4. 4 | 2015 KLE2 – “Developing your Skills & Knowledge in FM”
Why this subject?
5. 5 | 2015 KLE2 – “Developing your Skills & Knowledge in FM”
Why this subject?
6. 6 | 2015 KLE2 – “Developing your Skills & Knowledge in FM”
The BIFM North Summer Ball
> Thursday 9th July:
> Hilton Deansgate
> See BIFM website &
twitter feed for details
7. 7 | 2015 KLE2 – “Developing your Skills & Knowledge in FM”
8. 8 | 2015 KLE2 – “Developing your Skills & Knowledge in FM”
9. 9 | 2015 KLE2 – “Developing your Skills & Knowledge in FM”
Can you help?
10. 10 | 2015 KLE2 – “Developing your Skills & Knowledge in FM”
Contact Details – BIFM North
Mark Whittaker
Deputy Chair, North Region (NW)
E: mark.a.whittaker@intergral.co.uk
M: 07764840694
T: @Whitbags
Sue Gott
Chair, North Region
E: sue.gott@hallmark.com
M: 07764 809783
T: @Mrsgotty
Mick Anderson
Deputy Chair, North Region (NE)
E: michael.anderson@esh.uk.com
M: : 07713 122 164
T: @mandersfm
12. 12 | 2015 KLE2 – “Developing your Skills & Knowledge in FM”
Introduction to today’s speakers
13. 1Modes of Work
Living Office
The Origins of Herman Miller’s
Modes of Work
The story behind Herman Miller’s Modes of Work begins
like most stories within our organization: as the nature
of work changes, we seek greater understanding of how
those changes affect people and their environments.
Over the past 20 years, improvements in communication,
transportation, and information technology allowed businesses
to expand to international markets. Opportunities and risks
materialized in unpredictable ways and companies scrambled
to keep their competitive footing. Creative, non-linear work
began to take on new importance as quantitative process-
based work increasingly became automated. While individual
work continued to be prevalent, groups could more reliably
and swiftly solve the complex problems presented by this new
global landscape of work. Companies accommodated group
work by reallocating space rather than incurring the cost of
adding new space.
14. 2Modes of Work
Living Office
As networked technology became increasingly prevalent and
anyone could instantaneously connect with any other person,
idea, or device, group work went by a variety of names, including
“together work” and “collaboration.” To better understand these
changes, our researchers partnered with Cheskin Research on a
report in 1998, Collaboration: Applied Exploration Report.1
And in 2006, we partnered with a leading A+D firm on the study
When Groups Work, which explored the relationship between
the built environment and group work.2
More recently we embarked on in-depth research of “group/
collaborative/community work” with the intent of creating
solutions supportive of that kind of work. Could Herman Miller
do for collaboration what our contributions to ergonomics have
done for the performance of individual work? Could we
take the design lead in provisioning workplaces that enhance
the experience and results of people working together?
And, in the process of learning more about collaboration,
what could we learn about other behaviors in the workplace
so that we could better support them, as well?
Our approach was to review what others had already learned
and then build on it with our own primary research. We
commissioned an environmental psychologist and workplace
strategist to conduct a literature review of the research into
the psychology of collaboration spaces.3
That review highlighted
the impact of psychological factors on collaboration and the
implications for workspaces, namely that teams with a
mix of personality types create the most effective collaborations
and require specific support from design, layout, furniture,
and technology. In addition to the literature review, we drew
on the U.S. Office of Naval Research’s cognitive model
of team collaboration.4
Our systematic look at the popular press furthered our
thinking. For example, one study of interactions between
scientists showed that most of their important breakthroughs
happened at one physical location, demonstrating a potent
connection between physical space and different parts of the
collaborative process.5
In 2011, we launched a primary research study to learn more
about the role of workplaces in collaboration and to
gather hard data about when, where, and how often people
were collaborating.6
In the U.S., U.K., India, and Australia at 14 companies (that had
identified themselves as highly collaborative), we observed
2,900 collaborative events as they happened and kept
detailed logs over the course of over 700 hours of research.
Researchers then dissected the collaboration process, looking
for associations between the behaviors and the environments
in which they occurred. We learned that 70 percent of
collaboration happens at the desk. Our research also showed
a disconnect between the essence of people’s needs and
the organization’s perception of those needs. In spite of their
organizations’ best efforts, people avoid 66 percent of so-called
meeting spaces because they don’t meet their needs.
In 2012, we conducted another proprietary research project
with the aim of empowering facility managers, architects,
and other decision makers in the office design process to make
better choices about their spaces.7
The study took a magnifying
glass to the act of a collaborative event as the worker
experiences it to understand both how it begins and ends,
and the unique needs of people (from physical environments
to furniture to tools) across distinct stages of the process.
Using a working definition of collaboration as “involving two
or more individuals working towards a common goal and
creating a new product (e.g., an idea, solution, or insight)
beyond what they could have achieved individually,” the team
established the objective of learning three major things:
1. The purpose—Why collaborate?
2. The activities—What are people doing?
3. The behaviors—How are they doing it?
To gather and make sense of the data, the researchers
used the U.S. Office of Naval Research’s model. The model
includes four distinct cognitive stages of collaboration—
knowledge construct, team problem solving, team consensus,
and outcome evaluation and revision—and the steps in those
stages.8
We built on that model by adding two new stages:
Project alignment and kick-off, and final reporting.
In this qualitative research, we took a multi-method approach
with exemplar organizations (a digital interactive agency,
a consulting firm, a manufacturing company, and a technology
company). A total of 70 employees from these companies
self-reported moments of collaboration using personal
technology to capture more than 750 images of collaborative
acts. The research also included scouting trips (observations)
21. North Region - June 2010
• People – Cultural and capability alignment to business direction
• Governance/finance/risk – Governance review. Review planning cycle, controls and risk management protocols
• Processes - Reintroduce PMO principles and practice, embed new systems for improved efficiencies,
effectiveness, customer experience and business intelligence
• Place – Develop a workplace strategy leveraging existing stakeholder expertise
• Develop a multi-layered, diverse
content library that can be easily
accessed worldwide.
• Facilitate information exchange
between organisations, practitioners,
opinion formers and subject matter
experts
• Nurture a broad range of communities
that reflect the diverse nature of the
profession and across the industry
• Position BIFM as the thought
leader on topics that impact the
FM profession and the built
environment.
• Develop propositions that are
aligned to each of our target
markets.
• Establish Professional Standards
as the industry recognised
benchmark (career pathway)
• Position BIFM as the thought
leader on topics that impact
the FM profession and the built
environment.
• Engage and influence policy
makers and opinion formers.
• Move FM up the leadership
agenda and influence
business leaders.
Passionate
Proud
Professional
Progressive
Strategic Context
The professional body responsible for
promoting excellence in facilities management
for the benefit of practitioners, the economy
and society
Mission
To be the internationally recognised authoritative
voice of facilities management and the
development partner of choice for professionals
and their organisations
Values Vision
1. To be the recognised
authoritative voice of the
profession
2. To be the 1st choice
development partner for
individuals and organisations
3.Become the First choice for
information, insight and communities
relevant to the profession
4.To ensure the organisation has the appropriate capabilities to fulfil its purpose and aspirations
Strategic Aims
23. North Region - June 2010
Skills Shortages
• A quarter of employers had entry level vacancies
unfilled (McKinsey)
• A third of businesses losing out on business because
they can’t find recruits with the right skills (McKinsey)
• OECD adult skills survey – most countries having
improving literacy and numeracy rates – not the UK–
the generation that grew up with Twiggy did better than
the generation that grew up with Twitter.
• Workplace Futures – poll of FM professionals
highlights skills shortages, recruitment and retention
issues.
25. • Vocationally related qualifications in facilities
management – developed alongside
employers – support career progression
• Access to young people- part of an
Apprenticeship in Facilities Management
• BIFM – Regulated by Ofqual
• BIFM’s qualifications are regulated –
accredited on the national framework –
internationally recognised
www.bifm.org.uk/qualifications
26. Benefits of being a regulated AO
• Gives confidence to learners & employers that our
qualifications are delivered by an organisation whose
integrity, resources and competence have been
independently checked.
• Informs users of our qualifications that they are
monitored and are of the standard and level they claim
to be.
• Gives assurance that our qualifications are suitable for
the FM industry
• Our qualifications are transferable throughout Europe
• Enhanced international standing
• Accrediting and endorsing in-house FM training
27. Benefits to the Employer and Learner
• You can be sure that your certificate for a
regulated qualification shows you have the
level of knowledge and understanding the
qualification claims
• The qualification will be easily recognised, not
just in the UK, but also Europe and worldwide
• As an employer you know that someone who
has a regulated qualification has reached a
specific standard
• Enhanced currency to individuals – recognised
by the profession and portable
28. BIFM level Who is it for?
Equivalent level
qualifications
Level 7
Strategic head of
facilities / estates
Masters degree
Level 6
Senior, strategic
facilities managers
Bachelors degree
Level 5
Specialist facilities
managers
Foundation degree
Level 4
Operational facilities
managers
Certificate of higher
education
Level 3
First line and
supervisory managers
A levels
Level 2 New entrants GCSE A*-C
BIFM Qualifications
29. Quick guide
• 3 sizes – Award, Certificate, Diploma
• All qualifications are stand alone
• Certain qualifications form pathways in Apprenticeships
in FM
• Levels – represent challenge of qualification
• Built from mandatory and optional units
• Start at any level to suit you
• Customisable to suit you or business needs
• Assessments are practicable and work based
• Network of recognised learning centres, including
employers
• Learn through, face-to-face, evening classes, distance
learning, on-line learning, blended learning
30. How to study
> Delivered through BIFM Recognised Centres:
> Employers
> Universities
> FE Colleges
> Private training companies
> Delivery options include (for example):
> Face to face
> Distance learning
> On-line learning
> Blended learning
> Style of assessment (for example):
> Work based written assignments
> Professional interviews
> Short answer papers
> Presentation
31. Grades of membership
Member Grade Who is it for?
Affiliate
(New member grade)
For individuals with limited FM experience, or those
who are interested in FM but do not work within FM.
Associate (ABIFM) For individuals with an FM related qualification at
level 2 or 3 or above and at least one year’s FM
experience or those with two years’ FM experience.
Member (MBIFM) For individuals with an FM related qualification at
level 4 or 5 and have 3 years’ general management
+ 2 years’ FM experience or 5 years’ FM
experience + 3 years’ managerial experience
Certified (CBIFM) For individuals with a degree level qualification (or
higher) in FM or is FM-related and recognised by a
Chartered body and are of middle management level
with at least 3 years’ FM experience (including two
years’ management experience)
Fellow (FBIFM) For individuals who hold Certified member status and
who have at least five years’ senior facilities
management experience.
32. How do BIFM support its members?
•Providing members with learning, support and
advice services to improve, extend and maximise
their career opportunities within the FM industry.
Professional
Development
•Members can share best practice and gain
experience from different disciplines across the
facilities management profession.
Networking
•We keep members up-to-date with the latest
thinking in facilities management. This
enables members to achieve their full potential
and deliver the best of their ability.
Information and
Knowledge
•Our clear membership grading structure provides
pathways for anyone involved in FM at any stage
of their career, which are recognised throughout
the industry.
Recognition and
Industry
Awareness
33. Developing your skills & knowledge in FM
David Sharp
Managing Director, International Workplace
Competence:
what it is, and
how to lose it
#BIFMKLE @Look_Sharp
34. Learning outcomes
• Take responsibility for your own learning & career
development
• Understand competence and how to cultivate it
• Understand your own personal learning style
• Appreciate the social nature of learning
• See what some market leading companies are doing
in L&D
#BIFMKLE@Look_Sharp
44. The problem?
“Everybody is a genius.
But if you judge a fish
by its ability to climb a
tree, it will live its whole
life believing that it’s
stupid.”
- Albert Einstein
46. How do people learn in FM?
My learning style is predominately …
Visual Auditory Kinesthetic
Source: International Learning Styles Test, Jan 2014; 243 responses
47.11%
26.94% 25.95%
47. How do people learn in FM?
My employer takes my learning style into account …
Agree Not sure Disagree
Source: International Workplace Learning Styles Test, Jan 2014; 243
responses
26.41%
37.23% 36.36%
48. How do people learn in FM?
I think I’d learn more at work if I could learn in a different way …
Agree Not sure Disagree
Source: International Workplace Learning Styles Test, Jan 2014; 243
responses
28.57%
45.45%
25.97%
49. How do you learn?
Let’s find out …
?
Visual (red) Auditory (yellow) Kinesthetic (blue)
? ?
52. Thank you
David Sharp
Managing Director
E: david.sharp@internationalworkplace.com
T +44 (0)7787 523138
Skype: david.sharp.intworkplace
#BIFMKLE @Look_Sharp