advanced facility management practices

Advanced Facility Management Practices

Student Workbook

Timothy HarveyFacility Management OfficerWASO – PFMDNational Park Service

Elizabeth DodsonTraining Manager

WASO – PFMDNational Park Service

October 2010

Completed in accordance with Task Agreement Number of the National Park Service-Indiana University Cooperative Agreement Number

Stephen A. WolterExecutive Director

Christy McCormickProject Team

Zachary CarnageyProject Team

Eppley Institute for Parks & Public LandsIndiana University Research Park501 N. Morton Street, Suite 101

Bloomington, IN 47404812.855.3095

AcknowledgementsThe following individuals contributed to the course development of the Advanced Facility Man-agement Practices course:

National Park ServiceDebbie BrownJamie CupplesJenny DemsBetsy DodsonAaron DoweBill Ellis Glen FickbohmTim HarveyKen HornbackTim Jarrell Steve Maass Don Mannel Jeri MihalicBill OsterhausSandy Pusey Gus Sanchez

Eppley InstituteJulie AbramsMatthew BerryZachary CarnageyStacey Doyle Stephanie FenstermakerAllene LowreyChristy McCormickAndrea MercatanteSteve Wolter

Indiana UniversityDana Anderson

This publication may not be duplicated without the permission of the Eppley Institute for Parks and Public Lands, acting on behalf of Indiana University. The National Park Service and federal agencies may duplicate it for train-ing and administrative purposes, provided that appropriate written acknowledgement is given. No other state or local agency, university, contractor, or individual shall duplicate this publication without the permission of Indiana

University.

Copyright 2010, the Trustees of Indiana Universityon behalf of the Eppley Institute for Parks and Public Lands

TAblE oF ConTEnTSWelcome to Fredericksburg! .......................................................................................................2

About Fredericksburg ...........................................................................................................2Course Agenda ...........................................................................................................................4Introduction and Objectives of the Course .................................................................................9

Course Goals ........................................................................................................................9Course Syllabus .......................................................................................................................10

Course Description and Rationale ......................................................................................10Required Texts: ...................................................................................................................10Evaluation and Grading: ......................................................................................................10Grading Scale: .................................................................................................................... 11Cheating and Plagiarism ..................................................................................................... 11

Student Presentations ..............................................................................................................14Time Management / DLS #2 Planning ......................................................................................15Time Management: Common Time Stealers ............................................................................16

Common Time Stealers Survey ...........................................................................................17Take Back Your Time! ...............................................................................................................18Time Management Resources .................................................................................................19A Week of Mondays ..................................................................................................................21DLS #2 Schedule......................................................................................................................22Assignment Details ...................................................................................................................23

Directed Team Activity: Schedule and Assignments ............................................................23Independent Study Assignments .........................................................................................23

Developmental Activity: Schedule ............................................................................................25Developmental Activities: List of Activities ................................................................................26Portfolio Guidance ....................................................................................................................27Poster Guidance .......................................................................................................................38

Poster Assessment ..............................................................................................................40Poster Presentation Rubric .................................................................................................40Timeline and Due Dates ......................................................................................................40

Directions to the Andrews’ House .............................................................................................47Leadership Strategies and Skills – Part I..................................................................................48

Review .................................................................................................................................49Power ..................................................................................................................................64

Asset Management on the Ground ..........................................................................................68Writing for Impact .....................................................................................................................69Leadership Strategies and Skills – Part II.................................................................................81

Strategic Direction and Vision .............................................................................................82Shaping Culture and Values ................................................................................................87

Excel Workshop ........................................................................................................................94Scientific Method ......................................................................................................................95Welcome to SEOT ....................................................................................................................98Strengths Based Leadership ....................................................................................................99Project Planning ..................................................................................................................... 111QA/QC and Intro to Work Types .............................................................................................124

Work Types and Sub Work Types Pretest ..............................................................................125Work and Sub-Work Type Definitions .....................................................................................126

Work Types ........................................................................................................................126Sub Work Types ................................................................................................................126Facility Operations (FO) ....................................................................................................128Capital Improvement (CI) ..................................................................................................129

Unwrapping the PAMP ...........................................................................................................133Homework: PAMP Presentation .............................................................................................135Federal Lands Recreation Enhancement Act (FLREA) ..........................................................136Fund Sources .........................................................................................................................137Status of Fund Source ............................................................................................................138Definitions of Possible Funding Sources for Facility Projects.................................................139AWP Template ........................................................................................................................147Health and Wellness ...............................................................................................................15610 Stretches to Do at Work ....................................................................................................157Kenai Fjords National Park - Facility Management: Proposed staffing model .......................162Briefing Your Staff on Informal Visitor Contacts ......................................................................166

The Interpretive Continuum ..............................................................................................167Overview of the Interpretive Continuum .....................................................................167Defining Orientation, Information, and Interpretation in Informal Visitor Contacts ......168Applying the Continuum to an Informal Contact ..........................................................170

Customer Service .............................................................................................................172Introduction to Customer Service ................................................................................172The Components of Professional Behavior ................................................................173The Components of Effective Interpersonal Communication ......................................173

Visitor Cues ......................................................................................................................177Overview of Visitor Cues .............................................................................................177Types of Visitor Cues ...................................................................................................177

Asset Management Update ...................................................................................................183Presenting Your Annual Work Plan .........................................................................................184Course Evaluation ..................................................................................................................187 Day 1 Evaluation ....................................................................................................................193Day 2 Evaluation ....................................................................................................................195Day 3 Evaluation ....................................................................................................................197Day 4 Evaluation ....................................................................................................................199Day 5 Evaluation ....................................................................................................................201Day 6 Evaluation ....................................................................................................................203Day 7 Evaluation ....................................................................................................................205Day 8 Evaluation ....................................................................................................................207IMR Design and Construction Project Checklist .....................................................................209Standards and Checklist for IMR Design and Construction Projects .....................................213Project Agreement ..................................................................................................................227FMLP Self-Assessment ..........................................................................................................231Required Forms: Individual Development Plan (IDP) .............................................................234

1October 2010

Advanced Facility Management Practices: Student Manual

PrefaceAdvanced Facility Management Practices

2 October 2010


WElCoME To FrEDEriCkSburg!

Places to visit InformationHill Country Trail Riding

Horse-back ride through 700 acres. For beginners to experienced riders. $45 per person, per hour. More information at: http://www.hillcountrytrailriding.com

Friends of the Fredericksburg Nature Center

Experience 11 different distinct habitats over 10 acres. Located at Lady Bird Johnson Park. More information at: http://www.fredericksburgnaturecenter.org/index.html

Fredericksburg Brewing Company, Inc.

Restaurant and brewery, with award-winning ales and lagers brewed on site, in a restored 1890 building. More information at: http://www.yourbrewery.com/

Admiral Nimitz Foundation and the National Museum of the Pacific War

Museum dedicated to the Pacific Theater of World War II, named after Fleet Admiral Chester W. Nimitz. Adults $12, active and retired military $10. More information at: http://www.nimitz-museum.org/Index.asp

Pioneer Museum Take a trip back to historic Fredericksburg. $5 admission. More information at: http://www.pioneermuseum.net/

Lady Bird Johnson Park & Golf Course

Facilities for hiking, golf, swimming, tennis, volleyball, fishing, and more. Located three miles south of Fredericksburg. More information at: http://www.fbgtx.org/departments/ladybirdpark.htm

About Fredericksburg Founded by German immigrants and named for a Prussian prince, Fredericksburg brings a sense of Germanic flavor to the heart of Texas. Traces of this heritage can be found in the architecture and character of the many shops, restraints, bakeries, and bed and breakfasts that may the town such a popular weekend destination.During the Civil War, Fredericksburg found itself at odds with its neighbors as it chose to remain loyal to the Union and Gillespie County as a whole voted against secession before the war. Fredericksburg is also well-known for its contributions to World War II, as it was the birthplace of Fleet Admiral Chester W. Nimitz, Commander-in-Chief of the U.S. Pacific Forces during the war. Additionally, Fredericksburg is in close proximity to Lyndon B. Johnson National Historic Park, which traces the story of the 36th president from his ancestors to his final resting place.

Today, Fredericksburg is known for its rich history, rapidly growing arts and artisan scene, numerous vineyards and wineries, and beautiful Texas Hill Country scenery. The city hosts more than 50 festivals a year, with its strong German heritage making Oktoberfest a must. At any given time of the year, there is something of interest to be found!

3October 2010


Size:City Area: 6.6 square milesPopulation (June 2008): 11,098

Geography: Fredericksburg is in close proximity to a landmark known as Enchanted Rock, a pink granite rock formation with an elevation of 1,825 feet. The rock formation originated underground and was uncovered by erosion; it is the largest formation of this type in the United States. The formation and surrounding areas make up Enchanted Rock State Natural Area.

Climate: Fredericksburg enjoys the mild winters and hot summers typical of central Texas. When compared to the rest of the United States, humidity is average to slightly above average. Most of the precipitation that does fall is in the form of rain or sleet, as the city averages less than an inch of snow each year. Spring and Fall are the peak seasons for precipitation, averaging 2-5 inches.

Average temperature:Winter: 35 °F (low) to 60°F (high)Summer: 65°F (low) to 95°F (high)

Annual Precipitation:Winter: 1-2 inchesSummer: 2-3 inches

4 October 2010


CourSE AgEnDA-Advanced Facility Management Practices (AFMP)

Week 1Monday, october 18th, 2010 Time Session Title guest Speakers8:00 am-9:30 am Course Introduction and Welcome

to the ParkWelcome to LYJOWelcome to the Nimitz

Betsy Dodson, Steve Wolter

Russ Whitlock, SUPTMuseum Rep

9:45 am-11:45 am Student Presentations Students

11:45 am-1:00 pm Lunch

1:00 pm-2:30 pm Student Presentations (continued) Students

2:45 pm-4:45 pm Time Management/DLS#2 Planning Jeri Mihalic, Christy McCormick

4:45 pm-5:00 pm Quick Reflection, Instructor Evaluation

Evening Dinner at the Andrews Course Coordinators and Students

Tuesday, october 19th, 2010 Time Session Title guest Speakers8:00 am-8:30 am Good of the Day and

AnnouncementsCourse Coordinators

8:30 am-10:30 am Leadership Strategies and Skills (Part One)

Steve Wolter

10:30 am-11:30 am Asset Management on the Ground Tim Jarrell, COM GRCA

5October 2010


11:30 am-1:00 pm Lunch and Quick Tour of the Museum

1:00 pm-5:00 pm Writing for Impact Dana Anderson


Course Coordinators

Wednesday, october 20th, 2010 Time Session Title guest Speakers8:00 am-8:30 am Good of the Day and


8:30 am-10:30 am Leadership Strategies and Skills (Part Two)

Steve Wolter

10:30 am-11:30 am Excel Workshop (Part One) Zach Carnagey


1:00 pm-2:00 pm Excel Workshop (Part Two) Zach Carnagey

3:15 pm-4:00 pm Scientific Method Christy McCormick


Course Coordinators

4:15 pm-5:00 pm Welcome to SEOT! SEOT Superintendent

Evening Pizza Party and Strengths Based Leadership

SEOT Superintendent

6 October 2010


Thursday, october 21st, 2010 Time Session Title guest Speakers8:00 am-8:30 am Announcements and “What is a

simulation?”Course Coordinators

8:30 am-9:45 am Project Planning Christy McCormick

10:00 am-10:45 am One on One with the Chiefs SEOT Chiefs

10:45 am-11:45 am QA/QC and Intro to Work Types Jeri Mihalic


1:00 pm-2:00 pm Work Types County Fair Jeri Mihalic

2:00 om-3:00 pm Unwrapping the PAMP Tim Jarrell

3:15 pm-4:45 pm FLREA Debbie Brown


SEOT Superintendent

Friday, october 22nd,2010Time Session Title guest Speakers8:00 am-8:30 am Announcements and the Good of

the DayCourse Coordinators

8:30 am-10:00 am Fund Sources Debbie Brown

10:00 am-11:00 am Presenting the PAMP Students

11:00 am-12:00 pm AWP Template Zach Carnagey

12:00 pm-1:00 pm Lunch

1:30 pm-5:00 pm Field Experience Becca Renaud

7October 2010


Week 2Monday, october 25th, 2010 Time Session Title guest Speakers8:00 am-8:30 am Opening of Week 2 and


8:30 am-10:00 am Health and Wellness Andrea Mercatante

10:30 am-11:30 am Mid-Term Exam

11:30 am-12:30 pm Lunch

12:30 pm- 1:30 pm Staffing Analysis Kirk Desermia Zach Carnagey

12:30 pm-4:45 pm Group Work on SEOT


Course Coordinators

Tuesday, october 26th, 2010Time Session Title guest Speakers8:00 am-8:30 am Good of the Day and


8:30 am-12:00 pm Group Work on SEOT (students)Mentor Workshop Steve Wolter

Betsy Dodson12:00 pm-2:00 pm Student Lunch with Mentors

2:00 pm-4:00 pm Group Work on SEOT (students)Mentor Workshop Steve Wolter

Betsy DodsonSteve Maass

4:00 pm-4:30 pm Quick Reflection

6:00 pm Mentor and Coordinator Dinner At the Andrews Home

8 October 2010


Wednesday, october 27th, 2010 Time Session Title guest Speakers8:00 am-8:15 am Good of the Day and


8:15 am-10:15 am Informal Visitor Contact: Supporting your Employees

Gus Sanchez, LYJO

10:30 am-12:30 pm Asset Management Update Steve Maass


1:30 pm-2:30 pm Presenting your Annual Work Plan Steve WolterSteve Maass

2:30 pm-4:30 pm Mentor/Student Meetings


SEOT Superintendent

Evening SEOT Dry Run Students/Mentors

Thursday, october 28th, 2010 Time Session Title guest Speakers7:30 am-8:30 am Individual and Group Photos Class

9:00 am-12:00 pm Group SEOT Presentations Students


1:00 pm-3:00 pm Group SEOT Presentations Students

3:00 pm-4:00 pm Course Conclusion Steve WolterBetsy Dodson

4:00 pm-5:-00 pm Focus Group

5:30 pm-8:30 pm Group Dinner

9October 2010


inTroDuCTion AnD objECTivES oF THE CourSE

Course goalsFollowing completion of this course, students will be able to:

• Plan operations, maintenance, repair, and alterations functions by completing an Annual Work Plan

• Revise plans through evaluation to fit within budgeted funds.• Identify and utilize human, paper, and electronic resources to guide decision-making

and planning process.• Analyze and evaluate data from multiple sources to inform planning and management

decisions

Individual course objectives will be listed at the beginning of each session

10 October 2010


CourSE SyllAbuS

Course Coordinator: Betsy Dodson Phone: 843-856-3531Email: [email protected]

This course is divided into many objectives over a two week period. The assumption is that you will be completing pre-course work, presentations, and additional homework throughout the two weeks. Some of this will take place after regularly scheduled course time.

Course Description and rationale Welcome to the second classroom course of the Facility Manager Leaders Program. This course is designed for those charged with execution of the facility function in the NPS. Participants will consist of those participating in the year-long Facility Manager Leaders Program (FMLP). required Texts:Daft, R. (2005). The Leadership Experience, Fourth Edition Canada: South-Western, Thomson Corporation.Rath, Conchie (2008). Strengths Based Leadership, First Edition: Gallup, inc

Evaluation and grading:You will be graded on the following. The grading will be on a 1475-point scale. Each requirement is assigned a point value.

1. Distributed Learning Session #1 Activities Presentation [300 points] Your seven- to ten-minute presentation will be graded based on the oral communication rubric

2. Annual Work Plan Blueprint [175 points] Each team will be required to submit a Project Plan outlining the details of the Annual Work Plan

3. Completion and submission of the LYJO field experience [50 points] This will be a homework assignment during the AFMP course.

4. Sea Otter Island Group Presentations [500 points – 250 for presentation, 250 for annual work plan and supporting materials].

5. Excel Exam [100 points]

6. Mid-Term Exam [200 points]

7. Class participation [100 points]

11October 2010


grading Scale: The grading scale and grades help you to track your progress throughout the course of study. In order to receive a Certificate of Completion, you must maintain a “C” or better average.

A 90 -100% B 80 - 90% C 70 - 80% D 60 - 70% F <60%

Cheating and PlagiarismThroughout this rigorous course of study, it is expected that cheating and plagiarism do not occur with any student projects, papers, developmental activities, or other assignments.

The definition of plagiarism is as follows: A student must not adopt or reproduce ideas, words, or statements of another person without appropriate acknowledgment. A student must give credit to the originality of others and acknowledge an indebtedness whenever he or she does any of the following:

a. Quotes another person’s actual words, either oral or written; b. Paraphrases another person’s words, either oral or written; c. Uses another person’s idea, opinion, or theory; or d. Borrows facts, statistics, or other illustrative material, unless the information is common

knowledge.

There are serious consequences for academic misconduct. Your assignment may not be accepted, you may receive a lower grade, or you may receive a grade of F for the assignment.

The Indiana University Academic Handbook states that faculty members have the responsibility of fostering the “intellectual honesty as well as the intellectual development of students....Should the faculty member detect signs of plagiarism or cheating, it is his or her most serious obligation to investigate these thoroughly, to take appropriate action with respect to the grades of students, and in any event to report the matter to the Dean of Students. The necessity to report every case of cheating, whether or not further action is desirable, arises particularly because of the possibility that this is not the student’s first offense, or that other offenses may follow it. Equity also demands that a uniform reporting practice be enforced; otherwise, some students will be penalized while others guilty of the same actions will go free.” (p. 172).

12 October 2010


13October 2010


Advanced Facility Management Practices

14 October 2010


Student Presentations

Objectives: At the end of this session, students should be able to:• Describe how they applied concepts of asset management to their park and the ways in

which the DLS #1 activities reinforced these concepts.• Identify further needs in their oral communication skills.• Outline an understanding and the outcomes of their developmental activity.• Identify any change in behavior or skill level as a result of activities during DLS #1. • Outline how DLS #1 activities applied to the overall park mission.

15October 2010


Time Management / DLS #2 Planning

Objectives: At the end of this session, students should be able to:• Apply strategies to increase productivity by managing time on a day-to-day basis.• Develop time management skills.• Develop a time management plan.• List three practical methods to overcome time management challenges.• Articulate their responsibilities for the DLS #2• Provide feedback to the course coordinators.

16 October 2010


Time Management: Common Time Stealers

1. Shifting priorities and crisis management. Crisis management is actually the form of management preferred by most managers. The irony is that actions taken prior to the crisis could have prevented the fire in the first place.

2. The telephone. The telephone, our greatest communication tool, can be our biggest enemy to effectiveness if you don’t know how to control its hold over you.

3. Lack of priorities/objectives. This is probably the biggest/ most important time waster. It affects all we do both professionally and personally. Those who accomplish the most in a day know exactly what they want to accomplish.

4. Attempting too much. Many people today feel that they have to accomplish everything yesterday and don’t give themselves enough time to do things properly.

5. Drop-in visitors. Knowing how to deal with interruptions is one of the best skills you can learn.

6. Ineffective delegation. Good delegation is considered a key skill in both managers and leaders. This is probably the best way of building a team’s moral and reducing your workload at the same time.

7. The cluttered desk. If you can see less than 80% of it then you are probably suffering from ‘desk stress’. The most effective people work from clear desks.

8. Procrastination. The biggest thief of time; not decision-making but decision avoidance.

9. The inability to say “no!” The general rule is if people can dump their work or problems on to your shoulders they will do it. Some of the most stressed people around lack the skill to ‘just say no’ for fear of upsetting people.

10. Meetings. Studies have shown that the average manager spends about seventeen hours a week in meetings, about six hours in the planning time, and untold hours in the follow up.

17October 2010


Common Time Stealers Survey

Directions: For each time stealer listed below, place an “x” to signify whether it is a constant time stealer, a time stealer fairly often, rarely a time stealer, or never steals your time.

Time Stealer Constant Time Stealer?

Time StealerFairly Often?

Rarely a Time Stealer?

Never Steals Your Time?

Interruptions - Telephone Interruptions - Personal Visitors Meetings

Tasks you Should Have Delegated Procrastination and Indecision Acting with Incomplete Information Dealing with Team Members Crisis Management / EmergenciesUnclear Communication Inadequate Technical Knowledge Unclear Objectives and Priorities Lack of Planning

Stress and Fatigue

Inability to Say “No”

Desk Disorganization

Email

Instant Messaging

18 October 2010


Take Back Your Time!

Directions: For each time stealer that you identified as a “Constant” or “Fairly Often” time stealer, discuss different solutions to that problem in a group. Write down solutions that you think would work best for you on this sheet.

Time Stealer Solutions

19October 2010


Time Management Resources

1. Write things down. A common time management mistake is to try to use your memory to keep track of too many details. Using a to-do list to write things down is a great way to take control of your projects and tasks and keep yourself organized.

2. Prioritize your list.Prioritizing your to-do list helps you focus and spend more of your time on the things that really matter to you. Rate your tasks into categories using the ABCD prioritization system, where A denotes tasks that are highly important and need to be done immediately and D stands for tasks that are mundane and are not due for a long time.

3. Plan your week. Spend 15-30 minutes at the beginning of each week planning your schedule. Taking the extra time to do this will help increase your productivity and balance your important long-term projects with your more urgent tasks.

4. Carry a notebook. You never know when you are going to have a great idea. Carry a small notebook with you so you can capture your thoughts. If you wait too long to write them down you could forget.

5. Learn to say no.Many people become overloaded with too much work because they over commit. Learn to say no to low priority-requests and you will free up time to spend on things that are more important.

6. Think before acting.How many times have you said yes to something you later regretted? Before committing to a new task, stop to think before you give your answer. This will prevent you from taking on too much work.

7. Continuously improve yourself.Make time to learn new things and develop your natural talents and abilities. Continuously improving your knowledge and skills increases your marketability, can help boost your career, and is the most reliable path to financial independence.

8. Think about what you are giving up to do your regular activities.Evaluate regularly how you are spending your time. In some cases, the best thing you can do is to stop doing an activity that is no longer serving you so you can spend time doing something more valuable. Consider what you are giving up to maintain your current activities.

20 October 2010


Time Management Tips (cont.)9. Use a time management system.Using a time management system can help you keep track of everything that you need to do, organize and prioritize your work, and develop plans to complete it.

10. Identify bad habits.Make a list of bad habits that are stealing your time, sabotaging your goals, and blocking your success. Then work on them one at a time to systematically eliminate them. Remember that the easiest way to eliminate a bad habit is to replace it with a better habit.

11. Don’t do other people’s work.Doing this takes up time that you may not have. Instead, focus on your own projects and goals, learn to delegate effectively, and teach others how to do their own work.

12. Keep a goal journal.Schedule time to set and evaluate your goals. Start a journal and write down your progress for each goal. Go through your goal journal each week to make sure you are on the right track.

13. Don’t be a perfectionist.Some tasks don’t require your best effort. Sending a short email to a colleague, for example, shouldn’t take any more than a few minutes. Learn to distinguish between tasks that deserve to be done excellently and tasks that just need to be done.

14. Beware of “filler” tasks.When you have a to-do list filled with important tasks, be careful not to get distracted by “filler” tasks. Things such as organizing your bookcase or filing papers can wait until you tackle the items that have the highest priority.

15. Avoid “efficiency traps.”Being efficient doesn’t necessarily mean that you are being productive. Avoid taking on tasks that you can do with efficiency that don’t need to be done at all. Just because you are busy and getting things done doesn’t mean you are actually accomplishing anything significant.

21October 2010


A WeeK Of MOnDAYSI got to work early on Monday, hoping to have a chance to get the week organized before the rest of my staff showed up. I also wanted to finish the budget plan for the upcoming fiscal year that the Superintendent has requested each division chief turn in by mid-week. But then Cindy came in early with “treats” to celebrate Sam’s birthday. And of course I couldn’t just ignore her, so I ended up chatting and finding out how her weekend went while I helped her find the supply of paper plates and napkins that we both knew were in the break room somewhere.

I got back to my desk just in time to grab a notebook and run to the weekly senior staff meeting. I came back an hour and a half later with no notes written down – nothing new came up. I realized I had a bunch of voice mail messages and emails, so I thought I’d better check on those quickly. I got caught up in responding to the emails, and it was noon before I realized it. Where had the morning gone?!!

After lunch Cindy came in with an issue she wanted to discuss. She explained the situation from her point of view; I made some suggestions, and then she went over her description of the situation again. I got the impression that she really wanted me to go solve the problem for her. Finally convinced her she could take care of the issue, that she had my support. It would have been quicker for me to do it, but she needs to learn how to be a work leader.

The Superintendent stopped by my desk and we chatted for awhile. Next the Chief of Interpretation walked by, saw the Superintendent and I talking and joined in. Pretty soon there were 4-5 folks around my desk. Some of the topics were informational, others were just entertainment.

Cindy came back in, and we discussed how she had handled the situation down in the shop. She had done just fine; she just needed reassurance to boost her confidence as a Work Leader. Then I got a phone call from my old park, where they were trying to remember why we did something the way we did – no one there could remember the reasons. I had to think back on it myself, but it was a nice way to catch up on what was happening there.

Even though I had seen Cindy several times today, I had forgotten to give her an assignment. So I walked down to the shop to see her. I talked to the Electrician and the Carpenter (only ones in the shop) while someone went to find Cindy, who was out supervising a field project. She came in and I discussed the assignment with her and then I walked back up to the HQ building.

I realized it was almost the end of the day, and where had that budget spreadsheet gotten to? I searched all over my desk, and finally found the spreadsheet over on a work table, where I had put it so it didn’t get covered up by all the other paperwork coming into the office. But then I remembered I had to take my kids to soccer practice, so I would not be able to stay late to work on it. Hopefully tomorrow I can find some time to work on the budget.

22 October 2010


DLS #2 SCheDULe

Task or Event Due DateRequired Coursework

• Introduction to Budgeting and Accessibility

• Fire Extinguisher e-course

December 6-10 2010 - Blooming-ton INNovember 24, 2010

• OSHA E-Tools Topics (1 page write-up required)

• PMIS Narrative

December 15, 2010

December 19,2010• Structural Fire e-course February 16, 2011

DLS #2 Self-Assessment November 7, 2010

DLS #2 Individual Development Plan November 7, 2010

Request for Developmental Activity Due to Mentor: November 12, 2010Due to be Uploaded: November 21, 2010

Directed Field Activity Mid-January -February 2011

• Field Experience Mid-January – Mid-February 2011

• Final Field Experience Write Up February 28, 2011

• Critical Analysis Paper February 28, 2011

FMLP Leadership Excellence Award-nomination due March 16, 2011

Schedule Poster brainstorm call Before January 29, 2011

Poster -Title, Photos, Quote, ThemePoster – Text for Your Best Leadership ExperiencePoster-Text for Your Most Meaningful Experience/exercisePoster – FinalPortfolio- Biography and Application for GraduationPortfolio- IntroductionPortfolio- ArtifactsPortfolio- Framing StatementsMy Personal Philosophy of Leadership-Revisited

February 6, 2011 February 27, 2011February 27, 2011March 13, 2011February 13, 2011February 13, 2011March 20, 2011March 21, 2011March 18, 2011 (to your mentor)March 27, 2011 (final)

Web Conferences Check e-portfolio site for date and timesDevelopmental Activity due March 4, 2011 (to your mentor)

March 13, 2011 (final)Critique of your FMLP Experience due April 3, 2011

23October 2010


Assignment Details

Directed Team Activity: Schedule and AssignmentsWorking in teams of three or four, you will be assigned a real park and with the facility manager, develop and propose a product to present to park management. You will be expected to work with each other and the management team at the park. Some of the work can be done off-site, but the work will require that you travel to the park and work with the management team to “ground truth” the information that you have collected and the recommendations that you are making.

This assignment, along with your Developmental Activity will make up the bulk of your grade for the Distributed Learning Session (DLS) #2. As such, you will have resources available to you to ensure that you are able to complete this assignment successfully.

Independent Study AssignmentsAssignment: SEOT PMIS Project NarrativesDue: December 19, 2010Description: Based on the Project Work Orders spreadsheet and the SEOT Location Hierarchy and Asset Hierarchy report (both located on the e-Portfolio site), write a draft PMIS project in the Test PMIS Database. Only complete the project through the Project Narratives page (i.e., only the first two pages of PMIS). You should not submit this assignment to the e-Portfolio site – it will be assessed directly in PMIS – therefore it is critical that you include your name as the Project Contact Name on the Project Information page of PMIS if you want to receive credit. For more guidance on this assignment, please download FMLP PMIS Assignment Guidance document from the e-Portfolio site.

Assignment: Briefing StatementDue: February 28, 2011Description: As a team, write a briefing statement, using the QABECS System, regarding the plan that your team created with the park during your field experience. Your audience is the Facility Manager and Superintendent of the park that you visit.

As you write this briefing statement, think about your audience. What does the Superintendent want to hear? What does he/she need to know? Are these different than additional information you might provide to the Facility Manager? Within the structure of the briefing statement template, you should also include:

• The outcome of the planning process in this park• Suggestions for updates to the PAMP (if any)• Suggestions for next steps

Although the briefing statement will be saved in QABECS, you should export it into Word to submit it for grading; you should also include all written documentation of the plan.

24 October 2010


After grading, the documents should be sent to the Park as a culmination of the planning process.

Assignment: My Philosophy of Leadership – RevisitedDue: March 27, 2011Description: This 7-10 page, double-spaced, Arial 12 font, 1-inch margin paper, provides students with a chance to revisit their leadership philosophies that were developed during DLS #1. It should reflect on the knowledge gained in this course and your personal experiences with leadership in the past year.

Besides summarizing your previous philosophy of leadership, you should analyze how the philosophy you wrote materialized into action. What are some specific examples of your experience trying to apply this philosophy? What were the results? Additionally, reflect on how this course impacted your philosophy of leadership, what you learned during the course, and how it impacted you as a future leader in the field of facility management, and the National Park Service. What kind of revisions (minor or significant) do you need to make to your philosophy, if any?

Models, visual representations and/or organized outlines or templates are strongly recommended in this paper. In addition, you should use articles, books, and other references to support your reflections and cite them appropriately.

Who is your audience?• Your audience has never met you• Your audience has a conceptual knowledge of the National Park Service (NPS), but has

never worked for the NPS.

What about sources?• Use them and site them appropriately-Go to www. citationmachine.net and use either

Chicago style or APA style. You will not be penalized for using one or the other.• Although this is about your own philosophy, you will need to draw on experts in the field

of leadership to support your claims.

Assignment: Critique of your FMLP ExperienceDue: April 3, 2011Description: This 2-3 page, single-spaced paper should provide feedback to the course coordinators and developers concerning your feelings on both the positive and negative aspects of the FMLP. What were the highlights? What could be improved for future classes? What recommendations do you have for topics that should be included or removed from the course of study?

25October 2010


Developmental Activity: Schedule

You are required to do one Developmental Activity during Distributed Learning Session #2.

Step 1: Complete your Request for Developmental Activity (or activities), and send it to your mentor for review

Step 2: After reviewing comments given by your mentor, upload your Request for Developmental Activity into the e-portfolio site.

Step 3: Conduct your Developmental Activity.

Step 4: Submit your Developmental Activity final report, including completion of the Request for Developmental Activity form, written reports, and other materials that support your activity, to your mentor for review. Make necessary adjustments based on your mentor’s feedback.

Step 5: After reviewing comments given by your mentor, upload your Developmental Activity on the e-portfolio site.

Remember that your individual developmental activity should be a direct result of the revision and update of your Individual Development Plan (IDP) and your self-assessment. The activity should directly address one or more of the gaps you have identified in these two documents.

26 October 2010


Developmental Activities: List of ActivitiesSample Developmental Activities

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

2. Conduct or participate in a Comprehensive Condition Assessment in your park or near-by park.

3. Develop emergency plans for two-four assets and conduct an emergency drill.4. Develop a proposal for purchase of a PDA and implementing Mobile FMSS. If approved,

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

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

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

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

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

have more than twenty employees, using a spreadsheet that will be provided.15. List all the PMs for a FY that the assets should receive, and produce a schedule for

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

for the Servicewide Comprehensive Call.17. Create and lead an inter-divisional team in developing a list of assets that could be “de-

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

Backlog.

27October 2010


Portfolio Guidance

Portfolio – Due: April 11, 2011What is the Capstone Portfolio?

A Capstone Portfolio is a body of work that:• Is a comprehensive representation of your individual growth and achievement during

your year as a student in the Facility Manager Leaders Program (FMLP)

• Showcases the skills you have gained/perfected throughout the course of study

• Is organized and explained in a logical way

• Serves as a marketing tool for present or future employment ventures – your skills and research are made tangible to a prospective employer through the portfolio

• Provides the opportunity for you to demonstrate what you think about the knowledge you acquired during this year’s course of study and related professional experiences

• Serves as the basis for self-reflection and acts as the foundation for a conversation between you and your fellow classmates, members of the Servicewide Maintenance Advisory Committee (SMAC), and other divisions within the NPS

• Is a sum of your competency development this year

What is the purpose of the Capstone Portfolio?Your Capstone Portfolio serves the following purposes:

• To highlight the specific competencies that you have mastered during the FMLP (or are beginning to master). The process should help you to document the quality of your work, both in your courses and during your Interim periods.

• To allow you to reflect on your growth and development in the professional practice of facility management

• To be used for performance reviews or as a tool for job interviews. Think of it as an expansion of a job resume. A portfolio can provide the hard evidence of the professional experience that an interviewer might be looking for.

What do I include in my Capstone Portfolio?Your portfolio should include a selection of “artifacts,” which are defined as personal representations that define your knowledge base. Artifacts you may want to include in your portfolio are your independent study papers, PowerPoint presentations, PAMP analysis paper and developmental activity reports. You will decide on the artifacts that best illustrate your individual growth and achievement during your year as a student in the Facility Manager Leaders Program (FMLP). Ask yourself first, “What do I know as a result of this year-long course of study?”, then “How can I display that knowledge?” Each artifact should be accompanied by a framing statement, or brief description of why you chose it and why it is significant to you. Your artifacts are the “core” of your portfolio, and you may find a common theme that ties them together such as leadership, or personal and professional growth and development.

28 October 2010


What will the Capstone Portfolio look like?A Binder, tabs, clear paper sleeves and professional paper will be mailed to you in the upcoming weeks. It is your responsibility to design and piece together your portfolio using the supplies we provide as well as any other materials you would like to add. These components, along with your chosen artifacts, framing statements, and mini biography, will make up your portfolio. You will determine the order of the contents in your portfolio. However, the contents should have a specific purpose and flow, separate sections for separate topics, and the language should be professional and brief as you learned in your technical writing session during Advanced Facility Management Practices (AFMP).

CreativityWe would like to see your personality shine through in your portfolio. Please personalize your portfolio and use your own creativity. The portfolio must include but is not limited to the following:

Portfolio Contents

A. Demographic Sheet:1. Name2. Professional Photo3. Personal Biography

a. Number of years in the NPSb. Specific jobs and number of years at each parkc. Your personal best leadership experience and best memory in this program (100

words maximum)d. Professional aspirations and goals (50 words maximum)e. Why is the NPS important to you? (50 words maximum)f. An inspirational quote, leader or idea you would like to share

B. Introduction and Table of ContentsA short introduction of about 200 words should set the stage for your portfolio and let your reader know what it contains. It should be followed by a table of contents. See the attached sample.

C. Artifacts and Framing Statements (see attached samples)You should include at least five artifacts, which can include the following:

1. A Developmental Activity Write-up2. A copy of the PowerPoint used for an oral presentation you have given3. A homework assignment you are particularly proud of (such as Flight 93 worksheet)4. A paper that you have written as an independent study project5. A copy of a report or product that you have helped to develop at a Park (fictional or real)6. Anything else of significance you wish in include

29October 2010


Your framing statement could answer some of the following questions:1. Why did you choose this artifact to be included in the portfolio?

2. How does this artifact relate to the theme of the portfolio?

3. How did creating this artifact increase your learning?

4. How does this artifact relate to the professional practice of facility management?

5. What changes would you make in this artifact based on what you learned in classes later?

6. Did you implement the idea represented in this artifact? If so, what was the result? What changes would you make?

7. What future growth might arise from this artifact?

D. Completion Certificates You should include completion certificates from all of the training and education courses you have completed in the past two years. These should be printed in color, in the back of the portfolio and placed in the clear sleeves provided.

E. Current ResumeThis is your opportunity to update your resume and include it in your portfolio.

Note: Many of the assignments listed below are assignments from the FMLP classes of 2007 and 2008. Since then, the assignments have dramatically changed. Please use this sample as a reference to better learn of the purpose of framing statements.

Portfolio Introduction (sample)The purpose of this portfolio is an attempt to highlight both the philosophical and the practical as a demonstration of a whole body of knowledge. The artifacts selected were done so to highlight the manner in which I took what I had learned and assimilated it into my reality as an adult educator and, in turn, into my professional life. Some reflect personal philosophies, such as my personal philosophy of adult education; some are research-based, such as a book review of Kirkpatrick’s Four Levels of Evaluation; while others actually show the practical application of models or adult education “in action.” There are also artifacts that attempt to shed some light on constructivist theory and the difficulties encountered with an online learning environment as opposed to a classroom environment. It is my hope that this compilation shows a full picture of my body of knowledge in adult education.

This particular body of knowledge, however, is grounded in the area of training, where the primary purpose of the organization is not to educate adults, but rather to serve as a means to improve organizational effectiveness. Although I am an employee of Indiana University with an academic appointment, the focus of my work is in the area of training and education. The elements provided here, however, highlighting the theme of applying philosophical and theoretical foundations into practice could be applied to community-based education, outreach adult education organizations, and formal adult education institutions.

30 October 2010


Table of Contents (sample)........................................................Tab

BIOGRAPHY ......................................................................................................BiographyARTIFACTS

SEOT Park Asset Management Plan .................................................................Artifact 1SEOT Data Analysis Documentation .................................................................Artifact 2Fort Sumter NHS PAMP – Draft .........................................................................Artifact 3Individual Report on the Fort Sumter PAMP Experience ...................................Artifact 4Presentation Made at National Conference Relating to Acting Detail ................Artifact 5

RESUME ...............................................................................................................ResumeCERTIFICATES ......................................................................... Course Completion Certs

31October 2010


Biography (sample)

Christy McCormickNumber of Years at Eppley: 8Positions Held: Deputy DirectorAssociate DirectorProgram Manager Project ManagerProject CoordinatorProject Associate

Personal Best Experience: My involvement in the Facility Manager Leaders Program (FMLP) has been one of the most enriching experiences of my professional career. I feel very fortunate to work with the individuals involved in developing and presenting this program, but it has been most fulfilling to work with the students. I have found them to be engaged, ambitious and dedicated, and, above all, consummate professionals taxed with the balance of excelling in a rigorous educational program and, at the same time, fulfilling the requirements of their day-to-day jobs. Professional Aspirations and Goals: I would like to continue my work with the Park Facility Management Division (PFMD) and enhance my professional growth through the exploration of new techniques and methods of delivery to maximize learner engagement. With each successive visit to a park/unit, I learn more about the challenges faced by today’s facility managers in the National Park Service (NPS). My goal is to assist these professionals in their growth to help them in the stewardship of the country’s most important cultural and natural assets.

The National Park Service is important to me because: I have never in my professional career met a more dedicated and diverse group of individuals. This is particularly true with my interaction with those individuals in the field of facility management. They have educated me in the importance of the care of a diverse asset portfolio and the importance of the mission of the NPS, which is to “preserve unimpaired the natural and cultural resources and values of the national park system for the enjoyment, education, and inspiration of this and future generations”.

A Quote that inspires me: I will finish with a quote that I read in my first adult education course, Introduction to Adult Education and Theory. One simple sentence helped me begin to define my personal philosophy in my pursuit of a graduate degree in adult education. It also helped me to define why the development of a working philosophy has improved my effectiveness as an adult educator. “Theory without practice leads to an empty idealism, and action without philosophical reflection leads to mindless activism”. (Elias, J. L., & Merriam, S. (1980). Philosophical foundations of adult education. Malabar, FL: Robert E. Krieger).

My photo here

My photo here

32 October 2010


Artifact #1-Framing Statement (sample)Personal Philosophy PaperSubmitted: May 1, 2010

IntroductionThis artifact was written as the final project for my first course in adult education and the first formal paper I had written in almost twenty years. I chose this as my first artifact because the definition of a personal philosophy assisted me in all of my subsequent courses. It also required reflective practice to link my thoughts and beliefs about adult education with reflection. Reflective practice is a system that I try to incorporate in all of my coursework.

<PERSONAL PHILOSOPHY PAPER HERE>

ConclusionBy reflecting on my own personal beliefs and values in adult education philosophy and understanding the “why,” this paper was a benefit to all subsequent classes. I used it as a foundation but also incorporated new information and, perhaps subconsciously, I modified my initial philosophical leanings expressed in this first attempt. Further reflection cemented those concepts I identified in that first paper. Finally, the direct application to my professional practice benefited from this articulation of my beliefs and values.

33October 2010


Portfolio AssessmentHow will the portfolio be assessed? The scoring rubric below will be used to assess your portfolio. Three evaluators will assess each portfolio. Their scores will be averaged to comprise the student’s final portfolio score (Rubric subject to change).

Portfolio Presentation Rubric

Objective Criteria

1 5 10 Points Comments

Introduction

Introduction is vague and primary thesis is absent. Portfolio and its contents are not refer-enced or thematically linked to each other.

Portfolio theme is loosely established and linked to the contents of the portfolio. Introduction is weakly developed and ideas are vague and general in nature

A theme is clearly established and links to the entirety of the portfolio presentation. Introduc-tion thoroughly explains pre-sented ideas and strongly links to the contents of the portfolio.

Artifact (Framing)

Statements

Statement is unclear in revealing why it was selected for inclusion. Statement is not tied to portfolio theme.

Statement is confusing and/or loosely linked to the theme of the portfolio. Learning is alluded to but not overtly stated.

Statement is expressive and explanatory of why it represents the student’s progress over the FMLP course of study. Material is presented as part of a com-prehensive thematic presenta-tion of student materials and discusses the student’s learn-ing. Artifact statement reflects student growth and forecasts future learning or growth.

10 points each

1.

2.

3.

4.

5.

Resume

Resume is obviously outdated and not cur-rently relevant to the experience and status of the student.

Resume is partially updated but does not reflect the FMLP experiences. The document is not readily use-able for a job posting.

Material is fully updated and reflects current employee sta-tus. Document is usable in a job application context.

BioStatement

Statement is not relevant to student or student experience. Nothing is learned about the student in the statement.

Statement is merely a listing of activities and involve-ments; material is general and reader has no sense for the individuality of the student.

Statement reflects the activities and interests of the student in a compelling and interesting way.

CreativityAdditional points may be rewarded for creativ-ity and exceptional pre-sentation and writing.

Total

Student Name ________________________________________________

Name of Evaluator ____________________________________________

34 October 2010


Poster GuidanceWhat is a poster presentation?A poster session combines text and graphics to make a visually-pleasing presentation. Typically, a professional poster involves showing your work and/or experience to numerous colleagues, researchers, supervisors, or other interested parties at a conference or seminar. As viewers walk by, your poster should quickly and efficiently communicate your experience. Unlike the fast pace of a slide show or verbal presentation, a poster session allows viewers to study and restudy your information and discuss it with you one-on-one. Often you are also required to give short presentations on your research every ten or fifteen minutes. You should be prepared to do so for this assignment.

What are the specifics of the FMLP Capstone Poster Presentation?The FMLP Poster Presentations will be delivered during the Capstone course. Your poster presentation will be, in part, a graphic representation of your experience as a student in the FMLP. Additionally, you will be expected to give short presentations (about five minutes) on your poster content. Most likely you will be presenting to a small group of individuals at a time. Keep your presentation professional but also informal and interactive, giving your audience a chance to respond to the presentation and ask questions about your experiences in the program.

Who is my audience?Your readers/attendees will have some background knowledge of the Facility Management career field. Be ready to address the expected audience of the poster presentation. Expected attendees include:

• Department of Interior (DOI) and National Park Service leadership• PFMD leadership• Servicewide Maintenance Advisory Committee (SMAC) members• Course managers and designers• FMLP Mentors• The “intelligent layperson”

What should be on the poster? Write your poster for the readers who have background knowledge, but you may wish to prepare supplemental information to hand out to your audience. Be sure to “announce” during your presentation that handouts are available (optional). If you do not have time to prepare detailed supplements, at least tell individuals who need more information that you can talk to them in greater detail after your presentation.

Draft several alternative texts for posters and ask a wide range of viewers to tell you which ones seem clearest. Oftentimes it is helpful to think of a poster design that is simple and eye-catching as that will help you grab the attention of passersby and make your graphics, message, and text clear, understandable, and concise. Staff members at the Eppley Institute will assist you in preparing text and graphics for your poster.

35October 2010


The preparation for your poster takes longer than you might think, so get started right away and adhere to the deadlines given. For more specific information on the contents of the poster and deadlines for the project, please see the deadline calendar at the end of this section.

What should I present, and how?The poster session presentation should tell the viewer WHAT, WHEN, WHERE, HOW, and WHY, as well as SO WHAT? and/or NOW WHAT? You should be able to “answer” each of these questions in a sentence or two, using language that the “intelligent layperson” can understand. In more formal “research” terms these are often listed as INTRODUCTION & RATIONALE, RELATED LITERATURE, METHOD, FINDINGS, IMPLICATIONS. Using this outline you can craft a presentation about your experience, research, or project that will keep most people interested.

How is the portfolio incorporated into the poster presentation?The FMLP portfolio is your reference work for your poster session and is a competency summation for your experience. You should refer to it in your presentation and use it in the presentation if you can. One method is to simply refer to it and indicate what is in it, what it represents to you and your experience in the FMLP, and that it is available for review. Another method might be to refer to it and as part of your presentation toward the end, to actually hand it to an audience member with the encouragement to look at it and pass it around. A third approach would be to include a summary of the portfolio on the audience hand out. Whatever method you choose, be sure to refer to the portfolio and the culmination of this experience, including your Personal Best Leadership Experience.

Tips for the Poster Presentation• This is not as formal a speaking presentation as a formal program at a conference or

meeting. While your dress and overall style should meet standards for professional presentations, your approach may be more personable with handshakes, introductions, and sharing with the audience before you start your presentation. Think of it as ‘gather-ing people up in a net’ before you present. If you rush too fast with the net, they’ll scare off and you’ll have to chase them; a bad thing to do in the field and at a professional meeting. If you move too slowly or jerkily, you’ll never catch them. Use the strength of your personality and your confidence to gather an audience and start your presentation.

• Relax a bit and enjoy this poster session. Remember, there is no one in the room who knows more about your experience and position then you do.

• Even though listing your method (when, where, how) is very important, most people are more interested in the “why” (what was it that led you to the action research or profes-sional development opportunity your poster describes) and the “so what” (what are the implications of your work for you as a student or as a facility manager will have for your park, the NPS, the field) and the “now what” (what follow-up is intended for you, the NPS, your park, etc.).

• Be sure to have some sort of handout to accompany the poster session. This can be a reproduction of the text displayed (five or six pages), or it might be a summary of the work (one page). Sometimes people hand out other “artifacts” -- samples of work and

36 October 2010


a list of related references, an activity guide or unit/lesson plans, etc. It’s important to have something for people to take away; we all like to receive handouts of one form or another!

• Provide information about where/how you can be contacted, both on the poster and in any handouts. You may want to include some business cards in your portfolio for attend-ees to pick up or for you to distribute.

• Don’t stand directly in front of your poster. Stand off to the side so your audience is able to read it.

• Try not to get too engrossed with one individual, so that others are not able to view your poster or ask questions.

• Don’t read directly from your poster. Prepare talking points based on your poster con-tent. Never turn your back to your listeners. If you think you will need to be reminded of what you wrote on your poster, make a printed copy to so that you can glance at it dur-ing the presentation.

• Allow your audience to read your poster and take in all the information provided. After a time, ask them if they have questions or if you can elaborate on any specific points.

• Use your portfolio to add more in-depth information.• Enthusiasm is contagious. If you are excited about your work, your audience will be too!

Problems to Anticipate • Problem 1 - A viewer asks questions during the presentation that disrupts the experi-

ence for otherso Common problems like this occur, and you must indicate to the viewer that you are

very interested in discussing these issues with them and others after the overall pre-sentation and specifically ask them if they would stay after to talk further.

• Problem 2 - No one comes to your postero Walk over to your next-door neighbor and ask them to stand by you in between your

posters. Two people together close to posters often gather other people, and if a viewer walks by and seems interested. you can sneak up on them and ask them if you can give them more information and then pass them on to your neighbor poster presenter.

• Problem 3 - Viewers indicate they do not have a lot of time for your presentationo Give them the two-minute, high point, ‘geez, I am excited’ presentation. It will make a

difference and they may stay and ask more questions• Problem 4 - Viewers look at the poster but seem like they do not want to engage in talk-

ing to youo Okay, so is that bad? Maybe, but maybe it’s just the nature of the viewer. Ask them

if you can give them any more information, or ask them where they are from, or ask them if they like your poster. Be conversational and smile!

• Problem 5 - A very good poster and presentation next to mine is dominating the presentationso Why not hang out on the outskirts of the viewers they are presenting to, taking notes

37October 2010


about how you can be better and making contact with other viewers who may then turn to you for comment, advice or questions?

• Problem 6 - Anything else can and will happeno Be flexible and have fun. Remember, you are the expert on YOUR poster session

and this is about you, your opinions, your experiences, and your abilities.

Poster Elements1. Photos and Visuals

• An appropriate size for photos is usually 5” x 7”. You may wish to have one photo that is larger, but do not use any prints that are smaller than 5” x 7”. A graphic designer will be sizing your photos, so use the highest resolution possible.

• The photos or graphics should help you to limit the text you include on the poster. Re-member, a picture is worth 1000 words!

• You may have other graphics you wish to use, but they must be in digital format, saved as a jpeg, and at least 300 dpi. You can have images scanned at a business like Kinko’s or at a photo kiosk in your local drugstore. Images include:

o Mapso Charts o Graphs

2. Text• Preparing a poster is very different than writing a paper. Your goal is to use spare lan-

guage to make your point. Break the text by using bulleted or numbered lists. A wall of text is not appealing to your audience.

• Spelling and punctuation should be checked very carefully. Ask someone else to proof-read what you write.

• You should include at least three artifacts of text. One of those should be a summation from your Best Leadership Experience paper from the FMLP.

• Each artifact of text may only contain a maximum of 50 words. These will be edited.

3. LayoutThe layout and printing will be done through Eppley, and the time required to do layout and printing is extensive. Because of this, edits to the product may not be honored. If you do not adhere to the deadlines, your poster may not be available for display at Capstone.

NOTE: All elements (graphics, text, photos) may not be included on your final product. You will have the opportunity to review, but your poster will be designed to provide the maximum impact to your audience.

38 October 2010


Poster Content1. Title The title of your poster should not be more than ten words and should sum up what you think this year was all about. It should include the leadership component in some way.

Examples:Facility Management and my vision of leadershipAdapting to the changing demands of facility managementMy pursuit of Excellence

2. Overall ThemeA sentence or two that describes the overall theme of your poster, followed by two to three bul-lets. The bullets should preview the rest of the story.

Example:“The Facility Manager Leaders Program: Perseverance Pays”

• Perils and Pitfalls of Developmental Activities• If you don’t want feedback, then don’t ask for it• Lessons Learned from PAMP Execution

3. Best Leadership Experience during the FMLPThis should have no more than 100 words. They may be written as a block of text, or you may combine text and bullets. You may wish to quote directly from your paper.

Example:My Personal Best Leadership ExperiencePerils and Pitfalls of a Focus GroupThe Need: Mentors needed a forum to voice their experiences as mentors in the first year of the Facility Manager Leaders Program. The challenge was to listen to concerns without judgment, while still managing the facilitation process.The Solution: The session was co-facilitated to allow for one to express opinions and the other to remain neutral.The Result: In a one-hour session, we were able to define strategies to assist in the next six months of planning and provide guidance for the next class of mentors.

4. Your Most Meaningful ExperienceYou want to keep your poster content simple, yet interesting for your audience. In addition to your Best Leadership Experience, you can outline additional meaningful experiences on your poster. Perhaps you want to use one of your developmental activities. You may wish to use your Pilot Park PAMP, although you should check with your other team members so there is not too much duplication in poster content. Ask yourself:

• What is the one essential concept you want to get across to your audience? Perhaps you revised CRVs for your park assets, facilitated a comprehensive condition assess-ment, conducted a PAMP execution, etc.

• Why did I choose this? Perhaps it was a result of your IDP or a need expressed by your park. Provide background here.

• Who was involved?• Where did this activity take place?

39October 2010


• How was this accomplished (methods, procedures, implementation)?• So What? What were the results, implications, evaluation, conclusions, or benefits?

This is probably the most important— how did this one concept or activity tell the story of your year?

• Now What? Where are you going next? What will you do as a result of this one essen-tial concept?

40 October 2010


Poster AssessmentHow will the poster presentation be assessed?The scoring rubric below will be used to assess your poster presentation. Three evaluators will assess each presentation. Their scores will be averaged to comprise the student’s final pre-sentation score.

Poster Presentation Rubric(Score 10 corresponds to an “F” -50 Corresponds to an “A”)

Question 10 20 30 40 50How well does the poster focus on a well-defined theme?

How effective was the student in describing the content of the poster?How effective was the student in answering specific questions?How well did the graphics and text support the overall theme of the poster?

name of Student _______________________________

name of evaluator ______________________________

Timeline and Due DatesNote: Some of these items will be returned to you for editing and re-submission. All items must be sent to [email protected], and final copies will be uploaded electronically to your e-portfolio.

41October 2010


_______________________________________________________________________________

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45October 2010


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April 2011Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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47October 2010


Directions to the Andrews’ houseAddress: 33 Beyer Road

€ From the hotel parking lot, turn right and go to East Main (the stop light)

€ Turn RIGHT onto East Main.

€ At the corner of E. Main St. and Olive Street (RR1631) turn LEFT (at the stop light). There is a sign for going out to the landfill.

€ Drive approximately 5.7 miles to Beyer Road. This will be past the landfill. Beyer Road is on the right, with about 8 mailboxes together at the corner. The road sign is set back too far to see if you are going fast.

It is the white stone house at that corner, with entrance facing Beyer road.

48 October 2010


Leadership Strategies and Skills – Part IObjectives: At the end of this session, students should be able to:

• Differentiate between the role of the leader and the role of the manager

• Define organizational development as it applies to facility management

• Describe stages of team development

• List strategies to effectively lead teams

• Define diversity and its application in leadership

• Describe the five types of leader power

49October 2010


Review

Leadership is . . .

Everyone’s business A relationship with others Self-development Learned-the science and art

of leadership An ongoing process of

development

Review: Leadership - Management

To lead means “to go” in the Latin root

Travel, move from one place to another

Go first, explore, wayfind

Coping with Change

To manage means “to hand” in the Latin root

Handling things as in maintaining them

To keep the status quo

Coping with Complexity

50 October 2010


Review: Components of Leadership

People Character

Endeavor Communication

Review: Building Blocks of Leadership

Challenging the Process

Leaders Who Make A

Difference

Encourage the Heart

Model the Way

Enable Others to Act

Inspire A Shared Vision

51October 2010


Review: Management Tasks

Planning & Budgeting

Organizing & Staffing

Controlling & Problem Solving

Long term look with detailed steps for achieving targets

Create human systems to implement plans/services

Monitoring results of planning and solving problems when deviations occur

Review: Leadership Tasks

Setting A Direction

Motivating & Inspiring

Aligning People

Developing a vision, strategies for producing change

Keep people moving in the right direction by appealing to needs, values and emotions

Communicate the vision to clarify direction and empowering employees

52 October 2010


Charting a L/M Dilemma

0 5

Understanding Your Skills

Leadership journey-

What are my skills?

Preferred Future

Leadership Skill Gap

53October 2010


FM & OD

FM role is to deliver facility management services in support of the mission and goals of the NPS in a quality, cost-effective and timely manner

Organizational Development (OD) is a powerful set of concepts and techniques for improving overall organizational effectiveness and individual well-being

OD as a leadership-management skill set

Improve individual performance Improve FM unit effectiveness Improve moral Invests in the most important assets of the NPS- its

human assets OD skills provide the facility manager with powerful

tools

54 October 2010


11

Review: Individual Behaviors

Behavior-goal oriented Goals-outside reward Reward based on

individual’s needs Goal achievement is the

result of activities Motivators drive

behavior

Self Actualization

Esteem

Social

Safety

Physiological

The Manager-Employee Contract

Individual Motives

Goals

Organization Motives

Goals

Motivation Gap

Facility Manager

55October 2010


Group Strength & Weakness

Bring different perspectives

Allow individuals to step outside the box

Reduce territorial and turf barriers

Strengthen networks Hold peers to higher

standards Foster institutional change

• Individuals get overlooked• Decision-making time

frames often are prolonged

Work Groups vs. Work Teams

Groups areCommitteesTask forces Improvement groupsNot all groups are

teamsDynamics of groups

is important

Teams are Informal teamsSingle function teamsMulti-functional

teamsSelf-directed teamsCollaborate to reach

a goal

56 October 2010


Team Behavior & Measuring Team Success

Forming Storming Norming Performing Adjourning

Process

Purpose

Role

People

Interfaces

Strategy

Feedback

Team18

A unit of two or more people who interact and coordinate their work to

accomplish a shared goal or purpose

57October 2010


Differences Between Groups and Teams

Group Has a designated, strong leader Individual accountability Identical purpose for group and

organization Performance goals set by others Works within organizational

boundaries Individual work products Organized meetings; delegation

Team Shares or rotates leadership roles Mutual/ind. accountability Specific team vision or purpose Performance goals set by team Not inhibited by organizational

boundaries Collective work products Mutual feedback, open-ended

discussion, active problem-solving

19

Stages of Team Development20

Orientation, break the iceLeader: Facilitate social interchanges

Conflict, disagreementLeader: Encourage participation, differences

Establishment of order and cohesionLeader: clarify team roles, norms, values

Cooperation, problem solvingLeader: Facilitate task accomplishment

Forming

Storming

Norming

Performing

58 October 2010


Evolution of Teams and Team Leadership21

Functional Team

•Grouping individuals by activity•Leader centered•Vertical or command team

Cross-Functional Team

•Coordinates across organization boundaries for change projects•Leader gives up some power•Special purpose team, problem-solving team

Self-Directed Team

•Autonomous, defines own boundaries•Member-centered•Self-managed team

Need for traditional leadership Need for team leadership

Interdependence

Interdependence The extent to which team members depend on each other for

information, resources, or ideas to accomplish their tasks

Pooled Interdependence The lowest form of team interdependence; members are relatively

independent of one another in completing their work

22

Sequential Interdependence Serial form of interdependence in which the output of one team

member becomes the input to another team member

Reciprocal Interdependence Highest form of interdependence; members influence and affect

one another in reciprocal fashion

59October 2010


Leading Effective Teams23

:

• the extent to which a team achieves four performance outcomes: • Innovation/adaptation• Efficiency• Quality• Employee satisfaction

Team Effectiveness

• The extent to which members stick together and remain united in the pursuit of a common goal• Interaction• Shared mission & goals• Competition-collaboration• Team success

Team Cohesiveness

Team Leadership Roles

Task-Specialist Role Team leadership role associated with initiating new ideas, evaluating the

team’s effectiveness, seeking to clarify tasks and responsibilities, summarizing facts and ideas for others, and stimulating others to action

Socio-Emotional Role Team leadership role associated with facilitating others’ participation,

smoothing conflicts, showing concern for team members’ needs and feelings, serving as a role model, and reminding others of standards for team interaction

24

60 October 2010


25

Two Types of Team Leadership Roles

Task-Specialist Behavior Socio-Emotional BehaviorPropose solutions and initiate new ideas

Encourage contributions by others; draw out others’ ideas by showing warmth and acceptance

Evaluate effectiveness of task solutions; offer feedback on others’ suggestions

Smooth over conflicts between members; reduce tension and help resolve differences

Seek information to clarify tasks, responsibilities, and suggestions

Be friendly and supportive of others; show concern for members’ needs and feelings

Summarize ideas and facts related to the problem at hand

Maintain standards of behavior and remind others of agreed-upon norms and standards for interaction

Energize others and stimulate the team to action

Seek to identify problems with team interactions or dysfunctional member behavior; ask for others’ perceptions

Virtual Team26

A team made up of geographically or organizationally dispersed members who share a common purpose and

are linked primarily through advanced information technologies

61October 2010


27

Differences Between Conventional, Virtual, and Global Teams

Type of Team Spatial Distance

Communications Member Cultures

Leader Challenge

Conventional Colocated Face to face Same High

Virtual Scattered Mediated Same Higher

Global Widely scattered

Mediated Different Very high

A Model of Styles to Handle Conflict28

AssertivenessAttempting to

satisfy one’s own concerns

CooperativenessAttempting to satisfy the other party’s concerns

Assertive

Unassertive

Uncooperative Cooperative

Avoiding Accommodating

Compromising

Competing Collaborating

.

. .

. .

62 October 2010


Diversity

Workforce Diversity A workforce made up of people with different human

qualities or who belong to various cultural groups

Diversity Differences among people in terms of age, ethnicity, gender,

race, or other dimensions

29

Social Value Systems

Power Distance How much people accept equality in power; high power distance reflects

an acceptance of power inequality among institutions, organizations, and individuals. Low power distance means people expect equality in power

Uncertainty Avoidance The degree to which members of a society feel uncomfortable with

uncertainty and ambiguity and thus support beliefs and behaviors that promise certainty and conformity

Individualism A value for a loosely knit social framework in which individuals are

expected to take care of themselves

30

63October 2010


Social Value Systems (contd.)

Collectivism A preference for a tightly knit social framework in which people look out

for one another and organizations protect their members’ interests

Masculinity A preference for achievement, heroism, assertiveness, work centrality,

and material success

Femininity A preference for relationships, cooperation, group decision making, and

quality of life

31

64 October 2010


Power and Influence

Power The ability of one person or department in an organization

to influence other people to bring about desired outcomes

Influence The effect a person’s actions have on the attitudes, values,

beliefs, or actions of others

32

Five Types of Leader Power33

•Legitimate•Reward•Coercive

Position Power

•Expert•Referent

Personal Power

65October 2010


Ex. 12.3 Responses to the Use of Power34

Compliance Resistance Commitment

Position Power Personal Power

Characteristics That Affect Dependency and Power in Organizations

35

Leader has control over:

Resources seen as unimportant

Widely available resources

Resources with acceptable substitutes

Low dependency on leader

Lower Power

Leader has control over:

Resources seen as very important

Scarce resources

Resources with no substitutes

High dependency on leader

Higher Power

Characteristic

Importance

Scarcity

Fungability

66 October 2010


Strategic Contingencies that Affect Leader Power in Organizations

36

Increased Power

Interdepartmental Dependency

Control over Information

Organizational Centrality

Coping with Uncertainty

Politics37

Activities to acquire, develop, and use power and other resources to obtain desired future outcomes when there is uncertainty or disagreement about choices

67October 2010


Seven Principles for Asserting Leader Influence

1. Use rational persuasion

2. Make people like you3. Rely on the rule of reciprocity4. Develop allies5. Ask for what you want6. Remember the principle of scarcity7. Extend formal authority with expertise and credibility

38

68 October 2010


Asset Management on the Ground Objectives: At the end of this session, students should be able to:

• Describe how an experienced Chief of Maintenance puts asset management into practice

69October 2010


Writing for Impact

Objectives: At the end of this session, students should be able to:• Describe elements of effective professional writing.

• Identify additional individual skill needs to make one’s writing more effective.

70 October 2010


Communication as a Rhetorical SituationThinking about communication rhetorically can make your writing more effective. The more we keep in mind the specific audience for whom we’re writing, the better our chances of persuading this audience in the ways we intend. Rhetorical thinking can also help make writing easier: by helping us to see more of the elements that are involved when we communicate, it gives us a clearer sense of how we can use these elements as resources for achieving our persuasive purposes.

Cultural Context

Writer

Genre

Message/Purpose

Audience•Needs•Attitudes•Knowledge

Rhetoric: “The ability to see the available means of persuasion in any given situation” (Aristotle); using language to motivate others toward changes in belief, understanding, and action.

71October 2010


Central ConceptsHere are some central concepts to bear in mind during our discussion today (and hopefully after our discussion as well!).

Professional Writing refers to writing that is:

• information-based• action-oriented; and • audience- (or user-) centered.

Rhetoric is the use of language to influence the beliefs and actions of others. The ways we use language—and the ways language is used on us—can be thought of as rhetorical situations, or interactions that involve:

• a writer or speaker • a message or purpose they are trying to communicate or accomplish • an audience whom they are addressing • a genre (or conventionally defined kind of communication) in which they are communicating;

and • the cultural contexts that writers and audiences occupy but may not share.

Tone is the reader’s sense of a writer’s attitude toward two things: the subject and the reader. The tones we “feel” or “hear” in reading vary widely, and we have an equally wide range of adjectives for describing them. Someone’s proposal may seem “optimistic.” A supervisor’s memo may be “accusative.” A co-worker’s presenta-tion may feel “pretentious” in some parts but “sincere” in others. While tone may seem like a lesser concern, research shows that readers are highly influenced by the explicit and implicit attitudes that writers convey.

Organized writing (1) consistently adheres to specific principles of order and structure, while (2) ensuring its audience knows what those principles are. Just as style is a matter of appropriateness for purpose, so it is with organization: texts are organized when they appropriately match the kind of reading they invite or require. Organized texts have a feeling of “flow”—that one is being pulled along through the text, even though a reader is actually doing a fair amount of work to make this happen.

Coordination and subordination are key organizational tools that help us clarify the relationships between the ideas in a sentence. Coordination (using coordinators such as and, but, or, nor, for, so, and yet) indicates that two related ideas are of equal importance. Subordination (using subordinators such as after, although, because, if, since, unless, until, when, while, and so on) indicates that two ideas are related, but one is of primary importance and the other secondary, assisting the primary idea in some capacity.

Impact is the result of writing that manages its resources effectively toward achieving its purpose for its specific audience. In other words, impact is rhetorical success.

72 October 2010


Assessing AudienceConsidering the needs, attitudes, and knowledge of your audience is always a good place to start in the writing process. It can save you the time of drafting sections they don’t need in order to be persuaded in the way you desire; it can also alert you to incorrect assumptions about what they know or how they feel concerning your subject. In the end, the question of whether or not to do something in a document always has the same answer: It depends on your audience. Here are some general questions to consider.

Needs• Did my audience request this document? If not, what must I do to ensure that

they will read it/act upon it in the way I desire?

• Is my audience already familiar with the genre in which I’m writing? If not, what could I do to make sure they are oriented and engaged rather than confused and irritated? Would a different genre be more persuasive?

• What kind of length and organization will best meet the level of attention my audience seems likely to bring to my document?

• When would be the ideal time to present my document to my audience? What would be the ideal means of delivering it to them (hard copy or electronic, in person or as an attachment)?

Attitudes• What is my audience’s current attitude toward/opinion of my subject?

• What probable objections do they have to my purpose or goal?

• What probable reasons do they have for supporting me in my purpose or goal?

• What is my audience’s attitude toward me (or my team) as author(s) of this document?

• What tone would be most persuasive? What tone do I want to avoid at all costs?

• If my document is successful, what specific attitudes do I want my audience to have about my subject? What do I want them to be ready to do now because of what I’ve written?

Knowledge• What can I rightly assume my audience already knows about my subject?

• What can I assume my audience does not know about my subject?

• Of all the information I could convey, what information is essential—the kind without which my audience cannot be persuaded in the way I seek?

• Of all the information I could convey, what information is not essential but perhaps helpful? Where might this information be placed in my document in order to be most helpful (footnotes, appendices, glossary of important terms, a separate section of background information, and so on)?

73October 2010


Writing with Different Kinds of Reading in MindWe enact many different kinds of reading when we try to make sense of a text. Understanding how and when readers enact these kinds of reading allows us to more effectively write a document for the specific kind(s) of reading it is likely to invite.

READERINVESTMENT

TYPE OF READING

PURPOSE & NATURE

Scanning Reading to find one specific part or parts of a larger text. Scanning is never linear—it “flips through” the text in search of obvious clues (like titles and headings) to help target the part of the larger whole being sought.

Skimming Reading to determine the overall purpose or meaning of a text; reading to “get the gist” of it. Skimming, like scanning, relies largely on obvious clues like titles and headings, yet it is less random and much more linear: skimmers typically read first and last sentences of paragraphs in sequen-tial order.

ReceptiveReading

Reading to comprehend, in a fairly complete and detailed way, the meaning or purpose of a text. Receptive reading is linear: readers start at the beginning, end at the conclusion, and, if they pause, they usually pick up right where they left off.

CriticalReading

Reading not merely to comprehend a text’s meaning or purpose but to critique that mean-ing or purpose as well. Critical reading is both linear and recursive: that is, the text is read start to finish (at least once), and then specific sec-tions are read and reread to refine one’s overall understanding of the text. Critical reading usually involves annotation of a text in some fashion—summaries in margins, arrows connecting related or repeated ideas, circles or highlights around significant concepts or terms, and so on.

74 October 2010


Tone and AssertionMost assertions are variations on a declarative sentence—the bread and butter sentence form of professional writing. Understanding the varying degrees of forcefulness our assertions convey is key to managing tone and style in technical prose. Often one clumsily worded, overly generalized, and inappropriately forceful assertion is enough to alienate a reader. Granted, readers may still have to read the rest of what you’ve written. But they don’t have to pay it the attention it might deserve, and they certainly don’t have to like it.

Very Assertive The reason why so many facilities are poorly managed is because of inad-equate documentation about the management process.

Claims that inadequate documentation is the reason for poor management, full stop. Likely requires support.Moderately Assertive The main reason why so many facilities are poorly managed is because of inadequate documentation about the management process.

There may be other reasons for poor facilities management (which is still the primary cause).Moderately TentativeOne of the main reasons why so many facilities are poorly managed is because of inadequate documentation about the management process.

Inadequate documentation may be only one of many reasons for poor facilities management.Very TentativeOne of the main reasons why so many facilities are poorly managed might be because of inadequate documentation about the management process.

There are many reasons for poor facilities management, and inadequate documentation is possibly one of them.Very Tentative with SupportAccording to Green (1999), one of the main reasons why so many facilities are poorly managed may be inadequate documentation about the manage-ment process.

Suggests that the conclusion is Green’s responsibility. Assertion hinges on source reliability.

75October 2010


Managing Your Resources in WritingAny kind of writing is a complex act—at least as complex as the rhetorical situation (and its five component elements) that we’ve discussed. But in that complexity lies great opportunity. If we think of writing as an act that relies on different kinds of resources at different overlapping levels or scopes, then each of these levels of resources has the potential to contribute something unique to our quest for impact. The more we develop our awareness of these resources in our writing, the better we can manage them toward rhetorical success.

LEVELS OFRESOURCES

Field or Discipline

GenreSection

Paragraph

Sentence

Word

Punctuation

76 October 2010


Types of ParagraphsThe standard deductive paragraph is a professional writing workhorse. Its common-sense structure of “here’s what I’m going to tell you, here it is, and here’s what I told you” works very efficiently to ensure that even inat-tentive readers get the point (or most of it, at least). But not every writing task lends itself to this pattern; there are alternatives that often better meet certain needs. What’s more, varying your paragraph style can go a long way toward curing that unflinchingly repetitive deductive rhythm that can really wear a reader down.

Deductive. A deductive paragraph proceeds from general to specific: it makes a claim, provides supporting evidence and analysis to prove the claim, then states that the claim has been proven. It can also expand in conclusion to explain the significance or implications of the claim that has been demonstrated.

Inductive. The logical inverse of the deductive paragraph, the inductive paragraph proceeds from specific to general. It presents anecdotes or information that aren’t really evidence yet, because a claim has not yet been advanced. The paragraph concludes with this general claim, making us real-ize how the information that preceded it is its proof. Because it withholds this claim to the end, inductive paragraphs have a kind of “a-ha!” effect. They are also seductive in ways deductive para-graphs cannot be: they invite a reader to follow a path and see where it leads, whereas the deduc-tive paragraph reveals the destination from the very start.

Narrative. The narrative paragraph tells a story, or part of a story in a chain of narrative para-graphs. It can open with a claim about what the story will show (deductive) or end with a claim about what it means (inductive), but its development is largely specific to specific. Its organization is typically chronological, narrating events in their order of occurrence. Narrative paragraphs are perhaps the most readable and intuitive paragraph structure of all, for they draw upon our senses of linear time/cause and effect that are foundational elements of everyday life.

Definitional. A definitional paragraph develops around the specification of a concept or object. Even with simple concepts or objects, a definition can begin in many ways and proceed along many different lines. (For example, an object may be defined by its shape, size, composition, function, importance, expense, origin and history, place in a much larger scheme of things, and so on).

Descriptive. Descriptive paragraphs detail the appearance of something through words. They give “the lay of the land”—for example, the precise arrangement of safety equipment within a building. They make heavy use of directional cues (above, beneath, next to, and so on).

Procedural. Procedural paragraphs share elements of both narrative and descriptive paragraphs: they relate a series of sequential steps in order to describe what a process looks like. They make heavy use of temporal cues and indications of sequence (first, then, after, finally, and so on).

77October 2010


Parts of the Deductive Paragraph: A General Model of Function

ConclusionFinal statement of what you have developed or shown. If the paragraph marks the end of a larger section, also state here what that section has developed or proven.

AnalysisExplanation of how the above facts or ideas develop your topic assertion.

EvidencePresentation of the facts or ideas that begin to develop your topic assertion from above.

C

E

A

T

Topic assertion and transitionMoves from previous idea, declaring what will be shown or discussed in this paragraph.

78 October 2010


Transitional Words and PhrasesThe purpose of transitions at all levels of writing is to clarify the relationships between ideas. Effective transitions allow readers to “add up” the points of your argument or presentation as they progress through it. In this sense, transitions are like trail markers or road signs, for they help readers see how they will get from where they are to where you would like them to go.

RELATIONSHIP WORDS AND PHRASES

Addition again, also, and, as well as, furthermore, in addition, more-over, too

Causality because, consequently, since, as a result, therefore

Chronology after, before, earlier, first, in the meantime, in turn, later, next, now, prior, second, since, subsequently, then, while

Comparison in comparison, likewise, in the same way, in the same man-ner, similarly

Contrast but, conversely, however, in contrast, nevertheless, none-theless, yet, while, otherwise, still, on the other hand, to the contrary

Exemplification for example, for instance, namely, specifically, to illustrate, to demonstrate, as a case in point

Explanation in fact, in other words, put another way, simply stated, in essence

Summary in summary, in retrospect, on the whole, to summarize, all told, all together, to recap

Conclusion accordingly, in conclusion, as a result, finally, hence, in clos-ing, lastly, therefore, thus, to conclude

79October 2010


Three Challenges for the Truly MotivatedChallenge #1: The Rhetorical Situation as an Aid to Writing (Easy)

Begin the next writing task you’re assigned, either by yourself or as part of your writing group, by mapping out the rhetorical situation of the document. Say as much as you can about each of the elements of the situation, forging connections between them. What genre are you writing in, and how does it match the purpose? What conventions of this genre will audience members likely expect and understand? How do the needs, attitudes, and knowledge of your intended audience influence how you will go about accomplishing the purpose of this docu-ment (through its organization, style, and so on)? Such a map will better prepare you to write an effective docu-ment than pondering nothing more than this document’s planned purpose.

Challenge # 2: Paragraph Types (Moderate)

Take five continuous paragraphs from anywhere within a document you’re writing. Equipped with our repertoire of paragraph types, (1) see if you can classify the type of each paragraph, and then (2) see if you’ve utilized a para-graph type that best matches the purpose of each paragraph. If you can’t say specifically why a certain paragraph type is appropriate for each, then experiment with other types! If you don’t hit upon another that you like better, at least this might help you articulate specific reasons why your original choice of paragraph type was appropri-ate.

Challenge #3: Sentence Combining (Not for the faint of heart!)

Take any ten continuous sentences from anywhere within a document you’re writing. Underline the ideas in each, then see if how you’ve coordinated and subordinated these ideas reflects their relationships and importance properly. Did you subordinate an idea to another when perhaps this subordinated idea is important enough to deserve its own sentence? Is a less important idea occupying its own sentence when it perhaps should be coordi-nated or subordinated? Rework them until you’re sure you have the right ideas, expressed with the right rela-tionships, in the right kind of sentence. Yes, this can feel tedious. But no one said impact was free!

“Writing for Impact” © 2010 Dana Anderson. Please do not copy or distribute materials from this presentation without written permission from the author ([email protected]). But do feel free to contact the author at any time. He’d love to chat.

80 October 2010


Weighty Decisions

NOVA Activity Shackleton’s Journey of Endurance

In this activity, you are Sir Ernest Shackleton and yourship, the Endurance, has been frozen in the pack ice ofAntarctica’s Weddell Sea for nine months. It’s clear thatsoon the Endurance will sink due to the pressure of theice surrounding it. An enormous challenge is beforeyou. What will you take with you and what will youleave behind?

Procedure1 Below is a list of items that you can salvage from the

Endurance before she sinks. You cannot possibly moveeverything across the ice, so you must choose wiselythose things that are crucial. Twenty-seven men and 70dogs are on your expedition.

2 As you make your choices, keep in mind that you don’tknow how long you will be stranded.

3 Check each item as 1st, 2nd, or 3rd priority in the boxesbeside each. First priority items must be included forsurvival. Second and third priority items may be leftbehind because their function can be achieved throughother means or because they take space away frommore important items.

Group QuestionsWrite your answers on a separate sheet of paper.

1 What were the principles and guiding questions thatdrove your group’s decisions?

2 Which items were most difficult to agree on?

3 How did your group resolve any differences of opinion?

Endurance Inventory

81October 2010


Leadership Strategies and Skills – Part IIObjectives: At the end of this session, students should be able to:

• Define strategic management

• Link strategic vision and strategic action

• Define culture in the context of Ceremony, Story, and Symbol

• Define four corporate cultures

• Describe the Experiential Learning Model

82 October 2010


Strategic Direction and Vision

Strategic Leadership39

The ability to anticipate and envision the future, maintain flexibility, think strategically, and initiate changes that will

create a competitive advantage for the

organization in the future

Vision40

An attractive, ideal future that is credible yet not readily available

83October 2010


Ex. 13.2 Examples of Brief Vision Statements (selected)

Motorola Become the premier company in the world

Ritz-Carlton (Amelia Island) Engineering Dept. Where no hotel has gone before – free of all defects

Johnson Controls Inc. Continually exceed our customers’ increasing expectations

New York City Transit No graffiti

Egon Zehnder Be the worldwide leader in executive search

41

The Nature of the Vision42

Current reality

Staying the course

Vision

84 October 2010


Common Themes of Vision

Vision has broad appeal Vision deals with change Vision encourages faith and hope Vision reflects high ideals Vision defines the destination and the journey

43

Mission44

The organization’s core broad purpose and reason for

existence

85October 2010


Strategic Management

Strategic Management The set of decisions and actions used to formulate and

implement specific strategies that will achieve a competitively superior fit between the organization and its environment so as to achieve organization goals

Strategy The general plan of action that describes resource

allocation and other activities for dealing with the environment and helping the organization attain its goals

45

Strategy Formulation and Implementation

Strategy Formulation The integrating knowledge of the environment, vision, and

mission with the core competence in such a way as to achieve synergy and create customer value

Strategy Implementation Putting strategy into action by adjusting various parts of the

organization and directing resources to accomplish strategic goals

46

86 October 2010


Making Strategic Decisions47

Ease of ImplementationHard Easy

Strategic Impact

High

Low

High ImpactHard to Implement

Major changes, but with potential for high payoff

High Impact Easy to Implement

Simple changes that have high strategic impact –take action here first

Low Impact Hard to Implement

Difficult changes with little or no potential for payoff –avoid this category

Low ImpactEasy to Implement

Incremental improvements, “small

wins;” pursue for symbolic value of success

Linking Strategic Vision and Strategic Action

48

The Dreamer The Effective Leader

The Uninvolved The Doer

Action

Low HighLow

High

Vision

87October 2010


Shaping Culture and Values

Culture49

The set of key values, assumptions, understandings, and norms that is shared by members of an organization and taught to new members

as correct

Levels of Corporate Culture50

VisibleArtifacts such as dress,

office layout, symbols, slogans, ceremonies

Invisible• Expressed values, such as

“The Penney Idea,” “The HP Way”

• Underlying assumptions and deep beliefs, such as “people here care about one another like a family”

Deeper values and shared

understandings held by

organization members

Culture that can be seen at the surface level

88 October 2010


Culture Strength51

The degree of agreement among employees about the importance of specific values and ways of doing things

89October 2010


Ceremony, Story, and Symbol

Ceremony A planned activity that makes up a special event and is

generally conducted for the benefit of an audience

Story A narrative based on true events that is repeated

frequently and shared among employees

Symbol A object, act, or event that conveys meaning to others

53

Organizational Values54

The enduring beliefs that have worth, merit, and importance for the

organization

90 October 2010


Ex. 14.3 Four Corporate Cultures55

External focus

Flexibility

Internal focus

Stability

Clan CultureValues: Cooperation

ConsiderationAgreementFairnessSocial equality

Bureaucratic CultureValues: Economy

FormalityRationalityOrderObedience

Adaptability CultureValues: Creativity

ExperimentationRisk-takingAutonomyResponsiveness

Achievement CultureValues: Competitiveness

PerfectionismAggressivenessDiligencePersonal initiative

Ethics56

The code of moral principles and values that governs the

behavior of a person or group with respect to what is right

and wrong

91October 2010


Values-Based Leadership57

A relationship between leaders and followers that

is based on shared, strongly internalized values

that are advocated and acted upon by the leader

Agency Culture

Values Heroes Ritualism Communication

Network

92 October 2010


Creating/Changing Culture

Requires planning and commitment Welch in “Winning”

Mission & Values Candor Differentiation Voice & Dignity Hiring Change

Change is Change

Changing culture, processes, etc. requires change management

Evaluate change-PAMP Exercise

93October 2010


Experiential Learning Model

notes:

94 October 2010


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

• Navigate and identify basic components of Excel• Perform basic spreadsheet tasks in Excel• Use pivot tables in Excel to maneuver through more advanced data

95October 2010


DISCUSSIOn Of SCIenTIfIC MeThODObjectives: At the end of this session, students should be able to:

• Understand the role and importance of the scientific process and data-driven decision making

96 October 2010


M&M Group Activity

1. Work in groups of three2. Get 1 bag of M&M’s per group.3. Write down your hypothesis as to total number of M & Ms and ratio of colors (DO NOT

OPEN BAG)4. Open your bag of M&M’s and answer your questions (data collection/experimentation)

DO NOT EAT ANY M&M’S YET

Fill in the following information as you workQuestion:Hypothesis:Data:Total Number of M&M’s in bag:Number of each color of M&M in bag:

97October 2010


Terminology as it applies to Scientific Method

Hypothesis - a tentative assumption made in order to draw out and test its logical or empirical consequences (Merriam-Webster)

Data Collection - Systematic gathering of information for a particular purpose (Biology online.com)

Inference - The result of a mental process that attempts to explain or speculate about an observation (Clackamas.edu)

Multiple Trials - repetitions of an experiment. The more trails, the more statistically valid your data (Yahoo answers)

Variance - A measure of the dispersion of a set of data points around their mean value. It is a mathematical expectation of the average squared deviations from the mean. (Answers.com)

Average - a single value (as a mean, mode, or median) that summarizes or represents the general significance of a set of unequal values (Merriam-Webster)

Median- a value in an ordered set of values below and above which there is an equal number of values or which is the arithmetic mean of the two middle values if there is no one middle number (Merriam-Webster)

Mode - the most frequent value of a set of data (Merriam-Webster)

98 October 2010


Welcome

Objectives: At the end of this session, students should be able to:• Form students into their teams by table at the beginning of the session • Review the General Management Plan (GMP), unigrid, and website for information.• List the players and their corresponding roles in the simulation.• Explain the purpose and significance of an annual work plan (AWP)• Understand how to find data and begin describing the problem or exercise on which

they will be working.

99October 2010


Brief Theme Descriptions Strengths

Copyright © 2000, 2005-2007 gallup, inC. all rights reserved. gallup®, strengthsFinder®, CliFton strengthsFinder®, and the 34 CliFton strengthsFinder theme names are trademarks oF gallup, inC. 1

Achiever

People who are especially talented in the Achiever theme have a great deal of stamina and work hard. They take

great satisfaction from being busy and productive.

Activator

People who are especially talented in the Activator theme can make things happen by turning thoughts into

action. They are often impatient.

Adaptability

People who are especially talented in the Adaptability theme prefer to “go with the flow.” They tend to be “now”

people who take things as they come and discover the future one day at a time.

Analytical

People who are especially talented in the Analytical theme search for reasons and causes. They have the ability to

think about all the factors that might affect a situation.

Arranger

People who are especially talented in the Arranger theme can organize, but they also have a flexibility that

complements this ability. They like to figure out how all of the pieces and resources can be arranged for

maximum productivity.

Belief

People who are especially talented in the Belief theme have certain core values that are unchanging. Out of these

values emerges a defined purpose for their life.

Command

People who are especially talented in the Command theme have presence. They can take control of a situation and

make decisions.

100 October 2010




Communication

People who are especially talented in the Communication theme generally find it easy to put their thoughts into

words. They are good conversationalists and presenters.

Competition

People who are especially talented in the Competition theme measure their progress against the performance of

others. They strive to win first place and revel in contests.

Connectedness

People who are especially talented in the Connectedness theme have faith in the links between all things. They

believe there are few coincidences and that almost every event has a reason.

Consistency

People who are especially talented in the Consistency theme are keenly aware of the need to treat people the

same. They try to treat everyone in the world with consistency by setting up clear rules and adhering to them.

Context

People who are especially talented in the Context theme enjoy thinking about the past. They understand the

present by researching its history.

Deliberative

People who are especially talented in the Deliberative theme are best described by the serious care they take in

making decisions or choices. They anticipate the obstacles.

Developer

People who are especially talented in the Developer theme recognize and cultivate the potential in others. They

spot the signs of each small improvement and derive satisfaction from these improvements.

Discipline

People who are especially talented in the Discipline theme enjoy routine and structure. Their world is best de-

scribed by the order they create.

101October 2010




Empathy

People who are especially talented in the Empathy theme can sense the feelings of other people by imagining

themselves in others’ lives or others’ situations.

Focus

People who are especially talented in the Focus theme can take a direction, follow through, and make the

corrections necessary to stay on track. They prioritize, then act.

Futuristic

People who are especially talented in the Futuristic theme are inspired by the future and what could be. They

inspire others with their visions of the future.

Harmony

People who are especially talented in the Harmony theme look for consensus. They don’t enjoy conflict; rather,

they seek areas of agreement.

Ideation

People who are especially talented in the Ideation theme are fascinated by ideas. They are able to find connections

between seemingly disparate phenomena.

Includer

People who are especially talented in the Includer theme are accepting of others. They show awareness of those

who feel left out, and make an effort to include them.

Individualization

People who are especially talented in the Individualization theme are intrigued with the unique qualities of each

person. They have a gift for figuring out how people who are different can work together productively.

Input

People who are especially talented in the Input theme have a craving to know more. Often they like to collect and

archive all kinds of information.

102 October 2010




Intellection

People who are especially talented in the Intellection theme are characterized by their intellectual activity. They

are introspective and appreciate intellectual discussions.

Learner

People who are especially talented in the Learner theme have a great desire to learn and want to continuously

improve. In particular, the process of learning, rather than the outcome, excites them.

Maximizer

People who are especially talented in the Maximizer theme focus on strengths as a way to stimulate personal and

group excellence. They seek to transform something strong into something superb.

Positivity

People who are especially talented in the Positivity theme have an enthusiasm that is contagious. They are upbeat

and can get others excited about what they are going to do.

Relator

People who are especially talented in the Relator theme enjoy close relationships with others. They find deep sat-

isfaction in working hard with friends to achieve a goal.

Responsibility

People who are especially talented in the Responsibility theme take psychological ownership of what they say they

will do. They are committed to stable values such as honesty and loyalty.

Restorative

People who are especially talented in the Restorative theme are adept at dealing with problems. They are good at

figuring out what is wrong and resolving it.

Self-Assurance

People who are especially talented in the Self-Assurance theme feel confident in their ability to manage their own

lives. They possess an inner compass that gives them confidence that their decisions are right.

103October 2010




Significance

People who are especially talented in the Significance theme want to be very important in the eyes of others. They

are independent and want to be recognized.

Strategic

People who are especially talented in the Strategic theme create alternative ways to proceed. Faced with any given

scenario, they can quickly spot the relevant patterns and issues.

Woo

People who are especially talented in the Woo theme love the challenge of meeting new people and winning them

over. They derive satisfaction from breaking the ice and making a connection with another person.

104 October 2010


Team Top 5 Grid Strengths

Copyright © 2000, 2005-2007 gallup, inC. all rights reserved.

Write the names of your group members across the top of the grid. Then record each person’s top five themes by placing an X next to that theme in his or her column.

Achiever

Activator

Adaptability

Analytical

Arranger

Belief

Command

Communication

Competition

Connectedness

Consistency

Context

Deliberative

Developer

Discipline

Empathy

Focus

Futuristic

Harmony

Ideation

Includer

Individualization

Input

Intellection

Learner

Maximizer

Positivity

Relator

Responsibility

Restorative

Self-Assurance

Significance

Strategic

Woo

105October 2010


Strengths-Based Leadership Guide(with action strategies)

© 2000, 2006-2008 Gallup, Inc. All rights reserved.

106 October 2010


Leader:_______________________

The Four Domains of Leadership Strength

As Gallup studied and worked with thousands of leadership teams, we began to see that whileeach member had his or her own unique strengths, the most cohesive and successful teamspossessed broader groupings of strengths. So we initiated our most thorough review of thisresearch to date. From this dataset, four distinct domains of leadership strength emerged:Executing, Influencing, Relationship Building, and Strategic Thinking.

Executing

Leaders with dominant strength in the Executing domain know how to make things happen.When you need someone to implement a solution, these are the people who will worktirelessly to get it done. Leaders with a strength to execute have the ability to “catch” an ideaand make it a reality.

Influencing

Those who lead by Influencing help their team reach a much broader audience. People withstrength in this domain are always selling the team’s ideas inside and outside theorganization. When you need someone to take charge, speak up, and make sure your group isheard, look to someone with the strength to influence.

Relationship Building

Those who lead through Relationship Building are the essential glue that holds a teamtogether. Without these strengths on a team, in many cases, the group is simply a compositeof individuals. In contrast, leaders with exceptional Relationship Building strength have theunique ability to create groups and organizations that are much greater than the sum of theirparts.

Strategic Thinking

Leaders with great Strategic Thinking strengths are the ones who keep us all focused on whatcould be. They are constantly absorbing and analyzing information and helping the teammake better decisions. People with strength in this domain continually stretch our thinking forthe future.

Strengths-Based Leadership Guide (with action strategies)

137857899 (Stephen Wolter) © 2000, 2006-2008 Gallup, Inc. All rights reserved.

1

09/13/2010

107October 2010


Gallup found that it serves a team well to have a representation of strengths in each of thesefour domains. Instead of one dominant leader who tries to do everything or individuals whoall have similar strengths, contributions from all four domains lead to a strong and cohesiveteam. This doesn’t mean that each person on a team must have strengths exclusively in asingle category. In most cases, each team member will possess some strength in multipledomains.

According to our latest research, the 34 Clifton StrengthsFinder themes naturally cluster intothese four domains of leadership strength. See below for how your top five themes sort intothe four domains. Then, use the chart at the end of this report to plot your team members' topfive themes and see how their strengths sort into the four domains as well. As you think abouthow you can contribute to a team and who you need to surround yourself with, this may be agood starting point.

Your Top Five Clifton StrengthsFinder Themes

xecuting Influencing RelationshipBuilding Strategic Thinking

Followers’ Four Basic Needs

Followers have a very clear picture of what they want and need from the most influentialleaders in their lives: trust, compassion, stability, and hope. On the next several pages, foreach of your top five Clifton StrengthsFinder themes, you will find a brief definition of thetheme, strategies for leveraging that theme to meet followers’ four basic needs, tips forleading others who are strong in that theme, and illustrations of what that theme sounds likein action.



2

09/13/2010

108 October 2010


Team Name: Custom Team Distribution Chart

Team Members Executing Influencing Relationship Building Strategic Thinking



14

09/13/2010

109October 2010


Guide for Strengths-Based Discussions in Organizations Strengths

Copyright © 2007 gallup, inC. all rights reserved.

Use this guide to start to understand how you and your coworkers use your top themes to work together. You

can use the Team Top 5 Grid as a reference to help answer these questions.

1. What are our top themes as a team, and what are the patterns of behavior that result?

2. How do we communicate?

3. What drives us?

4. How do we set direction and make decisions?

5. How do we overcome obstacles?

6. How do we build and maintain relationships?

7. How do we recognize each other and celebrate success?

110 October 2010


111October 2010


Project Planning

Objectives: At the end of this session, students should be able to:• Articulate the purpose of Project Plans as a part of Project Management• Clarify and apply the project details as they apply to Annual Work Planning for Sea Otter

Island

112 October 2010


<Insert Project Name Here>Project Plan

Project Summary

Start Date: End Date:

Project Abstract: <Short Summary of Project>

Purpose of Project Plan

<Recommended text:>

This Project Plan describes what work the <Insert project name> Project Team, composed of representatives from <insert partner agency name and/or other partner entities> will do, what results will be achieved, and how project work will be executed and managed. It describes team roles and responsibilities and deliverables. It identifies assumptions, constraints, dependencies, risks, and issues, and it provides high level schedule and budget information.

[This section is easiest to write LAST, after all the details have been included]

Background

Instruction: This section describes the problem or opportunity the project seeks to address and provides other relevant background information:

Examples:

_ Change in legislation requires action.

_ Current technology is outdated and not meeting needs.

_ Service levels are low, resulting in frequent customer complaints.

_ Demand for products or services is changing.

113October 2010


Tips: Be consistent with the “Problem / Opportunity” section of documents and content found in on the need for, and benefits of the project. Update the problem/opportunity and provide more detail as required. Also, be concise and try to keep this section to half a page or less. Focus on information relevant to the project rather than providing a lot of background information on the organization undertaking the project.

Goal and Objectives

<Recommended text:>

The overall goal of this project is <insert text from proposal and/or task agreement>

The objectives for the <insert project name>are:

• <Insert specific objectives here >

•

Instruction: This section lists one project goal and the project objectives. The project goal is a clear, concise statement of the project’s purpose and desired results. Project objectives are concise statements of what the project must achieve to realize the project goal. Objectives can be thought of as “sub-goals”.

Example:

The goal of this project is to reduce traffic accidents. This goal will be achieved if the following three objectives are achieved:

1. Increase public awareness and knowledge of how to drive safely.2. Pass new, stricter laws for speeding and seatbelt violations.3. Assign more police to enforce new, stricter laws.

Tips: Be consistent with the “Project Goal” and “Project Objectives” sections of any agreements or proposals... Again, be concise. Goal statements and objectives are typically each one sentence long.

114 October 2010


Scope

<Recommended text:>

This section summarizes the scope of the proposed project by providing a list of key activities and deliverables. In the table below, list (i) the activities the team will do and (ii) the activities the team will not do but that a reader might mistakenly believe the team is doing.

The scope of this project is outlined in the table below.

In Scope Out of Scope

Instruction: This section summarizes the scope of the proposed project by providing a list of key activities and deliverables. In the table provided in this section of the template, list (i) the activities the team will do and (ii) the activities the team will not do but that a reader might mistakenly believe the team is doing. For example, configuring new software may be in scope for the project team, but training staff on new software may be out of scope because the vendor is providing this service.

Assumptions and Constraints

<Recommended text >An assumption is a circumstance or event outside the project that can affect its success and that the authors of this plan believe will happen. Constraints are restrictions or boundaries placed upon the project that limit the choices of the project team. The assumptions and constraints for this <insert project name here> project are listed in the table below.

Assumptions Constraints

Instruction: List the project assumptions and constraints in the table provided in the template.

115October 2010


Example assumptions:

• The Sponsor will be available for weekly status meetings and approvals.• Contractors with the appropriate levels of skill and experience will be available to sup port delivery.

Example constraints:

• The project must be completed in four months.• The final deliverables must adhere to international standards of performance and safety.• The Project Manager will use the Project Management Lifecycle Framework.

Stakeholders

<Recommended text:>

The table below lists stakeholders and indicates how they will be impacted and engaged by the project.

Stakeholder Impact Engagement

Instruction: This section lists project stakeholders, or people with an interest in or influence over project work and results. This section also indicates how stakeholders will be impacted on and engaged by the project.

Examples of key stakeholders are as follows:

• Decision-makers: People with authority and decision-making power over the project.• Influencers: People who influence and advise decision-makers.• End users: People who will use the end product of the project.

116 October 2010


Tips:• Answer the three questions/discussion points for stakeholders• Collaborative roles with stakeholders include stakeholders being members on a squat or management committee, participating on the project team, or approving one or more deliverables.• Consultative roles for stakeholders include membership on an Advisory Committee or participation in focus groups or working groups.

In the left-hand column of the table, it is typical to provide the individual title for senior executives and the name of a group of staff or unit for employees. This section lists project stakeholders, or people with an interest in or influence over project work and results. This section also indicates how stakeholders will be impacted by the project and how they will be engaged.

Deliverables<Recommended text:>

The project is completed when the deliverables listed in the following table are completed.

Deliverable Name Description Format

Instruction: In the table provided in the template, list each deliverable name with a brief description. This will provide a shared understanding of what is being produced by the team. Deliverables are tangible items that must be produced to complete the project. These can include generic project management deliverables – such as weekly or monthly status reports – as well as items specific to the project. It is best to ensure this section is consistent with any agreements, proposals or other documents.

Example section:

The project is completed when the deliverables listed in the following table are completed.

117October 2010


Examples of Project Management Deliverables:

Deliverable Name Description Format

Status Reports Weekly status reports on project progress, issues, risks, and changes. Status reports will be provided in the NPS template

MS Word

Course Materials

Create a classroom based course for the NPS Universal Competencies with standardized instructor manual, student workbook, audio-visual aids including a standardized Power Point and posters, as well as related learning materials for distribution to collateral duty trainers

MS Word for revision control with .PDF for distribution

E-course

Develop a 3-module e-course on park planning as it relates to community master planning including public review and public engagement as a free educationally based service of the City of xxxxxxxxx

E-course and hosting including LMS

Project Archives

At the close of the project, the team will provide an electronic record of all final deliverables and project management records (schedule, budget, status reports, logs etc).

CDROM/DVD

International Symposium of

Planning Managers

A 3-day conference that will include experts from at least 5different jurisdictions

3-day conference

Outcomes/Success<Recommended text:>

The <Insert project name> project is a complex multi-phased project that has multiple objectives as well as stakeholders. The measure of success of the <Insert project name> is based on the <Insert general outcomes here>. Specific outcome and success measures for the <Insert project name>:

• <Insert specific outcome measures here in bullet form>

Instruction: Provide a list of statements about the impact the project must have on those outside the project to be considered successful and how those impacts will be measured.

Examples: The project will be considered successful if the following statements are true:

• The number of traffic accidents is reduced--as indicated by statistics from MOI.

• Program costs are reduced -- as indicated by actual costs accrued at the end of this fiscal year compared to actual costs accrued over the past five fiscal years.

• There are higher levels of customer satisfaction -- as indicated in a customer satisfaction survey.

118 October 2010


Note the following regarding outcomes and success measures:

• Outcome statements must be consistent with the project goal.• Be sure that data can be gathered relatively easily to demonstrate the achievement of an outcome.• Be sure to clarify in the Scope section of this document if an evaluation of the project is to be carried out – either as part of the project’s scope or by another team at a later date.

Budget Summary

<Recommended text:>

[Not applicable for this exercise]

Human Resources

<Recommended text:>

Roles and Responsibilities

The following human resources are required for the project.

Name Title and Role

Instruction: This section contains the results of human resource planning activities completed to support this project. This section describes the roles and responsibilities of the project team, provides start and finish dates, and provides an organizational chart for the project.

Example:

119October 2010


Jason Doe James Doe

Project Owners –WASO and Regional PAMP Coordinator

• Oversees PAMP development for the park unit and reviews progress at milestones

• Clears project road blocks such as negotiating with park units on timing/deadlines, securing resources, and assisting with strategic issues and risks

• Chairs the WASO PAMP Implementation or the Regional PAMP Implementation team

John Doe Project Manager

• Oversees day-to-day execution of PAMP development for various park units as assigned

• Maintains Project Plan, Schedule, and Budget Reports status

• Executes PM processes for risks, issues, change control, and document management

• Maintains project records and deliverable archives

• Recruits and trains team members and manages performance

• Chairs regularly scheduled team status meeting

120 October 2010


PAMP Park Unit Lead

• Provides project management and admin support to Project Manager

• Conducts training and communications

• Tracks deliverables and maintain project archives

• Updates Project Plan, Schedule, and Budget Processes expenses

• Guides park unit through phases of PAMP development per schedule

• Ensures quality control is accomplished

Schedule Summary

<Recommended text: Suggest milestones only to the “tenth’level and adding only names and date to each milestone to keep schedule at the summary or high level>

The scheduling of <Insert project name> relies on a number of cooperative relationships. This schedule summarizes major milestones only and the individual on the <Insert project name> team that is responsible for the completion of the milestone.

WBS Activity Responsible Projected Completion Date

1.02.03.0 4.0 5.06.0

Instruction: This section lists project milestones and their dates. Milestones are significant dates in a project that typically mark the end of a phase, the completion of a major deliverable, or a major project decision. Milestones are generally used as checkpoints during the project to gauge status and are often used to get approval to continue to the next stage of work.

Example: This project has six milestones. The project team leader will meet (in person or virtually) with the partner agency key official at each milestone to review progress and obtain approvals and decisions as required. If greater detail is needed, provide the next hierarchy of milestones and deliverables as planned for the project.

BD

121October 2010


1. Design complete: October 30, 2008

2. Vendor selected: November 30, 2008

3. Build complete: January 30, 2009

4. Testing complete: February 30, 2009

5. Implementation Plan complete: February 30, 2009

6. Implementation complete: June 30, 2009

Dependencies<Recommended text:>

Developing the <Insert project name> is dependent upon cooperation and collaboration from various entities. This section lists the dependencies for the project. Dependencies are items the project team requires to continue its work but that are being completed by resources outside of the project team.

Instruction: This section lists the inbound and outbound external dependencies for the project. Dependencies are items the project team requires to continue its work but that are being completed by resources outside of the project team.

Example Dependencies• Data from Booze Allen• Updated PAMP template from WASO PFMD• Updated training materials and plan from NPS FMP via Eppley Institute

Dependencies

• <Insert dependencies here in bullet form>

•

Project Risks<Recommended text:>

Project risks identified to date are provided below with an assessment and recommended response.

No Risk Event Statement Probability H/M/L

Impact H/M/L Recommended Response

1

2

3

4

Instruction: In this section, the project risks identified to date, along with their estimated probability and impact and recommended response are listed.

122 October 2010


A risk is something that may or may not occur in the future and that can have an impact on the success of the project. “Probability” means the likelihood that a risk will occur and is expressed as High, Medium, or Low. “Impact” describes how seriously the risk could affect the project and is also expressed as High, Medium, or Low.

Tips: Include the risks identified in agreements, proposals or from the preliminary discussions with partner agency personnel. Use concrete definitions of terms like “High,” “Medium,” and “Low.” These definitions are called “risk tolerances”. A good risk event statement includes what might happen and its effect on a project. For example, “weather” is not a risk event statement. “Bad weather may delay project completion” is an example of a good a risk event statement.

Project Issues

<Recommended text:>

Project issues identified to date are provided below with a recommended response.

No Description Priority H/M/L Recommended Action

1

2

3

Instruction: This section lists project issues identified to date and provides a recommended response to the issues. Issues are things that are currently happening and have a negative impact on the project. In the table provided in the template, list any issues that may have been identified while writing the Project Plan, and include recommended actions to resolve issues.

Tips: Only include things that are currently happening or have a 100% chance of occurring in the future.

Author(s)

This document was prepared by and for: <Insert contact information for each author as follows:>

Xxxxxxx Xxxxxxxxxxxx, Team Members<Insert project name>

<Example>Key Official Park Name AddressCity, State Zip Office Phone: xxx-xxxx [email protected]

123October 2010


Approvals

Date Document Version Approver Name and Title Approver Signature (if required)

<Insert approval date>

<Insert version

approved>

<Provide name and title of approver>

<Example:>

October 27, 2010 3.0 James Doe, Project Sponsor and Director, IT

Version History

Date Document Version Document Revision History Document Author/Reviser

<Insert version completion date>

<Insert version

number>

<Briefly describe work completed to create the version>

<Name author or reviser>

<Example:>

October 23, 2010 1.0 Initial draft John DoeOctober 27, 2010 2.0 Reviewed with IT Coordinator and revised John DoeJanuary 15, 2011 3.0 Jane Doe

124 October 2010


QA/QC and Intro to Work Types

Objectives: At the end of this session, students should be able to:• Describe the QA/QC process as it applies to the Annual Work Plan• Correctly identify examples of work types and sub-work types

125October 2010


Work Types and Sub Work Types PretestDirections: Determine the correct work type, and sub work type, for the following scenarios.

1. Raking leaves at a Visitor Center. ____________________

2. Tracking time at a safety meeting. ____________________

3. Oil change on fleet vehicles. ____________________

4. Constructing an accessibility ramp. ____________________

5. Inspecting fire extinguishers. ____________________

6. Removing graffiti from a building. ____________________

7. Removing a bees’ nest from the eaves of a building. ____________________

8. Removal of asbestos. ____________________

9. Inspecting quarters for ADA compliance. ____________________

10. Replace broken glass at Headquarters. ____________________

126 October 2010


WORK AnD SUB-WORK TYPe DefInITIOnSWork TypesFacility MaintenanceDay-to-day activities, as well as the planned work required to preserve an asset in such a condition that it may be used for its designated purpose over its expected life cycle. Examples include routine replacement of HVAC filters, repairing a roof that was damaged in a storm, and building a ramp to meet accessibility laws.

Facilities Operations Work activities performed on a recurring basis related to the normal performance or function of an asset throughout the year which intends to meet daily operational needs and activities for which a facility or item of Installed Building equipment (IBE) is intended to be used. Typical work performed under operations includes janitorial and custodial services, snow removal, purchase of utilities (water, sewer, electricity), grounds keeping, waste management, etc.

Capital ImprovementsAlterations or new construction that helps an asset better meet its intended purpose. Examples include paving an unpaved parking area and replacing portable restrooms with a permanent facility in a frequently visited area.

Sub Work TypesFacility Maintenance (FM)FM – CM (Corrective Maintenance) Unscheduled reactive repairs that would not be estimated and planned, but are accomplished by local staff or existing service contractors.

FM – CR (Component Renewal) The planned replacement of a component or system that will reach the end of its useful life based on condition and life cycle analysis within the facility’s lifetime.

FM – CRDM (Component Renewal, Deferred Maintenance) A component renewal work type that has been tracked in the system and facility management practice and is not funded when identified as Deferred Maintenance will then move into the Component Renewal Deferred Maintenance work type category.

FM – DEM (Demolition)Removal of an asset that has been determined to be unsafe or no longer meets mission goals. Removal of an NPS asset is determined by management in conjunction with NPS planning procedures.

FM – DM (Deferred Maintenance) Maintenance that was not performed when it should have been, or was scheduled and was put off or delayed. Continued deferment of maintenance will result in deficiencies.

127October 2010


FM – EM (Emergency Maintenance) A maintenance task carried out to avert an immediate hazard, or to correct an unexpected failure.

FM – ICM (Interim Control Measure)Documents work done to mitigate the hazard in the short term. Follow-up work required.

FM – INAC Inspection Accessibility Assessment

FM – INCAA Inspection Condition Assessment – Annual

FM – INCAC Inspection Condition Assessment – Comprehensive

FM – INFLSA Inspection Fire Protection Life Safety

FM – INFPCA Inspection Fire Protection Condition Assessment

FM – INOTH Inspection Other types of Inspection

FM – LMAC (Legis. Mandate Accessibility) Deficiencies that must be corrected in response to regulatory requirements. These activities include retrofitting for accessibility.

FM – LMCO (Legis. Mandate Code compliance) Deficiencies that must be corrected in response to regulatory requirements. These activities include retrofitting for code compliance and removing hazardous materials.

FM – LMFS (Legis. Mandate Fire/Structure) Deficiencies that must be corrected in response to regulatory requirements related to structural fire protection codes.

FM – LMLS (Legis. Mandate Life/Safety Code) Deficiencies that must be corrected in due to regulatory requirements related to safety codes.

FM – PM (Preventive Maintenance) Regularly scheduled periodic maintenance activities (within 1 year) on selected equipment.

FM – RM (Recurring Maintenance)Work activities that recur based on normal wear patterns on a periodic cycle of greater than 1 year and less than 10 years. Typical work includes painting, caulking, sealing, carpet cleaning, etc

FM – RMDM (Recurring Maintenance, Deferred Maintenance) Recurring maintenance that has been identified and tracked in the system and facility management practices and is not funded when required will move into this work category.

128 October 2010


facility Operations (fO)FO – AD (Activate and Deactivate) Typically seasonal driven opening and closing of an asset for operation. Weatherizing or securing asset systems prior to the closed period and start-up and testing of asset systems to begin the opening period.

FO – BU (Business) Activities not directly associated with a constructed asset that pertain to the labor hours and leave of park employees.-Annual leave, sick leave, compensatory time taken, holiday, admin leave, LWOP regular, AWOL, non-duty career seasonal and furlough, suspension hours, FECA Cop, FECA Worker’s Compensation DOL, used time-Off award, sick/annual leave advance

FO – CU (Custodial) Standard custodial tasks performed at various frequencies (daily, weekly, monthly, etc.) for functional spaces within a given asset. Sweeping, mopping, trash collection, restroom cleaning, etc.

FO – GC (Grounds Care)TBD by Maintained Landscape Work Group

FO – ICM (Interim Control Measure)Documents work done to limit access to a hazard in the short term. Follow-up work required.

FO – MG (Management) Activities not directly associated with a constructed asset that pertain to the overall management and administration of the park.-Communications, shop management and control, shop inventory management and control, meetings, training, reports, FMSS, supervision, planning, field investigation or quality checks, budget, payroll, personnel, office administration, partnership

FO – PC (Pest Control)Period actions that eliminate or protect facilities from pests which encompasses insects, rodents, nematodes, fungi, weeds, and other forms of terrestrial or aquatic plant or animal life or virus, bacteria or other form of micro-organism.

FO – PS (Operate Plant/ System) Periodic tasks that require a specialized full-time equivalent (FTE) such as testing and monitoring of a waste treatment plant.

FO – RC (Refuse Collection) Refuse/recycling collection begins after refuse has been collected from individual rooms and placed in an intermediate container-Includes the emptying of the intermediate container into a dumpster and emptying the dumpster at an approved landfill or transfer station.

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FO – SN (Snow/Sand/Debris) Activities performed to ensure safety from unanticipated hazards or obstructions. Removal or precautions applied to roads, parking, trails, roofs, beaches, waterways, and sidewalks.

FO – UT (Utilities Cost) Services and commodities used to operate facilities that are delivered by pipeline or other line. -Sewer, water, electrical, natural gas, and propane. Includes energy, water or wastewater that is generated or treated onsite, purchased from a municipal system, or from a private supplier.

Capital Improvement (CI)CI – AL (Alterations)Changes to interior arrangements or other physical characteristics of an existing facility or installed equipment so it can be used more effectively for its currently designated purpose or adapted to a new use. Includes work referred to as improvement, conversion, remodeling, and modernization.

CI – EP (Energy Policy)

CI – ICM (Interim Control Measure)Documents new construction to mitigate a hazard in the short term. Follow-up work required.

CI – LM (Legislatively Mandated) Not specifically identified by another sub-work type.

CI – LMAC (Legis. Mandate Accessibility) Deficiencies that must be corrected in response to regulatory requirements. These activities include retrofitting for accessibility.

CI – LMCO (Legis. Mandate Code compliance) Deficiencies that must be corrected in response to regulatory requirements. These activities include retrofitting for code compliance and removing hazardous materials.

CI – LMFS (Legis. Mandate Fire/Structure) Deficiencies that must be corrected in response to regulatory requirements related to structural fire protection codes.

CI – LMLS (Legis. Mandate Life/Safety Code) Deficiencies that must be corrected in due to regulatory requirements related to safety codes.

CI – NC (New Construction) Construction that adds to the existing footprint of an asset, or creates a new asset.

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The Work Type County Fair11. Emptying trash cans in the comfort station = 12. Vehicle and vessel routine servicing =13. Reglaze windows on historic structure = 14. Re-paving roads = 15. Snow and ice removal = 16. Repair park signs damaged by vandalism = 17. Remove tree dangling over house after a winter storm = 18. Convert historic barn into offices for park interpretive staff = 19. Patch potholes in main park road (has not been done for 5 years due to lack of

funding) = 20. Replace door with appropriate size door to fit a wheelchair = 21. Mowing = 22. Plant bulbs in a cultural landscape on an annual basis = 23. Build a loop with 12 sites in the campground = 24. Replace a roof that is 5 years past its design life = 25. Refinish wood floors in park residence = 26. Litter pickup around the outside of the Visitor Center =27. Inspect fire hydrants = 28. Replace park computers = 29. Repair of deficiencies identified during an annual asset inspection = 30. Prepare for seasonal trail closing = 31. Immediate repairs to a blow out of a major water line = 32. Build new visitor center at park headquarters = 33. Winterize fountain = 34. Service HVAC system = 35. Make temporary repairs to road washed out in storm = 36. Seasonal cleaning of gutters = 37. Place temporary fencing around a burned out structure = 38. Replace park boundary fence (at the end of its estimated design life) = 39. Move sink to appropriate height in ADA-designated housing unit = 40. Add a new wing to the old visitor center = 41. Semi-annual grading of unpaved roads = 42. Repair stucco walls on historic church biannually = 43. Repair flat tire on law enforcement vehicle = 44. Replace boat engine = 45. Initiate rodent control = 46. Immediate repairs to broken residential water line = 47. Feed and water stock animals = 48. Professionally steam clean carpet (every 2-5 years) = 49. Replace carpet that is beyond its design life and has not received 50. proper funding =

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51. Repair park signs (on an annual basis) = 52. Attend a training session on supervision = 53. Repair hole in roof due to hurricane = 54. Replace roof on park building at the end of its estimated design life = 55. Change oil in fleet vehicles = 56. Prune shrubs and trees around visitor center = 57. Paint the exterior of a park building = 58. Inspect and maintain generator = 59. Replace siding on entrance station building = 60. Repair cracks in plaster on walls and ceiling = 61. Carcass Removal =62. Monitor Water Quality for the Water System = 63. Annual Leave Taken = 64. Supervision time of a PMIS project by a permanent employee = 65. Enter FMSS actuals and also do the payroll = 66. Empty dumpsters and drive to the landfill = 67. Treat building for termites =

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----------------------------------- Key ------------------------------------CI = Capital ImprovementCI-AL = AlterationsCI-EP = Energy PolicyCI-ICM = Interim Control MeasureCI-LM = Legislatively MandatedCI-LMAC = Legislatively Mandated AccessibilityCI-LMCO = Legislatively Mandated Code ComplianceCI-LMFS = Legislatively Mandated Fire SafetyCI-LMLS = Legislatively Mandated Life Safety CI-NC = New Construction

FM = Facility MaintenanceFM-CM = Corrective MaintenanceFM-CR = Component RenewalFM-CRDM = Component Renewal, Deferred MaintenanceFM-DEM= DemolitionFM-DM = Deferred MaintenanceFM-EM = Emergency MaintenanceFM-ICM = Interim Control MeasureFM-INAC = Inspection Accessibility AssessmentFM-INCAA = Inspection Condition Assessment – AnnualFM-INCAC = Inspection Condition Assessment – ComprehensiveFM-INFLSA = Inspection Fire Protection Life SafetyFM-INFPCA = Inspection Fire Protection Condition AssessmentFM-INOTH = Inspection Other Types of InspectionFM-LMAC = Legis. Mandate AccessibilityFM-LMCO = Legis. Mandate Code Compliance OtherFM-LMFS = Legis. Mandate Fire/StructureFM-LMLS = Legis. Mandate Life/Safety CodeFM-PM = Preventive MaintenanceFM-RM = Recurring MaintenanceFM-RMDM = Recurring Maintenance, Deferred Maintenance

FO = Facility OperationsFO-AD = Activate and DeactivateFO-CU = CustodialFO-GC = Grounds CareFO-ICM = Interim Control MeasureFO-PS = Operate Plant/ SystemFO-PC = Pest ControlFO-RC = Refuse CollectionFO-SN = Snow/Sand/DebrisFO-UT = Utilities CostFO-BU = BusinessFO-MG = Management

133October 2010


Unwrapping the PAMP

Objectives: At the end of this session, students should be able to:• Evaluate the accuracy of the PAMP by comparing PAMP data with actuals• Evaluate PAMP by comparing actuals to Industry Standards

134 October 2010


135October 2010


homework: PAMP PresentationPresent an overview and concept of the PAMP to the other divisions. Specifically you might consider how the SEOT PAMP impacts them. Answer their unspoken question, “What’s in it for me?”

Each team member needs to speak for more or less equal periods of time. Rather than a formal presentation, think of this an informal but informative conversation. You are “selling” the PAMP. Be prepared for questions from the chiefs and Supt. The conversation will last approximately 30 minutes.

Due: October 22, 2010

136 October 2010


federal Lands Recreation enhancement Act (fLReA)Objectives: At the end of this session, students should be able to:

• Describe the history of FLREA from the days of FEE Demo to present• List key provisions and special requirements of FLREA Program • Describe projects that would meet the requirements of FLREA

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

• Contrast how budget formulation and budget execution define/deal with fund sources• List 5 fund sources and their associated criteria• Describe the process of project funding status - from Eligible to Formulated to Funded

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Status of fund Source

In PMIS, there are THREE types of STATUS as a project goes through the funding process: Eligible, Formulated, and Funded

1. Eligible: The park determines and controls the data at this point. The project is not on a list or associated with the requested funding fiscal year

Eligible Funding Categories - A fund source for which a component may be eligible to compete for funding.

Requested Funding FY - The budget fiscal year for which the component is being proposed to compete for formulation/funding. Only those funding components with a requested funding year which matches the years covered by the SCC will be considered and formulated.

2. Formulated: - The regional program managers determine eligibility and the best fund source (if more than one is selected). Project is approved and formulated to be funded in the formulated year. Funding source, funding year, and total cost of project (in SCC) is locked in.

Formulation -- The process of assigning a project funding component to a specific fund source to compete for funding in a given fiscal year.

Formulated Funding Source – A funding source assigned to the project funding component during formulation by the fund or program manager.

Formulated FY – The fiscal year in which a component is scheduled to be funded by a program.

3. Funded: - WASO reviews, approves and funds project

Funded Funding Source – When the project is funded the funding source term is changed to funded funding source. The formulated funding source can change up to the time of funding.

Example: ARRA took projects already formulated to other fund sources and changed the formulated funding source to ARRA. The projects then were funded from ARRA, so the funding source is ARRA.

Funded FY -- Year in which funding is appropriated, authorized or received.

139October 2010


Definitions of Possible Funding Sources for Facility Projects

Concessions Franchise Fees – Fund Type 99

All concession contracts contain franchise fee and other financial obligations that reflect the probable value of the authorization consistent with the law. Beginning in FY 1999, as provided for in Section 407 of Public Law 105-391, all franchise fees paid to the United States pursuant to concession contracts are deposited to a special Treasury account.

Twenty percent of the funds are made available, without further appropriation, to support concession activities throughout the National Park System. Eighty percent of the funds are made available, without further appropriation, to the park in which the funds were collected. Criteria are for funding expired and expiring contracts and associated tasks. If a park has no contracting projects they must meet criteria previously set forth and ap-proved by the regions. All projects over $500,000 must come to WASO for approval and be considered by DAB.

Cultural Cyclic Maintenance – Fund Type 01

Projects include repair of a historic property when its condition warrants with the least degree of intervention including replacement in-kind or replacing an entire feature in-kind when the level of deterioration or damage of materials precludes repair. For ar-cheological sites it includes work to moderate, prevent or arrest erosion. For museum objects it includes actions to prevent damage and to minimize deterioration by practicing preventive conservation or by performing suitable treatments on objects themselves. Work is performed less frequently than annually.

CRPP - Historic Structures Stabilization - Fund Type 01

Projects include the minimum physical work necessary to make damaged or deterio-rated structures listed on the LCS stable, allowing cyclic and operational maintenance to preserve them. Structures that are programmed to be stabilized in the next few years as part of other work using funds from line-item construction program, recreational fee demonstration program, repair/rehabilitation program, or regular and cultural cy-clic maintenance programs are not eligible for CRPP - Historic Structures Stabilization funding. Ruins stabilization projects in the thirty-eight parks in the Intermountain Region participating in the Vanishing Treasures Initiative are also not eligible for CRPP - Historic Structures Stabilization funding. Preferred projects include those that consider the level of significance and condition of the structure, cost per structure; and number of struc-tures to be stabilized as part of one logical package.

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Dam Safety – There are two NPS Dam Safety Program funds:

1. Fund Type 01 - Dam Safety (account 2420-MDW) This account is used to administer the Dam Safety Program, conduct pilot studies, fund dam project planning, pay for training NPS personnel with Dam Safety respon-sibilities and allows for some emergency action planning specific to dams.

2. Fund Type 05 - Line Item Construction (Dams 414) This account is used to fund removal or construction projects to address dam safety issues for existing dams and levees. Projects under this fund source are prioritized by risk associated with dam failure (i.e., the likelihood of a failure considered against the consequences of failure). For example, a dam likely to fail but with minor conse-quence may rate lower than one that is less likely to fail but poses significant threat to human life or property. This generally equates to dams of High or Significant haz-ard being funded for removal or repair. However, a small portion of the annual appro-priation (approx 5%) will be set aside to fund removal of low-hazard dams. Although low-hazard dams do not generally pose a major threat to life or infrastructure, their removal is mandated by NPS Facilities Management Guideline section 9.5.

Donations – Fund Type 26Parks are authorized to accept and use donated funds to meet the purposes of the National Park Service. Use of these funds is strictly controlled, must be consistent with legislative authority, and must meet with the approval of the grantor. Individual park accounts are established for specific-purpose donations. A general donation ac-count, not specific-purpose in nature, is also available.

Emergency Relief and Storm Damage – Fund Type 04Funding is to be used for emergency repairs to park facilities damaged by rain storms, flooding, hurricanes, and other acts of nature, and structural fires. Requests for funding should be submitted to the Regional Office for review and approval. Re-gional Budget Offices will submit the request to WASO.

Environmental Quality Division – Environmental Impact Analysis – Fund Type 01Projects will be accepted for environmental impact analysis (environmental assess-ments and environmental impact statements) that qualify as follows:Projects must show:

1. Park-specific issues or problems having precedent-setting implications. 2. Significant or long-standing resource issues that require decisions 3. Background studies and reasonably foreseeable information needs are

complete. 4. Other funding sources are unavailable. 5. Preparation of environmental impact analysis is subject to a court order.

141October 2010


Equipment Replacement – Fund Type 05 Funding is to be used for the purchase of capital equipment and other property such as computers, office equipment, movable equipment, and radios as long as they have been accepted as eligible for equipment replacement funds at the time of original pur-chase. In addition to appropriated funds, equipment replacement may also be funded from reimbursables derived from the sale of equipment to be replaced.

Fee Program – No Year – Fund Type 04

No-year funding used to offset (not enhance) park base funding. Funding allows parks the flexibility to carry base funding across fiscal years, but only on a very limited basis.

Federal Lands Highway Program (FLHP) – Fund Type 44

The National Park Service portion of the Federal Lands Highway Program (FLHP) provides for the repair, rehabilitation, and reconstruction of park roads, parkways, and bridges. Basic work involves the planning, research, engineering, and construction.

Park, region, and servicewide construction priorities are assigned to each FLHP pack-age. Typically the program is authorized on a five- or six-year basis with each reautho-rization of the Federal Lands Highway Program establishing the amount the National Park Service receives each year. Large projects are typically carried out by the Denver Service Center and the Federal Highway Administration (FHWA). Small projects may be carried out at the park or regional office level. Funds are transferred from the Federal Highway Administration to the National Park Service.

Programs include the following:1. FLHP Category I – 3R 2. FLHP Category I – 4R 3. FLHP Category II – Completion of Parkway Gaps Auth. by Congress 4. FLHP Category III – Alternative Transportation Program 5. FLHP – Highway Safety Program

Fee Demonstration Program – Fund Type 25

The FY96 Interior Appropriation Bill established the Recreation Fee Demonstration Program “to demonstrate the feasibility of user-generated cost recovery for the opera-tion and maintenance of recreation areas or sites and habitat enhancement projects on Federal lands”. Fee-collecting sites or projects retain 80% of the revenues generated (2520) and the remaining 20% are distributed Servicewide (2510). Revenues are to be spent only on approved projects that meet the Fee Demo program eligibility criteria and emphasis factors. The Omnibus Technical Corrections Act of 2000 authorized the NPS to retain and expend recreation fees collected by non-demonstration parks in the same manner and for the same purposes as under the Recreational Fee Demonstration

142 October 2010


Program. It also granted the realignment of 18 additional units into the originally autho-rized 100 Fee Demo projects. The FY 2002 Appropriation Bill eliminated the limit of 100 fee demonstration sites and thus eliminated the distinction that created the Technical Corrections parks. For FY 2002 all former Technical Corrections fee collecting parks will be Fee Demonstration parks. Sales of the Golden Eagle Passport generated revenues, 50% of which were returned to the selling unit, but the creation of the National Parks Pass has virtually eliminated this revenue source. In FY 2002, the revenue generated by Golden Eagle sales will be distributed as part of the 20% Servicewide funds. There are two units that have special legislated fee authority and are classified as Recreation Fees - Deed Restricted.

Hazardous Materials – Fund Type 01

Funds will be used for non-routine projects to improve solid and hazardous waste man-agement regulatory compliance within the National Park System. Activities under the responsibility of the Hazmat Program are regulated by federal environmental laws and executive orders such as the Comprehensive Environmental Response, Compensation and Liability Act (CERCLA), Resource Conservation and Recovery Act (RCRA), Toxic Substances Control Act (TSCA), Occupational Safety and Health Act (OSHA), and Ex-ecutive Order 13101, “Greening the Government Through Waste Prevention, Recycling and Federal Acquisition.”

Funding will be allocated into four general subject areas:1. Waste Reduction and Management - projects designed to prevent waste at the

source or to divert waste from ultimate disposal in landfills. Funding will also be available to support projects that involve environmentally preferable purchases, such as the acquisition of products and services that have a lesser or reduced effect on human health and the environment when compared with competing products or services that serve the same purpose.

2. Fuel Storage Management - projects involving installation, conversion, upgrade and management of underground and aboveground petroleum fuel storage systems.

3. Cleanup of Contaminated Sites - projects involving assessment and cleanup of NPS resources contaminated with hazardous substances, petroleum and other materials posing risk to human health and the environment. Funds may be applied to contractual support in support of project goals.

4. Program Support and Environmental Auditing - projects involving support of NPS environmental management programs. Funds may be applied toward planning documents, auditing programs, training, and environmental awards.

Historic Preservation Fund – Fund Type 30

Funding for the support of the preservation and protection of historic buildings and neighborhoods, historic engineering structures, battlefield objects, as well as cultural

143October 2010


heritage. Funding is provided through a matching grants program to states, territories, Indian tribes, and historically-black colleges and universities.

Line-Item Construction – Fund Type 05

Major construction and reconstruction projects which generally require a three-year schedule for completion. The first-year funding is for obtaining surveys and preparing preliminary design plans. The second year is for completion of project planning (con-struction drawings). Actual construction is generally scheduled in the third year. Projects under this program are usually accomplished by the Denver Service Center. Project estimates are over $500,000.

Natural Resource Preservation Program (NRPP)

NRPP - Natural Resource Management – Fund Type 01

Natural resource management projects, except those projects funded through other Ser-vicewide natural resource programs. That is, eligible projects are those that may focus on any natural resource other than:• Air as an entity • Acid precipitation as an entity • Water as a geohydrologic resource or commodity • Biological research

NRPP - Disturbed Land Restoration – Fund Type 01

Projects involve actions to reestablish natural processes or to correct resource damage caused by human developments that have significantly altered the landscape structure and function. Examples of such disturbances include abandoned structures; abandoned mineral lands; abandoned or unauthorized roads; disrupted natural stream channels, floodplains, wetlands, or shoreline processes; and other abandoned developments or facilities (excluding prescribed fire, fire rehabilitation, and grazing). Restoration activi-ties should address the biological and physical components of impaired natural systems as necessary to reestablish naturally functioning terrestrial and aquatic habitats and processes. Site-specific activities may include mitigating impaired soil conditions; re-establishing natural hydrologic patterns, original contours, and native vegetation; and reestablishing critical habitat elements. Activities connected to site restoration, such as characterization, compliance, design etc., are eligible as long as the primary project pur-pose is the mitigation of natural resource impacts caused by human development.

Project Planning – Fund Type 05The second phase of the construction process, which provides final estimates, con-struction drawings, and contract bidding documents for individual construction projects. Generally accomplished by the Denver Service Center. Comprehensive design prior to a specific construction project is programmed under the Line Item Construction Program.

144 October 2010


Quarters – Fund Type 34

Public Law 98-473 authorized the deposit of revenues derived from the rental of Nation-al Park Service-owned quarters into a special no-year fund to be used for the operation and maintenance of quarters in a safe and habitable condition for National Park Service employees and their families. Reconstruction, replacement, and the construction of new quarters is funded from the Construction appropriations Emergency, Unscheduled, and Housing projects and Line-Item Construction programs.

Regular Cyclic Maintenance – Fund Type 01

Funds are used to maintain park roads, trails, building, utility systems, and other facili-ties on a fixed periodic basis as long as the cycle is longer than one year, but no longer than ten years. Budget submissions for the cyclic maintenance program are extracted from the park’s ten-year cyclic maintenance program. The work may require the prepa-ration of simple designs and specifications and is performed by contract or day labor. Funding from the cyclic maintenance program may not be used for the new construction of any kind unless clearance has been received from the Regional Office and Washing-ton. Permanent employee’s salaries should be base funded and, therefore, not charged to cyclic accounts.

Repair and Rehabilitation – Fund Type 07

Funding is used to cover the cost of repair and rehabilitation of existing facilities, roads, trails and utility systems. Funding must not be used for new construction without the ap-proval of Washington. Permanent employee’s salaries should not be charged to repair and rehabilitation accounts. Funds are for two years.

Sign Replacement – Federal Highway Administration – Fund Type 44

Funding for signs eligible under Federal Highway criteria for replacing signs to meet MUTCD standards (not cyclic replacement of signs).

Transportation Fee – Fund Type 45

The National Parks Omnibus Management Act of 1998 (P.L. 105-391) authorized the collection of Transportation fees for the use of transportation services provided either by the National Park Service (NPS) or an entity under a service contract with the NPS. The law stipulates that transportation fees must be “reasonable and appropriate” and that 100 percent of the transportation fees collected will go directly to the unit of the NPS where it was collected. All money retained must be spent on costs associated with the park’s transportation system. Transportation fees are to be collected specifically for a transportation service to the public and are to be in addition to any other fees collected by the park. This fee may be collected in conjunction with the parks admission fee to make it a seamless fee for the public. Parks cannot start collecting a transportation fee until it is approved by the Associate Director, Administration, Business Practices and Workforce Development. 100% of the revenues are to be spent only on approved proj-ects that meet the transportation fee authority eligibility criteria.

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USGS Water Quality Assessment and Monitoring Program

Projects will be accepted in the four categories below.1. Intensive Studies: Relatively large projects of that require in-depth study of park

water quality. Designed to characterize known or suspected water quality problems, these will also focus on understanding causes of contamination and the implications of water quality impairment to aquatic biota. Most intensive studies are strongly issue-driven and oriented towards priority water quality issues confronting the National Park Service.

2. Synoptic Studies: Short-term investigations of water quality from several sites during selected seasonal periods or hydrologic conditions. Designed to focus on park-specific issues that may have broader regional implications. Synoptic studies are intended to provide a quick assessment of aquatic conditions at selected locations and to evaluate the spatial relationships or contributions to those conditions, or to provide baseline data and information where little exists.

3. Fixed-Station Monitoring: Monitoring that documents long-term trends in water quality and determines if management actions are achieving water quality objectives. Fixed-station monitoring will be designed to enable park managers to know the health of nationally significant NPS water bodies, know the effects of remediation actions, and document whether external activities adversely affect park water quality. Generally, fixed-station monitoring will be implemented using a “site rotation” concept.

4. Technical Assistance: USGS technical assistance will consist of evaluating water quality information and issues to assess watershed management, engineering, maintenance, or regulatory actions to protect, mitigate or restore park water quality conditions.

Vanishing Treasures Projects – Fund Type 01

Projects include stabilization of prehistoric and historic sites and structures in the thirty-eight parks in the Intermountain Region participating in this initiative.

Water Resources Division – Competitive – Fund Type 01

Projects will be accepted in the following three categories:

1. Water Quality Mitigation, Restoration and Assessment: Projects support park-based activities, including the design of information management systems, regulatory assessments, riparian/stream and watershed restoration and protection projects with water quality goals or other water quality improvement projects. May also include design and implementation of Best Management Practices required to improve water quality to meet state-mandated polluted runoff or nonpoint source pollution control or other park water quality goals and objectives. In addition, projects that encompass one-time assessments or inventories of water quality baseline conditions or contaminants may be submitted.

146 October 2010


2. Wetlands Restoration, Inventory, and Protection: Projects include wetland restoration design and implementation, impact or condition assessments, inventories, functional assessments, applied research, protection efforts, monitoring, and other wetland projects consistent with NPS policies, directives, and procedures.

3. Hydrology, Watershed Management and Planning: Projects include groundwater assessment and monitoring, well and spring inventories, stream and riparian habitat restoration, stream function assessments, channel and bank stability investigations, stream type classifications, watershed condition assessments, watershed management, surface water hydrology studies, floodplain assessments, river management, water resources management planning, and other water resources-related projects.

Youth Conservation Corps (YCC) – Fund Type 01

The park will determine the areas under their administrative jurisdictions which are ap-propriate for carrying out the program and select appropriate work and environmental awareness projects. Work project submissions for the Youth Conservation Corps pro-gram are submitted to the Washington Youth Programs Division for approval prior to the beginning of the program. Recruitment of enrollees will be conducted by local school systems, Employment Security Offices, and/or hosting agencies. Permanent employee’s salaries should be base funded and, therefore, not charged to Youth Conservation Corps account. Funds are used to maintain trail construction; timber management; pest and exotic weed control; drainage ditch and culvert maintenance; campsite construc-tion and maintenance; fencing construction and maintenance; erosion control projects; restoration of historical areas and monuments; landscaping, beautification and plant-ing; range vegetation control projects; and other conservation work projects. The Youth Conservation Corps is a 8 - 10-week summer program for youth between the ages of 15 to 18 years old

147October 2010


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f th

e U

nit

ed

Sta

tes G

overn

men

t

Th

is D

ocu

men

t C

on

tain

s S

en

sit

ive B

ut

Un

cla

ssif

ied

In

form

ati

on

Do

NO

T R

em

ove T

his

No

tice

Pro

perl

y D

estr

oy W

hen

No

Lo

ng

er

Need

ed

Page: 2

Last

Mod. D

ate

: 09/1

0/2

010

AP

I/F

CI S

catter

Plo

t.rp

t

Bus

ines

s M

anag

emen

t: F

acili

ty M

anag

emen

t Fi

rst

Line

Sup

ervi

sion

: Stu

dent

Man

ual

150

Oct

ober

201

0

AP

I / F

CI S

catt

er

Plo

t

Facilit

y M

an

ag

em

en

t S

oft

ware

Syste

mD

ate

printe

d: 09/1

0/2

010 4:3

0 p

m

Re

gio

n:

IMR

Pa

rk(s

):L

YJ

O

As

se

t C

od

e(s

):A

LL

Oc

cu

pa

nt(

s):

AL

L

Op

tim

ize

r B

an

d(s

):A

LL

Lo

ca

tio

nD

es

cri

pti

on

AP

IF

CI

Sta

tus

Oc

cu

pa

nt

Zo

ne

Ty

pe

O/B

Op

era

tio

ns/P

M 1

03

To

tal L

ocati

on

s:

54367

Mala

chek

Road, R

T 0

402

78

0.0

85

Opera

tions/P

MP

aved

2O

PE

RA

TIN

GN

PS

54370

Show

Barn

Road, R

T 0

406

78

0.0

84

Opera

tions/P

MP

aved

2O

PE

RA

TIN

GN

PS

54359

Texa

s W

hite

House

Road, R

T 0

405

90

0.0

71

Opera

tions/P

MP

aved

1O

PE

RA

TIN

GN

PS

14585

LB

J B

oyh

ood H

om

e H

B-0

01 L

CS

000876

80

0.0

78

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

14678

Vis

itor

Cente

r/H

eadquart

ers

HB

-100 L

CS

065382

100

0.0

56

Opera

tions/P

M1

OP

ER

AT

ING

NP

S

62625

Com

m./S

witc

hboard

Build

ing H

B-0

35 L

CS

005733

79

0.0

63

Opera

tions/P

M2

OP

ER

AT

ING

LIF

E T

EN

AN

CY

14616

Sam

E J

ohnso

n L

og C

abin

HB

-007 L

CS

005713

80

0.0

62

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

15371

Cedar

Guest

House

HB

-083 P

erm

Housi

ng L

CS

065521

65

0.0

55

Opera

tions/P

M1

OP

ER

AT

ING

NP

S

91265

Com

munic

atio

ns

Tow

er

HB

-058 L

CS

-065505

70

0.0

51

Opera

tions/P

M3

OP

ER

AT

ING

SH

AR

ED

14624

With

ers

and S

pauld

ing B

uild

ing H

B-0

43 L

CS

000879

66

0.0

52

Opera

tions/P

M3

OP

ER

AT

ING

NP

S

54358

Baile

y R

oad, R

T 0

401

78

0.0

37

Opera

tions/P

MP

aved

2O

PE

RA

TIN

GN

PS

14792

Old

Mart

in B

arn

HB

-026 L

CS

5724

85

0.0

28

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

14632

Birth

pla

ce H

B-0

16 L

CS

000877

87

0.0

26

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

14609

John B

ruck

ner

Barn

HB

-010 LC

S 0

00878

57

0.0

35

Opera

tions/P

M3

OP

ER

AT

ING

NP

S

14893

Airfie

ld H

B-1

07

85

0.0

23

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

54371

Airst

rip A

ccess

Road, R

T 0

407

13

0.0

78

Opera

tions/P

MP

aved

5O

PE

RA

TIN

GN

PS

91454

Barn

& W

ork

ing P

ens

HB

-045 L

CS

065451

47

0.0

19

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

15429

Ranch

Wate

r S

yste

m 9

2 0

.008

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

14901

Bus

Barn

Build

ing H

B-0

34 L

CS

005732

82

0.0

08

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

14612

Exh

ibit

Cente

r B

-108

38

0.0

15

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

14640

Junct

ion S

chool H

B-0

21 L

CS

000882

80

0.0

04

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

14613

Settle

ment P

olk

Barn

HB

-011 L

CS

005716

50

0.0

02

Opera

tions/P

M3

OP

ER

AT

ING

NP

S

54363

Vis

itor

Cente

r B

us

Park

ing R

T 0

904

24

0.0

04

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

66304

East

Guard

Shack

& G

ate

HB

-038 L

CS

234744

100

0.0

00

Opera

tions/P

M1

OP

ER

AT

ING

NP

S

14909

Show

Barn

HB

-053 L

CS

065500

93

0.0

00

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

116250

Helic

opte

r S

helte

r 8

3 0

.000

Opera

tions/P

MP

LA

NN

ED

NP

S

15439

Ranch

Liv

est

ock

81

0.0

00

Opera

tions/P

MO

PE

RA

TIN

GN

PS

106134

Ele

ctrica

l Sys

tem

80

0.0

00

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

14820

Mili

tary

Aid

es

Tra

iler

HB

-036 L

CS

005725

79

0.0

00

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

14877

Com

munic

atio

ns

Cente

r T

raile

r H

B-0

37 L

CS

5735

79

0.0

00

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

15372

Baile

y H

ouse

HB

-084 L

CS

65522

73

0.0

00

Opera

tions/P

M3

OP

ER

AT

ING

NP

S

91443

Show

Barn

Pens

& C

orr

als

HB

-055

70

0.0

00

Opera

tions/P

M2

OP

ER

AT

ING

NP

S

14663

Tayl

or

House

-Educa

tion C

ente

r H

B-0

99 L

CS

065393

70

0.0

00

Opera

tions/P

M3

OP

ER

AT

ING

NP

S

Pro

pert

y o

f th

e U

nit

ed

Sta

tes G

overn

men

t

Th

is D

ocu

men

t C

on

tain

s S

en

sit

ive B

ut

Un

cla

ssif

ied

In

form

ati

on

Do

NO

T R

em

ove T

his

No

tice

Pro

perl

y D

estr

oy W

hen

No

Lo

ng

er

Need

ed

Page: 3

Last

Mod. D

ate

: 09/1

0/2

010

AP

I/F

CI S

catter

Plo

t.rp

t

151

Oct

ober

201

0

Bus

ines

s M

anag

emen

t: F

acili

ty M

anag

emen

t Fi

rst

Line

Sup

ervi

sion

: Stu

dent

Man

ual

AP

I / F

CI S

catt

er

Plo

t

Facilit

y M

an

ag

em

en

t S

oft

ware

Syste

mD

ate

prin

ted

: 0

9/1

0/2

01

0

4:3

0 p

m

Re

gio

n:

IMR

Pa

rk(s

):L

YJ

O

As

se

t C

od

e(s

):A

LL

Oc

cu

pa

nt(

s):

AL

L

Op

tim

ize

r B

an

d(s

):A

LL

Lo

ca

tio

nD

es

cri

pti

on

AP

IF

CI

Sta

tus

Oc

cu

pa

nt

Zo

ne

Ty

pe

O/B

14902

Bus

Main

tenance

Barn

HB

-081 L

CS

65520

70

0.0

00

Opera

tions/

PM

3O

PE

RA

TIN

GN

PS

62622

LP

Tour

Bus

Fuel S

yste

m S

-082

70

0.0

00

Opera

tions/

PM

3O

PE

RA

TIN

GN

PS

77148

TW

H S

eptic

Sys

tem

69

0.0

00

Opera

tions/

PM

2O

PE

RA

TIN

GN

PS

15370

Male

chek

House

HB

-075 L

CS

65515

62

0.0

00

Opera

tions/

PM

3O

PE

RA

TIN

GLIF

E T

EN

AN

CY

116932

Radio

Ante

nna o

n W

ate

r to

wer

61

0.0

00

Opera

tions/

PM

OP

ER

AT

ING

SH

AR

ED

62617

Path

way

TR

-02 a

t B

oyh

ood H

om

e 6

1 0

.000

Opera

tions/

PM

3O

PE

RA

TIN

GN

PS

62619

Birth

pla

ce H

om

e T

rail

TR

-03

60

0.0

00

Opera

tions/

PM

3O

PE

RA

TIN

GN

PS

66279

Radio

Base

Sta

tion B

uild

ing B

-117

60

0.0

00

Opera

tions/

PM

3O

PE

RA

TIN

GN

PS

66308

West G

uard

Shack

& G

ate

HB

-087 L

CS

233626

55

0.0

00

Opera

tions/

PM

3O

PE

RA

TIN

GN

PS

15408

Museum

Sto

rage B

uild

ing B

-137

52

0.0

00

Opera

tions/

PM

3O

PE

RA

TIN

GN

PS

15380

Gra

in B

ins

51

0.0

00

Opera

tions/

PM

3R

EM

OV

ED

NP

S

66295

Coole

r H

ouse

HB

-012 L

CS

005717

50

0.0

00

Opera

tions/

PM

3O

PE

RA

TIN

GN

PS

54356

Johnso

n S

ettle

ment R

oad R

T 0

200

49

0.0

00

Opera

tions/

PM

Unpaved

4O

PE

RA

TIN

GN

PS

66286

Boyhood H

om

e S

moke

house

HB

-003 L

CS

005709

49

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GN

PS

91437

East O

at F

ield

Hay

Shed H

B-0

22 L

CS

005720

47

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GLIF

E T

EN

AN

CY

91439

Fis

h T

ank

Hay

Shed H

B-0

57 L

CS

065504

47

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GN

PS

91456

Jord

an H

A C

hic

ken S

hed H

B-0

47 L

CS

065453

47

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GN

PS

91457

Goat S

hed H

B-0

48 L

CS

065454

47

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GN

PS

15358

Headquart

ers

Coast

al H

ay

Shed H

B-0

56 L

CS

65503

47

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GN

PS

62618

Settle

ment T

rail

TR

-01

47

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GN

PS

14667

Cantw

ell

House

HB

-101 T

em

p H

ousi

ng L

CS

065383

46

0.0

00

Opera

tions/

PM

1O

PE

RA

TIN

GN

PS

14670

Jones

House

HB

-103 T

em

p H

ousi

ng L

CS

065386

46

0.0

00

Opera

tions/

PM

1O

PE

RA

TIN

GN

PS

94930

Septic

at B

arn

/Rest

room

B-0

20

43

0.0

00

Opera

tions/

PM

2O

PE

RA

TIN

GN

PS

94932

Septic

at B

irth

pla

ce H

B-0

16

43

0.0

00

Opera

tions/

PM

2O

PE

RA

TIN

GN

PS

94933

Septic

at T

ile H

ouse

HB

-074

43

0.0

00

Opera

tions/

PM

5O

PE

RA

TIN

GN

PS

94934

Septic

at S

ecr

et S

erv

ice C

om

mand P

ost

HB

-025

43

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GN

PS

94935

Septic

at A

irpla

ne H

angar

HB

-023

43

0.0

00

Opera

tions/

PM

2O

PE

RA

TIN

GN

PS

94937

Septic

at B

us H

eadquart

ers

Build

ing H

B-0

34

43

0.0

00

Opera

tions/

PM

2O

PE

RA

TIN

GN

PS

94938

Septic

at S

how

Barn

HB

-053

43

0.0

00

Opera

tions/

PM

2O

PE

RA

TIN

GN

PS

94939

Septic

at C

edar

Guest

House H

B-0

83

43

0.0

00

Opera

tions/

PM

5O

PE

RA

TIN

GN

PS

94940

Septic

at B

aile

y H

ouse H

B-0

84

43

0.0

00

Opera

tions/

PM

2O

PE

RA

TIN

GN

PS

66278

Fla

mm

able

Sto

rage B

uild

ing B

-116

43

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GN

PS

54373

Back

40 R

oad, R

T 0

410

42

0.0

00

Opera

tions/

PM

Unpaved

4O

PE

RA

TIN

GN

PS

14650

Jord

an D

am

HB

-051

41

0.0

00

Opera

tions/

PM

4O

PE

RA

TIN

GN

PS

Pro

pert

y o

f th

e U

nit

ed

Sta

tes G

overn

men

t

Th

is D

ocu

men

t C

on

tain

s S

en

sit

ive B

ut

Un

cla

ssif

ied

In

form

ati

on

Do

NO

T R

em

ove T

his

No

tice

Pro

perl

y D

estr

oy W

hen

No

Lo

ng

er

Need

ed

Pa

ge

: 4

L

ast

Mo

d.

Da

te:

09

/10

/20

10

AP

I/F

CI

Sca

tte

r P

lot.

rpt

Bus

ines

s M

anag

emen

t: F

acili

ty M

anag

emen

t Fi

rst

Line

Sup

ervi

sion

: Stu

dent

Man

ual

152

Oct

ober

201

0

AP

I / F

CI S

catt

er

Plo

t

Facilit

y M

an

ag

em

en

t S

oft

ware

Syste

mD

ate

prin

ted

: 0

9/1

0/2

01

0

4:3

0 p

m

Re

gio

n:

IMR

Pa

rk(s

):L

YJ

O

As

se

t C

od

e(s

):A

LL

Oc

cu

pa

nt(

s):

AL

L

Op

tim

ize

r B

an

d(s

):A

LL

Lo

ca

tio

nD

es

cri

pti

on

AP

IF

CI

Sta

tus

Oc

cu

pa

nt

Zo

ne

Ty

pe

O/B

14684

Johnso

n C

ity L

ivest

ock

37

0.0

00

Opera

tions/P

MO

PE

RA

TIN

GN

PS

66293

Settle

ment P

rivy

HB

-009 L

CS

005715

36

0.0

00

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

66309

Gara

ge H

B-0

99A

LC

S 0

65394

36

0.0

00

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

14586

LB

J B

oyh

ood H

om

e B

arn

HB

-002 L

CS

005708

36

0.0

00

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

14673

Walk

er

House

HB

-104 L

CS

65389

36

0.0

00

Opera

tions/P

M1

OP

ER

AT

ING

NP

S

54372

Ranger

Sta

tion R

oad, R

T 0

409

36

0.0

00

Opera

tions/P

MU

npaved

4O

PE

RA

TIN

GN

PS

91441

Big

Hay

Shed H

B-0

60 L

CS

65507

35

0.0

00

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

54374

Big

Hay

Barn

Road, R

T 0

411

35

0.0

00

Opera

tions/P

MU

npaved

4O

PE

RA

TIN

GN

PS

54375

LB

J B

irth

pla

ce R

oad., R

T 0

412

35

0.0

00

Opera

tions/P

MU

npaved

4O

PE

RA

TIN

GN

PS

94919

Vault

Toile

t at Ju

nct

ion S

chool

32

0.0

00

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

62126

Boyh

ood H

om

e C

om

fort

Sta

tion B

-146

32

0.0

00

Opera

tions/P

M5

OP

ER

AT

ING

NP

S

66313

Bry

an C

hic

ken H

ouse

HB

-099C

LC

S 2

55110

30

0.0

00

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

66315

Moore

House

Gara

ge H

B-1

02A

LC

S 0

65385

30

0.0

00

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

66316

Jones

House

Gara

ge H

B-1

03B

LC

S 0

65388

30

0.0

00

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

66311

Pum

phouse

HB

-099B

LC

S 0

65395

30

0.0

00

Opera

tions/P

M4

OP

ER

AT

ING

NP

S

14668

Moore

House

HB

-102 L

CS

065384

30

0.0

00

Opera

tions/P

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154 October 2010


Homework: Comparing LYJO to My Park

Directions: Read the following questions and consider what you saw and heard today during the field trip to Lyndon B. Johnson National Historic Park. Compare and contrast what you heard about projects, asset management plans, 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: LBJO Field TripCompare and contrast three of the projects you learned about today at LYJO to three different projects you are familiar with at your park. How are they different? How are they similar?

1.

2.

3.

155October 2010


What information did you find most interesting during the field trip today?

Which of LYJO’s asset management plans or solutions that you learned about today do you feel you could apply to your own park?

Were there any assets that were similar to assets at your own park? How were they different from assets at your park?

156 October 2010


Health and WellnessObjectives: At the end of this session, students should be able to:

• Define health, wellness, and stress management from their own perspective• Describe how personal health and wellness relates to successful leadership• Recognize the biological and psychological relationship between physical health and

stress management• Recognize the importance of stress management in the quality of one’s life• List realistic ways one may enhance his or her physical health and manage stress

157October 2010


10 Stretches to Do at WorkAt your desk, on a break, or before or after a long meeting, these stretches will help keep you from getting stiff, tired and cranky during the workday. Try them at the end of the day, too, to relieve stress before you head home.

Tips for Your Practice:

Move into each pose slowly and deliberately.• Remember to breathe while you are holding each pose. Don’t hold your breath.• Start slowly and don’t overdo it.• Loose, comfortable clothing or workout clothes are best for yoga practice. Bare feet are

essential unless you are in some of the resting poses.• You can do these poses every day if desired.

Arm Stretch #1 Arm Stretch #2

• Bring your arms behind your back, clasping your hands. Or, hold a tie, sweater, or scarf (or something) between your hands.

• Lift your arms as high as you can. Lift your sternum.

• Hold for 30 to 45 seconds, relax for a moment, then repeat.

• Interlock your fingers and extend your arms outward, straight in front of your shoulders. Your palms should be facing outward.

• Slowly raise your hands overhead, stretching all the way from the waist.

• Work on straightening your elbows.• Hold for 30 to 45 seconds, relax for

a moment, and try again.

Ladies Home Journal. (2010). 10 stretches to do at work. Retrieved September 17, 2010 from http://www.lhj.com/health/stress/relaxation-techniques/10-stretches-to-do-at-work/

158 October 2010


Chair Twist #1 Chair Twist #2

• Sit on the edge of your chair, sideways with your left side facing the chair back.

• Throughout the pose, keep your feet and knees together and even.

• Place your hands on the chair as shown.• Inhale while straightening your spine. As

you exhale, twist toward the back of the chair, twisting from the very bottom of your spine -- pushing with your left hand and pulling with your right hand.

• Repeat the inhalation/straighten, exhalation/twist series several times.

• Release and switch sides.

• Sit in the middle of your chair, sideways with your left side facing the chair back.

• Repeat the same routine as in Chair Twist 1.

• Do you feel the twist in the spine at a slightly different place?

• If you need to, place a book under your feet to keep them flat.


159October 2010


Chair Lower Back Stretch Modified Warrior

• Sit in your chair and widen your legs so they are wider than hip-distance apart.

• From the hip crease, bend forward and allow your entire body to relax. You can round your back. Drop your head and completely relax your neck.

• If you are not completely comfortable, try putting a rolled blanket or towel at the hip crease and lean over again.

• Hold this pose as long as you like, allowing each exhalation to relax your body and mind a little more. Sit up on an inhalation, pause for a few moments, and try again.

• Place the back of a chair against the wall.

• Stand with your left side toward the front of the chair, your feet 2-1/2 to 3 feet apart.

• Place your left foot on the chair. The heel of your left foot should be roughly parallel with the arch of your right foot.

• Extend your arms, shoulder height, palms facing downward. Relax your throat, neck, and shoulders.

• Slowly bend your left knee into a right angle. Continue to keep your back leg straight and your back foot pressing into the floor. Look straight ahead or out over the hand over the chair.

• Hold for 20 to 30 seconds. Release and switch sides.


160 October 2010


Tree Pose Head to Chair Pose

• Stand with your left side facing the wall, feet together.

• Bend your left leg so your knee touches the wall and your foot is on your inner right thigh.

• Place an old tie around your shin if you need help keeping your left leg up.

• Press your foot into your thigh and your thigh into your foot.

• Hold for 20 to 30 seconds, then release and switch sides.

• As you progress, you will no longer need the tie or the wall.

• Sit in any comfortable position (wide angle, straight-legged, or cross-legged) in front of the chair.

• Place your forehead on the chair, on your hands, or on books or blankets piled up on the chair seat, whichever is most comfortable.

• If your hands are not under your forehead, allow your arms and hands to rest on the chair seat above your head (as shown).

• Your back can be rounded.• With each exhalation, allow your

body and mind to relax just a little bit more.

• Stay in this pose as long as you like.


161October 2010


Seated Hamstring Stretch Seated Double Hamstring Stretch

• Sit near the edge of the chair, facing the wall.

• Place your right foot on the floor at the wall, knee straight, and bend your left leg normally.

• Either place a tie around the ball of your right foot (as shown) or hold onto the sides of the chair.

• Lengthen your back, lift your sternum, and relax your throat, neck, and shoulders.

• Bend slightly forward from the hip crease, keeping your back elongated (this means do not round your back). Only bend as far forward as you can with your back straight.

• Hold for 30 to 45 seconds, then release and switch sides.

• Sit near the edge of the chair and place your feet on the wall. Place a tie around the balls of your feet.

• Lengthen your back and lift your sternum. From the hip crease, lean forward.

• Only go as far forward as you can with your back and knees straight.


162 October 2010


Kenai FjOrDS natiOnal ParK - Facility ManageMent: PrOPOSeD StaFFing MODel

The management model for the Facility Management Team at Kenai Fjords National Park (KEFJ) up to now has been one of “crisis management.” I would like to change that practice to a more proactive model, one that uses proper planning through life cycle business practices in support of both Executive Order 13327 and Director’s Order #80. With a few key changes to the organization chart, we could easily become a forward-thinking and progressive program. The following document will illustrate why these changes are necessary and how they could be accomplished to greatly improve the efficiency and ultimately the success of the Facility Management program at KEFJ.

Background: The KEFJ operation has grown in several ways over the past ten-years. The number of assets that we operate and maintain has increased significantly with the purchase of downtown properties. The number of staff in Resource Management and Interpretation has also increased. Consequently, the park has acquired more vehicles, boats, snow machines, and other equipment. The Facility Management staff has grown minimally during that same time. When the selection was made for the last Facility Manager (FM), the selectee had promoted from the park’s Maintenance Supervisor position, WS-4749-8 (in approx. FY 2000). His position was never refilled. This has had a significant impact on the work load of the FM and therefore, the ability to get beyond crisis management. It left the FM with the sole responsibility of all first line supervision since there was not a WS-level supervisor. Currently, at peak season, the FM directly supervises as many as 20 employees with no mid-level support. As a result, there have been gaps in communication, confusion among the crews, inefficiencies, and insubordination, which ultimately lead to deflated morale. In 2005, an additional Maintenance Work Leader, WL-4749-8, was hired to “supervise”/manage the Coastal (M/V Serac) Operation and Trails. This alleviated some of the workload of the FM but a WS position was still needed to provide supervisory support (i.e., employee performance standards, performance appraisals, dealing with performance and conduct issues).

Position Detail and Justification:The following outlines the duties and relevance of each position in the proposed organizational chart. Each of these positions will play an important role in the effectiveness of the Facility Management Team at KEFJ.

Facility Manager, GS-1640-12, PFT: The Facility Manager at KEFJ currently has had to focus a significant amount of time on Supervision of up to 20 people during the height of the busy season. This, combined with the lack of support for the Facility Management Software System (FMSS) and perhaps a lack of vision beyond “crisis management,” has kept the KEFJ Facility Management program from moving towards a proactive business model.

The Facility Manager will provide expertise in Asset Management, Operations and Maintenance, Project Management, Resource Stewardship, Business Management, and

163October 2010


Supervision & Leadership. Each of these competencies as listed in the Facility Management Program, Facility Manager Competencies Report (Dodson, E., Harvey, T., Hastings, I.S., & Wolter, A. S., 2008) outlines a larger, more detailed list of responsibilities associated with them.

Facility Operations Specialist, GS-1640-7/9 PFT (New position proposal - Could be STF): To date, the utilization of the FMSS at KEFJ has been limited to dependence on the yearly Condition Assessment training exercise of several Engineering students from the Alaska Regional Office (working with the Regional FMSS Coordinator, Dan Lemay) and the collateral duty of FMSS data entry by an Admin. Assistant. Since the FMSS has become a cornerstone for acquiring facility project money in the Project Management Information System (PMIS) via the Project Scoping Tool, KEFJ provides the justification for the addition of a full time Facility Operation Specialist (GS-1640-7/9) to focus efforts on the FMSS. This position could be modeled after a similar position at GLBA that functions as the park’s Safety Officer, Environmental Management System (EMS) coordinator, and the FMSS coordinator.

Incumbent would provide much-needed support to the FM in areas of the FMSS, PMIS, condition assessments, cost estimating, EMS, and Safety (EMS & Safety Officer were traditionally collateral duties of FM, now taken on by OASLC chief who is close to retirement).

In order for a FM to make sound, data-driven decisions he or she must have accurate information to work from and the FMSS provides that information. The Facility Operation Specialist would have the ability to keep the FMSS data current and use it to create projects in PMIS through the use of the Project Scoping Tool (PST). This will allow KEFJ to be more competitive for the funding required to improve and maintain all of the park’s assets.

Safety Officer: Incumbent would coordinate all safety related training for the park, implement and track all OSHA training requirements, establish a respiratory program for KEFJ (currently nonexistent), identify other deficiencies in operational leadership, manage SMIS, and serve as the lead on Safety Committee.

EMS: Incumbent would take the lead on reporting, updating EMS plans, defining deficiencies and making suggestions for improvements. Individual would serve lead role on the park’s “Green Team” interdisciplinary work group.

Administrative Assistant, GS-0303-6 (upgrade from GS-5), PFT: Provides administrative support for the entire FM operation. Duties include FMSS data entry, AFS & Maintenance budget tracking, credit card expenditure log, energy reports (monthly & annually), FAST report, vehicle fuel report, tracking fuel card accounts, maintaining utility accounts, producing fiscal year-end Maintenance budget report, records management, payroll, Govtrip travel planning, and other miscellaneous data gathering in direct support of the FM.

Maintenance Mechanic Supervisor, WS-4749-8, PFT (Could be STF): This position will provide the much-needed first line supervision of all maintenance operations. This includes: Roads & Trails, Buildings & Utilities, Coastal Operations, and the Automotive & Equipment Shop. The incumbent will be responsible for all supervisory requirements including performance standards, budget tracking, hiring, and working with the Facility Manager to

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establish short and long term goals. He or she will monitor appropriate work flows and provide on-sight supervision. He or she will work directly with the FM to complete hiring, implement Annual Work Plans, manage projects, and write completion reports.

Building, Utilities, & Grounds (B&U) Work Leader, WL-4749-8, STF (13 pay periods): This person will be the field lead position for accomplishing all Operations and Maintenance of Buildings, Utilities, and Grounds (B&U) within the park. This includes built assets on the remote coast, assets in the downtown district of Seward, the Exit Glacier assets, and the Maintenance facility. (The operation and maintenance of the following assets and their equipment features fall under the responsibility of B, U, & G: 34-buildings, 5-housing, 3-water systems, 2-waste water systems, 1-electrical generation system, 7-fuel systems, 1-campground, 1-picnic area, and 5-maintained landscapes).

Maintenance Mechanic, WG-4749-9, STF (13 pay periods): Another area in which the Facility Management program at KEFJ is not able to meet its highest mission priorities efficiently is with the operation and maintenance of critical utility systems. Currently, the Auto/Equipment mechanic spends an excessive amount of overtime hours to maintain the electrical generation system and water system at Exit Glacier. The Mechanic is already beyond capacity with his other duties yet is the only person available to operate and maintain these systems (including weekends).

This position fills a major void at KEFJ of a journeyman-level trades person. The incumbent will work with the B&U Work Leader and Maintenance Worker to take care of numerous jobs related to B&U throughout the park. Often times there are multiple projects that spread the B&U Work Leader too thin. There is a particular need for support in the operation and maintenance of electrical generation and water systems in the Exit Glacier area. Currently, the park spends large amounts of salary expenditures in overtime to send our equipment mechanic out to the Exit Glacier area on the weekends to operate and maintain those critical utility systems.

B&U Maint. Worker, WG-4749-5, PFT: This person works with B&U Work Leader, Maintenance Mechanic, and seasonal Laborers to accomplish a wide variety of operations related to B&U. This individual is responsible for all custodial duties during the winter (when Grounds Laborers are not working), snow removal operations, and any other unplanned work during winter months.

Seasonal Laborer #1 (Grounds), WG-4749-3 (10 pay periods): This person, in conjunction with one other Seasonal Laborer, provides all custodial and grounds keeping for the park during the busy summer months. The areas of operations includes park Headquarters, Visitor Center, other downtown properties, and the Exit Glacier area assets.

Seasonal Laborer #2(Grounds), WG-4749-3 (10 pay periods): This person, in conjunction with one other Seasonal Laborer, provides all custodial and grounds keeping for the park during the busy summer months. The areas of operations includes park Headquarters, Visitor Center, other downtown properties, and the Exit Glacier area assets.Roads, & Trails Lead, Maintenance Worker, WL-4749-5, STF (13 pay periods): This person

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will be the main contact, coordinator, and ground support for the 2-3 annual SCA & SAGA crews. They will be responsible for accomplishing all Roads, Trails, and Signs projects in the park using work crews, volunteers, YCC’s, and seasonal laborers. There are approximately ten-miles of trail, six -bridges, two-miles of roads, three-parking areas, and over 50-signs that fall under the responsibility of R&T at KEFJ. (Note: These duties are currently the responsibility of the Maintenance Work Leader WL-4749-8/5, a position that is not in the proposed org chart).

Auto, Boats, & Equipment Mechanic, WG-4737-9, PFT: This person, with assistance of a seasonal Laborer, maintains, services, and repairs all vehicles (25), boats (eight including the M/V Serac), and equipment (Dump Truck, Loaders, Bobcats, snow machines, chipper, generator sets, snow blowers, lawn mowers, chain saws, weed eaters, trailers, etc.). This person also provides the main operational support in of snow removal during the winter.

Coastal Operations Lead - Logistics Coordinator: GS-0303-7/9, STF (13 pay periods): This person, at full performance level, will be the lead coordinator of M/V Serac operations. The incumbent schedules and coordinates all Serac trips with parties involved; maintains the calendar; assists with loading and unloading of the vessel before and after trips; and maintains budget for Serac operations. The person provides additional logistical support, in conjunction with the Resource Management Logistics Coordinator, for other coastal projects and operations. (Note: These duties are currently the responsibility of the Maintenance Work Leader WL-4749-8/5, a position that is not in the proposed org chart)

Small Craft Operator, WG-5786-9, STF (13 pay periods): Provides operational support of coastal operations by operating the park’s 53 foot vessel, M/V Serac. Note: Currently, the Captain and Deckhand are paid eight -hours base and two -hours overtime for each day on the water. There has been much discussion about the appropriate way to pay these positions while out on the boat 24/7. Based on the recent marine review that was done at GLBA, an examination of the M/V Serac operation should be completed to determine the most appropriate and safe way to operate. For instance, is a second licensed captain warranted? Should boat crew be paid for 12-hour days vs. 10-hour days while at sea?

Deckhand, WG-5788-6, STF (13 pay periods): Provides operational support of coastal operations by assisting the Small Craft Operator on the park’s 53 foot vessel, M/V Serac. Note: Currently, the Captain and Deckhand are paid eight-hours base and two-hours overtime for each day on the water. There has been much discussion about the appropriate way to pay these positions while out on the boat 24/7. Based on the recent marine review that was done at GLBA, an examination of the M/V Serac operation should be completed to determine the most appropriate and safe way to operate. For example, should KEFJ consider making the Deckhand position a USCG licensed boat captain? Should boat crew be paid for 12-hour days vs. 10-hour days while at sea?

References:Dodson, E., Harvey, T., Hastings, I.S., & Wolter, A. S. (2008) Facility Manager Job

Competencies, Bloomington, Indiana: Eppley Institute, Indiana UniversityExecutive Order 13327 Director’s Order #80

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Briefing Your Staff on Informal Visitor ContactsObjectives: At the end of this session, students should be able to:

• Design high quality customer service strategies.• Develop answers to the frequently asked questions at their site.• Read basic visitor cues and respond appropriately.

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The Interpretive Continuum Overview of the Interpretive Continuum A continuum is defined as a coherent whole characterized as a collection, sequence, or progression of elements. The interpretive continuum is a sequence of informal visitor contact options.

• At the orientation level, the main goal of the contact is to help visitors get their bearings and provide directions.

• At the information level, the contact involves facts or explanations.• The interpretation level of the continuum moves beyond information and involves pro-

viding opportunities for visitors to form their own connections with the significance of the resource. To do this the tangible resource is linked to an intangible concept using tech-niques (such as stories, examples, and comparisons) that are appropriate for the audi-ence, the resource and the employee. For example, to provide an opportunity for visitors to form a connection with an old cracked bell (the Liberty Bell), an employee could tell an appropriate story that linked the bell with the concept of freedom. The visitor would then have an opportunity to understand the significance of the old bell and may see why it is important to care for it.

An informal visitor contact can begin at any point along the continuum. Where the contact begins is determined by the visitor and the cues they communicate. Often these cues are visitor questions.

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Tip

“Where” questions are usually orientation opportunities.• EX: Where is the bathroom? Where can I fish? Where can I see big

cannons?“What” and “how” questions are usually information opportunities.

• EX: What kind of flower is that? What happened here? How did this valley form?

“Why” questions typically offer an opportunity for interpretation.• EX: Why was this site so important in the war? Why are those trees

dying?

Defining Orientation, Information, and Interpretation in Informal Visitor Contacts Orientation

Orientation refers to concepts such as direction, location, proximity, way-finding, etc. In the orientation process, employees help visitors understand where they are and how to get where they need to go. Orientation may also involve helping visitors understand what opportunities are available at your site. Visitors who are properly oriented will be more likely to have a quality experience and be more open to receiving and understanding park messages. Orientation fulfills the basic needs of survival and safety. These needs must be met before visitors are willing or able to make larger connections to park resources.

Examples of Orientation Questions:

Q: Where can we go to see a condor?

A: They can be found anywhere in the Grand Canyon region and, though this is not very predictable, I can tell you that yesterday a pair were seen near the North Rim Lodge.

Information

Information about the resource provides an important context for the visitor’s experience, answering the questions that visitors have with tangible details about the resource. Information fulfills visitors’ needs for knowledge, which enhances their self-esteem. It may also fulfill belonging needs.

Employees have a responsibility to ensure the accuracy of all information they pass on to the public. All too often, we are guilty of accepting what we hear from others as truth. Just because you heard a co-worker say it, or heard it during an interpretive program, doesn’t mean that it is accurate. When employees pass on inaccurate information – and the audience knows it – their credibility suffers. When one employee is discredited, the credibility of all employees comes into question.

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Examples of Information Questions:

Q: How many people lived in the fort? A: The number fluctuated seasonally, but the average was around fifty people. There were five gentleman officers and their families, a doctor and his family, servants, and cooks. Hundreds of other laborers lived in villages surrounding the fort.

Q: What are all those piles of wood along the road? A: Those are slash piles waiting to be burned. Forestry crews trim back 100 feet from the road and place all of the woody debris in piles to be burned during winter.

Interpretation

Interpretation provides opportunities for visitors to form their own meaningful connections (emotional and/or intellectual) with the resources within our parks. Interpretation meets higher-level needs for understanding and self-fulfillment. Information can be presented at increasingly complex levels, leading to an opportunity to connect visitors to the significance of the resource. These opportunities do not happen frequently, but they are a powerful way to help maintain the site resources. Visitors who care about the resource will help employees care for it.

Helping visitors connect with the resource helps us develop a stewardship ethic among our visitors by contributing to the quality of the visitor experience. It’s important to let the visitor direct the contact, though. If you’re trying to provide an opportunity for the visitor to care about the resource and they give any type of cue indicating that they are not interested, don’t continue the conversation. Always remember that some people will act interested because they are too polite to show their true feelings. If you are trying to provide an opportunity for the visitor to connect with the resource without a clear cue that it meets a visitor need, keenly search for any disinterested cues.

Examples of Interpretation Questions:

Q: Why did the strike start? A: The workers were told that many of their jobs were going to be automated. Can you imagine how threatened or vulnerable you would feel if your boss told you that your job was going to be replaced by a computer? That threat of losing their job, their livelihood, and their way of life likely sparked the strikers into action.

The Basic or In-depth Distinction

The detail you provide in your answer to an orientation or information question will be either basic or in-depth. Proper reading of visitor cues will help you decide what level of detail is needed. Questions like those illustrated in the definition section of this tutorial are cues that basic orientation or information is needed. Other questions indicate that more in-depth orientation or information is needed.

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Body language is another visitor cue that will help you decide what level of orientation or information to provide. A visitor that maintains eye contact, smiles and leans forward is often indicating interest in more details. A visitor looking away frequently or standing with crossed arms or legs probably does not want any more details.

Orientation vs. Information vs. InterpretationOrientation and information are similar, but not necessarily the same thing. Orientation refers to such things as direction, location, proximity, and way-finding. These elements help visitors understand where they are and how to get where they need to go. Visitors who are properly oriented will be more likely to have a quality experience and be more open to receiving and understanding park messages. Orientation fulfills the basic needs of survival and safety, needs which must be met before visitors will be able or willing to make larger connections to park resources. All orientation contains information (facts, figures, times, etc.), but not all information contains orientation. Orientation is primarily concerned with the logistics of the visitor’s visit, while information focuses on visitor’s questions about the resource itself.

Interpretation also contains information, of course, but interpretation refers to much more than basic or in-depth facts.

QuoteInformation, as such, is not interpretation. Interpretation is revelation based upon information. But they are entirely different things. However, all interpretation includes information. --Freeman Tilden

Applying the Continuum to an Informal ContactThere are many ways to initiate contacts; most arise naturally. Sometimes someone will walk up and ask you a question that easily leads to a chance to reveal the significance of the resource through interpretation. Or you may see a visitor who looks confused and seems to need orientation to the park. While working you may also encounter someone violating resource protection regulations.

TipMaintaining your personal safety should be one of your top priorities during an informal visitor contact. Stepping away from a contact that is escalating into a confrontation and calling for backup is always appropriate.

During an informal visitor contact you may move back and forth along the interpretive continuum. Sometimes a contact might start with information, move logically to interpretation of the meanings and significance of the resource, and then move to orientation, based on visitor cues and questions as the contact progresses. This is a true test of your sensitivity to visitor cues and needs. It involves continually applying your knowledge of the audience and of the resource and using appropriate techniques such as questioning, storytelling, examples, and comparisons.

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TipIt is best to begin contacts on a friendly note. If a friendly manner is not appropriate be certain to remain professional and courteous in your interactions with the visitor.

If the visitor’s words and actions suggest they are open to further communication, good conversational skills can carry the contact along the continuum. Answering a basic orientation question with enthusiasm, or perhaps offering an interesting fact about the site while you orient the visitor, may create an opportunity to provide in-depth information about the resource. As the conversation progresses, you may be able to use some sort of technique to link a piece of your park to a broader concept. For example, asking questions can help clarify the needs of the audience and can ensure that you and the visitor understand each other. Open-ended questions also give visitors the chance to develop their own, personal sense of why the resource is special.

TipIt is important to ask relevant, meaningful questions when talking with visitors. Asking trivial questions shows a lack of interest in and respect for the visitor. A disinterested, insincere question will end a visitor contact very quickly.

In addition to recognizing positive signs to begin a contact, there are many cues for breaking off contact with an audience. Some may be easy to spot (the visitor says, “Thanks,” and walks away), while others may be difficult to see (audience responses become increasingly short and fewer questions are asked; mere “I’m awake… sort of…” phrases like “yes” and “I see” grow more common, body positioning becomes increasingly distant and oriented away from the interpreter). Looking at body language and carefully assessing interest by asking questions works very well. Similarly, when you, the interpreter, need to be somewhere else, it is acceptable to say so and leave.

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Customer Service Introduction to Customer ServiceIt is appropriate that “service” is a part of the name of the National Park Service. Our desire to serve influences our priorities as an agency and as individuals. How we appear, act, and interact with visitors greatly affects not only the quality of their visit, but also the quality of the support our agency and our agency’s mission receives. As an employee of the National Park Service, superior customer service should be a top priority. To ensure that you deliver high-quality customer service you should have a plan for presenting a professional image, professional behavior, and effective interpersonal communication skills.

Exhibiting a professional image includes attention to the following:

• Personal Grooming: Hair, teeth and nails should be clean and neat. Excessive colors and styles of hair and nails should be avoided.

• Posture: Standing up straight projects an image of authority and inspires confidence in your knowledge and abilities.

• Attire: Your attire should not distract the visitor during their experience at the site. As you choose your attire, be aware of the following professional image standards:o Clothes should be clean and neat at the beginning of the workday.o Clothes should not be frayed, have holes, or be missing buttons. o Clothes should be free of odors.o Clothes should not be excessively tight or baggy.

• Accessories: Your accessories, like your clothes, should not distract the visitor in any way. The following professional standards apply:o Tattoos should be covered to the greatest extent possible.o Jewelry should be conservative. Excessive numbers, large size, and bright or

contrasting colors of jewelry may create an unprofessional appearance. In addition, supervisors and managers may have to limit jewelry wear for safety reasons.

o Rings and Studs associated with body piercing should be removed (where visible) to prevent interfering with visitors’ experience.

o Sunglasses that are dark enough to make it difficult or impossible to see your eyes should be worn in visitor contact situations only when absolutely necessary. Mir-rored sunglasses should never be worn. Sunglasses rims should be in conserva-tive colors such as gray, black, or brown; bright or neon colors should be avoided.

The Components of Professional Behavior Displaying professional behavior includes being:

• Courteous: Professionals are courteous (polite, well-mannered, patient, pleasant, at-tentive, and serious). They act naturally and genuinely but professionally. They may try to be friendly and establish rapport with visitors by taking interest in some aspect of their lives, and by finding common understanding, to personalize the contact. They tailor their approach to the individual. This means putting the visitors’ needs above your

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own needs, to the extent that it is reasonable to do so: halting your own activities or conversations with coworkers in order to serve the visitor first. Courteous employees go beyond the Golden Rule, “Do unto others as you would have them do unto you,” to practice the Platinum Rule: “Treat others not only as you want to be treated, but as they want to be treated.”

• Helpful: Professional employees are helpful. When possible, they make themselves ac-cessible and approachable (smiling and welcoming—exhibiting body language that puts others at ease).

• Knowledgeable: Visitors expect you to be knowledgeable about every aspect of their ex-perience. Employees who respect others will anticipate questions and get to know their park well. You should know the names of people and places associated with your site; contact information for common referrals; facilities and services available to the visitor; how to give clear, simple, accurate directions; how to describe the resources of the park and offer alternatives; all policies, procedures, and systems of your operation; how to use equipment properly; and current or updated information.

• Neutral: As a public servant it is important to remain neutral in all situations. Your be-liefs and attitudes should not interfere with the visitor’s experience of the resource. You should avoid presenting personal opinions on politics, religion, or even local businesses, and should avoid talking about fellow staff or other visitors in public. To ensure a quality visitor experience, stick to the facts, admit it when you don’t know something, and offer to help the visitor find out what they need to know.

• Objective: Professional employees respect others enough to have an objective attitude toward all. They put their personal biases or baggage away (their beliefs, values, expe-riences, and prejudices) in order to provide equal treatment and fairness. You should avoid sharing personal perspectives, provide official rather than personal positions, and seek balance in all you say.

• Patient: Professional employees remain patient with all visitors. While it may be the tenth time you’ve heard the same question, it is this visitor’s first time asking it. Staying focused on the visitor’s experience and perspective will help you handle each contact with patience and compassion.

• Safe: Some interactions escalate to involve real risk when there are verbal threats along with physical proximity. It is important to be able to recognize the signs of potentially dangerous interactions, to know how to distance yourself from an encounter safely, and to know when and how to request assistance from law enforcement personnel. Other skills to develop for these interactions include articulation, delivery, creativity, flexibility, and even humor.

The Components of Effective Interpersonal CommunicationBeing adept at interpersonal communication includes knowledge of the following:

• Body Language Skills: Physical distance from visitors should be based on their personal space, and be distant enough (generally over three feet) that the audience feels com-fortable and not threatened. To communicate openness and interest, your body should angle or lean toward the audience. A person who remains still is likely paying attention to what is happening, while tapping or fidgeting may communicate impatience or bore-

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dom. Arms that are crossed often indicate an attitude of disapproval or opposition, and hands in pockets may communicate a negative attitude. Arms that are open (to the side of the body or behind the back) show a willingness to engage. A straight head position may indicate authority and seriousness, while friendliness or receptivity can be shown by tilting the head slightly to one side or the other. The use of touch may or may not be appropriate, depending on the situation.

Your facial expression can express much in an interaction, so employees should avoid having their faces covered by their hair, hat, or sunglasses whenever possible. You can communicate openness, confidence, and honesty with an open facial expression and solid eye contact.

• Conflict Resolution: Occasionally, informal visitor contacts will involve a conflict between the employee and the visitor. Conflicts may be based on perceptual differences, value differences, divergent goals, or ineffective communication that leads to misunderstand-ings. Rather than thinking of the conflict as a win/lose situation or as something to be avoided altogether, try thinking of a solution in which both parties win. The type of con-flict resolution that is most effective in meeting the needs of both sides is collaboration. Try solving a problem, rather than arguing with, blaming, directing, or persuading the other person. Apologize when appropriate and ask visitors what they would like you to do about their concerns. Use common sense to identify possible solutions, and take ac-tion to meet the visitors’ needs when possible. If you can’t solve a problem, connect the visitor with someone who can.

• Listening Skills: Speaking is only half of communicating. Listening is vital in a conversa-tion as well. Listening is essential to seeing the speaker’s point of view, recognizing that each individual perceives things differently and that multiple points of view can provide a wider perspective on a situation. Good listeners listen carefully to hear and to under-stand, not only to respond. They do not jump to conclusions, and do not interrupt except when necessary. A good listener actively listens by reacting and acknowledging what was said. Techniques for active listening include using all senses to read the unspoken message or the question beneath the question; making eye contact and facing toward and concentrating on the speaker; occasionally nodding or repeating what was said; recognizing the speaker’s feelings and concerns; and asking for clarification when nec-essary.

• Verbal Skills: Verbal skills include the ability to effectively use language and vocal tech-niques. An effective communicator chooses words that will be understood by a given audience. Vocabulary should be selected based on a variety of factors, including the au-dience’s age, culture, educational background and experience with the subject at hand. When speaking with strangers, or with visitors for whom English is a second language, it may be useful to develop not only a more universal vocabulary, but a neutral accent. For most audiences it is best to avoid using complex, technical jargon and slang terms. Vocal techniques that aid in communication include articulated diction, moderate tempo with rhythmic variation for effect, modulation to emphasize certain words, moderate tone or pitch, and appropriate volume and vocal quality. There is no substitute for a positive tone of voice.

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Best Practices in Customer ServiceDirections:

1. In the chart below, rate your own delivery of each best practice in customer service as either “pretty good” or “could improve.”

2. For each component you rate yourself as “pretty good,” describe your strengths. Be sure to include at least one specific thing you do that justifies your rating.

3. For each component you rate yourself as “could improve,” describe your weaknesses. Be sure to include at least one specific thing you do that justi-fies your rating.

4. Select 2 components in which you could improve and develop a SMART plan for improvement.S pecificM easurableA chievableR esults-orientedT imeline-established

Component Rating (Pretty Good or Could Improve)

Strength/Weakness Plan for Improvement

Professional Image

Courteous

Helpful

Knowledgeable

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Component Rating (Pretty Good or Could Improve)

Strength/Weakness Plan for Improvement

Neutral

Objective

Patient

Safe

Body Language Skills

Conflict Resolution

Listening Skills

Verbal Skills

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Visitor Cues Overview of Visitor CuesReading the visitor appropriately is perhaps the most fundamental skill necessary for successful informal visitor contacts. How do you know how to respond to visitors until you know what they need? By learning how to identify, read and respond to visitor cues you will hold the key not only to quality customer service, but to meaningful experiences for the visitor.

So how do we know if a visitor merely wants directions to a destination, to gather information on an interesting topic or to explore the meaning of a site? Sometimes a direct question or comment will provide the answer, but often the cues are more subtle and can be harder to read. Reading visitors can be as complex as the individuals themselves. But we have lots of practice. In our everyday lives we constantly assess the needs of others.

The ways in which visitors let us know their needs include verbal communication, body language, tone of voice, and direct actions.

Types of Visitor Cues

Verbal CommunicationHaving a sense of the visitor provides you with a starting point for providing information. What are the visitor’s needs? This can be determined instantly when a visitor asks a simple question, but beware of reaching conclusions too quickly. While a visitor asking for directions to the bathroom is rarely seeking something other than immediate orientation and relief, an individual may not always know exactly how to phrase the question they really want answered. The question “Where is Klickitat Point?” could be answered simply with directions, but is that what the visitor really wants? The person may be misinformed about what can be seen at Klickitat Point and needs to go to a different place to see what they want.

Body LanguageBody language can convey a surprising amount of information about visitor needs and wants. In fact, much of what you are trying to communicate may be relayed through your body language. Let’s take the example of the visitor asking about the trail. How do you know how to respond? You might choose to merely answer the asked question, but would you be providing the best customer service? Body language can give you a clue.

If the visitor, for example, asks the question while turning away toward the trail, perhaps they merely want the quick answer before they start their hike. But what if they lean towards you and smile at you while they ask the question? Is a yes or no answer all they want? What if they scowl and cross their arms? Are they looking for a simple answer or do they want to be engaged on another level? By reading the cues of body language you may begin to have a deeper sense of the visitor’s needs and, therefore, of where to take the interaction.Because body language is difficult to translate you will notice that some of the cues appear in multiple places, meaning that they have multiple translations.

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Visitor Cues Possible Translations

• open posture • attempts to make the body look big• frowns, sneers • threatening arm movements

dominance, authority

• no eye contact• repetitive motions such as tapping toes or

drumming fingers• slouching • leaning against a wall• yawning

disinterest or readiness to proceed

• crossed arms and/or legs• looking away

defending, hiding, cold, relaxing

• sweating• sudden movements• minor twitches of muscles (especially

around the mouth and eyes)• fidgeting• distracted speech patterns

avoiding detection

• attempts to make the body look smaller• rigidity• covering sensitive parts of the body (chin

down to cover neck, arms across chest)

safety, security

• steepled hands• stroking chin or other parts of face• intense gaze

deciding, judging, thinking

• arms open, palms up, legs open• looking around room• looking at speaker• relaxed posture

accepting, passive threat, aggression, supplicating, relaxing

• walking with exaggerated swing of arms• palms down• elbows out to appear wider• shakes hands with palm down• grabbing elbow and pulling in

authority, dominance

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Visitor Cues Possible Translations

• pointing with foot, eyes or whole body leaning

• gripping armrests to get up• gripped hands

Desire to leave. If action is directed toward speaker, this may be a desire to add to conversation.

• attempts to make the body look smaller• head down• motionless

safety, security, Lack of esteem

Based on information from Straker, D. (2006). Using body language. ChangingMinds.org. Retrieved October 13, 2006, from http://changingminds.org/techniques/body/body_language.htm

Tone of VoiceTone of voice can provide a sense of a visitor’s attitude and predisposition. Again, using the example of the visitor asking about the trail, listening carefully to the pitch, tone, inflection and volume can give a sense of where to go with the contact. For example, if the visitor asks about the trail in a high-pitched quizzical voice, you might assume that they are in a friendly, receptive mood. If they ask the same question in a deep, gruff, barking manner you might assume that they are upset and perhaps angry or defensive.

Actions By watching the actions of your visitors, you may also gain clues to their needs. Careful observation may help you see when visitors have barriers to mobility, hearing, vision, language, learning, or other issues. How you proceed may depend on those observed issues. Additionally, you may encounter visitors violating safety regulations. Knowledge of the regulations and observation of those violations give you a unique perspective on the needs of the visitor. For example, perhaps you notice a visitor walking dangerously close to a wild bison. The visitor may feel a need to interact with the wildlife or to get that perfect photo, but you know that they also have a more immediate need for safety. How does this knowledge affect the actions you take?

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Directions: In this activity you will be identifying, sorting, and preparing potential answers for the questions you hear most often during your informal visitor contacts.

1. Develop a list of at least 6 frequently asked questions at your site. 2. In the table provided, sort your questions based on their position along the orientation-

information-interpretation continuum.

Orientation Information Interpretation

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Directions: Your next task is to develop basic and in-depth answers for the orientation and information questions you identified in Part One. If you are unable to develop an in-depth answer without doing a little research, the following list contains good sources for finding appropriate answers when you return to your site:

• Seasonal training documents o General Management Planso The park libraryo Park resource managers, historians, archaeologists, etc. o Co-workers and supervisors o Local media such as newspapers and radio stations

Orientation and Information Questions Basic Answer In-Depth Answer

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Directions: For any interpretation questions you identified in Part One, identify the potential tangible resources that could be included in an answer and the concepts that resource represents that make it special. Because moving to interpretation is so dependent on visitor cues, developing answers for interpretive questions is not very useful. It is more effective to have a list of resources you can link to larger concepts so that you can offer a more tailored opportunity for the visitor to connect to the importance of your site.

Interpretation Questions Possible Tangible Resources

Possible Concepts that Make the Resource Special

EXAMPLE: Why can’t we feed the animals?

Animals, food, people, the park

Wildness, preservation, danger, independence, survival, health, habituation

If you would like to know more about providing opportunities for the visitors to form their own connections to the significance of your site, moving them to care about your resource so they will be motivated to care for it, please contact Katie Bliss, the Interpretive Development Program Curriculum Coordinator ([email protected]). She can arrange for you to take a facilitated version of the online training in informal visitor contacts.

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aSSet ManageMent UPDate Objectives: At the end of this session, students should be able to:

• Summarize the updates and practices of the Asset Management Program as it applies to PFMD

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PreSenting yOUr annUal WOrK PlanObjectives: At the end of this session, students should be able to:

• Articulate the structure of the oral presentations• List important presentation skills (i.e. what is the level of understanding and interest of

your audience? (What is your point and why is it relevant to me?)

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appendix

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187October 2010


AFMP Course Evaluation

About the CourseStrongly Disagree

Disagree Neutral Agree Strongly Agree

The objectives for each session were clearly communicated to the students. The course maintained my interest and participation through a variety of techniques and activities.

The course was well organized. The student materials were useful and valuable during class.

The use of multiple instructors helped to facilitate my learning.

The SEOT simulation was valuable in helping me to learn how to create an annual work plan.

Overall, the National Park Service should rate the quality of this course as outstanding.

The field exercise was a valuable practical experience.

Please give us your evaluation and opinions of the course by checking the box below that most closely represents your opinion. Please also answer the questions on the reverse side of this page. All responses are confidential and will only be used for the purpose of future improvements in the Facility Manager Leaders Program (FMLP).

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About LearningStrongly Disagree

Disagree Neutral Agree Strongly Agree

As a result of this course, I feel more confident about speaking in front of a group.

As a result of this course, I have improved my writing skills.

I understand the steps involved in planning for my park.

I understand the basic principles of Informal Visitor Contact.

I understand the basic principles of Cultural Issues. I understand the basic principles of Natural Resource Issues.

I can apply basic principles of leadership in my job.

I understand the budgeting process. I will be able to apply the information presented in this course in my job. The mentor-student relationship is a valuable part of the Facility Manager Leaders Program.

189October 2010


Which assignments/class activities were MOST helpful in this course?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Which assignments/class activities were LEAST helpful in this course?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

190 October 2010


Do you have any suggestions as to how the course could be improved?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________

191October 2010


Please comment on your expectations of the course and were those expectations met?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________

192 October 2010


193October 2010


AFMP Instructor Evaluation – Day One

Strongly Neutral StronglyChristy McCormick Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5

Please comment on the overall effectiveness of this instructor and any suggestions you have for improvements.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Strongly Neutral StronglyJeri Mihalic Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

As you progress through the week, please take a few moments to comment on the effectiveness of the instructors for the FMLP AFMP course. Some instructors are presenting multiple sessions, so do not finalize their evaluation until the end of the week. All responses will be kept confidential and will only be used for future improvements in the Facility Manager Leaders Program (FMLP).

194 October 2010


195October 2010


AFMP Instructor Evaluation – Day Two

Strongly Neutral StronglySteve Wolter Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Strongly Neutral StronglyTim Jarrell Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


196 October 2010


Strongly Neutral StronglyDana Anderson Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

197October 2010


AFMP Instructor Evaluation – Day Three



________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Strongly Neutral StronglyZach Carnagey Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


198 October 2010




________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

199October 2010


AFMP Instructor Evaluation – Day Four



________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Strongly Neutral StronglyJeri Mihalic Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


200 October 2010


Strongly Neutral StronglyTim Jarrell Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Strongly Neutral StronglyDebbie Brown Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

201October 2010


AFMP Instructor Evaluation – Day Five

Strongly Neutral StronglyDebbie Brown Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Zach Carnagey Strongly Neutral

Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


202 October 2010


Becca Renaud Strongly NeutralDisagree Agree

1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

203October 2010


AFMP Instructor Evaluation – Day Six

Strongly Neutral StronglyAndrea Mercatante Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Strongly Neutral StronglyKirk DesErmia Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


204 October 2010


205October 2010


AFMP Instructor Evaluation – Day Seven

Strongly Neutral StronglySteve Maass Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Strongly Neutral StronglyBetsy Dodson Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


206 October 2010




________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

207October 2010


AFMP Instructor Evaluation – Day Eight

Strongly Neutral StronglyGus Sanchez Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Strongly Neutral StronglySteve Maass (Asset Management Update) Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


208 October 2010




________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Strongly Neutral StronglySteve Maass-Presenting your AWP Disagree Agree1. The instructor knew the subject matter well. 1 2 3 4 52. The instructor made the subject matter interesting. 1 2 3 4 53. The instructor encouraged student involvement. 1 2 3 4 5


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

209October 2010


IMR Design and Construction Project Checklist*See associated Standards for an explanation of requirements

1. Project Information and Contracting Requirements

Project Title: Park Acronym:

Location in Park:

County: State: Zip Code:PMIS #:

1.2 | Funding Source:

1.3 | Project Mgr / Lead: Phone Number:

Phone Number:

Phone Number:

Phone Number:

1.4 | Contracting Officer:

Contracting Officer's Rep:

Project/Site Inspector:

1.5 | Individual Acq Plan #: Date Submitted:

Purchase Request in IDEAS by: Date Input:

1.6 | Drawings & Specs by: Date:

1.7 | Justification for sole source and brand name products: Date:

1.8 | Independent Gov Est by:

Blank Bid/Proposal Sched by:

Date:

Date:

1.9 | Utility Contracts by: Date:

1.10 | Projected construction period in days: Start date:

Justification for liquidated damages by: $ Damages/Day:

2. Compliance Completed? Completed by/Reviewed by? Date

Y NAN

NANY

NANY

NANY

2.1 | Environmental Screening Form

2.2 | PEPC Completed

Product Identification Number:

2.3 | NEPA Document Completed 2.4 | Other | Clean Water Act Section 404 permit

210 October 2010


Clean Water Act Section 401Y N NA

DateCompleted by/Reviewed by?Completed? 2. Compliance Continued

NPDES Storm water discharge permit

Floodplains/Wetlands (Statement of Findings)

Special status species (State and Federal)

Cultural Resources Section 106 Compliance

Consultation with affected tribes - NAGPRA

DateCompleted by/Reviewed by?Completed? 3. Design (Pre-Design thru Construction Documents)

NANY

NANY

NANY

NANY

NANY

3.1 | Consistent with Legislation, GMP and DCP

3.2 | Visual Quality / Design Theme

3.4 | NPS Facility Planning Model

3.3 | Design Team Qualifications

3.5 | Value Analysis

3.6 | Design Review

Geotechnical Investigation

Site utilities confimed

Design calculations

3.7 | Sustainability Review

3.14 | Concessionaire Capital Improvement

3.13 | Congressional Approval

3.12 | Director's Approval Form

3.11 | Capital Asset Plan

3.10 | Development Advisory Board (DAB) Review (Full or Regional)

3.9 | DSC Constructability Checklist

3.8 | Telecom / IT infrastructure Coodination

NPS Project Sustainability Checklist

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

NANY

211October 2010


DateCompleted by/Reviewed by?Completed? 4. Health and Life Safety

NANY

NANY

NANY

NANY

NANY

4.1 | Building Code Review

4.2 | ABAAS/ADA Accessibility Review

4.3 | Fire and Life Safety Review by SFMO or AHJ

4.4 | Hazardous Materials Identification

4.5 | State / Local Agency Approvals or Permits

The Contracting Office is authorized to proceed with the contract. Park managers will assure that the project is completed in accordance with requirements described in Section 5 "Construction" of the IMR Design and Construction Standards.

Superintendent's Approval: Date:

212 October 2010


213October 2010


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Standards and Checklist for IMR Design and Construction Projects

1 Project Information and Contracting Requirements The purpose of the standards and checklist is to summarize requirements for the design and construction of new buildings, structures and other facilities within the Intermountain Region (IMR), and the replacement or rehabilitation of existing facilities. The standards reinforce requirements established in the NPS Management Policies 2006, Sections 5 and 9. The policies can be found at the following website: http://home.nps.gov/applications/npspolicy/index.cfm

The checklist should be filled out as requirements are met and ultimately submitted to the contracting officer with the superintendent’s signature. Thus, the superintendent is responsible for review and written approval of design and construction projects. The signed checklist is required prior to the contracting officer soliciting proposals or negotiating a construction contract. Not all items on the checklist apply to every project; insert “NA” or not applicable when appropriate.

1.1 Project Management Information System (PMIS) Number

The project scope should be entered into the Facility Management Software System (FMSS) as an appropriate number of costed work orders which reflects the entire scope of the proposed project and represents the total estimated cost of the project. The result is a work breakdown of the entire scope of the project with a Cost Estimating Software System (CESS) or other “Class C” cost estimate. IMR Facility Management program managers, project managers, architects, and engineers can provide assistance in confirming preliminary cost estimates. FMSS data shall be updated regularly throughout the project life-cycle to reflect current status of associated work orders. Projects are then input to PMIS using the Project Scoping Tool (PST). See the PST User Guide for instructions. The PMIS record shall include the description of the project reflecting the entire project scope, justification for the project, expected measurable results of accomplishing the project, and estimated cost of the project.

Although IMR architects and engineers sometimes provide base-funded design services, all projects should include a cost for design services to be provided by an Architect/Engineering consultant (A/E) or design/build contractor.

Designated park managers approve and prioritize projects in PMIS and submit the funding component(s) to compete for funding as part of the annual Servicewide/Comprehensive Budget Call. PMIS data shall be updated once the project is funded to indicate current project status. The description of each funded project in PMIS shall define the approved project scope. Project status must be updated in PMIS at every critical milestone. A completion report shall be entered into PMIS when the project is complete.

1.2 Funding Source

The location, function, size and cost of a project should be determined prior to submitting the project for funding. IMR Facility Management staff can assist with determining appropriate project scope. Funding sources include Line Item Construction, Repair/Rehab, Federal Lands Highway Program (FLHP), Federal Lands Recreation Enhancement Act (FLREA), Cyclic Maintenance, Housing Initiative, Concession Franchise, as well as a few specialized programs. Construction project

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proposals are reviewed by funding programs and prioritized for funding based on justifications and OMB, DOI, and NPS criteria.

Park base funding may be used to replace structures or facilities “in kind” if purpose, size, and capacity do not change. New construction funded with park base funding requires specific written approval from the Regional Director and/or the Director, NPS subject to the conditions described in Special Directive 80-6 Limitation for Construction of Buildings in National Parks. Park base funding may be used to construct a new facility or change purpose, size, or capacity only if:

• The funding and facility to be constructed in no way is related to or augments a project funded from the Line item Construction program or “Construction” appropriated funds.

• Park superintendent approves expenditures less than $10,000. • Regional Director approves all such expenditures more than $10,000. The park

superintendent is responsible for obtaining all approvals. A written request and justification from the park with Regional Director’s response shall be sent to the Associate Director, Administration, WASO.

• Director, NPS approves all such expenditures more than $50,000. • Director, NPS provides prior written approval to use park base funding of any amount to

construct new or expanded living quarters.

1.3 Project Manager or Lead

Park or regional staff with a background in design and construction should manage all facility projects. Projects for major construction (greater than $2M total project cost) shall have a certified Project Manager assigned in accordance with OMB OFPP Letter 05-01 and OMB Circular A-11, Part 7.

1.4 Contracting Officer

All project-related contracts and acquisitions shall adhere to Federal Acquisition Regulations (FAR). Design and construction contracts shall be administered by a properly certified Contracting Officer (CO) who usually appoints a certified Contracting Officer’s Representative (COR) to assist with contract administration. Construction inspection duties may be further delegated to a project/site inspector, or may be contracted.

For interagency agreements, consult with a contracting officer regarding the appointment of a COR and/or an Agreements Technical Representative (ATR).

Construction contracts greater than $500,000 are subject to DOI Solicitor review and approval prior to contract award.

1.5 Individual Acquisition Plan (IAP)

Projects with net construction cost greater than $25,000 shall have Individual Acquisition Plans submitted to the IMR contracting office for all expected project contracting requirements. Consult with the IMR Major Acquisition Buying Office (MABO) lead and/or IMR Chief of Contracting to determine appropriate acquisition strategies for project related contracting. Park staff should complete and submit an Individual Acquisition Plan. The park assigns the IAP number. An Independent Government Cost Estimate (IGCE) is required. Park staff should verify that a Purchase Request (PR) has been input in IDEAS.

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The contracting officer will discuss acquisition strategies with the park staff and project manager/lead. Strategies include SBA 8(a) sole source, competitive solicitations, A/E services if design is not complete, Multiple Award Task Order Contract (MATOC), Single Award Task Order Contract (SATOC), etc. For the Best Value competitive solicitations, the contracting officer will coordinate with project manager/lead and design team to establish submission and evaluation criteria.

1.6 Drawings and Specifications

Project drawings and written technical specifications shall be submitted to the CO in Adobe pdf format with a table of contents. Design and construction drawings shall adhere to D.O. #10, Design and Construction Drawings.

1.7 Justification for Sole Source and Brand Name Products

The justification for sole source is described in FAR 6.3. Sample justifications or templates can be obtained from the contracting officer. If brand name or equal purchase descriptions are used, then include “or equal” next to the brand name identified in the description and list those salient physical, functional, or performance characteristics of the brand name item that an “equal” item must meet to be acceptable per FAR 11.1.

1.8 Independent Government Cost Estimate (IGCE)

An Independent Government Cost Estimate is generally prepared or obtained by the project manager/lead in consultation with NPS personnel familiar with design and construction costs. The estimate shall include standard and “government” general conditions, overhead, profit, federal wage rate factor, location factor, as well as other applicable costs such as a remoteness factor, and historic preservation factor. Design costs shall be included if the project design is not yet complete or for the design/build project delivery method. Estimates shall be for the anticipated construction year or include an inflation factor to reach that year.

In addition to submitting the IGCE to the CO, the project manager/lead shall also submit a blank bid/price proposal schedule. The line items in the blank bid/price proposal schedule shall match each identified item of the IGCE.

1.9 Utility Contracts

Projects requiring contracts with public utilities shall comply with requirements for contracting with public utilities and involve a CO familiar with special requirements for contracting with public utilities. All contracts with Public Utilities shall be reviewed and approved by WASO Contracts – Utilities.

1.10 Projected Construction Period and Liquidated Damages

The project manager/lead, in consultation with park staff and NPS personnel familiar with design and construction, estimates the construction period in number of days (example: 120 days). The number of days begins with Notice-to-Proceed and extends through Substantial-Completion. The time period should include initial mobilization, submission and review of submittals, time required for various construction tasks, requirements for sequencing and phasing, seasonal and operational constraints, demobilization, etc.

If potential delays in construction caused by the contractor will impact fee collection or other revenue sources or require the government to accrue additional costs, then a fee per day for liquidated damages can be estimated. A written justification for these damages shall be submitted to the CO.

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2 Compliance The NPS is responsible for protecting cultural and natural resources, both preventing loss and improving conditions. Compliance with these responsibilities, along with the consideration of impacts to social resources, is typically identified during the planning or pre-design phases.

2.1 Environmental Screening Form

An Environmental Screening Form shall be used by the park’s interdisciplinary team to identify issues and determine the appropriate level of compliance that is required for each project. Steps are documented as completed or NA (not applicable) for all construction projects. All facility construction projects shall address and complete consultations as applicable. Each project’s Environmental Screening Form is completed in PEPC. One example of an Environmental Screening Form can be found at: http://www.nps.gov/dsc/workflows/publicforms.htm.

2.2 PEPC

Parks are required to use the on-line Planning, Environment, and Public Comment (PEPC) system to document their project compliance. The internal PEPC website address is https://pepc.nps.gov/index.cfm. Each project entered into PEPC receives a unique project identification code.

2.3 NEPA Documents

The park superintendent shall ensure that projects comply fully with the National Environmental Policy Act (NEPA), National Park Service policies for NEPA per Director’s Order 12, and other applicable environmental laws and regulations. Findings Of No Significant Impact (FONSI) and Records Of Decision (ROD) require Regional Director’s approval and must be signed prior to project implementation. The park superintendent can approve categorical exclusions. A memo to file should be sought after consulting with the Regional Environmental Quality Coordinator. All Environmental Assessments and Environmental Impact Statements must be reviewed by the IMR Environmental Quality Office before release to the public.

2.4 Other Consultations, Approvals, and Permits

Beyond the basic NEPA document, other consultations, approvals, and local or federal permits are often required. One example is Cultural Resources Section 106 Compliance. These items are identified in PEPC under Step 4 and shall be completed before the decision document will be signed by the approving authority.

3 Design (PreDesign through Construction Documents) The National Park Service constructs, rehabilitates, and maintains a wide variety of facilities to accomplish its mission – preserving resources and providing for visitor enjoyment. Design of any facility shall relate to the purpose of the park and the facility. The historical design philosophy that created a heritage of sensitively sited structures constructed from durable local materials in our national parks during the Civilian Conservation Corps (CCC) era was admirable in its attempt to relate facilities to their natural settings. The NPS formally established principles to provide a basis for achieving sustainability in facility planning and design in 1993. These principles emphasized environmental sensitivity in design and construction; operation and maintenance; energy and water conservation; and the use of non-toxic materials, waste prevention and recycling. NPS Management Policies 2006 expands upon the historical legacy of design in the national parks and the Guiding Principles:

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“The National Park Service will provide visitor and administrative facilities that are necessary, appropriate and consistent with the conservation of park resources and values. Facilities will be harmonious with park resources, compatible with natural processes, aesthetically pleasing, functional, energy and water efficient, cost effective, universally designed, and as welcoming as possible to all segments of the population. NPS facilities and operations will demonstrate environmental leadership by incorporating sustainable practices to the maximum extent practicable in planning, design, siting, construction and maintenance.” (Section 9, Park Facilities)

3.1 Consistent with Legislation, GMP and DCP

The preservation of each park’s resources and values will be one of the primary considerations in facility development decisions. Facilities for visitor use and park management will be consistent with each park’s authorizing legislation, and with approved General Management Plans (GMP), Development Concept Plans (DCP) and other related planning documents.

Design strategies build on and refine the decisions already made in the planning phase and anticipate decisions that must be made in the construction phase. Compliance undertaken to determine whether or not a construction or rehabilitation project may be accomplished without impairment or unacceptable impacts to park resources, shall be completed during the project planning phase. Major decisions regarding the location, function, size and cost of a park facility should be made during the planning and pre-design phases prior to the submission of a project for funding.

Whenever feasible and authorized by Congress, major park facilities—especially those that can be shared with other entities—should be developed outside park boundaries. If facilities must be located inside park boundaries, then the preferred locations will be those that minimize impacts to park resources, and are situated to stimulate the use of alternative transportation systems, bicycle routes and their designation, and pedestrian walkways. Major facilities within park boundaries will be placed only in locations identified in an approved GMP or in implementation planning documents, as being both suitable and appropriate. Facilities shall encompass ecological as well as aesthetic considerations, including minimal landscape degradation, preservation of natural processes, and protection of biological diversity.

3.2 Visual Quality Review and Design Theme

National parks contain special, significant landscapes and places. As early as 1918, National Park Service basic policies clearly stated that buildings and other development shall seek a special relationship to the visual environment. Critical to the success of CCC era work was the premise that each park should have a clear and distinct visual image that unified its various developments, integrating natural materials and textures, historical details and sensitive siting.

The built environment should strengthen the special visual character of the park and the National Park Service. The design and condition of park facilities demonstrates how successful we are in managing our parks and how the National Park Service defines quality. Visual disharmony in park development detracts from the entire National Park experience. The overriding goal of design in the NPS is to seek a synthesis between park facilities and nature, a visual and ecological fit in which development is subservient to the park landscape—development does not compete with or dominate park features, or interfere with natural processes.

A cohesive design theme is critical for each park to reflect the purpose and visual character of the park, or in a large park, of an individual developed area. Park design guidelines are recommended to

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ensure that appropriately designed and visually consistent facilities are realized in the developed areas of the park. Standard designs and components can be used, but should be adapted as appropriate to the specific local site and conditions. Typically, facilities can be integrated successfully into the park environment by using local materials with desired weathering characteristics and design using a scale, form, colors and textures that are fitting to the existing landscape context. Design guidelines, which provide a framework for making decisions regarding the appropriateness of new construction, rehabilitation projects and alterations, generally address the following:

• The park’s architectural theme or historic character • The dominant characteristics and unifying elements of buildings (e.g., mass, height and

geometry; façade proportion and window patterns; size shape and projection of entrances and porches; roof shape and pitch; dominant horizontal or vertical lines and trim; appropriate use of materials)

• Appropriate occupancy type for facilities • Park topography and orientation of buildings to slope • Relationship of buildings to associated parking • Road surfaces and edge detailing (e.g., guardrail or guardwall, curbing, wheel stops) • Pedestrian entry walkways and surfaces • Trail surfaces and site amenities (e.g., trail bridges, retaining walls, water bars, culverts,

trailhead kiosks and exhibit mounts) • Site elements (e.g., walls, fencing, picnic tables, benches, drinking fountains, trash

containers, etc.) • Construction materials, weathering characteristics, and colors • Lighting • Signage

3.3 Design Team Qualifications

Project design will be accomplished by architects, engineers and landscape architects, either in the parks, regional office, Denver Service Center (DSC), A/E firms hired by the National Park Service, or other qualified individuals with the appropriate academic training and experience. State licensing requirements for designers will govern when required for specific types of projects. Typically the roles and responsibilities of all offices should be identified in a signed Project Agreement for large projects or in a Trip Report for small ones. Regardless of the project delivery method selected, the appropriate professional expertise for each project should be incorporated into the design team.

3.3.1 Project Delivery Methods

The National Park Service uses both the traditional Design/Bid/Build method and the Design/Build method. The following factors should be taken into consideration when determining the project delivery method: visibility to park visitors, compliance complexity and approval process, funding type, obligation goals, requirement for specialized construction skills, and site conditions. The project team should evaluate each project to determine the most advantageous delivery method. An evaluation tool can be found at the following DSC website: http://workflow2.den.nps.gov/Design_Build/Design-Build.htm

Projects better suited for Design/Build may include: utility projects, water/wastewater treatment facilities, maintenance facilities, road/transportation projects, and housing projects. Projects not well suited for Design/Build generally include: visitor centers, contact stations, and other visitor facilities, especially those with exhibit and audio-visual components. Historic preservation projects may be

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appropriate for Design/Build, depending on the project scope and the particular SHPO’s willingness to utilize this method and meet consultation requirements.

An abbreviated description of each process follows. For additional information on the design process and program work elements associated with project management (e.g. submittal requirements, approvals) for a variety of project types, log onto the DSC website at http://workflow.den.nps.gov forprojects managed by DSC, or http://inside.nps.gov/regions for projects managed by the park or region. For IMR, see ARD Park Operations, Facility Management – Design and Engineering.

Design – Bid – Build Design – BuildPrepare a Project Agreement, identify a project

manager and secure requisite technical assistance (e.g. A/E services, regional or park architect/engineer, or other)

Prepare a Project Agreement, identify a project manager and secure requisite technical assistance (e.g. A/E services, regional or park architect/engineer, or other)

Confirm PreDesign requirements and develop Schematic Design options including requisite compliance, refine concept using value analysis of projected life cycle costs of the schematic options, prepare a class B or C cost estimate, and present to DAB as required.

Confirm PreDesign requirements and develop Schematic Design options including requisite compliance, refine concept using value analysis of projected life cycle costs of the schematic options, prepare a class B or C cost estimate, and present to DAB as required.

Complete Design Development, refine preliminary design and compliance as needed, develop outline specifications, refine class B cost estimate. For buildings, perform value analysis of structural, mechanical and electrical systems.

Develop a Request for Proposal, contract price schedule, design/build constructability analysis.

Complete Construction Documents: develop drawings and specifications, develop a class A cost estimate

Design/Build Contractor prepares Design Development Documents: drawings, outline specifications, product file, and NPS Project Sustainability Checklist.

Complete technical and regulatory reviews, and assist with the preparation of contract bid documents

Design/Build Contractor prepares outstanding Compliance Deliverables such as some NPDES permits, etc.

Complete all elements of the required IMR Design and Construction Project Checklist and secure Superintendent’s approval signature

Design/Build Contractor prepares Construction Documents: stamped and signed drawings, specifications, product file, NPS Project Sustainability Checklist, and design calculations.

Prepare IDEAS requisition and submit electronically with project drawings, specifications and signed Project Checklist to the Contracting Office

Complete applicable elements of the required IMR Design and Construction Project Checklist and secure Superintendent’s approval signature

COR completes an A/E contractor Performance Report for contracts greater than $30,000

3.4 NPS Facility Planning Model

Building project proposals shall have a supporting NPS Facility Planning Model approved by the IMR Associate RD Park Operations and WASO Construction Program Management. The models establish acceptable building size and generate associated cost elements based on answers to a series of basic questions. The model software program can be downloaded from the Construction Program Management CPM website at http://construction.den.nps.gov/prplanning.cfm. Model results are comprehensive and include recommended building size, utility needs, and site work development. The models also provide a basis for developing net construction costs.

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3.5 Value Analysis

Per Director’s Order #90, the NPS value analysis program will apply to all NPS programs, projects, and activities. The NPS value analysis program will comply with the substantive and procedural requirements of OMB Circular No. A-131, DOI Department Manual, Part 369, and Executive Order No. 13148. Analyses should include life-cycle cost-based decisions which evaluate initial costs, opportunity costs, operations and maintenance costs, alteration, replacement, and disposal costs, and any other costs over the life-cycle of the facility.

All projects with estimated net construction costs of $1,000,000 or more, without exception, will be subject to at least one value analysis workshop, typically at the pre-design stage. All projects with estimated net construction costs of $10 million or more will, at a minimum, utilize value analysis at both the (1) pre-design stage, and (2) design stage (during design development and final design).

Projects between $500,000 and $1,000,000 (net construction) will be subject to value analysis. Such projects will only be excluded when it can be shown that estimated value analysis savings, considering life-cycle costs, do not justify study and redesign costs. Requests for exclusion will be reviewed by the NPS Value Analysis Program Coordinator (VAPC) in the Washington Office - Construction Program Management Division (WASO-CPM), prior to being forwarded to the NPS Development Advisory Board (DAB) for disposition. Any exclusion will be reported to the DOI Value Engineering Program Manager (MRPS-VEPM).

Projects below the $500,000 (net construction cost) threshold will be subject to value analysis at the request of the Director, a Deputy Director, or any Associate or Regional Director with line authority over the project or program.

IMR Construction Programs and project teams will submit copies of all value analysis study reports to WASO-CPM and the Denver Service Center’s Technical Information Center. Where DAB review is required, value analysis reports should be submitted with or before the board submission. Suchsubmissions should include data on 1) study savings (costs avoided and saved), 2) increases in project benefits and enhanced implementation of NPS policies on, e.g., resource protection, sustainability, accessibility, etc., and 3) study costs.

Projects should include life cycle cost analysis and return-on-investment considerations, whether or not a value analysis is required.

3.6 Design Review

All building design, whether prepared by park or regional architects, engineers and landscape architects, the Denver Service Center, regional office, A/E firms hired by the National Park Service, a design/build contractor, a concessionaire or other source shall meet the requirements of the IMR Design and Construction Project Checklist. Civil, landscape, architectural, structural, mechanical and electrical design work shall meet professional industry standards. Interdisciplinary work shall be coordinated by the design team.

A geotechnical investigation shall be obtained to provide required foundation design parameters.

Locations and sizes of existing site utilities shall be confirmed.

Structural, civil, mechanical, and electrical design calculations shall be prepared and submitted upon request of the reviewer.

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The superintendents of the large parks, such as GLAC, GLCA, GRCA, GRTE, ROMO, YELL and ZION, shall be responsible for having staff or contract capability for reviewing and approving design documents to ensure they adhere to all code and regulatory requirements. Reviewers shall be qualified individuals with the appropriate academic training and experience. All other parks in the region shall submit design documents to the IMR Facility Management office for review and approval for projects with net construction cost greater than $200,000.

3.7 Sustainability Review

Sustainable design principles will be implemented in all stages of the design process, and most importantly in the earliest stages where the greatest payback for life cycle savings may be realized. In many cases the most sustainable solution is to do nothing, rehabilitate an existing facility, or lease facilities outside park boundaries rather than construct a new facility in the park.

Sustainable design criteria will be applied to all new and renovated IMR facilities, integrating sustainable materials and systems to the maximum extent practicable to provide for a cost effective, appropriately sized, and durable facility, with reduced impacts on the environment. Any facility development, whether a new building, a major renovation, or an adaptive re-use of an existing facility (involving a major renovation), shall incorporate all of the requirements outlined in Guiding Principles for Sustainable New Construction and Major Renovations (found at:http://www.wbdg.org/pdfs/hpsb_guidance.pdf). The Guiding Principles are divided into five categories of sustainability: Integrated Design, Energy Performance, Water Conservation, Indoor Environmental Quality Energy, and Environmental Impact of Materials. For facility development of historic buildings or projects of a non-major nature, consult DSC’s Project Sustainability Application Decision Matrix, found under Design, Guidelines and Guidance at: http://www.nps.gov/dsc/workflows/publicforms.htm#dg

Additionally an Executive Order (http://edocket.access.gpo.gov/2009/pdf/E9-24518.pdf) requires the overall reduction of greenhouse gases produced directly and indirectly by park facilities. Parks should be aware that this requirement exists and be sensitive to greenhouse gas production resulting from new construction and major renovation.

Legislative references and product guidance for meeting the requirements of the Guiding Principlesmay be found at: http://www.nps.gov/dsc/workflows/dssustain.htm. Examples of measures to help a project comply with requirements include using:

• appropriate building siting and orientation • appropriate solar thermal and photovoltaic applications • appropriate insulation and glazing strategies • energy-efficient lighting and appliances • water conserving plumbing fixtures • low emitting building materials • biobased, recycled or environmentally preferred products • construction waste recycling • minimal impact to landscape; mitigation strategies to protect site hydrology

The Denver Service Center has developed a checklist to track compliance with federal sustainability requirements, including NPS, DOI, and government-wide requirements. This “NPS Project Sustainability Checklist” may be found at http://www.nps.gov/dsc/workflows/publicforms.htm. The spreadsheet file includes tabs for building and non-building projects as well as samples of completed checklists.

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For projects involving new buildings with costs greater than $2,000,000 (current threshold may change to 5,000 square feet) DOI requires certification by an ANSI accredited sustainability rating system such as LEED or Green Globes.

Additionally NPS Management Policies 2006 requires:

• 4.9 Soundscape Management – “Preserve, to the greatest extent possible, the natural soundscapes of the parks.” Strategies include using equipment that produces little or no noise, or screening to reduce the impact of noise to park areas.

• 4.10 Lightscape management (natural ambient) – “the effective use of good design to appropriately light areas and minimize or eliminate light clutter, the spill over of light into areas where light is not wanted, and light pollution, all of which wastes energy and impacts park visitors, neighbors and resources.” Strategies include use of full cut-off shielding, timers and sensors, proper lamp selection, and minimal illumination.

• 9.1.1.6 Sustainable Energy Design – “...All projects that include visitor centers or major visitor services facilities must incorporate LEED (Leadership in Energy and Environmental Design) standards to achieve a silver rating.”

3.8 Telecom/IT Infrastructure Coordination

Projects shall incorporate IT/telecommunications infrastructure (computer and telephone cabling, panels, routers, etc.) consistent with NPS and IMR systems and park needs. Requirements for security and fire alarm systems, if needed or required, should be integrated with the IT infrastructure.

3.9 DSC Constructability Checklist

Constructability issues can be identified using the DSC constructability checklist available at the following website: http://www.nps.gov/dsc/workflows/publicforms.htm

3.10 Development Advisory Board (DAB) Review

All construction projects with funding source other than park base funding and with gross construction cost equal or more than $1,000,000 and all Congressional add-on (“ear-mark”) projects require Development Advisory Board review. Exceptions include:

• FLHP projects other than “4R” projects • Housing projects using the Prototype Design Catalog (unmodified or previously DAB-

approved plans) and o 1) with costs less than 110% of the Tri-Military Housing Cost Model cost or o 2) with cost less than 125% of the Tri-Military Housing Cost Model that have been

reviewed and exempted by the Regional Director and WASO Housing Program.

All construction projects with a funding source other than park base funding and with gross construction cost more than $500,000 but less than $1,000,000 (except projects which by relative cost of FMSS work orders are less than 25% capital improvement) require Regional DAB review.

The requirements and dates for submission are continually evolving, so it is recommended that the website http://construction.den.nps.gov be consulted on a project by project basis.

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3.11 Capital Asset Plan

Construction projects exceeding $2,000,000 in total project cost shall input a Project Plan using the eCPIC system.

• Project Plans input to eCPIC will be reviewed by the IMR Line-item Construction Support Group and WASO Construction Management Program CAP Coordinator.

• Projects exceeding $5,000,000 will be forwarded to the Department of Interior (DOI) Property and Asset Management Office (PAM) and Office of Management and Budget (OMB) for further review and monitoring.

• Updates to eCPIC records for earned-value analysis are required quarterly. • Updates to the full eCPIC record are required annually and whenever a baseline change to the

plan is proposed.

3.12 NPS Director’s Approval

All construction projects with gross construction cost exceeding $1,000,000 shall be reviewed and approved by the Director prior to bid announcement and negotiation of construction contract or, for FLREA projects, prior to submitting for DOI and Congressional review.

• Director’s Approval Form shall be submitted to and reviewed by the fund source’s regional program coordinator or IMR Line-Item Support Group.

• Director’s Approval Form will be forwarded by IMR Associate RD for Park Operations to WASO Construction Management Program.

The NPS Director’s Approval is required for new housing construction or acquisitions regardless of fund source.

Partnerships shall adhere to NPS partnership policy and follow the partnership process.

• Partnership agreements for projects costing more than $1,000,000 require NPS Director’s approval.

• Partnership agreements for projects costing less than $1,000,000 may be approved by the Intermountain Regional Director.

3.13 Congressional Approval

Congressional Approval, via inclusion in the “green book”, is required for FLREA projects with costs greater than $500,000. A record of the Congressional Approval should be obtained and forwarded to the CO.

3.14 Concessionaire Capital Improvement

The park superintendent shall submit to the Regional Director a memorandum requesting project approval for Concessionaire Constructed Capital Improvements. Delegated approval levels for Concessionaire Constructed Capital Improvements per Director’s memorandum dated March 13, 2007 is as follows:

• Major Rehabilitation Projects costing less than $3,000,000: Approval is by Regional Director. • Major Rehabilitation Projects costing more than $3,000,000 and all new construction projects

regardless of cost: Approval is retained by the Director. Park superintendent’s request memorandum with Regional Director’s concurrence shall be sent to the Director.

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4 Health and Life Safety

4.1 Building Code Review

Building code requirements shall be met in order to protect the health and life safety of all visitors, employees, etc. New construction and repairs, additions or alterations to a structure, or changes of occupancy shall be accomplished in accordance with the procedures and provisions of the International Building Code, International Plumbing Code, International Mechanical Code, International Fuel Gas Code, and International Electrical Code. All projects shall comply with local building codes according to Public Law 100-678. These local codes may have specific requirements with regard to seismic and wind safety and snow loads to ensure that the structure is designed and constructed in accordance with appropriate regional construction standards.

For fire and life safety requirements, projects shall comply with the aforementioned building codes as well as NPS Director’s Order #58, Structural Fire Management, which is most stringent.

For projects involving historic structures, the Secretary of the Interior’s Standards for Rehabilitating Historic Buildings (36 CFR Part 67) shall be followed. For historic buildings and under those limited circumstances when there are practical difficulties involved in fully meeting the provisions of the above codes, the Regional Director and the Authority Having Jurisdiction (AHJ) shall have the authority to grant code modifications on an individual case basis, provided that the modification complies with the intent and purpose of the codes, that such modification does not lessen health, life or fire safety requirements, and that the proposed modification has been reviewed under the provisions of the Section 106 of the National Historic Preservation Act. Any such modification granted shall be in writing. NFPA also addresses historic structures through NFPA 914 Code for Fire Protection of Historic Structures.

4.2 ABAAS/ADA Accessibility Review

New construction and repairs, additions or alterations to a structure, or changes of occupancy shall be accomplished in accordance with the provisions of the Architectural Barriers Act Accessibility Standards (also referenced as Parts II and III of the Americans with Disabilities Act and Architectural Barriers Act Accessibility Guidelines. Whenever possible, projects shall incorporate Universal Design.

4.3 Fire and Life Safety Review

All facility improvement and new construction projects shall comply fully with NPS Director’s Order #58, Structural Fire Management. All new building construction and similar projects (newly acquired buildings, buildings undergoing rehabilitation, or alternations including buildings with a change of occupancy) shall be approved by the Regional AHJ, i.e., Regional Structural Fire Management Officer (SFMO), or park designated AHJ. Based on code requirements and/or a risk analysis, buildings shall integrate effective structural fire detection, fire suppression, and life safety systems consistent with the latest NFPA fire codes and standards to ensure the protection of life, property and significant cultural resources. Such work shall be performed in accordance with Reference Manual #58, Structural Fire Management. The Director’s Order and the Reference Manual can be found at http://home.nps.gov/applications/npspolicy/DOrders.cfm. Variances to requirements may be granted by the AHJ.

Project designs shall incorporate a defensible perimeter around structures to protect against wildland fires.

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The AHJ shall review and approve all building projects prior to the superintendent’s approval.

4.4 Hazardous Materials Identification

Hazardous materials may have particular heath, safety, and environmental concerns. These include asbestos containing materials (e.g., floor tile, insulation, roofing tiles), materials with lead-based paint (e.g., siding, walls, ceilings, furniture, cabinetry), electrical wastes (e.g., PCB-containing ballasts, capacitors, transformers), and appliances and other equipment (e.g., refrigerators and air conditioning compressors containing refrigerants and oils). PCBs may also be present on adhesives installed before 1990. Florescent light bulbs and electrical switches may contain mercury. The project manager/lead should insure these materials are identified early in the design process and properly addressed in the construction documents. The IMR Office of Environmental Management can provide basic guidance. Federal, state, and local mitigation requirements shall be met.

4.5 State/Local Agency Approvals or Permits

Federal projects must comply with all federal regulations and permitting requirements for projects involving or impacting water, wastewater, air, and hazardous materials. Often, approval authority for these federal regulations has been delegated to state, regional or local authorities. Any projects involving facilities affecting air, water, wastewater, or hazardous materials shall receive approval from the federal, state or local governments/agencies with jurisdiction. This typically includes water treatment and distribution, wastewater treatment and distribution, storm water pollution prevention plans, vehicle wash rack facilities, and heating boiler systems in certain air-impacting areas. Determine required permits and approvals for each project and identify who is responsible for obtaining them.

5 Construction After a construction contract has been awarded, the CO will schedule a pre-construction conference with the COR, park staff, safety officer, project manager/lead, design team members as needed, and the contractor. The review process for technical submittals is determined. The construction schedule and staging requirements are discussed. The NPS is responsible for quality assurance during construction, which may vary depending on the project delivery method. The contractor is responsible for quality control.

When construction is substantially complete, a final inspection will be scheduled. The contractor prepares closeout submittals including record drawings and operation and maintenance manuals. If required by the contract, building commissioning should be completed according to Executive Order 13423. Building commissioning is the testing and tuning of building systems, such as HVAC, electrical, and fire and life safety systems, to assure proper installation and operation.

The AHJ shall certify that all projects for new construction or rehabilitated structures are completed in compliance with design and code requirements prior to occupancy. Contact the Regional AHJ for pre-acceptance compliance checklist. All fire protection projects shall include inspection testing, and acceptance shall be done by the Regional AHJ.

Parks are required to update the PMIS Status Report regularly (e.g. at every critical milestone) during active construction for all funded projects. A PMIS Completion Report shall be completed within 30 days following the acceptance of a construction project.

The COR should complete a contractor Performance Report for contracts greater than $550,000.

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The project manager/lead is responsible for obtaining record drawings from the contractor and ensuring that as-constructed drawings are completed and submitted to the DSC Technical Information Center for registering in the NPS drawing database.

The park staff should identify warranty issues and latent defects during the post construction warranty period, typically one year from final acceptance. Park staff should consult with the project manager/lead prior to making repairs as these may void product and material warranties.

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PROJECT AGREEMENTUnited States Department of the Interior / National Park Service

Project Title

Between the National Park Service, Intermountain Region, Facility ManagementAnd

Park Unit

This agreement describes specific project requirements to be fulfilled and duties to be performed by all parties to produce or supply the services and products as agreed to below.

PROJECT TITLE:

PMIS Number:Account:Funded Amount, Fund Source and FY:

PROJECT BACKGROUNDGood to address any other work components

PROJECT SCOPE

From PMIS----elaborate if different from PMIS

ROLES AND RESPONSIBILITIES (Definitions)

Park point of contact (POC) Responsibilities: Functions as the primary park contact on a day-to-day basis to address project questions and issues, provides timely input of project information, and provides consolidated park review comments on the project documents to the IMR Project Lead on behalf of the park.

IMR Project Lead: The IMR Project Lead is responsible for verifying scope of work is consistent with identified funding. Performs and coordinates design efforts for project. Where work is in-house design, insures project design proceeds on schedule and coordinates all design efforts with other IMR designers.Where work is done by A/E, responsible for preparing SOW for A/E task order and serves as COTR for A/E Task Order. Monitors A/E work for compliance with scope, reviews all A/E submittals and serves as POC for the A/E Task Order.Facilitates distribution of review submittals to parks, assists with park review, and forwards park and any other submittal review comments to A/E. Maintains clear communication throughout schematic, design development and construction document process. Has primary responsibility for completion of construction documents and transmittal to contracting in a time frame that allows for obligation with funding criteria. .

Park Compliance: May be needed if one park POC isn’t delivering all park technical AND compliance deliverables.

COTR: Performs construction contract administration together with Contracting Officer, including payroll review and Labor Standards Interviews. Maintains current COTR certification. Responsible for communicating and coordinating with project inspector, if a separate inspector is assigned.

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Submittal Review: Reviews submittals submitted by construction contractor for compliance with contract documents. Coordinates review with park as needed (color selections, etc)

Project Inspection: Performs day to day inspection of construction project to insure compliance with contract documents. Completes daily inspection forms. Communicates as needed with COTR. Maintains current certification needed to perform construction inspector duties. Alerts COTR/CO of any unanticipated issues.

PRODUCTS AND SERVICES

Below are typical and should be verified, deleted and augmented as needed.

IMR Project Lead: Name here• Develop schematic, design development documents and construction documents, as required.• Develop Task Order scope for A/E work, if needed.• Develop Task Order scope for Surveying, geotechnical work, if needed• COTR for AE design work, surveying work and/or geotechnical work, if needed.• Prepares Independent Government Estimate• Completes Design & Construction Standards Checklist• Submits IAP to contracts• Coordinates with Contracting as required during the advertisement, negotiation and award of construction contract.• Provide technical support during construction.• Perform construction contract submittal review??• COTR for construction contract??• Participate in final inspection (if not COTR) ???• Perform warranty inspection???

PARK: Name here (may need to split out if two park POC’s are involved for compliance and FM)• Compliance document preparation and approval.• Perform review of all design and construction document submissions.• Facilitate park review of design and construction document submissions; compile and return all park review

comments to IMR Project Lead. • Initiates PR for A/E contract, geotechnical and surveying if needed• Initiate PR for construction contract• Provide technical assistance regarding resource protection and traffic management during construction.• COTR for construction contract??• Construction Inspection??• Coordinate construction contract impacts on park operations. • Perform warranty inspection???

PROJECT MILESTONES, RESPONSIBLE OFFICE and PROJECTED SCHEDULE The following Project Milestones, Responsible Office and Dates of Completion should be utilized as required by a project and those not required should be left blank. Additional milestones may be added depending on the project requirements. Those shown below are generally required for all projects. These are suggested milestones & may be expanded, deleted or modified as needed to accommodate projects.

Milestone Responsible Office Scheduled Completion

Begin Project Scoping and Compliance IMR/Park

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Pre-Design IMR-FM(survey, geotech, alternative analsyis, etc)

Schematic Design Submittal IMR-FM

Park Review of Schematic Design Submittal Park

Design Development (DD) Submittal IMR-FM

Review of DD Submittal Park

50% Construction Document (CD) Submittal IMR-FM

50% Construction Document Review Park

Compliance Complete Park

Final CD Submittal (+/-95%) IMR-FM

Final CD Submittal Review (+/-95%) Park

Finalize and Sign Contract Documents IMR/Park

Advertise/Negotiate IMR-Contracting

Award Construction Contract IMR-Contracting

Notice to Proceed IMR-Contracting

Contract Completion IMR/PARK

AGREED:

Name, Project Lead, Intermountain Region, NPS Date

Facility Manager, Park Unit Date

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

I. Asset ManagementNo Skill Conceptual Experienced Expert Can Teach

OthersA. Planning and ProceduresB. Property and Structure OwnershipC. Life Cycle ManagementD. Inventory and Condition Assessment

II. Operations and MaintenanceNo Skill Conceptual Experienced Expert Can Teach

OthersA. Service Scheduling, Performance, and TrackingB. Facility Management SoftwareC. Health, Safety, and Environmental FactorsD. Emergency Preparedness

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III. Project ManagementNo Skill Conceptual Experienced Expert Can Teach

OthersA. Project ManagementB. Programming and DesignC. Construction and Relocations

IV. Resource StewardshipNo Skill Conceptual Experienced Expert Can Teach

OthersA. Cultural Resources

B. Natural Resources

C. Environmental Stewardship

V. Business ManagementNo Skill Conceptual Experienced Expert Can Teach

OthersA. Plan and Organize the Facility FunctionB. Budget and FinanceC. Assessment and InnovationD. Human Resource ManagementE. Technology

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VI. Supervision, Management and LeadershipNo Skill Conceptual Experienced Expert Can Teach

OthersFUN 1. Interpersonal SkillsFUN 2. Oral CommunicationFUN 3. Integrity and HonestyFUN 4. Written CommunicationFUN 5. Continual LearningFUN 6. Public Service Motivation

A. Leading Change

B. Leading People

C. Results Driven

D. Business Acumen

E. Building Coalitions and Communications

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Required Forms: Individual Development Plan (IDP)EMPLOyEE NAME:

PRESENT TITLE, SERIES, GRADE:

COMPETENCY GOAL ACTIVITY

TARGET COMPLETION

DATE

NUMBER OF HOURS OF

T&DCOMMENTS COMPLET-

ED DATE Cost

Asset Management

Operations and Maintenance

Project Management Programming and Design

Resource Stew-ardship Natural Resources NEPA

Business

Management

Supervision and Leadership Business Acumen

EMPLOyEE’S SIGNATURE DATE SUPERVISOR’S SIGNATURE DATE

MENTOR’S SIGNATURE DATE TRAINING OFFICER DATE