Interior Designers of British Columbia www.idibc.org
National Council for Interior Design Qualification (NCIDQ)
National Office Products Association (NOPA)
National Society for Interior Designers (NSID)
WHAT WOULD YOU DO?
Each chapter concludes with several situations that may or may not involve ethical behavior or other professional choices and challenges. These scenarios can be discussed individually or in groups. As you read these scenarios, consider ethics, good business practice, and overall professional conduct.
1 It came to Phyllis's attention that her boss was considering hiring a designer—Jane Doe. Phyllis knew Jane because they worked together at a different design firm a few years ago. Phyllis knew that Jane had been fired because the other employer discovered Jane falsifying several types of client documents in connection with projects. Jane found out this information from someone at that previous firm after Phyllis had left the firm. Phyllis was not sure what to do—keep quiet or report Jane's behavior to her supervisor.
2 Alex has been designing hospitality spaces in the East for six years. She has become increasingly interested in sustainable design and is planning to become LEED® certified. A former client, Robert Smith, has contacted her about the design of his second home in Wyoming. Because Alex started in design at a residential furniture store/studio, she feels very comfortable in doing the project.Mr. Smith wants to use green products, but is concerned about the extra costs. He heard from a friend that “green stuff costs a lot of green.” The client wants Alex to do the interior planning and specification and to use green products if they do not cost too much. He is also reluctant to pay the fees that Alex plans to charge to cover her travel. He suddenly says, “Let's reduce your carbon footprint by not having you travel to the job site at all.”
3 Roberta owns a design studio and specializes in the design of high‐end residential projects. She has recently lost two projects to a competitor where a former employee now works. One of those projects was for a former client couple, who are building a very large penthouse in Manhattan.Roberta is quite upset about losing the project for the former clients. She thought they had gotten along very well and doesn't understand why the clients would go to someone else. She calls the former clients to ask why they went with a different designer. Feeling that she got an unsatisfactory answer, Roberta now plans to ask vendors about the designer who was given the contract by her former clients.
REFERENCES
1 1. Concise Oxford American Dictionary, 2006, p. 706.
2 2. Johnson, 1995, p. 216.
3 3. Marshall, 1998, p. 527.
4 4. Jensen, September 2001, p. 91.
5 5. Council for Interior Design Qualification, Inc. (CIDQ), 2019. www.cidq.org
6 6. U.S. Department of Labor, Bureau of Labor Statistics Web site, www.bls.gov
7 7. Pile, 2005, p. 180.
8 8. Campbell and Seebohm, 1992, p. 70.
9 9. Abercrombie, December 1999, p. 148.
10 10. Abercrombie, December 1999, p. 146.
11 11. Pile, 2005, p. 317.
12 12. Carron, 1998, p. 72.
13 13. Tate and Smith, 1986, p. 322.
14 14. Russell, 1992, p. 11.
15 15. Zimmerman, January 2018, pp. 103–120.
CHAPTER 2 Professional Advancement
As discussed in Chapter 1, a professional must attain certain standards recognized by those in the profession. Interior design professionals and educators often talk about the three Es as a necessary part of the practice of interior design: education, experience, and examination. Although entry into the interior design profession may come in many ways today, the principles of the three Es remain valid.
Professional interior design in the 21st century requires educational preparation in a wide variety of courses specifically within the body of knowledge for interior design. Having a “flair” for decoration is not enough for a professional in the 21st century. Education should continue with professional seminars and workshops for updating and expansion of the professional practitioner's knowledge and skills.
Work experience through internships and/or entry‐level positions in the design industry helps designers see the “real world.” Practitioners gain experience on the job in a wide variety of settings and design specialties, thus preparing themselves for career options.
The third “E”—examination—is a further qualification for the professional interior designer in today's multifaceted world. An examination after completion of education and some period of work experience seeks to test a practitioner's knowledge and skills in the body of knowledge recognized as necessary for practice of the profession. Further, an examination is expected in states that have legal licensing or registration.
After completing this chapter you should be able to:
Explain the three Es and how they relate to the interior design profession.
Discuss why advanced education may be important for some interior designers.
Explain why continuing education is important for all interior designers.
Discuss how an internship program can be beneficial for a student.
Discuss how the interior design profession protects the health, life safety, and welfare (HSW) of clients and the general public.
Explain why it is important for the Council for Interior Design Qualification (CIDQ) to be an independent organization.
Explain why you believe (or don't believe) the National Council for Interior Design Qualification (NCIDQ) examination is important to the profession and a professional.
Investigate the membership requirements of one (or more) of the professional associations paying special attention to student membership.
Compare a practice act to a title act regarding a practitioner's qualifications and impact on the public.
Discuss the pros and cons of affiliating with a design professional association.
NCIDQ COMPONENT
Based on the best information available, some material in this chapter might appear as part of the NCIDQ examination. The reader should not depend solely on this text for study material. See the sections on licensing and registration.
EDUCATIONAL
