instructor guide research, analysis and evaluation · © 2014 national apartment association limits...

Instructor Guide Research, Analysis and Evaluation

© 2014 National Apartment Association

LIMITS OF LIABILITY AND DISCLAIMER OF WARRANTY © 2014 by the National Apartment Association, 4300 Wilson Boulevard Suite 400 Arlington, VA 22203. All rights reserved. The course materials or any part thereof may not be reproduced, stored in a retrieval system, or transmitted, in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, or otherwise, without the prior written permission of the National Apartment Association Education Institute (NAAEI). NAA retains copyright to the original materials and to any translation to other languages and any audio or video reproduction, or other electronic means, including reproductions authorized to accommodate individual requests based on religious or medical deferments from classroom participation. DISCLAIMERS Although NAAEI programs provide general information on apartment management practices, NAAEI does not guarantee the information offered in its programs is applicable in all jurisdictions or that programs contain a complete statement of all information essential to proper apartment management in a given area. NAAEI, therefore, encourages attendees to seek competent professional advice with respect to specific problems that may arise. NAAEI, their instructors, agents, and employees assume no responsibility or liability for the consequences of an attendee’s reliance on and application of program contents or materials in specific situations. Though some of the information used in scenarios and examples may resemble true circumstances, the details are fictitious. Any similarity to real properties is purely coincidental. Forms, documents, and other exhibits in the course books are samples only; NAAEI does not necessarily endorse their use. Because of varying state and local laws and company policies, competent advice should be sought in the use of any form, document, or exhibit. POLICY STATEMENT REGARDING THE USE OF RECORDING DEVICES, AUDIO VISUAL EQUIPMENT, AND OTHER MEANS OF REPRODUCTION OR RECORDING OF THE “CALIFORNIA CERTIFIED APARTMENT MANAGER” MATERIALS All program contents and materials are the property of the National Apartment Association Education Institute, which strictly prohibits reproduction of program contents or materials in any form without the prior written consent. Except as expressly authorized in writing in advance, no video or audio recording of NAAEI programs or photocopying of “California Certified Apartment Manager” materials is permitted. Authorized recording of programs or duplication of materials may be done only by the instructor on site.

© 2014 National Apartment Association

ACKNOWLEDGMENTS

SUBJECT MATTER EXPERTS The NAA Education Institute wishes to thank the following apartment industry professionals for contributing their time and expertise to the rewrite of the California Certified Apartment Manager course:

Lead Subject Matter Expert

Susan E. Weston, CAM CAPS, NAAEI Faculty Licensed Texas Broker

Professor, University of North Texas School of Business The Susan Weston Company

2655 Mount View Drive Dallas, TX 75234-6239

972.308.6092 Office 972.415.6299 Cell

[email protected] www.susanweston.com

KEY CONTRIBUTORS

• David Jolley, CAMT • Howard L. Campbell, Ph.D. • Fisher & Phillips, LLP • Kimball, Tirey, and St. John, LLP • Sue Weston, CAM, CAPS

Foreword

Prior to 2013, there were three components to securing the CAM designation (in addition to the experience requirement):

1. Completion of the CAM program curriculum2. Passing the 200-question, 2.5 hours CAM online exam3. Successfully completing the Community Analysis Project

During 2012, a special Task-force was created by the NAA Education Institute to evaluate and recommend solutions for enhancing the curriculum and removing �� were made:

A. The Research, Analysis and Evaluation module was added to teach the skills previously applied in the project assignment. This mod-ule replaces the Community Analysis module and the project has been eliminated. This module uses case studies and in-class activities to ensure the students have critical problem-solving skills and are able to draw meaningful conclusions and recommendation from present facts and conditions. These skills will be especially useful when students take he scenario-based Part II of the CAM exam.

B. The new CAM exam is delivered in 2 parts over a 4 hour period. Part I is 115 multiple-choice questions timed for 2 hours. Part II is 75 scenario-based multiple-choice items, also timed for 2 hours. Both parts of the CAM exam test knowledge and application of content from ALL 8 modules. The new CAM exam is only delivered in a proc-tored environment.

�� SM Instructor’s Guide Research, Analysis and Evaluation

© 2014 National Apartment Association v.2

Course Information

This course will take approximately 4.00 hours, excluding breaks.

The estimated time for the chapters in this course is as follows. Time for��!��"��

�� SM Instructor’s Guide Research, Analysis and Evaluation


Topic Estimated Time (minutes)Module Overview 15Identifying Issues & Problems 75Conducting Research 20Analysis and Evaluation 25How to Draw Conclusions 30Writing Effective Recommendations 30Scenario Workshop 60

There are several case studies that are used as activities in this course.Activities are exercises covering part of a chapter that require participants to�� #�They are in the Activities Tab of the Participant Guide. Instructions for setupand debrief points are provided for you in this guide.

Many of the Activities are to be completed in pairs or groups.

Skill Checks are completed at the end of each Chapter. They are similar tothe Activities but are broader and address content from the entire chapter.Chapter Skill Checks help the participants review the material and checktheir own progress by determining how much they knew from memory versushow much they had to look up in the Participant Guide. Skill Checks are inthe Skill Check Tab of the Participant Guide. Instructions for setup anddebrief points are provided in this guide for you.

Skill Checks are completed open-book, sometimes individually andsometimes in pairs or groups.

Course Length

Estimated Time

Activities

Chapter Skill Checks

1-1

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Welcome

CAM Module 8Research, Analysis and Evaluation

Show Slide #1 - Title Slide

Introductions Show Slide #2 - Introductions

• Say: Let’s get to know a little bit about each other and how we came to our current positions and our program today.

%��#�� #��!��#��<��#��#��<�<��?��Ask participants to introduce themselves, selecting someone at one side of the room to start

Review the Participant Guide with the students, getting them familiar with the tabs for chapters, activities and skill checks. Introduce the “Foreword” and review the 2013 changes to the CAM curriculum. Otherwise they may hear about the test from others not familiar with the changes and become confused.

Welcome the class and thank them for attending. If you are using name tent cards, ask students to write their names on the side facing you

Continued on next page

�� $��%��'��*�� +��#��/<��

1-2© 2014 National Apartment Association v.2

Introduce Today’s Agenda

Show Slide #3 – Today’s Agenda

• Say: In this module, we will discuss the techniques and skills required to effectively research, analyze, evaluate, draw conclusions and make recommendations for future successful outcomes in property management. As we will learn, these are valuable traits for the multi-family professional!

Refer the students to PG page 1-1

Show Slide #4 – Cognitive Abilities

Getting Started, Continued

��

• Ask the class: How do you research a new product you are thinking about purchasing? Have you ever looked for a new apartment or a new employer? How many of you have visited web sites before making your decision?

• Say: The same skills that allowed you to determine which product to purchase are the very same skills we will develop today when we talk about analyzing business issues and response.

1-3

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Module Overview

The Hay Group reports in “Building the New Leader: Leadership Challenges of the Future Revealed” that one of the most critical competencies for leaders in the year 2030 will be cognitive abilities. “Cognitive” refers to the process of acquiring knowledge by the use of reasoning, intuition or perception. The report says that leaders and managers must have strong “conceptual and strategic thinking capabilities.” It’s about taking information and determining how to act in response.

In fact, as technology has provided easier and greater access to information and data, there is a growing expectation for you to be better informed and able to research, analyze, make conclusions and recommend action. Think ��#�� people and products. How many new products, services and applications have affected your own property’s activities just in the last few months? How many of them have been implemented or added to your daily routine?

Show Slide #5 – How to Analyze

The good news is you are already experienced in analysis! Think about the research you did before you bought your last car – or television – or phone. You likely did your own investigating, compared features, determined which ��!��#�� This is analysis! In business analysis, you are identifying business needs and determining business solutions.

Show Slide # 6 – Business Analysis

Analysis

�� $��%��'��*�� +��#��/<��


Refer to page 1-1 of the Participant Guide and note that business analysis is used for business solutions.

• Say: This module will provide you with the necessary tools to conduct meaningful business analysis. Over the next four chapters we will study each step of the way. At the end of our program you will be using a sce-nario to write your own recommendations for business solutions!

Show Slide #7 – You’ll Get Answers

• Say: Here is a sampling of the questions we will explore and answer today. Let’s begin with Chapter One!

• Ask the class for any questions before beginning.

In this module you will learn:• �\��#� ��]��'��^• �\��]��%��<��^• How to gather and organize facts – how do I separate out the meaningful facts?• How to draw conclusions – how do I determine what the facts are telling me?• How to make recommendations – how should my property respond?

1-5

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

CHAPTER ONE – IDENTIFYING ISSUES AND PROBLEMS

What we’llcover

Show Slide #8 – Chapter One - Identifying Issues and ProblemsParticipant Guide 1-2

• Say: Your study will result in a solution. We will use a variety of real examples from our own properties to show how to make valid suggestions. But one of the most important things we must do now – at the very beginning – is identify the issue or problem.

• Ask the class: Why is this the most important part of this process?

• Guide the discussion toward the following idea: � ��

down solution(s) � ��"�� $� ��

statements, but to-do lists and processes � %��&�� '�� * � Issues that aren’t resolved tend to grow bigger or form new issues

Ask students to look at page 1-2

Show Slide #9 – Topics

Review the contents of the slide.

�� $��%��'��*�� +��#��/<��


Where do you start? How do you tell if you have a problem? How do you tell a problem itself from a result of the problem? What’s the difference between a problem and an issue?

��+/0�$�;��

TOPIC See PageIssue or Problem? 1-5Typical Rental Housing Issues and Problems 1-6ACTIVITY #1: Identify Problem 1-10Identifying Present Conditions 1-11Link to the Owner’s Goals and Strategies 1-12ACTIVITY #2 Present Conditions & Problems 1-21

<��'��=�� >

Issue: A subject of concern; the central or most important topic in a discussion or debate.

Problems: _��#�� `��{��puzzle that needs to be solved.

Issue or Problem?

CHAPTER ONE – IDENTIFYING ISSUES AND PROBLEMSContinued

1-7

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

An issue is a larger matter that may be made up of smaller problems. There may be multiple problems that contribute to an issue or its solution. For example:

Show Slide #11 – Industry Examples

�� =��@��Z��

• Ask the Class: How many problems are there indicated for this issue? (there are 4) Can anyone think of any additional problems that this issue could bring?

Encourage the class to think creatively – suggest these:• How are the Properties Amenities?• Advertising venues may be wrong• Rental rates compare unfavorably• Competitive advantages are not understood.

Repeat with the second example. Ask the class again for other problems.

Issue: New apartment property in lease-up in the neighborhood.Problems: Increased need for visibility; inferior property curb appeal;

poorly trained leasing staff; poorly focused market outreach.

Issue: Operating expenses exceed budget.Problems: Poor purchasing strategy; failure to use company-approved

vendors; poor maintenance skill sets.

Read the two samples.

Industry Examples


�� $��%��'��*�� +��#��/<��


What is the critical conclusion here? What may appear on the surface to be a problem may in fact be a bigger issue with component problems. You will need to dig deeper to discover the problems, research them, analyze their impact, draw conclusions and make recommendations. Solving problems generally takes care of issues.

• Say: Our industry has no shortage and issues, does it? Every one of us is likely dealing with a variety of issues.

• Ask: Go around the room and ask each student to call out an issue that they see at their own property. Comment on the issues and encourage students to be forthcoming.

Direct the students to PG 1-3Show Slide #12 – Some Typical Rental Housing Issues

Typical Rental Housing Problems and IssuesThe complex nature of rental housing ownership and management presents so many opportunities for problems and issues! Everyone of you is working with a physical building, whose value is related to its ability to create income, situated in a market, driven by an economy, housing a diverse population, whose daily lives are served by the on-site staff. That’s a lot!

Review the graphic on the slide and incorporate some of the issues the class just mentioned into the major headings noted here. It is important to connect the students’ ideas from the previous question to the graphic.


Suggest these:• No purchasing protocol• Everyone can order• Recheck with owner on long-term strategy• Is there a preventive maintenance program underway?

Continue on Participant Guide 1-3

1-9

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

SOME EXAMPLES OF RENTAL HOUSING ISSUES

These issues are representative of the typical issues you can experience on-site but are not all inclusive – there can be many problems linked to an issue! Furthermore, as we will learn in a later chapter, you may discover your issue is underpinned by simply a missed opportunity that we need to research, analyze and recommend for correction or solution.

• Say: Let’s take a few minutes to get a little practice on identifying issues � ��Z��;� '��&�� identify issues and problems means you are more likely to have a valid � �� Z

Show Slide #13 – Activity #1


�� $��%��'��*�� +��#��/<��


• ��>�[ �� and its problems is to start with present conditions. Ask yourself and your staff about what’s going on – good and bad – and what it might mean for the property.

Show Slide #14 – Identify and List

Refer students to PG page 1-4Show Slide #15 – Examples of Present Conditions


Provide the class with the following list of issues.

Break the class into small groups. Ask each group to elect a scribe and a reporter. Assign an issue to each group and ask the students to discuss and identify 5 potential problems and missed opportunities: (provide 5 minutes to create the list and 10 minutes to debrief)

Staff Performance Apartment Building Structure New Construction Tough Competition Local Economy Resident Satisfaction Sale of Property Casualty Loss

��]�� underlying issues.

ACTIVITY#1:

1-11

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Identifying Present ConditionsAs you completed the previous exercise, you saw clearly that there can be any number of problems that can be the result of issues OR cause issues to intensify and conditions to deteriorate. Since there can be so many issues, it is a critical skill to be able to separate the serious issues from the less important ones. To do this, you must begin with identifying present conditions.

Typical present conditions in our industry are listed below. As you identify present conditions, don’t make them sound better or worse than they are. Be as objective as possible. Big, small, important or minor – list all of the conditions. At this point in the process, don’t try to keep the list small. Are they issues or problems? Only research will tell!

Here are some examples of industry present conditions:

Be sure to remind the students that present conditions are simply that. Offer the example of a detective or a doctor trying to get to a motive or a diagnosis. Make it clear that they are best served by being factual, brief and accurate.

• Ask a student to read the screen aloud. When the student is done:• Ask: What are some other present conditions that are occurring at

your site today?

Flip Chart: the answers to help make this a point everyone can understand

• Rising OR falling weekly activity levels

• Financial underperformance of budgetary expectations

• Staff performance levels

• High staff turnover

• �� =��^��

• Deterioration of the property’s buildings and equipment

• A casualty loss and damage on ��$��^��Z

• New and aggressive compliance rules and regulations


Present Conditions

�� $��%��'��*�� +��#��/<��


When we talk about a property’s present conditions and attempt to identify issues and problems, we must know the owner’s goals and the best strategies to achieve them. Our job as a professional manager is to help our owners achieve their goals. ��#��

Show Slide 16 – Owner’s GoalsRefer to Participant Guide page 1-5

Chapter 1 of the CAM Financial Management module offers a lengthy look at typical ownership goals and strategies. Some of the goals discussed there include:

�� +��"�|�}�� %�<��<��~��!� �� Increased property valueImproved management performance Pride of ownership

Refer to PG page 1-5• Say: Let’s talk now about how your owner’s goals and strategies impact

“present conditions.” Say your owner’s goal for the property was to do ��=�� _�� Z��<��'�make a list of what “present conditions” might exist.

Flip chart the answers – stimulate the conversation by asking questions: If someone is sprucing up the outside, what are they doing? What activities are associated with raising occupancy? What typically occurs when potential buyers visit the property?

Conclude this section by asking how differently the “present conditions” would appear with a long term owner, or a large institutional owner, or a sole individual.

Owner’s Goals & Strategies


Owner’s Goals & Strategies

1-13

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

An owner or ownership entity generally sets these goals at the inception of owning the property. They may continue to be the same goals throughout the entire period the owner “holds” or owns the property. They may also change. Perhaps this has happened at a property where you have worked. For example:

In the example, present conditions may remain the same, but wouldn’t some of them now become less important than others? It makes perfect sense that the issues and problems would change because the goal has changed!

• Stop here and walk the students through the steps to the change in the owner’s goals. Ask whether anyone in the class experienced that change – either with the same owner or remaining on a property through an ownership change and a new set of goals.

Show Slide 17 – Goals Can ChangeRefer to Participant Guide page 1-5


Goals and Strategies can Change

�� $��%��'��*�� +��#��/<��


Along with goals, an owner either plans strategies to achieve those goals or depends on you to do this. “Strategies” are methods used to achieve targets. Here are just a few owner strategies:

Show slide 18 – Sample Strategies to Achieve GoalsRefer to PG page 1-6Explain each strategy as you ask students for their experiences:

�� $��=� �� investments or to secure lower rate loans.

�� $�� varying degrees, often include both exterior and interior �� Z�� ]�� with “greener” components replacing older pieces.

Property exchanges – where properties are bought and sold by exchanging one or more for another. Properties do not need to be the same size, but are generally of the same value in both owners’ eyes.

Property Improvements – a general category for all additional amenities and services added to the property. These are not upgrades but rather new features.

Property Conversion – here a property adds a non-housing element – retail, hospitality, commercial, industrial- and changes its opportunity to earn income.

Property Liquidation – this is simply the sale of the asset.

CHAPTER ONE – IDENTIFYING ISSUES AND PROBLEMSContinuedStrategies

1-15

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

+�� +��<�� Property exchangesProperty improvements Property conversion Property liquidation

Show Slide #19 – Example Strategies

In both of the above examples, the strategy supports the goal. Both strategy and goal affect the issues and problems you identify from the list of present conditions. Here’s another example:

Show Slide #20 – Short Term HoldTurn to Participant Guide page 1-6

• Say: Here are two examples of how a goal can be met with a strategy. �� Z

��|��<��{��!� ��#�� #��improvement strategy.

- To achieve a goal of increased property value, an owner may need to convert the property to a mixed-use asset.

Example:


�� $��%��'��*�� +��#��/<��


If the owner’s goal is a short term hold and increased property value, any issues that concern the long term care of the property or add improvements that have long pay-back periods��<��{��#��<��#��#�"�� be impacted.

��#� ��<��#�� !�"�� anticipates selling the asset quickly? What other issues might arise in trying to get the value up quickly?

Be sure to engage the students in their experiences where goals appeared within strategies.

Flip Chart: Draw the following to demonstrate the connection back to present conditions.

[� ��'�{��|�}��|�}��

You can see how important it is that you know the owners’ present goals and strategies so that you can write a relevant conclusion and an effective recommendation.

• Stop here and ask if the students are comfortable with the variety of owners’ goals before moving on to the next section.

• Say: As we approach the end of our chapter, let’s recap what we have learned so far:

For example:

Situation Flip Chart}��~�� ^��%�� }��|�%��Typical Rental Housing Industry Issues Industry IssuesIdentifying Present Conditions Present ConditionsOwners’ Goals link to Conditions {��|�� Strategies Achieve Goals Strategies Serve Goals


1-17

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

• Say: Now we will have a chance to identify our own real problems!

Lead the Activity as follows: (allow 15 minutes for the exercise)

1. Break students into small groups (4 or 5 people per group is best). Make sure each group selects a scribe.

2. Each student contributes a present condition that needs to change at his/her property.

3. The group selects one condition and creates a list of possible problems causing or resulting in that condition. Urge students to think creatively. (5 minutes)

4. Review the students’ work or a sampling if it is a large class. Have the scribe present their group’s work and discuss areas of strengths and ��= ��Z�� Z��questions. (10 minutes)

ACTIVITY #2


Show Slide #21 –Activity #2Turn to Participant Guide page 2-1

2-1

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Show Slide # 22 – Conducting Research

• Say: Now that we have well-described issue and problems’ let’s make sure we are using the best research and information-gathering methods. Just like in a leasing presentation, our job is to probe in order to solve.

Show Slide #23 – Chapter AgendaDirect student to PG page 2-1Review the topics to be covered.

CHAPTER TWO – CONDUCTING RESEARCH – Doing the Legwork

�� $��%��'��*�� +��#��/<��


CHAPTER TWO – CONDUCTING RESEARCH – Doing the Legwork,Continued

��#��<��#�� ^��How much time will it take? How do you know what sources are reliable? How do you even start? Let’s explore answers to these questions and learn the techniques that experts use in doing research.

TOPIC See PageGathering Information 2-2Taking Notes 2-8ACTIVITY #3: Research Practice 2-9Information Overload 2-10

Gathering Information Direct students to PG page 2-1• Say: Let’s look at some of the most frequently used and reliable sources

of information.

��#��#�� information. Since many of us have not done that since high school – here are some tips:

Show Slide #24 – Print Materials

Review the three tips. Suggest Wikipedia as a searchable encyclopedia. If there is Internet connectivity in the training facility, demonstrate the site by looking up an industry topic like “market rent.”Direct students to the NAA website (demonstrate if possible), explaining how to look up UNITS magazine articles by topic. Other well known websites are listed in the Toolbox at the end of this module.

Gathering Information

2-3

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Ensure students know how to use a Table of Contents and index to shorten their research time using a book or volume of information. Demonstrate this with a text book or reference manual.

Using Print MaterialsWhile most research often begins on the Internet, remember that libraries – even electronic libraries – can allow you to move quickly or easily to locate facts ��print materials for information you can use, be sure you are clear about what you need to know. A good way to check is to try and explain it to someone else – if they can’t understand where you’re ��'�� #�� at all times during research.When looking at lengthy print data sources, use the table of contents AND the index to locate material quicker, or use the search feature provided by many programs.

Show Slide #25 – Interviewing PeopleReview PG page 2-2 - Summarize the suggestions in the text

Emphasize work associates as well as industry contacts and peers 1. People you may already know2. Use the issues and problems to guide the conversation�Z��=�� "�� 4. Thank them and allow for follow-up


Print Materials

�� $��%��'��*�� +��#��/<��



• In order to capture experiences, it may be necessary to talk in person to a reliable source. Consider how these individuals could assist you:

� A manager at a sister property who has solved the issues you are tackling

� A supplier with a new product you would like to recommend � A mentor to assist you in this portion of your assignment � A corporate or regional executive who can further explain the owner’s

goals and strategies � A service technician with a new idea to implement � A marketing director who is up to speed on social media

• Begin your interview by explaining the problems and issues to your subject. Allow the interviewee to ask questions and even challenge you – remember that your ideas may change during the course of your research!

• ��<�� #��person. Compose questions that dig for detail.

• Write or record everything! Often, your planned questions will lead to other valuable insights or experiences – record them!

• Stay on track. While this type of research uses relationship communication skills, stay focused on what information you need.

• Always allow for follow-up or additional questions.

Show Slide 26 – Using the Internet

• Ask: where have class members gone to look up any information on the Internet.

If access to the Internet is available, navigate to the sites in the text. Demonstrate the use of key words and search tactics.

Interviewing People

2-5

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

• Know your purpose and stay on task! Workshop tutors report that students think they are using the Internet for an hour, when what really happens is:

� 10 min on research – with lots printed out! � 20 min on checking and sending emails � 20 min on general sites – shopping/music/social media � 10 min on research – with more printing!

• Don’t believe everything you read on the Internet. Look for old “last up-dated” dates, misspelled or misstated information. The URL gives you clues about the information.

• Use smart searching tactics��#��<��\��some tips:

� Use key words carefully. Typing in “market” or “Marketing” is far too broad. Combine “market” with “apartment,” “rents,” or “training” if you are looking for sources of education.

� Look for “gateway” sources, especially as you begin your research. These are dictionaries and encyclopedias, like Wikipedia. Check out the footnotes and bibliography for direction to further sources.

� Discover Worldcat. www.worldcat.org is a free and public catalog of more than a billion items available from more than 10,000 libraries worldwide.

Show Slide #27 – Using Company Documents


Review the text content and remind students that their own company procedures and reporting may already provide the data and history that will support – or refute – what they are proposing as solutions.

Using the Internet

�� $��%��'��*�� +��#��/<��



• Say: It seems logical to use the company’s own documentation, but it may be overlooked. How embarrassing could it be if you worked on resolving a problem and never consulted the reports that showed a different solution!

Company Documents and Reports• Don’t forget your own property reports! This is critical data to

identify both problems and solutions.• Request reports that you may not normally receive or see.

Solutions may lie simply in using reports you already have in a new way.

• Gather policies or best practices that impact or are related to your problem. Be sure you understand them and their purpose before suggesting change to them.

Refer to PG page 2-4Show Slide #28 – Other Topics

Tell the students that the research will come from a variety of places. Review the text list of external and internal sources. All should be considered; some may provide information, others may not.

Company Documents

Other Topics

2-7

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Here are some areas for which you may want to gather information:

Students may be least familiar with how external factors can provide �� $��=�� response – then offer these examples of the information each can provide:

• �� Z��provide business information and earnings expectations

• Population demographics describe your customer base – are you reaching out to a particular segment?

• Business activity speaks to jobs, and jobs mean residents• Review the impact of a variety of transportation options and what

good or bad access can do for a location• How receptive is the city to apartments? Are there restrictions,

taxes, inspections or other burdens?

External Areas1. Economics – employers, industries2. Social trends and demographics3. Business activity, jobs and employment4. Roads, transportation, access5. Building codes, regulations and legislative impacts

Tell the students internal and management areas may impact the property operation and company future.

• �=�� =� �� technology – or not. How will that impact the problem and the solution? Students must research their own property – as part of “present condi-�� Z��Finally, is management effective and willing to adopt solutions or are there hurdles to overcome?

Internal/Management Areas


1. Technology/new applications 2. New products and services3. Reports4. Company Best Practices5. Competing properties

6. Your Sitea. Physical inspections

i. Deferred issuesii. Functional obsolescenceiii. Economic obsolescence

b. Financial healthc. Strength of Management

�� $��%��'��*�� +��#��/<��



Show Slide #29 – Tips for Taking Notes

• Say: We’ve spoken about a lot of different ways to do research. Like we agreed in the beginning – there are so many ways to get information ��*�%�� record what you found during research!

Review PG page 2-5Tell students that taking notes can be individually customized, as long as there is a way to sort the information later for analysis and evaluation AND to tell where you are in the research – have you done enough?

Taking NotesAs you examine each source or interview each expert, make a separate note of each fact and related facts you may want to use. Use your computer if you are good with manipulating text in Word or Excel documents. You may also choose to use index cards when preparing notes. Here are some tips for either method:

• Be sure to identify the source of the information – for each entry. It may seem like a lot of work, but what if you have to go back and get more data – or your supervisor asks you where you got the data? It will be easier to locate and remember your sources.

• Try to summarize the information in your own words. This is called paraphrasing.

• Use quotation marks if you are copying the information exactly. It is absolutely OK to quote others or other sources! In fact, it can show your supervisor or owner how you conducted your research!

��#��#��#�� areas like present conditions, solutions, etc. By arranging and re-arranging the information, you may discover a certain order or different categories which �� #�� #��research in order to support your recommendation. There may be areas that are now irrelevant and can be eliminated.

Taking Notes

2-9

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Show Slide #30 – Activity 3


Research Practice

Use the list of Present Conditions from page PG 1-11 and slide #15.

Divide the class into partners. Ask each pair to select a present condition. Using the Toolbox of suggested sources, ask each pair to research the condition. If the room is equipped with Internet, include the Toolbox list of industry sources. Allow 10 minutes to research and 10 minutes to debrief.

• Explain that each pair will be asked to describe:The source they usedWhy they selected the sourceWhat interesting fact was discovered

Sample Present Conditions

ACTIVITY #3:

• Rising OR falling weekly activity levels

• Financial underperformance of budgetary expectations

• Staff performance levels

• High staff turnover

• �� =��^��

• Deterioration of the property’s buildings and equipment

• A casualty loss and damage on ��$��^��Z

• New and aggressive compliance rules and regulations

�� $��%��'��*�� +��#��/<��


Show Slide #31 – Information Overload


• Say: At this point you may be feeling a little bit like this person on the slide. So much information! We’ve looked at where to research, ��=�� Z��wondering how to make sense of all the material!

Review page 2-6Lead the students through the text

Show Slide #32 – Looking for Meaningful Material

• Discuss the tips to avoid falling into “overload mode.” There are ��Z��=�� the “ideal condition” they are proposing. This will help them to not waste precious time on material that is not related to the problem.

2-11

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>


Information Overload“Help! I am overwhelmed with data! I have no idea how to sort or organize. I have forgotten what I was looking for!”

In the Overview for this module, we were reminded how much information is available to us today. With only a couple of keyboard strokes, we can know almost anything we’d like to know. But it can – and does – result in information <��_��'�� !��material. This is why your cognitive and analytic skills are so valuable!! Let’s review our key points about note-taking.

• Remember to keep your problem and issues with you as you research. • Keep asking your 4 or 5 questions as you research. If the data does not

help you answer or solve problems, you might have material you don’t need. You will do more sorting later.

• Remember to keep notes separated by topic��#��will be so much clearer and easier to identify meaningful ideas. Research �!��#��only the material that addresses your issues and problems. Owners need direct, accurate and well-documented solutions.

Show Slide #33 – Wrapping Up Research

Review page PG #2-6[�� information they discover. This is the second part of avoiding Information Overload. Remind students that as they research, they may discover that what they thought was a solution won’t work – OR – that the problem itself has changed.

Too Much Data?

�� $��%��'��*�� +��#��/<��


As you go through the sorted material:Underline key words in each information tidbit – much easier to sort!Look for �� as you read.Link ideas using a concept map – more about this next!Reject information that is far too detailed for your purpose.{�� in your conclusions!

Congratulations! You have completed your research and have begun to sort through your material. Let’s look now at analysis and evaluation – the stepping stones to your conclusion and recommendations.

Call for questions from the class.

• ��>�� ^��>• Say: Now that you are completing research – ask yourself NOW – has

the problem changed? Has the solution changed?


Problem?

Solution?

3-1

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Show Slide #34 – TitleRefer to PG page 3-1

�� study. They have:

/Z� �� Z� <� =�� '�� Z� <�� Z� ;��=� �� Z� �� =��

�� >�� =��>�� ]�� evaluate the information you have gathered.

CHAPTER THREE – ANALYSIS AND EVALUATION

�� $��%��'��*�� +��#��/<��


��'��

��+��$�� ]�Paraphrase the opening paragraph.

You have gathered your information and organized it by general topic. This information provides the background for the 4 or 5 questions you have used to keep your research on track. You have history, facts, and support for proposed solutions.

�� \�<��#�� #��^�� #��#��} ��

��#��^��

� �� ^�� Z��{�� @��>�� "�� "�� "��$�� =�� '�� Z

��#��#��!��#��#��#��<��#��<��

Refer to PG page 3-1��+��$��

��}��$��<��%��;��<��%[��Continued

3-3

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Refer to PG page 3-1��+��$�;�� }�� Z��

TOPIC See Page��#��_�� 3-3Preparing and Using an Outline 3-6Preparing and Using Concept Maps 3-10ACTIVITY #4: Outline or Concept Map 3-13TrendSpotting 3-14Critical Thinking 3-18/}��*�� |��!�� 3-20

��#�� !�� }� ��parts to gain a better understanding of it.

Analysis ;��

��}��$��<��%��;��<��%[��Continued

Business analysis is the discipline of identifying business needs and determining solutions to business problems. Solutions may include:

1) process improvement2) organizational change 3) strategic planning 4) policy development.

�� $��%��'��*�� +��#��/<��


Show Slide #38 – Potential Solutions

��}��$��<��%��;��<��%[��Continued

~�� $�� Z�[�� @��Z

}�� $��Z[�� ]�� $�� Z�� $�� @�� Z}�� $� �� Z

Potential Solutions from Business Analysis

3-5

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

��$��~�� {��

%��#��#�� #�� #��?�}��!��'�� #��#��<��#�� #�� #��#��#��#��

Refer to PG page 3-2Show Slide 40 – Outlines

��}��$��<��%��;��<��%[��Continued

�� =�� Z�� Z��

�� >��=�� =�� Z

Multifamily Business Analysis”

�� $��%��'��*�� +��#��/<��


Using an outline can help organize your material and help you identify connec-�� #��'��#��#��%��!��#��really relevant to the purpose of your ideas and should therefore be removed.

��}{��&�� &�Z��}�� Z

This is an informal list of topics and subtopics you have planned or discovered #��<��<��#��#��present conditions.

��%��#��<�� #��!��!��

�� #��outlining features and automatic formatting to make it easy to create ��<��+��]��!��%��'�need to be neat and should be rearranged if a different order makes ��

�� +��%��%%��%%%��%��#�� !�� |��!��\��}��

��+�/�$��[�� +��$��

��}��$��<��%��;��<��%[��Continued

Preparing and Using Outlines

Working Outline

Using an Outline

3-7

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

�� =�� @�Z��=�� Z��{�� @�� Z�� Z

��}��$��<��%��;��<��%[��Continued

�� =� �� '�� Z�� ]�� Z

Review PG page 3-3Show Slide #43 – Final Outline

�� I. Maximize Traffic

A. Curb Appeal 1. Fresh Paint on Monument Sign 2. Install Color Themed Flags on Poles 3. Plant fresh fall color in beds

B. Sources 1. Review previous 90 days for sources 2. Aggressive Follow-up on all of last Quarter’s

Prospects 3. Check resident profile for employer outreach

II. Check our own Apartments A. Upgrades

1. Speed up current apartment upgrade schedule

2. Compare new property floorplans and apartment amenities

3. Add a second tier of lower cost cosmetic upgrades

�� $��%��'��*�� +��#��/<��


|��!��

��#��#�� #��to see clearly that the facts belong in that part of the outline.

��=�� Z

�@��>��=� ��[�� >�� %%Z�Z/Z�� -�� Z

��#��<�� +�<�� <��\�<��#�� ^��_��<�� ^��

;��@��Z�}�� _��&��

�@��>�%�� Z�� '��

��|��<�� #�!�� #�

��+�� }�� @�� }{��&�

��}��$��<��%��;��<��%[��Continued

A Final Outline

3-9

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

$��#�� #��^��organized according to your purposes.

��%��#�� of some past staff issue, then use dates as your guide.

��%��#��&� �&�� <��

��%��#�� then sort by each of the alternatives.

*��#��<��#��then arrange those general headings so they relate logically to each other. This ��#��#��!��|��<��#��!�

Refer to PG page 3-4

�� >��%�� @�� -mation.

}��@�

��+��$��

��}��$��<��%��;��<��%[��Continued

Sorting into ��

�� $��%��'��*�� +��#��/<��


��#� � �� }�� <��#�� #��<��graphic of the same data is much more easily understood. Is a pie-chart graphic �� ^��#�� ^

��+��$��}��

��}��$��<��%��;��<��%[��Continued

Preparing and �� Maps

�� =>��$� �� Z�� =��% �� =��

��

3-11

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Concept maps are tools for organizing ideas and information through a series of ��}��%��#��#��focus and potential solutions on one page and then connect them logically.

��+��$��

��}��$��<��%��;��<��%[��Continued

Concept maps enable you to:

��/��#��#��<��}��!��`��

��}{��&�� =�� Z

��+�_�$��

�� $��%��'��*�� +��#��/<��


Think of this almost like an organization chart:

�� #�� areas. This is the same as you have already done.

>��%��#�� at the top and the main areas that you see as part of the possible solution ��.

��?�}�� }��}�� <��#�� #�� <�� |��#��'��]��'��!�� #��

��to each element.

\��}�� <��

��}��$��<��%��;��<��%[��Continued

New Property in the Neighborhood

Closing Contest Shops

Training Staff

Sources

Traffic

New Signage

Flags

Curb Appeal

Test Upgrades

Our Units

Preferred Employers

Outreach

Loss Leader

Our Rents

Amenities

Pet Park

New Bike

Shop Comps

Qualify?

3-13

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

Refer to the PG page 3-9 and walk the students through the following de-�� @�>?��|�� ]��-��$� �� <��#��#��+�� !��#��<��<��#�� #��<��needs to be seen graphically.

�� !��#��#��]��#�� #��-��#��!��

��+��$�[��

��}��$��<��%��;��<��%[��Continued

% ��+�� =�� -�� Z��@�� Z ��=�� =�� Z��

{�� /0�� =�� Z�

�� >��[ �� -�� @�� -�� Z��'��=�� *��%�'��=�� &�� *

ACTIVITY #4:

�� $��%��'��*�� +��#��/<��


Show Slide #50 – TrendSpotting}��@��}{��&�

��}��$��<��%��;��<��%[��Continued

��#�� #��}��^��#�� #�� {��^��%'��#��come naturally to some – but it is also a method that you can learn and apply to analysis.

|��#�� #��#��

�@�� '�� Z

Review PG page 3-6��+�/�$��

TrendSpotting

TrendSpotting

3-15

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

|��#�� <��#��\�� #��the founder and CEO of Sonicbids.

Take the time after each of these 5 recommendations to relate back to the ��#��{��!��} ��and ideas.

1. “Stop talking and listen” $ ��!��#��!�#��!��!��|�� '�� !��#�� } ��!��!�� <�� =� �� #�� #��#��!��#��#��#��#��<��}��<��<��#��^��=�� @��Z

2. �<��=�� }��beyond the rental housing industry. Applications, practices, technology, ��!��!��#��#�� <��^�� [�� &��Z

3. “Visit your alma mater”��!��#'��#��!��<��#��<�� <��housing and services to this demographic and attract them as future �� #��#�� #^�� <��<��#��^�� Z�

4. �� Ask yourself, “if I �� #��#��%�� ^��_�#��<�� #�� !��#�� !��^��|��!��#�� <��<��#�� <��_�'��<��#��Z��}�� $��=��@�� Z�

��}��$��<��%��;��<��%[��Continued

Tips from ��

�� $��%��'��*�� +��#��/<��


��}��$��<��%��;��<��%[��Continued

5. �� =��'� �� Z'�� \�<��#��<��!��#��#� ��!��#��#��'��<��^��#��#��#��!�� ^��#�� #��<��^��_�'��#��{��!�#��#��'� �<��<��#��!��'��!��<�� ;�� =�� Z�

Refer to PG page 3-8Show Slide 52 – Trendspotting in Reports

�� >��<��'� �� Z�� $�� %��

3-17

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

��}��$��<��%��;��<��%[��Continued

�� <�� !��

��Repetition. Are there multiple successful outcomes or continuous ��^��!��<��

��[ ��Z��_�� #��<��!�� ^

��Knowledge is Power.�� <�<��{��#� �� ^

��@�� % ^�� Z��} �� #�� #�� #��^

��Reporting. ��^

��All alone.�� } �� ^��#��^�?��!��!�#�]��apartment associations, peers and competitors.

Trendspotting is a valuable and learn-able skill. It is also a form of critical ��!��#��#��$��'�� <��!��

�� >��[�� =� �Z��'��=� �� $��'�� ]� �Z��<��'�� -�� Z�� Z

��+��$�� =� �Refer to PG page 3-8

Spotting Trends in Reports

�� $��%��'��*�� +��#��/<��


��}��$��<��%��;��<��%[��Continued

�� =� �?��<�� !��!��<��

Show Slide #54 – Ask Yourself

Tell the students they have moved into presentation mode as they start to �� Z��=�� '�� solution plan.

��#��<��^��_�#��<�� #�� ^��\�<��#��<��#��!^��\�<��#��}�� #�� '� ��#��#��^

*��<��#��/<��$!��|�!��<�� #��<��!��#��#��#��#�� #��

Refer to PG page 3-9

�� >�� =� ��"�� =�� Z��=�� '�� =�� Z

3-19

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

��}��$��<��%��;��<��%[��Continued

��'��!��!��{��#�#��!�� Use these to determine if your research supports your thinking and that you ��<��<�� {��#�� <�� Ask yourself:

�� "�� =�� Z�� ***��'�� *

Questions to encourage critical thinking skills

Questions of ��

��#��#��^\��^

Questions that probe assumptions

��#��^��^

Questions that probe reasons and evidence

\��#��!��^��!�^��#��#��^

Questions about <�� perspectives

��#�� #��#��#��^��<�^��<��^

Questions that probe implications and consequences

%��#��#��#^��#�� ^Is this the most important question or is there an un-��#��{��#��^

Questions about the question

%��^�� {��#^��!��{��^

Using Questions to ��Thinking

�� $��%��'��*�� +��#��/<��


��}��$��<��%��;��<��%[��Continued

�� >��=��"�� "�� Z��<��=��@�� Z

Critical thinking techniques can be used in your daily activities. Do these ��^

�� ^��<�� <��^��\��%��#��!��

�� ^��\��%��<��#�� ^

�� >�� Z

��Thinking every Day

4-1

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

��}��[��$��[��[�;��[��<��%[��Continued

Show Slide #56 – Chapter 4Refer to PG page 4-1}��

%��<�� {��#��#��<�� #��}�� <��!��

Show Slide #57 – The Fourth Step

�� $��%��'��*�� +��#��/<��


��}��[��$��[��[�;��[��<��%[��Continued

?� �'��} ��

TOPIC See PageMaking and Using Assumptions 4-3ACTIVITY #5: Identifying Assumptions 4-6+��$!�� 4-7$��/��<�� 4-11

�� >��<��'�� $�� *��% �� =�� Z

�� =>�� =�� Z��>

Upbringing� ��%�"�� /} �� #�\��#� $��*��

4-3

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

��}��[��$��[��[�;��[��<��%[��Continued

Refer Students to PG page 4-2

�� >��<��'�� ^�� &��=� �� &��=� �*

Making and Using AssumptionsShow Slide #58 – Assumption

�� %?�� <��

��#��} �� } ��\��#��{��

��#��#��^��#��#��%�$��^

|�� } ��#��!��#��#�� !��#��#�ASAP.

\��# �� |��+�<��*��#��'<��#��]��#��^�

Assumptions

��Business Assumptions

�� $��%��'��*�� +��#��/<��


��}��[��$��[��[�;��[��<��%[��Continued

��|�� #�]��!��|��<�� '��'��'��!

�=�� =-��$�� departments.

Unfortunately, assumptions are often treated like facts and so they are not challenged. Some of them are in fact true, others need to be challenged.

��+��$��

4-5

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

��}��[��$��[��[�;��[��<��%[��Continued

��#��!�� } ��#�� }��

��}{��&�� Z�� "�� Z

��#��]��#��^�� <�� ^

��$��<��{�� <�� } �� <�#��#^��#��<��^��_��#��!^

�� <��#��<�� -��%��} ��<��<��^

��/� �#�� #��%��^�� <��#��<��#^

�#��#��<�� #�� recommendations, ask:

��+�0�$��;��

�� %��#��^��#�<�� %��#��^��!�� ^

�� $�� @�� Z

�� >�<��'�� =>

What are Your ��

�� $��%��'��*�� +��#��/<��


��}��[��$��[��[�;��[��<��%[��Continued

Show Slide 61 – Identifying AssumptionsACTIVITY #5

~��=�� Z�� Z��=�� }{��&�Z��}��-� �� Z��[��$�� $�� Z�

�� &��Z��=��=��list of �� Z

�� |�� +��Amenities Staff Curb Appeal

��/0�� =�� Z

Tell the students to turn to page 4-3.

�� >��=�� =��Z��;��

�� "�� = �� Z

�� >�� '�� =�� '��=��Z�� Z

Identifying Assumptions

4-7

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

��}��[��$��[��[�;��[��<��%[��Continued

|��!��<��#��!�� #��<�<��]��}��#��test the validity of our assumptions and opinions.

��+��$��<��

�� <��<��{��<�� <��

�� <��

$��#��!��#�� #�� <��%��

Refer to PG page 4-5��=��$�^��/&�� -�Z��% �� >

��<��to Write the ��

�� $��%��'��*�� +��#��/<��


��}��[��$��[��[�;��[��<��%[��Continued

%$$�/��?��_�<�� ?��1.Put forth a proposition ��

Upgrade program2.Offer supporting evidence Comps are using upgrades

Use staged levels of upgrades for resident customizing��

��+��

�� Ask: So how do you put what this grid is saying into writing or a �� =��

��+��$��}�� Refer to PG page 4-5

4-9

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

��}��[��$��[��[�;��[��<��%[��Continued

��#�� !��!��

The�� !��and indicates the main supporting points.

The�� } �� evidence, moves from point to point and responds to opposing <�� !��

The �� } ��#�� <��

{��=�� >� % �� +/� ~�� Z

�� '�� $�� ]�� Z

��]��#��!�� <��#��]�� #��'��

�� >��%�� =�� '��*

��+��$�� Refer to PG page 4-6

Writing the ��

�� $��%��'��*�� +��#��/<��


��}��[��$��[��[�;��[��<��%[��Continued

��'�� #��<��#��?��|��#�� #��<��conclusion:

�� Z��{��#��|�� <��#��#��#��<��%'��<��{��!��

��#��So What��%��#�� #��#��'��#��!��#��/��#��]��<��}�� ]��!��^��#��#��^��%�� #��#��{��in your suggestion.

��=��<��#�� %��#�� #��<�� #�#��

�� ]��'��%��#�� #��'�� #�� <��!��#��#��

For example: if your conclusion is that service and satisfaction levels can improve with training and monitoring and therefore positively impact renewal and closing ratios, then don’t just recap follow-up scores from service completion or applicant surveys, or third party media results. Use this evidence to base new service level measurements: “With the proposed personalized move-in visit from maintenance, we will reduce the number of move-in inventory work orders to zero and provide the platform to encourage resident loyalty all the way to renewal.”

��}�� Z��|��#��^��<��!��+��}�

Strategies for Writing ��

��

4-11

�� $��%��'��*�� +��#��/<��

=�>��4�?�� <�>

��}��[��$��[��[�;��[��<��%[��Continued

��<��

��<�� !��#��$��#�� #��%�� %��<��#��

?��'��!�� +��#� ��`��#��!��#�� <��<��

��}�� Z��%�� !�� <�� company even to the industry. This elevates your simple solution into a �� }��

For example: if you are recommending a new follow-up process and more structure to performing in-unit service, connect it to �� service, what it means for renewals, closing and how that improved service aligns with company averages and industry standards.

�� >��;�� =�� -�� '�� Z

�� '�� =� �� =�� Z

��+��$�� &��Refer to PG page 4-16

Certifi ed Apartment Manager (CAM) SM Instructor’s Guide Research, Analysis and Evaluation


Show Slide #66 – Chapter Five Title Slide Refer to PG page 5-1

• SAY: We are at our fi nal chapter on our journey from present conditions, to issues and problems to problem, statements, to research and analysis, to evaluation and conclusions. We now must consider recommendations.

Paraphrase the opening paragraph

CHAPTER FIVE – WRITING EFFECTIVE RECOMMENDATIONS



CHAPTER FIVE – WRITING EFFECTIVE RECOMMENDATIONS, Continued

In almost every case, conclusions lead to recommendations. This makes perfect sense! Usually there is corrective action to be taken as a result of a conclusion, which is supported by your research and analysis.

Show Slide #67 – TopicsTell the class, here are the topics we will cover in our brief chapter taking conclusions to recommendations.

TOPIC See PageRecommendations or Conclusions? 5-3Using Debate Skills in Recommendations 5-7Tips for Writing Recommendations 5-10ACTIVITY #6: Writing Recommendations 5-13



Recommendations or Conclusions?As we now know from chapter 4, conclusions are made based on research, analysis and evaluation. The bottom line is that based on what you discover, you draw a conclusion.

Recommendations connect conclusions to solutions. They show how what you have presented “on paper” will actually be corrected in changes to policy, practice, measurements, people, etc.

• Flip Chart: Recommendations connect conclusions to solutions.

• SAY: It is important to draw conclusions from your research. Those conclusions point to your solutions, but they don’t become solutions until you recommend action.


Refer to Slide #68 – Process to RecommendationsDirect the class to PG page 5-1

Recommenda-tions



CHAPTER FIVE – WRITING EFFECTIVE RECOMMENDATIONS

Here’s an example based on our previous research:

Show Slide #69 – Process ExampleThis slide takes one of the previous examples and shows how conclu-sions must be followed with recommendations in order to make solu-tions happen!

The goal of your conclusion (and all the research it took to get you there!) is to get something to change: to get your project or suggestions approved.

Introduce these tips for writing recommendations that are meaningful and clear. The challenge with recommendations is to keep them focused. These are the steps to solutions.Refer to PG page 5-2




From Georgia Southern University we learn that, as you make your recommendations:

Show Slide #70 – Consider Who your Audience isParaphrase item 1. Who will do the work – who will enforce a new policy. Be sure you have considered them in your recommendations.

1. Consider who your audience is. Who will need to make changesto their present duties? Who will need to supervise this change? If there is a cost, who will approve the expense? If applicable, who brought the issue to your attention? For example: if your regional supervisor asked you to look into neighborhood changes with the new property coming on line, the supervisor will be the audience.

Show slide #71 – What will my Audience GetEspecially for those whose work load or responsibilities will change –identify what they will get in return. Why is this important? Think WIIFM!

As You Draft Recommenda-tions




2. What do I want my audience to get from my recommendations? This is where you customize the benefi ts. Remember the importance of “feature-benefi t selling?” Here you are selling the recommendation(s) with the future benefi t. WIIFM (What’s In It for Me) – What’s in it for the supervisor in the above example? Benefi ts must be specifi c and match what you offered in your conclusion.

Show Slide #72 – Wear the Stakeholder’s ShoesRefer to PG page 5-2• Ask the Class - If you were the audience to your recommendations, how

would you want to hear the message?

3. Put yourself in the shoes of the stakeholders. What do they want to hear, and what don’t they want to hear? This speaks to how you make your recommendation. If there is a recommendation that will add duties, extra reporting or a new policy, it’s not just the approving supervisor that needs to be considered. Who will actually have to do the work?

Example: To resolve low service satisfaction levels, you are asking maintenance supervisors to conduct a move-in day visit with each new resident (Show Slide #73 – Personal Move-In Visit); you are also asking offi ce staff to follow up 100% each day on all completed and open work orders. How will you recommend these actions in a way that encourages employees rather than simply saddling them with new responsibilities.




Using Debate Skills to Sell RecommendationsFrom high school teams to professionals arguing scientifi c, political or ethical positions, debate skills make the difference in winning or losing stated “positions.” In virtually all key local, state and national elected government positions, open public debates are the rule. Today a candidate can win or lose based on the delivery of his or her positions.

Debate champs have developed a fi nely tuned set of skills that enable them to “argue” their position in a compelling and persuasive way. Your recommendations are no different! How will you convince your supervisor or owner that your recommendation – drawn from your conclusions – will provide the expectedsolution?

From Griffi th University, let’s review debate skills and how they apply to the presentation (written or verbal) of your recommendations.

• Ask the class for ideas for this scenario. Encourage them to come up with potential solutions.

• SAY: Remember, you can’t do it all yourself. If you don’t get buy-in from the people who have to do the work, you will not be successful.

Refer to PG page 5-2 - 5-3Show Slide #74 – Using Debate Skills

• SAY: Remember the debate team in high school? They were smart young people, who feverishly researched and defended “positions” on issues. In many school districts there was active competition between schools – just like you would for any sport. Some of those very same skills you can use to your benefi t as you consider and present (either in writing or verbally) your recommendations.

Debate Skills




Show Slide #75 – Debate SkillsRefer to PGH page 5-3

Each of slides 76-78 contains two tips. Show the slides as you discuss the pertinent tips.

Ask students to follow along with the table in their text.



Tip ExamplePersuasive verbal arguments

Pre-plan real and clear examples of both problems and ideals – examples and stories help others under-stand.

Confi dence and Clarity in Thinking

Don’t use words like “hope”, “should,” “ought,” “could.” Rather say “will,” “can,” and use verbs of action.

Use a Big Picture Perspective

Be specifi c in your arguments, but mention the property, its position, the company, the staff, and the culture. The clearer the connection to multiple facets of the property, the more likely the recommendations will be accepted.

Counter opposing arguments

Identify who you think is a chief opponent to you recommendation(s) and be sure your arguments could convince even him/her. This is great practice – plan to meet your biggest challenger!

Logical and Analytic Thinking

Present your recommendation(s) in steps or logical parts.

Time management skills

Use the time (verbal presentations) or the length (written presentations) carefully. Don’t go too long! If you are presenting in person, plan to use only 70% of your allotted time.

Research skills Your ability to fi nd and utilize relevant fi ndings on the topic is critical to your success. Don’t be afraid of too much research – if you don’t use it.

Reading the Audience Whether verbal or written, your recommendations must be understood and accepted by an audience.Tailor the content, pace and tone to that audience. Be engaging and professional, not too casual or too much jargon!


Close by showing Slide #79 – An Equal Balance




Every one of these eight skills can give you the upper hand in convincing your audience that you have the answer. As much time as you spent in research and organizing your background material and “evidence, the time you spend here us-ing these skills will “make or break” your results!

Tips for Writing RecommendationsShow Slide #80 – Not Accepted (this has a delayed text box) Reveal the slide, hold for the reveal.

Recommendations can be either accepted or rejected. In fact, your conclusions may be well presented and supported, but your recommendations are not taken. Don’t despair!

Reveal the rest of Slide #80

Refer to PG page 5-4Paraphrase the short message here

Often rejected recommendations serve as a starting point for discussion withownership or supervisors. Or some are used and others aren’t. Sometimes there may be extenuating circumstances of which you are not aware or privileged to know. Again, do not give up! Your recommendations could bring new information to light. That information may be added to your research and the analysis, evaluation, conclusions and recommendation steps can be retraced.

• SAY: Before we begin writing some recommendations ourselves, let’s look at some fi nal tips for getting our recommendations accepted.

RejectedRecommenda-tions




Here are six quick tips for getting your recommendations accepted:

Show Slide #81 – Recommendation Checklist

A. Be sure the recommendation restates the problem(s). Your audience may forget where you started!

B. Don’t assume readers will believe your solution is best. (It may, however, be enough to spawn alternate solutions.) Even a rejection can be a par-tial acceptance.

C. Double check that your research connects specifi cally to your conclusions and recommendations. If you are recommending unit upgrades, be sure you have researched all aspects – preferred types of upgrades, costs, payment options, rental increases, payback periods, etc.

D. Your recommendation should prove that your conclusion is correct. The stronger your statistics and research are, the more convincing this is.

E. Your recommendation should be fi nancially feasible. It has to make sense for the property and it must make sense for the owner’s strategy.

F. However you present the recommendation, it should look/sound professional – well stated, well spoken, industry and property-specifi c.

The study you have just completed – and completed well – is a signature of your abilities and cognitive skills as a multifamily housing professional. This is exactly where we started our module! The great news is that the more you take advan-tage of the chance to use those skills, the stronger they actually become.

GettingRecommenda-tions Accepted

You Did It!




Show Slide #82 – The Multifamily Housing Professional

Be sure to connect back to the beginning, just as we taught thatit is impor-tant to remind the audience what you were proposing in the fi rst place, it is necessary for you to recall the need for cognitive, and analytic skills for today’s managers.

As the business world and our industry continue to speed up and consider new technology, new methods, and new demographics, your cognitive skills will be in high demand. Seek out those opportunities to research, analyze, evaluate, conclude and recommend!

Show Slide #83 – Activity 6




Writing RecommendationsBreak the class into small groups of 4 or 5. Give each group one of thefollowing conclusions and ask them to write 3 recommendations that should be taken as a result of the conclusion. Tell them to be sure to use the six tips above. Allow 15 minutes.

1. Service and satisfaction levels are negatively impacting our renewal and closing ratios

2. Move-in inventory follow-up maintenance is excessive and a daily drain on the team’s time, delaying other in-unit service to residents and frustrating offi ce staff handling the new resident relationship.

3. The unit and exterior renovations at competitor Harms Way Apartments have negatively impacted our traffi c and leasing levels by 30% and 10% respectively.

4. The newly transferred assistant manager has failed to consistently meet collections standards, make timely bank deposits and work together with the maintenance staff in scheduling make-ready and resident service orders.

Debrief the groups – ask the group to act as stakeholders as they evaluate each presentation. Ask questions to ensure the six tips are used.

ACTIVITY #6:



CHAPTER SIX – SCENARIO WORKSHOP

Show Slide #85 – Set Up the Workshop by reviewing these instructions

Our fi nal chapter gives you the opportunity to use what you just learned. Using a small group setting, you will have the chance to select a scenario and proceed step by step through the Analysis, Research and Evaluation process all the way to writing Recommendations.

Once the class has completed their work, you will present and hear other presentations about how the scenarios were addressed.

Good luck!

Allow 60 minutes total for this exercise – 30 minutes to be spent completing the assignment, the remaining 30 minutes to be spent in presentation and feedback from the instructor and students.

Focus feedback discussions on 1) Structure – did the group address all seven steps? 2) Solution – did the group present realistic, targeted solutions?

Show Slide #84 – Workshop

Explain that we will close the day with an advanced workshop applying what we have learned with scenarios



CHAPTER SIX – SCENARIO WORKSHOP, Continued

There are fi ve scenarios provided. Divide the class into small groups of three to fi ve members. Ask each to select a topic and complete the assignment as follows (encourage selection diversity by limiting group selections to only two per topic):

GROUP INSTRUCTIONS:Review the following scenarios. Select one for the group. Allow time to read and briefl y discuss the case. There will be questions that may not be answerable given the details of the study. Go with what you know!

Your assignment is to make recommendations to solve the scenario. Use the attached form to complete your group’s responses.

1. Create a list of agreed-upon issues and then identify the problems being caused by the issues or created by the issues. Aim for 3-5 issues. The problems themselves may not be identifi ed in the brief case study – but build a list of problems that could result because of the issue(s).

2. Begin research by identifying resources you would use to resolve the issue. If available, use the internet to conduct research. Combine with books, journals, magazines, reports, property activity reports, peoplethat you would use in researching data, statistics, similar situations, etc.Make a complete list of potential sources.

3. Create either a working outline or a concept map to organize your problems and the factors you have identifi ed either as impacted by the problem or part of the solution as you see it. What are the elements that must be involved in the recommended solution?

4. Use trendspotting and critical thinking questions to be sure youare on the right track. Watch out for assumptions!

5. Write your conclusions – what do your analysis and evaluation show?Use the tips from chapter 4. Be specifi c. No more than 3 conclusions.

6. Write the recommendations that will lead to solutions. Write at least 3 to 5 recommendations for change. Use the eight tips from Griffi th University and prepare your recommendations to be presented orally.




Once debriefi ng is complete, remind the students what they learned today by recapping the major chapters - Identifying Problems, Conducting Re-search, Analyzing and Evaluating Data, Finding Conclusions and Writing Recommendations Evaluation.

Show Slide #86 Thank You



SCENARIOS Betty is a 47-year old employee who has worked at your property for fi ve years. She began as a leasing consultant and within the past six months has become an assistant manager. She appears to enjoy her work, but over the last 60 days you have seen a change in her behavior. Though she’s usually talkative, Betty has grown quiet. When you have asked if there is anything wrong, Betty says all is well.

Around the same time Betty, you noticed that money is missing from some miscellaneous and delinquent accounts and deposits. While there is a “no cash” policy, it is not abnormal for small amounts of cash to be accepted from time to time.

SCENARIO ONE

You have been asked to take on management at a 750-unit property. The property is 28 years old, basic garden style, 30 acre site with, a 10 mem-ber maintenance staff. The maintenance staff appears qualifi ed and adequately staffed. The maintenance supervisor has been on staff for fi ve years and is a working lead (does maintenance himself and supervises others).

The property is 79% occupied and 72% leased. Its submarket is averaging 87% occupancy and rental rates 10% higher than yours. There are no apparent physical condition issues.

The owner is anxious to fi nd out what is wrong – fi x it – and likely sell theproperty within 16 months.

SCENARIO TWO




Your owner plans to purchase a property in an area new to them. The property is 25 years old, has typical deferred maintenance and has been managed by 7 different fi rms. The neighborhood is older, but the area around it has seen new commercial and retail development. Since you would likely bethe manager, you have been asked to evaluate the property. The owner’s is planning a signifi cant rehab, increased market rents and long term hold. At purchase, the owner plans to retain the staff.

SCENARIO THREE


As a result of acquisition in June, you have been transferred to a different property. You must now create an operating plan for the fi rst six months of ownership and operation based on the information below.

220 units Major metro area Lots of similar comps 165,752 total sq.ft.

24 1x1 480 $725 52 1x1 630 $900 64 1x1 704 $950 24 2x1 930 $1065 56 2x2 966 $1200

90% occupied; 91.5% leased15 years old – ongoing replacement of exterior hose bibs and building water valves

Deposits: $125 on 1’s; $175 on 2’s pets: $150 deposit; $150 fee

collections are 95% of billed resident turnover is 64% closing 67% of walk-ins 2-1/2 employees on staff(one offi ce, one maintenance, ½ leasing)

SCENARIO FOUR

Your 346 unit property received a signifi cant rehab three years ago. Units received new fl ooring, cabinets and appliances and the exterior was refreshed with resurfaced parking lots, additional landscaping and upgraded entries and stairways. But the competition is catching up. Three of your toughest head-to-head competitors are completing extensive renovations and focusing on “green” features. Your occupancy and rents have stayed strong so far, but you are starting to see traffi c push back and be harder to close. Your asset manager has expressed that she is starting to be a little concerned. The owner is oblivious and wants to put in a waterfall at the entry.

SCENARIO FIVE



SCENARIO WORKSHOP - ANSWER SHEET

ISSUES 1

2

3

4

5

Issue Problems

Issue #1

Issue #2

Issue #3





Issue #4

Issue #5

RESOURCE LIST




OUTLINE OR CONCEPT MAP

CONCLUSIONS

1.

2.

3.



RECOMMENDATIONS1.

2.

3.

4.

5.




TOOLBOX Multifamily/Rental Housing DataThere are many respected and trusted industry and government sources listed in the Toolbox at the end of this module.

Make use of the National Apartment Association NSC Buyers Guide. This listing is available on the NAA website (www.naahq.org/buyersguide) or (https://buy-ersguide.com). Suppliers offer third party market research, customer satisfac-tion and reputation management expertise and products and services for every aspect of the property operation. Your local apartment association affi liate may also offer a local buyer’s guide.

• Harvard University Joint Center for Housing Studies• National Multi Housing Council• National Apartment Association• Institute of Real Estate Management• National Association of Home Builders• Urban Land Institute• U.S. Census Bureau• U.S. Bureau of Economic Analysis• State agencies and Local Governments (www.statelocalgov.net)• U.S. Department of Commerce• U.S. Bureau of Labor Statistics• Cities at www.city-data.com• (city name).(two-letter state abbreviation).us





Resources/Bibliography:“Tips on Writing a Problem Statement,” Your Dictionary – Education

Wikipedia – “analysis” and “business analysis”

“Five Ways to Spot Trends Before they Happen,” INC Magazine, July 3, 2012, Minda Zetlin.

“How to Spot Trends, See the future and defi ne your brand in the digital era,” Dorie Clark, Forbes Magazine, September 20, 2012,

“Conclusions,” University of North Carolina at Chapel Hill – The Writing Center, 2012

“Writing an Effective Proposal,” Amanda Glisson, Georgia Southern University, Fall 2004

“You know the saying about assumptions. Why are you still making them?” Jane Adamson, The Revenue Game, March 2, 2010.

“How to Write Research Papers – Modern Language Association Guide,” Capital Community College, 2012

“Writing a Paper? Try these 7 Research Tips,” US News Blog, Jeremy S. Hyman, Lynn F. Jacobs, February 10, 2010

“Top Tips for Research Skills,” Key Skills, BBC, September 2004

“Critical Evaluation Skills Toolkit,” Griffi th University, May 9, 2011

Certifi ed Apartment Portfolio Supervisor text, National Apartment Association, 2011 revision.

Certifi ed Apartment Manager text, National Apartment Association, 2010 revision.

Provide the class with the following list of Issues.

Break the class into small groups. Ask each group to elect a scribe and a reporter. Assign an issue to each group and ask the students to discuss and identify 5 potential problems and missed opportunities: (provide 5 minutes to create the list; provide 10 minutes to debrief).

• Staff Performance • Apartment Building Structure • New Construction • Tough Competition • Local Economy • Resident Satisfaction • Sale of Property • Casualty Loss

Summarize the activity and the ability to fi nd the problems underlying issues.

ACTIVITY#1:

ACTIVITIES

Certifi ed Apartment Manager (CAM) SM Instructor’s Guide


Present Condition & Problem

Lead the Activity as follows: (allow 15 minutes for the exercise)

1. Break students into small groups (4 or 5 people per group is best).Make sure each group selects a scribe.

2. Each student contributes a present condition that needs to change athis/her property.

3. The group selects one condition and creates a list of possible problems causing or resulting in that condition. Urge students to think creatively. (5 minutes)

4. Review the students’ work or a sampling if it is a large class. Have the scribe present their group’s work and discuss areas of strengths and weaknesses as a class. Correct or refi ne any misstatements. Call for questions. (10 minutes)

Describe Present Condition:

Possible Problems:

ACTIVITY#2:

ACTIVITIES, Continued



Present Condition

Sources We Used

Why We Selected Each One

Interesting Fact Discovered

Activity #3ResearchPractice





In Activity #2, each student was asked to contribute a present condi-tion that needs to change at his or her property. For that exercise, only one of those conditions in each small group was selected.

Now, ask each student to take their original present condition and, using either the outline or concept map, begin to sort through majorcomponents of that condition using the samples as guidelines.

Give the students 10 min and call for volunteers to write or draw their breakdown for the class.

ACTIVITY #4:




ACTIVITY #5

Break the class into small groups. Use the concept map from chapter three. Ask students to turn to PG page 3-9 in their books. The issue is “A New Property is coming on line in the Neighborhood.” NOTE – we will be using seven elements shown in the Concept Map from Chapter 3 – if possible use seven groups.

Assign each group an element or let them self-select. Ask them to make a list of typical assumptions (3 or 4 are suffi cient) for that element when a new property is coming on line.

Our Units Traffi c Outreach RentAmenities Staff Curb Appeal

After 10 minutes, debrief the group and let the class identify assumptions that could be roadblocks to creative conclusions.

IdentifyingAssumptions




Break the class into small groups of 4 or 5. Give each group one of the following conclusions and ask them to each write 3 recommendations that should be taken as a result of the conclusion. Tell them to be sure to use the six tips above. Allow 15 minutes.

1. Service and satisfaction levels are negatively impacting our renewal and closing ratios

2. Move-in inventory follow-up maintenance is excessive and a daily drain on the team’s time, delaying other in-unit service to residents and frustrating offi ce staff handling the new resident relationship.

3. Limited inventory levels cause excessive, last-minute, expensive purchases in order to provide timely service while interrupting work tasks and property scheduling. This can quickly exhaust available petty cash funds.

4. The unit and exterior renovations at competitor Harms Way Apartments have negatively impacted our traffi c and leasing levels by 30% and 10% respectively.

5. The newly transferred assistant manager has failed to consistently meet collections standards, make timely bank deposits and work together with the maintenance staff in scheduling make-ready and resident service orders.

Debrief the groups – ask the group to act as stakeholders as they evaluate each presentation. Ask questions to ensure the six tips are used.

ACTIVITY #6:

Writing Recommen-dations



Certified Apartment Manager (CAM) SM Instructor’s Guide Research, Analysis and Evaluation��

© 2014 National Apartment Association 09/03/13� � 1��

ACTIVITIES ANSEWR KEY

Activity # 1Break the class into small groups. Ask each group to elect and scribe and a report. Assign an issue to each group – or ask them to select one of the following. Ask the students to discuss and identify 5 potential problems or missed opportunities: (Provide 5 minutes to create the list and 10 minutes to debrief.)

Staff Performance Apartment Building Structure New Construction in Area Tough Competition Local Economy Resident Satisfaction Levels Sale of Property Casualty Loss

After report out – summarize the activity and the ability to find the problems in underlying issues.

Here are some typical problems embedded in these issues – there can be many more! Staff Performance Apartment Building Structure Access to Training Preventive maintenance programs Clear goals Planned replacements Teamwork Safety/risk issues Accountability Common area needs Resources available Condition of amenities

New Construction Tough Competition Date Units are online Comparative Pricing Check their plans, collateral Your competitive advantage Reassess your “value” Demand in the area Check/maximize curb appeal Seek new area partners Resident Survey Why residents stay

Local Economy Resident Satisfaction Status of jobs Service request completions New roads/transportation Service vs. Satisfaction Housing Prices/Access to Cash Event/Program Participation Retail partners Resident point of service surveys Preferred employers Reputation sites monitoring

Sale of Property Casualty Loss Status of staff’s jobs Media Due diligence support Loss containment/mitigation Extra man hours Poor curb appeal Staff motivation levels Access to repair supplies Excessive site visits/inspections Insurance adjuster visits.




Activity # 2 Present Conditions and Problems

The students will break into small groups of 4 or 5 and each will contribute a present condition that it’s going on now at their community. The scribe will note them. The group selects one of those conditions and assembles a list of problems resulting from or causing the condition. Example follows:

Describe Present Condition

Building One has been damaged by fire

Possible Problems

Poor curb appeal Negative media coverage Displaced residents Multiple contractors on site Rent/business loss Slow insurance proceeds Increased risk from damaged area

Inspectors and regulatory compliance issues

Debrief the problems as a class; determine if there are more to be identified. Remind students that the present conditions are the result of issues that create the problems that must be researched, analyzed, evaluated and then corrected.




Activity #3 Research Practice

Present Condition: High staff turnover

Sources We Used:� Society of Human Resource Management (SHRM) � CEL Associates Annual Salary Survey � NMHC Annual Salary Survey � U.S. Department of Labor – Bureau of Labor Statistics � Business and Labor Reports (BLR) � BLR’s 10-Minute HR Trainer � Research historical termination causes � Identify trends or patterns in voluntary and involuntary terminations � Conduct or evaluate findings of employee satisfaction surveys � www.payscale.com� www.oracle.com� Talent Management Magazine � HR Hero Newsletter

Why we used each one:

� Research industry standards � Research national and regional trends across all industries � Investigate competitive salaries and benefits � Seek models and tools for effective employee management � Calculate “norms” for the company � Investigate sources of training for managers and supervisors

Interesting Fact we discovered:

High morale does not guarantee retention: (SHRM) 2012 81% of employees ranked company morale good or very good at their company 86% said they will actually be seeking a new position in 2013!!




Activity #4 Outline or Concept Map

In activity 2, each student was asked to contribute a present condition that needs change at his or her property. For that exercise, only one of those conditions was selected for the small group.

Now ask each student to take their original present condition and, using wither an outline or concept map, begin to sort through major components of that condition using the samples in their books as guidelines.

Give the students 10 minutes and call for volunteers to draw or write their breakdown for the class

Example: Present Condition – Building One has been damaged by fire

Whether in an outline or in a concept map – look for major categories like these and minor or supporting categories that can interrelate as those below:

Structure Media Insurance Staff Core damage Build Image Fill requirements Energize Amenity Use Respond Daily follow-up Clear Goals Soundness Reach out to them Accompany visits Support

Residents Reputation Market Impact Financials Re-house Address Social Med. Positive Vibe Owner Support Extra Mile Comm. Campaign Upgrades Now? Adjust Budget Communicate Salute Firefighters Ad Campaign Communicate




Activity #5 Identifying Assumptions

Break the class into small groups. Use the concept map from the students’ chapter 3. Ask the students to turn to page 3-9 in their text. The issue is “A new Property is Coming online in the Neighborhood”. We will be using the same seven elements shown in the concept map for this activity. If possible use seven small groups or partners. Otherwise break as evenly as possible.

Assign each group an element or let them self-select. Ask them to make a list of typical assumptions (3 or 4 are sufficient) for that element in the case of this present condition.

After 10 minutes of time, debrief the groups and let the class identify any additional assumptions that could be roadblocks to creative conclusions.

Our Units Amenities TrafficLook old Not as many Up because of interest We’ll never compete “Passe” amenities Down because we’re old Need to spruce up Have to get more Always comparing to new Reduce the rent Tougher to close

Staff Outreach Curb AppealWon’t be able to close Have to ramp up Have to do something Disheartening Go get who we want Spend money to get noticed Won’t see our own value Get involved in community May always look older

RentWait to see what new does May have to lower Tougher selling value




Activity #6 Writing Recommendations

Break the class into small groups of 4 or 5. Give each group one of the following conclusions and ask them to write three recommendations that should be followed as a result of the conclusion. Be sure to use the six tips from the text. Allow 10 minutes for writing and 15 minutes for debrief.

1. Service and satisfaction levels are negatively impacting our renewal and closing ratios.

2. Move-in inventory follow-up maintenance is excessive and a daily drain on the team’s time, delaying other in-unit service to residents and frustrating office staff handling the new resident relationship.

3. Limited inventory levels cause excessive, last-minute, expensive purchases in order to provide timely service while interrupting work tasks and property scheduling. This can quickly exhaust available petty cash funds.

4. The unit and exterior renovations at competitor Harm’s Way Apartments have negatively impacted our traffic and leasing levels by 30% and 10% respectively.

5. The newly transferred assistant manager has failed to consistently meet collection standards, make timely bank deposits and work together with the maintenance staff in scheduling make-ready and resident service orders.

When debriefing, ask the group to act as stakeholders as they evaluate each presentation. Ask questions to insure the six tips are covered.

Question 1 1. Write new service satisfaction standards and use the maintenance and leasing teams

together to create them. 2. Establish a resident-satisfaction response program with incentives for staff achievement. 3. Train the leasing team on how to more effectively handle service request calls.

Question 2 1. Create, implement and follow-up on a make-ready checklist to ensure completed process. 2. Conduct personal move-in inspections and complete the inventory with the resident present. 3. Set a “no call back” standard and measure successful completion by team members.

Question 3 1. Implement a coordinated market outreach program making first time contacts with

businesses and setting recurring visits. 2. Update the market survey, focusing on unit features and investigating the marketability of

potential graduated unit improvements. 3. Conduct a resident survey to discover competitive advantages and use the findings to

create an engaging and fun resident renewal program.

Question 4 1. Meet with the employee to review the job description and any previous performance

evaluations. 2. Ensure the employee has been trained in collections, banking and teamwork. 3. Provide a mentor and job shadow opportunities for 60 days

4300 Wilson Blvd., Suite 400Arlington, VA 22203

703/518-6141 Fax 703/[email protected]

www.naahq.org