PRINCIPLES OF ASSET MANAGEMENT - Eppley

PRINCIPLES OF ASSET MANAGEMENT

Student Workbook

Name:

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

This document may not be duplicated without the permission of the Eppley Institute for Parks and Public Lands, Indiana University. The National Park Service and federal agencies may duplicate it for training and administrative purposes, provided

that appropriate written acknowledgement is given. No other state or local agency, university, contractor, or individual shall duplicate the document without the permission of Indiana University

Copyright 2007, the Trustees of Indiana University

on behalf of the Eppley Institute for Parks and Public Lands

TABLE OF CONTENTS COURSE AGENDA ................................................................................................................... 1 WELCOME TO ST. LOUIS, MISSOURI! ................................................................................... 5

About St. Louis ....................................................................................................................... 5 Jefferson National Expansion Memorial ................................................................................. 6 St. Louis Events: ..................................................................................................................... 8

COURSE INTRODUCTION WELCOME TO THE FACILITY MANAGER LEADERS PROGRAM (FMLP) ................................................................................................. 9

The Big Picture ....................................................................................................................... 9 Overview: What is the FMLP? ................................................................................................ 9 What to Expect as a Student of the FMLP .............................................................................. 9

PRINCIPLES OF ASSET MANAGEMENT: COURSE OBJECTIVES ..................................... 10

Objective #1: ......................................................................................................................... 10 Objective #2: ......................................................................................................................... 10 Objective #3: ......................................................................................................................... 10 Objective #4: ......................................................................................................................... 10 Objective #5: ......................................................................................................................... 11 Objective #6: ......................................................................................................................... 11

CHAPTER ONE ....................................................................................................................... 13

Objective #1: ......................................................................................................................... 14 An Introduction to Policy: ...................................................................................................... 16 The Role of Policy in the NPS .............................................................................................. 18 A Mission and Vision for All: ................................................................................................. 21 Upper Delaware National Scenic and Recreational River ..................................................... 21 NPS Policy 1.10: Partnerships .............................................................................................. 27 NPS Policy 3.5: Boundary Adjustments ................................................................................ 29 NPS Policy 4.1: General Management Concepts ................................................................. 30 NPS Policy 4.6: Water Resource Management .................................................................... 31 NPS Policy 8.6: Special Park Uses ....................................................................................... 32 NPS Policy 9.6: Commemorative Works and Plaques .......................................................... 33 Key Documents – Serving as Sources of Change ................................................................ 35 Facility Management Today: ................................................................................................. 36 The Guiding Principles of Facility Management in the NPS .................................................. 36 Facility Management Today – The Park Asset Management Plan (PAMP) .......................... 38 Core Operations Analysis: Using FMSS in the Implementation Process .............................. 43 Professional Development: Introduction to the Facility Manager Competencies and Lifelong Learning ................................................................................... 48 Sample Self-Assessment and Individual Development Plan (IDP) ....................................... 49

CHAPTER TWO ...................................................................................................................... 53

Objective #2: ........................................................................................................................ 54 Student Park Asset Presentations ........................................................................................ 55 Asset Management Principles: ............................................................................................. 57 Asset Management and Condition Assessment ................................................................... 57 Using the API/FCI Scatter Plot to Prioritize Work ................................................................. 60 Asset Management Principles: ............................................................................................. 63 Life Cycle Management and Operations and Maintenance Procedures ............................... 63 Tips of the Trade: Professional Development, Part 1: Facilitating a Meeting ....................... 75

CHAPTER THREE .................................................................................................................. 79

Field Exercise: ...................................................................................................................... 81 Jefferson National Expansion Memorial (JEFF) ................................................................... 81 Asset Management Principles: ............................................................................................. 83 Property and Structure Ownership ....................................................................................... 83 Delaware Water Gap: Scenario #1 ....................................................................................... 85 Delaware Water Gap: Scenario #2 ....................................................................................... 86 Delaware Water Gap: Scenario #3 ....................................................................................... 87 Delaware Water Gap: Scenario #4 ....................................................................................... 88 Student Exercise: ................................................................................................................. 89 Highlighting the Delaware Water Gap Asset Analysis .......................................................... 89 Asset Management Principles: ............................................................................................. 93 Tools for Park Planning and Procedures .............................................................................. 93 General Management Plan (GMP) Sample: Abraham Lincoln Birthplace National Historic Site ............................................................... 97 Development Concept Plan for Improvements to the Self-Guiding Tour Routes: Stones River National Battlefield .......................................................................................... 99 Site-Specific Asset Business Plan Sample ......................................................................... 101 Tips of the Trade: Professional Development, Part 2: Public Speaking ............................. 102

CHAPTER FOUR .................................................................................................................. 105

Objective #3: ...................................................................................................................... 106 Leadership Team Building Activity Observation Sheet ....................................................... 107 The Leadership Challenge ................................................................................................. 109 Understanding Leadership Levels of Facility Management in the NPS .............................. 129 Objective #4: ...................................................................................................................... 132 Interim #1 Activities and Requirements .............................................................................. 133 Required Forms: Self-Assessment ..................................................................................... 136 Required Forms: Individual Development Plan (IDP) ......................................................... 137 Sample Individual Development Plan (IDP) ........................................................................ 138 Required Forms: NPS Facility Manager Leaders Program (FMLP) Request for Developmental Activity ....................................................................................................... 140 Developmental Activity Write-Up Requirements ................................................................. 146 Completed Sample: Request for Developmental Activity ................................................... 148 Required Forms: FMLP Monthly Report ............................................................................. 161

Sample FMLP Monthly Report ............................................................................................ 162 Required E-Courses ........................................................................................................... 163 Developmental Activities: .................................................................................................... 164 Independent Study Activities .............................................................................................. 166 Oral Presentation Scoring Rubric ....................................................................................... 177 Written Presentation Scoring Rubric ................................................................................... 179 Web Conference User Guide .............................................................................................. 180

CHAPTER FIVE ..................................................................................................................... 183

Objective #5: ....................................................................................................................... 184 Objective #6: ....................................................................................................................... 184 Mentoring Contract ............................................................................................................. 185 Mentoring Contract ............................................................................................................. 185 Mentor/Student Task List .................................................................................................... 187 Tips for Meeting with Your Mentor ...................................................................................... 190

Principles of Asset Management

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Course Agenda

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

and Guiding Principles of Facility Management in the NPS

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

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

Principles of Facility Management in the NPS Don Mannel

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

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

Christy McCormick Jeri Mihalic

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

Application of Asset Management Principles in your Park and the NPS

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

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

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

Management and Operations and Maintenance James Cagle Procedures

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


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Course Agenda

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

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

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

Park Planning and Procedures Ray Cozby

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

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

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

Tim Hudson Park: Don Mannel, Kip Hagen

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

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


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Course Agenda

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

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

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


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Course Agenda


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Welcome

WELCOME TO ST. LOUIS, MISSOURI!

About St. Louis The City of St. Louis, which is named after Louis IX of France, has seen its population increase as a direct result of the committed efforts of residents to return their city to the grand international status it was known for dating back to the 1904 World's Fair and the first Olympic Games ever held in the United States. The city has several common nicknames, including the "Gateway City," "Gateway to the West," and "Mound City." It is called "Gateway to the West" because of the many people who moved west starting near St. Louis; first, because the lower Missouri River was the first leg of the Oregon Trail, and later, because of wagon trails. The Mound City name originated with the Native American burial mounds that once were common in the city.

History: European exploration of the area had begun nearly a century before the city was founded. Louis Joliet and Jacques Marquette, both French, traveled through the Mississippi River valley in 1673, and five years later, La Salle claimed the entire valley for France. He called it "Louisiana" after King Louis XIV; the French also called their region "Illinois Country." In 1699, a settlement was established across the river from what is now St. Louis, at Cahokia. Other early settlements were downriver at Kaskaskia, Prairie du Pont, Fort de Chartres, and Sainte Genevieve. In 1703, Catholic priests established a small mission at what is now St. Louis. The mission was later moved across the Mississippi, but the small river at the site (now a drainage channel near the southern boundary of the City of St. Louis) still bears the name "River Des Peres" (River of the Fathers).

St. Louis was acquired from France by the United States under President Thomas Jefferson in 1803, as part of the Louisiana Purchase. The transfer of power from Spain was made official in a ceremony called "Three Flags Day." On March 8, 1804, the Spanish flag was lowered and the French one was raised. On March 10, the French flag was replaced by the United States flag. French continued, along with English, to be one of the major spoken and written languages in St. Louis until the 1820s.

The Lewis and Clark Expedition left the St. Louis area in May 1804, reached the Pacific Ocean in the summer of 1805, and returned on September 23, 1806. Both Lewis and Clark lived in St. Louis after the expedition. Many other explorers, settlers, and trappers (such as Ashley's Hundred) would later take a similar route to the West. Missouri became a state in 1820. St. Louis was incorporated as a city on December 9, 1822.


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Welcome

Population: Nearly 3 million people (metropolitan St. Louis); the St. Louis metropolitan area is the 18th largest in the United States.

Jefferson National Expansion Memorial The Jefferson National Expansion Memorial is located near the start of the Lewis and Clark Expedition. It was designated as a National Memorial by Executive Order 7523, on December 21, 1935. The Gateway Arch was authorized on May 17, 1954.

The park was established to commemorate several historical events:

• the Louisiana Purchase, and the subsequent westward movement of American explorers and pioneers;

• the establishment of the first cathedral (the Basilica of St. Louis, King of France or "Old Cathedral", now surrounded by the park) and the first civil government west of the Mississippi River; and

• the debate over slavery raised by the Dred Scott case.

The memorial site includes a 91-acre park along the Mississippi River on the site of the original city of St. Louis; the Old Courthouse, a former state and federal courthouse which saw the origins of the Dred Scott case; the 45,000-square-foot Museum of Westward Expansion; and the Gateway Arch. The park is host to four million visitors each year, three quarters of whom enter the Arch or the Old Courthouse.

The Arch, designed by Finnish-American architect Eero Saarinen and structural engineer Hannskarl Bandel, stands 630 feet tall and is 630 feet at its widest point. It is the tallest habitable structure in St. Louis.

The cross-sections of its legs are equilateral triangles, narrowing from 54 feet at the base to 17

feet at the top. Each wall consists of a stainless steel skin covering reinforced concrete from ground level to 300 feet or carbon steel and rebar from 300 feet to the peak. The


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Welcome

interior of the Arch is hollow and contains a unique transport system leading to an observation deck at the top. The interior of the Arch also contains two emergency stairwells of 1,076 steps each, in the event of a need to evacuate the Arch or if a problem develops with the tram system.

Underneath the Arch is a visitor center, entered from a descending outdoor ramp starting at either base. Within the center is the Museum of Westward Expansion, exhibits on the history of the St. Louis riverfront, and tram loading and unloading areas. Tucker Theater, finished in 1968 and renovated 30 years later, has about 285 seats and shows a documentary (Monument to the Dream) on the Arch's construction. Odyssey Theater was completed in 1993 and has 255 seats. It was the first 70 mm film theater to be located on National Park Service grounds and operated by the NPS. It runs films from a rotating play list. Also located in the visitor center are retail operations run by the Jefferson National Parks Association, a not-for-profit partner.

Climate:

Month Avg. Temp.

January 29.6° February 35.4° March 45.8° April 56.6° May 66.5° June 75.6° July 80.2° August 78.2° September 70.2° October 58.3° November 45.3° December 33.9°


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Welcome

St. Louis Events: Lewis and Clark: Remaking the American West 9/19/2006 - 9/23/2007 Location: Museum of Westward Expansion beneath the Gateway Arch For more information call: (314) 655-1700 or go to www.nps.gov/jeff/index.htm A special year-long exhibition that details the crucial role St. Louis played in the wake of the historic journey of Lewis and Clark and examines the dual post-expedition careers of Meriwether Lewis and William Clark. The exhibit will examine the creation of the Missouri Territory and its laws, and the treatment of African Americans and Indians. A rich collection of artifacts, paintings, illustrations, newspaper accounts, and letters will bring this three decade period to life. A recreation of a portion of William Clark’s Indian Gallery and Council Chamber will be a highlight of the exhibit. Early Morning Walking at the Missouri Botanical Garden 1/3/2007 - 12/30/2007 Location: Missouri Botanical Garden Time: 7:00 a.m. Wednesday and Saturday Cost: $8.00 adults 13 and up; 12 and under Free For more information call: (800) 642-8842 or (314) 577-9400 or go to www.mobot.org In cooperation with the American Heart Association, the grounds of the Missouri Botanical Garden open early every Wednesday and Saturday morning at 7:00 a.m. to encourage fitness walking. A light breakfast is available for purchase in the Sassafras cafe starting at 7:00 a.m. Admission to the Garden is free to St. Louis City and County residents until noon every Wednesday and Saturday throughout the year, except during certain major special events. A Shaw Nature Reserve Experience Exhibit 3/1/2007 - 4/22/2007 Location: Missouri Botanical Garden Ridgway Center Time: 9:00 a.m. - 5:00 p.m. Cost: $8.00 adults 13 and up; 12 and under Free For more information call: (314) 577-5100 or go to www.mobot.org One-to-one mapping photography exhibition by Ronald Engemann, a study of times and places at actual size. Artistically mapped images are digital photographs of ground locations taken at the Shaw Nature Reserve in Gray Summit, documented by a global positioning system.


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Introduction

COURSE INTRODUCTION: WELCOME TO THE FACILITY MANAGER LEADERS PROGRAM (FMLP)

The Big Picture The FMLP was developed in response to:

• Facility Management Program (FMP) Training Gap Analysis

• Independent Verification and Validation Study

• Facility Management for the 21st Century

• High retirement levels: the need to develop leaders in facility management for the future

Overview: What is the FMLP? The FMLP is:

• A year-long, application-required program that incorporates competency-based learning through classroom courses, e-courses, developmental activities, details, and a variety of other learning opportunities

• An initiative of the Servicewide Maintenance Advisory Committee (SMAC) and the FMP Training Program and an extension of FM21 findings and recommendations

• Designed to address each individual student’s learning needs • Planned to meet the requirements for issuance of a certificate of completion

What to Expect as a Student of the FMLP • Success requires personal

commitment and a drive to build your own skills.

• The FMLP is an individualized program to give you the greatest benefit and what you most need to learn.

• Resources and support are available to each student over the course of the program.

• You will be building analytical thinking and leadership skills over the course of the year.


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Objectives

PRINCIPLES OF ASSET MANAGEMENT: COURSE OBJECTIVES This course has six main objectives, which will be covered in separate sessions and activities. The parameters of each objective are outlined below.

Objective #1: Describe the changing role and guiding principles of facility management in the NPS. Following completion of this course, participants will be able to:

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

Servicewide.

Objective #2: Understand the application of asset management principles in your park and the NPS. Following completion of this course, participants will be able to:

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

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

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

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

Explain the difference between management and leadership. Describe the leadership role of facility management at the national, regional, and park

levels.

Objective #4: Understand how to use the tools required for success during the Interim #1 period of the FMLP. Following completion of this course, participants will be able to:

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

Interim #1 period.


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Objectives

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

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

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

the class.

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

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

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CHAPTER ONE Monday, April 16th, 2007


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Chapter 1

Objective #1: Describe the changing roles and guiding principles of facility management in the NPS.

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


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Chapter 1

Accountability: Walter Reed Hospital Case Study

Reprinted from the SanFrancisco Chronicle-March 6, 2007

Walter Reed hospital scandal 'hits at the heartstrings of America

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

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

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

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

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

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

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

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


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Chapter 1

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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

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

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

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

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


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Chapter 1

An Introduction to Policy: The Role of Policy in the NPS

A Mission and Vision for All There are certain internal rules and regulations that apply to all offices of the NPS.

• Every park and/or office must follow Organic Act and NPS mission. • Parks must also follow enabling legislation—legislation that describes the park’s

purpose and why it was set aside as protected land.

A. Laws NPS parks and offices are subject to other federal laws: • Code of Federal Regulations, Title 36 (36CFR). Describes how NPS must use,

manage, and protect people, property, and resources. • Endangered Species Act of 1973. Protects threatened / endangered species and

their habitats. • Clean Water Act of 1972. Protects and restores quality of the nation’s waters by

regulating and limiting polluting discharges.

B. Federal Policies and Programs There are also policies and programs that are created by the federal government and DOI and which establish the following: • The use of government property is regulated by federal ethics standards. • Health insurance and health benefits are regulated as federal programs.

C. NPS Policies

NPS has created Management Policies, Director’s Orders, handbooks, and reference manuals to maintain consistency Servicewide. For example: • NPS Policy 2.3.1 requires each NPS unit to maintain an up-to-date General

Management Plan.

Review NPS policies to ensure you know your responsibilities as an NPS employee.

D. Local Policies Your park or office sets policies of its own. One of most important independent policies is your park or office’s Emergency Plan, which will be discussed later.


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Chapter 1

Student Exercise:Ordering NPS Authorities

Directions: List the following authorities in hierarchical order from 1 to 10 with 1 indicating the highest level of authority and 10 indicating the lowest.

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

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


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Policy Links and Additional Information Laws The following are links to online versions of pertinent federal statutes and regulations:

• Code of Federal Regulations http://www.gpoaccess.gov/cfr/retrieve.html

• Code of Federal Regulations, Title 36

http://www.nps.gov/pub_aff/e-mail/regulations.htm – The Code of Federal Regulations, Title 36, Parts 1 to 199 (36CFR) provide for the

proper use, management, government, and protection of persons, property, and natural and cultural resources within areas under the jurisdiction of the NPS.

– These regulations will be utilized to fulfill the statutory purposes of units of the National Park System: to conserve scenery, natural and historic objects, and wildlife, and to provide for the enjoyment of those resources in a manner that will leave them unimpaired for the enjoyment of future generations.

• Endangered Species Act of 1973 http://epw.senate.gov/esa73.pdf

• Clean Water Act of 1972 http://ipl.unm.edu/cwl/fedbook/fwpca.html

Federal Policies and Programs An introduction to the Department of the Interior, DOI Orientation—Learning the Ropes, can be accessed via the link below: http://www.doiu.nbc.gov/orientation/ropes.html NPS Policies The link below provides an easy way to search for policies—created by the NPS, the DOI, and the federal government—that are relevant to you. You are encouraged to bookmark this link for future reference. It is important that you are able to use this tool to find policies that impact your job. National Park Service Office of Policy http://data2.itc.nps.gov/npspolicy/index.cfm


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Chapter 1

A Mission and Vision for All: Upper Delaware National Scenic and Recreational River

Discussion: A Mission and Vision for All

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

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


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Chapter 1

other selected rivers or sections thereof in their free-flowing condition to protect the water quality of such rivers and to fulfill other vital national conservation purposes.

Because the park was created through the Wild and Scenic Rivers Act, water resources are central to park management. However, since the park only owns a small percentage of the overall protected boundary of the park, all management decisions require coordination with multiple partners in two different states. Problems arise with activities that occur outside the park, but that are negatively impacting resources within park boundaries. Examples of such problems include non-point source pollution from agriculture and failing septic systems, contaminant inputs from industrial and commercial discharge sites and adverse affects on water quality from residential development. While UPDE has a National Wild and Scenic River within its boundaries, this designation does not afford protection from development or use of the river system. However, the implicit goal is to protect the character and integrity of the river system. According to mandates within the Clean Water Act, if water quality standards set forth by the Environmental Protection Agency are violated, the waterbody is considered impaired and will be scheduled for Total Maximum Daily Load (TMDL) development. Each state is responsible for monitoring the waterways within their state and development of appropriate remediation. Enabling Legislation The Upper Delaware NSRR was designated by Congress as a unit of the National Wild and Scenic River System on November 10, 1978. The purpose of the Upper Delaware SRR is to preserve and protect, in a free flowing condition, an approximately 73-mile segment of the Upper Delaware River. The river valley is to be protected through land use controls and the cooperative efforts of local governments. It requires management of the area with little federal acquisition of land; working closely with all existing local, county, state, and federal land management authority and specifies the writing of a management plan in cooperation with the states and local political subdivisions.


23

Chapter 1

Student Exercise: An Introduction to NPS Policies

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

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

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


24

Chapter 1

Case Study #2:

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


25

Chapter 1

Case Study #3:

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


26

Chapter 1

An Introduction to NPS Policies Worksheet Case Study #_______

Decision / Recommendation Policy Reference: Policy # and Title

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18 � making full use of information technology;

� anticipating and addressing funding availability through accepted business practices;

� ensuring that the out-year budget implications of decision-making are carefully considered in planning and other processes;

� ensuring that both short- and long-term costs of facility development and operation are factored into the project formulation and selection process;

� using value-based decision-making processes such as value analysis, capital asset planning, benefi t-cost analysis, life-cycle cost estimating, risk analysis, and total cost of ownership analysis;

� linking performance management elements to achieving and maintaining fi nancial sustainability;

� embracing preventative maintenance and management that prevents the degradation of park resources and facilities, thereby avoiding costly restoration or rehabilitation eff orts; and

� using best fi nancial management practices to ensure transparent information and public accountability consistent with proven fi nancial accounting standards.

The Service will continually seek improvement and innovation in the areas covered by the following subsections.

1.9.5.2 FacilitiesThe National Park Service will provide visitor and administrative facilities that are necessary, appropriate, and consistent with the conservation of park resources and values. Facilities will be harmonious with park resources, compatible with natural processes, esthetically pleasing, functional, energy- and water-effi cient, cost-eff ective, universally designed, and as welcoming as possible to all segments of the population. Park facilities and operations of all sizes will demonstrate environmental leadership by incorporating sustainable practices to the maximum extent practicable in planning, design, siting, construction, and maintenance.

1.9.5.3 Budget Performance and Accountability Programs The Park Service will also continue to improve the budget formulation and accounting and fi nancial reporting processes, particularly related to park specifi cs and assets, including heritage assets, by making them more transparent. The goal of these eff orts will be to ensure that

� funds are spent in support of a park’s purpose or NPS mission;

� funds are spent in an effi cient, transparent, and eff ective manner;

� a park’s request for funding is credible; and

� there are adequate funds and staff to conserve and protect the resources for which parks are responsible and provide for the enjoyment of the same.

1.10 Partnerships

The Service recognizes the benefi ts of cooperative conservation (in accordance with Executive Order 13352, Facilitation of Cooperative Conservation), as well as the signifi cant role partners play in achieving conservation goals and funding conservation initiatives on behalf of the national park system. The Service has had many successful partnerships with individuals; organizations; tribal, state, and local governments; and other federal agencies that have helped fulfi ll the NPS mission. Through these partnerships, the Service has received valuable assistance in the form of educational programs, visitor services, living history demonstrations, search-and-rescue operations, fund-raising campaigns, habitat restoration, scientifi c and scholarly research, ecosystem management, and a host of other activities. These partnerships, both formal and informal, have produced countless benefi ts for the Service and for the national park system.

Benefi ts often extend into the future, because many people who participate as partners connect more strongly with the parks and commit themselves to long-term stewardship. The Service will continue to welcome and actively seek partnership activities with individuals, organizations, and others who share the Service’s commitment to protecting park resources and values and providing for their enjoyment. The Service will embrace partnership opportunities that will help accomplish the NPS mission provided that personnel and funding requirements do not make it impractical for the Service to participate and that the partnership activity would not (1) violate legal or ethical standards, (2) otherwise refl ect adversely on the NPS mission and image, or (3) imply or indicate an unwillingness by the Service to perform an inherently governmental function.

In the spirit of partnership, the Service will also seek opportunities for cooperative management agreements with state or local agencies that will allow for more eff ective and effi cient management of the parks, as authorized by section 802(a) of the National Parks Omnibus Management Act of 1998 (16 USC 1a-2(l)).

Whenever groups are created, controlled, or managed for the purpose of providing advice or recommendations to the Service, the Service will fi rst consult with the Offi ce of the Solicitor to determine whether the Federal Advisory Committee Act requires the chartering of an advisory committee. Consultation with the Offi ce of the Solicitor will not be necessary when the Service meets with individuals, groups, or organizations simply to exchange views and information or to solicit individual advice on proposed actions. This act does not apply to intergovernmental meetings held exclusively between federal offi cials and elected offi cers of state, local and tribal governments (or their designated employees with authority to act on their behalf) acting in their offi cial capacities, when (1) the meetings relate to intergovernmental responsibilities or administration, and (2) the purpose of the committee is

solely to exchange views, information, or advice relating to the management or implementation of federal programs established pursuant to statute that explicitly or inherently share intergovernmental responsibilities or administration.

(See Public Involvement 2.3.1.5; Partnerships 4.1.4; Studies

and Collections 4.2; Independent Research 5.1.2; Agreements

5.2.2; Interpretive and Educational Partnerships 7.6;

Volunteers in Parks 7.6.1; Cooperating Associations 7.6.2;

Enforcement Authority 8.3.4; Commercial Visitor Services

Chapter 10. Also see Director’s Orders #7: Volunteers in

Parks;#17: National Park Service Tourism; #20: Agreements,

#21: Donations and Fundraising; #27: Challenge Cost-

share Program; #32: Cooperating Associations; #75A: Civic

Engagement and Public Involvement; NPS Guide to the

Federal Advisory Committee Act; Executive Order 13352

(Facilitation of Cooperative Conservation)

1.11 Relationship with American Indian Tribes

The National Park Service has a unique relationship with American Indian tribes, which is founded in law and strengthened by a shared commitment to stewardship of the land and resources. The Service will honor its legal responsibilities to American Indian tribes as required by the Constitution of the United States, treaties, statutes, and court decisions. For the purposes of these policies, “American Indian tribe” means any band, nation, or other organized group or community of Indians, including any Alaska Native Village, which is recognized as eligible for the special programs and services provided by the United States to Indians because of their status as Indians.

The formal legal rationale for the relationship between the National Park Service and tribes is augmented by the historical, cultural, and spiritual relationships that American Indian tribes have with park lands and resources. As the ancestral homelands of many American Indian tribes, parks protect resources, sites, and vistas that are highly signifi cant for the tribes. Therefore, the Service will pursue an open, collaborative relationship with American Indian tribes to help tribes maintain their cultural and spiritual practices and enhance the Park Service’s understanding of the history and signifi cance of sites and resources in the parks. Within the constraints of legal authority and its duty to protect park resources, the Service will work with tribal governments to provide access to park resources and places that are essential for the continuation of traditional American Indian cultural or religious practices.

1.11.1 Government-to-Government RelationshipIn accordance with the Presidential Memorandum of April 29, 1994, and Executive Order 13175 (Consultation and Coordination with Indian Tribal Governments), the Service will maintain a government-to-government relationship with federally recognized tribal governments. This means that NPS offi cials will work directly with appropriate tribal government offi cials whenever plans or activities may directly or indirectly aff ect tribal interests, practices, and/or traditional use areas such as sacred sites.

1.11.2 ConsultationConsultations, whether initiated by a tribe or the Park Service, will be respectful of tribal sovereignty. The Federal Advisory Committee Act does not apply to consultation meetings held exclusively between federal offi cials and elected offi cers of tribal governments or their designees.

Tribal needs for privacy and confi dentiality of certain kinds of information will be respected. Such information will be deemed confi dential when authorized by law, regulation, or policy. Before beginning government-to-government consultations, park managers will consider what information is necessary to record. Culturally sensitive information will be collected and recorded only to the extent necessary to support sound management decisions and only in consultation with tribal representatives.

Mutually acceptable consultation protocols to guide government-to-government relationships will be developed at the park and program levels with assistance from regional and support offi ces as needed. The protocols will be developed with an understanding of special circumstances present at individual parks. These protocols and the actual consultation itself will be informed by national, regional, and park-based subject matter experts.

NPS managers will be open and candid with tribal governments during consultations so that the aff ected tribes may fully evaluate the potential impact of the proposal and the Service may fully consider tribal views in its decision-making processes. This means that government-to-government consultation should begin at the earliest possible stages of planning.

(See Consultation 5.2.1; Ethnographic Resources 5.3.5.3.

Also see Director’s Order #66: FOIA and Protected Resource

Information)

1.11.3 Trust ResourcesActivities carried out on park lands may sometimes aff ect tribal trust resources. Trust resources are those natural resources reserved by or for Indian tribes through treaties, statutes, judicial decisions, and executive orders, which are protected by a fi duciary obligation on the part of the United States. In accordance with the government-to-government relationship and mutually established protocols, the Service will interact directly with tribal governments regarding the potential impacts of proposed NPS activities on Indian tribes and trust resources.

In considering a proposed program, project, or action, the Service will ensure that eff ects on trust resources are explicitly identifi ed and evaluated in consultation with potentially concerned tribes and that they are addressed in planning, decision, and operational documents. With regard to activities that may impact Indian trust resources or tribal health and safety, the Service will consult with the Bureau of Indian Aff airs, the Offi ce of the Solicitor, and other offi ces and agencies, as appropriate.

(Also see Secretarial Order 3206, June 5, 1997)

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experiences are normally defi ned in the park’s general management plan. Strategic plans defi ne what results can be accomplished in the foreseeable future—usually a fi ve-year period. Land protection plans will be coordinated with general management plans, strategic plans, and other plans for resource management and visitor use. Decisions about acquisition within park boundaries will consider the relationship between the park and its adjacent lands. Superintendents have the responsibility to be aware of uses or activities that are planned for lands around the park that may have impacts on park resources and opportunities for visitor enjoyment.

A land protection plan should be simple and concise and document (1) what lands or interests in land would advance park purposes through public ownership, (2) what means of protection are available to achieve park purposes as established by Congress, (3) the protection methods and funds that will be sought or applied to protect resources and to provide for visitor use and park facility development, and (4) acquisition priorities. Historic structures and objects on the land under consideration within the land protection plan will be evaluated for their relevance to the park mission and the scope of the park museum collection. The land protection plan will specify those structures and objects that benefi t the public through public ownership and identify the appropriate source of funding. Personal property not identifi ed for acquisition should be removed by the property owner. For acquisition of water rights, see chapter 4, section 4.6.2.

When appropriate, the land protection plan may serve as a vehicle for addressing land protection issues external to a park’s boundaries. When external impacts or opportunities are addressed, plans will clearly distinguish between the authorities related to land acquisition and the authorities for the Service to cooperate with other entities beyond the park boundary.

3.4 Cooperative Conservation

Superintendents will be aware of and monitor state government programs for managing state-owned submerged lands and resources within NPS units. When there is potential for such programs to adversely impact park resources or values, superintendents will make their concerns known to appropriate state government offi cials and encourage compatible land uses that avoid or mitigate potential adverse impacts. When federal acquisition of state-owned submerged lands and resources within NPS units is not feasible, the Park Service will seek to enter into cooperative agreements with state governments to ensure the adequate protection of park resources and values.

External threats may originate with proposed uses outside a park that may adversely impact park resources or values. Superintendents will therefore be aware of and monitor land use proposals and changes to adjacent lands and their potential impacts. They will also seek to encourage compatible adjacent land uses to avoid or to mitigate

potential adverse eff ects. Superintendents will make their concerns known and, when appropriate, actively participate in the planning and regulatory processes of neighboring jurisdictions, including other federal agencies and tribal, state, and local governments.

In working cooperatively with surrounding landowners and managers a superintendent might, for example, comment on potential zoning changes for proposed development projects, or brief the public and offi cials about park resources and related studies that are relevant to proposed zoning or other changes. Superintendents should, whenever possible, work cooperatively and communicate their concerns as early as possible in the process to minimize potential confl ict. Superintendents should seek advice from the appropriate NPS program managers and the Solicitor’s Offi ce when dealing with complicated external land protection issues and threats, especially those with potential for Service-wide controversy or consequences.

In some cases—such as air or water pollution—the source of a signifi cant threat may be far removed from the park’s boundaries. In such cases the Park Service will coordinate at the regional or national level in making its concerns known and in seeking a remedy to the problem. Threats to parks from external sources should be identifi ed and addressed in the general management plan or in other planning documents. The result will be enhanced public awareness of the far-reaching impacts of these threats and an increased likelihood of remedial actions by those who are responsible.

(See Cooperative Conservation Beyond Park Boundaries 1.6;

Evaluating Impacts on Natural Resources 4.1.3; Partnerships

4.1.4; Biological Resource Management 4.4; Removal of Exotic

Species Already Present 4.4.4.2; Water Resource Management

4.6; Air Resource Management 4.7; Geologic Resource

Management 4.8; Soundscape Management 4.9; Lightscape

Management 4.10; Stewardship 5.3. Also see Director’s Order

#25: Land Protection, and Reference Manual 25); Director’s

Order #75A: Civic Engagement and Public Involvement)

3.5 Boundary Adjustments

The boundary of a national park may be modifi ed only as authorized by law. For many parks, such statutory authority is included in the enabling legislation or subsequent legislation that specifi cally authorizes a boundary revision. Where park-specifi c authority is not available, the Land and Water Conservation Fund Act of 1965, as amended, provides an additional but limited authority to adjust boundaries.

The act provides for boundary adjustments that essentially fall into three distinct categories: (1) technical revisions; (2) minor revisions based upon statutorily defi ned criteria; and (3) revisions to include adjacent real property acquired by donation, purchased with donated funds, transferred from any other federal agency, or obtained by exchange. Adjacent real property is considered to be land located contiguous to but outside the boundary of a national park system unit.

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32 As part of the planning process, the Park Service will identify and evaluate boundary adjustments that may be necessary or desirable for carrying out the purposes of the park unit. Boundary adjustments may be recommended to

� protect signifi cant resources and values, or to enhance opportunities for public enjoyment related to park purposes;

� address operational and management issues, such as the need for access or the need for boundaries to correspond to logical boundary delineations such as topographic or other natural features or roads; or

� otherwise protect park resources that are critical to fulfi lling park purposes.

If the acquisition will be made using appropriated funds, and it is not merely a technical boundary revision, the criteria set forth by Congress at 16 USC 460l-9(c) (2) must be met. All recommendations for boundary changes must meet the following two criteria:

� The added lands will be feasible to administer considering their size, confi guration, and ownership; costs; the views of and impacts on local communities and surrounding jurisdictions; and other factors such as the presence of hazardous substances or exotic species.

� Other alternatives for management and resource protection are not adequate.

These criteria apply conversely to recommendations for the deletion of lands from the authorized boundaries of a park unit. For example, before recommending the deletion of land from a park boundary, a fi nding would have to be made that the land did not include a signifi cant resource, value, or opportunity for public enjoyment related to the purposes of the park. Full consideration should be given to current and future park needs before a recommendation is made to delete lands from the authorized boundaries of a park unit. Actions consisting solely of deletions of land from existing park boundaries would require an act of Congress.

3.6 Land Acquisition Authority

The National Park Service acquires lands or interests in land within parks when authorized to do so by an act of Congress or by presidential proclamation. Although acquisition outside authorized boundaries is generally prohibited, certain statutes provide limited systemwide authority for minor boundary changes and the acceptance of donated lands adjacent to a park’s boundaries. There is no single statute authorizing land acquisition. There are, however, several laws that provide limited acquisition authority that is applicable systemwide. For most parks, acquisition authority is provided by statutes specifi c to the park. The Park Service land acquisition process and land protection

planning process will comply with all applicable legislation, congressional guidelines, executive orders, and Department of the Interior policies. For delegations of authority for land acquisition, see Director’s Order #25: Land Protection.

3.7 Land Acquisition Funding

When the acquisition of lands and/or interests in land within a park boundary is necessary, the Park Service will consider acquisition by

� purchase with appropriated or donated funds;

� exchange;

� donation;

� bargain sale;

� transfer or withdrawal from public domain; or

� condemnation, as a last resort.

Funding for land acquisition within the national park system is derived primarily from the Land and Water Conservation Fund. LWCF monies are restricted to uses associated with the acquisition of land and/or interests in land within the authorized boundaries of NPS units. As outlined in Department of the Interior policy, the federal portion of the fund will be used to acquire the lands, waters, and interests therein necessary to achieve the Service’s natural, cultural, wildlife, and recreation management objectives. To implement this policy, the fund will be used in accordance with management objectives for each park unit based on the NPS mission and congressional mandates and in accordance with an analysis of long-range goals for resource protection, safe public access, and park management. As further required by departmental policy, the Service will, to the extent consistent with statutory authorities,

� prioritize acquisition of lands or interests in land within unit boundaries to achieve park purposes consistent with management objectives;

� use to the maximum extent practical, cost-eff ective alternatives to the direct federal purchase of privately owned lands, and, when acquisition is necessary, acquire or retain only the minimum interests determined by park offi cials to be necessary to meet management objectives;

� cooperate with landowners; other federal agencies; tribal, state, and local governments; and the private sector to manage land for public use or protect it for resource conservation; and

� formulate, or revise as necessary, plans for land acquisition and resource use or protection to ensure that sociocultural impacts are considered and that the most outstanding areas are adequately managed.

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36 Introduction

The National Park Service will strive to understand, maintain, restore, and protect the inherent integrity of the natural resources, processes, systems, and values of the parks while providing meaningful and appropriate opportunities to enjoy them. The Service recognizes that natural processes and species are evolving, and the Service will allow this evolution to continue—minimally infl uenced by human actions. The natural resources, processes, systems, and values that the Service preserves are described generally in the 1916 NPS Organic Act and in the enabling legislation or presidential proclamation establishing each park. They are described in greater detail in management plans specifi c to each park. Natural resources, processes, systems, and values found in parks include

� physical resources such as water, air, soils, topographic features, geologic features, paleontological resources, and natural soundscapes and clear skies, both during the day and at night

� physical processes such as weather, erosion, cave formation, and wildland fi re

� biological resources such as native plants, animals, and communities

� biological processes such as photosynthesis, succession, and evolution

� ecosystems

� highly valued associated characteristics such as scenic views

In this chapter, natural resources, processes, systems, and values are all included in the term “natural resources.” The term “natural condition” is used here to describe the condition of resources that would occur in the absence of human dominance over the landscape.

The Service manages the natural resources of parks to maintain them in an unimpaired condition for present and future generations in accordance with NPS-specifi c statutes, including the NPS Organic Act and the National Parks Omnibus Management Act of 1998; general environmental laws such as the Clean Air Act, the Clean Water Act, the Endangered Species Act of 1973, the National Environmental Policy Act, and the Wilderness Act; executive orders; and applicable regulations.

Activities that take place outside park boundaries and that are not managed by the Service can profoundly aff ect the Service’s ability to protect natural resources inside the parks. The Service will act to protect natural resources from impacts caused by external activities by working cooperatively with federal, state, and local agencies; tribal authorities; user groups; adjacent landowners; and others to identify and achieve broad natural resource goals. By working cooperatively through both formal and informal lines of communication and consultation, the Service will better achieve park management objectives and the protection of parks’ natural resources.

(See Park Management 1.4; Cooperative Conservation Beyond

Park Boundaries 1.6; Partnerships 4.1.4)

4.1 General Management Concepts

As explained in chapter 1 of these Management Policies, preserving park resources and values unimpaired is the core or primary responsibility of NPS managers. The Service cannot conduct or allow activities in parks that would impact park resources and values to a level that would constitute impairment. To comply with this mandate, park managers must determine in writing whether proposed activities in parks would impair natural resources. Park managers must also take action to ensure that ongoing NPS activities do not cause the impairment of park natural resources. In cases of uncertainty as to the impacts of activities on park natural resources, the protection of natural resources will predominate. The Service will reduce such uncertainty by facilitating and building a science-based understanding of park resources and the nature and extent of the impacts involved.

Natural resources will be managed to preserve fundamental physical and biological processes, as well as individual species, features, and plant and animal communities. The Service will not attempt to solely preserve individual species (except threatened or endangered species) or individual natural processes; rather, it will try to maintain all the components and processes of naturally evolving park ecosystems, including the natural abundance, diversity, and genetic and ecological integrity of the plant and animal species native to those ecosystems. Just as all components of a natural system will be recognized as important, natural change will also be recognized as an integral part of the functioning of natural systems. By preserving these components and processes in their natural condition, the Service will prevent resource degradation and therefore avoid any subsequent need for resource restoration. In managing parks to preserve naturally evolving ecosystems, and in accordance with requirements of the National Parks Omnibus Management Act of 1998, the Service will use the fi ndings of science and the analyses of scientifi cally trained resource specialists in decision-making.

Park units with signifi cant natural resources range in size from just a few acres to millions of acres and from urban to remote and wilderness settings. As integral parts of a national park system, these park units individually and cumulatively contribute to America’s natural heritage and provide the places where that heritage can be better understood and enjoyed.

Science has demonstrated that few if any park units can fully realize or maintain their physical and biological integrity if managed as biogeographic islands. Instead, park units must be managed in the context of their larger ecosystems. The ecosystem context for some species and processes may be relatively small, while for others this context is vast. In any case, superintendents face the challenge of placing each of the resources they protect in their appropriate ecosystem

context and then working with all involved and aff ected parties to advance their shared conservation goals and avoid adverse impacts on these resources.

Superintendents must be mindful of the setting in which they undertake the protection of park resources. The practicability of achieving a natural soundscape may be quite reasonable at a park unit in a remote setting, but the same may not be true at a popular roadside viewpoint in the same park unit, or at a park unit in a more urban locale. Similarly, the restoration and maintenance of natural fi re regimes can advance more rapidly and on a larger landscape scale in wilderness areas where considerations for public safety and the protection of private property and physical developments can usually be readily addressed. However, the restoration and maintenance of natural fi re regimes in more developed and highly visited locations with the same considerations can be extremely complicated. The goal of protecting natural resources and values while providing for their enjoyment remains the same in all cases except to the extent that Congress has directly and specifi cally provided otherwise. The degree to which a park can adequately restore and maintain its natural resources to a desired condition will depend on a variety of factors—such as size, past management events, surrounding land uses, and the availability of resources. Through its planning processes, the Park Service will determine the desired future conditions for each park unit and identify a strategy to achieve them. This strategy should include working cooperatively with adjacent land and resource managers, as appropriate.

The Service will not intervene in natural biological or physical processes, except

� when directed by Congress;

� in emergencies in which human life and property are at stake;

� to restore natural ecosystem functioning that has been disrupted by past or ongoing human activities; or

� when a park plan has identifi ed the intervention as necessary to protect other park resources, human health and safety, or facilities.

Any such intervention will be kept to the minimum necessary to achieve the stated management objectives.

Natural systems in the national park system, and the human infl uences upon them, will be monitored to detect change. The Service will evaluate possible causes and eff ects of changes that might cause impacts on park resources and values. The Service will use the results of monitoring and research to understand the detected change and to develop appropriate management actions.

Biological or physical processes altered in the past by human activities may need to be actively managed to restore them to a natural condition or to maintain the closest approximation of the natural condition when a truly natural

system is no longer attainable. Prescribed burning and the control of ungulates when predators have been extirpated are two examples. Decisions about the extent and degree of management actions taken to protect or restore park ecosystems or their components will be based on clearly articulated, well-supported management objectives and the best scientifi c information available.

There may be situations in which an area may be closed to visitor use to protect the natural resources (for example, during an animal breeding season) or for reasons of public safety (for example, during a wildland fi re). Such closures may be accomplished under the superintendent’s discretionary authority and will comply with applicable regulations (36 CFR 1.5 and 1.7).

(See The Prohibition on Impairment of Park Resources

and Values 1.4.4; Environmental Leadership 1.8; General

Management Planning 2.3.1; Facility Planning and Design

9.1.1. Also see Director’s Order #11B: Ensuring Quality of

Information Disseminated by the NPS; Director’s Order #75A:

Civic Engagement and Public Involvement)

4.1.1 Planning for Natural Resource Management Each park with a signifi cant natural resource base (as exemplifi ed by participation in the Vital Signs component of the Natural Resource Challenge) will prepare and periodically update a long-range (looking at least one to two decades ahead) comprehensive strategy for natural resource management. This long-range strategy will describe the comprehensive program of activities needed to achieve the desired future conditions for the park’s natural resources. It will integrate the best available science and prescribe activities such as inventories, research, monitoring, restoration, mitigation, protection, education, and management of resource uses. The strategy will also describe the natural-resource-related activities needed to achieve desired future conditions for cultural resources (such as historic landscapes) and visitor enjoyment.

Similarly, planning for park operations, development, and management activities that might aff ect natural resources will be guided by high-quality, scientifi cally acceptable information, data, and impact assessment. Where existing information is inadequate, the collection of new information and data may be required before decision-making. Long-term research or monitoring may also be necessary to correctly understand the eff ects of management actions on natural resources whose function and signifi cance are not clearly understood.

(See Decision-making Requirements to Identify and Avoid

Impairments 1.4.7; General Management Planning 2.3.1;

Land Protection Plans 3.3; NPS-conducted or -sponsored

Inventory, Monitoring, and Research Studies 4.2.1; Cultural

Landscapes 5.3.5.2; Chapter 8: Use of the Parks; Chapter 9:

Park Facilities. Also see 516 DM 4.16—Adaptive Management)

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38 4.1.2 Natural Resource Information Information about natural resources that is collected and developed will be maintained for as long as it is possible to do so. All forms of information collected through inventorying, monitoring, research, assessment, traditional knowledge, and management actions will be managed to professional NPS archival and library standards.

Most information about park natural resources will be made broadly available to park employees, the scientifi c community, and the public. Pursuant to provisions of the National Parks Omnibus Management Act, the Service will withhold information about the nature and specifi c location of sensitive park natural resources—specifi cally caves and mineral, paleontological, endangered, threatened, rare, or commercially valuable resources— unless the Service determines, in writing, that disclosure of the information would further the purposes of the park; would not create an unreasonable risk of harm, theft, or destruction of resources; and would be consistent with other applicable laws.

Under the Freedom of Information Act, the Park Service may be able to withhold sensitive natural resource data and information that is used in ongoing law enforcement investigations or subject to national security clearance classifi cation. The Service may be able to withhold data provided through interim project reporting, pending the completion of relevant projects and the receipt of fi nal project reports, as specifi ed in approved scientifi c research and collecting permits and associated research proposals if the release of information will cause foreseeable harm to the NPS interests. Information that is made available to the public (that is, not withheld under the Freedom of Information Act or other laws) will remain searchable and accessible under the professional and NPS archival and library standards.

(See Information Confi dentiality 1.9.2.3; Confi dentiality 5.2.3;

Interpretive and Educational Programs 7.1. Also see Director’s

Order #66: FOIA and Protected Resource Information;

Museum Handbook 24-Part II)

4.1.3 Evaluating Impacts on Natural Resources Planning, environmental evaluation, and civic engagement regarding management actions that may aff ect the natural resources of the national park system are essential for carrying out the Service’s responsibilities to present and future generations. The Service will ensure that the environmental costs and benefi ts of proposed operations, development, and resource management are fully and openly evaluated before taking actions that may impact the natural resources of parks. This evaluation must include appropriate participation by the public; the application of scholarly, scientifi c, and technical information in the planning, evaluation, and decision-making processes; the use of NPS knowledge and expertise through interdisciplinary teams and processes; and the full incorporation of mitigation measures, pollution prevention techniques, and other principles of sustainable park management.

Every environmental assessment and environmental impact statement produced by the Service will include an analysis of whether the impacts of a proposed activity constitute impairment of park natural resources and values. Every fi nding of no signifi cant impact, record of decision, and National Historic Preservation Act Section 106 memorandum of agreement signed by the Park Service will contain a discrete certifi cation that the impacts of the proposed activity will not impair park natural resources and values.

(See Park Management 1.4; Implementation Planning 2.3.4;

NPS-conducted or -sponsored Inventory, Monitoring,

and Research Studies 4.2.1. Also see Director’s Order #12:

Conservation Planning, Environmental Impact Analysis, and

Decision-making)

4.1.4 Partnerships The Service will pursue opportunities to improve natural resource management within parks and across administrative boundaries by pursuing cooperative conservation with public agencies, appropriate representatives of American Indian tribes and other traditionally associated peoples, and private landowners in accordance with Executive Order 13352 (Facilitation of Cooperative Conservation). The Service recognizes that cooperation with other land and resource managers can accomplish ecosystem stability and other resource management objectives when the best eff orts of a single manager might fail. Therefore, the Service will develop agreements with federal, tribal, state, and local governments and organizations; foreign governments and organizations; and private landowners, when appropriate, to coordinate plant, animal, water, and other natural resource management activities in ways that maintain and protect park resources and values. Such cooperation may include park restoration activities, research on park natural resources, and the management of species harvested in parks. Cooperation also may involve coordinating management activities in two or more separate areas, integrating management practices to reduce confl icts, coordinating research, sharing data and expertise, exchanging native biological resources for species management or ecosystem restoration purposes, establishing native wildlife corridors, and providing essential habitats adjacent to or across park boundaries.

In addition, the Service will seek the cooperation of others in minimizing the impacts of infl uences originating outside parks by controlling noise and artifi cial lighting, maintaining water quality and quantity, eliminating toxic substances, preserving scenic views, improving air quality, preserving wetlands, protecting threatened or endangered species, eliminating exotic species, managing the use of pesticides, protecting shoreline processes, managing fi res, managing boundary infl uences, and using other means of preserving and protecting natural resources.

(See Cooperative Conservation Beyond Park Boundaries 1.6;

Partnerships 1.10; Cooperative Conservation 3.4; Agreements

5.2.2)

4.1.5 Restoration of Natural Systems The Service will reestablish natural functions and processes in parks unless otherwise directed by Congress. Landscapes disturbed by natural phenomena, such as landslides, earthquakes, fl oods, hurricanes, tornadoes, and fi res, will be allowed to recover naturally unless manipulation is necessary to protect other park resources, developments, or employee and public safety. Impacts on natural systems resulting from human disturbances include the introduction of exotic species; the contamination of air, water, and soil; changes to hydrologic patterns and sediment transport; the acceleration of erosion and sedimentation; and the disruption of natural processes. The Service will seek to return such disturbed areas to the natural conditions and processes characteristic of the ecological zone in which the damaged resources are situated. The Service will use the best available technology, within available resources, to restore the biological and physical components of these systems, accelerating both their recovery and the recovery of landscape and biological community structure and function. Eff orts may include, for example

� removal of exotic species

� removal of contaminants and nonhistoric structures or facilities

� restoration of abandoned mineral lands, abandoned or unauthorized roads, areas overgrazed by domestic animals, or disrupted natural waterways and/or shoreline processes

� restoration of areas disturbed by NPS administrative, management, or development activities (such as hazard tree removal, construction, or sand and gravel extraction) or by public use

� restoration of natural soundscapes

� restoration of native plants and animals

� restoration of natural visibility

When park development/facilities are damaged or destroyed and replacement is necessary, the development will be replaced or relocated to promote the restoration of natural resources and processes.


Impairments 1.4.7; Restoration of Native Plant and Animal

Species 4.4.2.2; Management of Natural Landscapes 4.4.2.4;

Siting Facilities to Avoid Natural Hazards 9.1.1.5. Also see

Director’s Order #18: Wildland Fire Management)

4.1.6 Compensation for Injuries to Natural Resources The Service will use all legal authorities that are available to protect and restore natural resources and the environmental benefi ts they provide when actions of another party cause the destruction or loss of, or injury to, park resources or values. As a fi rst step, damage assessments provide the basis for determining the restoration and compensation needs that address the public’s loss and are a key milestone toward the ultimate goal, which is restoration, replacement, and/or reclamation of resources for the American public.

Pursuant to applicable provisions of the Comprehensive Environmental Response, Compensation and Liability Act of 1980; the Oil Pollution Act of 1990; the Federal Water Pollution Control Act (as amended by the Clean Water Act of 1977); and the National Park System Resource Protection Act, the Service will

� determine the injury caused to natural resources, assess all appropriate damages, and monitor damages;

� seek to recover all appropriate costs associated with responses to such actions and the costs of assessing resource damages, including the direct and indirect costs of response, restoration, and monitoring activities; and

� use all sums recovered in compensation for resource injuries to restore, replace, or acquire the equivalent of the resources that were the subject of the action.

(See Compensation for Injuries to Cultural Resources 5.3.1.3.

Also see Director’s Order #14: Resource Damage Assessment

and Restoration)

4.2 Studies and Collections

The Service will encourage appropriately reviewed natural resource studies whenever such studies are consistent with applicable laws and policies. These studies support the NPS mission by providing the Service, the scientifi c community, and the public with an understanding of park resources, processes, values, and uses that will be cumulative and constantly refi ned. This approach will provide a scientifi c and scholarly basis for park planning, development, operations, management, education, and interpretive activities.

As used here, the term studies means short- or long-term scientifi c or scholarly investigations or educational activities that may involve natural resource surveys, inventories, monitoring, and research, including data and specimen collection. Studies include projects conducted by researchers and scholars in universities, foundations and other institutions; tribal colleges and organizations; other federal, tribal, and state agencies; and NPS staff . The data and information acquired through studies conducted in parks will be made publicly available, consistent with section 4.1.2, and will be obtained and disseminated in accordance with the standards found in Director’s Order #11B: Ensuring Quality of Information Disseminated by the NPS.

The Service will promote cooperative relationships with educational and scientifi c institutions and qualifi ed individuals when that relationship can assist the Service in obtaining information and when the opportunity for research and study in the parks off ers the cooperators a signifi cant benefi t to their programs. NPS facilities and assistance may be made available to qualifi ed cooperators who are conducting NPS-authorized studies.

Studies in parks will be preceded by (1) an approved scope of work, proposal, or other detailed written description

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50 The fi re management plan will also include guidance on determining in which situations natural regeneration of a burned ecosystem is appropriate and when management actions are needed to restore, stabilize, or rehabilitate an area following wildland fi re.

Environmental and cultural resource compliance documentation developed in support of the plan will consider the eff ects of fi re on air quality, water quality, and human health and safety. It will also discuss the infl uence of fi re, fi re management, and the potential consequences and eff ects of fi re exclusion on the ability of the park to meet its natural and cultural resource management objectives. Preparation of the plan and supporting documents will include collaboration with appropriate NPS natural and cultural resource offi ces, adjacent communities, interest groups, state and federal agencies, and tribal governments, with cooperating agency status granted when requested by eligible adjacent communities, state and federal agencies, and tribal governments.

All wildland fi res will be eff ectively managed through application of the appropriate strategic and tactical management options as guided by the park’s fi re management plan. These options will be selected after comprehensive consideration of the resource values to be protected, fi refi ghter and public safety, costs, availability of fi refi ghting resources, weather, and fuel conditions. Naturally ignited and human-ignited fi res managed to achieve resource management and fuel treatment objectives, and the smoke they produce, will both be managed to comply with applicable local, state, and federal air quality regulations. Such fi res will also include monitoring programs that record fi re behavior, smoke behavior, fi re decisions, and fi re eff ects to provide information on whether specifi c objectives are met and to improve future fi re management strategies. All parks will use a systematic decision-making process identifi ed in their fi re management plans or other documents to determine the most appropriate management strategies for all unplanned ignitions and for any naturally or management-ignited fi res that are no longer meeting resource management objectives.

Parks lacking an approved fi re management plan may not use resource benefi ts as a consideration infl uencing the selection of a suppression strategy; they must consider the resource impacts of suppression alternatives in their decisions. Until a plan is approved, parks must immediately suppress all wildland fi res, taking into consideration park resources and values to be protected, fi refi ghter and public safety, costs, availability of fi refi ghting resources, weather, and fuel conditions. Parks will use methods to suppress wildland fi res that minimize the impacts of the suppression action and the fi re and are commensurate with eff ective control, fi refi ghter and public safety, and resource values to be protected.

Burnable vegetation in many parks includes areas that are hazardous to specifi c park resources or human safety and property because of the presence of fuels that could carry wildland fi re into special resource protection zones,

developed areas, or outside park boundaries. The fi re management plan will address strategies for preventing the accumulation of hazardous fuels in specifi c areas and for eliminating hazardous conditions that may have developed over time due to past fi re suppression programs or ongoing development activities. These strategies will entail strategic planning, interdisciplinary coordination, and interorganizational collaboration as needed to provide appropriate treatment using adaptive management practices that range from site specifi c to landscape level. Although prescribed fi re remains the preferred and most widely used NPS tool for managing the accumulation of hazardous fuels, the strategies will incorporate other activities, such as manual, mechanical, biological and, rarely, chemical treatments (applying integrated pest management principles), that may be appropriate in specifi c instances, as guided by NPS and DOI policies and legal requirements.

More details on wildland fi re management, including interagency and Department of the Interior policies and requirements, are contained in Director’s Order #18: Wildland Fire Management.

Fire management or suppression activities conducted within wilderness, including the categories of designated, recommended, potential, proposed, and eligible areas, will be consistent with the “minimum requirement” concept identifi ed in chapter 6 and Director’s Order #41: Wilderness Preservation and Management.

(See General Management Concepts 4.1; Partnerships

4.1.4; Restoration of Natural Systems 4.1.5; Air Resource

Management 4.7; Fire Detection, Suppression, and Post-fi re

Rehabilitation and Protection 5.3.1.2; Fire Management

6.3.9; Visitor Safety 8.2.5.1; Structural Fire Protection and

Suppression 9.1.8)

4.6 Water Resource Management

4.6.1 Protection of Surface Waters and Groundwaters The Service will perpetuate surface waters and groundwaters as integral components of park aquatic and terrestrial ecosystems.

4.6.2 Water Rights Water for the preservation and management of the national park system will be obtained and used in accordance with legal authorities. The Park Service will consider all available authorities on a case-by-case basis and will pursue those that are the most appropriate to protect water-related resources in parks. While preserving its legal remedies, the Service will work with state water administrators to protect park resources and participate in negotiations to seek the resolution of confl icts among multiple water claimants. Water essential for NPS needs will be purchased if it is not otherwise available. NPS consumptive use of water will be effi cient and frugal, especially in water-scarce areas.

All rights to the use of water diverted from or used on federal lands within the national park system by the United

States or its concessioners, lessors, or permittees will be perfected in the name of the United States.

Park surface waters or groundwater will be withdrawn for consumptive use only when such withdrawal is absolutely necessary for the use and management of the park. All park water withdrawn for domestic or administrative uses will be returned to the park watershed system once it has been treated to a degree that ensures that there will be no impairment of park resources.

The Service may enter into contracts for the sale or lease of water to persons, states, or their political subdivisions that provide public accommodations or services for park visitors outside and near the park that have no reasonable alternative sources of water. The Service will authorize such contracts only if

� the transfer does not jeopardize or unduly interfere with the natural or cultural resources of the park, and

� the government’s costs are fully recovered, and

� the contract is for a short term, true emergency.

The Service will follow the requirements and procedures of Director’s Orders #35A and #35B when considering the sale or lease of park water.


Impairments 1.4.7; Cooperative Conservation Beyond Park

Boundaries 1.6)

4.6.3 Water Quality The pollution of surface waters and groundwaters by both point and nonpoint sources can impair the natural functioning of aquatic and terrestrial ecosystems and diminish the utility of park waters for visitor use and enjoyment. The Service will determine the quality of park surface and groundwater resources and avoid, whenever possible, the pollution of park waters by human activities occurring within and outside the parks. The Service will

� work with appropriate governmental bodies to obtain the highest possible standards available under

the Clean Water Act for the protection for park waters;

� take all necessary actions to maintain or restore the quality of surface waters and groundwaters within the parks consistent with the Clean Water Act and all other applicable federal, state, and local laws and regulations; and

� enter into agreements with other agencies and governing bodies, as appropriate, to secure their cooperation in maintaining or restoring the quality of park water resources.

(See Pest Management 4.4.5; Soil Resource Management

4.8.2.4; Backcountry Use 8.2.2.4; Domestic and Feral

Livestock 8.6.8; Mineral Exploration and Development 8.7;

Water Supply Systems 9.1.5.1; Wastewater Treatment Systems

9.1.5.2; Waste Management and Contaminant Issues 9.1.6;

Facilities for Water Recreation 9.3.4.2. Also see Director’s

Order #83: Public Health)

4.6.4 Floodplains In managing fl oodplains on park lands, the National Park Service will (1) manage for the preservation of fl oodplain values; (2) minimize potentially hazardous conditions associated with fl ooding; and (3) comply with the NPS Organic Act and all other federal laws and executive orders related to the management of activities in fl ood-prone areas, including Executive Order 11988 (Floodplain Management), the National Environmental Policy Act, applicable provisions of the Clean Water Act, and the Rivers and Harbors Appropriation Act of 1899. Specifi cally, the Service will

� protect, preserve, and restore the natural resources and functions of fl oodplains;

� avoid the long- and short-term environmental eff ects associated with the occupancy and modifi cation of fl oodplains; and

� avoid direct and indirect support of fl oodplain development and actions that could adversely aff ect the natural resources and functions of fl oodplains or increase fl ood risks.

When it is not practicable to locate or relocate development or inappropriate human activities to a site outside and not aff ecting the fl oodplain, the Service will

� prepare and approve a statement of fi ndings, in accordance with procedures described in Director’s Order 77-2 (Floodplain Management);

� use nonstructural measures as much as practicable to reduce hazards to human life and property while minimizing the impact to the natural resources of fl oodplains;

� ensure that structures and facilities are designed to be consistent with the intent of the standards and criteria of the National Flood Insurance Program (44 CFR

Part 60).

(See Siting Facilities to Avoid Natural Hazards 9.1.1.5)

4.6.5 Wetlands The Service will manage wetlands in compliance with NPS mandates and the requirements of Executive Order 11990 (Protection of Wetlands), the Clean Water Act, the Rivers and Harbors Appropriation Act of 1899, and the procedures described in Director’s Order 77-1 (Wetland Protection). The Service will (1) provide leadership and take action to prevent the destruction, loss, or degradation of wetlands; (2) preserve and enhance the natural and benefi cial values of wetlands; and (3) avoid direct and indirect support of new construction in wetlands unless there are no practicable alternatives and the proposed action includes all practicable measures to minimize harm to wetlands.

The Service will implement a “no net loss of wetlands” policy. In addition, the Service will strive to achieve a longer-term goal of net gain of wetlands across the national park system through restoration of previously degraded or destroyed wetlands.

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52 When natural wetland characteristics or functions have been degraded or lost due to previous or ongoing human actions, the Service will, to the extent practicable, restore them to predisturbance conditions.

The Service will conduct or obtain parkwide wetland inventories to help ensure proper planning with respect to the management and protection of wetland resources. Additional, more detailed wetland inventories will be conducted in areas that are proposed for development or are otherwise susceptible to degradation or loss due to human activities.

When practicable, the Service will not simply protect but will seek to enhance natural wetland values by using them for educational, recreational, scientifi c, and similar purposes that do not disrupt natural wetland functions.

For proposed new development or other new activities, plans, or programs that are either located in or otherwise could have adverse impacts on wetlands, the Service will employ the following sequence:

� Avoid adverse wetland impacts to the extent practicable.

� Minimize impacts that cannot be avoided.

� Compensate for remaining unavoidable adverse wetland impacts by restoring wetlands that have been previously destroyed or degraded.

Compensation for wetland impacts or losses will require that at least 1 acre of wetlands be restored for each acre destroyed or degraded.

Actions proposed by the Park Service that have the potential to cause adverse impacts on wetlands must be addressed in an environmental assessment or an environmental impact statement. If the preferred alternative will result in adverse impacts on wetlands, a statement of fi ndings must be prepared and approved in accordance with Director’s Order #77-1: Wetland Protection.


Impairments 1.4.7; Siting Facilities to Avoid Natural Hazards

9.1.1.5)

4.6.6 Watershed and Stream Processes The Service will manage watersheds as complete hydrologic systems and minimize human- caused disturbance to the natural upland processes that deliver water, sediment, and woody debris to streams. These processes include runoff , erosion, and disturbance to vegetation and soil caused by fi re, insects, meteorological events, and mass movements. The Service will manage streams to protect stream processes that create habitat features such as fl oodplains, riparian systems, woody debris accumulations, terraces, gravel bars, riffl es, and pools. Stream processes include fl ooding, stream migration, and associated erosion and deposition.

The Service will protect watershed and stream features primarily by avoiding impacts on watershed and riparian vegetation and by allowing natural fl uvial processes to proceed unimpeded. When confl icts between infrastructure (such as bridges and pipeline crossings) and stream processes are unavoidable, NPS managers will fi rst consider relocating or redesigning facilities rather than manipulating streams. Where stream manipulation is unavoidable, managers will use techniques that are visually nonobtrusive and that protect natural processes to the greatest extent practicable.

(See Floodplains 4.6.4; Shorelines and Barrier Islands;

4.8.1.1; Facility Planning and Design 9.1.1. Also see “Unifi ed

Federal Policy for a Watershed Approach to Federal Land and

Resource Management,” 65 FR 62566, October 18, 2000)

4.7 Air Resource Management

4.7.1 Air Quality The National Park Service has a responsibility to protect air quality under both the 1916 Organic Act and the Clean Air Act (CAA). Accordingly, the Service will seek to perpetuate the best possible air quality in parks to (1) preserve natural resources and systems; (2) preserve cultural resources; and (3) sustain visitor enjoyment, human health, and scenic vistas. Vegetation, visibility, water quality, wildlife, historic and prehistoric structures and objects, cultural landscapes, and most other elements of a park environment are sensitive to air pollution and are referred to as “air quality-related values.” The Service will actively promote and pursue measures to protect these values from the adverse impacts of air pollution. In cases of doubt as to the impacts of existing or potential air pollution on park resources, the Service will err on the side of protecting air quality and related values for future generations.

Superintendents will take actions consistent with their affi rmative responsibilities under the Clean Air Act to protect air quality-related values in Class I areas. Class I areas are national parks over 6, 000 acres and national wilderness areas over 5,000 acres that were in existence on August 7, 1977. The act establishes a national goal of preventing any future and remedying any existing human-made visibility impairment in Class I areas. The Service supports that goal and will take advantage of opportunities created by the act to help achieve it. The federal land manager shares the responsibility to protect air quality-related values in Class I areas. As the federal land manager for the department, the Secretary of the Interior has delegated this responsibility to the Assistant Secretary for Fish and Wildlife and Parks.

The Clean Air Act also recognizes the importance of integral vistas, which are those views perceived from within Class I areas of a specifi c landmark or panorama located outside the boundary of the Class I area. Integral vistas have been identifi ed by the Service and are listed in Natural Resources Reference Manual 77. There are no regulations requiring special protection of these integral vistas, but the

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112 in accordance with regulations of the Department of Justice, Drug Enforcement Administration (“Special Exempt Persons, Native American Church,” 21 CFR 1307. 31).

(See Relationship with American Indian Tribes 1.11; Consultation 5.2.1; Ethnographic Resources 5.3.5.3; fi rst Amendment Activities 8.6.3; Consumptive Uses 8.9. Also see Executive Order 13007 (Indian Sacred Sites); Director’s Orders #71A: Government-to-government Relationships with Tribal Governments, and #71B: Indian Sacred Sites)

8.6 Special Park Uses

8.6.1 General A special park use is defi ned as an activity that takes place in a park area, and that

� provides a benefi t to an individual, group, or organization rather than the public at large;

� requires written authorization and some degree of management control from the Service in order to protect park resources and the public interest;

� is not prohibited by law or regulation;

� is not initiated, sponsored, or conducted by the Service; and

� is not managed under a concession contract (see chapter 10), a recreation activity for which the NPS charges a fee, or a lease (see chapter 5).

8.6.1.1 Requests for Permits Using criteria and procedures outlined in Director’s Order #53: Special Park Uses, each request to permit a special park use or renew authorization of an existing use will be reviewed and evaluated by the superintendent according to the terms of applicable legislation, regulations, and management planning documents. When considering permit requests, superintendents will take into account the Service-wide implications of their decisions. A superintendent must deny initial requests or requests for renewal upon fi nding that the proposed activity would cause unacceptable impacts. The superintendent likewise must terminate previously authorized special park uses based on such a fi nding.

(See Appropriate Use of the Parks 1.5; Unacceptable Impacts

1.4.7.1; Process for Determining New Appropriate Uses 8.1.2)

8.6.1.2 Fees Cost recovery and performance bond and liability insurance requirements will be imposed, consistent with applicable statutory authorities and regulations. All costs incurred by the Service in receiving, writing, and issuing the permit, monitoring the permitted use, restoring park areas, or otherwise supporting a special park use may be paid by the permittee. The money will be retained by the park as reimbursement.

When appropriate, the Service will also collect a fee for the use of the land or facility based on a market evaluation. Fees

collected for use of the land or facility will be deposited into the U.S. Treasury.

Based on the published schedule, commercial fi lming and still photography activities requiring a permit are subject to a location fee. The money will be retained by the Park Service in accordance with the fee demonstration program.

(See Park Management 1.4; Recreation Fees and Reservations

8.2.6.; Special Events 8.6.2)

8.6.2 Special Events 8.6.2.1 General Special events—such as sports, pageants, regattas, public spectator attractions, entertainment, ceremonies, and encampments—may be permitted by the superintendent when (1) there is a meaningful association between the park area and the event, and (2) the event will contribute to visitor understanding of the signifi cance of the park area. However, a permit must be denied if the event would be disallowed under the criteria listed for unacceptable impacts in sections 1.4.7.1 and 8.2.

Superintendents must ensure that appropriate permit conditions are imposed for special events. Permit conditions are intended to mitigate damage to park resources and values while ensuring that any necessary resource restoration and rehabilitation is completed. Permit conditions should include conditions on resource protection as well as requirements for cost recovery and fees, a hold-harmless clause, liability insurance, and bonding.

The Park Service will not permit the staging of an event in an area that is open to the public, or the closure of an area that is open to the public, when the event

� is conducted primarily for the material or fi nancial benefi t of a for-profi t entity; or

� awards participants an appearance fee or prizes of more than nominal value; or

� requires in-park advertising or publicity (unless the event is co-sponsored by the Service); or

� charges a separate public admission fee.

However, park buildings or specially designated locations that are suitable and appropriate may be made available for private, invitation-only events. Admission fees or any other monies associated with the event will not be collected by the permittee on park premises.

Large-scale events will be managed using the Incident Command System. Donor recognition associated with special events is addressed in Director’s Order #21: Donations and Fundraising.

(See Special Events 6.4.5; Personal Services 7.3.1; Cultural

Demonstrators 7.5.7; Facilities for Arts and Culture 9.3.1.7.

Also see Director’s Order #55: Incident Management Program;

36 CFR 2.50; 36 CFR 7.96)

8.6.2.2 Helium-fi lled Balloons Helium-fi lled balloons pose a danger to the health and safety of marine wildlife (such as sea turtles and sperm whales) and create a litter problem. Therefore, no releases of helium-fi lled balloons into the atmosphere within a park will be authorized, except for research or planning purposes. Releasing balloons indoors where they can be retrieved may be authorized under permit.

8.6.2.3 Fireworks Displays Fireworks displays will be considered unless they pose an unacceptable risk of wildland or structural fi re or will cause unacceptable impacts on park resources or values or jeopardize public safety. In all instances, the decision to approve or deny a request will be made by the superintendent following consultation with the regional safety offi cer. Fireworks displays will be conducted in compliance with the National Fire Protection Association Code for the Display of Fireworks (NFPA 1123).

8.6.2.4 Sale of Food or Merchandise The sale of food and merchandise in the parks may be allowed when managed under a commercial use authorization that does not confl ict with a concession contract and that complies with applicable public health codes and Director’s Order #83: Public Health. The sale of printed matter as defi ned in 36 CFR 2.52, 36 CFR 7.96(k) and Reference Manual 53 is allowed under a special use permit. The sale of products produced as part of living exhibits, interpretive demonstrations, or park programs is addressed in section 7.5.7.

(See Commercial Use Authorizations 10.3)

8.6.3 First Amendment Activities The National Park Service will authorize the use of park land for public assemblies, meetings, demonstrations, religious activities, and other public expressions of views protected under the First Amendment of the U. S. Constitution, in accordance with 36 CFR 2.51 or 36 CFR 7.96. To ensure public safety and the protection of park resources and values, and to avoid assigning the same location and time to two or more activities, the Service may manage these activities by issuing a permit to regulate the time, location, number of participants, use of the facilities, and number and type of equipment used, but not the content of the message presented.

For all parks except those within designated portions of the National Capital Region, locations that are available for public assemblies and other First Amendment activities, including the sale and distribution of printed matter, will be so designated by the superintendent on a map in accordance with procedures and criteria found in NPS regulations (36 CFR 1.5, 1.7, 2.51, and 2.52), unless the sites are otherwise protected from public disclosure, such as sites sacred to American Indians or sites with vulnerable natural and cultural resources. Selected National Capital Region parks are subject to special demonstration regulations found at 36 CFR 7.96(g)(4)(iii) and do not have such areas designated by the superintendent.

When the Service allows one group to use an area or facility for expressing views, it must provide other groups with a similar opportunity, if requested. No group wishing to assemble lawfully may be discriminated against or denied the right of assembly provided that all permit conditions are met. Whenever religious activities are conducted in parks, any NPS actions pertaining to them must refl ect a clearly secular purpose, must have a primary eff ect that neither advances nor inhibits religion, and must avoid “excessive governmental entanglement with religion.”

NPS staff on duty in an area in which a First Amendment activity is being conducted will be neutral toward the activity, but will remain responsible for the protection of participants, spectators, private property, public property, and park resources. On-duty staff may not participate in a First Amendment activity. NPS employees exercising their First Amendment rights when off -duty must not in any way imply any offi cial NPS endorsement of the activity.

When a permit is requested for the exercise of First Amendment rights, including freedom of assembly, speech, religion, and the press, the superintendent will issue the permit without any requirement for fees, cost recovery, bonding, or insurance. The superintendent will issue or deny a First Amendment permit request under 36 CFR 2.51 within two (2) business days after receiving a proper application. In National Capital Parks subject to special demonstration regulations found at 36 CFR 7.96(g)(3), permits are deemed granted subject to all applicable limitations and restrictions, unless denied within 24 hours of receipt.

(See Confi dentiality 5.2.3. Also see Reference Manual 53)

8.6.4 Rights-of-Way for Utilities and Roads 8.6.4.1 General A right-of-way is a special park use allowing a utility to pass over, under, or through NPS property. It may be issued only pursuant to specifi c statutory authority, and generally only if there is no practicable alternative to such use of NPS lands. The criteria listed in section 8.2 must also be met. New roads may not be permitted with a right-of-way permit, but require specifi c statutory authority. Procedures for roads are addressed in section 8.6.4.4.

Before a written application is submitted to the park, potential applicants for a right-of-way permit should meet with the staff to discuss the proposed project. Once an application for a right-of-way is submitted, a compliance analysis must be conducted according to NEPA, NHPA, and other statutory compliance requirements as appropriate. Due to the potentially high costs and values associated with rights-of-way, special attention will be paid to charges and a fair market value for use of the land. Permits will be drafted by park staff and should include terms and conditions necessary to protect park resources and values. New right-of-way permits will be executed by the regional director; conversions from other authorizing documents, amendments, and renewals of existing permits may be signed by the superintendent. A right-of-way permit issued

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140 9.1.5.1; Wastewater Treatment Systems 9.1.5.2; Waste

Management 9.1.6.1; Maintenance Structures 9.4.4)

9.5 Dams and Reservoirs

Dams and reservoirs will not be constructed in parks. The National Park Service will not seek to acquire and operate dams and will seek to deactivate existing structures unless they contribute to the cultural, natural, or recreational resource bases of the area or are a necessary part of a park’s water supply system.

All dams will be subject to annual safety inspections. Each park with a dam or reservoir will prepare an emergency action plan. The emergency action plan will also address potential hazards posed by dams outside the park and beyond the Service’s control. The National Park Service inventory of dams will be used to record all NPS and non-NPS dams and reservoirs, and any other type of stream fl ow control structures aff ecting units of the national park system, including those that are proposed or have been deactivated.

(See Water Quality 4.6.3; Floodplains 4.6.4; Wetlands

4.6.5; Watershed and Stream Processes 4.6.6; Emergency

Preparedness and Emergency Operations 8.2.5.2; Water

Supply Systems 9.1.5.1; Wastewater Treatment Systems

9.1.5.2. Also see Director’s Order #40: Dams and Appurtenant

Works—Maintenance, Operation, and Safety)

9.6 Commemorative Works and Plaques

9.6.1 General For the purpose of this section, the term “commemorative work” means any statue, monument, sculpture, memorial, plaque, or other structure or landscape feature, including a garden or memorial grove, designed to perpetuate in a permanent manner the memory of a person, group, event, or other signifi cant element of history. It also includes the naming of park structures or other features—including features within the interior of buildings. Within the District of Columbia and its environs, the Commemorative Works Act prohibits the establishment of commemorative works unless specifi cally authorized by an act of Congress. Outside of the District of Columbia and its environs, commemorative works will not be established unless authorized by Congress or approved by the Director (36 CFR 2.62). The consultation process required by section 106 of the National Historic Preservation Act must be completed before the Director will make a decision to approve a commemorative work.

To be permanently commemorated in a national park is a high honor, aff ording a degree of recognition that implies national importance. At the same time, the excessive or inappropriate use of commemorative works—especially commemorative naming—diminishes its value as a tool for recognizing people or events that are truly noteworthy. This situation can also divert attention from the important resources and values that park visitors need to learn about. Therefore, the National Park Service will discourage and

curtail the use and proliferation of commemorative works except when

� Congress has specifi cally authorized their placement; or

� there is compelling justifi cation for the recognition, and the commemorative work is the best way to express the association between the park and the person, group, event, or other subject being commemorated.

In general, compelling justifi cation for a commemorative work will not be considered unless

� the association between the park and the person, group, or event is of exceptional importance; and

� in cases where a person or event is proposed for commemoration, at least fi ve years have elapsed since the death of the person (or the last member of a group), or at least 25 years have elapsed since the event. (Within the District of Columbia and its environs, refer to the Commemorative Works Act for more specifi c requirements.)

Simply having worked in a park, or having made a monetary or other type of donation to a park, does not necessarily meet the test of compelling justifi cation. In these and similar cases other forms of recognition should be pursued.

With regard to the naming of park structures, names that meet the criteria listed above may be approved by the Director. Names that do not meet those criteria will require legislative action. All donor recognition must be consistent with Director’s Order #21: Donations and Fundraising. In accordance with Director’s Order #21, the naming of rooms, features, or park facilities will not be used to recognize monetary or in-kind donations to a park or to the National Park Service.

9.6.2 Interpretive Works That Commemorate The primary function of some commemorative works—most often in the form of a plaque presented by an outside organization—is to describe, explain, or otherwise attest to the signifi cance of a park’s resources. These devices are not always the most appropriate medium for their intended purpose, and their permanent installation may not be in the best long-term interests of the park. Therefore, permanent installations of this nature will not be allowed unless it can be clearly demonstrated that the work will substantially increase visitors’ appreciation of the signifi cance of park resources or values, and do so more eff ectively than other interpretive media.

With regard to Civil War parks, new commemorative works will not be approved, except where specifi cally authorized by legislation. However, consideration may be given to proposals that would commemorate groups that were not allowed to be recognized during the commemorative period.

In those parks where there is legislative authorization to erect commemorative works, superintendents will prepare a plan to control their size, location, materials, and other factors necessary to protect the overall integrity of the park.

The plan may include a requirement for an endowment to cover the costs of maintaining the commemorative work.

9.6.3 Approval of Commemorative Works Before being approved, a determination must be made, based on consultation with qualifi ed professionals that the proposed commemorative work will

� be designed and sited to avoid disturbance of natural and cultural resources and values;

� be located in surroundings relevant to its subject;

� be constructed of materials suitable to and compatible with the local environment;

� meet NPS design and maintenance standards;

� not encroach on any other preexisting work or be esthetically intrusive;

� not interfere signifi cantly with open space and existing public use;

� not divert attention from a park’s primary interpretive theme; and

� not be affi xed to the historic fabric of a structure.

The Director may order the removal or modifi cation of commemorative works that were installed without proper authorization, or that are inconsistent with the policies in this section. Temporary forms of in-park recognition, and permanent forms that will not be installed within park boundaries, do not require the Director’s approval.

The naming of geographic features is subject to approval by the U. S. Board on Geographic Names. NPS proposals for naming geographic features will follow the procedures described in Director’s Order #63: Geographic Names.

(Also see Director’s Order #67: Copyright and Trademarks;

U. S. Board on Geographic Names “Principles, Policies, and

Procedures: Domestic Geographic Names”)

9.6.4 Preexisting Commemorative Works Many commemorative works have existed in the parks long enough to qualify as historic features. A key aspect of their historical interest is that they refl ect the knowledge, attitudes, and tastes of the persons who designed and placed them. These works and their inscriptions will not be altered, relocated, obscured, or removed, even when they are deemed inaccurate or incompatible with prevailing present-day values. Any exceptions from this policy require specifi c approval by the Director.

9.6.5 Donated Commemorative Works Although commemorative works and other forms of in-park permanent recognition will not be used to recognize monetary contributions or other donations to a park or the Service, there may be occasions when an authorized or approved commemorative work will be off ered or provided by a private donor. Placing donor names on commemorative works will be discouraged. If they do appear, donor names will be conspicuously subordinate to the subjects commemorated. Donations of commemorative works should include suffi cient funds to provide for their installation, and an endowment for their permanent care.

(See Nonpersonal Services 7.3.2; Cemeteries and Burials

8.6.10. Also see Director’s Order #64: Commemorative Works

and Plaques)

9.6.6 Commemorative Works in National Cemeteries Regulations governing commemorative works associated with national cemeteries are found in 36 CFR Part 12; and Director’s Order #61: National Cemetery Operations.

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Chapter 1

Student Exercise: The Historical Timeline –

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

Order of Occurrence / Date

Historical Event

Civilian Conservation Corps (CCC) Era

Theodore Roosevelt and the Antiquities Act

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

NPS Organic Act

Executive Order 13327: Federal Real Property Asset Management

Reorganization Act of 1933

Mission 66

Government Performance and Results Act (GPRA)

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

Director’s Order #80: Asset Management

Establishment of Yellowstone National Park


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Chapter 1

Key Documents – Serving as Sources of Change Use this page to keep notes about your pre-course readings: Facility Management for the 21st Century, Director’s Order #80, and Committing to the Cost of Ownership. Notes:


36

Chapter 1

Facility Management Today: The Guiding Principles of Facility Management in the NPS

Driving Forces for Development of Current Facility Management Principles • Mission Statement and Organic Act • Accountability and Stewardship: The Growing Role of Asset Management • Laws and Regulations, Key DOI Regulations • Policies and Director’s Orders • Enabling Legislation

The Benefits of Implementing Different NPS Facility Management Principles Based on the videos presented, use the following area to take notes on why you think accountability is such an important trend for facility managers in the NPS. Also jot down examples of how you have seen accountability work to the benefit of parks and how you have seen accountability be a problem for parks. Video #1 Notes: Director Kennedy’s Presentation to Subcommittee


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Chapter 1

Video #2 Notes: Director Mainella’s FY06 Presentation to the Budget Appropriations Subcommittee


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Chapter 1

Facility Management Today – The Park Asset Management Plan (PAMP)

Introduction to the PAMP • Developed in response to Executive Order 13327 and Director’s Order 80

• What is a PAMP? An executable work plan that can be used to manage a park’s assets

and to make daily work management decisions

• The PAMP is developed using the condition of the asset portfolio, park funding, and the gaps between funding and requirements

What does the PAMP do? The PAMP aims to answer the following questions:

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

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

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

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

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

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


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Chapter 1

Pre-PAMP Check List

Asset Prioritization

Work Order Bundling

O&M Requirements

Understanding the Park Budget

Disposition

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

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

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

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

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

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

Figure 1: PAMP Process Flowchart

Competitive Sourcing

Director’s Statement on OMB Circular A-76: • Using same standards as others to increase accountability • Most Efficient Organization (MEO) – Assessing an asset’s need • A smarter way to do business – Reference competency task relating to outsourcing,

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

or why not?


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Chapter 1

Excerpts from Competitive Sourcing Effort within the NPS Statement of Fran Mainella, Director, NPS, before the Subcommittee on National Parks of the Committee on Energy and Natural Resources, United States Senate, Concerning an Oversight Hearing on the Competitive Sourcing within the NPS, July 24, 2003. Management excellence lies at the heart of fulfilling our mission and serving citizens. Competitive sourcing, as part of the President's Management Agenda, helps us achieve management excellence. It gives us a tool to test ourselves and ask: "Are we the best that we can be?" Every organization in society needs to periodically ask if there is a better way to organize itself to accomplish its mission. By comparing how we currently do business with other options, competitive sourcing helps us find new ways to add value to how we serve the public. It is a tool all federal agencies are using to accomplish this self-examination. The goal of competitive sourcing is to ensure that we provide the public maximum quality services at the best possible value. Some past government reforms have focused specifically on downsizing or outsourcing, without regard for the overall effects of those choices on performance. By contrast, competitive sourcing is a review process. Through this competitive review, as I like to call it, we look at certain activities and organization structures and ask: 1) should we reorganize for greater efficiency and 2) might a different provider-a local government or a private business, for example, be better configured to provide a service? This process assures that we maintain management vigilance. Even if competitive sourcing were not a Presidential initiative, it would be important for the Park Service to periodically check our efficiency and effectiveness by comparing ourselves to others who provide similar services. OMB Circular A-76, revised May 29, 2003, provides a mechanism with which to test the results of public/private competitions for commercial services routinely provided by both the federal government and private industry. But the recent revision to the Circular does not tell the entire story about the care, efficiency, and transparency with which the Park Service is undertaking its competitive reviews. So far, the Department has experienced its employees winning about 40 percent of the bids. We believe that the Park Service will do better than that. We believe that through a competitive review process, we can win many of these competitions and, through that process, find ways to enhance our own effectiveness. Our employees know that we are behind them and support their efforts to succeed in providing outstanding service to the public. I have reinforced this message to the National Park Service workforce in several memoranda to employees. The National Park Service manages 388 parks units, seven regional offices, a central office, and two service centers. Our parks offer a seamless operation of visitor services, resource and visitor protection. The Park Service, with its many locations, facilities, and infrastructure, is like a small city. Just like any small city, we have many business partners to help us prepare food, maintain our buildings, repair our vehicles, and do the many other activities associated with managing lots of buildings and infrastructure. Though we have an average of 20,000 federal government employees, over 48,000 individuals participate in these services, helping maintain our facilities, and greeting and interacting with the public. In addition to our 20,000 federal employees, private-sector employees, contractors, volunteers and partners provide concession operations, design, and countless service contracts such as sanitation, trash pickup, lifeguards, professional and administrative services. In addition, several thousand construction workers engaged in all types of projects throughout the park system.


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Chapter 1

Most of the existing contracts are the result of outsourcing—the process of contracting certain services without competing them between the private sector and Park Service employees. Over the years, the Park Service has outsourced many functions realizing that such services can be performed by contractors in support of the National Park Service mission. These contractors are readily available in the private sector to perform services that the Park Service has chosen not to accomplish in-house with the federal workforce. The Park Service currently outsources well over one billion dollars annually. An important distinction needs to be made between these traditional outsourcing efforts and competitive sourcing. Competitive sourcing is the process of competing services between the public and private sector, utilizing the fair, transparent processes outlined in OMB Circular A-76. Under this process, both the public and private sector have an opportunity to realign their organizations to provide the most cost-effective, efficient organization possible. The competition is conducted in accordance with the Federal Acquisition Regulation (FAR) and prescribed procedures outlined in Circular A-76. Either low price or best value (low price and most technically qualified) is established at the outset of a competition as the criterion for award. The current Park Service competitive sourcing plan, which allows for the competition of approximately 1,700 full-time equivalent (FTE) positions, is being accomplished under these competitive sourcing rules. Outsourcing involves the process of announcing a competition between private sector contractors utilizing only Federal Acquisition Regulation. It does not include competing with established public sector (federal) providers. Federal employees do not have a chance to compete under outsourcing procedures or re-engineer their services to enhance their prospects of prevailing in a competitive sourcing review. As described above, the Park Service currently contracts on average 28,000 jobs to private industry using outsourcing procedures under Federal Acquisition Regulation and competitions between concessionaires as outlined in 36 CFR, Part 51, Concession Contracts. The Park Service, like all civilian agencies, has been working on competitive sourcing issues in compliance with OMB Circular A-76 for many years. During the 1980's, the Park Service engaged in several A-76 competitions. From 1987 through 1997, the Park Service turned in an inventory of commercial positions, but did not actively engage in public/private competitions. The enactment by Congress in 1998 of the Federal Activities Inventory Reform (FAIR) Act signaled an increased emphasis on the A-76 program. Through your diligence and leadership, Mr. Chairman, the FAIR Act turned from a bureaucratic exercise to a valuable planning tool for agencies to use. The FAIR Act assists agencies in monitoring their inventories in a systematic way and identifies potential study areas. The FAIR Act requires all agencies to submit an annual inventory of commercial and inherently governmental FTE positions to OMB for release to Congress and the public. The Act provides a process wherein interested parties may challenge the inclusion or non-inclusion of positions on either side of the inventory to the agency. The Act also provides for an appeals process if the challenger is not satisfied with the agency response.


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To comply with the FAIR Act, the Park Service conducted a survey of all positions utilizing the Federal Personnel Payroll System (FPPS) to establish a benchmark for inherently governmental and commercial activities. Seeing the growing interest and emphasis on the initiative, the Park Service convened a panel of 30 subject matter experts in March 2000 to do an in-depth review of all 237 job series in the Park Service to determine which were inherently governmental and which were commercial. The 2002 inventory contains 11,525 FTEs on the commercial inventory and 8,220 FTEs on the inherently governmental inventory for a total of 19,745 FTEs. This represents all employees, including permanent and temporary, on the payroll as of September 30, 2002. This differs slightly from numbers cited in the budget, because the inventory is a snapshot at one particular time while the budget shows the number of FTEs funded over the entire year. It is important to note that all ranger positions (0025 job classification series) are included on the inherently governmental inventory. None are considered commercial and none have or will be competed. One concern relating to competitive sourcing that has been raised by some observers is its potential impact on diversity. We are proud of our accomplishments in promoting equal employment opportunities for all Americans. We are equally proud to announce that we are working with the communities where competitive reviews are underway and are confident that the same diverse workforce living in those communities will continue to get those jobs. Whether a community provides a diverse pool of workers for the federal government or a similarly diverse workforce for the private sector, we take pride in the community retaining the jobs. In conclusion, the National Park Service fully supports the competitive sourcing initiative of the President's Management Agenda. The competitive review that this initiative fosters is an important tool used to ensure we are giving the American public the very best service for their tax dollars. We have the finest, most dedicated employees in the federal service, and we are working with them to find innovative ways to accomplish this initiative. We are doing our best to ensure fairness, effectiveness, and efficiency as we fulfill our grand mission of ensuring Americans can enjoy this Nation's outstanding historic, cultural, and natural heritage now and into the future.


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Chapter 1

Homework: The Park Asset Management Plan (PAMP)

and Core Operations Directions: In a two-page paper, compare and contrast the PAMP with the Core Operations Process. Think about how you might use the information from a Core Operations analysis when developing a PAMP. How are the two related? How do they differ?

Core Operations Analysis: Using FMSS in the Implementation Process

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

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

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

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


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Chapter 1

• Use cost benefit analysis to analyze opportunities for improving efficiency in park operations. • Evaluate funding requests to ensure that they relate to activities that are essential and

important.

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

Figure 2: Core Operations Workshop Process

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

Step 1

Wrap up, up,

review & next steps

Step 4

Step 3

Step 2

Step 5

Step 6

Identify efficiencies,

action to achieve, and

impacts Analyze activities

Review activities & associated

FTE

Identify park

priorities

Step 7

Develop park

purpose

Accountability & Accomplishments

(post workshop)


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Chapter 1

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

FMSS and the Core Operations Analysis Process Park Priorities: During Step 3 of the workshop, park managers can utilize asset management information in developing park priorities and goals. The following is a draft park priority for Grand Teton NP:

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

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

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

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

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

Activities Analysis: Facility managers should have information in FMSS readily available to them to fill out the activities spreadsheet. During Steps 4 of the workshop, park facility managers can generate reports in FMSS to write/confirm activities, fund sources, and FTE. Activities Prioritization: Beginning in Step 5 of the workshop and continuing after the workshop, park managers work to ensure that funding is spent on the highest priority activities and assets within the park.


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Chapter 1

Information provided in the API/FCI scatter plot helps all divisions in this prioritization process. Guadalupe Mountains NP’s scatter plot is provided below. For example, Guadalupe management is prioritizing trail-related maintenance and activities consistent with the information provided by the trail API and FCI.

Figure 3: API/FCI Scatterplot Example

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

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

Efficiencies Analysis: Through a Core Operations Analysis, a park agrees to work to achieve efficiencies based on cost-benefit analysis of alternatives. Using information provided in the FMSS, management decisions can take into account the total cost of ownership and full lifecycle costs associated with park assets. FMSS data can also be used to understand the operational and maintenance costs to evaluate the financial implications of contractor and/or concessioner run operations.


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Parks can easily calculate the savings associated with efficiencies – such as the excess/removal of a low API and high FCI building or the utilization of energy efficient technology within the park.


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Chapter 1

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

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

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

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

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

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

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

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

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

• Purpose of the self-assessment is to identify areas where you might need extra training. • The IDP is used to create a learning plan based on these competency gaps; can be

used for courses, e-courses, book critiques, developmental activities, and other learning opportunities.


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Chapter 1

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

No Skill

Conceptual Experienced Expert Guru

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

No Skill


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

No Skill


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

No Skill


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

No Skill


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

No Skill


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


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Chapter 1

Sample Individual Development Plan (IDP)

EMPLOYEE NAME:

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

COMPETENCY GOAL ACTIVITY

TARGET COMPLETION

DATE

NUMBER OF HOURS OF

T&D COMMENTS COMPLETED

DATE COST

Asset Management: Life Cycle Management

Estimate full life cycle costs in project planning and management

9/30/07

8 9/30/06 $0

Asset Management: Inventory and Condition Assessment

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

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

Operations and Maintenance: Service Scheduling, Performance, and Tracking

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

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

Operations and Maintenance: Facility Management Software

Conduct, document, and record condition assessments on constructed assets

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

Project Management: Programming and Design

Complete Project Management Fundamentals e-course

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

Project Management: Construction and Relocations

Complete COR online training

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


51

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TARGET COMPLETION

DATE

NUMBER OF HOURS OF


DATE COST

Resource Stewardship: Natural Resources

Find and read the park’s resource stewardship plan

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

Business Management: Plan and Organize the Facility Function

Attend Park Strategic Planning Meeting

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

Business Management: Budget and Finance

Complete Fundamentals of Financial Management e-course through MLM

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

Business Management: Human Resource Management

Plan and review for filling the Buildings and Utilities Foreman Position

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

Supervision and Leadership: Leading People

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

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

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

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CHAPTER TWO Tuesday, April 17th, 2007


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Chapter 2

Objective #2: Understand the application of asset management principles in your park and the NPS.

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


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Chapter 2

Student Park Asset Presentations Notes:


56

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Notes (cont.):


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Chapter 2

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

Defining the Asset Portfolio • What is an asset?

• What is an asset portfolio?

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

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


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Chapter 2

• What is Life Cycle Management?

Defining the Asset Portfolio: Focus on Asset Life Cycle Management • Life Cycle Management allows the NPS to do the following:

1. Reduce deferred maintenance (DM) backlog 2. Maintain asset condition at acceptable level 3. Improve planning 4. Capture total cost of ownership 5. Improve stewardship and accountability

Figure 4: Life Cycle Management (Cost / Years)

Analyzing the Asset Portfolio • How does your Asset Portfolio relate to the Park Mission?

– Analyze asset portfolio based on suitability to the park mission. – Review park’s enabling legislation—How important is a specific asset to meeting

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


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Chapter 2

API and FCI: What do they tell you about an asset? API

• API = Indicates value of an asset in relation to the park’s mission; measured based on: – Asset Status – Resource Preservation (Natural and Cultural) – Visitor Use – Park Operations – Asset Substitutability

• What does this tell you? What decisions could you make based on API? FCI

• FCI = Rates asset condition at a certain point in time. • FCI = DM + RMDM + CRDM + IPH

Current Replacement Value • What does this tell you? What decisions could you make based on FCI?

Prioritizing Work based on API and FCI • The API and FCI together help indicate both the priority and condition of an asset in

relation to the asset portfolio. • This provides information for prioritizing and identifying work at each park unit.

Figure 5: Relationship between the API and FCI


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Chapter 2

Using the API/FCI Scatter Plot to Prioritize Work

Figure 6: Blank API/FCI Scatter Plot Four Level High to Low Prioritization GOGA’s O&M Prioritization


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Chapter 2

API/FCI Sample Distribution

0

10

20

30

40

50

60

70

80

90

100

0 0.15 0.3 0.45 0.6 0.75 0.9

Facility Condition Index (FCI)

Ass

et P

riorit

y In

dex

(API

)

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


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Chapter 2

Based on the figure on the previous page, answer the following questions: • Where would you prioritize your Operations and Maintenance funding? • Where would you focus your PMIS project funds? • Are there any candidates for disposition on the scatter plot?


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Chapter 2

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

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

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

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

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

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

TCO and Life Cycle Management are beneficial because they…

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

Considerations for Life Cycle Management

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

When life cycle management is neglected or ignored, asset condition declines, as shown in the following figure. This figure shows how assets were managed in the past. Because of limited funding, the NPS relied on funding spikes to address infrastructure needs, like Mission 66 or the Fee Revenue Program.

2 to 4 years 20% to 30% of costs

50 years 70% to 80% of costs

Dispose Recapitalize Operate/Maintain Acquire/Construct Plan/Design


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Chapter 2

Now, life cycle management in the NPS is moving from a reactive, wait-for- failure approach to a more proactive, plan-for-the-future approach to protect assets on a sustained, regular basis.

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

The NPS Approach to Asset Management

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

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

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

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

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

Facility life-cycle curve with no maintenance performed

Faci

lity

Con

ditio

n

Time (Increasing Risk)

Good

Fair

Poor


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Chapter 2

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

Figure 10: The Five Elements of Life Cycle Maintenance

Deferred Maintenance

Preventive Maintenance

Regular and Recurring

Maintenance

GovernmeResponsibili

Operations

Component Renewal

Inspection, lubrication, minor

adjustments

Correcting existing deficiencies

Janitorial, grounds-keeping, utilities,

snow removal

Replacement of roofs, utilities,

pavements

Painting, caulking, sealing


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Notes:


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Chapter 2

Student Exercise: Life Cycle Management and

Total Cost of Ownership at Bradford Woods Directions: In small groups, read through the information below about Bradford Woods, its services, and its facilities. As a group, brainstorm responses to the asset management questions that follow. Make sure you identify key management decisions and provide your reasoning for why you made these management decisions. Overview: Bradford Woods is affiliated with Indiana University and has been providing development opportunities to youth and adults locally, nationally, and globally for over fifty years. Established in 1941, the organization has grown into a leader in experiential learning and is dedicated to providing state-of-the-art educational, recreational, and professional programs and service to a wide variety of organizations. Location and Facilities: Bradford Woods is located on an approximately 2,800 acre site near Martinsville, Indiana. It partners with nationally and regionally recognized organizations like Riley Children’s Hospital, the United Cerebral Palsy Association, the Little Red Door Cancer Agency, and the Marion County Health Department. The site also houses the American Camping Association Headquarters and Camp Riley, connected to the Riley Hospital Memorial Foundation. The buildings on the site vary widely in age and date as far back as 1909—when the Manor House, Campbell House, and Carriage House were built. Many of the primary use buildings at Bradford Woods were built during the 1950’s through the 1970’s for seasonal use only. As a result, many have inadequate heating and cooling systems, a lack of insulation, and inadequate ventilation to compensate for temperature changes and to reduce condensation. Condition Assessment Summary Data: In conducting a condition assessment of the facilities at Bradford Woods, the following conditions were found to exist in the entire asset portfolio:

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


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

Additional Problems with Bradford Woods’ Facilities:

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

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

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

Bldg. Code

Bldg. Description

Main Use Year Built

CRV DM FCI

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

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

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

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

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

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

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

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

BL266 Manor House OFFICES, CAMP RESIDENCE, MEETING SPACE

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

BL267 Griffith Hall CLASSROOM AND MEETING SPACE

1954 $456,000.00 $58,000.00 0.13

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

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

Totals (for all of Bradford Woods)

$16,536,000.00

$2,998,372.00

Avg: 0.18


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Chapter 2

Photos of Bradford Woods’ Assets

Administration Building

Cherokee Cabin

Bradford Barn

Carlson House

Griffith Hall

Amphitheater


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Manor House

Agape Lodge

Carr Center

Baxter Dining


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Chapter 2

Discussion Questions: Life Cycle Management and

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


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


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Homework: Construction of the Flight 93 Memorial

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


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

FLIGHT 93NATIONAL MEMORIAL

Draft General Management Plan/Environmental Impact Statement

National Park Service

May 2006

National Park ServiceU.S. Department of the Interior

Flight 93 National MemorialSomerset, Pennsylvania

A F I E L D O F H O N O R F O R E V E R

National Park ServiceU.S. Department of the Interior

Flight 93 National MemorialSomerset, PA flight 93

The National Environmental Policy Act (NEPA) (42 U.S.C. §4321-4347) establishes policy, sets goals (section 101), andprovides means (section 102) for carrying out that policy. Section 102(2)(C) contains “action-forcing” provisions to ensurethat Federal agencies act according to the letter and spirit of the Act. These provisions require that Federal agencies giveenvironmental factors appropriate consideration and weight in decisionmaking. Through a systematic andinterdisciplinary approach, Federal agencies shall prepare an environmental impact statement (EIS) of the proposed action,assess adverse environmental effects of the action, evaluate alternatives to the action, consider the relationship betweenlocal short-term uses and maintenance and enhancement of long-term productivity, and identify any irreversible andirretrievable commitments of resources should the action be implemented.

“A common field one day.

A field of honor forever.”

May all who visit this place remember the collective acts

of courage and sacrifice of the passengers and crew,

revere this hallowed ground as the final resting place of

those heroes, and reflect on the power of individuals

who choose to make a difference.

The quote above is from Captain Stephen Ruda, Los Angeles City Fire Department,

used to describe the Flight 93 crash site. Ruda wrote the words on a quilted wall hanging

sent to the memorial as a tribute to the passengers and crew of Flight 93.

SEPTEMBER 11, 2001

On Tuesday morning, September 11, 2001, the United States came under attack when four commercial airliners departing fromairports on the East Coast were hijacked and used to strike targets on the ground. During the events that ensued, 2,973 peopletragically lost their lives as a result of these planned, hostile attacks on this country. Within one hour, two airliners, AmericanAirlines Flight 11, carrying 92 passengers and crew members, and United Airlines Flight 175, carrying 65 passengers and crew,departed Boston’s Logan International Airport and were flown into the north and south towers of the World Trade Center inNew York City, killing a total of 2,635 people. A third airliner, American Airlines Flight 77, departed Dulles International Airportnear Washington, D.C., struck the Pentagon in Arlington, Virginia, killing 64 passengers and crew on board and 125 people inthe building.

At 8:42 a.m., after a delayed departure, a fourth airliner, United Airlines Flight 93, a Boeing 757 carrying 33 passengers, seven crewmembers and four hijackers departed Newark International Airport in New Jersey en route to San Francisco, California.Approximately 45 minutes into the flight, the plane changed course near Cleveland, Ohio, and was redirected southeast towardWashington, D.C. After action was taken by the passengers and crew members to overtake the hijackers, Flight 93 crashed a fewminutes after 10:00 a.m. into a reclaimed coal strip mine near the town of Shanksville in Somerset County, Pennsylvania. Allpersons on board were killed and an attack on the nation’s capital was thwarted.1

1 In November 2002, Congress established the “National Commission on Terrorist Attacks Upon the United States”, also known as the “9/11 Commission.” In July 2004, the“The 9/11 Commission Report” was published. The report states, “We are sure that the nation owes a debt to the passengers of United Flight 93. Their actions saved thelives of countless others, and may have saved either the U.S. Capitol or the White House from destruction.”

Passengers and Crewof United Airlines Flight 93

September 11, 2001

Flight 93 Crew Members

Captain Jason M. Dahl Littleton, COFirst Officer LeRoy Homer Marlton, NJLorraine G. Bay, Flight Attendant East Windsor, NJSandra Bradshaw, Flight Attendant Greensboro, NCWanda Anita Green, Flight Attendant Oakland, CA/Linden, NJCeeCee Lyles, Flight Attendant Fort Pierce, FLDeborah Welsh, Flight Attendant New York City, NY

Passengers

Christian Adams Biebelsheim, Rheinland-Pfalz, GermanyTodd Beamer Cranbury, NJAlan Anthony Beaven Oakland, NJMark Bingham San Francisco, CADeora Frances Bodley San Diego, CAMarion R. Britton Brooklyn, NYThomas E. Burnett, Jr. Bloomington, MNWilliam Joseph Cashman West New York, NJGeorgine Rose Corrigan Honolulu, HIPatricia Cushing Bayonne, NJJoseph DeLuca Succasunna, NJPatrick Joseph Driscoll Manalapan, NJEdward P. Felt Matawan, NJJane Folger Bayonne, NJColleen Fraser Elizabeth, NJAndrew Garcia Portola Valley, CAJeremy Glick Hewitt, NJLauren Catuzzi Grandcolas San Rafael, CADonald Freeman Greene Greenwich, CTLinda Gronlund Greenwood Lake, NYKristin White Gould New York City, NYRichard Guadagno Eureka, CA/Trenton, NJToshiya Kuge Osaka, JapanHilda Marcin Mount Olive, NJWaleska Martinez Jersey City, NJNicole Carol Miller San Jose, CALouis J. Nacke, II New Hope, PADonald Peterson Spring Lake, NJJean Hoadley Peterson Spring Lake, NJMark Rothenberg Scotch Plains, NJChristine Snyder Kailua, HIJohn Talignani Staten Island, NYHonor Elizabeth Wainio Baltimore, MD

The lives of all Americans were changed foreveron September 11, 2001. While the nationmourned the loss of life on that day, the selflessact of the passengers and crew of Flight 93evoked respect and appreciation from peoplearound the world. In the days and weeks follow-ing the tragedy, the nation experienced a rekin-dled sense of unity, strength, and resolve.Actions of the terrorists, intended to divide anddemoralize the nation, had the opposite effect,and the crash of Flight 93 became a symbol ofcourage. The site of the crash became a place ofimpromptu gathering where the public memori-alized and commemorated these events whilethey struggled to comprehend their meaning.

Following an exhaustive field investigation andrecovery effort during the autumn of 2001, thecrash site was reclaimed. The crater was back-filled, and the area was planted with grass andwildflowers. At the same time, county andregional leaders, members of the local commu-nity, the families of the passengers and crew ofFlight 93, and representatives from the NationalPark Service began to realize the importance ofthe crash site as a place of honor and of the needto preserve and protect it. Within six months ofthe tragic event, Federal legislation was intro-duced to create a national memorial. Congressacted quickly to approve legislation creating theFlight 93 National Memorial.

This plan is an outgrowth of that legislation andits completion is an important step in makingthe memorial a reality. It proposes a designedmemorial landscape that is quiet in reverence,yet powerful in form. It serves as a guide fordevelopment and future management of thememorial and a tool for understanding theeffects of implementing the design. The plan isthe culmination of numerous studies, the collab-orative efforts of countless people, and anextensive public process to explore ideas for afitting memorial tribute.

PROPOSED FEDERAL ACTION

The proposed Federal action would establish aprogrammatic framework for the memorial thatwould accomplish the legislative objectives out-lined in P.L. 107-226, the Flight 93 National

Memorial Act of 2002. Creating this frameworkincludes inventorying and assessing the park’sresource conditions, establishing preliminaryinterpretive themes, defining a vision for thevisitor experience and planning for the long-

term management and maintenance of a perma-nent memorial honoring the passengers andcrew members of United Airlines Flight 93.

PURPOSE AND NEED FOR ACTION

The purpose of this action is to ensure that thePartners – the National Park Service, the Flight93 Advisory Commission, the Families of Flight93 and the Flight 93 Memorial Task Force – aswell as the public have a clear understanding ofthe types of development, resource conditions,visitor experiences, and management optionsthat would best fulfill the mission of the Flight93 National Memorial.

This basic foundation for decisionmaking hasbeen developed with the Partners and otherinterested stakeholders and is adopted by theNational Park Service after an adequate analysisof the benefits, environmental impacts and eco-nomic costs of alternative courses of action hasbeen conducted. The need for this action is sup-ported by the existing and projected visitation tothe memorial that is expected to increase fromapproximately 130,000 in 2004, peak at 400,000in 2011—the 10th anniversary of the September11th attacks—and level off to about 230,000 visi-tors throughout the remainder of the 20-yearplanning horizon.

This action fulfills the authorities and responsi-bilities extended to the Secretary of the Interiorand the National Park Service by Congress. Thisaction further provides direction and guidanceto the National Park Service in protecting thememorial’s resource values and ensures thatrespect for the rural landscape and the solemnand tranquil setting of the crash site is main-tained in perpetuity.

The Flight 93 National Memorial Act (P.L. 107-226) was enacted on September 24, 2002, onlyone year after the terrorist attacks. The Actauthorized creation of the national memorialand established the Flight 93 Advisory Commis-sion. The Commission was charged withworking with the Partners to—

1) submit by September 24, 2005, a report to theSecretary of the Interior and Congress con-taining recommendations on the planning,design, construction and long-term manage-ment of a permanent memorial at the crashsite.

2) advise the Secretary on the boundaries of thememorial site.

iFlight 93 National Memorial Draft General Management Plan/Environmental Impact StatementExecutive Summary

Executive Summary

3) advise the Secretary in the development of amanagement plan for the memorial site.

4) consult and coordinate closely with the Flight93 Task Force, the Commonwealth of Penn-sylvania, and other interested parties, asappropriate, to support and not supplant theefforts of the Flight 93 Task Force on andbefore the date of the enactment of this Actto commemorate Flight 93.

5) provide significant opportunities for publicparticipation in the planning and design ofthe Memorial.

In the Act, Congress authorized the NationalPark Service, through the Secretary of the In-terior, to—

1) assist the Flight 93 Advisory Commission inproviding information on and interpretationof the site, conduct oral history interviews,provide advice on collections, storage andarchives;

2) assist the Commission in conducting publicmeetings and forums;

3) provide project management assistance tothe Commission for the planning, design andconstruction of the memorial;

4) provide programming and design assistanceto the Commission for possible memorialexhibits, collections, or activities;

5) provide staff support to the Commission andthe Flight 93 Task Force;

6) participate in the formulation of plans for thedesign of the memorial, to accept fundsraised by the Commission for construction ofthe memorial and to construct the memorial;

7) acquire from willing sellers the land orinterest in the land for the memorial site bydonation, purchase with donated or appro-priated funds, or exchange; and

8) administer the Flight 93 National Memorialas a unit of the national park system in accor-dance with applicable laws and policies.

FOUNDATION FOR PLANNINGAND DECISIONMAKING

The Partners agreed that all development andmanagement decisions should be guided by aMission Statement. Through a collaborativeprocess involving several months of workshops,an online forum, and distribution of a projectnewsletter and public comment form, the Part-ners drafted a Mission Statement to guide andground all aspects of the project.

MissionThe Partners summarized the Mission of thenational memorial in several statements. Themission of the Flight 93 National Memorialis to—

1) honor the heroism, courage and enduringsacrifice of the passengers and crew ofUnited Airlines Flight 93;

2) revere this hallowed ground as the finalresting place of heroes who sacrificed theirlives so that other would be spared;

3) remember and commemorate the events ofSeptember 11, 2001;

4) celebrate the lives of the passengers and crewof Flight 93;

5) express the appreciation of a grateful nationforever changed by the events of September11, 2001;

6) educate visitors about the context of theevents of September 11, 2001; and

7) offer a place of comfort, hope and inspira-tion.

Statement of PurposeOn September 24, 2002, the Flight 93 National

Memorial Act (P.L. 107-226) was enacted, creat-ing the Flight 93 National Memorial. The follow-ing statements represent shared understandingsabout the purposes for creating the memorial:

■ Honor the passengers and crew members ofFlight 93 who courageously gave their lives,thereby thwarting a planned attack on Wash-ington, D.C.

■ Allow the public to visit the site and expresstheir feelings about the event and the passen-gers and crew of Flight 93

■ Respect the rural landscape and preserve thesolemn and tranquil setting of the crash siteof Flight 93

Statement of SignificanceThe events of September 11, 2001, and the dra-matic story of Flight 93 are forever linked to therural Pennsylvania field on which the crashoccurred. The following statements summarizethe significance and national importance of thissite and explain why it was selected as the site ofa national memorial:

■ The crash site is the final resting place of thepassengers and crew of Flight 93.

■ The heroic actions of the passengers andcrew of Flight 93 are part of the transforma-tional events of the September 11, 2001, ter-rorist attacks on the United States.

ii Flight 93 National Memorial Draft General Management Plan/Environmental Impact Statement Executive Summary

Fundamental Resources and ValuesThe National Park Service and the Partnersidentified those resources and values that aremost essential for achieving the purpose andmission of the memorial. These fundamentalresources will help ensure that planning andmanagement decisions are focused on the mostsignificant values of the memorial and include: 1)the crash site, 2) the hemlock grove, and 3) theviewshed and setting of the memorial.

PLANNING PROCESS ANDIDENTIFICATION OF ISSUES

The Partners adopted a process for developingthe recommendations required by the Act. Thisprocess ensures all Partners and the public areinvolved in decision-making throughout theproject and that all mandates for planning a newunit of the national park system are met. TheNational Park Service is the lead public agencyin planning, designing and constructing thenational memorial.

The process grounds the design and manage-ment recommendations in the Mission State-ment and pursues a design competition and thecreation of this management plan to producerecommendations that are consistent and well-informed. The process offers transparency andprovides local residents, the public, and othergovernment agencies with many and variedopportunities to actively participate in the cre-ation of the national memorial. The completeprocess is described in Chapter I.

The National Park Service initiated formalscoping — identifying issues of concern early inthe process — on December 10, 2003, when aNotice of Intent to Prepare a General Manage-ment Plan and Environmental Impact Statement(GMP/EIS) was published in the Federal Regis-ter (68 FR 68947-68948). The issues identifiedby agencies and the public during this processare described in Chapter I and include:

■ Local community and lifestyle impactsincluding traffic on local roadways andaccess to the site, changes to local tax baseand school district tax revenue, and restric-tions on traditional uses (i.e. hunting andATV use) of the site

■ Adjacent development and its impact on thevisitor experience and the rural setting forthe national memorial

■ Development challenges such as the pres-ence of hazardous materials, geotechnicalconstraints, and the ability to provide

adequate potable drinking water and sewer-age systems

■ Noise impacts on the experience of visitorsfrom sources such as adjacent land uses andaircraft overflights

■ Private Sorber family cemetery locatedwithin the boundary and the need to protectit as the memorial is created

■ Security and public safety

■ Accommodating visitation levels, particu-larly during commemorations, withoutaffecting the solemn environment, visitorexperience and the site’s resources

BOUNDARY

Determining the boundary for the Flight 93National Memorial has been the culmination ofnearly two years of resource and viewshedstudies, site visits, computer modeling, andpublic input. The Partners concluded that thememorial boundary should include:

■ the crash site, including the adjacent debrisfield and the extent where human remainswere found, are the most importantresources at the site;

■ the immediate lands for visitors to view thecrash site, as well as areas necessary forvisitor access and facilities; and

■ lands necessary to provide an appropriatesetting for the memorial.

As a result of collaborative efforts, the Flight 93Advisory Commission signed Resolution 0401recommending a boundary for the new nationalmemorial on July 30, 2004. The Secretary of theInterior approved this recommendation onJanuary 14, 2005. The total area within theboundary is composed of approximately 2,200acres, of which about 1,355 acres include thecrash site, the debris field and the area wherehuman remains were found, and those landsnecessary for visiting the national memorial.Lands that would provide for access to the sitefrom U.S. Route 30 are also included. An addi-tional 907 acres would comprise the perimeterviewshed around the core visitor lands. Ideally,these lands would remain in private ownershipand be protected with partners through less-than-fee means, such as conservation or sceniceasements. Although as of the public release ofthis draft document all lands within the memo-rial boundary are in private ownership, theactions presented in this plan assume eventualFederal ownership of the core lands and protec-tion of the perimeter viewshed through partner-ships with other land owners.

iiiFlight 93 National Memorial Draft General Management Plan/Environmental Impact StatementExecutive Summary

MEMORIAL DESIGN COMPETITION

The Partners agreed that an open design com-petition would be the most inclusive, transpar-ent and democratic way to explore a range ofdesigns for a national memorial. The competi-tion was open to design professionals, as well asto the public, and was conducted in two stages.Stage I of the memorial design competitionopened on September 11, 2004, and closed onJanuary 11, 2005. The design competition wassponsored by the Partners with financialsupport from the Heinz Endowments and theJohn S. and James L. Knight Foundation.

The competition guidelines challenged the com-petitors to present concepts for a “memorialexpression” that portrayed the issues, ideas, andpassions contained in the Mission Statement. Allcompetitors were requested to consider the fol-lowing themes in their concepts. These themesrepresented the Partners’ objectives:

■ Honor the heroes of Flight 93—the 40 pas-sengers and crew who on one Septembermorning changed the course of history…;

■ Contribute to the dialogue of what a nationalmemorial should be…;

■ Conceive a message that will reflect on theevent that occurred on September 11, 2001 andbe timeless in its power and conviction….

More than 1,000 entries were received for Stage Iof the competition. The public had the opportu-nity to review and comment on all entries at anopen exhibition in Somerset, Pennsylvania, andthrough the Internet at an online exhibit on theproject website. An independent jury of familymembers and design professionals reviewed alldesigns and public comments, and on February4, 2005, five finalists whose design conceptswere determined to best meet the Mission State-ment were selected to proceed to Stage II of thecompetition.

The Stage II finalists were requested to refinetheir designs to fully explain their concepts andto present their refinements by June 15, 2005.These refined concepts were exhibited forpublic comment in Somerset, Pennsylvania, andon the project website between July 1 and Sep-tember 25, 2005. A separate jury of noted designprofessionals, family members, and communityleaders reviewed the public comments and eval-uated the designs against the memorial’sMission Statement. On September 7, 2005, theFlight 93 Advisory Commission announced thefinal selected design to the public. This design isdescribed in Alternative 2 – Preferred FinalDesign and is evaluated fully in this document.

ALTERNATIVES

The Partners and the public explored a range ofalternatives for developing the memorial. Someideas were initially considered but were elimi-nated from further evaluation due to the infeasi-bility of the design and its inability to meet theMission Statement. These alternatives are brieflydiscussed in Chapter II-Alternatives, along withthe two alternatives under evaluation in thisplan: Alternative 1 – No Action, which considersthe effects of operating and maintaining thememorial under current management practiceswith some minor modifications related to visitorsafety and convenience, and Alternative 2 – Pre-ferred Design Alternative, which evaluates theeffects of developing the memorial based on thefinal design from the international design com-petition. Alternative 2 also represents theagency’s preferred alternative, as well as theenvironmentally preferred alternative.

Alternative 1 – No Action The No Action Alternative assesses how thememorial would be maintained under thecurrent management direction. It would notfreeze all activity at the site. No visitor center orancillary facilities would be developed. Pro-jected visitation to the site would be expected todecline and average about 87,000 visitors peryear. The estimated cost of development for thisalternative would be approximately $450,000.Roadway improvements along Skyline Road(approximately $2.1 million) would be borneprimarily by Stonycreek Township withexpected anticipated funding from the Com-monwealth of Pennsylvania. Estimated staff andoperating costs would be $750,000 with up toeight full-time staff persons.

The National Park Service would acquireapproximately 657 acres in fee for resource pro-tection and visitor use. The remaining 1,605acres would be acquired through less-than-feemeans such as easements, and would be a lesserpriority. The cost for acquiring this land andrelocations is approximately $8 million, basedon 2005 costs.

Alternative 2 – Preferred Design Alternative(Agency’s Preferred and EnvironmentallyPreferred Alternative)Alternative 2 proposes to transform the re-claimed mining site into a memorial landscapebased upon the selected design from the inter-national design competition as adopted by thePartners. This alternative would involve fulldevelopment of the site and implementationof the selected design, which would include

iv Flight 93 National Memorial Draft General Management Plan/Environmental Impact Statement Executive Summary

construction of an 8,000-square-foot visitorfacility. Access to the site would be provided byconstruction of a new entrance directly fromU.S. Route 30. With development of this alterna-tive, visitation to the memorial is expected topeak at about 400,000 visitors during the 10thanniversary (2011) of the terrorist attacks andthen stabilize to about 230,000 visitors per yearover the long term.

Approximately 14 full-time employees are antici-pated to administer, operate and maintain thememorial. Total operating costs are estimated atabout $1 million a year. Alternative 2 proposesacquisition of about 1,355 acres in fee forresource protection and visitor use and another907 acres for viewshed protection that wouldideally be in partnerships with landowners, con-servation groups and others land ownersthrough mechanisms such as conservation orscenic easements. Based on 2005 land values,land acquisition costs for Alternative 2 are esti-mated at $10 million.

Summary Selection of Alternative 1 would minimally meetthe goals identified in the Mission Statement(see Chapter I). Local volunteers would con-tinue to greet visitors, provide site and resourceinterpretation, and support minimal mainte-nance at the Temporary Memorial. Althoughdevelopment costs would be significantly lowerthan those for Alternative 2, there would be novisitor facilities, no formal interpretive programand no public education or outreach programs.Visitors would continue to experience the site inthe open without a visitor facility. In addition,visitors would also be limited to the area wherethe Temporary Memorial is currently locatedand would not be permitted to gain closeraccess to the crash site. Local residents wouldcontinue to experience the annoyances and

unsafe conditions of visitors traveling alongnarrow, local roads.

The cost of upgrading Skyline Road to supportbuses and additional traffic would be borne byStonycreek Township with support fromPennDOT. Significant improvements would alsobe needed to Lambertsville and BuckstownRoads to safely accommodate visitor traffic. Thesite would be subjected to potential impacts thatcould be induced by incompatible developmentadjacent to the site and along the U.S. Route 30corridor.

Selection of Alternative 2 would more fully meetthe goals of the Flight 93 National Memorial’sMission Statement, as well as the purpose andintent of the Flight 93 National Memorial Act bycreating a designed memorial landscape. A newvisitor facility is proposed under this alternativeto provide for interpretive exhibits, public edu-cation and outreach, and visitor services. Thepublic would have a broader range of opportu-nities to learn about the deeds of 40 passengersand crew members and the events that occurredon September 11, 2001. Alternative 2 would pro-vide a venue for visitors to get closer to the crashsite and would place a greater emphasis on pro-viding an appropriate setting for the memorialand a more contemplative visitor experience.

Under Alternative 2, visitor-related traffic wouldno longer access the memorial by use of localroads, such as Lambertsville Road and Buck-stown Road. Although the construction costswould be higher to build the memorial featuresand the related infrastructure than for Alterna-tive 1, they would be shared through a partner-ship involving the public, the Commonwealth ofPennsylvania, and the Federal Government. Acomparison of these costs by alternative isshown in Table ES-1.

vFlight 93 National Memorial Draft General Management Plan/Environmental Impact StatementExecutive Summary

Table ES-1: Summary of Estimated Development and Operating Costs forFlight 93 National Memorial by Alternative

Alternative 2 –Costs* Alternative 1 – No Action Preferred Design Alternative

Development Costs** $450,000 $44.7 million(Memorial Feature, Visitor Center, ($3.25 million capital campaign)Utilities, Roads and Parking)

Annual Operating Costs $750,000 $1 million(Employees and Operations)

Land Acquisition $8 million $10 million(657 acres fee; 1,605 acres easements) (1,355 acres fee; 907 acres easements)

* These costs are based on 2005 estimates and represent gross costs for planning and comparison purposes only. Actual costs will bedeveloped through the design development process. Development of any proposed facilities and infrastructure is dependent on theavailability of funding.

** Estimated $2.1 million cost to upgrade Skyline Road would be borne primarily by Stonycreek Township, with assistance anticipatedfrom the Commonwealth of Pennsylvania. Extensive improvements to Lambertsville and Buckstown Roads would also be necessary.

Source: National Park Service, 2005.

SUMMARY OF ENVIRONMENTAL CONSEQUENCES

Numerous technical studies and resourcesurveys were conducted during the planningprocess to determine the potential effects ofimplementing each alternative. Table ES-2 pres-ents the resource categories relevant to Flight 93

National Memorial. Through an evaluationprocess and agency consultation, impacts onthese resources were assessed by alternative.Table ES-2 represents the levels of magnitude byalternative on the specific resources.

vi Flight 93 National Memorial Draft General Management Plan/Environmental Impact Statement Executive Summary

Table ES-2: Summary of Environmental Consequences by Alternatives,Flight 93 National Memorial

Alternative 1 – Alternative 2 – Impact Category No Action Alternative Preferred Design Alternative*

Natural Resources:

Geology, Soils & Topography Negligible Minor

Vegetation & Wildlife Minor Minor

Federally & State Protected Species Negligible Minor

Water Resources:

Wetlands Negligible Moderate

Surface Waters & Water Quality Negligible Minor

Historic and Cultural Resources Minor Minor

Socioeconomic Impacts: Major Moderate

Potable Water Suppliesand Sewage Containment Negligible Minor

Land Uses Major Moderate

Transportation Major Moderate

Energy Requirements andConservation Potential Negligible Minor

Visual and Aesthetic Resources Negligible Moderate

Public Health & Safety Minor Moderate

*Represents the Agency’s Preferred Alternative and the Environmentally Preferred Alternative.

Note: Negligible=No or minor effect; Minor=Measurable but with minimal effect to resources; Moderate=Changes to resourceconditions but not irreversible or can be mitigated; and Major=Resource conditions are changed irreversibly even with mitigation.

Source: Compiled by National Park Service, 2006.


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Tips of the Trade: Professional Development, Part 1

Facilitating a Meeting

Running an Effective Meeting Running an effective meeting extends beyond the meeting itself; it also involves preparation and follow-up. Here are a few tips that can help your meetings be successful:

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

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

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

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

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

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

will be vague, pointless, and frustrating.

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

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

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


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

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

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

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


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

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

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Field Exercise: Jefferson National Expansion Memorial (JEFF)

Homework: Comparing JEFF to My Park

Directions: Read the following questions and consider what you saw and heard today during the field exercise to Jefferson National Expansion Memorial. Compare and contrast what you heard about Jefferson’s projects, asset management plan, work prioritization, and other facility management issues to your own park’s unique situations, projects, and facility management needs. This homework sheet is due tomorrow morning. Short Answer Questions: Jefferson National Expansion Memorial 1. Compare and contrast three of the projects you learned about today at Jefferson National Expansion Memorial to three different projects you are familiar with at your park. How are they different? How are they similar? 2. What information did you find most interesting during the field trip today?


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Short Answer Questions: Jefferson National Expansion Memorial 3. Which of Jefferson’s asset management plans or solutions that you learned about today do you feel you could apply to your own park? 4. Were there any assets that were similar to assets at your own park? How were they different from assets at your park?


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Asset Management Principles: Property and Structure Ownership

Student Exercise –Highlighting the Delaware Water Gap

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

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

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

In 1987, after much public input, the NPS adopted a comprehensive plan for managing the recreation area, the General Management Plan (GMP), as a guideline for the park's development and operations. The Delaware River is the primary focus of park activities: fishing, boating, canoeing, and swimming. The park also offers opportunities for hiking,


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biking, picnicking, hunting, and auto touring. However, now the GMP is nearly 20 years old, and it did not take into consideration either the growth of the park or the impacts of growth around the park.

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


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

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

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

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

Statistics

Asset API FCI Cliff Park Inn 61 0.367


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Delaware Water Gap: Scenario #2

Headline: Politically savvy partner secures funding for new and replacement buildings

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

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

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

Statistics

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

and higher


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You really can’t take it with you.

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

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

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

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

Statistics

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


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A new swim beach? You really shouldn’t have.

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

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

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

Statistics

Asset API Status New Jersey Swim Beach 69 Planned


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Student Exercise: Highlighting the Delaware Water Gap Asset Analysis

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

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

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


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

Alternative 2:

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

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

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


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2. Develop funding strategies and cost estimates including preliminary financial plans.

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

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

Alternative 2 Costs:


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

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

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

Funding Strategies – Alternative 2:

3. Evaluate alternatives against criteria and funding plans.

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


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Asset Management Principles: Tools for Park Planning and Procedures

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Tools to Assist with the Park Planning Process 1. General Management Plan (GMP)

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

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

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

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


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2. Development Concept Plan

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Strategic Plan

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

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

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

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

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

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

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

a list of those who developed the plan.

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

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Site-Specific Asset Business Plan (SSABP)

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

- Provides 5- to 10-year snapshot of park assets using the performance metrics of the Asset Priority Index (API), the Facility Condition Index (FCI), utilization, and


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Operations and Maintenance (O&M) costs to help make informed investment decisions that drive budget.

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

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

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

Desired outcomes of the SSABP are:

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

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

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

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

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

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

How can the PAMP be used as a planning document?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


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

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

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

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

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

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

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


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General Management Plan (GMP) Sample: Abraham Lincoln Birthplace National Historic Site

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


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


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Development Concept Plan for Improvements to the Self-Guiding Tour Routes: Stones River National Battlefield

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


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in the glades (the western portion of the auto tour road would be downgraded to an ADA-compliant paved trail). This analysis has been prepared in accordance with the National Environmental Policy Act (NEPA) of 1969, regulations of the Council on Environmental Quality (40 CFR 1508.9), the National Park Service Director’s Order 12: Conservation Planning, Environmental Impact Analysis and Decision- making, and Section 106 of the National Historic Preservation Act of 1966, as amended.

Public Comment If you wish to comment on the environmental assessment, you may mail comments to the name and address below. This environmental assessment will be on public review for 30 days. Please note that names and addresses of people who comment become part of the public record. If you wish us to withhold your name and/or address, you must state this prominently at the beginning of your comment. We will make all submissions from organizations, from businesses, and from individuals identifying themselves as representatives or officials of organizations or businesses available for public inspection in their entirety.


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Site-Specific Asset Business Plan Sample


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Tips of the Trade: Professional Development, Part 2

Public Speaking

“According to most studies, people’s number one fear is public speaking. Number two is death. Death is number two. Does that seem right? This means to the average person, if you have to go to a funeral, you’re better off in the casket than doing the eulogy.”

– Jerry Seinfeld


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Public Speaking: Giving and Receiving Feedback

GIVING FEEDBACK Explanatory: feedback is focused on behavior that can be changed rather than personality EXplicit: the focus of the feedback is clearly stated Perceptive: feedback is delivered with sensitivity to the needs of the other person Respectful: feedback should be given in a respectful manner Effectual: feedback is intended to be of value to the other person Surroundings: feedback should be given in non-threatening, comfortable surroundings Supportive: feedback is delivered in a non-threatening manner Illustrative: feedback can be clearly illustrated using examples Timing: feedback is most effective when given as close to the event as possible

RECEIVING FEEDBACK Accepting: accepts the feedback without denial Responsive: willing to hear what is being said without turning the tables Engaged: interacts appropriately with the speaker, asking for clarification when needed Unguarded: openly listens without frequent interruptions or objections Respectful: recognizes the value of what is being said and the speaker’s right to say it Earnest: Genuinely wants to make changes if appropriate Active Listening: listens carefully and tries to understand the meaning of the feedback Determined: to understand the behavior that has led to the feedback You: Understand that this process is to help you, not criticize you

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Objective #3: Understand the leadership role of facility management in the NPS.

Men make history, and not the other way around.

In periods where there is no leadership, society stands still. Progress occurs when courageous, skillful leaders seize the opportunity to

change things for the better. -Harry S. Truman


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Student Exercise: Leadership Team Building Activity Observation Sheet

Item Observations Time Group Started

Time Group Ended

Observed Leadership Behaviors

Observed Followership Behaviors

Behaviors that increased Success

Behaviors that decreased Success

Any additional comments?


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The Leadership Challenge

Introduction Leadership and management are among the two most often used terms for the administration of organizations including park and recreation agencies. Often, they are used interchangeably to denote the process of administering a park and recreation department, or operation. Yet, these two terms represent different, and sometimes exclusive, processes in administration of an agency. The resulting confusion often times leads to a reliance on management controls such as planning, budgeting, staffing and monitoring. In fact, experts in the field of leadership have indicated that “most organizations are over-managed and under-led”. How then, in a myriad of complex, politicized decisions and operations, can a park and recreation professional understand the fine line between leading and managing. In their book, “The Leadership Challenge” (2002), Kouzes and Posner argue that it is effective leadership, not management, which gets “extraordinary things done in organizations. It is about the practices leaders use to turn challenging opportunities into remarkable successes”.

Presentation Purpose ”The Leadership Challenge” is, in the end, about leading people; not merely managing them. The purpose of this presentation is to provide an understanding of leadership and management competencies, how they interact with each other, how to determine which techniques work best in certain situations, and explore alternatives to the standards, stability and control of management. This presentation suggests that leadership is about bringing forth the best from ourselves and others regardless of organization limitations. A model for determining the appropriate toolbox to use is provided in this leadership development training session, with the ultimate goal of contributing to your personal and professional success.


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An Overview: Defining Leadership

Leadership begins where management ends, where the systems of rewards and punishments, control and scrutiny, give way to innovation, individual character, and the courage of

convictions. Your challenge is to lead your staff to get extraordinary things done. This requires inspiring and motivating your staff toward a common purpose and building a cohesive and

spirited team. -David and Roger Johnson

Leadership is a reciprocal relationship between those who choose to lead, and those who decide to follow.

- Kouzes & Posner

How do we define leadership in its simplest form? What traits, abilities and innate skills do leaders possess? In short what is the anatomy of a leader? Why is leadership such a crucial issue in our organizations, communities and culture at this time? _____________________ ___________________ _____________________ ___________________

There go my people. I must follow them for I am their leader. - Mohandas Gandhi


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Leadership includes, at its simplest level, four components. These four components are a leader, followers, a situation and an environment.

“Leadership is a relationship between those who aspire to lead and those who choose to follow.”

What is it that leaders do? Leadership is interpreted many different ways culturally and individually. It is often portrayed in various ways in the movies that are sometimes easy to see, and often difficult to observe. It is also occurs in nature as shown in some documentaries. The largest business section in a bookstore almost always relates to leadership. If it is that important to organizations it should be easy to define and easy to understand as a concept so we can duplicate it. However, researchers and experts in leadership can tell you that observing leadership, defining leadership and training others to lead is extremely difficult. A review of some of these observations and facts will help define leadership for us. Who are followers and what to they want in a leader? Since leadership is difficult to define perhaps a review of what followers want in their leaders help us determine what leadership is & is not?


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Leadership Components

What you think followers want

What research has found

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

People

Character

Endeavor

Communication


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Leadership and management differ, yet are both required for an organization. The components of management are basically defined through general areas involving organizational structure, budget, policy and procedure. The different purposes of management and leadership naturally lead to differences between the components of leadership and management. The components of leadership are not the same as those of management. Instead, the components of leadership are outlined by four general areas. The components are the “tools” an individual possesses to lead an organization. Each component consists of some basic skill or quality which is helpful to leaders. Each of the component areas is rooted in either an internal or external focus with those in gray squares being externally focused; those in white squares being internally focused. The components importance and basic qualities are outlined in the preceding figure. Further definition of the components of leadership and why they are important and what skills, abilities and knowledge (competencies) they represent are defined in the next figure.

Component Importance Qualities

Character Character is central to genuine leadership

honesty, integrity, magnanimous, courageous,

master the paradox of leadership

People Leadership is dependent upon followers and

supporters

circulate among the staff, build alliances and persuade

rather than coerce Endeavor

Encouraging strenuous effort and risk taking are

the responsibilities of leaders

be decisive, lead by being led, set goals, be results

oriented, choose subordinates who crave

responsibility and take risks, encourage innovation

Communication Influence of followers is accomplished through

communication

master public speaking, influence people through conversation and story

telling, preach and reaffirm your vision


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Only ten days before Abraham Lincoln took the oath of office in 1861, the Confederate States of America seceded from the Union. To make matters worse, Lincoln, who was elected by a minority of the popular vote, was viewed by his own advisors as nothing more than a gawky, second-rate country lawyer with no leadership experience.

Such was the situation for a man who’d never before held an executive leadership position;

who had been only a one-term national congressman; who had no military experience to speak of.... Few people at the time could have known, however, that he possessed all the leadership qualities and abilities necessary to save the Union. And virtually no one would have been able

to predict the unparalleled strength of his leadership - that he would seize upon the very circumstances at hand, created by the crises of confusion, urgency and desperation, to

exercise the full power of his office, and to create new limits of authority and leadership for the presidency.

Excerpt from Lincoln on Leadership, 1992

Leadership & Management

What Managers Do? Management is about coping with complexity through practices and procedures which are necessary in large organizations. Management ensures order and consistency are maintained in the organization such as the quality of service. While leadership is important to organizations, the challenge is to combine strong leadership with strong management and use each to balance the other. Without good management, complex organizations become chaotic. These organizations begin to break down and perhaps self-destructive in their actions. While leadership is about change, management is about stability and control for the organization. How specifically, then, does management relate to leadership of the organization? There are three basic tasks that shape leadership and management of an organization. These three tasks include deciding what needs to be done, developing networks of people and relationships to accomplish the agenda, and ensuring that people actually get the job done. These three tasks are accomplished both by leadership and management but in different ways.


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Leadership Functions

Setting A Direction Developing a vision for the future along with strategies for producing change needed to achieve the vision

Aligning People Communicating and challenging people to understand the vision so clear direction is established throughout resulting in empowered employees

Motivating and Inspiring Keeping people moving in the right direction, despite resistance to change, by appealing to untapped needs, values and emotions in order to promote leadership throughout the organization

The conflict inherent between management and leadership creates a dilemma for those in charge of organizations. Which tasks to do first and which to do at all? In addition, other differences are inherent in the tasks facing a leader vs. a manager. Some of these include: long term vs. short term, creativity vs. discipline, trust vs. change, bureaucracy busting vs. economies of scale, people vs. productivity and others. These dilemmas are difficult to deal with but generally form a single, central dilemma; they form the two sides of the same proverbial coin. These dilemmas, and the actions required to confront the issues that arise from them, are often best defined by the situation (situational leadership) and the tools in the leader/manager tool kit.

Management Functions

Planning and Budgeting Deductive process designed to produce orderly results by setting targets for the future, establishing detailed steps for achieving those targets and allocating resources to accomplish the plans

Organizing and Staffing Creative process of establishing an organizational structure, setting jobs for accomplishing plans, staffing the jobs, communicating the plan and delegating responsibility for accomplishing the plan and devising systems to monitor implementation

Controlling and Problem Solving Monitoring results versus the plan in detail, identifying deviations and then planning and organizing to solve the problems associated with the deviations identified


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The Complexity and Discipline That Is Leadership The study of leadership is a large, far-reaching and diverse discipline that includes all professions and all organizational settings. Military, corporate and government organizations set up systems for training, education, experiences and evaluating leadership skills and abilities in their organization. Millions of dollars are spent annually on the development of leaders annually with mixed results. Research into leadership definitions, components, effectiveness and development also totals millions of dollars annually. Yet, the identification of leadership is, to an extent, like beauty; it’s hard to identify and define, but you know it when you see it (adapted from Benis). The complexity of leadership means that the study of leadership and becoming an effective leader often takes a lifetime of self-analysis, trial, error and risk. Neither one approach, nor one training program has all the answers. Research continually points out that learning what leadership is, how it is defined, how it works in various organizations and what effective leaders carry out is feasible. The result of this experience in leadership training, education and research is that no everyone can be a ‘perfect’ leader, but everyone can improve their leadership abilities. Clearly then, the objective of the study and practice of leadership as a discipline is to improve one’s leadership performance. Concept Study: Situational Leadership

Daft 3.4-Hersey and Blanchard’s Situational Theory of Leadership

Follower Characteristics Appropriate Leader Style

Low readiness level

Moderate readiness level

High readiness level

Very high readiness level

Telling (high task-low relationship)

Selling (high task-high relationship)

Participating (low task-high rel.)

Delegating (low task-low relationship)


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Reflection on Situational Leadership • In facility operations and maintenance, do I use different leadership styles

depending upon follower characteristics, and is so, what are some examples? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Does my supervisor use situational leadership in dealing with me or my peers

and if so, what are some examples? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • How do I anticipate I might use situational leadership in my future career roles? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Describe some facility management situations where one specific leader style is

more appropriate than other styles? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Concept Study: Making Decisions Using 5 Leader Decision Styles

Reflection on Leader Decision Styles • In facility management, what determines what different leader decision styles I

might use and what are some examples? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Does my supervisor use different leader decisions styles in dealing with me or

my peers and if so, what are some examples? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Daft 3.7 - Five Leader Decision Styles

Area of Influence by Leader

Area of Freedom for Group

Decide Consult Individually

Consult Group

Facilitate Delegate


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• How do I anticipate I might use leader decisions styles in my future career roles? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Describe some facility management situations where one specific leader

decisions style is more appropriate than other styles? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Situational Use of Leadership and Management Competencies It has been said frequently that most organizations in America are ‘over-managed and under-led’. The dilemma facing individuals in leader/manager organizations is determining when it is best to lead and when it is best to manage. Defining the situation, the personal strengths of the individual and the tools that can be used is the recipe that is unique to every situation.

Leader/Manager Dilemmas

Leading

Managing

Short-term v. Long-term

Creative v. Disciplined

Trust v. Change

People v. Productivity

Empowering v.Bureaucracy


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Leader’s Tool Box Manager’s Tool Box

The Leader’s Tool Box

The Manager’s Tool Box


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Concept Study: Reviewing Manager and Leader Differences

Management Leadership

Direction Planning and budgeting

Keeping eye on bottom line

Creating vision and strategy

Keeping eye on horizon

Alignment Organizing and staffing

Directing and controlling

Creating boundaries

Creating shared culture and values

Helping others grow

Reducing boundaries

Relationships Focusing on objects – producing/selling goods and services

Based on position power

Acting as boss

Focusing on people – inspiring and motivating followers

Based on personal power

Acting as coach, facilitator, servant

Personal Qualities

Emotional distance

Expert mind

Talking

Conformity

Insight into organization

Emotional connections (Heart)

Open mind (Mindfulness)

Listening (Communication)

Nonconformity (Courage)

Insight into self (Character)

Outcomes Maintains stability; creates culture of efficiency

Creates change and a culture of integrity


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Reflection on Manager & Leader Differences • In facility operations and maintenance, do I manage and leader differently, and

if so, what is one example of each? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Does my supervisor manage and lead differently if so, what are some examples? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • How will you use this information on the role and function of leaders and

managers in your future career roles? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Leader Solutions for Management Problems The Building Blocks of “The Leadership Challenge” The building blocks of “The Leadership Challenge” consist of five practices, each with two commitments that a leader must make. The following outlines the practices and commitments from Kouzes’ and Posner’s book. Practice 1: Challenging the Process Challenge is the opportunity for greatness. People do their best when there’s a chance to change the ways things are. Maintaining the status quo breeds mediocrity. Leaders seek and accept challenging opportunities to test their abilities. Challenging the process is a practice consisting of two commitments.

• Commitment Number 1: Search out Challenging Opportunities to Change, Grow, Innovate and Improve

• Commitment Number 2: Experiment, Take Risks, and Learn from the Accompanying Mistakes

Challenge the

Process

Inspire a Shared Vision

Leaders who Make a

Difference

Model the Way

Encourage the Heart

Enable Others to

Act


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Practice 2: Inspiring a Shared Vision There is no freeway to the future. No paved highway from here to tomorrow. There is only wilderness, only uncertain terrain. There are no road maps, no signposts; so pioneering leaders rely upon a compass and a dream. Leaders look forward to the future. They hold in their minds an ideal of what can be. Inspiring a shared vision is a practice consisting of two commitments.

• Commitment Number 3: Envision an Uplifting and Ennobling Future • Commitment Number 4: Enlist Others in a Common Vision by Appealing to

Their Values, Interests, Hopes and Dreams Practice 3: Enabling Others to Act Leaders know that they cannot do it alone. It takes partners to get extraordinary things done in organizations. Leaders build teams with spirit and cohesion, teams that feel like family. They activity involve others in planning and give them discretion to make their own decisions. Leaders make others feel like owners, not hired hands. Enabling others is a practice composed of two commitments.

• Commitment Number 5: Foster Collaboration by Promoting Cooperative Goals and Building Trust

• Commitment Number 6: Strengthen People by Sharing Information and Power and Increasing Their Discretion and Visibility

Practice 4: Modeling the Way A leader needs a philosophy, a set of high standards by which the organizations is measured, a set of values about how employees, colleagues and customers ought to be treated, a set of principles that make the organization unique and distinctive. Words and plans are not enough. Leaders stand up for their beliefs. They practice what they preach. Modeling the way is a practice composed of two commitments.

• Commitment Number 7: Set the Example for Others by Behaving in Ways That Are Consistent with Your Stated Values

• Commitment Number 8: Plan Small Wars That Promote Consistent Progress and Build Commitment


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Practice 5: Encouraging the Heart Getting extraordinary things done in organizations is hard work. The climb to the summit is arduous and steep. Leaders encourage others to continue the quest. They inspire others with courage and hope. Leaders give heart by visibly recognizing people’s contributions to the common vision. Encouraging the heart is a practice consisting of two commitments.

• Commitment Number 9: Recognize Individual Contributions to the Success of Every Project

• Commitment Number 10: Celebrate Team Accomplishments Regularly

Becoming a Leader Who Cares and Makes a Difference By following the leadership practices as found in the Leadership Challenge, individuals are often found to have a higher degree of personal credibility, to be more effective in meeting job-related demands, to be more successful in representing their units to upper management, and to have higher performing teams. The question becomes for each individual who aspires to be a leader is why would you not want to embrace leadership practices and commitments. Steps to Becoming a Leader Who Cares and Makes a Difference No. 1: Believe that you can lead. No. 2: Give yourself the opportunity to lead. Experience, trial and error if you will, is by far the most important opportunity to learn leadership. No. 3: Seek out guidance from other people who have leadership experience. Ask a leader you admire if you can interview him or her. No. 4: Seek training and education opportunities to augment leadership development by experience or through other people. While “learning by doing” seems to be the most effective way to learn leadership, education and training can improve your chances for success. No. 5: View leadership development as self-development


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Practicing Exemplary Leadership What does practicing exemplary leadership mean; why is it important and why should one choose this option.

• Learning to lead • Leadership is not a fad • Leadership matters • People matter • Challenges matter

Leadership Learned Through Experience

An experiential approach is often used as a method to promote leadership learning and it will be a feature of the FMLP course of study. Throughout the many courses, activities, details and requirements of the course, FMLP students will be exposed to leadership experiences that will vary in diversity and effectiveness, as well as placed in situations where the student will have to lead effectively. One tool that is frequently used in experiential learning is the development of a ‘personal best’ statement. In the FMLP then, you will be asked to reflect on your experiences and answer the questions what did you do when during an activity, event or detail that you consider your leadership personal best. This process, the techniques and approach you used, the members of the team that may have helped you, problems and ‘road bumps’ along the way, and other information will be important features of your report and guidelines for your completion of the report will be provided later in the year. As with this section of the Principles of Asset Management course, you will be asked to use Kouzes and Posner’s five (5) leadership challenge practices; • Model the Way • Inspire a Shared Vision • Challenge the Process • Enable Others to Act • Encourage the Heart

Wanting to lead and believing that you can lead are only the departure points on the path to leadership. Leadership is an art, a performing art. And in the art of leadership, the artist’s instrument is the self. The mastery of the art of leadership comes with the mastery of the self. Ultimately, leadership development is the process of self development. - Kouzes and Posner


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As the FMLP program progresses you will be focusing on knowledge, skills and abilities (competencies) related to the NPS, but remember that this self-development path will also result in leadership development. The more frequently you engage in these practices, the better leader you will be. Reflection on The Leadership Challenge Practices List an opportunity to utilize any of the Leadership Challenge practices and/or commitments in NPS facility management and the FMLP, and give a specific example of each? • Modeling The Way NPS FM ___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________ FMLP _____________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________ • Inspire A Shared Vision NPS FM ___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________ FMLP _____________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________


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• Challenge The Process NPS FM ___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________ FMLP _____________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________ • Enabling Others To Act NPS FM ___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________ FMLP _____________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________ • Encouraging The Heart NPS FM ___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________ FMLP _____________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________


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Understanding Leadership Levels of Facility Management in the NPS

Facility Manager Leadership Competencies As facility management leaders in the NPS:

• We lead change. • We lead people. • We are driven by results. • We use sound business acumen. • We build coalitions and communications.

Intersecting Leadership Levels for Facility Managers in the NPS Facility managers must consider multiple intersecting levels of leadership and how they impact upon each other. Remember:

• Park, Regions, National Leadership, and External Parties all impact the decisions made by facility managers and facility management leaders.

Spheres of Influence in Facility Management

Park Region

National External Parties


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Understanding Leadership Levels of Facility Management in the NPS – Panel Discussion Notes:


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Notes (cont.):


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Objective #4: Understand how to use the tools required for success during the Interim #1 period of the FMLP.

An empowered organization is one in which individuals have the

knowledge, skill, desire, and opportunity to personally succeed in a way that leads to collective organizational success. -Stephen R. Covey


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Interim #1 Activities and Requirements Interim #1 Assignment List and Due Dates ................................... 123

Required Forms ............................................................................. 125

Self-Assessment ...................................................................... 125

Individual Development Plan (IDP) ............................................. 126

Sample IDP .................................................................... 127

Request for Developmental Activity (RDA) ................................... 129

Sample RDA.................................................................... 137

FMLP Monthly Report ................................................................ 149

Sample FMLP Monthly Report ............................................ 150

Required E-Courses ....................................................................... 151

Developmental Activities: List of Activities .................................... 153

Developmental Activities: Sample Request for

Developmental Activity ............................................................. 153

Independent Study Activity ........................................................... 154

Independent Study Activity: Movie Review .................................. 156

Independent Study Activity: Lending Library –

Annotated Bibliography ............................................................. 157

Independent Study Activity: How to write a Book Critique ............. 162

Independent Study Activity: Sample Book Critique ....................... 164

Independent Study Activity: Recommended E-Courses .................. 130

Web Meeting and E-Portfolio Information

Breeze User Guide for Participants .............................................. 168


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Assignment Title Due Date

Self-Assessment Post this documents on the FMLP Website under Principles of Asset Management.

May 4, 2007

Individual Development Plan due to your mentor for review Post this document on the FMLP Interim 1 course site in the corresponding assignment box.

May 4, 2007

Personal Profile Edit on the FMLP website.

May 4, 2007

My Leadership Philosophy Paper due to your mentor for review (Independent Study #1)

May 10, 2007

Individual Development Plan due Post this document on the FMLP Interim 1 course site in the corresponding assignment box.

May 11, 2007

Request for Developmental Activity due to your mentor for review

May 11, 2007

FMLP Web Conference #1 Your attendance is required at one of the two web conferences. Topics to be discussed include: -Your Leadership Philosophy Paper -Developmental Activity Proposals -E-course progress and DOI Learn The link to the conference is provided on the Interim 1 course site.

Attend one of the following conferences: • May 14, 2007-4pm EST (1 hour) • May 17, 2007-10am EST (1 hour)

Request for Developmental Activity due Post your Request for Developmental Activity on the FMLP Interim 1 course site in the corresponding assignment box.

May 21, 2007

My Leadership Philosophy Paper due (Independent Study #1) This assignment is required. Post this assignment on the FMLP website under Interim 1.

May 25, 2007

PMIS E-courses June 1, 2007 FMLP Web Conference #2 Your attendance is required at one of the two web conferences. The link to the conference is provided on the FMLP Interim 1 course site in the corresponding assignment box.

Attend one of the following conferences: • June 11, 2007-4pm EST (1 hour) • June 14, 2007-10am EST (1 hour)

Independent Study Assignment #2 due to your mentor for review Refer to your Interim #1 Independent Study sheet for the list of possible activities.

June 22, 2007

PEPC and Fundamentals E-courses July 1, 2007 Independent Study Assignment #2 due Post this assignment on the FMLP Interim 1 course site in the corresponding assignment box.

July 6, 2007

I N T E R I

M

O N E


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Assignment Title Due Date FMLP Web Conference #3 Your attendance is required at one of the two web conferences. Topics to be discussed include: -Your Developmental Activity -E-course progress -Independent study activities The link to the conference is provided on the Interim 1 course site

Attend one of the following conferences: • July 9, 2007-4pm EST (1 hour) • July 12, 2007-10am EST (1 hour)

Facility Management Program E-courses due Refer to your Required E-course sheet for list of courses and the DOI Learn course numbers.

August 1, 2007

FMLP Web Conference #4 Your attendance is required at one of the two web conferences. The link to the conference is provided on the Interim 1 course site.

Attend one of the following conferences: • August 13, 2007-4pm EST (1 hour) • August 16, 2007-10am EST (1

hour) Independent Study Assignment #3 due to your mentor for review

August 17, 2007

Independent Study Assignment #3 due Post your document on the FMLP Interim 1 course site in the corresponding assignment box.

August 31, 2007

Park Asset Management Plan (PAMP) E-courses due Refer to your Required E-course sheet for list of courses and the DOI Learn course numbers.

September 1, 2007

FMLP Web Conference #5 Your attendance is required at one of the two web conferences. Topics to be discussed include: -Preparing your final Developmental Activity Submission -Revising your self-assessment -Advanced Facility Management Practices course logistics The link to the conference is provided on the Interim 1 course site.

Attend one of the following conferences: • September 3, 2007-4pm EST (1

hour) • September 6, 2007-10am EST (1

hour) Developmental Activity report(s) due to your mentor for review

September 14, 2007

Developmental Activity project report(s) due Post your documents on the FMLP Interim 1 course site in the corresponding assignment box.

September 28, 2007

FMLP Web Conference #6 Your attendance is required at one of the two web conferences. Topics to be discussed include: -Last preparations before the Advanced Facility Management Practices (AFMP) course The link to the conference is provided on your calendar.

Attend one of the following conferences: • October 1, 2007-4pm EST (1 hour) • October 4, 2007-10am EST (1 hour)

I N T E R I

M

O N E


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

No Skill


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

No Skill


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

No Skill


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

No Skill


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

No Skill


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

No Skill


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


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Required Forms: Individual Development Plan (IDP)

EMPLOYEE NAME:

PRESENT TITLE, SERIES, GRADE:


TARGET COMPLETION

DATE

NUMBER OF HOURS OF


DATE COST

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


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Sample Individual Development Plan (IDP)

EMPLOYEE NAME: SAMPLE IDP

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


TARGET COMPLETION

DATE

NUMBER OF HOURS OF


DATE COST

Asset Management: Life Cycle Management

Estimate full life cycle costs in project planning and management

9/30/07

8 9/30/06 $0

Asset Management: Inventory and Condition Assessment

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

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

Operations and Maintenance: Service Scheduling, Performance, and Tracking

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

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

Operations and Maintenance: Facility Management Software

Conduct, document, and record condition assessments on constructed assets

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

Project Management: Programming and Design

Complete Project Management Fundamentals e-course

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

Project Management: Construction and Relocations

Complete COR online training

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


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TARGET COMPLETION

DATE

NUMBER OF HOURS OF


DATE COST

Resource Stewardship: Natural Resources

Find and read the park’s resource stewardship plan

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

Business Management: Plan and Organize the Facility Function

Attend Park Strategic Planning Meeting

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

Business Management: Budget and Finance

Complete Fundamentals of Financial Management e-course through MLM

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

Business Management: Human Resource Management

Plan and review for filling the Buildings and Utilities Foreman Position

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

Supervision and Leadership: Leading People

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

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

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


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

• Individualize a developmental activity to meet your particular learning needs • Individualize an activity to meet the needs of your park or unit • Focus on an applied project related to your workplace or your learning needs, and • Discuss your individual development goals with your mentor

The Request for Developmental Activity was adapted from a Learning Contract developed for the M. S. degree in Adult and Continuing Education, Indiana University.

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

• The objective(s) you want to address • How you will structure your learning • How you will show your accomplishment of your identified learning objectives

Define as many Learning Outcomes as you need to make this an effective, valuable, and successful learning tool. Learning Outcomes may include references to facility manager competencies or they may address specific tasks and conditions within those competencies. The complete list of facility manager competencies may be found at the following website: http://classicinside.nps.gov/documents/FM%5FComps%5FCOMPLETE%5F060130%2Epdf Complete this form and submit it to your mentor. Your mentor will review it and send it back to you with his or her comments and approval. You should also submit it to your direct supervisor for approval. Once approved, this document will be uploaded into your electronic student workbook. This document and your final product will be evaluated by a group of instructors and an evaluation team for a grade.


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NPS FMLP Request for Developmental Activity EMPLOYEE INFORMATION

Name: Name of Mentor: Date Submitted: Proposed Completion Date**: PART ONE What are the competencies you need or want to develop during this learning activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit?

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

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

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

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


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Learning Outcome # 2: I would like to learn or achieve competence in the following area or topic:

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

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

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

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





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Mentor’s Comments:

I have reviewed this document and have the following suggestions: After the appropriate changes have been made, I approve this developmental activity. Supervisor Name: ____________________________________ I approve this developmental activity


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PART TWO: To be completed after the learning activity A brief description of the results of my developmental activities and how it supports my Learning Outcomes:

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

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

Medium = Learned some new things or synthesized prior knowledge together

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

1. Overall, I participated effectively and appropriately in initiating and completing this learning project. Yes_____ No_____

My learning level: High_____ Medium_____ Low_____

Reflect and comment.

2. My learning level in working on the specified outcome-based learning objectives was:

High_____ Medium_____ Low_____

Reflect and comment.

Student Signature: ____________________________________________


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PART FOUR: EVALUATION OF LEARNING EXPERIENCE To be completed by the instructor team or evaluator team. Student Name Did the Developmental Activity address the student’s competency needs (as identified in the self-assessment and IDP)?

1 2 3 4 5 6 7 8 9 10

Comments: 1. Was there rigor in the student’s approach to the activity? (i.e. what was accomplished, how involved was the task, etc.)?

1 2 3 4 5 6 7 8 9 10

Comments: 1. Was the student able to apply their learning (to their job, to day-to-day tasks, etc.)?

1 2 3 4 5 6 7 8 9 10

Comments: 1. Creativity / Approach

1 2 3 4 5 6 7 8 9 10

Comments: 1.

Signature of Course Manager: ___________________________________

Date: ____________________

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


Written Submissions Scoring Rubric Name: Christie Wahlert Evaluator: Instructor Smith Date: September 28, 2006 Title/Type of Work: Facility Mnger

Objective Criteria 1 3 5 Points Comments

Clear Idea/ Specific Point

The paper has no clear sense of purpose or central theme.

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

A strong, precise thesis is maintained throughout the piece. The paper is clear, focused, and holds the reader’s attention.

5 You did an excellent job at identifying your main points from the very start and using the rest of the paper to build from there.

Organization

The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion.

The structure is strong enough to move the reader through the text without too much confusion.

Organization enhances central idea. Information presentation is clear; headers, labels, bullets, or paragraphs are used.

5 Your thoughts were clearly and logically presented.

Evidence/Details

The paper makes claims for which no evidence is provided, or it lists evidence without connecting these details to specific claims. There is little to no support for ideas.

Some support for ideas is offered, but it is unclear how evidence and details are specifically linked to claims/ideas—i.e. there are examples, but it is not always clear what purpose they serve.

Evidence and details are offered in support of all claims and ideas, and the connections between the two are clearly drawn out and easy to follow. Relevant anecdotes and details enrich the theme.

4

Good job! Continue to improve this area of your writing by providing more examples/details when you think the reader may be confused about information.

Written Voice/Tone

The writer seems indifferent to the topic and content. The writing lacks purpose and audience engagement. Writer does not have any balance between positive and negative of both the self and other—as a result, work appears either too self-deprecating or too aggrandizing.

The writer seems sincere, but is not fully engaged or involved. The writing has discernable purpose, but is not compelling. The writer begins to balance the positive and negative aspects of themselves and others, but writing is still lopsided and doesn’t maintain a consistent voice.

The writer speaks directly to the reader in an individual, compelling, and engaging way. The writer has considered the audience and the purpose for writing. Writing strikes a good balance between positive and negative, and is both self-assertive and generous to others.

5 Fantastic!

Mechanics/ Writing Conventions

Errors in spelling, punctuation, capitalization, word usage, and grammar distract the reader and make the text difficult to read. Choppy, incomplete, or strung together sentences often occur. Meaning (due to word choice) is not specific.

The writer shows control over a limited range of writing conventions, sentence structures, and vocabulary. These sometimes enhance readability; at other times, errors are distracting and impair readability.

The writer demonstrates a good grasp of standard writing conventions, uses precise language, and has an easy flow, rhythm, and cadence to the writing. The writer uses conventions effectively to enhance readability.

4

Really great job here. Your sentences are strong and fluid, moving cohesively from one idea to another. However, you began a lot of your sentences with “we.” Work on improving the variety of word choice used to start sentences. Doing so will improve the flow of your paper.

Brevity Long, contains run-on ideas and thoughts. Redundancies are prevalent.

The written piece contains some run-on ideas and thoughts, but is organized clearly and concisely.

Short, concise, and contains brief writing that explains important concepts but leaves few questions unanswered.

5 You did an excellent job of discussing your activity in a very concise manner. Continue to convey your ideas in this way.

References (if appropriate)

Work displays no references or does not have appropriate number of required references.

The reference section was completed incorrectly.

Work displays the required number of references in the correct format.

Not applicable.

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


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Chapter 4

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

• a brief narrative summarizing your educational activity, • a description of how your actions supported your expected learning outcomes, • an explanation of any differences between the planned and actual educational event

and the anticipated and met learning outcomes, and • supporting documentation of your educational event.

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


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How long does my write-up need to be? It depends on how much you’ve accomplished in your learning outcomes. The sample RDA is just under 1,000 words. A longer write-up isn’t necessarily better than a short one. Be thorough and detailed enough to provide readers with a good sense of your activity, your goals, the process, and the outcomes. Your write-up may also discuss challenges you faced and how they were overcome, unexpected results, or outcomes of which you are particularly proud.


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

• Individualize a developmental activity to meet your particular learning needs • Individualize an activity to meet the needs of your park or unit • Focus on an applied project related to your workplace or your learning needs, and • Discuss your individual development goals with your mentor

The Request for Developmental Activity was adapted from a Learning Contract developed for the M. S. degree in Adult and Continuing Education, Indiana University.

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

• The objective(s) you want to address • How you will structure your learning • How you will show your accomplishment of your identified learning objectives

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


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NPS FMLP Request for Developmental Activity EMPLOYEE INFORMATION Name: Christie Wahlert Name of Mentor: Steve Wolter Date Submitted: August 10, 2006 Proposed Completion Date**: September 10, 2006 PART ONE What are the competencies you need or want to develop during this developmental activity in order to become more knowledgeable about the field of facility management or more successful in your position? How will this activity benefit your park or unit? (Expand the space in this document as needed.) In my Individual Development Plan, I identified that I have little experience with Emergency Preparedness and the development of emergency plans. Recent experiences with natural disasters, such as Hurricane Katrina, and terrorist threats, such as 9/11, should remind us that current and thorough emergency plans need to be in place to protect our employees and the visitors to the park. Emergency Preparedness falls under the Operations and Maintenance Parent Competency. Our emergency plans were drafted in 1998 and need to be updated to include such things as communication with emergency response agencies outside the NPS, anti-terrorism plans, and evaluating whether the correct back-up systems are in place. Park Management has determined that this initiative should be completed by the end of FY2006. By taking responsibility for this project, I will help achieve this goal.


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

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

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

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

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

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

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

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


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Ensure that park staff is trained in emergency procedures.


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


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


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


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


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


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


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


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Mentor’s Comments: I have reviewed this document and have the following suggestions: Christie— Looks great! I think you will get quite a bit out of this developmental activity. One suggestion though: add an anti-terrorism section to your emergency plan…this is something all parks should go back and include in their plans. Please let me know what assistance I can be to you during the process. I look forward to reading your write up. Good Luck, Steve Wolter Aug. 11, 2006 After the appropriate changes have been made, I approve this developmental activity. Approved! --Steve, Aug. 11, 2006 Supervisor Name: _Emily Seymour X I approve this developmental activity Aug. 12, 2006

X

X

X


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

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

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

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

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


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

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

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

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

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


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

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

Medium = Learned some new things or synthesized prior knowledge together

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

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

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

Student Signature: Christie Wahlert


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

Item Points Did the Developmental Activity address the student’s competency needs (as identified in the self-assessment and IDP)?

100

Was there rigor in the student’s approach to the activity? (i.e. what was accomplished, how involved was the task, etc.)?

100

Was the student able to apply their learning (to their job, to day-to-day tasks, etc.)?

75

Writing quality 25 Creativity / Approach 25 Total 325


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Student Name Did the Developmental Activity address the student’s competency needs (as identified in the self-assessment and IDP)?

1 2 3 4 5 6 7 8 9 10 X

Comments: 1. You found an excellent activity to fit your needs. Was there rigor in the student’s approach to the activity? (i.e. what was accomplished, how involved was the task, etc.)?

1 2 3 4 5 6 7 8 9 10 X

Comments: 1. This task was very involved and well thought out. Was the student able to apply their learning (to their job, to day-to-day tasks, etc.)?

1 2 3 4 5 6 7 8 9 10 X

Comments: 1. Definitely! Creativity / Approach

1 2 3 4 5 6 7 8 9 10 X

Comments: 1. Great work!

Signature of Course Manager: __Instructor Smith_____________________

Date: __September 28, 2006 __________________

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

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


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Written Submissions Scoring Rubric Name: Christie Wahlert Evaluator: Instructor Smith Date: September 28, 2006 Title/Type of Work: Facility Mnger

Objective Criteria 1 3 5 Points Comments





5 You did an excellent job at identifying your main points from the very start and using the rest of the paper to build from there.

Organization




5 Your thoughts were clearly and logically presented.

Evidence/Details




4

Good job! Continue to improve this area of your writing by providing more examples/details when you think the reader may be confused about information.

Written Voice/Tone




5 Fantastic!





4

Really great job here. Your sentences are strong and fluid, moving cohesively from one idea to another. However, you began a lot of your sentences with “we.” Work on improving the variety of word choice used to start sentences. Doing so will improve the flow of your paper.




5 You did an excellent job of discussing your activity in a very concise manner. Continue to convey your ideas in this way.





Not applicable.

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

160



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

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

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

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

•


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Sample FMLP Monthly Report Please upload by the 1st of each month in your e-portfolio and email a copy to your mentor and your supervisor. Name: Jane F. Manager Month: May 2007 Goals for Month: Include any independent study, e-course, developmental or other professional growth opportunities that you plan to undertake

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

• Complete my profile page on the e-portfolio site. • Submit a draft of my leadership philosophy to my mentor for review; upload final version. • Develop a Request for Developmental Activity (RDA) based on my self-assessment. • Attend the monthly FMLP web conference. • Submit my revised RDA. • Complete the PMIS e-courses before due date of June 1.

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

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

due date. • Developed and submitted an RDA based on my competency needs identified in my self-

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

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

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

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

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


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Required E-Courses Project Management Information System (PMIS) (Due date June 1, 2007)

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

Planning, Environment, and Public Comment (PEPC) (Due date July 1, 2007) Introduction to PEPC (NRS1167) Managing Projects with PEPC (NRS1165) Performing Compliance with PEPC (NRS1166) Public Comment and PEPC (NRS1171) Fundamentals (Due date July 1, 2007) Fundamentals I (UNC4011) Fundamentals III (UNC4031) Fundamentals IV (UNC4041) Facility Management Program (FMP) (Due date August 1, 2007) Asset Management: Foundations of Asset Management (MNT1007) Operations and Maintenance: Overview and Introduction to the FMSS (MNT1008) Asset Management: Asset Inventory (MNT1009) Operations and Maintenance: Item Inventory and Resources (MNT1010) Operations and Maintenance: Plans and Preventive Maintenance (MNT1011) Operations and Maintenance: Work Orders (MNT1012) Operations and Maintenance: Labor Records (MNT1013) Operations and Maintenance: Purchasing (MNT1014) Operations and Maintenance: Establishing a Preventive Maintenance Program

(MNT2004) Park Asset Management Plan (PAMP) (Due date September 1, 2007) Course 1 – Introduction to the Park Asset Management Plan

Course 2 – Park Asset Management Plan (PAMP): Quality Assurance/Quality Control Course 3 – Park Asset Management Plan (PAMP): Bundling your Work Orders Course 4 – Park Asset Management Plan (PAMP): Operations and Maintenance

Requirements and Disposition of Assets When you have successfully completed your e-courses, please print out your certificates and bring them to the AFMP class.


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Developmental Activities:

Schedule Developmental Activity You are required to do at least one Developmental Activity during Interim #1. Depending on the breadth of the activity you choose and conversations with your mentor, you may wish to do more than one. Step 1: Complete your Request for Developmental Activity (or activities) and send it to your mentor for review by May 11, 2007. Step 2: After reviewing comments given by your mentor, upload your Request for Developmental Activity in the FMLP student website. Due date: May 21, 2007. NOTE: Wait for approval from the course coordinators before beginning your activity. Step 3: Conduct your Developmental Activity. Step 4: Submit your Developmental Activity project report to your mentor for review on September 14, 2007. Make necessary adjustments based on your mentor’s feedback. Step 5: After reviewing comments given by your mentor, upload your Developmental Activity project report in the FMLP student website. Due date: September 28, 2007. Note: If you are conducting more than one developmental activity, you must adhere to the final due date of September 28, 2007, for all activity submissions.


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List of Activities Sample Developmental Activities

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

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

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

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

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

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

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

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

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

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

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

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

Backlog


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Independent Study Activities

List of Activities Independent Study #1 My Leadership Philosophy

This 2-3 page, single-spaced paper should include your philosophy of leadership; how you developed that philosophy, including reference to any leadership ideas or philosophies that shaped your thinking; and how you apply (or plan to apply) that leadership philosophy in your work.

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

1. Movie Review Review a movie about a leader or a film in which leadership is the primary focus. The movie must address the personal qualities/characteristics/behaviors of the leader as well as how the leader interacts with others. After viewing the film, you will write a 2-3 page, single-spaced review in which you address the following points: • Brief synopsis of the plot of the movie. • The fundamental and powerful leadership concepts you identified from the leader

portrayed in the movie. • The relationship of these concepts to course material taught in Principles of Asset

Management • How you plan to incorporate what you learned from the movie in your future. 2. My General Management Plan Read your park’s General Management Plan and write a 2-3 page, single-spaced paper on how the GMP should affect your asset management decisions. Reflect on your park’s purpose and significance, built resources, natural and cultural resources, concessions, and management goals and objectives outlined in the document, 3. Webquest Search for and select at least four websites pertaining to facility management. Write a 2-3 page, single-spaced review of two of the sites. Include all four URL addresses at the end of the paper. You will likely find many dotcom sites marketing facility management consulting or actual service providers. It is okay to use these sites if they provide a comprehensive description of their theoretical approach and implementation of facility management practices in sufficient detail so that you are learning something. 4. Book Summary and Critique


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Read a Facility Management textbook or a book whose main focus is facility management and write a 2-3 page, single-spaced critique of the text. Please review the list of approved textbooks which include brief bibliographies. You may access these books through the Eppley Institute’s lending library by emailing a request to Christy McCormick at [email protected], or you may purchase your own copy. 5. E-course Completion and Review Take two different competency related e-courses. You can access e-courses through DOI Learn, IFMA, or other organizations. Upon completion, write a one-page, single-spaced paper outlining the following:

• Name of Course • Brief overview of the course • What you learned from the course that could apply to your job as a facility

manager

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


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Movie Review Choices List of Approved Movies A Few Good Men Legally Blonde A League of Their Own Mr. Holland’s Opus The American President Norma Rae An Officer and a Gentleman Ocean’s 11 Apollo 13 Patton Armageddon Pearl Harbor Ben-Hur Raiders of the Lost Ark Braveheart Remember the Titans Cool Hand Luke The Right Stuff Courage Under Fire Rudy Dangerous Minds Saving Private Ryan Dead Poets Society Seabiscuit The Dirty Dozen The Secret of My Success Empire Records The Shawshank Redemption Erin Brockovich Shrek Field of Dreams Sister Act The Firm Stand and Deliver G.I. Jane Step Mom Good Morning Viet Nam Summer School Hoosiers Top Gun The Horse Whisperer Wild Hearts Can’t Be Broken The Hunt for Red October With Honors Iron Will 12 Angry Men Jerry MacGuire 12 O’Clock High


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

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


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


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


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


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


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How to write a Book Critique

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

• What is the specific topic of the book? • Who is the audience? • Does the author state a specific premise? For example, “Preventive Maintenance

should account for at least 40% of your Operations and Maintenance costs.” • How does this book contribute to your overall thoughts about facility management? • How does the author demonstrate or argue for his or her specific premise? • What theoretical issues or topics does the author raise that would make you want to

learn more about the subject? • What are your own reactions and opinions regarding the book? • How does this book compare to other facility management books you have read?

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

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

It is important to use labels to carefully distinguish your views from the author’s so that you don’t confuse your reader. Then, like other essays, you can end with a direct comment on the


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


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Sample Book Critique Please note that this is a sample provided for you to review only. It does provide a good example of what an introduction and conclusion looks like. Your actual book critique will be 2-3 pages, single-spaced and should outline the book more comprehensively. Waier, P., Plotner, S., & Keenan, A. (Eds.). (2002). Preventive Maintenance for Higher Education Facilities. Kingston, MA: R.S. Means Company, Inc. 150 pages

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

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


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Oral Presentation Scoring Rubric

Name: ____________________________ Evaluator: ___________________________

Date : _______________ Title/Type of Work: ____________________

Objective Criteria

1 3 5 Points


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

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

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

Organization

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

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

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

Subject Knowledge / Evidence

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

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

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

Graphics and Audio-Visual Use

Student uses superfluous graphics or no graphics.

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

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

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

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

Delivery is well patterned and student meets apportioned time interval.

Body Language

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

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

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

Delivery

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

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

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

Total

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


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Evaluator Comments:


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Written Presentation Scoring Rubric Objective Criteria

1 3 5 Points Comments





Organization




Evidence/Details




Written Voice/Tone















Total

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


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Web Conference User Guide

Logging In For each FMLP web conference, you will be given a web address to access the meeting room. You must attend a web conference on one of the two dates offered each month.

Dates Web Address • 5/14/2007-4pm EST • 5/17/2007-10am EST

http://breeze.iu.edu/fmlpmeeting1/

• 6/11/2007-4pm EST • 6/14/2007-10am EST


• 7/9/2007-4pm EST • 7/12/2007-10am EST


• 8/13/2007-4pm EST • 8/16/2007-10am EST


• 9/3/2007-4pm EST • 9/6/2007-10am EST


• 10/1/2007-4pm EST • 10/4/2007-10am EST


These web addresses will take you to the login screen. You will see two boxes, one for registered users and one for guests. Since you will not be registered to use Macromedia Breeze, you will enter the system as a guest. To enter the Breeze system:

1 Select Click to Enter in the “Enter as a Guest” box. 2 From this screen, type your name into the field and select Enter Room.

Navigating through the Web Conference Software Once you’ve logged into the web conference, you will see a screen with several pods: The Presentation Pod, the Attendee List, the Chat Pod, and the Note Pod. Below, you will find some basic information about these pods. The Presentation Pod Through this pod, your instructor(s) will present you with essential course information—PowerPoint presentation slides, PowerPoint notes, course outline, and supplementary notes on the whiteboard. You will not be able to affect the presentation yourself; rather, you will watch and learn from the presentation pod as it is used by your instructor. The Attendee List This pod displays the names of those individuals who are logged into the course. Also in this pod, you will see a drop-down menu named “My Status.” In order to communicate with your


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instructor(s) without disrupting the session, as well as to respond to your instructor when prompted, you are able to select from eight status options. Your options are as follows:

• I have a question • Go faster • Go slower • Speak louder • Speak softer • Thumbs up • Thumbs down • Stepped away

Once you select a status option, an icon indicating this selection will appear next to your name in the Attendee List. If you would like to change or erase your status option, you can select another one or select Clear My Status from the “My Status” menu. The Chat Pod This pod allows you to communicate with both your instructor(s) and other attendees. You can broadcast a message to all students or restrict your message to certain individuals. To send a message:

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

2 Click in the text entry field in the Chat Pod. A cursor will appear in this field. 3 Type your message. 4 To send this message, either hit Enter on your keyboard or click the Send Message

button next to the text entry field. If a message is sent to everyone, the sender’s name is followed only by the message. If it was sent only to you, the sender’s name is followed by (privately) and then the message. If it was sent only to the session’s instructor(s), the sender’s name is followed by (presenters). The Note Pod This pod displays messages sent from the session instructor(s) to participants. You will not be able to send messages in the note pod; use the chat pod to facilitate your own communication. But be sure to check the note pod occasionally to be aware of your instructors’ communications with you.

Ending your Session Once the web conference is finished, your instructor will let you know that you are free to go. At this point, you may close your browser window to exit the web conference.


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CHAPTER FIVE Friday, April 20th, 2007


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Objective #5: Identify personal development goals and training and education opportunities to meet those goals.

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

- Mahatma Gandhi

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

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

-John C. Maxwell


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

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

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

experience.

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

4. Adhere to the agreed upon communication plan.

5.

6.

7.

As a Protégé, I will…

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

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

my work by the agreed timelines.

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

4. Adhere to the agreed upon communication plan.

5.

6.

7.


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


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Mentor/Student Task List

• Plan your first visit to your mentor’s park. • Review your self-assessment. Begin working on your Individual Development Plan (IDP)

with the self-assessment as reference. • Begin developing possible developmental activity ideas that would support your

competency gaps in the self-assessment. • Additional Tasks:

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• _______________________________________________________________________

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• _______________________________________________________________________

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• _______________________________________________________________________

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Student Exercise: Getting to Know Your Mentor

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

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

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

were in the student’s position

– Other mentors you have had


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

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


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Tips for Meeting with your Mentor

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

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

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

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

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

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

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

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

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

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