PRINCIPLES OF ASSET MANAGEMENT Instructor Manualeppley.org/wp-content/uploads/uploads/file/62/...The Principles of Asset Management course is the first course in the Facility Manager

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: Dan Blackwell National Park Service Dave Bubac National Park Service Jim Cagle National Park Service Betsy Dodson National Park Service Bill Ellis National Park Service Tim Harvey National Park Service Steve Hastings National Park Service Ben Hawkins National Park Service Kip Hagen National Park Service Tim Hudson National Park Service Mike LeBorgne National Park Service Don Mannel National Park Service Jeri Mihalic National Park Service Michele Proce National Park Service Kris Provenzano National Park Service Brian Strack National Park Service Dale Wilking National Park Service The following individuals contributed to the course development or instruction of the Principles of Asset Management course: Matthew Berry Eppley Institute Kelsey Blake Eppley Institute Catherine Hall Eppley Institute Amy Lorek Eppley Institute Christy McCormick Eppley Institute Polly Nuest Eppley Institute Emily Symonds Eppley Institute Katie Turk Eppley Institute Christie Wahlert 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 2007, the Trustees of Indiana University on behalf of the Eppley Institute for Parks and Public Lands

Table of Contents Course Agenda ........................................................................................................................... Chapter One .............................................................................................................................. 1

Introduction to the Course ...................................................................................................... 2 Course Objectives .................................................................................................................. 4 Instructor Resources ............................................................................................................... 5 Instructional Methods .............................................................................................................. 6

Chapter Two: Course Lesson Plans ..................................................................................... 10 SESSION TITLE: Course Introduction and the Future of Facility Management .................... 11 SESSION TITLE: Introduction to Objective One – The Changing Role and Guiding Principles

of Facility Management in the NPS ............................................................................... 18 SESSION TITLE: Revisiting the Past – History and Evolution of the Facility Management

Mission in the NPS ........................................................................................................ 21 SESSION TITLE: Facility Management Today – The Guiding Principles of Facility

Management in the NPS ............................................................................................... 35 SESSION TITLE: Professional Development: Introduction to the Facility Manager

Competencies and Lifelong Learning ............................................................................ 48 SESSION TITLE: One-Minute Paper and Conclusion of Day ............................................... 55 SESSION TITLE: Teamwork and Getting to Know the FMLP Team .................................... 57

Chapter Three: Course Lesson Plans .................................................................................. 61 SESSION TITLE: Introduction to Objective Two – Understand the Application of Asset

Management Principles in your Park and the NPS ........................................................ 62 SESSION TITLE: Student Park Asset Presentations............................................................ 64 SESSION TITLE: Asset Management Principles – Asset Management and Condition

Assessment ................................................................................................................... 67 SESSION TITLE: Asset Management Principles – Life Cycle Management and Operations

and Maintenance Procedures ........................................................................................ 79 SESSION TITLE: Facilitating a Meeting ............................................................................... 93 SESSION TITLE: One-Minute Paper and Conclusion of Day ............................................... 99

Chapter Four: Course Lesson Plans .................................................................................. 101 SESSION TITLE: Field Exercise to Jefferson National Expansion Memorial ..................... 102 SESSION TITLE: Leadership/Manager Toolkit ................................................................... 107 SESSION TITLE: Asset Management Principles – Property and Structure Ownership ...... 109 SESSION TITLE: Asset Management Principles – Tools for Park Planning and Procedures

.................................................................................................................................... 124 SESSION TITLE: Tips of the Trade: Professional Development, Part 2 – Public Speaking135 SESSION TITLE: One-Minute Paper and Conclusion of Day ............................................. 141

Chapter Five: Course Lesson Plans ................................................................................... 143 SESSION TITLE: Introduction to Objective Three – The Leadership Role of Facility

Management in the NPS ............................................................................................. 144 SESSION TITLE: Developing your Leadership Skills ......................................................... 148

SESSION TITLE: Understanding Leadership Levels of Facility Management in the NPS – Panel Discussion ......................................................................................................... 150

SESSION TITLE: Objective Four: Introduction to Interim #1 .............................................. 156 SESSION TITLE: One-Minute Paper and Focus Group, Conclusion of Day ...................... 158

Chapter Six: Course Lesson Plans ..................................................................................... 160 SESSION TITLE: Introduction to Objectives Five and Six – Personal Development Goals

and Establishing a Mentor-Student Relationship ......................................................... 161 SESSION TITLE: Personal Development Goals – Mentor and Student Meetings .............. 169 SESSION TITLE: Course Evaluation, Closing, and Start of Interim #1 ............................... 173

Chapter Seven: Mentor Workshop Lesson Plans .............................................................. 175 Mentor Workshop Agenda .................................................................................................. 176 SESSION TITLE: Introduction to Mentoring an FMLP Student ........................................... 177 SESSION TITLE: Getting to Know the Facility Manager Leaders Program Class of 07-08 179 SESSION TITLE: Introduction to Mentoring ....................................................................... 190 SESSION TITLE: Breakout:Your Student’s Self-Assessment and Individual Development

Plan ............................................................................................................................. 197 SESSION TITLE: Breakout – Your Student’s Request for Developmental Activity (RDA) .. 201 SESSION TITLE: Tips of the Trade: Mentoring Techniques and Keeping the Enthusiasm

Alive ............................................................................................................................. 211 SESSION TITLE: FMLP Program Tools and Document Review ........................................ 213

Course Agenda

Monday, April 16th, 2007 Time Session Guest Speaker(s) 8:00-10:00 am Course Introduction and the Future of Facility Peggy O’Dell Management Dale Wilking Course Coordinators 10:10-10:45 am Introduction to Objective One – The Changing Role Betsy Dodson

and Guiding Principles of Facility Management in the NPS

10:45 am-12:00 pm Revisiting the Past – History and Evolution of the Brian Strack

Facility Management Mission in the NPS 12:00-1:00 pm Lunch 1:00-2:15 pm Facility Management Today – The Guiding Tim Harvey

Principles of Facility Management in the NPS Don Mannel

2:30-3:45 pm Professional Development: Introduction to the Christy McCormick Facility Manager Competencies and Lifelong Learning

3:45-4:00 pm One-Minute Paper Christy McCormick 5:30-6:30 pm Teamwork and Getting to Know the FMLP Team Betsy Dodson

Jeri Mihalic Tuesday, April 17th, 2007 Time Session Guest Speaker(s) 8:00-8:15 am Introduction to Objective Two – Understand the Betsy Dodson

Application of Asset Management Principles in your Park and the NPS

8:15-11:30 am Student Presentations Jeri Mihalic

Students 11:30 am-12:30 pm Lunch 12:30-1:30 pm Asset Management Principles – Asset Dave Bubac

Management and Condition Assessment 1:45-3:30 pm Asset Management Principles – Life Cycle Steve Wolter

Management and Operations and Maintenance James Cagle Procedures

3:45-4:30 pm Tips of the Trade: Professional Development, Part 1 Betsy Dodson Facilitating a Meeting Christy McCormick 4:30-4:45 pm One-Minute Paper Christy McCormick

Wednesday, April 18th, 2007 Time Session Guest Speaker(s) 7:00-10:00 am Field Exercise to Jefferson National Expansion Dave Bubac

Memorial 10:00-11:30 am Leadership/Manager Toolkit Steve Wolter 11:30 am-1:00 pm Lunch 1:00-2:30 pm Asset Management Principles – Kris Provenzano

Property and Structure Ownership Mike LeBorgne 2:45-3:30 pm Asset Management Principles – Tools for Don Mannel

Park Planning and Procedures 3:30-4:30 pm Tips of the Trade: Professional Development, Part 2 Bill Ellis Public Speaking Steve Wolter 4:30-4:45 pm One-Minute Paper Christy McCormick Steve Wolter 6:00-8:00 pm Evening Event – Mentor and Student Mixer, Dinner Thursday, April 19th, 2007 Time Session Guest Speaker(s) 7:00-8:00 am Breakfast – Mentor/Student Informal Meet and Greet 8:00-8:30 am Introduction to Objective Three – The Leadership Betsy Dodson

Role of Facility Management in the NPS 8:30 am-12:00 pm Developing Your Leadership Skills Steve Wolter 12:00-1:00 pm Lunch – Mentor/Student Informal Meet and Greet 1:00-2:30 pm Understanding Leadership Levels of Facility Panel–National:

Management in the NPS – Panel Discussion Mike LeBorgne, Michele Proce Regional: Ben Hawkins,

Tim Hudson Park: Don Mannel, Kip Hagen

2:45-4:00 pm Objective Four: Introduction to Interim #1 Course Coordinators

Christy McCormick 4:00-4:30 pm One-Minute Paper and Focus Group Christy McCormick 6:00-7:30 pm Dinner – Mentor/Student Informal Meet and Greet

Friday, April 20th, 2007 Time Session Guest Speaker(s) 8:00-8:30 am Introduction to Objectives Five and Six – Personal Jeri Mihalic

Development Goals 8:30-11:15 am Personal Development Goals – Betsy Dodson

Mentor and Student Meetings Steve Wolter 11:15 am-12:00 pm Course Evaluation, Closing, and Start of Interim #1 Betsy Dodson Steve Wolter

Principles of Asset Management – Instructor Manual

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Chapter One

Principles of Asset Management

Introduction to the Course Course Objectives Instructor Resources Instructional Methods


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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


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

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


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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 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.


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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.

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 the 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.


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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.

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

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.


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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 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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Chapter Two: Course Lesson Plans Monday, April 16th, 2007

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

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

• Facility Management Today – The Guiding Principles of Facility Management in the NPS

Professional Development: Introduction to the Facility Manager Competencies and Lifelong Learning One-Minute Paper Teamwork and Getting to Know the FMLP Team


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SESSION TITLE: Course Introduction and the Future of Facility Management INSTRUCTORS/SPEAKERS: Peggy O’Dell, Dale Wilking, 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:

• Welcome to the Facility Manager Leaders Program (FMLP) • Principles of Asset Management: Introduction and Overview to the Course • Course Agenda • Welcome to St. Louis • Instructor and Session Evaluation • Walter Reed Hospital Case Study

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: 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 specific sessions and instructors.

Presentation, Handout

5 min.

Peggy O’Dell Welcome from Jefferson National Expansion Memorial Superintendent

Presentation 20 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

30 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 – Jed Davis.

Describe overall purpose and objectives of course.

• Have students refer to handout. Also refer to PPT.

Presentation, PowerPoint, Handout

10 min.

Dale Wilking 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 • Accountability to the public, Congress, your

employees • Political realities



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CONTENT METHOD TIME 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."


April 2007 18

SESSION TITLE: Introduction to Objective One – The Changing Role and Guiding Principles of Facility Management in the NPS INSTRUCTORS/SPEAKERS: Betsy Dodson SESSION LENGTH: 25 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 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. • 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.


April 2007 19


April 2007 20


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

20 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

Presentation 5 min.


April 2007 21

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 • Student Exercise: A Mission and Vision for Allercise: • Student Exercise: An Introduction to NPS Policies • Student Exercise: The Historical Timeline – Changes in the Role of Facility

Management • Student Exercise: Key Documents – Serving as Sources of Change

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.

• 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.


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• 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.


April 2007 23


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.


April 2007 24

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.


April 2007 25

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.


April 2007 26

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 that 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.


April 2007 27

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 waterbody 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; 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.


April 2007 28

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.


April 2007 29

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 ParkYour 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?


April 2007 32

An Introduction to NPS Policies Worksheet Case Study #_______

Decision / Recommendation Policy Reference: Policy # and Title


April 2007 33

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

• Select 11 volunteers from the group. Have them come to the front of the class.

• 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?


April 2007 34

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


April 2007 35

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:

• The student will 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 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, or 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 management in the NPS. Any examples should also be linked directly back to this goal


April 2007 36

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.


April 2007 37


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.


April 2007 38

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 Mainella Video Presentations to Appropriations Subcommittee, Discussion

30 min.


April 2007 39

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.


April 2007 40

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 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 Mainella, 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


April 2007 42

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. 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


April 2007 43

procedures or re-engineer their services to enhance their prospects of prevailing in a competitive sourcing review. 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, classify and determine which activities are essential and must do. 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

Figure 2: Core Operations Workshop Process

Prepare 5-year Budget Cost Projection (prior to workshop) Step 1

Wrap up, 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)


April 2007 46

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 that a 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


April 2007 47

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.


April 2007 48

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 • Individual Development Plan (IDP) • Request for Developmental Activity (RDA) Form • Sample Self-Assessments • Sample IDPs

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 the 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.

POINTS TO REMEMBER:

• Refer them to page numbers in the WOFO FMLP guide


April 2007 49


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



April 2007 50

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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Professional Development – STUDENT WORKBOOK INFORMATION

Sample Self-Assessment and Individual Development Plan (IDP) Sample Self-Assessment I. Asset Management

No Skill

Conceptual Experienced Expert Guru

A. Planning and Procedures x B. Property and Structure Ownership x C. Life Cycle Management x D. Inventory and Condition Assessment x II. Operations and Maintenance

No Skill


A. Service Scheduling, Performance, and Tracking x B. Facility Management Software x C. Health, Safety, and Environmental Factors x D. Emergency Preparedness x III. Project Management

No Skill


A. Project Management x B. Programming and Design x C. Construction and Relocations x IV. Resource Stewardship

No Skill


A. Cultural Resources x B. Natural Resources x C. Environmental Stewardship x V. Business Management

No Skill


A. Plan and Organize the Facility Function x B. Budget and Finance x C. Assessment and Innovation x D. Human Resource Management x E. Technology x VI. Supervision and Leadership

No Skill


A. Leading Change x B. Leading People x C. Results Driven x D. Business Acumen x E. Building Coalitions and Communications x


April 2007 53

Sample Individual Development Plan (IDP)

EMPLOYEE NAME:

PRESENT TITLE, SERIES, GRADE: WG/10/05

COMPETENCY GOAL ACTIVITY

TARGET COMPLETION

DATE

NUMBER OF HOURS OF

T&D COMMENTS COMPLETED

DATE COST

Asset Management: Life Cycle Management

Estimate full life cycle costs in project planning and management

9/30/07

8 9/30/06 $0

Asset Management: Inventory and Condition Assessment

Ensure that condition assessments are being conducted and assist in completing them

10/4/07 20 10/6/06 $0

Operations and Maintenance: Service Scheduling, Performance, and Tracking

Assure that services are delivered through inspection, supervision, and review of work as assigned in appropriate time frames

9/30/07 5 10/6/06 $0

Operations and Maintenance: Facility Management Software

Conduct, document, and record condition assessments on constructed assets

9/15/07 20 9/15/06 $0

Project Management: Programming and Design

Complete Project Management Fundamentals e-course

10/2/07 Self Paced 10/2/06 $0

Project Management: Construction and Relocations

Complete COR online training

9/30/07 Self Paced 9/30/06 $0


April 2007 54

COMPETENCY GOAL ACTIVITY

TARGET COMPLETION

DATE

NUMBER OF HOURS OF

T&D COMMENTS COMPLETED

DATE COST

Resource Stewardship: Natural Resources

Find and read the park’s resource stewardship plan

7/28/07 5 8/4/06 $0

Business Management: Plan and Organize the Facility Function

Attend Park Strategic Planning Meeting

8/11/07 3 days 8/13/06 Park Funded

Business Management: Budget and Finance

Complete Fundamentals of Financial Management e-course through MLM

7/19/07 Self Paced 7/21/06 $0

Business Management: Human Resource Management

Plan and review for filling the Buildings and Utilities Foreman Position

09/30/07 3 Days 10/10/06 $0

Supervision and Leadership: Leading People

Conflict Management- Communication: The Key to Performance Management e-course

9/30/07 8 9/30/06 $0

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


April 2007 55

SESSION TITLE: One-Minute Paper and Conclusion of Day INSTRUCTORS/SPEAKERS: Christy McCormick SESSION LENGTH: 15 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 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.


April 2007 56


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

5 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 5 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.


April 2007 57

SESSION TITLE: Teamwork and Getting to Know the FMLP Team INSTRUCTORS/SPEAKERS: Betsy Dodson, Jeri Mihalic SESSION LENGTH: 1 hour (30 minutes for activity, 30 minutes to mingle) OBJECTIVES: At the end of this session, students should be able to:

• Recognize the members of their class and course instructors. • Recall the names and personal details of a few classmates. • Understand that there are learning opportunities with both the curriculum and people

participating in the FMLP program. TRAINING AIDS:

• None HANDOUTS:

• None FACILITATOR NOTES: The goal of this session is to:

• Build and encourage familiarity among class members and instructors. • Check the questions that are asked on the student bio sheets and be sure to

compliment but not duplicate the questions that are asked of participants. As you present the information in this session, remember the following points:

• This is a group icebreaker; as a result, the energy will be high because of the newness of the group. You can play off of the anticipation and eagerness of the group by offering a sense of playfulness and humor.

• Be patient with the pairs as they discuss the topics you present, but don’t let them linger too long. The energy will remain high as long as the pace is quick.

POINTS TO REMEMBER:

• Give instructions before participants move so that you will not be shouting details over the commotion.

• Pay attention to the time as well as participant responsiveness to the activity. Listen for conversation lulls to pick up the pace and timing of instruction.

• The progression of questions is intended to be incrementally more personal, if you change questions be sure to ask the more general ones earlier in the activity and the more personal ones later. Participants will be more inclined to participate in small progressive steps.

• Emphasize the learning portion of the activity by holding a short debrief at its conclusion.

ALTERNATE OR ENHANCEMENT:

• If using nametags during the course, ask participants to think of an interesting story about themselves and put a key word that represents that story on their nametag. Invite participants to inquire about the story when they meet someone new.


April 2007 58


Shared Pairs Activity #1: 1) Ask individuals to find a partner that they haven’t

met or talked to yet. Ask them to greet their partner and be sure to exchange names. Some individuals may need assistance in finding a partner; ask them to come to the middle of the room to find each other. Make sure everyone has a partner before beginning.

2) Ask pairs to describe to each other the most ideal meal, be sure to tell them to include beverages and dessert! (Alternate: Tell a favorite travel story, talk about a favorite hobby or leisure activity, or describe a favorite vacation spot. Why is it a favorite?).

3) Give the pairs a few minutes to talk, giving each individual a chance to speak. You can give verbal cues such as, “Make sure you switch speakers,” and, “Both of you should take a turn talking about your ideal meal (or other).”

4) Ask them to wrap up their discussions.

Activity

5 min.


April 2007 59

CONTENT METHOD TIME Shared Pairs Activity #2:

1) Instruct individuals to thank their partner and find a new partner and on the way to the new partner—ask individuals to touch something brown (green, red, yellow---you pick, but don’t make it too easy to accomplish). Give this last instruction along with the instruction to find a new partner, otherwise people will move and get loud and not hear this instruction.

2) As people are moving to the new partners, some of the last individuals may need assistance in finding the next partner; ask them to come to the middle of the room to find each other. Make sure everyone has a partner before beginning the next round.

3) For each round begin the same way. Ask each partner to introduce themselves.

4) Ask participants to describe a favorite childhood memory. (Alternate: Worst haircut/do memory). Make sure each person gets a chance to tell their story (you may need to facilitate this by giving instruction to switch speakers). When a few minutes have passed, ask participants to thank their partner and find a new partner. On the way to the new partner, shake hands with at least three people.

5) Help the last stragglers find a partner and begin the next round the same way—ask partners to exchange a greeting and names.

Activity 5 min.

Shared Pairs Activity #3:

1) Ask participants to think about unique skills that they have. Prompt them by saying things like, “Examples of these things might be knowing another language, a memorized poem, a dance step, how to fix something, etc.” Ask participants to figure out something that they know how to do that their partner does not. Now ask them to teach their partner the new thing.

2) After checking to see if both partners have taught and learned in this round, ask participants to thank their partner for teaching them something new.

Activity 5 min.


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CONTENT METHOD TIME Shared Pairs Activity #4:

1) Ask participants to find a new partner. On the way to this new partner, ask them to touch a (new) color (Alternate: touch someone with a hat, glasses, wearing boots, etc.).

2) Have participants greet each other and exchange names. (By this time they will be doing it on their own, but you can reinforce the behavior).

3) Ask the individuals to “teach this new partner what you just learned.” You will get groans and back talk, but just repeat the message and encourage them to do the best that they are able. Give them time to recall, teach, and learn in this round.

4) After some time, ask participants to tell the whole group what they learned. Have a few people share their new skill.

5) You may want to comment about interesting / diverse / unique things people had to offer.

Activity 10 min.

Conclusion

1) Finish the discussion by posing this type of statement: “Over the course of the year as an FMLP student, you will have the opportunity to learn not only the curriculum that is planned, but also the opportunity to learn from each other. This is the purpose of assembling such a highly qualified and diverse group of people in this class. You have much to offer each other by way of experience and expertise. This is something that we cannot capture for you; you must do it on your own. We would like to challenge you to find ways to learn from each other over the next year.”

2) Thank the participants for being willing to share things about themselves.

Encourage the group to make an effort to talk with all fellow students as the night and week go on.

Activity 5 min.


April 2007 61

Chapter Three: Course Lesson Plans Tuesday, April 17th, 2007

Objective Two: Application of Asset Management Principles • Asset Management Principles

- Asset Management and Condition Assessment - Life Cycle Management and Operations and Maintenance Procedures

Tips of the Trade: Professional Development, Part 1 – Facilitating a Meeting One-Minute Paper and Conclusion of Day


April 2007 62

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 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.


April 2007 63


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

• Hand out Principles of Asset Management Word Search. 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.


April 2007 64

SESSION TITLE: Student Park Asset Presentations INSTRUCTORS/GUEST SPEAKERS: Jeri Mihalic, Students SESSION LENGTH: 3 hours, 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 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 HANDOUTS:

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.

• 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

3 hrs.


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SESSION TITLE: Asset Management Principles – Asset Management and Condition Assessment INSTRUCTORS/GUEST SPEAKERS: Dave Bubac 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 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, Overlays with GOGA’s O&M Prioritization Levels and Four Level High to Low Prioritization

• Stickers with Students’ Park Alpha Codes • Clear Transparency Sheets with GOGA’s O&M Prioritization Levels for each Student’s

API/FCI Scatter Plot Report • Flipchart

HANDOUTS:

• API/FCI Scatter Plot Report for your park • Enabling Legislation for your park

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.

• This session does not have


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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.

• A see-through overlay will then be placed over the scatter plot, showing the four different levels of work priority based on API and FCI.

• 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 used 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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Dave Bubac 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 JEFF 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.

• Use GOGA’s O&M Prioritization 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?

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

40 min.


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CONTENT METHOD TIME Dave Bubac 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.

Dave Bubac 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.

• Use first overlay (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?

• Use second overlay, 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; using 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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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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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 5: Relationship between the API and FCI


April 2007 76

Using the API/FCI Scatter Plot to Prioritize Work

Figure6: Blank API/FCI Scatter Plot Four Level High to Low Prioritization GOGA’s O&M Prioritization


April 2007 77

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

)

Figure 7: Sample API/FCI Distribution of Assets in a Park Note: The red line in the figure above indicates the average FCI for the assets shown in the sample distribution.


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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?


April 2007 79

SESSION TITLE: Asset Management Principles – Life Cycle Management and Operations and Maintenance Procedures INSTRUCTORS/GUEST SPEAKERS: Specific Guest Speakers Steve Wolter – Overview of Life Cycle Management and Total Cost of Ownership and Student Exercise: Bradford Woods James Cagle – Service Scheduling, Performance, and Tracking SESSION LENGTH: 1 hour, 45 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:

• 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

• Homework: Construction of the Flight 93 Memorial

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.

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


April 2007 80

• 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.

• 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.


April 2007 81


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 James Cagle 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.


April 2007 83

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.


April 2007 84

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

Figure 8: Resources Required to manage an Asset over a 50-year Lifetime

2 to 4 years 20% to 30% of costs

50 years 70% to 80% of costs

Dispose Recapitalize Operate/Maintain Acquire/Construct Plan/Design


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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 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.

Figure 9: An Asset’s Life Cycle Curve with No Maintenance Performed

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?

Facility life-cycle curve with no maintenance performed

Faci

lity

Con

ditio

n

Time (Increasing Risk)

Good

Fair

Poor


April 2007 86

• What will it take to improve the condition and sustain it over time? • Which assets are the highest priority?

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.

Figure 10: The Five Elements of Life Cycle Maintenance

Deferred Maintenance

Preventive Maintenance

Regular and Recurring

Maintenance

GovernmeResponsibili

Operations

Component Renewal

Inspection, lubrication, minor

adjustments

Correcting existing deficiencies

Janitorial, grounds-keeping, utilities,

snow removal

Replacement of roofs, utilities,

pavements

Painting, caulking, sealing


April 2007 87

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


April 2007 88

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?


April 2007 90

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: Facilitating a Meeting INSTRUCTORS/GUEST SPEAKERS: Betsy Dodson, Christy McCormick SESSION LENGTH: 45 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 and apply basic meeting management skills. • Use meeting management skills to plan, run, and participate in effective meetings. • Use the skills learned in managing a meeting as a group.

TRAINING AIDS:

• PowerPoint (PPT) Presentation • Flipchart

HANDOUTS:

• Running a Meeting reminder bookmarks

FACILITATOR NOTES: This session will serve as an introduction to effectively leading and facilitating a meeting. This session is a combination of lecture and small-group activity. The flow of the session is as follows:

• Introduction-Set the tone and structure for the session. • Presentation of effective meeting management skills. • 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.

• Provide specific, hands-on methods of managing a meeting, a skill with which any leader in any organization needs to be comfortable and familiar.

• Give the students different items to consider prior to a meeting in order to prepare oneself and meeting attendees, as well as skills that can be applied to handle a meeting, including differing opinions, contentious subjects, quiet attendees, and other issues that may arise.

POINTS TO REMEMBER: During this session, emphasize that:

• One of the most common venues for group decision making is the meeting. No matter your level or position within the NPS, you will be involved in running or attending meetings at some point. Meetings are extremely important to organizational communication. They are often used to disseminate and share information, to problem solve, and to make decisions.

• This session’s key is the participants’ use of the activity time to practice new skills.


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Betsy Dodson Introduction to Facilitating a Meeting Pop Quiz: Several important factors in running a successful meeting include the following, EXCEPT _____.

a) Getting input from everyone present b) Having a clear meeting purpose c) Continuing the meeting until all questions are

answered d) Choosing an appropriate meeting location e) Preparing an agenda

What makes a good meeting?

• A meeting leader doesn't need a copy of Robert’s Rules of Order to deal effectively with the carrying on and recording of business, but he/she needs to be aware of factors that delay/sabotage a meeting, and the factors that make a successful meeting.

• Ask participants what makes a good meeting in their opinion? Invite them to share key elements they have experienced that make for an effective meeting. What are the positive points? (Tip: Acknowledge but avoid negative aspects of meetings, should any be offered).

• List participant responses on the whiteboard or chart. Ask for clarity or examples. Encourage participants to share a brief dialogue of what worked for them when participating in or running a meeting.

• After a list of responses has been created, ask participants to turn to the Tips handout in their workbook. Briefly review Tips for Running an Effective Meeting. (Tip: Do not read each tip to the participants. Direct them to the handout in their workbook, to discover if their list includes all meeting tips that are displayed. Discuss briefly any points that have not been already noted).

Presentation, Flipchart Handout

15 min.


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CONTENT METHOD TIME Running an Effective Meeting Running an effective meeting extends beyond the meeting itself; it also involves preparation and follow-up. Refer students to sheet in Student Workbook.

1. Have a clear purpose before you begin. 2. Invite the right participants. 3. Find a pleasant, appropriate space. 4. Prepare an agenda. 5. Set a time limit. 6. Choose a leader. 7. Starting the meeting. 8. Encourage input from everyone. 9. Take minutes. 10. Conclude the meeting. 11. Schedule the next meeting. 12. Follow-up.

If these basic rules are followed, the meetings you attend will be shorter and more productive.

• Ask participants: Would having these tips for running a meeting be helpful for them the next time they lead a meeting or attend a meeting?

• Pass out the “Running a Meeting Reminder Cards,” suggest keep them handy when attending or leading.


10 min.


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CONTENT METHOD TIME Christy McCormick Student Exercise – Planning a Meeting Instructors may display the quote: “Never delay the end of a meeting or the start of the weekend…” ~Anonymous-

• Read the scenario to the class. • Break the class into four groups. • Designate one person from each group to be a Mr.

Smith. Tell the designated people that on your signal they will deliver a three-minute “Impromptu Speech” to their group on what they would say to their employees during the meeting about the scenario. There will be no prep time. Have them say whatever comes to their mind as important to include.

• When three minutes are up, have each group debrief what it felt like to give or receive an impromptu speech. Have you experienced a meeting that has felt similarly? What are the drawbacks for both participant and facilitator?

• Now, have the group members work together to write up an agenda for the problem-solving meeting in the scenario above. Be sure they address Purpose, Participants, Space, and Time Limit as well.

After about 10 minutes, have the class share their agendas.

• Provide feedback and discuss common themes. Add any items that were not mentioned.

• How is this process helpful? Briefly discuss different types of meetings (problem-solving, informational, conglomerate, etc.) and their unique planning considerations. Share your own process or tips and tricks you use when planning a meeting.


20 min.


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Facilitating a Meeting – STUDENT WORKBOOK INFORMATION

Tips of the Trade: Professional Development, Part 1 Facilitating a Meeting Running an Effective Meeting Running an effective meeting extends beyond the meeting itself; it also involves preparation and follow-up. Here are a few tips that can help your meetings be successful:

1. Have a clear purpose before you begin: What do you want to accomplish? Why are we having this meeting? Answer these questions first.

2. Invite the right participants: Invite individuals who are affected by, or have an important stake in, the outcome of the decision. When appropriate, choose participants with the intent of maximizing knowledge and perspective diversity. Don't assume you know who the right participants are; when appropriate, issue an open invitation to a wide range of staff and partners.

3. Find a pleasant and appropriate space: How formal or informal an atmosphere you want the meeting to have helps determine the location. Think consciously about the climate you need and what you can do through location, equipment, design and actions to contribute to a positive and productive climate. Do you need any special equipment or refreshments? Are there enough chairs? Will it help minimize interruptions?

4. Prepare an agenda: What is going to be discussed and in what order? What is the outcome of the meeting? Tell the participants! Distribute copies of the agenda and ask if it meets everyone's approval. Stick to it. And never go into a meeting with a hidden agenda.

5. Set a time limit: Everyone wants to know when it's time to go home. And it keeps the group on subject to have a time limit.

6. Choose a leader: Someone has to lead the meeting. Without guidance, the discussion

will be vague, pointless, and frustrating.

7. Starting the meeting: Make sure everyone knows the other participants. Review the agenda and purpose; and make adjustments if necessary. Establish ground rules.

8. Encourage input from everyone: Unless full participation is encouraged, the meeting can become a forum for those two or three people who love to talk. Don't allow domination of the meeting. Allow and encourage open expression of disagreement.

9. Take minutes: Give someone the responsibility to record the proceedings. Be sure you have a clear record of decisions that are made and who will be responsible for implementing them.


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Running an Effective Meeting (cont.)

10. Conclude the meeting: Review decisions and follow-up assignments. An action list should include tasks, responsible people and a timeline for completing each action.

11. Schedule the next meeting: If there is going to be another meeting, schedule the time and place before everyone gets out the door. Scheduling a meeting by telephone is a prodigious task.

12. Follow-up: Distribute the minutes in a timely way. Check in with individuals on their progress on assignments that were made. Evaluate the meeting in terms of results (was the state purpose achieved?) and process (How did the group work together?).

If these basic rules are followed, the meetings you attend will be shorter and more productive.

Scenario: Holding a Problem-Solving Meeting for a Park at Risk

It's springtime, and a medium-sized park in an urban area has a problem to solve. The park’s Superintendent, Al Smith, has been informed of a particular act of vandalism: off-road bikes are being ridden over grassy banks, making new trails, damaging resources, and causing erosion. Mr. Smith has decided to bring this problem to park employees in order to work out some feasible solutions and timetables for the restoration of the banks and erosion damage. A project offer has been made by a Boy Scout earning his Eagle Scout badge. Mr. Smith has also received a project offer made by a community member asking if any new trails were going to be designated and if he could landscape a parking lot and entryway to the trail. This community member presented a plan for flowers, plants, and trees.


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SESSION TITLE: One-Minute Paper and Conclusion of Day INSTRUCTORS/SPEAKER: Christy McCormick 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


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






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5 min.




Instructor-Led Discussion

5 min.


• Review course content accomplished. • 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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Chapter Four: Course Lesson Plans Wednesday, April 18th, 2007

Field Exercise to Jefferson National Expansion Memorial • Leadership/Manager Toolkit

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 One-Minute Paper


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SESSION TITLE: Field Exercise to Jefferson National Expansion Memorial INSTRUCTORS/SPEAKERS: Dave Bubac, additional facility management employees to serve as guides SESSION LENGTH: 3 hours 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:

• Understand how JEFF uses data to drive asset management decisions and prioritize work.

• Compare and contrast JEFF’s asset portfolio to the student’s own park. • Compare and contrast how JEFF makes asset management decisions to how the

student’s own park makes decisions. • Describe three different assets or projects at JEFF, 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 JEFF 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 Jefferson National Expansion Memorial as a session. This session:

• Provides students with the chance to explore JEFF through the eyes of facility managers.

• Gives an overview of JEFF’s unique asset portfolio while highlighting key projects and assets of interest to the park and the visitor.

• Allows students to see firsthand how JEFF 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

The tentative schedule of the field trip is as follows: Stop 1: Arch Topics: Management of the Arch (the tram vs. the structure); CRV; building of the Arch.

Presentation, Question and Answer

1 hr.

Stop 2: Visitor Center Topic:


30 min.

Stop 3: Arch Grounds Topic: Special asset management considerations in terms of the Arch grounds.


30 min.

Stop 4: Old Courthouse Tour Topic: JEFF’s Experiences with developing the Park Asset Management Plan (PAMP)

• Highlight special considerations that must be made in terms of JEFF’s unique assets; where most of the O&M funding is spent and why.

• Show special considerations involved with maintenance of the Old Courthouse.


15 min.

Stop 5: Old Courthouse Topic: Overview of Asset Management in JEFF, Field Exercise Agenda

• Overview of JEFF’s Asset Portfolio - Show API/FCI Scatter Plot Report - Report of JEFF assets organized by API - Broad Overview: Number of assets, types, any

“special” assets, historical, natural/cultural resource-related, etc.

• Overview of how Asset Management Decisions are Made - Decision-making process, work planning - What tools and data are used to make decisions - Use the tools available, but the facility manager’s

job is to make the decisions / informed choices


45 min.


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CONTENT METHOD TIME Course Coordinators Conclusion

• Review homework assignments. - JEFF Field Trip Worksheet (in Student

Workbook) - Leadership Reading (from Organization

Development for Facility Managers)

Presentation 5 min.


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JEFF Field Exercise – STUDENT WORKBOOK INFORMATION

Field Exercise: Jefferson National Expansion Memorial (JEFF)

Homework: Comparing JEFF to My Park

Directions: Read the following questions and consider what you saw and heard today during the field exercise to Jefferson National Expansion Memorial. Compare and contrast what you heard about Jefferson’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: Jefferson National Expansion Memorial 1. Compare and contrast three of the projects you learned about today at Jefferson National Expansion Memorial 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: Jefferson National Expansion Memorial 2. What information did you find most interesting during the field trip today? 3. Which of Jefferson’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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SESSION TITLE: Leadership/Manager Toolkit INSTRUCTORS/SPEAKERS: Steve Wolter 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:

• TRAINING AIDS:

• PowerPoint HANDOUTS:

• Leadership 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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SESSION TITLE: Asset Management Principles – Property and Structure Ownership INSTRUCTORS/GUEST SPEAKERS: Mike LeBorgne, Kris Provenzano SESSION LENGTH: 1 hour, 30 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:

• 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:

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

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.

• 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


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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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CONTENT METHOD TIME 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.

Kris Provenzano 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.

Embedded formatting.


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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, 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.

• Ask the students if they would like to know what really happened at Delaware Water Gap for each of these cases. Briefly describe how Delaware Water Gap handled these problems.


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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


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growth around the park.

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 – Tools for Park Planning and Procedures INSTRUCTORS/SPEAKERS: Don Mannel, Ray Cozby SESSION LENGTH: 45 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 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:


• Site-Specific Asset Business Plan sample • PAMP Sample • Report Samples

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

• What is Park Planning? What can it be used to accomplish? ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

• 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 redesignated 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: Tips of the Trade: Professional Development, Part 2 – Public Speaking INSTRUCTORS/GUEST SPEAKERS: Bill Ellis, Steve Wolter 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

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.


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

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




TRAINING AIDS:


• One-Minute Paper handout • Index cards for leadership panel








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5 min.




Instructor-Led Discussion

5 min.


• Review course content accomplished. • Review what objectives will be met tomorrow. • Review Wednesday evening activities and logistics.

- Mentor / student mixer – Purpose of the evening is to give mentors and students a chance to meet, talk, get to know one another.

• Review all homework tasks - Comparing JEFF to My Park - Due Thursday afternoon: Self-assessment and

beginning thoughts on IDP Leadership Panel Index Card Questions

• Remind students of leadership panel Thursday pm. • Jot down questions for leadership at the National,

Regional, and Park Levels.

Instructor Presentation

5 min.


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Chapter Five: Course Lesson Plans Thursday, April 19th, 2007

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 Interim #1 One-Minute Paper and Focus Group


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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 • Student Exercise – Leadership Team Building Activity Observation Worksheet

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 in that helped them 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:


• Leadership 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

• Tim Harvey • Mike LeBorgne • Michele Proce

Regional Level • Ben Hawkins • Tim Hudson

Park Level • Don Mannel • Kip Hagen

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.

• 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.


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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.


Tim Harvey, Mike LeBorgne, and Michele Proce 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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Ben Hawkins, Tim Hudson 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.

Don Mannel, Kip Hagen, 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 Interim #1 INSTRUCTORS/SPEAKERS: Course Coordinators, Christy McCormick 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: • Calendar • Rubrics for Oral and Written Presentations • List of Required E-Courses • List of Recommended E-Courses • List of Independent Study Activities • Request for Developmental Activity form

FACILITATOR NOTES: This session:

• Provides the “tools” necessary for Interim #1. It gives the students and their mentors a clear picture of assignments that will be completed during Interim #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 Interim #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. • Pass out calendar and 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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Christy McCormick 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.


Betsy Dodson, Jeri Mihalic Introduce Interim #1 Tasks during Interim #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, Matt Wolf 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 and Focus Group, Conclusion of Day INSTRUCTORS/SPEAKER: Christy McCormick SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to:




TRAINING AIDS:


• One-Minute Paper handout








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



5 min.


• 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 Interim #1 activities (self-assessment, IDP, developmental activity ideas).

- Course completion and the beginning of Interim #1.


Christy McCormick Focus Group

• Ask for responses to the entire week. What were the students’ expectations?

• What did they like? What didn’t they like? • What would have been helpful? How do they feel

about being students in this program after the first week?

Discussion 15 min.


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Chapter Six: Course Lesson Plans Friday, April 20th, 2007

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 Interim #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 • Mentor-Student Contract • Mentor-Student Task List

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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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


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SESSION TITLE: Personal Development Goals – Mentor and Student Meetings INSTRUCTORS/SPEAKERS: Betsy Dodson, Steve Wolter SESSION LENGTH: 2 hours, 45 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 • Individual Development Plan (IDP) • Facility Manager Competencies document • Request for Developmental Activity (RDA) form and samples

HANDOUTS:

• Calendar • Student Exercise – Getting to Know your Mentor • Student-Mentor Contract (refer back to this in your pairs) • Student-Mentor Task List (refer back to this in your pairs)


• 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 Interim #1.


• Outline goals of mentoring program. • Allow ample time for Mentor-Student meetings.

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.


April 2007 170

• 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 TIMESteve 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., 15 min.


April 2007 173

SESSION TITLE: Course Evaluation, Closing, and Start of Interim #1 INSTRUCTORS/SPEAKERS: Betsy Dodson, Steve Wolter SESSION LENGTH: 45 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 2006-2007

HANDOUTS: • Course Evaluations • Mentor Workshop Evaluations • Continuing Education Unit (CEU) Certificates

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.

15 min.

Betsy Dodson, Steve Wolter CEU Certificate Presentation

CEU Certificates

20 min.


April 2007 175

Chapter Seven: Mentor Workshop Lesson Plans Thursday, April 19th, 2007

Mentor Workshop Agenda Lesson Plans


April 2007 176

Mentor Workshop Agenda Thursday, April 19th, 2007 Time Session Guest Speaker(s) 8:00-8:30 am FMLP Mentoring Program Dale Wilking Michele Proce 8:30-9:00 am Getting to know the FMLP Class of ‘07-‘08 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 Jeri Mihalic Individual Development Plan (IDP) 11:00 am-12:00 pm Breakout – Your Student’s Request for Christy McCormick Developmental Activity (RDA)

12:00-1:00 pm Lunch – Mentor/Student Informal Meet and Greet 1:00-1:45 pm Mentoring Techniques and keeping the Christy McCormick Enthusiasm alive 1:45-2:30 pm FMLP Program Tools and Document Review Christy McCormick 2:30-3:45 pm Introduction to Interim #1 – Mentors and Students Course Coordinators Christy McCormick 6:00-7:30 pm Dinner – Mentor/Student Informal Meet and Greet 7:30-8:30 pm Revisiting the RDA Christy McCormick Friday, April 20th, 2007 Time Session Guest Speaker(s) 8:00-8:30 am Introduction to Objective Four – Personal Jeri Mihalic

Development Goals and Preparing for Interim #1 8:30-11:15 am Personal Development Goals – Betsy Dodson

Mentor and Student Meetings Steve Wolter 11:15 am-12:00 pm Course Evaluation, Closing, and Start of Interim #1 Betsy Dodson Steve Wolter


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SESSION TITLE: Introduction to Mentoring an FMLP Student INSTRUCTORS/SPEAKERS: Dale Wilking/Michele Proce 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 Dale Wilking 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


Michele Proce 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 07-08 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 • 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 ’07-‘08 • 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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CONTENT:

CONTENT METHOD TIME 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 • Don’t share these with the students because there

will be evaluation after the pilot course is finished (in May of 2007)



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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.


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Interim One 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: 1. Completion of Self-Assessment. [50 points] 2. Completion of Individual Development Plan. [50 points] 3. Completion of all required e-courses. [15 points each, 375 points total] 4. Participation in course (asynchronous) discussion forums. [10 points each, 40 point

total] 5. Participation in three Breeze Discussion sessions. [50 points each, 150 points total] 6. My Leadership Philosophy paper. [140 points] 7. Two (2) Independent Study Activities. [140 points each, 280 points total] 8. Submission of at least one Request for Developmental Activity. [75 points] 9. Completion of at least one Developmental Activity report. [325 points] 10. Completion of monthly reports. [10 points each, 40 points total]


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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 Park Asset Management Plan (PAMP) – A fictitious park, Sea Otter Island (SEOT), will be used in a simulation in which the students, in groups of three, will develop a PAMP 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.

Course Agenda Week I Time Session Title 8:00 am-8:45 am Course Introduction 8:45 am-11:30 am Student Oral Presentations 12:30 pm-2:30 pm Student Presentations (continued) 2:30 pm-4:00 pm Introduction to Life Cycle Business Practices Time Session Title 8:00 am-4:00 pm Natural and Cultural Resources for Facility Managers

at Channel Islands (CHIS) National Park


April 2007 185

Time Session Title 8:00 am-9:00 am Asset and Work Prioritization 9:00 am-11:30 am Bundling Work Orders into Projects 12:30 pm-1:30 pm Bundling Work Orders into Projects (cont.)

1:45 pm-3:15 pm Estimating Operations and Maintenance (O&M)

Requirements 3:15 pm-4:15 pm Disposing of Unneeded Assets 6:30 pm-8:00 pm Time Management: How to Prioritize Work

Thursday, October 26th, 2006 Time Session Title 8:00 am-9:30 am Creating Park Asset Management Plans (PAMP) 9:30 am-10:30 am Introduction to the Sea Otter Island (SEOT) Simulation 10:30 am-4:00 pm Group Work on SEOT Simulation 6:30 pm-8:30 pm Group Work on SEOT Simulation Friday, October 27th, 2006 Time Session Title 8:00 am-9:00 am Accessibility Compliance 9:15 am-10:15 am Environmental Compliance 10:30 am-11:30 am Fire/Life Safety Compliance 12:30 pm-4:00 pm Introduction to Budgeting 4:00 pm-4:30 pm SEOT Simulation Check-In


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Week II Time Session Title 8:00 am-11:30 am Writing for Impact to Executives and Policy Makers 12:30 pm-1:30 pm Core Operations as it Applies to Facility Management 1:45 pm-4:00 pm Group Work on SEOT Simulation 5:30 pm-8:00 pm Evening Social Mentors/Students Time Session Title 8:00 am-9:00 am Health and Wellness 9:00 am-11:00 am Emerging Technology in Facility Management 9:00 am-11:30 am Mentor Workshop

12:30 pm-2:30 pm Informal Visitor Contact 2:30 pm-4:30 pm Mentor/Student Meetings Time Session Title 8:00 am-10:00 am Supervision and Management 10:00 am-11:30 am Leadership Strategies and Skills 12:30 pm-2:00 pm Leadership Strategies and Skills (continued) 2:00 pm-3:30 pm Interim #2 Planning 3:30 pm-4:00 pm One-Minute Paper and Conclusion of Day 5:30 pm-7:30 pm Social Event, Keynote Speaker 7:30 pm-8:30 pm SEOT Presentation Dress Rehearsal Time Session Title 8:00 am-11:30 am Group SEOT Presentations 12:30 pm-2:30 pm Group SEOT Presentations 2:30 pm-3:00 pm FMLP Group Photos 3:00 pm-4:30 pm Mentor/Student Meetings, Individual Photos 4:30 pm-5:00 pm Course Conclusion 5:00 pm-5:30 pm Focus Group


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Interim Two 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 Park Asset Management 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 a Park Asset Management Plan (PAMP) 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:

1. Individual Report on Interim #2 Park PAMP Experience 2. Team Oral Presentation-Pilot PAMP Process-Lessons Learned 3. My Personal Best Leadership Experience Paper 4. Critique of the FMLP Experience 5. Development of Poster for presentation at Capstone 6. Development of Portfolio for presentation at Capstone 7. Mandatory web conference meetings


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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 Cultural and Natural Resource implications Servicewide. Unit Objectives – Following completion of this unit, participants will be able to:

Articulate Cultural Resource issues and Natural Resource issues and any application to facility management from a WASO perspective.

Understand personal perspectives on leadership and how some of those perspectives apply on a personal level.

Unit Two Objective: Identify behavioral benchmarks for leading an organization or division. 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. Design a plan that links leadership behavioral benchmarks to specific developmental

experiences.

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 are articulated at the national level impact the NPS as a whole.

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

Explain how political realities are articulated at the national level impact employees and programs at the park level.

Examine political realities through attendance at sub-committee hearings on Capitol Hill.


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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: Create a leadership team toolkit. Unit Objectives – Following completion of this unit, participants will be able to:

Practice tools and techniques in their current positions that enhance leadership skills. Demonstrate how to use various leadership and management tools to enhance

effectiveness. Practice lateral leadership skills.

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


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SESSION TITLE: Introduction to Mentoring INSTRUCTORS/SPEAKERS: Christy McCormick/Jeri Mihalic SESSION LENGTH: 30 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 • Hallmarks of Mentoring • Famous Mentor-Protégé Pairings (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.


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• Foster discovery. Thought-provoking questions are more powerful than smart answers. • Allow for mistakes. They are necessary for growth. • Put your protégé at ease by being authentic, open, and sincere. • Give feedback that helps your protégé improve his performance. • Continue your support after face-to-face meetings via email and phone calls • If your mentoring relationship isn't working, discuss your concerns.

Adapted from: Judith Lindenberger-Source: http://humanresources.about.com/cs/coachingmentoring/a/mentoring.htm Adapted from: Matt Kumrie-Source: http://management.monster.com/articles/mentoring101/


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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: Breakout: Your Student’s Self-Assessment and Individual Development Plan INSTRUCTORS/SPEAKERS: Jeri Mihalic SESSION LENGTH: 1 hour and 15 minutes 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 • Info 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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CONTENT: 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: Breakout – Your Student’s Request for Developmental Activity (RDA) INSTRUCTORS/SPEAKERS: Christy McCormick/Christie Wahlert SESSION LENGTH: 45 minutes 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 • Sample RDAs

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 Specific resources 2) Workforce Development guide 3) Job Competencies guide Note: Make sure you check to see whether more than one competencies is involved

Lecture 10 min

• 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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NPS Facility Manager Leaders Program (FMLP)

NPS FMLP Request for Developmental Activity -#1 EMPLOYEE INFORMATION

Name: Sam Jones Name of Mentor: Eliza Matheson Date Submitted: August 10, 2007 Proposed Completion Date**: September 10, 2007 PART ONE What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? Asset Management-Planning and Procedures. We don’t have a Preventive Maintenance Plan in place in our park and we should.

[Note to facilitator: Is the information provided sufficient? What other details in this request should be considered?]

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

Develop a PM plan for the park Note to Facilitator: Is this really a statement of a competency?

[Note for facilitator: Things the mentor should consider when advising this protégé:

1. How large is the park? Is it feasible to do the entire park? 2. Has the protégé taken the Establishing a Preventive Maintenance Plan e-course? 3. Has the participant talked with the Chief of Maintenance to establish:

a. Criticality of equipment b. API of assets considered for a PM plan?

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

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


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make them Note to facilitator: The idea is also to set up a schedule for PM. Should this be be more developed as an idea?

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

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

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

1. Don’t know…. [Note to the facilitator: The ultimate means of evaluating accomplishment would be the actual implementation of the PM program through the execution of work orders. However, there should be some discussion about what happens if the park doesn’t implement the plan. A secondary criteria of accomplishment might be a short written paper about what the student learned as a result of this and/or why the plan was not implemented. It may not be his/her fault.


[Note to facilitator: Sam has lumped the whole project into one Learning Outcome. Perhaps it might be better to propose the first Learning Outcome to address planning and procedures and the second outcome to address Operations and Maintenance]


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Request for Developmental Activity (sample)

NPS FMLP Request for Developmental Activity-#2 EMPLOYEE INFORMATION Name: Mary Corrigan Name of Mentor: Tom Corson Date Submitted: July 7, 2007 Proposed Completion Date**: August 30, 2007 PART ONE What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? Asset Management-Planning and Procedures is an area that I am not familiar with. My Superintendent has been all up in arms about compliance issues with folks with disabilities and wants to know what in the park is compliant. Well, we should be finding out what is compliant.

[Note to facilitator: Is the information provided sufficient? What other details in this request should be considered?]


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

Facilitator Notes: Spelling errors (Supt). But Part One seems to be fairly clear. The problem—too many assets.


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1. Visit all the assets first 2. Divide out which assets meet accessibility requirements 3. List which assets don’t meet requirements Facilitator Notes: Should this person first review what compliance requirements are for different types of assets? Is there someone in the park that they should first consult with about compliance issues to get an idea of where they should start?

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

1. Completion of the list


1. Presentation to the Superintendent Facilitator Notes: Just because she presented it doesn’t mean that the work is particularly good. Suggestion: Maybe the Supt should agree to let Mary identify ways in which the assets identified might be compliant.


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

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

1. Take the assets where compliance standards aren’t met and list what would need to be done to make them compliant. Note to Facilitator: How might that be done? With the completion of work orders? What about suggesting one asset where a comprehensive compliance analysis could be done with accompanying work orders.

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

1. Complete the list.

c) Criteria and Means of Validating or 1. Present the list to the SUPT.


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Assessing Evidence of Accomplishment: This is how I will demonstrate or prove that I have achieved it:

Note to Facilitator: Is there evidence that this person has achieved competency in Compliance? What is the evidence? How about the Supt decides to implement a project to make an asset compliant. Or, the student writes a paper about what they learned during the activity about compliance.

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

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

Note to Facilitator: Good that the student makes this leap to another competency (Operations and Maintenance: Facility Management Software) but the student should identify it in Part One and even describe how this one activity helps with multiple competencies


1. Ask my PAM to help me with the FMSS 2. Create work orders for the assets with deficiencies Note to Facilitator: How about suggesting they take the FMSS e-course first and then get direction from PAM as to whether she is allowed to create work orders. Also find out from PAM if the work orders already exist for that asset as a result of a Condition Assessment


1. Generation of a Work Order Report Note to Facilitator: This is good

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

2. Execution of the work orders Note to Facilitator: There may be many reasons beyond the students control as to why work orders could not be executed. Demonstration of the accomplishment could simply be that they were reviewed by the PAM and found to be accurate and correct or compared against existing work orders by the facility manager.


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Request for Developmental Activity (sample)

NPS FMLP Request for Developmental Activity EMPLOYEE INFORMATION Name: Ian Mendez Name of Mentor: Neil Bates Date Submitted: July 7, 2007 Proposed Completion Date**: September 10, 2007 PART ONE What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? I have always been fascinated by what goes on during divisional meetings which are held every week in my park. I think that there are probably a lot of important decisions made and I would like to hear some of the good gossip that only management knows about what is really going on in the NPS. I am also all about what goes on in the Regional Office, so I would like to sit in on a couple of meetings there too! Then, a trip to Washington to top it all off would be great. Learning Outcome # 1: I would like to learn or achieve competence in the following area or topic:

Politics of a park

[Note for facilitator: This RDA has the appearance of superficiality. Can this RDA be saved? Where can depth be added? Could it possibly fit under Supervision and Leadership (Business Acumen? Or would you have him start from scratch)


1. Attend divisional meetings for one month. Note to facilitator: Maybe the first step is to tell the supervisor why this would be an important activity and what he would achieve by attending these meetings.

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

1. By never missing a meeting.


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been achieved. Note to facilitator: Is this evidence of learning? How can this be improved to acknowledge that learning is taking place in this activity?


1. By having the superintendent sign a piece of paper that says I was at the meeting. Note to the facilitator: Since the expectations were so low, that actually would be a measure of accomplishment. The idea here is to help the student articulate why this would be beneficial to professional growth and a better means of accomplishment might be to correlate the leadership session from Principles of Asset Management to Park Leadership.


Politics of a region


1. I will go up to the Regional Office and sit in on a couple of meetings Note to Facilitator: Maybe suggest that first you would go to your supervisor to ask permission. Then, talk to your supt or AO about who the best person to contact at the Regional Office would be. Clarify goals as to why this would be beneficial to the student and the park.


1. By never missing a meeting Note to facilitator: Is this evidence of learning? How can this be improved to acknowledge that learning is taking place in this activity?


1. Having someone in the Region sign a sheet of paper that I went to the meetings. Note to Facilitator: Perhaps suggest that if this is approved, the student may want to prepare a paper comparing and contrasting the park meetings and decisions being made there with Regional Meetings. Or do a Leadership Observation log and record behaviors that demonstrate good and bad leadership.


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

Politics at WASO


1. Go to some meetings at WASO Note to Facilitator: Again, there needs to be some actual steps that have to take place first. Be sure to identify how the individual and the park will benefit from attending these meetings.


1. By attending as many meetings as I can Note to Facilitator: Is this evidence of learning? How can this be improved to acknowledge that learning is taking place in this activity?


1. Have someone at the WASO office sign a paper that I was there. Note to Facilitator: See above about actually making some comparisons about what happens at the all the different levels

Note to Facilitator: Bottom line, what will the student (if they were ever approved for this) take away? How could this RDA be adapted to be more of a learning experience that is beneficial to the individual and the park? Mentor’s Comments: I have reviewed this document and have the following suggestions:


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SESSION TITLE: Tips of the Trade: Mentoring Techniques and Keeping the Enthusiasm Alive INSTRUCTORS/GUEST 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:

• Receiving and Giving Feedback 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)

• Hand out scenarios 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/GUEST SPEAKERS: Jeri Mihalic SESSION LENGTH: 45 minutes OBJECTIVES: At the end of this session, students should be able to: Review all the documents for the Interim One period TRAINING AIDS: None. HANDOUTS: Review documents in the Mentor Manual FACILITATOR NOTES: POINTS TO REMEMBER:


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CONTENT: CCONTENT METHOD TIME Jeri Mihalic Review Documents and Assignments for Interim One

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.


April 2007 215

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.