CURRICULUM DESIGN FOR FACILITIES MANAGEMENT
Presented by Johann Eiselen
Academy for Facilities Management
HEFMA Conference October 2010
© Academy
CURRICULUM DESIGN = EATING AN ELEPHANT
 Little by little
 Takes a long time
 Not to be done alone
© Academy
CURRICULUM DESIGN FOR FM
Steps in curriculum design for a formal qualification in FM:
1. Research:
A. Establish what the field of FM entails
B. Defined the job of an FM
C. Qualities of an FM
D. Key Performance Areas
E. Surveys
2. Regulatory Framework
F. Statutory Framework
H. Policy for Curriculum Development
3. The Process (I)
4. The Outcome (J)
© Academy
G. Statutory Requirements
CURRICULUM DESIGN FOR FM
Steps in curriculum design for a formal qualification in FM:
1. Research:
A. Establish what the field of FM entails
B. Defined the job of an FM
C. Qualities of an FM
D. Key Performance Areas
E. Surveys
© Academy
CURRICULUM DESIGN FOR FM
To do curriculum design for a formal qualification in FM:
(A) Establish what the field of FM entails
As many definitions as there are authors.
Following slides indicative of the rich diversity / lack of consensus
© Academy
Definitions of FM:
Facilities management is an enabler of sustainable enterprise performance
through the whole life management of productive workplaces and effective
business support services.
SAFMA
The practise of co-ordinating the physical workplace with the people and work of
an organisation, it integrates the principles of business administration, architecture
and the behavioural and engineering sciences.
BIFM
People
Place
© Academy
Process
Definitions of FM:
The process by which an organisation delivers and sustains support services in a
quality environment to meet strategic needs.
 Centre for Facility Management
Facility management refers to building in use, to planning, design, and
management of occupied buildings and their associated building systems,
equipment and furniture to enable and enhance the organisation’s ability to meet
its business and programmatic objectives. FM therefore refers to organisational
effectiveness.
 Becker
© Academy
Definitions of FM:
Facility management is the active management and co-ordination of an
organisation’s non-core building services, together with the associated human
“
resources and its buildings, including their systems, plant, IT equipment, fittings
and furniture necessary to assist that organisation to achieve its strategic
objectives.
 Owen
An Integrated approach to maintaining, Improving and adapting the buildings of an
organisation in order to create an environment that strongly supports the primary
objectives of that organisation.
 Barrett
© Academy
CURRICULUM DESIGN FOR FM
A authors were helpful and inspired a list of FM
characteristics & objectives:
1. FM is a non-core / secondary business activity
2. FM is integrated management of the workplace
3. FM support primary business’ objectives
4. FM adapt to changing requirements / conditions of the
primary / core business it serves
© Academy
CURRICULUM DESIGN FOR FM
Key FM Characteristics
5. A life cycle (cost) perspective is essential for FM
6.
7.
FM incorporates three key functional service areas:
–
Business and soft services management
–
Accommodation management
–
Building maintenance management or hard services
FM is a service and therefore a customer orientation is key
© Academy
CURRICULUM DESIGN FOR FM
Key FM Characteristics
8.
FM strives for cost-efficiency and optimal productivity of the
workspace
9.
Contract management and SLAs are an integral tools of FM
10. FM relies heavily on quality control / systems
© Academy
FM Objectives
1.
Support Corporate objectives
2.
Productivity – create optimal working conditions
3.
Efficiency - deliver quality & customer satisfaction
4.
Continuity of service
5.
Sustainability of practises
6.
User / Customer work satisfaction
7.
Compliance – Statutory / Corp. Governance
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CURRICULUM DESIGN FOR FM
Steps in curriculum design for a formal qualification in FM:
1. Research:
A. Establish what the field of FM entails
B. Defined the job of an FM
C. Qualities of an FM
D. Key Performance Areas
E. Surveys
2. Regulatory Framework
F. Statutory Framework
H. Policy for Curriculum Development
3. The Process (I)
4. The Outcome (J)
© Academy
G. Statutory Requirements
CURRICULUM DESIGN FOR FM
B. Defined the job of an FM
– Authors
– FM associations
– Employers
– Range of views
– Following slides represent a picture of these views:
© Academy
B. Defined the job of an FM
Operational FM – Supervisory Level
– Employees supervises small single facility or number of services
(cleaning, Call Centre, etc.) In a larger facility.
– Employee focused on the operational aspects of facility services
provision and supervision of these function(s), rather than having
management responsibility.
– FM planning and procedures still responsibility of a manager that
provides guidance and management support.
(Australian FMA)
© Academy
B. Defined the job of an FM
Operational FM – Management Level
– Manage large facility or portfolio of smaller facilities in more than
one centre. Responsible for more than one facility type.
– Job will require responsibility for:
-facility outcome
-management of contracts (outsourced)
-FM planning and development of procedures
-facilities budget, and
-managing FM team
– Middle management and work with clearly delegated authority,
with limited guidance, but reports to a senior manager who is
mostly not a FM specialist.
(Australian FMA)
© Academy
B. Defined the job of an FM
Strategic Management Level
– Actively Involved in strategy management for a large national,
regional or global organisation with portfolio of facilities.
– Overall responsibility for FM outcomes, management of full
facilities team, setting of FM performance standards development
and Implementation of facility policy and procedures, strategic
management of contract a specification and tendering processes
and communication of key FM decisions.
– Reports to CEO or FD and advise on
strategic FM issues at corporate level
(Australian FMA)
© Academy
B. Defined the job of an FM
FM Functional Areas (Owen)
Building Management (& maintenance)
Office services
Resource Management (Purchase & Logistics)
Risk Management (Safety & Security)
Personal (Physical) Safety / Emergency
Building Operations
Communications & Automation
Services
© Academy
B. Defined the job of an FM
IFMA - FM Competency Areas
Leadership & Communication
Planning & Project Management
Finance
Operations & Maintenance
Facility Function
Real Estate / Property management
Quality Assurance
Regulatory Compliance
© Academy
B. Defined the job of an FM
FM by Job Responsibility - IFMA

Long range facility planning

Annual facility planning

Facility forecasting & budgeting

Real estate acquisition & disposal

Space planning, work space specs.,installation & space management

Architectural & engineering planning & design

New construction & renovation

Maintenance & operations management of plant

Telecomms integration, security & general admin. (soft) services
© Academy
B. Defined the job of an FM
Facilities Management – An SA Perspective
“ The textbook definition of a true facilities manager is not the
MD’s PA or office manager, but a hybrid technical professional
trained in sound business, social, human resources and financial
management skills.
Local experience has proven that the best candidate operationally is
a qualified engineering artisan who has aspired to more than of a
management function, and at a more strategic level, more financially
astute individual who comes with a financial degree and / or business
qualification in administration.” Stan Frank, former MD of Broll FM
© Academy
CURRICULUM DESIGN FOR FM
Steps in curriculum design for a formal qualification in FM:
1. Research:
A. Establish what the field of FM entails
B. Defined the job of an FM
C. Qualities of an FM
D. Key Performance Areas
E. Surveys
2. Regulatory Framework
F. Statutory Framework
H. Policy for Curriculum Development
3. The Process (I)
4. The Outcome (J)
© Academy
G. Statutory Requirements
CURRICULUM DESIGN FOR FM
C. Qualities of an FM
– Authors
– FM associations
– Employers
– Range of views
– Following slides represent a picture of these views:
© Academy
C. Qualities of a Facilities Manager
FM “should be a professional manager and a technical professional,
who is able to operate at a level of technical knowledge that will enable
facilities within organisations to match the strategic needs of the
organisation. This is so because the facilities manager’s function is to be
in complete control of technical facilities whilst he has to ensure that he is
strategic in his approach to meet the organisational goals which, in turn,
support the organisation’s mission. Such an individual has to register a
demonstrable ability to manage at junior level where he functions as a
service provider (operational), middle management level where he
functions as a specialist (tactical) or senior management (strategic) level
as pointed out. Alexander, K (2000)
© Academy
C. Qualities of a Facilities Manager
The facilities manager should be able to co-ordinate and control the
efforts of all employees engaged in, inter alia, planning of facilities, and
construction of facilities and installation of equipment, maintenance and
repair of facilities, systems and equipment (Lewis, BT. 1999: 1.4).
This implies that the facilities manager does not have to be bogged down in
details of everything involved in the delivery process as observed by Barrett
and Baldry (2003) who also supports Lewis (1999) in maintaining that the
facilities manager’s role is to co-ordinate or manage the services.
© Academy
C. Qualities of a Facilities Manager
FM should be someone at a senior level within the organisation who is
able to interpret facilities management; who has both a general and a
knowledgeable view of the facilities management functions; who is able to
anticipate situations that may occur; who is able to formulate policy; and
who will help to define the organisation’s vision. The FM should be able to
keep himself informed about the FM market trends so as to be in a position
to keep his/her management colleagues up to date on what is being offered
by the commercial providers. Cloete (2002)
© Academy
CURRICULUM DESIGN FOR FM
Steps in curriculum design for a formal qualification in FM:
1. Research:
A. Establish what the field of FM entails
B. Defined the job of an FM
C. Qualities of an FM
D. Key Performance Areas
E. Surveys
2. Regulatory Framework
F. Statutory Framework
H. Policy for Curriculum Development
3. The Process (I)
4. The Outcome (J)
© Academy
G. Statutory Requirements
CURRICULUM DESIGN FOR FM
D. Key Performance Areas for FM
– Authors
– FM associations
– Employers
– Range of views
– Following slides represent a picture of these views:
© Academy
D. Key Performance Areas
KPAs of a Facilities Manager as defined by a major SA employer:
1. FM Management
1.1 FM Policy
1.2 FM Customer Relations
1.3 FM Communication
1.4 Risk Management
2. SHEQ (Safety, Health, Environmental & Quality)
3. People Management
4. FM Asset Management and Information systems
5. Financial Management
6. Maintenance Management (Hard, Soft & Accommodation Services)
© Academy
CURRICULUM DESIGN FOR FM
Steps in curriculum design for a formal qualification in FM:
1. Research:
A. Establish what the field of FM entails
B. Defined the job of an FM
C. Qualities of an FM
D. Key Performance Areas
E. Surveys
2. Regulatory Framework
F. Statutory Framework
H. Policy for Curriculum Development
3. The Process (I)
4. The Outcome (J)
© Academy
G. Statutory Requirements
CURRICULUM DESIGN FOR FM
E. Surveys
Over a 5 year period as PHEI
– Student / Alumni evaluation / surveys - 200
– Employer feedback / surveys - 600
– Synthesis of data provided good indication of what a formal FM
qualification should entail
© Academy
CURRICULUM DESIGN FOR FM
Steps in curriculum design for a formal qualification in FM:
1. Research:
A. Establish what the field of FM entails
B. Defined the job of an FM
C. Qualities of an FM
D. Key Performance Areas
E. Surveys
2. Regulatory Framework
F. Statutes
H. Policy for Curriculum Development
3. The Process (I)
4. The Outcome (J)
© Academy
G. Regulatory Requirements
Regulatory Framework: F. Statutes
Education Act
National Qualifications Framework Act (NQF) *
Council on Higher Education (CHE) - Quality Council for Higher Education
– Function: Approval of qualifications (Higher Education Quality CommitteeHEQC)
Department of Higher Education and Training (DoHET)
– Overall responsibility for the NQF and its sub-frameworks
– Approval and funding of programmes
– Registration of HEI
SAQA - SA Qualifications Authority: Register qualifications that meet the
relevant policies and criteria ( NQF Act) on recommendation of CHE
© Academy
Level 10
Masters Degree (UP)
Level 9
HET
Level 8
Level 7
Diploma (Academy for FM – 2012)
Advanced Certificate (Academy for FM - 2011)
Level 6
Adult National
Senior
Certificate
Units of
learning to be
accumulated
General Education &
Training Certificate
©(Grade
Academy
9)
Adult National
Senior
Certificate
National Certificate
(Vocational) 4
National Certificate
(Vocational) 3
National Certificate
(Vocational) 2
Level 5
FET
National Senior Certificate
(Grade 12)
Advanced
Advanced
National
National
Certificate
Certificate
(Vocational)
(Vocational)
Incl. subject / unit certificates
(Higher) Certificate (Academy)
OQF
Bachelor Degree
Advanced Diploma
Level 4
Level 3
Level 2
Level 1
National Occupational Awards
Master Postgraduate Diploma
Professional Qualifications s Degree
Foundational Learning
Certificate Mathematical
Literacy and Communications
Doctoral Degree
National Skills Certificates
National Qualifications Framework (NQF)
CURRICULUM DESIGN FOR FM
2. Regulatory Framework
F. Statutes
G. Statutory Requirements
H. Policy for Curriculum Development
© Academy
Regulatory Framework: (G) Statutory Requirements
CHE Programme Criteria
Any new programme (course / qualification) to be submitted to the CHE
19 criterion for programme evaluation:
Criterion 1:
The programme is consonant with the institution’s mission, forms part of
institutional planning and resource allocation, meets national requirements,
the needs of students and other stakeholders, and is intellectually credible.
It is designed coherently and articulates well with other relevant
programmes, where possible.
© Academy
(G) Statutory Requirements: CHE Programme Criteria
Criterion 2:
Recruitment documentation informs potential students of the programme
accurately and sufficiently, and adheres to current legislation. Admission and
selection of students are commensurate with the programme’s academic
requirements, within a framework of widened access and equity. The number of
students selected takes into account the programme’s intended learning
outcomes, its capacity to offer good quality education and the needs of the
particular profession.
© Academy
(G) Statutory Requirements: CHE Programme Criteria
Needs of the profession / stakeholders
Stakeholder consultation – open invitation
• Associations: HEFMA , SAFMA
• Employers: Sanlam; DSFM, City of CT, ABSA Capital, E&Y, Credit –
Suisse; Hollard, Didata, etc.
© Academy
(G) Statutory Requirements: CHE Programme Criteria
Criterion 3:
Academic staff responsible for the programme is suitably qualified, has
sufficient relevant experience and teaching competence, and their assessment
competence and research profile are adequate for the nature and level of the
programme. The institution and/or other recognised agencies contracted by
the institution provide opportunities for academic staff to enhance their
competences and to support their professional growth and development.
Criterion 4 - 19
© Academy
CURRICULUM DESIGN FOR FM
2. Regulatory Framework
F. Statutes
G. Statutory Requirements
H. Policy for Curriculum Development
© Academy
2. Regulatory Framework
Policy for Curriculum Development (H)
Higher Education Institution has to develop a policy for curriculum
development (H) & submit to the CHE & DoHE - guidelines for curriculum
development and amongst others deals with:
Programme Design
Materials Development – distance learning
Outcomes Based Education
Action learning approach
Write in outcomes-based language
Best practise in Distance Learning - National Association of
Distance Education Organisations in SA (NADEOSA)
© Academy
CURRICULUM DESIGN FOR FM
Steps in curriculum design for a formal qualification in FM:
1. Research:
A. Establish what the field of FM entails
B. Defined the job of an FM
C. Qualities of an FM
D. Key Performance Areas
E. Surveys
2. Statutory Framework
F. Regulatory Framework
H. Policy for Curriculum Development
3. The Process (I)
4. The Outcome (J)
© Academy
G. Regulatory Requirements
Curriculum Design for FM:
The Process (I)
Integration of all research and statutory requirements
– Penning down the curriculum - laborious team effort by subject experts
– Everything condensed into CHE prescribed format – next slides
© Academy
Curriculum Design for FM: The Process
The Process (I)
Organisational Component – CHE Documentation
1.
User Instructions For The Manual
2.
Syllabus Themes
3.
Lecturers
4.
Prescribed Reading
5.
Scheduled Contact Session Dates
5.
Assessment Methodology – Continuous And Summative
6.
Programme Structure
© Academy
Curriculum Design for FM: The Process
The Process (I)
Study Component– CHE Documentation
1.
Syllabus Theme - subject
- Objectives Of Syllabus Theme
2.
Study Units – sub-component
- Objectives Of The Study Unit
- Learning Outcomes
(What a student should be able to do after completion)
3.
Prescribed Material
© Academy
CURRICULUM DESIGN FOR FM
Steps in curriculum design for a formal qualification in FM:
1. Research:
A. Establish what the field of FM entails
B. Defined the job of an FM
C. Qualities of an FM
D. Key Performance Areas
E. Surveys
2. Statutory Framework
F. Regulatory Framework
H. Policy for Curriculum Development
3. The Process (I)
4. The Outcome (J)
© Academy
G. Regulatory Requirements
CURRICULUM DESIGN FOR FM
4. The Outcome (J)
Higher Certificate in FM – since 2004
Advanced Certificate in Building Maintenance Management - 2011
Advanced Certificate in Soft Services Management
Advanced Certificate in Accommodation Management
Diploma in FM - 2012
© Academy
Higher Certificate in FM
Syllabus Themes
Credits
[NQF5]
Notional
Hours
 Operational Theory of Facilities Management
20
200
 Consumer and Communication in FM
10
100
30
300
10
10
100
100
Sub-total 10
100
 Building Maintenance Management
20
200
 Soft Services in Facilities Management
20
200
 Financial Management for FM
20
200
 FM Space Planning & Management
20
200
80
800
120
1200
Fundamental
Sub-total
Elective
• Health Safety in Facilities Management
• FM Outsourcing
Core
Sub-total
© Academy
[Experiential Learning]
Total
Advanced Certificate in Accomm. Mangmt.
Syllabus Themes
Credits
[NQF6]
Notional
Hours
• Management
20
200
 Contract Management
15
150
 Outsourcing
10
100
45
450
10
10
100
100
10
100
 Space management systems
15
150
 Green Buildings
15
150
 Building design, shape & elements
15
150
 Accommodation solutions
15
150
 Finance for Organisational Accommodation
15
150
75
750
Fundamental
Sub-total
Elective
Statutes, Standards & Benchmarks – Bldg. servs.
Risk management
Sub-total
Core - Accommodation Management
© Academy
[Experiential Learning]
Sub-total
Total 130
1300
Advanced Certificate in Soft Services Management
Credits
Notional
Syllabus Themes
NQF6
Hours
Fundamental
•
Management
20
200

Contract Management & SLAs
15
150

Outsourcing
10
100
Sub-Total 45
10
10
450
100
100
Sub-Total 10
100
Elective


Risk management
Green Buildings
Core

Soft Service management
40
400

Statutes, Standards and Benchmarks applicable to
soft services management
20
200

Finance for Soft Services management
15
150
Sub-Total 75
750
Total
1300
[Experiential Learning]
© Academy
130
Advanced Certificate in Bldg. Maint. Management
Syllabus Themes
Credits
NQF 6
Notional
Hours
Fundamental
•
Management
20
200

Contract Management & SLAs
15
150

Outsourcing
10
100
Sub-Total 45
450
10
10
100
100
Sub-Total 10
100
Elective
•

Statutes, Standards and Benchmarks applicable to
building maintenance management
Risk management
Core: Building Maintenance Management

Electrical
20
200

Mechanical
20
200

Building services
20
200

Finance for Building Maintenance
15
150
75
750
130
1300
© Academy
[Experiential Learning]
Sub-Total
Total
CURRICULUM DESIGN: The Outcome
Diploma in FM – proposed for 2012
Year
NQF Level
Credits
Total Credits: 360
© Academy
Year 1
Year 2
Year 3
5
6
6
7
120
120
50
70
1st Year – Diploma in FM
NQF 5
120 Credits
7 modules / subjects
© Academy
Diploma in FM – 1st Year
Syllabus Theme / Module
1. Introduction to Facilities
Study Unit
Introduction to FM
Management and
Principles of FM
Management for FM (1)
Characteristics of FM
FM strategy and policy
Dip FM - NQF5
1st Year
7 x Modules
© Academy
Objectives of FM
Syllabus Theme / Module
2. Financial & Environmental
Management (1)
3. Soft Services Management (1)
Study Unit
General accounting terms and concepts
Budgeting and managing FM expenditure
Defining FM Soft Services
Key Soft Services
• Cleaning Services
• Catering Services
• Security Services
• Help Desk / Call Centre
Principles of quality management
Financial implications of and costeffectiveness
© Academy
in service delivery
Soft Service Management and SLAs
Syllabus Theme / Module
4. Building Maintenance
Management (1)
Study Units
Principles of maintenance
Maintenance management
Maintenance contracts / SLAs
Life cycle costing
5. Accommodation
Management
Facilities and Space Planning and
Management
Calculating space requirements
Space design
Space Planning Policy
Ergonomics & Psychology of colour
© Academy
Syllabus Theme /
Study Units
Module
6. Consumer and
Communication in FM
Customer behaviour and needs in the FM
environment
Communication & service delivery
Customer satisfaction in the FM env.
Principles & techniques for effective
communication
Telephone communication skills
Dealing with dissatisfied customers
Compiling a FM communication plan
Presentation skills
Communication planning
© Academy
Syllabus Theme /
Study Unit-
Module
7. Regulatory Framework
Overview of the OHS Act.
H&S & risk management
Communicating H&S information in the
organisation to the relevant stakeholders
H&S Quality Management
H&S Policy
© Academy
2nd Year – Diploma in FM
NQF 6
120 Credits
7 modules / subjects
© Academy
Diploma in FM – 2nd Year
Syllabus Theme / Module
1. Management for FM (II)
Study Unit
Research Methodology
FM Information Systems
Project and Configuration Management
Facility Manager’s role in the organisation
Facility Manager’s role re staff
2. Contract Management &
SLAs (1)
Law of contracts
Service Contracts and Management
Service Level Agreements (SLAs)
Dip FM - 2nd Year
- NQF6
7 x Modules
©-Academy
Syllabus Theme / Module Study Unit3. Financial &
Principles of financial and environmental
Environmental
management
Management (II)
Financial implications of soft services
management solutions
Financial Implications of accommodation
management solutions
© Academy
Syllabus Theme / Module Study Unit4. Soft Services
Management (II)
Soft and business support services / systems
• Mailroom
• Reprographic
• Office supplies
• Office furniture
• Signage
• Refuse management
• Horticulture
• Office stationery
management principles for service delivery
Regulatory framework
© Academy
Syllabus Theme / Module
5. Building Maintenance
Management (II)
Study Units
Engineering language
• Mechanical
• Civil
Management principles of building
services
Building condition assessment
Principles for delivery of building
services
Regulatory framework
© Academy
Syllabus Theme / Module
6. Accommodation
Management (II)
Study UnitAccommodation Management
Language of Building Design
Space Measurement Systems
Accommodation Management
Software
Regulatory framework
7. Risk Management
Principles and functions of risk
management
Risk Assessment
Implications of ineffective risk
management
© Academy
3rd Year – Diploma in FM
NQF 6 / 7
120 (50 / 70) Credits
6 modules / subjects
© Academy
Diploma in FM – 3rd Year
Syllabus Theme / Module
1. Management for FM (III)
Study Unit
Facility Manager’s role in the organisation
– Strategy, Policy, Structure, Culture
Facility Manager’s role re staff
2. Contract Management &
SLAs (III)
Principles of outsourcing
Risks and benefits of outsourcing
Outsourcing process
Managing the outsourcing decision
Managing outsourcing contracts / SLAs
Dip FM – 3rd Year
- NQF6 / 7
- 6 x Modules
© Academy
Syllabus Theme / Module Study Units
3. Financial &
Environmental
Management (III)
Principles of financial and environmental
management
Financial implications of building maintenance
decisions, e.g. energy , water, etc.
Financial implications of soft services management
decisions – water, energy
Financial Implications of accommodation
management decisions
Financial reporting
4. Accommodation
Management (III)
Accommodation Management
Green Buildings
Building Design and Energy
Regulatory Framework
© Academy
Syllabus Theme /
Study Units
Module
5. Soft Services
Management (III)
Soft and business support services / systems
Retail, Document management & Archiving
Parking Management, FMIS / Help desk,
Retail, Lifestyle, Landscaping, Business services,
Recycling, Waste Management, Health care,
Provisioning (supply chain), Scenery, Furniture &
Building finishes, etc.
Soft Services management principles
Regulatory environment
Risk / cost of compliance
© Academy
Syllabus Theme / Module
6. Building Maintenance
Management (III)
Study UnitEngineering language
Electro-mechanical
Principles for delivery of building
services
Quality of supply
Statutory Framework
Asset Management
Regulatory Framework
© Academy
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www.a4fm.co.za
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