CEUs/Credential Maintenance Program

IACET Criteria
IFMA has been designated a Certified Provider of Continuing Education Units by the International Association for Continuing Education and Training (IACET). As a Certified Provider, we have a responsibility to provide education that adheres to the IACET standards. Meeting these standards requires a partnership between the requesting IFMA Component Unit and IFMA Headquarters to ensure that all requirements are satisfied.

These are the criteria set forth by IACET:

• Each activity is planned in response to educational needs which have been identified for a target audience.
• Each activity has a clear and concise written statement of intended learning outcomes.
• Qualified instructional personnel are involved in planning and conducting each activity.
• Content and instructional methods are appropriate for the intended learning outcomes of each activity.
• Participants must demonstrate their understanding of the learning outcomes.
• Each learning activity is evaluated by the participants.
• The group has an identifiable unit, group or individual with clearly defined responsibilities for developing and administering learning activities.
• The group has a review process in operation that ensures the CEU criteria are met.
• The group maintains a complete record of each individual's participation and can provide a copy of that record upon request for a period of at least seven years.
• The group provides an appropriate learning environment and support services.

Procedures

1. Responsibility of the group requesting CEUs: All education offered by an IFMA Component Unit must be designed and delivered as follows:
   • Plan education in accordance with identified needs for a targeted audience.
   • Prepare a concise written statement of learning outcomes and articulate these outcomes in the program brochure or other information provided to targeted audience.
   • Engage only qualified instructors to deliver the education. Educational background, certifications, and experience are determinants of qualification.
   • Ensure that the type of instruction, content, methods of delivery and learning environment support achievement of the learning outcomes.
   • Determine whether the participants have achieved the learning outcomes. " Provide participants with the opportunity to evaluate the program. " Submit requests for CEUs in accordance with the attached "Procedures for Requesting the Award of Continuing Education Units." " Programs eligible for CEUs will be accepted for review from individual IFMA Component Units for an annual fee of $150 (U.S.) for unlimited application submittals, or individually for a fee of $25 (U.S.).
2. Responsibility of IFMA Headquarters: The professional development department of IFMA Headquarters is responsible for the administration of education and the CEU program. This includes reviewing applications and assisting IFMA Component Units in obtaining CEUs. Specific responsibilities include:
   • Provide guidance to IFMA Component Units on conducting education and satisfying IACET criteria.
   • Process requests for CEUs. If IACET criteria are not satisfied, provide guidance to assist requesting group in meeting these requirements.
   • Publish procedures for requesting CEUs in the Chapter Operations Manual.
   • Perform recordation in IFMA Headquarters member database of CEUs awarded. Maintain records for a minimum of seven years.

Procedure for Awarding Continuing Education Units

1. Purpose
   To establish procedures for requesting and awarding IACET Continuing EducationUnits (CEU).


2. Procedures
   1. CEUs will be awarded for those IFMA Component Unit programs that satisfy the criteria established by the International Association for Continuing Education and Training (IACET). To assist IFMA Component Unit in complying with these requirements, a checklist is provided and should be completed and included with the application.
   2. CEU requests shall be submitted in writing to the IFMA professional development department at least one month prior to the program date. This application shall contain a copy of the requested attachments listed on the CEU Application Checklist.
   3. The professional development department will provide written notification to the IFMA Component Unit advising the results of its application within 15 days of receipt of the application. Appeals concerning the decision shall be directed to the vice president of IFMA's professional development department.
   4. Upon receipt of a CEU award, the IFMA Component Unit may use this information in its promotion of their program.
   5. Within one month after completion of the program, the IFMA Component Unit should send the list of attendees to IFMA's professional development department at 1 E Greenway Plaza, Suite 1100, Houston, TX 77046. This list shall contain:
      1. name of the IFMA Component Unit
      2. name, dates and location of the program
      3. for each attendee, provide name, address, phone number, member number and email address. Please send all of the above information without the member number for non-members who attend your functions.
      4. IFMA professional development department will record CEUs awarded to attendees and will retain this information for seven years. Upon written request, they will furnish a transcript showing IFMA education completed and CEUs earned. All members/non members alike must include a check for $5.00 (U.S.) along with their written request for a transcript.

Expectations of IFMA Component Unit (i.e. Chapter/Council) Education/Program Chair

IFMA Component Unit boards and education/program chairs and committees (if applicable) should:

• Strive to keep open communication with the IFMA professional development Chapter liaison, Megan Schlaack and IFMA Headquarters professional development staff as needed.
• Offer CEUs/CFM/FMP Maintenance Points for chapter members if the chapter desires to do so.
• Develop a means to evaluate the effectiveness of each educational program and activity.
• Respond as needed to the changing educational needs of members by using creative and innovative educational programs and activities, which enhance the professional knowledge and skills of each member.
• Recommend that the chapter offer a CFM study group and/or a CFM Exam Review.
• Offer competency courses to support FMP and CFM candidates in your chapter.
• Encourage/persuade chapter members to attend all IFMA conferences and events.

Developing Your IFMA Component Unit Education Plan

Each IFMA component unit was chartered to provide information, services and professional development for members. The manner in which educational programs are conducted will help evaluate the chapter's progress toward meeting this overall commitment. Education has a unique meaning to each IFMA member. In order to fulfill the education needs of IFMA Component Unit members, these needs must first be determined in order to develop a plan for presenting educational opportunities. The potential for achieving other Component Unit goals will be enhanced if quality, professional and pertinent programs are conducted.

1. Identify the IFMA Component Unit educational and membership needs.
   1. Conduct a more specific assessment of educational needs.
   2. Define the educational goals for the current fiscal year.
2. Offer a minimum of six educational programs per year that are at least 45 minutes long.
   1. Determine solid educational topics/activities relevant to the chapter's goals and objectives based on your strategic plan.
   2. Identify budget needs.
   3. Determine the date, location for each educational activity.
   4. Select/secure speakers for all scheduled programs.
3. Determine a means to evaluate all educational programs.
   1. Evaluate programs individually.
   2. Evaluate the effectiveness of your Component Units overall educational plan.
   3. Respond to the changing educational needs of members as needed.
   4. Share evaluation results with Component Unit members.

As an IFMA component unit education leader, you are in a position to create one of the most coveted types of opportunities-the opportunity to learn! The education opportunities that you organize, whether it's a workshop, seminar or luncheon, will benefit your members in a variety of ways.

Needs Assessment and Tips

Ways to Collect Information

Face -to-Face Interview

• Enables the interviewer to establish rapport with the respondent
• Allows the interviewer to observe as well as listen
• Permits more complex questions to be asked than in other types of data collection
• Some uses: to get before-and-after data about a lesson module; to gather opinions on a specific learning or teaching technique

Telephone Interview

• Takes less time than a personal interview
• Most effective when the number of questions is relatively small and time available to gather data is short

Written Questionnaires and Surveys

• Least costly but slowest method of collecting data
• Requires precise question design

Focus Groups

• Groups of 6 - 10 people with a facilitator
• Enables the interviewer to establish rapport with the group
• Allows the interviewer to observe as well as listen
• Permits more complex questions to be asked than in other types of data collection
• Quick way to get feedback from multiple persons at once

Selecting a Question Format

Important considerations in deciding on the format of questions include how the question is to be delivered (mail, telephone, face to face), the type of information the respondent is expected to provide and the possible alternative responses.

Making these decisions will result in the selection of open-ended, fill-in-the blank, binary-choice, scaled-response or unscaled-response questions. Of course, depending on the type of information desired, a structured interview questionnaire will generally have a combination of these types of questions.

• Open-ended: Because open-ended questions provide no structure for the answer, they should be tightly focused to elicit the kind of information the researcher wants to get. And, because they require accurate and time-consuming transcription, their use should be limited to initial research where the number of respondents is small and the object is to refine the research direction and determine more precise questions that can be structured another way.
• Fill-in-the-blank: This type of question has a simple answer, usually a name, frequency, or quantity, which is the kind of information these questions are good at obtaining.
• Binary: These are good for obtaining factual information that falls into the yes-no, true-false category answer.
• Scaled-response: These consist of a list of alternative responses that increase or decrease in intensity in an ordered fashion (example: 1 to 5) rating and ranking.
• Unscaled-response: With this type of question, the respondent is asked to choose from one or more options in a list; this type of question should include an "other" or "not applicable" category so that the responder is not forced to select an answer with which he or she is not completely satisfied.

Suggested Types of Educational Programs

While developing an education plan, it is imperative for education leaders to remember that members have different learning styles, are at different career stages and have varied needs. A plan should offer different activities based on the appropriateness of materials to be presented and the level of participant expertise. A variety of program presentations increases interest level and spontaneity.

The following are suggested formats for you to consider:

• LECTURE: A one-way formal presentation in which a speaker addresses the audience.
• PANEL DISCUSSION: A strategy where an interviewer asks questions of one or more resource persons while participants listen.
• FORUM: A facilitated think-tank discussion, with the facilitator, experts, and attendees taking responsibility for the development of the content and the outcomes.
• CASE STUDY: A strategy where participants describe and analyze a real-life situation.
• SMALL GROUP DISCUSSION/ROUNDTABLES: A strategy where a larger group is divided into smaller groups to enable participants to discuss selected topics.
• QUESTION & ANSWER SESSION: A strategy which enables participants to ask questions of resource persons, and which is usually facilitated by a moderator.
• BROWN BAG LUNCHES: A program that is held in conjunction with a lunch.
• REGIONAL MEETINGS: Joint educational programs conducted with two or more chapters.
• RETREAT: An educational program held in an isolated location without interruption.
• BREAKFAST CLUBS: A program that is held in conjunction with a breakfast.
• TECHNOLOGY LABS: A hands-on training program utilizing technology.
• TELECONFERENCE: A program that links people remotely by telecommunication devices such as televisions or computers.

To make sessions more interesting and interactive and therefore providing better learning opportunities for participants, consider combining different formats for sessions.

Resources for Finding Speakers

Referrals: Ask your friends and colleagues from other IFMA Component Units about good speakers they have experienced or heard about.

IFMA Speaker List: Contact Ronna Winchester at 713-623-4362, ext. 115 to obtain a listing of speakers in a specific topic area or region.

Industry Association Conferences: Check out association Web sites for speakers presenting at their upcoming conferences and programs. Some associations you might try:

• IFMA (link to: www.ifma.org)
• American Society of Association Executives (link to: www.asaenet.org)
• Canadian Society of Association Executives (link to: www.associationplace.com)
• Building Owners and Managers Institute (link to: www.bomi-edu.org)
• American Association of Architects (link to: www.aia.org)
• International Interior Design Association (link to: www.iida.org)
• Association for Facilities Engineering (link to: www.afe.org)
• Local Better Business Bureau
• Local Chamber of Commerce

Speaker Associations: Check out the following Web sites, many have speaker listings:

• National Speakers Association (link to: www.nsaspeakers.org)
• Canadian Association of Professional Speakers (link to: www.canadianspeakers.org)

Speaker Selection and Preparation

Prior to selecting speaker:

• Conduct needs assessment to gather members' needs
• Select program topics based on results of needs assessment
• Plan budget for annual programs
• Select site for each program
• Seek potential speakers through known resources
• Request Call for Proposals from prospective speakers
• Conduct brief phone interview with prospective speakers; view videotapes and submitted materials if available
• Contact references for brief phone interview
• Discuss topic and needs, explain objectives of the session with prospective speakers
• Explain to prospective speakers the level of customization to the audience

Once speakers are chosen:

• Conduct in-depth phone interview with speaker, acknowledging selection of speaker
• Provide more detail on audience, including demographics, level of expertise, etc.
• Confirm that both parties agree on all arrangements and compensations, if any
• Provide detailed logistical information
  • Hotel/Air Reservations
  • A/V Requirements
  • Audio/Video Tape Consent
• Send rejection letters or make calls to those not chosen for speaking
• Gather any information needed from speakers for their sessions (handouts, learner outcomes, etc.)
• Make logistical arrangements with site location
• Submit any materials needed for publication to announce upcoming program(s) in brochures or newsletters
• Arrange speaker travel/hotel arrangements if applicable
• Order/prepare attendee items such as notebooks, materials to be given on-site
• Prepare name badges for attendees
• Arrange for program evaluations by preparing information or having them printed

Once programs are completed:

• Compile evaluation results
• Send thank you letters to speakers with evaluation results
• Track program results throughout the year

Program Evaluation

Program evaluations are essential tools in determining the success of a program and can help make future programs successful. Evaluations can help to analyze strengths and weaknesses in how programs are conceptualized, planned and delivered. IFMA Headquarters professional development department has developed an evaluation tool for your chapter to use based on the criterion that is set by the IACET CEU. If your chapter/council is offering CEUs through IFMA Headquarters, you must use the forms provided by IFMA in order to be in compliance with IACET criteria. The first ten questions on the evaluation form are required by IFMA International Headquarters based on the IACET criteria; however, feel free to add any additional questions to the form. Please feel free to change the name of the evaluation form and add your IFMA Component Unit logo to the form.

About CEUs

The Continuing Education Unit (CEU) is designed to facilitate recording, accumulating, and exchanging standardized information about individual participation and learning achievement in continuing education experiences. The CEU concept is designed to accommodate a wide variety of continuing education opportunities. The number of CEUs to be awarded can be determined only after the program or activity has been designed and the schedule has been established.

The CEU concept provides individuals with recognition for their efforts to update or broaden their knowledge, skills or attitudes. Probably the two most common uses of a CEU records or transcripts by the individual learner are:

• To supply an employer or prospective employer with information on continuing education and training experiences pertinent to professional competence
• To provide documentation to registration boards, certification bodies or professional and occupation organizations of continuing education undertaken to maintain or increase professional competence.

An increasing number of companies and organizations now include copies of CEU transcripts in employee personnel files or add such information to their human resource inventory for use when personnel evaluation and promotions are being considered.

What is a CEU?

The continuing education unit is a standard of measure for continuing education or training. The criterion was developed by the International Association for Continuing Education and Training (IACET). IACET defines the CEU "as 10 contact hours of participation in an organized continuing education experience under responsible sponsorship, capable direction, and qualified instruction." In other words, one CEU equals 10 hours of instruction included in a specified continuing education program or activity.

The number of contact hours of instruction and appropriate CEU to be awarded are determined prior to conducting a learning experience. The award can only be made after the purpose and intended learning outcomes, requirements for satisfactory completion, content and content level, format, instructional methodology, instructional staff and time schedule of the program have been established. A decision to award CEUs cannot be made after the program or activity has been offered.

The 60-minute clock is used as the contact hour in all continuing education experiences. Only the number of complete instruction hours is considered in assigning CEUs. To determine the number of contact hours, count the hours in the program and subtract refreshment breaks, lunches and other activities not directly part of the instructional experience. The following are not included when calculating the number of instructional contact hours for any continuing education experience:

• Time for study, assigned reading and other related activities outside of the classroom or meeting schedule;
• Meeting time devoted to business or committee activities;
• Meeting time devoted to announcements, welcoming speeches or organizational reports;
• Time allocated to social activities, refreshment breaks, luncheons, receptions, dinner and so forth. Time devoted to a luncheon or dinner presentation, integral to the continuing education experience may be included in calculating instructional contact hours;
• General sessions of meetings, conferences and conventions. However, specially organized courses, workshops, or seminars held in conjunction with such meetings qualify.

The requirements for satisfactory completion must be established prior to the offering of the program or activity through mutual agreement of the program coordinator and program instructor. Requirements may be based on the ability of participants to demonstrate what they have learned or some predetermined level of attendance (at least 80%) or a combination of performance and attendance. If CEU earnings are based on attendance, they should be documented by such means as earnings records, attendance rosters or sign-in sheets.

IACET Standards

The IACET has issued 10 basic criteria for the continuing education unit. They are:

1. Each activity is planned in response to educational needs which have been identified for a target audience.
2. Each activity has clear and concise written statements of intended learning outcomes.
3. Qualified instructional personnel are involved in planning and conducting each activity.
4. Content and instructional methods are appropriate for the intended learning outcomes.
5. Participants must demonstrate their attainment of the learning outcomes.
6. Each learning activity is evaluated by the participants.
7. The sponsor has an identifiable unit, group or individual with clearly defined responsibilities for developing and administering learning activities.
8. The sponsor has a review process in operation that ensures the CEU criteria are met.
9. The sponsor maintains a complete record of each individual's participation and can provide a copy of that record upon request for a period of at least seven years.
10. The sponsor provides an appropriate learning environment and support services.

IACET has issued information for each of these criteria. Excerpts of their information follow:

"Sponsors use two basic approaches in determining which courses, seminars or topics to offer. They can develop courses and market to potential audiences or identify needs of specific audiences and develop courses to meet those needs. It is important to view the educational needs of the audience as problems or issues and to plan accordingly to address those problems or issues." IACET defines an educational need as "something that individuals should learn for their own good, for the good of their organization or profession, or for the good of society."

"Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity." (We ask you to submit an outline of the material to be presented in order to comply with this criterion.)

"The CEU Criteria and Guidelines historically have allowed program sponsors to use different methods of determining what constitutes satisfactory completion of a course, seminar or educational event by participants, ranging from attendance requirements to the assessment of learners. Many program sponsors use both methods; however, there remains a strong reliance on using attendance only with no form of learner assessment or demonstration. When attendance is used as the sole determinant of CEU, attendance requirements should be rather high; participants must attend at least 80 percent of the offering or higher." (We ask you to monitor attendance and to have participants complete attendance records to comply with this criterion.)

"Program evaluations are essential tools of program planners and instructors. Information provided by evaluations can help analyze strengths and weaknesses in how programs are conceptualized, planned and delivered."

"The Continuing Education Guide: The CEU and Other Professional Development Criteria," written by Louis Phillips and published by the IACET, is available for purchase. Should you wish to order a copy to have on hand as a reference, you can order it directly by calling 202-857-1122 or by writing to IACET at Department 3087, Washington, DC 20042-3087. This booklet costs approximately $25.

Advertising CEUs and CFM/FMP Maintenance Points

The following wording should be used when advertising an IFMA Headquarters approved CEU activity and should be displayed including the IACET official logo and/or CFM Logo.

This Seminar has been submitted for CEU and CFM/FMP Maintenance Points. The professional development department of the International Facility Management Association reviews the educational content of all programs. In accordance with the standards set by the International Association for Continuing Education and Training, this event will be awarded Continuing Education Units (CEUs). The Continuing Education Units awarded are nationally recognized units designed to provide a record of an individual's continuing education accomplishments. One CEU is awarded for each 10 contact hours of instruction.

Certificates of Completion

IFMA has provided certificates of completion samples for your use. A certificate of completion must be used when offering either CEUs or CFM/FMP Maintenance Points to your members. The IACET CEU and CFM logo are included in these certificates, these logos are only to be used on IFMA professional development approved CEU/CFM/FMP Maintenance Points activities. To apply for CEUs/CFM/FMP Maintenance Points for your event, please see the forms included or contact IFMA Headquarters professional development department for more information.

Record Keeping

Within one month after completion of the program, the IFMA Component Unit should send the list of attendees to IFMA's professional development department at 1 E. Greenway Plaza, Suite 1100, Houston, TX 77046. This list shall contain:

• name of the IFMA Component Unit
• name, dates and location of the program
• for each attendee, provide name, address, phone number, member number or for non-member a security number

IFMA's professional development department will record CEUs awarded to attendees and will retain this information for seven years. Upon written request, we will furnish a transcript showing IFMA education completed and CEUs earned. All members/non members alike must include a check for $5.00 (U.S.) along with a written request for a transcript. Even though the IFMA professional development department is making the evaluation of continuing education units and keeping record of the attendance at the event, you are the sponsor. You must maintain copies of the continuing education unit records for seven years.

Privacy and Security

Learners' records are confidential. IFMA staff will have access to the learners' records on a "need to know" basis. IFMA Headquarters and all IFMA Component Units will be responsible for any particular learner record and for ensuring that confidentiality is maintained.

Retention and Release of Learner's Records

All IFMA learners have the right to review their educational records. Learners should contact the IFMA professional development department for a "Records Request Form," upon completion, the form plus any applicable fees should be mailed to IFMA Headquarters professional development department. Upon review of the application the learner will receive record of attendance and participation plus documentation of any applicable CEUs within 7-10 business days of IFMA receiving the request form and applicable fees. All learner records will remain on file with the IFMA Headquarters professional development department for at least seven years.