Northwest Energy Education Institute

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NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page ii NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 1 NORTHWEST ENERGY EDUCATION INSTITUTE MARKET PROGRESS EVALUATION REPORT #3 INTRODUCTION The Northwest Energy Efficiency Alliance (the Alliance) is a non-profit group of electric utilities, state governments, public interest groups and industry representatives committed to bringing affordable, energy-efficient products and services to the marketplace. In mid-1998, the Northwest Energy Efficiency Alliance (the Alliance) contracted with and provided seed money to Lane Community College in Eugene, Oregon, for the start-up of the Northwest Energy Education Institute (NEEI). NEEI 9s goal is to offer affordable, readily accessible, and well- regarded training programs to energy management and building service professionals. It currently offers the following five training programs: § Energy Management Certification (EMC) § Building Operator Certification (BOC) Levels I and II § Residential Energy Auditor Certification § Residential Inspector Certification § Customized energy efficiency training programs at customers 9 facilities In February 2003, the Alliance contracted with Currents Consulting to prepare this third and concluding market progress evaluation report. The first two reports, prepared by Shel Feldman Management Consultants, 1 focused on the organizational challenges and accomplishments of NEEI during its start-up. Recommendations made in those reports included adding a program administrator, setting clear organizational priorities, and strengthening marketing efforts, including conducting a systematic assessment of the potential market for all of NEEI 9s course offerings. While this report touches on some of the broader issues raised in the first two evaluations, its primary focus is on the Energy Management Certification (EMC) program because it is NEEI 9s cflagship d offering. It is an opportune time to assess the program 9s value to participants and the region since it now has a history of three years of course enrollment. 1 Northwest Energy Education Institute, Market Progress Evaluation Report No. 1 (June 1999, Report #E99-030), and Market Progress Evaluation Report No. 2 (December 2000, Report #E00-070). Available at www.nwalliance.org under the Resources tab. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 2 EVALUATION APPROACH Preparation of this report involved the following: § One in-person interview and several phone calls with the EMC program director to gather background information on the course and assistance in selecting case study candidates. § Review of EMC course marketing materials. § Review of participants 9 written project reports and documentation. § Attendance at the oral project presentations. § On-site interviews with a total of seven course participants and three participants 9 supervisors. § Preparation of five detailed case studies (provided in Appendix B ). The case studies were selected based on the following criteria: § The energy efficiency projects were located in the Pacific Northwest. § The projects for the course had been implemented, energy savings documented, and formal reports prepared. § The participants had completed cspillover d projects and activities that went beyond those required for the course, pointing to broader market effects and the potential for market transformation. § The projects were representative of the range of benefits from attending the course. Preparation of the case studies involved reviewing participants 9 written project reports and documentation, conducting on-site interviews, and making follow-up calls to participants as necessary. The participants and supervisors also reviewed and commented on the case studies. OVERVIEW OF THE ENERGY MANAGEMENT CERTIFICATION COURSE To change the way institutions and businesses value and use energy, a broad range of people within their facilities needs to be influenced. These include: (1) upper-level decision-makers, (2) nuts-and-bolts equipment operators, and (3) mid-level facilities and maintenance managers/ supervisors. Within these three groups, the Alliance has focused most of its funding on equipment operators through the Building Operator Certification (BOC) program. BOC covers many of the same topics as the EMC, but with much greater emphasis on hands-on, technical training. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 3 The Alliance has also done limited work with upper-level decision-makers through its support of the One-2-Five program, which attempts to raise companies 9 awareness of the impact of energy costs on profits and the importance of developing comprehensive energy strategies. 2 However, virtually all of the Alliance funding for One-2-Five was for industrial facilities. EMC, by targeting the middle level of facilities and maintenance managers/supervisors at businesses and institutions, serves as a critical link between upper management and personnel at the hands-on operations level. Its participants are in a position to affect long-term energy efficiency policies, procedures, and O&M practices, as well as short-term use of energy in their facilities (e.g., occupant behavior and day-to-day operations and maintenance). The EMC course approach and experience are unique in the Northwest region, and indeed in the United States. 3 The effort was launched in 2000, and was modeled after a training program offered in New Zealand. It is currently presented once a year to a maximum of fifteen students, at a cost of $3,500 per individual. The full program lasts a year and consists of the following three phases: > First Phase 3 Classroom and Hands-On Training. Participants first attend an intensive, two-week, in-residence training session on the University of Oregon campus during the summer. It is a total immersion experience in the fundamentals and practices of energy efficiency. Students live and breathe energy efficiency with lectures and training sessions that start at 8:00 a.m. and often continue until 9:00 p.m. or later. During the first year of the program, participants began jokingly calling this cboot camp d and the name has stuck. Participants live in student dormitories, attend class together, study together, and socialize together. They learn to juggle as a stress reliever and to build a team spirit. Not surprisingly, by the end of the course, there is a high level of camaraderie among both peers and instructors. 2 More information on On-2-Five can be found at www.envinta.com/sub_level/EnVinta_one2five.html . 3 While the Certified Energy Manager (CEM) program (operated by the Association of Energy Engineers [AEE]) is a nationwide training/certification program, it is geared more towards energy management professionals who already have significant experience and want to acquire this particular qualification. It may be well-suited to those doing cengineering d type of work in energy management but who cannot meet the substantial and rigorous requirements for professional engineering registration. The CEM program clearly has a different target market and approach than EMC. However, the EMC course could be good preparation for the CEM exam if the applicant has met the other application requirements. CEM has stringent application requirements involving various combinations of academic training and field experience in energy management, ranging from a four year engineering degree and/or professional engineering registration, plus at least three years field experience, to ten years or more of verified experience. Qualified applicants can take the four hour exam without any specific preparation, or take one of AEE 9s preparatory courses. No project work is required, although periodic re-certification requires some continuing education. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 4 The curriculum covers lighting, building envelope, heating, ventilation and cooling, controls, energy auditing, and energy calculations. 4 Each day is dedicated to a specific topic and one or more instructors spend the entire day working with the students. Most of the instructors are not paid staff, but professionals working in the energy management field, another aspect of EMC that makes it unique. The instructors 9 practical knowledge and experience is an effective way to convey energy management principals to students. > Second Phase 3 Project Implementation. EMC is also the only certification program in the region in which students are required to implement an efficiency project, providing immediate hands-on experience and energy savings for the participant 9s organization. After returning to the workplace, participants identify prospective energy efficiency projects and spend the next year implementing one or more of them. They select their projects with the help of the course instructors, usually based on maximum return-on- investment and/or energy savings criteria. > Third Phase 3 Project Presentation. One year following boot camp, participants return to the University of Oregon to present their project results to their fellow students, the NEEI staff, and students of the subsequent year 9s course. Students receive a plaque after completing all EMC course requirements. COURSE PARTICIPANTS The target market described on NEEI 9s website includes engineers, technicians, architects, facilities maintenance personnel, and energy managers. In our research for this report we found that 23 of 35 course participants or 66% were from public institutions such as schools, colleges, and city, county or state governments, and 20 could be described as middle-level facilities or maintenance managers. Two others were plant level staff and one was a teacher at a school district. The remaining attendees were from consulting firms, vendors/contractors, utilities, and energy agencies. Thirty-one of thirty-five participants were from the Pacific Northwest. A complete list of participants, including organization name, type, and state is provided in Appendix A . Table 1 provides an overview of each year 9s participants by customer type. 4 The course content is described in detail at www.nweei.org . NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 5 Table 1: EMC Course Participants by Type Year Total Participants Institutional Customers 5 Consultants Vendors and Contractors Utility Staff and Energy Agencies 2000 7 6 0 0 1 2001 14 9 1 2 2 2002 14 8 3 1 2 Total 35 23 4 3 5 Table 2 provides a breakdown of participants by state. As shown, 71% of students to date have been from Western Oregon, 14% from Western Washington, 3% from Eastern Washington, and 12% from out of the region. Attendance from Western Washington has been steadily increasing. The program continues to build its national marketing efforts 4including to Eastern Washington, Eastern Oregon, Idaho, and Montana 4through personal contacts, mailings, presentations at energy conferences, and outreach to associations. Table 2: EMC Course Participants by State Year Total Participants Western Oregon Western Washington Eastern Washington Out of State 2000 7 7 0 0 0 2001 14 8 1 1 4 2002 14 10 4 0 0 Total 35 25 5 1 4 The five selected case studies were from Oregon because of the predominance of Oregon participants in the first two years of the course. Based on the evaluators 9 review of all the participant reports available, the selected case studies are representative of the range of benefits the course offers to participants. Among the seven participants in the year 2000 course, six completed projects for the program. In the year 2001 class, seven of fourteen participants have completed projects, three are in process, and four did not complete a project. Among the four that did not complete projects, none were from institutional facilities. The fourteen participants from 2002 are still in the project planning and implementation phase. So far, the EMC director has heard that five participants have projects 5 All were public institutions. One was with a property management company and had responsibility for a public building. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 6 under way; the definite number of completed projects will not be known with certainty until the summer of 2003. The predominance of course participants who were middle-level facility and maintenance managers from public institutions was probably not intentional on the part of the program marketers, but these are the types that have so far been attracted to the program, which appears to be particularly well-suited to this type of participant. They are not necessarily the people turning the wrenches in their facilities, but may oversee staff that does the hands-on work. Many of these participants had some basic understanding of energy efficiency prior to taking the course, but needed more specific knowledge on how to identify and prioritize energy saving opportunities, select appropriate technologies, analyze costs and savings, and select and manage contractors. Among participants, we also identified two who were general project managers with little or no knowledge of energy efficiency prior to taking the course. Their supervisors asked them to enroll because they wanted to give them new responsibilities that would involve energy efficiency. Because of the supportive atmosphere of the course and the accessibility of instructors, these participants were able to keep up with the course materials, including the more complex analysis, and said they had a very positive experience. A third was a teacher at a school district who paid his own way to take the course. EMC appears to be particularly valuable to school districts, colleges/universities, and city, county, and state governments where there may be many savings opportunities, but few staff with technical training to identify and address them. The quotes below from the case study interviews provide a sense of the extremely positive experience had by participants in the course: § c[The course] hit the mark on everything. Calculations, selling the project to management... You had enough [information] to talk the talk but you could also find someone to help you. We 9re building an environmental kingdom here [at the County]. It was a great program. I talk about it still. It was a fun learning experience and challenging. d Energy Conservation Specialist, Multnomah County § cThe instructors were just stupendous. Support from NEEI staff was superb and very professional, both the instructional guidance and equipment such as data loggers. The staff at NEEI was very accessible&The program and preparation [for completing our projects] were fantastic. I especially appreciated the training in using my powers of observation and paying attention to details where energy savings could occur. d Maintenance Mechanic/Energy Coordinator, North Santiam School District § cThe instructors were great. They were obviously really knowledgeable in their field. Roger picked people who were top notch. It impressed me that we had so many good people. d Statewide Resource Coordinator, Oregon Department of Administrative Services NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 7 COURSE OUTCOMES Based on the participant and supervisor interviews conducted for the five case studies, participants found the EMC particularly valuable in the following ways. They: > Learned to identify, prioritize, and implement energy saving projects. > Gained comfort with energy calculations including life-cycle cost analysis. This brought analytical rigor to their projects, helping them sell these projects to management and also to have confidence in their project results. > Developed confidence to oversee the work of staff and contractors . Most participants will not actually install measures, but the course gives them the knowledge to oversee the work of facilities staff and contractors. > Changed their thinking through the EMC immersion experience so they see facilities maintenance and operations through an energy efficiency clens. d > Became leaders in energy efficiency in their organizations. > Developed supportive professional relationships in energy efficiency with EMC class peers and instructors. > Learned to sell energy efficiency projects to management and to give more effective presentations. A portion of the course focuses on this and students we interviewed said it was particularly useful. One supervisor remarked that the participants from his organization cact as the [organization 9s] conscience for energy efficiency. d He said he believes that the EMC course 9s cimmersion d approach was key to changing participants 9 thought processes and perspective. He is encouraging staff to change their mindset even further in terms of assessing sustainability projects using life-cycle cost analysis, net present value, durable cost analysis, etc. In conducting the research for this report, we noted that the most successful participants in the course had started their careers in a hands-on position in operations and maintenance, and then moved up to a mid-level manager position. Their work at the O&M level gave them a particular ability to understand the perspective of staff at this level. In addition, participants were most successful if their direct management strongly supported their participation in the course and their pursuit of energy efficiency opportunities. Thus, the EMC course gave them knowledge and skills in energy efficiency to be an effective clink d in the energy efficiency csupply chain d between operations-level staff and upper management. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 8 FINDINGS cSpillover d from the course is impressive and goes beyond discrete projects. As evidenced in the case studies, the spillover from the program consists of more than participants implementing numerous projects beyond those required for course completion. The intensive immersion experience of the course changes participants 9 thinking about their organizations. They begin to see all aspects of organizational management through the lens of energy efficiency, including equipment procurement/purchase, organizational policies and practices, and facility operations and maintenance. Further, they gain the skills and confidence to become leaders in energy conservation within and sometimes beyond their organizations, and to make important ongoing contributions to energy efficiency. Case Study Examples: § The five case studies describe over 50 spillover projects and activities currently underway that are directly attributable to the knowledge, skills, and motivation gained by participants in the course. It is clear that participants will continue to identify and implement additional energy efficiency projects. § Since attending the course, three participants have been directly involved in the development of broad policies and procedures that will continue to impact energy efficiency practices well into the future. Highlights include: - The participant from Oregon State Department of Administrative Services (DAS), helped prepare a DAS policy on water and energy conservation that, together with other specific projects and improved O&M, have helped DAS reduce electricity consumption in its buildings by about 20% in the last two years. (The case study provides more details on the specifics of the participant 9s role in preparing the DAS policy.) This represents annual savings of about 10,000 MWh or 1.14 aMW based on billing analysis conducted by the participant. (Note that these savings have not been formally audited and are not weather-adjusted.) - At the North Santiam (Oregon) School District, the course participant launched a program for purchasing only E NERGY S TAR ® office equipment and appliances, and a five-year District-wide energy efficiency plan. - A participant who now works for Multnomah County (Oregon) has developed a County Energy Policy and adopted the EMC life-cycle cost analysis spreadsheet for energy projects as the County standard. § Three participants have implemented sophisticated, real-time energy monitoring and control systems that link most, if not all, buildings in their facilities. Another participant is planning to do so. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 9 Organizations can reap numerous benefits from having staff attend the course. § Staff Development . Motivated participants emerge from the course with the skills, knowledge, and confidence to lead energy efficiency efforts and oversee the work of contractors. § Enhanced Management Understanding. The analytical skills and increased confidence gained by participants help them present their proposed projects more effectively to management, particularly in the area of life-cycle cost analysis. § Shared Knowledge and Staff Involvement. Participants often share their knowledge with other staff and involve them in identifying and implementing projects. § Recognition. The case studies provide numerous examples of how participants and their departments or organizations have received formal and informal recognition for their efforts in energy efficiency. § Cost-Effective Investment. The EMC course is usually a cost-effective investment in human resources, particularly if the participant is motivated and has management support. Case Study Examples: § The North Santiam School District invested $2,000 to send their Maintenance Mechanic/ Energy Coordinator to the course (he arranged for a scholarship and course discount to cover the other $1,500). He attended during the summer and so did not need to take time off from work. He conducted financial analysis using the EMC spreadsheet tool that indicated that the projected cost savings (about $40,000 per year) from his proposed energy efficiency projects, in combination with tax credits, rebates, and low interest loans, would cover the loan payments, thus making the projects revenue-neutral. In addition, the initial capital investment by the District was only $30,000 on a $491,000 project. This analysis was key to winning Board approval. In fact, savings have turned out to more than cover the loan payments. He recently provided a project update to the Board and received kudos. § The Oregon Parks and Recreation Department (OPRD) recently won the State of Oregon 2001 Resource Steward of the Year award. The award recognizes the OPRD 9s sustainability efforts including energy and water efficiency, recycling, and sustainable design and construction. This award was given by the Oregon Department of Administrative Services (DAS) Resource Conservation Management Program. It was a fellow EMC course participant with DAS who nominated the OPRD. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 10 Significant energy and non-energy benefits are being achieved. Total estimated annual energy savings for just the projects completed for the course in the five case studies were 1,346,000 kWh 6 . Savings were available for only a few of the spillover projects since many were in process or only recently implemented when this report was prepared. Besides energy cost savings benefits, there were important non-energy benefits described in the five case study examples. These included: § Improved occupant comfort § Extended equipment life § Reduced operations and maintenance costs § Streamlining of equipment purchasing § Strengthening and standardization of policies and procedures § Increased staff awareness of energy efficiency § Staff involvement at all levels in identifying project opportunities Participants benefit personally and professionally from the EMC course. Among the five case studies, the following personal and professional benefits were described by participants: § The knowledge, skills, and confidence to become a leader in identifying, analyzing, prioritizing, and implementing energy efficiency projects at the organization. § Knowledge and confidence to oversee and check contractors 9 proposals and on-site work. § Development of presentation skills, particularly to management. § Expanded job responsibilities and in some cases job promotions or new job opportunities. § Both informal and formal recognition and encouragement by participants 9 supervisors, other staff, and sometimes by outside organizations or departments. § Camaraderie and mutual support among students during and after the course. 6 As estimated by the EMC course participants and reviewed by the course instructors. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 11 Case Study Examples: § One participant has moved from his position as Energy Educator with the Oregon Tigard- Tualatin School District to being Energy Conservation Specialist in Environmental Services with the Facilities and Property Management Division of Multnomah County. § A second was promoted from Design Engineer to Programs and Facilities Maintenance Lead. § A third moved from a clerical to a professional position. All of these promotions substantially enhanced the student 9s influence in the area of energy efficiency. The fiscal difficulties of Northwest states, particularly Oregon and Washington, may impact participation in future courses and also the participants 9 ability to implement energy efficiency projects. With the current fiscal difficulties, public officials and heads of public sector organizations and institutions are cutting funding wherever they can. Training budgets will be scrutinized, and every expenditure will need to be justified, which will lead to more difficulty in supervisors approving people to attend the course. In the first three years of the EMC course, most students have been from public institutions in Western Oregon. Over 71% of students to date have been from Western Oregon, 14% from Western Washington, 3% from Eastern Washington, and 12% from out of the region. To date there have not been any participants from Eastern Oregon, Idaho, or Montana. Convincing students to attend from these other areas has been challenging, despite diligent marketing efforts. RECOMMENDATIONS PROGRAM PLANNING AND MARKETING > Clarify Target Market. In doing the research for this report, we formed the impression that while NEEI had not deliberately targeted mid-level facilities managers at public institutions 4such as schools, or county and state governments 4these participants are the types that have so far been attracted to the course. While we believe this is a strategically effective market for EMC, NEEI needs to decide if it is also going to target other markets such as large commercial. (They have already decided that the course is not tailored for industrial customers). NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 12 > Assess Market Size and Potential. Part of clarifying NEEI 9s target market in the Pacific Northwest and beyond will involve assessing how large different potential target markets are, both in terms of potential energy savings and number of potential recruits for the course. For example, government and institutional facilities may be a large enough market that it can be a focus for the program for the foreseeable future. On the other hand, a systematic assessment may reveal that there is not enough potential and that NEEI needs to target other markets as well, such as large commercial. The assessment of potential also needs to involve gathering information on the training budgets, current state of facility energy management, training objectives, and general financial climate of potential target markets. > Conduct More Targeted Marketing. Once target markets are identified, NEEI needs to more deliberately target these markets and develop messages, materials, and marketing strategies accordingly. If a large enough market is identified, EMC could potentially promote a customized version of the course for a specific audience such as school facility managers. > Develop Targeted Marketing Materials. NEEI is in the process of reworking its marketing materials. The needs and interests of their target market should be kept in mind as they develop these materials. The case studies prepared for this report could be particularly helpful as they include hard numbers on dollar savings achieved by organizations that sent their staff to the course. It would be most effective if these materials were developed after the market research recommended above. > Intensify Personal Marketing Efforts to Increase Participation and Further Broaden the Course 9s Geographic Reach. Word of mouth and personal contacts are critical, particularly given the unique format of the EMC course and the time commitment it involves. There can be barriers across state lines as well as other boundaries. Consider offering a scholarship to a particular region, sector, or state to get a geographic toe-hold in those areas. Develop case studies if possible and then develop further personal marketing channels such as utility representatives and association members and use those case studies for leverage. > Market to the Supervisors of Potential Participants As Well As The Potential Participants and make personal contacts as much as possible. This will be particularly important during these fiscally difficult times. If the person doing the marketing doesn 9t know the contact at the target company, see if they can find someone who does. Personal recommendations from colleagues are key. > Cross-Market the Course Through Other Programs and Alliance Initiatives (and vice versa). NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 13 PROMOTING THE COURSE IN FISCALLY DIFFICULT TIMES > Help With Tuition Funding Even More Proactively. Let potential participants and their supervisors know that if funding for the course is an issue, the course director can help find financial support. More opportunities for joint funding need to be sought out and developed. Potential sources might include the Oregon Office of Energy, the Energy Trust, the Alliance, BPA, and electric and perhaps gas utilities. This will be particularly important for participants where travel costs are a concern, such as participants who need to fly in from other states. > Present the Course to Prospective Participants and Their Supervisors As An Investment and use the case studies as examples of the potentially substantial returns on that investment through energy savings and other benefits. > Include More Information On Options For Project Funding in the course materials, such as incentives, rebates, tax credits, and low-interest loans. These could include rebates/incentives, tax credits, low-interest loans, and grants available through public and private utilities, non-profits, and governments. > Add to the Course More Information on Developing the cBusiness Case d to Management when seeking project approval. Participants need to know management 9s payback and return on investment requirements for energy efficiency projects, and what current fiscal challenges they face. Obviously, projects that are revenue neutral or money saving stand a much better chance of approval. > Place More Emphasis on Professional-Caliber Reports and Presentations to Management. When attending the student project presentations and reviewing the reports, we noted that overall the quality was very good, but some could have been more tailored and polished for a management audience. The presentations, including any visual and written materials, could be deliberately cast by participants as being to management. Part of presenters 9 preparation would be to understand their particular management 9s perspective and concerns. Presenters should prepare, dress, and present as if they were selling their project to key decision-makers at their organization. At the same time, the audience should imagine themselves in the role of management and interact with and ask questions of presenters. ADMINISTRATION > Increase Staffing and Funding. The program director is extremely dedicated and enthusiastic. He is also stretched thin among multiple responsibilities including: developing, directing, marketing, administering and helping to teach the EMC course and acting as the director of and key instructor in Lane Community College 9s two-year energy management course and two-year renewable energy program. The EMC program NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 14 clearly could be even more effective with more staff and more funding, particularly for marketing and market research. SUMMARY MATRIX OF CASE STUDIES An overall summary of the case studies is provided in Table 3 on the next page. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 15 Table 3: Summary Matrix of Case Studies Year Participant Organization Facility Type(s) Title of Participant(s) Project Location Course Project Description Spillover Projects Energy Benefits Non-Energy Benefits 2000 Oregon State Department of Administrative Services (DAS) Office building; print plant Statewide Resource Coordinator; Energy Analyst Salem, Oregon Lighting retrofits, building schedule changes, program- mable thermostats, occupancy sensors, adjust temperature setpoints. Projects in 40 more DAS buildings; 20% energy reduction. New policy on energy and water conservation. Course Projects: 120,600 kWh/year Spillover Projects: 10,000 MWh/year or 1.14 aMW based on billing analysis by participant " Better light quality and levels. " Improved occupant comfort. " Extended equip. life and reduced maintenance. 2000 Tigard- Tualatin School District High school; middle school; swim center Energy Educator (now Energy Conservation Specialist with Multnomah County) Tigard, Oregon Lighting retrofits and boiler replacement. Numerous projects in new position at County. New County Energy Policy. Course Projects: 94,700 kWh/year Spillover Projects: Overall electricity and gas down 10% at District. " Better gym lighting levels & evenness. " Improved pool safety. " Less maintenance. 2000 Oregon Parks and Recreation Department (OPRD) OPRD admin building; state park buildings & campground facilities Energy Conservation Engineer; Design Engineer (after course, promoted to Programs and Facilities Maintenance Lead) Statewide, Oregon Lighting retrofits, shell measures, O&M measures, HVAC measures, and water conservation measures. Retrofit of 25 restrooms. Improved utility tracking and reporting. Course Projects: 265,200 kWh/year Spillover Projects: Projects still in process. " Better light quality and levels. " Improved occupant comfort. " Extended equip. life and reduced maintenance. 2001 Portland Bureau of Environmental Services Wastewater treatment plant Lead Electrician Portland, Oregon Lighting retrofits; maintenance changes in pumping; opera- tions changes; and HVAC changes. Developing real- time monitoring. More lighting retrofits. Exploring pumping efficiency. Course projects: 439,400 kWh/year Spillover projects: 13,500 kWh/year; others in process. " Better light quality and levels. " Extended equip. life and reduced maintenance. 2001 North Santiam School District Elementary school; middle school Maintenance Mechanic/ Energy Coordinator Santiam, Oregon Lighting retrofits, control system retrofits E NERGY S TAR ® purchase program, district-wide controls installation; summer shutdown, vending misers. Course projects: 425,700 kWh/year Spillover projects: Savings being monitored. " Better light quality and levels. " Improved occupant comfort. " Extended equip. life and reduced maint. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 16 NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 17 APPENDIX A: LIST OF EMC COURSE PARTICIPANTS NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 18 NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 19 EMC COURSE PARTICIPANTS Year Organization Name Type Location Title of Course Participant Project Status CLASS OF 2000 2000 State of Oregon - Facilities Division, Dept. of Admin. Services Public institution Salem, OR Statewide Resource Coordinator Completed 2000 Oregon Office of Energy Energy Agency Salem, OR Energy Analyst Completed 2000 Tigard-Tualatin School District, now with Multnomah Co. Public institution Portland, OR Formerly Energy Educator; now Energy Conservation Specialist Completed 2000 Oregon Department of Parks and Recreation Public institution Salem, OR Energy Conservation Engineer Completed 2000 Oregon Department of Parks and Recreation Public institution Salem, OR Formerly Design Engineer; now Programs & Facilities Maintenance Lead Completed 2000 State of Oregon - Facilities Division, Dept. of Admin. Services Public institution Salem, OR Construction Project Manager Completed 2000 Lane Community College Public institution Eugene, OR HVAC Technician None completed CLASS OF 2001 2001 Portland Bureau of Envir 9l Services Wastewater Treatment Plant Public agency Portland, OR Lead Electrician Completed 2001 North Santiam School District Public institution Stayton, OR Maintenance Mechanic/Energy Coordinator Completed 2001 Kaiser Hospital Public institution Sacramento, CA Energy Manager, now Construction Manager Completed 2001 Calif. EPA Building (Thomas Properties Group) Public institution Sacramento, CA Building Manager Completed Continued NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 20 Year Organization Name Type Location Title of Course Participant Project Status 2001 Anchorage School District Public institution Anchorage, AK Facilities Manager Completed 2001 Bethel School District Public institution Eugene, OR Physics Teacher Project behavioral. No formal report. 2001 Federal Aviation Administration Public institution Renton, WA Facilities Manager In process 2001 Oregon State Capitol Public institution Salem, OR Electrician In process 2001 Hillsboro School District Public institution Hillsboro, OR Facilities Specialist and Safety Manager In process 2001 Raven Electric Vendor/ contractor Anchorage, AK Electrician Supervisor Complete 2001 Energy Northwest Consultant Richland, WA Nuclear Engineer None completed 2001 PacifiCorp Utility Portland, OR Project Manager None completed 2001 Northwest Energy Efficiency Alliance Energy Agency Portland, OR Project Coordinator None completed 2001 Doug Palmer Electric Vendor/ contractor Eugene, OR Owner None completed CLASS OF 2002 2002 Tualatin Hills Park and Recreation District Public institution Beaverton, OR Energy Manager In process 2002 The Evergreen State College Public institution Olympia, WA Plant/ Mechanical Systems Manager In process 2002 The Evergreen State College Public Institution Olympia, WA Facilities Engineer In process 2002 Issaquah School District Public Institution Issaquah, WA Resource Conservation Manager In process 2002 Oregon Office of Energy Energy Agency Salem, OR Energy Specialist In process 2002 Oregon Office of Energy Energy Agency Salem, OR Energy Specialist In process 2002 University of Oregon Public Institution Eugene, OR Energy Accountant Status unknown Continued NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 21 Year Organization Name Type Location Title of Course Participant Project Status 2002 Southern Oregon University Public Institution Ashland, OR Plant Operations Supervisor Status unknown 2002 Bellevue Community College Public Institution Bellevue, WA Automations Engineering Status unknown 2002 Oregon State University Public Institution Corvallis, OR Energy Manager Status unknown 2002 Peraska Corporation Consultant Beaverton, OR Energy Consultant Status unknown 2002 C2R Consulting Consultant Portland, OR Consultant Status unknown 2002 -- Consultant Portland, OR Mechanical Engineer Status unknown 2002 Siemens Building Technologies Vendor/ contractor Portland, OR Service Operations Supervisor Status unknown NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 22 NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 23 APPENDIX B: CASE STUDIES This section contains case studies representing EMC course projects for the following organizations: § Oregon State Department of Administrative Services (DAS) § Tigard-Tualatin School District, Oregon § Oregon Parks and Recreation Department (OPRD) § Portland Bureau of Environmental Services Wastewater Treatment Plant, Oregon § North Santiam School District, Oregon NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 24 NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 25 OREGON STATE DEPARTMENT OF ADMINISTRATIVE SERVICES BACKGROUND Title and Energy-Related Responsibilities of Course Participants: The projects completed at the Oregon State Department of Administrative Services (DAS) involved the collaboration of two course participants: the Statewide Resource Coordinator with DAS and an Energy Analyst with the Oregon Office of Energy (OOE). Facility/Plant Type: The projects for the course were at an office building and a printing plant. Enrollment: The supervisor of the DAS participant wanted to expand the recycling program to include energy and other resource efficiency. The participant had been managing the recycling program but needed more technical background in energy efficiency to help her coordinate an all-resources program. The EMC course was brought to the attention of the supervisor by a staff person in the DAS O&M group who had seen it on the Internet and the supervisor approached the participant about going. In the case of the participant from OOE, this office has a working relationship with the Northwest Energy Education Institute so the participant was aware of the course and decided to take it to further develop his technical knowledge of energy efficiency to supplement his project management skills. COURSE PROJECTS Course Project Description: The projects completed for the course involved the following electricity saving measures: § State of Oregon cReal Estate d Building. Eliminated four hours from the building operation schedule; converted lighting to T-8s; delamped where lighting levels were found to be excessive; began turning office machines off on weekends and holidays; installed new programmable thermostats; raised temperature setpoints in the cooling season; eliminated special A/C units for computer room; installed occupancy sensors in certain areas. Some of the HVAC-related measures described above have also helped cut gas consumption during the heating season as the building is heated with natural gas. § State of Oregon Print Plant. Delamped in selected office areas. Gas savings were achieved by lowering temperature setpoints (building is heated by a gas-fired boiler). NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 26 Annual Energy and Cost Savings 7 : Energy savings were determined for four measures in the office building (delamping, conversion to T-8s, occupancy sensors, and elimination of special A/C units) and one measure in the print plant (delamping). § Estimated Annual Energy Savings: 120,600 kWh § Estimated Annual Cost Savings: $13,300 Non-Energy Benefits: § Better light quality and levels. § Improved comfort of building occupants. § Extended equipment life and reduced maintenance. cSPILLOVER d PROJECTS AND ACTIVITIES Below is a description of projects and activities led by the participant from DAS that were influenced by the course, but go well beyond the specific work completed to meet the course requirements. Spillover Project Description: Electricity saving measures were implemented in 36 DAS-owned and four DAS-operated buildings. § De-lamping over 18,000 lamps in the DAS buildings, grounds, and parking structures. § Decreasing the electric heating system run times by 3 to 5 hours and adjusting thermostat settings by 3 to 5 degrees. § Reducing temperatures for electric water heaters to 120 degrees. § Asking employees to remove space heaters and other private appliances. § Increasing employee awareness of plug loads, including asking employees to turn off computers, monitors, and task lights when not in use. 7 As estimated by the EMC course participant. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 27 § Installing cVending Misers d on all cold beverage machines where possible. Several of the measures above also reduced gas usage in buildings with gas heating systems (decreased run times and thermostat adjustments) and water heaters (temperature reduction). In addition, the following projects are completed or in process: § DAS Public Utility Building. The participant is working with an engineer to develop a plan to replace an outdated HVAC system that uses an underground well pump to provide water to a single-pass cooling system. The project will reduce demand spikes as well as save energy and water. § DAS Supreme Court Building. The participant is working to correct a poor load factor and reduce demand spikes caused by an outdated heating system. This situation is exacerbated by the fact that the current accounting system does not allow DAS to charge back for demand. § DAS L&I and Revenues Buildings. The participant is working with the consulting firm that is doing a system upgrade to make sure the firm 9s engineers have all the necessary data to design an energy efficient retrofit. § DAS Employer Building. The DAS participant worked on the agency 9s first project involving an energy services company (ESCo), and was responsible for verifying the ESCo 9s savings guarantee. § DAS Policy On Water and Energy Conservation. The participant helped prepare this unique policy that includes personal appliances (e.g., space heaters, office refrigerators, and Christmas lights). Her involvement in the policy was possible because the course enabled her to move from a clerical position with the recycling program to a professional position with the all-resource program. She researched about half of the energy saving items in the policy to assess their feasibility and energy savings. As the participant said cbefore the [EMC] course I wouldn 9t have even known what to research. d She reviewed policy drafts and was active in the policy planning committee of 20 agencies that own and manage land and property. Altogether, these 20 agencies oversee 32 million square feet of property of which DAS property comprises 3 million square feet. Her research and involvement were key in making the policy as thorough as it is. The policy has in turn been adopted by other jurisdictions as word has spread and it has become available on the State 9s web site. For example, the City of Eugene, Oregon, and Multnomah County in Oregon have both adopted it. In the latter case, another participant of the EMC course heard about it from his fellow classmate and pushed for the County to adopt it when he took his new position there as Energy Conservation Specialist. Agencies from other states have also called to ask to use it. § DAS Quarterly Newsletter. The newsletter has been broadened to include energy efficiency. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 28 § State Sustainability Policy . The DAS participant helped write the cgreen d building portion of the policy which impacts construction, deconstruction, renovation, new leases, and deconstruction. § State of Oregon Resource Team. The DAS participant coordinates this team comprised of resource coordinators from 15 different state agencies. Following attendance at the course, the DAS participant broadened the group 9s focus from recycling to include energy and water conservation. The DAS participant describes the committee members as cmy eyes and ears of energy issues in state buildings. d The members have helped identify opportunities for lighting and HVAC savings, as well as helped with plug load education among building tenants. Annual Energy and Cost Savings: The new DAS policy on water and energy conservation, along with the other specific projects described above and improved O&M have helped DAS reduce electricity consumption in the 3 million square feet it owns and manages by about 20% in the last two years as compared to its year 2000 usage. This represents annual savings about 10,000 MWh or 1.14 aMW based on billing analysis conducted by the participant. (Note that these have not been formally unaudited and are not weather adjusted.) Non-Energy Benefits: § Better light quality and levels. § Improved comfort of building occupants. § Extended equipment life and reduced maintenance. ORGANIZATIONAL AND PERSONAL BENEFITS OF EMC COURSE Benefits Within and Beyond the Organizations: § DAS: Staff Development and Program Expansion . The course provided the participant the knowledge needed to expand the DAS recycling program to include energy efficiency, help prepare the DAS policy on water and energy and the state sustainability policy, and expand the State of Oregon Resource Team 9s responsibilities to include energy. § DAS: Success in meeting the Governor 9s Call for Energy Conservation. The participant is now responsible for tracking the progress of DAS towards meeting the 2001 Governor 9s Call for Energy Conservation calling for state agencies to cut their energy consumption 10% over the year 2000 baseline. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 29 § Oregon Office of Energy: Staff development. The course enabled the participant to gain technical knowledge to be more comfortable and skilled in his job. Personal and Professional Benefits For Participants: § DAS Participant: The course enabled the DAS participant to move from a clerical position with the recycling program to a professional position with the all-resource program and take on substantially more responsibility and challenge. § DAS Participant: Because of the EMC course, the participant now has more technical knowledge to support her energy efficiency recommendations to the O&M group. Her increased knowledge has enhanced the O&M group 9s respect and trust, and has led to more follow-up on her suggestions. The participant also feels she can now more actively participate in O&M staff meetings and offer suggestions. § OOE Participant : The participant already had program management experience but as a new employee at OOE he needed more technical knowledge about energy efficiency to do particular aspects of his job such as reviewing Business Energy Tax Credit (BETC) applications. § OOE Participant: The participant was specifically looking to develop his knowledge of energy auditing and believes the course met his needs well in this area. § OOE Participant: The participant specifically mentioned the benefits of having access to the instructors and forming a close-knit student group for later communication and assistance. Verbatim Remarks: § cThe instructors were great. They were obviously really knowledgeable in their field. Roger picked people who were top notch. It impressed me that we had so many good people. d DAS participant NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 30 TIGARD-TUALATIN SCHOOL DISTRICT AND MULTNOMAH COUNTY PROPERTY MANAGEMENT DIVISION BACKGROUND Title and Energy-Related Responsibilities of Course Participant: At the time he attended the EMC course, the participant was Energy Educator with the Tigard- Tualatin School District. He was responsible for all aspects of maintenance and energy management for nine elementary schools, three middle schools, and two high schools. He is now Energy Conservation Specialist in Environmental Services with the Facilities and Property Management Division of Multnomah County. He is responsible for identifying, assessing, and implementing energy-efficiency related projects in 120 owned and leased facilities totaling 3.7 million square feet. Facility types include libraries, health clinics, correctional facilities, road maintenance shops, and general office space. He works cooperatively with staff throughout the county, particularly maintenance, and also works on projects with the County 9s Manager of Sustainability. Facility/Plant Type: The participant completed three lighting efficiency projects specifically for the EMC course in his previous position as Energy Educator at the Tigard-Tualatin School District. The projects were at a high school, a middle school, and a swim center. In his current position with Multnomah County, the participant has already completed numerous additional energy efficiency projects in various facility types including retro-commissioning on a correctional facility, a large lighting retrofit, and multiple small lighting retrofits. His major ongoing focus is on staff behavior modifications as mandated through the County Energy Policy. Enrollment: The participant saw a flyer on the course and his attendance was funded from the school district 9s general funds. COURSE PROJECTS Course Project Description: The projects at the Tigard-Tualatin School District completed for the EMC course included the following energy saving measures/actions implemented in summer 2000: § Middle School Gym : Replaced 50 750-watt incandescent fixtures with 38 400-watt metal halide fixtures. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 31 § High School Gym: Replaced 31 400-watt mercury vapor fixtures with 21 400-watt metal halide fixtures with clear acrylic refractors to bounce light off the ceiling, and replaced 2, 300-watt incandescent night lights with 2, 40-watt compact fluorescents. § Swim Center: Replaced 18, 400-watt mercury vapor down light fixtures with 18, 250- watt metal halide fixtures with clear acrylic refractors to bounce the light off the ceiling. Eight, 400-watt flood lights were eliminated that had made seeing the bottom of the pool difficult. § Replaced two electric-fired boilers with gas-fired boilers. Annual Energy and Cost Savings: 8 § Estimated Annual Electric Energy Savings for All Projects: 94,700 kWh 9 § Estimated Annual Cost Savings: $4,750 § Overall, the participant achieved a 20% reduction in electricity and gas consumption and a 10% reduction in water consumption during his tenure with the School District. Non-Energy Benefits: § Dramatic improvement in the middle and high school gym lighting levels and evenness. § Improved safety at the swim center by reducing glare that had obscured the pool bottom. § Reduced maintenance of lighting systems. cSPILLOVER d PROJECTS AND ACTIVITIES Below is a description of projects and activities led by the participant after he attended the EMC course that go well beyond the specific work completed to meet the course requirements. In this case, spillover effects are being achieved through the participant 9s efforts in his new position as with Multnomah County. (A change in management at the Tigard-Tualatin School District has led to reduced support for energy management activities there. Since the participant 9s departure, the new management has not brought in a new staff person, so energy efficiency efforts have slowed.) 8 As estimated by the EMC course participant. 9 Does not include savings from replacement of the electric boilers with gas-fired boilers. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 32 Spillover Project Description: § Retro-Commissioning on a correctional facility. § Lighting Retrofits. A large lighting retrofit and multiple small lighting retrofits. § Improved Use of the DDC System. The DDC system now links over 40 county facilities of various types, providing real-time energy data and remote control capabilities. A system-programmed holiday shut-down procedure has been implemented. § County Energy Policy. The participant together with the Manager of Sustainability recently rewrote the County Energy Policy. The policy focuses on mandatory behavioral changes such as turning off computers and lights and eliminating personal space heaters, and also includes temperature setpoints. § Use of EMC Course Spreadsheets as County Standard. The life-cycle cost analysis spreadsheets provided in the course have become the standard tool used by the County to analyze energy project benefits and costs. § Energy Management Software User Group . Five students from the course formed a user group for energy management software (Utility Manager 4.0) that meets quarterly and brings technical staff out for trainings. § Outreach to Build EMC Course Attendance. The participant is working with other organizations such as the Oregon Energy Office and Portland General Electric to help fund enrollment of other students in the course. Annual Energy and Cost Savings: The participant is in the process of estimating energy savings from the projects and efforts described above. Non-Energy Benefits: § Lighting Retrofits: Improved lighting quality and reduced maintenance. § DDC System: Real-time monitoring and remote control of facility energy usage. This streamlines energy usage monitoring and should boost energy savings over time. § Use of EMC Course Spreadsheets As the County Standard: This has improved the sophistication with which energy projects are analyzed, and has made consideration of life-cycle cost analysis integral to decision-making. NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 33 ORGANIZATIONAL AND PERSONAL BENEFITS OF EMC COURSE Benefits Within and Beyond the Organization: § The County has a skilled and motivated staff person to lead energy efficiency efforts and oversee the work of contractors. The particular skills and knowledge gained in the EMC course make a powerful combination with the participant 9s natural entrepreneurial and problem-solving abilities, and his experience and perspective from working at all organizational levels and with all types of staff. He also knows that understanding an organization 9s management structure, decision making process, and perspective/concerns is critical to successful energy projects. For example, he observed that county correctional facilities are run in a military style and adjusted the DDC system to match that scheduling. In another example, the participant requested permission to make a required maintenance check of fire extinguishers at county facilities, and while he was there took the opportunity to talk with staff about energy efficiency and assess project opportunities. Had he not linked the energy assessment to a safety check, he might not have been able to gain an audience. Personal and Professional Benefits for Participant: § The participant said the EMC course was a critical factor in being selected for his current position with the County, and in his success so far in completing a number of projects and initiatives. He believes the hands-on project work in the course and the training in doing calculations was particularly valuable. § The participant thought the half day on presenting and selling energy projects at different organizational levels was particularly useful. He learned how to analyze project benefits and costs and present those results to both management and maintenance in terms they could understand and relate to. § Camaraderie among students has been very valuable. They often see each other in professional meetings and share ideas. Five of them have formed a user group for their energy management software. Verbatim Remarks: § Participant: c[The course] hit the mark on everything. Calculations, selling the project, programmatic. You had enough [information] to talk the talk but you could also find someone to help you. We 9re building an environmental kingdom here [at the County]. It was a great program. I talk about it still. It was a fun learning experience and challenging. d NORTHWEST ENERGY EDUCATION INSTITUTE MPER #3 Currents Consulting Page 34 OREGON PARKS AND RECREATION DEPARTMENT BACKGROUND Title and Energy-Related Responsi

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