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Design & Engineering Services
ADVANCED LIGHTING CONTROLS TRAINING PROGRAM
NEEDS ASSESSMENT: JOB ANALYSIS
ET12SCE4020 Report
Prepared by:
Design & Engineering Services
Customer Service Business Unit
Southern California Edison
November 2012
Advanced Lighting Controls Training Program Needs Assessment ET12SCE4020
Southern California Edison
Design & Engineering Services November 2012
Acknowledgements
Southern California Edison’s Design and Engineering Services (DES) group is responsible for
this project in collaboration with the Tariff Program & Services (TPS) group. It was
developed as part of SCE’s Demand Response, Emerging Markets and Technology program
under internal project number ET12SCE4020. DES project manager Doug Avery conducted
this project with overall guidance and management from Paul Delaney, Emerging
Technology Program Manager. For more information on this project, contact
doug.avery@sce.com.
Disclaimer
This report was prepared by Southern California Edison (SCE) and funded by California
utility customers under the auspices of the California Public Utilities Commission.
Reproduction or distribution of the whole or any part of the contents of this document
without the express written permission of SCE is prohibited. This work was performed with
reasonable care and in accordance with professional standards. However, neither SCE nor
any entity performing the work pursuant to SCE’s authority make any warranty or
representation, expressed or implied, with regard to this report, the merchantability or
fitness for a particular purpose of the results of the work, or any analyses, or conclusions
contained in this report. The results reflected in the work are generally representative of
operating conditions; however, the results in any other situation may vary depending upon
particular operating conditions.
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EXECUTIVE SUMMARY This report documents Job Analysis (JA) findings and recommendations with reference to
identifying the candidates and skills needed for the National Advanced Lighting and Controls
Application Certification (NALCAC). More specifically, identify what knowledge and which
skills participants should possess upon completion of the course in order to be a successful
Lighting Planner.
The Job Analysis Committee, comprised of a diverse group of professionals from within the
lighting industry, conducted a detailed analysis, reaching out to the lighting community
through an online survey to gather valuable data identifying target candidates and key skills
required to successfully perform the role of Lighting Planner. Highlights of the JA Committee
findings and recommendations are as follows:
Top target candidates identified by the survey (those most likely to seek and/or
require this certification) include:
1. Design/Consultation professionals
2. Sales and Manufacturing representatives
Although, not identified in the JA Survey as primary target candidates for NALCAC, the JA
Committee believes that Construction professionals, especially Maintenance Service
companies and Energy Service companies (ESCOs) are also prime candidates to pursue
certification. These groups of professionals are historically key players in lighting upgrades
and retrofits where utility incentives and rebates drive project implementation.
The JA Committee identified fourteen skill sets as requirements to obtain NALCAC. The JA
Committee believes that all of the 14 skill sets identified and posted in the JA Survey are
important. Those with NALCAC must demonstrate, at minimum, adequate proficiency in all
14 skill sets. The committee realized that the anticipated training schedule, the time allotted
for training, and training modules may not cover all skill sets. The committee identified
those skills in which respondents appear to have the least expertise:
1. Energy modeling and calculations
2. Codes and standards
3. Daylighting concepts
4. Human factors
5. Lighting controls and techniques to achieve energy efficiency and demand response
capabilities
The inclusion of these skills in training for NALCAC is paramount.
The JA Committee’s primary recommendations include:
Designing the NALCAC program for the potential (target) candidate, and
Providing training to accommodate the development of those skills that are required
for an effective Lighting Planner
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While proficiency in all skill sets—including the five identified as low-proficiency sets—is
desirable, the following two categories should be key elements of the NALCAC program:
Lighting controls and techniques to achieve energy efficiency and demand response
capabilities
Codes and standards are critical.
Secondary recommendations include providing alternative avenues to obtain training for
skill sets (of the 14 identified sets) that may not fit into the NALCAC curriculum. In addition,
pre-assessment and prerequisite components must be established and testing must be
administered for candidates applying to the NALCAC program. Details relative to the above
noted findings and recommendations are located in the Results and Recommendations
sections of this report.
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ABBREVIATIONS AND ACRONYMS
ABC Associated Builders and Contractors
AEE Association of Energy Engineers
AIA American Institute of Architects
ALG Advanced Lighting Guidelines
ANSI American National Standards Institute
ASHRAE American Society of Heating and Ventilating Engineers
ASID American Society of Interior Designers
BOK Body of Knowledge
BOMA Building Owners and Managers Association
CALCTP California Advanced Lighting Controls Training Program
CCIA Certification in Crime & Intelligence Analysis
CEM Certified Energy Manager
CLEP College Level Examination Program
CMH Ceramic Metal Halides
CRI Color Rendering Index
DALI Digital Addressable Lighting Interface
DBIA Design-Build Institute of America
DG Design Guide
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DMX A control protocol
DOE Department of Energy
Ed.D. Educational Doctorate
EE Electrical Engineer
EPA Environmental Protection Agency
ESCO Energy Service Company
FDA Food and Drug Administration
FIES Fellow Illuminating Engineering Society
HID High Intensity Discharge
HPS High Pressure Sodium
HVAC Heating Ventilating and Air Conditioning
IALD International Association of Lighting Designers
IBEW International Brotherhood of Electrical Workers
IECC International Energy Conservation Code
IEEE Institute of Electrical and Electronics Engineers
IES Illuminating Engineering Society
IESNA Illuminating Engineering Society of North America
IGCC International Green Construction Code
IIDA International Interior Designers of America
INFOCOMM InfoComm International: The Audiovisual (AV) Association
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JA Job Analysis
LC Lighting Certified
LCC Life Cycle Costing
LCCBA Life Cycle Cost Benefit Analysis
Life-Cycle Cost/Benefit Assessment
LED Light Emitting Diode
LEED Leadership in Energy and Environmental Design
LV Low Voltage
MH Metal Halide
MLO Model Lighting Ordinance
NAED National Association of Electrical Distributors
NALCAC National Advanced Lighting and Controls Application Certification
NALMCO National Association of Lighting Management Companies
NCQLP National Council on Qualifications for the Lighting Professions
NEC National Electrical Code
NECA National Electrical Contractors Association
NEMA National Electrical Manufactures Association
NEMANECA National Electrical Contractors Association
NEMRA National Electrical Manufacturers Representatives of America
NFPA National Fire Protection Association
NRTL Nationally Recognized Testing Laboratories
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OSHA Occupational Safety and Health Act
PAR Parabolic Reflector
PE Registered Professional Engineer
PIR Passive Infrared sensor
PLDA Professional Lighting Designers Association
PUC Public Utility Commission
RCR Room Cavity Ratio
RDI Retail Design Institute
ROHS Restriction of the Use of Certain Hazardous Substances
RP Recommended Practice
SF Square Foot
SSL Solid State Lighting
TM Technical Memorandum
USGBC U.S. Green Building Council
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CONTENTS
EXECUTIVE SUMMARY ______________________________________________________ I
INTRODUCTION __________________________________________________________ 1
METHODOLOGY AND PROCEDURES ___________________________________________ 3
RESULTS________________________________________________________________ 5
POSSIBLE BARRIERS ______________________________________________________ 45
RECOMMENDATIONS ____________________________________________________ 47
APPENDIX A - ADDITIONAL SURVEY ANALYSES _________________________________ 51
APPENDIX B – JA COMMITTEE CURRICULA VITAE _______________________________ 65
APPENDIX C – BIBLIOGRAPHY _____________________________________________ 74
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FIGURES Figure 1. JA Committee at Work ................................................. 3
Figure 2. IES Lighting Quality from 9th Edition Handbook ............. 19
Figure 3. . Manufacturing/Sales & Consultants/Design Professionals
Account for 75% of Respondents –Q-1 In what area of
the lighting industry do you currently work? .................. 38
Figure 4. Over One-Third Indicated 50% or More Workload
Involves Lighting & Control Layouts (Q-7a: What % of
your workload is lighting and/or controls layouts?) ......... 39
Figure 5. Manufacturing/Sales Percent of Workload Involving
Lighting &/Or Control Layouts (Q- 7b: What percent of
your workload is lighting and/or control layouts?) .......... 40
Figure 6. Consultants/Design Professionals Percent of Workload
Involving Lighting and/or Control Layouts (Q-7c What
percent of your workload is lighting and/or control
layouts? .................................................................... 40
Figure 7. Majority of Consultants/Design Professionals Create
Lighting Layouts and Specifications (Q-5a Do you
create lighting layouts and specifications as part of your
job?) ........................................................................ 41
Figure 8. Majority of Manufacturing/Sales Create Lighting Layouts
and Specifications (Q-5b Do you create lighting
layouts and specifications as part of your job?) .............. 41
Figure 9. Majority of Consultants/Design Professionals Specify
and Layout Lighting Control Systems (Q-6a Do you
specify and layout lighting control systems as part of
your job?) ................................................................. 42
Figure 10. Majority of Manufacturing/Sales Specify and Layout
Lighting Control Systems (Q-6b Do you specify and
layout lighting control systems as part of your job?) ....... 42
Figure 11. All Respondents SELF-ASSESSED and Indicated Least
Proficiency in Five Out of the 14 Skills Sets (Q-8 In
your role, how proficient are you in these categories?).... 43
Figure 12. RESPONDENTS INDICATED OVERWHELMING INTEREST
IN NALCAC (Q-9 With utility offered incentives, are
you interested in learning more about becoming a
NALCAC individual?) ................................................... 44
Figure 13. Detailed Profile of All Respondents Self Assessed
Proficiency – the 14 Skills Sets Presented in the JA
Survey ...................................................................... 51
Figure 14. Total Number of Survey Respondents Shown by Type of
Industry in Response to Question 1 of the JA Survey ...... 52
Figure 15. All Respondents' Answers to Question 5 of the JA
Survey ...................................................................... 53
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Figure 16. All Respondents' Answers to Question 6 of the JA
Survey ...................................................................... 53
Figure 17. All Respondents Answer to Question 7 of the JA Survey .. 54
Figure 18. All Respondents Answers to Question 8 of the JA Survey
Grouped by Level of Proficiency ................................... 55
Figure 19. Design/Consultation Professions Responses to Question
8of the JA Survey Grouped by Level of Proficiency .......... 56
Figure 20. Design/Consultation Professions Responses to Question
8 of the JA Survey Grouped by 14 Skill Sets .................. 56
Figure 21. Sales/Manufacturing Responses to Question 8 of the JA
Survey Grouped by Level of Proficiency ......................... 57
Figure 22. Sales/Manufacturing Responses to Question 8 of the JA
Survey Grouped by 14 Skill Sets ................................. 57
Figure 23. All Respondents' Answers to Question 5 of the JA
Survey ...................................................................... 58
Figure 24. All Respondents Answer to Question 6 of the JA Survey .. 59
Figure 25. All Respondents' Answers to Question 10 of the JA
Survey ...................................................................... 59
Figure 26. All Respondents' Answers to Question 11 of the JA
Survey ...................................................................... 60
Figure 27. Design/Consultation Respondents' Answers to Question
2 of the JA Survey ...................................................... 60
Figure 28. Design/Consultation Respondents Answer to Question 9
of the JA Survey ........................................................ 61
Figure 29. Design/Consultation Respondents Answer to Question
10 of the JA Survey .................................................... 61
Figure 30. Design/Consultation Respondents' Answers to Question
11 of the JA Survey .................................................... 62
Figure 31. Manufacturing and Sales Respondents Answer to
Question 2 of the JA Survey ........................................ 62
Figure 32. Manufacturing and Sales Respondents' Answers to
Question 9 of the JA Survey ........................................ 63
Figure 33. Manufacturing and Sales Respondents Answer to
Question 10 of the JA Survey ....................................... 63
Figure 34. Manufacturing and Sales Respondents' Answers to
Question 11 of the JA Survey ....................................... 64
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TABLES Table 1. Skill Categories Identified For the Survey ...................... 10
Table 2. Lighting Concepts ....................................................... 12
Table 3. Lighting Controls ........................................................ 13
Table 4. Lighting Quality.......................................................... 17
Table 5. Electricity for Lighting Practice ..................................... 20
Table 6. Design and Specifications Process for Construction ......... 23
Table 7. Energy Modeling and Lighting Calculations .................... 24
Table 8. Codes and Standards .................................................. 25
Table 9. Economics ................................................................. 27
Table 10. Layout in Context of Architecture ................................. 28
Table 11. Daylight Concepts ...................................................... 30
Table 12. Sustainability ............................................................. 31
Table 13. Human Factors ......................................................... 33
Table 14. Project Management ................................................... 35
Table 15. Industry Structure ...................................................... 36
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INTRODUCTION This report was prepared by the Jobs Analysis (JA) Committee in order to present findings
and recommendations with reference to identifying potential candidates and skills needed
for the National Advanced Lighting and Controls Application Certification (NALCAC).
Establishing both the target audience (potential candidates) and the required skills are
essential for certification and are paramount to determining academic end goals for the
program (required skills include skills that will be considered prerequisite to pursuing this
certification and skills that are specific and advanced). In other words, this report focuses
on determining what knowledge and which skills participants should possess after
completing the course in order to be successful Lighting Planners.
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BACKGROUND The JA Committee intentionally contains a diversified group of professionals from within the
lighting industry. The team includes lighting designers, luminaire, lamp and controls
manufacturing representatives, as well as educators. Selection of a team with a wide range
of expertise from a cross section of the industry provides a broad perspective in the
approach to conducting this job analysis for NALCAC.
Our team of seasoned professionals includes:
Bernard V. Bauer, Lighting Certified (LC), Illuminating Engineering Society (IES), RDI
– Committee Chairman
Leslie Davis, LC, IES, Assoc. International Association of Lighting Designers (IALD) –
Committee Member
Charles Knuffke, IES – Committee Member
Lee Hedberg, LC, IES – Committee Member
Shelli Sedlak, LC, LEED® AP, IES, SMIEEE – Committee Member
Steve Stannard, Fellow Illuminating Engineering Society (FIES), Certified Energy
Manager (CEM) – Committee Member
Sue R. Bauer, Certification in Crime & Intelligence Analysis (CCIA), Ed.D. –
Administrative Assistant to the Chairman
Curricula vitae for JA Committee participants are located in Appendix B.
Details of the team’s analysis processes as well as findings and recommendations are
located in the Methodology & Procedures section and the Results section of the document.
In addition to the extensive review and analysis developed, the team reached out to the
broader lighting community utilizing an online survey that was distributed to a wide cross
section of the industry. Findings and analyses of survey data were then used to temper and
adjust the initial findings and recommendations with knowledge gained from the survey.
Details of the survey can be viewed in Appendix A of this document. The final determination
in identifying the target (most likely) candidates for certification and key requirements
(most important skills needed) to perform the Lighting Planner role is a result of insight
gained from the survey as well as the JA Committee's professional expertise and knowledge.
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METHODOLOGY AND PROCEDURES The JA Committee met August 23-24, 2012, for a workshop at the offices of Lighting Design
Alliance in Long Beach, California. A representative from the certification Advisory
Committee provided an introduction to the project including a description of how the
program got started, the individuals and companies involved, the long term goals, the
committee responsible for developing the program, and the Advisory Board who will be
reviewing the documents. It was also noted that, unlike some other programs, the NALCAC
process does not have to filter through an open public review process as it is privately
funded.
The JA process maintained an aggressive schedule. At the initial JA Committee meeting,
members divided into dyads, identifying potential candidates and skill sets required to be an
effective Lighting Planner. Further refinement of the report was made and a draft was
submitted on September 24, 2012, to both the Advisory Committee and the JA Committee
for comment. Consequently, additional revisions were made and the draft was submitted for
public review on October 10, 2012. After edits addressing public review feedback, a final
draft was submitted to Mr. Doug Avery at Southern California Edison (SCE) on
November 9, 2012. Figure 2 captures the JA Committee at work.
FIGURE 1. JA COMMITTEE AT WORK
The JA Committee chair asked team members to introduce themselves and provide an
overview of the skills they bring to the committee. In addition, the chair and the project
manager explained the goals and tasks of this committee.
In a brainstorming session, the first task of the committee was to identify all trades and
disciplines that would benefit from, and might participate in, the program in order to
become certified. The committee recognized that the resulting list included jobs that could
have a wide range of disparity in current skill sets. Next, the list was grouped into broader
disciplines to help understand the needs. This process resulted in the development of a list
of skill “categories” considered necessary to attain proficiency by the end of the training
course in order to meet the goals of increased lighting knowledge with an emphasis in
energy efficiency, quality, and advanced lighting controls. These categories are listed in the
Results section that follows.
The committee then broke-up into teams of two to create a list of skills in each category.
This list will be passed on to the Curriculum committee. Each item within the categories was
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identified as either a basic skill or an advanced skill. The lists were reviewed by the
collective committee for comment and discussion in subsequent conference calls, held on
September 9 and 17, 2012. The review and discussion continued at a face-to-face meeting
on October 22 and 23, 2012, at Alliance Lighting Design. Results of this vetting process are
included in this report.
The JA Committee also identified barriers to developing a successful program. The team was
informed that the National Council on Qualifications for the Lighting Professions (NCQLP)
Lighting Certified (LC) or seven years of industry experience would be required to take the
course. Other possibilities are a skill testing entrance exam or another set of measurable
pre-qualification testing. In addition, certain professional registration qualifications such as
Registered Professional Engineer (PE) might also be considered an appropriate prerequisite
for NALCAC candidate acceptance. However, having stated the foregoing criteria, the
committee members determined that, due to the disparity in skills of participants entering
the program, some additional prerequisites would be necessary for those whose work
experience has not included certain skill categories. Such prerequisites could include online
tutorials.
Committee members decided they needed to identify better the existing skills of potential
participants and to determine where supplemental training would need to occur. To gather
this information, an online survey was developed and distributed by committee members
and by Southern California Edison to reach as many potential respondents from multiple
disciplines as possible. The results, as well as the raw data, are included in this report. The
survey results helped to identify areas where supplemental knowledge is needed and to
further refine JA skills by category and level.
Lighting Certified (LC) or seven years of industry experience would be required to take the
course. Other possibilities are a skill testing entrance exam or another set of measurable
pre-qualification testing. In addition, certain professional registration qualifications such as
Registered Professional Engineer (PE) might also be considered as an appropriate
prerequisite for NALCAC candidate acceptance.
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RESULTS Results include both the efforts of the two face-to-face sessions, weekly conference call
meetings, and other on-going communication and dialogue among committee members. JA
results are presented for the following categories/topics:
Professions Represented
Skill Requirements
Skill Specifications
Survey Feedback
Possible Barriers
Result details are presented for each of the above categories/topics in the balance of this
section of the report.
PROFESSIONS REPRESENTED The JA Committee's brainstorming sessions resulted in producing the following list of
disciplines representing the pool of potential candidates for the NALCAC. Survey
results (NALCAC-JA Survey) helped to identify those disciplines of most interest and,
therefore, potential candidates for the NALCAC.
Design/Consultation
Professions
Architects
Electrical Engineers
Lighting Designers
Design Build Contractors
Energy Consultants
Commissioning Agents
Energy Consultants
Illuminating Engineers
Interior Designers
Educators
Construction Professionals
Electrical Contractors
General Contractors
Electricians
Maintenance Service
Companies
Energy Service Companies
(ESCO)
Inspectors
Sales/Manufacturing
Application Engineers
Electrical Distributors
Manufacturer
Representatives
Manufacturers Staff
Showroom Sales
Utility
Lighting Specialists
Lighting Educators
Utility Program Managers
Owner/Operator
Facility Managers
Facility Engineers
Owners
Owners Representatives
Developers
The largest category of survey respondents represented two major disciplines—
design/consultation professions and the sales/manufacturing.
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SKILL REQUIREMENTS Because of brainstorming sessions, the JA Committee produced an initial list of skills
that it believes are inherent in those who will have obtained NALCAC. These skills
were further refined by the JA Committee into categories defining skill topics as
required prerequisites (candidate must know this before starting the program) and
advanced (those skills that must be taught as part of the NALCAC curriculum or
gained concurrently by other sources while undertaking the NALCAC program).
Finally, the JA Survey results helped to specifically identify five skills in which
NALCAC candidates may exhibit inadequate proficiency. The inclusion of these skills
in training for NALCAC is paramount and is identified in Table 1 by an asterisk (*).
The table also illustrates the JA Committee's collective best judgment of the
percentage of total workload in which a lighting planner might engage.
TABLE 1. SKILL CATEGORIES IDENTIFIED FOR THE SURVEY
SKILL CATEGORY % OF TOTAL WORKLOAD
1. Lighting Concepts 20
2. Lighting Controls (EE & DR)* 11
3. Lighting Quality 9
4. Electricity for Lighting Practice 4
5. Design and Specification Process for Construction 15
6. Energy Modeling and Lighting Calculation* 5
7. Codes and Standards* 6
8. Economics 12
9. Layout in Context of Architecture 5
10. Daylight Concepts* 2
11. Sustainability 3
12. Human Factors* 3
13. Project Management 3
14. Industry Structure 3
Total Workload 100
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SKILL SPECIFICATIONS The following skill specifications are separated into two knowledge-level categories:
Prerequisite
Advanced
The JA Committee's goal was to include all skills and knowledge required of an
individual with NALCAC credentials. The JA Committee recognizes that the current
list of advanced skills needed is more than can be reasonably incorporated into the
target program's design. However, those advanced skills not taught within the
framework of the NALCAC curriculum will require candidates to seek additional
training resources to flesh out all of their required skill sets.
Detailed descriptions of Prerequisite and Advanced skill sets listed in the tables that
follow are:
PREREQUISITE
Prerequisite topics and skills demonstrate the awareness and basic (minimal)
understanding of the tasks and/or skills defined in the skill set. These topics and/or
skills will not be part of the curriculum for NALCAC; however, those seeking NALCAC
should/must demonstrate proficiency in these areas and/or topics. We recommend
online review courses, proficiency testing, or other avenues to demonstrate
proficiency or to obtaining these prerequisite skills.
ADVANCED
These topics and skill sets would ideally be part of the NALCAC curriculum. The
"Advanced" column indicates content that must be included in this program.
Graduates of this program need not be experts in all disciplines relating to this
certification, but they should exhibit a proficient level of competency to allow them to
perform all the duties and responsibilities consistent with NALCAC credentialing.
Those advanced skills not taught within the framework of the NALCAC curriculum will
require candidates to seek additional training resources to acquire all the required
skills.
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TABLE 2. LIGHTING CONCEPTS
PREREQUISITE ADVANCED
Fundamental lighting concepts
More advanced/greater depth of topics as appropriate for the program
Vision (basic knowledge)
Vision - Aging eye, visual issues that would affect quality and human factors of lighting.
Light & Color (basic knowledge)
Issues of color rendering with new sources (SSL):
National Institute of Standards and Technology’s Color Quality Scale (CQS)
Color Rendering Index (CRI) with additional R values
Light Sources and Power Supplies (basic knowledge)
Light Sources and Power Supplies
Light source types & ballasts, power supplies, & lamp sockets
Luminaires and Optics
More advanced requirements of new sources
Lighting for Interiors:
Typical or Common spaces: o Corridors o Receptions o Lobbies
Lighting for Interiors (advanced topics or expanded knowledge required):
Typical spaces: o Offices – More advanced concepts
including daylighting & advanced controls; Recommended Practice (RP)-1 criteria; computer/video monitors.
o Classroom - More advanced concepts including daylighting & advanced controls.
Spaces requiring special consideration o Telepresence Rooms/Video Conferencing o Executive Board Rooms o Manufacturing – moving equipment,
visibility for quality control o Medical
Lighting for Exteriors
Exterior lighting zones
Hardscape- Parking lots; drop-off zones; vehicle service station sites
Lighting for Exteriors
Landscape o Outdoor Retail - Sales lots, sales canopies;
vehicle service station canopies o Façade lighting o Environmental – Migratory patterns;
animal needs; etc. o BUG ratings – Update from IES
distribution categories. o Trends – Emerging technologies
Resources:
Prerequisite knowledge of IES handbook, American Society of Heating and Ventilating Engineers (ASHRAE) standards, and Department of Energy (DOE) standards
Expanded resources:
IES RPs, Design Guides (DG), Technical Memorandums (TM)
ASHRAE Standards
Advanced Lighting Guidelines (ALG)
DOE documents
University studies
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TABLE 3. LIGHTING CONTROLS
PREREQUISITE ADVANCED
Types of Controls:
Sensing (Inputs) vs. Switching (Actuator)
Sensor Application Specific Information:
Sensors only work when the designer understands how they work in real spaces. This section should teach users to get important information from various manufactures (how to read a cut sheet), and best vs. poor applications for each sensor type.
Coverage patterns
Pitfalls:
o Air movement o Sensor locations
Time Based:
Time clocks
Relay panels
Solenoid breakers
Overrides
Time Based:
Possibly the simplest and easiest control device to understand is the time clock, whether in a single stand-alone enclosure or as the driving element of a large networked lighting control system. Hands on
programming of different time clocks with an emphasis on the components used to override them are covered in this section.
Time clocks
Relay panels
Solenoid breakers
Overrides
Occupancy Sensors:
Passive Infrared (PIR)
Ultrasonic
Dual Tech
Occupancy Sensors:
PIR
Ultrasonic
Dual Tech
Microwave o Manual On (Vacancy) vs.
Auto On o Time Delays o Savings based on changing Time
Delays o Partial On
o Partial Off o Line Voltage vs. Low Voltage
Photo Controls:
Several of the Energy Codes for specific applications mandate occupancy sensors.
This section covers the different technologies of the products, settings, and some of the terms used to describe the different sequences of operation for Occupancy Sensors.
Daylighting:
Since daylighting is covered in detail in its
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PREREQUISITE ADVANCED
own section, this will be limited to just simple operational characteristics of the different daylighting devices.
Goals for Daylighting
Open Loop vs. Closed Loop
Unique setup requirements/ documentation
History of Dimming:
Phase Dimming – Chopping the Sin Wave
Reverse Phase Dimming
Dimming Communication Methods:
0-10V Dimming
Phase Dimming o 2-wire o 3-wire
Dimming Application:
Incandescent/Mag LV
Electronic LV
History of Dimming:
Provide a background on the technology used to dim different light sources.
Phase Dimming – Chopping the Sin Wave
Reverse Phase Dimming
Dimming Communication Methods:
The device doing the dimming may be separate from the device used to alter the level. As a result, several different communication protocols have been created. This section discusses the most common communication protocols.
0-10V Dimming
Phase Dimming
o 2-wire o 3-wire
Digital Addressable Lighting Interface (DALI)
DMX
Dimming Application:
Best Dimming Technologies for various illuminance types - This section should also cover common pitfalls that cause dimming systems to operate incorrectly.
Incandescent/Mag LV
Electronic LV
Fluorescent o Ballast
Lampholder o Light Emitting Diodes (LEDs)
Drivers Pulse Width Modulation
o High Intensity Discharge (HID)
Newer Technologies:
Color Changing LEDs
For many reasons, including human factors, people may want to be able to alter their lighting source color. This section identifies “why” and “how” this is done with LEDs.
Plug Load Controls:
o Task Lighting
The latest Energy Codes require automatic control of plug loads. Identify
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PREREQUISITE ADVANCED
ways that this can be done, including showing best practice documentation so interconnections between the Lighting and Power RCPs are clear.
System Characteristics and Technologies:
Lighting Control Systems are more than just the sum of their elements. Without complete
understanding of their technologies and applications, they may not function properly. This section includes the possible subtle interactions between components. It also discusses the current transformation on controls that operate and communicate based on simple electrical signals versus controls that actually communicate digitally between each other.
Controls o Analog vs. Digital o Wired vs. Wireless o Interior vs. Exterior
o Distributed vs. Front End Controls
Understanding interplay of the system components
Troubleshooting:
Each system requires troubleshooting tools and techniques from a screwdriver to protocol analyzers. This section identifies the tools needed to troubleshoot a system.
Tools
Skills
Integration / Smart Building:
Building Automation Systems
Protocols
Goals
Dashboards:
Lighting Controls are just one of many different systems in a building. The goal of the “intelligent building” is to ensure that these systems can communicate between each other and provide meaningful coordinated feedback to the people running the building, including simple-to-understand dashboards.
Documentation / Contract Documents:
Specifications o Formatting
Reflected ceiling plans (RCPs)
Single lines
Control schedules
Wiring details
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PREREQUISITE ADVANCED
Control narratives
This section identifies the importance of proper drawings for the different Lighting Control devices and systems and provides specific examples of the most commonly
used drawings. This is especially important since these control devices will be used by the Contractor, Facility Engineer, and Commissioning Agents throughout the building’s lifecycle.
Best Design Practices:
This section covers the elements that are important for the Design and Specification Process for Construction, specifically in regards to Lighting Controls.
Basis of design
Owner’s Project Requirements
Initial charettes
Seq. of Operation
Startup vs. Performance Testing vs. Acceptance Testing
Commissioning
Standardize Room Types
“The Principal of Least Astonishment”
User Education on Room Controls:
An occupant who does not understand their
use defeats the best lighting controls quickly. We will cover the importance of educating the final user on Lighting Controls.
Best Practices:
This section includes examples of good lighting control designs, and suggestions on how to avoid common pitfalls.
Smart Grid:
Understanding the role that controls play in responding to current and future electrical grid needs and commands
Real Time Pricing
Demand Response o Communication Protocols
What is Coming Down the Pipeline…:
Lighting Controls are Constantly evolving, and this section offers a placeholder to discuss the latest control developments.
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TABLE 4. LIGHTING QUALITY
PREREQUISITE ADVANCED
Products (luminaires):
Point and Focal
Linear and diffuse
Products (Specialty & Unique):
Become aware of and develop an understanding of luminaires for specific specialty functions such as clean rooms, video conferencing, hazardous
applications, etc.
Understanding of how each specialty luminaire reacts and interfaces with other lighting components such as controls.
Understand product performance, efficiency/efficacy, photometrics (distribution of light).
Be able to compare different products
(equals).
Sources:
Incandescent (Halogen)
Fluorescent (compact fluorescent lamp (CFL)
& Linear/Induction)
HID (High Pressure Sodium [HPS]/Metal Halide [MH]/ Ceramic Metal Halides (CMH)/Plasma)
SSL (LED, OLED)
Sources (immerging and new or updates):
Light source that may yet be identified and/or existing light sources that have been updated (e.g., improved output, maintenance color quality, lamp life).
Advanced understanding of how various light sources react and interface with other lighting components such as controls.
Application:
General lighting
Task lighting
Decorative/mood
Application (Special Application Lighting):
Industrial lighting (e.g., petroleum
industry, food processing) requires application knowledge not commonly detailed under basic application review. Another area, as an example, is video conferencing.
A thorough understanding and ability to apply the applications o Knowing why, how, and where to
properly apply the various application
techniques (e.g., how much general lighting is needed and how it should be produced; what range of vertical illumination is required for a task or function).
Function:
Determine space function
Identify tasks
Establish illuminance and luminance targets
Establish uniformity
Function (expanded understanding):
Correct interpretation of uniformity: o Clearly understand where and when
uniformity is relevant or paramount in the space or task versus areas of the space or task that are less critical or can be disregarded (will avoid over design).
Balance of elements - more skill o Understand space function changes. o Luminance ratios
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PREREQUISITE ADVANCED
Art
Visual effects
Ambiance
Branding & Signature
Art (no expansion of topic, however basic understanding required)
Visual Acuity:
Visibility
Task performance
Visual Acuity:
Understanding optional calculation methods & their applications
Luminance, contrast, geometry
Color:
CRI
Hues, reflectivity
Chromaticity (color temp & tone)
Color:
Nuances of LED & new matrix ideas: o Understanding of how CRI applied to
LED sources may differ with conventional light sources.
o Knowledge of and some understanding of new matrix concepts for color rendering quantification
People:
Human scale
Perceptions
People (no expansion of topic; however, basic understanding required)
The Envelope:
Define the envelope
Determine/identify finishes
The Envelope (no expansion of topic; however, basic understanding required)
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FIGURE 2. IES LIGHTING QUALITY FROM 9TH
EDITION HANDBOOK
Human Need
Visibility/Task Performance Visual Comfort/Social Communication/Mood-
Atmosphere/Health, Safety, Well-being/Aesthetic Judgment
Economic & Environment
Installation/Maintenance/Operation/Energy/Environment
Architecture
Form/Composition/Style/Codes & Standards
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TABLE 5. ELECTRICITY FOR LIGHTING PRACTICE
PREREQUISITE ADVANCED
Service Entrance:
Define how electrical power enters the building.
Definition of a Circuit:
Identify a circuit as the complete path of electricity through various components, from a source, to the load, and finally to a point of no voltage potential.
Parts of a Circuit
Hot Wire: o Line Wire: o Load Wire:
Neutral Wire:
Ground Wire:
Ensure that the applicants understand the
common terminology used to describe the elements in normal electrical power circuit.
Utility Power:
Understanding the various metrics that affect the power bill and the more dynamic elements in power pricing - Can also identify and discuss the nature of the PUC, and their role in pricing decisions
KVAR
Cost to provide a kilowatt
Understanding rate structures
Demand charges
Power factor penalties
State Public Utility Commissions (PUCs)
Poles vs. Wires, and National Electrical Manufactures Association (NEMA):
The role the NEMA plays in defining standards
for electrical components, such as plugs and receptacles.
Voltage/Potential:
Amps/Current:
Resistance
Ground
Ohm’s Law
Once the parts of the circuit have been covered,
it’s important to understand the basic electrical metrics. This includes examples of Lighting Examples using Ohm’s Law.
DC vs. AC:
Single Phase vs. Multi-phase:
o Why Multi-Phase Power
Line vs. Low Voltage (Class 1 vs. Class 2)
Frequency
Power (Watts) “Water Metaphor”
Power Factors
Watts
Kilowatts
Kilowatt Hours
Calculation Examples
Power and Energy Metrics also need to be
discussed and covered so concepts such as Payback and ROI can be introduced.
Transformers:
A more in depth discussion about the nature of electrical power that focuses primarily on AC power
Transformer Efficiencies
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PREREQUISITE ADVANCED
Circuit Breaker Panels -- Line Voltage Wire Color Codes:
Understand the layout of the typical power panel, and the color codes used to identify different phase colors.
Maintained Switches:
Single Pole Switch
Multi-Pole Circuit
3-Way Switches
3- and 4-Way Switches
Momentary Switches:
Maintained Contact Switches
Momentary Contact Switches
Before we can deal with automatic control devices, it’s important to understand simple mechanical controls. Industries other than electrical may have slightly different
terminology for the same devices. This terminology is also covered.
Control Devices:
Automatic Lighting Controls usually have a simple switching element for the power circuitry. This section covers the basic devices and their important electrical characteristics.
Relays
Contactors
Power Packs
Electrically Held vs. Mechanically Held
Normally Open vs. Normally Closed
Form-C
Power Monitoring:
Some energy codes as well as Leadership in Energy and Environmental Design (LEED) now require separate measurement of loads in a building. Discuss what is necessary to meet this requirement, the types and locations of hardware, organization of circuits, and precision.
Code Requirements
Wiring Types:
Terms used in the industry to identify the nature of the electrical circuit to be covered here.
Series wiring
Parallel wiring
Single zone wiring
Branch circuit wiring
Wiring Sizes – Voltage Drop:
Coverage of the equations for these two topics - Identify typical loads allowed for each gauge of wire.
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PREREQUISITE ADVANCED
Emergency Power:
Uses: o Egress Lighting
Code Requirements o National Electrical Code (NEC) 70 o National Fire Protection Association
(NFPA) 101 o Nationally Recognized Testing
Laboratories (NRTL) Listings
Types of Controls:
Transfer vs. Shunt
Critical Power (Hospitals):
Emergency Power requires a separate discussion since it is different from normal power circuitry. This section includes
coverage of usage, codes, and control devices.
Power Factor Power Quality:
Total harmonic distortion
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TABLE 6. DESIGN AND SPECIFICATIONS PROCESS FOR CONSTRUCTION
PREREQUISITE ADVANCED
Construction and Design Processes:
An understanding of the four major design and administration stages
Potential team members involved:
architect, electrical engineer, interior designer, landscape architect, lighting designer, mechanical engineer, manufacturer support, contractor.
Schematic Design Stage:
Awareness of site positioning & potential daylighting & control applications
Determine basis of design & development of preliminary lighting & control schemes.
Schematic Design Stage:
Analysis of site positioning and potential daylighting & control applications
Design Document Stage:
As the schematic design stage is reconfirmed/revised, documents reflect final proposal of equipment selection and layout.
Final proposal of controls schemes
determined.
Design Document Stage:
Development of controls narrative
Construction Document Stage:
As the design document stage is reconfirmed/revised, documents reflect client and/or team feedback.
Document lighting & controls specifications.
Construction Document Stage: (See Table 3 on page 10)
Construction Administration
Shop drawing review
Punch list
Commissioning, training
Construction Administration:
Commissioning
Training
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TABLE 7. ENERGY MODELING AND LIGHTING CALCULATIONS
PREREQUISITE ADVANCED
Manual Calculations:
Lumen Method
Point-by-Point Analysis
Manual calculations expanded to include variables affecting accuracy:
Light loss factors – recoverable vs. unrecoverable
When a method is not appropriate
o i.e., lumen method where Room Cavity Ratio (RCR)>10
o Pt x Pt – No interreflected component; good for accent but not general lighting
Computer-Based Calculations:
Software packages (include chart/
spreadsheet)
Input: o AutoCAD file .dwg or .dwf file o Photometric data in IES format
Importance of accurate room finish reflectances
o Output: Horizontal Illuminance Vertical Illuminance
Exitance – Understanding the difference between exitance & luminance; what the software analyzes.
Analysis grids - Default Max/Min/Uniformity ratios – General
understanding and what meets common task criteria
ISO-illuminance plot for outdoor
Methodology Used: o Input (Advanced calculation):
Revit file (different software required).
Special materials – Glazing,
polished surfaces. o Output:
By application, when is vertical Illuminance, exitance, luminance analysis required or recommended for quality check.
Analysis grids – How to optimize grids for accuracy or to meet criteria (i.e., RP-8)
Max/Min/Uniformity ratios – Code requirements
Rendering – Gray scale
Rendering – 3D Viz, Revit
Energy Modeling/Analysis:
Understanding what Performance Based
Code is and when it is useful and/or code required.
Software: o DOE-2 o Energysoft o ComCheck
Limitations of current approach input of
watts per square foot (sf) and no effect of controls.
Total building use by month and year
Total annual energy use per sf.
Input:
o Climate data o Interior conditions and set points o Lighting schedules o Occupancy schedules
Output: o Energy use by month and year (for
each system including lighting) o Total lighting energy use per sf,
connected vs. actual use including the controls savings.
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TABLE 8. CODES AND STANDARDS
PREREQUISITE ADVANCED
Codes & Standard:
ASHRAE/IES 90.1
International Energy Conservation Code (IECC)
LEED
Occupational Safety and Health Act (OSHA)/NEC
Food and Drug Administration (FDA)
Model Lighting Ordinance (MLO)
Other
Codes & Standards:
Knowledge of the controls required, guidelines for applying them per code/standard and certifications and/or
commissioning related to the specific codes within the followings code and standards is required of the Lighting Planner
IES
ASHRAE/IES 90.1
IECC
LEED
OSHA/NEC and FSA, other
MLO
State & Local Codes:
Home grown (e.g., California Title 24)
o California Title 24 o Cal Green (reach code) o California Title 20
Other state and local appropriate codes/standard to project
California Codes
Knowledge of the controls required, guidelines for applying them specific to California codes including certifications
and/or commissioning related to codes is required for Lighting Planners working on projects governed by California codes.
California Title 24
Cal Green (reach code)
California Title 20
Other States:
Knowledge of the controls required,
guidelines for applying them specific to those states where/when Lighting Planners are working on projects governed by those specific codes.
Home grown (e.g., California Tile 24)
ASHRAE/IES 90.1 & IECC (Rubber-stamped or Modified?)
Other State and local appropriate codes/Standard to project
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PREREQUISITE ADVANCED
Industry and other Professional Standards:
Professional: o IES o NRTL o NEMA o National Electrical Contractors Association
(NECA) o ASHRAE o American National Standards Institute
(ANSI)
o InfoComm International: The Audiovisual (AV) Association (INFOCOMM)
o Others?
Industry: o Trade Unions o Commercial (e.g., banking, mall owners) o Industrial (e.g., petroleum, food,
chemical)
Industry and other Professional Standards:
Lighting Planners should be aware of and understand pertinent aspects of the guidelines and requirements relative to the following associations:
Professional o IES o NRTL o NEMA o NECA o ASHRAE o ANSI o INFOCOMM o EnergyStar
o Design Lights Consortium o Other
Industry: o Trade Unions o Commercial (e.g., banking, mall
owners) o Industrial (e.g., petroleum, food,
chemical) o Lighting Controls Association
Related, Non Lighting/Electrical:
o FDA o OSHA o Environmental Protection Agency (EPA) o DOE o Others
Related, Non Lighting/Electrical:
Knowledge of requirements & guidelines related to this certification program
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TABLE 9. ECONOMICS
PREREQUISITE ADVANCED
Types of Economic Analysis:
Simple payback (very limited): o Not real and complete o Not the full picture/story o Does not evaluate system over life
o No consideration of time value of money o Illuminating Engineering Society of North
America (IESNA) & Federal Government do not recommend using simple payback.
Life Cycle costing (LCC) o Also called Life Cycle Cost Benefit Analysis
(LCCBA) o Gives complete picture/story o Takes into account the time value of
money
o Evaluates complete system over planned life
Types of Economic Analysis (prerequisite, Planner candidates should know this)
Life cycle costing (LCC) o Lighting Planner should/must be well
versed in conducting a comprehensive
LCC analysis
What to look at & consider:
Costs: o Initial (equipment & install labor) o Annual (maintenance, energy component
replacement) o Other (utility rebates, tax impacts/credits
& disposal costs)
Side/added benefits or detractors:
o Heating Ventilating and Air Conditioning (HVAC) impact
o Harmonic issues, IMF issues, other
Identifying and understanding the variables: o Project size and scope o Hours of operation and how of the
operation
o Other physical and financial restraints of variables
What to look at & consider:
Costs, benefits or detractors and identifying and understanding the variables o Lighting Planner should/must be well
versed in economics as it relates to the project, especially controls aspects, and compressively review
and analyze effects on LLC.
Know where to find Data:
Costs of labor
Costs of materials/components
Other costs and variables
Know where to find Data:
Costs and variables (e.g., availability, pricing structure, warrantees) o Lighting Planner should/must be well
versed in identifying resources for accurate pricing and performance data.
o Must know how to accurately and reliably collect and analyze data
pertinent to each project LLC (e.g., does volume pricing apply, are their special site circumstances or maintenance issues).
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TABLE 10. LAYOUT IN CONTEXT OF ARCHITECTURE
PREREQUISITE ADVANCED
Prerequisite Knowledge:
How to layout efficient lighting systems integrated with the architecture.
Visible Luminaire vs. Visible “Light”
Vertical Illuminance Requirements:
Many tasks required
Physical Parameters to Provide Usable Light
Integration with Architectural Details
Coordination with Interior Finishes
Appropriateness of Aesthetic of Luminaire (fixture):
Does the style of the fixture work with the architecture (e.g., no 400W HID HiBay in building lobby)
Daylighting Options Available:
Techniques; appropriate strategies
Also See Table 11 on page 30.
Substitution Not Always “Equal” (i.e., indirect sconce was replaced by up/down cylinder)
Effect of Physical Dimensions on Lighting (RCR=1 vs. RCR=10)
High Ceiling vs. Low Ceiling:
Appropriate light source and scale
Kaplan & Kaplan (1999) research on “Coherence”
Special Applications:
Historic buildings:
o What are the requirements
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PREREQUISITE ADVANCED
Does Retrofit Light Source Fit in Existing Fixture:
Physical characteristics
Electrical compatibility: o Non-dim fluorescent lamp on dimmed
circuit o If I take out the halogen and put in an
LED PAR will the dimming system still
work? o T8 replaced by shorter T5 lamps.
Hidden Light Sources (make sure Energy Efficient fixture does not produce glare):
Can existing details work for new light sources?
T8 replaced by linear LED tubes.
Aimed light source may produce higher efficiency but create glare.
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TABLE 11. DAYLIGHT CONCEPTS
PREREQUISITE ADVANCED
Incorporation of Daylighting considerations per codes
Most complicated designs need specialty consultant.
Human factors in Daylighting
Solarpath Diagrams
Available Daylighting
Daylighting Metrics
(New information from IES Committee)
Understanding of Mandatory Code Requirements: o Area considered “daylight” area.
Comprehension of Various Techniques:
Toplighting techniques
Sidelighting techniques
Glare control: o Shades o Shutters
o Light shelves o Diffusing materials
More advanced information with the ability to incorporate technologies:
Equipment: o Tube skylights o Fiber Optics o Solar tracking skylights o Skylights with automatic shutter (i.e.,
with automatic shutter [vacancy sensor turns on daylight])
Development of Light Shelves:
o Requirements and limitations, materials used, etc.
Understanding of Lighting Controls Advanced Lighting Control strategies for integration with Daylighting:
Thorough understanding of mandatory controls in T24 and other codes
Design for optimum performance.
Commissioning of Daylighting Controls: o Refer to controls module.
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TABLE 12. SUSTAINABILITY
PREREQUISITE ADVANCED
Knowledge of Sustainability Life Cycle Assessments: o Cradle-to-grave o Cradle-to-cradle
Advanced Discussion of Sustainability Life Cycle Assessments (with less common options that are becoming more common in the industry - ref IES DG-2212)
Cradle-to-gate
Gate-to-gate
Understanding the Benefits of Specification of
Locally Manufactured Products or Locally Stocked Products: o Ship from location (distribution
warehouse)
Understanding the benefits of using products that have recycled content
Expanded Evaluation:
Recyclable materials content:
o Manufacturing process: Toxicity:
Restriction of the Use of Certain Hazardous Substances (ROHS) (hazardous substances)
Mercury content Packaging Locally manufactured materials -
component vs. assembly Embodied Energy
o Products and Component:
Luminaire – may be produced using recycled material and may be recycled at end of usable life.
Lamps and light sources Ballasts and power supplies
Energy Efficiency: o Reduced power usage means reduced
pollutants and less materials waste.
Watts per Light Source vs. Watts per Application (LEDs, full cutoff vs. cutoff in parking lots)
Quantity vs. Quality:
o Glare control o Proper application o How are lumens measured o Color metric issues
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PREREQUISITE ADVANCED
Construction Administration Tasks: o Startup – sequence of operation,
focus & aiming o Acceptance testing:
Function testing Performance testing Functional performance testing
o Proper commissioning by independent consultant: Verification of performance,
training, and documentation
Post Occupancy: o Regular review and maintenance for
continued performance.
Understanding of “Green” Standards (i.e., LEED, EnergyStar)
Expanded Understanding of “Green”
Standards (i.e., LEED by application [health, retail, campus, interiors, other])
State “Green” Building Codes (i.e., CalGreen [reach codes not energy codes])
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TABLE 13. HUMAN FACTORS
PREREQUISITE ADVANCED
Light and Health:
Understanding of the circadian system
Lighting for support of Circadian System:
Daylight and intensity
General application
Patient and caregiver health
Worker needs – shift related.
Understanding of Visual System and Lighting for the Aging Eye:
Issues with lighting for seniors
Advanced Topics:
Effects on illuminance levels
Scattered light in lens from yellow lens & cataracts – luminaire distribution
Color of light in sources for maximum efficiency to aging eye (i.e., blue light creates more scatter, causing reduced visibility).
Correct lighting for interior design
parameters (i.e., floor covering to identify change in elevation, pathways).
Special Needs:
Dementia
Sundowning
Autism, epilepsy
Stroboscopic effects (use LEDs instead of fluorescent with ballast)
Partially sighted: o Illuminance levels o Task lighting; supplemental lighting
Lighting for the very young: o Calming effects of indirect lighting o Dimming and reduced noise (quieting
effect)
Understanding of glare issues for the normal-sighted and aging eyes:
What is considered glare?
What causes glare?
Glare thresholds
Reduction methods
Balance luminance
Better optical control
Shades & blinds
Installation of product
Knowledge of when to consider changes in design due to safety or security issues
Safety & Security Factors: o Illuminance levels – higher o Illuminance criteria – what to light?
o Faces - friend or foe o Obstructions
Lighting for video security cameras
Daylighting:
Energy savings opportunities
Occupant satisfaction due to view access
Supplemental training of user may be needed to maximize potential savings – how to train
user, what factors are most critical to success.
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PREREQUISITE ADVANCED
Personal Control (see Controls section for specifics):
Study results showing user satisfaction, improved productivity.
Education of End User:
For maximum energy savings
Satisfaction through understanding of
product/system intent (e.g., reduce burnout by turning off lamps when adequate daylight exists). o Covers human factors beyond
daylighting
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TABLE 14. PROJECT MANAGEMENT
PREREQUISITE ADVANCED
See Table 6 on page 23. Elements of the Project:
Project elements and components as they relate to project management should be reviewed within the structure of the Project Planner curriculum. (Assume that
candidates have some prior knowledge of basics). Items to review include: o Project Scope o Project Components o Needs o Responsibilities
Time Management skills
Organizational skills
Project Management Duties/Responsibilities:
Project Planner must develop project management skills that include but are not necessarily limited to the following
activates: o Understand scope and specific
components. o Track project progress and monitor
status. o Coordinate with Trades and
Consultants, Team disciplines. o Maintain benchmarks. o Keep Project records (distribute to
team/owner, as needed). o Identifies and resolve issues.
o Insure integrity of specifications and install procedures.
o Report status, flag issues, etc., to owner.
o Ensure manuals, warrantees and other post project documentation are developed and issued.
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TABLE 15. INDUSTRY STRUCTURE
PREREQUISITE ADVANCED
Owner/Operator:
Owners: o Developers o Institutional (MUSH) o Owner occupied
Facility Manager:
o Building Owners and Managers Association (BOMA)
Facility Engineer: o Union o Outsourced engineering
Owners Representatives: o LEED consultants o Commissioning agent o Bankers
o Corporate architects
California Advanced Lighting Controls Training Program (CALCTP) Certified Electricians:
These electricians have been specially trained in the installation of lighting controls and should be used whenever possible.
Low Voltage Specialists
Mechanical
o Integrators
Maintenance Service Companies o National Association of Lighting
Management Companies (NALMCO)
ESCOs
Construction Management
Design/Consultation Professions:
Architects: o American Institute of Architects (AIA)
Electrical engineers: o Institute of Electrical and Electronics
Engineers (IEEE) o Association of Energy Engineers (AEE) o IES
Lighting designers: o IALD o Professional Lighting Designers
Association (PLDA) o IES o Electrical Engineer (EE)
Design build contractors o Design-Build Institute of America (DBIA)
Energy consultants
Interior's designers: o American Society of Interior Designers
(ASID) o International Interior Designers of
America (IIDA)
Mechanical engineers
Utility:
Utility Engineers: o Consulting o Savings by Design programs
Utility Account Reps:
o Sales, rates, pushing programs, rebates, and other incentives
Utility Program Managers: o Creating programs
Direct Install
Construction Professionals:
General contractors
Electricians: o NECA o International Brotherhood of Electrical
Workers (IBEW) o Associated Builders and Contractors (ABC)
Standard:
Establishes standards for lighting efficiency and controls that are having a significant impact on the construction industry
LEED-certified professionals – Leadership in Energy and Environmental Design
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PREREQUISITE ADVANCED
Sales/Manufacturing:
Manufacturers: o Factory direct salespeople o NEMA
Manufacturer’s Reps: o “Commodity” National Electrical
Manufacturers Representatives of America (NEMRA)
o “Lighting” o “The lighting package” o “Engineered products”
Distributors: o Distributor specialist o NAED o Factory direct sales o Owner supplied
Support:
Educators:
o Offer energy efficiency seminars and other training opportunities
Organizations: o Better buildings o National Building Institute (NBI)
Government:
Permitting
Inspectors: o Electrical o Mechanical o Code compliance
Different Paths: o New construction o Retrofit
o Lighting maintenance
Codes: o NEC o Energy codes o Life safety o Environmental Codes o CalGreen / International Green
Construction Code (IGCC) / ASHRAE 189.1
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SURVEY FEEDBACK Reviewing the JA Survey question responses assisted the committee in identifying
target candidates and key skills required to successfully fulfill the role of an NALCAC
professional. The primary questions and survey responses of most interest with
respect to this review and analysis are presented in this segment of the report. Note
must be made, however, that the current group of survey results are from a limited
cross section of the lighting profession and lighting related disciplines. As a result,
the JA Committee tempered the survey results with the collective knowledge of the
team members when preparing the JA recommendations. (At the time of this writing,
there are 302 responses to the survey.) Furthermore, the committee has selected to
keep the survey open and accessible for continued input after completion of this
report. In addition, team members have arranged to reach out to those disciplines
that have not yet responded in a significant quantity. For additional detail and a full
presentation of survey questions and responses, including all the documentation for
further review, see Appendix A.
As illustrated in Figure 3, the survey indicates that the vast majority of respondents
were from the sales/manufacturing and the design/consultation disciplines. These
segments represented close to 75% of all respondents. While there are certainly
interested parties and potential candidates for NALCAC across all sectors and
disciplines, the survey suggests our focus audience will most likely be the
manufacturing and sales sector as well as the specification community, most notably
designers and engineers.
FIGURE 3. . MANUFACTURING/SALES & CONSULTANTS/DESIGN PROFESSIONALS ACCOUNT FOR 75% OF
RESPONDENTS –Q-1 IN WHAT AREA OF THE LIGHTING INDUSTRY DO YOU CURRENTLY WORK?
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As illustrated in Figure 4, 35% of all respondents indicated that their work involves
lighting and controls more than 50% of the time. Another 12.5% indicated that they
are involved with lighting and controls 25% to 50% of the time. A logical assumption
is that a substantial cross section of respondents already engages in lighting-and-
controls-related activities. Expectation is that this group will have an interest in
NALCAC and obtaining this certification.
FIGURE 4. OVER ONE-THIRD INDICATED 50% OR MORE WORKLOAD INVOLVES LIGHTING & CONTROL LAYOUTS (Q-7A: WHAT % OF YOUR WORKLOAD IS LIGHTING AND/OR CONTROLS LAYOUTS?)
Next, the JA Committee looked specifically at the manufacturing and sales sector and
the consulting design and engineering disciplines that the JA Committee identified as
our primary target audience from the JA Survey. The next series of pie charts
graphically represents the JA Survey respondents' answers to both the questions of
“What % of your workload is lighting and/or controls” and, specifically “Do you
create layouts and Specification” and “Do you specify and layout control systems.”
The JA Committee will also take a closer look at the responses of other sectors,
disciplines as survey results are added, and when/if significant responses are
returned from those segments.
As illustrated in Figure 5 and Figure 6., looking specifically at the manufacturing and
sales sector and the consulting design and engineering disciplines, work tasks
involving lighting and controls are as follows:
Manufacturing and sales sectors indicated a 34.9% workload.
Fifty percent (50%) or half of those from the design and engineering
disciplines indicate these tasks represent 50% or more of the workload.
This percentage (34.9%) while lower than that of the design and engineering
disciplines is still in line with the target for all respondents from all work categories
surveyed.
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FIGURE 5. MANUFACTURING/SALES PERCENT OF WORKLOAD INVOLVING LIGHTING &/OR CONTROL LAYOUTS (Q- 7B: WHAT PERCENT OF YOUR WORKLOAD IS LIGHTING AND/OR CONTROL LAYOUTS?)
FIGURE 6. CONSULTANTS/DESIGN PROFESSIONALS PERCENT OF WORKLOAD INVOLVING LIGHTING AND/OR CONTROL
LAYOUTS (Q-7C WHAT PERCENT OF YOUR WORKLOAD IS LIGHTING AND/OR CONTROL LAYOUTS?
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As illustrated in Figure 7 and Figure 8, when asking the more focused question “Do
you create lighting layouts as part of your job,” 86.5% of the consultants/design
professionals and 73.6% of manufacturing/sales sector respondents answered "yes."
FIGURE 7. MAJORITY OF CONSULTANTS/DESIGN PROFESSIONALS CREATE LIGHTING LAYOUTS AND
SPECIFICATIONS (Q-5A DO YOU CREATE LIGHTING LAYOUTS AND SPECIFICATIONS AS PART OF YOUR
JOB?)
FIGURE 8. MAJORITY OF MANUFACTURING/SALES CREATE LIGHTING LAYOUTS AND SPECIFICATIONS (Q-5B DO YOU CREATE LIGHTING LAYOUTS AND SPECIFICATIONS AS PART OF YOUR JOB?)
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In addition, as illustrated in Figure 9 and Figure 10, when asking another more
focused question “Do you specify and layout control systems as part of your job,”
84.6% of the Consultants/Design Professionals and 71.7% of manufacturing/sales
sector respondents answered "yes."
FIGURE 9. MAJORITY OF CONSULTANTS/DESIGN PROFESSIONALS SPECIFY AND LAYOUT LIGHTING CONTROL
SYSTEMS (Q-6A DO YOU SPECIFY AND LAYOUT LIGHTING CONTROL SYSTEMS AS PART OF YOUR JOB?)
FIGURE 10. MAJORITY OF MANUFACTURING/SALES SPECIFY AND LAYOUT LIGHTING CONTROL SYSTEMS (Q-6B DO YOU SPECIFY AND LAYOUT LIGHTING CONTROL SYSTEMS AS PART OF YOUR JOB?)
The JA Committee also asked the following question of all respondents: “In your role,
how proficient are you in various skills categories?" These responses are presented in
Figure 11.
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In their self-assessment of proficiency, with the 14 skill sets listed, all respondents
indicated they had the least proficiency in the following five categories (as illustrated
in Figure 13):
Energy Modeling and Lighting Calculations
Codes and Standards
Daylighting Concepts
Human Factors
Lighting Controls (EE & DR)
FIGURE 11. ALL RESPONDENTS SELF-ASSESSED AND INDICATED LEAST PROFICIENCY IN FIVE OUT OF THE 14
SKILLS SETS (Q-8 IN YOUR ROLE, HOW PROFICIENT ARE YOU IN THESE CATEGORIES?)
For design/consultation, the same lower level of proficiencies tracked with the five
least proficient categories noted above. The exception is human factors, where this
group indicated stronger skills than the total overall group of respondents.
Those in the manufacturing/sales sectors also tracked with the group as a whole.
One area where these sectors' skills were significantly lower than the total group of
respondents is in codes and standards skill set. Adequate proficiency was just slightly
below group average and "extreme proficiency" was indicted to be almost
nonexistent.
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Additional graphs similar to the one shown above can be found in Appendix A of this
report. These additional graphs depict the levels of proficiencies for the
manufacturing/sales as well as the design/consultation disciplines as stand-alone
segments.
In addition, in the Appendix numerous other bar and pie graphs are
included that depict responses for several other JA Survey questions. In
addition, all of the survey questions and respondents' answers are
recorded.
Finally, the pie chart shown in Figure 14 depicts the level of interest in NALCAC as
very positive with 81.1% interested in learning more about the program and
becoming certified.
FIGURE 12. RESPONDENTS INDICATED OVERWHELMING INTEREST IN NALCAC (Q-9 WITH UTILITY OFFERED INCENTIVES, ARE YOU INTERESTED IN LEARNING MORE ABOUT BECOMING
A NALCAC INDIVIDUAL?)
Survey respondents were overwhelmingly interested in finding out more about
NALCAC and perhaps becoming certified. They were particularly interested in the
utility-offered incentives that will require project teams with NALCAC participants for
utilities incentive-driven projects.
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POSSIBLE BARRIERS During conversations among members of the JA Committee as well as feedback obtained
from the JA Survey and public review, several possible barriers to implementation of the
NALCAC program were identified. These barriers should not entirely compromise the
program, but they should be acknowledged and consideration given to reduce their effect on
the program’s success.
Chief among the issues is the complication of individuals not understanding the value of the
NALCAC curriculum and what it will create in the industry. In addition, some individuals
confuse the program's goals with those of the other accreditations and testing programs
already in place (e.g., LEED, LC, College Level Examination Program [CLEP]). Of note is the
importance of understanding that this program plans to provide significant “spikes of
knowledge” in the three major areas of efficiency, quality, and advanced lighting controls for
those who participate and pass the test. The program’s goal is to provide real energy
savings from the initial stages of design through completion of a project. Concerns voiced
by other groups should be acknowledged and addressed. Pushback from them could result
in an aggressive posture if they see this as yet another hurdle that conflicts with their
already established programs.
Another barrier, similar in content to the first barrier discussed, is a lack of understanding of
the benefits of the credential. NALCAC funders want qualified professionals to provide
services to meet the goals of the energy challenges and the environmental goals of state
and federal mandates. A JA Survey respondent, identified as a lighting consultant, raised a
significant question by asking: “Will people accept yet another accreditation and inherent
costs?”
A different identified major barrier is the attempt to accommodate the significantly
dissimilar knowledge bases inherent in all individuals involved in producing a finished
building. The NALCAC program hopes to reach and influence a wide range of professionals in
the construction industry, each of whom likely will be entering the program with widely
different areas of expertise. To that end, each major section of the NALCAC program has
been developed to define what information should be a prerequisite (i.e., known before
stepping into the actual classroom environment). By specifying that individuals acquire
certain initial knowledge, possibly even by an online educational course, attendees will be in
a better position to assimilate all concepts presented in the classroom training.
Also included as a barrier is the JA Committee's concern that the limited time frame for
conducting the JA Survey as well as not reaching all potential survey respondents severely
curtails the team’s ability to prepare a meaningful report with accurate and
comprehensive findings.
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The last significant barrier to be considered is that there is minimal standardized
documentation for lighting and lighting controls. Trying to develop curricula that seeks to
educate individuals in an area like advanced lighting controls, where design firms and
manufacturers have developed their own unique “best ways” to communicate their designs
to the construction trade, may take a substantial amount of time. Care should be given to
review the construction documentation from many different firms so that what is taught can
be applied widely. This should eliminate the possibility that professionals will not give
credence to NALCAC, believing that it does not match the methods currently in use at
individual firms. Care should also be taken that, as new technology develops,
documentation may need to be modified in order to take advantage of more flexible, and
possibly more complex, systems.
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RECOMMENDATIONS JA Committee recommendations are classified into two categories:
1. The recommended primary and secondary target audiences and the required
skills of individuals with NALCAC credentials
2. Additional recommendations that are not considered the primary charge of the
JA Committee, but that the JA wishes to pass on to the Body of Knowledge (BOK)
Committee, the Curriculum Committee, and others involved in development of
the NALCAC.
PRIMARY RECOMMENDATIONS FROM THE JA COMMITTEE Analysis of the JA Survey results indicates that the top (target) candidates most
likely to seek and/or require this certification are:
Design/Consultation Professions
Sales and Manufacturing
The survey indicates that the secondary audiences for certification are construction
professionals, utilities, owner/operator staff, and representatives. However, not all
segments of the lighting professionals’ community and related disciplines (including
the construction professionals) responded to the survey in significant enough
numbers to allow an accurate profile of these sectors. Therefore, while the survey
suggests that construction professionals are a secondary audience, historical
precedence suggests that maintenance service companies and ESCOs are also key
players in lighting upgrades and retrofits, especially where utility company incentives
and rebates drive a project. The JA Committee believes, contrary to the initial survey
results, that this segment of construction professionals is also primary target
candidates for NALCAC certification.
The complete list of the target audiences for NALCAC certification is as follows:
Design/Consultation
Professions
Architects
Electrical Engineers
Lighting Designers
Design Build Contractors
Energy Consultants
Commissioning Agents
Energy Consultants
Illuminating Engineers
Interior Designers
Educators
Owner/Operator
Facility Managers
Facility Engineers
Owners
Owners Representatives
Developers
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Construction Professionals
Electrical Contractors
General Contractors
Electricians
Maintenance Service Companies
ESCOs
Inspectors
Sales and Manufacturing
Application Engineers
Electrical Distributors
Manufacturer Representatives
Manufacturers Staff
Showroom Sales
Utility
Lighting Specialists
Lighting Educators
Utility Program Managers
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Analysis of the JA Survey responses when respondents were asked about their skill levels in
the 14 defined skill areas indicate that they had the least competency in the following five
skill areas:
Energy Modeling and Calculations
Codes and Standards
Daylighting Concepts
Human Factors
Lighting Controls
In addition to the five skills identified as those requiring additional honing and
competency for individuals obtaining NALCAC, the JA Committee believes that all of
the 14 skill sets identified and included in the JA Survey are important. Those
qualifying for NALCAC must demonstrate, at minimum, adequate proficiency in all
14-skill sets.
The complete list of the 14 skill sets listed in the survey is as follows:
1. Lighting Concepts
2. Lighting Controls
3. Lighting Quality
4. Electricity for Lighting Practice
5. Design and Specification Process for Construction
6. Energy Modeling and Lighting Calculations
7. Codes and standards
8. Economics
9. Layout in Context of Architecture
10. Daylight Concepts
11. Sustainability
12. Human factors
13. Project Management
14. Industry Structure
SECONDARY RECOMMENDATIONS FROM THE JA COMMITTEE The following recommendations are not considered the primary charge of the JA
Committee, but are recommendations that the JA wishes to pass on to the BOK
Committee, the Curriculum Committee and others involved in development of the
NALCAC:
Because the initial survey period was somewhat limited and did not
capture all of the respondent communities the committee intended to
reach, the JA Committee recommends continued surveys after forwarding
the final JA report to the BOK Committee. Either the JA Committee or
others can refine the JA analyses based on any new data that is collected
from additional surveying activities. Updated and/or new relevant data
from the continued surveying can be provided to the BOK Committee, the
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Curriculum Committee, and others as the process to develop the NALCAC
training program moves forward.
Pre-assessment and prerequisite components must be included in the
NALCAC training program. At minimum, applicants should hold an LC
certification. Other possibilities are a skill testing entrance exam or other
set of measurable pre-qualification testing. Certain professional
registration qualifications such as registered professional engineer (PE)
might also be considered as an appropriate prerequisite for NALCAC
candidate acceptance.
Due to the specialized focus of this design-based certification, the JA
Committee recommends that the curricula contain hands-on training
based on the success of the California Advanced Lighting Controls Training
Program (CALCTP).
Remediation sourced in various forms by third parties (e.g., online
classes, face-to-face classroom, self-study) may provide training
opportunities for skills that are needed prior to enrolling in NALCAC
training.
Lighting and electrical basics are required prerequisites since such skills
are paramount and required before one can comprehensively develop skill
in lighting controls and/or advanced lighting techniques. The time allotted
to NALCAC training will not permit this review as part of the class
curriculum; therefore, a means to assure competency in these skills needs
to be provided through other avenues.
Provide a means to "test out" of some class sections for those students
with extensive experience in one or more categories (e.g., a registered
electrical engineer (PE) may not need to take the Electricity for Lighting
Practice class sessions).
This material should be re-distributed throughout the other sections and
presented in context with each topic. Discussion of these items in context
will provide a better understanding of their relevance to various segments
of the lighting and controls industries.
Initially, there should be a yearly review of the content for updating the
curricula.
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APPENDIX A - ADDITIONAL SURVEY ANALYSES This Appendix contains an additional table and a number of charts that graphically display
responses of the JA Survey participants. There are two categories of charts as well as the
survey table. The table recaps the collective responses of all survey participants to their
level of proficiency in the 14 skill sets identified by the JA Committee and presented in the
JA Survey. Pie and bar charts in this appendix contain either a different graphic
representation of the same question data shown in the survey Results section (bar graph
versus pie graph) or a graphic presentation of one or more of the survey questions that
were not reviewed in the survey results section of this report. The questions not discussed
in the survey results while interesting, are not primarily critical to the JA Committee's
recommendations.
FIGURE 13. DETAILED PROFILE OF ALL RESPONDENTS SELF ASSESSED PROFICIENCY – THE 14 SKILLS SETS
PRESENTED IN THE JA SURVEY
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BAR CHARTS FOR QUESTIONS DISCUSSED IN THE JA SURVEY
RESULTS The next series of bar charts present the results of Questions 1, 5, 6, and 7 that
were discussed in the JA Survey results section of the report and depicted with pie
charts in that section. The bar charts offer another way to present the findings
related to these questions that some observers might find a valuable alternative to
the pie charts.
Figure 14 illustrates that the majority of respondents currently work in
manufacturing/sales with consultant/design professionals representing the next
largest segment.
FIGURE 14. TOTAL NUMBER OF SURVEY RESPONDENTS SHOWN BY TYPE OF INDUSTRY IN RESPONSE TO
QUESTION 1 OF THE JA SURVEY
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Figure 15 illustrates that 150 respondents (approximately 72%) indicated that they
create lighting layouts and specifications.
FIGURE 15. ALL RESPONDENTS' ANSWERS TO QUESTION 5 OF THE JA SURVEY
Figure 16 illustrates that 150 respondents (approximately 72%) indicated that they
specify and layout lighting control systems.
FIGURE 16. ALL RESPONDENTS' ANSWERS TO QUESTION 6 OF THE JA SURVEY
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Figure 17 illustrates that More than 70 respondents (approximately 35% of all
respondents) indicated lighting and/or control layouts include 50% or more of their
workload.
FIGURE 17. ALL RESPONDENTS ANSWER TO QUESTION 7 OF THE JA SURVEY
ALTERNATE BAR CHARTS FOR QUESTION 8 DISCUSSED IN THE
JA SURVEY RESULTS Survey respondents’ self-assessment of proficiency in 14 skill sets about Question 8
are shown in a number of variations using the next series of bar charts. Task skills
information is depicted as groupings of proficiency from “Does Not Apply” to
“Extremely Proficient.” Proficiency is also depicted by itemizing each skill set and
showing the proficiency range within each skill set category. In addition to the chart
that depicts the responses for all those surveyed, charts with responses specific to
design/consultation professions and sales/manufacturing are also included.
Figure 18 illustrates that respondents indicate five of the 14 skill sets in which they
are least proficient are:
Category 2, lighting control technology and documentation
Category 6, energy modeling and calculations,
Category 7, codes & standards,
Category 10, daylighting concepts, and
Category 12, human factors
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FIGURE 18. ALL RESPONDENTS ANSWERS TO QUESTION 8 OF THE JA SURVEY GROUPED BY LEVEL OF
PROFICIENCY
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FIGURE 19. DESIGN/CONSULTATION PROFESSIONS RESPONSES TO QUESTION 8OF THE JA SURVEY GROUPED BY
LEVEL OF PROFICIENCY
FIGURE 20. DESIGN/CONSULTATION PROFESSIONS RESPONSES TO QUESTION 8 OF THE JA SURVEY GROUPED BY
14 SKILL SETS
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FIGURE 21. SALES/MANUFACTURING RESPONSES TO QUESTION 8 OF THE JA SURVEY GROUPED BY LEVEL OF
PROFICIENCY
FIGURE 22. SALES/MANUFACTURING RESPONSES TO QUESTION 8 OF THE JA SURVEY GROUPED BY 14 SKILL SETS
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ADDITIONAL PIE CHARTS DEPICTING JA SURVEY RESULTS These last series of graphs are additional pie charts illustrating graphic
representation of survey respondents' answers to several JA questions by all
respondents as well as those of the design/consultation and sales/manufacturing
segments.
Figure 23 illustrates that over seventy-two percent of the respondents indicated they
create lighting layouts and specifications as part of their job.
FIGURE 23. ALL RESPONDENTS' ANSWERS TO QUESTION 5 OF THE JA SURVEY
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Figure 24. illustrates that over 72 % of respondents indicated they specify and layout
control systems as part of their job.
FIGURE 24. ALL RESPONDENTS ANSWER TO QUESTION 6 OF THE JA SURVEY
Figure 25 illustrates that almost 90% of all respondents believe others in their field
would be interested in NALCAC.
FIGURE 25. ALL RESPONDENTS' ANSWERS TO QUESTION 10 OF THE JA SURVEY
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Figure 26 illustrates that over 57% of all respondents would like to be part of the
NALCAC public review process.
FIGURE 26. ALL RESPONDENTS' ANSWERS TO QUESTION 11 OF THE JA SURVEY
Figure 27 illustrates that seventy percent of the consultant/design professional
respondents practiced the profession for more than 16 years.
FIGURE 27. DESIGN/CONSULTATION RESPONDENTS' ANSWERS TO QUESTION 2 OF THE JA SURVEY
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Figure 28 illustrates that over 82% of the consultant/design professional respondents
are interested in learning more about becoming an NALCAC individual.
FIGURE 28. DESIGN/CONSULTATION RESPONDENTS ANSWER TO QUESTION 9 OF THE JA SURVEY
Figure 29 illustrates that over 88% of the design/consultation respondents believe
others in their field would be interested in NALCAC.
FIGURE 29. DESIGN/CONSULTATION RESPONDENTS ANSWER TO QUESTION 10 OF THE JA SURVEY
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Figure 30 illustrates that almost 61% of the design/consultation respondents would
like to be part of the NALCAC public review process.
FIGURE 30. DESIGN/CONSULTATION RESPONDENTS' ANSWERS TO QUESTION 11 OF THE JA SURVEY
Figure 31 illustrates that over 69% of manufacturing and sales respondents practiced
the profession more than 16 years.
FIGURE 31. MANUFACTURING AND SALES RESPONDENTS ANSWER TO QUESTION 2 OF THE JA SURVEY
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Figure 32 illustrates that over 78% of manufacturing and sales respondents are
interested in learning more about becoming an NALCAC individual.
FIGURE 32. MANUFACTURING AND SALES RESPONDENTS' ANSWERS TO QUESTION 9 OF THE JA SURVEY
Figure 33 illustrates that nearly 89% of manufacturing and sales respondents believe
others in their field would be interested in NALCAC.
FIGURE 33. MANUFACTURING AND SALES RESPONDENTS ANSWER TO QUESTION 10 OF THE JA SURVEY
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Figure 34 illustrates that over 51% of manufacturing and sales respondents would
like to be part of the NALCAC public review process.
FIGURE 34. MANUFACTURING AND SALES RESPONDENTS' ANSWERS TO QUESTION 11 OF THE JA SURVEY
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APPENDIX B – JA COMMITTEE CURRICULA VITAE
BERNARD V. BAUER, LC, IES, RDI Bernard V. Bauer, L.C. has accrued over 40 years of
experience in design. He holds degrees in Industrial Design
with minors in Interior Design, Graphic Design and
Photography. Since establishing his professional services firm,
INTEGRATED LIGHTING CONCEPTS, 20 years, ago, he has
focused on lighting with emphasis on “Retail Lighting” and
“Environmental Site Lighting.” Mr. Bauer has garnered
numerous lighting design awards and lectures at professional
conferences in addition to serving as a frequent guest
instructor at General Electric's Nela Park Lighting Institute. He
is also an instructor and facilitator for Southern California
Edison’s Lighting Academy.
As a professional member of the Illuminating Engineering
Society, Mr. Bauer is an active participant and past chairperson of the Retail Lighting
Committee. He continues to serve on that committee as well as representing the IES
on the IES/ASHRAE 50% Medium Box Retail publication and as a judge for the 2012
Lightfair Innovation Awards. He has served several terms as President of the Los
Angeles section of IES. Mr. Bauer is also active with NCQLP and past chairman of the
LC examination Self Study Guide committee.
Since 1984, Mr. Bauer has participated in the California Energy Commission Title 24
workshops. Currently Mr. Bauer’s firm is sub-contractor to the Major Utilities
Stakeholders contractor, working on the Title 24 “Tailored Method Lighting”
component for the proposed Tile 24-13 standards. Mr. Bauer’s portfolio focuses on
project design assignments for retail spaces, transportation facilities,
hospitality/entertainment, and site/architectural lighting as well as lighting education
and training platforms. A sampling of current and recent project assignments
include:
LIST OF CURRENT PROJECTS
Design retainer, lighting design for Neiman Marcus (three projects under
contract)
On-going lighting analysis and evaluation projects for SCE-funded customer
projects - Current projects include Costco advanced CMH lighting system
evaluation, exterior dimming ballast with mesh control stress testing and
controllable LED street and parking lot design, evaluation and testing for
local homeowner’s complex.
Title 24-2013 Tailored Method Lighting Code Compliance Advancements &
Revisions – State of California and PUC (Public Utilities Consortium)
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OTHER SIGNIFICANT PROJECTS
Advance Lighting (90+% Green) Lighting Design; Mountain Galleries, Jasper –
Alberta Canada
Silver Star Mercedes Benz Showroom and Site Lighting - Westlake Village, CA
Design Lake Calabasas Site and Pathway Lighting design - Calabasas, CA
Assignments for several “high-end” retail clients worldwide, including Neiman
Marcus (USA), Sax’s Fifth Avenue (USA), Armani (USA), David Jones
(Australia), Holt Renfrew (Canada), Liverpool (Mexico), Almacenes Dante
(Panama & Chile) and Metro Stores (Singapore and Indonesia).
Lighting design for sixteen train stations and peripheral areas for the Raleigh-
Durham Light Rail System, as well as lighting for Los Angeles Metro Sunset &
Vine Red Line station and site
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LESLIE DAVIS, IES, LC, ASSOC. IALD Principal, Leslie Davis Lighting Design
Leslie Davis, Principal/Leslie Davis Lighting Design,
brings to her projects an extensive background in
lighting design, engineering, and management.
Her 30+ years in the lighting profession
encompass the fields of consulting, manufacturing,
and education.
Her recent projects include the Logitech Fremont
Conference Center and public spaces, Apple Legal
Services Sunnyvale (under construction), Ft. Scott
Conference Center at The Presidio, Lusio Ohio and
Stanford Eye Clinic as a Consultant to Architecture
and Light, Kaiser Oakland Replacement Hospital,
Kaiser Oakland Specialty Medical Office Building, University of California Merced
Housing 3, Foothills College Physical Sciences and Engineering Center, and lighting
design for the We Remember monument in downtown Oakland as a consultant to
Silverman & Light Consulting Engineers
Prior to starting her own practice, she was Senior Associate at Auerbach Glasow
Lighting Designers & Consultants. While there, she was Project Manager & Senior LD
for projects including Public Space lighting for three Cirque du Soleil theatres, Sun
City Palace in Japan, Lotte Hotel Executive Floor, the University of Cincinnati Medical
Science Building, and numerous projects for Catellus Development Corporation
within Mission Bay Streetscape.
Ms. Davis began her career with Setter, Leach & Lindstrom, a prominent AEP firm in
Minneapolis. She then moved to Michaud, Cooley, Erickson, a highly regarded
Minneapolis M&E firm where she started their lighting group. During her 3 years at
the firm, she was awarded several design awards from the IESNA. After moving to
the San Francisco Area, she was Manager of Applications Eng. for Peerless Lighting
Corp. Her projects included developing standards for clients such as IBM, AT&T, US
West, Hewlett Packard, and Apple. She then worked with Prescolite as Marketing
Manager for the Controls division and was promoted to include the Life Safety
Division of Prescolite. During her tenure, she introduced a new programmable digital
lighting control system and new generation of electronic ballasts for energy efficient
lighting systems.
Ms. Davis has held numerous positions in the Illuminating Engineering Society in
both the Twin Cities and San Francisco sections and at the Region level. She held the
offices of Treasurer, Secretary, Vice President and President in the Twin Cities
Section, served as the IIDA Chair and on the Board of Managers in the Golden San
Francisco section and as the IIDA Chair for the South Pacific Coast Region and is
currently the Past President of the San Francisco Section. Her committee work
includes the Office Lighting, Psychological Aspects, Progress, Energy Management
and Control Protocols Committees. She has taught introductory through advanced
level lighting classes for the Illuminating Engineering Society, as well as lighting
courses at the University of Minnesota and regional colleges in California. She has
been on the faculty of the IES Teachers of Lighting Workshop for the past three
sessions. She has been a frequent guest speaker for meetings in the lighting and
energy fields including Lightfair International.
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Ms. Davis is the co-author of the Design Process section of the Advanced Lighting
Guidelines and the ASHRAE/IESNA Advanced Energy Design Guide for K-12 Schools
and has been part of the team developing the DOE Lighting Consortium projects that
are now a part of the ALG.
Ms. Davis holds a B.S. in Architectural Engineering with emphasis in Illumination/
Electrical Systems from the University of Colorado.
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LEE HEDBERG, LC, IES Lee Hedberg is an Electrical Engineer involved in the
industry for 45 years.
His career started by doing building electrical design
for a major defense contractor. From there he
moved on to Yale University as Assistant to the
Senior Electrical Engineer. At Yale he developed a
desire to specialize in Lighting Design.
Mr. Hedberg’s lighting career brought him to work
for several luminaire manufacturers in application
engineering, product management, product
development, sales, and marketing.
He has been an IES member since 1980, has served
on and chaired several committees involved in writing ANSI standards and lighting
education. He currently serves on the Videoconferencing committee, a joint
IES/INFOCOMM ANSI writing Committee developing standards for video conferencing
applications. He also served on the IESNA Board of Directors as Vice President of
Design and Application.
Mr. Hedberg has been involved in the development of NCQLP, has served on the
NCQLP board, and has been involved in local IES sections as President and lighting
education.
Contact Information:
Director of Engineering
ELP (Engineered Lighting Products)
10768 Lower Azusa Road
El Monte, CA 91731
Tel: 626-579-0943
lhedberg@elplighting.com
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CHARLES KNUFFKE, IES For more than 25 years, Charles Knuffke has worked
with electrical engineers, electrical contractors,
electrical distributors, representative’s lighting control
specialists, and building owners to layout, specify, and
start up lighting control systems in almost every type
of commercial and industrial space. He has experience
with a multitude of different lighting control products
from simple stand-alone occupancy sensors to IP
networked relay panel systems for multi-building
campuses. Mr. Knuffke has also spent thousands of
hours working with the facility engineers, once the
products have been installed, ensuring that they are
trained on their new systems and are using them to
their fullest capabilities.
Mr. Knuffke is currently WattStopper's Western Regional Vice President, overseeing
all sales activity in the Western Coastal states, and managing five dedicated district
managers and sales specialists. Before that, he was the company’s Western
Technical Manager, working extensively on complex projects involving motion
detectors, relay panels, daylighting controls, and integration.
Mr. Knuffke has participated in California Energy Commission meetings during the
development of the various Title 24 Energy Codes to provide technical insight to the
policy makers and voice concerns that have been raised by his customers. He has
presented on the lighting control requirements in local and national energy codes to
customers, IES groups, and at several Lightfair events.
Mr. Knuffke is recognized as an expert in lighting controls, and has worked with
industry groups testing and making recommendations on new control technologies,
such as California’s PIER program, as well as IES control committees. Most of all
however, Mr. Knuffke considers himself an educator, and greatly enjoys presenting
to groups interested in lighting control technologies and products as well as those
needing to understand the nuances of the various energy code requirements.
Education
Bachelor of Science, Mechanical Engineering, Rensselaer Polytechnic Institute, 1985
Member IESNA
Work History
WattStopper 7/00 - Current
Horton Controls 7/94 - 7/00
GE Lighting Controls 4/86 – 7/94
Contact Information:
WattStopper
Western Region Vice President
179 Haight St.
San Francisco, CA 94102
C: 415-515-6004 E: charles.knuffke@wattstopper.com
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SHELLI L. SEDLAK, LC, LEED® AP, IES, SMIEEE Shelli Sedlak is a lighting professional with over 20 years
of industry experience.
Ms. Sedlak is a graduate from the University of Southern
California, with a B.S. Electrical Engineering degree.
Her career began with Southern California Edison as a
market research analyst for the Customer Solutions
department. In this role, she analyzed end-uses and their
effects, such as lighting and power quality, on vertical
customers and segments for SCE program development.
Ms. Sedlak then continued as an energy efficiency lighting
engineer for the Design Services group. One of her many
duties included project management responsibilities on
new technology showcase applications. These showcases
highlighted technology that was transforming the marketplace. While at SCE, Ms.
Sedlak was selected for the prestigious Leadership 2000 program. In this program,
her team developed a dispersed energy solutions proposal for SCE, solutions that are
now part of the California Public Utilities Commission (CPUC) energy efficiency
mandates.
Ms. Sedlak then continued her career with Hubbell Lighting as a western National
Accounts Manager. Her role provided lighting system design, engineering support,
and procurement for the construction and purchasing departments of major
companies. In addition, she coordinated designs and installations with the end user
and their engineers, architects, distributors, and contractors.
Ms. Sedlak is currently with GE Lighting as their Senior Lighting Specialist for the GE
Lighting Institute. In this position, she is responsible for the lighting education of
customers, distributors, and GE personnel. Annually, the Institute has approximately
6,000 visitors. There are also outreach programs, such as Continuing Education Unit
(CEU) courses, that she teaches. Prior to her Institute role, she was the Specification
Engineering Team Manager, focused on providing technical support to the
architectural and design consulting community of North America.
Ms. Sedlak has proudly served in the US Air Force Reserves.
For over 15 years, Ms. Sedlak has served as a passionate volunteer for the
Illuminating Engineering Society. She has held roles at the Section level as Education
Chair, Treasurer, President, and Board of Manager. Regionally, she was District Vice-
Chair and Chair, and Energy/Legislative Co-Chair. During her District Chair term, she
implemented several initiatives and one program called “Friday Forums.” This was a
successful monthly training program to strengthen individuals in their roles in section
leadership. It has been enhanced and adopted nationally. Her national involvement
includes a Member-At-Large for the Board of Nominations Committee, the Progress,
Leadership Forum, External Collaboration & Technical Documents Committees. Ms.
Sedlak is currently serving a 2-year term as a Board Director.
Further demonstrating her passion for lighting and other industries it touches, she
became an LC, LEED® AP, and IEEE Senior Member. Ms. Sedlak has volunteered her
lighting expertise for both IEEE and U.S. Green Building Council (USGBC) with
various working groups (IEEE 3001.9), committees (USGBC IE Energy), and guest
speaking appearances (IEEE GreenTech). She has also been a guest speaker for
several academic programs such as the Art Institute, Cal State Fullerton &
Northridge, UC Irvine, and Fashion Institute of Design & Merchandising (FIDM).
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STEVE STANNARD, FIES, CEM Steve Stannard is an Illuminating Engineer and IES
Fellow with over 35 years of lighting industry
experience, much of it involved with lighting education.
Recently, Senior Lighting Specialist for Southern
California Edison, Steve was responsible for energy
efficient lighting education of customers and staff,
influencing approximately 1,400 customers per year.
While at SCE, Steve developed the SCE Lighting
Academy, a series of twelve classes created to take
lighting market actors from introduction through design
fundamentals, each class building on the knowledge of
previous sessions. Four of these classes were written
and presented by Steve, the balance by leading design
professionals under his direction and management.
Steve developed energy efficient lighting exhibits at SCE’s energy center in Irwindale
(formerly CTAC) and established the California Advanced Lighting Controls Training
Program (lighting controls installation and commissioning training for Journeyman
Electricians - CALCTP) at SCE, becoming a Certified Trainer.
Other lighting education experience:
Teaching Lighting Fundamentals at the University of Colorado
Instructor at the Independent Testing Laboratories Lighting Institute
Lighting and Lighting Software training for Lightolier/Genlyte
Working with Lighting Technologies teaching seminars for clients including the
Association of Energy Engineers (AEE), Boeing, Pan American Airlines, the
University of California, and the US Navy
Authored 14 publications in the Journal of the Illuminating Engineering
Society and Lighting Design and Application magazine - Lighting industry
experience:
Architectural Lighting Design – Smith Hinchman & Grylls (Detroit), Finnigan
Ericson Associates (Las Vegas), Illumination Arts (Boulder)
Theatrical Lighting Design – UCCS Theaterworks (Colorado Springs), U of
Colorado (Boulder), Colorado Shakespeare Festival(Boulder) , Ann Arbor
Civic Theater (Ann Arbor), Repertory Theater Company (Colorado Springs)
Lighting Manufacturing – Lightolier/Genlyte (Secaucus), McPhilben/Omega
(Melville)
Photometric Testing – Independent Testing Laboratories (Boulder)
Lighting Software Development & Training – Lighting Technologies
(Boulder), Lightolier/Genlyte (Secaucus), Illumination Arts (Boulder)
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SUE R. BAUER, CCIA, ED.D. Dr. Sue R. Bauer is the Director of Client Services in the
Information Systems and Services Department at California
Lutheran University in Thousand Oaks, CA. She holds
a Doctorate of Education in Institutional Management with
emphases on adult learning and instructional delivery. In her
current role, Dr. Bauer routinely assesses staff, faculty and
student learning needs; designs and develops targeted
computer training curricula; conducts classes for adult
learners; and evaluates the results of each instructional
program. In addition, she is a frequent guest lecturer at the
University, in both undergraduate and graduate programs,
and the community-at-large. Beyond California, Dr. Bauer
has presented nationally in Oregon, Texas, Hawaii, and
Colorado, and she has provided educational consultation for Integrated Lighting
Concepts, a lighting design firm.
Dr. Bauer holds a Bachelor of Science degree (B.S.) from Ohio State University; a
Master of Science degree (M.S.) from California State University, Northridge; and a
Doctorate of Education degree (Ed.D.) from Pepperdine University. In addition, she
earned a certificate in Web design, and most recently was awarded certifications in
Crime and Intelligence Analysis (CCIA) from the California Department of Justice and
California State University, Fullerton.
Dr. Bauer is founder of CLU Expressionists, a campus chapter of Toastmasters
International, a worldwide organization addressing communication, public speaking
and leadership skills. Dr. Bauer holds Toastmasters’ highest educational ranking of
Distinguished Toastmaster.
Contact Information:
Address: Integrated Lighting Concepts
4241 Arrowhead Circle
Westlake Village, CA 91362
Office: (805) 497-6604
Cell phone: (805) 279-5709
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APPENDIX C – BIBLIOGRAPHY IES Lighting Commissioning Committee (2011), The Commissioning Process Applied to
Lighting and Control Systems. DG-29-11, NYC, NY USA: IESIES Light Sources Committee
(2012), Choosing Light Sources for General Lighting. DG-10-12, NYC, NY USA: IESIES
Sustainable Lighting Committee (2012), Sustainable Lighting: An Introduction to the
Environmental Impacts of Lighting. DG-22-12, NYC, NY USA: IESNA Office Lighting
Committee (2004), American National Standard Practice for Office Lighting. RP-01-04, NYC,
NY USA: IESNA Luminaire Classification Task Group (2011), Luminaire Classification System
for Outdoor Luminaires. TM-15-11, NYC, NY USA: IESNA TM-23 Lighting Control Protocols
IES QOL-11 Quality of Lighting USGBC LEED Ratings (2012), New Construction & Major
Renovations, On-line
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