PRINCIPLES OF ASSET MANAGEMENT - Eppley Instituteeppley.org/wp-content/uploads/uploads/file/62/FMLP09... · 2017. 10. 30. · Principles of Asset Management 2009 i Agenda MENTOR WORKSHOP

PRINCIPLES OF ASSET MANAGEMENT

Mentor Guide

Name:

Acknowledgements The following individuals contributed to the course development or instruction of the Principles of Asset Management course: Melissa Axtman National Park Service David Beaver National Park Service Duane Bubac National Park Service Mike Burns National Park Service John Chekan National Park Service Wayne Challoner National Park Service Betsy Dodson National Park Service Art Frederick National Park Service Tim Harvey National Park Service Mike LeBorgne National Park Service Joel Lynch National Park Service Don Mannel National Park Service Darryl McLeod National Park Service Jeri Mihalic National Park Service Kevin Percival National Park Service Brian Strack National Park Service Alan Sumeriski National Park Service Lisa Turacek National Park Service The following individuals contributed to the course revision or instruction of the Principles of Asset Management course: Matthew Berry Eppley Institute Zachary Carnagey Eppley Institute Allene Lowrey Eppley Institute Christy McCormick Eppley Institute Allison Parman Eppley Institute Steve Wolter Eppley Institute

This document may not be duplicated without the permission of the Eppley Institute for Parks and Public Lands, Indiana University. The National Park Service and federal agencies may duplicate it for training and administrative purposes, provided that appropriate written acknowledgement is given. No other state or local agency, university,

contractor, or individual shall duplicate the document without the permission of Indiana University

Copyright 2009, the Trustees of Indiana University on behalf of the Eppley Institute for Parks and Public Lands

TABLE OF CONTENTS

Mentor Workshop Agenda ................................................................................................ i Student Biographies Facility Manager Leaders Program-Class of 2008-2009 ................ ii Mentor Biographies Facility Manager Leaders Program-Class of 2008-2009 ............. xxiii Introduction: Welcome to Gatlinburg, TN! ....................................................................... xl

CHAPTER ONE THURSDAY, MAY 7TH, 2009 .......................................................................... 1

Course of Study Principles of Asset Management .......................................................... 2

Distributed Learning Session #1 ...................................................................................... 4 Advanced Facility Management Practices ....................................................................... 6 Distributed Learning Session #2 .................................................................................... 13 Capstone study in facility management ......................................................................... 15 Famous Mentor-Protégé Pairings Quiz ......................................................................... 18

AN INTRODUCTION TO MENTORING ........................................................................ 24

Tips for Building a Mentoring Culture ............................................................................ 26

Introduction to the Facility Manager Competencies and Lifelong Learning ................... 28 NPS Facility Manager Leaders Program (FMLP) Request for Developmental Activity .. 45

Request for Developmental Activity ............................................................................... 45 NPS FMLP Request for Developmental Activity ............................................................ 46

Mentoring Techniques and Keeping the Enthusiasm Alive ........................................... 76 Tips for Mentors ............................................................................................................. 78 Advice to future FMLP Mentors ..................................................................................... 80

CHAPTER TWO DLS #1 ACTIVITIES AND REQUIREMENTS .............................................. 81

Required Forms: FMLP Monthly Report ........................................................................ 82 Required E-Courses ...................................................................................................... 84 Developmental Activities: .............................................................................................. 85

Independent Study Activities ......................................................................................... 87

Web Conference User Guide....................................................................................... 102

CHAPTER THREE FRIDAY, MAY 9TH, 2008 ....................................................................... 105

Mentoring Contract ...................................................................................................... 107 Mentor/Student Task List ............................................................................................. 109

Student Exercise: Getting to Know Your Mentor ......................................................... 110 Tips for Meeting with your Mentor ............................................................................... 112

CHAPTER FOUR FMLP E-PORTFOLIO MENTOR GUIDE .................................................. 113

Introduction .................................................................................................................. 114 Reviewing an Assignment ........................................................................................... 117

Frequently Asked Questions........................................................................................ 123 FMLP E-Portfolio Scavenger Hunt ............................................................................... 124

Principles of Asset Management

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Agenda

MENTOR WORKSHOP AGENDA

Thursday, May 7th, 2009

Time Session Guest Speaker(s) 8:00-8:30 am FMLP Mentoring Program Course Coordinators

John Chekan 8:30-9:00 am Getting to know the FMLP Class of ‗09-‗10 Christy McCormick

Jeri Mihalic 9:00-9:45 am Introduction to Mentoring Christy McCormick 10:00-11:00 am Breakout – Your Student‘s Self-Assessment and

Individual Development Plan (IDP) Jeri Mihalic

11:00 am-12:00 pm Breakout – Your Student‘s Request for

Developmental Activity (RDA) Christy McCormick

12:00-1:00 pm Lunch – Mentor/Student Informal Meet and Greet 1:00-1:45 pm Mentoring Techniques and keeping the Enthusiasm

alive Christy McCormick

1:45-2:30 pm FMLP Program Tools and Document Review Christy McCormick 2:45-4:00 pm Introduction to DLS #1 – Mentors and Students Course Coordinators

Christy McCormick 6:00-7:30 pm Dinner – Mentor/Student Informal Meet and Greet

Friday, May 9th, 2009

Time Session Guest Speaker(s) 8:00-8:30 am Introduction to Objective Four – Personal

Development Goals and Preparing for DLS #1 Jeri Mihalic

8:30-11:15 am Personal Development Goals – Mentor and Student

Meetings Betsy Dodson Steve Wolter

11:15 am-12:00 pm Course Evaluation, Closing, and Start of DLS #1 Betsy Dodson

Steve Wolter


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STUDENT BIOGRAPHIES FACILITY MANAGER LEADERS PROGRAM-CLASS OF 2008-2009

WILLIE BURKHARDT

Biography

Name: Willie Burkhardt Park: Yellowstone Position: Electrician Before my current position, I worked… as a maintenance worker. I applied to the Facility Manager Leaders Program because… I have special talents and skills that will help the organization and enable me to move up into a better position. I love working for the NPS because… I am always in a special place of natural wonders and beauty, and most folks are on vacation. I spend my free time… Running an electrical contracting business and fly fishing. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) I was semi-retired from 1988 to 1995 spending 3 to 4 months each year fly fishing and living on the beach in Central America – Mexico, Belize, Guatemala, and Honduras.

Statement of Intent

I hope to complement my participation in the Facility Management Leadership Program, by advancing to a Facility Manager Position, and developing the methods and tools I acquire through experience and further training to preserve and enhance the visitor experience of our National Parks, and provide for our employees. I aspire to effectively influence and contribute to the direction of assuring that our National Park facilities support and enhance our cultural and natural resources. I can‘t imagine our nation without our National Parks, and I can only hope to do the best I can to assure their continuation and enrichment. I hope to acquire a thorough understanding of Asset Management in the FMLP, to augment my previous experience in Operations and Maintenance. Further experience gained in Resource Stewardship and Business Management will aid me in resolving the difficult issues and decisions required of managing Park facilities. This framework to quantify assets, priorities, and values will serve to provide an orderly system to serve as the basis for guiding me in my professional development in the Facility Management arena of the National Park Service. I would also use my experience to identify those who display potential to excel in


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Facility Management and support and nurture the next generation of leaders in this field to carry on the professionalism and the mission of the NPS. The National Park Service will gain by having a manager that can utilize a rational system to make informed facilities decisions by using the information and guidance provided by the FMLP. The development of this program to provide the necessary tools to educate and equip facility managers helps to ensure a better outcome in a future of limited resources, and daunting challenges. Moreover, the training provided by the FMLP will enable me to increase my performance level for the NPS, and fill a critical position in the organization.

BRIAN DIETZ

Biography

Name: Brian R. Dietz Park: Canaveral National Seashore Position: Facility Manager Before my current position, I was a mid-level manager at a Nuclear Shipyard until it was closed. I then worked as the District Maintenance Supervisor in the Flamingo District of Everglades National Park from April 1999 until April 2008. I finished my Everglades career experience as the District Maintenance Supervisor in the Pine Island District from April 2008 through September 2008. I applied to the Facility Manager Leaders Program because I thought it a great opportunity to learn some new leadership skills and refine old ones. I love to be challenged and have been told I would be in this program. I love working for the NPS because it‘s like no other job, the demands and requirements seem to change daily, and each day is totally unlike the day before. I spend much of my free time reading historic non-fiction; focusing on American History from1860 through 1910. I also enjoy gardening, restoring old cars, and cooking. All of these hobbies go on hold during the NCAA football season when I have quality couch time every year from September through January. What is a little known fact that you would like to share? (for example your hidden guitar playing skill) I can sneeze like Donald Duck.

Statement of Intent

Three years ago I applied to the Facility Manager‘s Leadership Program. At that time I iterated that it was my intent to ―continue growing in my career to become a Facility Manager in the National Park Service and that I would do so regardless of the outcome of this application process‖. That effort has come to fruition. Today, I am a Facility Manager, but I feel that the Park Service would be better served had I been afforded this more intense training. As it is, I


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currently network with other Facility Managers throughout the Park Service to keep up to date with the implementation of the myriad of programs that the Park Service mandates through the year, but I would like to be more pro-active in my approach to Facility Management. I feel that this program would give me the increased confidence to be on the leading edge rather than on the following curve. With regard to future career development, I wish to continue my career with the National Park Service for the next fifteen years. In that time I hope to continue as a Facility Manager and take on more responsibility in a larger Park setting. I hope to develop career ladders within the park service for maintenance personnel and am interested in developing a Maintenance Mechanic Apprenticeship program. I feel that such a program would greatly benefit the National Park Service and provide the service with a pool of young, highly motivated, park indoctrinated personnel. Currently most maintenance staffs are made up of personnel that are in anticipation of retirement within the next 10 years. I believe that developing a program that attracts younger employees to the park service and trains them in the specifics of blueprint reading, basic carpentry, basic plumbing, basic electricity application and theory, and instills the values of historic preservation, conservation, and stewardship is essential to the continued success of the Park service in the post centennial years. It is my hope that selection to the Facility Managers Leadership program would provide me with the tools needed to bring that vision to reality.

JEFF DORYLAND

Biography

Name: Jeff Doryland Park: Olympic National Park Position: Facility Operations Specialist Before my current position, I worked… at Grand Canyon National Park as a Planner/ Estimator for two years. Prior to that, I worked one year in Housing Maintenance as a Maintenance Mechanic and six years for the Trails Program in various positions, including Laborer, Maintenance Worker and Work Leader. In total I have worked four years as a seasonal and ten years as a permanent employee for the NPS. Prior to working for the NPS, I worked in the restaurant business for thirteen years. I applied to the Facility Manager Leaders Program because… Facility Manager is the next logical step in my career and I would like to be as knowledgeable as possible about the requirements of the position. I love working for the NPS because… regardless of what my personal job entails, I know that I am working for a worthy organization with a mission that I support. The job security is nice, too. I spend my free time… with my family. We all enjoy day hiking and beachcombing. I spend a fair amount of time attending various events related to my twelve year-old daughter and


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fourteen year-old son. When I have some time to myself, I‘m usually working in my yard with a cold beer in close proximity. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) I do, in fact, play guitar. I‘ve been playing since I was in first grade, but I don‘t think I‘ve improved much. I can also play the saxophone. Most of the playing I do these days is when I‘m helping my kids. My son plays sax and guitar, and my daughter plays trombone and bass guitar. I love music and I love working puzzles. My favorites are cryptic crosswords and Sudoku. I can also ride a unicycle, although I haven‘t done it in quite some time.

Statement of Intent

For the past four years, the focus of my career has been asset management. As a Planner/ Estimator at Grand Canyon and, currently, as a Facility Operations Specialist at Olympic National Park I am extensively involved in the planning end of facility management. I enjoy the challenge of developing an effective plan and intend to remain in facility management for the foreseeable future. A good plan is necessary for a facility management program to be effective. However, building an effective program requires much more than a good plan. Issues such as employee relations, storm events, unscheduled breakdowns, funding initiatives and superintendent priorities, among others, arise constantly. A good facility manager is able to respond to these issues effectively while continuously moving forward with a plan and, at the same time, remaining flexible by constantly assessing and revising that plan. I anticipate that in my next position I will be a facility manager for a small park. I have the skills to create a good plan and the potential to be an excellent facility manager, but I recognize that I still have much to learn. The areas in which I need the most direction are supervision, conflict management, organizational skills and budget management. While I will improve in all of these areas as I gain experience through my current position and future positions, I believe that the Facility Management Leadership Program will enable me to achieve proficiency more rapidly. Much of the training I have received in the NPS has occurred long after the point when it would have been truly effective. I hope that acceptance into the FMLP will change that trend. Additionally, the NPS is a small community and I look forward to participating in a program where I can develop relationships with the people who will be my peers for the next twenty years. I participated in several test groups for the NPS and attended numerous training courses. I witnessed the process by which the NPS currently improves its business practices and training courses by implementing, reviewing and revising until a good product is obtained. For this reason, I make an effort to provide constructive criticism whenever given the opportunity. By taking a similar approach with the FMLP, I believe the NPS will develop a program that will provide its best managers. I would like to be a part and product of that process. Whether or not I am accepted into the FMLP, my personal goal will be to continuously improve my skills and understanding of facility management and the workings of the NPS as a whole. It is my hope that I am and will remain a valued and effective employee for the NPS until I retire.


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KEVIN DOWELL

Biography

Name: Kevin Dowell Park: Grand Canyon Position: Field Supervisor - Trails Before my current position, I worked… …for the US Peace Corps as a Water and Sanitation Specialist and for the US Agency for International Development as a Food Aid Program Manager in the West African country of Mauritania. After returning to the US in 1990 I worked as Utilities Consultant (water and wastewater) in the Pacific Northwest, first for the Indian Health Service in Seattle and then for a Non-Profit company in Oregon. After years of doing volunteer trail maintenance I decided to ―Follow my Bliss‖ (and my future wife) into a new career with the National Park Service. My NPS career began in 1998 as a seasonal trail worker at Mt. Rainier NP, and for the next five years I worked seasonally; trails at Mt Rainier, interpretation at Everglades NP and Denali NP, historic preservation at Rocky Mt NP, trails at Saguaro NP and then became a permanent trails employee at Grand Canyon NP in 2002 and was promoted to my current position in November, 2006. I applied to the Facility Manager Leaders Program because… …I enjoy the challenge of helping to run a large and complex trails program and wish to continue challenging myself with newer and more difficult positions in the park service. My strengths at the moment are leading, training, and managing crews in the execution of projects. I have less experience with the long term planning and funding applications such as FMSS and PMIS. It is my hope that this program will improve my leadership skills and provide me with the ability to plan and manage a complex facility operation. I love working for the NPS because… …I love building trails and preserving historic structures. With the National Park Service I can do both and do it in some of the most beautiful places in the country. In addition I truly believe in the mission of the park service, to preserve and protect special places for the enjoyment of current and future generations. We have been entrusted with the stewardship of places like the Grand Canyon or the Smoky Mountains and the kind of people that believe in this mission and truly accept that public trust are the kinds of people that I enjoy working with. I spend my free time… Canoeing, camping, hiking and traveling with my wife (Lori) and our two dogs (Salt and Soap). What is a little known fact that you would like to share? (for example your hidden guitar playing skills) I brew the beer I drink.


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Statement of Intent

I would like to be a leader in Trail Program Management and Facility Management within the National Park Service (NPS) and this training program will help me to achieve that goal. I am applying to the Facility Manager Leaders Program because I believe in the mission of the NPS and want to support it up to and beyond our Centennial. I came to the Service after starting a career in the water-wastewater field – first for the Peace Corps in West Africa and then for the Indian Health Service in the Pacific Northwest. Both agencies have commendable missions of service yet I truly found my place when I began working trails and interpretation for the National Park Service. I am currently in a wonderful position in my career. I enjoy the opportunity to get out in the field with my crews and maintain historic trails, build bridges, and construct new, accessible trails. At the same time I am challenged with the programmatic management of a large and complex trails program. To take this background of leadership and supervision of trail crews and expand it to the leadership and inspiration of NPS trail programs in the region or to lead and inspire the whole facility management division is a challenge that I want to take-on. The FMLP program will improve my understanding of the asset management process and improve my leadership skills in support of this goal. I love working in the field of trail management. I believe that trails are one of the most critical assets that we manage. The majority of people that come to visit our National Parks want to get out of their cars and walk on a trail – whether it‘s a half mile stroll along the rim of a canyon or a 50 mile backpack in the remote backcountry. Many of those trails were built or improved by the ―men of the CCC‖. The Park Service may have an opportunity in today‘s political and economic climate to create a program modeled after the CCC program of the 30‘s. This FMLP program has the potential to support and develop the leaders that will take that opportunity and create a Park revitalization program that will take us into our next century of stewardship. A deeper understanding leadership and a more thorough knowledge of the programs and systems that the NPS is using to identify, plan and fund future activities is critical to support my goal of revitalizing the management of trail systems in our National Parks.

JOHN HOLTZINGER

Biography

Name: John W. Holtzinger Jr. Park: Fort McHenry National Monument and Historic Shrine Position: Exhibit Specialist Before my current position, I worked…for the United States Coast Guard, Retiring as a Chief Warrant Officer with twenty-three years of service.


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I applied to the Facility Manager Leaders Program because… I wanted to become familiar with the NPS policies and procedures for facilities management. This will enable me to pursue a career as a Facility Manager. I love working for the NPS because… I can help preserve and maintain some of most spectacular places on earth. I spend my free time…helping family, friends and neighbors with anything that I can do from fixing lawn mowers, cutting firewood to playing ball and teaching knots to Boy Scouts. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) I‘ve owned the same vehicle for twenty years.

Statement of Intent

Since hired in February of 2007, my intensions are to become a Facility Manager for the NPS. I have met with my Facility Manager, discussing the avenues I have at my disposal for learning opportunities. One of them being the Facility Manager Leaders Program (FMLP), this program will enable me to complete my goals of becoming a Facility Manager. Another is to follow the Facilities Management Development Guide, develop an Individual Development Plan, and seek out special assignments, training opportunities or applying for other related job positions. I feel the FMLP will allow me to complete my goals by giving me the opportunities to learn from a structured environment using the proper tools, training, and personnel. I also understand the Facility Managers from yester year are going to start enjoying the fruits of their labor and retire. I would like the opportunity to share their knowledge and experiences of Facilities Management, so not all is lost from their hard work and dedication to the NPS. In preparation for my professional development over the last year, I am running the FMSS Program, using the Bridge Tool, and identifying PMIS projects that need updating and or closing. Currently I am COTR for $600K worth of Park projects, Parks Environmental Management System Team Coordinator and the Energy Management Team Coordinator. I have also advanced from a WG-7 to a WG-10 then to a GS 9/11 Exhibit Specialist. Received an EXCEPTIONAL rating on my Employee Performance Appraisal Plan and earned 80 Time off Award hours for my teamwork; ingenuity and knowledge; quantity and quality of work that I have displayed. I also met with a graduate student of the FMLP, after going over the program with him I feel with my U.S. Coast Guard background and present performance with the NPS I have the leadership, knowledge and ability to not only learn from the FMLP to become a Facilities Manager but make contributions from my experience in the Coast Guard as a Leader, Supervisor and Facility Manager. I plan to be in the NPS for a long time, hopefully I can become a Mentor in the program enabling future Facility Managers a successful career. I know all to well not one person alone can do everything but through networking, training and commitment we all can do our part to ensure the NPS assets are here for a long time to come and for everyone‘s enjoyment. If by chance I am not selected, I will continue my professional goals and development on my own using my IDP, Facility Manager and feedback I receive from several Superintends at Parks where I applied for the Facility Manager position.


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JASON HUART

Biography

Name: Jason Huart Park: AKRO Position: Civil Engineer Before my current position, I worked as a temporary General Engineer and Facility Management support person at the Alaska regional office. Before that I was in the Peace Corps in Honduras, working as a Water and Sanitation Engineer. I applied to the Facility Manager Leaders Program because… I want to expand my knowledge of the facility management field. I love working for the NPS because… I care about the mission of the NPS and it gives me the opportunity to work with some great people in beautiful places. I spend my free time… I like to hike, bike, fish, and canoe around Alaska. I am also involved with my rugby team. What is a little known fact that you would like to share? I LOVE hot dogs. I try to be healthy, but I am powerless to resist processed meat casings.

Statement of Intent

In my experience with the National Park Service (NPS), I have seen that facilities play a major role in the function of parks and the Service as a whole. My training as a civil engineer was in the designing and building of facilities and is still very near to my professional heart. I have come to realize that while design is important, a sound operations and maintenance plan is just as, if not more, important in the life of an asset. The main flaw that the NPS has in the maintenance division is the lack of proactive maintenance and the adoption of the de facto reactive approach. To this point, as a facility manager and an advisor to facility managers, I have striven to encourage the use of proactive and anticipatory maintenance plans, and I plan to continue this undertaking in the future. My work with the Park Asset Management Plan (PAMP) for parks in my region is one example of my mission and the shift of the NPS as a whole to a more proactive maintenance approach. I believe that the Facility Manager Leaders Program (FMLP) is a great way to train future facility managers in PAMP related planning and associated subjects. The understanding of the benefits of a proactive maintenance plan and the tools with which to achieve it, coupled with the fostering of leadership skills, can change the maintenance ethos of the NPS allowing staff to keep assets in better condition with limited funding.


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Personally, I believe the FMLP course can give me even better understanding and background knowledge of proactive asset management. I feel that the program can offer me a more well-rounded knowledge of facility management programs. In particular I would like to expand my knowledge of fund sources and funding management. The additional knowledge and leadership training available in the FMLP course would help me become a better leader and motivator in this field. I look forward to the challenge and opportunity to learn from the FMLP course and use that knowledge to become a more effective facility manager and help guide the NPS and its assets into the future.

DOUG LAW

Biography

Name: Douglas Law Park: Salem Maritime National Historic Site Saugus Ironworks National Historic Site Position: Woodcraftsman Before my current position, I worked… on preservation projects at 15 National Historic Sites and on over 100 historic structures. I applied to the Facility Manager Leaders Program because… I would like to further build my knowledge, skills, and abilities in order to provide the tools that help improve my overall performance in the facility management field. I love working for the NPS because… it gives me the opportunity to help preserve our national treasures so that they may be enjoyed by visitors today as well as future generations. I spend my free time… spending time with my family and restoring my antique home. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) I have coached youth sports for the past 10 years including baseball, softball, soccer, and football.

Statement of Intent

I intend to further build my knowledge, skills, and abilities through competency-based training in order to provide the tools that help improve my overall performance in the facility management field. I have a clear level of expectation over the long term and understand the required competencies that will enable me to become a fully successful NPS facility manager. Working with my supervisors, I have identified a learning plan which will help build a strong foundation to meet both the needs of the agency and myself. I will continue to find learning


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opportunities that will improve my knowledge of asset management, operations & maintenance, project management, stewardship, business management, supervision, and leadership. Understanding the uniqueness of managing historic resources over the total cost of ownership will allow me to develop relative to facility management as a discipline in the National Park Service. My goals for long term professional development are to protect the natural and cultural assets while improving the effectiveness of park facility management in the NPS. I would like to gain more responsibility and have a greater impact in decision making at the park or region level. I think the NPS will greatly gain from their experiences with the Facility Manager Leaders Program. Managing assets in the NPS are very unique and require specific skills and knowledge of doing business in the National Park Service. Developing the next generation of facility managers through the (FMLP) will help ensure a more standardized management philosophy. The (FMLP) will help me achieve my development within the facility management profession by allowing me to build on the competencies in an organized and structured way. This will greatly improve my ability to contribute to the NPS by allowing me to work effectively as a steward of the National Park Service.

CHERYL MARSH

Biography

Name: Cheryl Marsh Park: Lake Mead National Recreation Area Position: Facility Management System Specialist Before my current position, I worked… for the National Park Service in Yosemite National Park at the El Portal Wastewater Treatment Plant, concurrently I was the food service manager for Yosemite Institute residential field science school in Yosemite, El Portal Post Master on Saturdays , oh yea and I cleaned the one room school house every afternoon from September through June. Phew…..I was a workaholic. But I am in recovery! I applied to the Facility Manager Leaders Program because… I desire to be leader in facilities for the National Park Service and believe this program will equip me with some of the skills I need to reach that goal. I strive to be a lifelong learner and enjoy learning new skills. I love working for the NPS because… You get to work and sometimes live in places people dream about visiting. I have worked in the private sector and have never encountered the ―family‖ atmosphere that is shared amongst the NPS employees. There is a strong sense of pride and fellowship in the NPS. You can go to any park in the nation and feel the camaraderie. I also believe in the mission of the NPS and endeavor to keep our national treasures around for future generations. I spend my free time… What free time! Just kidding…. I lead a very active life outside of my work life. I pastor a church with my husband, which encompasses a lot of my free time. I enjoy gardening, especially growing vegetables. I attempt to play golf once in a while and when I


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can‘t play I walk my dog on the course. I like red wine, extra sharp cheddar cheese, good conversation and sunsets. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) Just became a first time grandmother to twin grandsons one month ago and also a post master.

Statement of Intent

My goal is to be part of the team that takes facility maintenance into the next decade. The future of the National Park Service will require the commitment of people who have a well rounded career path, complete with business experience, technical skills, project management experience and most importantly leadership skills. My goal is to be a Facility Manager in the NPS. My participation in the Facility Manager Leaders Program will be the vehicle to help me accomplish this goal. This program will allow me to enhance my skills in areas of leadership and management techniques. I have expert knowledge of the Facility Management Software System. Having such knowledge will allow me to focus on other facility manager competencies. I am fortunate to work in the Maintenance division in a large park, which allows me to work with experts in the field of maintenance, field operations and engineering. I plan to work alongside each work group of the division. To accomplish this endeavor I plan to assist each trade and field area with performing the actual tasks required to plan and complete work orders. This encompasses the journey level trades of electrician, plumbing, and building repair as well as spending time in each of the field areas. This goal will allow me to develop a better working knowledge of asset management from the field and operations level. I want to develop more skills in project management.. I will accomplish this by assisting the project engineers with a project from inception to completion. My experience with projects has been mainly in the data input into FMSS and PMIS. I would like to be involved with the planning and design phase, oversight and completion of a project. I want to develop stronger supervisory skills. I believe a good supervisor leads by example and has the ability to see the overall larger picture. Accomplishing the mission of the park service takes a team effort. I want to learn how to recognize the strengths of the members on my team and better utilize their efforts for the common goal. ―Many hands make light work,‖ when folks work together it can be both rewarding and motivating. The FMLP will give me the tools to accomplish this goal. I want to enlighten other divisions about the FMSS program. FMSS is a very powerful tool that affects all divisions in the NPS. One of my passions is to assist the other park service divisions in understanding the value that FMSS has in managing their work. To accomplish this I will offer training to the other divisions at Lake Mead. I believe that once they understand asset management better it will unify the park and assist in better


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management of the asset portfolio. I would incorporate this into the FMLP as an Independent Study project. Upon completion of the FMLP I will be equipped with skills I need to be a responsible manager with a stronger foundation to fulfill the Mission of the NPS.

SETH NELSON

Biography

Name: Seth Nelson Park: MWR, Voyageurs National Park Position: Facility Management Program Assistant Before my current position, I worked…As a City Park Superintendent in Monticello, MN. I applied to the Facility Manager Leaders Program because…I want to gain knowledge and skills that will help me become very successful in my Park Service Career. I love working for the NPS because… I believe strongly in the Park Service Mission and love the outdoors and opportunities it provides. I spend my free time…With my family and also hunting and fishing. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) Lying in the middle of a field in a layout blind surrounded by goose decoys and calling in geese as the sun breaks in the morning is one of my favorite places to be.

Statement of Intent

I have a commitment to the National Park Service to better the welfare of the park service and my park. I intend to do this by further educating myself in the business of facility management and overall park management. The long term goals I strive for are advancement in the national park service and facility management. I am currently the Facility Management Program Assistant at Voyageurs National Park and have 6 seasons as a maintenance work under my belt. My career goals are to advance to a Foreman or Work Leader position in maintenance and spend some time in that position before moving on to become a Facility Manager for the National Park Service. I will achieve these goals by education, commitment, and hard work. The FMLP is a great opportunity to help me achieve my goals and continue to prove my commitment and determination to the park service. Some of my training completed includes, FMSS training, Hazwoper training CESS estimating, FCAS training, NPS Fundamentals, 12 DOI learn courses on Asset management and NPS operations and maintenance and I am currently the North zone circuit rider for the Maximo and PST upgrade. The NPS has implemented a great program with the FMLP both for the students and the NPS by building an avenue for park service employees to develop their careers with the business management style of the park service. The NPS will benefit a great deal with


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graduates of this program becoming future facility managers and leading with a NPS approach instead of a micromanagement style. The FMLP is the exact step I need to take in order for my career goals to begin to develop. It will give me the leadership and business management training needed for an aspiring Facility Management professional. Once the knowledge is passed on to me at the training I will be able to bring this knowledge back to my park and others and use it throughout my career within the NPS. With this program, there will be well trained individuals leading the facility management division in the NPS and that in turn will reflect on the NPS as a whole.

HERMAN PINALES

Biography

Name: Augrelio Herman Pinales Park: Golden Gate NRA Position: Roads Supervisor Before my current position, I worked… Golden Gate NRA, Maintenance Mechanic Supervisor I applied to the Facility Manager Leaders Program because… The chance to learn new ways of being more effective with training and learning from others on how things are accomplished on a daily basis, with proper planning and sound business practices. I love working for the NPS because… The personnel on the ground who want to do the best job and want to make sure the visitor experience is the most enjoyable. I spend my free time… Playing with my daughter and having fun with her outlook of simple situations. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) Retired from the Naval Reserve after 21 years of service.

Statement of Intent

My goal is to one day be a Chief of Maintenance in a park unit anywhere in the NPS system. I want to learn from my fellow peers of what is working and what needs to be fine tuned to work in an ever changing workforce. I strongly believe that Facility Managers are the guiding force for proactive change of how business has been done so far. I believe that employee‘s should be trained to be proactive, effective workers that diagnosis the problem versus repair the problem so that the repair can be done once instead of constantly repairing the same component. The FMLP will bring together different people who


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look at problems in their unique ways and as training platform it helps the students learn of how the different parts of the total organizations fits in the daily maintenance of the parks. The program will give me a solid foundation for me to have a better understanding of all the different programs, systems and databases used to track performance, and the ability of park to get special funding crucial for modernizing its roads, buildings and utility systems that provide the best visitor experience. As I learn from my fellow peers and through the educational program it will make me become a more effective manager that sees the big picture and understands how to better serve and educate his work group and explain these issues to his superiors. My goal is to be a facility manager that listens to his peers, employee‘s and superiors and be that person that will bring the best solution possible forward that benefits the organization in the best possible way, in the same regard I will try to balance real personnel issues with mission accomplishment. /s/ Pinales, A. H.

STEVEN SIMS

Biography

Name: Steve Sims Park: National Mall & Memorial Parks Position: Civil Engineer Before my current position, I worked…at Alpha Corporation as a Construction/Project Manager. I was a consultant to the NPS under an IDIQ contract for Construction Management services. I applied to the Facility Manager Leaders Program because… I believe the Facility Manager Leadership Program will provide the opportunity to increase my knowledge and learn new skills within the field of facility management. The FMLP is well balanced with technical, managerial and leadership education and challenges that will provide me the right tools to help me achieve my goals. I love working for the NPS because…my job is like a box of chocolates. You never know what you‘re going to get each day I go to work. Seriously, I enjoy the autonomy, history, culture and professional development the NPS provides. I spend my free time…with my kids. If time allows I also enjoy fly fishing and woodworking. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) I make (and drink) homebrew!


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Statement of Intent

As An Initial step into the facility management profession, I believe the Facility Manager Leadership Program (FMLP) is the ideal starting point for an exciting and challenging career in the NPS. The FMLP is well balanced with technical, managerial and leadership education and challenges that will provide me the right tools to help me achieve my goals and succeed. As an NPS Civil Engineer I am involved in the daily operation of the facility management process at the park level. Facility managers encounter daily challenges and are forced to make quick and dependable decisions based on their experience, education and professional judgment. With the prospects of stagnant budgets, increasing costs and increasing deferred maintenance backlog; facility managers are challenged with developing more efficient and innovative processes to maintain facilities and develop a capital improvement program. The future NPS facility manager must learn to be creative and results driven. Through my experiences, both as an NPS and non-NPS employee, I believe I can be a leader within the field of facility management in the NPS. I can apply my experiences as a leader, professional engineer and construction manager to further the NPS mission of facility management. I also aspire to further the field of facility management within the NPS through interaction with other government agencies, the international community and continued professional development.

ADAM SKLAR

Biography

Name: Adam Sklar Park: George Washington Memorial Parkway Position: Facility Operations Specialist Before my current position, I worked…As Horticulture / Grounds Supervisor at GWMP; Horticultural Staff at National Gallery of Art; Project Supervisor at residential landscape contractor; Gardener at United States Botanic Garden; Gardener at Smithsonian Institution; Also worked as an Electricians Helper for a while in the ‗80s. I applied to the Facility Manager Leaders Program because…I want increase my knowledge and build on my current skills to help me become a better Facility Manager. I love working for the NPS because…I feel appreciated and a strong connection to our nation‘s most treasured memorials that I grew around in the Washington, DC area. I spend my free time…What free time? Just kidding, I enjoy casual rides on my bicycle and just like spending time with family. What is a little known fact that you would like to share? (for example your hidden guitar playing skills)

Statement of Intent

PERSONAL STATEMENT OF INTENT AND CAREER GOALS


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January 2008 Adam Sklar Facility/Maintenance Supervisor (Acting) Arlington House, The Robert E. Lee Memorial George Washington Memorial Parkway, NPS Currently, I am acting Facility/Maintenance Supervisor at Arlington House, The Robert E. Lee Memorial, part of the George Washington Memorial Parkway. My Background is in Horticulture and Grounds Management. I have been interested in Facility Management for the last five years. I accepted the position of Maintenance Worker Supervisor at GWMP in July 2005, with the intention to develop more skill and experience relative to Facility Management. When asked if I were interested in the Facilities Management position at Arlington House, I immediately pursued the opportunity. The Facility Manager at our GWMP partner, Women in Military Service for America Memorial (WIMSA) recommended an educational program provided by Building Owners and Managers Institute (BOMI). When the FY `08-`09 FMLP announcement was distributed, I knew that this is a unique opportunity that I needed to pursue to help me be a successful Facility Manager and with my experience I am definitely ready to apply. I am currently registered to attend a class; Budget Formulation and Execution and will continue to seek out new training opportunities to build on my experience and improve my skills as a Facilities Management professional. I envision continued professional growth in the Facility Management field both for my own career aspirations and to contribute to the improvement of the National Park Service. My supervisors and peers have been very supportive of my goals to transition to Facility Manager from Horticulture and Grounds Supervisor. Arlington House, The Robert E. Lee Memorial is going through an exciting and challenging transformation, with a new HVAC system, Fire Protection system and many other structural, mechanical and landscape improvements on the horizon. I look forward to planning and executing these improvements and working with all of the people involved who will make it happen. I am confident that if I am selected into the FMLP, I will learn and apply lessons, theories and experiences gained in the program towards the preservation and protection of the National Park Service‘s valuable assets and resources.

JEFFREY WELLS

Biography

Name: Jeffrey Wells Park: Saratoga National Historical Park Position: Supervisory Facility Operations Specialist Before my current position, I worked… in the Maintenance Division as an Automotive Worker at the same Park. I applied to the Facility Manager Leaders Program because… I would like to enhance my knowledge of FMSS, Cost Estimating, Funding, Programs and all aspects of running and being a fully functional Facility‘s Manager.


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I love working for the NPS because… every day is different. I spend my free time…with the family. I have 2 sons that are active in sports, school activities and Boy Scouts. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) Most people advance by moving to different Parks, I have done all my moves within the same Park. Fire Tech – Seasonal LE – Full Time LE – Maintenance Worker – Automotive Worker – Acting Maintenance Foreman – Supervisory Facility Operations Specialist.

Statement of Intent

The title ―Facility Manager‖ is an ever changing role with new programs and mandates being implemented every year. My goal as a Professional Manager is to learn these programs and mandates and apply them in my every day work environment. The only training/program that I have seen thus far is the Facility Manager Leader Program that will hopefully guide me through a course of study that will develop a fully functional Manager. The programs that I would like to learn include Facility Management Software System ―FMSS‖ and being able to pull together estimates. This is the first phase for developing a project. The second phase and a new program just started is the Project Scoping Tool which I have no training in. The last phase is developing a Project Management Information System ―PMIS‖. These are the 3 programs currently being used to develop a project and the only way to get funding to catch up on deferred maintenance. The programs listed above is where I need the most help, but I know that the Facility Managers job is much more. This Park just went through an Environment Audit and many areas need improvements. Most Managers believe that this Audit is only a Maintenance Problem, but in reality it‘s a Park problem and I am hopeful that this training can teach how to be more assertive in getting other Division to come on board. As I gain the knowledge and skill that the FMLP will provide, I would like to share these skills with other Facility Managers in our Upstate New York Sub-Cluster. I have developed a working relationship with our two closes Parks - Martin Van Buren National Historic Site and Fort Stanwix National Monument. Both have new Facility Managers and to share this knowledge and skills would be an asset for all. I have also extended myself into Regional Initiatives I am currently on the Maintenance Advisory Group and Equipment Replacement Fund Committee. Because of my background as an Automotive Worker I am able to participate more in the ERF Committee. Because I don‘t have the background knowledge in the systems above, I have less of role in the MAG. I would like to turn this around and provide more input and this training will provide that.


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JOHANNA WHEELER

Biography

Name: Johanna Wheeler Park: Yosemite National Park Position: NPS Corrals Supervisor Before my current position, I worked…as an Animal Packer and a WG 10 Engineering Equipment Operator for the National Park Service, in Yosemite National Park. I started working for National Park Service as an Animal Packer in 1985. I have led mules throughout the backcountry of Yosemite and have traveled on almost all 800 miles of the parks trails. One season, I kept track of the miles I traveled and it added up to over 1,500. That's riding a horse and leading a string of 5 mules. As an engineering equipment operator, I maintained a commercial class A driver's license and worked on roads projects. Mainly consisting of operating a snow plow with a 12 foot wide blade. I worked on many projects operating heavy equipment. One of my favorite jobs, was being a part of the spring road opening of the Tioga Road. There, I operated various rotary snow plows which can shoot snow over 50 yards. I also operated various bull dozers to move snow, and cut the snow down to a manageable height for the rotary plow. I detailed in Yellowstone National Park to help on their spring road opening. It was a highlight of my NPS career. I applied to the Facility Manager Leaders Program because…although I enjoy my current job, I am looking for new challenges. I have worked in Yosemite National Park my entire career, except for a few detailed assignments to other parks. I would like to see new places and meet new people. I would like to gain the skills that can help me qualify for a Facility Manager or Chief of Maintenance position. Most of my family lives in Texas. I would like to relocate to Texas, Oklahoma, or Arkansas, so I can be closer. The possibilities are endless! I love working for the NPS because…there are so many opportunities to see and work in beautiful places, with really neat people. I‘ve found that the people that work for the National Park Service are highly skilled and enjoy their jobs. I've had some great jobs with the NPS, all that I am really proud to be a part of. I've learned a lot and have had many opportunities. It's fun to meet up with people throughout the NPS that I have worked with. It's actually a small community and the friendships that I have built through my work have lasted for years. I spend my free time…walking my dog, riding my bike, spending time with other mule friendly people, gardening and watching the financial channels on tv. What is a little known fact that you would like to share? (for example your hidden guitar playing skills). I enjoy baking. People are always surprised when I bring a cake or pie to work. For some reason, everyone thinks I would be a terrible cook, but I‘m actually pretty darn good!


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Statement of Intent

I began my career with the National Park Service in 1985 as an Animal Packer in Yosemite National Park. This is a job that I worked hard to qualify for and be good at. I am proud that I held the job and was successfu in many ways. I have since become the Supervisor of the NPS Corrals Operation in Yosemite National Park. I hold a job that is very rewarding with many challenges. I have been an employee of the National Park Service for over 18 years, all within the Facility Management division. I have held supervisory positions at the NPS Corrals, Trails and Roads departments in Yosemite. I enjoy my current occupation, but I feel that there is more for me to accomplish and contribute. I would like to advance into a higher management position, within the National Park Service or another Federal Agency. I see myself as a very good supervisor, working with a diverse work force under various working conditions. I feel that I have the ability to motivate people and maintain a professional working environent, that accomplishes many tasks with a great sense of pride and enjoyment. Taking the next step into an upper management position such as Facility Manager or Chief of Maintenance, requires more experience than I may hold at this point in my career. The Facility Manager Leaders Program, will enable me to learn new skills, in assett management, operations and maintenance, project management, resource stewardship, business management, as well as improving my skills in supervision and leadership. The Facility Manager Leaders Program will escallate my skills much faster than if I were to apply and successfully hold several different jobs in order to gain this experience. At this point, I am mid career and am looking to move forward. I would like to continue building my skills within the Facilities Management profession. The career path that I have been on has been filled with hard work and responsibilities. I have no doubt that will continue whether I remain in my current occupation, or branch out. The opportunities that the Facility Manager Leaders Program offer will build my experience and knowledge which will may enable me to advance in my career. Having demonstated my skills as an NPS employee and supervisor, this opportunity will only make me a more valued asset to the National Park Service.

TOM WILLIAMS

Biography

Name: Tom Williams Park: Richmond National Battlefield Park Position: Maintenance Worker Before my current position, I worked… Yosemite National Park, Maintenance Mechanic (HVAC) Shenandoah National Park, Dispatcher Jean-Lafitte National Historical Park & Preserve, Park Guide


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Big Cypress National Preserve, Interpretive Ranger Great Smoky Mountains National Park, Visitor Use Assistant I applied to the Facility Manager Leaders Program because… It will allow me to have the greatest effect towards my vision of what working for the Park Service should be. I am also ambitious I love working for the NPS because… I feel I am contributing to something important. I am a confirmed parkaholic I spend my free time… Visiting National Park Sites (seriously), camping, hiking, cycling and playing video games. What is a little known fact that you would like to share? (for example your hidden guitar playing skills) I have children ranging in age from 4 to 30

Statement of Intent

My participation in the Facility Management Leadership program will help me to better develop my skills as both a leader and manger for the National Park System. I believe that my experience and education have provided me with a sound developmental platform to become an effective facility manager. The ability to function effectively as a facility manager within the park service requires broad knowledge of statutes, regulations, guidelines and policies that govern its operation and programs. A facility manager also requires supervisory skills that can only be achieved through a combination of formal training and experience. I believe my background of supervisory and management experience and training coupled with my continued pattern of success in education and self improvement make me an excellent candidate for this program. My academic ability has been demonstrated by completing my undergraduate degree while working full time. I am ready to meet the academic challenges required to complete this program successfully. My training and experience in management systems is based on the Quality Management model. This philosophy utilizes a systems approach to identify opportunities for improvement and participative management style to create cross-functional teams to develop creative solutions. The FMLP would provide me with an expanded knowledge of the systems utilized by NPS management. My experience in the US Navy exposed me to a functional automated maintenance and material management system. I have completed most of the FMSS training courses available on DOI Learn out of an interest to discover the capabilities of our system. Many of these courses were completed on my own time outside of work hours. My vision for FMSS is a fully functional system that tracks corrective maintenance as well as automatically schedules preventive maintenance, related maintenance and self generates requisitions. My participation in FMLP would provide me the technical skills required to help achieve fully implementing the capabilities found in FMSS. I strongly believe that one of the most valuable resources within the NPS is the human resource. The quality of personnel working for the service is equal to that of any organization I


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have ever been associated with. With the impending retirement of some of our most experienced personnel it is imperative that we pass on as much of that experience and knowledge through mentoring programs. Participation in the FMLP will allow me the opportunity to gain immense knowledge from our existing leadership. I also believe that I have the responsibility to pass on my knowledge to subordinates as well as assisting them with professional development through formal development planning. Participation in the FMLP will allow me to expand upon the base knowledge I have already acquired. It will allow me to share knowledge and experience with other facilities management professionals through networking and will provide opportunities for improvement well into the future.


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MENTOR BIOGRAPHIES FACILITY MANAGER LEADERS PROGRAM-CLASS OF 2008-2009

Name: Melissa Axtman Park: Gateway NRA Job Title/Description: Facility Manger Job History: Facility Management Specialist – Lowell NHP 1986-2000 FMSS Program Manager – Northeast Regional Office 2000-2006 Facility Operations Manager – New York Harbor Parks 2006-2008 Facility Manager – Gateway NRA- Staten Island Unit 2008-present My favorite funny Facility Management Story: While working at the regional office myself and the PMIS program manager answered a call from DOI, concerning a septic tank replacement project that one of the region‘s parks had indicated was leaking and needed replacement. DOI wanted to know what was leaking from the tank, needless to say we tried to stop laughing long enough to answer his question. I am a mentor because: I believe in passing on experience to new potential facility managers. I have experienced many styles of management in my career and wished that I had many examples of great managers to compare with over the years. While working at the Northeast Regional Office, I had a great manager, Ross Flanagan, who to this day I still consider my mentor, he taught me the value of helping to foster talent and that leaving a legacy behind that is valued by employees is essential to my and their futures. I spend my free time: Reading mysteries, playing with any type of technology toy, ie IPODS, Netbooks, GPS units, etc. I love to home brew, watching the red sox, patriots, womens‘s NCAA basketball, going to concerts, sit outside in the sun with our 3 dogs, and enjoy staying home for a change.


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Name: David R. Beaver Park: Petersburg National Battlefield Job Title/Description: Facility Manager/Chief of Maintenance Job History: WG-5 Seasonal Maintenance Worker BLRI WG-5 Perm Maintenance Worker BLRI WG-7 Preservation Worker BLRI GS-7/9/11 Exhibit Specialist HPTC, GRKO GS-11 Facility Manager GRKO GS-12 Facility Manager PETE My favorite funny Facility Management Story: While leading a preservation project in Lee‘s Ferry (Glen Canyon NRA) I had taken the crew to the Grand Canyon on a day off. One of the crew members was a crusty old carpenter we affectionately called Grandfather. This guy was from a very small burrow in the hills of Pennsylvania. He had never been to the Grand Canyon as was the situation with most of the crew. Anyway, after quite a drive and much anticipation we arrived at the South Rim of the Canyon. We got through the entrance and parked. As we approached the rim, the expanse and grandour unfolded before us. Nobody said much and I was watching to see the reactions. Most were as expected, surprise, awe, contemplation, etc. I then turned to Grandfather and said ―What do you think?‖. At this moment I received a very valuable lesson in perspective and how ones individual environment can affect ones thinking. He looked at me with a look of wonder and said ―Man, you could dump trash in that ditch for a hundred years and never fill it up.‖ Grandfather was a good worker and craftsman. He always worked well with others and was a pleasure to work with. I guess we all carry pieces of our lives and past experiences with us in one way or another. They affect our outlook, decisions and career choices. I‘m just glad Grandfather wasn‘t managing the Grand Canyon. I am a mentor because: I have been helped, encouraged, and inspired throughout my Park Service career. I hope to return a bit of that. I spend my free time: Family, old motorcycles, fishing and church.


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Name: Duane Bubac

Park: Mount Rushmore National Memorial

Job Title/Description: Director of Cultural Resources and Facilities

Job History: 2003 to Present - Director of Cultural Resources and Facilities, Mount Rushmore National Memorial, SD 2001 to 2003 - Park Facility Manager, Mount Rushmore National Memorial, SD 1999 to 2001 - Superintendent, Civil Engineer Squadron, Ellsworth Air Force Base, SD 1995 to 1999 - Operations Superintendent, Civil Engineer Squadron, Ellsworth Air Force Base, SD 1992 to 1995 - Chief of Disaster Preparedness & Emergency Management, K.I. Sawyer Air Force Base, MI 1989 to 1992 - Education/Training Mgr., USAF Readiness Preparedness Site, Dobbins Air Force Base, GA 1988 to 1989 - Engineering Support Supervisor, Comiso Air Station, Sicily, Italy 1985 to 1988 - Contingency Instructor, Air Base Support Training Complex, Eglin Air Force Base, FL 1981 to 1985 - Engineering Equipment Operator/Supervisor, Reese Air Force Base, TX 1978 to 1980 - Crew Leader, Indiana Department of Natural Resources, Indiana Dunes State Park, IN My favorite funny Facility Management Story:

Well, I can tell you it was not so funny at the time but now we laugh when we talk about it. In 2001 at the annual Independence Day Celebration at Mount Rushmore (I was on the job for about 90 days at that point) with an on-site attendance of 30,000 visitors, the park‘s wastewater treatment plant failed. We continued to receive approximately 60K gallons of influent per hour and only able to process about 10K gallons per hour, the equalization basins at capacity and the effluent exceeding the conditions of our discharge permit. With no other option, we had to close all restrooms and ask the restaurant to stop service. We called for contractors to deliver port-o-potties with little luck as the surrounding communities also were holding July 4th events. Luckily we found a young couple just starting a new port-o-let business and were able to provide 75 units to the park. Six weeks later and about $120K in associated recovery costs the park‘s plant was operating within the parameters of the discharge permit, the port-o-lets removed and the numerous ad hock restroom spots sanitized….

I am a mentor because:

I would like to share my experiences and philosophy on Physical Plant/Asset Management and its integration supporting organizational (WASO, Regional and Park) goals and objectives with those who will soon be Park Facility Managers. I will also take the opportunity to learn from individuals in the FMLP process to enhance my effectiveness as a program manager.

I spend my free time:

As a first time house flipper; rock climbing/rappelling; hiking; fishing; motorcycle riding…


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Name: Jim Callahan Park: Presently Isle Royale but transferring to Mount Rainier in June Job Title/Description: Presently Facility Manager, but in future position at MORA Project Manager Technician. Job History: Started as a seasonal Roads and Trails Maintenance Worker, WG-02 (CUVA). Have been involved in contracting with DOD and the following with NPS as a permanent employee; Property Clerk, GS-05 (CUVA), Maintenance Worker, WG-05 (WOTR), Facility Management Specialist GS-09, Facility Management Specialist, GS-09 (MORA), and presently Facility Manager, GS-12 (ISRO). I have been designated and placed in acting assignments as Chief of Maintenance numerous times throughout my career and re-promoted once from a Clerk Typist, GS-03 to a Facility Management Specialist, GS-09. My favorite funny Facility Management Story: I have been hired in two different parks at a low grade (GS-03 & WG-05) and have been elevated within one year to where I was acting Chief of Maintenance from the GS-03 and within three years from a WG-05. It is amazing what fellow employees will tell you and demonstrate about their work ethic when you are at a low grade level, and the look of anguish they demonstrate when you become the acting Chief of Maintenance. You learn all of the places they go to sleep, who is slacking the most and bragging about it, etc. I am a mentor because: I feel it important to give those coming into Facility Management some guidance so that they might avoid some of the common mistakes most of us in facility management have experienced. To be a listener and sounding board at times and a guide at other times. I spend my free time: Cooking and spending time with my family. Hiking is one of my outdoors activities.


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Name: John Chekan

Park: Alaska Regional Office Job Title/Description: Chief of Facility Management Job History: 1986-1988 - Private sector, constructing roads, bridges and auto plants in the mid-west; 1990-1992 - DSC Construction Supervisor; 1992-1994 - Mammoth Cave National Park – Assistant Chief of Maintenance / Park Engineer; 1994-1998 - Kenai Fjords National Park – Facility Manager; 1998-2007 - Alaska Region – Civil Engineer/Program Manager RR, Cyclic, FLHP, Housing, Asset Management, etc; 2007-Present – Alaska Region - Chief of Facility Management My favorite funny Facility Management Story: A few years back on a construction site, a friend limped back in to the office with a knot on his head. I looked outside and his truck was damaged as well and could only make right turns. My friend, Ed, was looking at something while driving and put his truck into a caisson excavation. No complaints on Ed‘s part but he had a saying the sticks with me today, ―If you’re gonna be dumb, you gotta be tough‖. What I take from this is to be responsible for your actions, and if you mess up, say so, take responsibility and move on. I am a mentor because: I enjoy coaching/teaching and I love the NPS. NPS facility management is proactively creating the future with our aggressive Asset Management Program and that is exciting. I hope through mentoring to aid quality employees to better their career as well as help the NPS to excel in Asset Management. I believe in succession management in the office and see the FMLP program as critical to succession management for the development of quality facility managers of the near future. I spend my free time: Quality family time with my wife and boys including hunting, fishing, biking and house projects. However I spend the bulk of my free time (August through April) coaching ice hockey.


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Name: David B Crotty Park: Statue of Liberty NM/ Ellis Island Job Title/Description: Facility Operations Specialist Job History: Draftsman, Sandy Hook Unit/ Gateway NRA Architect/Engineering Technician, Sandy Hook Unit/ Gateway NRA Architect, Sandy Hook Unit/ Gateway NRA Facility Operations Specialist, Sandy Hook Unit/ Gateway NRA Facility Operations Specialist, Statue of Liberty NM/ Ellis Island My favorite funny Facility Management Story: My funny Facility Management story was while on the job at the Statue of Liberty, a group of foreign visitors approached me asking which way to the subway. They had to get to the airport. I pointed over to New York City and explained that they needed to take a boat over to pick up the subway. They did not understand that the subway stop was not on the island. It took a while to communicate to them that the subway does not run to the Statue of Liberty. They got on the cruise boat and headed to New York City. I am a mentor because: I wanted to be a mentor to share my experiences in Facility Management with others in the NPS. I have had mentors and trainers that shared their areas of learning and development with me and I would like to give back to others. I was a graduate of the FMLP in 2007 where I gained valuable management strategies and would like to share my professional development in the FMLP with others. I believe in the FMLP program and would like to give back to the program. I spend my free time: I like to spend time with my family, going to baseball games. We enjoy the outdoors, going to the beach, playing baseball, bike riding and working in my yard. I am a baseball coach and volunteer in my community. I enjoy listening to music and reading.


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Name: Keith Johnston

Park: Acadia National Park

Job Title/Description: Facility Management Specialist

Job History: The majority of my career has been in Trail Maintenance (19 years), with the last year in my current position (officially). During that time I have primarily been at Acadia but have participated in details or worked seasonally at numerous parks. The last two years, under a Memorandum of Agreement, I have worked part-time for WASO Park Facility Management Division (PFMD). I am a graduate of the FMLP, 2007.

My favorite funny Facility Management Story: Well, I have to say that I don‘t have one particular favorite facility management story. Plus when I think ―Facility Management Story‖ and not ―Maintenance Story‖ it significantly changes the intonation. Facility Management Story implies something a little stiff and might therefore read like a ―Dilbert‖ comic. But Maintenance Story…now there‘s something that sounds a whole lot more fun to share, and which I have plenty that are funny. Instead of rambling on about seriously silly undertakings of my past, here are a few trailers that can be brought up in conversation where I may be inclined to fill in rest: Ask me, ―What happened when the boulder buster finally worked?‖ (Maybe it would be funnier if you saw the video, it might still be on YouTube) or ―Why isn‘t it a good idea to take apart a beaver dam, even with your supervisor?‖ or maybe ―Is it possible to turn two trees and a cable winch into a slingshot?‖ (Please do not try this at home) and maybe once I get to know folks I may share ―What is the best way to introduce yourself to the trail crew?‖

I am a mentor because: I enjoy teaching. I enjoy teaching what I know and learning about what others know through the process of exchanging information and experiences.

I spend my free time: Hiking, playing outside with my daughter, and now that I think of it, washing the dishes more often than I would care to.


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Name: Joel Lynch

Park: WASO, Office of Strategic Planning Job Title/Description: Normally I‘m the Deputy Director of office but for a year and a half now I have been Acting Director of the office. The office is primarily responsible for coordinating the implementation of legislation mandating strategic planning and performance management in the federal goverment. We work very closely with all NPS programs concerning strategic planning, performance, and managerial costing issues primarily for the purposes of developing and defending the budget requests to DOI, OMB and Congress. In addition the office coordinates and produces the agency's Servicewide strategic plan, annual performance plan, annual performance report, and operational plans. These documents involve significant coordination both Servicewide and externally with the Department of the Interior, Office of Management and Budget and the Congress. Lately I‘ve devoted almost all my days working on aspects of the Recovery Act while still managing my staff and office. Job History: I joined the Park Service over seven years ago working a number of jobs from external programs to planning. Prior to my federal career, I was a researcher at Michigan State University where I designed, conducted and implemented various qualitative and quantitative studies to evaluate and resolve a host of complex issues related to recreation and natural resource management within the US Forest Service and Michigan State Forest and Parks systems. In the course of this work I earned a Ph.D. in recreation resource management and planning. Preceding this part of my career I worked for the Pennsylvania State Parks system in a number of capacities. My favorite funny Facility Management Story: Since I don‘t actually work in the NPS facility management arena the only funny story I have dates back to days in working with some youth crews in the a Pennsylvania State Park building a somewhat complex interpretive board walk through a marsh land area at the outlet of a lake. We had two crews starting at opposite side following a flagged route. As we near each other we realized someone or something moved some of the flagging so that we were not going to meet at the intended point to link the system together. Only after some creative work did we tied it together and we ended up creating an unintended benefit because we created an enlarged platform about midway that became useful to the interpret folks to hold groups programs while still allowing others to walk the boardwalk. I am a mentor because: I have worked closely with the leadership of PFMD over years on improving what and how we were articulating the needs and benefits of facility management and operations in the budget documents and nominated to participate in the program and bring my knowledge of budget processes to the table and at the same time learn more about facility management within the National Park Service. I spend my free time: These days mostly I just contemplate which one of the dozen or so activities/hobbies, from a kayaking to hiking I wish I could do but never get to do because I purchased a fix-it-upper


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house and have a young son to chase after. But between all the construction projects and chores I manage to still travel regularly to various parks and spend a number of days hiking and doing a little camping. My plan this summer is to add to my possible activities to do by purchasing a canoe to take my son out on outings and explore the various water course of the east coast.


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Biographies

Name: R. Sheri Nodine

Park: Pea Ridge National Military Park Job Title/Description: Facility Operations Specialist/ Chief of Maintenance Job History: I started the park service in a temp position WG5 Custodial, then I went to a WG 6 Tractor Operator, then a WG 7 Maintenance Worker, and then GS9 Facility Operations Specialist all at Pea Ridge National Military Park My favorite funny Facility Management Story: Once upon a time there was a team of people sent to a far away land to complete a very important mission. This land was frozen, remote and alien to the team. But, this team rallied and steamed ahead to complete the mission. All day every day the team toiled over the task at hand moving closer and closer to completion. One night after a hard day of PAMPing the team settled in to unwind at a local pub. All went well stress melted off with each drink and loads of laughter. As the night drew to an end two of the team members weren‘t quite ready to call it a night. These two stayed on at the pub for a few more laughs and drinks. Later that night on the way home a ―lake‖ appeared that had never before been seen and has never been seen sense. This was a wonderful lake, full of the clearest water you could ever imagine and the lights from the nearby houses, sparkled across the water making it appear to have diamonds floating on the service. It was there that night and that night only for the next morning there was no lake to be seen. Sometime‘s burning the midnight oil brings you wonderful sights that only you will be there to enjoy. I am a mentor because: I enjoy learning and helping others to learn. I spend my free time: I ride my horse, spend time with my mother, hike, read, spend time with my god son, spend time with friends.


2009 xxxiii

Biographies

Name: Kevin Percival

Park: Washington Office, Park Facilities Management Division (Denver-based)

Job Title/Description: Transportation Planning Group Manager. Responsible for overseeing transportation planning program funding and administration servicewide. The program funds Long-range Transportation Plans (LRTP‘s) at the unit, region and national levels, working with program partners in NPS regions, the Denver Service Center, Federal Highway Administration, Federal Transit Administration, state Departments of Transportation, community agencies/towns, and partner land management agencies (USFWS, USFS, BLM).

Job History: Over 25 years of experience, 15 with the NPS. Trained as a landscape architect with a graduate degree specialty in urban design, I have managed planning, design and implementation projects as a private sector consultant, as a PM and transportation design technical specialist in the Denver Service Center, and as a transportation planning and design program team manager with the Washington Office- PFMD for 8 years.

My favorite funny Facility Management Story: Flying into Wrangell-St. Elias NP&P for the first time as the project manager to develop a management plan/strategy for the newly acquired Kennecott mine mill building complex. The NPS had just gotten a mega-complex of decaying, dilapidated turn of the century timber buildings and over the course of several days with NPS staff interviews, ―money-pit‖ became a common term used frequently to describe our challenges. Over the summer spent there documenting, surveying, conducting meetings and attending potlucks with community members, one of our night meetings (though still light out in Alaska that time of year) was delayed for well over an hour waiting for the local chair of the business committee to show up. She finally arrived, twigs in her hair, leaves on her jacket, and apologizing profusely for being late. Upon sitting down, she explained that on her way from her house, she was treed by a bear who persistently hung around for a while, but presumably wandered off to ultimately do that which bears do in the woods. Only in Alaska! I am a mentor because: As Tim Harvey, Chief WASO PFMD likes to say, it all starts in planning! If we can get the right perspective toward facilities and facility management principles into the planning process, it will be a lot easier to manage facilities after they have been ―planned‖ and designed. Likewise, if facility managers are aware of when and how to integrate with planning and design processes, those processes will benefit from that interaction, and ultimately, benefit the facility management process as well. I spend my free time: Performing preventative maintenance activities at our cabin in south-central Colorado, which also involves fly-fishing, snow-shoeing, and hiking interludes.


xxxiv 2009

Biographies

Name: Paul Slinde

Park: North Cascade National Park Complex

Job Title/Description: Facility Manager

Chief of Park Maintenance for North Cascades National Park Complex and am the principal advisor to the Superintendent for technical maintenance issues, advising and counseling on matters within the area of maintenance, design, engineering, construction, site planning, program management, safety, energy and safety. Serve as the park-wide manager of all maintenance, development and construction functions. Serve as a member of the management team for the Complex and assists in the establishment of policies, objectives, operating procedures, guidelines and administrative controls for the Complex.

Job History:

Facility Manager, NOCA (current) Maintenance Mechanic Supervisor, NOCA 2005-2008 Facility Manager, SEKI 1995-2004 Trails Supervisor, YELL 1987-1995 Maintenance Worker, GLCA 1985-1986 Trails Maintenance Leader, SEKI 1980-1984 Trails Maintenance Worker, SEKI 1978-1989 Laborer, SEKI 1976-1977

My favorite funny Facility Management Story:

As a GS 12 Facility Manager in Sequoia National Park I was assigned to write a response to a complaint letter by my supervisor (the Chief of Maintenance), he was famous for using his red pen when reviewing correspondence. I spent a long time working on the response, when I was done I gave it to him for review, as I suspected it came back marked up in red. I made all the changes he asked for and again gave it back to him for review. Once again it came back marked up in red! At this point I came up with a plan, I still had a copy of the original one I had done, so after waiting a day, I gave the original letter back to him, stating that I had made all the changes he requested. After reading it he stated ―That‘s exactly what I wanted.‖ Go figure?

I am a mentor because:

I have been assisted over my career by many dedicated Facility Managers and Supervisors; I feel that if I can give something back to the service, and an up and coming park manager the NPS will be better off. Besides, I do not have all the answers and may (probably will) learn from the experience.

I spend my free time:

My favorite thing to do in my free time is working cattle on my horse, I like to cut cattle in amateur competition, and go packing in the backcountry.


2009 xxxv

Biographies

Name: Brian Strack Park: Jean Lafitte National Historical Park and Preserve, New Orleans Jazz National Historical Park, Louisiana Job Title/Description: Facility Manager Resume and Work History: EMPLOYMENT HISTORY AND EXPERIENCE: I am a career employee who started with the NPS more than thirty years ago as a summer WG-03 labor, and I have held a broad variety of trades and supervisory positions since that time. Facility Manager, GS-1640-13/7 FROM:12/1999 TO: Present Jean Lafitte National Historical Park & Preserve New Orleans Jazz National Historical Park 419 Rue Decatur, New Orleans, Louisiana 70130 I am the authoritative expert for all maintenance matters for this Park, which consists of two parks, one of which includes 6 culturally and environmentally diverse units that span 24 Louisiana parishes and comprises the "Mississippi Delta Region". The individual mission of each Park unit focuses on the interpretation and preservation of the historic cultural and environmental assets of their geographic regions. The Park‘s missions and goals are achieved through the development and use of multiple types of visitor facilities, and unique visitor services that increase public awareness and encourage beneficial interaction. To enhance and promote the Park‘s missions, I plan, direct, and execute all programs dealing with historic and modern maintenance and construction in the Park. I assist in the design and installation of exhibit projects, and I provide support for special events and visitor activities. As a senior member of the management team, I assist in the development of all Park planning documents regarding infrastructure, cultural resources, natural resources within management zones, park development, public services, and utilities. These documents include General Management Plans, Site and Development Concept Plans, Comprehensive Design Plans, Operations Plans, and project construction plans and drawings. I provide input and direction for the Park‘s annual and long term planning, resulting in a comprehensive program for the Park‘s assets and cultural resources. I develop and manage a multi-million dollar annual and strategic facilities operating program. Under my leadership, Jean Lafitte NHP has successfully completed over 120 facility asset, cyclical, cultural resource preservation, and rehabilitation projects in the past six years. I serve as the Hurricanes Katrina, Gustav, Ike recovery program manager, and directly administer numerous multidivisional projects valued at approximately 19.5 million dollars.


xxxvi 2009

Biographies

My favorite funny Facility Management Story: I won't kid you here, I am not much good with the 'funny story' type stuff, though I am sure I have experienced my share in 31 years across eight parks.

I am a mentor because: As a previous participant in the Facility Leadership Program at time of major change to budgets, facility business practices and recognizing that we have an aging workforce ready to retire or move on, I understand completely the critical need to the service, to continue the development of a new generation of facility management leaders for the 21st century. It is a privilege to be able to participate and share more than twenty six years of my experiences with professional coworkers who are willing to accept the new and ever changing challenges and responsibilities that come with this developmental program, managing irreplaceable assets and culture; and meeting their individual career goals. I have been an instructor and mentor to the FMLP during the 2007/2008 and 2008/2009 programs. I spend my free time:

Caring for my family

Fishing - mostly fresh water

Cooking - I really like to cook a wide variety of foods

Repairing British Automobiles, mostly MG


2009 xxxvii

Biographies

Name: Lisa Turecek

Park: Big Bend National Park Job Title/Description: Chief, Facility Management Job History: Deputy Chief, Facility Management, Glacier National Park 2004-2008 Project Engineer, Glacier National Park, 2001-2004 Deputy Chief, Facility Management/Park Engineer, Shenandoah National Park, 1994-2001 Project Engineer, Denver Service Center, 1989-1994 My favorite funny Facility Management Story: A high-maintenance office type requested a separate thermostat for their office. We explained that the HVAC system didn‘t have the ability to be controlled office by office, to no avail. They insisted we install a thermostat. So a thermostat was installed, with no attached wiring and we never heard another complaint! I am a mentor because: I want to share my passion for FM role in the NPS mission. Hopefully I can share some of my experience with someone on the front side of their NPS career. I spend my free time: Hiking, canoeing, birding, playing guitar


xxxviii 2009

Biographies

Name: Woody Wimberley Park: Saint Croix National Scenic Riverway Job Title/Description: Facility Manager Job History: I started as a seasonal road crew laborer in Yellowstone in 1979. After several years I moved into a seasonal wastewater treatment plant operator position and eventually was hired permanently as a utility operator the year before the 1988 Yellowstone fires. Five years later I was hired as a first line supervisor and worked in several of Yellowstone‘s interior districts until finally leaving the park in 2002 for my current job as Facility Manager at Saint Croix National Scenic Riverway in northwest Wisconsin. Prior to Yellowstone I worked a summer each for the Longmire electric shop at Mt. Rainier and for the trail crew at Grand Canyon out of the South Rim. My favorite funny Facility Management Story: We had poured a new concrete sidewalk at the West Thumb Geyser Basin and were putting the final touches on some grizzly bear prints when a family from Omaha walked by on their way to the basin boardwalks. Immediately they noticed the bear tracks and asked when they were made. One of our employees quickly responded by saying the bear had just left and that all of us had just climbed down out of the trees where we had retreated to safety. With wide eyes the family asked if that was a rare occurrence and of course the worker confirmed it was. Excited they then asked if they waited nearby might they see the bear on its return trip. Although he was tempted to say yes, after a side long glance from me, the employee responded that it was highly unlikely the bear would ever retrace those steps. In the end we advised the family to head to a different part of the park where we knew they had a good chance of seeing the real thing. Reminds me of the story about the alligator at Old Faithful………… I am a mentor because: To me parks are all about protecting a vanishing resource and reviving the fading consciousness of the human connection to that world. Accomplishing that is a challenging job for our organization! Inherent organizational, interpersonal and bureaucratic idiosyncrasies often compound issues and create inertia that to the newcomer can seem impossible to overcome. But where there‘s a will there‘s a way and luckily throughout my career a few people have stepped up to give me a hand when I needed it most. If by being a mentor I can do that for someone else then I will have returned the favor.


2009 xxxix

Biographies

I spend my free time: With my family, fishing, hunting, growing tomatoes, landscape painting and making maple syrup.


xl 2009

Welcome

INTRODUCTION: WELCOME TO GATLINBURG, TN!

About the Town of Gatlinburg

The community of Gatlinburg is only two miles long by five miles wide, with just over 3,500 people who call the mountain burg home…. The adjacent Great Smoky Mountains National Park, now boasting over nine million visitors annually, has transformed Gatlinburg into a mountain resort destination, packed with accommodations of every sort, dozens of local-to-national restaurants, and attractions galore! Surrounded on three sides by the natural beauty of the National Park, Gatlinburg prides itself in its mountain heritage, and the arts, crafts, and retail shops of the area reflect that heritage to a large extent. …Gatlinburg, Tennessee, is full of amusements and is surrounded by the nation's most popular national park. Whether you stay here for two days or a week, with your entire family or just the two of you, it will be a vacation you'll remember for a lifetime. Most of the visitors have been to Gatlinburg before. Perhaps it started with their parents or grandparents, but now it's an annual retreat. If you've never been here, then it's time to start a tradition of your own. Source: http://www.gatlinburg.com/

Gatlinburg: The Basics

Altitude1: 1,289 feet above sea level Climate2: "Never too hot; never too cold" might be the best way to describe the weather in Gatlinburg Tennessee. The Gatlinburg weather can change rapidly because of the city's high elevation, but the conditions are usually moderate and fall in-between the extremes. With a high that rarely reaches the 90's in the summer, and low that normally stays above freezing even in the winter, the Gatlinburg weather provides you with a year-round window to visit the city in comfort.

1 http://wapedia.mobi/en/Gatlinburg,_Tennessee

2 http://www.gatlinburg.com/visit/weather/

Image Source: http://www.southern.wvnet.edu/ss/special_services/student_support_services/images/gatlinburg.jpg

http://www.gatlinburg.com/things-to-do/national-park/

http://www.gatlinburg.com/things-to-do/attractions/

http://www.gatlinburg.com/things-to-do/shopping/



http://www.gatlinburg.com/

http://wapedia.mobi/en/Gatlinburg,_Tennessee

http://www.gatlinburg.com/visit/weather/

http://www.southern.wvnet.edu/ss/special_services/student_support_services/images/gatlinburg.jpg

http://www.southern.wvnet.edu/ss/special_services/student_support_services/images/gatlinburg.jpg


2009 xli

Welcome

Weather3: Month

Average High

Average Low

January 45 34

February 50 38

March 60 47

April 69 55

May 77 64

June 84 71

July 86 75

August 86 74

September 80 68

October 69 56

November 59 46

December 49 38

History4: For centuries before the first settlers arrived, Native American hunters of the Cherokee and earlier tribes used a footpath known as the Indian Gap Trail to access the abundant game in the forests and coves of the Smokies. While people of European descent probably also hunted and trapped in the area prior to this, it was William Ogle (1751-1803) who made the first attempt to settle the area. Unfortunately, he succumbed to a malaria outbreak after returning to South Carolina for his family and the log cabin he had prepared was not built until 1807 when his widow returned to the area with their children and her brother. The cabin they built still stands today near the heart of Gatlinburg (originally known as White Oak Flats). Over the next decade settlers, mostly veterans of the American Revolution or the War of 1812, began to arrive in the area. The town became Gatlinburg when, in 1856, a post office was established in the general store of Radford Gatlin. However, Gatlin (a Confederate sympathizer) found himself at odds with the other residents of the Flats (who were predominantly pro-Union) was forced out in 1859. Despite the town‘s anti-slavery sentiments, Gatlinburg attempted to remain neutral during the Civil War. In the 1880s, the invention of the band saw and the logging railroad led to a timber boom. In 1900, Andrew Jackson Huff erected a sawmill in Gatlinburg and local residents began supplementing their income by providing boarding for loggers and other lumber company officials. This time also saw the beginnings of the areas‘ tourist base, drawn by the writings of authors such as Mary Noailles Murfree and Horace Kephart. In 1912, Pi Beta Phi (an early sorority) established a settlement school in Gatlinburg. Skeptical locals were initially worried that the ―Pi Phis‖ were religious propagandists or opportunists, but enrollment at the school grew from 33 to 134 during its first year of operation.

3 http://www.gatlinburg.com/visit/weather/

4 Excerpted and adapted from http://wapedia.mobi/en/Gatlinburg,_Tennessee

http://www.gatlinburg.com/visit/weather/



xlii 2009

Welcome

The people of Gatlinburg, as in many other communities of the Great Smoky Mountains, maintained relative isolation from American society, which allowed them to retain much of the folklore of their predominantly English and Scots-Irish ancestry. Such isolation drew folklorists such as Cecil Sharp of London, whose collection of Appalacian ballads was published in 1932, to the area after World War I. The National Park5: Extensive logging in the early 1900s led to increased calls by conservationists for federal action. In 1911, Congress passed the Weeks Act to allow for the creation of National Forest lands. Authors, such as Horace Kephart, and Knoxville-area business interests began advocating for the creation of a national park in the Smokies similar to Yellowstone or Yosemite. In spite of resistance from loggers in nearby Elkmont and difficulties with the Tennessee legislature, the Great Smoky Mountains National Park opened in 1934. While the park‘s creation benefited Gatlinburg‘s economy and made many residents wealthy, the tourism explosion it caused has led to problems with air quality and urban sprawl and, on peak tourism days, the town infrastructure is often strained.

Gatlinburg: Events

Heritage Paintings & Photographs Exhibit: As the plans for the Great Smoky Mountains National Park were being finalized, Artist Louis Jones arrived in Gatlinburg. Louis Jones was the first artist to move to the Smokies solely for the purpose of painting the mountains. At the same time,Ed hunt was surveying and photographing the National Park while a member of the CCC's. From April through November 2009, the Cliff Dwellers Gallery will exhibit original artwork of Louis Jones, Ed Hunt's historic photographs and other 1930's memorabilia. Exhibit 10a.m. to 5 p.m. daily. Fishing - You've heard about our famous mountain trout. Now come catch one yourself! Visitors enjoy over 1,000 Tennessee fishing lakes, rivers, streams and ponds where big lunkers await. Whether you're in a national park stream or the Little Pigeon River in downtown Gatlinburg, there's nothing more peaceful than dropping your line in the water and waiting to reel in the big one! Choose from one of our full service fishing outfitters for all your fishing needs. Bicycling - To enjoy more fun family outdoor activities, tour Cades Cove. The Cades Cove loop in the national park isn't just for cars. Seeing this historic community on bicycle is one of the best ways to get in touch with the Smoky Mountains. If your transportation allows, you can even bring along a picnic lunch for the trip. Birdwatching - Great Smoky Mountains National Park is a premier location for a wide array of birds - and for people who enjoy watching them. The crest of the Smokies towers nearly a mile above the foothills, creating a range in elevations and a variety of topographies that provide a diversity of habitats and microclimates for birds.

5 Excerpted and adapted from http://wapedia.mobi/en/Gatlinburg,_Tennessee



2009 xliii

Welcome

From the high, exposed peaks, to the warmer, sheltered lowlands, some 240 species of birds have been found in the park. Sixty species are year-round residents. Nearly 120 species breed in the park, including 52 species from the neo-tropics. Many other species use the park as an important stopover and foraging area during their semiannual migration. Changes in elevation affect the types of vegetation that grow in the mountains and determine where many birds can be found. Some species are found only in distinct habitats at certain elevations, while others may range over several habitats. Horseback Riding - If you‘re looking for other fun family outdoor activities, saddle up, partners! See our beautiful East Tennessee countryside the old-fashioned way. Places like Smoky Mountain Stables & Sugarlands Riding Stables offer guided, back country excursions for kids and grownups alike. Hiking - The Great Smoky Mountains National Park has over 800 miles of hiking trails that range from easy to difficult. Whether you choose a day hike, overnight or week-long trip, you are sure to experience the beauty and solitude of the great outdoors. A Guided Nature Service is available for those looking for a more educational and in-depth look at the Smoky Mountains. Need Supplies? Choose from one of our full service outfitters for all your outdoor needs. Always remember to be prepared before entering the backcountry! Visit one of our many visitor centers for information on planning your next hiking trip. Whitewater Rafting - While the Tennessee fishing lakes get most of the attention around here, there's nothing quite as exhilarating as a ride on an untamed river. There are many outfitters that conduct guided trips down the Big Pigeon and other regional rivers. Great Smoky Arts & Crafts Community: The largest group of independent artisans in North America. This historic 8-mile loop has been designated a Tennessee Heritage Arts & Crafts Trail. Established in 1937, these artisans whittle, paint, sew, cast, weave and carve to create original collectibles such as candles, baskets, quilts, brooms, pottery, jewelry, dolls, ceramics, scrimshaw, silver smithing, leather, stained glass, wearable fashions, fine photography, frameable art, oils and watercolors, also lodging, restaurants, cafés, tea room, soda fountain and candy shops. Make plans to visit the Great Smoky Arts & Crafts Community. Map and further information available at http://www.gatlinburgcrafts.com/index.html Ripley‘s Aquarium of the Smokies: World's Most Fun 1.4 million gallon world-class aquarium. Featuring 12 ft sharks and thousands of exotic sea creatures from around the world. www.ripleysaquariumofthesmokies.com Ripley‘s Believe It Or Not Museum: features thousands of unique and unusual artifacts collected by Robert Ripley and the team of Ripley archivists. www.ripleysgatlinburg.com For more information and event listings, visit http://www.attractions-gatlinburg.com/ or http://www.gatlinburg.com/things-to-do/ or call 1-800-588-1817

http://www.gatlinburgcrafts.com/index.html

http://ripleysaquariumofthesmokies.com/

http://www.ripleysgatlinburg.com/

http://www.attractions-gatlinburg.com/

http://www.gatlinburg.com/things-to-do/


2009 1

Chapter 1

Chapter One Thursday, May 7th, 2009


2 2009

Chapter 1

Facility Manager Leaders Program

COURSE OF STUDY PRINCIPLES OF ASSET MANAGEMENT

The Principles of Asset Management course is the first course in the Facility Manager Leaders Program (FMLP). It is designed as a survey course, providing learners with a broad overview of key asset and facility management principles, the history of asset management in the National Park Service (NPS), the facility manager as a leader, and the concept of self-initiated professional development.

The purpose of this course is to accomplish the following:

To serve as the introductory survey course for the year-long FMLP course of study.

To provide an overview of facility management issues and principles to individuals interested in pursuing a career in facility management that highlights learning opportunities needed to transition into the management profession

To advance the profession of facility management through education and training, focusing on building the facility managers of tomorrow

To help facility managers and potential facility managers identify and access training and education resources, including mentors and communication with others, that will assist them in meeting their professional development goals

Course Objectives

Objective #1: Describe the changing role and guiding principles of facility

management in the NPS. Following completion of this course, participants will be able to:

Interpret the history and evolution of the facility management mission in the NPS. Describe the guiding principles and current state of facility management in the NPS. Identify future Facility Management trends as they apply to the individual park unit and

Servicewide.

Objective #2: Understand the application of asset management principles in your

park and the NPS. Following completion of this course, participants will be able to:

Discuss the application of asset management and condition assessment principles. Describe the importance of life cycle management and operations and maintenance

procedures. Explain how to analyze and apply principles of property and structure ownership

management. Identify park planning documents, including the Park Asset Management Plan (PAMP).

Objective #3: Understand the leadership role of facility management in the NPS. Following completion of this course, participants will be able to:

Explain the difference between management and leadership.


2009 3

Chapter 1

Describe the leadership role of facility management at the national, regional, and park levels.

Objective #4: Understand how to use the tools required for success during the

Distributed Learning Session (DLS) #1 period of the FMLP. Following completion of this course, participants will be able to:

Upload assignments to the FMLP e-portfolio site. Participate in the discussion board on the FMLP e-portfolio site. Describe how to check due dates for upcoming assignments. Access resources, links, and other tools to assist students and mentors during the

Interim #1 period.

Objective #5: Identify personal development goals and training and education opportunities to meet those goals. Following completion of this course, participants will be able to:

Understand how to use the Workforce Development Guide and the facility manager competencies.

Conduct a self-assessment and create an Individual Development Plan. Access a variety of available learning resources to meet personal development goals. Explore individual professional development through various activities used during the

class.

Objective #6: Develop a working relationship with a mentor in the field of facility management. Following completion of this course, participants will be able to:

Describe the pair‘s mentor-protégé communication strategy. Describe different methods of working with their mentor to accomplish desired goals. Work with their mentors to develop a six-month work plan.

Course Requirements:

Principles of Asset Management Points

Pre-Course Worksheet 50

Personal Profile 30

Oral Presentation 140

Scavenger Hunt 50

Flight 93 100

Field Trip Worksheet 50

Compare/Contrast PAMP and Core Operations 100

Class Participation 100

Principles Total 620


4 2009

Chapter 1

DISTRIBUTED LEARNING SESSION #1

This course allows the student to participate in areas of need that were outlined in the self-assessment process and the Individual Development Plan, as well as provide the student with some actual on-the-job experience. DLS #1 was designed to provide certain foundational elements, such as the required e-courses, which will aid in the success of the subsequent Advanced Facility Management Practices as well as the Facility Manager Leaders Program as a whole.

Learning outcomes include:

Apply the use of the Facility Management Software System (FMSS) as an important tool in asset management through the completion of the FMSS e-courses.

Understand and apply the elements of the Project Management Information System (PMIS), the history of the Park Service in Fundamentals, and the Planning, Environment, and Public Comment (PEPC) system through the successful completion of self-paced e-courses.

Create and implement developmental activities to address your specific needs Develop effective written communication skills through independent study writing

projects. Define your personal leadership philosophy and communicate it through a written

assignment. Apply principles learned in the Principles of Asset Management to the day-to-day

function of your park. Demonstrate critical thinking and self-reflection that promotes continuous professional

improvement.


2009 5

Chapter 1

Course Requirements:

Self-Assessment 50

IDP 50

May Discussion Topic 10

June Discussion Topic 10

July Discussion Topic 10

August Discussion Topic 10

September Discussion Topic 10

May Webcast 50

June Webcast 50

July Webcast 50

August Webcast 50

September Webcast 50

October Webcast 50

May Monthly Report 50

June Monthly Report 50

July Monthly Report 50

August Monthly Report 50

September Monthly Report 50

Independent Study Activity #1: Leadership Philosophy Paper 150

Independent Study Activity #2 150

Independent Study Activity #3 150

Request for Developmental Activity 75

Developmental Activity Report 325

PMIS e-courses (5 @ 20 per course) 100

PEPC e-courses (4 @ 20 per course) 80

NPS Fundamentals e-courses (3 @ 20 per course) 60

FMP e-courses (4 @ 20 per course) 80

PAMP e-courses (4 @ 20 per course) 80

NPS Focus e-course 20

DLS #1 Total Points 1970


6 2009

Chapter 1

ADVANCED FACILITY MANAGEMENT PRACTICES

The Advanced Facility Management Practices (AFMP) is the third course in a series of a five-part, year-long course of study. This two-week course will focus on the competencies that future leaders in Facility Management need to develop. The AFMP course will give the students an opportunity to learn and practice elements such as the following:

The Annual Work Plan (AWP) – A fictitious park, Sea Otter Island (SEOT), will be used in a simulation in which the students, in groups of three, will develop a planning document for the park.

Compliance – Students will be provided a broad introduction to Environmental, Accessibility, or Fire/Safety compliance issues as they relate to Facility Management.

Budgeting – Students will be provided an introduction to basic budgeting procedures as they relate to Facility Management.

Informal Visitor Contacts – Employees in Maintenance have frequent contact with park visitors. The students will be provided with an introduction to skills in Interpretation as they apply to Facility Management.

Supervision, Management, and Leadership – The students will continue to build on leadership skills learned in the Principles of Asset Management course and further developed during their independent study projects. They will also be introduced to basic elements of supervision and leadership.

Field Work – The students will participate in a hands-on field experience involving Natural and Cultural resources.

Technical Writing – Technical writing skills are critical in the professional development of facility managers. A three-hour session highlighting basic technical writing skills will be presented to the students.


2009 7

Chapter 1

Sample Course Agenda

AFMP Draft Agenda Week I

Monday, October 20th, 2008 Time Session Title Guest Speakers 8:00 am-8:45 am Course Introduction and Welcome to the Park Betsy Dodson Woody Smeck Tim Harvey 8:45 am-11:30 am Student Presentations Students 11:30 am-12:30 pm Lunch 12:30 pm-3:00 pm Student Presentations (continued) Students 3:00 pm-4:00 pm LCBP 1,2,3 Tim Harvey Don Mannel 4:00-4:15 pm Lecturette: Unplanned Work Don Mannel 4:15 pm-4:45 pm One-Minute Paper, Instructor Evaluation Christy McCormick

Tuesday, October 21th, 2008 Time Session Title Guest Speakers 8:00-8:15 am The Good of the Day & Announcements Course Coordinators 8:15 -9:30 am Introduction to Sea Otter Island SEOT Supt (Acting) 9:45-11:45 am Discussion of Scientific Method and Zach Carnagey

Data Analysis Tools Steve Homan 11:45-12:45 pm Lunch

12:45-2:00 pm Work Types and their importance Jeri Mihalic in developing an Annual Work Plan 2:15-2:30 pm Lecturette: Productive Hours of your Workforce Don Mannel 2:15-4:15 pm Project Management Information System 4:15-4:45 pm One-Minute Paper, Instructor Evaluation


8 2009

Chapter 1

Wednesday, October 22th , 2008 Time Session Title Guest Speakers 8:00-8:15 am The Good of the Day & Announcements Course Coordinators 8:15 -8:45 am Squad Meeting/Visitation Trends SEOT Supt (Acting) Don Mannel 8:45- 9:45 am Project Planning Christy McCormick 8:45 -4:15 pm Student Work on SEOT SIMULATION Students

4:15 pm-4:45 pm One-Minute Paper, Instructor Evaluation Course Coordinators

Thursday, October 23th, 2008

Time Session Title Guest Speakers 8:00 -8:15 am The Good of the Day &Announcements Course Coordinators 8:15-10:15 am Sustainability Policy and Regs Shawn Norton 10:30- 12:30 pm Cultural/Natural Resource Issues in FM Rick Shireman 12:30 pm-1:30 pm Lunch 1:00 pm- 3:00 pm Informal Visitor Contact: Supporting your Employees Richard Ullman 3:15 pm-4:30 pm Accessibility Dave Park 4:30 pm-4:45 pm One-Minute Paper, Instructor Evaluation Course Coordinators 6:30 pm-8:00 pm Time Management: How to Prioritize Work Jeri Mihalic Christy McCormick

Friday, October 24th, 2008 Time Session Title Guest Speakers 8:00-8:15 am The Good of the Day & Announcements Course Coordinators 8:00 -9:00 am Squad Meeting: PAMP SEOT Supt (acting)-

Ed Walls 9:00-9:30 am Lecturette: Fleet and Fuel Costs Don Manel 9:30-3:00 pm Group Work on SEOT Simulation Students 3:00-3:30 pm Operational Efficiencies SEOT Supt (acting)-

Ed Walls 3:30- 4:00 pm Lecturette: Seasonality and Special Events Jeri Mihalic 4:30 pm-5:00 pm One-Minute Paper, Instructor Evaluation Course Coordinators


2009 9

Chapter 1

Week II Monday, October 27nd, 2008 Time Session Title Guest Speakers 8:00-8:15 am The Good of the Day & Announcements Course Coordinators 8:15 -9:30 am Squad Meeting: Solid Waste Reduction Teresa Dickinson 9:30-11:30 am Leadership Strategies and Skills -Part One Steve Wolter 11:30-12:30 pm Lunch 12:30 -2:00 pm Health and Wellness Peggy Buchanan 2:15-4:15 pm Leadership Strategies and Skills -Part Two Steve Wolter 4:15-4:45 pm One-Minute Paper, Instructor Evaluation Course Coordinators

Tuesday, October 28rd, 2008 Time Session Title Guest Speakers 8:00-8:15 am The Good of the Day & Announcements Course Coordinators 8:15-8:45 am Squad Meeting: Cyclical Funding Bill Thompson 8:45 -11:30 am Writing for Impact-Part One Dana Anderson 11:30-12:30 pm Lunch 12:30 -2:30 pm Writing for Impact-Part Two Dana Anderson 2:30-4:30 pm Group Work on SEOT Simulation Students 4:30-5:00 pm One-Minute Paper, Instructor Evaluation Course Coordinators 5:00- ?? Evening Social with Mentors

Wednesday, October 29th, 2008 Time Session Title Guest Speakers 7:00 am-12:00 pm Field Experience for Students Mihalic, McCormick 8:00 am- 12:00 pm Mentor Workshop Dodson, Wolter 12:00 pm-1:45 pm Student Lunch with Mentors 2:00 pm-3:30 pm Distributed Learning Session #2 Planning Christy McCormick 3:30 pm-4:00 pm One-Minute Paper, Instructor Evaluation Course Coordinators 7:30 pm-8:30 pm SEOT Presentation Dress Rehearsal


10 2009

Chapter 1

Thursday, October 30th, 2008 Time Session Title Guest Speakers 7:00 am- 8:00 am Individual and Group Photos 8:00 am-11:30 am Group SEOT Presentations Evaluation Panel 11:30 am-12:30 pm Lunch 12:30 pm-4:30 pm Group SEOT Presentations 4:30 pm-5:00 pm Course Conclusion and Evaluation 5:30 pm-8:30 pm Group Dinner

Friday, October 31th, 2008 Travel Day


2009 11

Chapter 1

Facility Manager Leaders Program (FMLP) Advanced Facility Management Practices 2008

Mentor Agenda

Welcome to AFMP! As our protégés have reached the halfway point of this year‘s program, we are providing an opportunity to reflect on growth and to plan for the future.

Tuesday, October 28th, 2008 Time Session Title Guest Speakers 8:00-8:15 am The Good of the Day & Announcements Course Coordinators 8:15-8:45 am Squad Meeting: Cyclical Funding Bill Thompson 8:45 -11:30 am Writing for Impact-Part One Dana Anderson 11:30-12:30 pm Lunch 12:30 -2:30 pm Writing for Impact-Part Two Dana Anderson 2:30-4:30 pm Sustainability Policy and Regulations Shawn Norton 4:30-5:00 pm One-Minute Paper, Instructor Evaluation Course Coordinators 5:00- ?? Evening Social with Mentors

Wednesday, October 29th, 2008 Time Session Title Guest Speakers 7:00 am-12:00 pm Field Experience for Students Jeri Mihalic, Christy McCormick 8:00 am- 12:00 pm Mentor Workshop Betsy Dodson, Steve Wolter 12:00 pm-1:15 pm Student Lunch with Mentors 1:15 pm-1:45 pm Reflective Analysis Christy McCormick 2:00 pm-3:30 pm Distributed Learning Session #2 Planning Christy McCormick 3:30 pm-4:00 pm One-Minute Paper, Instructor Evaluation Course Coordinators 7:30 pm-8:30 pm SEOT Presentation Dress Rehearsal


12 2009

Chapter 1

Thursday, October 30th, 2008 Time Session Title Guest Speakers 7:00 am- 8:00 am Individual and Group Photos 8:00 am-11:30 am Group SEOT Presentations Evaluation Panel 11:30 am-12:30 pm Lunch 12:30 pm-4:30 pm Group SEOT Presentations 4:30 pm-5:00 pm Course Conclusion and Evaluation 5:30 pm-8:30 pm Group Dinner

Friday, October 31st, 2008 Travel Day

Course Requirements: Subject to Change

PMIS Project Submittal 75

Individual Oral Presentation with PPT 200

Project Plan: Annual Work Plan 75

Functional Analysis (Staffing Model) 50

Critical Systems Priority List 50

Oral Presentation for Annual Work Plan 150

Written Annual Work Plan 150

Team Assessment 100


AFMP Total Points 950


2009 13

Chapter 1

DISTRIBUTED LEARNING SESSION #2

This self-study period allows you to participate in areas of need outlined in the student‘s Self-Assessment and Individual Development Plan, as well as provide the student the opportunity to conduct an Annual Work Plan at a park.

Educational Objectives

Learning outcomes include:

Apply concepts of project management to your current position and seek additional training if identified.

Understand and apply concepts of safety and hazard issues, budget, resource protection and stewardship, cultural resources, and structural fire through the successful completion of required classroom and distance courses.

Develop an Annual Work Plan (AWP) for an assigned small park with a team of students.

Compile all activities completed during the FMLP and develop a portfolio for presentation at the capstone course.

Define your personal best leadership moment and communicate it through a written assignment.

Provide a critique of the Facility Manager Leaders Program, including positive aspects and areas for improvement.

Demonstrate critical thinking and self-reflection that promotes continuous professional improvement through completion of assignments in a timely and acceptable manner.

Complete an application for graduation from the FMLP (including if you have completed all assignments to date, your formal name, any guests that may be attending the Capstone Course, and names of those who should be invited formally, such as supervisors or superintendents).


Distributed Learning Session #2

October Discussion Topic 10

October Monthly Report 50

November Discussion Topic 10

November Breeze 50

November Monthly Report 50

Updated Individual Development Plan 50

Updated Self Assessment 50

Fire Extinguisher 20

December Discussion Topic 10

December Breeze 50


14 2009

Chapter 1

December Monthly Report 50

Request for Developmental Activity 75

IPPM Class 100

Osha Topics 50

January Breeze 50

January Discussion Topic 10

January Monthly Report 50

February Breeze 50

February Discussion Topic 10

February Monthly Report 50

Team Annual Work Plan Project Analysis Paper 100

Individual Annual Work Plan Critical Analysis Paper 200

Group Member Assessment 100

Final Poster Content 100

March Breeze 50

March Discussion Topic 10

March Monthly Report 50

Portfolio Biography & Application for Graduation 20

Portfolio Artifact List 10

Portfolio Framing Statements 25

Portfolio Introduction 10

Resource Protection Class 100

Independent Study #2 Critique of your FMLP Experience 250

Independent Study #1 Philosophy of Leadership - Revisited 250

Developmental Activity Report 350

Structural Fire 20

DLS #2 Total Points 2490


2009 15

Chapter 1

CAPSTONE STUDY IN FACILITY MANAGEMENT

Course Objectives

This course has six main objectives, which will be covered in six separate sessions and several activities. The parameters of each objective are outlined below. This course has six main objectives, which will be covered in various sessions and several activities. The parameters of each objective are outlined below. Describe the role facility managers have in understanding other program areas within PFMD and other divisions. Unit Objectives – Following completion of this unit, participants will be able to:

Articulate the relationship between the Park Improvement Program and the Facility Management Division

Articulate the relationship between Concessions and the Facility Management Division

Identify elements that make up a profession, and apply them to the field of facility management. Unit Objectives – Following completion of this unit, participants will be able to:

Understand the concept of professionalization. Identify unique elements in the Facility Management profession in the NPS. Incorporate elements of the Workforce Development program to advance the

profession of facility management in the NPS. Identify goals and plans for lifelong learning.

Discuss the implications of ―political realities‖ as they apply to the National Park Service. Unit Objectives – Following completion of this unit, participants will be able to:

Explain how political realities articulated at the national level impact the NPS as a whole.

Explain how political realities articulated at the national level impact facility management in the NPS.

Articulate how requests to the House Appropriations committee are handled Explain how political realities articulated at the national level impact employees

and programs at the park level. Explore, understand, and apply advanced principles of leadership Unit Objectives – Following completion of this unit, participants will be able to:

Articulate skills and perspectives critical to being effective and successful as a leader

Explain how leadership techniques and approaches can be applied to create action plans to solve issues

Identify the legal, political, communication, leadership, and management issues of this case study


16 2009

Chapter 1

Articulate how they can apply resources, such as The Leadership Experience by Daft and the Leadership Toolkit, in real-life scenarios within Facility Management

Identify the tools and techniques available to enhance their own effectiveness as a leader

Define and explain the benefits of lateral leadership skills Design a plan that links leadership behavioral benchmarks to specific

developmental experiences. Articulate the steps one can take to become a leader Define a ―personal best‖ experience Explain how to use the Leadership Personal Best Worksheet to create leadership

development opportunities from events, activities, or problems that arise during their career.

Articulate leadership issues as they apply to facility management beyond the National Park Service

Articulate the importance of preparing for a poster presentation. Unit Objectives – Following completion of this unit, participants will be able to:

List tips and tricks for engaging the audience in the content of the poster Demonstrate new knowledge gained as a result of the Facility Manager Leaders Program. Unit Objectives – Following completion of this unit, participants will be able to:

Present a body of work through a written portfolio. Articulate new knowledge gained as a result of the FMLP through an oral and

poster presentation


2009 17

Chapter 1


Capstone

My "Day on the Hill" worksheet 50

Poster Presentation 140

Portfolio 200


Capstone Total Points 490


18 2009

Chapter 1

FAMOUS MENTOR-PROTÉGÉ PAIRINGS QUIZ

Maya Angelou mentor to ____________________________________

Isaac Asimov mentor to ____________________________________

Buddy Baker mentor to _____________________________________

Johnny Carson mentor to ____________________________________

Francis Ford Coppola mentor to ______________________________


2009 19

Chapter 1

Walter Cronkite mentor to ___________________________________

Professor Albus Dumbledore mentor to ________________________

Ralph Waldo Emerson mentor to ______________________________

Jerry Garcia mentor to _____________________________________

Oliver Wendell Holmes mentor to _____________________________


20 2009

Chapter 1

Hubert Humphrey mentor to ________________________________

Freddie Laker mentor to _____________________________________

Ellis Marsalis Jr. mentor to ___________________________________

Hunter S. Thompson mentor to _______________________________

Mike Wallace mentor to _____________________________________


2009 21

Chapter 1

Richard Branson

Harry Connick Jr

Alger Hiss

Jay Leno

George Lucas


22 2009

Chapter 1

Walter Mondale

Ryan Newman

Harry Potter

Dan Rather

Gene Roddenberry


2009 23

Chapter 1

Carlos Santana

Henry David Thoreau

Barbara Walters

Oprah Winfrey

Warren Zevon


24 2009

Chapter 1

AN INTRODUCTION TO MENTORING

The Eight Hallmarks of a Mentoring Culture

Accountability. Accountability enhances performance and produces long-lasting results. It requires shared intention, responsibility and ownership, a commitment to action and consistency of practice. Accountability also involves very specific tasks: --setting goals, --clarifying expectations, --defining roles and responsibilities, --monitoring progress and measuring results, --gathering feedback, and --formulating action goals.

Alignment. Alignment focuses on the consistency of mentoring practices within an institution‘s culture. It builds on the assumption that a cultural fit already exists between mentoring and the organization and that mentoring initiatives are also tied to goals larger than just initiating a program. When mentoring is aligned within the culture, it is part of its DNA. A shared understanding and vocabulary of mentoring practice exists that fits naturally with the organization‘s values, practices, mission, and goals.

Communication. Communication is fundamental to achieving mentoring excellence and positive mentoring results. Its effects are far-reaching; it increases trust, strengthens relationships, and helps align organizations. It creates value, visibility and demand for mentoring. It is also the catalyst for developing mentoring readiness, generating learning opportunities, and providing mentoring support within an organization.

Value and Visibility. Sharing personal mentoring stories, role-modeling, reward, recognition, and celebration are high-leverage activities that create and sustain value and visibility. Leaders who talk about formative mentoring experiences, share best practices, and promote and support mentoring by their own example add to the value proposition for mentoring.

Demand. Demand for mentoring has a multiplier effect. When it is present, there is a mentoring buzz, increased interest in mentoring, and self-perpetuating participation. Employees seek mentoring as a way to strengthen and develop themselves and look for mentoring opportunities. Mentors become protégés, and protégés become mentors. Employees engage in multiple mentoring relationships, often simultaneously. Demand spurs reflective conversation and dialogue about mentoring, adding to its value and visibility.

Multiple Mentoring Opportunities. In a mentoring culture, there is no single approach, type or option for mentoring. Although some mentoring activity goes on in nearly every organization, most need to work at creating a culture that concurrently advances and supports multiple types of opportunities. For example, many organizations couple group mentoring with one-on-one mentoring; the learning from one reinforces the other.

Education and Training. Continuing mentoring education and training opportunities are strategically integrated into the organization‘s overall training


2009 25

Chapter 1

and development agenda. Existing training platforms support mentoring and vice versa. Opportunities for ―next step‖ and renewal education and advanced skill training are available for ―veteran‖ mentors. Networking and support groups meet regularly to exchange best practices and promote peer learning.

Safety Nets. Mentoring cultures establish safety nets to overcome or avoid potential stumbling blocks and roadblocks with minimum repercussion and risk. Safety nets provide just-in-time support that enables mentoring to move forward coherently. Organizations that proactively anticipate challenges are more likely to establish resilient and responsive mentoring safety nets than those that do not.

A mentoring culture is a vivid expression of an organization's vitality. Its presence enables an organization to augment learning, maximize time and effort, and better utilize its resources. The relationship skills learned through mentoring benefit relationships throughout the organization; as these relationships deepen, people feel more connected to the organization. Ultimately, the learning that results creates value for the entire organization.

From: Lois J. Zachary, PhD. Source: http:// humanresources.About.com/OD/Coachingmentoring/A/Mentor_culture_2.htm


26 2009

Chapter 1

TIPS FOR BUILDING A MENTORING CULTURE

Mentoring Best Practices

If you want to establish a mentoring culture within your organization, here are some mentoring best practices:

Find out why the talented employees you wanted to keep left you. Was it the absence of a mentoring program?

McKinsey and Co. asked top people what they look for when deciding which company to join and stay with. The answer: a great company and a great job. Talented employees want exciting challenges and great development opportunities. They leave because they are bored. Mentoring is a key to attracting and retaining talented employees.

Develop people to their fullest potential. In order to develop your people, provide training opportunities, challenging projects and assignments, feedback, coaching and mentoring. In one study with people who had experienced real mentors, half of them said the mentoring experience ―changed my life.‖ Those are powerful words. The Facility Manager Leaders Program is designed to challenge individuals and many will be frustrated by the rigor of the program.

Point to the money. Losing talented employees and wasting talent costs companies money.

Mentoring Guidelines

Tune In to Individual Needs Approach each protégé as an individual, says Chip R. Bell, president of The Chip

Bell Group and author of Managers as Mentors: Building Partnerships for Learning.

"Mentoring everyone the same is not effective," Bell says. "Sometimes differences in ages can be a factor -- a 27-year-old manager mentoring a 58-year-old protégé. Sometimes differences in gender, race and ethnic background can also be a factor. Protégés learn in different ways."

Don't assume every staff member wants to be a manager.

Consider different learning styles. Some people absorb new information best when it's offered verbally. Others prefer documents, while other workers want to be shown.

Once you understand what motivates an employee, it's easier to guide that person in a direction that benefits both the employee and the organization.

Strive to Guide, Not Direct Mentors should let the protégé take the conversational lead. Good listening skills

are paramount.

Ask for Help If you feel unsure as a mentor, discuss your concerns with the other mentors in

the Facility Manager Leaders Program or the course coordinators. .


2009 27

Chapter 1

Hone Your Mentoring Technique Bell offers these tips for becoming a better mentor:

Establish a partnership that helps your protégé learn.

Foster discovery. Thought-provoking questions are more powerful than smart answers.

Allow for mistakes. They are necessary for growth.

Put your protégé at ease by being authentic, open, and sincere.

Give feedback that helps your protégé improve his performance.

Continue your support after face-to-face meetings via email and phone calls

If your mentoring relationship isn't working, discuss your concerns. Adapted from: Judith Lindenberger-Source: http://humanresources.about.com/cs/coachingmentoring/a/mentoring.htm Adapted from: Matt Kumrie-Source: http://management.monster.com/articles/mentoring101/

http://humanresources.about.com/cs/coachingmentoring/a/mentoring.htm

http://management.monster.com/articles/mentoring101/


28 2009

Chapter 1

INTRODUCTION TO THE FACILITY MANAGER COMPETENCIES AND LIFELONG LEARNING

Introduction to the Self-Assessment

In this section, you will be introduced to the self-assessment form and purpose. The self-assessment will be beneficial to you for many reasons, some of which are listed below.

Self-assessment is used to identify skill levels and experience in the different facility manager competencies.

Self-assessment is first step in lifelong learning; use this technique as a measure of current skills and abilities in order to identify training and education needs.

Self-assessment also serves as a benchmark against which to measure your learning levels after a learning experience.

Tools in Developing your Self-Assessment: Facility Manager Competencies In order to complete your self-assessment, it is important to keep your immediate responsibilities and long-term goals in mind. You can draw on the Facility Manager Competencies in order to make sure that your assessment remains effective and relevant in terms of your career trajectory. Remember:

The Facility Manager Competencies are your main resource when completing the self-assessment.

Use them to identify specific tasks within each competency to identify current skill level.

Closing the Loop: The Individual Development Plan (IDP)

Once you have given some time and thought to your career goals and demands, you will be ready to take the self-assessment which pertains to your job. The IDP is a self-assessment process particularly suitable for the NPS worker who wants to both evaluate his or her current capabilities and skills and also plan for the future. Remember:

The purpose of the self-assessment is to identify areas where you might need extra training.

The IDP is used to create a learning plan based on these competency gaps; it can be used for courses, e-courses, book critiques, developmental activities, and other learning opportunities.


2009 29

Chapter 1

FMLP Self-Assessment Assess your skills in the facility manager competency areas and place a check mark in the box below your skill level. Use this information to select learning goals and opportunities in your individual development plan.

I. Asset Management No Skill Conceptual Experienced Expert Can Teach

Others

A. Planning and Procedures

B. Property and Structure Ownership

C. Life Cycle Management

D. Inventory and Condition Assessment

II. Operations and Maintenance

No Skill Conceptual Experienced Expert Can Teach Others

A. Service Scheduling, Performance, and Tracking

B. Facility Management Software

C. Health, Safety, and Environmental Factors

D. Emergency Preparedness

III. Project Management


A. Project Management

B. Programming and Design

C. Construction and Relocations


30 2009

Chapter 1

IV. Resource Stewardship No Skill Conceptual Experienced Expert Can Teach

Others

A. Cultural Resources

B. Natural Resources

C. Environmental Stewardship

V. Business Management


A. Plan and Organize the Facility Function

B. Budget and Finance

C. Assessment and Innovation

D. Human Resource Management

E. Technology

VI. Supervision and Leadership No Skill Conceptual Experienced Expert Can Teach

Others

A. Leading Change

B. Leading People

C. Results Driven

D. Business Acumen

E. Building Coalitions and Communications


2009 31

Chapter 1

FMLP Self-Assessment Assess your skills in the facility manager competency areas and place a check mark in the box below your skill level. Use this information to select learning goals and opportunities in your individual development plan.

Beginning of Course Skill Level=B Ending of Course Skill Level=E

I. Asset Management No Skill Conceptual Experienced Expert Can Teach

Others

A. Planning and Procedures

B E

B. Property and Structure Ownership

B E

C. Life Cycle Management

B E

D. Inventory and Condition Assessment

BE

II. Operations and Maintenance No Skill Conceptual Experienced Expert Can Teach

Others

A. Service Scheduling, Performance, and Tracking

BE

B. Facility Management Software

B E

C. Health, Safety, and Environmental Factors

BE

D. Emergency Preparedness

BE

III. Project Management No Skill Conceptual Experienced Expert Can Teach

Others

A. Project Management

BE

B. Programming and Design

B E

C. Construction and Relocations

B E


32 2009

Chapter 1

IV. Resource Stewardship No Skill Conceptual Experienced Expert Can Teach

Others

A. Cultural Resources

B E

B. Natural Resources

B E

C. Environmental Stewardship

B E

V. Business Management No Skill Conceptual Experienced Expert Can Teach

Others

A. Plan and Organize the Facility Function

BE

B. Budget and Finance

BE

C. Assessment and Innovation

B E

D. Human Resource Management

B E

E. Technology BE

VI. Supervision and Leadership No Skill Conceptual Experienced Expert Can Teach

Others

A. Leading Change B E

B. Leading People B E

C. Results Driven BE

D. Business Acumen

B E

E. Building Coalitions and Communications

B E


2009 33

Chapter 1

Individual Development Plan (IDP) EMPLOYEE NAME: Glen D. Fickbohm

PRESENT TITLE, SERIES, GRADE: Facility Management Specialist GS-1640-09

COMPETENCY GOAL

ACTIVITY TARGET

COMPLETION DATE

NUMBER OF

HOURS OF T&D

COMMENTS COMPLETED DATE

COST

Asset Management

1)IPPM training

3) Detail to MORA. Assist park to develop PAMP.

12/12/08

7/08 to 9/08

50

40

Class scheduled

Completed

12/12/08

9/08

$1,500

Hard to say

Operations and Maintenance

1)Update Park Hazardous Materials Mgmt. Plan, including Hazard Communication and Emergency Response

12/08

20

Edited, not done updating

Resource Stewardship Natural Resources NEPA

1)Resource Protection for Interdisciplinary Teams

9/08

40

Completed

9/12/08 $2000

Business Management

1) Detail to MORA. Assist park to develop PAMP.

2) Develop O&M requirements for new maintenance building.

7/08 to 9/08

4/09

80

10

Completed In progress

9/4/08

Will not finish

before end of FMLP

Hard to say

Human Resource Management

1) Hire FMSS employee.

2) Developed annual work plan @ AFMP.

3) Develop annual work plan for CONG

7/08

10/08

1/09

10

60

50

Completed Completed Completed

10/08

10/08

2/27/09

$0

$3000

$1,500

Supervision and Leadership Business Acumen

1)Develop and make presentation on REDW PAMP

2) Detail to MORA. Assist park to develop PAMP and supervise Buildings Branch

2)Find, bind, and refine with a Mentor.

12/08

7/08 to 9/08

4/09

20

80

80

Completed Completed Completed

4/1/09

9/08

4/13/09

$0

Hard to say

Priceless


34 2009

Chapter 1

Sample Individual Development Plan (IDP) IDP Period April 2008 – April 2009 and Beyond This sample IDP contains large amount of information-Use this as a sample of a variety of topics as opposed to what you could expect to accomplish in 6 months.

EMPLOYEE NAME: Sandy Smith

PRESENT TITLE, SERIES, GRADE:

Cultural Resources Program Manager, GS-0101-11 Step 10

COMPETENCY GOAL

ACTIVITY TARGET

COMPLETION DATE

NUMBER OF HOURS OF

T&D COMMENTS

COMPLETED DATE

COST

I. ASSET MANAGEMENT

Asset Management:

Planning and Procedures

Complete Park Planning Introduction: Modules 1 - 7 e-course through DOI Learn

12/1/2010 Self Paced - Out year Long

Term Goal

$0

Asset Management:

Life Cycle Management

Complete Choosing by Advantages (CBA) or Value Analysis (VA) class

11/1/2008 40 - Also part of

project Management competency goal

- Currently no classes scheduled in DOI Learn, dates TBD.

- FOSU LIC project for RipRap Replacement also good skill for smaller projects.

$1,000

Asset Management:

Inventory and Condition Assessment

Ensure that condition assessments are being conducted

9/2009 40 - Oversee CA

process , provide CESS cost estimates for deficiencies

$0


2009 35

Chapter 1

- FOSU activity

Asset Management:

-Planning and Procedures

-Property and Structure Ownership

- Life Cycle Management

-Inventory and Condition Assessment

Participate on Unique Asset Work Group (UAWG) for Fortifications

- choosing pilot parks

- developing contractor cost estimates to do initial inspections

- review/ development of spec. templates

- development of CESS assemblies for fortification cost estimating needs

3/1/2010 5 hours per

week - RDA #2 $0

WASO Funded

Asset Management:

Inventory and Condition Assessment

Complete RS Means – Repair and Remodeling Estimating/ Facility Maintenance and Repair Estimating/ Unit Price Estimating or equal. Possible detail to DCS cost estimating section.

3/1/2010 32 Need to be able to

prepare more accurate cost estimates for project /repair work using RSMeans and CESS

- RSMeans Class scheduled for Orlando FL Nov 5-8 and San Diego in Dec 3-6 – Preferred date still TBD - maybe closer location in 2008

- also part of Project

$1,300 class

$1,000 travel


36 2009

Chapter 1

Management competency

II. OPERATIONS AND MAINTENANCE

Operations and Maintenance:

Facility Management Software

Ensure that new facility operations work order system is set up

6/30/2009 10 - Provide input for

park Facility Operation (FO) Work Order (WO) system

- FOSU activity

$0

Operations and Maintenance:

Health, Safety, and Environmental Factors

Complete NPS TEL Class: Safety Responsibilities for First Line Supervisors

6/1/2009 2 Scheduled for

Thursday May 31 10 to 12

$0

III. PROJECT MANAGEMENT

Project Management :

Programming and Design

Complete class on Writing Performance Work Statements – FAR part 37 requires use of performance based methods for contracting which means telling the contractor what to do not HOW to do it.

- purchase book : How to write a statement of work, fifth edition by Peter S. Cole

3/1/2009 24 - Management

Concepts class Washington DC 7/30- 8/1 (M-W) or 9/19 – 9/21(W-F) PREFERED (2008 schedule not available)

- Hands on training must be prepared to think and write.

- good writing skills development

$690 class

$ 800 travel

$99 book


2009 37

Chapter 1


Construction and Relocations

Complete Agreements Training

3/1/10 24 - Management

Concepts class Washington DC 8/6 – 8/8 (M-W)(2008 schedule not available)

- Agreements training not available on line. Need for CESU, Army Corps of Engineers agreements and others.

- Initial class must be classroom--required to administer agreements (no online version at this time)

$795 class

$800 travel


- Project Management

- Programming and Design

- Construction and Relocations

Complete Project Management Professional (PMP) Certification Program

12/1/11 36 - Out year Long

Term Goal

- Available through SC Lowcountry Graduate Center

- Pass Certification Exam

$1,400

IV. RESOURCE STEWARDSHIP

Resource Stewardship :

- Cultural Resources

Participate/Assist in National Parks Conservation Association Center for the State of the Parks (CSOTP) Assessment at FOSU/CHPI

5/22/2010 16 $0


38 2009

Chapter 1


- Cultural Resources

Attend Association for Preservation Technology (APT) Conference

11/7/2009 40 APT Conference

Nov. 3-7, 2009, San Juan, Focus on Traditional Lime and Brick-Dust Mortars for Restoration – This conference will provide additional information for Unique Asset Work Group (UAWG) for Fortifications (see RDA #2) and for repointing work needed at FOSU. (possible additional RDA opportunity)

$1,500


- Natural Resources

Complete Review of FOSU Inventories for Inventory & Monitoring Program

6/30/09 8 - Fish, Vascular

Plants, Mammals and Bats

$0

V. BUSINESS MANAGEMENT

Business Management:

- Plan and Organize the Facility Function

- Budget and Finance

- Assessment and Innovation

- Human Resource Management

- Technology

Detail at Mentor’s Park:

- Get to know mentor

- Tour park assets

- Review DEVA FMSS hierarchy

- Participate in FY08 budget planning meeting, Provide PAMP lessons learned input (tie budget to FMSS)

6/1/2009 40 - Tentatively

scheduled for week of May 14-18, 2009.

- RDA #1

- Detail will also include aspects of Asset Management / Operations and Maintenance / Project Management/ Resource Stewardship and Supervision and Leadership competencies

$1,500


2009 39

Chapter 1

Continued from previous page

- SHPO Site visit / interaction with SHPO , PWR staff, Park RM staff and Park Maintenance Staff

- Review Maintenance Organization Chart and plan additional funding in AFS3 and FMSS

- other park issues that occur during week visit.


- Plan and Organize the Facility Function

Attend Pacific West Region Maintenance Advisory Committee (MAC)

or

Servicewide Maintenance Advisory Committee (SMAC) Meeting

4/30/2009

2/01/2010

32

Next scheduled meeting 10/09 is the same week as FMLP Class. Week of April 2010 meeting will be scheduled at October 09 Meeting.

Biannual meetings next scheduled meeting sometime in May/June 2009 and then Jan/Feb 2010

$1,000


40 2009

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Budget and Finance

(PREFERRED) Complete Introduction to Park Program Management (IPPM)Course – ADM 2010

(ALTERNATIVE) or out year Complete Fundamentals of Financial Management e-course through DOI Learn

12/30/2009

12/30/2009

40

Self Paced

To be scheduled for NPS Pacific West Region in October/November 2009

Must submit SF-182 to Capital Training Center.

$1,000

$100



Detail assignment at CARL as acting Chief of Maint. /Resource Management

-Manage approximately 8 RM and Maint. employees

- Project Management on several construction projects

- Condition Assessment FY2007

- Budget Preparation (year end and new fiscal year)

- Review PD for Chief position and applications when received

- Initiate FMSS WO system for daily operations to prepare for PAMP

- PMIS / FMSS Data clean-up

11/1/2009 4 Months - RDA #3

- Detail will encompass all competency goals to some degree

- Mentor to visit CARL tentatively 8/2009

$300 FMLP

program to

provide internet access at hotel during

detail to perform

FMLP HW and

on-line training

$0

FOSU /CARL

Funded


2009 41

Chapter 1



Complete Human Resources for Supervisors and Managers Training

12/1/09 40 - Out year Long

Term Goal

$1,000

VI. SUPERVISION AND LEADERSHIP

Supervision and Leadership:

Leading People

Complete TEL Class: Communication: The Key to Performance Management

6/1/2009 2 Scheduled for

Wednesday May 23, 2009, 1 to 3.

(Counts towards 40hour supervision requirement)

$0

Supervision and Leadership:

- Leading Change

- Leading People

- Results Driven

- Business Acumen

- Building Coalitions and Communications

Detail WASO FMP/PFMD

- Activity TBD based on need of division at time of detail.

- Learn WASO perspective

- Detail may encompass other competency goals TBD.

- possible AFS/FMSS link

3/1/2010 80

- Spoke to Michele Proce and anytime December through March would be a good time for detail especially due to election-year work load and combined call work load. - IDP #4 for 2nd Interim.

$2,500

______________________________ _______ ___________________________ ______ EMPLOYEE‘S SIGNATURE DATE SUPERVISOR‘S SIGNATURE DATE ______________________________ _______ ___________________________ ______ MENTOR‘S SIGNATURE DATE TRAINING OFFICER DATE


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Chapter 1

Goal Setting

Smart Goals

Once you have identified your project or activity, turn your attention to developing several goals that will assist you in being successful. Goals should be SMART - specific, measurable, agreed-upon, realistic and time-based.

The acronym SMART has a number of slightly different variations, which can be used to provide a more comprehensive definition for goal setting:

S - specific, significant, stretching

M - measurable, meaningful, motivational

A - agreed-upon, attainable, achievable, acceptable, action-oriented

R - realistic, relevant, reasonable, rewarding, results-oriented

T - time-based, timely, tangible, track-able

The information can help you adapt your goal setting to your needs and projects. When you begin your next project take a moment to consider whether your goals are SMART goals.

Specific

Is the proposal well-defined?

Is it clear to anyone who has a basic knowledge of the project?

Has the project been broken into its essential parts? Measurable

How will you know that the goal has been achieved?

Is the goal obtainable?

Do you know how far away completion is? Agreed-Upon

Is there agreement with all the stakeholders on what the goals are? Realistic

Is the goal within the availability of resources, knowledge and time? Time-Based

Is there enough time to achieve the goal?

Is there too much time (which can affect project performance)?


2009 43

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Adapted from http://www.projectsmart.co.uk/smart_goals.html

http://www.projectsmart.co.uk/smart_goals.html


44 2009

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Exercise: The Self-Assessment and Individual Development Plan

Process Directions: Individually, fill out a self-assessment for yourself, using the Facility Manager Competency document as a guide. In small groups, discuss the process and record answers to the questions below. As a group, present to the group at large.

How did you approach the self-assessment process individually and how much did that

vary with the rest of the group?

How did you approach the IDP process individually and how much did that vary with the rest of the group?

As a mentor how would you ―council‖ the other members of your group to make the process better?

Based on the other members of the group, what other activities would you recommend in an Individual Development Plan?


2009 45

Chapter 1

NPS FACILITY MANAGER LEADERS PROGRAM (FMLP) REQUEST FOR DEVELOPMENTAL ACTIVITY

Request for Developmental Activity

A developmental activity, such as a job rotation, detail, special project, or a shadowing assignment, requires motivation and self-directed learning strategies on the part of the learner—that‘s you! To help you become an active participant in your professional development, during the Distributed Learning Sessions of the FMLP, you should become familiar with this document. The Request for Developmental Activity will help you to identify what skills you want to learn or improve upon. It is designed to link your individual learning objectives with your job‘s requirements, including facility management competencies requirements. The Workforce Development guide should also provide supplemental information. The Request for Developmental Activity is an opportunity for you to

Individualize a developmental activity to meet your particular learning needs

Individualize an activity to meet the needs of your park or unit

Focus on an applied project related to your workplace or your learning needs, and

Discuss your individual development goals with your mentor The Request for Developmental Activity was adapted from a Learning Contract developed for the M. S. degree in Adult and Continuing Education, Indiana University.

REQUEST FOR DEVELOPMENTAL ACTIVITY

The Request for Developmental Activity is a deliberate, measurable statement of:

The objective(s) you want to address

How you will structure your learning

How you will show your accomplishment of your identified learning objectives

Define as many Learning Outcomes as you need to make this an effective, valuable, and successful learning tool. Learning Outcomes may include references to facility manager competencies or they may address specific tasks and conditions within those competencies. The complete list of facility manager competencies may be found at the following website: http://classicinside.nps.gov/documents/FM%5FComps%5FCOMPLETE%5F060130%2Epdf

http://classicinside.nps.gov/documents/FM_Comps_COMPLETE_060130.pdf

http://classicinside.nps.gov/documents/FM_Comps_COMPLETE_060130.pdf


46 2009

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Complete this form and submit it to your mentor. Your mentor will review it and send it back to you with his or her comments and approval. You should also submit it to your direct supervisor for approval. Once approved, this document will be uploaded into your electronic student workbook. This document and your final product will be evaluated by a group of instructors and an evaluation team for a grade.

NPS FMLP REQUEST FOR DEVELOPMENTAL ACTIVITY

ACTIVITY TITLE

EMPLOYEE INFORMATION

Name:

Name of Mentor:

Date Submitted:

Proposed Completion Date**:

PART ONE

What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit?


2009 47

Chapter 1

Learning Outcome # 1: I would like to learn or achieve competence in the following area or topic:

a) Learning Strategies & Activities: This is how I will go about achieving this objective.

b) Evidence of Accomplishment: This is how I will know the objective has been achieved.

c) Criteria and Means of Evaluating Accomplishments: This is how I will demonstrate or prove that I have achieved my goal.


.

a) Learning Strategies & Resources: This is how I will go about achieving this objective (Activities):

b) Evidence of Accomplishment: This is how I will know the objective has been achieved:

c) Criteria and Means of Validating or Assessing Evidence of Accomplishment: This is how I will demonstrate or prove that I have achieved it:


48 2009

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Description of Learning Outcome # 3: I would like to learn or achieve competence in the following area or topic:




MENTOR‘S COMMENTS:

I HAVE REVIEWED THIS DOCUMENT AND HAVE THE FOLLOWING SUGGESTIONS:


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AFTER THE APPROPRIATE CHANGES HAVE BEEN MADE, I APPROVE THIS DEVELOPMENTAL ACTIVITY.

SUPERVISOR NAME: ____________________________________

I APPROVE THIS DEVELOPMENTAL ACTIVITY


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PART TWO: TO BE COMPLETED AFTER THE LEARNING ACTIVITY

Attachment: Final report with a full description of the results of your developmental activities and how it supports your Learning Outcomes: [Note: This should be a minimum of two pages, single-spaced text with all supporting documentation such as graphs, photos, and evidence of the activity, making sure to consider the items listed in the grading rubric below.]

PART THREE: SELF-EVALUATION OF LEARNING EXPERIENCE

Mark your response and add comments as appropriate.

Learning Levels: High = Learned a lot of new things and synthesized it with prior knowledge

Medium = Learned some new things or synthesized prior knowledge together

Low = Did not learn anything new, simply reiterated what you already knew

Student Signature: ____________________________________________

PART FOUR: EVALUATION RUBRIC

To be completed by the instructor team or evaluator team and posted on FMLP site.

Mentor‘s Comments: To be completed by the mentor after evaluation has been recorded.

MENTOR‘S COMMENTS:


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Chapter 1

Objective Evaluative Criteria

High Proficiency Medium Proficiency Low Proficiency Points

Connection— What I needed to know

The student directly identified a learning need related to his/her Self-Assessment and IDP.

The student is beginning to identify and connect a learning need related to his/her Self-Assessment and IDP.

The student did not identify a learning need, or the learning need is not related to his/her Self-Assessment and IDP.

30

Precision— What I did to meet my need

The student‘s description of the developmental activity addressed the student‘s intended learning need.

The student‘s description of the developmental activity somewhat addressed the student‘s intended learning needs.

The student‘s description of the developmental activity did not address the student‘s intended learning needs.

50

Evaluation— How I know if I met the need

The student clearly articulated how he/she evaluated whether his/her learning needs were met and how effective that method of evaluation was.

The student is beginning to develop how he/she evaluated whether his/her learning needs were met and how effective that method of evaluation was.

The student did not discuss a means of evaluation and/or address the validity of that evaluation.

75

Applicability—How I will apply what I know

The student described how he/she can apply his/her new knowledge to his/her own career path, the field of facility management, and/or the NPS.

The student stated but does not sufficiently develop how he/she can apply his/her new knowledge to his/her own career path, the field of facility management, and/or the NPS.

The student did not describe how he/she can apply his/her new knowledge to his/her own career path, the field of facility management, and/or the NPS.

70

Supportive Evidence— Product

The student provided supportive evidence of their developmental activity that demonstrates precisely what he/she performed.

The supportive evidence is generally related to his/her developmental activity but is incomplete or does not fully capture the student‘s performance.

The supportive evidence is not present, or does not relate to the developmental activity.

50

Writing The organization, style, and mechanics of the piece possess few if any errors, making the piece clear and readable.

The organization, style, and mechanics of the piece possess some minor errors, but generally the message is clear.

Repeated mistakes in organization, style, and mechanics make the piece difficult to comprehend.

50

Total

325


52 2009

Chapter 1

DEVELOPMENTAL ACTIVITY WRITE-UP REQUIREMENTS

As part of your Developmental Activity, you will need to describe how the educational event you planned actually occurred. To demonstrate this, you will need to provide the following:

a brief narrative summarizing your educational activity,

a description of how your actions supported your expected learning outcomes,

an explanation of any differences between the planned and actual educational event and the anticipated and met learning outcomes, and

supporting documentation of your educational event.

Questions to consider:

What is the purpose of my write-up? Your write-up serves as a writing sample but also provides readers with a narrative of your developmental activity. Readers need to be able to understand what you did during your activity and how it supports your selected competencies so they can evaluate your learning experience. If your activity did not go as planned, readers need to understand why and what you learned, even if it was how you would alter your approach to the activity to build success. Your narrative should explain and describe the process and results of your developmental activity in a professional tone with enough detail to answer potential questions readers may have. Who will read this write-up? Coworkers, supervisors, mentors, and NPS management Have I related my experiences to my learning outcomes in an organized and systematic manner? In other words, plan what you want to say before saying it. You‘ll notice the sample RDA is very systematic: introduction, learning outcome one, learning outcome two, learning outcome three, and summary. Within this system, each learning outcome is also well-organized: heading, narrative, and evidence. This is not to say that the sample is the only way to organize your write-up, but make sure you consider organization. Have I met all of the writing requirements as outlined in the grading rubric? Writing is a process. Be sure to reread, proofread, edit, and revise. Be clear and concise, but also be creative. Vary your sentence structure, but don‘t get so caught up in the language that you lose sight of the narrative. And it never hurts to have someone else look over your writing. Have I provided enough supporting documentation? Writing about what you‘ve done and the learning outcomes you‘ve met isn‘t quite enough; you need to illustrate your accomplishments. For the sample RDA, supporting documents may include notes from meetings, an agenda from the training sessions, and a copy of the post-drill evaluation given to supervisors.


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How long does my write-up need to be? It depends on how much you‘ve accomplished in your learning outcomes. The RDA should be a minimum of two pages single-spaced. A longer write-up isn‘t necessarily better than a short one. Be thorough and detailed enough to provide readers with a good sense of your activity, your goals, the process, and the outcomes. Your write-up may also discuss challenges you faced and how they were overcome, unexpected results, or outcomes of which you are particularly proud.


54 2009

Chapter 2

COMPLETED SAMPLE: REQUEST FOR DEVELOPMENTAL ACTIVITY

NPS Facility Manager Leaders Program (FMLP)

Request for Developmental Activity A developmental activity, such as a job rotation, detail, special project, or a shadowing assignment, requires motivation and self-directed learning strategies on the part of the learner—that‘s you! To help you become an active participant in your professional development, during the Distributed Learning Session (DLS) #1 phase of the FMLP, you should become familiar with this document. The Request for Developmental Activity will help you to identify what skills you want to learn or improve upon. It is designed to link your individual learning objectives with your job‘s requirements, including facility management competencies requirements. The Workforce Development guide should also provide supplemental information. The Request for Developmental Activity is an opportunity for you to

Individualize a developmental activity to meet your particular learning needs

Individualize an activity to meet the needs of your park or unit

Focus on an applied project related to your workplace or your learning needs, and

Discuss your individual development goals with your mentor The Request for Developmental Activity was adapted from a Learning Contract developed for the M. S. degree in Adult and Continuing Education, Indiana University.

Request for Developmental Activity The Request for Developmental Activity is a deliberate, measurable statement of:

The objective(s) you want to address

How you will structure your learning

How you will show your accomplishment of your identified learning objectives

Define as many Learning Outcomes as you need to make this an effective, valuable, and successful learning tool. Learning Outcomes may include references to facility manager competencies or they may address specific tasks and conditions within those competencies. The complete list of facility manager competencies may be found at the following website: http://www.nps.gov/training/cfmatrices/documents/fmcompsrpt.pdf. Complete this form and submit it to your mentor. Your mentor will review it and send it back to you with his or her comments and approval. You should also submit it to your direct supervisor for approval. Once approved, this document will be uploaded into your electronic student workbook. This document and your final product will be evaluated by a group of instructors and an evaluation team for a grade.

http://www.nps.gov/training/cfmatrices/documents/fmcompsrpt.pdf


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Chapter 2

NPS FMLP Request for Developmental Activity


Name: Christie Wahlert

Name of Mentor: Steve Wolter

Date Submitted: May 22, 2009

Proposed Completion Date**: September 4, 2009

PART ONE What are the competencies you need or want to develop during this developmental activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? (Expand the space in this document as needed.) In my Individual Development Plan, I identified that I have little experience with Emergency Preparedness and the development of emergency plans. Recent experiences with natural disasters, such as Hurricane Katrina, and terrorist threats, such as 9/11, should remind us that current and thorough emergency plans need to be in place to protect our employees and the visitors to the park. Emergency Preparedness falls under the Operations and Maintenance Parent Competency. Our emergency plans were drafted in 1998 and need to be updated to include such things as communication with emergency response agencies outside the NPS, anti-terrorism plans, and evaluating whether the correct back-up systems are in place. Park Management has determined that this initiative should be completed by the end of FY2006. By taking responsibility for this project, I will help achieve this goal.


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Chapter 2

Learning Outcome # 1: I would like to learn more or achieve competence in the following area or topic:

Develop emergency plans-I would develop a new emergency plan based on the one drafted in 1998.


1. Review plan drafted in 1998. 2. Add anti-terrorism plan component. 3. Identify areas of greatest concern in my park and choose three assets to review. 4. Review signage and written instructions.


1. Completion of a draft emergency plan for management approval for three assets based on greatest need. 2. Draft new signage and written instructions for management approval. 3. Draft report to be placed in the FMLP electronic student notebook.


1. Approval of new emergency plans for three assets by management. 2. Approval of new signage and written instructions by management. 3. Passing score given by FMLP evaluation team on written report.


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Chapter 2


Ensure that park staff is trained in emergency procedures.


1. Review training documentation of emergency procedures (if any). 2. Talk with other cohorts in the FMLP Program and my mentor to research other parks’ training in emergency procedures.


1. Draft a short training proposal (one hour for all staff in the three assets and additional personnel as needed). Include this in the electronic student workbook. 2. Conduct training for all identified staff. Revise as appropriate.


1. Approval by park management of training program. 2. Passing grade on short training proposal.


58 2009

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Ensure that all emergency systems and procedures are tested as planned.


1. Test all emergency equipment (sprinkler system, fire extinguisher, smoke alarms, etc) for the three assets identified. 2. Conduct an emergency evacuation drill for all three assets and revise materials, signage, and training as necessary. 3. Draft a paper with a description of all emergency procedures and the emergency drill to electronic student workbook.


1. Successful completion of emergency drills. 2. Revision of materials and signage as necessary.


1. Approval of new drill procedures by park management. 2. Passing score on paper.

Mentor’s Comments:

I have reviewed this document and have the following suggestions: Christie— Looks great! I think you will get quite a bit out of this developmental activity. One suggestion though: add an anti-terrorism section to your emergency plan…this is something all parks should go back and include in their plans. Please let me know what assistance I can be to you during the process. I look forward to reading your write up. Good Luck, Steve Wolter Aug. 11, 2008 After the appropriate changes have been made, I approve this developmental

activity. Approved! --Steve, May 29, 2009 Supervisor Name: Emily Seymour I approve this developmental activity May 29, 2009

X

X

X


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Chapter 2

PART TWO: To be completed after the learning activity A brief description of the results of my developmental activities and how it supports my Learning Outcomes: For this developmental activity, I decided to focus on gaining more experience in the Emergency Preparedness competency area and the development of emergency plans. I selected this area for the following reasons: it will support my learning in the Operations and Maintenance Parent Competency; it will give me the opportunity to work with other park employees to update the plan for our park; and it will provide me with skills that I can apply to other parks if I take on new positions. In addition, I recognized that there is a need at my park to reevaluate and revise our emergency plans, which were drafted in 1998 and do not include updated strategies for communicating with outside agencies and do not reflect federal government and NPS strategies that were developed following recent events such as 9/11 and Hurricane Katrina.

As part of this activity, I developed three learning areas in which to achieve competencies (learning outcomes): 1) develop a new emergency plan based on the one drafted in 1998; 2) ensure that park staff is trained in emergency procedures; and 3) ensure that all emergency systems and procedures are tested as planned.

The first component of developing a new emergency plan was meeting with the appropriate staff members to evaluate the weaknesses of the 1998 emergency plan and the requirements for a revised plan. I reviewed the 1998 draft plan with the appropriate colleagues at the park and formed a committee that met twice a week to revise the plan, insert the proper updates, and ensure that it covered all requirements. This included adding an anti-terrorism plan. We were able to find out from other parks of similar size and in similar locations what their plans included. We identified three assets of greatest concern and specifically focused on plans for these assets within the emergency plan, in addition to describing strategies and responses for the park in general. I coordinated the meetings and incorporated suggestions and recommendations into the final plan, which was presented to the park superintendent. In addition, I met with the park safety officer to review park signage. As part of this, I also reviewed the written emergency instructions posted for visitors. In some areas, we decided it was best to change the size of the signage. We also discussed changing the colors, but this is still under consideration. We want to make the signage noticeable but not distracting or intimidating to visitors.

My objectives for this learning outcome were achieved as evidenced by the following: I submitted a draft of a revised emergency plan to the superintendent; with the park safety officer, I submitted recommendations for changes in signage and posted instructions; and I submitted a draft of the report with my electronic student workbook.

For my second learning outcome, which is ensuring that all park employees are trained in emergency procedures, I reviewed the park’s training documentation. This was done in conjunction with the revision of the emergency plan to ensure that the documentation included procedures on information added to the plan. While reviewing park signage with the park safety officer, I looked at and evaluated the signage in visitor areas. However, we also


60 2009

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reviewed the signage and instructions posted in staff-only areas. Through conversations with employees, we learned that some employees do not even notice the signs anymore. With the assistance of other managers, I am setting up regular emergency-preparedness meetings and emergency-response drills so that employees can review actions that need to be taken and discuss their responses to emergency situations that occur at the park.

My objectives for this learning outcome were achieved as evidenced by the following: Based on the revisions to the emergency plan and the identification of the park’s three main assets, I wrote a proposal for a one-hour training session for staff in the three assets. This training can also help additional personnel when needed. While training has not yet taken place, I also identified the priority topics for training and have set up a schedule for training sessions for the appropriate staff. The proposal and training sessions will be revised as needed, based on results and feedback from park employees.

For my third and final learning outcome, which is to ensure the emergency systems and procedures worked according to my newly drafted plans, I tested the new system and procedure. To do so, I first tested all of the equipment (sprinkler systems, fire extinguishers, smoke alarms, etc.) for the three prioritized assets. After testing the emergency equipment, I conducted a scheduled emergency evacuation drill. During this drill, I asked the supervisors of each department involved in the evacuation to fill out an evaluation of the procedures. With this valuable feedback, I was then able to update the emergency plans, signage, and training to meet the needs of all involved in emergency preparedness at my park. Finally, I wrote a summary of these activities in my electronic student notebook.

My objectives for this learning outcome were achieved as evidenced by the following: The emergency preparedness plan now in place at my park reflects the success of the testing and drill as it includes a list of the emergency equipment, with last test date and next planned test date information and also incorporates the feedback received from supervisors after the drill.

For this development activity, I focused on Emergency Preparedness and three specific learning outcomes. By communicating with park staff, evaluating the park’s emergency response plan, including the written plan, signage, and drills, and testing and evaluating park procedures, I gained more knowledge of Emergency Preparedness and the procedures required at NPS facilities. I became more aware of those requirements and was able to discuss possible revisions and updates with the park safety officer, the superintendent, and other staff. I also took on a leadership role by initiating the revision of the emergency response plan, signage, and drills.


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PART THREE: SELF-EVALUATION OF LEARNING EXPERIENCE Mark your response and add comments as appropriate.

Learning Levels: High = Learned a lot of new things and synthesized it with prior knowledge

Medium = Learned some new things or synthesized prior knowledge together

Low = Did not learn anything new, simply reiterated what you already knew

Even though many of the tasks I performed during this development activity are not complete, I still feel as though I achieved a high level of learning. The tasks in progress are being reviewed by the appropriate staff, such as the revised emergency plan. During this developmental activity, I became more familiar with the park and gained skills in an area where before I had limited knowledge. Now I know how to deal with emergencies at my park and how to apply my knowledge of revising plans, initiating drills, and developing training to other park sites. Specifically, I learned how to approach Emergency Preparedness at a park site, how to plan, coordinate, and update written procedures, how to communicate better with fellow employees and management, and how to develop and lead training sessions.

Completing a developmental activity in Emergency Preparedness built upon my knowledge, skills, and experience in other areas, including Project Management, Supervision and Leadership, and Asset Management: Planning and Procedures. To achieve my objectives, I had to identify the site’s top three resources based on my knowledge of the site’s assets; coordinate meetings with other employees and work with them to incorporate multiple ideas into a single plan; lead and manage employees in revising the emergency plan, updating signage, and coordinating drills and training; and clearly and confidently express my ideas and plans while writing the plan, developing and leading training sessions, and presenting the information and materials to management.

Student Signature: Christie Wahlert


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PART FOUR: EVALUATION OF LEARNING EXPERIENCE To be completed by the instructor team or evaluator team.

Objective Evaluative Criteria

High Proficiency Medium Proficiency Low Proficiency Points

Connection— What I needed to know

The student directly identified a learning need related to his/her Self-Assessment and IDP.

The student is beginning to identify and connect a learning need related to his/her Self-Assessment and IDP.

The student did not identify a learning need, or the learning need is not related to his/her Self-Assessment and IDP.

30

Precision— What I did to meet my need

The student‘s description of the developmental activity addressed the student‘s intended learning need.

The student‘s description of the developmental activity somewhat addressed the student‘s intended learning needs.

The student‘s description of the developmental activity did not address the student‘s intended learning needs.

50

Evaluation— How I know if I met the need

The student clearly articulated how he/she evaluated whether his/her learning needs were met and how effective that method of evaluation was.

The student is beginning to develop how he/she evaluated whether his/her learning needs were met and how effective that method of evaluation was.

The student did not discuss a means of evaluation and/or address the validity of that evaluation.

75

Applicability—How I will apply what I know

The student described how he/she can apply his/her new knowledge to his/her own career path, the field of facility management, and/or the NPS.

The student stated but does not sufficiently develop how he/she can apply his/her new knowledge to his/her own career path, the field of facility management, and/or the NPS.

The student did not describe how he/she can apply his/her new knowledge to his/her own career path, the field of facility management, and/or the NPS.

70

Supportive Evidence— Product

The student provided supportive evidence of their developmental activity that demonstrates precisely what he/she performed.

The supportive evidence is generally related to his/her developmental activity but is incomplete or does not fully capture the student‘s performance.

The supportive evidence is not present, or does not relate to the developmental activity.

50

Writing The organization, style, and mechanics of the piece possess few if any errors, making the piece clear and readable.

The organization, style, and mechanics of the piece possess some minor errors, but generally the message is clear.

Repeated mistakes in organization, style, and mechanics make the piece difficult to comprehend.

50

Total

325


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Chapter 2

`Mentor‘s Comments: To be completed by the mentor after evaluation has been recorded.

Christie—

You‘ve been very busy, I can tell! First, I‘m quite impressed by your ability to not only create a challenging and thorough developmental activity but to also follow through on all of the details. You should be proud of your accomplishments. Specifically, emergency preparedness is a ―hot topic,‖ and this exercise has obviously given you insight and practical experience in dealing with the many aspects of a critical issue in park planning. I would encourage you to not stop here with your write-up. Many parks could benefit from your efforts; have you thought about sharing your experience and documentation? And make sure you highlight this in your career portfolio. Working with you on this project has been a pleasure, and I look forward to our future collaborations.


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Exercise: Can This RDA Be Saved?

Directions: In small groups, review the sample RDA. Answer the questions below and present your findings to the group.

Does this RDA contain sufficient information? If not, how would you council this student?

Is there sufficient rigor in this RDA? If not, how would you council this student?

What recommendations would you make to this student?


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Chapter 2

NPS FMLP Request for Developmental Activity -#1


Name: Sam Jones

Name of Mentor: Eliza Matheson


Proposed Completion Date**: August 23, 2009

PART ONE What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? Asset Management-Planning and Procedures. We don’t have a Preventive Maintenance Plan in place in our park and we should.


Develop a PM plan for the park


1. Look at work orders to see if any are PM work orders (asset by asset) 2. If there are no PM work orders in the FMSS, make them


1. Work Orders have been developed for PMs for critical equipment


1. Don’t know….



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Chapter 2



Name: Mary Corrigan

Name of Mentor: Tom Corson


Proposed Completion Date**: August 30, 2009

PART ONE What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? Asset Management-Planning and Procedures is an area that I am not familiar with. My Superintendent has been all up-in-arms about compliance issues with folks with disabilities and wants to know what in the park is compliant. Well, we should be finding out what is compliant.


I would like to learn more about compliance and help my park get up to speed with compliance. At the end of this project, I will compile a list of all assets in my park (500) and determine if accessibility standards are being met.


1. Visit all the assets first 2. Divide out which assets meet accessibility requirements 3. List which assets don’t meet requirements


1. Completion of the list


1. Presentation to the Superintendent



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Chapter 2

I would like to learn more about how I would develop a work plan to address compliance issues in the park.


1. Take the assets where compliance standards aren’t met and list what would need to be done to make them compliant.


1. Complete the list.


1. Present the list to the SUPT.


I would like to learn more about how to do work orders that address compliance issues.


1. Ask my PAM to help me with the FMSS 2. Create work orders for the assets with deficiencies


1. Generation of a Work Order Report


2. Execution of the work orders


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NPS FMLP Request for Developmental Activity-#3


Name: Ian Mendez

Name of Mentor: Neil Bates



PART ONE What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? I have always been fascinated by what goes on during divisional meetings which are held every week in my park. I think that there are probably a lot of important decisions made and I would like to hear some of the good gossip that only management knows about what is really going on in the NPS. I am also all about what goes on in the Regional Office, so I would like to sit in on a couple of meetings there too! Then, a trip to Washington to top it all off would be great. Learning Outcome # 1: I would like to learn or achieve competence in the following area or topic:

Politics of a park


1. Attend divisional meetings for one month.


1. By never missing a meeting.


1. By having the superintendent sign a piece of paper that says I was at the meeting.


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Politics of a region


1. I will go up to the Regional Office and sit in on a couple of meetings


1. By never missing a meeting


1. Having someone in the Region sign a sheet of paper that I went to the meetings.


Politics at WASO


1. Go to some meetings at WASO


1. By attending as many meetings as I can


1. Have someone at the WASO office sign a paper that I was there.

Mentor’s Comments: I have reviewed this document and have the following suggestions:


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Name: JC Locke

Name of Mentor: Allison MacLean



PART ONE What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? What I propose I think actually fits under two of the competencies-Business Management and Asset Management. I think one of the most important things in terms of Assessment and Innovation is to make sure we are accurate in stating what we actually have and what it actually looks like. Since I work in a small park, I plan to assess the spec templates for our main assets with an API over 70 and also complete the equipment spec templates for those important assets. I think my park will benefit from this activity because we can make sure that the information we are using to make business decisions is accurate and complete. For myself, I think that it will greatly improve my professional growth by starting to use my analytical and critical thinking skills.


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Competence in Asset Management must first be measured by understanding what your park owns and what the priority is of everything you own.


1. First, run an Asset report that lists all the API scores for the park 2. Compare that against a list of the assets with their respective FCI scores


1. A complete report with the APIs of assets over 70 and their respective FCI scores.


1. The review by my supervisor as to the accuracy of this report.


Using the FMSS to check the asset specifications for all assets over 70 and confirm their accuracy.


1. Go through each asset record with an API of over 70 and review each asset specification for accuracy 2. If there are discrepancies, make a note of those.


1. Complete list of specifications for all assets.


1. The adoption of the proposed changes in the FMSS.


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The ability to complete equipment specification templates in the FMSS.


1. Go through the FMSS and look at the high priority assets and ensure that the equipment specification templates are complete.


1. By showing a completed equipment spec temp.


1. The adoption of the equipment spec temps.


I have reviewed this document and have the following suggestions:


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NPS FMLP Request for Developmental Activity -#5 EMPLOYEE INFORMATION

Name: Larry Cameron

Name of Mentor: Lester Shorte

Date Submitted: May 2,, 2009


PART ONE What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? I read somewhere that ―No asset should exist unless it is in direct support of natural or cultural resources.‖ Don‘t know as though I actually agree with that, but I am going to give it the benefit of the doubt. So, I am going to look at three assets with the highest API and three assets with the lowest API and see if I can describe how they meet this statement.


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Natural Resources


1. Get a list of the 3 assets with the highest API and the 3 lowest API and see if they meet the statement, “No asset should exist unless it is in direct support of natural or cultural resources 2. Write a report


1. The completion of the report


1. A good grade from my supervisor






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I have reviewed this document and have the following suggestions:


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MENTORING TECHNIQUES AND KEEPING THE ENTHUSIASM ALIVE

Exercise:

How would you respond? Directions: In small groups, review the following questions and brainstorm possible solutions. Use the Mentor Tip Sheet on the following page to help you prepare your answers. One member of the group should be selected to present to the group at large. Scenario #1- The ―Whine Factor‖ Dominic and his mentor, Janet, were in constant communication after his visit to her park. Both were very organized individuals and outlined a communication plan, whereby they touched base every other week by phone and emailed each other as needed. As time went by, the tone of the phone calls changed. Increasingly, most of the time was spent with Dominic complaining about the workload of the program, that the Instructor team didn‘t care, and that his work and family life was suffering. He also complained about his supervisor. He wasn‘t supportive and he resented the time that Dominic spent outside of the park. How should Janet council Dominic? Scenario #2-―Missing in Action‖ Elizabeth and her mentor, Fitz, planned their communication strategy at the Principles of Asset Management class. They agreed that Fitz would call Elizabeth every other week on Wednesday mornings at 8am EST. Further, they agreed if one of them could not be available at the specified time, an email would be sent at least three days prior and a follow-up phone call would be scheduled. Fitz followed the schedule, faithfully. So did Elizabeth… at first. Increasingly, Elizabeth missed the calls and (sometimes) followed up with an apology email. Fitz understood that she was busy, but so was he! After a month of missed communication, Fitz gave up. What should Fitz do? What if the situation was reversed and Fitz never called Elizabeth? Scenario #3- ―Sorry I‘m Late, But….‖ As a mentor, Marc, was very much invested in the Facility Manager Leaders Program. He invited Tad, his protégé, to send all of Tad‘s work to him before turning it in. Tad eagerly accepted Marc‘s offer. Marc only asked that Tad allow a week for review and Tad agreed. Tad‘s first assignment arrived in Marc‘s email box, one week before the due date. The next assignment was emailed to Marc one week AFTER the assignment was due. Marc reviewed it immediately, putting aside his own work and sent it back to Tad. The next assignment arrived


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just one day before the due date. Marc was angry and waited a week to review. Tad used Marc as an excuse for his tardiness. How does Marc get Tad back on track? What is Marc‘s responsibility to review? Scenario #4- ―Our match is a mis-match‖ When they met at the Principles of Asset Management course, Sal was matched with his mentor Laura. From the start, they were very uncomfortable with each other and could not seem to find any common ground. Since neither of them had an actual ―issue‖ they decided independently to make the most of it. Sal‘s subsequent visit to Laura‘s park did not help to solidify the relationship. Secretly, Sal felt he knew much more than Laura and was resentful taking her advice. While Laura was newer to the National Park Service, she had a wealth of experience that would be valuable to Sal, but she couldn‘t get her message across to him. How should Laura proceed with her relationship with Sal? Who, if anyone, can help? Scenario #5- ―Help! What did I sign up for?‖ Henry‘s student, Elliott, was a model of responsibility, attitude, and intelligence and was well on his way to being the top student in the Facility Manager Leaders Program. At first, Henry was ecstatic to mentor such a motivated individual. They hit it off during Elliott‘s visit to Henry‘s park and after the visit, talked frequently on the phone…too frequently. In fact, after just a month, Henry felt overwhelmed by Elliott‘s constant need to update him and get validation on each and every detail of his life. Henry wasn‘t sure he could last out the year. How should Henry deal with this? Scenario #6- ―I‘m no Hemingway‖ As a mentor, Constantine was very comfortable with helping and advising his protégé, Phylicia in her new role as a maintenance supervisor, particularly in the areas of planning work, supervision skills, and dealing with contractors. He was not so comfortable with reviewing and commenting on her written work. Phylicia uploads her assignments on time but is unhappy that Constantine does not provide more substantive comments. What should they do? Scenario #7- ― I‘m Software Challenged‖ Principles of Asset Management was a struggle for student Dwayne. He was completely confused with any subject matter that required the use of a computer, including FMSS and the e-portfolio site. As a mentor, Julio knows that good software skills are critical in succeeding in the FMLP How would you council Dwayne?


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TIPS FOR MENTORS

At the core of virtually all successful and personally satisfying mentoring is a meaningful relationship with another person. In the past, mentors may have connected with others because of a number of visible or documented characteristics they had in common. However, in the world today such commonalities may be more difficult to discern, and formal mentoring programs may present a challenge to a mentor as to how to initiate and maintain a quality mentoring relationship. The following is a list of tips that may assist you in your role as a mentor. Make a list. When preparing for your first meeting, make a list of things that you would have wanted to know when you were in the position of the person with whom you will be meeting. Your list might include brief information about yourself (as the mentor), about your park or position, about what it was like when you were in their position, about what it was like to start in a new organization, or about expectations concerning the relationship. Write these details down in note form and send them to the person you will be mentoring or bring them along to the meeting to guide the beginning of the initial conversation. Take the initiative. Take the initiative to make the first call, although it is always nice when the other person will call to arrange a meeting. Hold the meeting time as essential. Don‘t shift it around to accommodate your busy schedule. Only alter the date and time in an emergency. Be clear about purpose and boundaries. Gift-giving, loaning money, or becoming involved in dispute resolution are all things to consider out-of-bounds in mentoring relationships. Feel comfortable talking about ethical or moral issues, however, and be clear about ground rules. Sometimes you may have formal agreements, other times you may not. Formal agreements sometimes help organize expectations, especially if this is a new experience for either the mentor or the protégé. Create an agenda. It is okay to identify some items for an agenda. You can use the monthly reports as a place to begin or list two or three items, and then ask your match if they have any they would like to add. Some typical items are (1) getting to know each other, (2) logistics, (3) goals and expectations, (4) concerns that might interfere with meeting together, (5) initial impressions, (6) any specific questions, and (7) why you think you can be a worthy mentor. Although it might seem trivial, always make sure that you call the person by the name they prefer to be called. Listen deeply and ask powerful questions. The two skills that are essential for successful mentoring are (1) in-depth listening—that is, suspending judgment, listening for understanding and providing an accepting and supportive atmosphere; and (2) asking powerful questions—that is, questions that are challenging in a friendly way and questions that help the other person talk about what is important to him or her. Try to avoid asking "why" questions. The best questions can be described as "open-ended" and usually start with "how" or "what."


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Plan for the next meeting. When you come to the end of a meeting, ask to review the mutually developed agenda to determine your progress. Then, solicit any ideas for what you might want to discuss at the next meeting. Ask for an impression of how this meeting went and ideas about what you together might be able to do (or stop doing) next time to make the next meeting as good as or better than the current one. Experiment with process. Over a period of several meetings, you might use coaching, role-plays, simulations, role rehearsals, experiential learning activities, brainstorming, mind-mapping, and other techniques that feel natural to you. Vary the way that you interact with one another to keep the relationship (not just the assigned tasks) both vibrant and developing. Focus on wisdom. See yourself as a resource, catalyst, facilitator, idea-generator, networker, and problem-solver, but avoid seeing yourself as a person with answers. You do have experience and likely you have learned from those experiences, but avoid "telling" another person what to do or how to do it. Freely share what you have done (or have learned), not as a prescription, but more as an example of something from which you gained some wisdom. Also contribute ideas or suggestions, not as a sage, but as a collaborator. (You may have heard others reject the role of becoming a mentor because they did not consider themselves to be experts in a particular area. As Grey Owl has said, "I wouldn't let knowing get in the way of being.") Maintain and respect privacy, honesty, and integrity. There are disastrous consequences that can accompany violating these values. You may not be able to offer confidentiality in the legal sense, but you can do the best you can to ensure that "what is said in this room stays in this room." Beware of the Four B‘s! A mentor is not: _____________________________________ _____________________________________ ____________________________________ _____________________________________

http://www.peterussell.com/mindmap1.html

http://www.peer.ca/greyowl.html


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ADVICE TO FUTURE FMLP MENTORS

Have weekly phone calls. Stay on top of the student‘s progress and do not allow them to fall behind with their studies. Have monthly conversations with the student‘s Supervisor.

Keep involved. Supply them with your home phone number. Be open to all issues

Ensure that an open dialog is established and maintained with your student. As stated, my experience required a minimum of effort; however, I am sure all mentor/student relationships were not as easy. With some students it is possible that the mentor/student relationship will determine success of failure for the student.

Make certain the student understands how important communicators are.

Be strong & keep on the protégé. Back I wish I did this more for my student.

Don‘t walk into the mine field unprepared! Patience, tolerance and perseverance are useful tools. Keep an open mind and stay objective.

Plan on learning and exchanging information with your student and be flexible with your schedule. Focus on the positives of the position, your teaching and also focus on the positives of the program. Do not focus on the workload or issues but encourage and remind the student of the long-term benefits of the program.

Don‘t do the work for the student (rewrite), be a strong coach—provide objectivity, clarity, encouragement, be a cheerleader – encourage when student does good, seek support from student‘s supervisor, boast them when student is struggling and see growth and learning for yourself.

Discuss the program and its goals with a previous mentor.

Seek out your students, engage them and share your life‘s experience.

Know more about the program ahead of time. I agreed to do this without really knowing much about it. I could have been a better mentor.

Be accessible, responsive, generous with your time, do visit your protégé‘s park, do have them shadow you, don‘t be too critical, do allow them to make their own decisions to include the content and construction of their papers.

Schedule time on the calendar

It‘s worth the investment, schedule time for communications weeks/months in advance. At the end of the day, not much is more rewarding than seeing others grow.

Stay in touch, keep calling the student and find out why they are falling behind, if so, or what other help they need.


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Chapter Two DLS #1 Activities and Requirements


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REQUIRED FORMS: FMLP MONTHLY REPORT

Please upload by the 1st of each month in your e-portfolio and email a copy to your mentor and your supervisor. Name: Month: Goals for Month: Include any independent study, e-course, developmental or other professional growth opportunities that you planned to undertake

Accomplishments for Month: Include all your accomplishments relating to your professional growth (independent study projects, e-courses, and developmental activities)

Plans for Next Month: Looking ahead, what do you still need to accomplish?

Impediments to Accomplishing the Plans: What is preventing you from accomplishing your goals, or completing your assignments?

The students are required to upload a report each month. As a mentor, you are responsible for reading your protégé‘s report and commenting on the e-portfolio site.


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Sample FMLP Monthly Report

Please upload by the 1st of each month in your e-portfolio and email a copy to your mentor and your supervisor.

Name: Jane F. Manager Month: May 2009 Goals for Month: Include any independent study, e-course, developmental or other professional growth opportunities that you planned to undertake

Complete my self-assessment and Individual Development Plan (IDP). Incorporate my mentor’s comments, and upload revised versions to the e-portfolio site.

Complete my profile page on the e-portfolio site. Submit a draft of my leadership philosophy to my mentor for review; upload final version. Develop a Request for Developmental Activity (RDA) based on my self-assessment. Attend the monthly FMLP web conference. Submit my revised RDA. Complete the PMIS e-courses before due date.

Accomplishments for Month: Include all your accomplishments relating to your professional growth (independent study projects, e-courses, and developmental activities)

Completed and posted my self-assessment and IDP by due date. Completed my profile page on the e-portfolio site. Submitted my leadership philosophy draft to my mentor; uploaded the revised version by the

due date.

Developed and submitted an RDA based on my competency needs identified in my self-assessment.

Attended the monthly FMLP web conference. Completed the PMIS e-courses.

Plans for Next Month: Looking ahead, what do you still need to accomplish?

Complete PEPC and Fundamentals e-courses by due date of July 1. Participate in the second FMLP web conference. Write my second Independent Study Assignment and submit to my mentor for review. Hold conference calls with my mentor every week.

Develop a schedule for successful completion of my Developmental Activity.

Impediments to Accomplishing the Plans: What is preventing you from accomplishing your goals, or completing your assignments?

Time management and work priorities – often, it is hard for me to accomplish any FMLP coursework while on the job, so I have to discuss this with my supervisor or complete it after business hours.


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REQUIRED E-COURSES

Project Management Information System (PMIS)

PMIS Course 1: Introduction to PMIS (BGT1001) PMIS Course 2: Create a Project (BGT1002) PMIS Course 3: Park/Unit Review of PMIS Projects (BGT2001) PMIS Course 4: Region/WASO Review (BGT3001) PMIS Course 5: Granting PMIS User Rights (BGT4001)

Fundamentals

Fundamentals I (UNC4011) Fundamentals III (UNC4031) Fundamentals IV (UNC4041)

Planning, Environment, and Public Comment (PEPC)

Introduction to PEPC (NRS1167) Managing Projects with PEPC (NRS1165) Performing Compliance with PEPC (NRS1166) Public Comment and PEPC (NRS1171)

Facility Management Program (FMP)

Asset Management: Foundations of Asset Management (MNT1007) Operations and Maintenance: Establishing a Preventive Maintenance Program (MNT2004)

Managing Park Assets: API (MNT 1004)

Managing Park Assets: WebCRV (MNT 2997)

NPS Focus (NPS-CIO1001)

Park Asset Management Plan (PAMP)

Course 1 – Introduction to the Park Asset Management Plan Course 2 – Park Asset Management Plan (PAMP): Quality Assurance/Quality Control Course 3 – Park Asset Management Plan (PAMP): Bundling your Work Orders Course 4 – Park Asset Management Plan (PAMP): Operations and Maintenance Requirements and Disposition of Assets

When you have successfully completed your e-courses, please upload your certificates onto the e-portfolio site


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DEVELOPMENTAL ACTIVITIES:

Schedule

Developmental Activity You are required to do at least one Developmental Activity during DLS #1. Depending on the breadth of the activity you choose and conversations with your mentor, you may wish to do more than one. One developmental activity needs to be either:

A visit to your mentor‘s park

A mentor visit to your park Step 1: Complete your Request for Developmental Activity (or activities) and send it to your mentor for review by the due date listed on the e-portfolio site. Step 2: After reviewing comments given by your mentor, upload your Request for Developmental Activity in the FMLP student website. NOTE: Wait for approval from the course coordinators before beginning your activity. Step 3: Conduct your Developmental Activity. Step 4: Submit your Developmental Activity project report to your mentor for review on the date listed on the e-portfolio site. Make necessary adjustments based on your mentor‘s feedback. Step 5: After reviewing comments given by your mentor, upload your Developmental Activity project report in the FMLP student website. Note: If you are conducting more than one developmental activity, you must adhere to the final due date. Note that you will only be graded on ONE developmental activity and no extra credit will be given.


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Sample List of Developmental Activities

1. Analyze FMSS deferred maintenance data and develop a PMIS proposal to address the

backlog. 2. Conduct or participate in a Comprehensive Condition Assessment in your park or a

nearby park. 3. Develop emergency plans for 2-4 assets and conduct an emergency drill. 4. Develop a proposal for purchase of a PDA and implementing Mobile FMSS. If

approved, track any changes in efficiency and prepare a report for senior management detailing cost savings and benefits.

5. Identify one future project which requires compliance, enter the project in PEPC and work with the resource management staff as they conduct their review and analysis of the project.

6. Keep weekly records of a long-term project being conducted at your park and track planning and work in the FMSS.

7. Develop and deliver an in-house training for FMSS 6.2. 8. Develop an annual budget plan, including personnel cost, for one maintenance activity

PWE. 9. Develop a fleet-use matrix utilizing alternative fuel vehicles. 10. Submit a Completion Report for a project or activity. 11. Job swap with a neighboring park 12. Develop an Approved Product list for your park with an interdisciplinary team. 13. Using the latest CRV calculator, redo your park‘s CRV‘s for 20 assets 14. Create a year‘s budget for your maintenance division, or a portion of your division if you

have more than 20 employees, using the spreadsheet to be provided. 15. List all the PM‘s for a FY that the assets should receive and produce a schedule for

when they should happen. Determine the cost of these PM‘s. 16. Present to the park Management Team the application of FCI and API to priority setting

for the FY 2007 Service-wide Comprehensive Call 17. Create and lead an inter-divisional team in developing a list of assets that could be "de-

commissioned" 18. Develop a Briefing Statement for your park on Asset Management and/or Maintenance

Backlog 19. Develop a Fleet Management Plan for your park 20. Develop an Emergency Evacuation Plan for your Park 21. Research Universal Design and ADA compliance in a Condition Assessment at your

mentor‘s park.


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INDEPENDENT STUDY ACTIVITIES

Independent Study #1 My Leadership Philosophy This 800-1200 word, single-spaced paper should include:

your philosophy of leadership

how you developed that philosophy, including reference to any leadership ideas or philosophies

that shaped your thinking, and

how you apply (or plan to apply) that leadership philosophy in your work.

This paper serves as the foundation for your professional development as a leader. You will be reflecting on leadership throughout the course and may refer to this paper in subsequent writings.

Independent Study #2 and #3 Note: You must complete a different type of assignment from this list for Independent Study #2 and #3. For example, if you do a Movie Review for Independent Study #2, pick a different type of assignment for Independent Study #3, such as a Book Summary and Critique.

1. Movie Review Review a movie about a leader or a film in which leadership is the primary focus. The movie must address the personal qualities/characteristics/behaviors of the leader as well as how the leader interacts with others. After viewing the film, you will write an 800-1200 word, single-spaced review in which you address the following points:

Brief synopsis of the plot of the movie

The fundamental and powerful leadership concepts you identified from the leader

portrayed in the movie

The relationship of these concepts to course material taught in Principles of Asset

Management

How you plan to incorporate what you learned from the movie in your future

2. My General Management Plan Read your park‘s General Management Plan and write an 800-1200 word, single-spaced paper on how the GMP should affect your asset management decisions. Reflect on:

your park‘s purpose and significance

built resources

natural and cultural resources

concessions, management goals and objectives outlined in the document

3. Webquest Search for and select at least four websites pertaining to facility management. Write an 800-1200 word, single-spaced review of two of the sites. Include all four URL addresses at the end of the paper. You will likely find many dotcom sites marketing facility management consulting or actual service providers. It is okay to use these sites if they provide a comprehensive description of their theoretical approach and implementation of facility management practices in sufficient detail so that you are learning something.


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4. Book Summary and Critique Read a Facility Management textbook or a book whose main focus is facility management and write an 800-1200 word, single-spaced critique of the text. Please review the list of approved textbooks which include brief bibliographies. You may access these books through the Eppley Institute‘s lending library by emailing a request to Christy McCormick at [email protected], or you may purchase your own copy. 5. E-course Completion and Review Take two different competency-related e-courses. You can access e-courses through DOI Learn, IFMA, or other organizations. Upon completion, write a one-page, single-spaced paper outlining the following:

Name of Course

Brief overview of the course

What you learned from the course that could apply to your job as a facility manager

Follow the same instructions for the second course and then provide a brief summary comparing and contrasting the two courses.

Mentor Responsibilities:

The students are required to upload their papers for your review before

final submission. You should review and provide appropriate comments on the e-portfolio site in a timely manner.

If you feel that you cannot provide a substantive review, please email the [email protected] site and a course coordinator will assist with the

review process.

mailto:[email protected]



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Movie Review Choices

List of Approved Movies

A Few Good Men Miracle

A League of Their Own Mr. Holland‘s Opus

The American President Norma Rae

An Officer and a Gentleman Ocean‘s 11

Apollo 13 Patton

Armageddon Pearl Harbor

Ben-Hur Raiders of the Lost Ark

Bull Durham Remember the Titans

Braveheart The Right Stuff

Cool Hand Luke Rudy

Courage Under Fire Saving Private Ryan

Dangerous Minds Seabiscuit

Dead Poets Society The Secret of My Success

The Dirty Dozen The Shawshank Redemption

Elizabeth Shrek

Empire Records Sister Act

Erin Brockovich Stand and Deliver

Field of Dreams Step Mom

Finding Forrester Summer School

The Firm Top Gun

Glengarry, Glen Ross Wild Hearts Can‘t Be Broken

G.I. Jane With Honors

Good Morning, Vietnam 12 Angry Men

Hoosiers 12 O‘Clock High

The Horse Whisperer Chronicles of Narnia (new!)

The Hunt for Red October United 93 (new!)

Iron Will Flags of our fathers (new!)

Jerry MacGuire X-Men 3(new!)

Legally Blonde We are Marshall (new!)


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Lending Library - Annotated Bibliography

One of the Independent Study activities you may wish to complete during the interim period is conducting book critiques on a facility management book of interest to you. The Eppley Institute has established a lending library for your use as an FMLP student. If you are interested in checking out any of the following books, contact Christy McCormick at [email protected]. Alexander, K. (1996). Facilities Management: Theory and Practice. New York: Taylor & Francis. An introduction to theoretical facilities management issues, concepts, processes, tools and skills, including space management, risk management, information management, facility environment, and services that support business effectiveness. Each section includes an overview of the subject to be covered, a keynote research paper and a summary. References for further reading are provided. Applied Management Engineering, PC & Kaiser, H. (1991). Maintenance Management Audit: A Step by Step Workbook to Better Your Facility’s Bottom Line. Kingston, MA: R.S. Means Company, Inc.

Management audits provide a framework for organizations to systematically review, analyze, and recommend improvements in performance. This book provides techniques for implementing a management audit, with specific focus on increased productivity, organizational restructuring, introduction of management information systems, and better use of resources. Written specifically for the smaller size organization (20-25 skilled tradespeople) to the largest sized organization with multiple locations, this workbook includes checklists and worksheets for each step of the audit process. Barrett, P. & Baldry, D. (2003). Facilities Management: Towards Best Practice. (2nd ed.) Oxford: Blackwell Publishing. To begin, various facilities management practices are illustrated through case studies, with good practice examples to follow. User needs evaluation, outsourcing, and the use of computer-based information systems is explored, as well as managing people through change and decision making techniques. Campbell, N. (1998). Writing Effective Policies and Procedures: A Step-by-Step Resource for Clear Communication. New York: Amacom. This book truly offers step-by-step guidance for writing accurate and concise policies and procedures that improve productivity and morale. From ―Where Do I Start?‖ to ―What‘s the Best Way to Word This?‖ to ―How Do I Get Them To Read This?‖ each chapter is full of tips, samples and practical advice. Legal issues of policy development and on-line tips are also covered. Cotts, D. & Rondeau, E. (2004). The Facility Manager’s Guide to Finance & Budgeting. New York: Amacom. The authors provide the financial skills a facility manager would need to integrate their facility initiatives into the organization‘s business objectives. It is a step-by-step guide to understanding: the role of your department, basic concepts and tools used in fiscal decision



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making, financial planning and budgeting, evaluating capital developments, cost control and containment, leasing issues, and disseminating financial information. Daft, R. (2005). The Leadership Experience. Canada: South-Western. This resource helps students develop an understanding of theory while acquiring the necessary skills and insights to become effective leaders. The text is intermixed with thought-provoking questions and quizzes to identify individual strengths and weaknesses. Dell‘Isola, A. & Kirk, S. (2003). Life Cycle Costing for Facilities. Kingston, MA: Reed Construction Data. A guide for facility managers or owners as they prepare life cycle costs analyses. Provides an introduction to and exploration of Life Cycle Costing, or, the procedure by which one calculates the costs of a facility throughout each step of planning, design, construction, and operation processes. Current data and methodologies are used to illustrate the evaluation of design alternatives and various courses of action. An entire chapter is dedicated to case studies for particular types of facilities. Illustrations, worksheets and references are provided. Federal Facilities Council. Capital Asset Management: Tools and Strategies for Decision Making: Conference Proceedings. (FCC Tech. Rpt. # 143) Washington: National Academy Press, 2001. Conference report highlighting strategies for capital budgeting, capital asset decision making (including speakers from the General Services Administration, U.S. Coast Guard and Naval Facilities Engineering Command), building a case for capital reinvestment, and implementing more effective asset management for federal facilities. Federal Facilities Council. FFC Standing Committee on Operations and Maintenance. Deferred Maintenance Reporting for Federal Facilities: Meeting the Requirements of Federal Accounting Standards Advisory Board Standard Number 6, as Amended. (FFC Tech. Rpt. #141) Washington: National Academy Press, 2001. In 1996, the Federal Accounting Standards Advisory Board enacted Standard Number 6 (Accounting for Property, Plant, and Equipment) requiring federal agencies to report dollar amounts of deferred maintenance annually. Standard Number 6, as amended, focuses on operating performance and stewardship, that is, two of the four objectives in federal financial reporting indicated by the FASAB. This FFC study focuses on potential reporting issues and improved reporting procedures. Friday, S. (2003). Organization Development for Facility Managers: Tracing the DNA of FM Organizations. New York: Amacom. A facility manager‘s ability to evaluate their department, to diagnose its problems, identify its strengths, and offer effective strategies to improve its function, directly refers to the FM‘s skills in organization management (OD). This book focuses on the development of OD skills and techniques through straightforward content on organization structure, group dynamics, and individual interaction. Includes bulleted and numbered items throughout the text to highlight important points, charts, graphs and real-life facilities management department examples.


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Friday, S. & Cotts, D. (1995). Quality Facility Management: A Marketing and Customer Service Approach. New York: John Wiley & Sons, Inc. Engagingly written for all types of facility managers, the purpose of this book is to lend perspective to what ―quality‖ in facility management (FM) might mean. Offers constructive ideas for gauging current quality and fostering continuous future improvement in the areas of marketing FM services and providing customer service. Case studies illustrate quality FM ―best-practices‖. Lencioni, P. (2004). Death by Meeting. San Francisco, CA: Jossey-Bass. Patrick Lencioni provides readers with a powerful and thought-provoking book centered on a cure for the most painful yet underestimated problem of modern business--bad meetings. The book utilizes a leadership fable to demonstrate key leadership principles in theory and in practice. Death by Meeting serves as a blueprint for leaders who want to eliminate waste and frustration among their teams, and create environments of engagement and passion. Lencioni, P. (2002). The Five Dysfunctions of a Team. San Francisco, CA: Jossey-Bass. This book utilizes a leadership fable to demonstrate the five dysfunctions that go to the very heart of why teams, even the best ones, often struggle. He outlines a powerful model and actionable steps that can be used to overcome these common hurdles and build a cohesive, effective team. Lewis, B. (1999). Facility Manager’s Operation and Maintenance Handbook. New York: McGraw-Hill. A comprehensive guide to facilities‘ equipment and systems operations and maintenance requirements. Provides detailed how-to guidance for: maintaining mechanical and electrical equipment; water treatment, air quality and landscaping services; and implementing various program, operations and maintenance plans (including preventive maintenance). Includes evaluation and log worksheets, client evaluation sheets and much more. Liska, R. & Liska J. (2001). Building Maintenance Forms, Checklists & Procedures. Paramus, NJ: Prentice Hall. Developed for facility managers responsible for the day-to-day maintenance aspect of a company, who need a good system of documentation or are looking to supplement or rework an existing system of documentation. Subject matter is grouped into seven major sections: Structural Systems; Interior and Exterior Building Finishes; Grounds and Landscaping Facilities; Housekeeping; Mechanical Systems and Equipment; Electrical Equipment and Systems; and Maintenance Management. Includes hundreds of ready-made forms, checklists, and worksheets that can be adapted for any maintenance need. National Research Council. Committee on Business Strategies for Public Capital Investment. Investments in Federal Facilities: Asset Management Strategies for the 21st Century. Washington: The National Academies Press, 2004. The task of this Federal Facilities Council study was to ―develop guidelines for making improved public investment decisions about facilities and supporting infrastructure, their maintenance, renewal, replacement, and decommissioning.‖ The facilities decision-making


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processes of both private and public sectors were reviewed, and new objectives and recommendations were identified for improved management of assets and funding. National Research Council. Committee to Assess Techniques for Developing Maintenance and Repair Budgets for Federal Facilities. Stewardship of Federal Facilities: A Proactive Strategy for Managing the Nation’s Public Assets. Washington: National Academy Press, 1998. Findings of studies conducted by the National Research Council in regards to federal facilities management, maintenance, repair and accountability for stewardship that would maximize a limited budget for current and future preservation efforts. Offers recommendations for each finding. Nutt, B. & McLennan, P. (2000). Facility Management: Risks and Opportunities. Iowa: Blackwell Science. The authors examine the key issues of facility management and provide expert opinions from the major players. This resource divides the key FM elements into four trails which include the business trail, the people trail, the property trail, and the knowledge trail, as well as providing future speculations. Richman, L. (2006). Improving Your Project Management Skills. New York: Amacom. Based on the American Management Association seminar of the same name, the author fully explores the issues surrounding project planning, management and leadership, including scope, staffing, finance and closing. Utilizes an engaging, straightforward writing style with illustrated examples using graphs, charts and models. Stephan, E. & Wayne Pace, R. (2002). Powerful Leadership: How to Unleash the Potential in Others and Simplify Your Own Life. New York: Prentice Hall. The authors identify seven key principles that will allow you to manage more effectively and productively—and simplify your life. Topics discussed include easy-to-use techniques for freeing people from organizational constraints, redirecting employees who aren‘t performing, promoting innovation, and getting results. Waier, P., Plotner, S., & Morris, S. (Eds.). (1996). Cost Planning & Estimating for Facilities Maintenance. Kingston, MA: R.S. Means Company, Inc. A comprehensive guide to developing four ―must do‖ management functions: enhance competence in maintenance management concepts, acquire detailed knowledge about facility condition, become ―Master Planners‖ of maintenance, and improve problem solving skills and be able to produce maintenance alternatives. Needs and costs accent each chapter. The five parts of this book (Facilities Operations Planning, Maintenance Requirements by Building Component, Estimating and Budgeting Maintenance, Special Maintenance Considerations by Building Type and Putting It All Together) are further broken down and explored through 30 chapters of specifics.


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Westerkamp, T. (1997). Maintenance Manager’s Standard Manual. (2nd Ed.) Paramus, NJ: Prentice Hall. This complete reference volume for the maintenance manager provides practical procedures for organizing, planning, scheduling, documenting and measuring all types of maintenance work, based on principles, practices and processes of a sound maintenance system. The main parts of the text cover the following topics: Maintenance Management; Planning and Scheduling Maintenance Work; Facility Space Planning, Justification and Construction; Material Planning; Equipment Records and Preventive Maintenance; Common Maintenance Operations and Tools; Structural Maintenance; Mechanical Maintenance; Electrical/Electronics Maintenance and Instrument Repair; Maintaining Roads and Grounds; Power Plant Maintenance; Maintenance Machining, Fabrication and Painting; Housekeeping; Waste Management; Air and Water Quality and Safety; Maintenance Work Measurement; Computer Applications Maintenance; and Maintenance Productivity Evaluation and Improvement


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How to write a Book Critique

A book critique is not a summary, but rather an analysis and commentary on how the issues presented in the book apply to you as an NPS facility manager. Keep questions like these in mind when you are reading the book:

What is the specific topic of the book?

Who is the audience?

Does the author state a specific premise? For example, ―Preventive Maintenance should account for at least 40% of your Operations and Maintenance costs.‖

How does this book contribute to your overall thoughts about facility management?

How does the author demonstrate or argue for his or her specific premise?

What theoretical issues or topics does the author raise that would make you want to learn more about the subject?

What are your own reactions and opinions regarding the book?

How does this book compare to other facility management books you have read? Book reviews generally include the following kinds of information; keep in mind, though, that you may need to include other information to explain your assessment of a book. Most reviews start off with a heading that includes all the bibliographic information about the book: Title. Author. Place of publication: Publisher, date of publication. Number of pages. The review itself usually begins with an introduction that lets your readers know what the review will say. The first paragraph usually includes the author and title again as a reference for your readers. You should also include a very brief overview of the contents of the book, the purpose or audience for the book, and your reaction and evaluation. You should then move into a section of background information that helps place the book in context and discusses criteria for judging the book. Next, you should give a summary of the main points of the book, quoting or paraphrasing key ideas from the author. Finally, you get to the heart of your review—your evaluation of the book. In this section, you might discuss some of the following issues:

how well the book has achieved its goal what possibilities are suggested by the book what the book has left out how the book compares to others on the subject what specific points are not convincing what personal experiences you‘ve had related to the subject

It is important to use labels to carefully distinguish your views from the author‘s so that you don‘t confuse your reader. Then, like other essays, you can end with a direct comment on the


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book and tie together issues raised in the review in a conclusion. There is, of course, no set formula, but a general rule of thumb is that the first one-half to two-thirds of the review should summarize the author‘s main ideas and at least one-third should be your evaluation of the book. This information was adapted from Writing Tutorial Services, Indiana University-Bloomington.


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Sample Book Critique

Please note that this is a sample provided for you to review only. It does provide a good example of what an introduction and conclusion looks like. Your actual book critique will be 2-3 pages, single-spaced and should outline the book more comprehensively.

Waier, P., Plotner, S., & Keenan, A. (Eds.). (2002). Preventive Maintenance for Higher Education Facilities. Kingston, MA: R.S. Means Company, Inc. 150 pages

The idea of preventive maintenance (PM) is not a particularly new one. In fact, I heard an old Chinese proverb that speaks to the same idea of anticipating and fixing a problem before it actually arises: ―Build a well before you get thirsty.‖ Though the idea is not new, the preventive maintenance resources available to facilities managers continue to evolve. For instance, Preventive Maintenance for Higher Education Facilities is designed to help university facilities managers extend the lives of their facilities and equipment, to lower operating costs and to respond specifically to the needs of the higher education community, through the marketing and implementation of a quality PM program using the budget on hand. The content of the book (or binder, rather) is divided into four main parts by handy tabs. These parts include PM in Higher Education Facilities: Selling the Need, Campus Building Models with Equipment, PM Standards/Checklists, and the Appendix/Index.

Perhaps the most applicable part of this book to my job duties with the NPS is the abundance of pre-made PM checklists based on extensive research on the PM requirements for almost any type of equipment I might need to service. For example, there are PM checklists for fire protection systems (both wet and standpipe) that lay out each step of the PM process (what to check and how), with labor hours and PM frequencies for each step. I believe the use of these lists could save my staff a lot of time day-to-day, and will unify our methods of maintenance documentation for easier data analysis down the road. While I cannot connect some of the specialized information for universities to my specific worksite, I found the discussions of PM principles and corresponding checklists to be quite helpful. The annual costs of PM programs based on building models were very useful as examples of PM marketing tools as well.


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Oral Presentation Scoring Rubric

Name: ____________________________ Evaluator: ___________________________

Date : Tuesday, May 5, 2009___________ Title/Type of Work: Student Asset Portfolio Presentation

Objective Criteria

10 7 5 Points

Clear Idea/ Specific Point

The presentation is clear, focused, and expresses a dynamic thesis; the listener‘s attention Is held throughout.

The speaker is beginning to define the topic and suggests a main point; however, the development is still too basic or general.

The presentation has no clear sense of purpose or central point.

Organization

Student presents information in logical, interesting sequence which audience can follow. The mood of the presentation, which captures the attention of the audience, is well-expressed and thoroughly articulated from beginning to end.

Student presents information in logical sequence with a few confusing transitions. Student delivers adequate opening and closing remarks.

Audience cannot understand presentation because there is no sequence of information. Student does not display clear introductory or closing remarks.

Subject Knowledge / Evidence

Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaborations. Anecdotes and details are employed, are relevant, and enrich the theme.

Student can answer basic questions regarding the topic but fails to elaborate. Some support for ideas is offered, but it is unclear how evidence and details are specifically linked to claims/ideas.

Student does not have a grasp of information; student cannot answer questions about subject. The presentation makes claims for which no evidence is provided, or it lists evidence without connecting these details to specific claims.

Graphics and Audio-Visual Use

Student‘s graphics explain and reinforce screen text and presentation.

Student occasionally uses graphics and AV that closely relate to text and presentation.

Student uses superfluous graphics or no graphics.

Pacing Delivery is well patterned and student meets apportioned time interval.

Pace of delivery is satisfactory but does not meet apportioned time interval, or, presentation fills the apportioned time interval, but the pace of delivery is either too slow or too fast.

Pace of delivery is either too quick or too slow and does not meet apportioned time interval.

Body Language

Movements seemed fluid and helped the audience visualize. Holds attention of entire audience with the use of direct eye contact.

Made movements and gestures that enhanced articulation. Maintained occasional eye contact with audience.

No movement or descriptive gestures. No eye contact with audience.

Delivery

Use of fluid speech and inflection maintains the interest of the audience. Student displays relaxed, self-confident nature about self, with no mistakes.

Satisfactory use of inflection, but does not consistently use fluid speech. Makes minor mistakes, but quickly recovers from them; displays little or no tension.

Consistently uses a monotone voice. Tension and nervousness is obvious; has trouble recovering from mistakes.

Total Points

Multiplier 2

Final Grade /140


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Adapted from Northwest Regional Educational Laboratory, http://www.nwrel.org/


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Writing Scoring Rubric

Objective Evaluative Criteria Excellent Fair Needs Work Points Comments

Thesis Thesis is strong, precise, and focused

Purpose is clearly understood

Writer is beginning to define the thesis or does not carry it through the entire work

Purpose is generally clear

A thesis is not discernable

Purpose is unclear

/15

Support and Evidence

Supports thesis through logical arguments that are clearly evident.

Support is authenticated with evidence and vivid detail

All information is relevant and concise

Thesis is not sufficiently supported with evident logical arguments

Support has evidence but needs more specific details

Information is generally relevant but needs to be more concise

No support of the thesis is present

Support has no relevant evidence or detail

Extraneous information is prevalent

/45

Organization/ Framework

Presence of a clear structure throughout that enhances understanding

Individual paragraphs are well organized

Information is presented clearly (e.g. graphics, models, headers, labels, bullets, or paragraphs)

Structure is sufficient to move the reader along, but is occasionally illogical

Individual paragraphs need organization

Information is generally presented clearly but with some instances of ambiguity.

Writing lacks a clear sense of direction

Individual paragraphs seem strung together in a loose or random fashion

Information is presented unclearly or in an inappropriate manner

/20

Style and Voice

Writer has considered the audience and writes for that audience.

Point of view is appropriate for assignment

Writing is sincere, engaging, and compelling

Has good balance of positive and negative

Word choice is specific and focused

Writer does not have a good grasp of the audience and their needs.

Point of view is inconsistent and occasionally not appropriate for assignment

Writing seems sincere but not engaging or compelling

An attempt was made to balance positive and negative but is still slanted

Word choice could be improved

Writer shows no evidence of audience consideration.

Point of view is consistently inappropriate for assignment

Writing seems insincere and contrived

Entirely lacks balance between positive and negative

Voice is inconsistent

Word choice is poor and not specific /10


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Genre and Mechanics

Sentence structure and length vary in an interesting and natural way

Writing demonstrates a good grasp of standard grammar, punctuation, capitalization, and spelling

Sentences are purely functional and routine

Writing possesses some minor errors in grammar, punctuation, capitalization, and spelling that somewhat distract

Choppy, incomplete, or strung-together sentences often occur

Writing contains serious errors in spelling, punctuation, capitalization, and grammar that distract the reader and damage understanding /10

Total

/100


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WEB CONFERENCE USER GUIDE

Logging In

For each FMLP web conference, you will be given a web address to access the meeting room. You must attend a web conference on one of the two dates offered each month. Please check the e-portfolio site for dates and note that these are subject to change. Advance notice will be given. To enter the Breeze system:

1 Select Click to Enter in the ―Enter as a Guest‖ box.

2 From this screen, type your name into the field and select Enter Room.

Navigating through the Web Conference Software

Once you‘ve logged into the web conference, you will see a screen with several pods: The Presentation Pod, the Attendee List, the Chat Pod, and the Note Pod. Below, you will find some basic information about these pods.

The Presentation Pod Through this pod, your instructor(s) will present you with essential course information—PowerPoint presentation slides, PowerPoint notes, course outline, and supplementary notes on the whiteboard. You will not be able to affect the presentation yourself; rather, you will watch and learn from the presentation pod as it is used by your instructor.

The Attendee List This pod displays the names of those individuals who are logged into the course. Also in this pod you will see a drop-down menu titled ―My Status.‖ In order to communicate with your instructor(s) without disrupting the session, as well as to respond to your instructor when prompted, you are able to select from eight status options. Your options are as follows:

I have a question

Go faster

Go slower

Speak louder

Speak softer

Thumbs up

Thumbs down

Stepped away Once you select a status option, an icon indicating this selection will appear next to your name in the Attendee List. If you would like to change or erase your status option, you can select another one or select Clear My Status from the ―My Status‖ menu.


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The Chat Pod This pod allows you to communicate with both your instructor(s) and other attendees. You can broadcast a message to all students or restrict your message to certain individuals. To send a message:

1 Select to whom you would like to send the message (a specific attendee, the instructor(s), or everyone) from the drop-down menu.

2 Click in the text entry field in the Chat Pod. A cursor will appear in this field.

3 Type your message.

4 To send this message, either hit Enter on your keyboard or click the Send Message button next to the text entry field.

If a message is sent to everyone, the sender‘s name is followed only by the message. If it was sent only to you, the sender‘s name is followed by (privately) and then the message. If it was sent only to the session‘s instructor(s), the sender‘s name is followed by (presenters).

The Note Pod This pod displays messages sent from the session instructor(s) to participants. You will not be able to send messages in the note pod; use the chat pod to facilitate your own communication. But be sure to check the note pod occasionally to be aware of your instructors‘ communications with you.

Ending your Session

Once the web conference is finished, your instructor will let you know that you are free to go. At this point, you may close your browser window to exit the web conference. Your responsibilities as a mentor-The students appreciate mentor attendance at the web conferences, although it is not mandatory. The discussions during DLS#1 focus mainly on leadership philosophy, but the discussions during DLS #2 are more facility management practice oriented.


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Chapter Three Friday, May 9th, 2008


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Objective #5: Identify personal development goals and training and

education opportunities to meet those goals.

We must be the change we wish to see in the world.

- Mahatma Gandhi

Objective #6: Develop a working relationship with a mentor in the field of facility management.

A leader is one who knows the way, goes the way, and shows the way.

-John C. Maxwell


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MENTORING CONTRACT

As you begin the FMLP, plan for how you will work together as a team over the next year. Use this contract to record a set of expectations for how you will each contribute to a successful and significant experience. Identify behaviors or actions that you intend to exhibit as you work together. Remember to be specific in identifying your expectations of yourself and each other. Complete this worksheet as a mentor-protégé team and remember to sign and date it at the bottom of the page. As a Mentor, I will…

1. Support my protégé by providing job-related counseling and advice. In addition, I will provide support by encouraging learning and growth opportunities that match the interests and skills of my protégé.

2. Offer expertise, friendship, and leadership in ways that foster a healthy mentoring

experience.

3. Provide carefully considered and helpful critiques of assignments and projects associated with the Facility Manager Leaders Program.

4. Adhere to the agreed-upon communication plan.

5.

6.

7.

As a Protégé, I will…

1. Contribute a willingness to learn as well as consider the counseling and advice of my mentor.

2. Work to proactively anticipate deadlines and assignments so that my mentor can review

my work by the agreed timelines.

3. Offer expertise, friendship, and leadership in ways that foster a healthy mentoring experience.

4. Adhere to the agreed-upon communication plan.

5.

6.

7.


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By signing this document, I agree to uphold the statements listed above to the best of my ability. If I am unable to do so I will notify the other member of my team in order to renegotiate the terms of the mentoring relationship. Mentor signature Protégé signature Date This contract can be used as a reference point during the course of the year. If needed, modify it to meet your needs as they change.


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MENTOR/STUDENT TASK LIST

Plan your first visit to your mentor‘s park.

Review your self-assessment. Begin working on your Individual Development Plan (IDP) with the self-assessment as reference.

Begin developing possible developmental activity ideas that would support your competency gaps in the self-assessment.

FMLP website Scavenger Hunt

Additional Tasks:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


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STUDENT EXERCISE: GETTING TO KNOW YOUR MENTOR

Directions: To begin working with your mentor, discuss the following questions. Together, come up with a solution to these important issues that will arise during the first DLS Period.

Mentor / Student Questions Solutions

Mentor: Begin by sharing things that you would have wanted to know when you were in your student‘s position. Student: What would you like to share about yourself with your mentor? Things you might share with each other include: – What the student would like

to know about the mentor – Your park or position – What it was like when you

were in the student‘s position

– Other mentors you have had


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Mentor / Student Questions Solutions

Issue: Communication between mentors and students is very important during the DLS period. How do you prefer to communicate? Question: Outline a communication plan, including how often you will contact each other, how you will make contact, and even what day and time you will talk if you know your schedule. Example: ―I will call my mentor with updates on my DLS #1 activities every other Thursday at 2:00,‖ or ―I will email updates every Monday morning.‖

Issue: When you write reports, book critiques, or other written developmental activities, your mentor should review them first and provide feedback before you turn in the final version to the course evaluators. Question: Discuss how you would like to receive feedback. Would you like one round of feedback or more? Do you prefer feedback in email or for it to be handwritten? Etc. Example: ―I will email my mentor a draft version of my report for review. He/she will write comments back to me in an email, and then I will review them and make the changes I agree with.‖


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TIPS FOR MEETING WITH YOUR MENTOR

Prior to your first meeting with your mentor, write down at least three things you would like to achieve through mentoring. Rank the three items in order of importance to you. Also, write down three things that concern you most about meeting with your mentor. Rank these three things in order of importance.

If not included in either of the lists created above, write down at least three attitudes or perspectives you will be able to provide during the mentoring sessions. If possible, write down three things about yourself that might get in the way of you being able to make the most of the mentoring opportunity.

If not included in your lists, write down three things you would like your mentor to provide. Prepare (or be prepared to share) a brief autobiography based on the above lists that

you can share with your mentor when you first meet. Be sure to also include your own vision, mission or life goals.

Your mentor likely has both considerable expertise and a tight time schedule. Dealing with time is a key aspect of the success of mentoring. Make sure you are clear about your needs.

Many mentoring partnerships rely on formal, written agreements. The ingredients of such a contract are typically negotiated, but usually include answers to the "who is going to do what and when" logistical questions. In many cases, such agreements spell out the purpose of the mentoring and may even include a list of career goals and work activities expected to achieve those goals. Talk with your mentor about how you would like to approach your agreement.

Be prepared to do some homework in order to demonstrate initiative, leadership and self-reliance. Explore alternative options for asking questions or gaining information other than just relying on your mentor. For example, use NPS Management Policies or other manuals; make sure you have done some digging before addressing your questions to your mentor. On the other hand, keep your mentor in the picture by letting the mentor know why you are asking them a particular question after having explored other options.

The focus of most successful mentoring is mutual learning. Feel free to explore what you have to offer the mentor. A sense of humor and a sense of enjoyment of your time together are essential as well. If your needs are not being met, discuss this with your mentor. Recognizing your changing needs and finding a respectful way to meet your learning goals are two of the keys to successful executive mentoring.

A useful perspective for mentoring relationships is based on the wisdom of Grey Owl: "You can count the seeds in an apple, but you cannot count the apples in a seed."

Adapted from “Tips for Meeting with a Mentor” at http://www.mentors.ca/mentorpartnertips.html

http://www.peer.ca/greyowl.html


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Chapter Four FMLP E-portfolio Mentor Guide


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INTRODUCTION

The following reference document is a companion piece to the E-portfolio User Manual. The User Manual is designed to help participants in the Facility Managers Leaders Program (FMLP) access and use their E-Portfolios via Eppley.org. The E-Portfolio is a series of online course sites where you will be able to see the many activities related to the FMLP courses, including: review a syllabus, see upcoming assignments, and comment on uploaded draft assignments. This reference document will highlight how to review assignments that your protégé has submitted for your review. Further guidance is given in the E-portfolio User Manual.

Logging In

1. Navigate your browser to www.eppley.org

2. Enter your username and password in the Login box in the upper right hand corner and click login(Illustrated below). Your username is your NPS email address and your temporary password is changeme

3. The first time you log in you will be require to change your password. Once you enter a new password click save changes and then continue.

4. Now you will be at your profile screen. Click on ―My Courses‖ to go to your course listing.(Illustrated below)

5. Now click on the FMLP Course Titled ―Principles of Asset Management‖

http://www.eppley.org/


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On other return visits to the site, you will be able to directly login to the ―My Courses‖ page of the web site. To do so, log in according to the instructions, and click on the Login button.

Figure 1: Logging In to Eppley.Org

After you have logged in, you will come to the following screen (see next page).


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Figure 2: My courses page on Eppley.org

Under the heading My courses, you will see the titles and descriptions of all of the courses for FMLP. One of those will be ―FMLP 2009: DLS #1.‖ Click this course title to enter the E-course.

Welcome

Once you enter the FMLP 2009: DLS #1 course, you will see what appears to be a page of small and large boxes, as depicted in the screen below. When you enter the course, you will go directly to the course‘s front page; this is the central portal for each FMLP course. You will have access to this site during the entire course of study.

Figure 3: Front page of FMLP: DLS #1 site


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Next, turn your attention to the center section of the course page. You will notice that this center section is surrounded by other boxes (designated by darker green coloring, headings, and grey boxes). Each of these boxes serves a different and complementary function to the Topic outline section of the page. These complementary boxes are explained further in the Navigating section of the User Manual.

Topic Outline

The Topic outline (center section) displays all the activities and discussions that are a part of the course. This area will list any relevant resources and readings, forums, chats, quizzes, assignments, and instructions for the FMLP course. This is the primary location for information on the course site. It is also organized by sub-topic boxes of information. The top box lists different discussion forum links that learners will participate in as part of the course requirements. The second topic box contains links to the next layer of documents and resources available to you. In the next section, Reviewing an Assignment, we will explore how to open and comment on an assignment submitted by your protégé.

REVIEWING AN ASSIGNMENT

In order to review an assignment that your protégé has submitted, you will need to open the specific assignment. To do this, look down the list of assignments in the Topic outline of the course page, and identify the one you wish to review. For example, the first assignment scheduled for DLS #1 is a review and comment on your protégé‘s IDP. You will find this assignment listed second under the May 2009 Assignments (see Figure 4, below). Click on the assignment name to open the next web page.


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Figure 4: List of course assignments, IDP identified

After clicking on the Individual Development Plan (due to your mentor for review) assignment you will be taken to the next screen, a detail of the assignment (Figure 5). If you do not see your protégé‘s assignment listed in the center of the screen, you may also click on View submitted assignments to see a full listing (also Figure 5). (see next page)

Figure 5: IDP Assignment detail page


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After clicking on View submitted assignments you will be taken to another screen that contains a full list of submitted assignments and the documents themselves. To open your protégé‘s assignment click on the uploaded document detailed next to your protégé‘s name (see Figure 6). By clicking on this file you will open the document in another window of your computer‘s browser. In this window you will be able to read the document that your protégé has submitted for your review.

Figure 6: Listing of all submitted assignments In order to comment on the assignment you will need to open another window. Look at the highlight on Figure 7. In addition to the listing of course participants and their submitted assignments, you will also notice that there is a status column on the far right-hand side of the screen. This column designates the status of the assignment. In Figure 7 all of the submitted assignments are highlighted in yellow, and thus require grading. To comment on the assignment, click Grade and a window will open like the one found in Figure 8 (next page).

Figure 7: Assignment submissions list


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Figure 8: Grading window

In this window you are able to type in comments about the assignment. The only people who will be able to see your comments are you, the protégé, and the course instructors. After typing your comments, be sure to click Save changes before exiting the window (see Figure 8). NOTE: You are also able to open your Protégé’s document from this window. To do so click on the icon and file name found in the bottom right hand corner of the window. After saving the changes (your comments), you can also close your protégé‘s document. The FMLP e-portfolio screen that appears next is a return to the assignment list. You will note that the status of the assignment you just reviewed has now changed. The highlighted Grade status is now replaced by Update. You can alter or recompose your comments by clicking on Update.

Figure 9: Assignment list and status change.

If you are content with your comments you can exit this portion of the course by clicking on the breadcrumbs to return to FMLP: DLS 1 course site or to the course list in ―My Courses‖ (see


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Figure 10). From this location you can enter other assignments, discussion forums, and other course resources and information found on the course site. The grading window to review and comment on assignments is ideal for general type comments. However, if you choose to make more detailed comments in your protégé‘s document you may wish to use the ―Track Changes‖ feature in Microsoft Word. To do so you must save the document to your computer, make your comments, and then send it to your protégé through your email account. Your permissions as a mentor and your protégé‘s permissions will not allow you to exchange the work or save it on the website for your protégé to see.

Figure 10: Breadcrumbs

Once you are positioned on the course site or on the course list you are able to log out of the E-Portfolio training site. To do so, click on Logout. This hyperlink is found in the top right hand corner of the web screen (see Figure 11). NOTE: You may also choose to navigate the assignments by using the “Jump to…” feature (see Figure 10). For further information on this feature reference the E-Portfolio User Manual.


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Figure 11: Course list and Log out


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FREQUENTLY ASKED QUESTIONS

Q: When should I use the chat and when should I use the forum? A: The forums are set up for discussion and conversation to take place during the course, and they allow people to log in and respond and keep up with discussion as their schedules permit. Chats usually take place at a pre-arranged time and provide participants with the ability to interact in real time with other participants and the course instructor(s). Q: I cannot view documents and chat at the same time! A: You may need to download (save) the documents to your computer in order to view documents and chat at the same time. To do this, open the document (PDF file, PowerPoint file, Word document, etc.) and click ―save‖ and save to your computer. Q: When I click on a document to view it, I can‘t see it! A: If you are having trouble viewing course documents, you may need to change your virus protection or pop-up blocker settings. Some internet programs are set to block documents. Check the ―tools‖ menu on your internet browser and be sure to allow pop-ups for this site only. You may also need to go into ―tools‖ then ―internet options‖ and click on the ―security‖ tab. You can set your security to recognize http://eppley.org/ as a trusted site. You may also want to set your internet security to a lower setting such as ―medium‖ or ―medium to high.‖ If these options do not work, please contact us through the course site. Q: I forgot my user name or password. A: In order to retrieve your password information, you will need to visit the Eppley.org Login page and click on the button that says ―Lost Password?‖ You will need to enter in the e-mail address that you used when you registered for site access. This process will reset your password. Your new password will be sent you by e-mail shortly. You can then log in with your new password and change your password to one of your choosing. Q: Can I save a copy of the discussion after the course is over? A: No- the online course is time limited and contained to course participants.


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FMLP E-PORTFOLIO SCAVENGER HUNT

Student Name ____________ Mentor Name_______________

Instructions

Complete the following activities as a way to learn how to navigate the FMLP course sites. You will need to register for the courses before you begin this activity. 1. Go to http://www.eppley.org/lms. When you log in, how many courses do you see? ___

2. After logging on to the site you will see a list of FMLP courses. How many FMLP

courses are listed there? What are they? ___________________________________________________________________ ___________________________________________________________________

3. Enter the FMLP: Distributed Learning Session #1 site. What assignment is listed with a due date of May 13, 2009? ___________________________________________________________________

4. Go to the FMLP09 Principles of Asset Management Course. Look under Reflective Writing and click on My Thoughts this week. Click on Start or edit my journal entry entitled ―My thoughts this week.‖ You and your mentor should write a comment about your experience this week.

5. What happens when you click on a ―breadcrumb‖? __________________________ Click on the "My Courses" breadcrumb.

6. Enter the FMLP09 Principles of Asset Management Course. Name two participants listed under Participants. ___________________________________________________________________

7. Of the participants listed, name one person who has a photograph uploaded to their profile? ____________________________________________________

8. How do you edit a profile? ______________________________________________

9. Where is the list of required e-courses stored on the DLS#1 site? ___________________________________________________________________

10. Post a comment on the Scavenger Hunt class forum under Principles of Asset Management. What is the question you are asked to answer? _________________________________________________________________

11. List an upcoming event on the DLS#1 Site ___________________________________

http://www.eppley.org/lms

Documents

PRINCIPLES OF ASSET MANAGEMENT - Eppley Instituteeppley.org/wp-content/uploads/uploads/file/62/FMLP09... · 2017. 10. 30. · Principles of Asset Management 2009 i Agenda MENTOR WORKSHOP