What do you need to know to be a specifier?

[randy_cox]

I think that everyone involved in building design needs to know 1) how to research products and processes, 2) how construction contracts work, 3) how to organize information in a logical manner, and 4) the products and processes required to create each building.

In addition to the above, spec writers also need to understand 1) the unique (and evolving) formats used in spec writing, and 2) how to write.

In my opinion, knowledge of specification formats are an important, but relatively minor item in the huge list of what a spec writer needs to know.

Randy

[nwoods]

Randy, you’ve just disqualified a huge number of talented architectural designers

[presbspec]

It’s interesting that with the many qualities and skills that are listed above we seem to have forgotten one.
Being able to read the drawings and build the job in your mind.
Often it seems that I’m the only QC on some of the drawing details in relation to the plans and sections.

[tmejia]

If formats are not important, as in knowing what number to use; then why are specifiers constantly asking on this forum" Where do I put …?

[David_J.Wyatt_CSI_CCS_CCCA]

Tomas:

I think Anne Whitacre means we need to cultivate a vast number of skills and knowledge before we can focus on the format. Substance before form(at).

I don’t mean to speak for her, but that is what I derived from reading her post.

[Rliebing]

What a list all leading to the “perfect” specifier, no doubt-- but…wait, playing off Mr. Jordan, how about this

Can’t print my matrix so, use
Columns with categories of attributes like;
GENERAL

FORMATTING/
LANGUAGE

TECHNICAL

LEGAL

Rows of skill levels, like:
INTRODUCTORY

ENTRY LEVEL

INTERMEDIATE

ADVANCED

Make your own tic-tac-toe “thing” and then fill in the blanks with course titles, work items, information required, etc.

Film at 11; quiz at 8:00 Monday morning!!! {see that is an element of discipline that is also necessary]

[john_regener]

Another ability specifiers need:

• Know how to coordinate a specification Section internally. PART 1 “Summary” or “Section Includes” Article needs to coordinate with products specified in PART 2. Specified products in PART 2 need to coordinate with installation, application, finishing, cleaning, protection, etc. specified in PART 3.

[kcrocco]

John, you have listed:

• Sources of information
• Recognized formats
• Methods of specifying
• Conditions of the Contract
• Division 1 - General Requirements
• Specifications language
• Word processing program
• An editing draft for each specification

These are all essential to current state of the art specification writing from a production point of view. But these are all things that change.

You may want to consider what we do from the skills associated with how we as specifiers think about things. Consider this article:

http://www.insightassessment.com/articles.html

[Rliebing]

THE BOOK OF WHAT AND HOW
by Ralph Liebing, RA, CSI
Cincinnati, OH

Hold on a minute!

In our zeal and passion [and the most apparent need] we really need to step back from the precipice and look at fundamental issues,-- not at what we are or want others to be-- immediately. For that cant and shouldnt happen

Where were you when you first learned of specifications for construction projects? How were you taught, trained or instructed? Who taught you?

Well, maybe it is better to be perfectly clear from the get-go-- education is not cloning!

Education is informing, and allowing others [those being trained] to learn principles, adapt them to their situations, and apply the fundamental principles to their work. Think about that.

True many of us learned through memorization, and still rival Jeopardy contestants for remote answers. Quick recall is wonderful, but it is one thing; lasting education is another. Education and training is a true progression of information, starting with basics [think bare boned skeleton] to which there is a progressive addition of more detailed information, leading to a whole entity [think human body with flesh, muscles, etc.

It is unrealistic to think that starting a student specifier at some elevated level, with little or no foundation instruction. Even a highly educated person will struggle with that because they have no understanding of the need and purpose of specifications-- no frame of reference or goal for their new work.

Context-- the rightful place of construction specifications-- is a crucial but absolute necessity as the first increment of educating or training specifiers. We see this in the number of specifiers who are not trained as architect and engineers, and yet are highly successful and part of the very best. They obviously have been party to correct educational efforts, and the process of training with understanding. Seems just a little off-beat to list attributes that one must have or know in order to be a specifier. The goal we are seeking is that of a person who understands what needs to be done, why, and with some insight into how to achieve the required end.

Its a duh! that education and training starts at the proverbial square one. It is a process of baby steps; it is crawling as a prelude to walking. We must be careful not to let our zeal and passion overcome or out-strip the process of being good educators. We need to switch gears and take on the new student perspective-- where are they, knowledge wise in regard to specifications? How do we best bring them along, adding pieces upon piece to create the whole specifier? How do get them to that point where they both function as a specifier AND continue their education on their own?
We are, I suggest at the point of teaching a person to fish, and they will be satisfied for life [in lieu of giving them fish enough for just today]. Come on, its the same process as building a building-- good idea to start with a foundation ! Even MF04 shows us the progression-- concrete [foundation] in Division 03; then upper wall in masonry Division 04, or structural framing in Division 05 or wood in 06. And Openings in 08 logically come after the walls! Get my drift?

Wow! Aint that neat?

Hey-- how about this? Use the MF04 principle and set up 50 Increments [i.e. Divisions] for the education and training process for specificers?

Well, GO ON!!! Im not gonna do all the work

[jpjordan]

This thread started with the topic of “what a specifier needs to know?” and has morphed into the topic “how does a specifier get to know what he/she needs to know?” While related, these are different questions. Once we can identify where we need to go, we can see where we are, and develop a road map to get to the destination.

Not everyone starts at the same place, and not everyone has the same context for practice or access to the same tools. While formal education may be critical for some, others will need solid, reflective practical experience. Most of us will need some combination of both as we develop professionally.

[tsugaguy]

A specifier needs to know how to help make sure buildings don’t leak; how to identify / interview to find out owner’s project requirements either directly or in many cases through the project architect; how to use subscription and office masters, other forms of corporate knowledge, and use/develop checklists to help ensure the bases are covered; how to compile a manual in collaboration with a team of consultants to document all this; how to facilitate apples to apples bidding, also throw in negotiated, design/build, owner/build, CM and other types of teams; how to keep an eye out for possible misunderstandings that lead to construction claims; how to give consideration to initial as well as life cycle costs and encourage other team members to do the same, and to collaborate on strategies especially as we become more conscious of sustainability; don’t leave out aesthetics, and for most offices, move that closer to the top of the list; how to use fasteners that don’t corrode in a variety of circumstances that are unique to each project, location, and combination of materials; while meeting or exceeding codes, also throw in state and local authorities and architectural review boards; and how to avoid long, run-on sentences.

Generally need to be thorough, be a good listener, and be able to ask provoking questions.

Now multiply that by 10 or more projects at once, with overlapping schedules. To put it more positively, there is absolutely no better way to have a piece of the action with a large number of projects and learn a tremendous amount in the process.