Coppola, Nancy W. “The Technical Communication Body of Knowledge Initiative: An Academic-Practitioner Partnership.” Technical Communication 57, no. 1 (2010): 11-25.
Any self-respecting profession maintains a body of knowledge to establish where the profession came from, what current standards are, and where future growth may be possible. In this article, Coppola navigates the technical communication process through the Society for Technical Communication from 2007 to 2009, and how important the relationship between academics and practitioners is to this cause.
Coppola chronicles the development of a technical communication body of knowledge, completed between 2007 and 2009. While in the early stages the process was separated from a similar group investigating accreditation/certification efforts, this process is still invaluable for organizing information that accreditation/certification would need when developing their programs.
A distinct, vibrant, effective, and fluid body of knowledge is important in establishing technical communication as a profession. The first step, as Coppola demonstrated, is organizing a competent body of knowledge with which to assess, evaluate, and train newcomers to the profession. While Coppola recognizes that such a project that have “undesirable costs” to those who lack formal training or for training programs that do not develop critical awareness of how professionalization actually occurs, it is worthwhile as these are the types of struggles that technical communication must endure if they are to benefit from recognition as a profession.
Who should be responsible for maintaining the body of knowledge for a profession?
Carliner, Saul. “Certification and the Branding of HRD.” Human Resource Development Quarterly 23, no. 3 (2012): 411-19.
Saul Carliner suggests that human resource development (HRD) is a growing professional area, but lacks official certification programs to train new HRD professionals. He uses this article to discuss what training programs are available and how these programs and aid the development of HRD professionals.
While the link between HRD professionals and technical communicators may seem tenuous, many of the arguments Carliner presents are applicable to the state of technical communication today. Carliner’s definition of a certification as “the validation of demonstrated competence in a particular field by a third-party assessor” is an important milestone. While there are numerous technical communication degree programs that allow students to demonstrate competence in many areas of technical communication, there are currently few avenues for technical communicator practitioners to establish an official demonstrated competence of their technical communicator abilities.
For technical communication to be taken seriously as a profession, certification programs need to be available and with the 2007-2009 work by Nancy Coppola to establish a broad body of knowledge, elements are in place to produce certification programs. With certification programs in place, practitioners can earn certification and are given avenues to maintain current skills and learn new skills, especially in a field as rapidly evolving as technical communication.
Carliner’s article is an example of how numerous certification programs can work together to engage the field and provide an aura of professionalization that provides authenticity and legitimacy to the profession.
Should Technical Communicators consider themselves “Human Resource Development Practitioners? Why or Why Not?