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7/14/2014
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The Human Side of Achieving
Sustainable Success
GENUINE | PROGRESSIVE | ADVOCATES
Provider Name & Number
July 30, 2014
NATE MANIKTALA, PRINCIPAL / VICE PRESIDENT
MARCEL HARMON, PHD, PE, LEED-AP O+M
Photo Rights: robertoerosalesblog.com
BEST PRACTICES SLIDE

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7/14/2014
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COPYRIGHT SLIDE
COURSE DESCRIPTION SLIDE
For our built environment to be truly sustainable, we must have a
holistic, contextual understanding of the building/occupant
interface, and how that is influenced by human factors, including
relevant physiological psychological and social/cultural factorsrelevant physiological, psychological and social/cultural factors.
This is the only way to effectively align occupant and other key
stakeholders wants, needs and behaviors with building
capabilities and operational policies. Otherwise building
performance and occupant health and productivity are negatively
impacted, limiting a project’s ability to meet its sustainable goals.
Using previous master planning, design, retrocommissioning andUsing previous master planning, design, retrocommissioning and
post occupancy evaluation case studies, presenters from M.E.
GROUP will demonstrate how these human factors can be
accounted for and integrated into solutions moving forward, as
well as what happens when they aren’t effectively accounted for.

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LEARNING OBJECTIVES SLIDE
• Develop an understanding of what human factors consist of, how
they’ve been shaped by our species’ evolutionary history and what
impact they have on occupant needs/behaviors related to thermal
comfort lighting acoustics indoor air quality and personal controlcomfort, lighting, acoustics, indoor air quality and personal control.
• Learn how human factors can holistically be accounted for and
integrated into solutions for existing facilities and/or future
projects, and the financial, sustainable and quality of life benefits
for doing so.
• Learn how this can applied to various project types, including
master planning, design, retrocommissioning and post occupancy
evaluations.
• Develop an understanding of the unexpected impacts that some
well‐intended design concepts and ‘value engineering’ decisions
can have on occupants, building performance and sustainability
goals.
WHAT ARE YOU MISSING?
61% ‐ 79%61% 79%
of occupants have
complaints they don’t share
Source: POE of 14 schools; mix of old & new

4.
7/14/2014
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WHAT ARE YOU MISSING?
105105
The average # of lessons learned from each
project.
Source: POE of 14 schools; mix of old & new
WHAT ARE YOU MISSING?
40.6%40.6%
The percent of U.S. CO2 emissions produced
by Buildings compared to Transportation and
Industry.
Source: ©2013 2030, Inc. / Architecture 2030. All Rights Reserved. Data Source: U.S. Energy
Information Administration (2012).

5.
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WHAT ARE YOU MISSING?
$5.48 Billion$5.48 Billion
Avoided future economic costs to U.S.
economy by reducing the commercial building
sector’s emissions by just 5%*
*Based on 2012 emissions data and Johnson and Hope’s (2012) 2010 SCC estimate
using the 1.5% discount rate
Sources: EPA 430‐R‐14‐003: Inventory of U.S. Greenhouse Gas Emissions and Sinks: 1990 – 2012:
http://www.epa.gov/climatechange/ghgemissions/usinventoryreport.html.
Johnson, L. T. and C. Hope. 2012. The social cost of carbon in U.S. regulatory impact analyses: an
introduction and critique. “Journal of Environmental Studies and Sciences.” September, 2012.
http://www.eenews.net/assets/2012/09/17/document_gw_05.pdf.
WHAT ARE YOU MISSING?
10 – 10010 100
Multiply building operating costs by this to
determine organization operating costs – the
PEOPLE cost
Sources: CABE/BCO. 2005. The Impact of Office Design on Business Performance. Commission for
Architecture and the Built Environment and the British Council for Offices, London, UK.
www.cabe.org.uk and www.bco.org.uk.
Fisk, W. J. 2002. “How IEQ Affects Health, Productivity.” ASHRAE Journal 44(5):56‐58.

6.
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QUANTIFYING THE SOCIAL
Kansas School District: addressing
elementary school space restrictions/lackelementary school space restrictions/lack
of flexibility issues were estimated to:
• Eliminate 18,400 – 22,400 person-hours
per school-year of wasted teacher/staff
time spent scheduling and coordinating
use of space.
• Equates to approximately 2.16% - 2.63%
f
GENUINE | PROGRESSIVE | ADVOCATES
of the total labor hours annually “spent”
by the elementary school teachers/staff.
• Translates to approximately $722,970 –
$883,630 worth of teacher/staff time.
QUANTIFYING THE SOCIAL
Estimated Cost of
Anthropological
Related Services
$10,000
Behavioral Related
ECM Estimated Total
Implementation Costs
$384,777
Simple Payback
(Energy Only)
1.92 yrsConrad Duberstein U.S.
Courthouse and Post
Office’s Behavioral
Behavioral Related
ECM Estimated Annual
Energy Savings
$201,195
Behavioral Related
ECM Estimated
Annual Productivity
Savings
$1,060,000
Simple Payback
(Energy +
Productivity)
0.37 yrs
Office s Behavioral
Related Energy
Conservation Measure
(ECM) Total Cost and
Estimated Payback

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QUALIFYING THE SOCIAL
Stories
Expectations –
Occupants,
Operations,
Design
Conflicts
Among
Occupants
Direct &
Indirect
Messaging
Formal &
Informal
Norms
Demographic
Variability
Social
Identity
Identity
RolesFresh Air
Focus on the
Here & Now
Hunter/Gatherer
Ancestors
Image Source: humanpast.net
Modern Global Village
100 yrs ago:
HVAC, Lighting,
Materials, etc.
400 generations ago:
Agriculture &
Urbanism
Daylighting
Exterior
Views
Temperature /
RH Ranges
Social Modern Global VillageSocial
Brains
Sanctioning
MeasuresThe
Other

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HUMAN FACTORS OVERVIEW
The Science of Behavior: B=f(I+E)
Physiological
Individual
Behavior
Individual
Needs
Physical Comfort
Task Completion
Developing
Relationships
Maintaining
Relationships
Status Displays
Psychological
Highly
Interactive
Environment
Group
Needs
Negotiating Power
Differentials
Maximizing Profits
Social/
Cultural
Physical
Based on research spanning from:
Kurt Lewin, 1936 Principles of Topological Psychology
to
Elliott Sober & David Sloan Wilson, 1999
Unto Others: The Evolution and Psychology of Unselfish Behavior
HUMAN FACTORS IMPACTS
on Productivity and Health
Spend over 90% of our time indoors.
In drastically different environments
compared to what we evolved in.
Good Quality
Daylighting vs. No
Daylighting
20%: math
25% dicompared to what we evolved in.
Exposed to chemicals, materials, HVAC,
lighting, etc. whose effects aren’t
thoroughly understood.
25%: reading
Thermal
Discomfort
Up to 10%
Personal
Environmental
Control
7.1% Lighting
1.8% Ventilation
1.2% Temp.
View Access vs.
No Access
Up to 25%
IAQ Improvements
5%+ Reduction in
Sick Days

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METHODOLOGY
EAM MODEL - For Building & Occupant Alignment
Evaluate
Background Data
(HR & Building)
Engage Bldg Population
(Interview, Observe, & Survey)
Facility Evaluation
(Space Measurements & FTPs;
O&M Engagement)
Align
Make It Easy As Possible
(Facility, Behavioral, Procedural
Modifications)
Meaningful Feedback
(Information and Mechanisms)
Make It Fun
Monitor
Metrics
(Energy and Water; Survey
Results; Productivity and
Health)
Evaluation Plan
(Frequency; Records and
Engagement)
Add IAddress Issues
© Copyright 2011 M.E. GROUP, Inc.
QUANTIFYING PRODUCTIVITY & HEALTH
Direct Measure
Indirect Estimate
• Previous research
informed by
ethnography
Field
Setting
Lab
Setting
Quantified
Productivity/
Performance
& Health
Impacts
Wasted
Time
Previous
Research
Applied
Direct Estimate
• Multivariate
Regression Analysis
Correlations Average
Impacts

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21st Century
Glare or
Brightness
Problems
Audibility &
Noise Issues
Concern W/ Direction Being TakenConcern W/ Direction Being Taken
Like Small School/
Community Feel
Like Small School/
Community Feel
EVALUATE/ALIGN/MONTOR CASE STUDIES
Master Planning - Assessing Key Stakeholder Wants/Needs/Values &
Proposing Solutions
Maintenance, IT & Custodial IssuesMaintenance, IT & Custodial Issues
Improve/Maintain AestheticsImprove/Maintain Aesthetics
Improve PlaygroundImprove Playground
Technology
y
EducationTechnology
Infrastructure
Inadequacy
Thermal DiscomfortThermal Discomfort
Collaboration & Small GroupCollaboration & Small Group
Poor Indoor Air QualityPoor Indoor Air Quality
Lack of Temp ControlLack of Temp Control
Problems
Desire/
Appreciation
for Operable
Windows
Other
Lighting
Control
Issues
Cafeteria/
Lunch/
Nutrition
Problems
Health ConcernsHealth Concerns
Desire for Multi-
Levels of Lighting
Additional
Training
Needed
More Communication
Amongst Stakeholders
More Communication
Amongst Stakeholders
Approval of Direction Being TakenApproval of Direction Being Taken
Student
Centered
Technology
Not Only
Answer
West Platte School
District
Safety &
Security
Concerns
Space Size,
Configuration &
Flexibility
Desire/Appreciation
for Daylighting
Dislike Fluorescent
Lighting
& Desired Changes
Plumbing
Issues
& Desired Changes
Need Additional Restrooms
Improving Athletic Fields/FacilitiesImproving Athletic Fields/Facilities
Improving Traffic Flow
& Parking
Improving Traffic Flow
& Parking
Lack of StorageLack of Storage
Class Size (# of Students)Class Size (# of Students)
Wayfinding Problems
Performance Enhancement Measure (PEM) Matrix
Initial
Annual
/
Satisfaction,
Desire
EVALUATE/ALIGN/MONTOR CASE STUDIES
Master Planning - Assessing Key Stakeholder Wants/Needs/Values &
Proposing Solutions
Rank PEM ID
PEM
Description
Initial
Capital
Cost
Labor/
Service
Cost
Energy
Savings
Maintenance
Savings
Productivity
& Health
Benefits
Water
Savings
Time to
Implement
Disruption
of Facilities
Desire
Among Key
Stakeholders
Payback
1 OM‐1003
Resetting and
Recalibrating
Thermostat
Temperature
Setpoints
0 0 0 ☺ 0 ☺☺☺ 0
2 OM‐1010
Evaluate Work
Order Process 0 0 0 0 ☺ ☺☺☺
3 OM‐1012
Develop
Formal Plan
for Storage 0 0 0 0 ☺ 0 ☺☺ 0for Storage
and Disposal
4 OM‐1001
Renew
Maintenance
Contract
0 $$ $$ ☺☺ ☺☺☺
5 OM‐1013
Add (1)
Maintenance
Staff Position
0 $$ $$ ☺ ☺☺☺
6 E‐1006
Relocate
Smart Boards $ 0 0 0 ☺ 0 ☺☺☺
7 OM‐1008 Training $ 0 $ ☺☺ 0 ☺
West Platte School District

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64%
69%
70%
80%
EVALUATE/ALIGN/MONTOR CASE STUDIES
Master Planning - Assessing and Mitigating Spatial Restrictions
41%
46%
31%
38%
25%
35%
64%
41%
46%
38%
33%
50%
30%
40%
50%
60%
% of Responders
% of Commenters
17%
5%
9%
0%
10%
20%
Six Older Elementary Schools Avg. Newer
School
Lawrence, KS
School District
2
2
2
Master Planning – Assessing and Mitigating Spatial Restrictions
EVALUATE/ALIGN/MONTOR CASE STUDIES
2
1
2
2
2
2
2
3
# Approximate location of small group
activities plus the # of students engaged in
those activities.
Teacher/Staff: “Our limitations on space impact almost every aspect of our programming
and potential for any flexibility in scheduling and grouping. In addition, our limited space
makes community gatherings a challenge.”
Lawrence, KS Elementary School

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11
‘
Design – Evaluation of Daylighting Options Using Productivity Impacts
EVALUATE/ALIGN/MONTOR CASE STUDIES
0
‘
3
‘
8
‘
Option 1: Frit Glazing
University of Missouri, Kansas City
Option 2: LightLouver
+ Blinds/Shades
Option 2
3% ‐6% increase
in performance
(math & reading
tasks) over Option 1
Photo Rights: BNIM Architects
Post Occupancy Evaluation – Views and Unintended Consequences
EVALUATE/ALIGN/MONTOR CASE STUDIES
Edward Gonzales Elementary

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Post Occupancy Evaluation –
EVALUATE/ALIGN
/MONTOR CASE
STUDIES
Elementary Student
Interactions With Occupancy
Sensors
Hurley Elementary
Ghost in the Machine
Solar tube dome
Hurley Elementary School
Post Occupancy Evaluation – Systems too Complex for Owner
EVALUATE/ALIGN/MONTOR CASE STUDIES
Teacher: “One of
my lights [Solar
t b ] k [ ]
Solar tube diffuser in classroom with dampers
closed. All others in classroom were open.
tubes] keep[s]
rotating and that is
a big distraction in
the classroom.”

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Clothing Layering as a Strategy for Achieving
Thermal Comfort
• Was a district‐wide approach; part of their norms.
QUALIFYING THE SOCIAL
• But low SES families own less clothing, limiting
their ability to layer.
• Source of inequity in achieving thermal comfort
• Can focus unwanted attention on low SES students
• Negative impact on student performance and well‐
being.
Teacher/Staff: “When students have to
wear jackets/sweaters etc., many students
only have one coat. That is it. They can't or
don't bring layers. It is hard to teach in a
cold classroom with students in coats.”
EVALUATE/ALIGN/MONTOR CASE STUDIES
V Sue Cleveland HS Thermal Comfort Ratings
Post Occupancy Evaluation – Thermal Discomfort, Demographic Factors
& Social/Cultural Solutions
V. Sue Cleveland HS Thermal Comfort Ratings
• Teachers, Staff and Administrators: Spaces are only
thermally acceptable (ASHRAE definition) during
the fall (ranges from 66% - 75% for other three
seasons)
• Students: Not thermally acceptable during any
season (ranges from 32% - 51% for all four seasons).

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Post Occupancy Evaluation – Thermal Discomfort, Demographic Factors
& Social/Cultural Solutions
EVALUATE/ALIGN/MONTOR CASE STUDIES
V. Sue Cleveland High School
Post Occupancy Evaluation – Thermal Discomfort, Demographic Factors
& Social/Cultural Solutions
EVALUATE/ALIGN/MONTOR CASE STUDIES
V. Sue Cleveland High School

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Messages using images,
graphics, text, student
generated videos
Signage
Post Occupancy Evaluation – Thermal Discomfort, Demographic Factors
& Social/Cultural Solutions
EVALUATE/ALIGN/MONTOR CASE STUDIES
generated videos
displaying / promoting
desired behavior Computers
T-Shirt Logos
Flat
Screens
Smart Phones
Spread using existing
means or others – be
creative and relevant
to your audience
One-Way Messages
• Increase awareness of design elements operational policies and
EVALUATE/ALIGN/MONTOR CASE STUDIES
Direct/Indirect Messaging & Social/ Cultural Norms
• Increase awareness of design elements, operational policies and
energy conserving behavior through One-Way Messages
Source: http://www.yankodesign.com/2009/12/22/always‐take‐the‐stairs/
Direct Message Indirect Message

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EVALUATE/ALIGN/MONTOR CASE STUDIES
Direct/Indirect Messaging & Social/ Cultural Norms
Edward Gonzales Elementary
School
Occupant
InputTrended Actual and
Setpoint Temperatures
EVALUATE/ALIGN/MONTOR CASE STUDIES
Metering/Monitoring – Goals, Competition, Transparency & Feedback
Transparency in
Temperatures and
Possibly Energy Usage
Potentially Via
Dashboards

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Avoid this…
EVALUATE/ALIGN/MONTOR CASE STUDIES
Metering/Monitoring – Goals, Competition, Transparency & Feedback
…with this.
Power meters to determine
appliance loads, accessible power
strips to shut down manually or via
programmed schedule, or personal
occupancy sensors for automatic
shutoff when spaces are vacant
EVALUATE/ALIGN/MONTOR CASE STUDIES
Metering/Monitoring – Goals, Competition, Transparency & Feedback
MS. SMITH MR. BELL MS. BOCK MR. ROGERS MR. CLUTE MR. WALLAMS. WOO
Audit Tracker from Flagstone Elementary, Douglas County School District, Castle Rock, CO
Make Feedback Contextually Relevant
Image by Cuningham Group Architecture

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EVALUATE/ALIGN/MONTOR CASE STUDIES
Metering/Monitoring – Goals, Competition, Transparency & Feedback
Occupancy Setting: 5 weeks
Lighting
635 KWH
Lighting
34.6% Reduction
• Reduction in False
M.E. GROUP Overland Park,
KS LEED CI Platinum Office
415 KWH
Vacancy Setting: 5 weeks
• Reduction in False
On Occurrences
• Peer Pressure
Q&A
It’s not about the building…
It’s about what we do with it