professional” – to know right from wrong in the more subtle ways of a professional, to understand societies needs, to understand customer/client needs and how to provide a quality service.

It is therefore important prior to the students graduating for them to be exposed to the theory of professionalism, in particular - ethics;
                                         - codes of conduct;
                                         - quality customer service; and
                                         - the role of professional societies.

As observed by McNaughton in 1988, ‘… no training course in a profession is complete without a course on practical ethics and moral theory’ (Hoogsteden 1999).

‘The experience and skills of the instructor are important factors and it is preferable for a teacher to have a sound understanding of the actual practice of surveying together with sufficient education and training in ethical theory and practice. The educators should see themselves primarily as facilitators – impressing a particular attitude on students is little short of indoctrination if it is not accompanied by rigorous, objective reasoning. Ideally as Rosen and Caplan (1980) explain, students should be enabled to “… reason and reach decisions about moral problems and normative ethical theories without the aid of the teacher” (Hoogsteden 1994).

An approach that can be used to have students (in fact all members of the profession) test their principles and actions is:
‘ – What would happen if everyone acted this way?
  - What are the consequences of my actions for all people?
  - Would I want someone else to act this way for me?
  - Could my conduct stand up to fully informed public scrutiny?’ (Allred 1998).

A key mechanism in ‘professional development’ is example. Lecturers, particularly guest lecturers from the profession need to demonstrate and exhibit the attributes of a professional as part of the learning process for the student.

To support the ideal of service, the principles of total quality management need to be understood by students. ‘The development of a total quality culture throughout the surveying profession should be actively encouraged to promote the principles of best practice and customer service to ensure the future of the surveying industry’. (Parker 1997). In simple terms we need to ensure we “get it right first time, every time”. (Parker 1997A)

The understanding and development of a customer service commitment charter needs to be encouraged as this supports the practical implementation of professional development. The concept of ‘customers first’, whether they be internal or external customers, is an ideal mission. Surveyors are often in a unique situation, having a number of customers/clients for the same service, e.g. a cadastral survey can include the:

Objectives of a “customer service” charter could include;   
                                    - ‘aim to get it right first time, every time;
                                    - meet customer needs and exceed their expectations;
                                    - accept ownership of customer concerns;
                                    - seek continuous improvements;
                                    - actively negotiate solutions;
                                    - work in partnership with our customers.’

The resultant “service commitment” being that customers can expect:
                                                             

The encouragement of students to join and actively participate in a professional society or association is to be actively encouraged.

Many surveying professional societies have a student classification, which offer a much reduced annual subscription, in some cases, no subscription is payable. The Institution of Surveyors, Australia not only encourages students to become members, but also supports a Young Surveyors Group. The opportunity to mix with the older members of the profession assists in gaining a practical understanding of the responsibilities of a professional.

FIG – The International Federation of Surveyors

FIG was founded in 1878 in Paris. It is a federation of national associations and is the only international body that represents all surveying disciplines. It is an UN-recognised non government organisation (NGO) and its aim is to ensure that the disciplines of surveying and all who practise them meet the needs of the markets and communities that they serve. It realises its aim by promoting the practice of the profession and encouraging the development of professional standards.

FIG’s activities are governed by a plan of work, which is regularly reviewed against a longer-term strategic plan. The current plan of work focuses on the surveyor’s response to social, economic, technological and environmental change and the particular needs of countries in economic transition. FIG also recognises that markets for surveyors’ services are constantly changing. The plan accordingly lays emphasis on strengthening professional institutions; promoting professional development; and encouraging surveyors to acquire new skills and techniques so that they may be properly equipped to meet the needs of society and the environment.

Commissions lead FIG’s technical work. Its congresses, working weeks, seminars, symposiums and workshops all support the activities of the commissions and FIG.

The FIG home page (http://www.FIG.net) is a key mechanism for communication. FIG produces a number of publications to assist surveyors and their clients. These include, ‘Continuing Professional Development’ publication No. 15, (FIG 1996), ‘Constituting Professional Associations’ publication No. 16, (FIG 1998) and ‘Statement of Ethical Principles and Model Code of Professional Conduct’ publication No. 17, (FIG 1998A). FIG has adopted a ‘Charter of Quality’ which will be incorporated into a future publication.

The charter, in which its members recognise and agree to undertake, is:

As set out in the publication ‘Constituting Professional Associations’ there are four reasons for forming a professional body - to unify the profession;
                          - to provide continuing professional development;
                          - to act on behalf of the profession; and,
                          - to contribute to society’s well being.
Eight common functions are behind the formation and operation of any professional association. These are networking, representing, promoting, educating, setting standards, producing products and services, providing professional and technical advice, and financing and funding.

The FIG web site contains the full text of ‘Constituting Professional Associations’. Of relevance, where a professional association can provide benefits are:
‘Education’ – professional associations have a responsibility to work with relevant academic institutions to ensure the professional courses being offered in their countries meet the needs of the profession and equip graduates with relevant knowledge. Professional associations also work closely with employers to ensure graduates obtain the practical training and experience that are essential components of a professional qualification. In the case of surveying where there are no relevant courses at university level, FIG will support the local association in seeking to have these established.
‘Setting Standards’ – Standards should cover a range of matters including:

‘Products and Services’ – Assists its members to understand how to deliver their goods and services in a way which will be best for their clients and the community, e.g. Understanding the principles and fundamentals of quality.
‘Profession and Technical Advice’ – acts as a conduit in supplying professional and technical advice or assistance to those within its membership, to the clients of their services, and to all outside the profession who need it.

FIG is aware that cultures, political systems, awareness and understanding of professional practice differ from nation to nation, but there are certain fundamental principles that should apply to all. Whilst it is the responsibility of national professional bodies to set standards for professional conduct the Statement of Ethical Principles and Model Code of Professional Conduct identifies the key issues that should be understood by students.

Attachment 1 is a copy of FIG publication No. 17, ‘Statement of Ethical Principles and Model Code of Professional Conduct’ which provides detail on the four ethical principles of integrity, independence, care and competence and duty. These principles will need to be considered in relation to a number of roles of the surveyor:

Students need to be aware of the importance of Continuing Professional Development (CPD). CPD is a key method by which individual members of the surveying profession can maintain and develop their skill base and so ensure that are able to provide the most appropriate technical or professional solution to problems. FIG through its publication No. 15, ‘Continuing Professional Development’ (available on the FIG web site) is a useful resource document on this subject.

How

Much of developing “professionalism” is an ongoing process; being reinforced throughout the tertiary years of an University course, by theory, by example and in every day customer/service provider relationships (teacher/student or student/teacher relationships). There is value in supplementing this with exposing students to a range of guest lecturers on a range of topics, but particularly from the profession on issues of “professionalism”. For example the Department of Geomatics, University of Melbourne, has a subject titled “Professional Development 3” in its final year, which has a series of guest lecturers, mainly being practitioners in the survey profession, who discuss:

with the operation and management of a surveying practice is compulsory for all students.
Students are also required to review an organisation, prepare a report on the organisation and make a presentation of that report. (Melbourne University 2000)

The Department of Surveying at the University of Otago in New Zealand has within its course curriculum a subject of ‘Professional Practice’, which includes in its contents:

Ethical dilemmas can confront us at any time. A useful technique, to ensure that the discussion is grounded in reality rather than vague principles, is to use examples as the basis for the discussion. A variety of examples have been created for this purpose; they should, for best effect, be tailored to the circumstances of the organisation and the individuals in it, drawing on real experiences that people have encountered. The FIG Commission 1 Working Group on Business Practices created three dilemmas as part of its work; they produced a range of responses from professional surveyors around the world. They are reproduced here as a starting point in creation of such dilemmas:

Conclusion

It is important to demonstrate “professionalism” in all activities so that clients and the community recognise the surveyor as a person worthy of being called a professional. This professional surveyor is one that can be trusted, has integrity, cares for others and cares for the environment.

Professional development needs to commence with students as they commence their university studies. It needs to be a key component of any undergraduate course in geomatics or surveying.

The importance of setting the right example or demonstrating the correct behavior is the responsibility of all, but in particular for those who can influence or do interact with the students.

References

Allred, G.K. (1994), The Land Surveyor as a Public Officer, FIG XX Congress Proceedings Vol. 102.2, Melbourne, Australia.

Allred, G.K. (Ken), (1998), Ethics for the Global Surveying Community, FIG XX1 Congress Proceedings Vol. 1 pp36-51, Brighton, Great Britain.

Collins (1990), The Collins Paperback English Dictionary, William Collins Sons & Co. Ltd., Glasgow.

Dale, Peter (1994), Professionals and Ethics – a Guide for Surveyors, FIG XX Congress Proceedings Vol. 103.2, Melbourne, Australia.

Department of Treasury and Finance (1995), Customer Service Commitment Charter – Office of the Surveyor General and Office of Geographic Data Co-ordination, Government of Victoria, Australia.

FIG (1996), Continuing Professional Development, FIG Publication No. 15, United Kingdom.

FIG (1998), Constituting Professional Associations, FIG Publication No. 16, United Kingdom.

FIG (1998A), Statement of Ethical Principles and Model Code of Professional Conduct, FIG Publication No. 17, United Kingdom.

FIG (2000), Information 2000, FIG, Denmark.

Hoogsteden, C.C. (1994), Ethics Education for Tomorrows Professional Surveyors, FIG XX Congress Proceedings Vol. 202.3, Melbourne, Australia.

Hoogsteden, Chris (1999), Applying Discipline and Enhancing Ethical Behaviour in Modern Professional Surveying, Survey Quarterly, Issue 18 June 1999, ISNZ, New Zealand.

Melbourne University (2000), Professional Development 3, Course Syllabus, Department of Geomatics, University of Melbourne, Australia.

Parker, John R. (1997), Quality Systems in Professional Practice, FIG Working Week, Singapore.

Parker, John (1997A), The Role of Quality Assurance in the Surveying Industry Within Australia, Ikusasa, Durban, South Africa.

Parker, Prof. John (2000), Quality Awards and Surveyors, FIG Working Week, Prague, Czech Republic.

Robillard, Walter G. (1994), The Foundation of the Professions and the Professionals, FIG XX Congress Proceedings Vol. 105.2, Melbourne, Australia.

Rosen, B., Caplan, A.L. (1980), Ethics in the Undergraduate Curriculum, Institute of Society, Ethics and Life Sciences, New York, USA.

BIOGRAPHICAL NOTES

Professor John Parker is currently chair of FIG Commission 1 (Professional Standards and Practice). He provides consulting services to the World Bank, the United Nations Food and Agriculture Organisation and various governments including the Victorian State Government where he was Registrar of Geographic Names from 1998 to 2000. From 1989 to 1998 John was Surveyor General for Victoria. Prior to that he worked for a state instrumentality and was in private practice for 19 years.

He is a member of a number of societies, including the Institution of Surveyors, Australia. A number of papers have been published and presentations made at national and international forums on a range of themes including quality.

Professor Parker is an Adjunct Professor with the Department of Linguistics, Macquarie University, Sydney and an Associate Professor with the Department of Geomatics, University of Melbourne.

ATTACHMENT 1

FIG PUBLICATION No 17
Statement of Ethical Principles and Model Code of Professional Conduct

FIG STATEMENT OF ETHICAL PRINCIPLES
and
MODEL CODE OF PROFESSIONAL CONDUCT

Contents
Preface
Background
Statement of Ethical Principles
The Public Interest
Model Code of Professional Conduct
Orders of Printed Versions

Preface

The International Federation of Surveyors (FIG) is a UN -accredited non-government organisation which represents the interests of surveyors throughout the world. Those who belong to its member associations work in government, in the corporate sector and in the private sector, as practitioners, academics or researchers. All seek the highest standards of professional and technical in the delivery of their services.

One consequence of globalisation and the opening up of markets to foreign participation is the need for professional and ethical standards that apply to all. This is to ensure fair competition, to build and retain the confidence of clients, to protect the environment within which we all live, and to respect the interests of third parties.

Whereas cultures, political systems, awareness and understanding of professional practice differ from nation to nation, there are certain fundamental principles that, in the view of FIG, should apply to all. Whilst it is the responsibility of national professional bodies to set local standards for professional conduct, FIG has sought to help its members by preparing the following statement of ethical principles and model code of professional conduct which between identify the key issues that need to be included in any national code.

On behalf of FIG I would like to thank Ken Allred and those colleagues who worked with him on the preparation of this document. Together with the FIG companion publications on constituting professional associations and on continuing professional development, it will help all that practice the disciplines of surveying to meet the needs of the markets and the communities that they serve.

Professor Peter Dale
President, FIG

Background

1.The surveying profession is recognised globally as one that adheres to fundamental ethical principles.

2.The International Federation of Surveyors (FIG) recognises that, due to international differences of culture, language, and legal and social systems, the task of preparing a detailed code of professional conduct must rest with each member association, which also has the responsibility to implement and enforce such a code.

3.FIG also recognises that, given the global mobility of surveyors, it is important to establish common ethical principles and codes of professional conduct. As part of its role in providing guidance and encouraging the harmonisation of standards, FIG offers this model code.

4.A professional is distinguished by certain characteristics including:

5.Professional surveyors recognise that their ethical responsibilities extend to the public, to their clients and employers, to their peers and to their employees. Accordingly they acknowledge the need for integrity, independence, care and competence, and a sense of duty. They uphold and advance these values by:

6.FIG recommends that surveyors and associations of surveyors adopt the following ethical principles and model codes of professional conduct or, where appropriate, adapt them to local values and customs.

Ethical Principles

Integrity

Surveyors

Independence

Surveyors

Care and competence

Surveyors

Duty

Surveyors

The Public Interest

1.The first duty of surveyors is normally to their clients or employers but as professionals they also have a duty to the public. Surveyors are fact finders and providers of opinions and advice. It is important that they are diligent, competent, impartial and of unquestionable integrity in ensuring that the information they provide is true and complete and that the opinions and advice that they give are of the highest quality.

2.The work of surveyors has cumulative and long-term effects on future generations. Many of the functions of surveyors, even those performed for private clients, are by their nature functions that have a lasting impact on society. Most information becomes public information at some point in time and may be used for purposes other than those for which it was initially intended. The information recorded by early surveyors and explorers has, for example, subsequently been used for the expansion of geographical knowledge and for land development. Similarly, land management systems designed for today create an environment in which future generations will live, work and play. The principles of sustainable development require surveyors to work as much for the future as for the present.

3.Clients, employers and the public must be confident that surveyors have exercised objectivity in arriving at their professional opinions. These obligations may sometimes appear to be in conflict with the obligations that surveyors owe to their clients, their employers and their peers. Surveyors have a duty to the truth, even when it may not be in the best interest of their clients or employers.

4.All surveyors, whether they be private practitioners, employees in the private sector, public servants or educators, should discharge their professional duties and adhere to ethical principles in accordance with the following model code of professional conduct.

Model Code of Professional Conduct

FIG recommends the following code of conduct as the minimum to be expected of all professional surveyors.

1. In general, surveyors

2. As employers, surveyors:

3. When dealing with clients, surveyors:

4. When providing professional services, surveyors:

5. As members of a professional association, surveyors:

6. As business practitioners, surveyors:

7. As resource managers, surveyors:

FIG PUBLICATION No 17

Statement of Ethical Principles and Model Code of Professional Conduct

Published in English

Published by
The International Federation of Surveyors (FIG)
FIG Bureau 1996 - 1999

ISBN: 0-85406-921-6
September 1998
London, UK

Printed copies can be ordered from:
FIG Office
Lindevangs Allé 4
DK-2000 Frederiksberg
DENMARK

Tel: + 45 38 86 10 81
Fax: + 45 38 86 02 52
Email: FIG@ddl.org

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