Updated April 8, 2019. Originally published June 1, 2017.

Performance contracting is a partnership with energy and utility contractors for energy efficiency projects. The contractor typically finances the project and is paid from the resultant savings.

It is both convenient and complex. And this complexity has impacts on the bottom line.

K-12 school districts can take advantage of performance contracting to finance large energy efficiency projects – a convenient option when capital funds are not available for facility upgrades. But the complexity of the contracts and the time required for staff to manage the ongoing relationship with contractors can dampen the energy efficiency gains.

Performance contracting can seem to be a convenient approach to energy efficiency, but other options may offer better returns in investments and energy savings.

What is performance contracting?

As covered in a previous blog post, performance contracting (or energy service contracting) is an approach to improve energy efficiency or reduce consumption through a special partnership with a contractor. The performance contractor typically finances a project and is paid back over a period of time through the resultant savings of the project.

Most performance contracts are undertaken by energy service companies (ESCOs). Canada has a relatively long history of forming energy service companies – a 2001 survey of energy service companies in Canada found the first company formed in 1982 and the total value of projects in 2001 was upwards of $100 million USD. Most energy service companies around the world were started in the 1990s (1).

Rede prefers to use an energy management approach instead of performance contracting – read more about K-12 school energy management in a post by Rede CEO, Matthew Redekopp. Rede works with K-12 school districts to save energy and money through an ongoing process of reviewing and improving energy efficiency. K-12 school districts invest in energy efficiency and reap the rewards.

Performance contracting can cost more

Financing is a core part of performance contracting. The resultant savings from an energy efficiency project pay both the costs of the project and to finance the investment.

In the end, performance contracting projects can cost compared to self funded projects.

A 2004 Government Accountability Office report to the United States Senate (4) compared the costs of six performance contracts with the projected costs if the projects were self funded. The performance contracts costed more in every case. One performance contract for a federal courthouse had 54% higher costs compared to self funding the project.

Cost analysis of six performance contracts from a 2004 Government Accountability Office report (4)

The economics of performance contracting

With a history lasting well over 30 years, energy service companies have been around for good reason. Projects can be outsourced to companies specializing in energy efficiency and they have the potential to offer a return from a limited investment. They are treated as a service instead of a commodity.

A 2005 review of the economics of energy service contracts (2) found these contracts will be practical when “the expected reduction in the production cost of supplying energy services can more than offset the transaction cost of negotiating and managing the relationship with the energy service provider.”

Calculating production and transaction costs is a multifaceted economics analysis and specific to every contract – it is much easier said than done.

“A challenge for both business strategy and public policy is to identify those situations in which energy service contracting is most likely to be appropriate and the conditions under which it is most likely to succeed.”

As such, determining if performance contracts are the ideal approach for individual projects is not always clear – they are one approach out of many to finance energy efficiency projects.

“The model suggests that, while energy service contracting may have an important role to play in a low carbon economy, a wholesale shift from commodity to service supply is unlikely to be either feasible or desirable.

“Contracting may only be appropriate for a subset of energy services within a subset of organisations, and is particularly unsuitable for final energy services at small sites and process-specific energy uses at large sites.”

This complexity is a cloud of uncertainty in your energy efficiency decisions.

Performance contracts in practice

A 2005 government study by the United States Government Accountability Office (3) looked into 20 agencies that undertook 254 performance contracts between 1999 and 2003. The energy savings over the life of the contracts were estimated to be at least $2.5 billion USD.

The contracts resulted in energy savings, but the benefits of performance contracting are put into risk by the complexity of the contracts and a lack of competition.

The Government Accountability Office “identified concerns in the areas of expertise and related information and competition that are fundamental to ensuring that savings cover costs and to protecting the government’s financial interests in using ESPCs,” stated the report.

“According to agency officials, they often lacked the technical and contracting expertise and information (such as interest rates and markups) to negotiate ESPCs and to monitor contract performance in the long term. The officials also think there may be insufficient competition among finance and energy services companies and that this could lead to higher costs for ESPCs.”

A 2004 Government Accountability Office report to the United States Senate (4) concluded “it is uncertain whether using partnerships is more or less expensive than using up-front financing.”

Private organizations that carry out performance contracts may have fewer costs through less bureaucratic processes, but that is offset by a lack of access to inexpensive financing options.

Performance contracts have the potential for both energy savings and cost savings, but vigilance is required before – during and after a contract is created.

What makes sense for your school?

A key to maximizing the benefits of performance contracts is understanding the economic benefits of a particular contract and comparing that to the alternatives.

Every contract is different and school administrators and facility managers can’t be expected to know the complete details of performance contracts and energy efficiency projects.

An extra set of eyes can go a long way to ensure a performance contract meets the needs of your school and has your best interests throughout the entire agreement. Rede Energy Solutions can help review performance contracts at any stage of a project – from initial proposal to ongoing measurement and verification. Let us help you ensure you get all the savings.

If you’re looking for a better option than performance contracts, an energy management program could be that solution. A good place to start is explore how much energy your school district could save compared to other districts in your province. Fill out the K-12 school energy consumption calculator to find how much energy your district could save.

(1) Vine, Edward: An international survey of the energy service company (ESCO) industry, Energy Policy 33 (2005), 691-704.

(2) Sorrell, Steve: The economics of energy service contracts, Tyndall Centre for Climate Change Research, Working Paper No. 81 (2005).

(3) Government Accountability Office: Energy savings: Performance contracts offer benefits, but vigilance is needed to protect government interests, Report to Congressional Requesters (2005).

(4) Government Accountability Office: Capital financing: Partnerships and energy savings performance contracts raise budgeting and monitoring concerns, Report to the Chairman, Committee on the Budget, U.S. Senate (2004).

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Sustainability is worth celebrating. The achievements of schools and districts that have placed time, money and staff resources on sustainability programs leaves a lasting mark on utility costs, students and the entire community. Recognizing the achievements of leaders in school sustainability provides examples of actions that are attainable, realistic and effective.

Here are the highlights and trends from sustainable K-12 schools and districts in Canada that have been recognized for their outstanding accomplishments in environmental leadership.

Strong connections to the community

Sustainable schools can be inspiring for the broader community and not just for the students. The Amber Trails Community School in Winnipeg was awarded the 2017 Greenest School in Canada prize for its unique approach in welcoming the community.

Under the same roof, the Amber Trails Community School has classrooms, a gym, a public library and a community centre. The facility was constructed in 2016 and is LEED Platinum certified. Communal spaces are available for traditional learning or for any member of the surrounding neighbourhood. Amber Trails Community School blends outdoor and indoor learning with a variety of indoor and outdoor classrooms and studying spaces.

Integration with traditional knowledge

Connecting with the broader community extends the source of teachings beyond textbooks. Argyle Alternative High School in Winnipeg integrates traditional aboriginal knowledge in their environmental stewardship program. In 2016, the Winnipeg high school was awarded the second place price for the Greenest School in Canada competition.

The high school went even farther by incorporating creativity and art into their environmental stewardship program. Student leaders shared their experiences and knowledge by creating short documentaries about the school’s initiatives.

Expand teaching into the outdoors

The foundation of sustainability is an appreciation for the natural world. Outdoor and environmental education programs connect students with nature to improve their understanding of ecology through hands-on experiences.

Dewdney Elementary School in British Columbia adopted a Community Outdoor Recreation and Environment program (CORE) to establish those connections through recreation, outdoor studies and environmental service projects. Dewdney Elementary School was the second-place school in the 2017 Greenest School in Canada competition.

Facilities are always improving

School energy management programs expand sustainability beyond lesson plans. Reducing energy consumption by optimizing a facility and improving energy efficiency results in tangible reductions in greenhouse gases. Leaders in K-12 school sustainability are not satisfied with one-time improvements but seek ongoing improvements to their facility’s energy efficiency.

The facilities department at School District 27 (Cariboo Chilcotin) in British Columbia considers energy consumption in every decision. Recently, the district upgraded aging exterior and gym lights to LED to reduce 280,000 kWh every year. School District 27 has proven they are committed to seeking continuous improvements – their achievements are listed on Rede’s Energy Plan portal.

Exterior lighting was replaced with LED fixtures in School District 27 in British Columbia. Read more about SD27’s LED upgrade project.

Students included in decisions

Sustainability programs are unique opportunities to connect staff, teachers and students over a common goal. The Career and Technology Centre at Lord Shaughnessy High School in Calgary involves their students in school board decisions and strategies related to campus sustainability, such as the solar installation strategy and air quality improvements. The Career and Technology Centre was awarded the first-place prize in the Greenest School in Canada competition in 2016.

Students can also be involved in hands-on activities. Dunbarton High School in Ontario, which was the Greenest School in Canada in 2014, invites students to participate in energy and water audits. This process provides the students with tangible numbers for campus waste and demonstrates the positive impact of recycling and waste reduction.

Apply for a green school award

Canadian schools can be acknowledged for their achievements in conservation, sustainability and promoting a green culture in the school community. An award open to Canadian K-12 schools is the Greenest School in Canada competition from the Canada Green Building Council.

The Greenest School in Canada competition has been acknowledging leaders in school sustainability since 2014. Winners receive a prize of $2,000 for a sustainability initiative in addition to be named the “greenest school” in the country.

Finalists showcase a comprehensive approach to sustainability where students, teachers, staff and administration all participate in awareness and actions to reduce the environmental footprint of the school and promote stewardship in the entire community.

Even if your school or district doesn’t meet all the criteria for the competition, schools can still receive a merit certificate for their sustainability initiatives. The Green Apple program recognizes any size and type of project – such as an environmental education event or low-waste day.

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Energy management makes sense for the bottom line and for sustainability. However, other priorities within organizations often become more pressing than energy management projects. Behaviour change strategies are a powerful approach to overcome the common barriers to energy management.

Eric Mazzi is an energy manager, consultant and engineering instructor from Vancouver. He recently contributed to a chapter in eighth edition of Guide to Energy Management (Fairmont Press, 2016), adding valuable insight into the common barriers to energy management. Mazzi offers the following ideas on how to overcome these challenges:

Barrier 1: Cognitive biases

As errors in our way of thinking, cognitive biases lead us to improper or false assumptions. The human brain may be extremely powerful, but external or unknown influences can impact our decision making.

Mazzi explained it is important to understand how cognitive biases can impact the perception and practice of energy management.

“Without understanding the underlying cognitive biases, energy managers will have more of a superficial level of knowledge to apply behavior change tools and techniques,” the chapter reads.

“By analogy, this is like someone using engineering formulas, without understanding how the formulas were derived or what assumptions are necessary to validate their use in special applications.”

Here are some ways cognitive biases impact energy management iniativies:

• The long-term payback of energy management programs seems less appealing than short-term rewards
• Sticking with what has “always” been done, even if it is less energy efficient
• Reluctance to change
• People may think they act in “better” ways, and then don’t need to adopt extra efficiency measures

Barrier 2: Challenges to implementing efficiency projects

There are many burdens that may arise when proposing new projects. Many facility and energy managers are well aware of the challenges. Here are a few that Mazzi raised:

• Misunderstanding or lack of awareness of information
• Different and sometimes opposing goals, such as keeping down capital costs or keeping down operating costs
• Hidden, unexpected or unknown costs
• Risk, both real and perceived
• Status quo and keeping on doing what has been going on
• Limited authority to make substantial changes

Overcoming the challenges with behaviour change

The technology is available and if it is implemented correctly, there can be significant improvement in energy efficiency. The big key to realizing effective energy management is ensuring the people – from administration to building occupants – are on board. By focusing on behavior change, energy managers can make a meaningful difference.

“Implementing programs that acknowledge and account for this behavior is a relatively new dimension of energy management,” says the chapter.

“Most of the theory and a majority of the programs developed to date have been aimed at the residential sector and the individual energy behaviors residents engage in at home. Commercial, institutional, and industrial operations have a lot to gain from following this lead.”

Mazzi outlined three principles to encourage acceptance and support of energy management programs from all stakeholders.

1. Context – Every building is different, and even over time the building’s needs change. Adjust your approaches for the specific needs of every facility.
2. Continuous improvement and not a one-time improvement – Energy management is the continuous optimization of systems. It is a process and not a single isolated project. Human patterns are adjusted by continuously discussing and implementing changes.
3. Include everyone – Make sure everyone feels valued and allow participation from all stakeholders.

An energy manager’s job is far more than maintaining facilities; they are experts in creating positive change in individuals.

Mazzi outlined more tips to encourage positive behaviour change in the book, available from Fairmont Press.

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Climate change is a complex global issue, but energy and facility managers have an opportunity to showcase energy management and sustainable technologies to inspire students and the local community. Here are some tips from an environmental communications expert to better share your stories.

Barriers to communicating climate change

Cara Pike is the founder and director of Climate Access, and she presented at a Climate Action Communications webinar on March 14 hosted by the BC Climate Action Secretariat. Pike said British Columbians are well educated on climate change, but many barriers still exist.

“People in BC have been very accepting that there is an issue,” said Pike, who has advised the Province of British Columbia, City of Boston and the Obama administration.

“There is relatively high levels of awareness. People do have relatively high levels of concern.”

There is a strong buy-in from British Columbians for solutions including renewable energy and clean energy industries, and there is even relatively strong support for the carbon tax.

Despite the majority acceptance that there is a problem and government has a big role in the solutions, climate change is still difficult to communicate.

Factors that contribute to the challenge include:

• Climate change is relatively distant in time and space.
• It is a technical issue with lots of uncertainty in impacts and solutions.
• Solutions can be distant.
• Competing priorities for solutions with upfront costs and uncertain paybacks.

The answer: Talk about climate change regularly

The best place to start, said Pike, is to begin conversations about climate change. Build stakeholder support by discussing climate change and what it is about.

She recommended asking: “What is this issue even about?”

Follow these tips to explain climate change in a meaningful way:

• Focus on local, relevant and observable impacts.
• Don’t talk about risks without solutions that are working now.
• Promote practical strategies that offer multiple benefits.
• Emphasize the human and financial cost of inaction.
• Connect preparation with efforts to reduce risk by cutting carbon.

Facility managers have a unique opportunity

Continuous opportunities for green solutions

Since buildings require regular maintenance and cycles of upgrades, it is “an opportunity to advance carbon reduction efforts.” These efforts are a solution unto themselves, and they also are a spark for further innovation.

“Green buildings look different. It is a conversation opener and it shows people that these changes are possible now,” she said.

“Take advantage of things that are already going to change”

Success in schools will motivate the students

Students face uncertainty about their future and they take climate change seriously.

“Young people overwhelmingly buy into this issue more and they accept the science. They tend to be more supportive of just getting on with this transition.”

Acting on concrete solutions in schools demonstrates to students that it is normal to make dedicated efforts for energy efficiency and sustainability.

Hubs for the entire community

Energy and facility managers can showcase successes in energy efficiency, conservation and management by engaging with students, teachers, parents and the community. Even highlighting recent projects is enough to start discussions on the value of sustainability. Write an article for the school newsletter, create signage for an upcoming project or give presentations in classrooms. All these small actions will showcase the positive steps your district is making and spark new discussions.

The conversation about climate change is well underway in British Columbia. Pike commends the progress, but adds it is also a reason to have deeper and more honest discussions.

“We have a responsibility to lead because we actually can here.”

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Schools are special places to work. They are inspiring environments for both students and staff. School facilities managers can use this inspiration alongside equipment upgrades and staff engagement to ensure energy management programs are successful.

Saskatchewan Environmental Society runs programming for building operators on energy efficiency and occupant energy awareness. Angie Bugg has been working with the Saskatchewan Environmental Society since 2003 and facilitates the Building Operator Training program.

The workshops cover various approaches for the efficient operation of water, electricity/lighting and HVAC systems in facilities of all sizes. Bugg has educated building operators from all types of organizations, and she explains that schools are a special place for staff engagement.

Most employees in a school are there for the students. This special relationship can benefit energy management programs.

“Quite often the school caretakers are good people persons and get along well with the kids. The kids will often bring the building operator in on their campaigns.”

The relationship between staff and students is an advantage to both groups. Bugg has witnessed facilities staff working directly on student projects, such as turning off water fountains to see the impact on water consumption or conducting garbage audits. In turn, students are more aware to the tasks and approaches of facilities staff, and the children learn about the importance of efficiency in day-to-day operations.

Although students can be a valuable source of inspiration, school building operators still need to follow the common practices to make energy management programs successful.

There are two major approaches for energy conservation. The first is equipment innovations that can reduce consumption. These technologies can be used in most facilities.

“When you’re looking at energy efficiency technology, a building is a building. You can apply similar technologies,” says Bugg.

The second approach is employee behavioural change.

“When you are trying to change behaviours, you need to be more specific about what you’re doing,” Bugg recommends.

“You need to think about what you’re trying to engage them with. If there is a specific activity or behaviour you want them to change, then you have to work very particularly with that thing.”

Energy projects don’t end with just facilities and custodial staff. All employees can participate in activities to reduce consumption and improve efficiency.

Energy Awareness Training identifies specific behaviours to change and addresses these items with all occupants of a site. For example, using the blinds on a sunny day can cut back on air conditioning costs.

Bugg recommends using a one-on-one approach. Talk directly with a building’s occupants about the proposed actions and goals, and encourage them to become more aware of energy consumption.

Saskatchewan Environmental Society runs programming for building operators, teachers and students, and also general energy awareness for all building occupants. Learn more about their workshops at www.environmentalsociety.ca.

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Created by Alberta students, the report Supporting Climate Leadership In Alberta Schools: Recommendations by Students for Alberta’s Educational Leaders was submitted to government and school leaders in June 2016. It covers four main areas: curriculum, student learning, professional development and school infrastructure.

“We, the youth of Alberta, believe that climate change is the defining issue of our generation,” reads the report, which included ideas from over 3,000 Alberta youth.

“Climate change can be intimidating and overwhelming – but we believe the antidote to despair is action.”

For school infrastructure, the students recommend that school districts:

1. Engage students in reducing the consumption of energy and materials of their schools.
2. Help students learn how to produce their own energy and food in school.
3. Create a fund that schools could apply to for relevant projects.

From energy retrofits to acquiring renewable energy, the students called on leaders to make schools an icon for innovative approaches to sustainability.

“We think there should be a focus on making a greener school or a way in naturalizing it. We believe that small everyday changes make significant impacts,” continued the report.

In front of non-profit, industry and government representatives at the 2017 Environmental Gathering in Edmonton on Feb. 24, 2017, high school students Shauna Kelly and Colin Charlton emphasized the value of learning in innovative facilities.

“How can we expect our society to become more environmentally conscious if the places we grow up don’t reflect a care for the health of the environment,” asked Charlton to an audience of 200 delegates.

The two students from Central Memorial High School in Calgary shared their ideas to encourage more students to become leaders in their schools. They recommended engaging students through their teachers, school boards, presentations in classrooms and in the digital world through social media.

“When students work together and are engaged and passionate, we can really create change,” said Charlton.

“We learn a lot of life lessons at school.”

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It is not the job of school facilities and maintenance staff to work directly with students, but student engagement can be a benefit for facilities projects.

Mike Lundstrom is the Manager of Maintenance and Facilities at the Wild Rose School Division in Alberta. The central Alberta division has 19 schools and around 5,000 students.

Overseeing all the facilities is a full workload for Lundstrom’s team, but taking a bit of time to educate the students on energy efficiency is an occupational bonus.

“I work in an educational environment,” says Lundstrom, who has been working in the division for 15 years.

“Our department gets to bring something to the kids.”

One opportunity is directly talking to classrooms about the scale of a school’s systems and the costs to heat or power a facility. Lundstrom has been invited on a few occasions to speak to students and give behind-the-scenes tours.

“I love seeing the looks on kids’ faces when you show them the boilers.”

These tours offer the students more than a look into mechanical and electrical systems. Lundstrom says he can show students a variety of options for occupations and give them a glimpse of the bigger picture right within their school.

Lundstrom has also shared with classrooms the raw numbers, including a facility’s utility and costs data. He has displayed the Building Management System (‘BMS”) graphical interface on an interactive whiteboard and then showed the direct impacts of turning off lights or pumps.

The next steps for Lundstrom’s team are to explore permanent utility metering displays. One school already has a gateway device on the electrical meter for real-time electricity consumption data. A display would have the ability to show spikes and changes as lights go on or off within the school.

Lundstrom has set up a few of the division’s administrators with read-only access to the BMS. The division is already paying for the service, so there are no extra costs to share the data. Now colleagues who work directly with teachers and students can use the data in ways that complement the curriculum and teaching methods.

“I’m curious to see if they’ll come up with anything to bring the data in front of the kids,” says Lundstrom.

“They got the good ideas.”

Digital utility displays will be considered in future renewable energy projects. The Alberta government recently announced funding for solar panels in schools throughout the province, and the Wild Rose School Division is expecting an investment. Lundstrom says the investment will offer “more of an educational benefit.”

A digital display with a dashboard can show the solar panels’ current production, historical production and the cost or greenhouse gas savings in an easy-to-understand equivalent, such as number of trees.

“It shows kids that alternative electrical generation is a reality. It is visible to them.”

For facility managers, the added advantage of educating students can benefit proposed projects also.

“Education definitely makes new projects a lot more appealing because it isn’t just about the building then. It adds an educational component and not just a building component.”

Lundstrom recognizes that student engagement is not a major priority on his long to-do list, but he intends to continue to find ways to incorporate student education into existing and future projects.

“I see an opportunity to incorporate this into more facilities.”

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Energy management is far more than utility costs and a facility’s systems. It is the relationship with all staff at an organization.

As energy manager for British Columbia’s Interior Health Authority, Caroline Reid works alongside around 19,000 staff, including frontline and facilities employees. No matter the size of organization, Reid says energy management programs are only successful through healthy engagement with all staff.

“We have very different approaches between facilities staff and front line,” says Reid.

Facilities staff are Reid’s primary focus, and they can benefit her work as much as she does to them.

“The facilities staff are my eyes and ears – they are in buildings I can’t be,” explains Reid. “I depend on them to make sure this program actually happens.”

Reid recognizes the unique relationship between herself and her colleagues.

“As an energy manager, I fall into the same bucket as a consultant. I need to maintain communication and make sure they feel part of what we are doing.”

Through site visits, regular meetings and simply discussing the buildings with facilities staff, she deliberately nurtures a cooperative environment.

“With facilities staff, I work very hard to not tell them what to do. I help them achieve things they want to see happen in their facilities. I want them to feel like they are on board and engaged in the process.”

Despite working in a large organization, one-on-one time is important. Reid works with individual staff on specific projects in their facilities, offering predictions for energy, time or money savings.

And throughout the process, explain how changes benefit more than just energy costs.

“It is one thing to tell them you can’t replace incandescent lightbulbs with incandescents anymore – you have to replace them with LED. But it’s another thing to explain that LED bulbs last a lot longer, use less energy and then put a dollar value to that.”

Working alongside frontline staff is not a priority in her work (a colleague focuses on the sustainability initiatives), but frontline staff cannot be ignored in energy management programs.

“We do promote environmental and sustainability ideas,” says Reid, noting they offer videos and articles on the intranet geared to non-facilities staff.

There is an energy awareness program, Sustainability Associates, that “works with individual staff to make change towards environmental sustainability within their sphere of influence.”

And in all facilities projects, Reid ensures frontline staff are aware of positive changes.

Although Reid’s department is small, she is able to make an impact in all facilities by focusing on a positive relationship with her colleagues by sharing why small changes make big impacts.

“Filling in those details on why is the most inspiring part.”

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From changing a lightbulb to controlling heating systems, maintenance and custodial staff are vital in schools’ day-to-day operations. And they are just as vital in the success of energy management and sustainability projects.

Destination Conservation (DC) is an environmental education program run by the Elements Society in Alberta and British Columbia. It was started in the 1980s to help schools realize the full benefits of energy projects through custodial training and student workshops.

“There was a disconnect between projects that were going on and the behaviour in the schools,” said Laura Bamsey, director of programs for the Elements Society.

“The savings from energy projects weren’t being realized.”

Working alongside custodial staff in energy, waste and water projects encourages “behaviour change.”

The custodial training workshops have been happening on-and-off in Alberta and British Columbia since the organization’s inception. Custodial staff are also invited to attend the student-focused workshops. In some cases, custodial staff have even led teams of students in sustainability projects.

“It’s tied together. The idea being that the students are doing work and there is custodial training lets the custodial staff know what is being done in their school. So there is some connection there,” said Bamsey.

All schools differ in their relationship between staff and students, and custodial staff are no exception. No matter the existing relationship, Bamsey explained the best way to engage custodial staff is get students involved too.

“Student projects can seem like extra work for custodial staff. You need to touch it delicately and make sure a relationship already exists,” she said.

“Often staff are interested in working with kids and students.”

From inviting staff to work with students to encouraging students to write letters to custodial staff, nurturing this relationship can benefit everyone involved.

“It can actually help with their work instead of making it more challenging, but keeping open communication is key.”

Waste reductions, improved waste management and cooperation with turning off lights and electronics are all tangible benefits for custodial staff to work with the school community.

Respect from students, teachers and administration improves when they know all the ways custodial and maintenance improve the school. This respect can go on to benefit energy programs too.

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Consultants offer specialized knowledge and experience, but they may go into projects without knowing all the details of a building or organization. A few simple actions can keep consultants up-to-date and can contribute to the overall success of energy programs.

As the energy manager for the British Columbia Interior Health Authority, Caroline Reid has worked with consultants from many backgrounds. She has been surprised on a few occasions by barriers that have arisen between building operators and consultants.

“It is a consultant’s job to understand mechanical systems.  But sometimes consultants miss the importance of the operator and their knowledge of a particular building,” she said.

“Operators know how the building works. They can provide specialized insight as to why something might be the way it is.  They are experts in their own buildings.”

The success of energy projects depends on the relationship between operators and consultants. Reid has observed projects that did not finish as planned because operators were not asked to provide valuable information on who their building operates.

“Feedback from operators is very important. There are consultants that are not taking advantage of that and it is in their best interest to have all the pieces of information.”

Operators and consultants have a special relationship that requires special nurturing. It is a two-way street that starts right when selecting consultants to work with.

“When I hire consultants, I want to work with a team who makes it a priority to reach out to the plant staff,” said Reid, who has a background in mechanical engineering.

From there, small actions can go a long way.

“Maintain open lines of communication. Make a special point of the importance of communication.”

Reid recommends to include building operators in phone calls and meetings with consultants.

In the end, the energy manager enables positive relationships that can determine the success of projects. For Reid, facilitating relationships is a big part of her job.

“I spend a lot of time talking with people and connecting them.”

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