Instructor Manual Regional PAMP final...

Regional PAMP Training Workshop

Instructor Manual

February 2008

Completed in accordance with Task Agreement J8R07020001 of the National Park Service-Indiana University Cooperative Agreement CA H8R07010001

Timothy Harvey Elizabeth A. Dodson Chief Training Manager WASO-PFMD WASO-PFMD National Park Service National Park Service

Stephen A. Wolter Executive Director

Christy McCormick Program Manager

Eppley Institute for Parks & Public Lands

Indiana University Research Park 501 N. Morton Street, Suite 101

Bloomington, IN 47404 812.855.3095

Acknowledgements The following individuals contributed to this document’s development: Conover Black National Park Service Jenny Dems National Park Service Betsy Dodson National Park Service Karen Gordon National Park Service Tim Harvey National Park Service Steve Hastings National Park Service Don Mannel National Park Service Christy McCormick Eppley Institute Jeri Mihalic National Park Service Polly Nuest Eppley Institute Zachary Carnagey Eppley Institute Allene Lowrey Eppley Institute Portions of this document were created in their entirety by Booz Allen Hamilton Inc. working in collaboration with the Life Cycle Work Group, while under contract to the National Park Service.

This document may not be duplicated without the permission of the Eppley Institute for Parks and Public Lands, acting on behalf of Indiana University. The National Park Service and federal agencies may

duplicate it for 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 2008, the Trustees of Indiana University on behalf of the Eppley Institute for Parks and Public Lands

Regional PAMP Workshop – Instructor Manual

February 2008 1

Course Agenda Monday, Feb 25th, 2008 Time Session Guest Speaker(s) Travel Day Tuesday, Feb 26th, 2008 Time Session Guest Speaker(s) 8:00-8:30 am Welcome Whitesell, Harvey, Dodson 8:30-9:30 am Feedback Panel Harvey, Gordon, Black 9:45-12:00 pm Work Types Mihalic,Gordon 12:00- 1:00 pm Lunch 1:00-1:30 pm Mission vs. Maintenance Metric Johnston 1:30-2:45 pm Work Order Management Dodson, Daffin 3:00-4:00 pm Life Cycle Data Elements Mannel, Prestridge 4:00-4:45 pm Models Coccia 4:45-5:00 pm Closeout of the Day Dodson Wednesday, Feb 27th, 2008 Time Session Guest Speaker(s) 8:00-8:30 am Good of the Day Black 8:30-11:30 am Turning the PAMP Upside Down Mihalic-Faciliating Panel Members:

Black, Coccia, Prestridge, Dodson

11:30-12:30 pm Lunch 12:30-1:30 pm The PAMP Continuum-Execution Gordon 1:30-2:30 pm Making the PAMP Connection Harvey, Mannel 2:45-4:45 pm Project Management Wolter, Gordon 4:45-5:00 pm Close-Out of the Day Mihalic Thursday, Feb 28th, 2008 Time Session Guest Speaker(s) 8:30-8:30 am Good of the Day Gordon 8:30-9:30 am Bundler and Optimizer: Improved Prestridge 9:45-11:30 am The Working PAMP Document/Success Stories McCormick, Dodson


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11:30-12:30 pm Lunch 12:30-2:30 pm Approach and Roles of the Teams Wolter 2:30-4:00 pm Regional Team Meetings

Friday Feb 29th, 2008

Time Session Guest Speaker(s) Travel Day


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Chapter One

Regional PAMP Training

Introduction to the Course Course Objectives Instructor Resources Instructional Methods


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Welcome! Introduction to the Course The Regional Park Asset Management Plan training is designed to review the Phase I PAMP Implementation process and based on those findings, revise information given to the teams. Information will include technical tools and elements, as well as Project Management and Advanced Facilitation skills. Goals for the Course: The goals for the course are as follows:

1. Regional Teams should have an understanding of Asset Management Principles. 2. Regional Teams should demonstrate leadership through facilitation of

understanding to the parks— “Bringing the parks along”. 3. Help the region to “teach” the PAMP not “do” the PAMP. 4. Provide the “Big Picture” of the PAMPs. 5. Facilitate the understanding that the parks should already be performing the tasks

outlined in the PAMP. The PAMP simply documents and provides a formal framework.

6. Provide Project Management expertise. 7. Address Communication issues between the teams and the parks and the teams

and WASO. Course Objectives Upon completion of this workshop, participants will be able to:

• Understand the importance of proper identification of work types • Recognize the Importance and potential impacts of work type choices • Understand the role of the API/FCI relationship to the Optimizer • Understand when a park’s API should be reviewed and examined • List the steps in the work order/workflow management process • Practice facilitation skills • Explain models used in the PAMP • Apply to PAMP to other Initiatives • Explain basic principles of Project Management • Identify Regional and Park Roles and Responsibilities

Instructor Resources Outlines and Lesson Plans This instructor manual provides you with an outline and lesson plans for each course session. The outline provides an overview of the different elements you will need to cover during the module. It also provides you with objectives, training aids and handouts, facilitator notes, and other points to remember. The lesson plans are designed to guide you through the main elements and learning objectives introduced in each module. Here you will find much greater informational depth about specific


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activities and learning objectives, as well as instructional techniques and tips for leading the learners. Session Length Each lesson plan lists an approximate session length for instructor or guest speaker consideration. Session length can be adjusted to a small degree to fit instructor style, learner personalities and needs, and other factors. Handouts and Instructor Materials Also included in this course are various training aids, including hardcopies of handouts and other materials. The Student Workbook contains most of the handouts, documents, and worksheets needed for the course. Each course unit and session lists the handouts and other training materials you will need for it. Please make yourself familiar with these resources and their content.


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Instructional Methods This course incorporates a number of instructional methods that have been designed to:

• stimulate learner interest; • facilitate the transfer of learning; and • appeal to various learning styles.

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


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reasoning, which is concerned with testing an hypothesis, those practicing inductive reasoning develop a tentative theory based on observation. ___________________________________________________________________________ Job-aids - Items given to a student to assist them in doing their jobs. They might include: worksheets, checklists, samples, flow-charts, procedural guides, glossaries, diagrams, decision tables, manuals, etc. Lecture - A prepared oral presentation by a qualified speaker. Nominal Group Technique - A method in which the class is divided into groups and each group follows the same process: generate ideas, record ideas, discuss ideas, and vote on ideas. One-on-One discussion - A method in which the students are asked to speak to the person beside them for a few minutes to discuss an issue, answer a question, or generate questions to ask. Panel - A discussion among a group of experts that takes place while students observe. Reflection - Students are given time for singular thought to consider what has been learned and its applicability to work settings. Works well in e-course development.

Deductive Reasoning Deductive Reasoning

Inductive Reasoning


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Small Group Work – In a cooperative learning environment, students work together to exchange ideas, make plans, and propose solutions. Video Clips - Segments of moving video images that are isolated and usually inserted in a presentation or multimedia document. Each session should be completed with a debrief of the activities and information provided. This will help reiterate the key points of each session and serve as a transition between the different course sessions.


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

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

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

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

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

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

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

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

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

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

The goal of group discussion is to analyze the problem and describe methods of solving the case study problem or issue. Learners should also focus on making plans for the future; in other words, they should respond not only with an analysis of the problem but with precise methods of solving that problem.


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Why use Case Studies? Individuals have many different learning styles which affect how well they understand and retain information. While some individuals can listen to a lecture and learn the concepts described, other individuals need to apply concepts before they can use the information. Case studies provide a way for learners to apply concepts through the use of relevant settings and stories. Case studies also require active participation; learners must analyze different aspects of the case study and verbalize their conclusions to the rest of the group. There are many benefits to using case studies as an instructional technique. Case studies:

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

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

specific needs and experiences of the individual learners in the course. How you can teach Successfully using Case Studies Most instructors will find themselves most successful when they use the following techniques:

• Use a proper introduction to the case studies • Fully explain what is expected of the learners; have a clear picture of the case study

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

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

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

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

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

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


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Chapter Two Course Lesson Plans

Tuesday, February 26, 2008

Course Introduction Feedback Panel Work Types Mission vs. Maintenance Work Order Management Life Cycle Data Elements Models


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SESSION TITLE: Course Introduction INSTRUCTORS/SPEAKERS: Tim Harvey/Betsy Dodson SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to:

• describe the overall goals and objectives of the course; • be familiar with the agenda and schedule for the week; and • articulate the goals of the Instructor and Session Evaluations.

TRAINING AIDS:

• PowerPoint Presentation HANDOUTS:

• Student Notebook • Instructor and Course Evaluations

FACILITATOR NOTES: This session will serve to familiarize students to the agenda, goals and objectives for the course. They should also receive the Instructor and Session Evaluations at this time. This session serves to:

• Review regional PAMP training course objectives • Introduce main instructors and all class members • Introduce the concept of Project Management and “teaching the parks” the PAMP

process • Introduce the concept of the parking lot

POINTS TO REMEMBER: During this session, emphasize that:

• This is not a formal training event, but rather a workshop that will be highly participatory. • The PAMP Execution will be introduced at a high level only, but pertinent items

regarding execution will be captured on the parking lot chart. CONTENT:

CONTENT METHOD TIME Superintendent Welcome

• Steve Whitesell Introduce Instructor Team and Students

• Introduce all members of the Instructor Team • Student Introduction-Short!

Example: Each participant is asked to choose a letter of the alphabet and write it on an index card. Then, they say their name, and describe themselves using only words that begin with their chosen letter.

Activity 15 min


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CONTENT METHOD TIME Review Objectives, Agenda, Logistics

• Review the Course Objectives • Review agenda for the week. Discuss facilities,

lunch plans, evening plans • Introduce concept of evaluation for course • Hand out instructor and course evaluations

Presentation 15 min.


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SESSION TITLE: Feedback Panel INSTRUCTORS/SPEAKERS: Tim Harvey/Kenny Black/Karen Gordon SESSION LENGTH: 60 minutes OBJECTIVES: At the end of this session, students should be able to:

• exchange information and feedback with a WASO Panel. TRAINING AIDS:

• None

HANDOUTS: • Index Cards • Pens • Comment Box

FACILITATOR NOTES: The goal of this session is to:

• allow the regional teams to pose questions to the WASO team. As you present the information in this session, remember the following points:

• If the regional teams are accusatory, try not to be defensive, but rather factual. • Anticipate questions that might be asked and brainstorm possible answers to those

questions. • Dodson will post non pertinent queries to the Parking Lot.

POINTS TO REMEMBER:

• Be open to changing the process • Do not allow the group to take control, but reinforce that each person needs to raise his

or her hand to be heard


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CONTENT: CONTENT METHOD TIME

Introducing the Session The purpose of this session is to provide:

• specific answers to issues/questions that came up during Phase I Development; • ground rules for the “mutual respect” element,

including accepted behaviors, such as, individuals will raise their hands;

• they may only speak when called on; and • individuals may address a question to one

member. Question and Answer Dodson should act as facilitator, and point to those who raise their hands.

Summary Team summarizes information and make a plan to:Devise a method for follow up during the week if any clarification is needed as a result of this session.

Lecture Q & A Lecture

5 min 50 min 5 min


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SESSION TITLE: Understanding Work Types INSTRUCTORS/SPEAKERS: Jeri Mihalic, Karen Gordon SESSION LENGTH: 2 hours, 15 minutes OBJECTIVES: At the end of this session, students should be able to:

• define work types and sub-work types , including the new FO sub-types; • understand how work types change (e.g., RM to RMDM); • be able to place work in the proper work type; • recognize the importance and potential impacts of work type choices; and • teach the parks about work types.

TRAINING AIDS:

• County Fair Answer sheet • Flipcharts

HANDOUTS:

• Answer Guides in Student Workbook • Training Aid for parks (i.e., “Flash Cards” that are two-sided cards that include an

example and an explanation. Example on one side-explanation on the other. • PPT for Parks

FACILITATOR NOTES: The work types and sub-work types should be the main focus of the session, but the session should be introduced by talking about data accuracy in general and the importance and potential impacts of work type choices. POINTS TO REMEMBER:

• Sufficient time should be given to explaining the reasoning behind selecting specific work types acknowledging that there may be “grey” areas.


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Instructor Work Types and Sub-Work Types

• Explain work and sub-work type definitions (in student notebook)

• Describe how to determine the correct work-type by using a decision tree (on PPT slide)

Lecture Flipchart

20 min.

Student Exercise: Work Type County Fair

• Reiterate importance of correct classification of work types and implications of incorrect classifications

• Ask probing Questions, such as: o Why are work types important? o Why do we have problems classifying work

types in the field? o How does this play into Asset Management?

• Describe what they will be doing. Use flip chart sheets with different work types and sub-work types. Each student will receive two sticky notes with different work activities on them. The students will travel from sheet to sheet and decide which work type and sub-work type their activities fall under. Have them stick their notes to the flipchart sheet of their choice. Once they are done, have them regroup.

Activity

45 min.


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CONTENT METHOD TIME DEBRIEF AND PRACTICE ACTIVITY:

• Reiterate that this is why the QA/QC process is so important in the PAMP Development and crucial in the execution piece

• Ask them about their experiences with work type classification, any confusing areas, etc.

• Brainstorm methods to teach this to the park • Complete the session by giving the teams a copy of

the training aid, and show them how they could be used in-person and as a virtual exercise.

Class Discussion and Brainstorming Session

60 min.

Student Exercise – Work Type County Fair Flow of Activity

1. Flipcharts will be placed around the room. On each flipchart there will be four work/sub-work types, one in each quadrant.

FM-DM FO-CU CI-AL FO-UT

2. The students will each have at least two sticky notes, with a different work activity listed on each. They will post their work activity under the correct work/sub-work type. This will take approximately 15 minutes.

3. Debrief by:

a. Instructor will review each flipchart sheet and ask the group if they agree with the work activities posted under each work/sub-work category.

b. Discussion points: i. Other work type activities to include on the chart? ii. Grey area work type activities? iii. When work types change iv. Impact of choosing the right (or wrong) work type


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The Work Type County Fair Answer Key

1. Emptying trash cans in the comfort station = FO‐CU 2. Vehicle and vessel routine servicing = FM‐PM 3. Reglaze windows on historic structure = FM‐RM 4. Paving roads = FM‐CR 5. Snow and ice removal = FO ‐SN 6. Barricading off downed power lines = FM‐IPH 7. Repair park signs damaged by vandalism = FM‐CM 8. Remove tree dangling over house after a winter storm = FM‐EM 9. Convert historic barn into offices for park interpretive staff = CI‐AL 10. Patch potholes in main park road (has not been done for 5 years due to lack of funding) = FM‐RMDM 11. Replace door with appropriate size door to fit a wheelchair = FM‐LMAC 12. Mowing = FO ‐GC 13. Plant bulbs on an annual basis = FM‐RM 14. Replace broken window at entrance station = FM‐CM 15. Build a loop with 12 sites in the campground = CI‐NC 16. Replace a roof that is 5 years past its design life = FM‐CRDM 17. Refinish wood floors in 4 residences = FM‐RM 18. Litter pickup around the Visitor Center‐FO‐GC 19. Inspect fire hydrants = FM‐PM 20. Replace park computers = FM‐CR 21. Repair of deficiencies identified during a comprehensive asset inspection = FM‐DM 22. Prepare for seasonal trail closing = FO‐AD 23. Immediate repairs to a blow out of a major water line = FM‐EM 24. Build new visitor center at park headquarters = CI‐NC 25. Winterize various fountains = FO‐AD 26. Service HVAC systems = FM‐PM 27. Make temporary repairs to road washed out in storm = FM‐EM 28. Seasonal cleaning of gutters = FM‐PM 29. Repair woodpecker holes to building siding = FM‐CM 30. Replace missing handrail at Cliff Edge Overlook = FM‐CM 31. Replace park boundary fence (at the end of its estimated design life) = FM‐CR 32. Move sink to appropriate height in ADA‐designated housing unit = FM‐LMAC 33. Add a new wing to the old visitor center = CI‐NC 34. Grade unpaved roads = FM‐PM 35. Repair stucco walls on historic church biannually = FM‐RM 36. Repair flat tire on law enforcement vehicle = FM‐CM 37. Replace boat engine = FM‐CR 38. Initiate rodent control = FO‐PC 39. Immediate repairs to broken residential water line = FM‐EM 40. Feed and water stock animals = FM‐PM 41. Professionally steam clean carpet (every 1‐5 years) = FM‐RM 42. Repair park boundary fence after cattle break through it = FM‐CM 43. Replace carpet that is beyond its design life and has not received proper funding = FM‐CRDM 44. Repair park signs (on an annual basis) = FM‐RM 45. Attend a training session on supervision = FO‐MG


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46. Repair hole in roof due to hurricane = FM‐EM 47. Replace roof on park building at the end of its estimated design life = FM‐CR 48. Change oil on fleet vehicles = FM‐PM 49. Annually prune shrubs and trees around visitor center = FM‐RM 50. Paint the exterior of a park building = FM‐RM 51. Inspect and maintain generators = FM‐PM 52. Replace siding on entrance station building = FM‐CR 53. Repair cracks in plaster on walls and ceiling = FM‐CM 54. Remove dead whale from the beach = FO‐SN 55. Input FMSS data = FO‐MG 56. Record shop supervisor’s time managing the operation of the shop = FO‐MG 57. Weekly moving of the irrigation pipes for the pasture = FO‐GC 58. Restoring the site after a building has been removed = FM‐DEM 59. Time spent at safety meetings = FO‐BU 60. Annual Leave = FO‐BU 61. Remove barricades for spring opening of nature tour road = CO‐AD 62. Track cost of electricity for each building = FO‐UT 63. Operator’s time for running the wastewater treatment plant = FO‐PS 64. Tracking costs of a special event at the park = FO‐MG 65. Install fire sprinklers in historic building = FM‐LMFS 66. Re‐wire electrical service in park housing unit = FM‐LMCO

Key CI = Capital Improvement CI‐AL = Alterations CI‐NC = New Construction FM = Facility Maintenance FM‐CM = Corrective Maintenance FM‐CR = Component Renewal FM‐CRDM = Component Renewal, Deferred Maintenance FM‐DM = Deferred Maintenance FM‐EM = Emergency Maintenance FM‐IPH = Immediate Personnel Hazard FM‐LMAC = Legis. Mandate Accessibility FM‐LMCO = Legis. Mandate Code Compliance FM‐LMFS = Legis. Mandate Fire/Structure FM‐LMLS = Legis. Mandate Life/Safety Code FM‐PM = Preventive Maintenance FM‐RM = Recurring Maintenance FM‐RMDM = Recurring Maintenance, Deferred Maintenance FO = Facility Operations FO – AD = Activate and Deactivate FO – CU = Custodial FO – GC = Grounds Care FO – OP = Operate Plant/ System FO – PC = Pest Control


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FO – RC = Refuse Collection FO – SN = Snow/Sand/Debris FO – UT = Utilities Cost FO – BU = Business FO – MG = Management


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SESSION TITLE: Mission vs. Maintenance Metric: The API and Optimizer Priority Band INSTRUCTORS/SPEAKERS: Keith Johnston SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to:

• define the difference between a mission metric (API) and a maintenance metric (optimizer);

• understand what factors should be considered when adjusting bands; • articulate when a park’s API scoring should be re-evaluated; and • facilitate this process to the parks.

TRAINING AIDS:

• PowerPoint HANDOUTS:

• Guiding Question • Strategy Document

FACILITATOR NOTES: During this session the regions should be encouraged to not only provide examples of their experiences with these metrics, but explain how this process worked with the parks. POINTS TO REMEMBER:

• Be sure to make this session be reflective as to how this important distinction is conveyed to the park, and that during the PAMP process each individual park will be able to articulate which assets are in fact the most important to their unique park.


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Instructor Mission vs. Maintenance

• Explain the distinction • API/FCI is default setting to optimizer • Use examples that highlight • Ask for examples from the group

Factors in Adjusting Bands

• Concession or other outside maintenance responsibility

• How near term future projects affect the Optimizer • How political realities affect Optimizer Decisions • Utility systems, restrooms, regulatory requirements

PowerPoint Lecture

15 min.

Instructor At the Park

• What have you seen that caused changing bands? • Did parks struggle with API scores? • Brainstorm how to teach this to the park (using the

“guiding questions and conversations” worksheet as a guide)

Question and Answer

15 min


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SESSION TITLE: Work Order Management INSTRUCTORS/SPEAKERS: Betsy Dodson, Lisa Daffin SESSION LENGTH: 1 hour, 15 minutes OBJECTIVES: At the end of this session, students should be able to:

• List the steps in the workflow including o Planning o Approval o Recording Actuals o Closing Work Orders o Evaluating Work Orders

• Define detailed tracking of Work Orders (as opposed to lumping) • Understand how to update work orders and eliminate duplicates • State effects of incorrect processing of work orders • Articulate the importance of Work Order Priority • Reinforce the process to teach this to the parks during the QA/QC process

TRAINING AIDS:

• Work Order Workflow (simple)-Student Workbooks • Three work orders for the same door • Prizes

HANDOUTS:

• “What is wrong with this work order?” answer sheets FACILITATOR NOTES: This session serves multiple purposes, including to ensure that all the students can demonstrate understanding of work order management and its importance in the PAMP process, and to reinforce the need for attention to work orders in the QA/QC process. POINTS TO REMEMBER:


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Instructor Introduction to Work Order Management Begin with probing question (flipchart answers on the board):

• “Where does work order management fit in the PAMP process?”

• “What is the larger picture about work order management that you can convey to the parks?”

Class Discussion Flipchart

20 min

Work Order Workflow

• Introduce the work flow by reviewing each step: -Refer students to the graphic in the workbook -Work Order status

Understanding Work Order Tracking • Avoiding lumping. • Why are duplicate work orders a problem? How do

you find them? ( Use the example of the three door work orders in the student manual as the reference) One may not catch duplicates if one searched for WO by sub-type or WO by supervisor (as opposed to WO by location).

Effects of Incorrect Work Order Processing

Lecture PPT

25 min

What is Wrong with this work order?

• Divide group into teams • Using individual PPT slides, bring up each one for

30 seconds(Note: there are black slides between each WO example)

• Have each team discuss and write their answers on an answer sheet (30 seconds).

• Trade and grade among teams. DEBRIEF

• highlight each work order and discuss briefly • Reiterate that they may use these exercises to teach

this to the park

Activity 30 min


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WORK REQUESITION PROCEDURE

MAMMOTH CAVE NATIONAL PARK PURPOSE: The purpose of this standard operating procedure is to establish guidelines and procedures for submitting work requisitions to the Division of Facilities Management. DEFINITION: Generally, the work requested through this process can be accomplished by one or two people, and will take no more than one or two days to accomplish. Requisitions that entail more effort are considered projects and will not be considered as part of this procedure, but will be identified through the Condition Assessment Process. REQUESTING METHOD: All maintenance work requisitions must be submitted electronically using the Facility Management Software System (FMSS). ACCESSING FMSS:

1. Point browser to either URL: http://pfmd.nps.gov/FMSS/ or http://inside.nps.gov/ (Inside NPS website)

2. Click on “systems” 3. Click on “Facility Management Software System (FMSS)” 4. Click on FMSS Production Logon ATTN: Log on with provided username and password.. 5. Change domain to PFMD WORK REQUISITIONS: Work Requisitions are generated by division Admin Tech. or other designee with Division Chief or front-line supervisor approval. Required Fields in Work Requisitions:

1. All records will be auto-numbered 2. Begin the description with WR2-DIV (see below for division’s three-letter

abbreviation) followed by a short description of the work to be done. DIV’s: SUP Superintendent’s Office

ADM Administration INT Interpretation RNG Rangers SRM Science and Resource Management


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EXT External Programs FEE Fee Operations

3. Work Priority (1 Minor, 5 Serious and 9 Critical) 4. Location/Asset: MACA (Mandatory Field) 5. Reported by: Enter last name, first name 6. Work Phone 7. Park Alpha: MACA (Mandatory Field) 8. Long Description: Describe problem and exact location including a reviewed by and

approved by line indicating Supervisor and/or Division Chief approval. A long description can be entered by clicking on the detail button at the end of the description field or by right clicking on field and by choosing “long description” from the drop-down menu.

9. Save Work Requisition Work Requisition Template from FMSS:

SAFETY RELATED WORK REQUISITIONS: Safety related work requisitions require special attention. Safety related work requisitions are those that could facilitate injury to the park’s visitors and/or staff if not corrected immediately. These requisitions will have a work priority of 9. Safety related Work Requisitions require Division Chief approval. These requisitions will have the Division Chief’s name in the Reported By box and will then be reviewed by the Chief, Division of Facilities Management. The Chief, Division of Facilities Management will confer with the Park’s Safety Officer. If the Safety Officer concurs the problem identified on the work requisition is of a safety nature, the Chief, Division of Facilities Management will schedule and make the appropriate repairs as soon as possible. On the other hand, if the Park Safety Officer and the Chief, Division of Facilities Management concur that the problem is not a safety issue, the work requisition will be returned to the originating Division Chief. The originating Division Chief will facilitate revision of the work requisition and its resubmission through the non-safety-related process. NON-SAFETY RELATED WORK REQUISITIONS: Non-safety related work requisitions require front-line supervisor approval. This approval should be included in the long description narrative. These work requisitions will be downloaded from FMSS on a daily basis in the Division of Facilities Management. The work

Work Order WO PriorityLocation/Asset

Equipment/FeatureReported By Reported By Date Work Phone

Park Alpha Code Target Completion Date

Right click on mouse in this box to insert long description.


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requisition will then be assigned to the appropriate maintenance supervisor for review and action. They will have a work priority of 1-Minor or 5-Serious. If, during the review process, the maintenance supervisor determines that the work is not appropriate, or is not needed, the maintenance supervisor will indicate this on a hard copy of the work requisition and return it to the requesting division. Examples of work requisitions that are not appropriate include the following: 1. The work entails a major project 2. The work requested is not in conformance with current park operations or plans 3. The work is of such a low priority it will not be scheduled and/or complete within the next 60

days Note: Preference will be given to resource related work requisitions. Work requisitions that are general in nature will be scheduled as time permits. HOUSING OR QUARTERS WORK REQUISITIONS: All work requisitions related to park housing or park quarters should be initiated by the park’s Housing Officer. NOTIFICATION OF COMPLETED WORK REQUISITIONS: To check on the status of your work requisition:

1. Click on “Work Orders Module" 2. Click on “Work Order Tracking Tab” 3. Enter work order number and query by selecting the world icon. 4. Double click on work order number.

If the work order number is unknown, enter park alpha code in appropriate field, %key word in work order description% and query (using the world icon on the toolbar). If unforeseen circumstances e.g., change in workload, change in funding, necessitate canceling a work requisition the initiator will be notified. Work requisitions will not remain in the system longer than 120 days. LIGHTS OUT IN THE CAVE OR OTHER EMERGENCIES: Lights out in the cave, or other emergencies that require special attention will be telephoned or radioed to the Division of Facilities Management. The requesting division will develop a process to ensure the problem is not reported more than once. The requesting division will


February 2008 30

also follow up with a formal work requisition generated in FMSS. Before calling the requestor will determine a description of the problem, and the locations (including appropriate landmarks, if applicable). This information can/will be efficiently relayed to the maintenance staff member receiving the call. REPORTING: On a quarterly basis, the Division of Facilities Management will publish a list of completed and outstanding work requisitions. CASE INCIDENT REPORTS: It is the responsibility of the requesting division chief to submit copies of the requisition and completed work orders to the Park Safety Officer for inclusion in a case incident file. Step by Step Instructions: 1. Log-On to FMSS. 2. Click on Work Orders under Modules on the left-hand side of computer screen 3. Click on Work Order Requisition (2nd option under tab). 4. Click on Insert Record w/Auto Number Icon (white square with + in center). 5. Hit tab key. 6. Enter Description using WR2-DIV (your division’s three letter abbreviation) and a brief

description of the problem. 7. Enter work priority (1-Minor, 5-Serious or 9-Critical). 8. Enter Long Description by clicking on the detail button at the end of the description field (or

right clicking on field and choosing long description from drop-down menu). Describe problem and exact location including Supervisor and/or Division Chief approval. Click the save option. A red triangle (flag) will appear at the end of the description to indicate a long description has been added. Descriptions may be copied from Word, email, etc.

9. Hit tab key twice. 10. Enter Park Alpha Code: MACA in the Location/Asset box. 11. Hit tab key twice. 12. Enter Last Name, First Name of individual reporting work request. 13. Hit tab key. 14. Date will automatically enter. 15. Hit tab key. 16. Enter phone number of individual reporting work request. 17. Hit tab key. 18. Enter Park Alpha Code: MACA. 19. Click on save icon. 20. Click on print icon as a copy for your files. Need Work Order number to reference progress. EXAMPLE:

Work OrderAuto numbered WO Priority 1Location/AssetMACA

Equipment/FeatureReported ByElliott, Elizabeth Reported By Date Work Phone758-2112

Park Alpha Code Target Completion DateMACA2003-03-06-02.54.00

WR2-DIV Leaky faucet in Women's Restroom at VCMammoth Cave National Park


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[INSERT Y:\30-Training Projects\20-PFMD\NPS FMP PAMP Implementation\Regional PAMP Workshop_08_080204\Background Information-MAINT-SOP_FMSS_Supervisor]


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EXAMPLE: DOOR WORK ORDERS

Corrective Maintenance Example


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Accessibility Example


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Fire Code Example


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WHAT IS WRONG WITH THIS WORK ORDER? Activity Directions:

1. Divide group into teams of three or four 2. Give each team a worksheet numbered 1-12 3. Show each slide for approximately 30 seconds and allow teams to discuss their

answers

What’s Wrong with this Work Order?


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Figure 1: This work order is part of a PMIS project, however it does not list the WBS information, which is important in the DOI Scoring.


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Figure 2: What’s wrong: this is an IPH (Immediate Personal Hazard), but it is 18 months old – so where’s the immediate hazard? It should be a DRDM (Component Renewal Deferred Maintenance) since it was probably not replaced when it was due for replacement.


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Figure 3: Work order has several issues: No park alpha code, no FO work type, and this work order is for custodial operations for the whole park, and not for a specific asset as is required. The work is charged to the park alpha. Unfortunately, I could not delete the park alpha code for the location, so everyone will know where this one is from and who did it wrong (and he just did it wrong on 1/10/08!).


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Figure 4: No work type or sub-work type, even though these are required field.


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Figure 5: Work Order with the required field of “Work Category” left blank. I took out the park alpha code.


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Figure 6: Work order to replace doors does not have the required fields for work type and sub-work type filled in. I took out the park alpha code to protect the guilty!


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Figure 7: A standing work order for Corrective Maintenance on a trail. No long description to identify if there is a dollar limit on what can be put towards the standing work order versus what needs to have its own work order created. Is a standing work order for the fiscal year, but notice the Target Completion date— it is the day it was created.


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Figure 8: This appears to be a PMIS project for an FO work type, which is unusual. Also, the long description does not match the title of the work order. There is no work order priority, which is required for DOI scoring for PMIS project requests.


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Figure 9: Wrong work type and lacks sub-work type.


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Figure 10: It looks like this is a work order to track the time employees spend on Board of Reviews and Boards of Survey. Wrong work and sub-work types. It is an IPH that is part of a PMIS request.


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Figure 11: There is no WBS component or sub-component identified on this work order. Neither is there a work order priority indicated. These are important pieces of information if this is going to be part of a PMIS project request.


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Figure 12: Wrong sub-work type. Originally it might have been a CR, but now 2.5 years later, it should be a DM or CRDM.


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SESSION TITLE: Life Cycle Data Elements INSTRUCTORS/SPEAKERS: Don Mannel, Scott Prestridge SESSION LENGTH: 1 hour TRAINING AIDS:

• PPT HANDOUTS:

• DOI Scoring Criteria Worksheet (In student workbook) • Equipment Information and spec template

FACILITATOR NOTES: This session serves multiple purposes. It clarifies:

• The need for complete equipment spec temp information during the QA/QC phase of the PAMP. (More of the “why” of the PAMP). For example, the PAMP drives:

o Component Renewal Planning o Accurate Preventive Maintenance choice

• The occupancy use and footprint, which drives models in the Optimizer. POINTS TO REMEMBER: This session should start out as a lecture format and allow for questions and clarification. The tone of this session should be informal with the use of personal stories to highlight the importance of data driven decision making.


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Instructor Equipment Specification Template Start by asking:

• What drives component renewal choices at the park?

• What drives PM choices at the park?

Q & A

10 min.

Instructor Equipment Information

• First Example: This equipment record for a roof finish shows when the current roof was installed, and when it is scheduled for replacement, and the estimated cost. With this information the user can run a report showing the Component Renewal schedule, including what is due for replacement when.

• Second Example: • Point out the most important parts of the spec

template • WBS Information

How this pays off in the real world Data collection and accuracy justifies the needs

Lecture PPT

25 min.

DOI Scoring Criteria

• Explain basic concepts • Defines Equipment Priority • How it relates to the PAMP

Lecture PPT

10 min

Bringing it to the Park

• How do you articulate this to the park? • Using the DOI scoring criteria and equipment

information in the parks

Class Discussion

15 min


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EQUIPMENT RECORD EXAMPLE: In the example below, this equipment record for a roof finish shows when the current roof was installed, scheduled replacement date, and the estimated cost. With this information the user can run a report showing the Component Renewal schedule to understand what is due for replacement when.


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SPECIFICATION TEMPLATE EXAMPLE (same roof): Spec temp for the roof. This provides the details on the type of roof.


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SESSION TITLE: Models INSTRUCTORS/SPEAKERS: Jason Coccia SESSION LENGTH: 45 minutes OBJECTIVES: At the end of this session, students should be able to:

• explain what models are and what they are not; • define level of effort in determining non-industry asset requirements; and • articulate what is a requirement vs. what the park is actually doing.

TRAINING AIDS:

• PPT HANDOUTS:

• What is behind a model-from Jason • Examples from Regional PAMP Development-Phase I non industry standard asset

models. A fill-in the blank worksheet based on class discussion. This should be included in the training kits for the park.

FACILITATOR NOTES: This session serves multiple purposes. It:

• Assists the region to articulate to the park what types of activities are behind the development of the models used in the PAMP

• Guides the regions in “time vs. benefit” effort in determining non-industry standard asset requirements.

• Assists the region to articulate to the park what is a requirement vs. what is the park actually doing? Why is this important in the PAMP process? Most importantly, why is this important in managing the assets in your parks?

POINTS TO REMEMBER:


February 2008 54

CONTENT METHOD TIME

Instructor Taking the mystery out of modeling

• What is a model? • What does a model tell you? • What does a model NOT tell you?

Lecture PPT

10 min

Lessons Learned in Determining Non-Industry Standard Asset Requirements

• Discuss what has been learned (Landscapes and forts drop significantly from 2% to less than 1%, water and wastewater about 4% as examples)

• Describe what do you take away from this and how do you help the parks determine these numbers, keeping in mind time invested vs. potential benefit?

• Ask students to share what they have observed in the park and ask them to fill in the blanks for regions to take to the parks.

Lecture PPT Class Discussion

20 min

A Requirement vs. Reality

• Why is it important to distinguish the requirement from the reality?

• Questions and Answer Time

Lecture And Q &A

10min

Bringing it to the Park

• How do you articulate this to the park?

Class Discussion

5 min


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SESSION TITLE: Closeout of the Day INSTRUCTORS/SPEAKERS: Betsy Dodson SESSION LENGTH: 15 minutes OBJECTIVES: At the end of this session, students should be able to:

• have the opportunity to bring up items or questions for the parking lot; • be briefed on the agenda for Day 2; and • have the opportunity to put items in the suggestion box.

TRAINING AIDS:

• Parking Lot, if necessary HANDOUTS:

• None

FACILITATOR NOTES: This session serves the following purpose:

• Finishes up any issues or questions from the day POINTS TO REMEMBER:


February 2008 56


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SESSION TITLE: The Good of the Day INSTRUCTORS/SPEAKERS: Kenny Black SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to:

• understand the agenda for the day; • clear up any items on the parking lot; and • have the opportunity to have questions answered.

TRAINING AIDS:

• Flipchart-Parking Lot if necessary HANDOUTS:

• None

FACILITATOR NOTES: This session serves the following purposes:

• Allows the students to prepare for the day • Finishes up any issues or questions from the day prior

POINTS TO REMEMBER:


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CONTENT METHOD TIME

Instructors-Kenny Black Agenda for the Day Questions/Issues Concerns

Lecture Q &A

30 min


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SESSION TITLE: Turning the PAMP Upside Down INSTRUCTORS/SPEAKERS: Jeri Mihalic-Facilitator PANEL MEMBERS: Betsy Dodson, Kenny Black, Jason Coccia, Scott Prestridge SESSION LENGTH: 3 hours (with break as appropriate) OBJECTIVES: At the end of this session, students should be able to:

• discover the questions that should be answered by the PAMP development process and document;

• practice strategic thinking through the development of the questions; and • guide the park through the understanding of this process.

TRAINING AIDS:

• Flipchart Paper • Markers

HANDOUTS:

• PAMP Document • PPT • “Book” Answers • Flip charts and markers


• Allows the students to practice strategic thinking • Provides justification for information provided in the PAMP

POINTS TO REMEMBER: This session should start out in a lecture format, but the session should be considered inductive (see methods of delivery for an explanation of inductive reasoning sessions). The debrief of the activity should take the most time.


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CONTENT METHOD TIME

Instructors-Jeri Mihalic What does the PAMP Answer?

• All parks are unique, but the PAMP process and final document should answer these specific situations.

• Understanding the questions that the PAMP answers means:

- A Better Document - Better Reasoning by the park - Better facilitation to the park

• This PAMP provides the answers, but what exactly are the questions?

• Take one of the sections of the PAMP and give a corresponding question (In Section 1, the PAMP answers the question…” XXX”

Lecture 20 min

Instructor-Jeri Mihalic Student Activity

• Divide the students into groups of 4 or 5 • Give each group flipchart paper ,markers, and a

sample PAMP • Two groups per section of the PAMP • The groups will brainstorm questions that are

answered by their section of the PAMP

Student Activity

40 min


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CONTENT METHOD TIME Panel Members- Group Report Out

• Each group reports out with a Panel member facilitating -Betsy Dodson-Section 1 -Scott Prestridge-Section 2 -Kenny Black-Section 3 -Jason Coccia-Section 4

• Panel members will “check off” questions in the “book answer” as well as provide additional explanation and guidance

• Book answers that were not given by either team will be given to the group at large

• New questions will be recorded on a separate flipchart (Jeri Mihalic)

• Prizes will be given to the team with the most complete answers

Student Activity

90 min

Instructors-Jeri Mihalic Conclusion

• What happens if your PAMPs don’t answer these questions?

• How will you teach this to the parks? - Provide class with the “book

answers

Lecture Q & A

20 min


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What Does the PAMP Tell Us? Questions that should be answered in the PAMP document and what parks should understand as a result of the PAMP process Section 1- Current Footprint

1. How many assets does the park have? 2. What types of assets make up the portfolio? 3. Which assets have unique maintenance or management considerations? 4. What or who is responsible for maintaining which assets? 5. How many assets are shared? 6. Which assets are coming on line? 7. Which assets would you like to dispose of and why? (also Section IV ) 8. Which assets are most important to meet the park’s mission? 9. What assets / maintenance activities are concessioners responsible for? 10. Do the requirements reflect the assets/ maintenance activities that concessioners are

responsible for? 11. What is the general condition of the asset portfolio and what conclusions can be drawn from that

condition? 12. What is the value of deferred maintenance in the park? 13. What assets are included in “other” category? 14. Does the FMSS accurately reflect all assets the park maintains?

Section 2- Current Funding 15. How much funding is available for annual ongoing maintenance? 16. What portion of the base budget goes toward overhead? What special project funding sources

are utilized and how much comes from each? 17. What other funding sources may the park receive but not count on (e.g., emergency funding)? 18. Will there be any changes in the fund sources from historic levels? 19. Which funding sources have restricted uses and how does the park manage those sources?

(also Sec IV) 20. What amount of project funding is used for cyclic maintenance, and on which assets? 21. Has this amount been considered during the ‘optimizing’ process?

Section 3- Current Requirements

22. What do industry benchmarks suggest should be spent for O & M on all of the park’s assets? What are the appropriate O & M benchmarks/standards for non-industry standard assets?

23. How did the park management team determine O&M benchmarks or requirements developed for unique assets (e.g., when 2% of CRV is determined to be inappropriate)?

24. How much is needed in project funding to address existing DM backlog? 25. How much is needed in project funding to address project component renewal? 26. How much is needed in project funding to address other work in doing cyclic maintenance not

covered in base funding? (also Sec IV)

Section 4- Managing the Gap


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27. What was the logic for how assets are optimized? 28. What assets are prioritized for O & M and why? 29. What was the logic for how assets are prioritized according to O&M priority bands for O&M

allocation? 30. Are justifications for moving an asset to another priority band clearly documented and

understood? 31. What adjustments to O & M requirements were made based on park-specific circumstances

(e.g., seasonality, location, and occupant)? 32. What amount of labor is used for O & M? (may be included later in Sec II; Sec IV) 33. Where is the bulk of the park’s O&M funding being spent (in what priority bands) and what

percentage of the park’s assets does that represent? (Exec. Summary, Sec IV) 34. How much of DM relates to critical systems DM? 35. Does the park focus on critical systems DM? 36. Are critical systems needs part of project funding priorities? 37. Does the 10-year plan incorporate the existing five-year plan and if so, how? 38. Can variations or spikes in the 10-year plan be explained? 39. How will the park address or adjust for funding variations over time? 40. How will the current 10-year plan impact expected portfolio conditions? 41. Are assets that are core to park mission prioritized for project funding? 42. If not, how will the park adjust for these critical systems needs going forward? 43. Are there anomalies in the 10-year plan projected related to unique assets? 44. Are there anomalies in the 10-year plan projected related to specific funding sources? 45. Are there anomalies in the 10-year plan projected related to one-off projects? (also Sec I) 46. With DM work orders all bundled into projects, is there an anticipated plan for formalizing these

into PMIS projects? 47. What assets have been identified assets as candidates for disposition / mothballing? (also Sec

I) 48. Do new planned assets have OFS increases identified and requested for base funding

increases? 49. Have special requirements of unique assets (e.g., historic, fortifications) been considered? 50. Is there an understanding and clear explanation of the immediate O&M need beyond just the

initial “gap” that is identified with budget and O &M benchmarks (e.g., explain how much of the shortfall represents immediate funding needs)?

51. What assets are priorities for PM and RM beyond what has been done historically? 52. What is the needed funding that will have the biggest impact on the park portfolio? 53. What are the unique organizational challenges at the park related to maintenance (i.e., large

area with several dispersed maintenance shops; labor mix not suited to available work; densely populated urban area makes travel between assets difficult, etc.)? (also Sec I)

54. What alternative funding sources, if any, does the park plan to pursue? 55. What are the anticipated future new challenges to asset management – e.g., changes in

visitation, environmental conditions, political, and made allowances in the PAMP? 56. What other creative approaches are or will be employed by the park to manage the gap?

(Conclusion)


February 2008 64

57. Are partnerships and volunteers supporting operations and maintenance and what is the value of that support?

58. What are staffing needs at the park that could improve park’s ability to manage current workload?

59. What actions will the park take to move toward execution of the PAMP? (Conclusion)

Other Questions About QA/QC

60. Do work orders reflect valid needed maintenance? (Sec IV [part of bundling process]) 61. Are work orders reflective of appropriate work types and sub-work types? (Sec IV [part of

bundling process]) 62. Are duplicate work orders and projects eliminated? (Sec IV [part of bundling process]) 63. Can work orders be identified as relating to critical systems? (Sec IV) 64. Are equipment records being updated to support life-cycle management? (Sec III [required for

CR analysis] 65. Are work orders and projects being closed in a timely manner? [Data QA/QC and work order

management]

Strategic Questions 66. Is there a plan for how the PAMP will communicate key asset management needs or messaging

to intended audiences? 67. What is the plan for updating the PAMP annually to reflect changing conditions? 68. Has the PAMP been written with consultation to other program areas, where this will affect

asset management actions and considerations? 69. Has the PAMP been adequately socialized internally within the park (e.g.,

presentations/listening sessions with other programs and park leadership) 70. How well does park leadership and other divisions within the park understand the PAMP and its

associated asset management principles? 71. Does park leadership and other divisions within the park understand the PAMP and associated

asset management principles?


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SESSION TITLE: The PAMP Continuum-Execution INSTRUCTORS/SPEAKERS: Karen Gordon SESSION LENGTH: 1 hour OBJECTIVES: At the end of this session, students should be able to:

• be provided with a high level explanation of the Execution. TRAINING AIDS:

• PPT- (Jenny and/or Karen G to provide ppts from roll out) HANDOUTS:

• Scaled down version of Life Cycle Business Practices (student workbook)


• Introduces the students to the execution process • Reinforces the importance of the PAMP Development Process and the criticality of

attention to detail POINTS TO REMEMBER: This session should start out in a lecture format, but sufficient time should be given to the questions that the students may have. Parking Lot those questions that go into too much detail.


February 2008 66

CONTENT METHOD TIME

Instructor Introduction to PAMP Execution

• Three Phases of a PAMP • The process is still under review

Lecture 20 min

Instructor Steps of PAMP Execution

• Review bundled projects • Score and Prioritize Projects • Enter Projects into PMIS • Review Optimizer Results and develop Execution

Approach • Complete the FO Planning Table • Import to the PM Module in the FMSS • Create FO Work Orders

-Include prorating FO Costs • Complete the RM Planning Table • Import to the PM Module in the FMSS • Create RM Work Orders • Using QuickPlans • Create PM Work Orders

Lecture PPT

20 min

Instructor Conclusion and Teaching it to the parks

• Result is an Annual work plan • Time invested in the first year of planning will pay off in subsequent years • Questions about the process? • Timelines? • How much information is too much information? • What processes would you emphasize during

development to make execution more efficient?

Question and Answer

20 min


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SESSION TITLE: The PAMP Continuum-Making the Connection INSTRUCTORS/SPEAKERS: Tim Harvey, Don Mannel SESSION LENGTH: 1 hour OBJECTIVES: At the end of this session, students should be able to:

• apply the PAMP to other initiatives (SCC, CAC, Work Tracking).

TRAINING AIDS:

• PPT- Tim and Don, Is there any existing ppt that answers these questions? HANDOUTS:

• None

FACILITATOR NOTES: This session should point the students to the connection to proper principles of Asset Management. Specifically it should:

• Introduce students to the reality of the PAMP Connection • Reinforce the importance of the PAMP Development Process so it correctly informs

these other initiatives POINTS TO REMEMBER: This session should start be an informal discussion with encouragement for questions and comments from the group.


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CONTENT METHOD TIME

Instructor Making the Connection

• Tim and Donnie need to help with this

Lecture Q &A

60 min


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SESSION TITLE: The PAMP Continuum-Project Management INSTRUCTORS/SPEAKERS: Steve Wolter, Karen Gordon SESSION LENGTH: 2 hours OBJECTIVES: At the end of this session, students should be able to:

• explain the basic principles of Project Management (Brief overview); and

• review plan for Phase II Implementation with Lessons Learned from Phase I. TRAINING AIDS:

• PPT HANDOUTS:

• PAMP Development Milestones •

FACILITATOR NOTES: POINTS TO REMEMBER:


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CONTENT METHOD TIME

Instructor Basics of Project Management

• Steve to fill in here

Lecture

60 min

Instructor Project Management for the PAMPs

• Outline the Milestones process • Version Control • File Management Practices • Accountability • Final Documents

Lecture 60 min


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Milestones Recommended Flow Chart PAMP Milestones The following is a list and description of the PAMP milestones that regions should capture during the PAMP development process: Milestone 1: Park Contacted

► Date by which the region should have contacted the park and initiated the PAMP development process.

Milestone 2: Preparatory Work ► Date by which region should have contacted the park and completed data QA / QC and requested

PAMP development tools from WASO PAMP Team. This request for the Optimizer and Bundler tools should occur at least two weeks prior to the date of the in-park session.

Milestone 3: In-Park Session ► Date on which the regional PAMP team will be at the park working with park management to develop

the PAMP and work through the PAMP tools Milestone 4: PAMP Draft Submitted

► Date by which the region will submit its first draft of a PAMP for the park in question to the WASO PAMP Team.

Milestone 5: PAMP Reviewed by WASO PAMP Team ► Date by which the WASO PAMP Team and NPS Training (as necessary), will have reviewed and

provided comments back to the region on the submitted draft PAMP. Typically, this will be two weeks from the time of the draft submission.

Milestone 6: PAMP Finalized by Region and re-submitted to WASO PAMP Team ► Date by which the region will have incorporated comments from the WASO PAMP Team and made

necessary changes to the PAMP. The region should resubmit the PAMP to the WASO PAMP Team on this date.

Milestone 7: Final briefing to Park completed. ► The date established by the region and park for holding a briefing call to review the final PAMP

document. Regions should aim to have this call completed as soon as possible once the final PAMP has been submitted.


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Communication Plans PAMP Review and Submission Procedures To accommodate the expected volume of PAMP documents that will be completed, review procedures have been established. The goal of the review process is two-fold: 1. Ensure that all PAMPs meet a level of consistency and accuracy that will allow NPS to both meet DOI

reporting requirements and provide a solid foundation for each park to execute its strategic plan contained in the PAMP,

2. Provide NPS the opportunity to review PAMP materials and provide feedback to regions/parks,

1. Regions post first draft of PAMP (and tools) to SharePoint and notify WASO 2. WASO/Booz Allen to review and provide comments on first PAMP draft and tools (2 weeks) 3. PAMP PMO to collect comments and post to SharePoint and notify regions that comments have

been provided and are available (region responsible for sharing information with parks) 4. Regions to incorporate comments in collaboration with parks and resubmit to WASO (2 weeks) 5. WASO to provide final review and solicit input from Booz Allen only as needed on technical

issues or major inconsistencies • WASO will follow up directly with region and park on any major remaining items that require attention

6. With WASO approval, PAMP PMO to post final draft to SharePoint after final review complete by WASO and last updates made by region / park

7. Region to conduct a debrief with the park on the final draft; WASO member to attend via conference call


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SharePoint File Management and Version Control The PAMP WASO Support Work Group SharePoint Site, is a website where uploaded drafts, comment sheets and revised PAMP documents can be accessed by the Regional Teams and WASO. It is located at the following location: http://inp2420pfmdspps/WorkGroups/PAMPSupportWG/default.aspx The file structure on the SharePoint site is divided by region. Each region has access to only their regional file and an additional library for documents shared across regions.

Each regional folder contains separate folders for all regionally led PAMPs by park alpha code and also a folder for contracted PAMPs and a folder for FMLP student-led PAMPs.

The individual park’s folder should contain the drafts of the park’s PAMPs and the tools. In order to control different versions of the PAMP document and tools, the name of the document should include the most recent date it was modified. File name should list the park alpha, draft PAMP followed by the year, month and day. For example, GERO Draft_PAMP_2007_07_20 was modified on July 20, 2007.


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When the PAMP is finalized, the document should be moved to the “Final Document” folder. This folder should contain:

1. Final PAMP document 2. Final Optimizer 3. Final Bundler 4. Final Budget Template 5. Final Chart Maker 6. Sign off sheet by (included)

The Project Management Process (after the draft has been developed) should be:

• Draft is uploaded by Region to SharePoint site for review by WASO. Region informs WASO that document has been loaded to site. Park should also be reviewing document at this time.

• Content is reviewed by WASO and BAH • Comment sheets from WASO and BAH are posted to site, contacts Region. Region

should be sharing comments with the park • Region/Park makes revisions to document • Region uploads revised PAMP to site and contacts WASO • WASO conducts second review – comments returned to site and contacts Region • Region/Park makes revision – returns PAMP to site and contacts WASO • WASO determines if/when draft becomes final - uploads final documents (as outlined

above)


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Signature Page

Olympic National Park Park Asset Management Plan

February 28, 2007


February 2008 76

Signature Page

I have read and understand the objective and content of the OLYM Park Asset Management Plan.

INSERT NAME, Park Chief of Maintenance

INSERT NAME, Park Superintendent

INSERT NAME, Regional Chief of Maintenance

INSERT NAME, Regional Director


February 2008 77

SESSION TITLE: Closeout of the Day INSTRUCTORS/SPEAKERS: Jeri Mihalic SESSION LENGTH: 15 minutes OBJECTIVES: At the end of this session, students should be able to:

• have the opportunity to bring up items or questions for the parking lot; • be briefed on the agenda for Day 2; and • have the opportunity to put items in the suggestion box

TRAINING AIDS:

• Parking Lot if necessary HANDOUTS:

• None

FACILITATOR NOTES: This session serves the following purpose:

• Finishes up any issues or questions from the day POINTS TO REMEMBER:


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SESSION TITLE: Opening of the Day INSTRUCTORS/SPEAKERS: Karen Gordon SESSION LENGTH: 30 minutes OBJECTIVES: At the end of this session, students should be able to:

• understand the agenda for the day; and • have the opportunity to have questions answered.

TRAINING AIDS:

• PPT • Flipchart-Parking Lot if necessary

HANDOUTS:

• None


• Allows the students to prepare for the day • Finishes up any issues or questions from the prior day

POINTS TO REMEMBER:


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SESSION TITLE: Improvements to the Bundler ,Optimizer, and Chartmaker INSTRUCTORS/SPEAKERS: Scott Prestridge, Jason Coccia SESSION LENGTH: 1 hour OBJECTIVES: At the end of this session, students should be able to:

• articulate the modifications in the Bundler ,Optimizer, and Chartmaker. TRAINING AIDS:

• PPT • Flipchart

HANDOUTS:

Improvements to the PAMP Tools (for the park training kits)- FACILITATOR NOTES: This 45 minute session will provide the overview and the reasons behind the changes. This will be primarily lecture, demo, and Q &A. POINTS TO REMEMBER:


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CONTENT METHOD TIME

Instructor-Scott Prestridge Optimizer • Mobilization and Seasonality for the Optimizer • Split of funding across priority bands • Sorting by asset code and Priority band

Bundler

• Cosmetic changes to the Bundler • Continue to do the Bundler until further notice • Interface with the PST (Reinforce from Day One)

Lecture Demo

20 min

Instructor-Jason Coccia Chartmaker

• Reinforce the purpose of the chartmaker • Highlight directions as more complete

Lecture Demo

15 min

Instructors-Scott Prestridge, Jason Coccia Question & Answer and Comfort Level of taking this information to the park

Q & A 10 min


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SESSION TITLE: The Working PAMP Document INSTRUCTORS/SPEAKERS: McCormick, Dodson ,Pusey SESSION LENGTH: 45 minutes OBJECTIVES: At the end of this session, students should be able to:

• review proposed changes to the PAMP document; • develop a plan to convey this information to the park; and • be appraised of the evaluation.

TRAINING AIDS:


HANDOUTS:

• PAMP Executive Summary PPT • PAMP Document



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CONTENT METHOD TIME

Instructor-Christy McCormick, Pusey PAMP Evaluation •

Working PAMP Document •

Lecture

XX min

Instructor-Betsy Dodson Sharing Your Success Stories

•

Class Activity XX min


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SESSION TITLE: Approach and Roles of Teams INSTRUCTORS/SPEAKERS: Steve Wolter SESSION LENGTH: 2 hours OBJECTIVES: At the end of this session, students should be able to:

• Steve to fill in TRAINING AIDS:


HANDOUTS:



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Instructor Manual Regional PAMP final...

Documents

Transcript of Instructor Manual Regional PAMP final...