www.naepnet.org brian yeoman director of sustainable leadership naep

www.NAEPnet.org

Brian YeomanDirector of Sustainable Leadership

NAEP

Green PurchasingThe method wherein environmental and social considerations are taken with equal weight to the price, availability and performance criteria that colleges and universities use to make purchasing decisions. Green Purchasing minimizes negative environmental and social effects through the use of environmentally friendly products.

SustainabilityMeeting the needs of present generations without compromising the ability of future generations to meet their own needs.

A New Framework for Leadership

• 1970’s Compliance - driven by regulatory standards• 1980’s Beyond Compliance – driven by cost avoidance

• 1990’s Eco-Efficiency – profit driven• 2000’s Sustainable Development – driven by explicit mainstreaming of environmental goals.

Facilities InstituteJuly 9 - 12, 2012Houston, Texas

Preparing to Lead Sustainability Initiatives - Roles, Responsibilities and Resources

• “The longest journey begins with but with a single step” Chairman Mao

• Develop a fund of knowledge quickly and concurrently• Accept the fact that you will never stop learning• Remember the joy of reading• Use the NAEP website to your advantage• Use the AASHE website to your advantage• Use the HEASC website to your advantage• Read every Roamin with Yeoman article you can find• Network with social media to multiple sustainability

sources


Preparing to Lead Sustainability Initiatives

Roles, Responsibilities and Resources

• Seven magic questions to ask before the journey can begin

• Working to get these right will make all of the difference

• Don’t be afraid to ask for help• Don’t be intimidated by how little you may know• Remember that this is a challenge of the

knowledge spectrum for the entire world



Seven Magic Questions

1. Who are the technical and policy resources you can call upon? (i.e., peers, faculty, professional organizations, consultants, students, clergy, friends, other public (state and federal) officials, state and federal agencies, NGO’s

2. What information and data do you think are required to begin this task? (i.e., basic scientific knowledge, definitions, barriers, transactions, policies, procedures, local ordinances, State laws, Federal laws, State and Federal Regulations, International law

3. When is it likely that the organization expects something to be implemented? (i.e., in weeks/months/years) and just what are the deliverables?



Seven Magic Questions Part II

4. How can non campus stakeholders be included in the formulation of the integrated holistic program you envision to lead the campus? (i.e., regents, political subdivisions, elected officials, vendors, regulators, community leaders, neighbors, and alumni)

5. What approaches will be used? with students? faculty? staff? Alumni? (i.e., tactics, techniques, policies, procedures, technologies, social media, traditional learning, self paced)

6. What financial and human resources do you think are required to create and implement a program that you would be proud of? How do you build a fund of knowledge that allows you technical competence and leadership excellence?



Seven Magic Questions Part III

7. What are the critical success indicators (CSI) or knowledge performance indicators (KPI) regarding this sustainability program effort? (i.e., acceptance, integration, metrics, outcomes, costs, feasibility)



How to move to the next step in the process

o Create a series of questions for each magic question;o Create a series of options for each magic question;o Leave all possibilities open;o Identify a small working group to serve as your advisor;o Practice your listening skills and learn to let the others make

you smarter than you really are;o Generate your plan for the small group;o Conduct a dialog session on the process and the details;o Bring a recorder to document the decision points;o Bend, fold, staple and mutilate and listen;o Reissue and lock down the plan;o Use the small group throughout the process, and take the

final to your boss and obtain authorization to proceed.



Tasks for magic question 1

o External resources requiredo Internal resources requiredo Professional Service Vendorso Consultantso Best Practices from Other Organizations



Who are the technical and policy resources?

A. External Resources o Alumni and donors; o Peer institution’s personnel;o Clergy; o Local, regional, state, and federal regulators; o Entities that have developed standards, policies, and

applicable practices; o Private industry operations representatives, and trade

organizations ,and o Utility companies.




B. Internal Resources o Environmental Sciences Department; o Information Technology Department;o Public Relations Staff; o University student groups, grassroots organizations and special

interests; o Academics at the institution;o Staff;o Purchasing Department personnel;o Dining/housing operations, and o Facilities Manager.




C. Professional Service Vendors/Consultantso NAEP peers; o Local, regional, state, federal officials; o Associations - AASHE, HEASC, NWF, EDF, Worldwatch,

WRI, RMI, etc; o Third party consultants, Second Nature, EDF, Sierra Club; o Entities that set standards: architecture, chemical, building

products and food services (e.g., ASHRAE, AIA, BOMA, APPA), and

o Industry and academic sustainability leaders.




D. Best Practices from Other Organizations

o Peers and websites; o Industry and academic best management practices;o IT infrastructure systems, technologies and people; o Communications mechanisms including social media; o Resources from other universities who have successfully

implemented a sustainability program; o Information from other institutions actions- their policies,

practices, ando Local, regional, NGO, state, and federal case studies.




o Assessment of current policieso Goals, deliverables, metricso Available human resourceso Budget

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What information & data are required to begin the task?

A. Assessment of Current Policies o Determine where are we now? o Benchmarking data from peers;o An environmental footprint analysis;o Data from facilities, architects, procurement, etc...

energy use;o State level guidelines, laws, state utility commission,

and state buildings, and o Current trends and spending.




B. Goals, deliverables, metrics

o Mission, vision, strategy and policy; o Set measurable goals, benchmarks, and time

tables; o Definition of sustainability and "green“ on campus? o Determine what the metrics are going to be and

what “our” baseline, and “our” target is; o How much is the President willing to support this

request of me? o Need to know how to measure and certify.




C. Available Human resources o Who are the stakeholders? o Determine the resource availability ? o Determine who is on the implementation team? o Who are the institutional players necessary to do this? Gain

access to people with information? - Who is the leadership? o Get students to be passionate about it (student newspaper,

larger mainstream media) keep up communication and awareness, and

o Create an active community communications bridge.




D. Budget • What is the projected payback (ROI)? • What are the historic costs? • What is the budget for the entire project? • What is the incentives component of the budget? • Learn to look beyond the product to a cradle-to-

cradle assessment, and• What is the budget to establish the sustainability

effort?




o Phased-in Implementations

o Short Term Implementations

o Long-Term Implementations



When does the organization expect implementation?

A. Phased-in Implementations o Define the resources, brainstorm ideas, create the

structure, and decide; o There are things that don't need funding & can be

done right away e.g. “departmental green teams”; o Policy formulation is likely a one 1 year task; o Training and education will take more than a year; o Mandates get push back and may slow down the

process.o What restrictions exist on the faculty side?




B. Short Term Implementations • Decide what can be done first. With presidential approval – (6

months maybe reasonable to launch);• Check other local colleges and universities to see if you can piggy

back off possibly their efforts to shorten the timeline (watch out for the politics of NIH);

• In thirty days you can accomplish very simple goals with communication from the top down (it won’t stick and sometimes creates a great deal of pushback);

• It will take a minimum of 3 months to collect the data and make the case to the right people;

• Quick and intense implementation is not practical. This is changed human behavior. It took a long time to get here.

• There are baby steps that can be done along the way, so you can make progress but it still won’t be quick (Fads are quick).




C. Long-Term Implementations o A few months to collect resources, a few to educate, 24 months as a

conservative estimate; o Size and complexity will dictate timeline. Dependent upon which

group leads (upper administration vs. department level vs. small group level)...could be 6 to 12 months;

o If the decision is to go as fast as you can and risk long term uptake, that’s 6 months in my experience.

o If the decision is installation in a phased long-term approach, then a timeframe of at least 24 months can be expected.

o A strategic long term fully integrated holistic approach is more on the order of 36 months in a major research public university.

o Private universities may have a different and in many instances shorter path than public universities particularly if they are less and 2,000 FTE.




o Top-Down Approach

o Standard Marketing Efforts for Messaging

o Education Activities

o Virtual Communications

o Novel approaches



What approaches will be used with students? faculty? staff?

A. Top-Down Approach o Convince the President to enroll the faculty senate

with his call for social and environmental responsibility in the State of the University address;

o President will benchmark other universities and identify benefits;

o Lead by example e.g. (this is very important particularly with students, and

o Fundamental policy and authority changes are needed and planned throughout the organization.




B. Standard Marketing Efforts for Messaging

• Create a communication plan with the PR team; • Make this a University wide theme for the year and/or a

University student initiative; • Create a University committee for a sustainable campus

leadership group to meet monthly to discuss what needs to be done;

• Advertise recycling & other sustainable programs; • Include it in student & new employee orientation, and • Work with residence life to talk about sustainability in dorm

meetings, etc.




C. Education Activities • Presentation at orientation to make people aware;• Have a conference, workshop, bring in keynote

speakers; • Teach students early so they carry the knowledge

during their years at the university;• Create a mandatory General Education class for all

students to graduate that demonstrates the outcomes; • Target key purchasers throughout the system, and• Get a list of all informal groups and find out what they

are doing.




D. Virtual Communications • Make it a media event; • Create active blogs and other websites; • Email programs; • Put the message on the webpage and actively

update it;• Establish social media sites e.g. Facebook, Twitter,

use You Tube, and • Market ideas that are important to multiple

generations, and different cultures.




E. Novel approaches

• Identify leaders (formal, informal) and engage them; • Creative with ways to make the program visible. Recognition

programs. Get students involved; • Contests, competitions for innovative ideas; • Need to get out into the community to help drive demand; • Make sure the students know that they can participate as

well, and • Bring in subject matter experts (sme’s) to show what's in it for

each group.




o Peopleo Placeso Tools, approaches, techniques



How will non campus stakeholders be included ?

A. People o Find out who they are; o Talk to all vendors “this is where we are going, and if you want to

do business with us, this is what you have to do.” o Create case studies of sustainability programs; use brochures

and electronic media to promote the program; o Partner with proactive alumni and get buy-in ;o Involve stakeholders through an awareness program, outreach,

and marketing programo Use focus-groups to communicate ideas and goals




B. Places o Community is highly impacted by the sustainability

program; o University can and does impact the local economy; o Community buy-in is essential to the success of the

launch of the sustainability program, and

o Lower levels of education/schools is a prime stakeholder.

o Include all races and creeds.




C. Tools, approaches, techniques • Form strategic alliances and community partnerships at the

very beginning • University can give "educational" opportunities through the

program • Include parents through focus-group and surveys;• Communicate. Explain what your vision is - Hold open

forums and request their input - Ask what they can do for the program;

• The university would be setting an example and offering a way for the community to get involved.

• Get buy-in from governing entity: support from business administration on campus.




o Dollars and Centso Incentiveso Human Resourceso Alternative Incentives/Resources



What financial/human resources are required for implementation?

A. Dollars and Cents • Salary funds to pay full time staff;• Sustainability funds to fund the office and programs and

supplement funding for staff;• Federal grants that are available to universities to begin

these programs; • Marketing money to help promote program; • Target community groups fundraising for sustainable

programs, and • Fund that would offset some of any differential costs.




B. Incentives o Ability to tie the sustainability program into the

environmental impacts that are affecting the community and the economy of the area;

o If it is the right thing to do, then there should be a need for some sort of financial commitment, and

o Assuming you are receiving money and support , what would you do?




C. Human Resources

• Public Relations, education and a communication person ; • One person in each building who can act as a champion; • Someone to educate Buyers, and others on the program; • Faculty resources available within the university for the actual

initiatives; • Student interns that can be used to help develop and promote

the program, and • Full time staff person or more who can devote their time to the

program.




D. Alternative Incentives/Resources

• Educating/Training procurement staff about principles of sustainability; and the right questions to ask;

• Assessment of current systems then determining how to optimize those systems;

• Have to figure out how to rededicate resources in the system within a finite amount of resources;

• Supply chain faculty;• Creative negotiation, and • Self funded systems.




o Assessmentso Documentation/Trackingo Analyses



What are the critical success indicators regarding the program?

A. Assessments o Students/faculty satisfaction; o Energy conservation; o How far do products typically travel to get to your university;o Measure the number of vendors enrolled and supporting the

sustainability program; o Important to be able to quantify how each segment of the

footprint is performing o Measure success on widely accepted standards – ACUPCC,

LEED, AASHE’s STARS, the ability of suppliers to comply with green specifications, EnergyStar Building portfolio

o Maybe NAEP will invent a certifications system?




B. Documentation/Tracking o Purchasing reports on (%) of products purchased that are

recycled, green;o Reduction in the amount of waste going to landfill; o Procurement staff includes green purchasing goals in their

performance appraisals;o Ask vendors the important green qualifiers and keep track of

the results ; o Tracking ghg reduction progress among departments

(competition);o Creation and inclusion of a sustainability curriculum for all

new hires and employees, and o Utility usage is a useful and easy to measure.




C. Analyses

• Determine how much sustainable energy per student, staff, etc. • Energy consumption - kwh usage, population, and buildings) • Determine how much sustainable energy is being generated by

the university? • Amount of recycled products bought & recycled? • Determine how many (renewable energy credits) are being

purchased? • Cost analysis – Avoided Costs and Does it cost more to be come

sustainable? • Reduced waste tonnage to landfill



Conclusion

• You have a roadmap. Now go out and use it;• Members have used the green purchasing roadmap

monograph to create green purchasing policies very successfully;

• There is no reason to believe this process will not work for broader sustainability initiatives;

• The process is not perfect – please help make it better;• Groups can be hijacked by one person, be careful and• Members are encouraged to network and to be willing to

share openly.


Do Great Things!!

Thank You



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www.naepnet.org brian yeoman director of sustainable leadership naep

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