PRINCIPLES OF ASSET MANAGEMENT - Eppley Instituteeppley.org/.../Principles_Instructor_Manual_090424.pdfStatement of Intent I hope to complement my participation in the Facility Management

PRINCIPLES OF ASSET MANAGEMENT Instructor Manual

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 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 Lowery 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 Course Agenda-Principles of asset management .................................................................... i Student Biographies Facility Manager Leaders Program-Class of 2008-2009 ...................... iv Mentor Biographies Facility Manager Leaders Program-Class of 2008-2009 ..................... xxiii Welcome to Great Smoky Mountains National Park! ........................................................ xxxix

C HAP T E R ONE .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Welcome! ................................................................................................................................ 2 Course Objectives .................................................................................................................. 4 Instructor Resources ............................................................................................................... 6 Instructional Methods .............................................................................................................. 7 Total Course Point Break-Down ........................................................................................... 11

C HAP T E R T WO: C OUR S E L E S S ON P L ANS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

SESSION TITLE: Course Introduction and the Future of Facility Management .................... 13 SESSION TITLE: Introduction to Objective One – The Changing Role and Guiding Principles

of Facility Management in the NPS ............................................................................... 21 SESSION TITLE: Revisiting the Past – History and Evolution of the Facility Management

Mission in the NPS ........................................................................................................ 24 SESSION TITLE: Facility Management Today – The Guiding Principles of Facility

Management in the NPS ............................................................................................... 39 SESSION TITLE: Professional Development: Introduction to the Facility Manager

Competencies and Lifelong Learning ............................................................................ 52 SESSION TITLE: Tips of the Trade: Professional Development – Academic Writing

Introduction .................................................................................................................... 66 SESSION TITLE: One-Minute Paper and Conclusion Of Day .............................................. 70

C HAP T E R T HR E E : C OUR S E L E S S ON P L ANS ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

SESSION TITLE: Introduction to Objective Two – Understand the Application of Asset Management Principles in your Park and the NPS ........................................................ 73

Student List ........................................................................................................................... 80 SESSION TITLE: Asset Management Principles – Tools for Park Planning and Procedures

...................................................................................................................................... 83 SESSION TITLE: Asset Management Principles – Life Cycle Management and Operations

and Maintenance Procedures ........................................................................................ 97 SESSION TITLE: One-Minute Paper and Conclusion of Day ............................................. 111 SESSION TITLE: Tips of the Trade: Professional Development Part 1.5, Academic Writing –

Using Sources ............................................................................................................. 113 To Cite or not to Cite is NOT a Question ............................................................................ 117 Citation in Action ................................................................................................................. 118

C HAP T E R F OUR : C OUR S E L E S S ON P L ANS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

SESSION TITLE: Asset Management Principles – Property and Structure Ownership ...... 120 SESSION TITLE: Asset Management Principles – Asset Management and Condition

Assessment ................................................................................................................. 135 SESSION TITLE: Tips of the Trade: Professional Development, Part 2 – Public Speaking145 SESSION TITLE: Field Exercise Great Smoky Mountains NP ........................................... 151

C HAP T E R F IV E : C OUR S E L E S S ON P L ANS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

SESSION TITLE: Introduction to Objective Three – The Leadership Role of Facility Management in the NPS ............................................................................................. 156

SESSION TITLE: Developing your Leadership Skills ......................................................... 160 SESSION TITLE: Understanding Leadership Levels of Facility Management in the NPS –

Panel Discussion ......................................................................................................... 162 SESSION TITLE: Objective Four: Introduction to Distributed Learning Session #1 ........... 168 SESSION TITLE: One-Minute Paper, Conclusion of Day ................................................... 170

C HAP T E R S IX : C OUR S E L E S S ON P L ANS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

SESSION TITLE: Introduction to Objectives Five and Six – Personal Development Goals and Establishing a Mentor-Student Relationship ......................................................... 173

SESSION TITLE: Personal Development Goals – Mentor and Student Meetings .............. 178 SESSION TITLE: Course Evaluation, Closing, and DLS #1 ............................................... 185

C HAP T E R S E V E N: ME NT OR WOR K S HOP L E S S ON P L ANS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

Mentor Workshop Agenda .................................................................................................. 188 SESSION TITLE: Introduction to Mentoring an FMLP Student ........................................... 189 SESSION TITLE: Getting to Know the Facility Manager Leaders Program Class of ‘09-‘10

.................................................................................................................................... 191 SESSION TITLE: Introduction to Mentoring ....................................................................... 206 SESSION TITLE: Breakout: Your Student’s Self-Assessment and Individual Development

Plan ............................................................................................................................. 213 SESSION TITLE: Breakout – Your Student’s Request for Developmental Activity (RDA) .. 217 Completed Sample: Request for Developmental Activity .................................................... 220 SESSION TITLE: Tips of the Trade: Mentoring Techniques and Keeping the Enthusiasm

Alive ............................................................................................................................. 230 SESSION TITLE: FMLP Program Tools and Document Review ........................................ 232

Principles of Asset Management

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Agenda

COURSE AGENDA-PRINCIPLES OF ASSET MANAGEMENT May 4-8, 2009 Monday, May 4th, 2009 Time Session Guest Speaker(s) 8:00-8:15 Welcome to Great Smoky Mountains National Park Kevin FitzGerald

(GRSM Dep. Supt) 8:15 – 9:00 Course and Student Introductions Course Coordinators 9:00 – 9:20 Community Relationships Supt. Dale Ditmanson

Mayor of Gatlinburg, Mark Warner

9:20 – 10:00 The Future of Facility Management Tim Harvey 10:00 – 10:10 Break 10:10-10:45 am

Introduction to Objective– The Changing Role and Guiding Principles of Facility Management in the NPS

Betsy Dodson

10:45 am-12:00 pm

Revisiting the Past – History and Evolution of the Facility Management Mission in the NPS

Brian Strack

12:00-1:00 pm Lunch 1:00-2:15 pm Facility Management Today – The Guiding Principles of

Facility Management in the NPS Tim Harvey Don Mannel

Break 2:30-3:45 pm Professional Development: Introduction to the Facility

Manager Competencies and Lifelong Learning Christy McCormick

3:45-4:30 pm Tips of the Trade: Professional Development, Part 1

Academic Writing - Introduction Christy McCormick

4:30-5:00 pm One-Minute Paper Christy McCormick Tuesday, May 5th, 2009 Time Session Guest Speaker(s) 8:00-8:15 am Introduction to Objective Two – Understand the

Application of Asset Management Principles in your Park and the NPS

Betsy Dodson

8:15-12:30 pm Student Presentations Jeri Mihalic

Students 12:30-1:30 pm Lunch 1:30-2:30 pm Asset Management Principles-Park Planning Don Mannel


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2:45-4:30 pm Asset Management Principles – Life Cycle Management and Operations and Maintenance Procedures

Steve Wolter John Chekan

4:45-5:00 pm One-Minute Paper Christy McCormick 6:30-7:30 pm Writing Workshop Christy McCormick Wednesday, May 6th, 2009 Time Session Guest Speaker(s) 7:30-8:00 am Open of the Day Jeri Mihalic 8:00-9:30 am Asset Management Principles – Property and Structure

Ownership Mike LeBorgne

Break 9:45-10:30 am Asset Management Principles – Cond Assess David Beaver 10:30-11:30 am

Tips of the Trade: Professional Development, Part 2 –Public Speaking

Steve Wolter Wayne Challoner

11:30-12:30pm Lunch 12:30 pm-5:30 pm

Field Experience Alan Sumeriski

6:00-8:00 pm Evening Event – Mentor and Student Mixer, Dinner Thursday, May 7th, 2009 Time Session Guest Speaker(s) 8:00-8:30 am Introduction to Objective Three – The Leadership Role of

Facility Management in the NPS Betsy Dodson

8:30 am-12:00 pm

Developing Your Leadership Skills Steve Wolter

12:00-1:00 pm Lunch – Mentor/Student 1:00-2:30 pm Understanding Leadership Levels of Facility Management

in the NPS – Panel Discussion Panel–National: Joel Lynch, Kevin Percival, Mike LeBorgne Regional: Mike Burns, Art Frederick, John Checkan Park: Duane Bubac, Lisa Turacek, Melissa Axtman

2:30 – 2:45 pm Break 2:45-4:00 pm Objective Four: Introduction to DLS #1 Course Coordinators

Christy McCormick 4:00-4:30 pm One-Minute Paper


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6:00-7:30 pm Dinner – Informal Mentor/Student groups Friday, May 8th, 2009 Time Session Guest Speaker(s) 8:00-8:30 am Introduction to Objectives Five and Six – Personal

Development Goals Jeri Mihalic

8:30-9:00 am Course Evaluation 9:00-11:30 am Personal Development Goals – Mentor and Student

Meetings Betsy Dodson/Steve Wolter

11:30 am-12:00 pm

Closing, and Start of DLS #1 Betsy Dodson


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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 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.


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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 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


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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 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.


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


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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.

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.


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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).


I brew the beer I drink.

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


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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.

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


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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.

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.


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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.

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.


I have coached youth sports for the past 10 years including baseball, softball, soccer, and football.


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Biographies

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 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


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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 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.


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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 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.


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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 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.


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 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


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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.


I make (and drink) homebrew!

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


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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.


Statement of Intent

PERSONAL STATEMENT OF INTENT AND CAREER GOALS

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.


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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.

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.


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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.

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


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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!

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 successful 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


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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

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.


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


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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 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: Wayne Challoner

Park: Wrangell St.Elias National Park and Preserve

Job Title/Description: Facility Manager/ I provide facility management for a 13 million acre Park Unit with a widely diversified infrastructure and operational complexity characterized by multiple developed areas within this park unit. This position manages a multi-faceted organization through the management of subordinate supervisory staff, multi-year/operational budgets, and the utilization of new information technologies. These duties provide stewardship of assets/facilities ensuring, visitor use and enjoyment as well as the protection of natural and cultural resources.

Job History:

My government career started as • Forestry Technician (Recreation) GS-6536-05 1995 to 2001

Wisdom Ranger District / Deer lodge National Forest • Subject-to-Furlough Maintenance Worker WG-4749-05/02

Big Hole National Battlefield Wisdom Montana 4/2002 to 5/2003 • Maintenance Worker WG-4749-08

Big Hole National Battlefield Wisdom Montana 5/2003 to 11/2005 • Utility Systems Operator WG-4742-08

Wrangell St. Elias National Park and Preserve 11/2005- 04/2006 • Facility Operations Specialist GS-1640-11/3

Wrangell St. Elias National Park and Preserve 04/2006 to 06/2008 • Facility Manager GS-1640-12

Wrangell St. Elias National Park and Preserve 06/2008 to Present • Owner Operator and Maintenance

Nez Perce Motel Wisdom, Montana 05/ 1994 to 11/2005 My favorite funny Facility Management Story: The best stories are always told in person, you can adlib and there is no formal documentation afterwards. I am a mentor because: I believe that this program has helped with my career, it provided quality information, Knowledge and the leadership that the next generation of facility managers needs to survive in this data driven world.

I also believe that working with this program I will stay involved in the newest programs and projects that are lurking in the facility management field.

I spend my free time: When I am not working I can be found enjoying the Great outdoors; this includes hunting, trapping, fishing, and sightseeing, photography, snowmobiling and skiing.


May 2009 xxviii

Biographies

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.


May 2009 xxix

Biographies

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.


May 2009 xxx

Biographies

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.


May 2009 xxxi

Biographies

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 government. 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 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.


May 2009 xxxii

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.


May 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.


May 2009 xxxiv

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.


May 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. 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.


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Biographies

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


May 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


May 2009 xxxviii

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


May 2009 xxxix

Welcome

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

WELCOME TO GREAT SMOKY MOUNTAINS NATIONAL PARK! 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

Climate

: 1,289 feet above sea level

2

1 http://wapedia.mobi/en/Gatlinburg,_Tennessee 2 http://www.gatlinburg.com/visit/weather/

: "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.


May 2009 xl

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

3 http://www.gatlinburg.com/visit/weather/ 4 Excerpted and adapted from http://wapedia.mobi/en/Gatlinburg,_Tennessee

: 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 Smoky Mountains. 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.


May 2009 xli

Welcome

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. 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.

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


May 2009 xlii

Welcome

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. 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


May 2009 xliii

Welcome

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


May 2009 1

Chapter 1

Chapter One


Introduction to the Course Course Objectives Instructor Resources Instructional Methods Total Course Point Breakdown


May 2009 2

Chapter 1

WELCOME! Introduction to the Course 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 Problem and Need Over the past 35 years, the NPS facility management profession has evolved into a complex, mission-critical discipline. Being a facility manager in the 21st century requires insights, choices, and actions within a very competitive environment. Facility management in the Federal sector enjoys a much higher profile than ever before. In-depth studies conducted by the National Academy of Science’s Federal Facilities Council Report state:

“…facilities managers can no longer be regarded only as caretakers who bring unwelcome news about deteriorating facilities and the need for investments. As facilities management has evolved from tactical, building-oriented activities to a strategic, portfolio-based approach, the skills required by facilities management organizations have similarly evolved. … [This evolution] requires not only the technical skills (e.g., engineering, architecture, mechanical, electrical, contracting) found in traditional facilities engineering organizations but also business acumen and communication skills.”

Both the Department of the Interior (DOI) and the NPS have targeted the facility management profession as ‘mission-critical,’ due to the importance of maintaining the built environment and the high numbers of facility managers eligible to retire in the near future. In anticipation of the growing need for competent, able facility managers, the NPS has developed a comprehensive set of facility manager competencies to form a roadmap for development of our facility management workforce. Additionally, the FMLP, of which the Principles of Asset Management is the introductory course, aims to build a core group of competent, up-and-coming facility managers to serve as leaders of facility management in the NPS in the years to come. The Audience The course audience includes those charged with the facility function in the NPS. Course students will be geographically dispersed throughout parks across the country and will represent a variety of parks and experience levels. Anticipated audience members include:

- New facility managers and facility managers who are new to the Service - Those in the Service who want to build experience in order to apply for a facility

management position and/or those seeking promotions to a facility management position

- Individuals who may be in other disciplines in the NPS but wish to pursue a career in facility management


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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 that highlight

learning opportunities needed to transition into the management profession to individuals interested in pursuing a career in facility management.

• 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.


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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. 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 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

DLS #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 displayed during

the class.


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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.


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INSTRUCTOR RESOURCES Outlines and Lesson Plans This instructor manual provides you with an outline and lesson plans for each course session. The outline provides an overview of the different elements you will need to cover during the module. It also provides you with objectives, training aids and handouts, facilitator notes, and other points to remember. The lesson plans are designed to guide you through the main elements and learning objectives introduced in each module. Here you will find much greater informational depth about specific activities and learning objectives, as well as instructional techniques and tips for leading the learners. Session Length Each lesson plan lists an approximate session length for instructor or guest speaker consideration. Because this is a survey course covering a number of topics, it is important to review the session lengths and attempt to stay within the allotted time. However, session length can be adjusted to a small degree to fit instructor style, learner personalities and needs, and other factors. Handouts and Instructor Materials Also included in this course are various training aids, including hardcopies of handouts and other materials. The Student Workbook contains most of the handouts, documents, and worksheets needed for the course. Each course unit and session lists the handouts and other training materials you will need for it. Please make yourself familiar with these resources and their content.


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INSTRUCTIONAL METHODS This course incorporates a number of instructional methods which have been designed to

• Stimulate learner interest. • Facilitate the transfer of learning. • Appeal to various learning styles.

You should familiarize yourself with the various instructional methods in order to make them most effective. A brief outline of instructional techniques appears below. Case studies are also used in this course. If one of your sessions includes a case study or group work, please read the information presented at the end of this section. Behavior Modeling - A technique in which effective behaviors are shown to the trainees with an outline of how to repeat the behavior step-by-step. The trainees try out and practice the behavior with guidance and feedback. Used commonly in interpersonal skills and communication training. Brainstorming - An idea-generating process in which a spontaneous, non-judgmental flow of suggestions is facilitated. Later, the ideas are explored in detail and their usefulness evaluated. Critical Incident - A variation of the case study in which trainees are given incomplete data. By analyzing the case and asking the right questions, they are given additional data needed to solve the case. Critique - Students are asked to analyze the strengths and weaknesses of a particular process and make suggestions for improvements Demonstration - The use of media, such as the internet or a simulation, to demonstrate concepts, applications, and ideas. Discussion - An exchange of ideas between the facilitator and the trainees. It can be largely spontaneous, but it usually requires some structure to achieve a content-related purpose Facilitated Discussion - A facilitated discussion is a multi-person conversation, in which people exchange ideas about a particular, pre-negotiated topic. Facilitators start the discussion, keep a speaker's list when necessary, and make sure that everyone stays on topic. Field Exercise - The application of a classroom concept to a real-life situation. Game - A structured exercise in which competition or cooperation (or both) are used to practice principles or learn new ones. Interview - Students question a resource person to add to content knowledge or develop new approaches.


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Job-aids - Items given to a student to assist them in doing their jobs. They might include: worksheets, checklists, samples, flow-charts, procedural guides, glossaries, diagrams, decision tables, manuals, etc. Lecture - A prepared oral presentation by a qualified speaker. Nominal Group Technique - A method in which the class is divided into groups and each group follows the same process: generate ideas, record ideas, discuss ideas, and vote on ideas. One-on-One discussion - A method in which the students are asked to speak to the person beside them for a few minutes to discuss an issue, answer a question, or generate questions to ask. Panel - A discussion among a group of experts that takes place while students observe. Reflection - Students are given time for singular thought to consider what has been learned and its applicability to work settings. Works well in e-course development. Small Group Work - In a cooperative learning environment, students work together to exchange ideas, make plans, and propose solutions. Video Clips - Segments of moving video images that are isolated and usually inserted in a presentation or multimedia document. Each session should be completed with a debrief of the activities and information provided. This will help reiterate the key points of each session and serve as a transition between the different course sessions.

Instructional Methods: Using Case Studies to Teach Real-Life Ideas

What is a Case Study? Case studies are stories that are used to help learners understand an educational message or concept. They describe either real or believable current problems in which individuals must make decisions. By telling a story, case studies personalize the issue and help relate concepts to the learners’ experiences. To make the learner feel the problem is relevant to his or her life, case studies should include current problems or issues. A good case study

• Mirrors real-life situations or describes current, actual problems. • Forces the learners to consider and analyze complex situations. • Allows learners to consider the complexity of the problem-solving processes required in

real-life situations. • Illustrates educational concepts using situations or problems that are relevant to the

learners. • Builds the learners’ interest and engages them in the learning experience.


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Your learners should find the case studies an enjoyable experience. However, learners should understand that

• The information provided in case studies may not include the “whole story.” • They may need to make inferences and educated guesses when discussing case

studies. • There is no single right answer or correct solution as far as case studies are concerned.

However, there are choices and the reasons behind them; the stronger the analysis conducted by the learners, the stronger the reasons behind the choices.

Serving a Learning Function Most importantly, a good case study must serve a learning function. The instructor should ask himself or herself: What does this case study do for the course and the learner? What main points should I highlight to make it useful to the learners? In analyzing case studies, students develop skills they will use in their careers, including

• Problem identification. • The ability to analyze and interpret information. • Thinking analytically and critically. • The ability to recognize assumptions and inferences. • Exercising judgment and decision-making skills. • Understanding interpersonal relationships. • Communicating ideas and opinions.

Learning may be achieved through group discussion. The goal of group discussion is to analyze the problem and describe methods of solving the case study problem or issue. Learners should also focus on making plans for the future; in other words, they should respond not only with an analysis of the problem but with precise methods of solving that problem. Why use Case Studies? Individuals have many different learning styles which affect how well they understand and retain information. While some individuals can listen to a lecture and learn the concepts described, other individuals need to apply concepts before they can use the information. Case studies provide a way for learners to apply concepts through the use of relevant settings and stories. Case studies also require active participation; learners must analyze different aspects of the case study and verbalize their conclusions to the rest of the group. There are many benefits to using case studies as an instructional technique. Case studies

• Promote learning by doing. • Help users analyze messy real-world issues in a safe, consequence-free environment. • Develop analytical and problem-solving skills by asking learners to apply concepts. This

helps learners to internalize and use these concepts in the future. • Reach learners who may not respond to traditional teaching methods, such as lectures. • Allow for more flexible discussions. Debriefing discussions can be shaped to match the

specific needs and experiences of the individual learners in the course. How you can teach successfully using Case Studies


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Most instructors will find themselves most successful when they use the following techniques: • Use a proper introduction to the case studies. • Fully explain what is expected of the learners; have a clear picture of the case study

objectives and be able to communicate them. • Ask if learners need any clarification before allowing them to brainstorm with their small

groups. • Highlight the need for learners to participate equally in their small groups. • Use directive but not dominating questions in the group debrief. • Highlight important comments or thoughts with a flip chart. • Provide an appropriate summary that both concludes the activity and connects it with

the rest of the course. Instructional Methods: Successful Debriefing Techniques The final key to a successful case study or small group work assignment is the debrief. It allows the student to reflect, think about what they have learned, and how they will apply it to their work. Tips:

• Allow the group sufficient time to present their findings, but give them a time limit (“You will have five minutes to present.”)

• Ask open-ended questions that allow them to think critically and allow time for them to frame an answer

• Allow the group at large to comment on what was presented


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TOTAL COURSE POINT BREAK-DOWN 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


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Chapter Two: Course Lesson Plans Monday, May 4, 2009

Course Introduction and the Future of Facility Management Objective One: The Changing Role and Guiding Principles of Facility Management

• History and Evolution of the Facility Management Mission in the NPS • The Guiding Principles of Facility Management in the NPS

Introduction to the Facility Manager Competencies and Lifelong Learning Professional Development, Part 1 – Academic Writing

One-Minute Paper


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SESSION TITLE: Course Introduction and the Future of Facility Management

INSTRUCTORS/SPEAKERS: Kevin FitzGerald, Dale Ditmanson, Tim Harvey, Mark

Warner, Course Coordinators SESSION LENGTH: 120 minutes OBJECTIVES: At the end of this session, students should be able to:

• Explain the greater vision and purpose for the creation of the FMLP. • Describe the overall goals and objectives of the course. • Recognize the need for innovation, ingenuity, and growth in facility management within

the NPS. • Explain how accountability to the public and politically will grow in the future.

TRAINING AIDS:

• Student Welcome Slideshow • PowerPoint Presentation

HANDOUTS:

• Principles of Asset Management: Introduction and Overview to the Course (In Student Manual)

• Course Agenda (in Student Manual) • Welcome to Great Smoky Mountains National Park (in Student Manual) • Instructor and Course Evaluation (Handout) • Walter Reed Hospital Case Study (in Student Manual)

FACILITATOR NOTES: This session will serve as both a “showcase” of the FMLP, as well as the Principles of Asset Management course introduction. Learners will receive information about course goals and an overview for the week.

• The big picture of the FMLP: why it was developed, what we hope the students get out of it, dedication, and what students’ experiences will be like throughout the year.

• Principles of Asset Management course objectives. • Nuts and bolts information about the Principles course: familiarize students with the

facility, the course schedule, and the course goals. • Introduce main instructors and all class members.

This session will also introduce the concept of looking to the future, both in your own professional growth and in the field of facility management in the NPS. Learning areas include:

• Understanding that change can be positive when it is driven by information, changing needs, updated goals, or societal changes. Flexibility and open-mindedness are essential skills in a facility manager.

• Understanding how accountability for facility managers comes into play for the public and politically.

POINTS TO REMEMBER:


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During this session, emphasize that: • The success of each student requires personal commitment; the program is rigorous. • Resource support exists for each student.


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CONTENT: CONTENT METHOD TIME

Betsy Dodson Review Logistics and Agenda Review agenda for the week. Discuss facilities, lunch plans, evening plans (homework, events). Introduce concept of evaluation for course.

• Will be evaluating every day at end of day to ensure we are hitting the main points.

• Hand out instructor evaluation to be used throughout the week. At the end of the week, another course evaluation will focus on the course as a whole; this form is designed for evaluation of course and instructors.

Presentation, Handouts

5 min.

Kevin FitzGerald Welcome to Great Smoky Mountains National Park

Presentation 15 min.

Betsy Dodson Ice Breaker and Student Introductions Possible activities include:

• Something I have Done: Introduce selves and describe something they have done that they think no one else in the class has done. If someone else has also done it, learner must state something else until he or she describes a unique experience.

• What they Expect and Why they are Here: Introduce selves and describe what they expect or would like to achieve over the course of the week or the year. Have each pair introduce the other person and what their expectations are.

Student Welcome Slideshow

Activity, PowerPoint

20 min.


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CONTENT METHOD TIME Betsy Dodson Introduction to the Course and Course Objectives Course of study will be dedicated in someone’s name based on your ideas/suggestions. You will nominate who you will be the class of.

• Brief description of last year’s class dedication – Dale Wilking

Describe overall purpose and objectives of course. • Have students refer to handout. Also refer to PPT.

Presentation, PowerPoint, Handout

10 min.

Dale Ditmanson and Mark Warner Community Relationships



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CONTENT METHOD TIME Tim Harvey The Big Picture of the FMLP and the Future of Facility Management Why FMLP was developed.

• The need to develop leaders in facility management for the future.

• What we hope the students get out of it; the sky is the limit.

What to expect:

• Success requires personal commitment and a drive to build own skills.

• Very individualized so you get the greatest benefit / what you most need to learn.

• Resource support available to each student over the course of the program.

• Building analytical thinking and leadership skills. Future of Facility Management in the NPS: Being a leader

• Leadership roles • Do the right thing • You get out of the program what you put into it • Accountability to the public, Congress, your

employees • Cheating or plagiarism will result in expulsion • Political realities


Betsy Dodson Accountability Case Study

• Increased knowledge level and visibility of the government in the press, public knowledge

• Shift in focus to facility mgmt and the asset: Grown from maintenance into very public initiatives

Review case study in Student Workbook and discuss questions as large group. Questions for the group:

1. What parallels can be drawn here to the NPS?

Walter Reed Case Study, Discussion

15 min.


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Accountability: Walter Reed Hospital Case Study

Reprinted from the San Francisco Chronicle-March 6, 2007

Walter Reed hospital scandal 'hits at the heartstrings of America

Mounting revelations about decrepit housing and mistreatment of injured soldiers at the U.S. Army's major medical complex have touched a raw nerve with the public and have sparked fierce bipartisan outrage on Capitol Hill.

The outcry has led a White House known for defending its embattled leaders to fire the Army secretary and relieve a two-star general of his command. Vice President Dick Cheney was dispatched Monday to soothe the angry feelings by telling the Veterans of Foreign Wars: "There will be no excuses, only action."

Lawmakers' fury was on display at a hearing Monday at Walter Reed Army Medical Center, the hospital complex in the nation's capital long seen as the crown jewel of military health care, where allegations of mice-infested buildings and neglected patients first surfaced.

The tearful wife of an injured National Guardsman told lawmakers her husband received "treatment ... a dog wouldn't have deserved." A wounded soldier described how Army officials ignored his complaints about black mold in his room for months -- until photos of his mildewed walls appeared in the Washington Post.

"We find it appalling," said Rep. John Tierney, D-Mass., who chaired the hearing of a House Oversight and Government Reform subcommittee.

Lawmakers noted that injured soldiers and veterans are flooding their offices with phone calls and e-mails complaining of similar conditions at military medical facilities and veterans' hospitals nationwide.

"What's going on here in Walter Reed may be the tip of the iceberg of what's going on all around the country," said Rep. Henry Waxman, D-Los Angeles, who chairs the full committee.

The Pentagon initially belittled the allegations, saying the problems at Walter Reed were minor and already had been fixed. The Army's surgeon general, Lt. Gen. Kevin Kiley, publicly complained that the media's coverage was "one-sided."

But as public indignation grew, new Defense Secretary Robert Gates stunned many in Washington by forcing the resignation of Army secretary Francis Harvey and criticizing his commanders for their defensive response.


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The story has tapped into a deep well of frustration among veterans -- especially the 600,000 new veterans from the Iraq and Afghanistan -- many of whom have faced bureaucratic delays in getting care. The public, already weary of a 4-year-old war that has killed more than 3,100 U.S. troops and injured more than 32,000, was aghast at the news reports.

"Everybody wants to do right by our soldiers -- no matter what your view of the war -- especially for those who have paid a steep price with their bodies," said Garry Augustine, the deputy national service director of Disabled American Veterans, who spent 18 months at Walter Reed 35 years ago coping with injuries from Vietnam.

"To think they might be coming back and living in these conditions and having to deal with all the bureaucratic problems they are dealing with, it just makes you feel terrible. It hits at the heartstrings of America."

The scandal has prompted a nationwide review of the quality of care for all wounded soldiers and veterans.

President Bush has asked the Defense Department to conduct a bipartisan inquiry of the problems at Walter Reed and is assembling an inter-agency working group to examine broader problems in the veterans health care system.

Democrats want an independent review. Sen. Chuck Schumer of New York has suggested appointing a commission led by former Secretary of State Colin Powell.

The debate has crucial political implications as the Bush administration begins sending 21,500 more combat troops into Iraq and Democrats look for legislative ways to block the increase. The White House knows public support for the war has declined sharply, and a scandal involving the treatment of severely wounded soldiers could further cut that support.

House Speaker Nancy Pelosi of San Francisco is seeking to affix blame to the White House, likening the conditions at Walter Reed to the government's botched response to Hurricane Katrina.

"Our government has failed those who have sacrificed the most," Pelosi said in a statement Monday.

Lawmakers of both parties criticized the Pentagon for failing to respond to patients' complaints and to fix bureaucratic problems that have made it difficult for wounded soldiers at Walter Reed to receive proper treatment and full disability benefits.

"This is a place wounded soldiers and their families should be embraced, not abandoned," said Rep. Tom Davis of Virginia, the top Republican on the Oversight and Government Reform Committee. "They should be healed and nurtured, not left to languish or fend for themselves against a faceless, bureaucratic hydra."


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Army Staff Sgt. John Daniel Shannon, who suffered from brain and eye injuries after being shot in the head in Iraq, told lawmakers how he had been waiting in an outpatient facility for two years for surgery on his eye while haggling with the Army over his disability benefits.

"The system can't be trusted," Shannon said. "Soldiers get less than they deserve from a system seemingly designed to run and run to cut the costs associated with fighting this war."

The toughest questioning Monday was reserved for top Army officials who ran Walter Reed in recent years.

Kiley, who oversaw the hospital from 2002 to 2004 and now leads the U.S. Army Medical Command, said he took responsibility for the problems at Building 18, an outpatient building where patients complained of unsafe conditions.

"The housing conditions here in one of the buildings at Walter Reed clearly has not met our standards," Kiley said. "For that, I am personally and professionally sorry, and I offer my apologies."

But lawmakers complained that some Army leaders were still downplaying the scope of the problems, focusing instead on damage control.

"Where does the buck stop?" Massachusetts Democrat Tierney asked. "There appears to be a pattern developing here that we've seen before: First deny, then try to cover up, then designate a fall guy. In this case, I have concerns that the Army is literally trying to whitewash over the problems."


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SESSION TITLE: Introduction to Objective One – The Changing

Role and Guiding Principles of Facility Management in the NPS

INSTRUCTORS/SPEAKERS: Betsy Dodson SESSION LENGTH: 35 minutes COURSE OBJECTIVE: Objective #1: Describe the changing role and guiding

principles of facility management in the NPS. OBJECTIVES: At the end of this session, students should be able to

• Articulate the idea that many factors have changed the role of facility management and the facility manager over recent history.

• Understand the importance of the guiding principles of facility management in the NPS. TRAINING AIDS:

• Flipchart • Legos • Reference Materials Book • Pre-Course Worksheet

HANDOUTS:

• Objective #1 Introduction Sheet (in Student Manual) FACILITATOR NOTES: The goal of this session is to

• Set the stage for the remainder of the day’s sessions. • Use an interactive exercise to introduce the second objective. This will also help tie the

four main course objectives together. • Provide an introduction to the idea of the changing role and guiding principles of facility

management in the NPS. As you present the information in this session, remember the following points:

• Change is a positive and necessary element in facility management. • Allow students to reflect on how their individual jobs have changed over the years.

Discuss what changes they have seen over the course of their careers. • Main point: Discuss the change of the perception of the facility manager in work boots

and gloves to one who wears many different hats. POINTS TO REMEMBER:

• Have students take out their pre-course work and key document reference book. It will be used in the first session.

• Show the materials that will be used throughout the day as references.


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• Focus on the leadership aspect of change management; as guidelines and information changes within the NPS, leadership skills are required to usher employees through and achieve the anticipated outcome.


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Betsy Dodson Introduction to Changing Roles and Guiding Principles of Facility Management in the NPS Use quote to introduce Objective #1:

• The more extensive a man's knowledge of what has been done, the greater will be his power of knowing what to do. Benjamin Disraeli

• Review Objective #1 with students Student Exercise: Toy Story

• Each student receives a bag of Legos. • Explain that first objective relates to the changing

role of FM in the NPS, as well as guiding principles of FM.

• Give the students five minutes to construct an item that they think they might learn about during the week.

• Ask each student to briefly describe what his/her construction is, what he/she expects to learn about it.

Presentation, Activity

25 min.

Betsy Dodson Setting the Stage for the Rest of the Day Goals of the rest of the day’s sessions:

• Review of Legislation, Directives, and History • Perspective of Past and Present of Facility

Management in the NPS • Professional Development • Getting to Know your Fellow FMLP Students • Hand in Homework



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SESSION TITLE: Revisiting the Past – History and Evolution of the Facility Management Mission in the NPS

INSTRUCTORS/SPEAKERS: Brian Strack SESSION LENGTH: 1 hour, 15 minutes COURSE OBJECTIVE: Objective #1: Describe the changing role and guiding

principles of facility management in the NPS. OBJECTIVES: At the end of this session, students should be able to:

• Describe the different types of laws, regulations, and policies that affect the NPS. • Interpret the history and evolution of the facility management mission in the NPS. • Broadly describe the historic timeline of events affecting changes in facility management

in the NPS. • Identify and describe three documents that served as key sources of change for facility

management in the NPS. TRAINING AIDS:

• The Historical Timeline Event Cards • Key Document Reference Book • Pre-Course Worksheet

HANDOUTS:

• Student Exercise: Ordering NPS Authorities (in Student Workbook) • Student Exercise: A Mission and Vision for All (in Student Workbook)i • Student Exercise: An Introduction to NPS Policies (in Student Workbook) • Student Exercise: The Historical Timeline – Changes in the Role of Facility

Management (in Student Workbook) • Student Exercise: Key Documents – Serving as Sources of Change (in Student

Workbook) Student Exercise:

FACILITATOR NOTES: The goal of this session is to provide students with a historical perspective of facility management in the NPS. Specifically, this session provides:

• A historical timeline of the key events of facility management in the NPS and general NPS history.

• An introduction to a conceptual understanding of how these events relate to and impact the field of facility management.

• An overview of key documents related to facility management. POINTS TO REMEMBER:

• The facilitator should use the opening exercise as a baseline to measure student understanding of the history of facility management in the NPS. The activity debrief of the events should be participatory.


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• Make sure the discussion of historical events and of key sources of change is led by the students. Ask them to reflect on what they read and what they have experienced relating to these documents and events in terms of their own histories with the NPS.

• This session aims to begin building critical thinking skills in the students and asks them to synthesize information with real-life situations and events.

• Focus on the leadership aspect of change management; as guidelines and information changes within the NPS, leadership skills are required to usher employees through and achieve the anticipated outcome.


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Brian Strack An Introduction to Policy – Ordering NPS Authorities One of the strongest points to make is the hierarchy of orders in the NPS. First, discuss broadly what each of the following are or do for the NPS:

• CFR Executive Order NPS Policy Director’s Order Park Policy [park superintendents annually revise the CFR with their Compendium local orders that rest in statute and can be acted on by LE Rangers] Park Practices (SOPs).

Discussion: Lead a discussion about the hierarchy of NPS authorities. What takes precedent over what? See the Student Exercise: Ordering NPS Authorities Directions: Working alone, have each student order what they believe is the correct order for precedence. After several minutes, ask for a volunteer to read off what they have. The correct order is:

1. Constitution 2. Public Law 3. Executive Order 4. Federal Regulation 5. Departmental Manual 6. NPS Management Policies 7. Director’s Order 8. General Management Plan 9. Superintendent’s Order


10 min.


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CONTENT METHOD TIME Brian Strack An Introduction to Policy – A Mission and Vision for All Documents that provide a mission and vision to parks:

• Organic Act • NPS mission • Park enabling legislation (passed by Congress to

officially create a park) – Describes park’s purpose and why it was set aside.

Discussion: A Mission and Vision for All.

• Review the information and enabling legislation for UPDE in the Student Workbook. Have the students jot down on scrap paper any information that seems like it would pose a problem for a facility manager or any issues they think might arise for a facility manager in this park.

• You may choose to give them one or two things to think about to get started; for example, mention land use and pollution control as two issues they might want to consider for facility managers.

• After several minutes of individual thought, ask the group to share some of their ideas for how enabling legislation and other park information might affect the job of a facility manager.

• Before moving onto next activity, reiterate importance of a park’s enabling legislation in everything the park does and the role it can play in day-to-day park operations and considerations.


15 min.


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CONTENT METHOD TIME Brian Strack NPS Policies The NPS has created Management Policies, Director’s Orders, handbooks, reference manuals to maintain policy consistency Servicewide. Examples include:

• Director’s Order #43: How uniform is to be worn. • NPS Policy 2.3.1: Each NPS unit maintains up-to-

date General Management Plan. Local Policies

• Park or office sets policies of its own. • Emergency plan = very important • Superintendent’s Closures – used to protect critical

resources Student Exercise: An Introduction to NPS Policies.

• See Student Exercise Directions and Debrief after Session Content outline.


20 min.

Brian Strack The Historical Timeline – Changes in the Role of Facility Management Student Exercise: The Historical Timeline.


Initiate broad discussion of these events and their impacts on policy and facility management.

Activity (Timeline Creation), Discussion

15 min.

Brian Strack Key Documents – Serving as Sources of Change As a group, discuss three big picture ideas from the pre-course readings documents (i.e. what’s the main point?) = DO-80, Facility Management for the 21st Century, and Committing to the Cost of Ownership: Maintenance and Repair of Public Buildings.

• Students can take notes in Student Workbook. • Share park examples of the key points discussed.

Discussion 15 min.


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Ordering NPS Authorities – STUDENT WORKBOOK INFORMATION

Student Exercise: Ordering NPS Authorities

Directions: List the following authorities in hierarchical order from 1 to 9 with 1 indicating the highest level of authority and 9 indicating the lowest.

a. General Management Plan b. Superintendent’s Order c. Public Law d. Federal Regulation e. Constitution f. Departmental Manual g. NPS Management Policies h. Executive Order i. Director’s Order

1________________________________________ 2________________________________________ 3________________________________________ 4________________________________________ 5________________________________________ 6________________________________________ 7________________________________________ 8________________________________________ 9________________________________________


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A Mission and Vision for All – STUDENT WORKBOOK INFORMATION

A Mission and Vision for All: Upper Delaware National Scenic and Recreational River State: Pennsylvania and New York Year established: 1978 Authorized acreage: 75,000 (30 acres currently in NPS ownership) 2003 Park visitation: 259,713 Upper Delaware NSRR was designated in 1978 as part of the Wild and Scenic Rivers Act and was designated to protect the outstanding scenic, recreational, geologic, fish, wildlife, historic and cultural resources of this section of the Delaware River; to protect its water quality; and to provide for the enjoyment of present and future generations. The park is located on the border of Pennsylvania and New York and follows the path of the Upper Delaware River from Hancock, NY, to Sparrowbush, NY. The Delaware River Basin provides drinking water to over 25 million people. This is the largest of the parks in the network (75,000 acres in authorized boundary), although only 30 acres are currently in federal ownership, with the rest in state or private ownership. A landward boundary (an average of 1 to 2 miles along the length of the river) was established to satisfy the resource protection requirements of the Wild and Scenic Rivers Act. Most of this land area is forested, although agriculture is common on the flat floodplain along the river and low density development is spread throughout the river valley. The October 1978 Wild and Scenic River Act proclaims:

… that certain selected rivers of the Nation which, with their immediate environments, possess outstandingly remarkable scenic, recreational, geologic, fish and wildlife, historic, cultural or other similar values, shall be preserved in free-flowing condition, and that they and their immediate environments shall be protected for the benefit and enjoyment of present and future generations. The Congress declares that the established national policy of dams and other construction at appropriate sections of the rivers of the United States needs to be complemented by a policy that would preserve other selected rivers or sections thereof in their free-flowing condition to protect the water quality of such rivers and to fulfill other vital national conservation purposes.

Because the park was created through the Wild and Scenic Rivers Act, water resources are central to park management. However, since the park only owns a small percentage of the overall protected boundary of the park, all management decisions require coordination with multiple partners in two different states. Problems arise with activities that occur outside the park but are negatively impacting resources within park boundaries. Examples of such problems include non-point source pollution from agriculture and failing septic systems, contaminant inputs from industrial and commercial discharge sites, and adverse affects on water quality from residential development.


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While UPDE has a National Wild and Scenic River within its boundaries, this designation does not afford protection from development or use of the river system. However, the implicit goal is to protect the character and integrity of the river system. According to mandates within the Clean Water Act, if water quality standards set forth by the Environmental Protection Agency are violated, the body of water is considered impaired and will be scheduled for Total Maximum Daily Load (TMDL) development. Each state is responsible for monitoring the waterways within their state and development of appropriate remediation. Enabling Legislation The Upper Delaware NSRR was designated by Congress as a unit of the National Wild and Scenic River System on November 10, 1978. The purpose of the Upper Delaware SRR is to preserve and protect, in a free flowing condition, an approximately 73-mile segment of the Upper Delaware River. The river valley is to be protected through land use controls and the cooperative efforts of local governments. It requires management of the area with little federal acquisition of land by working closely with all existing local, county, state, and federal land management authority and specifies the writing of a management plan in cooperation with the states and local political subdivisions.


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An Introduction to NPS Policies – STUDENT EXERCISE DIRECTIONS • Split the class into three groups. • Assign each group a different policy case study in the Student Workbook.

Each case study presents a problem that the group has to consider and make recommendations for possible solutions. As facilitator, you should familiarize yourself with all three case studies before the class.

• Student Tasks: Explain that their task will be to review the case study. As a group, they will need to propose a possible plan of action in response to the problem. They will need to use the NPS policies, also provided in their Student Workbooks, to help guide and support their decisions.

• Each group should fill out the worksheet in the Student Workbook, outlining the decisions they have made and the policies they used to support those decisions.

• After 10 minutes, bring the groups back together. Have each group present a brief overview of their case study, the recommendations they made, and the policy they used to support those recommendations.

DEBRIEF POINTS

• After the groups have presented, ask if there are any questions or comments regarding this activity.

• Highlight the following key points: o Reiterate that facility managers must make difficult decisions at times;

NPS policies are one method of guiding some of these decisions. o All NPS employees, regardless of level, should be familiar with the

NPS policies. They are one of the many tools you can use as an employee to guide decisions and provide accountability and support for your choices.

o Emphasize the facility manager’s role in recommending park Standard Operating Procedures (SOPs) and establishing SOPs for the Facility Function and its customers.


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Student Exercise: An Introduction to NPS Policies

Directions: Break up into small groups. Your group will be assigned one of the following case studies to review. Read through the case study, then brainstorm a plan of action and list the supporting NPS policies in the worksheet following the case studies. Use the selected NPS policies listed after the worksheet to guide and support the decisions you make. Be prepared to present your case study and plan of action to the large group.

Case Study #1: King Olaf and the Statue of Liberty National Monument

Your long-established Superintendent is going on three weeks of well-deserved vacation. In her absence, she has assigned you the job of Acting Superintendent. Her parting comment to you was, “Remember, you’re in charge! Take command; I trust your decisions.” You are sitting at the Superintendent’s desk when the phone rings. The call is from the Director of the Norwegian Sesquicentennial Commission, and he is requesting permission to place a plaque at the base of the Statue of Liberty. The plaque will be delivered to Liberty Island in a major ceremony attended by King Olaf of Norway. The King will be arriving to tour the United States in two months. The text of the plaque will describe the Norwegian contributions to the United States. Specifically, it will commemorate the first organized immigration from Norway to the United States. What would your response be to the Director of the Commission’s request? Is there any additional information that you would need in order to make a decision?


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Case Study #2:

Isaac Davis and Minute Man National Historic Park Your first-time Superintendent arrived at Minute Man National Historical Park just last week. His career advancement has been solely through the administrative field. He calls you into his office on Tuesday morning, hands you the following assignment, and wants your recommendation by close of business on Wednesday. The assignment is to respond to a request from a local influential historical society to commemorate Captain Isaac Davis at the park. Davis, Captain of the Action Minute Man Company, was the first American shot and killed at the North Bridge in the Historic Battle of Concord. The Society wants to recognize Davis’ contribution and significance by placing a plaque in an area adjacent to the historic North Bridge. They also want to hold a dedication ceremony. What is your recommendation to the Superintendent? Is there any additional information that you would need in order to make a decision?


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Case Study #3:

Water Needs at Cape Cod National Seashore Provincetown, located on the tip of Cape Cod, has operated at the limits of its water supply for many years. The water supply is limited by the nature of the freshwater aquifer on Cape Cod and the small catchment caused by the peninsular nature of the town. The town has relied on two major well sources, which provide roughly two million gallons per day, and three water tanks, providing a storage capacity of seven million gallons per day. Recently, a leaking gasoline storage tank near the larger of the two wells has contaminated the groundwater there. While the gasoline spill has not contaminated the pumped water yet, it is expected that peak summer pumping will pull the contamination into the well field. Engineering consultants have confirmed that the contamination cannot be cleaned up before peak summer season. The major economic money-makers for Provincetown are the recreation and tourism industries that peak in the months of June, July, and August. Elimination of 60% of the town’s water supply would cripple the town for the coming summer season. In the mid-1960s, a test well was drilled just inside the National Seashore boundary. The town has asked for a meeting with the Superintendent in order to request the installation of a temporary pump and piping system to provide the town with water during the summer. The current park resource management plan indicates that the temporary pump would have an effect on vegetation in the park but probably only equal to a normally dry summer. Due to a major scheduling conflict, the Superintendent will be busy on the day of the meeting and has therefore asked that you attend the meeting to represent the park. What will your position be on the request to allow a temporary pump to be installed in the park for Provincetown? Is there any additional information that you would need in order to make a decision?


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An Introduction to NPS Policies Worksheet Case Study #_______

Decision / Recommendation Policy Reference: Policy # and Title


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The Historical Timeline – Changes in the Role of Facility Management – STUDENT EXERCISE DIRECTIONS

• Divide the class into two groups of 10 • Explain that they will each be given a card that shows a different event in

the history of the NPS and in facility management in the NPS. Those with the cards will be asked to line up in the order in which they believe these events occurred.

• Give students several minutes to work out correct timeline order. • Go through each event and lead discussion about order and importance of

each historical event. • Provide correct order of events; students can insert the correct order into

the Student Exercise worksheet in their Student Workbooks. o Establishment of Yellowstone National Park (1872) o Theodore Roosevelt and the Antiquities Act (1906) o NPS Organic Act (1916) o Reorganization Act of 1933 (1933) o Civilian Conservation Corps Era (1930’s-1940’s) o Mission 66 (1955-1966) o Public Law 98-540 – Amendment to the Volunteers in the Parks Act

of 1969 (1984) o The President's Commission on Americans Outdoors (1986) o Government Performance and Results Act (GPRA) (1993) o Executive Order 13327: Federal Real Property Asset Management

(2004) o Director’s Order #80: Asset Management (2005)

DEBRIEF POINTS

• Broadly identify why these events are important in the history of the NPS and to facility management specifically.

• Discuss some of the following questions with the class: o Which events affect facility managers directly? o Which have far-reaching or long-term effects on facility management

(ex: Mission 66, EO 13327, DO 80)? o Which have helped shape the NPS as an agency?


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Student Exercise: The Historical Timeline –

Changes in the Role of Facility Management Directions: Split learners into three groups. Provide each group with different event cards and give ten minutes to work out correct timeline order. For your own reference later, you can enter the order of occurrence of each historical event in the table below.

Order of Occurrence / Date

Historical Event

Civilian Conservation Corps (CCC) Era

Theodore Roosevelt and the Antiquities Act

The President's Commission on Americans Outdoors; Americans Outdoors: The Legacy, the Challenge

NPS Organic Act

Executive Order 13327: Federal Real Property Asset Management

Reorganization Act of 1933

Mission 66

Government Performance and Results Act (GPRA)

Public Law 98-540 – Amendment to the Volunteers in the Parks Act of 1969

Director’s Order #80: Asset Management

Establishment of Yellowstone National Park


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SESSION TITLE: Facility Management Today – The Guiding Principles of Facility Management in the NPS

INSTRUCTORS/SPEAKERS: Tim Harvey, Don Mannel SESSION LENGTH: 1 hour, 15 minutes COURSE OBJECTIVE: Objective #1: Describe the changing role and guiding

principles of facility management in the NPS. OBJECTIVES: At the end of this session, students should be able to

• Describe the guiding principles of facility management in the NPS. • List three documents or sources they can access to explain facility management

principles in the NPS today. • Explain two benefits of increasing accountability and stewardship in facility

management. TRAINING AIDS:

• PowerPoint • Videos:

- Director Kennedy’s Presentation to Subcommittee - Director Mainella’s FY06 Presentation to the Budget Appropriations Subcommittee

HANDOUTS:

• Director’s Statement to Senate (in Student Workbook) • PAMP and Core Operations Paper Homework (in Student Workbook)

FACILITATOR NOTES: During this session, students should:

• Understand that certain documents and events have driven the NPS to where it is today.

• Review and reflect upon the video clips provided. The videos will show both the negative and positive sides of accountability, and what happens when you can’t show accountability versus what happens when you can show accountability. The facilitator of this section should focus a post-video discussion specifically on accountability and how accountability and stewardship have grown in importance in facility management and in the eyes of Congress and the public.

• Understand what some of the current trends in facility management are. For instance, Facility Management for the 21st Century provides a broad overview of the current state of facility management in the NPS today. Other trends, such as competitive sourcing, industry standards, core operations, and Most Efficient Organization (MEO), are important for students to understand on a broad level.

POINTS TO REMEMBER:

• Be sure to carefully tie all of these pieces back to the main points of this session, which include identifying guiding principles for facility management, such as accountability and doing the most with limited resources, and to describe current trends in facility


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management in the NPS. Any examples should also be linked directly back to this goal of making sure the students are familiar with current trends and know the facts about them.

• Being a leader in the NPS also means being well-informed and up-to-date on current trends and changes in the profession. Be sure to bring the leadership aspect present in being well-informed and managing change out to the group throughout the session.


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Tim Harvey Introduction to the Guiding Forces for Development of Facility Management Principles Facility management principles in the NPS today include all that it takes to maintain assets, accountability, and stewardship.

• For instance, principles include life cycle asset management and business practices, prioritizing assets in order to better prioritize work, focusing limited resources on high priority assets, the importance of condition assessments, and other current facility management business practices.

• Mission Statement and Organic Act • Accountability and Stewardship: The Growing Role

of Asset Management • Laws and Regulations, Key DOI Regulations • Policies and Director’s Orders • Enabling Legislation

PowerPoint

15 min.


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CONTENT METHOD TIME Tim Harvey The Benefits of Accountability Introduce benefits with different video selections.

• Videos show both a positive and negative spin on why we care about accountability in facility management / the current state of facility management accountability.

• Ask students to take notes in student workbook on videos and their thoughts regarding accountability in preparation for the post-video discussion.

Lead a group discussion based on the videos with the following questions:

• Why do we care about accountability? Stewardship? How do these relate to FM?

• Accountability and Stewardship – How to better manage, better account for costs

• The expectation is there to use these tools • In their experience, when have they seen both the

positive impacts of being accountable and the negative aspects when accountability could not be shown?

Kennedy and Maniella Video Presentations to Appropriations Subcommittee, Discussion

30 min.


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CONTENT METHOD TIME Don Mannel Current Trends: Introduction to the PAMP, Core Operations, Competitive Sourcing, and Industry Standards Note: The discussion of each of these items should be very high-level, broad, and general. Do not go into much detail about any of them aside from what it is, what it means, and how it relates to accountability and stewardship. Introduce by discussing the greater implications of Facility Management for the 21st Century.

• What is a PAMP? • Why are PAMPs being developed Servicewide? • What do PAMPs help to do or accomplish at a

park? For a region? Nationally? Core Operations and Industry Standards

• Review Director’s Statement (excerpts located in Student Workbook; highlight key points from the Director’s Statement). Using same standards as others to increase accountability.

• Applying to govt. practices and NPS mission; are we meeting standards? Why or why not?

Competitive Sourcing

• Lead class discussion about what competitive sourcing / A-76, industry standards / outsourcing mean.

Homework: Links between the PAMP and Core Operations

• Introduce student homework assignment: linking the PAMP to Core Operations.

• Think about what the Core Operations process shows you; then think about what the PAMP process is designed to accomplish. How could these two work together? Can they?

Presentation, Discussion

30 min.


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Facility Management Today – STUDENT WORKBOOK INFORMATION Introduction to the PAMP

• Developed in response to Executive Order 13327 and Director’s Order 80. • What is a PAMP? An executable work plan that can be used to manage a park’s assets

and to make daily work management decisions. • The PAMP is developed using the condition of the asset portfolio, park funding, and the

gaps between funding and requirements. What does the PAMP do? The PAMP aims to answer the following questions:

1. What assets does the NPS own? 2. What is the Current Replacement Value (CRV) of the asset portfolio? 3. What is the condition of the portfolio? 4. Which assets have the highest priority in terms of mission and where should parks

focus their limited resources? 5. What is required to bring the portfolio to an acceptable condition and properly sustain it

over time? The answers to most of these questions can be found in the data stored in the FMSS, including:

• Information about a park’s assets • Current Replacement Value (CRV) • Facility Condition Index (FCI) • Asset Priority Index (API)

Creating the PAMP The PAMP is an executable work plan that can be used to manage a park’s assets and to make daily work management decisions. It is developed using the condition of the asset portfolio, park funding, and the gaps between funding and requirements. A PAMP is designed to provide park managers with a 10-year plan by which they can manage the asset portfolio. The different functions of a PAMP include the following:

1. Prioritize assets using the API 2. Bundle FMSS work orders into projects 3. Determine O&M requirements 4. Understand the park budget 5. Dispose of unneeded assets 6. Create the park asset management plan


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Pre-PAMP Check List

Asset Prioritization

Work Order Bundling

O&M Requirements

Understanding the Park Budget

Disposition

Confirm park and data readiness. Check data for errors, and identify any necessary corrections.

Using API and FCI, discuss and document the park’s prioritization of assets.

Filter out and bundle certain types of work orders, including low-cost “punch list” items and work orders already in PMIS projects. Bundle remaining work orders into logical, realistic projects.

Estimate O&M Requirements for all park assets. Focus O&M spending on the park’s priorities.

Work with the park to estimate spending by asset type and work type. Document historic project funding levels.

Identify candidates for disposition, if appropriate, by using performance measures such as condition, priority, utilization, and operating cost by square foot.

Figure 1: PAMP Process Flowchart Competitive Sourcing Director’s Statement on OMB Circular A-76:

• Using the same standards as others to increase accountability • Most Efficient Organization (MEO) – Assessing an asset’s need • A smarter way to do business – Reference competency task relating to outsourcing,

“Plan and Organize the Facility Function” • Applying to govt. practices and NPS needs / mission; are we meeting standards? Why

or why not? Excerpts from Competitive Sourcing Effort within the NPS Statement of Fran Maniella, Director, NPS, before the Subcommittee on National Parks of the Committee on Energy and Natural Resources, United States Senate, Concerning an Oversight Hearing on the Competitive Sourcing within the NPS, July 24, 2003.

Management excellence lies at the heart of fulfilling our mission and serving citizens. Competitive sourcing, as part of the President's Management Agenda, helps us achieve management excellence. It gives us a tool to test ourselves and ask: "Are we the best that we can be?"

Every organization in society needs to periodically ask if there is a better way to organize itself to accomplish its mission. By comparing how we currently do business with other options, competitive sourcing helps us find new ways to add value to how we serve the public. It is a tool all federal agencies are using to accomplish this self-examination. The goal of competitive sourcing is to ensure that we provide the public maximum quality services at the best possible value.

Some past government reforms have focused specifically on downsizing or outsourcing, without regard for the overall effects of those choices on performance. By contrast, competitive sourcing is a review process. Through this competitive review, as I like to call it, we look at certain activities and organization structures and ask: 1) should we reorganize for greater efficiency and 2) might a different provider-a local government or a private business, for example, be better configured to provide a service? This process assures that we maintain management vigilance. Even if competitive sourcing were not a Presidential initiative, it would be important for the Park Service to periodically check our efficiency and effectiveness by comparing ourselves to others who provide similar services.


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OMB Circular A-76, revised May 29, 2003, provides a mechanism with which to test the results of public/private competitions for commercial services routinely provided by both the federal government and private industry. But the recent revision to the Circular does not tell the entire story about the care, efficiency, and transparency with which the Park Service is undertaking its competitive reviews.

So far, the Department has experienced its employees winning about 40 percent of the bids. We believe that the Park Service will do better than that. We believe that through a competitive review process, we can win many of these competitions and, through that process, find ways to enhance our own effectiveness. Our employees know that we are behind them and support their efforts to succeed in providing outstanding service to the public. I have reinforced this message to the National Park Service workforce in several memoranda to employees.

The National Park Service manages 388 parks units, seven regional offices, a central office, and two service centers. Our parks offer a seamless operation of visitor services, resource and visitor protection. The Park Service, with its many locations, facilities, and infrastructure, is like a small city. Just like any small city, we have many business partners to help us prepare food, maintain our buildings, repair our vehicles, and do the many other activities associated with managing lots of buildings and infrastructure.

Though we have an average of 20,000 federal government employees, over 48,000 individuals participate in these services, helping maintain our facilities, and greeting and interacting with the public. In addition to our 20,000 federal employees, private-sector employees, contractors, volunteers and partners provide concession operations, design, and countless service contracts such as sanitation, trash pickup, lifeguards, professional and administrative services. In addition, several thousand construction workers engaged in all types of projects throughout the park system.

Most of the existing contracts are the result of outsourcing—the process of contracting certain services without competing them between the private sector and Park Service employees. Over the years, the Park Service has outsourced many functions realizing that such services can be performed by contractors in support of the National Park Service mission. These contractors are readily available in the private sector to perform services that the Park Service has chosen not to accomplish in-house with the federal workforce. The Park Service currently outsources well over one billion dollars annually.

An important distinction needs to be made between these traditional outsourcing efforts and competitive sourcing. Competitive sourcing is the process of competing services between the public and private sector, utilizing the fair, transparent processes outlined in OMB Circular A-76. Under this process, both the public and private sector have an opportunity to realign their organizations to provide the most cost-effective, efficient organization possible. The competition is conducted in accordance with the Federal Acquisition Regulation (FAR) and prescribed procedures outlined in Circular A-76. Either low price or best value (low price and most technically qualified) is established at the outset of a competition as the criterion for award. The current Park Service competitive sourcing plan, which allows for the competition of approximately 1,700 full-time equivalent (FTE) positions, is being accomplished under these competitive sourcing rules.

Outsourcing involves the process of announcing a competition between private sector contractors utilizing only Federal Acquisition Regulation. It does not include competing with established public sector (federal) providers. Federal employees do not have a chance to compete under outsourcing procedures or re-engineer their services to enhance their prospects of prevailing in a competitive sourcing review.


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As described above, the Park Service currently contracts on average 28,000 jobs to private industry using outsourcing procedures under Federal Acquisition Regulation and competitions between concessionaires as outlined in 36 CFR, Part 51, Concession Contracts.

The Park Service, like all civilian agencies, has been working on competitive sourcing issues in compliance with OMB Circular A-76 for many years. During the 1980's, the Park Service engaged in several A-76 competitions. From 1987 through 1997, the Park Service turned in an inventory of commercial positions, but did not actively engage in public/private competitions. The enactment by Congress in 1998 of the Federal Activities Inventory Reform (FAIR) Act signaled an increased emphasis on the A-76 program.

Through your diligence and leadership, Mr. Chairman, the FAIR Act turned from a bureaucratic exercise to a valuable planning tool for agencies to use. The FAIR Act assists agencies in monitoring their inventories in a systematic way and identifies potential study areas. The FAIR Act requires all agencies to submit an annual inventory of commercial and inherently governmental FTE positions to OMB for release to Congress and the public. The Act provides a process wherein interested parties may challenge the inclusion or non-inclusion of positions on either side of the inventory to the agency. The Act also provides for an appeals process if the challenger is not satisfied with the agency response.

To comply with the FAIR Act, the Park Service conducted a survey of all positions utilizing the Federal Personnel Payroll System (FPPS) to establish a benchmark for inherently governmental and commercial activities. Seeing the growing interest and emphasis on the initiative, the Park Service convened a panel of 30 subject matter experts in March 2000 to do an in-depth review of all 237 job series in the Park Service to determine which were inherently governmental and which were commercial. The 2002 inventory contains 11,525 FTEs on the commercial inventory and 8,220 FTEs on the inherently governmental inventory for a total of 19,745 FTEs. This represents all employees, including permanent and temporary, on the payroll as of September 30, 2002. This differs slightly from numbers cited in the budget, because the inventory is a snapshot at one particular time while the budget shows the number of FTEs funded over the entire year. It is important to note that all ranger positions (0025 job classification series) are included on the inherently governmental inventory. None are considered commercial and none have or will be competed.

One concern relating to competitive sourcing that has been raised by some observers is its potential impact on diversity. We are proud of our accomplishments in promoting equal employment opportunities for all Americans. We are equally proud to announce that we are working with the communities where competitive reviews are underway and are confident that the same diverse workforce living in those communities will continue to get those jobs. Whether a community provides a diverse pool of workers for the federal government or a similarly diverse workforce for the private sector, we take pride in the community retaining the jobs.

In conclusion, the National Park Service fully supports the competitive sourcing initiative of the President's Management Agenda. The competitive review that this initiative fosters is an important tool used to ensure we are giving the American public the very best service for their tax dollars. We have the finest, most dedicated employees in the federal service, and we are working with them to find innovative ways to accomplish this initiative. We are doing our best to ensure fairness, effectiveness, and efficiency as we fulfill our grand mission of ensuring Americans can enjoy this Nation's outstanding historic, cultural, and natural heritage now and into the future.


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Homework: The Park Asset Management Plan (PAMP)

and Core Operations Directions: In a two-page paper, compare and contrast the PAMP with the Core Operations Process. Think about how you might use the information from a Core Operations analysis when developing a PAMP. How are the two related? How do they differ? Core Operations Analysis: Using FMSS in the Implementation Process Core Operations Analysis - Overview The reality is that all NPS units exist in an economic climate that dictates we can no longer operate in the “business as usual” mode. Congress rightly expects a level of accountability and budget preparedness from all federal agencies and programs. Core Operations Analysis is part of a broader effort Servicewide to integrate management tools to improve park effectiveness and efficiency. The process is designed to assist park management in making fully informed decisions on staffing and funding alternatives that tie to core NPS and park goals and to help develop a strong underlying rationale for any future budget requests. At the present time, more than 53 parks in the NPS have gone through the core operations workshop process. The intent of the core operations process is to improve management practices, to ensure funds are spent in support of a park’s well-defined purpose, that the funds are spent in the most efficient manner, that a park’s request for funding is credible to the Administration and Congress, and, most importantly, that there are adequate funds (allocated properly) and people to preserve and protect the resources for which parks are responsible. A core operations analysis is about using park funds wisely and allocating them to the highest need. A core operations analysis is park-based and park-driven; and it provides a foundation for a cultural shift in the way a park is operated. The process is intended to:

• Focus resources toward functions that are most essential to our purpose. • Provide a basis for budget allocation and human resources decisions. • Link expenditures to the organization’s annual and long-term goals. • Change the way we think about how we work and stimulate new thinking. • Identify management efficiencies to help us work smarter. • Provide a way to address changes in park and program direction. • Provide credibility for park and NPS budget requests because those requests are well-

documented and thoroughly analyzed. • Maintain permanent personal services and other fixed costs at an appropriate level of

base funds in order to maintain the operational funding needed to meet emergency and other high priority needs.


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• Use cost benefit analysis to analyze opportunities for improving efficiency in park operations.

• Evaluate funding requests to ensure that they relate to activities that are essential and important.

Workshop Process A core operations workshop is usually scheduled for three days at the park and is facilitated by an NPS Superintendent or an Associate Regional Director. Park attendees are identified and invited by the Superintendent. Prior to the workshop, a 5-year budget cost projection is completed by the budget staff. An additional task required prior to the workshop is the identification of activities done by all FTE in the park. Tools are provided to assist in this identification. During the workshop, participants review the park’s purpose, work together to identify priorities, and classify and determine which activities are essential and must be done. Participants also brainstorm efficiencies that, if feasible, could result in the reallocation of FTE or funds to higher priority activities. Post workshop activities include development of a position management plan, analysis of identified efficiencies, and ongoing use of the budget cost projection. The diagram below illustrates the steps of a core operations analysis: CORE OPERATIONS WORKSHOP

Step 1

Wrap up, review & next steps

Step 4

Step 3

Step 2

Step 5

Step 6

Identify efficiencies,

action to achieve, and

impacts Analyze activities

Review

activities & associated

Identify

park priorities

Step 7

Develop park

purpose

Accountability & Accomplishments

(post workshop)

Prepare 5-year Budget Cost Projection (prior to workshop)

Figure 2: Core Operations Workshop Process


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Implementation Strategy The “real” work for the park begins after the workshop is concluded. Often park management believes it would be helpful to revisit and revise the park purpose and priorities. Implementation of the core operations process is focused on core work and the development of position management strategies that will allow park management to plan accordingly, so maximum effort can be applied to those efforts to ensure park sustainability. As part of the core operations process, a park will also work to achieve efficiencies based on cost-benefit analyses of alternatives. The park is required to submit an implementation strategy (i.e. one year report) to the Regional Director explaining how the park will manage within its projected funding level and what the park will need to accomplish core work. The implementation of core operations is helping individual parks, and the park service, to be transparent, accountable and credible when dealing with visitors and with public officials. Through this process, we are able to clearly show how we do business, on what core operations our funds are being targeted, and what additional funds we need to meet our stewardship responsibilities. FMSS and the Core Operations Analysis Process Park Priorities: During Step 3 of the workshop, park managers can utilize asset management information in developing park priorities and goals. A draft park priority for Grand Teton NP:

Grand Teton National Park will maintain facilities and park infrastructure in good condition. a. Develop a strategic asset management plan. b. Prioritize the maintenance of assets currently in good condition. c. Maintain and operate all high API assets. d. Plan and design the construction, rehabilitation, replacement, restoration and/or

removal of assets through currently approved and active projects. e. Begin a Historic Structure Management Plan and Environmental Assessment to

determine future adaptive re-use potential and appropriate treatment for all historic structures.

f. Identify low priority and/or poor condition assets that may be considered for removal from the inventory.

g. Develop and use the White Grass project and Western Center for Historic Preservation to increase capacity to restore and maintain historic structures and other assets.

Activities Analysis: Facility managers should have information in FMSS readily available to them to fill out the activities spreadsheet. During Steps 4 of the workshop, park facility managers can generate reports in FMSS to write/confirm activities, fund sources, and FTE. Activities Prioritization: Beginning in Step 5 of the workshop and continuing after the workshop, park managers work to ensure that funding is spent on the highest priority activities and assets within the park. Information provided in the API/FCI scatter plot helps all divisions in this prioritization process. Guadalupe Mountains NP’s scatter plot is provided below. For example, Guadalupe


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management is prioritizing trail-related maintenance and activities consistent with the information provided by the trail API and FCI.

Figure 3: API/FCI Scatterplot Example

Management Insights: Parks are seeing value in the data provided by the FMSS. However, parks also realize that results require a significant investment of staff time. According to Glen Canyon NRA’s One Year Core Ops Report:

“Condition assessments and information collection is continuing, and the quality of data improves with each cycle. The park is beginning to see value in this [FMSS] process. Data retrieval has provided the park with justifications for charge-backs to contractors unable to fulfill warranty obligations. Asset information has allowed the park to estimate project funding requests more accurately. Labor reporting records have pointed out weaknesses in asset maintenance that were not previously known but resulted in high repair costs which can now be reduced.” These results have come at the cost of 4 to 5 FTE to operate and maintain the program. This unfunded mandate will grow exponentially as concession and cultural resources are added to the FMSS inventory.

Efficiencies Analysis: Through a Core Operations Analysis, a park agrees to work to achieve efficiencies base on cost-benefit analysis of alternatives. Using information provided in the FMSS, management decisions can take into account the total cost of ownership and full lifecycle costs associated with park assets. FMSS data can also be used to understand the operational and maintenance costs to evaluate the financial implications of contractor and/or concessioner run operations. Parks can easily calculate the savings associated with efficiencies, such as the excess/removal of a low API and high FCI building or the utilization of energy efficient technology within the park.


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SESSION TITLE: Professional Development: Introduction to the Facility Manager Competencies and Lifelong Learning

INSTRUCTORS/SPEAKERS: Christy McCormick SESSION LENGTH: 1 hour, 15 minutes COURSE OBJECTIVE: Objective #5: Identify personal development goals

and training and education opportunities to meet those goals.

OBJECTIVES: At the end of this session, students should be able to

• Understand what the self-assessment is and how it is used in the accomplishment of goals.

• Begin developing a preliminary self-assessment using the facility manager competency document.

• Explain how the Individual Development Plan (IDP) builds directly from the self-assessment.

TRAINING AIDS:

• Facility Manager Workforce Development Guide • Facility Manager Job Competency Documents

HANDOUTS: • Self-Assessment (In Student Workbook) • Individual Development Plan (IDP) (In Student Workbook) • Request for Developmental Activity (RDA) (In Student Workbook) • Sample Self-Assessments (In Student Workbook) • Sample IDPs (In Student Workbook)

FACILITATOR NOTES: This session serves multiple purposes. Introducing the self-assessment and IDP accomplishes the following:

• Introduces students to each document, allowing them time to review them on their own throughout the week.

• Places the responsibility for reviewing the competency document and the self-assessment form on the students.

• Allows students time to ask questions throughout the week so that, by the time they meet with their mentors, their self-assessments should be largely completed.


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Christy McCormick Introduction to the Self-Assessment Introduce self-assessment form and purpose.

• Used to identify skill levels and experience in the different facility manager competencies.

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

• Also serves as a benchmark against which to measure your learning levels after a learning experience.

Hand out self-assessment and give deadline of Thursday afternoon for completion.

• As you work through it over the week, ask questions if you have them. We are here to help.



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CONTENT METHOD TIME Christy McCormick Facility Manager Competencies

• Hand out competency guides to all; do brief walk-through of the competency document.

• Focus on depth of document; this will guide you in developing your self-assessment, IDP, and all Interim #1 period tasks. Will also guide you throughout your career.

• Explain that this is their resource when completing the self-assessment; use it to identify specific tasks within each competency to identify current skill level.

Student Exercise: Reviewing the Competency Guide

• Break students into pairs, and ask them to begin reviewing the competency guide.

• Have them look at the self-assessment and find the information they need for a sampling of the competency areas.

• This is their chance to practice a little bit and ask questions before they complete their self-assessment on their own, so encourage them to jot down questions they need answers to.


30 min.


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CONTENT METHOD TIME Christy McCormick Closing the Loop: The IDP

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

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

• Will be completing IDP for Interim #1 period at end of week with mentor.

• By the end of the week, you should have a preliminary self-assessment completed. You will go over this with your mentor on Thursday afternoon and begin developing your IDP based on the self-assessment.

• Request for Developmental Activity form introduced. Student Exercise: Reviewing a Sample IDP

• Reiterate that the IDP builds off of the self-assessment and should highlight the competencies that had the most room for improvement.

• Divide students into triads and give each group a sample self-assessment and sample IDP.

• Ask them to review the self-assessment first then the IDP. Does the IDP seem to highlight the weakest competency areas? Are there improvements you would make to the IDP based on the self-assessment?

• Bring groups back together and ask them to share what they found.


30 min.


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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


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

IV. Resource Stewardship


A. Cultural Resources

B. Natural Resources

C. Environmental Stewardship

V. Business Management


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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


A. Leading Change

B. Leading People

C. Results Driven

D. Business Acumen

E. Building Coalitions and Communications


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Professional Development – STUDENT WORKBOOK INFORMATION

Sample Individual Development Plan (IDP) IDP Period April 2009 – April 2010 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

Ensure that condition assessments are

9/2009 40 - Oversee CA process , provide CESS cost

$0


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Condition Assessment

being conducted estimates for deficiencies - 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

$1,300 class

$1,000 travel


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2008 - also part of Project 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


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Project Management : 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 : - 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


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Resource Stewardship : - 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

Resource Stewardship : - 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


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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.

Business Management: - 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


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Business Management: 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

Business Management: Human Resource Management

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


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Business Management: Human Resource Management

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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SESSION TITLE: Tips of the Trade: Professional Development – Academic Writing Introduction

INSTRUCTORS/SPEAKERS: Christy McCormick SESSION LENGTH: 45 min COURSE OBJECTIVE: Increase awareness of conventions and proficiency

with academic writing OBJECTIVES: At the end of this session, students should be able to:

• Identify a thesis and its role in an essay • Describe how a thesis is supported with evidence • Identify the three types of paragraphs in a five-paragraph essay

TRAINING AIDS:

• Flipchart/whiteboard HANDOUTS:

• Academic Writing Structure (in Student Manual)

FACILITATOR NOTES: This session serves to give students an introduction to the type of writing they’ll have to produce during the FMLP. There’s a lot of information and not much time, so the times listed are maximums (i.e. the lesson moves very quickly). The structure of the lesson is as follows:

• Activate information students already know through a free-write, then quick discussion • Present the theory/structure of argumentation through a lecture • Give students a chance to practice using the structure on a worksheet • Explain how that structure is the foundation of academic writing, esp. the five-paragraph

essay. A finished writing product is a “fleshed out” version of this structure. • Review the three types of paragraphs and what they do.

POINTS TO REMEMBER:


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CONTENT METHOD TIME

Christy McCormick What is Academic Writing

• Free-write (1 minute): What is academic writing and how is it different from other types of writing?

• Write student responses on flip chart and discuss, focusing on these elements:

• It’s structured/formulaic • Has formal language/voice/style • It’s goal is to prove something through

argument

Activity-class discussion Flipchart

5-10 min

Making an Argument – the structure How do we make an argument?

• Thesis: a focused statement of your argument • Support: why the thesis is true • Evidence: why the support is true • Draw out the hierarchical structure like you see on

the student worksheet

Lecture 5-10 min

Student Exercise: Academic Writing Structure

• Explain worksheet, modeling as necessary Activity 15

min From Structure to Paper – Five Paragraph Essays

• Refer to handout: each square represents a paragraph

• Introduction – Tell me what you’re going to tell me: the vehicle to introduce the thesis

• Support Paragraphs – Tell me: each give reasons why the thesis is correct/true and provides evidence/examples

• Conclusion (not represented on the handout) – Tell me what you told me: sum up, give closing remarks, and refer back to thesis

Lecture 5-10 min


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CONTENT METHOD TIME Review

• What are the three types of paragraphs in a five-paragraph essay are and what does each do?

Debrief 2 min


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Academic Writing Structure – STUDENT WORKBOOK

Academic Writing Structure Consider your homework assignment to compare and contrast the PAMP with the Core Operations Process. In groups of three, write a thesis (a focused statement of argument) on this subject. You should then write three statements that prove that thesis (Support 1, 2, and 3) and the evidence for that support. Only the thesis needs to be a complete sentence.


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SESSION TITLE: One-Minute Paper and Conclusion Of Day INSTRUCTORS/SPEAKERS: Christy McCormick SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to

• List most important and most unclear information they have received from objective one.

• Clarify their needs by providing instructors with other information they want from the course.

• Review course objectives met during the day and what to expect the next day. • Understand what their homework assignments are for the evening.

TRAINING AIDS:

• Flipchart • Leadership Panel Index Cards

HANDOUTS:

• One-Minute Paper handout

FACILITATOR NOTES: This session serves multiple purposes. It

• Helps learners to reflect on and reinforce information from the first objective. • Provides chance to clarify information, ensure objectives are being met, and shape

future session content if necessary. • Gives instructors a chance for informal evaluation of students’ learning.

POINTS TO REMEMBER: While this session will serve as an evaluation of the day’s events and provide feedback to the facilitators, it should also be used to review and reinforce the course content learned.

• Facilitators should also provide a brief synopsis of what will be covered the next day. • Facilitators will also reiterate the homework for the next day, as well as hand out the

Leadership Panel question cards to students to turn in the following afternoon.


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Christy McCormick One-Minute Paper Introduce activity and purpose. Give one minute to jot down ideas about:

• Most important information from the morning? • Unclear information? • What else do you most need to learn?

Collect one-minute papers. Explain that the instructors and course coordinators will review them and provide a chance for discussion the following morning.

One-Minute Paper Handout

15 min.

Christy McCormick Group Discussion

• Ask for responses – Spend most time on q’s 2 & 3. • Clarify the unclear; write key answers (esp. to q’s 2

and 3) on flipchart to refer to throughout afternoon

Discussion 10 min.

Christy McCormick Review Course Objectives, Homework, and What to Expect

• Review course content accomplished. • Review what objectives will be met tomorrow. • Review all homework tasks.

– Review Workforce Development Guide and Competencies; begin to look at self-assessment and IDP. Self-assess. Due to mentor on Thursday afternoon.

– Due tomorrow: Write-up on Core Operations and PAMP process (refer to written rubric).

Leadership Panel Index Card Questions Explain that on Thursday afternoon, a panel of FM leaders in the NPS will be present to answer student questions.

• Each day, we’ll remind you to jot down questions you have for leaders at Nat’l, Reg’l, and Park Levels.

• Success of panel depends on these questions.

Presentation 5 min.


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Chapter Three: Course Lesson Plans Tuesday, May 5th, 2009

Objective Two: Application of Asset Management Principles

• Asset Management Principles

o Asset Management and Condition Assessment

o Life Cycle Management and Operations and Maintenance Procedures

One-Minute Paper and Conclusion of Day

Tips of the Trade: Professional Development, Part 1.5-Writing Workshop


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Chapter 3

SESSION TITLE: Introduction to Objective Two – Understand the Application of Asset Management Principles in your Park and the NPS

INSTRUCTORS/SPEAKERS: Betsy Dodson SESSION LENGTH: 15 minutes COURSE OBJECTIVE: Objective #2: Understand the application of asset

management principles in your park and the NPS. OBJECTIVES: At the end of this session, students should be able to

• Describe the main principles of asset management that are essential to the NPS. • Understand that the NPS has developed facility management competencies to help

identify these asset management principles and other facility management skills. TRAINING AIDS:

• Prizes • Timer

HANDOUTS:

• Principles of Asset Management Word Search (in Student Manual) FACILITATOR NOTES: This session will introduce students to the main principles of asset management and to the rest of the day’s events.

• Use an interactive exercise to introduce the second objective. This will also help tie the six main course objectives together.

• Reference the Facility Manager Competencies to introduce students to both the competencies and to the asset management-specific competencies.

POINTS TO REMEMBER:

• This will kick off the “core” of the concepts of asset management principles. Highlight that this course aims to introduce the students to a large number of asset management principles and facility manager competencies. The interim period and the Advanced Facility Management Principles course will develop these concepts in-depth.


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Betsy Dodson Introduction to Asset Management Principles Use quote to introduce Objective #2:

• Great ability develops and reveals itself increasingly with every new assignment. Baltasar Gracian

• Refer to Student Workbook for Objective #2. Objectives:

• The student will discuss the application of asset management and condition assessment principles.

• The student will be able to understand and apply life cycle management principles and operations and maintenance procedures.

• The student will analyze and apply principles of property and structure ownership management.

• The student will be able to describe the process of park planning and procedures.

Student Exercise: Principles of Asset Management Word Search

• Direct students to Principles of Asset Management Word Search in Student Workbook. Explain that for the next two days, you will be discussing (at a broad, introductory level) many of the concepts found in the word search.

• Give students three minutes, using the timer; whoever has found the most words by the end wins and gets prize.


15 min.


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Principles of Asset Management Word Search

S I A S S E T E H U M A N R E S O U R C E S Z P S N O I T A U L A V E H C R V A S S E S S M E N T A F U N D C O N D I T I O N A S S E S S M E N T E H A K N P F S R O T C A F L A T N E M N O R I V N E C E O E F T G N G Q N S C T H A D S S L G R L T V I S V P I H S D R A W E T S E I C N E T E P M O C L P A R K S S A S S E T M A N A G E M E N T D H N I R T D H R T N E M E G A N A M E L C Y C E F I L T N I N V E N T O R Y E S C O K X A E L Y I V S E I R O Q T N E M E G A N A M T C E J O R P A P I A E C N A N E T N I A M D N A S N O I T A R E P O D S L O C O M M U N I C A T I O N E I S H E R E E I E C N A N E T N I A M E V I T N E V E R P D N L N T O T A L C O S T O F O W N E R S H I P A O E E G D A T A R F A C I L I T Y M A N A G E R R X I A P Z T K J M E C N A N E T N I A M D E R R E F E D E B A C K L O G G N I K A M N O I S I C E D L E I O R H N A L P T N E M E G A N A M L A R E N E G N P D E R F E C U L T U R A L R E S O U R C E S O G L P I H S R E D A E L N E V I R D S T L U S E R C E Y T I L I B A T N U O C C A O S S E N I S U B H E F J F C I R E A L P R O P E R T Y T R E N D S A A R B U D G E T G N I N N A L P K R O W S S N J N S A V G R F M S S L O N G T E R M G O A L Z C C G S S Y G O L O N H C E T S S S N P R O C E D U R E S

Find the following hidden words:

Accountability Data Human Resources Planning API Assessment

Decision Making Deferred Maintenance

Innovation Inventory

Preventive Maintenance

Asset Asset Management

Emergency Preparedness

Leadership Leading Change

Procedures Project Management

Backlog Environmental Factors Leading People Real Property Budget Business

Evaluation Facilities

Life Cycle Management

Results Driven Stewardship

Communication Facility Manager Long-Term Goal Technology Competencies Condition Assessment

FCI FMSS

Operations and Maintenance

Total Cost of Ownership

CRV Cultural Resources

General Management Plan

Parks Trends Work Planning


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SESSION TITLE: Student Park Asset Presentations INSTRUCTORS/SPEAKERS: Jeri Mihalic, Students SESSION LENGTH: 4 hours, 15 minutes COURSE OBJECTIVE: Objective #2: Understand the application of asset


• Describe how their selected assets for their talk compare and contrast to at least three of their fellow students’ park assets.

• Explain how API can impact management decisions by giving one specific example from another student’s presentation.

TRAINING AIDS:

• PowerPoint – Student Presentations • Video Camera

HANDOUTS:

• Asset Management and Condition Assessment (in Student Workbook)

FACILITATOR NOTES: The first part of this session will focus on asset portfolio and condition assessment as these concepts relate specifically to the students’ park portfolios. Each student will provide an oral presentation of their asset portfolios and highlight three assets at their park, including the assets’ API and FCI. POINTS TO REMEMBER: The flow of the session should be as follows:

• Introduce the basic concepts of asset portfolio and condition assessment. • Before beginning the students’ asset presentations, link leadership skills to building your

communication skills. A leader must be well-informed but also able to articulate that information to an audience in many types of settings. This setting would be similar to a professional presentation relating to the status of a park’s assets. Since the audience may be unfamiliar with the specific assets, the students must practice their skills at communicating basic information to the audience first and then building upon that information with more detail about those assets.

• Students will give their 5-7 minute asset presentations based on pre-course work. They will be running the following AMRS reports in support of this session: Location Hierarchy with Equipment Hierarchy Report, Asset Detail Information Report, API/FCI Scatter Plot Report, and enabling legislation for their parks.

• Facilitators will debrief these presentations and use the data provided throughout the next session to describe how to make data-driven decisions.

• There will be people keeping track of time in the back of the room; they will help the facilitator keep track of when one student presentation should end and the next begin.


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• Allow only one question per presentation due to time, but encourage students to jot questions down in their notes pages to ask their fellow students during the week.


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Jeri Mihalic Introduce Asset Management and Condition Assessment Short lecture with accompanying handout:

• Define Asset Portfolio: Treetop view of all assets and their needs within park boundaries, including outside impact. – Analyzing asset portfolio based on suitability to

the park mission. – Be sure to focus on the “big picture” of assets,

rather than on specific assets; how management must take into account all assets in a park.

• Analyze Asset Portfolio • API/FCI • Prioritizing Assets • Using data to drive decision making

Introduce leadership component of building communication skills and public speaking.

Group Discussion, PowerPoint

15 min.


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CONTENT METHOD TIME Student Presentations, Jeri Mihalic Making Asset Management Decisions: Becoming Familiar with your Asset Portfolio Student Presentations: Asset Portfolio – Students will give a 5-7 minute presentation including:

• Location Hierarchy with Equipment Hierarchy Report • Asset Detail Information Report – This report would

help the students see where their parks’ assets fall in terms of API.

• API/FCI Scatter Plot Report • Enabling Legislation – As part of a large group

debrief at the end of the presentations, ask students whether the specific assets they chose for their presentations are mentioned in the enabling legislation. Detailed information about three of their park’s assets, based on the following criteria:

– API >88 – API = 50-87 – API < 50

Facilitator’s Role:

• Facilitator should keep things moving from student to student. A timekeeper in the back of the room will help with keeping track of time.

• You may also ask for one question from students and provide feedback and encouragement to students during and after their presentations. Encourage students to jot down additional questions to ask at a later time.

• Every four presentations or so, give the students a 10-15 minute break.

• These reports are not included in their presentations – the only one we used to a great extent last year was the API/FCI scatter plot. Any large group debrief you can do to link the presentations back to these reports would be excellent.

Student Presentations

4 hrs.


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Asset Management and Condition Assessment – STUDENT WORKBOOK INFORMATION

Asset Management Principles: Asset Management and Condition Assessment In this section, you will learn about the asset portfolio—what it is, why it is important, and how to interpret information from it. To become familiar with you asset portfolio, fill in the following information throughout the session. Defining the Asset Portfolio

• What is an asset?

• What is an asset portfolio?

– An asset portfolio is a treetop view of all assets and their needs within park boundaries, including outside impact.

• Why is it important to manage with the asset portfolio in mind?


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• What is Life Cycle Management?

Defining the Asset Portfolio: Focus on Asset Life Cycle Management

• Life Cycle Management allows the NPS to: 1. Reduce deferred maintenance (DM) backlog 2. Maintain asset condition at acceptable level 3. Improve planning 4. Capture total cost of ownership 5. Improve stewardship and accountability

Figure 4: Life Cycle Management (Cost / Years)

Analyzing the Asset Portfolio

• How does your Asset Portfolio relate to the Park Mission? – Analyze asset portfolio based on suitability to the park mission. – Review park’s enabling legislation—How important is a specific asset to meeting

your park’s mission? – Ask yourself if other assets be substituted to meet these same needs?


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STUDENT LIST Burkhardt, Willie

Dietz, Brian

Doryland, Jeff

Dowell, Kevin

Holtzinger, John

Huart, Jason

Law, Douglas

Marsh, Cheryl

Nelson, Seth

Pinales, Herman

Sims, Steve

Sklar, Adam

Wells, Jeff

Wheeler, Johanna

Williams, Thomas


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SESSION TITLE: Asset Management Principles – Tools for Park Planning and Procedures

INSTRUCTORS/SPEAKERS: Don Mannel SESSION LENGTH: 1 hour COURSE OBJECTIVE: Objective #2: Understand the application of asset

management principles in your park and the NPS. OBJECTIVES: At the end of this session, students should be able to:

• Describe the process of park planning and procedures. • Identify three park planning tools and how a facility manager can use these tools to

make better management decisions. • Explain the process of developing and implementing a Park Asset Management Plan

(PAMP) and what it is used to help accomplish. TRAINING AIDS:

• PowerPoint HANDOUTS:

• Site-Specific Asset Business Plan sample (In Student Workbook) • PAMP Sample (In Student Workbook)

FACILITATOR NOTES: The purpose of this session is to:

• Highlight the concepts of park planning and procedures on three main levels: the day-to-day planning of work, resources, and staff; the longer-term park asset management plan and how it relates to the daily operations and planning of work; and the long-term planning tools that focus on a vision for the future.

POINTS TO REMEMBER: For more information about Park Planning and Procedures, see the following definition from the NPS Facility Manager Competencies:

• To develop appropriate asset management practices and procedures, facility managers must have a clear picture of the asset inventory, including buildings, roads, trails, campgrounds, visitor transportation systems, and utilities, as well as each asset’s features. Facility managers then create park procedures related to both traditional and non-traditional asset types. A facility manager’s performance in this competency ensures that assets are managed efficiently, reliably, and safely in a manner consistent with rules, regulations, and standards.


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Don Mannel Introduce Park Planning and Procedures

• What is park planning on a daily basis? What tools do you use in daily planning? Keep at the broad, high level of daily park planning rather than specific “how to.”

• Day to day operations, planning and anticipating work, staffing and material availability, time of year, tracking work

• Provide examples from own park and experience.


Don Mannel Making Asset Management Decisions: Tools for the Park Planning Process What is the long-term planning process? How do the tools relate to each other?

• Provide the long-term planning process. What must parks consider? How do long-term plans shape what a park does on a daily basis?

Overview of long-term park planning tools and how they interact with the day-to-day operations. Discuss how different plans interrelate (EX: how other plans or data may drive development of GMP). Key point: Facilities cannot disengage during the planning process; must implement these plans once approved.

• General Management Plan (GMP) – Discussion of what goes into developing a GMP

• Developmental Concept Plan (DCP) • Strategic Plans • Annual Performance Plan • Site-Specific Asset Business Plan (SSABP) • Performance Measures • Park Asset Management Plan (PAMP)

Discussion, Presentation

20 min.


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CONTENT METHOD TIME Don Mannel Using Reports to Drive Planning Decisions Pulling data from the FMSS to drive planning decisions, such as:

• API • FCI • Ways of pulling other data from the FMSS to guide

park plans

GOGA Examples, Report Samples

20 min.


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Park Planning and Procedures – STUDENT WORKBOOK INFORMATION Site Specific Asset Business Plan Sample – Delaware Water Gap National Recreation Area


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Asset Management Principles: Tools for Park Planning and Procedures Introduce Park Planning

• What is Park Planning? What can be accomplished with it? ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

• How might one use FMSS in daily planning as one of the planning tools?

– Here are some things one might consider: day to day operations, planning and anticipating work, staffing and material availability, time of year, tracking work

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Tools to Assist with the Park Planning Process

1. General Management Plan (GMP) - General Management Plan (GMP) — A broad umbrella document that sets the

long-term goals for the park based on the foundation document. The general management plan (1) clearly defines the desired natural and cultural resource conditions and visitor experiences to be achieved and maintained over time; (2) identifies the kinds and levels of management activities, visitor use, and development that are appropriate for maintaining the desired conditions; and (3) identifies indicators and standards for maintaining the desired conditions.

- Adopted in 1978 requiring GMPs to be developed by every park unit. - Clearly defines desired natural and cultural resource conditions and visitor

experiences to be achieved and maintained over time. - Identifies kinds and levels of management activities, visitor use, and development

that are appropriate for maintaining the desired conditions. - Determines needed facilities and carrying capacity.


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2. Development Concept Plan

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Strategic Plan

- Provides 1- to 5-year direction and objective, measurable goals for resource conditions, and visitor experiences.

- Results on progress reported annually. - Goals based on an assessment of the park’s natural and cultural resources; park

visitors’ experiences; and the park’s performance capability, given available personnel, funding, and external factors.

- Strategic plans contain the following elements: • mission statement and purpose from the foundation document, • long-term performance goals (with performance targets), • a short description of the strategies chosen to accomplish the goals, • a description of how the annual goals will relate to the long-term goals (if it

is not obvious), • an identification of the key external factors that could significantly affect

achievement of the goals, • a description of the core analysis used to establish or revise goals, • a section that identifies the civic engagement strategy used to involve

stakeholders and communities in the development of the strategic plan, and

• a list of those who developed the plan.

4. Annual Performance Plan - Performance Measures – Annual Performance Plans and Reports contain annual

goals and annual work plan that guide park efforts for a fiscal year.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Site-Specific Asset Business Plan (SSABP)

- Promotes a proactive management approach to effectively address and articulate the life-cycle issues and characteristics of a site’s asset portfolio.


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- Provides 5- to 10-year snapshot of park assets using the performance metrics of the Asset Priority Index (API), the Facility Condition Index (FCI), utilization, and Operations and Maintenance (O&M) costs to help make informed investment decisions that drive budget.

- Meets the requirements of the Federal Real Property Council (FRPC) and Executive Order 13327 on Federal Real Property Asset Management.

- Used throughout the bureau, but it can be modified to best fit the needs of each agency.

- Covers all assets reported in the FRPC’s Federal Real Property Profile and all General Services Administration (GSA) assigned facilities.

Desired outcomes of the SSABP are

- Maintaining the good condition of current inventory, - Using existing assets effectively, - Making informed decisions regarding acquisitions, and - Streamlining the portfolio through asset disposition.

Regular, Recurring 6. Park Asset Management Plan (PAMP)

Remember, the PAMP aims to answer the following questions: - What assets does the NPS own? - What is the Current Replacement Value (CRV) of the asset portfolio? - What is the condition of the portfolio? - Which assets have the highest priority in terms of mission, and where should parks

focus their limited resources? - What is required to bring the portfolio to an acceptable condition and properly

sustain it over time? The answers to most of these questions can be found in the data stored in the FMSS, including:

• Information about a park’s assets • Current Replacement Value (CRV) • Facility Condition Index (FCI) • Asset Priority Index (API)

How can the PAMP be used as a planning document?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


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Linking the Park Asset Management Plan (PAMP) to Daily Operations and Tasks at GOGA This section addresses the following questions and topics:

• How GOGA has used park planning tools to better manage assets in the day-to-day operations

• Description of the Park Asset Management Plan: What is it? What does it show? • Links between PAMP and daily operations: How do you make daily decisions for work

planning and scheduling based on the PAMP? How does the PAMP relate to daily operations?

• Links between PAMP and larger management issues: How do these tools relate to asset and project management?

In order to make asset management decisions and to utilize all of the tools, programs, and management techniques available, one must continually ask and answer the following questions in regard to park planning:

• What is the long-term planning process? • How do the tools relate to each other?


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General Management Plan (GMP) Sample – Abraham Lincoln Birthplace National Historic Site Introduction to the GMP First authorized as a national park in 1916 under the Secretary of War, Abraham Lincoln Birthplace National Historic Site was re-designated by Congress on September 8, 1959 (73 Stat. 466). The last comprehensive management plan for the site was completed in 1964. Much has changed since then. When Abraham was about two years old, the Lincolns moved to the Knob Creek Farm, about 10 miles from the birthplace cabin. In 1998 Congress authorized the acquisition and addition of the land and the cultural and natural resources of the historic Knob Creek Farm (Boyhood Home Unit) to the national historic site. Other smaller land additions have been made to the national historic site over the years. Also, visitor use patterns have changed, and people want to bring new recreational activities to the national historic site. Each of these changes has major implications for how visitors access and use the national historic site and what facilities are needed to support those uses, how resources are managed, and how the National Park Service manages its operations. This document examines four alternatives for managing Abraham Lincoln Birthplace National Historic Site for the next 15 to 20 years. It also analyzes the impacts of implementing each of the alternatives. The “no-action” alternative, alternative A, consists of continuing the existing site management and trends and serves as a basis for comparison in evaluating the other alternatives. The concept for site management under alternative B would be to emphasize the preservation and conservation of cultural and natural resources and enhance visitor opportunities by developing a more authentic historic scene at both national historic site units. The concept for management under alternative C would enhance opportunities for visitors to interact with and appreciate all of the site’s resources while preserving or adaptively using cultural resources. Alternative C is the National Park Service’s preferred alternative. The concept for management under alternative D would be to reestablish a greater semblance of the historic scene and provide greater opportunities for visitors to understand Abraham Lincoln and his early childhood; it would also increase educational opportunities available to visitors to help understand the national historic site and its resources. The key impacts of implementing the no-action alternative (A) would include minimal interpretation and resource management at the Boyhood Home Unit. The key impacts of implementing alternative B would include beneficial impacts on vegetation and wildlife from the removal of modern structures and Keith Road from the Birthplace Unit, no adverse effects on cultural resources, and minor long-term beneficial impacts on visitor experiences. The key impacts of implementing alternative C would include no adverse effects on cultural resources in the Birthplace Unit, negligible adverse impacts on soils, long-term minor beneficial and long-


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term minor adverse impacts on vegetation, and a negligible beneficial impact on wildlife. There would be moderate long-term beneficial impacts on visitor experiences. The key impacts of implementing alternative D on natural resources would include minor adverse impacts on soils and vegetation and a short-term moderate adverse impact and long-term minor to moderate adverse impact on wildlife. There would be adverse effects on historic structures (tavern and replica cabin) and cultural landscapes at the Boyhood Home Unit. There would be a moderate long-term beneficial impact on visitor experiences.


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Development Concept Plan for Improvements to the Self-Guiding Tour Routes, Stones River National Battlefield Executive Summary The National Park Service (NPS) proposes measures to improve the effectiveness of the self guiding interpretive program at Stones River National Battlefield in middle Tennessee, including new tour routes, road segments, trails, and wayside exhibits. Stones River National Battlefield is the site of the Battle of Stones River, a key Civil War battle that took place over a three day period from December 31, 1862, to January 2, 1863. The present-day battlefield consists of several non-contiguous sites where historic elements of the battle are located. An auto tour route and pedestrian trails lead visitors to sites for interpretation. The existing interpretive routes are poorly designed and do not fully communicate the story in a logical sequence. The tour route and trails do not offer consistent visitor experiences. In addition, the waysides along the tour route were developed in the early 1960s. The current route does not incorporate many of the areas that have recently been acquired for their historical importance. This environmental assessment analyzes the impacts of continuing current management (the No Action Alternative), and three action alternatives, all of which would involve rerouting the current tour route to improve way finding, make the auto tour route and accompanying trail system more accessible and more accurately interpret the Battle of Stones River. The preferred alternative would improve the auto tour route and interpretation, with few adverse effects to natural and cultural resources. The alternatives analyzed in this environmental assessment would not result in major environmental impacts or impairment to park resources or values. The preferred alternative would involve a six-stop auto tour route with updated waysides in chronological order. The waysides would accurately and clearly portray the story of the Battle of Stones River. Once the visitor has arrived at the visitor center and begun the auto tour route, there would be minimal backtracking. Circulation within the main unit would run clockwise along Old Nashville Highway, McFadden Lane, and part of the existing tour route. The west leg of the existing tour route would become a paved pedestrian trail. The trail system would incorporate existing trails and add new links to important sites and waysides. Under the preferred alternative, two signalized entry drives from Thompson Lane into the main park and McFadden Farm units would be developed. By creating new signalized entries, visitors would enter the battlefield via aesthetically pleasing, more traditional NPS entry roads, and public health and safety would be also improved. The cedar glades would be interpreted along the auto tour route. The preferred alternative would also improve the hydrology of the cedar glades, as it would reduce impervious surfaces


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in the glades (the western portion of the auto tour road would be downgraded to an ADA-compliant paved trail). This analysis has been prepared in accordance with the National Environmental Policy Act (NEPA) of 1969, regulations of the Council on Environmental Quality (40 CFR 1508.9), the National Park Service Director’s Order 12: Conservation Planning, Environmental Impact Analysis and Decision- making, and Section 106 of the National Historic Preservation Act of 1966, as amended. Public Comment If you wish to comment on the environmental assessment, you may mail comments to the name and address below. This environmental assessment will be on public review for 30 days. Please note that names and addresses of people who comment become part of the public record. If you wish us to withhold your name and/or address, you must state this prominently at the beginning of your comment. We will make all submissions from organizations, from businesses, and from individuals identifying themselves as representatives or officials of organizations or businesses available for public inspection in their entirety.


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SESSION TITLE: Asset Management Principles – Life Cycle Management and Operations and Maintenance Procedures

INSTRUCTORS/SPEAKERS: Specific Guest Speakers

Steve Wolter – Overview of Life Cycle Management and Total Cost of Ownership and Student Exercise: Bradford Woods John Chekan – Service Scheduling, Performance, and Tracking

SESSION LENGTH: 1 hour, 45 minutes COURSE OBJECTIVE: Objective #2: Understand the application of asset


• Define what life cycle management is and explain how it would apply to an asset in their park.

• Explain how an understanding of Total Cost of Ownership for an asset could be used to make daily asset and work management decisions.

• Describe the use of operations and maintenance procedures and how they affect asset management decisions.

TRAINING AIDS:

• PowerPoint: Asset Management Principles – Life Cycle Management and Total Cost of Ownership

• New Construction Video – YOSE Falls • Bradford Woods Video

HANDOUTS:

• Student Exercise: Life Cycle Management and Total Cost of Ownership at Bradford Woods (In Student Workbook)

• Homework: Construction of the Flight 93 Memorial (In Student Workbook)

FACILITATOR NOTES: The purpose of this session is to provide a broad overview and introduction to key facility management concepts, including life cycle management; total cost of ownership; service scheduling, performance, and tracking; health, safety, and environmental factors; and emergency preparedness. This session will:

• Demonstrate these topics through the use of examples and case studies. • Ask students to think critically about these scenarios and apply information to make

asset management decisions for fictitious scenarios. • Provide an introductory lesson about each of these different concepts, helping students

to identify content areas in which they may need to develop greater knowledge and skills during the interim period.


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POINTS TO REMEMBER: The flow of this session is as follows:

• The session will begin with a brief overview of life cycle asset management and total cost of ownership. This should provide students with the “big picture” viewpoint of what life cycle management and total cost of ownership are.

• The introduction will be followed by a life cycle asset management activity based on a location with a finite number of assets. Following this activity, the session will focus on service scheduling, performance, and tracking in terms of life cycle management (consider referring to the FMSS as appropriate).

• Finally, the students will have a homework exercise in which they have to consider life cycle management and total cost of ownership for the creation of a new NPS site, the Flight 93 Memorial.

For more information about Life Cycle Management, see the following definition from the NPS Facility Manager Competencies:

• Facility managers must have the knowledge, skills, and abilities to manage a park unit’s assets while keeping long-term goals and objectives in mind. By operating and managing a facility using concepts of life cycle management, facility managers greatly enhance an asset’s functional life. Life cycle management also provides facility managers with the skills and information to maintain a facility more efficiently throughout its life. Through application of life cycle costing projections, the facility manager plays a vital role in managing the backlog by assuring that life cycle costs are reconsidered whenever new construction options are developed.

For more information about Operations and Maintenance Service Scheduling, Performance, and Tracking, see the following definition from the NPS Facility Manager Competencies:

• The viability of a park operation depends on the facility’s ongoing, efficient delivery of services. This requires people with the skills and knowledge to do the job, space that supports the work of these people, and supplies and equipment to accomplish the work. Facility managers are responsible for identifying what policies and procedures affect the delivery of services, how contracts inhibit or enhance delivery of services, and how work practices are influenced by delivery of services.


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Steve Wolter Introduce Life Cycle Management and Operations and Maintenance Procedures Overview of Life Cycle Management – PPT.

• Cradle to Grave Management • Viewing the Asset Portfolio over the Long-Term as a

Whole Overview of Total Cost of Ownership

• What is Total Cost of Ownership? What does it cost to maintain your house? Car? VC?

• Costs associated with operating an asset over full life cycle

• Brainstorm costs included in TCO TCO and Life Cycle Management beneficial because…

• Allows Congress to see accountability, tracking work effectively, better use resources

• Serves as a better business management tool • Advance, long-term planning; interdisciplinary plans

YOSE Falls Restroom video: Building / acquiring the asset is just the beginning.

• See attached video debrief.

PowerPoint, Presentation, New Construction Video – YOSE Falls

30 min.

Steve Wolter Student Exercise: Life Cycle Management and Total Cost of Ownership at Bradford Woods Show Bradford Woods video (located in PowerPoint, stop at 3:00 minute time) and PowerPoint for overview of Bradford Woods’ facilities and conditions.

• Break students into small groups (4-5 people/group). • Use student exercise to make students walk through

different life cycle considerations for a location with a small asset portfolio.

• Present findings and decisions to large group with reasoning to back up decisions.

Bradford Woods Video, PowerPoint, Activity, Group Presentations

45 min.


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CONTENT METHOD TIME John Chekan Making Asset Management Decisions: Service Scheduling, Performance, and Tracking Introduce the NPS paradigm shift, re: customer service.

• Facility management historically viewed users and visitors as getting in the way of the real work.

• This competency factors visitors into the formula of a well planned and executed facility function.

Accountability in Operations

• Core Mission work / Project Mgmt. • Identifying and managing workload, load balancing;

how do you conduct service scheduling and performance? How do you track it?

• What are the benefits of smart scheduling, performance, and tracking?

Introduce Homework: Construction of the Flight 93 Memorial (see Student Workbook).

• For a new asset, how would you plan for staff needs, impacts of new dev't. in terms of asset mgmt., life cycle, etc.? How would you use core mission to establish O&M tasks, life cycle goals, etc.?

• How will the addition of a new Memorial affect operations and services at other locations?

• Brainstorm what information you would need to make life cycle management decisions for the Memorial. What would you need to do before the Memorial is built? Once it has been built? What long-term considerations must you make?

• Homework: 400-500 word paper to reflect on Flight 93 example. Also, review Executive Order 13327.

Instructor Presentation, Homework

30 min.


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New Construction – YOSE Falls Trail, Parking Lot, and Restroom Video DEBRIEF POINTS

• Ask students to reflect on what they saw Yosemite do in terms of life cycle management and total cost of ownership.

• What was the driving force in creating the new trail, the rest area, the parking lot, etc., at Yosemite Falls?

• What considerations will have to be focused on in terms of life cycle management of this new construction and total cost of ownership? Considerations before construction, during construction, and after construction.


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Life Cycle Management and O&M Procedures – STUDENT WORKBOOK INFORMATION

Asset Management Principles: Life Cycle Management and Operations and Maintenance Procedures Overview of Life Cycle Management

• Cradle to Grave Management • Viewing the Asset Portfolio over the Long-Term as a Whole

o Effective asset management will preserve the parks for future generations by maintaining our infrastructure over time

o Building / acquiring the asset is just the beginning: Yosemite Falls Restroom example

Overview of Total Cost of Ownership What is Total Cost of Ownership? What does it cost to maintain your house? Car? VC?

• Costs associated with operating an asset over its full life cycle • Brainstorm costs included in TCO

TCO and Life Cycle Management are beneficial because they…

• Allow Congress to see accountability, tracking work effectively, better use resources • Serve as a better business management tool • Advance long-term planning; interdisciplinary plans

Considerations for Life Cycle Management

When life cycle management is neglected or ignored, asset condition declines, as shown in the following figure. This figure shows how assets were managed in the past. Due to limited

2 to 4 years 20% to 30% of costs

50 years 70% to 80% of costs

Dispose Recapitalize Operate/Maintain Acquire/Construct Plan/Design

Figure 4: Resources Required to manage an Asset over a 50-year Lifetime


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funding, the NPS relied on funding spikes to address infrastructure needs, like Mission 66 or the Fee Revenue Program. Now, life cycle management in the NPS is moving from a reactive, “wait for failure” approach to a more proactive approach to protect assets on a sustained, regular basis.

The NPS Approach to Asset Management

1. Use available funding to improve known problems. Nearly 6,000 projects have been undertaken since FY 2002, including construction, repair-rehabilitation, fee revenues, and roads.

2. Transform the management mindset: a. Move to a Life Cycle focus. b. Establish business practices, including common approaches to assessment,

estimating, and inventory. c. Develop a better understanding of what assets the NPS has and their conditions. d. Implement performance measures to measure and monitor change in condition. e. Quantify the prioritization of assets within a park. f. Use data systems consistently across the Service.

Put another way, NPS asset management addresses the following questions:

• What assets does the Service own? • What is the condition of the portfolio? • What will it take to improve the condition and sustain it over time? • Which assets are the highest priority?

Facility life-cycle curve with no maintenance performed

Faci

lity

Cond

ition

Time (Increasing Risk)

Good

Fair

Poor

Figure 5: An Asset’s Life Cycle Curve with No Maintenance Performed


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Asset Management and the Elements of Life Cycle Maintenance It is essential to manage an asset portfolio with the understanding of what it will take to sustain those assets over their life cycles. The figure below shows the interrelationship of the elements that contribute to properly caring for NPS assets. Historically, the NPS focused on only two elements of life cycle maintenance: day-to-day operations and recurring maintenance. With life cycle management, the NPS is paying more attention to preventive maintenance and component renewal, which are the keys to sustaining assets over time. If these types of expenditures are made when they should, the NPS can limit deferred maintenance and leave an asset portfolio in better condition for a park’s successors.

Deferred Maintenance

Preventive Maintenance

Regular and Recurring

Maintenance

Governme Responsibili

Operations

Component Renewal

Inspection, lubrication, minor

adjustments

Correcting existing deficiencies

Janitorial, grounds-keeping, utilities,

snow removal

Replacement of roofs, utilities,

pavements

Painting, caulking, sealing

Figure 6: The Five Elements of Life Cycle Maintenance


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Student Exercise:

Life Cycle Management and Total Cost of Ownership at Bradford Woods

Directions: In small groups, read through the information below about Bradford Woods, its services, and its facilities. As a group, brainstorm responses to the asset management questions that follow. Make sure you identify key management decisions and provide your reasoning for why you made these management decisions. Overview: Bradford Woods is affiliated with Indiana University and has been providing development opportunities to youth and adults locally, nationally, and globally for over fifty years. Established in 1941, the organization has grown into a leader in experiential learning and is dedicated to providing state-of-the-art educational, recreational, and professional programs and service to a wide variety of organizations. Location and Facilities: Bradford Woods is located on an approximately 2,800 acre site near Martinsville, Indiana. It partners with nationally and regionally recognized organizations like Riley Children’s Hospital, the United Cerebral Palsy Association, the Little Red Door Cancer Agency, and the Marion County Health Department. The site also houses the American Camping Association Headquarters and Camp Riley, connected to the Riley Hospital Memorial Foundation.

The buildings on the site vary widely in age and date as far back as 1909—when the Manor House, Campbell House, and Carriage House were built. Many of the primary use buildings at Bradford Woods were built during the 1950’s through the 1970’s for seasonal use only. As a result, many have inadequate heating and cooling systems, a lack of insulation, and inadequate ventilation to compensate for temperature changes and to reduce condensation. Condition Assessment Summary Data: In conducting a condition assessment of the facilities at Bradford Woods, the following conditions were found to exist in the entire asset portfolio:

• 19 structures (35%) were < .11, or Good condition • 3 structures (5%) were .11 to .14, or Fair condition • 26 structures (48%) were .15 to .50, or Poor condition • 2 structures (3%) were > .50, or Serious condition


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Building-Specific Data: Data for specific buildings, including CRV, DM, and FCI, include the following:

Additional Problems with Bradford Woods’ Facilities:

• The year-round use of Bradford Woods’ facilities would test the even the most well-designed buildings. Many of the current buildings were constructed with residential fixtures, plumbing, HVAC, and electrical components.

• Lack of funds for preventive maintenance has contributed to the slow deterioration of several buildings. The replacement of the roof on Wolf House is a good example; it may have been installed too late to prevent the current mold problem there. Additionally, the roofs on many buildings at the site were not designed for constant damp conditions.

• Poor landscaping around many buildings contributes to the problems associated with moisture; design issues with guttering, downspouts, and the resulting runoff contribute to the damp conditions that exist underneath many of the buildings.

Bldg. Code

Bldg. Description

Main Use Year Built

CRV DM FCI

BL202 Carriage House STAFF RESIDENCE 1909 $66,000.00 $24,000.00 0.36

BL213 Baxter Dining DINING FACILITY 1976 $3,688,000.00 $0.00 0.00

BL217 Wolf House STAFF RESIDENCE 1955 $147,000.00 $38,000.00 0.26

BL222 Carr Center DINING FACILITY 1955 $845,000.00 $0.00 0.00

BL242 Admin. Office ADMINISTRATION 1975 $577,000.00 $40,000.00 0.07

BL251 Agape Lodge CAMP RESIDENCE 1958 $336,000.00 $26,000.00 0.08

BL261 Bradford Barn BARN-STORAGE 1940 $312,000.00 $59,000.00 0.19

BL263 Amphitheater CAMP EVENTS 1999 $1,256,000.00 $123,000.00 0.10

BL266 Manor House OFFICES, CAMP RESIDENCE, MEETING SPACE

1903 $2,348,000.00 $189,000.00 0.08

BL267 Griffith Hall CLASSROOM AND MEETING SPACE

1954 $456,000.00 $58,000.00 0.13

BL701 Cherokee Cabin CAMP RESIDENCE 1955 $347,000.00 $28,000.00 0.08

BL722 Carlson House STAFF RESIDENCE 1958 $158,000.00 $42,000.00 0.27

Totals (for all of Bradford Woods)

$16,536,000.00

$2,998,372.00

Avg: 0.18


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Discussion Questions:

Life Cycle Management and Total Cost of Ownership at Bradford Woods

1. Review the Condition Assessment Summary Data. Based on the overall condition of Bradford Woods’ asset portfolio and the additional problems outlined above, what would be your first steps in developing a life cycle asset management plan for this organization? 2. Review the Building-Specific Data section. If these were the only assets in Bradford Woods’ asset portfolio, how would you prioritize work on these assets? Why would you prioritize work this way? 3. What information would be included in your Total Cost of Ownership for the facilities listed in the Building-Specific Data section?


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Discussion Questions (cont.) 4. How would you handle deferred maintenance and preventive maintenance on the buildings listed in the Building-Specific Data section? Which facilities would receive attention first? Why? 5. How would your operations and maintenance decisions and priorities change if half of your staff was needed to assist with the building of a new trail?


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Homework:

Construction of the Flight 93 Memorial Directions: Read the following information about the construction of the Flight 93 Memorial. Think about the different issues you would have to examine in terms of life cycle management, total cost of ownership, and new construction of the memorial. Then write a 400-500 word essay highlighting three to five major considerations you would take into account in the short- and long-term regarding life cycle management and total cost of ownership of this memorial. Overview of the Construction of the Flight 93 Memorial: On September 11, 2001, the passengers and crew of Flight 93 courageously gave their lives, thwarting a planned attack on our Nation's Capital. The Flight 93 National Memorial will be a permanent memorial to the heroes on that plane. The Memorial’s Design: The Memorial is designed to serve as a living tribute. "Crescent of Embrace" will feature a Tower of Voices, containing 40 wind chimes, one for each passenger and crew member who died, and two stands of red maple trees that will line a walkway outlining the natural bowl shape of the land. Forty separate groves of red and sugar maples will be planted behind the crescent, and a black slate wall will mark the edge of the crash site, where the remains of those who died now rest. It is the convergence of the land’s beauty and power with the strength and sacrifice of heroic, personal action on September 11 that give the memorial site its unique sanctity. The memorial design expresses this confluence by marking the Flight Path as it breaks the circular continuity of the Bowl edge at the Entry Portal and the Sacred Ground, where the crash occurred. Preparing a Management Plan and Next Steps: The NPS is involved in all aspects of the planning and design of the memorial and will administer the Flight 93 National Memorial as a unit of the National Park System. The agency is required to prepare a General Management Plan (GMP) to guide decisions on development, resource management, and visitor use for the next 15-20 years. Because such decisions have long-term implications, the NPS also prepares an Environmental Impact Statement (EIS) that accompanies the plan to evaluate impacts associated with pursuing various management approaches and to engage the public in the planning process.


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Through the GMP/EIS, the NPS has evaluated the final design and a required No Action Alternative. This draft plan was released to the public on June 16, 2006 and was available for public review and comment until August 14, 2006. The public was invited to comment on the plan at the project website, at a public meeting, and by mail and fax. The planning process will conclude in early 2007 with the signing of a Record of Decision by the NPS and release of the final plan. The Partners will have met all of the requirements of the Flight 93 National Memorial Act once the management plan is completed and the Record of Decision signed. The project will then move into the design development stage as the Partners and the design team explore implementation of the design in greater detail. Planning will also begin on the visitor center, including the stories and interpretive media that will tell both the story of the crash of flight 93 and the events of September 11, 2001. Based on available funding, the Partners hope that the completed memorial will be open to the public on the 10th anniversary of the attacks.


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SESSION TITLE: One-Minute Paper and Conclusion of Day INSTRUCTORS/SPEAKER: Betsy Dodson SESSION LENGTH: 15 minutes OBJECTIVES: At the end of this session, students should be able to




TRAINING AIDS:

• Flipchart HANDOUTS:

• One-Minute Paper (Handout) • Index cards for leadership panel (Handout)

FACILITATOR NOTES: This session serves multiple purposes. It:

• Helps learners to reflect on and reinforce information from the second objective. • Provides chance to clarify information, ensure objectives are being met, and shape


POINTS TO REMEMBER: While this session will serve as an evaluation of the day’s events and provide feedback to the facilitators, it also should be used to review and reinforce the course content learned.

• Facilitators should also provide a brief synopsis of what will be covered the next day. • Facilitators will also reiterate the homework for the next day, as well as hand out the

Leadership Panel question cards to students to turn in the following afternoon.


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Betsy Dodson One-Minute Paper Introduce activity and purpose. Give one minute to jot down ideas about:



5 min.

Betsy Dodson Group Discussion

• Ask for responses – Spend most time on q’s 2 & 3. • Clarify the unclear; write key answers (esp. to q’s 2

and 3) on flipchart to refer to throughout afternoon

Instructor-Led Discussion

5 min.

Betsy Dodson Review Course Objectives, Homework, and What to Expect

• Review course content accomplished. • Writing Workshop • Review what objectives will be met tomorrow. • Review all homework tasks

- Flight 93 Paper - Read Executive Order 13327 and be prepared to

discuss this document as it applies to DO-80 and Property and Structure Ownership

Leadership Panel Index Card Questions

• Remind students of FM leadership panel Thursday pm.

• Jot down questions for leadership at the National, Regional, and Park Levels.

Instructor Presentation

5 min.


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SESSION TITLE: Tips of the Trade: Professional Development Part 1.5, Academic Writing – Using Sources

INSTRUCTORS/SPEAKERS: Christy McCormick SESSION LENGTH: 1 hour COURSE OBJECTIVE: Increase awareness of how and when to appropriately

cite sources in academic writing OBJECTIVES: At the end of this session, students should be able to:

• List the purposes of using sources in writing • Identify situations where citations should be used to avoid plagiarism • Recognize style conventions specific to academic writing

TRAINING AIDS:


• Why do We Cite? (in Student Workbook) • To Cite or not to Cite (in Student Workbook) • Citation in Action (in Student Workbook)

FACILITATOR NOTES: This session serves to give students an introduction to using sources in their writing during the FMLP. There’s a lot of information and not much time, so the times listed are maximums (i.e. the lesson moves very quickly). The structure of the lesson is as follows:

• Activate information students already know through a quick discussion • Let students predict what they think plagiarism is, read about it, then amend their

predictions into rules of thumb to avoid plagiarism • Guide students through best practices of using sources • Give students a chance to practice their knowledge with specific examples • Through a discussion, create a short list of important stylistic elements of academic

writing. • Review the purpose of using sources and how to avoid plagiarism if possible, link this

information to their Flight 93 homework. POINTS TO REMEMBER:


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CONTENT METHOD TIME

Christy McCormick Why do we cite? Have students read the three statements in Student Workbook. Discuss which statement they were most likely to believe and why. Tie discussion into the following reasons for utilizing references:

• References validate our statements and show that we have read in the field.

• Establishes your professional/intellectual lineage

Class discussion Lecture

5-10 min

To cite or not to cite is NOT a question

• Have students fill in “Before” column in the “Is it Plagiarism?” table.

• Have VERY brief discussion about students’ answers.

• Tell students to read “To Cite or Not to Cite…” and write their answers in the “After” column

• Discuss • (Note, the correct answers appear on the example

chart following this lesson plan)

Activity Discussion

15 min

Using Sources Well

• Reiterate why we cite o Validate our statements o Establish your intellectual lineage

• Generate a discussion/list of when it would be valuable to cite someone.

• How much is too much? Aim for no more than 10%-15% someone else’s words. And not all at once!

Lecture Discussion

10 min

Citation in Action

• Have students work in pairs on the worksheet for five minutes

• Lead a discussion about the answers and provide possible suggestions as necessary

Activity 10 min


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CONTENT METHOD TIME A Few Words on Style (as time allows)

• Ask students which elements of style are specific to academic writing

• Formal voice • No colloquialisms or clichés • Usually, avoid writing in first or second person

(i.e. no I, you, we)

Class Discussion – Flip chart

5 min

Review

• What is the purpose of citing sources? • What are some examples of plagiarism and how can

you avoid them?

Debrief 2 min


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Why do we cite? Which of the following statements would you be mostly likely to believe? Why?

1. A recent survey indicated that people prefer PCs to Macintosh computers.

2. A survey of 1,000,000 Americans performed by Conglom Product Research last month indicated that 60% of respondents prefer PCs to Macintosh computers.

3. People prefer PCs to Macintosh computers.

Purposes of Citation 1. 2. Plagiarism Read over the following situations and decide if these situations are plagiarism if you do not cite a source. Place your answers in the Before column.

Is it Plagiarism…? Before

Yes/No

After

Yes/No

1. if you write down someone else’s exact words or a unique phrase? yes

2. if you paraphrase some else’s words? yes

3. if you write down someone else’s ideas? yes

4. if you make your own version of a diagram, illustration, or chart based on someone else’s?

yes

5. if you write about historical events? no

6. if you copy a movie summary from Wikipedia? yes

7. if you write down generally-accepted facts? no

Now, read “To Cite or not to Cite is NOT a Question” to check your answers. Place the correct answer in the After column.


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To Cite or not to Cite is NOT a Question If you take someone else’s words or ideas and present them as your own, either intentionally or unintentionally, you are committing plagiarism. The key to avoiding plagiarism is to make sure you give credit where it is due. This may be credit for something somebody said, wrote, emailed, drew, or implied. Because there are specific guidelines for how to cite by the American Psychological Association (APA) and the University of Chicago, it is easy to get wrapped up in the nuts and bolts of having a period or comma in the right place and lose sight of the purpose of what you are doing. Here, then, is a brief list of what needs to be credited or documented:

• Words or ideas presented in a magazine, book, newspaper, song, TV program, movie, Web page, computer program, letter, advertisement, or any other medium

• Information you gain through interviewing or conversing with another person, face to face, over the phone, or in writing

• When you copy the exact words or a unique phrase • When you reprint any diagrams, illustrations, charts, pictures, or other visual materials • When you reuse or repost any electronically-available media, including images, audio,

video, or other media

Bottom line, document any words, ideas, or other productions that originate somewhere outside of you. There are, of course, certain things that do not need documentation or credit, including:

• Writing your own lived experiences, your own observations and insights, your own thoughts, and your own conclusions about a subject

• When you are writing up your own results obtained through lab or field experiments • When you use your own artwork, digital photographs, video, audio, etc. • When you are using "common knowledge," things like folklore, common sense

observations, myths, urban legends, and historical events (but not historical documents)

• When you are using generally-accepted facts, e.g., pollution is bad for the environment, including facts that are accepted within particular discourse communities, e.g., in the field of writing, "writing is a process" is a generally-accepted fact.

Deciding if Something is "Common Knowledge" Generally speaking, you can regard something as common knowledge if you find the same information undocumented in at least five credible sources. Additionally, it might be common knowledge if you think the information you're presenting is something your readers will already know, or something that a person could easily find in general reference sources. But when in doubt, cite; if the citation turns out to be unnecessary, your instructor will tell you.

The above text has been adapted from: http://owl.english.purdue.edu/owl/resource/589/02/

http://owl.english.purdue.edu/owl/resource/589/02/�


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Citation in Action Read over each of the following passages, and respond on your own or as a class as to whether or not it uses citations accurately. If it doesn't, what would you do to improve the passage so it's properly cited?

1. Last summer, my family and I traveled to Chicago, which was quite different from the rural area I grew up in. We saw the dinosaur Sue at the Field Museum, and ate pizza at Gino's East.

2. Americans want to create a more perfect union; they also want to establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty for everybody.

3. I find it ridiculous that 57% of high school students think their teachers assign too much homework.

4. My friend Kara told me that she loves living so close to the ocean. 5. Americans are guaranteed the right to freely gather for peaceful meetings.

Numbers 6, 7, and 8 all refer to the following passage from Martin Luther King's "Letter from the Birmingham Jail":

You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations. I am sure that none of you would want to rest content with the superficial kind of social analysis that deals merely with effects and does not grapple with underlying causes. It is unfortunate that demonstrations are taking place in Birmingham, but it is even more unfortunate that the city's white power structure left the Negro community with no alternative.

6. Martin Luther King was certain that nobody would want to be contented with a surfacy type of social analysis that concerns itself only with effects and doesn't deal with root causes.

7. Martin Luther King wrote that the city of Birmingham's "white power structure" left African-Americans there "no alternative" but to demonstrate ("Letter from the Birmingham Jail" para. 5).

8. In "Letter from the Birmingham Jail," King writes to fellow clergy saying that although they "deplore the demonstrations taking place in Birmingham, your statement fails to express a similar concern for the conditions that brought about the demonstrations."

This exercise has been adapted from http://owl.english.purdue.edu/owl/resource/589/04/#resourcenav


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Chapter Four: Course Lesson Plans Wednesday, May 6th, 2009

Objective 2 (cont.): Asset Management Principles

• Property and Structure Ownership

• Tools for Park Planning and Procedures

Tips of the Trade: Professional Development, Part 2 – Public Speaking

Field Exercise

One-Minute Paper


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SESSION TITLE: Asset Management Principles – Property and Structure Ownership

INSTRUCTORS/SPEAKERS: Mike LeBorgne SESSION LENGTH: 1 hour, 30 minutes COURSE OBJECTIVE: Objective #2: Understand the application of asset


• Analyze and apply principles of property and structure ownership management. • Evaluate the range of effects of proposed property and ownership changes. • Analyze the impacts that outside influences could have on property and structure

ownership decisions of park assets. TRAINING AIDS:

• Executive Order 13327: Federal Real Property Asset Management (in the Reference Materials book)

HANDOUTS:

• Student Exercise – Highlighting Delaware Water Gap (In Student Workbook) • Delaware Water Gap Scenario Handouts (In Student Workbook) • DEWA Unigrids (Handout) • Choosing by Advantages (CBA) Information (In Student Workbook)

FACILITATOR NOTES: This session should provide an introduction to the basic practices for Property and Structure Ownership, using EO 13327 as a guide and a scenario to apply what has been learned. The flow of the session should be as follows:

• First generate discussion with the class by asking the following questions: o Homework (read EO 13327); how does it relate to DO-80? o How does your GMP or strategic plan link with property and structure ownership? o Spark any examples in your park? o What does this mean to you as a facility manager?

• The Student Exercise – Highlighting the Delaware Water Gap is meant to introduce students to the fact that outside influences can have an impact on property and structure ownership decisions of park assets.

• This exercise also introduces students to making decisions using the Choosing by Advantages (CBA) methodology. See worksheets and scenarios at end of lesson plan.

• One of the goals of this course is to teach the students analysis using analytical tools. As a facility manager of tomorrow, it is important that the students become familiar with the concepts and importance of analytical thinking. As they build their own skills, they can seek out and examine the usefulness of decision-making tools on their own using their best judgment.


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• Highlight the leadership component to making data-driven decisions regarding your park’s assets. As follow-up to the Delaware Water Gap exercise, ask students if they were leaders at the park how they would want to communicate their decisions to others. What information would they want to relate about why they came to the decisions they did? What information might be more or less important for the general public to know? How would their tactics change when communicating information and decisions made to employees within the park or to partners?

POINTS TO REMEMBER:

• Be sure to review Executive Order 13327 and the Student Exercise carefully before the class. Advance preparation will help you to make connections between property and structure ownership concepts and Executive Order 13327 and the exercise.

• Before you facilitate this session, review the four case studies provided. You can present one case study to the group as an example of how you would work through the CBA questions for such an issue. Before the class, then, you should jot down notes and ideas for each of the questions on the CBA form for the case study you have selected. Be sure you explain very clearly to the students each of the steps of the CBA form before they break up into groups and begin working on the exercise.


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Jeri Mihalic Homework Review Q & A

• Homework: Review of EO 13327. How does EO 13327 affect property and structure ownership?

• Hand in homework from the day before (Flight 93 paper); it will be graded and given back to them.

Discussion 10 min.

Mike LeBorgne Introduce Property and Structure Ownership Management Principles Stump the Trainer

• Methods of acquiring or disposing of property and structures

Why would you acquire or dispose of assets?

• Evaluation of needs of the park unit • Managing the acquisition, disposition, and best use

of assets • Assess an asset’s need • Making Asset Management Decisions Using

Choosing by Advantages (CBA) methodology – Refer students to guidance in student workbooks



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Mike LeBorgne Student Exercise – Highlighting Delaware Water Gap


• Split the class into three groups (use only 3 of the 4 scenarios provided).

• Provide the facts for scenarios. • Ask groups to use Choosing by Advantages (CBA)

questions listed at the end of the exercise to identify alternatives and begin evaluation of those alternatives. Make clear that this is only one tool that can be used. Ask for other examples of tools (value analysis, for example). These also may be useful in different situations.

• Group presentations of plans. Leadership Component – Data-Driven Decision-Making

• As follow-up to DEWA exercise, ask students how they would want to communicate their decisions to others if they were park’s leaders.

• What information would they relate about how they came to their decisions?

• What information might be more or less important for the general public to know?

• How would their tactics change when communicating information and decisions to employees or to partners?

Session Conclusion

Student Exercise

1 hr.


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Highlighting the Delaware Water Gap – STUDENT EXERCISE DIRECTIONS • Describe that Delaware Water Gap NRA has had some interesting

experiences in terms of making property and structure ownership decisions.

• The students’ tasks during this exercise will be to review real-life issues that happened at Delaware Water Gap, identify two alternative actions that can take place in response to the scenario, begin to evaluate these alternatives, then present their findings to the class.

• Review the Choosing by Advantages (CBA) questions at the end of the exercise with the students, using the attached document. Describe the process of CBA: identifying alternatives, then evaluating those alternatives, opening it up to public comment, etc. For the exercise, they will only be focusing on identifying alternatives and beginning to evaluate those alternatives.

• You can also present one of the four case studies and walk the students through how to answer the CBA questions, if desired.

• Break the students into three groups of five. Ask them to first review the case study, and then begin brainstorming alternative actions in response to the scenario. They will then begin evaluating those alternatives by answering the questions listed in their workbooks. Students should write their responses and prepare recommendations to present to the rest of the group.

DEBRIEF POINTS

• After each student group has presented, debrief by asking if the recommendations they made were easy or difficult to come to. If questioned about why they made the decisions they did, would they have sufficient reasoning and information to back up their decisions? What else would they have liked to know about their case studies?

• You can also use this opportunity to reflect on the value of life cycle costing in these scenarios.


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Student Exercise – Highlighting the Delaware Water Gap

Directions: In your small group review the background information provided below, your assigned Delaware Water Gap scenario, and the park map. Identify two alternatives or options for how you might handle this scenario. Then, using the Choosing by Advantages (CBA) steps outlined below, begin an evaluation of those alternatives. MISSION The mission of Delaware Water Gap National Recreation Area is to provide outdoor recreation opportunities while conserving the natural, cultural, and scenic resources of the recreation area. In so doing, the park works cooperatively with surrounding communities and the public to achieve the conservation goals of the Delaware River region. GENERAL BACKGROUND Delaware Water Gap NRA was established in 1965 for public outdoor recreation use and for the preservation of scenic, scientific, and historic resources. The 70,000-acre NPS unit is located in the states of New Jersey and Pennsylvania along 40 miles of the Delaware River.

The recreation area was originally planned as lands surrounding the proposed Tocks Island Reservoir. Early management and land acquisition were accomplished amid much controversy over the dam. In 1978, Congress designated the section of the river that runs through the recreation area as a National Wild and Scenic River, in effect barring any dams on this section of the river. In 1992, the Tocks Island Dam project was officially de-authorized.

The recreation area is rich in cultural and natural history. The ridges and river valley contain streams, waterfalls, geologic features, a diversity of plants and wildlife, and traces of past occupants and cultures. The park also provides outdoor recreation. The area along the Delaware River has been occupied continuously for at least 1000 years. The remains of Native American occupation are found all along the river. Remains and foundations of Colonial America are found throughout the park as well. The park contains three fort foundations from the French and Indian wars. Farmsteads, schools and churches abound.

In 1987, after much public input, the NPS adopted a comprehensive plan for managing the recreation area, the General Management Plan (GMP), as a guideline for the park's development and operations. The Delaware River is the primary focus of park activities: fishing, boating, canoeing, and swimming. The park also offers opportunities for hiking, biking, picnicking, hunting, and auto touring. However, now the GMP is nearly 20 years old, and it did not take into consideration either the growth of the park or the impacts of growth around the park.


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ON ASSETS AND MANAGEMENT The recreation area now receives more than 5,000,000 visits each year, making it the 8th most visited unit in the system. The NPS at Delaware Water Gap NRA endeavors to provide recreational opportunities to visitors while preserving natural, cultural, and scenic resources within the park. It is part of the “Big Nine” parks in asset management with over 1,200 listed assets. There are over 500 building assets in the park. This number does not include many of the smaller barns, coops, corn cribs, etc. that are associated with the 110 cultural landscapes and numerous old farmsteads that Delaware Water Gap inherited with its inception. There is one concession—the campground—but there are also over 25 partners who are given authority to manage and maintain the government-owned structures. All work done by partners is inspected and approved by the park maintenance division before, during, and after construction. The park also has numerous state and federal listed plant and animal species in the park.


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Delaware Water Gap: Scenario #1 Congratulations! You are now the owners of the historic Cliff Park Inn and Golf Course.

In 2003, DEWA took possession of approximately 500 acres of property know as the Cliff Park Inn and Golf Course. Included in the acquisition were 10 buildings, most of them historic; one mile of roadway; a historic golf course (yes, really – one of the first golf courses in the country); three dams; three drinking water wells; and three septic systems. The Inn itself was constructed at the turn of the century and is within the park’s legislated boundary.

The aging owner did not want to see his land split up and million dollar homes built on it, so he sold it to the National Park Service via the NPF at a fraction of its value.

As a facility manager at DEWA, what do you do with this property? What different factors or issues should you consider before making your decision?

Statistics

Asset API FCI Cliff Park Inn 61 0.367


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Delaware Water Gap: Scenario #2 Headline: Politically savvy partner secures funding for new and replacement buildings

The Pocono Environmental Education Center is one of DEWA’s many partners. The current president and board of the organization have become very adept at securing congressional add-ons to improve and enlarge the infrastructure of the facilities they manage and maintain for DEWA. DEWA maintenance is tasked with overseeing all the projects. DEWA has five million visitors each year, while the PEEC has 25,000. DEWA spends approximate half an FTE overseeing the projects at PEEC.

PEEC’s main campus is an old honeymoon resort (Honeymoon Haven in the 1950’s). It is made up 30 cabins housing four to ten people each and six administrative/activity buildings. The maintenance staff at PEEC consists of one FTE and several part-time folks. Most buildings do not meet current code, and the roadway and trails are dilapidated. PEEC is always asking for NPS assistance with water, septic, and electrical problems. In 1999, PEEC received a two million dollar congressional add-on for campus improvements. The funding was used to construct a new Visitor Activities Center, which was completed with the blessing of DEWA Superintendent at the time. The two million dollar building cost 2.6 million. The organization has also received ongoing funding of approximately $500,000 to $1,000,000 to replace the existing cabins. Now DEWA’s maintenance division is tasked with working with DSC to develop scopes, designs, contracts and provide construction oversight on the cabin replacement.

As a facility manager, what decisions might you make in this scenario?

Statistics

Asset API FCI PEEC Activity Center 90 Not reported PEEC Activity Center Wastewater 90 Not reported Cabin Average 90 Range: 0.3334 to 1.0 and

higher


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Delaware Water Gap: Scenario #3 You really can’t take it with you.

As mentioned, DEWA was formed from properties purchased in order to construct the Tocks Island Dam. These properties were to be flooded, so most structures were not torn down. Some of the more savvy folks in the area set up a lease back, life rights, situation with the Federal Government. They sold the property to the Feds but leased it back at a nominal fee each year until they die. The money collected from the lessees goes into the general treasury.

Many of the lessees are in their 80’s, and the park has been inheriting these structures, mostly farmsteads, at a rate of one to two a year. In many cases, the buildings are historic and in fair condition. DEWA must keep the buildings secure and viable until they are either leased or torn down.

Currently, DEWA has a two million dollar line item project that has been continuously delayed to tear down 150 of these structures.

As a facility manager, what concerns would you have? What decisions would you make to help manage this issue?

Statistics

Asset API FCI Wheat Plains Farmhouse 61 0.487 Wheat Plains Farm Road 61 0.525


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Delaware Water Gap: Scenario #4 A new swim beach? You really shouldn’t have.

In 1999, four people drowned at an unguarded swimming area in DEWA. The Depew Recreation Site was a low maintenance swimming area with 20 trash cans, 40 picnic tables, 10 port-a-johns, and no lifeguard presence. The project to rehabilitate this site, in the LIC program for 2003, was moved up to 2000 due to congressional noise and public concerns. Compliance for the project showed that development of the site would impact a protected and endangered species and a significant archeological site, so it was back to the design boards to find a new site.

The new proposed site would include: • Lifeguard station • Bathrooms • Maintained landscape • Paved parking lot

As a facility manager, what are the issues you will face with this new construction?

Statistics

Asset API Status New Jersey Swim Beach 69 Planned


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Student Exercise: Highlighting the Delaware Water Gap Asset Analysis NPS Priority Setting Process: Choosing by Advantages (CBA) In determining its line-item construction program, the NPS uses a selection and ranking process that is based on the relative advantages and costs of each project in accomplishing Servicewide goals and objectives. This process is called Choosing by Advantage (CBA). In using the CBA process, the NPS asks itself “what and how large are the advantages of each project” proposed for consideration, “how important are the advantages of the projects”, and finally “Are those advantages worth their associated cost”. The CBA priority setting process begins with the identification of a problem or a need in a park that becomes a request for a line-item construction project. Projects are identified by park superintendents, reviewed by the regions, and submitted for review by a NPS assessment team. Projects then compete against each other in the CBA process that evaluates all the projects relative to the following factors, which reflect the NPS mission:

• PROTECTING CULTURAL AND NATURAL RESOURCES • PROVIDE FOR VISITOR ENJOYMENT • IMPROVE EFFICIENCY OF PARK OPERATIONS • PROVIDE COST-EFFECTIVE, ENVIRONMENTALLY RESPONSIBLE, AND

OTHERWISE BENEFICIAL DEVELOPKENT FOR THE NPS CBA does not “weight” factors in advance so that some factors are automatically more important than others. Rather, CBA focuses on the differences between alternatives and determines how important those advantages are. The process establishes a single scale that compares the importance or benefits of all the submitted line item projects to the National Park System. The results reflect total benefits to the NPS, of the submitted projects, toward achieving the NPS mission. Cost is then introduced to the priority setting process, establishing an importance to cost ratio. The resulting priorities represent those projects which provide the greatest benefit to the NPS for each dollar spent. Prepared by: Sue Masica 2/24/99 Accessible from: http://workflow.den.nps.gov/staging/10_PublicForms/va_forms.htm


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Identify Alternatives After reviewing your scenario, identify two possible alternatives that the park could take to resolve this issue. Alternative 1:

Alternative 2:

Evaluate Alternatives Once you identify alternative actions in response to your scenario, in order to decide how to proceed, the alternatives must be evaluated to determine which one is the best option. 1. Confirm evaluation criteria.

Evaluation criteria in this category may include: • Cost effectiveness • Mobility improvements • Operating efficiency • Environmental and cultural benefits and impacts • Financial feasibility • Consistency with existing plans, programs, policies, and guidelines • Public acceptability

What are the key evaluation criteria for your scenario’s alternatives?


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2. Develop funding strategies and cost estimates including preliminary financial plans. The financial viability of each of the identified alternatives must be established. Consider the following: Non-recurring costs • Start-up capital • Planning, design, and implementation Recurring costs • Operations & maintenance • Vehicle replacement costs • Supporting infrastructure costs • Administrative costs • Liability & insurance costs • Utility costs

What are the non-recurring and recurring costs associated with each of your alternatives? Alternative 1 Costs:

Alternative 2 Costs:


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Funding strategies Once costs are established, funding sources must be identified that will support the project. Typical funds that support alternative transportation projects are as follows:

Internal Funding Sources • Federal Lands Highway Program - Category III, Alternative Transportation Program • Line Item Construction Program • Park Base • Fee Demonstration Program • Other Appropriated Funds External Funding Sources • Transportation Enhancements • Public Lands Discretionary • National Scenic Byways • Recreational Trails Program • Congestion Mitigation & Air Quality Improvement Program • State Transportation Funds • Local & Private Funds • Partnerships

What funding strategies might exist for each of your alternatives? Funding Strategies – Alternative 1:

Funding Strategies – Alternative 2:

3. Evaluate alternatives against criteria and funding plans.

The criteria used to evaluate alternatives are tied directly to the goals and objectives of the project. While evaluating alternatives it is critical to gain consensus from participants. Use a process to compare alternatives such as Choosing by Advantages, a Technical Findings Matrix, Evaluation Matrix, Planning Balance Sheet or Trade Off Analysis.


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SESSION TITLE: Asset Management Principles – Asset Management and Condition Assessment

INSTRUCTORS/SPEAKERS: David Beaver SESSION LENGTH: 45 Minutes COURSE OBJECTIVE: Objective #2: Understand the application of asset


• Describe what an asset portfolio is and generally the tools one can use to manage it. • Explain what the Asset Priority Index (API) and Facility Condition Index (FCI) are and

how they can be used to prioritize work on the asset portfolio. TRAINING AIDS:

• API/FCI Class Scatter Plot (Poster) • Stickers with Students’ Park Alpha Codes (Handouts) • Flipchart

HANDOUTS:

• API/FCI Scatter Plot Report for students’ parks (Handout) • Clear Transparency Sheets with GOGA’s O&M Prioritization Levels for each Student’s

API/FCI Scatter Plot Report (Handouts)

FACILITATOR NOTES: This session builds off of the student asset presentations. It will also:

• Introduce the concepts of managing with an asset portfolio view in mind. It will address the importance of seeing the entire asset portfolio and knowing it intimately before making asset-specific decisions.

• Also highlight the leadership aspect of making data-driven decisions regarding your park’s assets. As a leader, you need to have logical, clear reasoning behind the decisions you make to increase accountability; one way to do this is to utilize the data available to you in making those decisions.

• Highlight concepts of condition assessment, API, and FCI in regards to making informed management decisions.

• Build off of the students’ asset portfolios by asking them to make management decisions about these assets and justify these decisions by using the data provided.


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POINTS TO REMEMBER: The flow of the session should be as follows:

• During the asset portfolio discussion, the students will place stickers with their park alpha codes on a large, class-wide API/FCI Scatter Plot to identify where their three selected assets fall. This scatter plot will then be used in support of using data to make asset management decisions and prioritize work.

• Draw the O&M Prioritization of work on the Scatter Plot. • After discussion of this work prioritization, each student will be asked to look at their

own parks’ API/FCI Scatter Plot reports. Each student will be supplied with a see-through overlay, similar to the one drawn for the class-wide chart. This overlay will identify the different levels of work prioritization for their park’s API/FCI Scatter Plot. The students should reflect upon this prioritization in terms of projects conducted on these assets and whether the identified priority levels fit with how their park manages these assets.

For more information about Life Cycle Management, see the following definition from the NPS Facility Manager Competencies:

• Facility managers must have the knowledge, skills, and abilities to manage a park unit’s assets while keeping long-term goals and objectives in mind. By operating and managing a facility using concepts of life cycle management, facility managers greatly enhance an asset’s functional life. Life cycle management also provides facility managers with the skills and information to maintain a facility more efficiently throughout its life. Through application of life cycle costing projections, the facility manager plays a vital role in managing the backlog by assuring that life cycle costs are reconsidered whenever new construction options are developed.

For more information about Inventory and Condition Assessment, see the following definition from the NPS Facility Manager Competencies:

• To successfully manage their facilities, provide services efficiently, and plan for current and future facility needs, facility managers must have an accurate, working picture of the condition of their assets. Asset condition is essential to the mission of the facility function; therefore, it is imperative that facility managers conduct accurate, regularly scheduled, and complete facility condition assessments.


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David Beaver Making Asset Management Decisions: Knowing the Condition of the Asset Knowing Condition of your Asset Portfolio: What do you have and what condition is it in?

• Importance of Condition Assessments – Completing inspections is the first step to assessing the condition of your asset portfolio. Gives clearer picture of the status of your asset portfolio; the FCI is the result of this process.

• API-Prioritizes what you have • FCI-Quantifies the Condition

Use a personal example here from PETE about a recent condition assessment Student Exercise: Classwide API/FCI Scatter Plot based on presentations.


Have students review own API/FCI Scatter Plot.

• Discuss areas of high priority, projects for these assets.

• Draw GOGA’s O&M Prioritization to outline four levels of work priority for their assets. Does this reflect what actually goes on in their park? Where do the priorities lie in actuality?

Presentation And student exercise Activity – Giant API/FCI Scatter Plot, Student Exercise

40 min.


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CONTENT METHOD TIME David Beaver Application of Data: Prioritizing Assets and the PM/DM Cycle Carry info from student presentations over into this section; use giant API/FCI scatter plot.

• How might priority and condition impact PM decisions?

• How do you make DM decisions (what gets worked on AND what gets deferred)?

• Using PM for high priority assets

Group Discussion

10 min.

David Beaver Application of Data: Using Data to drive Asset Management Decisions Data-driven decision making

• Guest speakers bring in asset examples with data behind them (API, FCI).

• Outline how their parks have made decisions based on the data (PM, DM, prioritizing work, etc.).

• Walk through how you would make management decisions for these assets based on the data.

Student Exercise, Class Discussion

10 min.


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Classwide API/FCI Scatter Plot – STUDENT EXERCISE DIRECTIONS AND DEBRIEF POINTS

• Give each student three stickers with their park alpha code on them.

• Each student will place a sticker at the location of each of their three selected assets’ APIs and FCIs on a large, laminated API/FCI scatter plot chart (see right for example of API/FCI Scatter Plot).

Once stickers have been placed for each park’s three selected assets, review classwide scatter plot; discuss condition and priority of assets in terms of how these can be used to make management decisions.

• Draw Four Level High to Low Prioritization to describe generally how API and FCI work together to establish priority levels. What does it mean if an asset is in Priority 1? Priority 3?

• Draw GOGA’s O&M Prioritization, to identify the areas of highest to lowest priority in planning work for these assets; “this is how GOGA has decided to do it.”

• Operation funding levels can be modified based on park needs; use GOGA’s only for demonstration.

• Brainstorm additional info required to make mgmt. decisions for these assets. How might asset mgmt. differ from park to park based on asset portfolios? How stay the same?

Have students review own API/FCI Scatter Plot.

• Ask students to discuss areas of high priority, projects for these assets that are underway, and whether they reflect the priorities shown on the overlay.

• Use overlay to outline four levels of work priority for their assets. Does this reflect what actually goes on in their park? Where do the priorities lie in actuality? Why?


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Overlays Being Used for Student Exercise: Four Level High-to-Low Prioritization GOGA’s O&M Prioritization


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API and FCI: What do they tell you about an asset? API

• API = Indicates value of an asset in relation to the park’s mission; measured based on: – Asset Status – Resource Preservation (Natural and Cultural) – Visitor Use – Park Operations – Asset Substitutability

• What does this tell you? What decisions could you make based on API? FCI

• FCI = Rates asset condition at a certain point in time. • FCI = DM + RMDM + CRDM + IPH

Current Replacement Value • What does this tell you? What decisions could you make based on FCI?

Prioritizing Work based on API and FCI

• The API and FCI together help indicate both the priority and condition of an asset in relation to the asset portfolio.

• This provides information for prioritizing and identifying work at each park unit.

Figure 7: Relationship between the API and FCI


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Using the API/FCI Scatter Plot to Prioritize Work

Four Level High to Low Prioritization GOGA’s O&M Prioritization

Figure 8: Blank API/FCI Scatter Plot


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API/FCI Sample Distribution

0

10

20

30

40

50

60

70

80

90

100

0 0.15 0.3 0.45 0.6 0.75 0.9

Facility Condition Index (FCI)

Ass

et P

riorit

y In

dex

(API

)

Note: The red line in the figure above indicates the average FCI for the assets shown in the sample distribution.

Figure 9: Sample API/FCI Distribution of Assets in a Park


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Based on the figure on the previous page, answer the following questions. • Where would you prioritize your Operations and Maintenance funding? • Where would you focus your PMIS project funds? • Are there any candidates for disposition on the scatter plot?


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SESSION TITLE: Tips of the Trade: Professional Development, Part 2 – Public Speaking

INSTRUCTORS/SPEAKERS: Steve Wolter, Wayne Challoner SESSION LENGTH: 1 hour COURSE OBJECTIVE: Objective #5: Identify personal development goals

and training and education opportunities to meet those goals.

OBJECTIVES: At the end of this session, students should be able to

• Understand the key components in developing public speeches. • Understand the fundamentals of delivering effective speeches. • Understand the elements of giving and receiving feedback.

TRAINING AIDS:

• None. HANDOUTS:

• Receiving and Giving Feedback handout (In Student Workbook)

FACILITATOR NOTES: This session will serve as an introduction to effectively preparing and delivering public speeches. Lecture and small-group activity will be used to meet the objectives. The flow of the session is as follows:

• Introduction-Set the tone and structure for the session. • Presentation of developing and delivering effective speeches. • Brief overview of giving and receiving feedback. • Small Group Activity.

During the Principles of Asset Management course, these sessions will create continuity throughout the week, allowing students to explore different professional development issues in order to build their own skills and abilities. This session will:

• Introduce students to the first professional development topic and get them to begin thinking of ways they could build their own personal skills in this realm.

• Develop the students’ public speaking skills, both in an informal and a formal setting. POINTS TO REMEMBER: During this session, emphasize that:

• Public speaking is an important component of sharing information. Many people are uncomfortable speaking in front of others but these anxieties can be overcome through practice, preparation, and utilizing constructive feedback.


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Introduction to Public Speaking Begin by saying the following quote (also in Student Workbook): “According to most studies, people’s number one fear is public speaking. Number two is death. Death is number two. Does that seem right? This means to the average person, if you have to go to a funeral, you’re better off in the casket than doing the eulogy.” – Jerry Seinfeld

Introduce the topic by asking the students to brainstorm answers to the following questions (write responses on flipcharts):

• “In your experience, what are some characteristics of good presentations/speeches?”

• “What are some characteristics of bad presentations?”

Presentation 5 min.


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CONTENT METHOD TIME Developing an Effective Speech The following elements are vital in developing effective speeches. Preparation:

• Identify your audience o Your audience may alter the speech’s content

and your method of delivery. • Be confident with your message

o Effective speeches are given by those who understand their message and are comfortable with the topic.

• Identify main issues you want to convey, and then build the details and supporting material from there.

Writing:

• Introduction o Grab the audience’s attention right away. o Tell them your main point(s) so they know what

to expect and where the presentation is going. • Body

o Present main ideas and supporting information. o Stay organized and on topic. o Stay within your time limit.

• Conclusion o Wrap-up o Reiterate main findings if appropriate



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CONTENT METHOD TIME Delivering an Effective Speech Practice, Practice, Practice:

• Overcome Anxiety o Organize o Visualize o Practice o Breathe o Focus on relaxing o Release tension o Make eye contact

• Practice your speech out loud to catch long sentences, tongue twisters, or other misplaced phrases that may cause you to stumble.

• Overcome your fears by practicing your speech (in front of family, friends, colleagues, a mirror, record your voice, etc.)

• Make the presentation exciting by using nonverbal communication and varying your vocals (volume, rate, inflection, etc.)


Giving and Receiving Feedback Why give and receive feedback?

• Receiving feedback may help you see problem areas you may not have identified on your own.

• Giving feedback not only helps others to improve, but may give you an outside perspective on how to improve your own performance.

• Review “Giving and Receiving Feedback” handout with students.

Presentation, Handout

5 min.


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CONTENT METHOD TIME Student Exercise—Public Speaking

• Have each student choose an item they have with them to present a brief (3-minute) speech. They could be wearing the item or it could come from their purse, briefcase, wallet, pocket, etc.

• Students will then be given seven to ten minutes to individually prepare. The speeches should utilize the techniques provided during the informational portion of the lesson.

• Have the students divide into groups of about 4-5 students to share their presentations. Each student will then be provided with oral feedback from their group members on their strengths, weaknesses, and possible areas of improvement.

• If time allows: Once the class has given all of their presentations in small groups, have the class reassemble to discuss how the activity went, where problem areas existed, and what types of improvements peers suggested.

Session Conclusion --Refer students to the upcoming Instructor Training Academy e-courses for more information

Activity 30 min.


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Public Speaking: Giving and Receiving Feedback

GIVING FEEDBACK Explanatory: feedback is focused on behavior that can be changed rather than personality EXplicit: the focus of the feedback is clearly stated Perceptive: feedback is delivered with sensitivity to the needs of the other person Respectful: feedback should be given in a respectful manner Effectual: feedback is intended to be of value to the other person Surroundings: feedback should be given in non-threatening, comfortable surroundings Supportive: feedback is delivered in a non-threatening manner Illustrative: feedback can be clearly illustrated using examples Timing: feedback is most effective when given as close to the event as possible

RECEIVING FEEDBACK Accepting: accepts the feedback without denial Responsive: willing to hear what is being said without turning the tables Engaged: interacts appropriately with the speaker, asking for clarification when needed Unguarded: openly listens without frequent interruptions or objections Respectful: recognizes the value of what is being said and the speaker’s right to say it Earnest: Genuinely wants to make changes if appropriate Active Listening: listens carefully and tries to understand the meaning of the feedback Determined: to understand the behavior that has led to the feedback You: Understand that this process is to help you, not criticize you


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SESSION TITLE: Field Exercise Great Smoky Mountains NP INSTRUCTORS/SPEAKERS: Alan Sumeriski, additional facility management

employees to serve as guides SESSION LENGTH: 5 hours COURSE OBJECTIVE: Objective #2: Understand the application of asset


• Understand how GRSM uses data to drive asset management decisions and prioritize work.

• Compare and contrast GRSM’s asset portfolio to the student’s own park. • Compare and contrast how GRSM makes asset management decisions to how the

student’s own park makes decisions. • Describe three different assets or projects at GRSM, how prioritization and work

planning decisions were made for each of them, and any particular key points or unique factors at play in the management of these assets/projects.

TRAINING AIDS:

• None HANDOUTS:

• Homework: Comparing GRSM to My Park • Homework: Leadership Reading (from Organization Development for Facility Managers)

FACILITATOR NOTES: There are many reasons for the development of the field exercise to Great Smoky Mountains National Park as a session. This session:

• Provides students with the chance to explore GRSM through the eyes of facility managers.

• Gives an overview of GRSM’s unique asset portfolio while highlighting key projects and assets of interest to the park and the visitor.

• Allows students to see firsthand how GRSM uses data to drive asset management decisions and what the implications of these decisions are.

• Provides students with a variety of asset management examples with the hope that several of these examples will be comparable to different activities or projects within their own home parks.

POINTS TO REMEMBER:

• Course Coordinators should remind the students at the end of the day that they have homework. See the Student Workbook for homework.


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CONTENT/FIELD TRIP SCHEDULE: CONTENT METHOD TIME

TBD


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GRSM Field Exercise – STUDENT WORKBOOK INFORMATION

Field Exercise: Great Smoky Mountains National Park (GRSM)

Homework: Comparing GRSM to My Park

Directions: Read the following questions and consider what you saw and heard today during the field exercise to Great Smoky Mountains National Park. Compare and contrast what you heard about GRSM’s projects, asset management plan, work prioritization, and other facility management issues to your own park’s unique situations, projects, and facility management needs. This homework sheet is due tomorrow morning. Short Answer Questions: Great Smoky Mountains National Park

1. Compare and contrast three of the projects you learned about today at GRSM to three different projects you are familiar with at your park. How are they different? How are they similar?


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Short Answer Questions: Great Smoky Mountains National Park 2. What information did you find most interesting during the field trip today? 3. Which of GRSM’s asset management plans or solutions that you learned about today do you feel you could apply to your own park? 4. Were there any assets that were similar to assets at your own park? How were they different from assets at your park?


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Chapter Five: Course Lesson Plans Thursday, May 7th, 2009

Objective Three: The Leadership Role of Facility Management

• Developing your Leadership Skills

• Understanding Leadership Levels of Facility Management in the NPS – Panel Discussion

Objective Four: Introduction to Distributed Learning Session (DLS) #1

One-Minute Paper


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SESSION TITLE: Introduction to Objective Three – The Leadership Role of Facility Management in the NPS

INSTRUCTORS/SPEAKERS: Betsy Dodson SESSION LENGTH: 30 minutes COURSE OBJECTIVE: Objective #3: Understand the leadership role of facility

management in the NPS. OBJECTIVES: At the end of this session, students should be able to

• Understand the sub-objectives within Objective #3, including developing your leadership skills, the leadership role of facility management in the NPS, and the three different levels of facility management leadership in the NPS, including the national, regional, and park levels.

TRAINING AIDS:

• PowerPoint • Legos

HANDOUTS:

• Objective #3 Introduction Sheet (In Student Workbook) • Student Exercise – Leadership Team Building Activity Observation Worksheet (In

Student Workbook) FACILITATOR NOTES: This session provides:

• An overview to Objective #3, which focuses both on developing leadership skills and leadership as it plays out in facility management in the NPS.

• An interesting, fun activity to begin the discussion of leadership skills as well as leadership in facility management.

POINTS TO REMEMBER:

• Review the activity carefully before this session. It is rather involved and will need your assistance in debriefing it.

• Make connections between the activity and leadership in general. What leadership activities did they see? How do you know when to be a leader and when to be a follower in your day-to-day routine?


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Betsy Dodson Introduction to the Leadership Role of Facility Management in the NPS Use quote to introduce Objective #3:

• Men make history, and not the other way around. In periods where there is no leadership, society stands still. Progress occurs when courageous, skillful leaders seize the opportunity to change things for the better. Harry S. Truman

Business and industry surveys show 2 skills valued most in employees are communication skills (oral and written) and ability to work effectively in teams.

Presentation 5 min.

Betsy Dodson Student Exercise – Leadership Team Building Activity


Activity, Discussion

20 min.

Betsy Dodson Session Objectives

• Developing your Leadership Skills - How do Leadership and Management differ?

• Building Relationships as a Facility Management Leader in the NPS

• Understanding Leadership Levels of Facility Management in the NPS – Panel Discussion - Introduction to Leadership Levels of FM - Leadership at the National, Regional, and Park

Levels

Presentation 5 min.


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Leadership Team Building Activity – STUDENT EXERCISE DIRECTIONS Step 1: Problem-Solving and Observation

• Activity highlights teamwork, problem solving, communication, active listening, and leadership.

• Break students into three groups of five; give each bag of Legos with exact number of each color needed. Assign one member as the observer, making notes of behaviors of the group members throughout activity on Student Workbook observation worksheet.

• Outline Tasks and Rules: - Task = Build Lego structure exactly like the instructor's. - Limitations = Only one group member can look at model at a time,

cannot touch. When team member returns to the group, must describe what they saw before next member can look. Each member may only view model once.

• Observer notes what team members do and how long this problem-solving period lasts on worksheet.

Step 2: Building the Model

• Groups cannot open Lego baggie until ready to assemble their model; cannot return to instructor model after viewing once.

• Observer notes what time building starts, how long it takes, member behaviors during assembly.

• Have 10 minutes to complete; team that is closest to instructor’s model wins.

Step 3: Debriefing the Activity

• Ask teams to describe behaviors they observed that helped or hurt their success. What does this tell us about teamwork and leadership in general?

• Ask observers from each group to report on the following: how members problem-solved, worked together on an interpersonal basis, any leadership behavior they observed, roles each member played.

• Encourage team members to remark on these questions as well. • Ask the groups to consider what they saw and how their teams worked in

terms of leadership on a broader scale. Were there too many leaders? Too few? Just right? Highlight the importance of knowing when to be a leader and when to be a follower.


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Introduction to Leadership – STUDENT WORKBOOK INFORMATION

Student Exercise: Leadership Team Building Activity Observation Sheet

Item Observations Time Group Started

Time Group Ended

Observed Leadership Behaviors

Observed Followership Behaviors

Behaviors that increased Success

Behaviors that decreased Success

Any additional comments?


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SESSION TITLE: Developing your Leadership Skills INSTRUCTORS/SPEAKERS: Steve Wolter SESSION LENGTH: 3 hours, 30 minutes COURSE OBJECTIVE: Objective #3: Understand the leadership role of

facility management in the NPS. OBJECTIVES: At the end of this session, students should be able to:

• Explain three ways that leadership and management differ. • Provide one example of when a facility manager must act as a leader and when he or

she must act as a manager. • Describe three examples of relationships that a facility manager must cultivate and why.

TRAINING AIDS:

• PowerPoint HANDOUTS:

FACILITATOR NOTES: The purpose of this session… This session:

• The flow of the session should be as follows:

• POINTS TO REMEMBER:

•


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Steve Wolter Introduction to Leadership Skills

Steve Wolter The Difference between Leadership and Management Leadership – Where you want to go Management – Implementation: How to get there

Leadership Self-Assessment

min.

Steve Wolter Introduction to the Facility Manager Leadership Competencies

• Leading Change • Leading People • Results Driven • Business Acumen • Building Coalitions and Communication


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SESSION TITLE: Understanding Leadership Levels of Facility Management in the NPS – Panel Discussion

INSTRUCTORS/SPEAKERS: Facilitator Betsy Dodson Panel Discussion National Level • Joel Lynch • Kevin Percival • Mike LeBorgne Regional Level • Mike Burns • Art Frederick • John Chekan Park Level • Duane Buback • Lisa Turacek • Melissa Axtman

SESSION LENGTH: 1 hour, 30 minutes COURSE OBJECTIVE: Objective #3: Understand the leadership role of facility

management in the NPS. OBJECTIVES: At the end of this session, students should be able to:

• Explain what the three main levels of facility management leadership in the NPS are. • Compare and contrast how leadership in facility management plays out at each of the

three levels. • Reflect on three ways that they will apply what they have learned about the different

leadership levels to their positions at their parks.

TRAINING AIDS: • Leadership Panel Questions (student questions collected throughout the week) • Tent Cards with National, Regional, and Park Levels listed

HANDOUTS: • Note-taking Sheet (In Student Workbook)

FACILITATOR NOTES: This session provides students with:

• The chance to hear how leadership in facility management plays out at the three main levels within the NPS.

• A better understanding of the unique leadership roles that individuals must carry out in order to succeed at the National, Regional, and Park Levels.


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• The opportunity to interact with facility management leaders at all levels and ask the questions they most want to hear a variety of responses to, depending on the leadership level and personal experiences of the panel members.

As you present the information in this session, remember the following points:

• The students will be brainstorming questions throughout the week for this panel discussion. Each person on the panel will begin by introducing themselves and giving a brief overview of their careers in the NPS.

• Before the course, consider how different successful leadership abilities and tactics have played out in your NPS experiences. You may want to share specific examples of times where you saw strong leadership or a lack of leadership in your personal experiences and what the impacts were of each.

• Also consider how leadership at your level of influence may be unique or similar to leadership at other levels within the NPS.

POINTS TO REMEMBER:

• This session is going to be largely student-driven. While it would be beneficial to outline some of your own leadership experiences in the NPS beforehand and how you feel you have exhibited leadership over your career, this session will also be very fluid and based on student questions.

• Panel Facilitator: Also see “Additional Points to bring out during Panel Discussion” section at end of content outline.


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Betsy Dodson Introduction to Leadership Levels in the NPS Have all panel members introduce themselves and provide a brief introduction to their experiences in the NPS and in leadership in facility management. Facility Manager Leadership Competencies: Framework is management skills and leadership skills; these are the ones we have adopted as facility managers.

• “We lead change, we lead people, we….” Have poster up with all the leadership competencies listed to keep up throughout the whole thing.

Course coordinators will provide an introduction to leadership levels in the NPS.

• Review Intersecting Leadership Levels for Facility Management in the NPS worksheet.


Joel Lynch, Kevin Percival, Mike LeBorgne Leadership at the National Level Begin with following three questions:

1. Describe how you see your leadership role at the National level. What must you focus on in terms of leadership? Where do your priorities lie?

2. How do you interact with Regions and Parks? With whom and in what ways?

3. What do you see as the top three leadership skills a facility management leader must possess at the National level?

Panel Member Presentations

15 min.


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Mike Burns, Art Frederick, John Chekan Leadership at the Regional Level Begin with following three questions:

1. Describe how you see your leadership role at the Regional level. What must you focus on in terms of leadership? Where do your priorities lie?

2. How do you interact with the National and Park levels? With whom and in what ways?

3. What do you see as the top three leadership skills a facility management leader must possess at the Regional level?


15 min.

Duane Buback, Lisa Turacek, Melissa Axtman Leadership at the Park Level Begin with following three questions:

1. Describe how you see your leadership role at the Park level. What must you focus on in terms of leadership? Where do your priorities lie?

2. How do you interact with the National and Regional levels? With whom and in what ways?

3. What do you see as the top three leadership skills a facility management leader must possess at the Park level?


15 min.

Panel, Students Questions from Students

• Course Coordinator will use the questions provided by the students throughout the week to ask further leadership questions of the panel.


30 min.


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Questions to begin the Leadership Panel Discussion NOTE TO PANEL MEMBERS: You may wish to bring a copy of this page up to the panel with you; you can jot notes or examples down directly on this page if you would like. Begin with following three questions:

1. Describe how you see your leadership role at the National level. What must you focus on in terms of leadership? Where do your priorities lie?

2. How do you interact with Regions and Parks? With whom and in what ways?

3. What do you see as the top three leadership skills a facility management leader must possess at the National level?


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Additional Points to bring out during Panel Discussion Other Leadership Considerations for Park Facility Management Leaders Interactions at regional level as park person

• MAG at regional level • Partnering with nearby parks, clustering, resource sharing • Communication between chiefs of common issues, networking to increase

knowledge across parks Interactions at national level as park person

• How to get info to WASO, empowering to communicate with WASO (EX: FMP Help Desk)

• National PFMD/FMP classes to keep up with new info coming out of WASO, increased networking

• Review Director’s Orders • Involvement with SMAC • Using regional park coalitions to communicate with national level

Interactions with external partners

• Thinking outside of box to meet mgmt. needs • Broad view of partnership: Churches, universities, friends groups, scouts,

businesses, utility co. • Key: Always go back to mgmt. needs; start and continue partnerships

based on mgmt. needs; know when to say no


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SESSION TITLE: Objective Four: Introduction to Distributed Learning Session #1

INSTRUCTORS/SPEAKERS: Course Coordinators SESSION LENGTH: 1 hour, 15 min. COURSE OBJECTIVE: Objective #4: Understand how to use the tools required for success during the Interim #1 period of the FMLP. OBJECTIVES: At the end of this session, students should be able to:

• Explain the three different types of activities in which they will be engaged during Interim #1 (e-courses, independent study, and developmental activity).

• Complete the Request for Developmental Activity. • Build familiarity with the FMLP website.

TRAINING AIDS: • Laptops for each Student-Mentor pair • PowerPoint with screenshots of FMLP website • PowerPoint with screenshots of web conferencing tool

HANDOUTS: • Rubrics for Written Presentations (in Student Workbook) • List of Required E-Courses (in Student Workbook) • List of Independent Study Activities (in Student Workbook) • Request for Developmental Activity form (in Student Workbook)

FACILITATOR NOTES: This session:

• Provides the “tools” necessary for Distribute Learning Session (DLS) #1. It gives the students and their mentors a clear picture of assignments that will be completed during DLS #1, timeframes, and expectations.

• Provides an introduction for the Request for Developmental Activity form, which will be used to propose a developmental activity to build the students’ skills and competencies.

• Provides the mentors and learners an introduction to the FMLP website and other tools they will need to become familiar with during DLS #1.

The flow of the session should be as follows:

• Match the students with their mentors for the FMLP program • Go over handouts first. Review three types of learning activities and grades for each • Discuss web conference and communications • Go over the Request for Developmental Activity form

POINTS TO REMEMBER:

• Take time to answer questions of students and explain each portion of the interim period fully


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Jeri Mihalic Match Students and Mentors

• Explain the matching process and how mentors and students were paired.

• Pair students and mentors. Give time for them to talk with one another and get situated.


Christy McCormick Introduce DLS #1 Tasks during DLS #1:

• Assignment list and due dates • Required forms (self-assessment, IDP, RDA, and

monthly report) • Required and Recommended E-Courses – If you’ve

completed these e-courses, you are set; you will upload your certificates to the FMLP site

• Developmental Activity • Independent Study • Web Conferences – Introduction to web

conferencing software Student-Mentor Exercise: Reviewing the web conferencing software. (Christy McCormick)

Presentation, PowerPoint, Laptops

30 min.

Christy McCormick Student E-Portfolio Website

• Introduce Student E-Portfolio and go through the navigation of the website.

• Hand out user name and password cards to students and mentors.

Student-Mentor Exercise: Reviewing the e-portfolio website together.

Discussion, Laptops

30 min.


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SESSION TITLE: One-Minute Paper, Conclusion of Day INSTRUCTORS/SPEAKER: Betsy Dodson SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to:




TRAINING AIDS:


• One-Minute Paper handout

FACILITATOR NOTES: This session serves multiple purposes. It:

• Helps learners to reflect on and reinforce information from the second objective. • Provides chance to clarify information, ensure objectives are being met, and shape


POINTS TO REMEMBER: While this session will serve as an evaluation of the day’s events and provide feedback to the facilitators, it also should be used to review and reinforce the course content learned.

• Facilitators should also provide a brief synopsis of what will be covered the next day.


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Betsy Dodson One-Minute Paper Introduce activity and purpose. Give one minute to jot down ideas about (see PPT):



5 min.

Betsy Dodson Review Course Objectives, Homework, and What to Expect

• Review course content accomplished. • Review homework assignments.

- Review self-assessment for tomorrow. • Review Thursday evening activities and logistics.

- Mentors and students can meet for dinner; open night.

• Review Friday morning activities and logistics. - Mentors and students will continue to meet and

plan DLS #1 activities (self-assessment, IDP, developmental activity ideas).

- Course completion and the beginning of DLS#1.



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Chapter Six: Course Lesson Plans Friday, May 8th, 2009

Objective #5: Personal development goals and training and education opportunities

Objective #6: Developing a working relationship with a mentor

• Personal Development Goals – Mentor and Student Meetings

Course Evaluation, Closing, and Start of DLS#1


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SESSION TITLE: Introduction to Objectives Five and Six – Personal Development Goals and Establishing a Mentor-Student Relationship

INSTRUCTORS/SPEAKERS: Jeri Mihalic SESSION LENGTH: 30 minutes COURSE OBJECTIVES:

• Objective #5: Identify personal development goals and training and education opportunities to meet those goals.

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

OBJECTIVES: At the end of this session, students should be able to:

• Understand the concepts of mentoring and its importance in the success of each individual student.

• Describe three key points in the mentor/student contract that they develop with their mentors.

• Be provided an introduction to the flow of the day. TRAINING AIDS:

• None HANDOUTS:

• Objective #5 and #6 Introduction Sheet (In Student Workbook) • Mentor-Student Contract (In Student Workbook) • Mentor-Student Task List (In Student Workbook)

FACILITATOR NOTES: The purpose of this session is to set the stage for the rest of the day, which will be based on allowing the students and mentors to continue to develop their plans for the six-month Interim #1 period. This session shifts the course from material being presented to the learner in a structured way to the opportunity for the learners to construct their own learning events to fit the needs identified from their self-assessments. The flow of the session should be as follows:

• Introduce the concepts of lifelong learning and self-directed learning. • Introduce the flow of the remainder of the day. • Discuss the importance of the mentor/student relationship.

POINTS TO REMEMBER:

• Friday morning is meant to have a collaborative workshop feel. • The relationship built between the mentors and their protégés is the most important

aspect of the workshop. As such, the majority of the time after this session should be allotted to the mentors and protégés working together collaboratively.


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Jeri Mihalic Introduction to Objectives Five and Six – Personal Development Goals and How to Meet Them Quote to introduce Objective #5: "We must be the change we wish to see in the world." - Mahatma Gandhi Quote to introduce Objective #6: “A leader is one who knows the way, goes the way, and shows the way.” - John C. Maxwell

Presentation 5 min.

Jeri Mihalic Tools for Mentor/Student Pairing Success Mentor-Student Contract

• Hand out contract; explain that they should think about it, add their specific items, sign them, and return a copy per pair to us by end of morning.

• Can be used as a tool throughout the FMLP program.

Mentor-Student Task List

• Also review task list in student and mentor materials. Included here to help them in their planning.


Jeri Mihalic Getting Help along the Way – The Final Stretch

• Introduce resources available (in brief) • Introduce the schedule for the rest of the day



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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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SESSION TITLE: Personal Development Goals – Mentor and Student Meetings

INSTRUCTORS/SPEAKERS: Betsy Dodson, Steve Wolter SESSION LENGTH: 2 hours, 30 minutes COURSE OBJECTIVES:

• Objective #5: Identify personal development goals and training and education opportunities to meet those goals.

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

OBJECTIVES: At the end of this session, participants should be able to:

• Apply the concepts and goals of the mentoring program. • Meet with their mentor. • Establish a plan of communication with their mentor. • Agree with their mentor on a Student-Mentor Contract. • Review their self-assessment with their mentor. • Begin work on their individual development plan with their mentor.

TRAINING AIDS:

• Self-Assessment (In Student Workbook) • Individual Development Plan (IDP) (In Student Workbook) • Facility Manager Competencies document (In Student Workbook) • Request for Developmental Activity (RDA) form and samples (In Student Workbook)

HANDOUTS:

• Student Exercise – Getting to Know your Mentor (In Student Workbook) • Student-Mentor Contract (refer back to this in your pairs) (In Student Workbook) • Student-Mentor Task List (refer back to this in your pairs) (In Student Workbook)


• Should reinforce the overall goals of the mentoring program. • Will allow the students and mentors an opportunity to become better acquainted and

used to working with one another. • Begins the mentor/protégé planning process for Distributed Learning Session #1.


• Outline goals of mentoring program. • Allow ample time for Mentor-Student meetings.


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POINTS TO REMEMBER: • Tell them the students and mentors will be brought back together halfway through the

session at a particular time to check their progress and again at the end of the session. • The pairs may initially feel uncomfortable in the beginning conversation. The facilitators

should be aware of this and assist as needed. • Timing should be flexible on this session.


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Betsy Dodson Introduce Student-Mentor Communication Plan Student Exercise: Getting to Know Your Mentor

• Explain that Interim #1 will be an intense time; also a time when students and mentors need to work as closely as possible to ensure tasks are being completed, projects are up to par, and students have a resource / go-to person with subject matter expertise.

• Work through Communication Plan in pairs (5-10 minutes).

• Ask student/mentor pairs to share their ideas with large group.

• Finish by linking this to the contract; may want to add language about communication to contract.


Betsy Dodson The Self-Assessment and Individual Development Plan (IDP) Process Purpose

• Overview of how to do self-assessment and IDP; focus on importance of completing it and how to use it over time

• Review self-assessment with mentor (briefly) • Begin IDP draft with mentor

Presentation, Workshop

1 hr., 15 min.


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CONTENT METHOD TIME Steve Wolter Introduce Request for Developmental Activity

• Outline the main goals of the RDA and how it fits with the IDP and self-assessment

Discuss the developmental activity write-up.

• What makes a good developmental activity write-up? Provide samples, a template to follow in writing the report, etc.

• Small group work with mentors: Review developmental activity samples. Discuss what feedback the mentors might give and how the write-ups could be improved.

• Peer review of developmental activity reports.

Presentation, Discussion

1 hr.


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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 Interim 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 interim 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 Interim #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 like 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 him or her 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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SESSION TITLE: Course Evaluation, Closing, and DLS #1 INSTRUCTORS/SPEAKERS: Betsy Dodson, Steve Wolter SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to:

• Understand that this is only the beginning of a rigorous, year-long program that will require their attention, interest, and energy to be successful.

• Describe what their next tasks are and with whom to talk for help. TRAINING AIDS:

• Advice from the FMLP class of 2008-2009

HANDOUTS: • Course Evaluations (Handout) • Mentor Workshop Evaluations (Handout) • Continuing Education Unit (CEU) Certificates (Handouts)

FACILITATOR NOTES: The main purposes of this session are:

• To wrap up the week and provide a “send-off” for the students to begin their Interim #1 work.

• To receive feedback from mentors and students alike as to how the course and mentor workshop could be improved.

POINTS TO REMEMBER:

• This should be a celebration of completion, but it should also build the idea that this is the beginning. They have a long way to go and will have many amazing experiences over the course of the year if they approach it with interest, perseverance, and effort.

• Remind them that we are here for them; if at any time they need help with something, they have a network of people with whom they can talk, including the other students, their mentors, the course coordinators and managers, and the Eppley Institute staff. We are pulling for their success in this program.

• Highlight the importance of receiving their honest feedback. Collect the evaluations they have been filling out for the instructors during the week, and ask them to fill out the final course evaluation.


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Betsy Dodson Discuss Next Steps

• Reiterate that this is just the beginning; they have a lot of work to do during the first interim period.

• As students and with their mentors, encourage them to continue developing relationships with one another. The web conferences will help with that, but they should also do their best to work through their problems together.


Betsy Dodson Provide Course Summary and Evaluation Course Conclusion/Course Evaluation

• Thank students for participation. • Hand out course evaluations and mentor workshop

evaluations.

Presentation, Course Eval., Mentor Eval.

10 min.

Betsy Dodson, Steve Wolter CEU Certificate Presentation and pens for mentors and students

CEU Certificates

10 min.


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Chapter Seven: Mentor Workshop Lesson Plans Thursday, May 7th, 2009

Mentor Workshop Agenda

Lesson Plans


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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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SESSION TITLE: Introduction to Mentoring an FMLP Student INSTRUCTORS/SPEAKERS: Course Coordinators, John Chekan SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to:

• Understand the importance of mentoring from a WASO perspective • Assimilate information and advice given by a current mentor

TRAINING AIDS:

• None

HANDOUTS: • None


• Introduces the mentors to each other • Provides the WASO perspective of mentoring an FMLP student and the importance of

the FMLP program The flow of the session should be as follows:

• Dale should talk to the mentors in an informal way • Michele should follow up by providing “stories from the trenches”

POINTS TO REMEMBER:

• Allow for questions from the mentor group


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CONTENT:

CONTENT METHOD TIME Corse Coordinators Introduction of the mentors

• Have each mentor introduce themselves, park • Why do you want to be a mentor in this program?

How meaningful is a mentor in the FMLP? • Reiterate that this is an intensive program • To have an individual as an advisor will increase the

success of the individual in the program


John Chekan Stories from the Trenches A Year in the Life of a Mentor

• The Positives, the Negatives, The Pitfalls, The Successes

• Advice from one mentor to another



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SESSION TITLE: Getting to Know the Facility Manager Leaders Program Class of ‘09-‘10

INSTRUCTORS/SPEAKERS: Christy McCormick/Jeri Mihalic SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to:

• Articulate the objectives for the day • Be introduced to the FMLP class via Student bios and a short film • Be introduced to the year-long course of study, focusing on Principles of Asset

Management

TRAINING AIDS: • Computer with DVD Player • Speakers

HANDOUTS: • Student Bios (In Mentor Workbook) • Student Manuals to share • Abbreviated Syllabi from each of the courses to date including a draft one from

Capstone? • Mentor Workbook


• Provides an outline for the day • Introduces the mentors to the class • Provides an introduction to the year-long course of study


• Have mentors take out their workbooks and review the session • Begin with the short introductory film • Talk about the students in the class of ’09-‘10 • Highlight the year-long course of study for the group

POINTS TO REMEMBER:

• Allow for questions from the mentor group and keep it informal


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Christy McCormick Introduction to the Day and short film

• Introduce Jeri and Christy to the group • Review mentor workbook and agenda for the day • Play the Introductory film


Jeri Mihalic Students and Bios Provide mentors with the student bios

• Where they are all from (generally) • Rigorous application process • May be overwhelmed by the amount of work

expected by the program


Christy McCormick The FMLP Course of Study

• Provide mentors with the syllabi for all the courses • Talk about the course of study in general terms as

they apply to requirements, rigor, etc



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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.


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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 Interim #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 displayed 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:


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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. Interim #1 was designed to provide certain foundational elements, such as the required e-courses, which will aid in the success in 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, 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 in the day-to-day

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

improvement

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


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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


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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 an AWP for the park.

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

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

• Informal Visitor Contact – 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 at Channel Islands National Park.

• 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.


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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


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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


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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


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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 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 Class Participation 100 AFMP Total Points 950


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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 a 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 of 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).

Course Requirements: Subject to Change

October Discussion Topic 10 October Monthly Report 50 November Discussion Topic 10 November Webcast 50 November Monthly Report 50 Updated Individual Development Plan 50 Updated Self Assessment 50 Fire Extinguisher 20 December Discussion Topic 10 December Webcast 50 December Monthly Report 50 Request for Developmental Activity 75 IPPM Class 100


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Osha Topics 50

January Webcast 50 January Discussion Topic 10 January Monthly Report 50 February Webcast 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 Webcast 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


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Capstone Capstone is the final course in a series of a five-part, year-long course of study. This one week course will focus on specific competencies that future leaders in Facility Management need to develop. The Capstone course will give the students an opportunity to learn and practice elements such as the following:

• Cultural and Natural Resource Issues as presented from the WASO perspective and their impact on the field of facility management.

• Behavioral benchmarks for leading an organization or division • Implications of political realities and their impact on facility management and the NPS as

a whole • Identify elements that make up a profession and apply them to facility management • Create a leadership team toolkit • Demonstrate new knowledge gained as a result of the Facility Manager Leaders

Program 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. Unit One Objective: 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 Recreational Fees Program and the Facility Management Division

• Articulate the relationship between the Repair/Rehabilitation Program and the Facility Management Division

• Articulate the perspective of Federal Highways and NPS Roads as they apply to Facility Management

• Articulate Cultural Resource issues as they apply to facility management from a WASO perspective.

• Articulate Natural Resource issues as they apply to facility management from a WASO perspective.

Unit Two Objective: 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 of this case

study • Articulate how they can apply resources, such as the 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


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• Design a plan that links leadership behavioral benchmarks to specific developmental experiences.

• Articulate the steps one can take to become a leader • Define “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 how requests to the House Appropriations committee are handled Unit Three Objective: 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.

• Explain how political realities articulated at the national level impact employees and programs at the park level.

Unit Four Objective: 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.

Unit Five Objective: 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. Unit Six Objective: 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 Course Requirements: My "Day on the Hill" worksheet 50 Poster Presentation 140 Portfolio 200

Class Participation 100 Capstone Total Points 490


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SESSION TITLE: Introduction to Mentoring INSTRUCTORS/SPEAKERS: Christy McCormick SESSION LENGTH: 45 minutes OBJECTIVES: At the end of this session, students should be able to:

• Be introduced to the critical skills necessary to help mentor protégés as an effective for improving individual and team performance

• To provide an understanding of the mentoring process as it applies to a life cycle model, including the basic principles of mentoring programs in order to achieve an effective mentor-protégé relationship

• Select and use appropriate mentoring techniques and skills • To provide the participants with an understanding of the differences between mentoring,

coaching, and supervising.

TRAINING AIDS: • Flipchart • PPT

HANDOUTS: • Establishing a Mentoring Culture (In Mentor Manual) • Hallmarks of Mentoring (In Mentor Manual) • Famous Mentor-Protégé Pairings (In Mentor Manual)


• Allows the mentors to explore the role of mentoring The flow of the session should be as follows:

• Origin of the word mentor • General concepts of mentoring

POINTS TO REMEMBER:

• Keep the session general and factual


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CONTENT METHOD TIME

Christy McCormick What is Mentoring?

• Origin of the word from Homer’s Iliad • What does it really mean?

Ask the mentors to share their thoughts. Record these on a flipchart. Ensure that these thoughts are included: Role Model, Advisor, Committed to the protégé, not in it for personal gain

• Hallmarks of Mentoring Point mentors to Hallmarks of Mentoring in Mentor Manual

• Mentor-Protégé Quiz

Lecture Flipchart Class discussion PPT

30 min


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Student Manual Information – 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 are 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 experience, 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 mentees, and mentees 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 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”


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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


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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. 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.


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• 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/


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ANSWER KEY: FAMOUS MENTOR-PROTÉGÉ PAIRINGS Maya Angelou mentor to Oprah Winfrey

Isaac Asimov mentor to Gene Roddenberry

Buddy Baker mentor to Ryan Newman

Johnny Carson mentor to Jay Leno

Francis Ford Coppola mentor to George Lucas

Walter Cronkite mentor to Dan Rather

Professor Dumbledore mentor to Harry Potter

Ralph Waldo Emerson mentor to Henry David Thoreau

Jerry Garcia mentor to Carlos Santana

Oliver Wendell Holmes, Jr. mentor to Alger Hiss

Hubert Humphrey mentor to Walter Frederick Mondale

Freddie Laker mentor to Richard Branson

Ellis Marsalis, Jr. mentor to Harry Connick, Jr.

Hunter S. Thompson mentor to Warren Zevon

Mike Wallace mentor to Barbara Walters


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SESSION TITLE: B reakout: Y our S tudent’s S elf-As s es s ment and Individual Development P lan

INSTRUCTORS/SPEAKERS: Jeri Mihalic SESSION LENGTH: 1 hour OBJECTIVES: At the end of this session, students should be able to:

• Be introduced to the Facility Manager Competencies • Complete a Self-Assessment as a practice for assisting the students in completing their

Self-Assessments • Complete an Individual Development Plan as a practice for assisting the students in

completing their Self-Assessments

TRAINING AIDS: • Flipchart

HANDOUTS: • Facility Manager Competencies • FMLP WOFO Guide • Blank Self-Assessment Forms (In Mentor Manual) • Introduction to the Self-Assessment


• Introduces (or reinforces) the Facility Manager Competency Guide • Allows the mentors to practice with a self-assessment • Allows the mentors to practice with an IDP


• Introduce all the tools, checking for confusion • Break the mentors into groups of four (counting off) • First on their own, have them fill out a self-assessment. How well they measure their

own abilities will help them to advise the students. POINTS TO REMEMBER:

• The introduction and instructions should be kept brief, giving the mentors time to work with the tools and present their findings.

• How well they measure their own abilities will help them to advise the students and have them “walk a mile in their protégé’s shoes”


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Jeri Mihalic • Introduction to the Self-Assessment and the IDP

-First assignment for protégé and mentor, so the protégé will be looking to the mentor for advice -Critical that the mentor is familiar with the competency document

• What is the Self-Assessment and what does it

do? -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.

• What is the Individual Development Plan (IDP)? - The IDP is used to create a learning plan based on these competency gaps; can be used for courses, e-courses, book critiques, developmental activities, and other learning opportunities.

• How to use the Facility Manager Competencies and FMLP WOFO to Guide the Development of the Self-Assessment and IDP -The competency document is the main resource and the divisions in the Self-Assessment mirror the meta-competencies. -The WOFO guide provides additional information, especially important when the student is on their own.

Lecture PPT

30 min


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Jeri Mihalic • Activity: Practicing On Yourselves!

-Break mentors into groups of 4 by counting off. Introduce Activity before they go. -Individually, the mentors should spend about 10 minutes working on their own self-assessments -The mentors should then get with their groups to discuss their own

Activity 45 min


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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? DEBRIEF POINT: Your students will all probably approach this differently and may have a difficult time with this exercise (either over or underestimating their competency in a certain area)

• How did you approach the IDP process individually and how much did that vary with the rest of the group? DEBRIEF POINT: Empathize with the students

• As a mentor how would you “council” the other members of your group to make the

process better? DEBRIEF POINT: As peers, this process may be somewhat uncomfortable, but it is meant to get you as mentors open to new ideas and comfortable with the process.

• Based on the other members of the group, what other activities would you recommend in an Individual Development Plan? DEBRIEF POINT: This exercise was meant not only to put yourself in your protégé’s shoes, but to give you a chance to practice for the next day’s meetings with your protégé.


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SESSION TITLE: B reakout – Y our S tudent’s R eques t for Developmental Ac tivity (R DA)

INSTRUCTORS/SPEAKERS: Christy McCormick SESSION LENGTH: 1 hour OBJECTIVES: At the end of this session, participants should be able to:

• Critique Requests for Developmental Activities and provide advice to protégés. TRAINING AIDS:

• None HANDOUTS:

• RDA form (In Mentor Manual) • Sample RDAs (In Mentor Manual) • SMART Handout (In Mentor Manual)

FACILITATOR NOTES: • This is a highly interactive activity. The focus should be on the mentors having

sufficient time to practice with sample RDAs. POINTS TO REMEMBER: During this session, emphasize that:

• You will be a part of a committee that reviews RDAs for accuracy, relevancy to self-assessment , as well as how realistic the time frame and scope of the activity is


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Christy McCormick What is a Request for Developmental Activity? -Review the Developmental Activity and the concept behind it -The RDA has been developed as a way to design and record specific student learning experiences. These will be used to plan the interim projects. Mentors will monitor student learning and recommend strategies and changes to the students of the FMLP -Review a Sample Developmental Activity and the write-up -What is the mentor’s role in the Developmental Activity process?

Lecture 10 Min.

How to approach reviewing an RDA: General 1) Scope of assignments Has the student developed a reasonably (appropriately) sized project (Is there too much identified to be completed in the time frame allowed? Is there too little identified, is the project too small?) 2) SMART approach – set up and documentation

Specific, Measurable, Attainable, Realistic, Time oriented [criteria for goal setting and forecasting the learning in RDAs]

SMART Handout (in Mentor Manual) Specific resources 3) Workforce Development guide 4) Job Competencies guide Note: Make sure you check to see whether more than one competencies is involved

Lecture 10 min


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CONTENT METHOD TIME Can This RDA Be Saved?

-Divide the mentors into 4 or 5 groups. Give each group an RDA to review. After discussion, have a representative report to the group.

Activity 25 min


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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.


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NPS FMLP Request for Developmental Activity EMPLOYEE INFORMATION 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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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.

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

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.

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

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.

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

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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Ensure that park staff is trained in emergency procedures.

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

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.

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

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.

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

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


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

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

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.

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

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

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

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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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


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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.

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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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`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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SESSION TITLE: Tips of the Trade: Mentoring Techniques and Keeping the Enthusiasm Alive

INSTRUCTORS/SPEAKERS: Christy McCormick SESSION LENGTH: 45 minutes OBJECTIVES: At the end of this session, students should be able to:

• Practice effective mentoring techniques such as active listening and effective communication skills

• Understand the support groups available to mentors TRAINING AIDS:

• None. HANDOUTS:

• How Would You Respond (Mentor Manual) • Receiving and Giving Feedback (Bookmark Handout)

FACILITATOR NOTES: POINTS TO REMEMBER:


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CONTENT: CCONTENT METHOD TIME

Christy McCormick Brainstorming Possible Mentor-Protégé “Issues”

• Talk to group about some of the pitfalls that have occurred during the year

• Preparing for these possible problems in advance is the key

• Use each other as a support group Activity

• Split group into triads (have the mentors get into a group that they haven’t been in before)

• Refer to scenarios in Mentor Guide to each triad • After several minutes have each group report out to

the group at large.

Lecture Activity

45 min


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SESSION TITLE: FMLP Program Tools and Document Review INSTRUCTORS/SPEAKERS: Christy McCormick SESSION LENGTH: 45 minutes OBJECTIVES: At the end of this session, students should be able to: Review all the documents for DLS #1 TRAINING AIDS: None. HANDOUTS: Review documents in the Mentor Manual FACILITATOR NOTES: POINTS TO REMEMBER:


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CONTENT: CONTENT METHOD TIME Christy McCormick Review Documents and Assignments for DLS#1

• Review documents • Focus on the time issue (the students should

hand in their materials to you and give you sufficient time to review.)

• It is up to you as a mentor to keep the student on track in getting assignments in on time

• Review of website will take place later in the day

Lecture Activity 40 min

• Closing comments, including: • Friday schedule of events • Social information – Where, when, etc.

5 min.


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CONTENT METHOD TIME Instructions: Using a pen or pencil, write a question on an index card, hold onto the card until further directions are given. Questions should be about something you have wondered or wanted to know the answer to. Your question will become public in this activity so be sure that it is “shareable.” Examples: What is a favorite childhood memory? What makes a great meal? What is the best “super power” and why? Where is a great vacation spot and why? Note: Be sure that mentors and protégés are mixing together. Instructors participate in a separate group. Activity: Find a partner and stand across from them, say hello and exchange names if you do not know one another. Ask your question to your partner and listen to the response. Now answer the question your partner poses to you. Ask any additional questions that occur to you as you listen. Once you are done trade cards with your partner, thank your partner, and find a new person to partner with. Greet your new partner. Using the card you now have, ask your new partner your new question. Let your partner ask you their question, listen and ask questions. Trade cards when you are finished, find a new partner, and so on…+ Rounds: Play 3-5 depending on the receptivity of the group.

Instructor-Led Activity

20 min.