Competent museum guides: defining competencies for use in art and history museums

Abstract

This study aimed to identify the competencies required for museum guides who lead tours of school students in art and history museums. We compiled a preliminary list of competencies from the literature and interviews with 16 Dutch museum guides and three educators. Next, the Delphi technique was used to validate the list of competencies. A total of 26 experts, consisting of 12 educators, 9 guides, and 5 teacher trainers, rated the importance of the competencies and the clearness of the formulation on a 5point Likert scale. In two rounds, consensus was established on 45 competencies. We organized the competencies into four areas: (1) handling the group within the museum environment, (2) communication skills, (3) knowledge and pedagogy, and (4) professionalism. The list of competencies gives museums insight into the competencies museum guides should have, can help guides reflect on their own practices, and stimulates them to further develop their own competencies.

Post-observation conversations in the museum: using the self-evaluation of the supervisee as the starting point

“…Both the novice and the experienced guides evaluated the self-evaluation as a valuable instrument to aid professionalization. In a former study (Schep, Van Boxtel, and Noordegraaf 2018), the same competencies were validated by a panel of experts from museums across the Netherlands. It may be that observations and post-observation conversations are less common in museums that work with volunteers.…”

“…The instruments were developed especially for the museum environment; a teaching environment that has its own particularities. In two former studies (Schep, Van Boxtel, and Noordegraaf 2015;Schep, Van Boxtel, and Noordegraaf 2018), we focused on the museum as a learning environment, and the specific competencies that guides need. For example, school groups often only visit once; (authentic) objects are central; tours last only 60-90 min; other visitors wander around; and the goals of the tours balance between fun and educational.…”

“…Along the same lines, a self-evaluation can function as a common language; it also ensures that guides practice self-reflection. In a former study (Schep, Van Boxtel, and Noordegraaf 2018) validated by museum education professionals, researchers created a competency profile for museum guides, which makes it possible to develop a selfevaluation instrument. In the current study, this self-evaluation served as the starting point of the post-observation conversations.…”

“…Various methods are used for self-evaluation, such as questionnaires, rating systems, daily journals, and portfolios (Struyk and McCoy 1993). The design of our selfevaluation tool was based on the 45 competencies for museum guides in art museums and history museums, which we defined in a previous study of this project (Schep, Van Boxtel, and Noordegraaf 2018). The self-evaluation consists of 45 competencies, organized into four areas of competence: (a) handling the group within the museum environment, (b) communication skills, (c) knowledge and pedagogy, and (d) professionalism.…”

“…As a consequence, these institutions are in the process of professionalizing their educational activities (Falk and Dierking 2013). Key to this transition are museum guides, 1 who engage in daily face-to-face interactions with visitors (Schep, Van Boxtel, and Noordegraaf 2018;Best 2012). Although studies on this topic are lacking, museums can stimulate the professional development of their guides and monitor the quality of their tours through observations, followed by post-observation conversations.…”