sce design and engineering services · those skills in which respondents appear to have the least...

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

[email protected].

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.


Southern California Edison Page i Design & Engineering Services November 2012

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


Southern California Edison Page ii Design & Engineering Services November 2012

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.


Southern California Edison Page iii Design & Engineering Services November 2012

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


Southern California Edison Page iv


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


Southern California Edison Page v


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


Southern California Edison Page vi Design & Engineering Services November 2012

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


Southern California Edison Page vii Design & Engineering Services November 2012

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


Southern California Edison Page viii Design & Engineering Services November 2012

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


Southern California Edison Page ix



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


Survey ...................................................................... 58

Figure 24. All Respondents Answer to Question 6 of the JA Survey .. 59


Survey ...................................................................... 59


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


Southern California Edison Page x


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


Southern California Edison Page 1


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.




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.




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




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.




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.




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




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.




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




TABLE 3. LIGHTING CONTROLS


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





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





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





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.




TABLE 4. LIGHTING QUALITY


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





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)




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




TABLE 5. ELECTRICITY FOR LIGHTING PRACTICE


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





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.





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




TABLE 6. DESIGN AND SPECIFICATIONS PROCESS FOR CONSTRUCTION


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




TABLE 7. ENERGY MODELING AND LIGHTING CALCULATIONS


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.




TABLE 8. CODES AND STANDARDS


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





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




TABLE 9. ECONOMICS


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).




TABLE 10. LAYOUT IN CONTEXT OF ARCHITECTURE


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





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.




TABLE 11. DAYLIGHT CONCEPTS


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.




TABLE 12. SUSTAINABILITY


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





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])




TABLE 13. HUMAN FACTORS


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.





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




TABLE 14. PROJECT MANAGEMENT


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.




TABLE 15. INDUSTRY STRUCTURE


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





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




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?




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.




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?




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?)




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.




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.




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.




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.




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.




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




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




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




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.




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




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




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 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




FIGURE 18. ALL RESPONDENTS ANSWERS TO QUESTION 8 OF THE JA SURVEY GROUPED BY LEVEL OF

PROFICIENCY




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




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




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 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 26 illustrates that over 57% of all respondents would like to be part of the

NALCAC public review process.


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




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




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




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




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




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)




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




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.




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.




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

[email protected]

mailto:[email protected]




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


WattStopper

Western Region Vice President

179 Haight St.

San Francisco, CA 94102

C: 415-515-6004 E: [email protected]

mailto:[email protected]




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).




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)




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.


Address: Integrated Lighting Concepts

4241 Arrowhead Circle

Westlake Village, CA 91362

Office: (805) 497-6604

Cell phone: (805) 279-5709




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