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{"sheet":"Instructions","index":0,"n_rows":26,"n_cols":13,"rows_kept":26,"cut":false,"hidden":false,"merged":[[8,1,8,12],[12,0,12,12],[10,0,10,12],[11,0,11,12],[25,2,25,7],[25,9,25,11],[22,2,22,7],[22,9,22,11],[16,2,16,7],[16,9,16,11],[21,2,21,7],[21,9,21,11],[17,2,17,7],[17,9,17,11],[24,2,24,7],[24,9,24,11],[15,0,15,12],[20,0,20,12],[19,0,19,12],[23,0,23,12],[0,0,0,12],[1,0,1,12],[2,0,2,12],[3,0,3,12],[4,0,4,12],[13,2,13,7],[13,9,13,11],[14,2,14,7],[14,9,14,11],[5,1,5,12],[6,1,6,12],[7,1,7,12]]}
["FORM FOR SUBMISSION OF TRAINING RESOURCE TO FULFILL FEDERAL BUILDING PERSONNEL TRAINING ACT (FBPTA) CORE COMPETENCIES (January 2018)\nThe FBPTA requires Federal buildings personnel to demonstrate compliance with a set of Core Competencies. The General Services Administration (GSA) accepts submissions for courses, certificates, certifications, accreditations, registrations, licenses, and other qualifications that demonstrate alignment with the FBPTA Core Competencies. GSA will post resources that sufficiently map to FBPTA Core Competency requirements on the FMI webpage (www.fmi.gov) and may incorporate them into the Core Competency Web Tool- AccelerateFM (AFM). AFM allows Federal buildings personnel to immediately claim credit for competencies met by completing aligned training. FMI and AFM help Federal buildings personnel identify appropriate training, and allow Federal agencies to share information on training sources. To qualify for consideration, complete this form describing how a specific training resource, certification / accreditation, license or other resource aligns with FBPTA core competencies. Submit completed forms or any questions on how to complete the form to AskFMI@gsa.gov. You will be notified upon receipt of the form and again upon completion of review by GSA. Please complete and provide one form for each training and/or testing resource being submitted for consideration.\n\n"]
["Instructions: \nThe \"FORM FOR SUBMISSION OF TRAINING RESOURCE TO FULFILL FEDERAL BUILDING PERSONNEL TRAINING ACT (FBPTA) CORE COMPETENCIES\" is organized by a) Core Competency Area, b) Core Competency, and c) specific FBPTA Performance Criteria for courses, certificate programs, certifications, accreditations, and licenses.\nA training provider that has a current training and/or testing resource can use this form to determine how their training resource(s), certificate program, certification, accreditation, registration, or license align with FBPTA Core Competencies and what, if any, modifications to the training and/or testing resource are required to achieve alignment. Training providers may use the FBPTA Core Competencies to plan new training resources to align with FBPTA Performance Criteria.\n"]
["Below are the steps a provider should follow when filling out the FORM FOR SUBMISSION OF TRAINING RESOURCE OR REGISTRATION TO FULFILL FEDERAL BUILDING PERSONNEL TRAINING ACT (FBPTA) CORE COMPETENCIES (Note: These instructions may vary for submission of a registration or license)."]
["1) Enter training provider contact (s) details, as requested in the HOME tab.                                                                                                                                                                                                     \n2) Identify the title of the training resource.\n3) Identify the type of training course, certificate, certification / accreditation program, registration or license that is being submitted.\n4) Identify a URL for the training resource. More than one URL may be submitted if the URL is pertinent to the training resource. For instance, identify an additional URL if it includes additional information about the training resource content and/or a syllabus.  This URL will be used as a resource in Accelerate FM.\n5) Provide a brief description of the course, certificate, certification / accreditation program, registration or license that is being submitted.  This description will be used as a resource in Accelerate FM.\n6) Identify learning objectives associated with this training resource.\n7) Indicate if any CEUs (Continuing Education Units) are provided by this resource, and if so, how many and in what field(s).\n8) For certificate programs, certification testing, accreditation testing, registration, or licensing, indicate if anything specific is being tested and what is being tested.\n9) Identify the learning activities that support the implementation of the training resource.\n10) Identify the total length of training in hours. For instance, if the resource requires eight hours over a two-day span, write 16 hours. For self-guided training, indicate an estimated length of time for completion in total hours.\n11) Identify which of the 205 FBPTA Performances the training resource aligns to. For those that align, insert the applicable training resource learning objectives and skills that will be taught or material that will be covered or tested.\n12) Identify the learning activities in instances where the FBPTA Performances and training resource learning objectives align.\nIt may be more helpful for training providers to first identify the 12 Core Competencies Areas to which a training resource is aligned before mapping the resource to Core Competencies and FBPTA Performances.\n13) Submit this form to AskFMI@gsa.gov.  To be included in the 2018 annual update this form must be submitted for review by July 1st, 2018.                                                                                                                                                                                                                                                                                                                                           "]
["Alignment of Competency with Functional Roles "]
[null,"Often Aligned with Facility Management roles (13/41 Core Competencies)"]
[null,"Often Aligned with Building Operations Professional roles (5/41 Core Competencies)"]
[null,"Often Aligned with Energy Management Role (11/41 Core Competencies)"]
[null,"Often Aligned with more than one role (12/41 Core Competencies)"]
[]
["The following is a sample form with examples of content from submitted courses"]
["2. Please identify the course objective(s) that align with required FBPTA performance criteria. Please identify the learning methods in the course that will support that learning objective(s)."]
["Example 1 of submission for a course"]
["FBPTA Core Competency Area","FBPTA Core Competency","Required FBPTA performance criteria",null,null,null,null,null,"Additional Comments","Identify the specific learning objective(s) that meet specific FBPTA performance criteria. Leave blank any cells for which there are no objectives that meet specific performance criteria.",null,null,"Identify the skills that will be taught or material that will be covered that meets the specific performance criteria. Leave blank any cells for which there is nothing taught that meets specific performance criteria."]
["1. Management of Facilities O&M","1.1. Building Systems\n","1.1.6. Demonstrate ability to monitor and evaluate how well building systems perform. ",null,null,null,null,null,null,"Attendees will be taught how to monitor and evaluate the data they receive from their building systems including the BAS, EMS and CMMS.",null,null,"Attendees will learn how trending, fault detection, building system diagnostics, and analytic tools can help them make sound decisions on ways to monitor and evaluate how well building systems perform.  Attendees will learn ways to monitor building systems to enhance their building operations."]
["Example 2 of submission for a course"]
["FBPTA Core Competency Area","FBPTA Core Competency","Required FBPTA performance criteria",null,null,null,null,null,"Additional Comments","Identify the specific learning objective(s) that meet specific FBPTA performance criteria. Leave blank any cells for which there are no objectives that meet specific performance criteria.",null,null,"Identify the skills that will be taught or material that will be covered that meets the specific performance criteria. Leave blank any cells for which there is nothing taught that meets specific performance criteria."]
["2. Performance of Facilities O&M","2.2. Operating and Maintaining Electrical and Mechanical Systems","2.2.4. Demonstrate knowledge and ability to maintain plumbing fixtures, sewage ejectors, and water heaters.",null,null,null,null,null,null,"Students will gain knowledge of plumbing fixtures within their facility and gain knowledge of the maintenance requirements of the fixtures.  ",null,null,"The course covers maintenance of plumbing fixtures, sewage ejectors and water heaters. The instructor utilizes slide show presentations to identify different types of plumbing fixtures within a typical office building to include: pumps, valves, sewage ejectors, water heaters, backflow preventers etc.  In a class setting, students will be taught how to disassemble irrigation, restroom and other plumbing fixtures.  Included in the course curriculum are facility tours, during which the instructors point out various plumbing fixtures within the facility and students practice maintaining the fixtures.  The class also has hands-on activities to teach the ability to maintain sewage ejectors and water heaters. "]
[]
["2. Please indicate if the registration requirement completely or partially aligns with required FBPTA performance criteria. Leave blank any instance where the registration requirement does not completely or partially align."]
["Example 3 of submission for a certification, accreditation, registration or license"]
["FBPTA Core Competency Area","FBPTA Core Competency","Required FBPTA performance criteria",null,null,null,null,null,"Additional Comments","Indicate if the registration requirement completely aligns with the FBPTA criteria by describing how it aligns.",null,null,"Indicate if the registration requirement partially aligns with the FBPTA criteria by describing how it aligns."]
["1. Management of Facilities O&M","1.1. Building Systems\n","1.1.1. Demonstrate familiarity with building systems and knowledge of how they affect energy use. ",null,null,null,null,null,"Systems include: HVAC, Electrical (and standby generators), Lighting, Mechanical/Plumbing, Fire Protection, Vertical Transportation, Structural, Roofing, Building Envelope, Motors and Drives, and Fuel systems.","The certification program covers familiarity with building systems, including HVAC, Electrical (and Standby generators), Lighting, Mechanical/Plumbing (and Fire protection systems), Vertical transportation, Structural, Roofing, and Building Envelope.  Building systems and components knowledge are covered under the Operations & Maintenance (O&M) competency area of the certification.  The primary role of facility managers is to manage/oversee an operating facility efficiently.  The O&M competency area statement requires facility managers to have a working knowledge of building systems and how they effect energy use, so the facility and all of its required systems function efficiently, reliably, safely, securely and in a manner consistent with existing regulations and standards. "]
["Example 4 of submission for a certification, accreditation, registration or license"]
["FBPTA Core Competency Area","FBPTA Core Competency","Required FBPTA performance criteria",null,null,null,null,null,"Additional Comments","Indicate if the certification/registration requirement completely aligns with the FBPTA criteria by describing how it aligns.",null,null,"Indicate if the certification/registration requirement partially aligns with the FBPTA criteria by describing how it aligns."]
["4. Energy Management","4.3. Commissioning and Energy Savings Performance Contracts (ESPC)\n\n","4.3.1.     Demonstrate knowledge of all types of Commissioning, the differences between them, and commissioning requirements in laws and executive orders.",null,null,null,null,null,"Refer to EISA Section 432.\nExamples of types of commissioning: initial commissioning, retro-commissioning, re-commissioning, continuous (on-going) commissioning",null,null,null,"Under the Project Management competency area, the certification program covers all types of Commissioning and the difference between them.  The certification program requires knowledge of all commissioning phases to include planning, investigating, implementing, and preparing of final documentation.  However the certification program does not include knowledge of specific U.S. laws and Executive Orders."]

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[]
[null,"Please follow the link to the appropriate form",null,null,null,null,"Type of Program"]
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[null,"FORM FOR SUBMISSION OF TRAINING RESOURCE TO FULFILL FEDERAL BUILDING PERSONNEL TRAINING ACT (FBPTA) CORE COMPETENCIES (January 2018)"]
[null,"The FBPTA requires Federal buildings personnel to demonstrate compliance with a set of Core Competencies. The General Services Administration (GSA) accepts submissions for courses, certificates, certifications, accreditations, registrations, licenses, and other qualifications that demonstrate alignment with the FBPTA Core Competencies. GSA will post resources that sufficiently map to FBPTA Core Competency requirements on the FMI webpage (www.fmi.gov) and may incorporate them into the Core Competency Web Tool- AccelerateFM (AFM). AFM allows Federal buildings personnel to immediately claim credit for competencies met by completing aligned training. FMI and AFM help Federal buildings personnel identify appropriate training, and allow Federal agencies to share information on training sources. To qualify for consideration, complete this form describing how a specific training resource, certification / accreditation, license or other resource aligns with FBPTA core competencies. Submit completed forms or any questions on how to complete the form to AskFMI@gsa.gov. You will be notified upon receipt of the form and again upon completion of review by GSA. Please complete and provide one form for each training and/or testing resource being submitted for consideration."]
[]
[]
[]
[null,"Alignment of Competency with Functional Roles "]
[null,null,"Often Aligned with Facility Management roles (13/41 Core Competencies)"]
[null,null,"Often Aligned with Building Operations Professional roles (5/41 Core Competencies)"]
[null,null,"Often Aligned with Energy Management Role (11/41 Core Competencies)"]
[null,null,"Often Aligned with more than one role (13/41 Core Competencies)"]
[]
[null,"Please complete the following:"]
[null,"Form submitted by:",null,null,null,null,"Professional Facility Management Institute (ProFMI) and Holmes Corporation"]
[null,"Training provider:",null,null,null,null,"Professional Facility Management Institute (ProFMI) and Holmes Corporation"]
[null,"Provider address information (Address, city, state, zip code):",null,null,null,null,"2975 Lone Oak Drive, Suite 180 \nEagan, MN 55121-1553 USA\n+1-866-642-2757 (USA/CAN)\n+1-651-905-2667 (Worldwide)"]
[null,"Provider's primary point of contact for content information about learning resource (name, primary physical location (if different from provider address information), phone, and email): ",null,null,null,null,"Randy Olson\nVP of Global Business Development\nProFM™ Credential\nrandyo@profmi.org\n+1-651-905-2678"]
[null,"Provider's primary point of contact for training resource registration information (name, primary physical location (if different from provider address information), phone, and email): ",null,null,null,null,"Randy Olson\nVP of Global Business Development\nProFM™ Credential\nrandyo@profmi.org\n+1-651-905-2678"]
[null,"Title of the program that this training resource is a part of:",null,null,null,null,"ProFM Credential Program"]
[null,"Title of this training resource:",null,null,null,null,"ProFM Credential Program - Version 1.0 (2018 Release)"]
[null,"Type of training resource (Select from dropdown menu):",null,null,null,null,"Certificates"]
[null,"Brief description of this training resource (this will be made public in Accelerate FM):",null,null,null,null,"The ProFM Credential Program is an assessment-based certificate program built to celebrate the diversity and growing roles of facility professionals. The program is based on the ProFM Body of Knowledge (BOK) which defines the 19 functional FM knowledge areas and five cross-functional competencies required of today's facility professionals.  This body of knowledge is the result of an extensive 2017 research study led by ProFMI and the ProFMI Commission with input from more than 3,300 facility professionals spanning 93 countries. The ProFM focuses not only on enhancing FM knowledge, but also building and testing practical application skills. It includes a two-part final assessment designed to measure knowledge and application of the ProFM standards. Successful completion of the final assessment qualifies candidates for the ProFM credential."]
[null,"Learning objective(s) associated with this training resource:",null,null,null,null,"The ProFM Credential Program is organized into five modules, with sections within each to cover the key functional knowledge areas and cross-functional competencies identified in the ProFM Body of Knowledge. Learning objectives are provided for each section.\n\nDue to the number of objectives identified within the program, they have been listed on an additional tab in this workbook, titled \"ProFM Learning Objectives\".\n\n"]
[null,"Delivery method: Choose from: On-line, In-person, Self-study or a combination of those three.",null,null,null,null,"This program is available in either a self-study format or as an instructor-led course (in-person, virtual, or blended). Students receive reading materials (either printed textbooks or e-books) and access to the online portal which offers activity-based learning, flashcards, section quizzes, and the two-part final assessment. Students taking the instructor-led course also have access to PowerPoint slides used by instructors to reinforce content. Those taking the self-study format should be self-motivated and able to learn by reading the material, answering progress check questions and completing section quizzes, and by taking advantage of the additional material available in the portal. Students in the classroom have those components available in addition to having the benefit of instructor lectures and slides, as well as class discussions and additional learning activities. "]
[null,"Length of training resource (in hours): ",null,null,null,null,"Instructor-led class formats are offered in 39-40 contact hours, utilizing different syllabus formats. Typical college/university schedules follow a schedule of a few hours per week over a quarter/semester or weekend classes spanning a few weeks. Students are expected to complete program reading and online activities outside of class time. Self-study format estimates identify approximately 55-60 hours total to review and complete all course materials."]
[null,"Start Date:",null,null,null,null,"March 8, 2018 (ProFM Credential Program Version 1.0 Release)"]
[null,"End Date:",null,null,null,null,"Version 1.0 is still valid as of submission"]
[null,"URL link to information about the training resource, content, and/or syllabus: ",null,null,null,null,"www.profmi.org"]
[]
[null,"Proficiency Level"]
[null,"Proficiency Level of the training resource:  Identify the proficiency level of the overall resource to provide another layer of information for users to determine which qualifications to pursue. Put a check in the appropriate box below:"]
[null,"100 Awareness ","After completion, an individual will  have a general awareness of concepts and ideas.  Individuals should be able to apply the competencies learned in simple situations."]
[null,"200 Basic ","After completion, an individual will understand basic concepts and ideas.  Individuals should be able to apply the competencies learned in difficult situations and can support others but still requires guidance. "]
[null,"300 Intermediate","After completion, an individual will not only understand basic concepts and ideas, but will be able to apply the competencies to real life situations.  Individuals should be able to apply the competencies learned in difficult situations and can perform independently. ",null,null,null,null,null,"X"]
[null,"400 Advanced ","After completion, an individual will have a complete understanding of the concepts and ideas   Individuals should be able to apply the competencies learned in complex situations, can perform independently, and can lead others in this competency.  The 400 level can only be assigned to training resources that have a competency based exam and set minimum thresholds for relevant experience requirements."]
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[null,"TECHNICAL REVIEW"]
[null,"Initial Review Conducted By:",null,null,"Maria Fara"]
[null,"Initial Review Submission Completion Date:   ",null,null,"6.28.2018"]
[null,"Technical Review Conducted By: ",null,null,"Maria Fara and Maureen Roskoski "]
[null,"Technical Review Submission Completion Date: ",null,null,"8.30.2018"]

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[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Find"]
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[null,"Please identify the objective(s) that align with required FBPTA performance criteria. Please identify the learning methods that will support that learning objective(s).",null,null,null,null,null,null,null,null,"Based on technical review of learning objectives and skills, does this resource map to the performance criteria?","Initial Review:",null,null,"Technical Review:",null,null,"If clarification requested, note here (Reviewer Only)","Clarification Response From Provider","Technical Review:  "]
[null,"FBPTA Core Competency Area (12)","FBPTA Core Competency (41)","Required FBPTA performance criteria (205)","Performance Additional Information \n(To receive full credit, the resource must cover all of these items)","Role Competency","High Priority Competency (77)","Federal References and Specific Resources (✔) / Critical Development Activity (CDA)","Identify the specific learning objectives that meet specific FBPTA performance criteria. Leave blank any cells for which there are no objectives that meet specific performance criteria.","Identify the skills that will be taught or material that will be covered or tested that meets the specific performance criteria. Leave blank any cells for which there is nothing taught that meets specific performance criteria.",null,"Are all submission requirements included?","Are descriptions clear and logical?","Are all materials referenced included with the submission?","Learning Objectives Reviewed.","Skills Reviewed","Are there any clarifications requested?",null,null,"Identify other materials submitted","Other Materials Reviewed"]
[null,"1. Management of Facilities O&M","1.1. Building Systems\n","1.1.1. Demonstrate familiarity with building systems and knowledge of how they affect energy use. ","Systems include: HVAC, Electrical (and standby generators), Lighting, Mechanical/Plumbing, Fire Protection, Vertical Transportation, Structural, Roofing, Building Envelope, Motors and Drives, and Fuel systems.","FM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• Identify building site and system components.\n• Identify sustainable options for maintaining the building site and systems.\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 5:\n• Identify sustainable practices for utility management.\nLearning Objectives - Mod 3, Section 3:\n• Describe fire mitigation tools (e.g., proper design and construction, fire detection and suppression systems).","The course materials cover:\n• The external site aspects of a facility's fire safety system components that should be evaluated during an inspection (pg 5-20).\n• The components of a roofing system, including descriptions of the different roof system types and components used to assist in identifying and evaluating roof deficiencies (pg 5-25, 5-26).\n• The physical components of the building envelope and considerations for energy impact of materials used (pg. 5-28 to 5-30)\n• The different building control system types (pg 5-34)\n• The basic components of an HVAC system (pg 5-35)\n• Commonly used heating, ventilation and air-conditioning systems, along with their advantages and disadvantages (pg 5-36 to 5-38)\n• Electrical system components and their common deficiencies (pg 5-39)\n• Types of lighting systems and their common deficiencies (pg 5-40)\n• Plumbing systems and their common deficiencies (pg 5-40)\n• Conveying systems and common deficiencies to look for when examining elevators and escalators  (pg 5-41 to 5-42)\n• Communication and cabling systems, including wiring types, along with their advantages and disadvantages (pg 5-43)\n• IT infrastructure systems, network options and data center features (pg 5-44 to 5-47)\n• Building structure and interior system components (pg 5-29; 5-50 to 5-51)\n• Key building performance measurement factors and the process for benchmarking systems for energy use (pg 5-58 to 5-63)\n• Maintenance and inspection tools for controlling energy costs on facility systems, including motors (pg 5-122; 5-164)\n• Water systems (including fuel systems) and their components (pg 5-143 to 5-147)\n• Key energy types (electricity, natural gas, heating oil) and managing energy use to control system costs (pg 5-157 to 5-164)\n• Fire detection, alarm systems, and fire suppression systems and their components (3-76 to 3-80)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include familiarity with building systems and knowledge of how they affect energy use.   ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.1.1a. Demonstrate familiarity with condition assessment for building systems.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• Cite types of analyses or estimates that a single-site facility manager performs in facility planning.\nLearning Objectives - Mod 4, Section 7:\n• List the tasks performed during a property condition assessment.","The course materials cover:\n• Facility condition assessments (FCAs)/property condition assessments (PCAs) report components (pg 2-118 to 2-119; 4-196)\n• Facility condition index (FCI) ratio (pg 2-119)\n• Portfolio review and analysis criteria (pg 2-120 to 2-121)\n• Property condition assessment survey guidelines and actions (pg 4-195) ","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include familiarity with condition assessment for building systems.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.1.2. Demonstrate ability to work with Facilities team to assess a facility’s need for building systems.",null,"FM",null,null,"Learning Objectives - Mod 1, Section 1:\n• List facility manager roles and responsibilities at strategic, tactical, and operational levels.\n• Understand that facilities are expensive, long-term assets that can be leveraged to multiply business results if wisely chosen and managed.\nLearning Objectives - Mod 1, Section 6:\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.\nLearning Objectives - Mod 2, Section 3:\n• Describe a facility strategic planning framework, including inputs, outputs, and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 2, Section 4:\n• Describe the process FM follows to align with the organization’s strategic plan.\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.\n• Cite types of analyses or estimates that a single-site facility manager performs in facility planning.\nLearning Objectives - Mod 5, Section 2:\n• Work with the facility management team to assess facility needs.\n• Demonstrate an understanding of building systems and components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.","The course materials cover:\n• Facility managers’ roles and responsibilities at strategic, tactical, and operational levels with internal and external stakeholders to optimize resource use, and plan for and meet organizational goals (pg 1-11 to 1-19)\n• Collaboration methods for working with internal team members to achieve organizational goals, innovation, and determine best solutions for the facility (pg 1-117 to 1-137)\n• Team building and partnering to complement technical skills and expertise (pg 1-120 to 1-125; 2-15 to 2-17)\n• Using the innovation model to determine if there is a better solution to improve and organization's efficiency or effectiveness (pg 1-146 to 1-151)\n• The Facility Strategic Planning process for determining the systems and resources needed to support the organization's functions (pg 2-64 to 2-83, 2-144)\n• The role of systems (pg 2-96 to 2-97)\n• Total cost of ownership and asset life cycle, LCA and LCCA process (pg 2-121 to 2-143)\n• Feasibility study (pg 2-152)\n• An understanding of building systems and their potential deficiencies, and evaluating their performance (pg 5-32 to 5-66).\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to work with Facilities team to assess a facility’s need for building systems.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.1.3. Demonstrate ability to oversee the acquisition, installation, and operation of building systems. ",null,"FM",null,null,"Learning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Work with the facility management team to assess facility needs.\n• Demonstrate an understanding of building systems and components.\n• Identify building site and system components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Identify sustainable options for maintaining the building site and systems.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 2, Section 2:\n• Understand the roles of the project manager, team members, and stakeholders.\n• Execute projects by acquiring, organizing, and managing teams, holding kickoffs and other meetings, reporting on progress, and controlling document versions.\n• Monitor and control projects by collecting data on actual results, using variance analysis and a formal change control process, and correcting the root causes of issues.","The course materials cover:\n• Building systems and components (pg 5-32 to 5-53)\n• Acquisition and installation of building systems (overview of required competencies: pg 5-53 to 5-54; capital planning: 2-112 to 2-167; project management: 2-9 to 2-59; financial management: 4-85 to 4-141; procurement: 4-146 to 4-165)\n• Facility audit process (pg 5-55 to 5-58)\n• Measuring building system performance (pg 5-58 to 5-63)\n• Understanding the role of a project manager to lead an FM initiative, from beginning planning phases through project closeout and monitoring performance (pg 2-23 to 2-59)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to oversee the acquisition, installation, and operation of building systems. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.1.4. Demonstrate ability to work with Facilities Team to establish practices and procedures.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 3:\n• Explain the role of policies and procedures in strategic management.\nLearning Objectives - Mod 1, Section 6:\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.\n• Build consensus for collaborative efforts using tools such as brainstorming, the nominal group technique, the Delphi technique, and mind maps.","The course materials cover:\n• Definition of a policy and reasoning for having them in place (pg 2-93 to 2-94)\n• Definition of a procedure and reasoning for standards or guidelines (pg 2-94)\n• Benefits and challenges of having effective policies and procedures (pg 2-94 to 2-95)\n• Collaborating with a successful team to achieve a common goal (pg 1-120 to 1-121)\n• Different consensus-building tools that can be used to generate best ideas, processes, decisions (pg 1-135 to 1-137)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to work with Facilities Team to establish practices and procedures.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.1.5. Demonstrate ability to work with Facilities Team to determine and administer the allocation of building systems’ resources. ",null,"FM",null,null,"Learning Objectives - Mod 2, Section 2:\n• Leverage available organizational resources and understand the project’s\nenvironment.\n• Understand how to plan project scope using a work breakdown structure followed by consideration of resource requirements and constraints.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.\n• Outline customary work management goals.","The course materials cover:\n• Gathering project requirements through programming/needs analysis (pg 2-26)\n• Project planning activities, including creating a work breakdown structure to identify resource requirements and constraints (pg 2-27 to 2-31)\n• Work management and prioritizing use of systems, equipment, space, teams, and technology based on organizational needs, priorities, and requests (pg 5-104 to 5-116)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to work with Facilities Team to determine and administer the allocation of building systems’ resources. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.1.6. Demonstrate ability to monitor and evaluate how well building systems perform. ",null,"FM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Overview and descriptions of key categories of building systems and components, and common deficiencies to check for (pg 5-32 to 5-53)\n• Managing, monitoring, and evaluating building system performance (pg 5-53 to 5-66)\n• Technical services benchmarking tools and process (pg 5-61 to 5-66)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to monitor and evaluate how well building systems perform. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.1.7. Demonstrate ability to manage corrective, preventive and predictive maintenance. ",null,"FM","✔",null,"Learning Objectives - Mod 2, Section 4:\n• Describe the sources of facility management maintenance standards.\n• Specify the rationale behind preventive maintenance and condition-based maintenance.\n• Delineate FM’s key performance indicators for maintenance and their intended impact.","The course materials cover:\n• Explanation of different maintenance classifications -- preventive, condition-based (predictive), and unplanned (corrective) maintenance (pg 5-117 to 5-125)\n• Considerations for establishing a maintenance policy (pg 5-126 to 5-127)\n• KPIs for maintenance (pg 5-128)\n• Planning and budgeting for maintenance (pg 5-129 to 5-133)\n• Maintenance plans (pg 5-133 to 5-135)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to manage corrective, preventive and predictive maintenance.  ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.1.8. Demonstrate ability to develop, test and implement, when necessary, emergency procedures and disaster recovery plans.",null,"FM",null,null,"Learning Objectives - Mod 3, Section 5:\n• Define emergency management.\n• Compare/contrast an emergency response plan and an incident recovery plan.\n• Describe how to develop an overall emergency management plan.\n• Name the types of emergency management plans a facility manager might need to coordinate.\n• Define business continuity.\n• Describe risks to business continuity.\n• State the purpose of a business impact analysis.\n• Name the major responsibilities to execute while directing an incident response.\n• Identify the required contents of an emergency communications plan.\n• Enumerate key tasks for FM staff during evacuations and shelter-in-place actions.","The course materials cover:\n• Emergency management process and steps to create plans (pg 3-109 to 3-113, 3-116)\n• Components of an emergency management plan and different types of plans (pg 3-111, 3-115)\n• Components of an incident recovery plan (pg 3-111)\n• Common facility risks (pg 3-113 to 3-114)\n• Description of the different levels of emergency readiness (pg 3-115)\n• Factors for response actions (pg 3-117)\n• Examples of risk mitigation plans and activities (pg 3-117 to 3-118)\n• Business continuity planning definition and process steps (pg 3-118 to 3-120)\n• Business impact analysis (pg 3-120 to 3-122)\n• Contingency plan development (pg 3-122 to 3-124)\n• The role of FM in incident responses, procedures during and after (pg 3-125 to 3-130)\n• Emergency recovery and damage assessment (pg 3-130 to 3-135)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to develop, test and implement, when necessary, emergency procedures and disaster recovery plans.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"1.2. Building Interior","1.2.1. Demonstrate knowledge of how to evaluate building structures and permanent interiors.",null,"FM",null,null,"Learning Objectives - Mod 5, Section 2:\n• Identify building site and system components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Identify sustainable options for maintaining the building site and systems.\n","The course materials cover:\n• Explanation of building structure components and deficiencies to look for (pg 5-9, 5-21 to 5-32)\n• Structural types (pg 5-21 to 5-23)\n• Below-grade elements (pg 5-24)\n• Roofing systems (pg 5-25 to 5-27)\n• Building envelope, including exterior walls and fenestrations (pg 5-28 to 5-29)\n• Sustainability considerations (pg 5-30 to 5-32)\n• Interior systems and common deficiencies for evaluation (pg 5-50 to 5-53)\n• Facility audits and measurement for structure elements (pg 5-55 to 5-66)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of how to evaluate building structures and permanent interiors.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.2.2. Demonstrate ability to manage the service/repair requests and maintenance and cleaning needs of building structures and permanent interior elements. ",null,"FM",null,null,"Learning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.\n• Discuss the contents of a work order.\n• Explain the purpose of a work reception center.\n• Assess a work order for three factors that impact the organization.\n• List and describe FM work categories.\n• Identify methods used to record work or service requests.\n• Describe the difference between a property service record and a work/service request.\n• Outline customary work management goals.\nLearning Objectives - Mod 5, Section 3:\n• Monitor, inspect, and evaluate occupant services.","The course materials cover:\n• Overview of Work management concept (pg 5-104 to 5-106)\n• Work requests and work order process (pg 5-106 to 5-108, 5-113)\n• Prioritizing work reception center requests (pg 5-108 to 5-109)\n• Work order coordination, utilizing logs and technology (pg 5-110 to 5-113)\n• Initiating, developing and executing a WRC function (5-115 to 5-116)\n• Custodial services and cleaning specifications, including benchmarks (pg 5-80 to 5-82, 5-98 to 5-100)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to manage the service/repair requests and maintenance and cleaning needs of building structures and permanent interior elements. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.2.3. Demonstrate ability to evaluate furniture and equipment performance. ",null,"FM",null,null,"Learning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 4:\n• Describe the sources of facility management maintenance standards.\n• Specify the rationale behind preventive maintenance and condition-based maintenance.\n• Delineate FM’s key performance indicators for maintenance and their intended impact.\n","The course materials cover:\n• Descriptions of interior systems, including furnishing, fixtures and equipment and decisions for purchasing or renting (pg 5-51 to 5-52)\n• Tracking and managing furniture (pg 5-52)\n• Measuring asset performance (pg 5-58 to 5-62)\n• Utilizing preventive and condition-based maintenance to plan and evaluate furniture and equipment (pg 5-117 to 5-125)\n• Furniture acquisition, inventory, and movement (pg 5-200)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to evaluate furniture and equipment performance. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.2.4. Demonstrate ability to manage the maintenance and cleaning of furniture, fixtures, and equipment (FFE).  ",null,"FM",null,null,"Learning Objectives - Mod 5, Section 3:\n• Describe the facility manager’s role in regard to occupant services.\n• Describe common occupant services.\n• Monitor, inspect, and evaluate occupant services.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.\n• Describe the sources of facility management maintenance standards.\n• Specify the rationale behind preventive maintenance and condition-based maintenance.\n• Delineate FM’s key performance indicators for maintenance and their intended impact.","The course materials cover:\n• Custodial services and cleaning specifications (pg 5-80 to 5-82)\n• Monitoring and evaluating occupant services, including implementing a quality control plan (pg 5-88 to 5-89)\n• Decision making process for determining whether to purchase or rent furnishings, fixtures, and equipment (pg 5-51 to 5-52)\n• Maintaining systems and equipment (pg 5-117 to 5-135)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to manage the maintenance and cleaning of furniture, fixtures, and equipment (FFE).  ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"1.3. Building Exterior","1.3.1. Demonstrate familiarity with and ability to manage, grounds and exteriors, parking structures, site utilities, landscaping and grounds, exterior envelope (roof, brick, masonry, etc.) and custodial operations.",null,"FM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Define technical services.\n• Describe the facility manager’s role in regard to technical services.\n• Demonstrate an understanding of building systems and components.\n• Identify building site and system components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Identify sustainable options for maintaining the building site and systems.\nLearning Objectives - Mod 5, Section 3:\n• Describe the facility manager’s role in regard to occupant services.\n• Describe common occupant services.","The course materials cover:\n• Building site and components, including grounds and exteriors, parking structures, site utilities, and landscaping (pg 5-10 to 5-21)\n• Building structure and components, including exterior envelope (pg 5-21 to 5-32)\n• Custodial services (pg 5-80 to 5-83)\n• Measuring building performance and benchmarking (pg 5-58 to 5-66; 5-98 to 5-100)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include familiarity with and ability to manage, grounds and exteriors, parking structures, site utilities, landscaping and grounds, exterior envelope (roof, brick, masonry, etc.) and custodial operations.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the course material, which provides general knowledge of the systems listed in the performance, covers the ability to manage those systems.  \n\nRequest clarification and course content relevant to this specific performance criteria.","The course materials address managerial skills that include assessing, prioritizing, planning, implementing plans, controlling activities, and measuring performance. See:\n• Portfolio Review and Assessment 2-117ff (facility condition assessment and index)\n• Asset Life Cycle and Total Cost of Ownership 2-121ff (planning maintenance and replacement)\n• Challenges for O&M 5-3 (setting managerial objectives)\n• O&M Role in Management of Assets 5-4 (overview of managerial responsibilities)\n• Budgeting resources 4-92ff\n• Managing, Monitoring, and Evaluating Building System Performance 5-53 (facility audits, performance measurement tools)\n• Monitoring and Evaluating Occupant Services 5-88 (determining occupant needs, measuring occupant satisfaction and supplier performance)\n• Administering Work Management System 5-105 (see Ex 5-57) \n• Maintaining Systems and Equipment 5-117 (creating preventive maintenance program, establishing maintenance policy, planning and budgeting material control and support, scheduling resources)\n• Utility Water Management 5-148 (see Exhibit 5-68)\n• Utility Energy Management 5-164 (controlling energy costs)","Referenced material from:\nModule 2. Asset Management \nModule 4. Business Management \nModule 5. Operation & Maintenance ","Yes"]
[null,null,null,"1.3.2. Demonstrate knowledge of how local climate and the environment impact the condition of the building envelope over time.","Including:\no how changing local climate can impact building envelope integrity through deterioration of materials\no impacts of water or air infiltration\no building resiliency planning to understand long-term impact to the building from changing climate and environmental conditions.","FM","✔",null,"Learning Objectives - Mod 5, Section 2: \n• Describe the facility manager’s role in regard to technical services.\n• Identify building site and system components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Identify sustainable options for maintaining the building site and systems.\nLearning Objectives - Mod 1, Section 4:\n• Describe the Triple Bottom Line approach to sustainability and incorporate it into the organization’s sustainability accounting practices.\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\n• Describe the various benefits of a facility sustainability strategy.","The course materials cover:\n• The context of the built environment, and how the building site and structure is assessed for operational efficiency, quality, and safety (pg 5-9 to 5-32)\n• Common deficiencies of facility structures to evaluate (pg 5-21 to 5-32)\n• Seismic considerations (pg 5-25)\n• Roofing system selection based on weather conditions (pg 5-25 to 5-28)\n• Building envelope and climate considerations (pg 5-28 to 5-29)\n• An understanding of facility management measures to improve a building's sustainability, including site impacts (pg 1-56 to 1-64)\n• Indoor air quality issues and mold due to infiltration through building envelope (pg 3-29 to 3-34; 3-59 to 3-61)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of how local climate and the environment impact the condition of the building envelope over time.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.3.3. Demonstrate ability to evaluate the performance of grounds and exterior elements.",null,"FM",null,null,"Learning Objectives - Mod 5, Section 2: \n• Describe the facility manager’s role in regard to technical services.\n• Demonstrate an understanding of building systems and components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Overview of building site elements and common deficiencies when surveying or evaluating (pg 5-9 to 5-21)\n• Building structure and components, including exterior envelope (pg 5-21 to 5-32)\n• Facility audit process (pg 5-55 to 5-58)\n• Measuring facility performance and the use of benchmarking (pg 5-58 to 5-66)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include  ability to evaluate the performance of grounds and exterior elements.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"1.3.4. Demonstrate ability to assess the need for alterations in grounds and exterior elements.",null,"FM",null,null,"Learning Objectives - Mod 5, Section 2: \n• Describe the facility manager’s role in regard to technical services.\n• Demonstrate an understanding of building systems and components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Overview of building site elements and common deficiencies when surveying or evaluating (pg 5-9 to 5-21)\n• Building structure and components, including exterior envelope (pg 5-21 to 5-32)\n• Facility audit process (pg 5-55 to 5-58)\n• Measuring facility performance and the use of benchmarking (pg 5-58 to 5-66)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to assess the need for alterations in grounds and exterior elements.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the course material, which provides general knowledge of grounds and exterior elements, covers the ability to assess their needs.\n\nRequest clarification and course content relevant to this specific performance criteria.","“Building Sites and Components” (5-10 to 21) and “Building Structure and Components” and “Roofing Systems” (5-21 to 28) include direct and indirect suggestions about building grounds and exterior needs:\n• Exhibit 5-4 (pp. 5-13 to 16) is a detailed list of landscaping tasks. It could be used to develop supplier service level agreements or assess internal or external performance. \n• Common failure/weakness points for hard surfaces are listed.\n• Exhibit 5-11 (p. 5-27) lists inspection points for roof structures.","Referenced material from:\nModule 5. Operation & Maintenance","yes"]
[null,null,"1.4. Other Facility Systems","1.4.1. Demonstrate ability to work with Security Personnel as required.","Coordinate requirements for:\no Personnel ingress/egress\no Controlled access systems\no Backup power requirements\no Emergency Lighting","FM",null,null,"Learning Objectives - Mod 3, Section 4: \n• Provide examples of security risks.\n• Describe a vulnerability assessment to identify security weaknesses.\n• List document control and security procedures.\n• Describe key issues in communicating critical information regarding security risks and risk mitigation to FM employees.\nLearning Objectives - Mod 1, Section 3:\n• State the facility manager’s role in communication.\nLearning Objectives - Mod 1, Section 6:\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.","The course materials cover:\n• The role and the scope of responsibility of the facility manager with regard to security (pg 3-85 to 3-105)\n• Security team (3-86)\n• Working with cross-functional teams for emergency management, incident response, and business continuity (pg 3-114 to 3-118; 3-125 to 3-128)\n• Effective communication skills for working with other team members (pg 1-40 to 1-43)\n• Collaboration methods for working with internal team members to achieve organizational goals, innovation, and determine best solutions for the facility (pg 1-117 to 1-137)\n• Team building and partnering to complement technical skills and expertise (pg 1-120 to 1-125; 2-15 to 2-17)","Partial.  This training resource received partial credit because it provides knowledge of working with Security Personnel for 3 of the 4 topics covered in the performance: \no Personnel ingress/egress\no Controlled access systems\no Emergency Lighting.  \n\nThe training resource does not include content on the remaining topics: \no Backup power requirements.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of a facility manager's responsibility in the security field, covers the ability to work with Security Personnel as required. Specifically, it is not clear if the training resource covers the following topics relative to security: \n\no Personnel ingress/egress\no Controlled access systems\no Backup power requirements\no Emergency Lighting\n\nRequest clarification and course content relevant to this specific performance criteria.","The content includes discussion of:\n• Assembling or securing services of a security team (3-86 and 87)\n• Security measures related to facility access, such as controlled access systems, use of guards and visitor management systems (3-89 and 91)\n• Emergency lighting is described (3-91) and the need to design it into the facility, integrate it with other systems, and test it regularly (3-40, 76, 41)","Referenced material from:\nModule 3. Risk Management","yes"]
[null,"2. Performance of Facilities O&M","2.1. Operating and Maintaining HVAC Systems\n","2.1.1. Demonstrate ability to collect building systems' operating and performance data. ","o Read required: pressures, temperatures, control panels and other operating parameters as required. (Using gauges, meters and computer systems as necessary)\no Check oil levels and other required levels\no Log equipment reading and report any inconsistencies","FO","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectices - Mod 5, Section 5:\n• Measure and quantify a facility’s use of energy.","The course materials cover:\n• Descriptions of different building control systems (pg 5-33 to 5-34)\n• Overview of HVAC system and components, advantages and disadvantages (pg 5-34 to 5-38)\n• Facilities audit process (pg 5-55 to 5-58)\n• Measuring building performance -- data collection method process and metric selection (pg 5-58 to 5-61)\n• Benchmarking process (pg 5-62)\n• Technology and tools used to help monitor and manage HVAC system and equipment (pg 5-63 to 5-66)\n• Utility management and energy management tactics (pg 5-140 to 5-171)\n• Performing condition assessments (pg 2-118 to 2-119; 4-196)\n• Commissioning process (pg 2-184 to 2-186; 2-222)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address ability to collect building systems' operating and performance data and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of how to monitor and assess how building systems performs, covers the ability to collect building systems' operating and performance data.  Specifically, it is not clear if the training resource provides the ability to collect the following: \n\no Read required: pressures, temperatures, control panels and other operating parameters as required. (Using gauges, meters and computer systems as necessary)\no Check oil levels and other required levels\no Log equipment reading and report any inconsistencies\n\nRequest clarification and course content relevant to this specific performance criteria.","See “Condition-Based Maintenance” (5-122ff) and discussion of hands-on approach to diagnostics.\nSee “Fitting Preventive Maintenance into Work Order Priority” (5-119ff) and discussion of planning, performing, and documenting preventive maintenance tasks.","Referenced material from:\nModule 5. Operation & Maintenance\n","yes"]
[null,null,null,"2.1.2. Demonstrate ability to adjust System Parameters as required.",null,"FO","✔"]
[null,null,null,"2.1.3. Demonstrate understanding of indoor air quality, and how to test and adjust it.","Including: \nAir pollutant sources, \nbiological contaminants, \nair sampling, \nCO2 measurement, \nmold, \ncontrol strategies, \nsystem balancing, \nventilation.","FO","✔",null,"Learning Objectives - Mod 3, Section 3: \n• Describe the components of indoor environmental quality (IEQ).\n• Define indoor air quality (IAQ).\n• List possible effects of poor indoor air quality.\n• Provide examples of measures that can be taken to improve facility IEQ.","The course materials cover:\n• Definition of indoor air quality (pg 3-29)\n• Challenges and effects of poor IAQ (pg 3-29 to 3-31)\n• Source of poor IAQ and how to avoid/correct (pg 3-31 to 3-34)\n• IAQ profiling process and how to improve conditions (pg 3-34 to 3-39)","Partial. This training resource provides familiarity/general knowledge of indoor air quality.  It received partial credit because it covers the understanding of pollutants that effect the IAQ, ventilation and control strategies.  However, as the performance criteria is intended primarily for building operators, it does not sufficiently provide with the understanding of how to test and adjust IAQ. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of indoor air quality, covers the understanding of indoor air quality, and how to test and adjust it.  Specifically, it is not clear if the training resource provides the ability to collect the following:  \nAir pollutant sources, biological contaminants, air sampling, CO2 measurement, mold, control strategies, system balancing, ventilation.\n\nRequest clarification and course content relevant to this specific performance criteria.","See “Pollutants” (3-32ff and Exhibit 3-5) for discussion of air pollutant sources, both manmade and biological).\nSee “Airflow” (3-32) for discussion of ASHRAE CO2 standards.\nSee Exhibit 3-7 (3-36) and references to impact of ventilation system imbalances on pollution.\nSee “Mold” (3-59ff) for discussion of detection (including air sampling), causes, and control of mold contamination. Sampling is also discussed as a control measure for legionella contamination (3-58). ","Referenced material from:\nModule 3. Risk Management\n","Yes"]
[null,null,null,"2.1.4. Demonstrate ability to analyze HVAC system performance.                                                         ","These include: chillers, boilers, ventilation, pressure, temperature, amperage, voltage, air flow, water flow.\no Collect trends of operational parameters\no Conduct performance tests and collect data\no Compare trends and data\no Report findings   ","FO","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectices - Mod 5, Section 5:\n• Measure and quantify a facility’s use of energy.","The course materials cover:\n• Facilities audit process (pg 5-55 to 5-58)\n• Measuring building performance - data collection method process and metric selection (pg 5-58 to 5-61)\n• Benchmarking process (pg 5-62) \n• Technology and tools used to help monitor and manage HVAC system and equipment (pg 5-63 to 5-66)\n• Utility management and energy management tactics (pg 5-140 to 5-171)\n• Life-cycle assessment (pg 2-130 to 3-134)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address ability to analyze HVAC system performance and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of how to monitor and assess how building systems performs, covers the ability to analyze HVAC system performance.  Specifically, in regards to chillers, boilers, ventilation, pressure, temperature, amperage, voltage, air flow, water flow, it is not clear if the training resource provides the ability to collect the following: \n\no Collect trends of operational parameters\no Conduct performance tests and collect data\no Compare trends and data\no Report findings     \n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"2.1.5. Demonstrate ability to coordinate HVAC system changes. ",null,"FO",null,null,"Learning Objectives - Mod 2, Section 2:\n• Express why and when to use project management for FM initiatives.\n• Explain the value of project oversight and the role of the project sponsor.\n• Understand the roles of the project manager, team members, and stakeholders.\nLearning Objectives - Mod 5, Section 2:\n• Identify sustainable options for maintaining the building site and systems.\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.","The course materials cover:\n• Process and best practices for managing a project through initiating, planning, executing, monitoring/controlling, and closure (pg 2-11 to 2-59)\n• Overview of HVAC system and components (pg 5-34 to 5-38)\n• Acquisition and installation of building systems -- new or replacement of existing systems (pg 5-53 to 5-54)\n• Work coordination for maintenance efforts (pg 5-110 to 5-113; 5-117 to 5-125)\n• Planning for FM maintenance (pg 5-128 to 5-135)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address ability to coordinate HVAC system changes. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the course material, which provides general knowledge of HVAC systems and components, covers the ability to coordinating system changes.\n\nRequest clarification and course content relevant to this specific performance criteria.","See “Acquisition and Installation of Building Systems (5-53ff) for discussion of process to analyze replacement of building systems.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"2.1.6. Demonstrate knowledge and ability to maintain all HVAC Systems.",null,"FO",null,null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 5:\n• List and describe the functions of a facility’s water system.\n• Measure and quantify a facility’s use of energy.","The course materials cover:\n• Overview of HVAC system and components (pg 5-34 to 5-38)\n• Acquisition and installation of building systems -- new or replacement of existing systems (pg 5-53 to 5-54)\n• Audit Process and measuring performance (pg 5-55 to 5-63)\n• Work coordination for maintenance efforts (pg 5-110 to 5-113; 5-117 to 5-125)\n• Planning for FM maintenance (pg 5-128 to 5-135)\n• Utility management and heating and cooling systems (pg 5-140 to 5-171)","Partial. This training resource provides familiarity/general knowledge of HVAC systems and components.  It received partial credit because it provides the knowledge of HVAC systems maintenance.  However, as the performance criteria is intended primarily for building operators, it does not sufficiently provide with the ability to maintain HVAC systems. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the course material, which provides general knowledge of HVAC systems and components, covers the ability to maintain all the systems related to HVAC.\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"2.1.7. Demonstrate knowledge and ability to repair all HVAC Systems. ","o Calibrate, change, fabricate, recover, replace and trouble shoot as required.                                                                        \no Perform advanced trouble shooting techniques using appropriate tools.","FO"]
[null,null,null,"2.1.8. Demonstrate knowledge and ability to optimize HVAC controls. ",null,"FO","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 4:\n• List some devices used to assess plant installation and equipment performance.\n• Describe the sources of facility management maintenance standards.\n• Specify the rationale behind preventive maintenance and condition-based maintenance.\n• Delineate FM’s key performance indicators for maintenance and their intended impact.","The course materials cover:\n• Building systems controls (pg 5-33 to 5-34)\n• HVAC Systems and common deficiencies (pg 5-34 to 5-38)\n• Key building performance metrics and methodology, technology and tools  (pg 5-59 to 5-66)\n• Condition-based maintenance (pg 5-122 to 5-125)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to optimize HVAC controls and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of building systems controls, covers knowledge and ability to optimize HVAC controls.  Specifically, it is not clear if the training resource provides the ability to optimize HVAC controls. \n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,"2.2. Operating and Maintaining Electrical and Mechanical Systems\n","2.2.1. Demonstrate knowledge and ability to work with Lighting Systems.  ","Trouble shoot lighting systems, optimize performance, adjust lighting programming, replace lamps, replace ballasts, maintain lamps and ballast inventory. ","FO","✔",null,"Learning Objectives - Mod 5, Section 2: \n• Demonstrate an understanding of building systems and components.\nLearning Objectives - Mod 5, Section 6: \n• Explain the importance of ergonomics and lighting in space planning and management.","The course materials cover:\n• Overview of Lighting systems (pg 5-20; 5-40; 5-195)\n• Lighting management systems (pg 5-91 to 5-92)\n• Sustainable facility lighting (pg 1-63)\n• Sample lighting replacement project case study (pg 2-17 to 2-59)\n• Lighting and occupant productivity and health (pg 3-39 to 3-41)\n• Security lighting (pg 3-91)","Partial.  This training resource received partial credit because it provides knowledge of working with Lighting Systems for 1 of the 6 topics covered in the performance: \no optimize performance.  \nThe training resource does not include content on the remaining topics: \no Trouble shoot lighting systems \no Adjust lighting programming\no Replace lamps\no Replace ballasts \no Maintain lamps and ballast inventory.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of lighting systems, covers knowledge and ability to work with Lighting Systems.  Specifically, it is not clear if the training resource provides the ability to conduct the following: Trouble shoot lighting systems, optimize performance, adjust lighting programming, replace lamps, replace ballasts, maintain lamps and ballast inventory. \n\nRequest clarification and course content relevant to this specific performance criteria.","See “Lighting management systems,” 5-91 (referring to optimizing performance).","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"2.2.2. Demonstrate knowledge and ability to change: electrical fuses, control boards, electrical fixtures, and electrical relays.",null,"FO","✔",null,"Learning Objectives - Mod 5, Section 2: \n• Demonstrate an understanding of building systems and components.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.","The course materials cover:\n• Electrical system components -- fuses, panelboards, switches and controls, transformers and outlets (pg 5-39 to 5-40)\n• Maintenance process for systems and equipment (pg 5-117 to 5-135)\n\nHowever, courseware does not cover specific details about changing/replacing these components.","Partial. This training resource provides familiarity/general knowledge of electrical system components.  It received partial credit because it provides knowledge of fuses, panelboards, switches and controls, transformers and outlets, and how to maintain them.  However, as the performance criteria is intended primarily for building operators, it does not cover the ability to change electrical fuses, control boards, electrical fixtures, and electrical relays.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"2.2.3. Demonstrate knowledge and ability to replace electric motors.",null,"FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.","The course materials cover:\n• Guidelines for maintenance for power equipment (pg 3-67)\n• Diagnostic tools for inspections completed as part of maintenance (pg 5-121 to 5-125)\n\nHowever, courseware does not cover specific procedures for replacing electric motors.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to replace electric motors and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"2.2.4. Demonstrate knowledge and ability to maintain plumbing fixtures, sewage ejectors, and water heaters.",null,"FO",null,null,"Learning Objectives - Mod 5, Section 2: \n• Demonstrate an understanding of building systems and components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Identify sustainable options for maintaining the building site and systems.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.\nLearning Objectives - Mod 5, Section 5:\n• List and describe the functions of a facility’s water system.\n• List the benefits of water management planning.","The course materials cover:\n• Overview of plumbing systems and potential deficiencies (pg 5-41)\n• Audit process for building systems and equipment, and measuring performance (pg 5-55 to 5-63; 5-149)\n• Maintenance process for systems and equipment (pg 5-117 to 5-135)\n• Water management and systems, water-saving tactics for plumbing (pg 5-141 to 5-151)","Partial. This training resource provides familiarity/general knowledge of plumbing system.  It received partial credit because it provides knowledge of pluming system potential deficiencies, audit process and measuring performance, and maintenance process.  However, as the performance criteria is intended primarily for building operators, it does not cover the ability to maintain plumbing fixture, sewage ejectors and water heaters. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of plumbing systems, covers knowledge and ability to maintain plumbing fixtures, sewage ejectors, and water heaters.  Specifically, it is not clear if the training resource provides the ability to maintain the components listed in the performance.\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"2.2.5. Demonstrate knowledge and ability to identify water distribution and irrigation leaks.",null,"FO","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 5:\n• List and describe the functions of a facility’s water system.\n• List the benefits of water management planning.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Irrigation system monitoring and inspections (pg 5-15; 5-27; 5-123 to 5-127)\n• Irrigation system distribution and modification tactics (pg 5-142; 5-146 to 5-147)\n• Water management planning (pg 5-147 to 5-149)\n• Auditing water use (pg 5-149 to 5-156)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to identify water distribution and irrigation leaks.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"2.2.6. Demonstrate knowledge and ability to maintain all drains and backflow preventers.",null,"FO",null,null,"Learning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Demonstrate an understanding of building systems and components.\n• Identify sustainable options for maintaining the building site and systems.\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 5:\n• List and describe the functions of a facility’s water system.","The course materials cover:\n• Irrigation system monitoring, inspections, and maintenance -- including back-flow prevention devices (pg 5-15) \n• An overview of storm water drainage systems (pg 5-16 to 5-17; 5-30)\n• Roofing drains -- gutters, downspouts, drains (pg 5-27)\n• Plumbing system drainage (pg 5-41)\n• Wastewater management (pg 5-153 to 5-154)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to maintain all drains and backflow preventers and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of irrigation systems, covers knowledge and ability to maintain all drains and backflow preventers.  Specifically, it is not clear if the training resource provides the ability to maintain the components listed in the performance.\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"2.2.7. Demonstrate knowledge and ability to maintain pressure-reducing valves. ",null,"FO",null,null,"Learning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Demonstrate an understanding of building systems and components.\n• Identify sustainable options for maintaining the building site and systems.\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 5:\n• List and describe the functions of a facility’s water system.","The course materials cover:\n• Irrigation system monitoring, inspections, and maintenance -- including valves (pg 5-15) \n• Building control systems, DDC (pg 5-33 to 5-34; 5-63)\n• Water management maintenance (pg 5-145 to 5-148)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to maintain pressure-reducing valves and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of irrigation systems, covers knowledge and ability to maintain pressure-reducing valves.  Specifically, it is not clear if the training resource provides the ability to maintain the components listed in the performance.\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"2.2.8. Demonstrate knowledge and ability to replace water filters.",null,"FO"]
[null,null,null,"2.2.9. Demonstrate knowledge and ability to winterize irrigation systems if necessary. ",null,"FO",null,null,"Learning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Demonstrate an understanding of building systems and components.\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 5:\n• List and describe the functions of a facility’s water system.","The course materials cover:\n• Overview of common tasks for irrigation system maintenance, winterization, and re-activation (pg 5-15)\n• Water management maintenance (pg 5-145 to 5-148)\n\nHowever, courseware does not cover specific procedures for winterizing irrigation system.","Partial. This training resource provides familiarity/general knowledge of irrigation system maintenance.  It received partial credit because it provides knowledge of winterization and reactivation of irrigation systems.  However, as the performance criteria is intended primarily for building operators, it does not cover the ability to winterize irrigation systems. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"2.3. Operating, Maintaining and Testing Life Safety Systems","2.3.1. Demonstrate knowledge and ability to operate Fire Alarm panels and test the entire fire alarm system.",null,"FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe FM’s role in managing the risk of fire.\n• Describe fire mitigation tools (e.g., proper design and construction, fire detection and suppression systems).\n• Describe the planning process to prepare for and mitigate the effects of a facility fire.\nLearning Objectives - Mod 3, Section 5:\n• Name the major responsibilities to execute while directing an incident response.\n","The course materials cover:\n• Fire detection systems and control panels, advantages and disadvantages of different types (pg 3-76 to 3-78)\n• Fire suppression systems (pg 3-79 to 3-80)\n• Emergency management and practicing drills (pg 3-111 to 3-113)\n\nHowever, courseware does not cover specific operational instructions for fire alarm panels.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to operate Fire Alarm panels and test the entire fire alarm system and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the course material, which provides general knowledge of fire detection systems and control panels, doesn't cover fire alarm operational instruction.  However, it is not clear that the course material covers the ability to test the entire fire alarm systems.\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"2.3.2. Demonstrate knowledge and ability to test the emergency generators.",null,"FO"]
[null,null,null,"2.3.3. Demonstrate knowledge and ability to test fire pumps and sprinkler systems.",null,"FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe FM’s role in managing the risk of fire.\n• Describe fire mitigation tools (e.g., proper design and construction, fire detection and suppression systems).\n• Describe the planning process to prepare for and mitigate the effects of a facility fire.\nLearning Objectives - Mod 3, Section 5:\n• Describe how to develop an overall emergency management plan.\n","The course materials cover:\n• Fire suppression systems, including risers and sprinkler systems (pg 3-79 to 3-80)\n• Wet- and dry-pipe sprinkler system types (pg 3-79)\n• Emergency management and practicing drills (pg 3-110 to 3-113)\n\nHowever, courseware does not cover specific operational instructions for testing fire pumps and sprinkler systems.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to test fire pumps and sprinkler systems. and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"2.3.4. Demonstrate knowledge and ability to test smoke and heat sensors.",null,"FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe FM’s role in managing the risk of fire.\n• Describe fire mitigation tools (e.g., proper design and construction, fire detection and suppression systems).\n• Describe the planning process to prepare for and mitigate the effects of a facility fire.\n\n","The course materials cover:\n• Fire detection systems and control panels, advantages and disadvantages of different types (pg 3-76 to 3-78)\n• Fire suppression systems (pg 3-79 to 3-80)\n• Emergency management and practicing drills (pg 3-111 to 3-113)\n\nHowever, courseware does not cover specific operational instructions for fire alarm panels.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to test smoke and heat sensors and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"2.3.5. Demonstrate knowledge and ability to inspect fire extinguishers.",null,"FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe FM’s role in managing the risk of fire.\n• Describe fire mitigation tools (e.g., proper design and construction, fire detection and suppression systems).\n• Describe the planning process to prepare for and mitigate the effects of a facility fire.\n\n","The course materials cover:\n• Fire suppression systems, including fire extinguishers (pg 3-79 to 3-80)\n• Emergency management and practicing drills (pg 3-75; 3-111 to 3-113)\n\nHowever, courseware does not cover specific instructions for inspecting fire extinguishers.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to inspect fire extinguishers and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"2.4. General Building Maintenance","2.4.1. Demonstrate knowledge and ability to maintain door hardware.",null,"FO"]
[null,null,null,"2.4.2. Demonstrate knowledge and ability to maintain roof systems.",null,"FO",null,null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• Identify building site and system components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Identify sustainable options for maintaining the building site and systems.\n• Manage building systems and monitor and assess how they are performing.","The course materials cover:\n• Overview of roofing systems, components and key areas of consideration (pg 5-25 to 5-28)\n• Different roof system types (pg 5-25 to 5-26)\n• Building envelope (pg 5-28 to 5-29)\n• Sustainability initiatives to reduce costs and environmental impacts -- drainage systems, cool or green roofs (pg 5-30 to 5-32; 5-170)\n• Facilities audit process and measuring performance (pg 5-55 to 5-66)","Partial. This training resource provides familiarity/general knowledge of roofing systems.  It received partial credit because it provides knowledge of the typical problem areas for a roof systems.  However, as the performance criteria is intended primarily for building operators, it does not sufficiently provide information about the ability to maintain roof systems. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material covers the ability to maintain roof systems.  With your clarification please explain if the course material provides knowledge only or the ability as well. \n\nRequest clarification and course content relevant to this specific performance criteria.","Exhibit 5-11 lists specific problem areas in roofing structures that would assist a facility manager in assessing the need for repairs and the quality of repairs completed. However, it does not describe detailed installation/repair procedures.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"2.4.3. Demonstrate knowledge and ability to maintain ceiling tiles.",null,"FO"]
[null,null,null,"2.4.4. Demonstrate knowledge and ability to maintain flooring systems.",null,"FO",null,null,"Learning Objectives - Mod 3, Section 3: \n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\nLearning Objectives - Mod 5, Section 2: \n• Demonstrate an understanding of building systems and components.\n• Identify building site and system components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.","The course materials cover:\n• Safety, cleaning and maintenance of flooring (pg 3-65)\n• Building structural systems, including slab floor and truss flooring construction (pg 5-22 to 5-25)\n• Interior system evaluation -- floors (pg 5-51)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to maintain flooring systems.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"2.4.5. Demonstrate knowledge and ability to maintain window systems.",null,"FO",null,null,"Learning Objectives - Mod 5, Section 2: \n• Demonstrate an understanding of building systems and components.\n• Identify building site and system components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.","The course materials cover:\n• Building envelope, including fenestrations (pg 5-28 to 5-29)\n• Custodial services and maintenance of windows (pg 5-80 to 5-82)\n• Maintenance plans (pg 5-133 to 5-134)\n• Facilities audit process and measuring performance (pg 5-55 to 5-66)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to maintain window systems.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material covers the ability to maintain window systems.  With your clarification please explain if the course material provides knowledge only or the ability as well. \n\nRequest clarification and course content relevant to this specific performance criteria.","See “Fenestrations” (5-29ff). Content provides information enabling FMs to detect “key points of failure” through cross-reference to exterior walls.\nSee “Cleaning Specifications” (5-80ff) which describes cleaning objectives for windows.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"2.4.6. Demonstrate knowledge and ability to maintain wall systems and perform minor repairs. ",null,"FO",null,null,"Learning Objectives - Mod 5, Section 2: \n• Demonstrate an understanding of building systems and components.\n• Identify building site and system components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.","The course materials cover:\n• Building structure and components, including deficiencies to look for during evaluations (pg 5-21 to 5-25)\n• Building envelope, including exterior walls (pg 5-28 to 5-29)\n• Sustainability initiatives to reduce costs and environmental impacts -- exterior walls (pg 5-30 to 5-32)\n• Interior systems, including walls (pg 5-50 to 5-51)\n• Facilities audit process and measuring performance (pg 5-55 to 5-66)\n• Maintenance duties (pg 5-117 to 5-125)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to maintain wall systems and perform minor repairs and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material covers the ability to maintain wall systems and perform minor repairs.  With your clarification please explain if the course material provides knowledge only or the ability as well. \n\nRequest clarification and course content relevant to this specific performance criteria.","Content includes some material on performance criteria for wall systems (5-29), but does not address repair procedures.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,"2.5. Best Practices and Innovation\n","2.5.1. Demonstrate knowledge of FEMP's O&M Best Practices.\n","Reference: FEMP O&M Best Practices Guide Rev 3.0.","FM/FO/EM","✔","✔/CDA","Learning Objectives - Mod 1, Section 1:\n• Define facility management (FM), including how it is a support function that is needed by the organization to enable its strategy to be successful. \n• Describe how the FM function adds value by improving productivity, marketing the organization’s brand, and promoting sustainability.\nLearning Objectives - Mod 2, Section 2:\n• Monitor and control projects by collecting data on actual results, using variance analysis and a formal change control process, and correcting the root causes of issues.\n• Close projects by finalizing payments, closing contracts, documenting lessons learned, celebrating successes, and preparing actionable plans for continuous improvement.\nLearning Objectives - Mod 2, Section 4:\n• Discuss the process and contents of a capital budget request.\nLearning Objectives - Mod 4, Section 3:\n• Influence the organization and build alliances.\nLearning Objectives - Mod 5, Section 2:\n• Work with the facility management team to assess facility needs.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 3:\n• Monitor, inspect, and evaluate occupant services.","Although the FEMP's ten steps to operational efficiencies are not called out by name within the courseware materials, all steps are covered throughout the content.\n\nThe course materials cover:\n• Step 1 - increase management awareness of O&M (pg 1-17 to 1-19; 1-47 to 1-49; 2-66 to 2-69; 4-60; 4-69 to 4-75)\n• Step 2 - tracking O&M activities (pg 2-115 to 2-155; 2-200 to 2-206; 5-8 to 5-66; 5-88 to 5-100)\n• Step 3 - identify troubled equipment and systems (pg 4-195 to 4-197; 5-8 to 5-66)\n• Step 4 - commit to address at least one troubled system (pg 2-23;  2-155 to 2-158; 5-108 to 5-110; 5-117 to 5-121)\n• Step 5 - commit to striving for operation efficiency of selected system (pg 2-80 to 2-83; 2-158 to 2-160; 5-117 to 5-121)\n• Step 6 - commit to using some form of diagnostic, metering, or monitoring equipment (pg 5-111 to 5-113; 5-123 to 5-125; 5-147 to 5-148; 5-161 to 5-164; 5-200 to 5-201)\n• Step 7 - collect tracking and diagnostic data (pg 2-46 to 2-48; 5-113 to 5-116; 5-128; 5-149 to 5-151) \n• Step 8 - request funding for and complete first project (pg 2-13 to 2-14; 2-25; 2-54 to 2-59; 2-166; 4-92 to 4-100; 5-129)  \n• Step 9 - highlight successes (pg 2-55; 5-153)\n• Step 10 - choose next project (pg 2-96 to 2-97; 5-133 to 5-135)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of FEMP's O&M Best Practices.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"2.5.2. Demonstrate knowledge of the building retuning process to ensure maximum energy efficiency and comfort for building occupants including, data collection requirements, and continuous retuning practices. ","Definition: Re-tuning is intended to provide building operators, building managers and energy service providers with the necessary skills to identify no- and low-cost operational problems that plague commercial buildings and provide the skills necessary to take corrective action.\nRefer to PNNL's Building Re-tuning Training.","FM/FO/EM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Facilities audit process and measuring building performance, data collection (pg 5-55 to 5-66)\n• Benchmarking process and taking action (pg 5-62)\n• Maintenance duties (pg 5-117 to 5-125)\n• Maintenance policies and KPIs (pg 5-126 to 5-129)","Partial. This training resource provides familiarity/general knowledge of building performance.  It received partial credit because it provides knowledge on how to identify and correct operations problems.  However, as the performance criteria is intended primarily for building operators, it does not sufficiently provide knowledge of the re-tuning process as specified by the performance.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material, which provides general knowledge of evaluating building systems, covers the building retuning process.  The building retuning process focuses on operational changes in equipment maintenance and controls systems.  You can review building retuning process content here - https://buildingretuning.pnnl.gov/ - and provide information if the course covers some of the building retuning process or describes the retuning process in the course.  \n\nRequest clarification and course content relevant to this specific performance criteria.","“Managing, Monitoring, and Evaluating Building Performance” (5-53ff) presents information implicitly related to retuning (defined as “identifying and correcting operations problems” in PNNL slide) both building and occupant services, from identifying baseline performance and setting goals to gathering performance data (with particular reference to building automation systems) and taking action. “Commissioning During Design and Planning” (2-200) in the Construction section also addresses the compiling of baseline performance for new structures.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"2.5.3. Demonstrate knowledge of and the ability to perform testing and obtain measurements required for predictive maintenance.   ","Definition: Predictive maintenance attempts to detect the onset of a degradation mechanism with the goal of correcting that degradation prior to significant deterioration in the component or equipment.","FM/FO/EM","✔","✔/CDA","Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Condition-based (predictive) maintenance (pg 5-122 to 5-125)\n• Facilities audit process and measuring building performance, data collection (pg 5-55 to 5-66)\n• Benchmarking process and taking action (pg 5-62) \n• Maintenance policies and KPIs (pg 5-126 to 5-129)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of and the ability to perform testing and obtain measurements required for predictive maintenance. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material covers testing and measurements required for predictive maintenance.  With your clarification please explain if the course material provides knowledge only or the ability as well. \n\nRequest clarification and course content relevant to this specific performance criteria.","“Condition-based Maintenance” (particularly 5-123) discusses approaches to assessing condition which is essential to establishing the predictive maintenance tasks and schedule.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"2.5.4. Demonstrate knowledge of metering and sub-metering for energy and water and how they contribute to systems optimization.",null,"FM/FO/EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• Describe the relationship between demand and consumption as it relates to utility management.\n• List and describe the functions of a facility’s water system.\n• Measure and quantify a facility’s use of energy.","The course materials cover:\n• Metering and sub-metering (pg 5-147 to 5-148; 5-161 to 5-164)\n• Utility demand and consumption measurements (pg 5-140)\n• Water management (pg 5-141 to 5-156)\n• Energy management (pg 5-156 to 5-171)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of metering and sub-metering for energy and water and how they contribute to systems optimization.   ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"2.5.5. Demonstrate knowledge of new technology and tools targeting increased efficiency of O&M.","Refer to FEMP O&M Best Practices Guide Rev 3.0. ","FM/FO/EM","✔","✔/CDA","Learning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 4:\n• List some devices used to assess plant installation and equipment performance.","The course materials cover:\n• Building control systems (pg 5-33 to 5-34)\n• Key building performance metrics and benchmarking (pg 5-59 to 5-63; 5-96 to 5-100; 5-128)\n• Technology and tools targeting increased efficiency (pg 5-63 to 5-66; 5-91 to 5-92)\n• CMMS and CAFM (pg 5-111 to 5-116; 5-185 to 5-186; 5-200 to 5-201)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of new technology and tools targeting increased efficiency of O&M.","Yes","Yes","Yes","Yes","Yes","No"]
[null,"3. Technology","3.1. Technology Solutions\n","3.1.1. Demonstrate knowledge of best practices related to facility management technology.",null,"FM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 4:\n• List some devices used to assess plant installation and equipment performance.","The course materials cover:\n• Building control systems (pg 5-33 to 5-34)\n• Key building performance metrics and benchmarking (pg 5-59 to 5-63; 5-96 to 5-100; 5-128)\n• Technology and tools targeting increased efficiency (pg 5-63 to 5-66; 5-91 to 5-92)\n• CMMS and CAFM (pg 5-111 to 5-116; 5-185 to 5-186; 5-200 to 5-201)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of best practices related to facility management technology.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"3.1.2. Demonstrate ability to identify and interface with internal and external accountable resources, e.g., external vendors, internal or external IT systems owners.",null,"FM",null,null,"Learning Objectives - Mod 1, Section 1:\n• Understand facility manager competencies, including technical and management skill sets, being both reactive and proactive, balancing tradeoffs, and mixing use of staff, contractors, and consultants.\nLearning Objectives - Mod 1, Section 6:\n• Show how team building and partnering are important to enabling collaboration.\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.\n• Collaborate with external stakeholders, including regulatory authorities.\nLearning Objectives - Mod 5, Section 2:\n• Work with the facility management team to assess facility needs.","The course materials cover:\n• Facility services sourcing process (pg 1-20 to 1-23)\n• Team building and partnering with staff, contractors and/or consultants (pg 1-120 to 1-128)\n• Collaborating with internal and external stakeholders (pg 1-128 to 1-135)\n• Assembling and organizing teams (pg 2-41 to 2-43)\n• Outsourcing (pg 4-159 to 4-165)\n• Partnering with IT and understanding IT infrastructure systems (pg 5-44 to 5-48; 5-86)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to identify and interface with internal and external accountable resources, e.g., external vendors, internal or external IT systems owners.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"3.1.3. Demonstrate ability to identify evaluation criteria, evaluate, and recommend facility management technologies solutions.",null,"FM","✔",null,"Learning Objectives - Mod 2, Section 2:\n• Explain the need for and contents of a good project charter and up-front needs analysis.\nLearning Objectives - Mod 2, Section 3:\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 5, Section 2:\n• Work with the facility management team to assess facility needs.","The course materials cover:\n• Programming and needs/gap analysis (pg 2-23 to 2-26; 2-76 to 2-80; 2-200 to 2-205) \n• Facility condition assessments (pg 2-118 to 2-121)\n• Process for acquisition and evaluation of building systems, facilities audit (pg 5-53 to 5-66)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to identify evaluation criteria, evaluate, and recommend facility management technologies solutions.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that knowledge of facility condition assessment and process for acquisition and evaluation of building system covers the ability to identify evaluation criteria, evaluate, and recommend facility management technologies solutions. \n\nRequest clarification and course content relevant to this specific performance criteria.  ","The “Programming” topic (2-200ff) details the process for establishing facility needs, setting performance criteria, and planning responses. Examples are provided throughout.","Referenced material from:\nModule 2. Asset Management\n","Yes"]
[null,null,null,"3.1.4. Demonstrate ability to assess how changes to facility management technologies will impact current infrastructure, processes, and building systems.",null,"FM","✔",null,"Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.\nLearning Objectives - Mod 5, Section 2:\n• Work with the facility management team to assess facility needs.","The course materials cover:\n• Portfolio review and analysis to provide strategic and functional information for FM operations (pg 2-120 to 2-121)\n• Utilizing asset life cycle, total cost of ownership, LCA and LCCA to provide a total cost perspective to determine impact and interpret results of FM initiatives (pg 2-121 to 2-143)\n• Performance improvement analysis (pg 2-147 to 2-148)\n• Managing, monitoring and evaluating building system performance (pg 5-53 to 5-66)\n• Maintaining systems and equipment and outcomes (pg 5-117 to 5-135)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to assess how changes to facility management technologies will impact current infrastructure, processes, and building systems.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that course material addresses the ability to assess how changes to facility management technologies will impact current infrastructure, processes, and building systems. \n\nRequest clarification and course content relevant to this specific performance criteria.  ","The content focuses on the benefits derived from various FM technologies, including BIM (2-191 describes impact of BIM on ongoing O&M), building control systems and their impact on energy performance and occupant services (throughout Module 5, Sections 2 and 5), CMMS (Module 5, Section 4) and CAFM (usefulness in space management in Section 6).","Referenced material from:\nModule 2. Asset Management\nModule 5. Operation & Maintenance","Yes"]
[null,null,null,"3.1.5. Demonstrate ability to plan for and oversee the acquisition, installation, operation, maintenance, upgrade, and disposition of components supporting facility management technologies.",null,"FM","✔",null,"Learning Objectives - Mod 2, Section 2:\n• Understand the roles of the project manager, team members, and stakeholders.\n• Express why and when to use project management for FM initiatives.\nLearning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.","The course materials cover:\n• The role of the project manager for an FM initiative, and the process for overseeing a project from initiation to project closeout (pg 2-9 to 2-59)\n• Acquisition and installation of building systems (pg 5-53 to 5-54)\n• Managing, monitoring and evaluating building system performance (pg 5-53 to 5-66)\n• Maintaining systems and equipment (pg 5-117 to 5-135)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to plan for and oversee the acquisition, installation, operation, maintenance, upgrade, and disposition of components supporting facility management technologies.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material addresses the ability to plan for and oversee the acquisition, installation, operation, maintenance, upgrade, and disposition of components supporting facility management technologies.\n\nRequest clarification and course content relevant to this specific performance criteria.  ","The training material addresses the acquisition or procurement process (2-121 and 134 [TCO and LCCA analysis] and 4-151ff [the procurement process]), maintenance (5-53ff), and disposition of facility technology (1-79 [waste measurement], 5-48 [waste hierarchy]).","Referenced material from:\nModule 1. Competencies for Facility Professional \nModule 2. Asset Management\nModule 3. Risk Management\nModule 4. Business Management\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"3.1.6. Demonstrate ability to recommend and communicate policies and establish practices and procedures for facility management technologies.",null,"FM",null,null,"Learning Objectives - Mod 1, Section 3:\n• State the facility manager’s role in communication.\nLearning Objectives - Mod 2, Section 3:\n• Explain the role of policies and procedures in strategic management.\n","The course materials cover:\n• Communication skills and process  (pg 1-36 to 1-49)\n• Communicating policies and procedures (pg 1-49)\n• The role of policies, procedures and standards (pg 2-93 to 2-95)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address ability to recommend and communicate policies and establish practices and procedures for facility management technologies and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that knowledge of how to communicate policies and procedures, and knowledge of policies, procedure and standard, addresses facility management technology related policies specifically.  \n\nRequest clarification and course content relevant to this specific performance criteria.  ","The section on “Compliance and Standards” (3-13 to 22) discusses the challenges of ensuring compliance with laws and standards and strategies for achieving compliance and risk reduction through, for example, SOPs.","Referenced material from:\nModule 3. Risk Management\n","Yes"]
[null,null,null,"3.1.7. Demonstrate ability to develop and implement training programs for facilities staff and ancillary resources.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 3:\n• Summarize the challenge of implementing change in organizations.\nLearning Objectives - Mod 4, Section 2:\n• Provide examples of opportunities for collaboration between FM and human resources.\n• Explain the role of feedback, coaching, and mentoring in employee development.\n• Describe tactics to support diverse workplaces.","The course materials cover:\n• Managing facility change (pg 2-97 to 2-106)\n• FM and HR, and employee and staff development (pg 4-21 to 4-23)\n• Orientation and onboarding, employee development (pg 4-26 to 4-28)\n• Performance management (pg 4-30 to 4-37)\n• Training (pg 5-134 to 5-135)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address ability to develop and implement training programs for facilities staff and ancillary resources and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material addresses training programs related to facility management technologies.   \n\nRequest clarification and course content relevant to this specific performance criteria.  "]
[null,null,null,"3.1.8. Demonstrate ability to monitor performance of facility management technologies and make appropriate recommendations when modifications are needed.",null,"FM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Managing, monitoring and evaluating building system performance (pg 5-53 to 5-66)\n• Maintaining systems and equipment (pg 5-117 to 5-135)\n• Programming and needs/gap analysis (pg 2-23 to 2-26; 2-76 to 2-80; 2-200 to 2-205) \n• Facility condition assessments (pg 2-118 to 2-121)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not ability to monitor performance of facility management technologies and make appropriate recommendations when modifications are needed and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that managing, monitoring and evaluating building system performance, maintaining systems and equipment, programming and needs/gap analysis, facility condition assessments, addresses ability to monitor performance of facility management technologies and make appropriate recommendations when modifications are needed.\nRequest clarification and course content relevant to this specific performance criteria.  "]
[null,null,null,"3.1.9. Demonstrate knowledge and ability to manage cybersecurity for critical Facility Management technologies and systems.","o Identify critical Facility Management technologies and systems including information, building automation, Facility controls, and communications systems necessary to operate facilities.\no Maintain cybersecurity requirements across the lifecycle of critical systems including procurement specifications for new systems, and upgrade/modification specifications for existing systems.\no Ensure risk assessments related to the unauthorized access, use, disclosure, disruption, or destruction of critical FM technology systems are conducted.\no Work with facilities team to receive, communicate, and respond to cybersecurity alerts affecting Facility systems, sub-systems, sensors, and other components necessary for continuity of operations.\n","FM",null,null,"Learning Objectives - Mod 3, Section 4:\n• Provide examples of security risks.\n• Describe a vulnerability assessment to identify security weaknesses.\n• List document control and security procedures.\n• Describe key issues in communicating critical information regarding security risks and risk mitigation to FM employees.","The course materials cover:\n• Managing cybersecurity risks (pg 3-99 to 3-105)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to manage cybersecurity for critical Facility Management technologies and systems.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course content addresses knowledge and ability to manage cybersecurity for critical Facility Management technologies and systems.  Specifically, is  not clear if the training resource covers the following: \n\no Identify critical Facility Management technologies and systems including information, building automation, Facility controls, and communications systems necessary to operate facilities.\no Maintain cybersecurity requirements across the lifecycle of critical systems including procurement specifications for new systems, and upgrade/modification specifications for existing systems.\no Ensure risk assessments related to the unauthorized access, use, disclosure, disruption, or destruction of critical FM technology systems are conducted.\no Work with facilities team to receive, communicate, and respond to cybersecurity alerts affecting Facility systems, sub-systems, sensors, and other components necessary for continuity of operations.\n\nRequest clarification and course content relevant to this specific performance criteria.  \n\n","See “Managing Cybersecurity Risks” (3-103ff) which describes vulnerabilities of FM technologies to hacking and strategies to control these risks.","Referenced material from:\nModule 3. Risk Management\n","Yes"]
[null,null,"3.2. Building Automation Systems (BAS)\n","3.2.1. Demonstrate knowledge of a Building Automation System (BAS).","o How equipment is entered into BAS                                                                                                           \no Participate in the establishment of control strategies                                                                              \no Monitor and implement overrides when necessary, alarm procedures                                                  \no Monitor, analyze and report trends \no How BAS and MMS inter-relate for operations and accounting systems.","FO","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n","The course materials cover:\n• Overview of building automation system (BAS) or building management system (BMS) (pg 5-63 to 5-64; 5-91; 3-103; 1-149)\n","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of a Building Automation System (BAS) and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that overview of BAS and BMS, addresses the specific requirements of the performance.  Specifically, it is not clear if the training resources covers the following: \n\no How equipment is entered into BAS                                                                                                           \no Participate in the establishment of control strategies                                                                              \no Monitor and implement overrides when necessary, alarm procedures                                                  \no Monitor, analyze and report trends \no How BAS and MMS inter-relate for operations and accounting systems.\n\nRequest clarification and course content relevant to this specific performance criteria.  "]
[null,null,null,"3.2.2. Demonstrate understanding of the bridge between the technical and business aspects of facilities management.",null,"FO",null,null,"Learning Objectives - Mod 1, Section 1:\n• List facility manager roles and responsibilities at strategic, tactical, and operational levels.\n• Understand facility manager competencies, including technical and management skill sets, being both reactive and proactive, balancing tradeoffs, and mixing use of staff, contractors, and consultants.\nLearning objectives - Mod 1, Section 2: \n• Explain the relationship of the ProFM competency threads to the practice of facility management.\nLearning objectives - Mod 5, Section 1: \n• List the common goals for operations and maintenance.","The course materials cover:\n• The role of the facility manager, and required competencies -- including both technical and business aspects (pg 1-1 to 1-23)\n• Cross-functional competencies of an FM (pg 1-27 to 1-33)\n• Utilizing systems thinking (pg 2-96 to 2-97)\n• An understanding of the facility management role for operations and maintenance, and the balance of priorities (pg 5-1 to 5-5)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include understanding of the bridge between the technical and business aspects of facilities management.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"3.2.3. Demonstrate ability to conduct trouble-shooting procedures at the equipment, system and building levels using facility management technologies, where appropriate. ",null,"FO","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Managing, monitoring and evaluating building system performance (pg 5-53 to 5-66)\n• Maintaining systems and equipment (pg 5-117 to 5-135)\n• Programming and needs/gap analysis (pg 2-23 to 2-26; 2-76 to 2-80; 2-200 to 2-205) \n• Facility condition assessments (pg 2-118 to 2-121)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not ability to conduct trouble-shooting procedures at the equipment, system and building levels using facility management technologies, where appropriate and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the skills and material provided with the submission addresses conducting trouble-shooting procedures at the equipment, system and building levels using facility management technologies.  Specifically, it is not clear if the training resources provides with the ability to conduct trouble shooting procedures.\n\nRequest clarification and course content relevant to this specific performance criteria.  "]
[null,null,null,"3.2.4. Demonstrate ability to conduct trouble-shooting of critical systems.","Examples of Critical Systems include: Access control systems, fire alarm and suppression systems, elevator systems, emergency lighting systems, and emergency communication systems.","FO","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Managing, monitoring and evaluating building system performance (pg 5-53 to 5-66)\n• Maintaining systems and equipment (pg 5-117 to 5-135)\n• Programming and needs/gap analysis (pg 2-23 to 2-26; 2-76 to 2-80; 2-200 to 2-205) \n• Facility condition assessments (pg 2-118 to 2-121)\n\nHowever, courseware do not cover specific trouble-shooting procedures for critical systems.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address ability to conduct trouble-shooting of critical systems and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"3.3. Maintenance Management System (MMS)\n\n","3.3.1. Demonstrate knowledge of Computer Assisted Facilities Management (CAFM) AND Computerized Maintenance Management Systems (CMMS).",null,"FO","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 4:\n• List some devices used to assess plant installation and equipment performance.","The course materials cover:\n• Building control systems (pg 5-33 to 5-34)\n• Key building performance metrics and benchmarking (pg 5-59 to 5-63; 5-96 to 5-100; 5-128)\n• Technology and tools targeting increased efficiency (pg 5-63 to 5-66; 5-91 to 5-92)\n• CMMS and CAFM (pg 5-111 to 5-116; 5-185 to 5-186; 5-200 to 5-201)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of Computer Assisted Facilities Management (CAFM) AND Computerized Maintenance Management Systems (CMMS).","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"3.3.2. Demonstrate ability to operate Computerized Maintenance Management Systems (CMMS).","o How equipment is entered into CMMS\no Monitor, analyze, and report trends \no How CMMS inter-relates with BAS for operations and accounting systems   \no Understand how to setup the program and input data on equipment and items to measure\no Establish baselines with standards and priorities and backup requirements\no Establish maintenance schedules\no Setup reports, frequency, levels and user access\no Establish inter‐operability with accounting system\no Establish inventory thresholds/levels and determine maintenance tasks\no Determine user roles (access levels) and identify system administrators\no Establish close‐out procedures\no Process departmental charge‐backs\no Determine costs/pricing structure (labor, materials, overhead, etc.)\no Ensure system maintenance back up data and develop data archiving strategy\no Train users, setup dashboard and identify in-house skills inventory\n","FO","✔"]
[null,"4. Energy Management","4.1 Energy Management","4.1.1. Demonstrate knowledge of distributed generation options and regulatory requirements.  ","Including Combined Heat and Power systems.","EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• Define utility management.\n• Describe the relationship between demand and consumption as it relates to utility management.\n• List energy types.\n• Measure and quantify a facility’s use of energy.\n","The course materials cover:\n• Energy management and different energy types and sources, including renewable options (pg 5-156 to 5-171)\n• Overview of regulated and deregulated energy markets and roles (pg 5-157 to 5-158; online resource center)","Partial. This training resource provides familiarity/general knowledge of distributed generation options.  It received partial credit because it provide knowledge on onsite generation strategies such as solar and biomass.  However, as the performance criteria is intended primarily for energy managers, it does not sufficiently provide information about distributed generation options such as combined heat and power systems and regulatory requirements.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the skills and material provided with the submission addresses knowledge of distributed generation options and regulatory requirements.  Specifically, it is not clear if the training resources provides information about distributed generation options such as combined heat and power systems.\n\nRequest clarification and course content relevant to this specific performance criteria.  ","Mod 5 does not include CHP or regulatory requirements. However, it does discuss other onsite generation strategies (such as solar and biomass) without using the term distributed generation. ","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"4.1.2. Demonstrate knowledge of Renewable Energy Systems – Solar (Thermal and Photovoltaic), Wind, Biomass, Hydropower.",null,"EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• List energy types.\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Renewable energy sources (pg 5-169 to 5-171)\n","Partial.  This training resource received partial credit because it provides knowledge of Renewable Energy Systems for 4 of the 5 topics covered in the performance: Solar power, wind, biomass and hydropower.  The training resource does not include content on the remaining topics: solar (thermal).","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course content addresses knowledge of the specific types of renewable energy systems required.   Specifically, it is not clear if the training resources provides information on the following systems: Solar (Thermal and Photovoltaic), Wind, Biomass, Hydropower. \n\nRequest clarification and course content relevant to this specific performance criteria.","See 5-170 and 171. Thermal solar is not discussed, but solar power, wind, and biomass are.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"4.1.3. Demonstrate knowledge of demand response strategies.","Includes:  \no Thermal energy storage systems.\no Lighting control systems (ex. daylight harvesting)\no HVAC load shedding\no HVAC load shifting  ","EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• Describe the relationship between demand and consumption as it relates to utility management.","The course materials cover:\n• Utility demand and consumption measurements (pg 5-140 to 5-141)\n• Water management strategies and sustainable water practices (pg 5-141 to 5-156)\n• Energy management strategies and managing energy use (pg 5-156 to 5-171)","Partial.  This training resource received partial credit because it provides knowledge of demand response strategies for 1 of the 4 topics covered in the performance: \no Lighting control systems (ex. daylight harvesting)\nThe training resource does not include content on the remaining topics: \no Thermal energy storage systems.\no HVAC load shedding\no HVAC load shifting ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course content addresses knowledge of demand response strategies.  Specifically, it is not clear if the training resources provides information on the following: \no Thermal energy storage systems.\no Lighting control systems (ex. daylight harvesting)\no HVAC load shedding\no HVAC load shifting \n\nRequest clarification and course content relevant to this specific performance criteria.","There is no content on the demand response strategies related to thermal energy storage or load splitting and shifting. However, see Exhibit 5-81 for references to using lighting energy conservation strategies, 5-91 and 92 for lighting system control and occupancy sensors.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"4.1.4. Demonstrate knowledge of Enhanced Automation (EA) - California Energy Commission.","Definition: “the variety of potential strategies to increase the capability of the existing energy or building management systems to control current, and plan for future, building energy costs while maintaining the comfort and productivity of all building occupants.”\n","EM",null,"✔/CDA"]
[null,null,null,"4.1.5. Demonstrate knowledge of Energy Management Systems (EMS) and the ability to participate in energy teams to implement system.","o Determine the extent of energy use and consumption to be managed.\no Identify energy flows, uses, consumption, and opportunities for improvement.\no Participate in site energy assessments to further define opportunities and establish energy baselines.\no Participate in energy team decisions to establish significant energy uses considering energy consumption and opportunities.\no Contribute to implementation of Action Plans. \no Establish and implement operational control and maintenance activities, as they relate to energy performance.\no Contribute to the development and execution of a monitoring and measurement plan for significant energy uses.\no Report the effectiveness of implementation actions and operational control.","EM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\nLearning Objectives - Mod 1, Section 6:\n• Show how team building and partnering are important to enabling collaboration.\n• Describe qualities of high-performing teams and partnerships.\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.","The course materials cover:\n• Technology and tools targeting increased efficiency, including EMS (pg 5-63; 5-161)\n• Participating on successful teams and collaborating with stakeholders (pg 1-120 to 1-135)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of Energy Management Systems (EMS) and the ability to participate in energy teams to implement system.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course content addresses knowledge of Energy Management Systems (EMS) and the ability to participate in energy teams to implement system.  Specifically, it is not clear if the training resources covers the ability to implement system as follow:\no Determine the extent of energy use and consumption to be managed.\no Identify energy flows, uses, consumption, and opportunities for improvement.\no Participate in site energy assessments to further define opportunities and establish energy baselines.\no Participate in energy team decisions to establish significant energy uses considering energy consumption and opportunities.\no Contribute to implementation of Action Plans. \no Establish and implement operational control and maintenance activities, as they relate to energy performance.\no Contribute to the development and execution of a monitoring and measurement plan for significant energy uses.\no Report the effectiveness of implementation actions and operational control.\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"4.1.6. Demonstrate knowledge of re-programming current systems and expanding network of sensors and control devices to optimize HVAC, lighting and other automated systems.",null,"EM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 4:\n• List some devices used to assess plant installation and equipment performance.\n• Describe the sources of facility management maintenance standards.\n• Specify the rationale behind preventive maintenance and condition-based maintenance.\n• Delineate FM’s key performance indicators for maintenance and their intended impact.","The course materials cover:\n• Building systems controls, including sensors (pg 5-33 to 5-34)\n• HVAC Systems and common deficiencies (pg 5-34 to 5-38)\n• Lighting systems (pg 5-40 to 5-41)\n• Key building performance metrics and methodology, technology and tools  (pg 5-59 to 5-66)\n• Maintaining systems and equipment (pg 5-117 to 5-125)\n\nHowever, courseware does not cover specific re-programming procedures by system - it instead provides guidelines for appropriate maintenance checks for building systems.","Partial. This training resource provides familiarity/general knowledge of building systems, HVAC system and lighting systems.  It received partial credit because it provides knowledge of appropriate maintenance checks for building systems.  However, as the performance criteria is intended primarily for energy managers, it does not sufficiently provide information about reprogramming procedures of systems.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"4.1.7. Demonstrate knowledge of how to incorporate occupancy sensors, task lighting, thermostatic set-points with weather forecasting and other demand linked strategies to optimize building performance.",null,"EM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 4:\n• Delineate FM’s key performance indicators for maintenance and their intended impact.","The course materials cover:\n• Occupancy sensors (pg 5-92)\n• Lighting systems and task lighting, and controlling energy costs (pg 3-39 to 3-41; 5-40; 5-91 to 5-92; 5-195 to 5-196; 1-63)\n• Demand-response factors (pg 5-160 to 5-162)\n• Controlling energy costs (pg 5-164 to 5-165; 2-127)\n• Energy program options and strategies (pg 5-165 to 5-169; 1-65 to 1-69; 1-72 to 1-74)\n• Building control systems, including thermostats (pg 5-34)\n• Technology and tools targeting increased efficiency (pg 5-63; 5-161)\n• Ventilation control strategies for weather conditions (pg 5-37 to 5-38)","Partial.  This training resource received partial credit because it provides knowledge of using demand linked strategies to optimize building performance for 2 of the 3 topics covered in the performance: occupancy sensors and task lighting.  The training resource does not include content on the remaining topic:\nthermostatic set-points.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course content addresses knowledge of using demand linked strategies to optimize building performance.\n \nRequest clarification and course content relevant to this specific performance criteria.","See 5-91 and 92 for demand-related use of lighting management systems (e.g., calendar integration) and occupancy sensors (e.g., dynamic occupancy levels).","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"4.1.8. Demonstrate knowledge of energy savings measures for interior lighting systems, advanced lighting systems, and how they contribute to optimizing building performance.    ","o Select proper lighting controls for interior lighting systems\no Identify types of advanced lighting systems \no Identify common applications for advanced lighting systems \no Identify types of LED technologies\no Evaluate the key factors for successful LED retrofits\n","EM",null,null,"Learning Objectives - Mod 1, Section 4:\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\n• Describe the various benefits of a facility sustainability strategy.\nLearning Objectives - Mod 2, Section 4:\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.\nLearning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 5:\n• Identify sustainable practices for utility management.","The course materials cover:\n• Sustainability as a strategy for energy savings (pg 1-56 to 1-59)\n• Sustainable facility lighting case study examples (pg 1-63; 2-17)\n• LCA and LCCA analysis for optimizing building performance (pg 2-130 to 2-143)\n• Lighting systems, lighting management systems, and controlling energy costs (pg 3-39 to 3-41; 5-40; 5-91 to 5-92; 5-195 to 5-196; 1-63)\n• Energy management tactics and controlling energy costs (pg 5-156 to 5-171)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of energy savings measures for interior lighting systems, advanced lighting systems, and how they contribute to optimizing building performance and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course content addresses knowledge of energy savings measures for interior lighting systems, advanced lighting systems, and how they contribute to optimizing building performance.  Specifically, it is not clear if the training resources covers the following:\no Select proper lighting controls for interior lighting systems\no Identify types of advanced lighting systems \no Identify common applications for advanced lighting systems \no Identify types of LED technologies\no Evaluate the key factors for successful LED retrofits\n\nRequest clarification and course content relevant to this specific performance criteria.","See 5-40, 91, 164 and 165 for discussion of lighting types and energy consumption and advanced lighting systems (integration into building controls, sensors).","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,"4.2. Assess Initial Conditions\n","4.2.1. Demonstrate knowledge of how to perform an Energy Savings Assessment.","Energy savings assessments require individuals to understand:\no Role of Energy Audits\no Energy Audit – Types I, II, III\no Utility Bill Analysis","EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• Measure and quantify a facility’s use of energy.\nLearning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Managing energy use and calculating the energy use intensity (EUI) to measure how efficiently the facility is using energy (pg 5-161 to 5-162)\n• Understanding energy billing (pg 5-162 to 5-164)\n• Determining load factor and power factor (pg 5-164 to 5-165)\n• Machine efficiency ratings (pg 5-169)\n• Measuring performance -- facility audit process, metrics, benchmarking (pg 5-53 to 5-63)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of how to perform an Energy Savings Assessment and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course content addresses knowledge of how to perform an Energy Savings Assessment.  It is clear the training resource covers the knowledge of Utility Bills and Analysis, however, it is not clear if the training resources covers the following understanding:\n\no Role of Energy Audits\no Energy Audit – Types I, II, III\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"4.2.2. Demonstrate knowledge of laws, regulations and Executive Orders that pertain to energy management, status of compliance and existing energy management plans.",null,"EM","✔","✔/CDA","Learning Objectives - Mod 3, Section 2:\n• Define FM’s role in supporting compliance.\n• Distinguish among laws (statutes), different types of regulations, standards, policies, and contracts.\nLearning Objectives - Mod 1, Section 4:\n• Provide examples of sustainability rating and performance reporting systems.\nLearning Objectives - Mod 5, Section 5:\n• Identify sustainable practices for utility management.","The course materials cover:\n• Compliance, laws, and standards (pg 3-13 to 3-22)\n• FM role for best practices for utility management (pg 5-140 to 5-141)\n• Energy markets -- regulated and deregulated (pg 5-157; link in online resource center) \n• Energy programs/plans, including the GRI (pg 5-165 to 5-171; 1-64 to 1-69; 1-72 to 1-80)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of laws, regulations and Executive Orders that pertain to energy management, status of compliance and existing energy management plans and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course content addresses knowledge of laws, regulation or executive orders. In your answer to clarification, please, state which laws, regulation does the course material cover, and specifically if it covers executive orders. \n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"4.2.3. Demonstrate knowledge of applicable Codes and Standards.","Examples of Standards include: ISO 50001, ASHRAE/IESNA Std 90.1-2010, ASHRAE 62.1-2010, Model Energy Code, ASHRAE Standard 135-2008, ASHRAE Std 189.1-2009 etc.","EM","✔","CDA","Learning Objectives - Mod 3, Section 2:\n• Define FM’s role in supporting compliance.\n• Distinguish among laws (statutes), different types of regulations, standards, policies, and contracts.","The course materials cover:\n• Common standards and rating systems (pg 3-17 to 3-18; 1-64 to 1-69; 1-72 to 1-80) \n• Compliance management systems, ISO 19600 standard (pg 3-20)\n• Water efficiency standards, codes, and guidelines (pg 5-154 to 5-155)","Partial. This training resource provides familiarity/general knowledge of ASHRAE 62.1, ASHRAE 189.1 and ASHRAE 189.  It received partial credit because the above standards are only references.  However, as the performance criteria is intended primarily for energy managers, it does not sufficiently provide information about applicable codes and standards listed in the performance language. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course content addresses knowledge of the standards referenced in the performance. Specifically, it is not clear if the training resources covers the following standards:\nISO 50001, ASHRAE/IESNA Std 90.1-2010, ASHRAE 62.1-2010, Model Energy Code, ASHRAE Standard 135-2008, ASHRAE Std 189.1-2009 etc\n\nRequest clarification and course content relevant to this specific performance criteria.","Course does not describe detailed requirements of cited standards, but see references to:\n• ASHRAE 62.1 (5-38)\n• ASHRAE 189.1 (Ex. 5-72 (5-155)\n• ASHRAE 189 (Ex. 5-72 (5-155)","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,"4.3. Commissioning and Energy Savings Performance Contracts (ESPC)\n\n","4.3.1. Demonstrate knowledge of all types of Commissioning, the differences between them, and commissioning requirements in laws and executive orders.","Refer to EISA Section 432.\nExamples of types of commissioning: initial commissioning, retro-commissioning, re-commissioning, continuous (on-going) commissioning","EM","✔","CDA","Learning Objectives - Mod 2, Section 5: \n• Describe the commissioning process and the role of the commissioning authority.","The course materials cover:\n• Overview of commissioning process (pg 2-184 to 2-186; 2-199; 2-222 to 2-226; 5-167; 1-10; 2-55; 2-176) \n\nHowever, the courseware does not specifically call out/cover retro-commissioning or re-commissioning. (It does talk about initial commissioning and on-going commissioning).","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include  knowledge of all types of Commissioning, the differences between them, and commissioning requirements in laws and executive orders.  \n\nThis training resource doesn't cover knowledge of Retrocommissioning.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"4.3.2. Demonstrate the ability to oversee and manage a building commissioning process. ","Including requirements for measurement and verification, phasing, and commission agent duties.","EM","✔",null,"Learning Objectives - Mod 2, Section 5: \n• Use the project charter to define the end results, scope, schedule, budget constraints, necessary processes such as commissioning, and the project manager.\n• Describe the commissioning process and the role of the commissioning authority.\n• Plan for initial occupancy, commissioning, and operations and maintenance.","The course materials cover:\n• Overview of commissioning process (pg 2-184 to 2-186; 2-199; 2-222 to 2-226; 5-167; 1-10; 2-55; 2-176) \n• Project management role over FM initiatives (pg 2-9 to 2-59)\n• Managing, monitoring and evaluating building system performance (pg 5-53 to 5-66)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to oversee and manage a building commissioning process.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource provides knowledge of a building commissioning process, including the role and duties of the commissioning agent.  Specifically, it is not clear if the material covers the ability to oversee and manage a building commissioning process to include requirements for measurement and verification. \n\nRequest clarification and course content relevant to this specific performance criteria.","Referring to additional requirement on “measurement and verification, see 2-185, 186, and 222.","Referenced material from:\nModule 2. Asset Management\n","Yes"]
[null,null,null,"4.3.3. Demonstrate knowledge of alternative financing options for energy projects.","Including Energy Savings Performance Contracting (ESPC), Power Purchasing Agreements (PPA), and Utility Energy Savings Contracts (UESC).\nKnowledge includes:\no Measurement and verification \no Energy Savings Companies (ESCO)\no Regulations pertaining to ESPCs\no Utility Financing\no Demand side management\no Savings determination\no Risk Assessment \no Loans, Stocks and Bonds ","EM","✔","✔/CDA","Learning Objectives - Mod 5, Section 5:\n• Describe the relationship between demand and consumption as it relates to utility management.\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management.\nLearning Objectives - Mod 4, Section 4:\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.\n• Understand what is addressed in capital, administrative, operations and maintenance, custodial, utilities, and grounds budgets.","The course materials cover:\n• Financing and budgeting options and methods (pg 4-92 to 4-100; 4-131 to 4-136)\n• Consumption and demand-response incentives (pg 5-140; 5-161 to 5-162; \n• Measuring and auditing use (pg 5-148 to 5-151; 5-161; 5-163 to 5-165)\n• Energy programs (pg 5-166 to 5-168)\n• Utilizing renewable energy sources (pg 5-169 to 5-171)\n• Financial and business risk (pg 4-138 to 4-139)\n\nHowever, courseware does not cover specifics on ESPC, PPA, UESC and ESCO.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of alternative financing options for energy projects and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material covers the following:\no Measurement and verification \no Utility Financing\no Demand side management\no Savings determination\no Risk Assessment \no Loans, Stocks and Bonds \n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,"4.4. Coordinate with Public Utilities\n\n","4.4.1. Demonstrate knowledge of utility service providers for facility (ies).",null,"EM",null,"✔/CDA","Learning Objectives - Mod 1, Section 1:\n• Understand facility manager competencies, including technical and management skill sets, being both reactive and proactive, balancing tradeoffs, and mixing use of staff, contractors, and consultants.\nLearning Objectives - Mod 1, Section 6: \n• Collaborate with external stakeholders, including regulatory authorities.\nLearning Objectives - Mod 5, Section 5:\n• Define utility management.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Key roles in energy market providers (pg 5-158 to 5-159)\n• External stakeholders (pg 1-130)\n• Managing service provider relationships (pg 4-162 to 4-163)","Partial. This training resource provides familiarity/general knowledge of service providers.  However, as the performance criteria is intended primarily for energy managers, it does not sufficiently provide information about utility providers. ","Yes","Yes","Yes","Yes","Yes","No",null,"See “Topic 2: Energy Management” (5-156-165) which deals specifically with electrical power markets and roles.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"4.4.2. Demonstrate knowledge of utility meters – location, reading and data management.",null,"EM","✔","✔/CDA","Learning Objectives - Mod 5, Section 5:\n• Describe the relationship between demand and consumption as it relates to utility management.\n• List and describe the functions of a facility’s water system.\n• List the benefits of water management planning.\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Relationships between utility demand and consumption, and measurements (pg 5-140 to 5-141)\n• Water meters and submetering (pg 5-147 to 5-151)\n• Energy metering and managing energy use (pg 5-161 to 5-165)\n\nHowever, courseware doesn't identify exact location of meters within a facility.","Partial. This training resource provides familiarity/general knowledge of utility meters and reading and data management.  However, as the performance criteria is intended primarily for energy managers, it does not sufficiently provide information about meters location. ","Yes","Yes","Yes","Yes","Yes","No",null,"See 5-140 (benefits of fewer master meters), 5-146 (benefits of using sub-meters to locate use in facility and managing tenant use).","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"4.4.3. Demonstrate knowledge of utility billing, rate structures, and special rate programs and incentives.",null,"EM","✔","✔/CDA","Learning Objectives - Mod 5, Section 5:\n• Describe the relationship between demand and consumption as it relates to utility management.\n• List and describe the functions of a facility’s water system.\n• List the benefits of water management planning.\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management.\nLearning Objectives - Mod 1, Section 4:\n• Provide examples of sustainability rating and performance reporting systems.","The course materials cover:\n• Relationships between utility demand and consumption, and measurements (pg 5-140 to 5-141)\n• Water use billing (pg 5-147 to 5-151)\n• Sustainable water practices and programs (pg 5-154 to 5-156)\n• Energy market key roles/players (pg 5-156 to 5-159)\n• Energy use billing (pg 5-161 to 5-165)\n• Energy programs and practices (pg 5-165 to 5-171; 1-64 to 1-69; 1-72 to 1-80)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of utility billing, rate structures, and special rate programs and incentives and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource provides knowledge of special rate programs and incentives\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"4.4.4. Demonstrate the ability to work with Facilities team to negotiate rates and discounts. ",null,"EM",null,"✔/CDA","Learning Objectives - Mod 1, Section 6:\n• Show how team building and partnering are important to enabling collaboration.\n• Describe qualities of high-performing teams and partnerships.\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.\nLearning Objectives - Mod 5, Section 5:\n• List the benefits of water management planning.\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Participating on successful teams and collaborating with stakeholders (pg 1-120 to 1-135)\n• Adding value and negotiating for FM (pg 1-17 to 1-19; 4-85 to 4-86; 4-174 to 4-178)\n• Controlling energy costs and working with different energy programs (pg 5-164 to 5-171; 1-64 to 1-69; 1-72 to 1-80)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address ability to work with Facilities team to negotiate rates and discounts. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource covers the ability to work with Facilities team to negotiate rates and discounts. \n\nRequest clarification and course content relevant to this specific performance criteria.","The performance criteria do not directly imply knowledge of utility rate negotiation processes. These processes may vary among utilities. Knowledge of the negotiation process and utility pricing factors can be applied to this ability."]
[null,null,null,"4.4.5. Demonstrate knowledge of how to work with utility departments to locate lines.",null,"EM",null,"✔/CDA","Learning Objectives - Mod 1, Section 1:\n• Understand facility manager competencies, including technical and management skill sets, being both reactive and proactive, balancing tradeoffs, and mixing use of staff, contractors, and consultants.\nLearning Objectives - Mod 1, Section 6: \n• Collaborate with external stakeholders, including regulatory authorities.\nLearning Objectives - Mod 5, Section 5:\n• Define utility management.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Sustainability teams and working with external stakeholders (pg 1-128 to 1-135)\n• Managing service provider relationships (pg 4-162 to 4-163)\n\nHowever, courseware does not include details on how to locate lines at a facility.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of how to work with utility departments to locate lines and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"4.4.6. Demonstrate knowledge of utility emergency procedures and contacts. ",null,"EM",null,"✔/CDA","Learning Objectives - Mod 3, Section 5:\n• Name the community organizations that emergency response managers should network with.\n• Name the types of emergency management plans a facility manager might need to coordinate.\n","The course materials cover:\n• Emergency management, process and procedures -- including working with utility providers during and after in incident response (pg 3-109 to 3-135)\n","Partial. This training resource provides familiarity/general knowledge of emergency procedure.  However, as the performance criteria is intended primarily for energy managers, it does not sufficiently provide information about utility emergency contact. ","Yes","Yes","Yes","Yes","Yes","No",null,"See 3-115 (reference to documenting contacts in emergency management plan).","Referenced material from:\nModule 3. Risk Management\n","Yes"]
[null,null,"4.5. Planning, Project and Program Management","4.5.1. Demonstrate knowledge and ability to develop an Energy master plan.",null,"EM","✔",null,"Learning Objectives - Mod 2, Section 3:\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 5, Section 5:\n• List the benefits of water management planning.\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Strategic planning and creating a master plan (pg 2-67 to 2-80)\n• Water management planning (pg 5-148 to 5-153)\n• Energy management planning and programs (pg 5-156 to 5-171)","Partial. This training resource provides familiarity/general knowledge of an energy master plan.  However, as the performance criteria is intended primarily for energy managers it does not sufficiently cover the ability to develop an energy master plan.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material covers developing a an energy master plan.   With your clarification please explain if the course material provides knowledge only or the ability as well. \n\nRequest clarification and course content relevant to this specific performance criteria.","Based on the content in this blog posted on an energy management company (DNV GL), the energy master plan development process is generic and reflects the strategic planning process presented in the course:\nhttps://blogs.dnvgl.com/energy/what-is-an-energy-master-plan-and-when-might-i-need-one \n“Ability” to perform is based on knowledge and opportunity to demonstrate. A print course can provide knowledge only in its text; it can provide some ability practice opportunities in practice test items."]
[null,null,null,"4.5.2. Demonstrate knowledge and ability to develop a metering Program.",null,"EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• Describe the relationship between demand and consumption as it relates to utility management.\n• List and describe the functions of a facility’s water system.\n• List the benefits of water management planning.\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Relationships between utility demand and consumption, and measurements (pg 5-140 to 5-141)\n• Water meters and submetering (pg 5-147 to 5-151)\n• Energy metering and managing energy use (pg 5-161 to 5-165)\n• Controlling energy costs and working with different energy programs (pg 5-164 to 5-171; 1-64 to 1-69; 1-72 to 1-80)","Partial. This training resource provides familiarity/general knowledge of metering systems.  However, as the performance criteria is intended primarily for energy managers it does not sufficiently cover the ability to develop a metering Program.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource provides with a general knowledge of metering systems.  Specifically, it is not clear if the training resource covers the ability to develop a metering program. \n\nRequest clarification and course content relevant to this specific performance criteria.","The issue here is with the wording of the performance crieria. Technically, a print-based course can verify only knowledge. Ability can be judged only on the job or in simulations or in some types of judgment-based test items. The knowledge presented can be used to produce the performance."]
[null,null,null,"4.5.3. Demonstrate knowledge and ability to develop energy account database.",null,"EM"]
[null,null,null,"4.5.4. Demonstrate knowledge and ability to provide planning support for energy budget.",null,"EM",null,null,"Learning Objectives - Mod 1, Section 6:\n• Show how team building and partnering are important to enabling collaboration.\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.\nLearning Objectives - Mod 5, Section 2:\n• Work with the facility management team to assess facility needs.\nLearning Objectives - Mod 4, Section 4:\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.\n• Understand what is addressed in capital, administrative, operations and maintenance, custodial, utilities, and grounds budgets.\n","The course materials cover:\n• Team building and partnering with staff, contractors and/or consultants (pg 1-120 to 1-128)\n• Collaborating with internal and external stakeholders (pg 1-128 to 1-135)\n• Assembling and organizing teams (pg 2-41 to 2-43)\n• Financing and budgeting options and methods (pg 4-92 to 4-100; 4-131 to 4-136)\n\n","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to provide planning support for energy budget and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource provides with a general knowledge of budgeting.  However it is not clear if the training resource covers the ability to provide planning support for an energy budget, specifically.\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"4.5.5. Demonstrate knowledge and ability to identify and develop low-cost and no-cost energy efficiency opportunities.",null,"EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• Identify sustainable practices for utility management.\n","The course materials cover:\n• Sustainable water practices and low-/no-cost solutions (pg 5-153 to 5-156)\n• Controlling energy costs and increasing efficiencies, examples to implement (pg 5-164 to 5-171)","Partial. This training resource provides familiarity/general knowledge of low/no cost energy efficiency solutions.  However, as the performance criteria is intended primarily for energy managers it does not sufficiently cover the ability to identify and develop low/no cost solutions for energy efficiency.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource provides with a general knowledge of low/no cost energy efficiency solutions.  Specifically, it is not clear if the training resource covers the ability to identify and develop low/no cost solutions for energy efficiency.\n\nRequest clarification and course content relevant to this specific performance criteria.","This is the same knowledge v. ability issue as in performance criteria 4.5.1. ","Referenced material from:\nModule 4. Business Management\n","Yes"]
[null,null,null,"4.5.6. Demonstrate knowledge and ability to provide operational support to energy management control systems.",null,"EM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 4:\n• List some devices used to assess plant installation and equipment performance.\nLearning Objectices - Mod 5, Section 5:\n• Measure and quantify a facility’s use of energy.","The course materials cover:\n• Building control systems (pg 5-33 to 5-34)\n• Overview of HVAC system and components, advantages and disadvantages (pg 5-34 to 5-38)\n• Technology and tools targeting increased efficiency (pg 5-63 to 5-66; 5-91 to 5-92)\n• CMMS and CAFM (pg 5-111 to 5-116; 5-185 to 5-186; 5-200 to 5-201)\n• Utility management, systems, and energy management tactics (pg 5-159 to 5-171)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to provide operational support to energy management control systems.","Yes","Yes","Yes","Yes","Yes","No","It is not clear that the course material, covers knowledge and ability to provide operational support to energy management control systems, as it is defined below.   With your clarification please explain if the course material provides knowledge only or the ability as well. \nRequest clarification and course content relevant to this specific performance criteria.\nEnergy Management Control System (EMCS) - A computer/processor based hardware and software system with sensors, control devices, and all the necessary components that perform some or all of the following functions: measures conditions related to the use of various forms of energy by HVAC systems; controls these conditions at selected set-points; monitors and/or controls the energy use; provides status reports on the HVAC system's performances; provides information for the management of a building's environment, and/or its energy efficiency, and/or HVAC system maintenance.   Source - ASHRAE\n\nRequest clarification and course content relevant to this specific performance criteria.","Course content cited includes overview of the roles of building control systems and system/component selection and design on achieving energy management goals. “Ability” to perform is based on knowledge and opportunity to demonstrate. A print course can provide knowledge only in its text; it can provide some ability practice opportunities in practice test items."]
[null,null,null,"4.5.7. Demonstrate knowledge and ability to develop/assist in project identification and justification.",null,"EM","✔",null,"Learning Objectives - Mod 2, Section 2:\n• Define projects, project management, and scope creep.\n• Explain the need for and contents of a good project charter and up-front needs analysis.\nLearning Objectives - Mod 2, Section 4:\n• Define terms relating to FM’s role in capital planning.\n• Describe the process FM follows to align with the organization’s strategic plan.","The course materials cover:\n• Project selection and analysis (pg 2-23 to 2-40)\n• Planning strategies, including analysis (pg 2-71 to 2-80) \n• Creating a business case (pg 2-80 to 2-83; 2-155 to 2-158)\n• Capital planning (pg 2-113 to 2-167)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to develop/assist in project identification and justification.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"4.5.8. Demonstrate knowledge and ability to develop UESC and ESPC projects. ",null,"EM",null,"✔/CDA","Learning Objectives - Mod 2, Section 2:\n• Express why and when to use project management for FM initiatives.\n• Understand the roles of the project manager, team members, and stakeholders.\nLearning Objectives - Mod 4, Section 6:\n• Describe a facility manager’s responsibilities while managing a contract.\n• Walk through the major steps in a contract initiation process.","The course materials cover:\n• Project management process (pg 2-9 to 2-59)\n• Contract management (pg 4-169 to 4-184)\n\nThe courseware covers best practices and procedures for managing FM projects and contract development with outside providers. However, it does not specifically call out how to develop a UESC or ESPC project.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to develop UESC and ESPC projects and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"4.5.9. Demonstrate knowledge and ability to monitor facility energy projects.",null,"EM","✔",null,"Learning Objectives - Mod 2, Section 2:\n• Express why and when to use project management for FM initiatives.\n• Understand the roles of the project manager, team members, and stakeholders.\nLearning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 5:\n• Identify sustainable practices for utility management.","The course materials cover:\n• Project management role over FM initiatives (pg 2-9 to 2-59)\n• Managing, monitoring and evaluating building system performance (pg 5-53 to 5-66)\n• Energy programs/plans, including the GRI (pg 5-165 to 5-171; 1-64 to 1-69; 1-72 to 1-80)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to monitor facility energy projects.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"4.5.10. Demonstrate knowledge and ability to provide peak load management.",null,"EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• Describe the relationship between demand and consumption as it relates to utility management.\n• List energy types.\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Understanding of key energy terms, relationship between demand and consumption, including peak load (pg 5-140; 5-159; 5-167; )\n• Metering and managing energy use (pg 5-160 to 5-162)\n• Load factor and power factor (pg 5-164 to 5-165)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to provide peak load management.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"4.5.11. Demonstrate knowledge and ability to manage an energy awareness program and establish/support an awards program recognizing energy efficiency efforts. ",null,"EM",null,null,"Learning Objectives - Mod 1, Section 1:\n• Describe how the FM function adds value by improving productivity, marketing the organization’s brand, and promoting sustainability.\nLearning Objectives - Mod 4, Section 2:\n• Provide examples of the ways rewards can be used flexibly to motivate behavior.\nLearning Objectives - Mod 4, Section 3:\n• Identify, understand, and influence an organization’s culture.\nLearning Objectives - Mod 5, Section 5:\n• Identify sustainable practices for utility management.","The course materials cover:\n• Marketing the FM function and its initiatives to increase awareness (pg 1-19; 1-47 to 1-49; 5-148; 5-153)\n• Motivation and rewards (pg 4-40 to 4-41)\n• Creating an FM culture (pg 4-69 to 4-74)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to manage an energy awareness program and establish/support an awards program recognizing energy efficiency efforts and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the course material provides with a general knowledge of awareness programs and incentives.  Specifically, it is not clear if the training resource covers the ability to manage an energy awareness program and establish/support an awards program recognizing energy efficiency efforts.\nRequest clarification and course content relevant to this specific performance criteria.","The requirements for creating effective rewards programs apply to all facility programs, including energy consumption."]
[null,null,null,"4.5.12. Demonstrate knowledge and ability to develop and distribute energy articles, newsletters, notices, posters and signs.",null,"EM",null,null,"Learning Objectives - Mod 1, Section 2:\n• Describe the difference between formal and informal communication.\n• State the facility manager’s role in communication.\n","The course materials cover:\n• Strategies for effective communication, examples of communication methods (pg 1-40 to 1-49)\n","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to develop and distribute energy articles, newsletters, notices, posters and signs and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material provides knowledge and ability to develop and distribute energy articles, newsletters, notices, posters and signs.  With your clarification please explain how detailed the course material covers energy specific written communication.\n\nRequest clarification and course content relevant to this specific performance criteria.","The course does not use communication of an energy program as an example, but content on communication (1-44ff) and managing change (2-100ff) can be applied to these activities.","Referenced material from:\nModule 1. Competencies for Facility Professional \nModule 2. Asset Management\n","Yes"]
[null,null,null,"4.5.13. Demonstrate knowledge and ability to coordinate Energy Awareness Week/Month. ",null,"EM",null,null,"Learning Objectives - Mod 1, Section 1:\n• Describe how the FM function adds value by improving productivity, marketing the organization’s brand, and promoting sustainability.\nLearning Objectives - Mod 1, Section 2:\n• Describe the difference between formal and informal communication.\n• State the facility manager’s role in communication.\nLearning Objectives - Mod 4, Section 3:\n• Identify, understand, and influence an organization’s culture.\n","The course materials cover:\n• Strategies for effective communication, examples of communication methods (pg 1-40 to 1-49)\n• Marketing the FM function and its initiatives to increase awareness (pg 1-19; 1-47 to 1-49; 5-148; 5-153)\n• Creating an FM culture (pg 4-69 to 4-74)\n","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to coordinate Energy Awareness Week/Month and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear that the course material provides with knowledge and ability to coordinate Energy Awareness Week/Month.  With your clarification please explain please explain how detailed the course material covers energy specific communication.\n\nRequest clarification and course content relevant to this specific performance criteria.","The course does not address energy-specific communication, but content on communication, strategic planning, and change management relate indirectly to this activity."]
[null,null,null,"4.5.14. Demonstrate the ability to calculate and respond appropriately to established energy metrics such as Power Utilization Efficiency (PUE).","Knowledge and skills required include:\no Where and how to take measurements\no How to interpret the data\no How to explain the results to people in operations and upper management\no How to develop an improvement strategy","EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• Measure and quantify a facility’s use of energy.\n","The course materials cover:\n• Utility demand and consumption measurements (pg 5-140) \n• Electricity measurement units (pg 5-159)\n• Natural gas measurement units (pg 5-160)\n• Energy use intensity (EUI) measurement calculation (pg 5-161)\n\nHowever, courseware does not show how to calculate PUE - there is only a brief mention of this metric/term.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address ability to calculate and respond appropriately to established energy metrics such as Power Utilization Efficiency (PUE) and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No"]
[null,"5. Safety","5.1. Infrastructure","5.1.1. Demonstrate knowledge of control systems for: mold, asbestos, Histoplasmosis, PCB in transformers.",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Provide examples of measures that can be taken to improve facility IEQ.\n• Describe how asbestos is managed as a facility health hazard.\n• Describe the effects of workplace hazards (e.g., contaminated water, poor lighting, excessive noise and vibration, poor ergonomics, stress).","The course materials cover:\n• Environmental health and safety (EHS) management, including mitigation tactics (pg 3-25 to 3-80)\n• Asbestos management (pg 3-33; 3-52 to 3-56)\n• Mold management (pg 3-59 to 3-61)\n• Biological and chemical contaminants (pg 3-33)\n\nAlthough different biological and chemical contaminants are covered, histoplasmosis and PCB in transformers are not specifically called out in the courseware materials.\n","Partial. This training resource received partial credit because it provides knowledge of control systems for hazardous materials for 2 of the 4 topics covered in the performance: mold and asbestos.  The training resource does not include content on the remaining topics: histoplasmosis and PCB in transformers.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.1.2. Demonstrate knowledge of proper water treatment to prevent Legionnaire’s Disease.",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe the components of indoor environmental quality (IEQ).\n• List possible effects of poor indoor air quality.\n• Provide examples of measures that can be taken to improve facility IEQ.\n","The course materials cover:\n• Building-related illness (pg 3-30 to 3-31)\n• Contaminated water (pg 3-56 to 3-57)\n• Legionellosis (pg 3-57 to 3-59)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of proper water treatment to prevent Legionnaire’s Disease.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource provides knowledge of Legionnaire's Disease.  However, it is not clear if it covers knowledge of proper water treatment to prevent the disease.  \n\nRequest clarification and course content relevant to this specific performance criteria.","See 3-58 for list of O&M tactics to control risks from legionella, including inspections for contributing conditions, sealing systems to prevent entry of foreign material, and proper water temperature maintenance.","Referenced material from:\nModule 3. Risk Management\n","Yes"]
[null,null,null,"5.1.3. Demonstrate knowledge of ventilation systems and prevention of contaminant introduction and cross contamination.",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe the components of indoor environmental quality (IEQ).\n• List possible effects of poor indoor air quality.\n• Provide examples of measures that can be taken to improve facility IEQ.\nLearning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• Manage building systems and monitor and assess how they are performing.\n","The course materials cover:\n• Environmental health and safety (EHS) management, including mitigation tactics (pg 3-25 to 3-80)\n• Building control systems, including HVAC (pg 5-33 to 5-40)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of ventilation systems and prevention of contaminant introduction and cross contamination.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource provides knowledge of indoor environmental quality.  However, it is not clear if it provides knowledge of ventilation systems and prevention of contaminant introduction and cross contamination. \n\nRequest clarification and course content relevant to this specific performance criteria.","See “Airflow” (3-32), Exhibit 3-6 (3-34ff, identifying sources of contamination), Exhibit 3-7 (3-36 and O&M strategies), policies on occupant behaviors (3-38) and minimizing effects of pest control measures (3-37), controlling effects of construction/remodeling projects (3-37).","Referenced material from:\nModule 3. Risk Management\n","Yes"]
[null,null,null,"5.1.4. Demonstrate knowledge of fire prevention systems in hazardous locations/operations, food preparation areas, and electrical transformers, as well as unique design or antiquated fire alarm and suppression systems.",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s role in managing the risk of fire.\n• Describe fire mitigation tools (e.g., proper design and construction, fire detection and suppression systems).\n• Describe the planning process to prepare for and mitigate the effects of a facility fire.","The course materials cover:\n• Hazardous material management (pg 3-47 to 3-51)\n• Hazards from fire in the facility, including risk management and prevention strategies -- detection and suppression systems (pg 3-72 to 3-80)\n• Mitigating electrical injuries/shocks (pg 3-67 to 3-70)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of fire prevention systems in hazardous locations/operations, food preparation areas, and electrical transformers, as well as unique design or antiquated fire alarm and suppression systems and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No",null," An article on FMLink defined fire prevention as the following:\n\"Fire prevention relies on people knowing about fire and the effects of fire. Through educational programs, fires and extinguishing methods are identified and discussed. In addition, building occupants are taught to identify and correct fire hazards, plan building and office evacuation routes, choose and use fire extinguishers, and inspect for fire. A manager is responsible for the continuous and repeated education necessary to develop fire prevention habits among building occupants.\"\nThe course addresses fire awareness and risk management (3-75), designing spaces to mitigate effects of fires (3-74ff), and fire suppression systems for different types of environments. It includes handheld fire extinguishers and risers.","Referenced material from:\nModule 3. Risk Management\n","Yes"]
[null,null,null,"5.1.5. Demonstrate the ability to manage compliance with NFPA 70E 2018 for determining incident energy and marking the electrical components for the hazard distance and proper arc rated protective equipment.",null,"FM/FO",null,"✔/CDA","Learning Objectives - Mod 3, Section 2:\n• Define FM’s role in supporting compliance.\nLearning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe the components of a hazardous materials management plan.\nLearning Objectives - Mod 3, Section 5:\n• Describe how to develop an overall emergency management plan.\n• Name the types of emergency management plans a facility manager might need to coordinate.","The course materials cover:\n• Mitigating electrical injuries, arc flash guidelines (pg 3-69)\n• Electrical system components and deficiencies to look for in components, as well as recommended maintenance schedules (pg 5-39 to 5-40; link to NFPA NEC codes provided in online resource center)\n• NFPA 70B (pg 5-40; link to NFPA maintenance practice provided in online resource center)\n• NFPA 70E (link to NFPA maintenance practice provided in online resource center)\n• Implementing policies, procedures, and PPE to avoid injury (pg 3-44; 3-49 to 3-51; 3-60; 3-62 to 3-66; 3-69 to 3-71; 3-118; 3-124 to 3-125; 3-131)\n• HAZMAT emergency response plan details, including requirements of listing safe distances (pg 3-50)\n• FM's role in compliance (pg 3-13 to 3-22)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include the ability to manage compliance with NFPA 70E 2018 for determining incident energy and marking the electrical components for the hazard distance and proper arc rated protective equipment.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.1.6. Demonstrate the ability to ensure that all building confined spaces are evaluated and marked.",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).","The course materials cover:\n• Creating a culture of safety (3-62 to 3-64)\n• Definition of confined spaces and recommended specifications for managing them (pg 3-65 to 3-66; 3-70)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include the ability to ensure that all building confined spaces are evaluated and marked.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.1.7. Demonstrate the ability to manage Compliance with elevator inspection requirements.",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 2:\n• Define FM’s role in supporting compliance.\nLearning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Work with the facility management team to assess facility needs.\n• Demonstrate an understanding of building systems and components.","The course materials cover:\n• Conveying systems and expectations of inspections and codes/standards (pg 5-41 to 5-42)\n• Role of FM on projects, including managing inspections (pg 2-180 to 2-182)\n• Understanding the compliance environment, and expectations of FM in compliance (pg 3-20 to 3-22; 3-66; 3-131)\n• Property condition assessments and inspections (pg 4-195 to 4-197)\n• Managing the facilities audit process, including inspections (pg 5-55 to 5-58)\n• Preventive maintenance, including inspection process (pg 5-117 to 5-121)\n• Quality management and control process in FM (pg 1-109 to 1-113; 5-89 to 5-90)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include the ability to manage Compliance with elevator inspection requirements.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.1.8. Demonstrate knowledge of proper storage and disposal of hazardous, toxic, and biologic materials.",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe the components of a hazardous materials management plan.","The course materials cover:\n• Hazardous materials management (pg 3-47 to 3-61)\n• HAZMAT planning, including storage (pg 3-48 to 3-50)\n• Hazardous waste disposal (pg 3-51 to 3-52; 3-54; 3-61)","Partial.  This training resource received partial credit because it provides knowledge of  proper storage for 1 of the 3 topics covered in the performance: \no Hazardous material. \n\nThe training resource does not include content on the remaining topics: \no Toxic  \no Biologic materials","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource provides knowledge of proper storage and disposal for hazardous material.  However, it is not clear if the training resources addresses the knowledge of proper storage for toxic and biologic materials.\n\nRequest clarification and course content relevant to this specific performance criteria.","See “Labeling and Storage” and HAZMAT Mitigation Tactics” (3-50).","Referenced material from:\nModule 3. Risk Management\n","Yes"]
[null,null,"5.2. Contractor Program Oversight","5.2.1. Demonstrate knowledge and ability to protect occupants with signs, barriers, and fencing and allow no renovation of occupied space. ",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\nLearning Objectives - Mod 3, Section 4:\n• List document control and security procedures.\n","The course materials cover:\n• Protect occupants with use of signage, barriers, fencing, roped-off areas (pg 3-64 to 3-66; 3-69 to 3-70 to 3-71)\n• Safety features for confined spaces (pg 3-65 to 3-66)\n• Exit and escape routes clearly visible and marked (pg 3-74)\n• Use of natural and structural deterrents, physical protection prevention tactics (pg 3-90 to 3-91; 3-96)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to protect occupants with signs, barriers, and fencing and allow no renovation of occupied space. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.2.2. Demonstrate knowledge of permit system for hot welding work and for confined space work. ",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).","The course materials cover:\n• Managing liability with permit-to-work system (pg 3-64)\n• Regulations for working in confined spaces (pg 3-65 to 3-66)\n\nHowever, courseware does not cover specific information on permits for hot welding.","Partial.  This training resource received partial credit because it provides knowledge of knowledge of permit system for 1 of the 2 topics covered in the performance: permits for confined space.  The training resource does not include content on the remaining topics: permits for hot welding.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.2.3. Demonstrate knowledge of fall protection of people and tools/materials for contractor and occupants. ",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).","The course materials cover:\n• Mitigation tactics for slips and falls (pg 3-64 to 3-65; 3-70 to 3-71)\n• Circulation analysis during facility design, to mitigate and avoid issues with slips and falls (pg 2-205; 2-208 to 2-210; 2-212)\n• Mitigation tactics for equipment hazards (pg 3-66 to 3-67)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of fall protection of people and tools/materials for contractor and occupants. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.2.4. Demonstrate knowledge of protection of electrical hazards to employees and to building infrastructure, including arc rated clothing, lock out/tag out program. ",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe the effects of workplace hazards (e.g., contaminated water, poor lighting, excessive noise and vibration, poor ergonomics, stress).","The course materials cover:\n• Electrical hazards and mitigating electrical injuries (pg 3-67 to 3-70)\n• Lockout/tagout (pg 3-69; 2-29)\n• HAZMAT planning and issuing personal protective equipment (PPE) and clothing rated to the appropriate voltage level (pg 3-48 to 3-51; 3-62; 3-69 to 3-70)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of protection of electrical hazards to employees and to building infrastructure, including arc rated clothing, lock out/tag out program. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.2.5. Demonstrate knowledge of compliant protective equipment for contract and sub contract workers. ",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 2:\n• Define FM’s role in supporting compliance.\nLearning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).","The course materials cover:\n• FM's responsibility for communicating compliance, policies, procedures for work to staff and contractors (pg 3-14 to 3-15)\n• Managing EHS risks with equipment, including creating control tools (pg 3-26 to 3-28)\n• Protective equipment tactics for staff/contractor safety (pg 3-42 to 3-44; 3-50; 3-62; 3-66 to 3-67; 3-69 to 3-71; 3-75; 3-124; 3-131)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of compliant protective equipment for contract and sub contract workers. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.2.6. Demonstrate knowledge of adequate fall protection working from ladders/heights. ",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).","The course materials cover:\n• Equipment hazards and mitigation tactics for slips and falls (pg 3-64 to 3-67; 3-70 to 3-71)\n• Working from height and implementing fall protection (pg 3-70)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of adequate fall protection working from ladders/heights. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.2.7. Demonstrate knowledge of, and ability to manage compliance with OSHA 1910 and 1926 standards and Army Corps of Engineers construction safety manual EM 385-1-1.",null,"FM/FO"]
[null,null,"5.3. Occupant Interface","5.3.1. Demonstrate ability to ensure tenant renovations have adequate design, does not interfere with other tenants, local code compliance, high quality of work.",null,"FM/FO",null,null,"Learning Objectives - Mod 2, Section 2:\n• Express why and when to use project management for FM initiatives.\n• List the processes that make up a project’s life cycle and the areas needing plans.\nLearning Objectives - Mod 2, Section 5:\n• Understand the facility manager’s role in project governance, which may include being part of the project’s governance and/or experts committees.\n• Use the project charter to define the end results, scope, schedule, budget constraints, necessary processes such as commissioning, and the project manager. \n• Use the design concept and schematic design phases to ensure that facility management priorities are included early.\n• Understand the facility manager’s role in permitting, preconstruction and construction meetings, interior design, and other project execution elements.","The course materials cover:\n• Project management for renovation projects -- including aspects of planning, design permitting, performing validating quality checks (pg 2-22 to 2-59; 2-172 to 2-229) \n\nAlthough courseware does not specifically call out process for tenant renovations, the tasks performed are adequately covered under project management (Module 2, Section 2) and construction (Module 2, Section 5) as noted above.","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to ensure tenant renovations have adequate design, does not interfere with other tenants, local code compliance, high quality of work.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.3.2. Demonstrate knowledge of and ability to manage prohibition of fire hazards.",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s role in managing the risk of fire.\n• Describe fire mitigation tools (e.g., proper design and construction, fire detection and suppression systems).\n• Describe the planning process to prepare for and mitigate the effects of a facility fire.","The course materials cover:\n• Hazards from fire in the facility (pg 3-72 to 3-80)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of and ability to manage prohibition of fire hazards.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.3.3. Demonstrate knowledge of and ability to manage adequate ventilation of work spaces, adequate exhaust and makeup air, no short circuit designs.",null,"FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe the components of indoor environmental quality (IEQ).\n• Define indoor air quality (IAQ).\n• List possible effects of poor indoor air quality.\n• Provide examples of measures that can be taken to improve facility IEQ.\nLearning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• Manage building systems and monitor and assess how they are performing.","The course materials cover:\n• Managing IAQ, airflow (pg 3-28 to 3-39; 3-50)\n• Overview of HVAC systems (pg 5-34 to 5-38)","Partial. This training resource provides familiarity/general knowledge of managing IAQ.  It received partial credit because it covers principles of adequate ventilation.  However, as the performance criteria is intended primarily for facility managers and building operators, it does not sufficiently cover the knowledge and ability to manage adequate ventilation of work spaces, adequate exhaust and makeup air, no short circuit designs.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resources provide general knowledge of managing IAQ.  However, it is not clear if it covers the ability to manage ventilation in work space including exhaust and makeup air.  \n\n\nRequest clarification and course content relevant to this specific performance criteria.","See “Airflow” (3-32) for discussion of principles of adequate ventilation (air speed, air pressure, exhaust and supply) of work spaces. ","Referenced material from:\nModule 3. Risk Management\n","Yes"]
[null,null,null,"5.3.4. Demonstrate knowledge of and ability to manage the documentation of occupant safety and health complaints and their resolution.",null,"FM/FO",null,null,"Learning Objectives - Mod 5, Section 3:\n• Describe the facility manager’s role in regard to occupant services.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.\n• Identify methods used to record work or service requests.","The course materials cover:\n• Soliciting occupant surveys (pg 5-72 to 5-74)\n• Gathering customer feedback (pg 5-113 to 5-114; 1-14; 1-23; 4-28; 4-163)\n• Workflow process for receiving and documenting work order/feedback from occupants (pg 5-106 to 5-108)\n• Work order/maintenance logs (pg 5-110)\n• Utilizing CMMS and CAFM to manage and track work requests and feedback (pg 5-111 to 5-113) \n• Continuous improvement process (pg 1-92 to 1-94) ","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of and ability to manage the documentation of occupant safety and health complaints and their resolution.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"5.3.5. Demonstrate knowledge of and ability to create, manage, and conduct fire and life safety and HAZMAT plans.","Requirements include:\no Creation of fire and life safety plans\no Fire, HAZMAT and life safety drills\no Creation and posting of evacuation routes \no Creation of a personnel accountability system\no Inspection of all components of the fire and life safety systems (ex. exit lights, fire extinguishers, fire suppression systems, incident announcement systems, etc.).\no Manage prohibition of non UL-rate unsafe electrical equipment.","FM/FO",null,null,"Learning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Describe the components of a hazardous materials management plan.\n• Describe FM’s role in managing the risk of fire.\n• Describe fire mitigation tools (e.g., proper design and construction, fire detection and suppression systems).\n• Describe the planning process to prepare for and mitigate the effects of a facility fire.\nLearning Objectives - Mod 3, Section 5:\n• Describe how to develop an overall emergency management plan.\n• Name the types of emergency management plans a facility manager might need to coordinate.\n• Enumerate key tasks for FM staff during evacuations and shelter-in-place\nactions.","The course materials cover:\n• Managing EHS risks, including creating control tools, and preparedness (pg 3-26 to 3-28)\n• HAZMAT planning and emergency response plan (pg 3-47 to 3-51)\n• Creating culture of safety, safety programs (pg 3-62)\n• Fire risk management strategies, including emergency management systems (pg 3-74 to 3-76)\n• Inspecting first and life safety systems (pg 3-74 to 3-80)\n• Emergency management process and model, steps to create a plan (pg 3-110 to 3-113)\n• Emergency management plans, different types (pg 3-114 to 3-118)\n• Business continuity plans (pg 3-118 to 3-124)\n• Conducting drills and training (pg 3-75; 3-97; 3-112 to 3-113; 3-124)\n","Partial.  This training resource received partial credit because it provides knowledge of create, manage, and conduct fire and life safety and HAZMAT plans for 5 of the 6 topics covered in the performance: \no Creation of fire and life safety plans\no Fire, HAZMAT and life safety drills\no Creation and posting of evacuation routes \no Creation of a personnel accountability system\no Inspection of all components of the fire and life safety systems (ex. exit lights, fire extinguishers, fire suppression systems, incident announcement systems, etc.).\nThe training resource does not include content on the remaining topic: \no Manage prohibition of non UL-rate unsafe electrical equipment.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear the training resource covers the following topic listed in the performance additional comments such as:\no Creation and posting of evacuation routes \no Creation of a personnel accountability system\no Manage prohibition of non UL-rate unsafe electrical equipment.\n\nRequest clarification and course content relevant to this specific performance criteria.","Requirements for and design of evacuation routes are discussed on 3-74; “Evacuation and Training” (3-124) discusses communicating and drilling facility evacuation plans.\n“Emergency Management” in Human Capital section (4-23) and “Evacuation Procedures (3-127) discusses the joint HR/FM responsibility in occupant rosters in case of emergencies.\nProhibition of non UL-rate unsafe electrical equipment is not covered.","Referenced material from:\nModule 3. Risk Management\nModule 4. Business Management","Yes"]
[null,"6. Design","6.1. Planning","6.1.1. Demonstrate knowledge and ability to conduct a needs assessment based on customer requests and develop appropriate project requirements. ",null,"FM","✔","✔/CDA","Learning Objectives - Mod 2, Section 2:\n• Explain the need for and contents of a good project charter and up-front needs analysis.\nLearning Objectives - Mod 2, Section 3:\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.","The course materials cover:\n• Conducting needs analysis/programming (pg 1-21; 2-23 to 2-27; 2-67 to 2-69; 2-76 to 2-80; 2-200 to 2-206; \n• Project planning and scope based on results of analysis (pg 2-27 to 2-40; 2-48)\n• Capital planning analysis tools -- total cost of ownership, asset life cycle, LCA and LCCA process, feasibility studies (pg 2-121 to 2-143; 2-152)\n• Work management process based on customer requests (pg 5-106 to 5-109)\n","Partial. This training resource provides familiarity/general knowledge of conducting needs analysis assessments.  However, as the performance criteria is intended primarily for facility managers, it does not sufficiently provide information about needs analysis relative to design projects.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource provides knowledge of conduct needs analysis assessment, however, it is not clear if the needs analysis and planning knowledge provided by the training resource is relative to design projects.\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"6.1.2. Demonstrate knowledge and ability to participate on teams which implement the Agency/Department planning process to develop project requirements.","Knowledge required includes: Understanding tools (ex DD form 1391 or Prospectus) and funding thresholds to coordinate development of project requirements, project siting, estimate project costs, justify need, and develop scope. ","FM",null,"✔/CDA","Learning Objectives - Mod 2, Section 2:\n• Understand the roles of the project manager, team members, and stakeholders.\n• Leverage available organizational resources and understand the project’s\nenvironment.\n• Understand how to plan project scope using a work breakdown structure followed by consideration of resource requirements and constraints.\nLearning Objectives - Mod 1, Section 6:\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.","The course materials cover:\n• Project planning and requirements process (pg 2-27 to 2-40)\n• Creating a business case (pg 2-80 to 2-83; 2-155 to 2-158)\n• Determining project scope (pg 2-27 to 2-40; 2-48)\n• Effective communication skills for working with other team members (pg 1-40 to 1-43)\n• Collaboration methods for working with internal team members to achieve organizational goals, innovation, and determine best solutions for the facility (pg 1-117 to 1-137)\n• Team building and partnering to complement technical skills and expertise (pg 1-120 to 1-125; 2-15 to 2-17)","Partial. This training resource provides familiarity/general knowledge of working with a team to develop project requirements.  However, as the performance criteria is intended primarily for facility managers, it does not sufficiently cover tools and funding thresholds relative to design process.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resources provides a general knowledge of working with a team to develop project requirements.  However, it is not clear if it covers the ability and the understanding of tools, and funding threshold. Additionally, within your clarification, please, specify if the knowledge is relative to design process.\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"6.1.3. Demonstrate knowledge and ability to participate in due diligence analysis.","Considerations include:\no Best site selection according to transportation connectivity\no Interrelationships between and impacts of physical, climatic, environmental, economic, political, sustainability, historic preservation, archeological, cultural and social elements\no Interrelationships between Federal, State and local policies – codes, laws and regulations\no Long-range vice short-range development plans                                ","FM",null,null,"Learning Objectives - Mod 2, Section 3:\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• Cite types of analyses or estimates that a single-site facility manager performs in facility planning.\nLearning Objectives - Mod 4, Section 7:\n• Explain the importance of a buy-versus-lease analysis.\n• Describe the expertise required to conduct responsible site selection.\n• List the tasks performed during a property condition assessment.","The course materials cover:\n• Due diligence analysis (pg 2-154)\n• Site selection and acquisition (pg 4-193 to 4-195)\n• Property condition assessments (PCA) (pg 4-195 to 4-197)\n• Real Estate acquisition factors, based on short/long term facility goals (pg 4-189 to 4-213)\n• Environmental demand factors and PESTLE tool (pg 2-74 to 2-80)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to participate in due diligence analysis.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"6.1.4. Demonstrate understanding of the concept of “Deep Energy Retrofits (DER)” and how and when to initiate.  ","Working Concept Definition: An integrated team, Implementing a deep energy retrofit should piggyback efficiency improvements on already planned capital improvements and breaks in occupancy, take advantage of advanced energy modeling and life cycle cost analysis methods to identify situations in building’s life cycle that trigger DER design and analysis, verify savings and continuously improve energy performance.  ","FM"]
[null,null,null,"6.1.5. Demonstrate knowledge of green building certification systems used by the Federal government and industry.","Examples of green building rating systems include: Leadership Energy Environmental Design (LEED), Green Globes, Living Building Challenge, etc.","FM","✔","✔/CDA","Learning Objectives - Mod 1, Section 4:\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\n• Provide examples of sustainability rating and performance reporting systems.\n• Provide examples of sustainability performance metrics.\nLearning Objectives - Mod 5, Section 5:\n• Identify sustainable practices for utility management.","The course materials cover:\n• Green building rating systems (pg 1-64 to 1-69; 5-155; 5-165 to 5-168)\n• Equipment rating systems (pg 1-72 to 1-73)\n• Environmental management systems (pg 1-73)\n• Global Reporting Initiative (GRI) framework (pg 1-75 to 1-78)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of green building certification systems used by the Federal government and industry.\nThis course doesn't cover Living Building Challenge but it covers features of the Three Star, Green Star, and CASBEE systems.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resources provides knowledge of sustainability rating and reporting.  However it is not clear if it provides knowledge of the green building rating systems listed in the performance additional information, such as: Leadership Energy Environmental Design (LEED), Green Globes, Living Building Challenge.\n\nRequest clarification and course content relevant to this specific performance criteria.","Of the green buildings ratings systems mentioned under “Performance Additional Information,” the training content covers LEED (1-65ff, 5-166) and BREEAM/Green Globes (1-66ff). It does not discuss Living Building Challenge, but does describe features of the Three Star, Green Star, and CASBEE systems (1-68 and 69).","Referenced material from:\nModule 1. Competencies for Facility Professional \n","Yes"]
[null,null,null,"6.1.6. Demonstrate knowledge and ability to use Geographic Information Systems (GIS).",null,"FM",null,null,"Learning Objectives - Mod 2, Section 4:\n• Cite types of analyses or estimates that a single-site facility manager performs in facility planning.\nLearning Objectives - Mod 2, Section 5:\n• Comprehend what makes building information modeling a powerful tool.","The course materials cover:\n• Data gathering and database preparation across multiple geographic areas or organization locations (pg 2-118; 2-132)\n• Building information modeling, intelligent building systems, and CAFM (pg 5-63 to 5-66; 2-189 to 2-192)\n\nHowever, courseware does not call out or define \"Geographic Information Systems (GIS)\" as a term/system type.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to use Geographic Information Systems (GIS) and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"6.2. Infrastructure Systems","6.2.1. Demonstrate knowledge and understanding of the design basis of all applicable Architectural and Engineering Systems.","Systems under consideration include:\no Roofing Systems\no Building Envelope Systems\no Window Systems\no HVAC Systems\no Electrical Systems\no Telecommunication Systems\no All Lighting Systems\no Fire Protection Systems\no BAS \no IT Systems – installation arrangement and energy requirements\no Interior Design\no Landscape Architectural Systems\no Plumbing Systems\no Occupant needs and requirements/controls \no Resource flows – energy, water and waste ","FM/FO/EM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Demonstrate an understanding of building systems and components.\n• Manage building systems and monitor and assess how they are performing.","The course materials cover:\n• Roofing systems (pg 5-25 to 5-27)\n• Building envelope, including exterior walls and fenestrations - window systems (pg 5-28 to 5-29)\n• Overview of HVAC system and components (pg 5-34 to 5-38)\n• Electrical system components (pg 5-39 to 5-40)\n• Telecommunication systems -- communication and cabling (pg 5-43 to 5-44)\n• Lighting systems and lighting management systems (pg 5-20; 5-40; pg 5-91 to 5-92; 5-195)\n• Fire detection systems and control panels, advantages and disadvantages of different types (pg 3-76 to 3-78)\n• Fire suppression systems (pg 3-79 to 3-80)\n• Building automation system (BAS) or building management system (BMS) (pg 5-63 to 5-64; 5-91; 3-103; 1-149)\n• Partnering with IT and understanding IT infrastructure systems (pg 5-44 to 5-48; 5-86)\n• Interior systems (pg 5-50 to 5-53)\n• Landscape systems (pg 5-10 to 5-16; 5-30 to 5-32)\n• Plumbing systems (pg 5-40)\n• Occupant needs and requirements (pg 5-72 to 5-74; 5-113 to 5-114; 1-14; 1-23; 4-28; 4-163)\n• Resource flows for energy, water and waste (pg 5-48 to 5-50; 5-140 to 5-171) ","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and understanding of the design basis of all applicable Architectural and Engineering Systems and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource addresses knowledge of the systems listed in the performance additional information.  However, it is not clear if it addresses the understanding of the design basis of all the systems listed by the performance. \n\nRequest clarification and course content relevant to this specific performance criteria.","It is unclear what the term “design basis” entails, but the section titled “Programming” addresses compiling design standards for new construction projects (2-204ff), and “Facility Concept and Schematic Design” addresses the design review process and concepts related to site engineering, the facility, and systems/utilities/equipment (2-208ff). The training describes performance criteria for all building components either directly (see “Building Envelope,” 5-28, and Data Center Design Requirements, 5-46) or indirectly. For example, performance criteria for roof designs can be extrapolated from “Components to Be Evaluated,” ventilation systems advantages and disadvantages (5-37), fire detection and mitigation systems (3-76ff).","Referenced material from:\nModule 2. Asset Management\nModule 3. Risk Management\nModule 5. Operation & Maintenance\n","Yes"]
[null,"7. Sustainability","7.1. Background","7.1.1. Demonstrate knowledge of Sustainability, as defined by High Performance Buildings in EISA 07.","“A building that integrates and optimizes on a lifecycle basis all major high performance attributes, including energy [and water] conservation, environment, safety, security, durability, accessibility, cost-benefit, productivity, sustainability, functionality, and operational considerations” (Energy Independence and Security Act 2007 401 PL 110-140).\nWithin this definition, Sustainability is recognized to mean: “Development that meets the needs of the present, without compromising the ability of future generations to meet their own needs” - from the Brundtland Report, Our Common Future (1987). Experts within the Facilities Management industry have used the triple bottom line - balancing environmental, economic and social goals (Hodges 2009; Lewis et al 2009) to take the philosophical definition and make it practical.\nThe nature of “Sustainability” is interdisciplinary and will contain elements from environmental, operations, maintenance, contracting and management etc.","FM","✔",null,"Learning Objectives - Mod 1, Section 4:\n• Describe the Triple Bottom Line approach to sustainability and incorporate it into the organization’s sustainability accounting practices.\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\n• Describe the various benefits of a facility sustainability strategy.\n• Provide examples of sustainability rating and performance reporting systems.\n• Provide examples of sustainability performance metrics.\n","The course materials cover:\n• Sustainability (pg 1-53 to 1-80; 2-223; 4-10; 5-30; 5-154; 5-168; 5-198)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of Sustainability, as defined by High Performance Buildings in EISA 07.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"7.2. Regulations and Requirements","7.2.1. Demonstrate knowledge of the Guiding Principles for Federal High Performance and Sustainable Buildings, AND Federal Mandates.",null,"FM","✔",null,"Learning Objectives - Mod 1, Section 4:\n• Describe the Triple Bottom Line approach to sustainability and incorporate it into the organization’s sustainability accounting practices.\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\n• Describe the various benefits of a facility sustainability strategy.\n• Provide examples of sustainability rating and performance reporting systems.\n• Provide examples of sustainability performance metrics.\n","The course materials cover:\n• Sustainability (pg 1-53 to 1-80; 2-223; 4-10; 5-30; 5-154; 5-168; 5-198)\n\nThe courseware does not call out the 6 principles noted in the FEMP \"Guiding Principles for Sustainable Federal Buildings\" (2016) by name, however, all of the six concepts/principles are covered within the materials. \n\nThe Federal mandates are not covered in the courseware.","Partial. This training resource provides familiarity/general knowledge of sustainability's principals.  However, as the performance criteria is intended primarily for facility managers, it does not sufficiently provide information about federal Guiding Principles or Federal Mandates. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"7.2.2. Demonstrate knowledge of agency sustainability goals, metrics, and initiatives, such as those found in the Dept/Agency Strategic Sustainability Performance Plan (SSPP).",null,"FM","✔","✔/CDA","Learning Objectives - Mod 1, Section 4:\n• Describe the Triple Bottom Line approach to sustainability and incorporate it into the organization’s sustainability accounting practices.\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\n• Describe the various benefits of a facility sustainability strategy.\n• Provide examples of sustainability rating and performance reporting systems.\n• Provide examples of sustainability performance metrics.\n","The course materials cover:\n• Sustainability -- goals, metrics and initiatives (pg 1-53 to 1-80; 2-223; 4-10; 5-30; 5-154; 5-168; 5-198)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of agency sustainability goals, metrics, and initiatives.\n\nThis training resource doesn’t cover the agency specific plan.  The agency specific plan knowledge can be verified through the Critical Development Activity for this performance.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"7.2.3. Demonstrate knowledge of agency resiliency and adaption goals, metrics, and initiatives, such as those found in the Dept/Agency Resiliency and Adaptation Plan.",null,"FM","✔","✔/CDA"]
[null,null,"7.3. Implementation\n\n","7.3.1. Demonstrate knowledge and ability to develop and/or coordinate sustainability-related programs at the building-level.","Examples of Sustainability programs include:\no A recycling program\no A HAZMAT reduction program\no A green purchasing program\no Alternative transportation and workplace strategies\no Sustainability audit and inspection programs\no Universal Waste Audit\no Water Audit\no Energy Audit","FM","✔",null,"Learning Objectives - Mod 1, Section 4:\n• Describe the Triple Bottom Line approach to sustainability and incorporate it into the organization’s sustainability accounting practices.\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\nLearning Objectives - Mod 5, Section 5:\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management.\n","The course materials cover:\n• Sustainability initiatives (pg 1-53 to 1-80; 2-223; 4-10; 5-30; 5-154; 5-168; 5-198)\n• Recycling programs and initiatives (pg 5-49; 5-69; 1-59; 2-39; 2-127; 2-199, 2-209; 2-223) \n• HAZMAT materials management and reduction (pg 3-47 to 3-52)\n• Alternate transportation programs -- ride share, public transportation, biking (pg 1-64; 1-72)\n• Waste audits (pg 1-74)\n• Water audits (pg 5-149 to 5-153)\n• Energy audits (pg 5-161 to 5-165)","Partial.  This training resource received partial credit because it provides knowledge of sustainability-related programs at the building-level and how to develop and/or coordinate, for 5 of the 9 topics covered in the performance: \no A recycling program \no A HAZMAT reduction program \no Workplace strategies \no  Water Audit  \no Water Audit\nThe training resource does not include content on the remaining topics: \no A green purchasing program\no Alternative transportation\no Universal Waste Audit\no Sustainability audit and inspection programs","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training material covers the following topics:\no A green purchasing program\no Sustainability audit and inspection programs\n\nRequest clarification and course content relevant to this specific performance criteria.","Requesting partial coverage. Although the content does not include sustainable purchasing, alternative transportation, or energy and sustainability audits, it does include content on the following additional performance information items:\n• A recycling program (5-49)\n• A HAZMAT reduction program (3-47 to 52)\n• Workplace strategies (5-196 to 198)\n• EPA WasteWise Waste Audit (1-74)\n• Water Audit (5-49)","Referenced material from:\nModule 1. Competencies for Facility Professional \nModule 3. Risk Management\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"7.3.2. Demonstrate knowledge of how the above comes together in the “Sustainability Section” of the Facility Master Plan. ",null,"FM",null,null,"Learning Objectives - Mod 2, Section 2:\n• List skills that facility managers need to effectively plan facility strategy.\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 1, Section 4:\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\n• Describe the various benefits of a facility sustainability strategy.","The course materials cover:\n• Strategic planning and creating a master plan (pg 2-67 to 2-80)\n• Proposing sustainability strategies (pg 1-53 to 1-80; 2-223; 4-10; 5-30; 5-154; 5-168; 5-198)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of how the above comes together in the “Sustainability Section” of the Facility Master Plan and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is clear the training resource addressed how to create a master plan.  However it is not clear how it show that sustainability is part of the master plan or overall strategy. \n\n\nRequest clarification and course content relevant to this specific performance criteria."]
[null,null,null,"7.3.3. Demonstrate ability to work with subject matter experts to capture the “qualitative impacts” of sustainability program.","Examples of programs with qualitative impacts include:\no Waste reduction\no Greenhouse Gas reduction \no Operational impacts\no Community impacts","FM",null,null,"Learning Objectives - Mod 2, Section 2:\n• List skills that facility managers need to effectively plan facility strategy.\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 1, Section 4:\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\n• Describe the various benefits of a facility sustainability strategy.\nLearning Objectives - Mod 1, Section 6:\n• Show how team building and partnering are important to enabling collaboration.\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.\n• Collaborate with external stakeholders, including regulatory authorities.","The course materials cover:\n• Gathering qualitative results -- FCI, LCA, LCCA, TCO, financial forecasting, (pg 2-119; 2-134 to 2-143; 4-87 to 4-92)\n• Measuring building performance -- benchmarking, metrics, KPIs (pg 5-58 to 5-63; 5-96 to 5-99; 5-161)\n• Measuring carbon footprint - GRI or ISO protocols (pg 1-71; 1-75 to 1-78)\n• Partnering and collaborating with experts for sustainability initiatives (pg 1-120 to 1-124; 1-128; 1-130; 4-20 to 4-23)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to work with subject matter experts to capture the “qualitative impacts” of sustainability program.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"7.3.4. Demonstrate knowledge of implementing a “recognition program” for sustainability efforts.",null,"FM",null,null,"Learning Objectives - Mod 1, Section 1:\n• Describe how the FM function adds value by improving productivity, marketing the organization’s brand, and promoting sustainability.\nLearning Objectives - Mod 4, Section 2:\n• Provide examples of the ways rewards can be used flexibly to motivate behavior.\nLearning Objectives - Mod 4, Section 3:\n• Identify, understand, and influence an organization’s culture.","The course materials cover:\n• Marketing the FM function and its initiatives to increase awareness (pg 1-19; 1-47 to 1-49; 5-148; 5-153)\n• Motivation, recognition, and rewards (pg 4-40 to 4-41; 4-47; 4-72)\n• Creating an FM culture (pg 4-69 to 4-74)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of implementing a “recognition program” for sustainability efforts.","Yes","Yes","Yes","Yes","Yes","No"]
[null,"8. Water Efficiency","8.1. Regulations, Goals and Best Practices","8.1.1. Demonstrate knowledge of water efficiency principles that are applicable in both the public and private arena.",null,"EM","✔",null,"Learning Objectives - Mod 5, Section 5:\n• List the benefits of water management planning.\n• Identify sustainable practices for utility management.","The course materials cover:\n• Water management and efficiency initiatives (pg 5-141 to 5-156)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include  knowledge of water efficiency principles that are applicable in both the public and private arena.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"8.1.2. Demonstrate knowledge of Federal water policy and goals found in Laws and Executive Orders.",null,"EM","✔","✔/CDA"]
[null,null,null,"8.1.3. Demonstrate knowledge of the water efficiency goals for the Federal Government.  ","Reference: \nhttp://energy.gov/eere/femp/water-efficiency-goal-guidance and \nSFTool- \nhttps://sftool.gov/explore/green-building/section/22/water/relevant-mandates-and-rating-systems#mandates","EM","✔","✔/CDA","Learning Objectives - Mod 5, Section 5:\n• Identify sustainable practices for utility management.","The course materials cover:\n• Water-saving tactics for plumbing fixtures (pg 5-146)\n\nHowever, courseware does not reference the P-100 Facilities Standards for the Public Buildings Service, however, tactics listed in the course materials cover the items included in that document. Reference to the EPA WaterSense program specifications is not included, although the WaterSense program is mentioned under water metering.\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of the water efficiency.\n\nThis training resource doesn’t cover the federal specific references.  The federal specific knowledge can be verified through the Critical Development Activity for this performance.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"8.1.4. Demonstrate knowledge of current Dept/Agency water guidance – Uniform Facilities Code (UFC), Department or agency guidebooks.",null,"EM",null,"✔/CDA"]
[null,null,null,"8.1.5. Demonstrate knowledge of how the following affect water use and efficiency and ability to make recommendations based on lifecycle analysis and best practices to facilities team.","Examples of systems and actions impacting water use include:\no Distribution System Audits, leak detection and repair\no Water-efficient landscaping with focus on Xeriscaping - Defn: landscaping method that employs drought-resistant plants in an effort to conserve resources, especially water)\no Toilets and Urinals\no Showerhead and Faucets\no Boilers and Steam Systems\no Single-pass Cooling Equipment\no Cooling Tower Management\no Any miscellaneous high water-using processes \no Water Reuse and Recycling","EM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Demonstrate an understanding of building systems and components.\n• Manage building systems and monitor and assess how they are performing.\nLearning Objectives - Mod 5, Section 5:\n• List and describe the functions of a facility’s water system.\n• List the benefits of water management planning.\n• Identify sustainable practices for utility management.\nLearning Objectives - Mod 2, Section 4:\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.","The course materials cover:\n• Water management (pg 5-141 to 5-156)\n• Landscaping and sustainability initiatives (pg 5-30 to 5-32)\n• Water-saving tactics for plumbing fixtures (pg 5-146)\n• Boilers, chillers, and cooling towers (pg 5-36 to 5-38; 5-142 to 5-145)\n• Water reuse and recycling (pg 5-148 to 5-156)\n• Life-cycle analysis/assessment (LCA) (pg 2-130 to 2-134)","Partial.  This training resource received partial credit because it provides knowledge of water use and efficiency for 6 of the 9 topics covered in the performance: \no Distribution System Audits, leak detection and repair\no Water-efficient landscaping with focus on Xeriscaping - Defn: landscaping method that employs drought-resistant plants in an effort to conserve resources, especially water)\no Toilets and Urinals\no Showerhead and Faucets\no Cooling Tower Management\no Water Reuse and Recycling\n\nThe training resource does not include content on the remaining topics: \no Boilers and Steam Systems\no Single-pass Cooling Equipment\no Any miscellaneous high water-using processes \n","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource covers the following examples of systems and actions impacting water use:\no Distribution System Audits, leak detection and repair\no Water-efficient landscaping with focus on Xeriscaping - Defn: landscaping method that employs drought-resistant plants in an effort to conserve resources, especially water)\no Toilets and Urinals\no Showerhead and Faucets\no Steam Systems\no Single-pass Cooling Equipment\no Any miscellaneous high water-using processes \n\nRequest clarification and course content relevant to this specific performance criteria.","See 5-40 for common failure points in plumbing systems (e.g., broken fixtures, leaking pipes) and Exhibit 5-65 (5-146) for water-saving tactics (e.g., faucets, toilets/urinals).\nSee 5-146 for discussion of water-saving landscaping O&M and Exhibit 5-73 (5-156) for water conservation tips (including plant choice). Note that the term xeriscaping is not used.\nBoilers and chillers are not discussed in terms of water savings programs.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,"8.2. Water Audit\n","8.2.1. Demonstrate knowledge and ability to conduct both a Top-down and Bottom-up water audit.","o Top-down:\n    • Focus on the total system to set priorities\n    • Comprehensive scope\n    • Goals, objectives, procedures are then pushed down to the individual parts\n\no Bottom-up:\n    • Focus on the specifics of each end-use\n    • Sum the parts to define the whole\n    • Goals, objectives, procedures are developed at the lower levels and pushed upward","EM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 5:\n• List and describe the functions of a facility’s water system.\n• Measure and quantify a facility’s use of energy.","The course materials cover:\n• Water use audit (pg 5-149 to 5-153)\n• Facilities audit process (pg 5-55 to 5-63)\n\nHowever, concepts of \"top-down\" and \"bottom-up\" approach is only included in the courseware materials in regards to budgeting and forecasting.","Partial. This training resource provides familiarity/general knowledge of water audits.  However, as the performance criteria is intended primarily for energy managers, it does not sufficiently cover the ability to conduct a Top-down and Bottom-up water audit. ","Yes","Yes","Yes","Yes","Yes","No",null,"Applying the terminology of financial auditing, top-down auditing would imply assessment of fulfillment of a water management plan’s top-line goals (e.g., volume of potable water use or wastewater discharged) and bottom-up auditing would examine the veracity of specific components of that plan (e.g., leak detection, proper operation of specific systems). If this is correct, the content area cited addresses how to audit performance goals and Exhibit 5-73 suggests examples of bottom-up auditing targets.","Referenced material from:\nModule 5. Operation & Maintenance\n","Yes"]
[null,"9. Project Management","9.1. Initiate","9.1.1. Demonstrate ability to work in integrated project teams to execute, small, medium and large projects.","Integrated teams may include: Facility Managers, Building Operating Engineers, Planners, Contracting Officers, Contractors, Occupants etc.","FM/EM",null,"✔/CDA","Learning Objectives - Mod 1, Section 1:\n• List facility manager roles and responsibilities at strategic, tactical, and operational levels.\nLearning Objectives - Mod 1, Section 6:\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.\n• Collaborate with external stakeholders, including regulatory authorities.\nLearning Objectives - Mod 2, Section 2:\n• Understand the roles of the project manager, team members, and stakeholders.\nLearning Objectives - Mod 5, Section 2:\n• Work with the facility management team to assess facility needs.","The course materials cover:\n• Facility managers’ roles and responsibilities at strategic, tactical, and operational levels with internal and external stakeholders to optimize resource use, and plan for and meet organizational goals (pg 1-11 to 1-19)\n• Collaboration methods for working with internal team members to achieve organizational goals, innovation, and determine best solutions for the facility (pg 1-117 to 1-137)\n• Team building and partnering to complement technical skills and expertise (pg 1-120 to 1-125; 2-15 to 2-17)\n• Understanding the role of a project manager to lead an FM initiative, from beginning planning phases through project closeout and monitoring performance (pg 2-23 to 2-59)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to work in integrated project teams to execute, small, medium and large projects.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"9.1.2. Demonstrate knowledge and ability to follow Project Management processes and procedures per your organization’s preferred methodology. ","Following an organization's preferred process or methodology (ex. ISO 9000, PMI, WBS, in-house system, etc) requires individuals to:\no Conduct needs assessment and define project requirements\no Estimate costs and develop Project Plan and Project timeline\no Develop project communications plan\no Obtain any required project permits\no Develop project accounting procedures\no Ensure regulatory compliance   ","FM/EM",null,"✔/CDA","Learning Objectives - Mod 2, Section 2:\n• Express why and when to use project management for FM initiatives.\n• Define projects, project management, and scope creep.\n• Understand the need to optimize project constraints at initiation and as changes occur.\n• Explain the value of project oversight and the role of the project sponsor.\n• Understand the roles of the project manager, team members, and stakeholders.\n• List the processes that make up a project’s life cycle and the areas needing plans.\n• Leverage available organizational resources and understand the project’s\nenvironment.\n• Explain the need for and contents of a good project charter and up-front needs analysis.\n• Understand how to plan project scope using a work breakdown structure followed by consideration of resource requirements and constraints.\n• Plan a project schedule by determining task durations, placing them in the required sequence, determining necessary task predecessors, and developing schedule views.\n• Understand the basic logic behind the critical path method and how project\nmanagement software automates this or similar methodologies.\n• Develop project budgets at the task level (bottom up) and validate them from the top down.\n• Understand how to compress schedules and update them to reflect other plan areas.\n• Execute projects by acquiring, organizing, and managing teams, holding kickoffs and other meetings, reporting on progress, and controlling document versions.\n• Monitor and control projects by collecting data on actual results, using variance analysis and a formal change control process, and correcting the root causes of issues.\n• Understand the basics of the earned value measurement method of variance analysis.\n• Close projects by finalizing payments, closing contracts, documenting lessons learned, celebrating successes, and preparing actionable plans for continuous improvement.","The course materials cover:\n• Project management processes and best practices from initiation to project closeout, aligns to PMI methodology (pg 2-9 to 2-59)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to follow Project Management processes and procedures per your organization’s preferred methodology. \n\nThis training resource doesn’t cover the federal specific references.  The federal specific knowledge (organization's preferred methodology) can be verified through the Critical Development Activity for this performance.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"9.1.3. If Project will be completed by contractors, demonstrate the ability to provide technical support to the organization's procurement process.","Supporting the contract procurement process requires individuals to:\no Develop a Scope Of Work (SOW) and Request For Proposal (RFP) incorporating energy and sustainability goals.\no Work with procurement team to select contractor\no Review Contractor Plans\no Work with Contracting Officer on all contract administration requirements","FM/EM","✔","✔/CDA","Learning Objectives - Mod 2, Section 4: \n• Describe a statement of work and when it is used to initiate a project.\nLearning Objectives - Mod 4, Section 5: \n• Define procurement.\n• Define ITT, RFI, RFP, and RFQ.\n• Describe the procurement process.\nLearning Objectives - Mod 4, Section 6: \n• List important components of an external service level agreement.\n• Walk through the major steps in a contract initiation process.\n• Describe a facility manager’s responsibilities while managing a contract.","The course materials cover:\n• Developing a statement of work (SOW) (pg 2-158 to 2-160; 4-170; 4-178; )\n• Procuring external services using an RFP/ITT process (pg 1-23; 2-187; 2-193 to 2-195; 4-153 to 4-159)\n• Outsourcing (pg 4-159 to 4-162)\n• Procurement process (pg 4-146 to 4-165)\n• Contract management and administration (pg 4-169 to 4-184)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include demonstrate the ability to provide technical support to the organization's procurement process.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"9.2. Execute","9.2.1. Demonstrate ability to manage and coordinate project execution using agency project management processes and procedures.","Managing and coordinating projects requires individuals to:\no Ensure facility services are maintained during project execution\no Assign project resources\no Inspect project work\no Manage impacts of project on existing facility\no Conduct project meetings\no Report project progress\no Monitor project costs\no Monitor project schedules   \no Develop quality control plans","FM/EM",null,"✔/CDA","Learning Objectives - Mod 2, Section 2:\n• Express why and when to use project management for FM initiatives.\n• Define projects, project management, and scope creep.\n• Understand the need to optimize project constraints at initiation and as changes occur.\n• Explain the value of project oversight and the role of the project sponsor.\n• Understand the roles of the project manager, team members, and stakeholders.\n• List the processes that make up a project’s life cycle and the areas needing plans.\n• Leverage available organizational resources and understand the project’s\nenvironment.\n• Explain the need for and contents of a good project charter and up-front needs analysis.\n• Understand how to plan project scope using a work breakdown structure followed by consideration of resource requirements and constraints.\n• Plan a project schedule by determining task durations, placing them in the required sequence, determining necessary task predecessors, and developing schedule views.\n• Understand the basic logic behind the critical path method and how project\nmanagement software automates this or similar methodologies.\n• Develop project budgets at the task level (bottom up) and validate them from the top down.\n• Understand how to compress schedules and update them to reflect other plan areas.\n• Execute projects by acquiring, organizing, and managing teams, holding kickoffs and other meetings, reporting on progress, and controlling document versions.\n• Monitor and control projects by collecting data on actual results, using variance analysis and a formal change control process, and correcting the root causes of issues.\n• Understand the basics of the earned value measurement method of variance analysis.\n• Close projects by finalizing payments, closing contracts, documenting lessons learned, celebrating successes, and preparing actionable plans for continuous improvement.","The course materials cover:\n• Project management processes and best practices from initiation to project closeout, aligns to PMI methodology (pg 2-9 to 2-59)","Partial.  This training resource received partial credit because it provides knowledge of project execution using agency project management processes and procedures for 8 of the 9 topics covered in the performance: \no Assign project resources\no Inspect project work\no Manage impacts of project on existing facility\no Conduct project meetings\no Report project progress\no Monitor project costs\no Monitor project schedules   \no Develop quality control plans\n\nThe training resource does not include content on the remaining topics: \no Ensure facility services are maintained during project execution\n\nThis training resource doesn’t cover the agency specific project management process and procedures.  The agency specific knowledge can be verified through the Critical Development Activity for this performance.\n","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear the training resource covers the following topic listed in the performance additional comments such as:\no Ensure facility services are maintained during project execution\no Assign project resources\no Inspect project work\no Manage impacts of project on existing facility\no Conduct project meetings\no Report project progress\no Monitor project costs\no Monitor project schedules   \no Develop quality control plans\n\nRequest clarification and course content relevant to this specific performance criteria.","The section on “Project Management” (2-9ff) covers the following topics listed in the additional performance information:\n• “Assign project resources.” See “Programming and Initiation (2-23ff) and “Planning (2-27ff). \n• “Inspect project work.” See “Scope Verification” (2-48ff).\n• “Conduct project meetings.” See “Meetings” (2-44ff).\n• “Report project progress.” See “Progress Reporting” (2-45).\n• “Monitor project costs.” See “Schedule and Budget Analysis” (2-49ff).\n• “Monitor project schedules.”  See “Schedule and Budget Analysis” (2-49ff).\n• “Develop quality control plans.” The topic of quality is integrated throughout this section, but see also content on quality plans on 2-40.\nManaging the impact of construction/remodeling projects is discussed in “Initial Occupancy Planning” (2-198ff) and “Sustainability of Construction Sites” (2-223). ","Referenced material from:\nModule 2. Asset Management\n","Yes"]
[null,null,null,"9.2.2. Demonstrate ability to manage and coordinate contractor performance.","Managing and coordinating contractors requires individuals to:\no Develop Quality Assurance and review Quality Control plans\no Produce project change orders\no Attend site reviews\no If Contracting Officer Representative - approve project payments/draws\no Ensure that projects are completed as designed, with the specified materials, and by qualified personnel.\no Resolve project issues\no Obtain maintenance contracts\no Secure project warranties\no Arrange staff training for new equipment\no Develop spare parts lists","FM/EM",null,null,"Learning Objectives - Mod 2, Section 2:\n• Understand the roles of the project manager, team members, and stakeholders.\n• Execute projects by acquiring, organizing, and managing teams, holding kickoffs and other meetings, reporting on progress, and controlling document versions.\n• Monitor and control projects by collecting data on actual results, using variance analysis and a formal change control process, and correcting the root causes of issues.\nLearning Objectives - Mod 2, Section 5:\n• Monitor and control project cost and schedule (including use of allowances) and contractor performance.\nLearning Objectives - Mod 4, Section 5:\n• Express the reasons to use a balanced scorecard when evaluating a service provider.","The course materials cover:\n• Project management skills through project execution (pg 2-9 to 2-59)\n• Monitoring contractor performance (pg 2-218 to 2-225; 2-226; 4-162 to 4-165)\n• Performance management process (pg 4-29 to 4-34)\n• Change control process (pg 2-52 to 2-53)\n• Change orders (pg 2-219; 2-221 to 2-224; 4-179 to 4-183)","Partial.  This training resource received partial credit because it provides knowledge of managing and coordinate contractor performance for 9 of the 10 topics covered in the performance: \no Develop Quality Assurance and review Quality Control plans\no Produce project change orders\no Attend site reviews\no If Contracting Officer Representative - approve project payments/draws\no Ensure that projects are completed as designed, with the specified materials, and by qualified personnel.\no Resolve project issues\no Obtain maintenance contracts\no Secure project warranties\no Arrange staff training for new equipment\nThe training resource does not include content on the remaining topics: \no Develop spare parts lists","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource covers the following topics listed in the performance additional information:\no Develop Quality Assurance and review Quality Control plans\no Produce project change orders\no Attend site reviews\no If Contracting Officer Representative - approve project payments/draws\no Ensure that projects are completed as designed, with the specified materials, and by qualified personnel.\no Resolve project issues\no Obtain maintenance contracts\no Secure project warranties\no Arrange staff training for new equipment\no Develop spare parts lists\n\nRequest clarification and course content relevant to this specific performance criteria.","• “Develop Quality Assurance and review Quality Control plans.” See 5-88. This section is on Occupant Services, but describes creating and using quality control plans, which can be directly applied to managing contractor performance.\n• “Produce project change orders.” Change orders are introduced in “Project Management” and extensively discussed in the “Pre-Construction Meeting” (2-217), recommending practices for managing change orders to avoid issues with cost and schedule overruns and quality.\n• “Attend site reviews.” See “Construction Execution and Monitoring and Control” (2-218) and  “Construction Inspections” (2-220).\n• “If Contracting Officer Representative - approve project payments/draws.” See “Contract Administration” (2-221).\n• “Ensure that projects are completed as designed, with the specified materials, and by qualified personnel.” See “Construction Inspections” (2-220).\n• “Resolve project issues.” Content on “Conflict Resolution and Negotiation” (4-75ff) can be applied to resolving project issues with team members, stakeholders, and contractors.\n• “Obtain maintenance contracts.” Knowledge about maintenance contracts appears on 4-171ff. The contracting process is described in “Contract Development” (4-174ff).\n• “Secure project warranties.” See “Role of FM During Construction” (2-218).\n• “Arrange staff training for new equipment.” See “Training” (2-227).\n• “Develop spare parts lists.” This is not mentioned in the training. ","Referenced material from:\nModule 2. Asset Management\nModule 4. Business Management\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,"9.3. Closeout","9.3.1. Demonstrate knowledge of and ability to perform project close out functions.","Project closeout activities require individuals to:\no Obtain project as‐builts\no Perform project close‐outs\no Create and complete project punch‐lists\no Obtain certificate of occupancy\no Accept beneficial use\no Commission the project\no Review lessons learned\no Work with contracting personnel to:\n    • Obtain lien waivers/release of liens if required\n    • Issue final payment\n    • Create budget variance report","FM/EM",null,"✔/CDA","Learning Objectives - Mod 2, Section 2:\n• Close projects by finalizing payments, closing contracts, documenting lessons learned, celebrating successes, and preparing actionable plans for continuous improvement.\nLearning Objectives - Mod 2, Section 5:\n• Understand the turnover process, especially punchlists, certificates of occupancy, as-built drawings, facility database preparation, and postoccupancy evaluations.","The course materials cover:\n• Project management skills through project closeout (pg 2-9 to 2-59)\n• Project closeout functions (pg 2-54 to 2-59; 2-225 to 2-229)","Partial.  This training resource received partial credit because it provides knowledge of performing project close out functions for 7 of the 9 topics covered in the performance:\no Obtain project as‐builts\no Perform project close‐outs\no Create and complete project punch‐lists\no Obtain certificate of occupancy\no Commission the project\no Work with contracting personnel to:\n    • Issue final payment\n\nThe training resource does not include content on the remaining topics: \n\no Accept beneficial use\no Review lessons learned\no Work with contracting personnel to:\n    • Obtain lien waivers/release of liens if required\n    • Create budget variance report\n","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource covers the following topics listed in the performance additional information:\no Obtain project as‐builts\no Perform project close‐outs\no Create and complete project punch‐lists\no Obtain certificate of occupancy\no Accept beneficial use\no Commission the project\no Review lessons learned\no Work with contracting personnel to:\n    • Obtain lien waivers/release of liens if required\n    • Issue final payment\n    • Create budget variance report\n\nRequest clarification and course content relevant to this specific performance criteria.","The “Construction Project Closeout” (2-224ff) includes the following topics listed in the additional performance information:\n• Obtain project as‐builts\n• Create and complete project punch‐lists\n• Obtain certificate of occupancy\n• The project commissioning report\n• Final contractor payments\nContent on project management (2-54ff) provides a high-level awareness of the project close-out process, which includes lessons learned.","Referenced material from:\nModule 2. Asset Management\n","Yes"]
[null,null,"9.4. Training","9.4.1. Demonstrate knowledge of PM and scheduling software, where to find technical resources on PM and ability to train those junior to you in these PM aspects and on these tools.",null,"FM/EM",null,"✔/CDA","Learning Objectives - Mod 2, Section 2:\n• Plan a project schedule by determining task durations, placing them in the required sequence, determining necessary task predecessors, and developing schedule views.\n• Understand the basic logic behind the critical path method and how project\nmanagement software automates this or similar methodologies.\n• Develop project budgets at the task level (bottom up) and validate them from the top down.\n• Understand how to compress schedules and update them to reflect other plan areas.","The course materials cover:\n• Project management software and tools (pg 2-20 to 2-21; 2-28 to 2-30; 2-36 to 2-38)\n• Training in project management (pg 2-20)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of PM and scheduling software, where to find technical resources on PM and ability to train those junior to you in these PM aspects and on these tools.","Yes","Yes","Yes","Yes","Yes","No"]
[null,"10. Business, Budget and Contracting","10.1. Total Cost of Ownership  \n(TCO)\n\n","10.1.1. Demonstrate knowledge of the mission of the Facilities’ Occupants and how the facilities enhance that mission.",null,"FM",null,"✔/CDA","Learning Objectives - Mod 1, Section 1:\n• Define facility management (FM), including how it is a support function that is needed by the organization to enable its strategy to be successful.\n• List facility manager roles and responsibilities at strategic, tactical, and operational levels.\n• Describe how the FM function adds value by improving productivity, marketing the organization’s brand, and promoting sustainability.\nLearning Objectives - Mod 2, Section 3:\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 5, Section 3:\n• Determine what occupant services to offer to meet occupant wants and needs.","The course materials cover:\n• Role of facility management in achieving core mission (pg 1-1 to 1-14; 1-21; 1-57; 2-65 to 2-70; 2-73)\n• Determining customer's needs for quality facility management (pg 1-109 to 1-113)\n• Understanding occupant needs and wants (pg 5-71 to 5-76)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of the mission of the Facilities’ Occupants and how the facilities enhance that mission.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.1.2. Demonstrate knowledge that the TCO is best determined through Life-Cycle Cost Analysis (LCCA) for Facilities.",null,"FM","✔",null,"Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• List the stages in an asset’s life cycle.\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.","The course materials cover:\n• Asset life cycle and total cost of ownership (TCO) (pg 2-121 to 2-130)\n• Life-cycle cost analysis (LCCA) process (pg 2-134 to 2-143)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge that the TCO is best determined through Life-Cycle Cost Analysis (LCCA) for Facilities.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.1.3. Demonstrate knowledge of how to find/calculate the basic costs required for an LCCA.","Basic costs required for an LCCA include:\no Initial Costs – Acquisition, Construction etc.\no Residual / Resale values, \no Disposal costs\no Fuel Costs \no Other Costs - Finance Charges (interest payments) etc. \no O&M and Repair costs\no Non-Monetary Benefits or Costs \no Replacement Costs         ","FM","✔",null,"Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• List the stages in an asset’s life cycle.\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.","The course materials cover:\n• Calculating life-cycle cost analysis (LCCA) process (pg 2-134 to 2-143)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of how to find/calculate the basic costs required for an LCCA and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear the training resource covers the following topics listed in the performance additional information:\no Initial Costs – Acquisition, Construction etc.\no Residual / Resale values, \no Disposal costs\no Fuel Costs \no Other Costs - Finance Charges (interest payments) etc. \no O&M and Repair costs\no Non-Monetary Benefits or Costs \no Replacement Costs  \n\nRequest clarification and course content relevant to this specific performance criteria.   ","The content on LCCA includes the following statement on 2-134 that speaks to the additional performance information:\n\"Life-cycle cost analysis (LCCA) is a quantitative approach to analyzing the total cost of feasible alternatives for facilities, facility systems, or other assets in order to select the alternative with the lowest cost in present value terms for all of the following over the life of the asset: initial investment; plus capital replacement cost; plus operating, maintenance, and repair costs; plus energy costs; plus disposal costs; minus salvage value.\"\nThe discussion subsequent to the above definition explains these items further. For example, the inclusion of non-monetary benefits is described on 2-139.","Referenced material from:\nModule 2. Asset Management\n","Yes"]
[null,null,null,"10.1.4. Demonstrate knowledge of additional methods for calculating TCO and other economic analysis.","Other methods of economic analysis and TCO calculation which can be used given the same parameters and time period include: \no Net Savings (or Net Benefits)\no Savings to Investment Ratio (SIR) or Benefit-Cost Ratio\no Internal Rate of Return (IRR)\no Simple or Discounted Payback Period.","FM","✔",null,"Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• State the difference between present value and net present value.\nLearning Objectives - Mod 4, Section 4:\n• Assess potential capital projects using integrated analysis of annual cost, depreciation per period, real estate return on investment, investment value, present value, net present value, internal rate of return, and payback period.","The course materials cover:\n• Calculating total cost of ownership (TCO) (pg 2-123 to 2-128)\n• Financial terms and concepts used in determining TCO, LCA, and LCCA -- including IRR, payback period, benefits/cost ratios (pg 2-136 to 2-138; 4-122 to 4-129)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of additional methods for calculating TCO and other economic analysis.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.1.5. Demonstrate knowledge of available LCCA software.","Some LCCA software available from government and industry sources include:\no Building Life-Cycle Cost (BLCC) Program - FEMP\no ECONPAK – Army Corps of Engineers\no Energy 10 – has a cost estimating feature\no SuccessEstimator – from U.S. Cost","FM",null,"✔/CDA","Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• List the stages in an asset’s life cycle.\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.","The course materials cover:\n• LCCA software, including BLCC (pg 2-142)\n• Using spreadsheet method to complete LCCA (pg 4-117 to 4-129)\n\nHowever, courseware does not mention ECONPAK, Energy 10, or SuccessEstimator as other software options.","Partial.  This training resource received partial credit because it provides knowledge of available LCCA software for 1 of the 4 topics covered in the performance: \no Building Life-Cycle Cost (BLCC) Program - FEMP  \nThe training resource does not include content on the remaining topics:\no ECONPAK – Army Corps of Engineers\no Energy 10 – has a cost estimating feature\no SuccessEstimator – from U.S. Cost","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"10.2. Life-Cycle Assessment \n(LCA)\n\n","10.2.1. Demonstrate knowledge of the difference between a Life Cycle Assessment (LCA) and an LCCA.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 4:\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.","The course materials cover:\n• Life-cycle analysis/assessment (LCA) (pg 2-130 to 2-134)\n• Life-cycle cost analysis (LCCA) (pg 2-134 to 2-142)\n• Combining LCA and LCCA analysis (pg 2-142)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of the difference between a Life Cycle Assessment (LCA) and an LCCA.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.2.2. Demonstrate knowledge and ability to use a LCA to estimate the environmental impacts of a material, product or service through its entire life cycle.",null,"FM","✔",null,"Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• List the stages in an asset’s life cycle.\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.","The course materials cover:\n• Life-cycle analysis/assessment (LCA) (pg 2-130 to 2-134)\n• Combining LCA and LCCA analysis (pg 2-142)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to use a LCA to estimate the environmental impacts of a material, product or service through its entire life cycle.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.2.3. Demonstrate knowledge of ISO 14040.",null,"FM",null,"✔/CDA"]
[null,null,null,"10.2.4. Demonstrate knowledge of and ability to use LCA Software.","Examples of software available include:\no Building for Environmental and Economic Sustainability (BEES) \no ATHENA Environmental Impact Estimator - http://www.wbdg.org/tools/athena_ec.php","FM",null,"✔/CDA","Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• List the stages in an asset’s life cycle.\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.","The course materials cover:\n• LCA software, including BEES (pg 2-132 to 2-134)\n\nHowever, courseware does not mention ATHENA as another software option.","Partial.  This training resource received partial credit because it provides knowledge of and ability to use LCA Software. for 1 of the 2 topics covered in the performance: \no Building for Environmental and Economic Sustainability (BEES) \nThe training resource does not include content on the remaining topics:\no ATHENA Environmental Impact Estimator ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"10.3. Contracting","10.3.1. Demonstrate knowledge of Contracting Officer Representative (COR) duties, responsibilities, training, certification and maintenance of certification.","The two primary COR certification programs are DAU and FAI, additional information on these programs are available at the following websites:\no DOD - https://acc.dau.mil/CommunityBrowser.aspx?id=290015  \no Non DOD - http://www.fai.gov/drupal/certification/fac-cor","FM",null,"✔/CDA","Learning Objectives - Mod 4, Section 6:\n• Define contract and contract management.\n• Walk through the major steps in a contract initiation process.\n• Describe a facility manager’s responsibilities while managing a contract.","The course materials cover:\n• Construction project teams - contracting officer (pg 2-181)\n• Contract management (pg 4-169 to 4-184)\n\nHowever, courseware does not cover specific COR duties/responsibilities, certification, or training. Overall contract management responsibilities are included within the section.","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge of Contracting Officer Representative (COR) duties, responsibilities, training, certification and maintenance of certification and does not clearly map to the performance criteria.”","Yes","Yes","Yes","Yes","Yes","No",null,"The FAC-COR position described at the cited URL suggests that this position primarily assists in contract development and management. This training resource describes the contracting process on 4-169ff. However, if the aim of the performance criteria is knowledge of the Federal Government’s position description and requirements, then, yes, the content does not address this.","Referenced material from:\nModule 4. Business Management","Yes"]
[null,null,null,"10.3.2. Demonstrate knowledge of rules and requirements for purchasing products and services.",null,"FM",null,"✔/CDA","Learning Objectives - Mod 4, Section 5:\n• State the difference between sourcing and procurement.\n• Describe the procurement process.\nLearning Objectives - Mod 4, Section 6:\n• Outline the purpose of terms and conditions in a contract.\n• Describe a facility manager’s responsibilities while managing a contract.","The course materials cover:\n• Procurement, including process for sourcing (pg 4-146 to 4-165)\n• Contract management, including contract terms and conditions (pg 4-169 to 4-184)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of rules and requirements for purchasing products and services.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.3.3. Demonstrate ability to assess technical requirements needed to ensure delivery and quality of services/products.",null,"FM",null,"✔","Learning Objectives - Mod 4, Section 6:\n• Recount the importance of performance reviews during contract management.","The course materials cover:\n• Contract management, including performance and operational reviews (pg 4-180 to 4-181)\n• Monitoring contractor performance (pg 2-218 to 2-225; 2-226; 4-162 to 4-165)\n• Resolving contract discrepancies (pg 4-182)\n• Change control process (pg 4-183; 2-52 to 2-53)\n• Project management skills through project execution (pg 2-9 to 2-59)\n• Performance management process (pg 4-29 to 4-34)\n• Change orders (pg 2-219; 2-221 to 2-224; 4-179 to 4-183)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to assess technical requirements needed to ensure delivery and quality of services/products.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.3.4. Demonstrate ability to create an effective Statement Of Work (SOW) for COR or Contracting Officer to ensure proper procurement of a product or service.",null,"FM","✔",null,"Learning Objectives - Mod 2, Section 4: \n• Describe a statement of work and when it is used to initiate a project.\nLearning Objectives - Mod 4, Section 5: \n• Define procurement.\n• Define ITT, RFI, RFP, and RFQ.\n• Describe the procurement process.\nLearning Objectives - Mod 4, Section 6: \n• List important components of an external service level agreement.\n• Walk through the major steps in a contract initiation process.\n• Describe a facility manager’s responsibilities while managing a contract.","The course materials cover:\n• Developing a statement of work (SOW) (pg 2-158 to 2-160; 4-170; 4-178; )\n• Procuring external services using an RFP/ITT process (pg 1-23; 2-187; 2-193 to 2-195; 4-153 to 4-159)\n• Outsourcing (pg 4-159 to 4-162)\n• Procurement process (pg 4-146 to 4-165)\n• Contract management and administration (pg 4-169 to 4-184)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to create an effective Statement Of Work (SOW) for COR or Contracting Officer to ensure proper procurement of a product or service.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.3.5. Demonstrate knowledge of and ability to effectively govern/oversee a contract to ensure compliance and full value of the service or product being provided.","Governing / overseeing contractors requires individuals to understand:\no Quality Assurance Audits and Indicators\no Required Measurement and Verification\no Performance of Audits and Surveys \no Customer Satisfaction Surveys\no Compliance with Federal, State and Local regulations\no Compliance with all Safety laws and requirements\no Benchmarking Progress","FM",null,null,"Learning Objectives - Mod 4, Section 6:\n• Define contract and contract management.\n• Walk through the major steps in a contract initiation process.\n• Describe a facility manager’s responsibilities while managing a contract.\nLearning Objectives - Mod 2, Section 2:\n• Express why and when to use project management for FM initiatives.\n• Understand the roles of the project manager, team members, and stakeholders.\n• Monitor and control projects by collecting data on actual results, using variance analysis and a formal change control process, and correcting the root causes of issues.\nLearning Objectives - Mod 3, Section 2:\n• Define FM’s role in supporting compliance.\n• Distinguish among laws (statutes), different types of regulations, standards, policies, and contracts.","The course materials cover:\n• Contract management (pg 4-169 to 4-184)\n• Project management tasks, from initiating to closeout (pg 2-9 to 2-59)\n• Measure performance/quality assurance and monitoring contractor performance (pg 1-113; 2-45; 2-51; 2-218 to 2-225; 2-226; 4-162 to 4-165)\n• Measuring facility performance and the use of benchmarking (pg 5-58 to 5-66)\n• Soliciting occupant surveys (pg 5-72 to 5-74)\n• Gathering customer feedback (pg 5-113 to 5-114; 1-14; 1-23; 4-28; 4-163)\n• Understanding the compliance environment, and expectations of FM in compliance (pg 3-20 to 3-22; 3-66; 3-131)\n• Measuring facility performance and the use of benchmarking (pg 5-58 to 5-66; 5-98 to 5-100)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of and ability to effectively govern/oversee a contract to ensure compliance and full value of the service or product being provided.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"10.4. Budget Formulation and Execution\n","10.4.1. Demonstrate ability to develop and manage a project/program budget.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 2:\n• Develop project budgets at the task level (bottom up) and validate them from the top down.\nLearning Objectives - Mod 4, Section 4:\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.\n• Understand what is addressed in capital, administrative, operations and maintenance, custodial, utilities, and grounds budgets.","The course materials cover:\n• Developing project scope and budget (pg 2-24 to 2-25; 2-27 to 2-39)\n• Financing and budgeting options and methods (pg 4-92 to 4-100; 4-131 to 4-136)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to develop and manage a project/program budget.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.4.2. Demonstrate knowledge of budget submission requirements.",null,"FM",null,null,"Learning Objectives - Mod 4, Section 4:\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.\n• Ensure that the budget format is useful for later decision making, such as differentiating fixed and variable costs and direct and indirect costs.\n• Understand what is addressed in capital, administrative, operations and maintenance, custodial, utilities, and grounds budgets.","The course materials cover:\n• Budget submission process and requirements (pg 4-93 to 4-94)\n• Project management process and submitting a budget -- during the planning stage (pg 2-25; 2-38 to 2-40; 2-172 to 2-173; 2-183 to 2-184)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of budget submission requirements.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.4.3. Demonstrate knowledge of historical budget records and costs and how to use in forecasting.",null,"FM",null,null,"Learning Objectives - Mod 4, Section 4:\n• Comprehend the financial forecasting process and tools used to estimate future costs and/or revenues, including cash flow forecasting.","The course materials cover:\n• Financial forecasting using historical budget information (pg 4-86 to 4-92)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of historical budget records and costs and how to use in forecasting.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.4.4. Demonstrate ability to quantify potential for cost savings and cost avoidance.",null,"FM","✔",null,"Learning Objectives - Mod 4, Section 4:\n• Comprehend the financial forecasting process and tools used to estimate future costs and/or revenues, including cash flow forecasting.\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.\n• Ensure that the budget format is useful for later decision making, such as differentiating fixed and variable costs and direct and indirect costs.","The course materials cover:\n• Financial forecasting to estimate future expenses -- savings and avoidance in budget decisions (pg 4-86 to 4-101)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to quantify potential for cost savings and cost avoidance.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.4.5. Demonstrate ability to use LCCA in budget preparation.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• List the stages in an asset’s life cycle.\nLearning Objectives - Mod 4, Section 4:\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.\n• Assess potential capital projects using integrated analysis of annual cost, depreciation per period, real estate return on investment, investment value, present value, net present value, internal rate of return, and payback period.","The course materials cover:\n• Life-cycle analysis/assessment (LCA) (pg 2-130 to 2-134)\n• Using LCCA for financial analysis of capital expenditures (pg 4-117 to 4-129)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to use LCCA in budget preparation.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.4.6. Demonstrate ability to identify quantitative and qualitative risks. ",null,"FM",null,null,"Learning Objectives - Mod 2, Section 2:\n• Express why and when to use project management for FM initiatives.\nLearning Objectives - Mod 2, Section 3:\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 4, Section 4:\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.\n• Assess potential capital projects using integrated analysis of annual cost, depreciation per period, real estate return on investment, investment value, present value, net present value, internal rate of return, and payback period.","The course materials cover:\n• Project selection process, including qualitative decision making (pg 2-22 to 2-40; 2-72 to 2-80; 2-120 to 2-121)\n• Quantitative approaches in budgeting -- LCCA (pg 2-134 to 2-143)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to identify quantitative and qualitative risks. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear how the course material content addresses identifying qualitative and quantitative risks. \n\nRequest clarification and course content relevant to this specific performance criteria.   ","The introduction to Module 3: Risk Management (3-1 to 3-9) describes the ISO approach to risk management, which includes types of risks and the step of risk identification. The process of risk analysis (using the PMI terminology and process of estimating probability and impact or qualitative analysis and prioritizing risks or quantitative analysis) is described on 3-6 but without use of those particular terms.","Referenced material from:\nModule 3. Risk Management","Yes"]
[null,null,null,"10.4.7. Demonstrate ability to advocate for funding using economic analysis.",null,"FM",null,"✔/CDA","Learning Objectives - Mod 2, Section 3:\n• List skills that facility managers need to effectively plan facility strategy.\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 2, Section 4:\n• Describe the purpose behind capital planning and budgeting for an entire organization.\n","The course materials cover:\n• Developing a business case (pg 2-80 to 2-82; 2-155 to 2-158; 4-85 to 4-86)\n• Facility strategic planning (pg 2-67 to 2-82; 2-96 to 2-106; 2-113 to 2-117)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to advocate for funding using economic analysis.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.4.8. Demonstrate ability to prioritize projects/programs based on funding levels.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 2:\n• Explain the need for and contents of a good project charter and up-front needs analysis.\nLearning Objectives - Mod 2, Section 3:\n• List skills that facility managers need to effectively plan facility strategy.\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 2, Section 4:\n• Describe the purpose behind capital planning and budgeting for an entire organization.\n• Define terms relating to FM’s role in capital planning.\n• Describe the process FM follows to align with the organization’s strategic plan.","The course materials cover:\n• Prioritization matrix (pg 1-99 to 1-100)\n• Project selection process and prioritizing (pg 2-22 to 2-40; 2-67 to 2-80; 2-113 to 2-121; 2-147 to 2-148; 2-160 to 2-167)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to prioritize projects/programs based on funding levels.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.4.9. Demonstrate ability to manage operating budget and produce required financial reports. ",null,"FM",null,null,"Learning Objectives - Mod 4, Section 4:\n• Express why a basic fluency in finance will help facility managers succeed as business managers and collaborate better with colleagues and decision makers.\n• Understand what is addressed in capital, administrative, operations and maintenance, custodial, utilities, and grounds budgets.\n","The course materials cover:\n• Financial budgeting (pg 4-92 to 4-101)\n• Financial statements and concepts (pg 4-101 to 4-117)\n• Presenting and managing the budget and finances (pg 4-131 to 4-138)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to manage operating budget and produce required financial reports. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"10.4.10. Demonstrate knowledge of invoice/expenditure approval processes.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 2:\n• Monitor and control projects by collecting data on actual results, using variance analysis and a formal change control process, and correcting the root causes of issues.\n• Close projects by finalizing payments, closing contracts, documenting lessons learned, celebrating successes, and preparing actionable plans for continuous improvement.\n","The course materials cover:\n• Cash flow process (pg 4-91 to 4-92; 4-132)\n• Contract administration and cost control (pg 4-179 to 4-184; 2-224)\n• Project monitoring and controlling and closeout processes, change control (pg 2-46 to 2-58; 2-219; 2-225 to 2-229)\n• Presenting and managing FM finances (pg 4-131 to 4-138)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of invoice/expenditure approval processes.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear the training resource addresses knowledge of invoice/expenditure approval processes.\n\nRequest clarification and course content relevant to this specific performance criteria.   ","Since the training is designed for FMs working in varied organizations, it does not describe a specific process for invoice management. The section of contract administration (4-179ff), however, does describe best practices for tracking and monitoring invoices and approving payment.","Referenced material from:\nModule 4. Business Management","Yes"]
[null,null,null,"10.4.11. Demonstrate ability to recommend/conduct funding reallocation based on changing priorities.",null,"FM",null,null,"Learning Objectives - Mod 4, Section 4:\n• Express why a basic fluency in finance will help facility managers succeed as business managers and collaborate better with colleagues and decision makers.\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.","The course materials cover:\n• Presenting and managing FM finances (pg 4-131 to 4-138)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to recommend/conduct funding reallocation based on changing priorities.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear the training resource addresses ability to recommend/conduct funding reallocation based on changing priorities.\n\nRequest clarification and course content relevant to this specific performance criteria.   ","Please see 4-135, “Changing Priorities and Reallocating Funds.” This section discusses budget control points at which allocation can be changed and general procedures for updating budget information.","Referenced material from:\nModule 4. Business Management","Yes"]
[null,null,null,"10.4.12. Demonstrate ability to conduct periodic financial reviews and produce required reports.",null,"FM",null,null,"Learning Objectives - Mod 4, Section 4:\n• Express why a basic fluency in finance will help facility managers succeed as business managers and collaborate better with colleagues and decision makers.\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.","The course materials cover:\n• Financial management processes for FM (pg 4-85 to 4-138)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to conduct periodic financial reviews and produce required reports.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear the training resource addresses ability to conduct periodic financial reviews and produce required reports.\n\nRequest clarification and course content relevant to this specific performance criteria.   ","If we can assume that financial review is required of department and project projects, these items are covered in the following areas:\n• “Presenting and Managing Finances,” which discusses the role of facility information systems in tracking budgets and preparing reports (e.g., budget variance report, monthly budget report). See 4-131ff.\n• “Schedule and Budget Analysis,” which discusses tools to analyze variances from project schedules and budgets. See 2-48ff.","Referenced material from:\nModule 2. Asset Management\nModule 4. Business Management","Yes"]
[null,"11. Leadership and Innovation","11.1. Communication and Administration","11.1.1. Demonstrate ability to communicate clearly.","Clear communication requires individuals to:\n\no Write clear, concise, and well organized documents\no Speak in a clear, concise, and well organized manner (public and interpersonal)\no Listen effectively and communicate understanding\no Give direction\no Actively clarify interpretations and confirm understanding\no Make oral presentations\no Present information visually\no Use communication technologies\no Conduct effective meetings\no Comprehend written and graphic information\no Comprehend financial and technical information\no Negotiate for services, resources, information and commitments\no Establish personal and professional networks","FM",null,null,"Learning Objectives - Mod 1, Section 3: \n• State the importance of good communication skills.\n• Describe the difference between formal and informal communication.\n• Describe how the sender/receiver communication model functions.\n• State the facility manager’s role in communication.\nLearning Objectives - Mod 4, Section 3: \n• Resolve conflicts using the interest-based relational approach and principled negotiation.\n• Identify and learn to minimize the causes of conflict in the workplace.\n• Identify, understand, and influence an organization’s culture.","The course materials cover:\n• Strategies for effective communication, examples of communication methods (pg 1-40 to 1-49)\n• Marketing the FM function and its initiatives to increase awareness (pg 1-19; 1-47 to 1-49; 5-148; 5-153)\n• Creating an FM culture (pg 4-69 to 4-74)\n• Facility management leadership skills (pg 4-59 to 4-63; 4-67 to 4-68)\n• Conflict resolution and negotiation skills (pg 4-75 to 4-81)","Partial.  This training resource received partial credit because it provides knowledge of communicating clearly for 8 of the 13 topics covered in the performance: \no Write clear, concise, and well organized documents\no Listen effectively and communicate understanding\no Give direction\no Actively clarify interpretations and confirm understanding\no Use communication technologies\no Comprehend financial and technical information\no Negotiate for services, resources, information and commitments\no Establish personal and professional networks\n\nThe training resource does not include content on the remaining topics: \no Speak in a clear, concise, and well organized manner (public and interpersonal)\no Make oral presentations\no Present information visually\no Conduct effective meetings\no Comprehend written and graphic information","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear the training resource covers the following topics listed in the performance additional information:\no Write clear, concise, and well organized documents\no Speak in a clear, concise, and well organized manner (public and interpersonal)\no Listen effectively and communicate understanding\no Give direction\no Actively clarify interpretations and confirm understanding\no Make oral presentations\no Present information visually\no Use communication technologies\no Conduct effective meetings\no Comprehend written and graphic information\no Comprehend financial and technical information\no Negotiate for services, resources, information and commitments\no Establish personal and professional networks\n\nRequest clarification and course content relevant to this specific performance criteria.   ","Please see the following sources for additional performance criteria that are addressed by the training content:\n• “Write clear, concise, and well organized documents.” See Exhibit 1-7 (1-43) and supporting text.\n• “Listen effectively and communicate understanding.” See Exhibit 1-6 and supporting text (1-42ff).\n• “Give direction.” See 4-31, “Define Expectations.” The communication model (Exhibit 1-4) describes the challenges and process that lie behind successfully giving directions.\n• “Actively clarify interpretations and confirm understanding.” This is part of the communications model (Exhibit 1-4 and related discussion).\n• “Use communication technologies.” See Exhibit 1-5 and “Effective Communication” (1-40ff).\n• “Comprehend financial and technical information.” The “Financial Management” section (4-85ff) improves understanding of financial information through discussions of forecasting, budgeting, financial statements, and financial analysis principles and tools. \n• “Negotiate for services, resources, information and commitments.” The concept of principled negotiation is discussed on 4-80ff. The “Procurement Process” (4-151ff) discusses approaches to negotiating contracts with suppliers.\n• “Establish personal and professional networks.” The concept of networking is raised in two places: “Influencing and Building Alliances” (4-61ff) which focuses on internal networking and “Requirements for Innovation” (1-144ff) which describes the benefits of personal networking for developing an innovative mindset.","Referenced material from:\nModule 1. Competencies for Facility Professional\nModule 4. Business Management","Yes"]
[null,null,null,"11.1.2. Demonstrate ability to supervise personnel as required.","Supervision of personnel requires individuals to:\no Plan staffing needs and requirements\no Hire, contract, reassign, retrain, right-size\no Coordinate personnel assignments\no Coordinate work performed as contracted services\no Evaluate performance\no Support personnel development\no Provide leadership","FM","✔",null,"Learning Objectives - Mod 4, Section 1:\n• List goals associated with effective management of human capital.\n• Provide examples of opportunities for collaboration between FM and human resources.\n• Describe the facility manager’s responsibility at each stage of the employee life cycle.\n• Describe the performance management model.\n• Provide examples of FM staff performance goals.\n• Explain the role of feedback, coaching, and mentoring in employee development.\n• Discuss key issues in performance review systems.\n• List factors to consider in selecting quality FM training.\n• Describe the goal and process of progressive discipline.\n• Explain key points from key theories of motivation (Maslow’s hierarchy of needs, Herzberg’s hygiene theory, and Theory X and Theory Y).\n• Provide examples of the ways rewards can be used flexibly to motivate behavior.\n• Describe possible dimensions of diversity on FM teams.\n• List benefits of diverse teams.\n• Describe tactics to support diverse workplaces.\n• Describe the key features of labor unions and works councils.","The course materials cover:\n• FM role in human resource management -- at all points in employee life cycle (pg 4-20 to 4-29)\n• Performance management and career development (pg 4-29 to 4-37; 4-40 to 4-47)\n• Handling employee issues (pg 4-37 to 4-40)\n• Creating diverse teams (pg 4-48 to 4-53)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to supervise personnel as required.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear the training resource covers the following topics listed in the performance additional information:\no Plan staffing needs and requirements\no Hire, contract, reassign, retrain, right-size\no Coordinate personnel assignments\no Coordinate work performed as contracted services\no Evaluate performance\no Support personnel development\no Provide leadership\n\nRequest clarification and course content relevant to this specific performance criteria.   ","The section on Human Capital addresses the intersection of FM interests and collaboration with HR. (Subject matter experts advised that many of these tasks are often performed by HR with FM input on needs.) Content on 4-20ff addresses:\n• Workforce planning\n• Recruitment and hiring)\n• Training\n• Performance management and career development\nThe section of Leadership (4-58ff) addresses the role of FM managers to motivate and inspire/activate their people. \n“Outsourcing” (4-159ff) discusses various aspects of outsourcing FM services/work.","Referenced material from:\nModule 4. Business Management","Yes"]
[null,null,null,"11.1.3. Demonstrate ability to perform administrative duties.","Performing administrative duties requires individuals to:\no Administer policies, procedures and practices\no Administer the acquisition, distribution and use of material resources\no Maintain documentation systems","FM",null,null,"Learning Objectives - Mod 1, Section 3:\n• State the facility manager’s role in communication.\nLearning Objectives - Mod 2, Section 2:\n• Understand the roles of the project manager, team members, and stakeholders.\nLearning Objectives - Mod 3, Section 2:\n• Define FM’s role in supporting compliance.\nLearning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.","The course materials cover:\n• Communicating policies and procedures (pg 1-49)\n• The role of policies, procedures and standards (pg 2-93 to 2-95)\n• Project management tasks, including utilizing resources (pg 2-27 to 2-54)\n• Maintain documentation systems (pg 2-54 to 2-59; 2-212 to 2-217; 3-104; 3-130 to 3-132; 4-15; 4-39; 5-61 to 5-66; 5-89 to 5-90; 5-113 to 5-114; 5-127)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to perform administrative duties.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource covers the topics listed in the performance additional information:\n\no Administer the acquisition, distribution and use of material resources\n\nRequest clarification and course content relevant to this specific performance criteria.   ","Content on the procurement process (summarized in Exhibit 4-33 on 4-151) provides detailed discussion of material acquisition and evaluation of the procurement activity.","Referenced material from:\nModule 4. Business Management","Yes"]
[null,null,"11.2. Personnel","11.2.1. Demonstrate knowledge and ability to ensure corporate, life safety, and regulatory compliance. ","Corporate, safety and regulatory compliance includes:\no Evaluate and manage the facility’s support of organizational goals and objectives.\no Monitor changes in laws and regulations.\no Assure the facility and its operation complies with laws and regulations\no Monitor and assure changes in the facility function and services\no Monitor information and trends about human and environmental concerns\no Ensure training is conducted to maintain safe and effective use of the facility\no Conduct due diligence studies","FM",null,null,"Learning Objectives - Mod 3, Section 2:\n• Define FM’s role in supporting compliance.\n• Distinguish among laws (statutes), different types of regulations, standards, policies, and contracts.\nLearning Objectives - Mod 1, Section 4:\n• Describe the Triple Bottom Line approach to sustainability and incorporate it into the organization’s sustainability accounting practices.\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\nLearning Objectives - Mod 3, Section 3:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\nLearning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.","The course materials cover:\n• Common standards and rating systems (pg 3-17 to 3-18; 1-64 to 1-69; 1-72 to 1-80) \n• Compliance management systems, ISO 19600 standard (pg 3-20)\n• Water efficiency standards, codes, and guidelines (pg 5-154 to 5-155)\n• Sustainability strategies and monitoring TBL issues and trends, measurements (pg 1-56 to 1-80)\n• Managing, monitoring, and evaluating building system performance (pg 5-53 to 5-66)\n• Training for safe and effective use of the facility, including emergency management procedures and drills (pg 3-25 to 3-80; 3-109 to 3-135)\n• Due diligence analysis (pg 2-154)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to ensure corporate, life safety, and regulatory compliance.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource covers the topics listed in the performance additional information:\n\no Evaluate and manage the facility’s support of organizational goals and objectives.\no Monitor changes in laws and regulations.\no Assure the facility and its operation complies with laws and regulations\no Monitor and assure changes in the facility function and services\no Monitor information and trends about human and environmental concerns\n\nRequest clarification and course content relevant to this specific performance criteria.   ","The course addresses additional performance criteria as described:\n• “Evaluate and manage the facility’s support of organizational goals and objectives.” Information on the risk management process describes the necessity of understanding the organization’s approach to risk. (3-4ff)\n• “Monitor changes in laws and regulations.” See “Challenges in Compliance with Laws and Standards” (3-18).\n• “Assure the facility and its operation complies with laws and regulations.” “Compliance and Standards” describes the layers of compliance and FM’s role in supporting compliance with laws and regulations (3-14ff)\n• “Monitor and assure changes in the facility function and services.” Content on facility programming (2-26, 67ff, 75 [gap analysis], 174) and on identifying service levels (5-72ff) focus on using these tasks to ensure alignment with current and future facility/ occupant needs.\n• “Monitor information and trends about human and environmental concerns.” Content on sustainability and the Triple Bottom Line (1-61ff) focuses on identifying current and emerging organizational, social, and environmental needs. “Environmental Demand Factors” describes the use of the PESTLE tool to monitor emerging macro-environmental issues. (2-74)","Referenced material from:\nModule 1. Competencies for Facility Professional \nModule 2. Asset Management\nModule 3. Risk Management\nModule 5. Operation & Maintenance\n","Yes"]
[null,null,null,"11.2.2. Demonstrate knowledge and ability to develop, test and train personnel on emergency systems, plans and procedures.","Emergency systems, plans, and procedures require individuals to:\no Develop or participate in the development of emergency plans\no Assure people are trained in emergency procedures\no Assure all emergency systems and procedures are tested as planned\no Assure emergency drills and conducted\no Develop or participate in the development of recovery plans","FM",null,null,"Learning Objectives - Mod 3, Section 5:\n• Define emergency management.\n• Compare/contrast an emergency response plan and an incident recovery plan.\n• Describe how to develop an overall emergency management plan.\n• Name the types of emergency management plans a facility manager might need to coordinate.\n• Define business continuity.\n• Describe risks to business continuity.\n• State the purpose of a business impact analysis.\n• Name the major responsibilities to execute while directing an incident response.\n• Identify the required contents of an emergency communications plan.\n• Enumerate key tasks for FM staff during evacuations and shelter-in-place actions.","The course materials cover:\n• Emergency management process and steps to create plans (pg 3-109 to 3-113, 3-116)\n• Components of an emergency management plan and different types of plans (pg 3-111, 3-115)\n• Components of an incident recovery plan (pg 3-111)\n• Common facility risks (pg 3-113 to 3-114)\n• Description of the different levels of emergency readiness (pg 3-115)\n• Factors for response actions (pg 3-117)\n• Examples of risk mitigation plans and activities (pg 3-117 to 3-118)\n• Business continuity planning definition and process steps (pg 3-118 to 3-120)\n• Business impact analysis (pg 3-120 to 3-122)\n• Contingency plan development (pg 3-122 to 3-124)\n• The role of FM in incident responses, procedures during and after (pg 3-125 to 3-130)\n• Emergency recovery and damage assessment (pg 3-130 to 3-135)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to develop, test and train personnel on emergency systems, plans and procedures.","Yes","Yes","Yes","Yes","Yes","Yes","It is not sure the training resources cover the topics listed in the performance additional information and listed below:\no Assure people are trained in emergency procedures\no Assure all emergency systems and procedures are tested as planned\no Assure emergency drills and conducted\n\nRequest clarification and course content relevant to this specific performance criteria.   ","The section on “Emergency Management” addresses all of the additional performance criteria listed:\n• “Assure people are trained in emergency procedures.” See 3-112 (incorporation of training, practice and drills in the emergency management plan) and 3-124 (“Communication and Training.”\n• “Assure all emergency systems and procedures are tested as planned.” See 3-112 (as part of emergency plan development). \n• “Assure emergency drills and conducted. “ See content on drill and practice on 3-113.","Referenced material from:\nModule 3. Risk Management\n\n","Yes"]
[null,null,null,"11.2.3. Demonstrate knowledge of Equal Employment Opportunities (EEO), Affirmative Action Plans (AAP) and diversity awareness.",null,"FM",null,"CDA","Learning Objectives - Mod 4, Section 2:\n• Describe possible dimensions of diversity on FM teams.\n• List benefits of diverse teams.\n• Describe tactics to support diverse workplaces.","The course materials cover:\n• Creating diverse and inclusive workplaces (pg 4-48 to 4-51)\n\nHowever, courseware does not include specific information about  EEP or AAP, by name.","Partial. This training resource provides familiarity/general knowledge of workplace and diversity.  It received partial credit because it provides awareness of legal compliance.  However, as the performance criteria is intended primarily for facility managers, it does not sufficiently provide information about Equal Opportunities (EEO) and Affirmative Action Plans (AAP) ","Yes","Yes","Yes","Yes","Yes","No",null,"The content does not address specific U.S. laws, although it does create awareness of legal compliance in “Layers of Compliance” (3-15ff).","Referenced material from:\nModule 3. Risk Management\n\n","Yes"]
[null,null,"11.3. Innovation\n","11.3.1. Demonstrate knowledge and ability to investigate ways to improve facility services.",null,"FM",null,null,"Learning Objectives - Mod 1, Section 7:\n• Define what innovation is and isn’t and its value to facility management.\n• Distinguish between the types of innovation and their contributions to an organization’s success.\n• Provide examples of challenges that can restrict innovation in FM organizations.\n• Describe organizational and personal requirements for innovation.\n• Describe the process of innovation in organizations.\nLearning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.","The course materials cover:\n• Process of FM innovation (pg 1-141 to pg 1-151)\n• Continuous improvement process (pg 1-92 to 1-94) \n• Measuring building performance and benchmarking (pg 5-58 to 5-66; 5-98 to 5-100)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to investigate ways to improve facility services.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"11.3.2. Demonstrate knowledge and ability to assess risks and opportunities.",null,"FM",null,null,"Learning Objectives - Mod 3, Section 1:\n• Describe the risk management principles, framework, and process, including management tactics.\nLearning Objectives - Mod 2, Section 3:\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.","The course materials cover:\n• SWOT analysis (pg 2-79 to 2-80)\n• Business case analysis -- assessing risks and opportunities (pg 2-80 to 2-82; 2-155 to 2-158; 4-85 to 4-86)\n• Risk and opportunity analysis (pg 2-157)\n• Risk management (pg 3-1 to 3-135)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to assess risks and opportunities.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"11.3.3. Demonstrate knowledge and ability to conduct pilot tests when developing new procedures.",null,"FM",null,null,"Learning Objectives - Mod 1, Section 5:\n• Describe the steps in a model for delivering quality FM.\nLearning Objectives - Mod 2, Section 2:\n•Explain the role of policies and procedures in strategic management.\n• Summarize the challenge of implementing change in organizations.\n• Describe common elements in change management models.","The course materials cover:\n• The role of policies, procedures and standards (pg 2-93 to 2-95)\n• Continuous improvement process (pg 1-92 to 1-94) \n• Managing change (pg 2-97 to 2-106)","No, based on the review of the learning objectives and the skills/materials covered, this training resource does not address knowledge and ability to conduct pilot tests when developing new procedures and does not clearly map to the performance criteria.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource covers knowledge and ability to conduct pilot tests when developing new procedures.\n\nRequest clarification and course content relevant to this specific performance criteria.   "]
[null,null,null,"11.3.4. Demonstrate knowledge of Federal government “Knowledge Hubs.”","Examples of Federal Knowledge Hubs include: Whole Building Design Guide, Fed Center) www.wbdg.org and www.fedcenter.gov. ","FM",null,"✔/CDA"]
[null,null,null,"11.3.5. Demonstrate knowledge of the offices, programs and National Labs at DOE that drive innovation in Facilities operation and management. ","Examples of offices, programs and labs include: Office of Energy Efficiency and Renewable Energy (EERE) Federal Energy Management Program (FEMP), Lawrence Berkeley National Lab (LBNL).","FM",null,"✔/CDA"]
[null,null,null,"11.3.6. Demonstrate knowledge of GSA’s Green Proving Ground Program.",null,"FM",null,"✔/CDA"]
[null,null,null,"11.3.7. Demonstrate ability to translate innovative ideas into actionable tasks.","Translating ideas into actionable tasks requires individuals to:\no Work with occupants, and facilities’ team to analyze and ensure alignment of Facilities with the mission of Dept./Agency on a macro level and the specific occupant’s deliverables on a micro level\no Work with occupants, and facilities’ team to integrate people, places, processes and technologies throughout all interconnected organizations\no Using knowledge gained from the above sources and ingenuity born from day-to-day in the field operations, find ways to innovate across traditional macro and micro organizational boundaries","FM","✔",null,"Learning Objectives - Mod 1, Section 7:\n• Define what innovation is and isn’t and its value to facility management.\n• Distinguish between the types of innovation and their contributions to an organization’s success.\n• Provide examples of challenges that can restrict innovation in FM organizations.\n• Describe organizational and personal requirements for innovation.\n• Describe the process of innovation in organizations.\n","The course materials cover:\n• Process of FM innovation (pg 1-141 to pg 1-151)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to translate innovative ideas into actionable tasks.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource covers the topics listed in the performance additional information listed below:\no Work with occupants, and facilities’ team to analyze and ensure alignment of Facilities with the mission of Dept./Agency on a macro level and the specific occupant’s deliverables on a micro level\no Work with occupants, and facilities’ team to integrate people, places, processes and technologies throughout all interconnected organizations\no Using knowledge gained from the above sources and ingenuity born from day-to-day in the field operations, find ways to innovate across traditional macro and micro organizational boundaries\n\nRequest clarification and course content relevant to this specific performance criteria.   ","Alignment with mission and with occupant needs (across organizations) is treated in content on facility strategy planning (see Exhibit 2-12 on 2-70) and “Determining the Need for Occupant Services (5-71ff). \n\nThe Innovation competency (1-141ff) discusses fostering and developing an innovative approach to facility and occupant needs.","Referenced material from:\nModule 1. Competencies for Facility Professional \nModule 2. Asset Management\nModule 5. Operation & Maintenance\n\n","Yes"]
[null,null,"11.4. Enterprise Knowledge and Strategic Decision Making\n","11.4.1. Demonstrate ability to participate in the organization’s strategic planning at the executive level in order to translate between the organization’s missions and its facilities portfolio and clearly communicate how real estate and facilities can support these missions.",null,"FM",null,"✔","Learning Objectives - Mod 2, Section 3:\n• Define strategy, strategic planning, and strategic management.\n• List benefits of strategic planning for the organization/customer and for the FM organization.\n• List skills that facility managers need to effectively plan facility strategy.\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 4, Section 7:\n• Describe the facility manager’s real estate responsibilities.","The course materials cover:\n• Strategic planning (pg 2-64 to 2-106)\n• Real estate (pg 4-189 to 4-213)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to participate in the organization’s strategic planning at the executive level in order to translate between the organization’s missions and its facilities portfolio and clearly communicate how real estate and facilities can support these missions.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"11.4.2. Demonstrate knowledge of agency facilities role in supporting broader National Security goals including: operations, training and disaster response. ",null,"FM",null,"✔","Learning Objectives - Mod 3, Section 4: \n• Provide examples of security risks.\n• Describe a vulnerability assessment to identify security weaknesses.\n• List document control and security procedures.\n• Describe key issues in communicating critical information regarding security risks and risk mitigation to FM employees.\nLearning Objectives - Mod 3, Section 5:\n• Define emergency management.\n• Compare/contrast an emergency response plan and an incident recovery plan.\n• Describe how to develop an overall emergency management plan.\n• Name the types of emergency management plans a facility manager might need to coordinate.\n• Define business continuity.\n• Describe risks to business continuity.\n• State the purpose of a business impact analysis.\n• Name the major responsibilities to execute while directing an incident response.\n• Identify the required contents of an emergency communications plan.\n• Enumerate key tasks for FM staff during evacuations and shelter-in-place actions.","The course materials cover:\n• The role and the scope of responsibility of the facility manager with regard to security (pg 3-85 to 3-105)\n• Emergency management process and steps to create plans (pg 3-109 to 3-113, 3-116)\n• Components of an emergency management plan and different types of plans (pg 3-111, 3-115)\n• Components of an incident recovery plan (pg 3-111)\n• Common facility risks (pg 3-113 to 3-114)\n• Description of the different levels of emergency readiness (pg 3-115)\n• Factors for response actions (pg 3-117)\n• Examples of risk mitigation plans and activities (pg 3-117 to 3-118)\n• Business continuity planning definition and process steps (pg 3-118 to 3-120)\n• Business impact analysis (pg 3-120 to 3-122)\n• Contingency plan development (pg 3-122 to 3-124)\n• The role of FM in incident responses, procedures during and after (pg 3-125 to 3-130)\n• Emergency recovery and damage assessment (pg 3-130 to 3-135)\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of agency facilities role in supporting broader National Security goals including: operations, training and disaster response. \n\nThis training resource doesn’t cover the federal specific references.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"11.4.3. Demonstrate knowledge and ability to drive a “Change Management” process - a structured approach to shifting/transitioning individuals, teams, and organizations from a current state to a desired future state.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 3:\n• Summarize the challenge of implementing change in organizations.\n• Describe common elements in change management models.","The course materials cover:\n• Change management (pg 2-97 to 2-106)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to drive a “Change Management” process - a structured approach to shifting/transitioning individuals, teams, and organizations from a current state to a desired future state.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"11.4.4. Demonstrate knowledge and ability to move from the Operational (the who and when of things getting done) to Tactical (what we do) to the Strategic (why we do what we do).",null,"FM",null,"✔","Learning Objectives - Mod 1, Section 1: \n• List facility manager roles and responsibilities at strategic, tactical, and operational levels.\nLearning Objectives - Mod 2, Section 2: \n• Express why and when to use project management for FM initiatives.\nLearning Objectives - Mod 2, Section 3: \n• List skills that facility managers need to effectively plan facility strategy.","The course materials cover:\n• Facility management life cycle, showing levels of strategic, tactical, operational (pg 1-9 to 1-11)\n• The role of the facility manager and responsibilities (pg 1-11 to 1-17)\n• Strategic planning process (pg 2-64 to 2-83)\n• Project management skills -- operational (pg 2-9 to 2-58)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge and ability to move from the Operational (the who and when of things getting done) to Tactical (what we do) to the Strategic (why we do what we do).","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"11.4.5. Demonstrate ability to strategically allocate all forms of “capital” – human(people), physical(facilities), economic(money) and environmental (land and resources). ",null,"FM",null,"✔","Learning Objectives - Mod 2, Section 2:\n• Leverage available organizational resources and understand the project’s\nenvironment.\n• Understand how to plan project scope using a work breakdown structure followed by consideration of resource requirements and constraints.\nLearning Objectives - Mod 4, Section 2:\n• Describe the facility manager’s responsibility at each stage of the employee life cycle.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.\n• Outline customary work management goals.","The course materials cover:\n• The Facility strategic planning process for determining the systems and resources needed to support the organization's functions (pg 2-64 to 2-83, 2-144)\n• Gathering project requirements through programming/needs analysis (pg 2-26)\n• Project planning activities, including creating a work breakdown structure to identify resource requirements and constraints (pg 2-27 to 2-31)\n• Work management and prioritizing use of systems, equipment, space, teams, and technology based on organizational needs, priorities, and requests (pg 5-104 to 5-116)\n• Human capital assignments (pg 4-13 to 4-29)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to strategically allocate all forms of “capital” – human(people), physical(facilities), economic(money) and environmental (land and resources). ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"11.4.6. Demonstrate ability to provide decision makers with better information about the total long-term costs and consequences of a particular course of action. ",null,"FM","✔","✔","Learning Objectives - Mod 2, Section 3:\n• List benefits of strategic planning for the organization/customer and for the FM organization.\nLearning Objectives - Mod 2, Section 4:\n• Describe the process FM follows to align with the organization’s strategic plan.","The course materials cover:\n• Strategy plans for the long-term (pg 2-65 to 2-69; 2-116)\n• Total cost of ownership and asset life cycle, LCA and LCCA process (pg 2-121 to 2-143)\n• Investment strategy -- including assessments and feasibility studies (pg 2-148 to 2-155)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to provide decision makers with better information about the total long-term costs and consequences of a particular course of action. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,"12. Performance Measures","12.1. Acquiring Data","12.1.1. Demonstrate knowledge of the differences between quantitative and qualitative data and how to gather/calculate each. ",null,"FM",null,null,"Learning Objectives - Mod 5, Section 2:\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 3:\n• Monitor, inspect, and evaluate occupant services.\nLearning Objectives - Mod 5, Section 5:\n• Measure and quantify a facility’s use of energy.","The course materials cover:\n• Data collection, preparation and use (pg 4-5 to 4-7)\n• Collecting data, qualitative and quantitative examples/methods: environmental management systems (pg 1-73), energy consumption - EUI (pg 1-79; 5-161), six sigma approach (1-96) quality management tools (pg 1-96 to 1-109), schedule and budget analysis measures (pg 2-49), gap analysis tools  (pg 2-76 to 2-80), facility condition assessment (pg 2-118), facility condition index (pg 2-119), total cost of ownership (pg 2-121 to 2-128), life-cycle assessment (pg 2-130), life-cycle cost analysis (pg 2-134 to 2-143), buy-vs-lease analysis (pg 2-150), feasibility analysis (pg 2-152), capital budget (pg 2-161), questionnaires (pg 2-203), postoccupancy evaluation (pg 2-229), noise and vibration levels (pg 3-41), electrical current (pg 3-69), service level agreements (pg 4-7), worker performance (pg 4-31), forecasts (4-89 to 4-92), budgets (pg 4-98), financial statements (pg 4-102 to 4-108), ratio analysis (pg 4-109 to 4-117), financial analysis methods (pg 4-122 to 4-128, 4-130), sensitivity and scenario analysis (pg 4-129), balanced scorecard (pg 4-164), building site assessments (pg 5-10 to 5-30), building system assessments and measurements (pg 5-32 to 5-58), occupant surveys (pg 5-73 to 5-75), CMMS service orders (pg 5-113), Utility demand and consumption (pg 5-140), metering and submetering (pg 5-147 to 5-150; 5-161 to 5-164) \n• Relevant measures and benchmarks, standards, compliance (pg 1-111; 2-52; 2-75 to 2-76; 2-121; 4-2 to 4-4; 4-7 to 4-10; 5-58 to 5-66; 5-96 to 5-99, 5-165 to 5-171)\n• Presenting quantitative information (pg 4-10)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of the differences between quantitative and qualitative data and how to gather/calculate each. ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"12.1.2. Demonstrate knowledge of key building performance measures, where and how to read them, and reporting requirements.",null,"FM","✔","✔","Learning Objectives - Mod 4, Section 2:\n• Understand that there are a critical few metrics (key performance indicators, or KPIs) that organizations should focus on and that are customized to the organization.","The course materials cover:\n• Key performance indicators (pg 1-14; 4-2 to 4-4; 4-6 to 4-7; 5-58; 5-96 to 5-97; 5-128)\n• Measuring facility performance and the use of benchmarking (pg 5-58 to 5-66)\n• Measurement reporting (pg 5-96)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of key building performance measures, where and how to read them, and reporting requirements.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"12.1.3. Demonstrate ability to determine what records provide the “best fit” data for strategic decision making – situation and desired outcome dependent.",null,"FM",null,null,"Learning Objectives - Mod 2, Section 2: \n• Explain the need for and contents of a good project charter and up-front needs analysis.\nLearning Objectives - Mod 2, Section 3: \n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions. \nLearning Objectives - Mod 4, Section 4: \n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.","The course materials cover:\n• Fact-based decision making (pg 1-93 to 1-94)\n• Project selection and analysis (pg 1-21; 1-78 to 1-80; 2-23 to 2-40; 2-166; 2-200 to 2-206; 4-92 to 4-101)\n• Strategic facility planning strategies, including analysis and inputs (pg 2-67 to 2-80) \n• Creating a business case (pg 2-80 to 2-83; 2-155 to 2-158)\n• Capital planning (pg 2-113 to 2-167)\n• Managing, monitoring and evaluating building system performance (pg 5-53 to 5-66)\n• Different consensus-building tools that can be used to generate best ideas, processes, decisions (pg 1-135 to 1-137)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to determine what records provide the “best fit” data for strategic decision making – situation and desired outcome dependent.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,"12.2. Establishment and Implementation\n\n","12.2.1. Demonstrate knowledge of Performance Measurement concepts (SMART - Specific, Measurable, Achievable, Results-focused, Time-bond).",null,"FM","✔","✔/CDA","Learning Objectives - Mod 1, Section 3:\n• State the importance of good communication skills.","The course materials cover:\n• SMART objectives (pg 1-44; 2-24; 4-4; 5-76; 5-152)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of Performance Measurement concepts (SMART - Specific, Measurable, Achievable, Results-focused, Time-bond).","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"12.2.2. Demonstrate ability to use measures to inform decision-making and resource allocation. ",null,"FM",null,null,"Learning Objectives - Mod 2, Section 2:\n• Leverage available organizational resources and understand the project’s\nenvironment.\n• Understand how to plan project scope using a work breakdown structure followed by consideration of resource requirements and constraints.\nLearning Objectives - Mod 5, Section 4:\n• Describe the facility manager’s skill set for work management.\n• Outline customary work management goals.","The course materials cover:\n• Gathering project requirements through programming/needs analysis (pg 2-26)\n• Project planning activities, including creating a work breakdown structure to identify resource requirements and constraints (pg 2-27 to 2-31)\n• Work management and prioritizing use of systems, equipment, space, teams, and technology based on organizational needs, priorities, and requests (pg 5-104 to 5-116)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to use measures to inform decision-making and resource allocation. ","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear how the training resource covers the ability to use measures to inform decision-making and resource allocation.  \n\nRequest clarification and course content relevant to this specific performance criteria.   ","The following sections of the training resource address analysis to support decision making:\n• “Project Selection” (2-22) and “Monitoring and Controlling” (2-46ff), particularly the discussion of tools to analyze project performance re scope, budget, and schedule.\n• Business Cases” (2-80ff) discusses this approach to analyze proposed use of organizational assets.\n• “Capital Planning (2-113ff) discusses various measures used in assessing the value of investment.\n• “Financial Analysis Methods” describes the use of ROI, investment value, present and net present value, IRR, payback period and other analytical tools.","Referenced material from:\nModule 2. Asset Management\n","Yes"]
[null,null,null,"12.2.3. Demonstrate knowledge of cascading Key Performance Indicators (KPI) that can be used to measure how well mission, management, program and individual goals are being met.",null,"FM","✔",null,"Learning Objectives - Mod 4, Section 2:\n• Understand that there are a critical few metrics (key performance indicators, or KPIs) that organizations should focus on and that are customized to the organization.","The course materials cover:\n• Key performance indicators (pg 1-14; 4-2 to 4-4; 4-6 to 4-7; 5-58; 5-96 to 5-97; 5-128)\n• Measuring facility performance and the use of benchmarking (pg 5-58 to 5-66)\n• Measurement reporting (pg 5-96)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of cascading Key Performance Indicators (KPI) that can be used to measure how well mission, management, program and individual goals are being met.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"12.2.4. Demonstrate ability to establish baselines from which progress toward attainment of goals can be measured.",null,"FM","✔",null,"Learning Objectives - Mod 2, Section 2: \n• Explain the need for and contents of a good project charter and up-front needs analysis.\nLearning Objectives - Mod 4, Section 4: \n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.","The course materials cover:\n• Needs assessment and measurement systems for establishing a baseline (pg 1-21; 1-78 to 1-80; 2-27 to 2-40; 2-166; 2-200 to 2-206; 4-92 to 4-101)\n• Fact-based decision making (pg 1-93 to 1-94)\n• Determining planned value and variances (pg 2-49 to 2-51)\n• Commissioning (pg 2-184 to 2-186)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to establish baselines from which progress toward attainment of goals can be measured.","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"12.2.5. Demonstrate ability to establish feedback systems to support continuous improvement of an organization’s processes, practices, and results (outcomes). ",null,"FM","✔",null,"Learning Objectives - Mod 5, Section 2:\n• Describe the facility manager’s role in regard to technical services.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking.\nLearning Objectives - Mod 5, Section 3:\n• Monitor, inspect, and evaluate occupant services.","The course materials cover:\n• Continuous improvement process (pg 1-92 to 1-94) \n• Managing, monitoring and evaluating building system performance (pg 5-53 to 5-66)\n• Collect tracking and diagnostic data (pg 2-46 to 2-48; 5-113 to 5-116; 5-128; 5-149 to 5-151) \n• Maintaining systems and equipment (pg 5-117 to 5-135)\n• Soliciting occupant surveys (pg 5-72 to 5-74)\n• Gathering customer feedback (pg 5-113 to 5-114; 1-14; 1-23; 4-28; 4-163)\n\n\n","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to establish feedback systems to support continuous improvement of an organization’s processes, practices, and results (outcomes). ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"12.2.6. Demonstrate knowledge of how to combine single building metrics into a system to measure the performance of buildings portfolio in support of the organization’s overall mission. ",null,"FM",null,null,"Learning Objectives - Mod 1, Section 1:\n• Define facility management (FM), including how it is a support function that is needed by the organization to enable its strategy to be successful.\n• List facility manager roles and responsibilities at strategic, tactical, and operational levels.\nLearning Objectives - Mod 2, Section 3:\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\nLearning Objectives - Mod 2, Section 4:\n• Cite types of analyses or estimates that a single-site facility manager performs in facility planning.\n","The course materials cover:\n• Role of facility management in achieving core mission (pg 1-1 to 1-14; 1-21; 1-57; 2-65 to 2-70; 2-73)\n• Portfolio review and assessment (pg 2-117 to 2-121)\n• Single-site facility planning (pg 2-149 to 2-155)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include knowledge of how to combine single building metrics into a system to measure the performance of buildings portfolio in support of the organization’s overall mission.  ","Yes","Yes","Yes","Yes","Yes","No"]
[null,null,null,"12.2.7. Demonstrate knowledge of current portfolio-level performance indicators.","Some examples of portfolio level indicators include:\no Facilities Condition Index or Asset Utilization Index (measures portfolio against mission)\no Current Replacement Value (total amount of money invested in portfolio)\no Plant Replacement Value (cost to replace facilities assets in today’s dollars and using today’s methods)\no Sustainment Rate (adequacy of funding maintenance and repair)","FM",null,null,"Learning Objectives - Mod 2, Section 4:\n• Discuss major inputs into portfolio analysis and review.\n• Cite types of analyses or estimates that a single-site facility manager performs in facility planning.\nLearning Objectives - Mod 4, Section 7:\n• List the tasks performed during a property condition assessment.","The course materials cover:\n• Portfolio review and assessment (pg 2-117 to 2-121)\n• Facility condition assessments (FCAs)/property condition assessments (PCAs) report components (pg 2-118 to 2-119; 4-196)\n• Facility condition index (FCI) ratio (pg 2-119)\n• Total cost of ownership and replacement costs (pg 2-123 to 2-130)\n","Partial.  This training resource received partial credit because it provides knowledge of current portfolio-level performance indicators for 2 of the 4 topics covered in the performance: \no Facilities Condition Index or Asset Utilization Index (measures portfolio against mission)\no Current Replacement Value (total amount of money invested in portfolio)\n\nThe training resource does not include content on the remaining topics: \no Plant Replacement Value (cost to replace facilities assets in today’s dollars and using today’s methods)\no Sustainment Rate (adequacy of funding maintenance and repair)","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear if the training resource covers the topics in the performance additional information listed below: \no Current Replacement Value (total amount of money invested in portfolio)\no Plant Replacement Value (cost to replace facilities assets in today’s dollars and using today’s methods)\no Sustainment Rate (adequacy of funding maintenance and repair)\n\nRequest clarification and course content relevant to this specific performance criteria.  ","“Current replacement value” is discussed as a factor in the FCI equation (2-119ff). (The term “plant replacement value” is not introduced, but the concept of replacement value is applied to all physical assets.) “Life-Cycle Cost Analysis” (2-134ff) includes consideration of capital replacement costs in FM decision making. \nAlthough the term sustainment rate is not used, the importance of budgeting for maintenance and the impact of insufficient maintenance planning is discussed in “Budgeting” (5-129ff). ","Referenced material from:\nModule 2. Asset Management\nModule 5. Operation & Maintenance","Yes"]
[null,null,null,"12.2.8. Demonstrate knowledge of the Federal Real Property Profile and ability to acquire, maintain and validate data as required for federal facilities.  ",null,"FM",null,"✔"]
[null,null,null,"12.2.9. Demonstrate ability to perform a sensitivity analysis on proposed measures to understand and provide input for qualitative and quantitative key performance indicators (KPIs) for measuring aspects of facilities operations and management.","o Examples of KPI's include: Total number and size of facilities, Facility types, age and location, Plant Replacement Value (PRV), Facilities Condition Index (FCI)/Installation Readiness Report, Deferred Maintenance/Facilities Revitalization Rate, Asset Utilization Index, Recapitalization Rate.\n\no Some additional KPIs used by organizations for qualitative aspects of facility performance include: Cost effectiveness, Customer satisfaction, Process efficiencies.\n \no Sensitivity analysis helps to determine the how much affect various controllable and uncontrollable drivers have.  Examples of this are: Funding, weather, retirements, individual performance, training, etc.\n","FM",null,"✔","Learning Objectives - Mod 4, Section 2:\n• Understand that there are a critical few metrics (key performance indicators, or KPIs) that organizations should focus on and that are customized to the organization.","The course materials cover:\n• Sensitivity and scenario analysis (pg 4-129)\n• Key performance indicators (pg 1-14; 1-111; 4-2 to 4-4; 4-6 to 4-7; 5-58; 5-96 to 5-97; 5-128)\n• Facility condition index (FCI) ratio (pg 2-119)\n• Technical services benchmarking tools and process (pg 5-61 to 5-66)\n• Soliciting occupant surveys (pg 5-72 to 5-74)\n• Gathering customer feedback (pg 5-113 to 5-114; 1-14; 1-23; 4-28; 4-163)","Yes, based on the review of the learning objectives and the skills/materials covered, the topics listed should include ability to perform a sensitivity analysis on proposed measures to understand and provide input for qualitative and quantitative key performance indicators (KPIs) for measuring aspects of facilities operations and management.","Yes","Yes","Yes","Yes","Yes","Yes","It is not clear the training resources covers the topics in the performance additional information and listed below: \no Some additional KPIs used by organizations for qualitative aspects of facility performance include: Cost effectiveness, Customer satisfaction, Process efficiencies.\n \no Sensitivity analysis helps to determine the how much affect various controllable and uncontrollable drivers have.  Examples of this are: Funding, weather, retirements, individual performance, training, etc.\n\nRequest clarification and course content relevant to this specific performance criteria.  ","Although cost-effectiveness is not synonymous with ROI or cost/benefit analysis among statisticians, the discussion on ROI on 4-122ff.\nFor a discussion of using KPIs to develop service level agreement and the importance of SLAs in assessing customer satisfaction, see “Service Level Agreements (SLA)” (4-7). Another tool to assess qualitative data in terms of customer satisfaction, occupant survey, is discussed in “Knowing the Occupants” (5-72ff).\n“Process efficiency” is discussed in the context of TQM, and quality measurement and analysis tools are discussed there as well. (1-92ff)\nFor discussion of sensitivity analysis, see “Sensitivity and Scenario Analysis” (4-129). The content does not discuss the examples in the parenthesis, but can be applied to any scenario analysis.","Referenced material from:\nModule 1. Competencies for Facility Professional \nModule 4. Business Management\nModule 5. Operation & Maintenance","Yes"]

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["Learning Objective(s) associated with this training resource:"]
["Module 1: Competencies for Facility Professionals\n\nSection 1: Facilities and the Value of Facility Management\nAfter completing this section, students will be able to:\n• Understand that facilities are expensive, long-term assets that can be leveraged to multiply business results if wisely chosen and managed.\n• Define facility management (FM), including how it is a support function that is needed by the organization to enable its strategy to be successful.\n• Describe FM scope in terms of assets, facilities, and facility services.\n• Understand that facilities and facility systems will be at various stages in a predictable life cycle, while strategy, tactics, and monitoring and controlling are recurring processes that guide decisions along this cycle.\n• List the benefits of FM.\n• Describe how FM is a valid profession and a value-added contribution to organizations.\n• List facility manager roles and responsibilities at strategic, tactical, and operational levels.\n• Understand facility manager competencies, including technical and management skill sets, being both reactive and proactive, balancing tradeoffs, and mixing use of staff, contractors, and consultants.\n• Describe how the FM function adds value by improving productivity, marketing the organization’s brand, and promoting sustainability.\n• Understand how facility managers can improve consistency in the profession by adopting ISO 41001, 41011, 41012, and 41013, a set of international FM standards."]
["Section 2: Cross-Functional Competencies\nAfter completing this section, students will be able to:\n• Define competency.\n• List types of competencies.\n• Define core competencies.\n• Describe ways in which competencies can be developed.\n• Explain the relationship of the ProFM competency threads to the practice of facility management."]
["Section 3: Communication\nAfter completing this section, students will be able to:\n• State the importance of good communication skills.\n• Describe the difference between formal and informal communication.\n• Describe how the sender/receiver communication model functions.\n• State the facility manager’s role in communication.\n• List the steps and processes involved in creating a communication plan."]
["Section 4: Sustainability\nAfter completing this section, students will be able to:\n• Describe the Triple Bottom Line approach to sustainability and incorporate it into the organization’s sustainability accounting practices.\n• Describe the role of the facility manager and FM department in the sustainability efforts of the organization.\n• Describe the various benefits of a facility sustainability strategy.\n• Provide examples of sustainability rating and performance reporting systems.\n• Provide examples of sustainability performance metrics."]
["Section 5: Quality\nAfter completing this section, students will be able to:\n• Define quality, quality management, and quality management system.\n• Distinguish between quality and grade.\n• List the benefits of adopting an FM quality management system.\n• Describe the contributions of various quality “gurus” to the development of the quality management philosophy.\n• List and explain the key principles of total quality management.\n• Provide examples of third-party certification systems for an organization’s quality management system (e.g., ISO 9001, Six Sigma, EFQM, Baldrige Award).\n• List and describe each of the seven management tools.\n• List and describe each of the seven quality tools.\n• Describe the steps in a model for delivering quality FM."]
["Section 6: Collaboration\nAfter completing this section, students will be able to:\n• Understand that collaboration is a higher form of interaction that is feasible when parties’ goals can be simultaneously achieved and cooperation is needed.\n• Show how team building and partnering are important to enabling collaboration.\n• Describe qualities of high-performing teams and partnerships.\n• Understand factors that influence team building, including culture, environment, management, leadership, goal clarity, individual incentives, and constructive and disruptive personality types.\n• Set clear ground rules for team interactions.\n• Realize how to deal with teams differently based on their location in the forming, storming, norming, performing, and adjourning phases.\n• Collaborate with internal stakeholders, such as on committees or with functional area leaders, especially IT, procurement, and HR.\n• Collaborate with external stakeholders, including regulatory authorities.\n• Use a power/interest matrix, stakeholder impact table, and stakeholder prioritization table to determine the types of communications that are needed with various stakeholders and ensure that important relationships get attention.\n• Determine when to use a partnering agreement to formalize collaboration intent between entities.\n• Build consensus for collaborative efforts using tools such as brainstorming, the nominal group technique, the Delphi technique, and mind maps."]
["Section 7: Innovation\nAfter completing this section, students will be able to:\n• Define what innovation is and isn’t and its value to facility management.\n• Distinguish between the types of innovation and their contributions to an organization’s success.\n• Provide examples of challenges that can restrict innovation in FM organizations.\n• Describe organizational and personal requirements for innovation.\n• Describe the process of innovation in organizations."]
["Module 2: Asset Management\n\nSection 1: Introduction to Asset Management\nAfter completing this section, students will be able to:\n• Define asset management and assets.\n• Relate the importance of using a systematic, evidence-based asset management process to align facility portfolios with the organization’s strategy and needs.\n• Use asset management to realize organizational goals such as overall cost reduction while maintaining quality, to ensure that individual assets retain their utility in terms of effectiveness and efficiency, and to provide the right facility management expertise for the types of assets being managed.\n• Understand that asset management starts with an overall view of a portfolio of assets managed from a life-cycle perspective, a viewpoint that helps facility managers refresh facilities and equipment on a life cycle that enhances efficiency.\n• Show how asset management fits into the facility management set of duties and includes strategic and capital planning and use of project management."]
["Section 2: Project Management\nAfter completing this section, students will be able to:\n• Express why and when to use project management for FM initiatives.\n• Define projects, project management, and scope creep.\n• Understand the need to optimize project constraints at initiation and as changes occur.\n• Explain the value of project oversight and the role of the project sponsor.\n• Understand the roles of the project manager, team members, and stakeholders.\n• List the processes that make up a project’s life cycle and the areas needing plans.\n• Leverage available organizational resources and understand the project’s environment.\n• Explain the need for and contents of a good project charter and up-front needs analysis.\n• Understand how to plan project scope using a work breakdown structure followed by consideration of resource requirements and constraints.\n• Plan a project schedule by determining task durations, placing them in the required sequence, determining necessary task predecessors, and developing schedule views.\n• Understand the basic logic behind the critical path method and how project management software automates this or similar methodologies.\n• Develop project budgets at the task level (bottom up) and validate them from the top down.\n• Understand how to compress schedules and update them to reflect other plan areas.\n• Execute projects by acquiring, organizing, and managing teams, holding kickoffs and other meetings, reporting on progress, and controlling document versions.\n• Monitor and control projects by collecting data on actual results, using variance analysis and a formal change control process, and correcting the root causes of issues.\n• Understand the basics of the earned value measurement method of variance analysis.\n• Close projects by finalizing payments, closing contracts, documenting lessons learned, celebrating successes, and preparing actionable plans for continuous improvement."]
["Section 3: Strategic Planning\nAfter completing this section, students will be able to:\n• Define strategy, strategic planning, and strategic management.\n• Explain the concepts of strategic alignment and “line of sight.”\n• List benefits of strategic planning for the organization/customer and for the FM organization.\n• List skills that facility managers need to effectively plan facility strategy.\n• Describe a facility strategic planning framework, including inputs (e.g., information, mission, values), outputs (capital projects and asset management plans), and tools used to analyze the gap between facility services and customer needs and to propose solutions.\n• List key principles in organizational design.\n• Provide examples of organizational models used by FM service providers.\n• Explain the role of policies and procedures in strategic management.\n• Provide examples of systems in FM.\n• Summarize the challenge of implementing change in organizations.\n• Describe common elements in change management models."]
["Section 4: Capital Planning\nAfter completing this section, students will be able to:\n• Describe the purpose behind capital planning and budgeting for an entire organization.\n• Define terms relating to FM’s role in capital planning.\n• Describe the process FM follows to align with the organization’s strategic plan.\n• Discuss major inputs into portfolio analysis and review.\n• List the stages in an asset’s life cycle.\n• Describe the reason for and impact of discounting (applying a discount rate).\n• State the difference between present value and net present value.\n• Summarize the difference between life-cycle analysis and life-cycle cost analysis and their inputs.\n• Determine required returns from capital investments.\n• Cite types of analyses or estimates that a single-site facility manager performs in facility planning.\n• Describe a statement of work and when it is used to initiate a project.\n• Differentiate between prescriptive, descriptive, and performance specifications.\n• Discuss the process and contents of a capital budget request."]
["Section 5: Construction\nAfter completing this section, students will be able to:\n• Understand that planning is the key to ensuring that changes are made earlier rather than later, because costs grow while usefulness shrinks.\n• Understand the facility manager’s role in project governance, which may include being part of the project’s governance and/or experts committees.\n• Use the project charter to define the end results, scope, schedule, budget constraints, necessary processes such as commissioning, and the project manager.\n• Understand construction project management options, including internal staffing, construction management, a general contractor, or the facility manager.\n• Define various team roles, including architects, engineers, and general contractors.\n• Describe the commissioning process and the role of the commissioning authority.\n• Select a project delivery system such as design-bid-build or design-build and a construction contracting method such as lump sum.\n• Comprehend what makes building information modeling a powerful tool.\n• Develop requests for proposal/invitations to tender and evaluate responses from architects/engineers and general contractors.\n• Understand how to make budgets at greater and greater levels of precision.\n• Plan for initial occupancy, commissioning, and operations and maintenance.\n• Describe what needs to be done in each of the steps of programming.\n• Understand the iterative nature of the design review process.\n• Use the design concept and schematic design phases to ensure that facility management priorities are included early.\n• Show what should be included in a good facility design and how this differs from construction documentation.\n• Understand the uses and risks of value engineering.\n• Understand the facility manager’s role in permitting, preconstruction and construction meetings, interior design, and other project execution elements.\n• Show how procurement and fabrication can be used to add value or sustainability.\n• Monitor and control project cost and schedule (including use of allowances) and contractor performance.\n• Understand the turnover process, especially punchlists, certificates of occupancy, as-built drawings, facility database preparation, and postoccupancy evaluations."]
["Module 3: Risk Management\n\nSection 1: Introduction to Risk Management\nAfter completing this section, students will be able to:\n• Define concepts and terminology related to risk management.\n• Describe the risk management principles, framework, and process, including management tactics."]
["Section 2: Compliance and Standards\nAfter completing this section, students will be able to:\n• Define the concept of compliance.\n• Explain the relationship between compliance and ethics.\n• List benefits available to compliant organizations.\n• Define FM’s role in supporting compliance.\n• Distinguish among laws (statutes), different types of regulations, standards, policies, and contracts.\n• Trace the steps required to create a facility compliance program."]
["Section 3: Environmental Health and Safety\nAfter completing this section, students will be able to:\n• Describe FM’s responsibilities in the area of environmental health and safety (EHS).\n• Apply risk management principles to the development of a facility EHS plan.\n• Describe the components of indoor environmental quality (IEQ).\n• Define indoor air quality (IAQ).\n• List possible effects of poor indoor air quality.\n• Provide examples of measures that can be taken to improve facility IEQ.\n• Describe the components of a hazardous materials management plan.\n• Describe how asbestos is managed as a facility health hazard.\n• Describe the effects of workplace hazards (e.g., contaminated water, poor lighting, excessive noise and vibration, poor ergonomics, stress).\n• Describe FM’s role in managing the risk of fire.\n• Describe fire mitigation tools (e.g., proper design and construction, fire detection and suppression systems).\n• Describe the planning process to prepare for and mitigate the effects of a facility fire."]
["Section 4: Security\nAfter completing this section, students will be able to:\n• Provide examples of security risks.\n• Describe a vulnerability assessment to identify security weaknesses.\n• List document control and security procedures.\n• Describe key issues in communicating critical information regarding security risks and risk mitigation to FM employees."]
["Section 5: Emergency Management\nAfter completing this section, students will be able to:\n• Define emergency management.\n• Compare/contrast an emergency response plan and an incident recovery plan.\n• Describe how to develop an overall emergency management plan.\n• List several types of risks that facilities normally have in common.\n• Name the community organizations that emergency response managers should network with.\n• Name the types of emergency management plans a facility manager might need to coordinate.\n• List and explain the differences between the levels of organizational readiness required for emergencies.\n• Provide a few examples of risk mitigation planning.\n• Define business continuity.\n• Describe risks to business continuity.\n• State the purpose of a business impact analysis.\n• Explain the rationale behind IT’s vital records recovery plan.\n• Name the major responsibilities to execute while directing an incident response.\n• Describe the main elements in an organization’s emergency operations center.\n• Identify the required contents of an emergency communications plan.\n• Enumerate key tasks for FM staff during evacuations and shelter-in-place actions.\n• List certifications that facility management and security staff should have as an organization’s first responders.\n• Describe general education/skills required for a damage assessment team.\n• Explain the difference between the initial and post-stabilization damage assessment."]
["Module 4: Business Management\n\nSection 1: Introduction to Business Management\nAfter completing this section, students will be able to:\n• Understand that facility managers need to be savvy business managers in addition to having other skills such as technical proficiency.\n• Develop metrics and select standards to direct and motivate people, monitor performance, and control results.\n• Monitor and control both effectiveness, or “doing the right things,” and efficiency, or “doing the things right.”\n• Understand that a performance measurement system needs a metric or standard, a goal, a measurement, analysis, and interpretation.\n• Ensure that metrics and standards link back to objectives and are specific, measurable, achievable, relevant, and time-bound (SMART).\n• Prepare and use data properly to avoid the problem of “garbage in, garbage out.”\n• Understand that there are a critical few metrics (key performance indicators, or KPIs) that organizations should focus on and that are customized to the organization.\n• Show how service level agreements (SLAs) help measure effectiveness and results.\n• Use benchmarking to ensure that the facility function continues to challenge itself.\n• Present quantitative information effectively."]
["Section 2: Human Capital\nAfter completing this section, students will be able to:\n• List goals associated with effective management of human capital.\n• Explain how FM can affect occupant productivity.\n• Provide examples of opportunities for collaboration between FM and human resources.\n• Describe the facility manager’s responsibility at each stage of the employee life cycle.\n• Describe the performance management model.\n• Provide examples of FM staff performance goals.\n• Explain the role of feedback, coaching, and mentoring in employee development.\n• Discuss key issues in performance review systems.\n• List factors to consider in selecting quality FM training.\n• Describe the goal and process of progressive discipline.\n• Explain key points from key theories of motivation (Maslow’s hierarchy of needs, Herzberg’s hygiene theory, and Theory X and Theory Y).\n• Provide examples of the ways rewards can be used flexibly to motivate behavior.\n• Describe possible dimensions of diversity on FM teams.\n• List benefits of diverse teams.\n• Describe tactics to support diverse workplaces.\n• Describe the key features of labor unions and works councils."]
["Section 3: Leadership Skills\nAfter completing this section, students will be able to:\n• Resolve conflicts using the interest-based relational approach and principled negotiation.\n• Identify and learn to minimize the causes of conflict in the workplace.\n• Interact with team members from various cultural backgrounds.\n• Identify and understand an organization's political landscape.\n• Become an effective and successful leader.\n• Identify, understand, and influence an organization’s culture.\n• Influence the organization and build alliances."]
["Section 4: Financial Management\nAfter completing this section, students will be able to:\n• Express why a basic fluency in finance will help facility managers succeed as business managers and collaborate better with colleagues and decision makers.\n• Comprehend the financial forecasting process and tools used to estimate future costs and/or revenues, including cash flow forecasting.\n• Understand how sales forecasts are the basis for most other budget components.\n• Use volume and rate parameters to make parametric estimates for facility budgets.\n• Understand that the purposes of budgeting are to estimate costs, enable decision making, and provide a baseline for performance.\n• Ensure that the budget format is useful for later decision making, such as differentiating fixed and variable costs and direct and indirect costs.\n• Understand what is addressed in capital, administrative, operations and maintenance, custodial, utilities, and grounds budgets.\n• Differentiate conventional from zero-based budgeting.\n• Interpret the facility management implications of financial statements, including fixed assets and accumulated depreciation on the balance sheet, the value of reducing expenses on the income statement, and the importance of cash flow on the statement of cash flows.\n• Understand accrual accounting basics.\n• Calculate financial ratios that measure liquidity, activity, leverage, profitability, market value, and real estate data to put financial information into perspective.\n• Assess potential capital projects using integrated analysis of annual cost, depreciation per period, real estate return on investment, investment value, present value, net present value, internal rate of return, and payback period.\n• Manage against the budget using variance analysis.\n• Understand the use of chargebacks.\n• Understand the importance of accruals to the budget closure process.\n• Understand business and financial risks, including exchange rate risk, escalation risks, and inflation risk."]
["Section 5: Procurement\nAfter completing this section, students will be able to:\n• Define procurement.\n• State the difference between sourcing and procurement.\n• Explain the purpose of ongoing product evaluation.\n• Define ITT, RFI, RFP, and RFQ.\n• Describe different bid evaluation criteria and identify which usually have the most problems during execution.\n• Explain the rationale behind sustainable procurement.\n• List sustainable procurement practices that may be used in FM operations and maintenance activities.\n• Describe the procurement process.\n• Define service level agreement.\n• Recall the reasons behind outsourcing services.\n• Define the acronym FAST in relation to providing feedback to service providers.\n• List and explain types of facility/property management firms.\n• Express the reasons to use a balanced scorecard when evaluating a service provider."]
["Section 6: Contract Management\nAfter completing this section, students will be able to:\n• Define contract and contract management.\n• Define standard contract types.\n• List important components of an external service level agreement.\n• Outline the purpose of terms and conditions in a contract.\n• Walk through the major steps in a contract initiation process.\n• List and explain the major points to negotiate in a contract.\n• Express the purpose of a best alternative to a negotiated agreement during negotiations.\n• Describe a facility manager’s responsibilities while managing a contract.\n• Recount the importance of performance reviews during contract management.\n• List and describe alternate dispute resolution methods.\n• Discuss the types of contract revisions.\n• State the reasons for termination that should be written into a contract."]
["Section 7: Real Estate\nAfter completing this section, students will be able to:\n• Describe the facility manager’s real estate responsibilities.\n• List and describe standard occupancy types.\n• Explain the importance of a buy-versus-lease analysis.\n• Delineate some advantages of leasing.\n• Describe the expertise required to conduct responsible site selection.\n• List the tasks performed during a property condition assessment.\n• Explain what a build-out is and when it is performed.\n• Relate the general sections within a property purchase bargaining checklist.\n• Define typical terms used in leases.\n• Describe types of leases.\n• List key points to examine in leases when acting as a landlord.\n• Describe the kinds of information included in lease agreements.\n• Explain the leasing process, including negotiating the lease and lease renewal.\n"]
["Module 5: Operations and Maintenance\n\nSection 1: Introduction to Operations and Maintenance\nAfter completing this section, students will be able to:\n• Define operations and maintenance (O&M).\n• Identify where operations and maintenance fits in the facility management life cycle.\n• State the core challenges for operations and maintenance.\n• List the common goals for operations and maintenance."]
["Section 2: Technical Services\nAfter completing this section, students will be able to:\n• Define technical services.\n• Describe the facility manager’s role in regard to technical services.\n• Work with the facility management team to assess facility needs.\n• Demonstrate an understanding of building systems and components.\n• Identify building site and system components.\n• List potential deficiencies that may occur for each component in the building site and system.\n• Identify sustainable options for maintaining the building site and systems.\n• Manage building systems and monitor and assess how they are performing.\n• Perform O&M benchmarking."]
["Section 3: Occupant Services\nAfter completing this section, students will be able to:\n• Define occupant services.\n• Describe the facility manager’s role in regard to occupant services.\n• Determine what occupant services to offer to meet occupant wants and needs.\n• Understand the importance of establishing service level agreements.\n• Describe common occupant services.\n• Monitor, inspect, and evaluate occupant services."]
["Section 4: Work Management\nAfter completing this section, students will be able to:\n• Describe the facility manager’s skill set for work management.\n• Discuss the contents of a work order.\n• Explain the purpose of a work reception center.\n• Assess a work order for three factors that impact the organization.\n• List and describe FM work categories.\n• Identify methods used to record work or service requests.\n• Describe the difference between a property service record and a work/service request.\n• Name some typical inventory items for facility management.\n• List some devices used to assess plant installation and equipment performance.\n• Outline customary work management goals.\n• Describe the sources of facility management maintenance standards.\n• Specify the rationale behind preventive maintenance and condition-based maintenance.\n• Delineate FM’s key performance indicators for maintenance and their intended impact."]
["Section 5: Utility Management\nAfter completing this section, students will be able to:\n• Define utility management.\n• Describe the relationship between demand and consumption as it relates to utility management.\n• List and describe the functions of a facility’s water system.\n• List the benefits of water management planning.\n• List energy types.\n• Measure and quantify a facility’s use of energy.\n• Identify sustainable practices for utility management."]
["Section 6: Space Management\nAfter completing this section, students will be able to:\n• Define space management.\n• State the reason behind aligning the space management strategy with organizational objectives.\n• Discuss the purpose of a space management policy and the guidelines and standards within it.\n• Define forecasting.\n• Convey the rationale for forecasting space based on an organizational business plan.\n• State the difference between macro forecasting and micro forecasting.\n• Define space programming.\n• Describe the impact of costs on programming space.\n• Elaborate on interior programming.\n• Delineate several general types of data elements used in workspace design.\n• Explain the importance of ergonomics and lighting in space planning and management.\n• List and define several types of flexible work arrangements and the technologies required for their success.\n• Explain how to decrease the cost and impact of churn.\n• Describe a facility manager’s responsibilities during moves and relocations."]

{"sheet":"Critical Development Activities","index":4,"n_rows":43,"n_cols":8,"rows_kept":43,"cut":false,"hidden":false,"merged":[]}
["Performances ","Performance Additional Comments","CDA proficiency levels","Description","URL","URL2","URL3","URL4"]
["2.5.1. Demonstrate knowledge of FEMP's O&M Best Practices.","Reference: FEMP O&M Best Practices Guide Rev 3.0.",100,"1. Navigate to the online reference: FEMP - Operation and Maintenance Best Practices (Release 3.0)\r.\n2. Read 10 Steps to Operational Efficiency (Page 291-292).\n\r3. Discuss how this information can be applied in your building with your supervisor.\r\r","https://energy.gov/sites/prod/files/2013/10/f3/omguide_complete.pdf"]
["2.5.3. Demonstrate knowledge of and the ability to perform testing and obtain measurements required for predictive maintenance.","Definition: Predictive maintenance attempts to detect the onset of a degradation mechanism with the goal of correcting that degradation prior to significant deterioration in the component or equipment.",100,"1. Navigate to the online reference: FEMP - Operation and Maintenance Best Practices (Release 3.0)                                                                                                                                                                                                                                                                                                                                                                    \r2. Read Chapter 6 on Predictive Maintenance.                                                                                                                                                                                                                                                                                                                                                                                                                                                                            \r3. Discuss with your supervisor to show your understanding of what predictive maintenance technologies are found in the buildings you work in.","https://energy.gov/sites/prod/files/2013/10/f3/omguide_complete.pdf"]
["2.5.5. Demonstrate knowledge of new technology and tools targeting increased efficiency of O&M.\n","Refer to FEMP O&M Best Practices Guide Rev 3.0.",100,"1. Navigate to the online reference: FEMP - Operation and Maintenance Best Practices (Release 3.0)                                                                                                                                                                                                                                                                                                                                                               \r2. Read Chapter 10 on O&M Frontiers. \r                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               3. Discuss with your supervisor the more common commercially available technologies and tools targeting the increased efficiency of O&M, show your understanding of what new technologies or tools can be used to assist in increasing efficiency in the buildings you work in.","https://energy.gov/sites/prod/files/2013/10/f3/omguide_complete.pdf"]
["4.1.4. Demonstrate knowledge of Enhanced Automation (EA) - California Energy Commission.","Definition: “the variety of potential strategies to increase the capability of the existing energy or building management systems to control current, and plan for future, building energy costs while maintaining the comfort and productivity of all building occupants.”\n",100,"1. Visit the site: California Energy Commission - Enhanced Automation\r                                                                                                                                                                                                                                                                                                                                                                                                                                 2. Read the case study that describes strategies to increase the capability of your existing energy or building management systems to control current, and plan for future, building energy costs while maintaining the comfort and productivity of all building occupants.\r                                                                                                                                                                                         \n3. Discuss with your supervisor about the strategies that can be implemented in the building you work in.","http://www.energy.ca.gov/reports/2002-06-20_400-02-005F.PDF "]
["4.2.2. Demonstrate knowledge of laws, regulations and Executive Orders that pertain to energy management, status of compliance and existing energy management plans.",null,100,"1. Visit GSA's SFTool site at the URL provided.  \n2. Explore resources that help explain laws and executive orders related to energy management.  \n3. On the DOE Requirements site, review Building Energy Use section and filtering capability.  The intent is to be familiar with these resources and how to find them.                                                                                                                                                                                                                                                                                                                     4. Discuss with your supervisor.\n5. Demonstrate your ability to find the current Executive Orders and the ones that have been archived.","https://sftool.gov/learn/2/legal-requirements ","https://www4.eere.energy.gov/femp/requirements/requirements_filtering/buildings_energy_use "]
["4.2.3. Demonstrate knowledge of applicable Codes and Standards.","Examples of Standards include: ISO 50001, ASHRAE/IESNA Std 90.1-2010, ASHRAE 62.1-2010, Model Energy Code, ASHRAE Standard 135-2008, ASHRAE Std 189.1-2009 etc.",100,"1.  Familiarize yourself with what the following codes and standards address:  ISO 50001, ASHRAE/IESNA Std 90.1-2016, ASHRAE 62.1-2016, Model Energy Code, ASHRAE Standard 135-2016, ASHRAE Std 189.1-2014 and demonstrate understanding of how they relate to Energy Management.                                                                           \n2. Discuss with your supervisor how to find the references and what codes are applicable to your buildings.  Discuss where your buildings may meet or not meet the standards relating to Energy Management.\r"]
["4.3.1. Demonstrate knowledge of all types of Commissioning, the differences between them, and commissioning requirements in laws and executive orders.","Refer to EISA Section 432.\nExamples of types of commissioning: initial commissioning, retro-commissioning, re-commissioning, continuous (on-going) commissioning",100,"1. Navigate to the online reference: FEMP - Operation and Maintenance Best Practices (Release 3.0)\r                                                                                                                                                                                                                                                                                                                                                               2. Read Chapter 7 on commissioning in the O&M Best Practices Guide, and review requirements for commissioning under EISA Section 432.  \r \n3. Navigate to the online refence Definition of Covered Facility and discuss the concept of \"Covered Facility\" as it relates to the EISA Section 432                                                                                                                                                                                                                                                                             4. Discuss with your supervisor and demonstrate your understanding of all types of commissioning, including the costs, benefits and best application, and what is required in EISA Section 432. \r","https://energy.gov/sites/prod/files/2013/10/f3/omguide_complete.pdf","http://energy.gov/eere/femp/eisa-section-432-federal-facility-management-and-benchmarking-requirements  ","https://www4.eere.energy.gov/femp/requirements/laws_and_requirements/definition_covered_facilities_0"]
["4.3.3. Demonstrate knowledge of alternative financing options for energy projects.","Including Energy Savings Performance Contracting (ESPC), Power Purchasing Agreements (PPA), and Utility Energy Savings Contracts (UESC).\nKnowledge includes:\no Measurement and verification \no Energy Savings Companies (ESCO)\no Regulations pertaining to ESPCs\no Utility Financing\no Demand side management\no Savings determination\no Risk Assessment \no Loans, Stocks and Bonds ",100,"1. Visit the site on Project Funding \rat the URL provided.                                                                                                                                                                                                                                                                                                                                                                                                            2. Explore resources that help explain the various funding opportunities available to agencies for implementing energy- and water-saving projects. These funding opportunities include energy savings performance contracts (ESPCs), utility energy service contracts (UESCs), power purchase agreements (PPAs), and energy incentive programs.                                                                                                                                                                                                                                                                                                                                                                                                                          \r3. Discuss with your supervisor to show your understanding of measurement and verification, Energy Service Companies (ESCOs), regulations pertaining to ESPCs, utility financing, demand side management, savings determination, risk assessment, loans, stocks and bonds.\r","https://energy.gov/eere/femp/federal-energy-and-water-efficiency-project-financing"]
["4.4.1. Demonstrate knowledge of utility service providers for facility (ies).",null,200,"1. Familiarize yourself with the utility providers for your facility.                                                                                                                                                                                                                                                                                                                                                                                                                                         \r2. Discuss with your supervisor to show you understand what type of utilities are in your building and who are the providers.\r"]
["4.4.2. Demonstrate knowledge of utility meters – location, reading and data management.",null,200,"1. Identify the type of meters in your facility including their locations and what type of meters they are.  \r\n2.  Read each meter on three occasions over the period of three months and collect the data on a spreadsheet.  \n3.  Organize the data to show monthly and cumulative consumption totals.  \n4.  Discuss your findings with your supervisor and indicate how the information collected could help you manage the utilities in the building. ","https://energy.gov/eere/femp/metering-federal-buildings","https://energy.gov/sites/prod/files/2015/04/f21/mbpg2015.pdf"]
["4.4.3. Demonstrate knowledge of utility billing, rate structures, and special rate programs and incentives.",null,200,"1. Collect utility bills for your facility.  \n2. Identify on the bills the billing period and the billing rate structure.  \n3. Research any special programs and incentives available for your facility.  \n4. Discuss your findings with your supervisor. "]
["4.4.4. Demonstrate the ability to work with Facilities team to negotiate rates and discounts. ",null,200,"1. Collect the utility bills for your facility.  \n2.  Identify on the bills the billing period and the billing rate structure.  \n3.  Research additional rate structures available and identify ways to negotiate with your utilities providers.  \n4. Discuss with your supervisor to show how would you work with facilities teams to negotiate rates and discounts. "]
["4.4.5. Demonstrate knowledge of how to work with utility departments to locate lines.",null,200,"1. Review available drawings or documentation to determine where utility lines are on your property.  \n2. Determine resources for locating lines (e.g. in Virginia - miss utility and va811).\n3. Discuss your findings with your supervisor to show your knowledge of how to locate utility lines. ","http://va811.com/ ","http://www.missutility.net/ "]
["4.4.6. Demonstrate knowledge of utility emergency procedures and contacts. ",null,100,"1. Review the emergency procedures and contacts related to utility disruption for your facility.  Know who to contact within the building and outside providers in case of emergency. If no procedures exist, talk to your supervisor to determine the next step.\n 2. Discuss with your supervisor to demonstrate your understanding of the emergency procedures and your knowledge of the emergency contacts."]
["4.5.8. Demonstrate knowledge and ability to develop UESC and ESPC projects. ",null,100,"1.  Review the FEMP Resource Federal Energy and Water Efficiency Project Financing.\n2.  Take the FEMP online course: Launching a Utility Energy Services Contract (UESC): Getting to Yes \n3. Discuss with your supervisor to demonstrate your understanding of the two types of contracts and which would be the best fit with the buildings you work in. \r","https://energy.gov/eere/femp/federal-energy-and-water-efficiency-project-financing","https://www4.eere.energy.gov/femp/training/training/launching-utility-energy-services-contract-uesc-getting-yes"]
["5.1.5. Demonstrate the ability to manage compliance with NFPA 70E 2018 for determining incident energy and marking the electrical components for the hazard distance and proper arc rated protective equipment.",null,100,"1. Navigate to the online reference: NFPA 70E -2018\n2. Read the standard to understand the requirements for safe work practices to protect personnel by reducing exposure to major electrical hazards.  \r\n3. Discuss with your supervisor to show your understanding of the standard and how to apply the standard to avoid workplace injuries and fatalities due to shock, electrocution, arc flash and arc blast. \r","http://www.nfpa.org/codes-and-standards/all-codes-and-standards/list-of-codes-and-standards/detail?code=70E"]
["6.1.1. Demonstrate knowledge and ability to conduct a needs assessment based on customer requests and develop appropriate project requirements. ",null,100,"1. Navigate to the online material related to projects and needs assessment, titled \"Functional / Operational\".  \n2. Identify the three overarching principles associated with ensuring functional building design and operations.  \n3. Identify your agency's requirements for needs assessments and project requirement developments.  \n4. Discuss your findings with your supervisor. ","http://www.wbdg.org/design/func_oper.php"]
["6.1.2. Demonstrate knowledge and ability to participate on teams which implement the  Agency/Department planning process to develop project requirements.","Knowledge required includes: Understanding tools (ex DD form 1391 or Prospectus) and funding thresholds to coordinate development of project requirements, project siting, estimate project costs, justify need, and develop scope. ",100,"1. Determine your agency's planning process to develop project requirements. \n2. Review available agency tools such as the DD form 1391 or Prospectus to assist in defying funding needed to coordinate the project, project location, estimate project costs, justify need, and develop scope.  \n3. Discuss with your supervisor to demonstrate what tools or processes are specific to your agency and relate to your facilities.  ","http://www.hnc.usace.army.mil/Media/Fact-Sheets/Fact-Sheet-Article-View/Article/482078/dd1391-processor-system/"]
["6.1.5. Demonstrate knowledge of green building certification systems used by the Federal government and industry.","Examples of green building rating systems include: Leadership Energy Environmental Design (LEED), Green Globes, Living Building Challenge, etc.",200,"1. Navigate to the online resource: GSA's Green Building Certification System Review reports.  \n2. Review the 2012 reports and identify the three certification systems that were determined to meet all of the screening criteria.  \n3. Identify the rating system used by your agency.  \n4. Review how these three systems cover the Guiding Principles. \n5. Discuss your findings with your supervisor and discuss which certification program best fits with your facility. ","http://www.gsa.gov/portal/content/131983"]
["7.2.2. Demonstrate knowledge of agency sustainability goals, metrics, and initiatives, such as those found in the Dept/Agency Strategic Sustainability Performance Plan (SSPP).",null,200,"1.  Review your Dept/Agency Strategic Sustainability Performance Plan (SSPP).  \n2.  Identify the agency's sustainability goals, metrics and initiatives that apply to facilities.  \n3.  Discuss with your supervisor to demonstrate your knowledge. ","https://obamaadministration.archives.performance.gov/content/climate-change-federal-actions.html "]
["7.2.3. Demonstrate knowledge of agency resiliency and adaption goals, metrics, and initiatives, such as those found in the Dept/Agency Resiliency and Adaptation Plan.",null,200,"1. Navigate to the four online references for general information on federal resilience policy and direction.\n2. Find and review your Dept/Agency Resiliency and Adaptation Plan.\n3. Identify the agency's resiliency goals, metrics and initiatives that apply to facilities or your role.  \n4. Discuss with your supervisor to demonstrate your knowledge. ","https://obamawhitehouse.archives.gov/the-press-office/2013/02/12/presidential-policy-directive-critical-infrastructure-security-and-resil","https://www.globalchange.gov/browse/federal-adaptation-resources  ","https://www.dhs.gov/presidential-policy-directive-8-national-preparedness ","https://www.fema.gov/media-library/assets/documents/132803\n"]
["8.1.2. Demonstrate knowledge of Federal water policy and goals found in Laws and Executive Orders.",null,100,"1.  Visit at least two of the three web resources:\r GSA's SFTool site - Relevant Mandates and Rating Systems for Water; and the DOE site for Water Efficiency Goal Guidance or Federal Laws and Requirements Search _ Water Use Reduction. \n2. Review the references and how they relate to water efficiency and the water efficiency goal guidance. The intent is to be familiar with these resources and how to find them.  \n\r3. Discuss with your supervisor how to find the references and where your buildings may meet or not meet the standards relating to water efficiency and agency goals.\r","https://sftool.gov/explore/green-building/section/22/water/relevant-mandates-and-rating-systems#mandates ","http://energy.gov/eere/femp/guidance-meeting-executive-order-13693-water-provisions","https://www4.eere.energy.gov/femp/requirements/requirements_filtering/water_use_reduction "]
["8.1.3. Demonstrate knowledge of the water efficiency goals for the Federal Government.  ","Reference: \nhttp://energy.gov/eere/femp/water-efficiency-goal-guidance and \nSFTool- \nhttps://sftool.gov/explore/green-building/section/22/water/relevant-mandates-and-rating-systems#mandates",100,"1.  Visit at least two of three web resources: GSA's SFTool site - Relevant Mandates and Rating Systems for Water; and the DOE site for Water Efficiency Goal Guidance or Federal Laws and Requirements Search _ Water Use Reduction. \n\r2. Review the references and how they relate to water efficiency and the water efficiency goal guidance. The intent is to be familiar with these resources and how to find them.  \r\n3. Discuss with your supervisor how to find the references and where the buildings you manage may meet or not meet the standards relating to water efficiency and agency goals.\r","https://sftool.gov/explore/green-building/section/22/water/relevant-mandates-and-rating-systems ","https://www.energy.gov/eere/femp/water-efficiency-federal-buildings-and-campuses","https://www4.eere.energy.gov/femp/requirements/requirements_filtering/water_use_reduction "]
["8.1.4. Demonstrate knowledge of current Dept/Agency water guidance – Uniform Facilities Code (UFC), Department or agency guidebooks.",null,200,"1. Follow the first URL to the Whole Building Design Guide website GSA Criteria. \n2. Review the design criteria related to plumbing fixtures as identified in the P­100, Facilities Standards for Public Building Service, Chapter 5, Mechanical Engineering, 5.3.6 Plumbing Fixtures. \n3. Follow URL 2 to EPA's WaterSense Program. \n4. Review standards for WaterSense plumbing fixture product labeling. \n5. Explore the Product Search feature also on this page. \n6. Review your agency water efficiency goals.\n7. Discuss with your supervisor how to find the references and where your buildings may meet or not meet the standards relating to water efficiency and agency goals.","• P100 / UFC: http://www.wbdg.org/ccb/browse_cat.php?c=130  ","EPA WaterSense: http://www3.epa.gov/watersense/about_us/watersense_label.html"]
["9.1.1. Demonstrate ability to work in integrated project teams to execute, small, medium and large projects.","Integrated teams may include: Facility Managers, Building Operating Engineers, Planners, Contracting Officers, Contractors, Occupants etc.",100,"1. Navigate to the online reference: Project Delivery Teams.  \n2. Review the material to understand the importance of integrated teams.  \n3. Identify what role you would play in an integrated project team.  \n4. Discuss with your supervisor to share your experiences and show your ability to participate in integrated project teams in small, medium and large projects. ","http://www.wbdg.org/project/deliveryteams.php "," "]
["9.1.2. Demonstrate knowledge and ability to follow Project Management processes and procedures per your organization’s preferred methodology. ","Following an organization's preferred process or methodology (ex. ISO 9000, PMI, WBS, in-house system, etc) requires individuals to:\no Conduct needs assessment and define project requirements\no Estimate costs and develop Project Plan and Project timeline\no Develop project communications plan\no Obtain any required project permits\no Develop project accounting procedures\no Ensure regulatory compliance   ",100,"1. Identify your agency project management processes and procedures and relevant training. If no procedures exist, talk to your supervisor to determine the next step. \n2. Identify specific requirements that you should apply to your facilities projects.  \n3. Discuss your findings with your supervisor.    "]
["9.1.3. If project will be completed by contractors, demonstrate the ability to provide technical support to the organization's procurement process.                                            ","Supporting the contract procurement process requires individuals to:\no Develop a Scope Of Work (SOW) and Request For Proposal (RFP) incorporating energy and sustainability goals.\no Work with procurement team to select contractor\no Review Contractor Plans\no Work with Contracting Officer on all contract administration requirements",200,"1. Determine what your agency facility procurement process is and the resources available to support the process. If no procedures exist, talk to your supervisor to determine the next step.  \n2. Document specific requirements that could impact your facility projects relating to developing a scope of work (SOW), request for proposal (RFP), selection of contractor, reviewing of contractor plans, and working with contracting officer on contract administration.  \n3. Identify sustainable procurement requirements that could impact your facility projects as well as how you can incorporate sustainability goals into the SOW and RFP.  4.  Discuss your findings with your supervisor. "]
["9.2.1. Demonstrate ability to manage and coordinate project execution using agency project management processes and procedures.","Managing and coordinating projects requires individuals to:\no Ensure facility services are maintained during project execution\no Assign project resources\no Inspect project work\no Manage impacts of project on existing facility\no Conduct project meetings\no Report project progress\no Monitor project costs\no Monitor project schedules   \no Develop quality control plans",100,"1. Navigate to the online resource: Project Planning, Delivery, and Controls. \n2. Identify your agency project management processes and procedures.  \n3. Document specific requirements that could impact your facility projects.  \n4. Discuss your findings with your supervisor.  ","http://www.wbdg.org/project/pm.php "]
["9.3.1. Demonstrate knowledge of and ability to perform project close out functions.","Project closeout activities require individuals to:\no Obtain project as‐builts\no Perform project close‐outs\no Create and complete project punch‐lists\no Obtain certificate of occupancy\no Accept beneficial use\no Commission the project\no Review lessons learned\no Work with contracting personnel to:\n    • Obtain lien waivers/release of liens if required\n    • Issue final payment\n    • Create budget variance report",100,"1. Identify your agency project management processes and procedures. If no procedures exist, talk to your supervisor to determine the next step.  \n2. Document specific requirements related to project closeout functions.  \n3. Discuss your findings with your supervisor.    "]
["9.4.1. Demonstrate knowledge of PM and scheduling software, where to find technical resources on PM and ability to train those junior to you in these PM aspects and on these tools.",null,100,"1.  Navigate to the online resource: Project Planning, Delivery, and Controls.  \n2.  Describe the project management software tools identified as resources.  The intent is to understand the tools available and how to get to them.  \n3.  Identify if you have access to any of these resources and are using them.  \n4.  Discuss your findings with your supervisor. ","http://www.wbdg.org/project/pm.php#mr "]
["10.1.1. Demonstrate knowledge of the mission of the Facilities’ Occupants and how the facilities enhance that mission.",null,100,"1. Identify and describe the mission of your facility's occupants.  \n2. Describe how your role in facilities enhances that mission.  \n3. Discuss your findings with your supervisor. "]
["10.1.5. Demonstrate knowledge of available LCCA software.","Some LCCA software available from government and industry sources include:\no Building Life-Cycle Cost (BLCC) Program - FEMP\no ECONPAK – Army Corps of Engineers\no Energy 10 – has a cost estimating feature\no SuccessEstimator – from U.S. Cost",200,"1. Navigate to this online resource: Life-Cycle Cost Analysis (LCCA). \n2.  Familiarize yourself with additional tools available related to Life-Cycle Cost Analysis software such as BLCC from FEMP, ECONPAK from Army Corps of Engineers, Energy 10, and Success Estimator from U.S. Cost. \n3.  Take a potential project with varying options through one of those tools to determine the life cycle cost of each option and evaluate which option has the most efficient life cycle cost.\n4. Discuss your findings with your supervisor.  ","http://www.wbdg.org/resources/lcca.php"]
["10.2.3. Demonstrate knowledge of ISO 14040.",null,100,"1. Navigate to the online resource and become familiar with the ISO Standard 14040, how an LCA is developed and identify the elements of an appropriate LCA.   \r\n2. Discuss with your supervisor how an LCA differs from an LCCA.","http://www.wbdg.org/references/mou_lca.php ","https://www.iso.org/obp/ui/#iso:std:iso:14040:ed-2:v1:en"]
["10.2.4. Demonstrate knowledge of and ability to use LCA Software.","Examples of software available include:\no Building for Environmental and Economic Sustainability (BEES) \no ATHENA Environmental Impact Estimator - http://www.wbdg.org/tools/athena_ec.php",100,"1.  Navigate to these online resources: Building for Environmental and Economic Sustainability (BEES) and ATHENA® Eco Calculator for Assemblies. \n2. Spend some time reviewing the tools and identify how they could be useful for your position.  \n3. Discuss your findings with your supervisor. ","http://www.wbdg.org/tools/bees.php","http://www.wbdg.org/tools/athena_ec.php"]
["10.3.1. Demonstrate knowledge of Contracting Officer Representative (COR) duties, responsibilities, training, certification and maintenance of certification.","The two primary COR certification programs are DAU and FAI, additional information on these programs are available at the following websites:\no DOD - https://acc.dau.mil/CommunityBrowser.aspx?id=290015  \no Non DOD - http://www.fai.gov/drupal/certification/fac-cor",100,"1.  Visit the web resources: Federal Acquisition Institute - Contracting Officer Representative (FAC-COR) and DAU COR duties and responsibilities\n\r2. Review the resources and gain knowledge of duties, responsibilities, training, certification and maintenance of certification for a contracting officer representative.   \n\r3. Discuss with your supervisor whether this resource is appropriate to your position.\r","www.fai.gov/drupal/certification/fac-cor ","https://www.dau.mil/acquipedia/Pages/ArticleDetails.aspx?aid=b019cf97-6963-4c6b-aa91-76592ffd3067"]
["10.3.2. Demonstrate knowledge of rules and requirements for purchasing products and services.",null,100,"1. Determine what your agency facility procurement process is and the resources available to support the process. If no procedures exist, talk to your supervisor to determine the next step. \n2. Determine your agency purchasing limits, your simplified acquisition procedures, and other procurement requirements.\n3. Discuss with your supervisor to show your knowledge.   "]
["10.4.7. Demonstrate ability to advocate for funding using economic analysis.",null,100,"1. Review the online course: Use Economic Analysis to Evaluate Design Alternatives.  \n2. Identify how you can use the described economic analyses to advocate for funding within your facility. \n3. Discuss your findings with your supervisor. ","http://www.wbdg.org/design/use_analysis.php"]
["11.2.3. Demonstrate knowledge of Equal Employment Opportunities (EEO), Affirmative Action Plans (AAP) and diversity awareness.",null,100,"1. Visit the two resources about the Equal Employment Opportunities and Affirmative Action Plans\n2. Identify how to implement the EEO, the Affirmative Action and diversity awareness in your company \n3. Discuss with your supervisor how to implement them within your company.","https://www.eeoc.gov/","https://www.dol.gov/ofccp/regs/compliance/aaps/aaps.htm"]
["11.3.4. Demonstrate knowledge of Federal government “Knowledge Hubs.”","Examples of Federal Knowledge Hubs include: Whole Building Design Guide, Fed Center) www.wbdg.org and www.fedcenter.gov. ",100,"1. Visit the two sites Whole Building Design Guide (WBDG) and the Fed Center website.  \r\n2. Explore resources available and review the information these sites provide.  The intent is to be familiar with these resources and how to find them.  \r\n3. Discuss with your supervisor about how the federal Hubs resources are relevant to you and your building. \r","www.wbdg.org ","http://www.fedcenter.gov "]
["11.3.5. Demonstrate knowledge of the offices, programs and National Labs at DOE that drive innovation in Facilities operation and management. ","Examples of offices, programs and labs include: Office of Energy Efficiency and Renewable Energy (EERE) Federal Energy Management Program (FEMP), Lawrence Berkeley National Lab (LBNL)",100,"1. Visit the web recourses: EERE, FEMP, and LBNL.  \n2. Explore the resources available and review the information provided by the web site.  The intent is to be familiar with the programs available that drive innovation in Facilities operation and management. \n3. Discuss with your supervisor to share your knowledge and about how this programs are relevant to you and your building. ","http://energy.gov/eere/office-energy-efficiency-renewable-energy ","http://energy.gov/eere/femp/federal-energy-management-program ","http://www.lbl.gov/"]
["11.3.6. Demonstrate knowledge of GSA’s Green Proving Ground Program.",null,100,"1. Visit the site and become familiar with what the GSA Green Proving Ground is.  Read through the published findings.  \n\r2. Discuss with your supervisor where to find the program and whether there are any opportunities to use these technologies or other new technologies in your building.\r","http://www.gsa.gov/portal/category/102491 "]
["12.2.1. Demonstrate knowledge of Performance Measurement concepts (SMART - Specific, Measurable, Achievable, Results-focused, Time-bond).",null,100,"1. Review the online resources: Measuring Performance of Sustainable Buildings (WDBG) and Writing S.M.A.R.T. Goals (University of Virginia) \n2. Research the SMART concept and document the importance of utilizing the SMART concept when developing goals and objectives.  \n3. Review your department's goals and determine if they meet the SMART concept.\n4. Discuss with your supervisor to share your knowledge.","http://www.wbdg.org/resources/measperfsustbldgs.php","http://www.hr.virginia.edu/uploads/documents/media/Writing_SMART_Goals.pdf"]

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["Building Automation System (BAS) - An integrated, automated system that controls several aspects of building operation, such as HVAC, elevators, fire suppression, and security.   Referenced in Performance 3.2.1. Source - IFMA"]
["Combine Heat and Power Systems (CHP) - System combining power production with the use of a lower-quality heat byproduct of power generation for district heating. Source - ASHRAE"]
["Computer Assisted Facilities Management (CAFM) - Use of computer assisted methodologies including drawings, database reporting tools and spreadsheets to manage large amounts of facility-related information.   Referenced in Performance 3.3.1. Source - IFMA"]
["Computerized Maintenance Management System (CMMS) - A term used for a computer system for measuring, managing, and analyzing the maintenance process at a facility. Includes MRO (Maintenance Repair Operations) task planning and scheduling, inventory control and management, and labor and material cost accounting.   Referenced in Performance 3.3.1. Source - IFMA"]
["Condition Assessment (CA) - A condition assessment has been defined as the \"process of systematically evaluating an organization's capital assets in order to project repair renewal, or replacement needs that will preserve their ability to support the mission or activities they were assigned to serve\".   Referenced in Performance 1.1.1a.  Source- Rugless 1992, Page 42, “Stewardship of Federal Facilities” (Stewardship of Federal Facilities: A Proactive Strategy for Managing the Nation's Public Assets, by Committee to Assess Techniques for Developing Maintenance and Repair Budgets for Federal Facilities, National Research Council) ISBN: 0-309-59231-3, 128 pages, 6 x 9, (1998) This PDF is available from the National Academies Press at: http://www.nap.edu/catalog/6266.html"]
["Contracting Officer Representative (COR) - Qualified individuals appointed by the Contracting officer to assist in the technical monitoring or administration of a contract.   Referenced in Performance 10.3.1.  Source- Federal Acquisition Institute"]
["Deep Energy Retrofits (DER) - Deep Energy Retrofits achieve much greater energy efficiency by taking a whole-building approach, addressing many systems at once. It is most economical and convenient to take this approach on buildings with overall poor efficiency performance, with multiple systems nearing the end of useful life. A deep energy retrofit combines energy-efficiency measures such as ventilation, insulation and solar control so that dramatic energy savings are achieved alongside optimal building performance.   Referenced in Performance 6.1.4. Source - IFMA"]
["Energy Information System (EIS) - Performance monitoring software, data acquisition hardware, and communication systems used to store, analyze, and display building energy data. At a minimum, an EIS provides hourly whole-building electric data that are web-accessible, with analytical and graphical capabilities.   Referenced in Performance 4.1.5.  Source- Lawrence Berkeley National Laboratory, Paper LBNL-49977"]
["Energy Management Control System (EMCS) - A computer/processor based hardware and software system with sensors, control devices, and all the necessary components that perform some or all of the following functions: measures conditions related to the use of various forms of energy by HVAC systems; controls these conditions at selected set-points; monitors and/or controls the energy use; provides status reports on the HVAC system's performances; provides information for the management of a building's environment, and/or its energy efficiency, and/or HVAC system maintenance.   Referenced in Performance 4.5.6.  Source - ASHRAE"]
["Energy Management System (EMS) - A system of computer applications used by building engineering staff to monitor, control, and optimize the building's operating performance (e.g., energy consumption, occupant comfort levels). EMS optimizes building operating performance through supervisory control programs that utilize core building management system functionality.   Referenced in Performance 4.1.5.  Source - ASHRAE"]
["Energy Management System (EnMS) - A set of interrelated or interacting elements to establish an energy policy and energy objectives, and processes and procedures to achieve those objectives.  Referenced in Section 13.  Source – ISO 50001"]
["Energy Savings Performance Contracting (ESPC) - Energy savings performance contracts (ESPCs) allow Federal agencies to complete energy-savings projects without up-front capital costs and special Congressional appropriations. An ESPC is a partnership between a Federal agency and an energy service company (ESCO). The ESCO conducts a comprehensive energy audit of Federal facilities and identifies improvements to save energy. In consultation with the Federal agency, the ESCO designs and constructs a project that meets the agency's needs and arranges the necessary funding. The ESCO guarantees that the improvements will generate energy cost savings to pay for the project over the term of the contract (up to 25 years). After the contract ends, all additional cost savings accrue to the agency.   Referenced in Core Competency 4.3. and Performance 4.5.8.  Source - US Energy Department, Federal Energy Management Program (FEMP)"]
["Energy Service Companies (ESCOs) -develop, design, build, and fund projects that save energy, reduce energy costs, and decrease operations and maintenance costs at their customers' facilities. In general, ESCOs act as project developers for a comprehensive range of energy conservation measures and assume the technical and performance risks associated with a project. ESCOs are distinguished from other firms that offer energy-efficiency improvements in that they use the performance-based contracting methodology. When an ESCO implements a project, the company's compensation is directly linked to the actual energy cost savings.   Referenced in Core Competency 4.3. Source - US Energy Department, Federal Energy Management Program (FEMP)"]
["Enhance Automation (EA) - Technologies that increase the capability of your existing energy or building management system.   Referenced in Performance 4.1.4. Source - California Energy Commission"]
["Enhanced Use Leases (EUL) - Long-term agreements with public and private entities for the use of federal property, resulting in cash and/or in-kind consideration from the agency—or to retain the proceeds from the sale of real property.   Referenced in Performance 4.3.4.  Source - United States Government Accountability Office"]
["Furniture, Fixtures, and Equipment (FFE) - Movable furniture, fixtures and equipment that have no permanent connection to a building structure. Examples of FFE include desks, chairs, computers, electronic equipment, medical equipment, tables, bookcases, and partitions. Referenced in Performance 1.2.4. Source - University of Houston Plant Operations: FFE Guidelines"]
["Geographic Information System (GIS) - GIS is the computerized mapping system that links visual display with location based databases permitting sophisticated analysis and mapping display. Refers not just to software, but also the management processes, people and data storage policies.   Referenced in Performance 6.1.7.  Source - IFMA"]
["Key Performance Indicators (KPI) - Indices derived from specific measurement of data relating to performance. Indicators are concerned with variables such as: efficiency, effectiveness and financial return.   Referenced in Performance 12.3.3.  Source - IFMA"]
["Life-Cycle Cost Analysis (LCCA) - An engineering economic analysis tool that quantifies the differential costs of alternative investment options for a given project.   Referenced in Performance 10.1 and 10.2.1.  Source - IFMA"]
["A method for assessing the total cost of facility ownership. It takes into account all costs of acquiring, owning, and disposing of a building or building system. Referenced in Performance 10.1 and 10.2.1.  Source - WBDG"]
["Life Cycle Assessment (LCA) - A process of evaluating the effects of a product or its designated function on the environment over the entire period of the product's life in order to increase resource-use efficiency and decrease liabilities; commonly referred to as 'cradle-to-grave' analysis.   Referenced in Performance 10.2. Source- IFMA\n- A formal process of examining the environmental impacts of a material, product, or service through its entire life-cycle. Instead of a single-attribute analysis of a material's environmental impact, such as its recycled content, LCA takes a holistic approach to assess the possible impacts of materials throughout their respective life-cycles. Referenced in Performance 10.2.  Source - WBDG"]
["Power Purchase Agreements (PPA) - Private entity purchases, installs, owns, operates and maintains customer-sited renewable equipment.   Referenced in Performance 4.3.4.  Source - US Department of Energy, Federal Energy Management Program"]
["Power Utilization Efficiency (Power Usage Effectiveness) (PUE) - PUE is defined as the ratio of total facilities energy to IT energy. Total facility energy is defined as the energy dedicated solely to the data center. The IT equipment energy is defined as the energy consumed by equipment that is used to manage, process, store, or route data within the compute space.   Referenced in Performance 4.5.14.  Source - The Green Grid"]
["Predictive Maintenance – Aims to detect equipment degradation and address problems as they arise. The result indicates potential issues, which are controlled or eliminated prior to any significant system deterioration. Referenced in Performance 1.1.7. Source - US Energy Department, Federal Energy Management Program (FEMP)"]
["Preventive Maintenance - consists of a series of maintenance requirements that provide a basis for planning, scheduling, and executing scheduled maintenance, planned versus corrective for the purpose of improving equipment life and to avoid any unplanned maintenance activity/minimize equipment breakdowns. Referenced in Performance 1.1.7. Source - WBDG"]
["Reliability Centered Maintenance - is the optimum mix of reactive, time- or interval-based, condition-based, and proactive maintenance practices. Source - WBDG"]
["Shared Savings Contract (Energy Performance Contracting) (EPC) - EPC is a turnkey service, sometimes compared to design/build construction contracting which provides customers with a comprehensive set of energy efficiency, renewable energy and distributed generation measures and often is accompanied with guarantees that the savings produced by a project will be sufficient to finance the full cost of the project.   Referenced in Performance 4.3.4.  Source - Energy Star"]
["Statement of Work (SOW) - A narrative describing what services are to be provided, how the services are to be provided, measurable objectives, products to be delivered, and schedules of performance.   Referenced in Performance 10.3.4.  Source - IFMA"]
["Thermal Energy Storage System - Thermal energy storage may refer to a number of technologies that stores energy in a thermal reservoir for later reuse. They can be employed to balance energy demand between day time and night time. The thermal reservoir may be maintained at a temperature above (hotter) or below (colder) than that of the ambient environment. The principal application today is the production of ice, chilled water, or eutectic solution at night, which is then used to cool environments during the day.   Referenced in Performance 4.1.3.  Source - ASHRAE"]
["Total Cost of Ownership (TCO) - A financial estimate designed to help facility managers assess the total cost of planning, designing, constructing, operating and maintaining a building.   Referenced in Performance 10.1.  Source - IFMA"]
["Utility Energy Service Contract (UESC) - Authorized by the Energy Policy Act of 1992, P.L. 102-486 (codified as 42 U.S.C. 8256), a utility energy service contract (UESC) is a limited-source contract between a federal agency and its serving utility for energy- and water-efficiency improvements and demand-reduction services. Referenced in Core Competency 4.3. and Performance 4.5.8.  Source - US Energy Department, Federal Energy Management Program (FEMP)"]

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["Reference","Resource"]
["2.5.1. Demonstrate knowledge of FEMP's O&M Best Practices.","“A Guide to Achieving Operational Efficiency” – FEMP O&M Best Practices Guide Rev 3.0. Page 291. "]
[null,"https://www1.eere.energy.gov/femp/pdfs/OandM.pdf"]
["2.5.2. Demonstrate knowledge of the building retuning process to ensure maximum energy efficiency and comfort for building occupants including, data collection requirements, and continuous retuning practices.","“Retuning Project” and how it could be applied."]
[null,"http://www.pnnl.gov/buildingretuning/"]
["2.5.3. Demonstrate knowledge of and the ability to perform testing and obtain measurements required for predictive maintenance.","“Predictive Maintenance.” FEMP O&M Best Practices Release 3.0. Page 59"]
[null,"https://www1.eere.energy.gov/femp/pdfs/OandM.pdf"]
["2.5.5. Demonstrate knowledge of new technology and tools targeting increased efficiency of O&M.","FEMP O&M Best Practices Guide Rev 3.0. Page 287."]
[null,"https://www1.eere.energy.gov/femp/pdfs/OandM.pdf"]
["4.1.4. Demonstrate knowledge of Enhanced Automation (EA) - California Energy Commission.","Enhanced Automation – California Energy Commission"]
[null,"http://www.energy.ca.gov/reports/2002-06-20_400-02-005F.PDF"]
["4.1.5. Demonstrate knowledge of Energy Management Systems (EMS) and the ability to participate in energy teams to implement system.","Energy Management Systems (EMS)"]
[null,"ISO 50001: http://www.iso.org/iso/home/standards/management-standards/iso50001.htm"]
["4.2.2. Demonstrate knowledge of laws, regulations and Executive Orders that pertain to energy management, status of compliance and existing energy management plans.","See FEMP website for list of laws and regulations"]
[null,"https://www4.eere.energy.gov/femp/requirements/"]
["4.3.3. Demonstrate knowledge of alternative financing options for energy projects.","Energy Savings Performance Contracting (ESPC) procedures and requirements."]
[null,"https://energy.gov/eere/femp/federal-energy-and-water-efficiency-project-financing"]
["4.5.8. Demonstrate knowledge and ability to develop UESC and ESPC projects.","Develop UESC and ESPC"]
[null,"http://energy.gov/eere/femp/federal-energy-and-water-efficiency-project-financing"]
["5.1.5. Demonstrate the ability to manage compliance with NFPA 70E 2018 for determining incident energy and marking the electrical components for the hazard distance and proper arc rated protective equipment.","Electrical Safety in the Workplace"]
[null,"NFPA 70E -2015: http://www.nfpa.org/codes-and-standards/document-information-pages?mode=code&code=70E"]
["5.3.5. Demonstrate knowledge of and ability to create, manage, and conduct fire and life safety and HAZMAT plans.","OSHA 1910 and 1926 standards and Army Corps of Engineers Construction Safety Manual EM 385-1-1."]
[null,"OSHA 1910:"]
[null,"https://www.osha.gov/pls/oshaweb/owastand.display_standard_group?p_toc_level=1&p_part_number=1910"]
[null,"OSHA 1926: "]
[null,"https://www.osha.gov/pls/oshaweb/owastand.display_standard_group?p_part_number=1926&p_toc_level=1"]
[null,"EM 385-1-1: "]
[null,"http://osha4you.com/portals/0/2008-EM-385-Manual.pdf"]
["6.1.1. Demonstrate knowledge and ability to conduct a needs assessment based on customer requests and develop appropriate project requirements.","Functional / Operational"]
[null,"http://www.wbdg.org/design/func_oper.php"]
["6.1.4. Demonstrate understanding of the concept of “Deep Energy Retrofits (DER)” and how and when to initiate.  ","Deep Energy Retrofits"]
[null,"http://www.wbdg.org/education/fempfts072012.php"]
["7.2.1. Demonstrate knowledge of the Guiding Principles for Federal High Performance and Sustainable Buildings, AND Federal Mandates.","Federal High Performance and Sustainable Buildings"]
[null,"http://www.wbdg.org/references/fhpsb.php"]
[null,"http://www.wbdg.org/references/federal_mandates.php"]
["7.2.2. Demonstrate knowledge of agency sustainability goals, metrics, and initiatives, such as those found in the Dept/Agency Strategic Sustainability Performance Plan (SSPP).","Strategic Sustainability Performance Plans"]
[null,"https://obamaadministration.archives.performance.gov/content/climate-change-federal-actions.html"]
["8.1.2. Demonstrate knowledge of Federal water policy and goals found in Laws and Executive Orders.","Federal water policy and goals found in Laws and Executive Orders."]
[null,"https://sftool.gov/explore/green-building/section/22/water/relevant-mandates-and-rating-systems#mandates  "]
[null,"http://energy.gov/eere/femp/guidance-meeting-executive-order-13693-water-provisions"]
[null,"https://www4.eere.energy.gov/femp/requirements/requirements_filtering/water_use_reduction"]
["8.1.3. Demonstrate knowledge of the water efficiency goals for the Federal Government.","Water Efficiency goal for Federal Government"]
[null,"http://energy.gov/eere/femp/water-efficiency-federal-buildings-and-campuses"]
[null,"https://sftool.gov/explore/green-building/section/22/water/relevant-mandates-and-rating-systems#mandates"]
["8.1.4. Demonstrate knowledge of current Dept/Agency water guidance – Uniform Facilities Code (UFC), Department or agency guidebooks.","Uniform Facilities Criteria (UFC)"]
[null,"http://www.wbdg.org/ccb/DOD/UFC/ufc_1_200_02.pdf"]
["9.1.1. Demonstrate ability to work in integrated project teams to execute, small, medium and large projects.","Project Delivery Teams"]
[null,"http://www.wbdg.org/project/deliveryteams.php"]
["9.1.2. Demonstrate knowledge and ability to follow Project Management processes and procedures per your organization’s preferred methodology.","Project Planning, Delivery, and Controls"]
[null,"http://www.wbdg.org/project/pm.php#mr"]
["9.2.1. Demonstrate ability to manage and coordinate project execution using agency project management processes and procedures.","Project Planning, Delivery, and Controls"]
[null,"http://www.wbdg.org/project/pm.php"]
["10.1.2. Demonstrate knowledge that the TCO is best determined through Life-Cycle Cost Analysis (LCCA) for Facilities.","Take course: The Principles and Process for Conducting a Life-Cycle Cost Analysis"]
[null,"http://www.wbdg.org/education/lifecyclecosting.php"]
["10.1.3. Demonstrate knowledge of how to find/calculate the basic costs required for an LCCA.","find/calculate the basic costs required for an LCCA."]
[null,"Take course - http://www.wbdg.org/education/lifecyclecosting.php "]
["10.1.4. Demonstrate knowledge of additional methods for calculating TCO and other economic analysis.","Take course: The Principles and Process for Conducting a Life-Cycle Cost Analysis"]
[null,"http://www.wbdg.org/education/lifecyclecosting.php"]
["10.1.5. Demonstrate knowledge of available LCCA software.","REVIEW Design and Analysis Tools Section"]
[null,"http://www.wbdg.org/resources/lcca.php"]
["10.2.1. Demonstrate knowledge of the difference between a Life Cycle Assessment (LCA) and an LCCA.","Take course: The Principles and Process for Conducting a Life-Cycle Cost Analysis"]
[null,"http://www.wbdg.org/education/lifecyclecosting.php"]
["10.2.2. Demonstrate knowledge and ability to use a LCA to estimate the environmental impacts of a material, product or service through its entire life cycle.","Take course: The Principles and Process for Conducting a Life-Cycle Cost Analysis"]
[null,"http://www.wbdg.org/education/lifecyclecosting.php"]
["10.2.3. Demonstrate knowledge of ISO 14040.","REVIEW: "]
[null,"Life Cycle Assessment: http://www.wbdg.org/references/mou_lca.php"]
[null,"ISO 14040: https://www.iso.org/obp/ui/#iso:std:iso:14040:ed-2:v1:en"]
["10.2.4. Demonstrate knowledge of and ability to use LCA Software.","Demonstrate knowledge of an ability to use LCA Software:"]
[null,"Building for Environmental and Economic Sustainability (BEES) – http://www.wbdg.org/tools/bees.php "]
[null,"ATHENA Environmental Impact Estimator - http://www.wbdg.org/tools/athena_ec.php"]
["10.3.1. Demonstrate knowledge of Contracting Officer Representative (COR) duties, responsibilities, training, certification and maintenance of certification.","Demonstrate knowledge of Contracting Officer Representative (COR) duties, responsibilities, training, certification, and maintenance of certification.                                                                            \nREVIEW – \n"]
[null,"http://icatalog.dau.mil/onlinecatalog/courses.aspx?crs_id=1584   "]
[null,"https://www.fai.gov/drupal/certification/fac-cor"]
["10.4.5. Demonstrate ability to use LCCA in budget preparation.","Take course: The Principles and Process for Conducting a Life-Cycle Cost Analysis"]
[null,"http://www.wbdg.org/education/lifecyclecosting.php"]
["10.4.7. Demonstrate ability to advocate for funding using economic analysis.","REVIEW: Use Economic Analysis to Evaluate Design Alternatives"]
[null,"http://www.wbdg.org/design/use_analysis.php"]
["11.3.4. Demonstrate knowledge of Federal government “Knowledge Hubs.”","The Whole Building Design Guide and FedCenter"]
[null,"http://www.wbdg.org"]
[null,"https://www.fedcenter.gov/"]
["11.3.5. Demonstrate knowledge of the offices, programs and National Labs at DOE that drive innovation in Facilities operation and management.","Energy Department"]
[null,"http://energy.gov/offices"]
["11.3.6. Demonstrate knowledge of GSA’s Green Proving Ground Program.","Green Proving Ground"]
[null,"http://www.gsa.gov/portal/category/102491"]
["12.2.1. Demonstrate knowledge of Performance Measurement concepts (SMART - Specific, Measurable, Achievable, Results-focused, Time-bond).","REVIEW: Measuring Performance of Sustainable Buildings"]
[null,"http://www.wbdg.org/resources/measperfsustbldgs.php"]
["12.2.3. Demonstrate knowledge of cascading Key Performance Indicators (KPI) that can be used to measure how well mission, management, program and individual goals are being met.","REVIEW: Meet Performance Objectives"]
[null,"http://www.wbdg.org/design/meet_performance.php"]
["12.2.7. Demonstrate knowledge of current portfolio-level performance indicators.","REVIEW SENSITIVITY ANALYSIS ON: Life-Cycle Cost Analysis"]
[null,"http://www.wbdg.org/resources/lcca.php?r=cost_effective"]

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["Yes"]
["No"]
[]
[]
[]
[]
["Certificates"]
["Certification/Accreditation"]
["Courses - Government"]
["Courses - Private"]