Bat Conservation Trust
Professional Training Standards
For Ecological Consultants
First Edition 2012
Using the Professional Training Standards
Who is this document aimed at?
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Individuals who are new to bat consultancy and training to work in this field
Those assessing the competency of an individual working in this field
Those who wish to check their knowledge and skills against these standards
Those wishing to understand the skills and knowledge required to advance to the next level of experience
How should this document be used?
The Professional Training Standards are not intended to be used as a check list to gain a licence for surveying (from the relevant
SNCO) and are not an accredited system. Rather the document is designed to raise standards in professional bat work and outline
the knowledge (black text) and skills (red text) required to be a responsible consultant.
The information provided here is an outline of what a professional consultant would be expected to know within each subject
area. Readers are encouraged to use this document as a starting point of what they need to know or be able to do and use
additional resources (e.g. reference material, training courses) and practical experience to gain the required experience and
knowledge.
These standards have been designed to complement BCT’s Bat Surveys Good Practice Guidelines (2nd Edition). BCT’s training
courses for professionals can provide some of the knowledge and skills outlined in this document. Details about BCT’s training
courses and the aspects of the Professional Training Standards that they cover can be found in the document ‘Achieving
Professional Training Standards Through BCT Courses’.
Acknowledgements
The Bat Conservation Trust would like to thank the following individuals who have been involved with the development of these
standards. There have been various stages of this project from its conception and first drafts in 2002, to the rejuvenation and
development of the project in 2010. The following individuals are acknowledged for their help and input at these various stages of
the project.
The initial 2002 panel – Kit Stoner, Amy Coyte, Colin Catto, Brian Briggs, Phil Richardson, Tony Mitchell-Jones, Jean Matthews,
Rob Raynor, Richard Green, Paul Racey and Nick Sibbett.
Those individuals who commented on individual units at various draft stages; John Altringham, Patty Briggs, Pete Charleston,
Terry Coult, Angela Graham, Roger Havard, Tony Hutson, Noel Jackson, Gareth Jones, John Martin, Shirley Martin, Heather
McFarlane, Dan Merrett, Jan Ragg, Ed Santry, Peter Smith and Shirley Thompson.
The 2010-2011 panel – Helen Miller, Kit Stoner, Brian Briggs, Peter Shepherd, Louise Mapstone, Judy Stroud, Katherine Walsh,
Jean Matthews and Rob Raynor. Additional developers Sandie Sowler and Katie Parsons. Lisa Hundt for the development of key
units and her additional overall comments and input.
We would also like to acknowledge the contribution of Linda Yost of IEEM, Helen Ball and David Wells who all provided full
comments on the document in its latter stages.
The Professional Training Standards have been prepared
by Helen Miller
Bat Conservation Trust, Quadrant House, 250 Kennington Lane, London SE11 5RD
Bat helpline: 0845 1300 228
The Bat Conservation Trust (known as BCT) is a registered charity in England and Wales (1012361) and in Scotland (SC040116).
Company Limited by Guarantee, Registered in England No: 2712823
Cover photos: © BCT, Anne Youngman, Hugh Clark, Louise Mapstone, Phil Briggs
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Contents
Introduction................................................................................................................4
Experience levels ........................................................................................................5
Unit 1: Foundation knowledge .................................................................................7
1.1 Why conserve bats
1.2 Physiology
1.3 Life histories
1.4 Feeding
1.5 Roost sites
Unit 2: Legislation, licensing and planning ...........................................................11
2.1 Legislation
2.2 Development planning
2.3 How we conserve bats
2.4 Licensing
Unit 3: Preparation and planning of surveys........................................................14
3.1 Health and safety
3.2 Planning surveys
Unit 4: Survey techniques and equipment ............................................................17
4.1 Recording information
4.2 Activity surveys
4.3 Roost surveys
4.4 Catching bats
4.5 Marking bats
Unit 5: Bat identification.........................................................................................22
5.1 Bat identification visually and in the hand
Unit 6: Interpreting data and assessing impacts ..................................................23
6.1 Interpreting data and assessing impacts
Unit 7: Mitigating for development impacts .........................................................24
7.1 Man-made roost mitigation
7.2 Natural roosts and habitat mitigation
7.3 Post mitigation monitoring
Unit 8: Bat handling ................................................................................................27
8.1 Bat handling
Unit 9: Communication skills .................................................................................28
9.1 Written
9.2 Verbal
Further reading ........................................................................................................29
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Introduction
The aim of the Bat Conservation Trust (BCT) Professional Training Standards is to provide a set of standards of knowledge and
skills for professional bat surveyors (consultants, ecologists, etc) relating to bat work in the UK. These standards cover the variety
of work that a professional bat surveyor may be asked to do and outline the level of knowledge and skills expected of an
individual to perform key tasks.
A panel made up of BCT staff, voluntary bat workers, consultants and training experts has been involved with the development of
this work. An additional advisory board has also provided comments as work has progressed.
These standards have been compiled to provide an overview of both the knowledge and skills required to carry out bat work as a
professional consultant. A distinction has been made between the knowledge required to understand a subject matter and the skills
necessary to apply that knowledge. This provides greater clarity on how individuals can develop their knowledge and progress to
a greater experience level.
Experience levels
Within professional bat work the level of responsibility that is expected of an individual will depend on their knowledge and
experience. For example, those new to consultancy work may be expected to plan or carry out initial surveys to account for
presence or the extent of activity within a site, but they would not be expected to devise appropriate mitigation. The work required
for a European Protected Species (EPS) mitigation licence would be undertaken by a more experienced individual with the
knowledge and skills required to assess the impacts and establish appropriate mitigation. As such the knowledge and skills needed
to design surveys or apply for licences will build on and be in addition to those required to undertake initial survey work. With
further skills and knowledge needed to use advanced survey techniques (where this type of work is relevant to a site/case).
To recognise the different roles that individuals may have within professional bat work and the stages of a consultant’s
training/experience, three levels have been used. This illustrates different levels of complexity, assuming individuals would be
competent in Level One before advancing to Level Two, and be competent in Level Two before advancing to Level Three. This
allows each subject to cover information relevant for both beginners and experienced surveyors.
We have taken account of this by using three experience levels within the document:
m Level One: To independently and competently undertake professional surveys involving bats
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Level Two: In addition to the above, to independently and competently lead survey teams/design surveys, assess impact and
design mitigation
Level Three: In addition to the above, to independently and competently undertake advanced survey techniques (e.g. trapping
and marking)
Please note:
(1) The knowledge and skills detailed here go beyond that required to gain a licence for surveying from the relevant statutory
nature conservation organisation (SNCO). This is because this document is intended to raise standards within professional bat
work and encourage good practice – hence the inclusion of non-licence topics such as communication.
(2) The use of invasive survey equipment such as harp traps or mist nets within professional work requires further skills and
understanding of these techniques and therefore may not be relevant to all those involved in professional bat work.
Structure
This document is divided into nine broad units that together cover all elements of bat work relevant to a professional
consultant/ecologist.
1.
Foundation knowledge
2.
Legislation, licensing and planning
3.
Preparation and planning surveys
4.
Survey techniques and equipment
5.
Bat identification
6.
Interpreting data and assessing impacts
7.
Mitigating for development impacts
8.
Handling bats
9.
Communications skills
Within each unit the information is further divided into sections and headers to offer detailed information that an individual should
know/be able to do to be competent in that area of work.
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Experience levels
To provide further clarification an overview of the three levels of experience is given below, please refer to the specific units
written in brackets for details.
Level One: To independently and competently undertake professional surveys involving bats an individual would normally be
expected to possess the following:
Level One: Knowledge
A sound knowledge and understanding of:
4 The legislation and the protection (and limits to protection) afforded to bats and how it is administered (Unit
2.1)
4 The implications of bats' protected status for surveys in the UK countries (Unit 2.3 & 2.4)
4 Species status, range, conservation and threats at the local, regional and national level (Unit 1.1 & 2.3)
4 The life cycle of a bat including breeding and social behaviour (Unit 1.3)
4 Feeding strategies used by different bat species (Unit 1.4)
4 The physiology of UK bats including adaptations to flight, echolocation, torpor, hibernation and energetics
(Unit 1.2)
4 Species-specific and seasonal requirements of roosting bats and the various natural features and manmade
structures used for roosting (Unit 1.5)
4 The range of surveys that can be used to identify and study bats, and their limitations (Unit 3.2, 4.2 & 4.3)
4 The current relevant guidance for surveying bats (Unit 3.2)
4 Seasonality and conditions and how these might affect surveys (Unit 3.2)
4 How bats are considered in the planning process, and the level of information required for this (Unit 2.2)
4 Health and safety issues commonly associated with bat surveys (e.g. unsafe structures, working at night in
urban areas) (Unit 3.1)
4 The different techniques (and licence conditions) that may be required for different species (Unit 2.4, 4.3 &
4.4)
Level One: Skills
The skills and experience to be able to:
4 Locate signs left by bats and use these to locate roosting position and give an indication of likely species of
bat and type of roost (Unit 4.3)
4 Identify safe techniques to survey different types of bat roosts and hibernacula for bats (Unit 4.2 & 4.3)
4 Use a range of bat detectors to identify species or groups of species and record behaviour (Unit 4.2)
4 Choose and use competently the correct equipment for the survey and recognise its limitations (Unit 4.2)
4 Employ static detectors to complement manual activity survey techniques that identify species or groups of
species, relative frequency, timing and type of bat use of a site (Unit 4.2)
4 Record and understand survey effort and data required when surveying roost structures, underground sites,
single roost trees in a wood and flight lines (Unit 4.1)
4 Assess likely impacts of a proposed development at the scoping stage and design surveys using appropriate
techniques and level of effort (Unit 3.2)
4 Objectively assess the potential value of a building, tree or other structure/feature for use as a bat roost,
according to standard guidelines (Unit 4.3)
And if the individual’s licence includes handling, they must be able to:
4 Handle and transport a bat with due regard for a) its welfare and b) their safety (Unit 8.1)
4 Recognise when handling is necessary and have an understanding of the sensitive periods when handling
could cause the greatest stress (Unit 8.1)
4 Identify a live bat in the hand to a likely species (with the exception of whiskered/Brandt’s/Alcathoe) and
confidently age, sex and assess the reproductive status of a bat (Unit 5.1)
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Experience levels
Level Two: In addition to Level One, to independently and competently lead survey teams/design surveys, assess impact and
design mitigation; an individual would normally be expected to possess the following:
Level Two: Knowledge
A sound knowledge and understanding of:
4 How to avoid and minimise negative impacts on bat roosts during development works (Unit 7.1 & 7.2)
4 The conflicts of managing roosts within manmade structures (Unit 7.1)
4 The issues associated with the management of roosts (Unit 7.1 & 7.2)
4 The importance of monitoring bat populations (Unit 7.3)
4 The principles underlying habitat management for bats and how to apply this knowledge to specific
management recommendations and actions on the ground (Unit 7.2)
Level Two: Skills
The skills and experience to be able to:
4 Analyse and interpret data to meet the objectives of the survey and identify habitats and roosts of key
importance within a landscape (Unit 6.1)
4 Quantify the potential impacts of a development (Unit 6.1)
4 Identify the practical constraints in a survey, be able to recognise and articulate how these constraints affect
the conclusions in the impact assessment (Unit 3.2 & 6.1)
4 Design site- and species-specific schemes to fully mitigate for any negative impacts (Unit 7.1 & 7.2)
4 Design and understand the importance of appropriate post-development monitoring (Unit 7.3)
4 Produce clear and concise written reports (Unit 9.1)
4 Communicate information and recommendations in verbal form (Unit 9.2)
Level Three: In addition to Level One and Two, to independently and competently undertake advanced survey techniques (e.g.
trapping and marking) an individual would normally be expected to possess the following:
Level Three: Knowledge
A sound knowledge and understanding of:
4 Species-specific biology, ecology and behaviour (Unit 1.2, 1.3 & 1.4)
4 The advanced survey techniques available and the necessary licences, equipment and experience required
when selecting these methods (Unit 4.4 & 4.5)
Level Three: Skills
The skills and experience to be able to:
4 Catch bats using harp traps and mist nets, including the advanced method of enhancing capture rate by the
use of a sonic lure (Unit 4.4)
4 Mark bats for later re-identification, including short and long-term methods and radio-tracking (Unit 4.5)
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Unit 1: Foundation knowledge
Unit contents:
1.1 Why conserve bats: Species status, range and threats at the local, regional and national level
1.2 Physiology: Physiology of UK bats including adaptations to flight, echolocation, torpor, hibernation and energetics
1.3 Life histories: The life cycle of bats including breeding and social behaviour in UK bats
1.4 Feeding: Feeding strategies used by different bat species
1.5 Roost sites: Roost selection throughout the year. Species-specific and seasonal requirements of roosting bats and
the various natural features and man-made structures used for roosting
Section
1.1 Why conserve
bats
1.2 Physiology
Performance Criteria
You must be able to:
Explain why bats need to
be protected
Describe the differing
geographical range of bats
in the UK and the factors
affecting range
Recognise the differing
geographical range of UK
bats in Europe and the
factors affecting range
Describe adaptations to
flight
Explain bat energetics and
torpor
Explain echolocation
Knowledge and skills
You must know and understand/You must be able to:
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the reasons for bat decline in the UK
the generic threats to all bats in the UK
specific threats that relate to particular UK species
the distribution ranges of all species in the UK
the different factors that may affect range
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• that different species in Europe have different ranges
• the different factors that may affect range
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• simple aerodynamics
• how bats’ physical adaptations to flight differ from
those of birds’
• wing morphology
• species variations in wing shape according to
foraging style
• wing loading and aspect ratio in relation to foraging
style
• the problems experienced by a nocturnal flying
mammal and the ways in which UK bats overcome
these
• the energy costs of flight
• the meaning of torpor and hibernation, why they
occur and the physiological changes observed
• adaptive heterothermy
• environmental conditions required by bats for
successful hibernation
• species specific variations in environmental
conditions for hibernation
• observed changes in hibernation patterns
• basic principles of echolocation and simple call
terminology
• reasons for the use of echolocation and reasons for
its success
• frequency modulated calls (FM) and constant
frequency calls (CF) and awareness that many calls
are more complex
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Unit 1: Foundation knowledge
1.3 Life histories
Explain passive hearing
and vision
Describe the life cycle of
a bat in the UK
Describe mating strategies
Explain the process of
gestational delay strategies
Explain what triggers
breeding
Explain the maternal cycle
List the key phases in pup
development
Explain sexual maturity in
bats
Describe the optimum
conditions needed for
maternity roosts
1.4 Feeding
Explain the need of bats to
feed
Recall the types of food
taken by bats
Recall where most feeding
takes place and recognise
that certain species of bats
have favourite feeding
habitats linked to food or
physical design
Recall that bats produce a
“feeding buzz” when
attempting to catch some
insects
• harmonics and their importance to bats
• adaptive variations in echolocation in response to
environment and behaviour
• how the physics of sound operates on bat
echolocation calls
• use of passive hearing and sight by some bat species
• the generic annual life cycle of UK bats
• regional and species-specific differences in annual
life cycles
• why mating strategies are necessary
• differences between mating strategies of different
species groups
• different mating strategies in detail:
- swarming behaviour
- lekking behaviour
- harems
• song flight
• swarming behaviour patterns in different species
• what gestational delay is and why it occurs
• sperm storage and why it occurs
• the physiological and environmental factors that
trigger breeding
• gestation period length
• size and condition of pup at birth
• how birth is achieved
• mother-pup interactions and activities
• species differences in maternal cycles
• approximate dates of birth
• the age of young at first flight and weaning
• species differences in relation to birth dates, age at
first flight and weaning
• approximate age of first mating in males and
females
• species variations in age of sexual maturity
• optimum temperature and humidity for maternity
roosts
• variations in maternity roost requirements between
species where known
• when and how often bats need to feed
• the difference between male and female feeding
requirements and foraging behaviour
• the type of insects that bats feed on
• the effect of environmental factors on insect
availability
• the insect species preference of some UK bats
• the importance of diverse habitats and insect density
on bat activity levels
• the species closely linked to feeding in different
habitats
• the number of feeding buzzes that determines a high
catch rate
• why some insects may be caught with no “feeding
buzz”
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Unit 1: Foundation knowledge
1.5 Roost sites
Recall the feeding
techniques used by bats
Describe changing feeding
patterns of female bats
from pregnancy to
lactation
Identify the different types
and locations of bat roosts
Explain roost composition
Describe the use, role and
conditions of underground
sites
Describe the use, role and
conditions of trees as
roosting sites
Describe the use, role,
design and effects of bat
boxes
Describe (with diagrams if
necessary) built structures,
their construction and
usage
• the most common feeding strategies used
• species-specific feeding strategies
• variability of feeding locations and prey composition
of female bats during the summer period
• species specific examples of changing feeding
patterns from pregnancy to lactation
• the definition of a bat roost
• the different types of bat roosts
• the variety of roosting places and conditions
required
• species specific year-round requirements for roosting
• identify structures with roosting potential
• the usual composition in terms of age and sex of a
maternity roost
• natal philopatry displayed by most females
• post-natal dispersal of males in most species
• composition and location of other types of roosts
• species variations of maternity roost composition
• the variety of underground structures and sites
available
• how these sites are used at different times of year
• the terminology used to describe parts of these
natural features and manmade structures
• the factors that can affect conditions in underground
sites
• the effect of the size and location of access holes on
the species that use the site
• the places in a tree that bats may use to roost
• identify a tree to a likely species, and know the
favoured tree species used by different bat species
• how natural roosting places develop in trees
• the locations topographically where trees are likely
to have most damage
• the structure of trees and how trimming branches
can affect splits lower down
• the species associated with particular features of a
tree
• the role of bat boxes, particularly in woodlands
• the necessity of box maintenance
• the designs and construction of bat boxes for
different species and different purposes
• how bats use boxes at different times of the year
• the most successful places to erect them in woodland
• the limitations of bat boxes as artificial roosts and
their effects on rarer species
• the need for systematic monitoring of bat box
schemes
• the role of internal bat boxes as part of mitigation
• building construction and the available spaces within
a building’s fabric that may be used by bats
• the difference in site selection of the common UK
species
• the factors that may influence site selection
• the different types of use of a buildings by bats
• the types and locations of entry points used by bats
• the different materials that favour roosting
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Unit 1: Foundation knowledge
Describe artificial
structures (other than
buildings), their
construction and use
• possible sites with potential for roosting bats e.g.
bridges and high walls
• the construction and terminology used to describe
these structures and how they are used by bats
• the species associated with particular artificial
structures, particularly bridges
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Unit 2: Legislation, licensing and planning
Unit contents:
2.1 Legislation: The legislation and the protection (and limits to protection) afforded to bats and how it is administered
2.2 Development planning: How bats are considered in the planning process and the level of information required
2.3 How we conserve bats: How bat species are protected and conserved
2.4 Licensing: The licensing system in the UK and the specific licences required to undertake activities that would
violate the protection afforded to bats
Section
2.1 Legislation
Performance Criteria
You must be able to:
Describe and apply the
protection afforded to bats
across the UK
Explain the wider context
of UK wildlife legislation
concerning bats and
related advice
Explain related legislation
and protection afforded to
bats
Explain how the law
regarding bats is
administered in the UK
Explain enforcement
procedures in the country
in which the work is
taking place
Knowledge and skills
You must know and understand/You must be able to:
• the main protection afforded to bats and their roosts
and the defences available under legislation
• the exceptions to bat and roost protection in the
legislation
• the significance for those working in England, Wales
and Northern Ireland of clauses in the legislation
concerning bats in dwelling houses
• the differences in the legislation and their application
in different parts of the UK, specifically in Scotland
• the application of the law to specific or novel
situations and how the defences may apply
• the three tests under the Habitats Directive
• the relationship between UK domestic legislation
and European legislation and international
agreements/conventions
• the NERC Act and how the duty to have regard to
biodiversity relates to the planning process
• the essential provisions/objectives of the EC Habitats
Directive, the Bern and Bonn conventions
• the relevant animal welfare legislation linked to
caring for or possessing and releasing injured bats
• the Biodiversity Action Plan process and the concept
of landscape scale conservation
• the significance of statutory designations and similar
bat protection
• how SNCOs operate regarding bats in the UK
• the conservation aims of EPS licences (pros and
cons, short-term and long-term)
• how other government departments operate in
relation to bats in the UK such as felling licences
and assessment for change in land use for forestry
management
• the role of enforcement bodies: the police, SNCOs
and wildlife crime officers
• reporting of licence infringements:
- the role of the UK statutory nature conservation
agencies
- the role of the Police
• the differences in the legal system within the UK
countries
• the broad requirements for evidence gathering
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Unit 2: Legislation, licensing and planning
Outline the advantages
and disadvantages of
prosecution
2.2 Development
planning
Explain the process used
to control development
Explain protection of
listed buildings,
conservation areas, tree
preservation orders
Explain development with
regards to churches
Recognise the value of
submitting sufficient
ecological information
with an application
Recognise the planning
policy and statutory issues
that should/must be
addressed when
determining an application
2.3 How we
conserve bats
Describe how the UK and
local Biodiversity Action
Plans (BAPs) conserve the
UK’s bats
• judicial reviews that have informed the
implementation of legislation over the past two years
• the advantages of early intervention and preventative
action
• the types of offences that have been successfully
brought before the courts, and the level of
punishment
• the degrees of seriousness of possible offences
• alternative methods of dealing with issues not
involving the courts
• the basic planning application process and who
administers it
• where development may require planning permission
and the various types of planning permissions
• planning requirements for building demolition
• knowledge of planning documentation and guidance
• relevant planning and legal case law relating to
protected species and planning
• what protection is afforded
• the limits to development
• who deals with these issues
• how works on churches are planned and agreed
• where professional advice is required
• why ecological information on protected species
must be submitted with the planning application
• identify whether an application is of a type and/or at
a location where it is likely to affect protected
species
• that bats are a ‘material consideration’ in the
planning process regardless of whether planning
permission has been granted
• the role of the Local Planning Authority and the
process to obtain a mitigation licence
• compile reports that provide sufficient information
to determine a planning application
• identify and collate all relevant information required
to complete an Environmental Impact Assessment
(EIA) should the development require it
• interpret all the relevant survey data and
development proposals to complete an Assessment
of Significant Effect and address the ecological
impacts within an EIA
• develop and complete strategic environmental
assessments relating to SACs and large scale
infrastructure projects
• the purpose of the UK BAP, the bat species currently
listed on it and the reason for their inclusion
• the content of the UK BAP, subsequent local
initiatives and how they protect species and habitats
• the role of ecological consultants in bat work and bat
conservation and the opportunity for consultants to
contribute to UK BAP targets
• the role of partner organisations in the delivery of the
UK BAP and how local action links to UK BAPs.
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Unit 2: Legislation, licensing and planning
2.4 Licensing
Differentiate between
licensed and unlicensed
activities
Describe the purposes of
the different licences
relating to bats
Apply for a personal or a
class survey licence
Recognise the role of the
different authorities within
the licensing process
Decide when it is
appropriate to apply for a
mitigation licence
Apply for a mitigation
licence
• current key actions, opportunities, threats, research
requirements and constraints to delivery for bats on
the UK BAP
• how otherwise illegal activities are licensed
• those illegal activities that can be licensed and under
which pieces of legislation these fall
• an understanding of Reasonable Avoidance
Measures that can be applied to avoid the need for a
licence
• that licences can be divided into four groups;
personal licences; class survey licences; general
licences and mitigation licences.
• the different personal licences available and their
role in different situations
• the purpose of general licences
• the purpose of the householder exclusion licence
• the purpose of the mitigation licence
• the differences in licences between the UK countries
• where to obtain guidance and application forms
• the process for validation, e.g. referees, trainer
• the training process and skills/experience required
for each licence type
• the renewal process and importance of updating
skills
• the conditions placed on licences (including
reporting requirements)
• who is responsible for granting the different types of
licences in the UK countries
• how the local planning authorities consider the three
tests before granting planning permission
• who is responsible for judging the three tests in a
mitigation licence application
• identify whether an offence will be committed
• the consideration of suitable alternatives for carrying
out development that will avoid the need for a
licence
• the three tests and their interpretation
• recent case law relating to this interpretation
• the most recent guidance on interpretation of
‘disturbance’, and apply assessment
• undertake the appropriate studies and surveys
(specific to the development site) to obtain this
information
• where to obtain guidance and application forms
• the role and responsibilities of the
ecologist/developer in the licence application
process
• the difference between the method statement and
reason statement and who is responsible for
completing each
• key points to cover in the application form
• the skills required to undertake the relevant work
• reporting under terms and conditions of the licence
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Unit 3: Preparation and planning of surveys
Unit contents:
3.1 Health and safety: Health and safety issues commonly associated with bat surveys
3.2 Planning surveys: Identify the need for, and plan and report on, bat survey work including the range of surveys
that can be used, limitations and current guidance
Section
3.1 Health and
safety
Performance Criteria
You must be able to:
Explain why health and
safety (H&S) issues are
important
Recognise the need for
risk assessments
Apply health and safety
appropriate to the
circumstances
Recognise the risks
associated with European
Bat Lyssavirus (EBLV)
3.2 Planning
surveys
Identify the objectives of a
survey
Identify appropriate
techniques for surveying
Knowledge and skills
You must know and understand/You must be able to:
• the importance of H&S issues and the relevant
legislation relating to oneself and third party safety
• employers’/own H&S liability
• the need for adequate insurance relating to the work
to be undertaken
• the need to consider biosecurity e.g. white-nose
syndrome
• why risk assessments are necessary
• complete risk assessments for various activities
• assess and respond appropriately to unexpected risks
encountered during a survey
• the safety training required for different types of
underground sites/working at height/working in
confined spaces
• the importance of health and safety when working
with members of the public or other volunteers
• the range of health and safety risks to consider for
different groups and individuals
• the small risk posed to humans by British bats and
EBLV
• the need to follow best practice with regards to
gloves and vaccinations
• the processes to follow if a bat bite incident occurs,
or a bat is suspected of carrying EBLV
• legislative and planning requirements
• establish the objectives of the survey and identify
simple survey techniques
• that the objectives of the survey may include the
need to establish:
- likelihood of particular buildings, structures, trees
and other features to support bats
- presence or absence and estimates of numbers of
bats
- specific features used within the survey area by
roosting bats
- areas and features of importance for particular
species whilst foraging, commuting or migrating
- seasonal usage of an area or roost by bats
- the effect of a proposed activity or development on
bat behaviour
- opportunities for enhancement of bat habitat that
may be possible within any given area
- distribution of bat species across the site and
surrounding areas
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Unit 3: Preparation and planning of surveys
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Undertake a preliminary
ecological appraisal
List the types of survey
techniques available and
when to use them
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Identify the level of
surveys and surveyors
required for a
development
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Recognise the limitations
of different survey
techniques
Plan surveys
•
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•
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- improved understanding of bat behaviour within a
specific species or at a particular location
select survey techniques suitable for the purpose and
objectives of the bat survey
establish the timings and duration of surveys and the
level of experience required
the importance of accounting for the size, nature and
complexity of the survey site
compile a desk study and carry out a preliminary
ecological appraisal to inform the scoping exercise
and devise basic survey methods
undertake a scoping exercise to determine what
survey work is required from assessment of findings
in relation to survey objectives
how different survey methods may be suitable for
different structures
assess which survey techniques may be suitable for:
- a building or bridge roost
- tree roost
- underground roost
- swarming site
- foraging area
- commuting route
- migration route
identify a combination of survey techniques for use
at large or complex sites
the importance of obtaining information from noninvasive detector surveys (manual and automated)
before considering implementing any invasive
techniques
how survey effort is dependent on:
- type and scale of the proposed activity or project
and its potential impacts on bats
- size, nature and complexity of the development
- proximity of designated sites
- value of surrounding habitats for bats
- known bat populations in the area
how the number of surveyors is dependent on:
- the area of development
- the bat potential of the site
- the objective(s) of the survey
why single survey methods are rarely used in
isolation
the survey principles outlined in national guidance
documents
that the level of survey effort should be
proportionate to the likely use of the site by bats and
the potential effects of the proposed development on
the species present
how to combine both timings and techniques of
surveys to produce comprehensive information
the limitations that equipment use places on bat
activity surveys (manual and automated)
how results of observations are biased by detection
methods
implement additional survey techniques to address
equipment limitations
what data is required to meet survey objectives
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Unit 3: Preparation and planning of surveys
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Recognise and overcome
constraints associated with
surveys
•
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how this data will be analysed
site/land access permission requirements
plan an initial assessment of the use of a site by bats
plan a roost count
plan a presence/absence survey for a small
habitat/area
plan a survey to measure the level of activity at a
given site
plan further surveys required for potential
hibernation and maternity roosts
plan a long-term seasonal monitoring programme of
bats in an area
plan a survey/programme to understand bat activity
and bat use of a landscape
develop statistically robust surveys to assess
abundance and distribution of bats
plan research to help fill gaps in knowledge
how seasonality and conditions might affect surveys
animal welfare issues associated with surveys
safely overcome difficult or unsafe access
work within approved survey guidelines
recognise when evidence may have been removed,
and what this may mean
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Unit 4: Survey techniques and equipment
Unit contents:
4.1 Recording information: Record and understand survey effort and data required when surveying
4.2 Activity surveys: Use a range of bat detectors in the field, to undertake and devise activity surveys for bats
4.3 Roost surveys: Locate sites used by bats as roosts or hibernacula, to identify where and when in the site the bats
roost, the likely species involved and assess the likely impacts
4.4 Catching bats: Catching bats with a static hand net, mist net, harp trap. Including the advanced method of
enhancing capture rate by the use of a sonic lure
4.5 Marking bats: Marking bats for later re-identification, including short and long duration methods of marking
Section
4.1 Recording
information
Performance Criteria
You must be able to:
Recognise why bat
information should be
recorded
Record information in
standard formats
Recognise the importance
of accurate biological
recording and how to
collect this data
Record data from
individual bat surveys
Recognise where to send
data
Explain data ownership
Describe the principles of
the Data Protection Act
Prepare reports
Knowledge and skills
You must know and understand/You must be able to:
• when and why information should be recorded
• where information is stored and who to contact for
information
• relevant guidelines for recording information
• use a standardised format for recording data
• complete a standard form for a more complex
situation such as a mitigation licence application
• the level of information that should be recorded
• the need for validation
• the network of recording agencies in the UK
• advanced biological record validation
• record details of presence
• record appropriate information to report on the
findings of a bat survey
• record data relating to complex roost structures,
complex underground sites, single roost trees in a
wood, flight line data
• record evidence where an offence may have been
caused
• record and use data for distribution mapping
• record data from radio-tracking
• where bat records are held, the formats and the types
of databases used
• the role of the National Biodiversity Network and
Local Biological Record Centres in data collection
• who owns the data and rights to use
• legal issues surrounding bat data collected through
commercial contracts
• terms and conditions for the use of data sets (NBN,
LBRCs etc)
• how this affects the sharing and release of data
•
•
•
•
•
available guidance on report writing
explain limitations and constraints of surveys
report back concisely and clearly on findings
produce a survey report
draft a mitigation licence application for a
development that will result in the loss of an
Annexe II species maternity or hibernation roosts
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Unit 4: Survey techniques and equipment
4.2 Activity surveys
Use heterodyne detectors
in the field
Use broadband detectors
in the field
Use static detectors in the
field
Undertake manual field
surveys
Identify bats in the field
• prepare a report on long-term seasonal use of a site,
including an assessment of population trends where
appropriate
• the advantages and limitations of a heterodyne
detector
• recognise when the use of a heterodyne detectors is
appropriate
• undertake surveys (e.g. emergence, dawn surveys
and transects) with a heterodyne detector
• the advantages and limitations of different
broadband systems
• recognise when the use of a broadband detector is
appropriate
• the differences of frequency division and time
expansion detectors
• undertake surveys (e.g. emergence, dawn surveys
and transects) with a broadband detector and make
recordings
• identify, where possible, species present on an
activity survey
• the advantages and limitations of static detectors
• recognise when the use of a static detector is
appropriate
• the set-up and maintenance static detectors
• how static detectors can complement other activity
surveys
• use static detectors in the field
• use detectors to determine presence/absence of a
species
• determine the intensity of bat activity both spatially
and temporally
• determine the type of activity, most usually:
- foraging
- commuting
- swarming
• identify roosts by tracking bat flight paths or
observing dawn flight activity
• identify emergence of bats from a building or built
structure
• devise a detailed activity survey schedule for largescale sites
• record:
- echolocation calls
- patterns of flight
- apparent size
- height
- location and habitat
- type of activity – feeding, commuting
- time of activity
- weather conditions
• use heterodyne detectors to listen to:
- the time between calls
- relative loudness
- change in pitch
- tune through frequency range of a call
• confidently identify to a likely species using
heterodyne detectors (with the exception of the
Myotis and Plecotus genuses)
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Unit 4: Survey techniques and equipment
4.3 Roost surveys
Recognise social calling in
bats
Use bat droppings and bat
urine to locate bat activity
sites and roosts
Use grease marks and
other signs to locate bat
roosting places
Use insect prey remains to
locate night feeding sites
Locate bats by smell
Locate live bats in
exposed positions in
structures
Locate live bats in
crevices
Survey bat boxes safely
Locate live bats in
underground sites (cellars,
mines, ice-houses, limekilns, tunnels, caves etc.)
• different types of social calling
• identify social calls of bats
• where droppings and urine spots are most likely to
occur
• identify bat droppings and urine spots
• identify bat roosts/access points and read behaviour
from droppings and urine spot patterns
• indicate likely bat species by droppings size, quality
and location.
• identify likely use of site
• locate, and identify a roost entrance from grease
marks and/or scratches at a roost entrance
• locate roosting places by scratches, wear, clean area,
etc
• distinguish on a tree between bat marks and those
from other animals or weathering
• locate collections of insect remains
• distinguish between prey remains from a bat and that
of other animals
• identify likely bat species involved based on prey
items, site and location.
• how smell can be used to identify bat presence
• use smell to identify the likelihood of bat presence
• the likely places to look for roosting bats
• visually locate bats in exposed places
• identify to a likely species when in situ (with the
exception of whiskered/Brandt’s/Alcathoe)
• the likely crevices where bats may be found
• what equipment is available to search crevices
• use appropriate simple equipment
• identify bats to a likely species when in situ (with
the exception of whiskered/Brandt’s/Alcathoe)
• locate bats which are not visible, but audible
• use of more complex equipment
• the construction and how the box works
• when bats are vulnerable to disturbance and the
impact of bat box checking at these times
• safely open and close the box
• distinguish between bat and bird droppings in a box
• likely positions where bats will be located
• the disturbance potential to bats at hibernation sites
and the possible effects this could have on bat
populations
• likely uses made by bats of such sites throughout the
year
• the optimum times for carrying out surveys in order
to locate bats
• that a degree of uncertainty is acceptable when
identifying bats
• locate obvious exposed bats
• survey the site carefully and effectively with simple
correct equipment
• locate hibernating bats deep in a structure where
little is visible
• identify hibernating bats in situ to a likely species
(with the exception of whiskered/Brandt’s/Alcathoe)
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Unit 4: Survey techniques and equipment
Locate likely tree roosting
sites
4.4 Catching bats
Identify situations where
static net use is
appropriate
Identify situations where
mist net/harp trap use is
appropriate
Identify which mist
nets/harp traps are
appropriate for catching
bats
Justify the purpose of
catching bats with a static
net, i.e. why do it, is there
an alternative, sample
sizes
Justify the purpose of
catching bats with a mist
net/harp trap, i.e. why do
it, is there an alternative,
sample sizes
Recognise the effect
capture can have on each
species/reproductive status
including variations in
effect depending on
timing of captures
Use a static net to catch
bats with acceptable
disturbance
Use a mist net/harp trap to
catch bats with acceptable
disturbance
Explain trap placement
and how to maximise
efficiency/suit purpose
Identify the most
appropriate protocol to use
when catching bats
Recall when techniques to
lure bats could be
employed
Describe the difference in
impact on bats between
use of capture by mist nets
and harp traps
• methods for identifying roosts
• identify obvious likely holes in the main
trunks/major branches from the ground
• identify likely roosting sites in trees from the ground
• survey the tree carefully and effectively with correct
equipment
• when capture of bats is necessary and appropriate
using a static net
• the necessary licence and data returns required to
use a static net
• when capture of bats is necessary and appropriate
using a harp trap/mist net
• the necessary licence and data returns required to
use a mist net/harp trap
• available net/trap manufacturers
• how different nets/traps have different effects on
catching bats
• judge the number of bats that need to be captured
• the need to justify the reasoning for static net use at
a specific site
• the need to catch the minimum number of bats with
minimum disturbance for the purpose
• judge the number of bats that need to be captured
• the need to justify the reasoning for the use of a
net/trap at a specific site
• the need to catch the minimum number of bats with
minimum disturbance
• when bats are vulnerable
• the likely effect of catching bats at different
reproductive stages
• incidental disturbance to bats not captured
• how long should be spent catching with a static net
• use a static net to capture and release bats without
causing them damage
• use a mist net/harp trap in a variety of situations
• use a mist net/harp trap to capture and release bats
without causing them damage
• bats’ use of habitat
• identify the likely flightlines used by bats in
different habitats
• harp trap/mist net placement relative to bats’
flightlines to maximise capture efficiency
• the likely capture frequency in different habitats and
with different equipment
• how long should be spent catching and with how
many harp traps/mist nets
• bats’ social calls and social interactions
• relevant licence requirement for the use of a lure
• limitations of harp traps mist nets for certain species
• safe and appropriate use of lures
• the different adverse effects the two types of
trapping systems have on bats
• optimum frequency of checking of mist nets for bats
as opposed to harp traps
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Unit 4: Survey techniques and equipment
4.5 Marking bats
Identify which methods of
marking are appropriate
Recall that bats fitted with
radio transmitters can be
used to locate roosting
places and obtain foraging
data
Identify situations where
marking is appropriate
Justify the purpose of
marking bats
Recognise the effect
marking can have on each
species/reproductive status
Use equipment to mark
bats with minimal
disturbance
• available methods of marking
• relevant licensing requirements
• how different marking methods have different
effects on bats and their different durations
• assign a marking method to a particular purpose
• limitations of different marking methods
• limitations of this technique
• what can be achieved during the short life of the
transmitter
• aerial design for accuracy of pin-pointing roosting
places
• the different methods that are appropriate for the
survey objectives
• use radio-tracking equipment effectively to pin-point
exact roosting places
• use radio-tracking equipment effectively to collect
data on foraging areas used by tagged bats
• when marking is necessary
• what type of marking is most appropriate for a
particular situation
• the purpose of marking
• provide justification for the use of marking using
examples
• the need to mark the minimum number of bats with
minimum disturbance for the purpose
• judge the number of bats that need to be marked for
the purpose
• when bats are particularly vulnerable
• likely effect of marking bats at different reproductive
stages
• use equipment safely
• use equipment to mark bats without causing them
damage
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Unit 5: Bat identification
Unit contents:
5.1 Bat identification visually and in the hand: Identification of bats through visual observations (e.g. when in bat
boxes or crevices) and when in the hand
(I.D in the hand information must be used in conjunction with handling module)
Please note that the handling of live bats should only be carried out by appropriately licensed and vaccinated individuals when
necessary for the purposes of the situation.
Section
5.1 Bat
identification
visually and in the
hand
Performance Criteria
You must be able to:
Identify a live or dead bat
from its physical
characteristics
Identify a bat when in a
crevice or bat box
Differentiate between
sexes
Differentiate between age
classes
Assess the reproductive
status of an individual
Knowledge and skills
You must know and understand/You must be able to:
• basic bat anatomy
• recognise that there is variation in the physical
characteristics of individual bats
• that a degree of uncertainty is acceptable
• identify and measure criteria required by a key on a
complete bat
• identify to a likely species (with the exception of
whiskered/Brandt’s/Alcathoe)
• identify when the bat is not a native species
• examine teeth in a live bat
• identify cryptic species using teeth, size and skull
shape
• key identification features for different species
• identify a bat to a likely species (with the exception
of whiskered/Brandt’s/Alcathoe) with minimum
disturbance
• estimate the number of individuals in a bat box with
minimum disturbance
• difference in males and females
• changes in fur and skin colours during the year
between sexes
• sex a live bat
• differences between adults and young flying bats
• the difficulty of this technique in the latter part of the
season
• changes in fur and skin colours with age
• differentiate between adult and juvenile bats
• the reproductive cycle and how this will affect the
signs used to assess reproductive status throughout
the season
• categorise a female as pregnant, lactating, postlactating or non-breeding
• identify a sexually active male
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Unit 6: Interpreting data and assessing impacts
Unit contents:
6.1 Interpreting data and assessing impacts: Interpreting data from bat surveys and the use of this information to assess
and determine the impacts of development
Section
6.1 Interpreting
data and assessing
impacts
Performance Criteria
You must be able to:
Interpret acoustic data
Interpret survey results
Assess impacts
Knowledge and skills
You must know and understand/You must be able to:
• different types of analysis software
• the problems of data transfer
• use a software package to:
- analyse field recordings
- measure call parameters
- compare to published results
- understand common ways that call sequences vary
• identify echolocation calls to a likely species group
where possible and understand the limits of
identification
• basic interpretation of bat activity from ultrasound calls
• identify echolocation and social calls to a species where
possible
• the limitations of data analysis, especially in cluttered
habitats and where species have overlapping call
parameters such as Myotis species
• compile and access a call library
• how signals are analysed
• how the analysis affects the extraction of key parameters
• advanced interpretation of bat activity using statistical
techniques
• compile results for each species and determine the extent
and pattern of activity for species, or groups as required
• determine temporal and seasonal changes across a site
• identify areas of importance, from the extent or type of
activity
• estimate the number of bats using a site
• determine the type of roost/site present
• determine the extent to which the species identified in
the roost rely on the surrounding habitat and the rest of
the site
• identify survey limitations and apply this to the survey
findings
• determine the overall importance of the site at a local,
regional and national level
• identify the potential short and long-term impacts that a
development proposal will have on the bats at a site
level
• determine the extent of this impact on bats at both a site
level and in a wider context e.g. regionally
• summarise the cumulative scale of site level impacts in
relation to population viability
• summarise the cumulative scale of impacts to the wider
bat population
• the need to consider these impacts in the spatial and
temporal context
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Unit 7: Mitigating for development impacts
Unit contents:
7.1 Man-made roost mitigation: Managing bat roosts for the benefit and conservation of bats, whilst considering the
influence of various external factors and the needs of third parties
7.2 Natural roosts and habitat mitigation: Understanding the habitat requirements of bats and the skills necessary to
apply this knowledge, as appropriate, to the management of habitats in a way that is sympathetic towards their needs
7.3 Post mitigation monitoring: Undertaking monitoring exercises for bats
Section
7.1 Man-made
roost mitigation
Performance Criteria
You must be able to:
Recognise the principles
underpinning the design
and implementation of
successful mitigation
schemes
Manage existing roosts
Carry out work to
minimise potential impacts
to an extent where
disturbance can be
avoided
Recognise how to (safely
and legally) physically
modify and alter the
environment within and
around bat roosts
Knowledge and skills
You must know and understand/You must be able to:
• the ways in which the suitability of a roost can be
affected by disturbance/alteration
• the effect of altering conditions such as lighting,
temperature, area, air flow and noise levels on a
roost
• the potential effects of energy-saving initiatives on
bat roosting and foraging opportunities
• how alterations in habitat in and around a roost, and
micro-climate within a roost can benefit, or be to the
detriment, of bats
• how providing additional roosting places can affect
bat numbers
• the difference between mitigation and compensation
• the three underlying principles that influence the
design of a mitigation scheme
• reduce problems by providing practical advice
• identify key features to be maintained and protected
for the future and devise suitable management for
roost sites
• the optimum season for works in different types of
roosts
• the methods of work that should be considered to
avoid and minimise disturbance
• oversee contractors when carrying out works as
outlined within a method statement
• in what instances works can be carried out without a
licence
• draft a method statement for works suitable both for
contractors and to satisfy legal obligations
• the principle of continued ecological functionality
• identify the critical factors that need to be retained
• determine from survey results the extent to which
these critical factors can be modified as part of a
development
• prepare a suitable schedule of works for contractors
• draft and design specifications suitable for informing
architects, builders and planning and licensing
bodies about minor alteration work to be carried out
• draft and design specifications for multi species
and/or maternity roosts of importance
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Unit 7: Mitigating for development impacts
Undertake roost creation,
restoration and
enhancement
7.2 Natural roosts
and habitat
mitigation
Devise long-term habitat
management and
maintenance
Recognise the importance
of tree roosts and
woodland management
• when it is appropriate to use purpose-built roosts and
the different types available
• the importance of appropriate siting and the
improvement of the environment directly outside a
roost
• ways in which roosting opportunities can be
incorporated into new buildings
• prepare a generic management plan for bats using
the site
• liaise with architects to provide technical
specifications necessary to incorporate roosting
features into the build at the design stage
• prepare a comprehensive management plan for a
major roost alteration/creation, for several bat
species
• devise schemes to retain and enhance appropriate
landscape features that protect and benefit bats using
the site
• how habitat fragmentation affects bat populations
• the general principles concerning habitat
management for bats
• how unrelated management operations in an area can
have a cumulative effect on bat populations
• how lighting can affect bat activity
• how some impacts are detrimental to some bat
species, but are good for other bats or other animal
species
• how specific management practices can affect
individual bat species
• that other species conservation schemes may be
beneficial or detrimental for bats
• advantages of different grazing animals and
densities, and problems with pesticides for some bat
species
• the different agri-environment schemes that apply in
each of the UK countries and how each can be used
for the benefit of bats.
• produce generic habitat management measures
appropriate to most British bats
• use experience and survey results to devise schemes
to benefit particular species/groups of species.
• promote appropriate site-specific and where
appropriate species specific habitat management
measures
• produce detailed management plans for sites with
important bat populations (including designated
sites) and balance the needs of bats against other
conservation priorities
• liaise with landscape architects to produce large
scale habitat mitigation
• protect a roost by reduction, propping, strapping
• mark a tree and protect from felling, trimming, etc
• design selective felling schemes around known
roosts
• devise woodland management plans to provide
continuous habitat and retain structural diversity
within a woodland
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Unit 7: Mitigating for development impacts
7.3 Post mitigation
monitoring
Explain post-development
population monitoring
Recognise the end-user of
monitoring information
(e.g. local bat groups,
LBRCs, SNCOs and BCT)
• produce a basic report of findings to pass to relevant
recipient
• the objectives, aims and proposed outcomes of
monitoring projects
• the importance of monitoring of bat roosts and the
need for appropriate long-term monitoring and
management
• the type of cases in which post development
monitoring is required as part of a mitigation licence
• the limitations of different monitoring methods
• use of advanced survey techniques for monitoring
• design and undertake post development monitoring
(where appropriate) for commoner species as part of
the mitigation licence application process
• set up a long-term monitoring project for a known
roost or target area ensuring survey skills are
appropriate to the project .
• design a monitoring programme for rarer Annex II
and other UK bat species including postdevelopment monitoring as part of the mitigation
licence application process
• write high quality technical reports and scientific
papers for peer review on the findings of monitoring
projects
• to whom to send biological records
• how bat monitoring data are used by these different
recipients and issues surrounding confidentiality
• how bat monitoring data contribute to bat
conservation
• the legal and conservation importance of bat
monitoring as part of mitigation licence application
process
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Unit 8: Bat handling
Unit contents:
8.1 Bat handling: Safely and competently handling bats
Please note that the handling of live bats should only be carried out by appropriately licensed and vaccinated individuals when
necessary for the purposes of the situation.
Section
8.1 Bat handling
Performance Criteria
You must be able to:
Assess the risks involved
in handling the bat
Recognise the legal basis
for handling bats
Wear the necessary
protective clothing
Use suitable handling
methods
Demonstrate safe
collection and
transportation of a bat to a
carer
Demonstrate safe working
procedures
Knowledge and skills
You must know and understand/You must be able to:
• the sensitive times of a bat’s year when extra care
needs to be taken during handling
• assess whether the handling of a bat is necessary
• assess the risk to the potential handler (from disease
or injury)
• move a grounded bat without directly handling it
• the relevant bat and animal welfare legislation, and
how it relates to the situation
• that protective gloves appropriate to the task must be
worn
• why these should be worn
• the basic anatomy of the bat and how it can be
damaged
• the appropriate techniques of handling for the
species, situation and age of bat concerned
• the welfare issues to be aware of such as bats
becoming torpid
• your own responsibility under health and safety
legislation
• the protocols for handling bats according to your
employer/organisation
• the appropriate techniques of handling for specific purposes e.g. marking
• use a basic method of handling that is appropriate
for all bats, which minimises stress to the bat and the
likelihood of being bitten
• hold a bat securely so it can be seen by others
• manipulate and examine a bat to determine likely
species, age and sex
• weigh and measure a bat
• transport a bat (to a rehabilitator if required)
• work safely, without endangering the health of
yourself, members of the public or other bats
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Unit 9: Communication
Unit contents:
9.1 Written: Producing clear and concise written reports regarding the findings and subsequent recommendations of a
survey
9.2 Verbal: Communicating information and recommendations regarding a survey in verbal form to relevant audiences.
Section
9.1 Written
Performance Criteria Knowledge and skills
You must be able to:
You must know and understand/You must be able to:
Communicate with
different audiences
Produce competent
reports
•
•
•
•
•
•
•
•
•
•
9.2 Verbal
Recognise how and
communication when to communicate
skills
verbally
Communicate with a
range of audiences
Deal with difficult
individuals/situations
when the use of email communication is appropriate
present written information in a clear, concise manner
report back in writing to the client clearly and concisely
produce what is to be expressed; no vague or ambiguous
communication
the importance of following standard guidance on report
writing
produce well expressed written documents, neatly produced
and spell-checked, illustrated where appropriate
write good reports, following a tested formula, to explain the
findings of a survey as well as the survey limitations
provide written reports to a wide range of audiences
produce detailed survey reports as part of the mitigation
licence application process
produce detailed reports regarding specifications of mitigation
and monitoring requirements
• keep verbal information clear and without jargon
• the importance of articulate conversation, good eye contact or
a good phone manner
• when to communicate, so that people are not left uninformed
• when not to communicate to avoid overwhelming people with
too much or useless information or at an inopportune moment
• tailor communication to the audience
• select the most effective communication method to produce the
required result
• the importance of two-way communication to understand the
needs of the client, the bats and how to propose possible
solutions
• work amicably and efficiently with other
individuals/colleagues involved in the project and whilst on
site during the course of a survey
• liaise with landowners to agree access
• communicate with clients, developers, SNCOs, and other
professionals
• provide advice to a range of individuals
• provide oral reports to a wide range of audiences
• the appropriate organisations/individuals to signpost people to
• what resources are available to various audiences
• judge and calmly deal with difficult situations
• who to/where to refer concerned individuals
• barriers to communication with another person and consider
ways of removing the barrier
• help other people communicate with each other where there are
complex barriers
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Further reading
Please note that this is not an exhaustive list
Altringham, J. D. (2011). Bats: From Evolution to Conservation. Oxford University Press, Edition 2.
European Commission (2001). Assessment of Plans and Projects Significantly Affecting Natura 2000 Sites –
Methodological Guidance on the Provisions of Article 6 (3) and (4) of the Habitats Directive.
Bat Conservation Trust. Achieving Professional Standards Through BCT Courses. (2012). Bat Conservation Trust
Bat Conservation Trust. Bat Surveys: Good Practice Guidelines. 2nd edition (2012). Bat Conservation Trust
Boye, P. and Dietz, M. (2005). Research Report No 661: Development of Good Practice Guidelines for Woodland
Management for Bats. English Nature, Peterborough
British Standards Institute. British Standard for Biodiversity; A code of practice for planning and development.
Highways Agency. Design Manual for Roads and Bridges Volume 10, Section 4 Pt. 3 (80/99)
Dietz, C., Von Helversen, O. and Nill, D. (2009). Bats of Britain, Europe and Northwest Africa. A & C Black
Dytham C. (2011). Choosing and Using Statistics – A Biologists Guide 3rd Edition. Wiley-Blackwell. ISBN 978-14051-9839-4
Entwhistle, A.C., Harris, S., Hutson, A.M., Racey, P.A., Walsh, A. (2001). Habitat Management for Bats: A Guide for
Land Managers, Land Owners and Their Advisors. Joint Nature Conservation Committee
Forestry Commission England, Forestry Commission Wales, Bat Conservation Trust, Countryside Council for Wales
and Natural England. (2005). Woodland Management for Bats. Forestry Commission, England.
Fowler J & Cohen L. (1990). Practical statistics for field biologists. John Wiley & Sons Ltd, West Sussex.
European Commission. Guidance document on the strict protection of animal species of Community interest under the
Habitats Directive 92/43/EEC
Institute of Ecology and Environmental Management (2012). Guidelines for Ecological Impact Assessment.
Harris S and Yalden D.W (2008). Mammals of the British Isles: Handbook, 4th edition. The Mammal Society.
Institute of Ecology and Environmental Management: Code of Professional Conduct
Institute of Ecology and Environmental Management (2012). Guidelines for Preliminary Ecological Appraisal.
Jones K.E. and Walsh, A. (2001). A guide to British bats. Field Studies Council / Mammal Society.
Kenward, R. E. (2000). A Manual for Wildlife Radio Tagging (2nd Edn). Academic Press.
Kunz T H, R Hodgkison & C D Weise (2009). Methods of Capturing and Handling Bats. In Ecological and
Behavioural Methods for the Study of Bats 2nd Edition Edited by T H Kunz & S Parsons. The John Hopkins University
Press.
British Standards Institution (2006). PAS 2010 Planning to Halt the Loss of Biodiversity: Biodiversity Conservation
Standards for Planning in the UK.
Richardson, P. (2002). Bats. Natural History Museum. 2011 reprint
Russ, J. (2012). British Bat Calls: A Guide to Species Identification, Pelagic Publishing.
Schober, W and Grimmberger, E. (1997). The Bats of Europe and North America. Knowing Them, Identifying Them,
Protecting Them. TFH Publications.
Williams C (2010). Biodiversity for Low and Zero Carbon Buildings: A Technical Guide for New Build, RIBA
Publishing.
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