The discipline of continuing professional development (CPD) is well defined and established within a variety of industries, such as medical, legal, and financial. The built environment is a less defined and mature industry with respect to educational pathways and professional education, with no uniform structure. Occupational licensing, such as registered nurses, certified professional accountants, and others are well known within both their industries and the public. Additionally, occupational core-competencies are well established. Planning is a core skill set within the built environment and construction management. Definitions of the term “planning” vary quite broadly across the built environment, but generally includes activities such as risk identification, scope identification, and scheduling. Understanding how professionals in the built environment learn to plan is critical to meeting CPD needs for planning skills and the ability of a professional to “plan” effectively. Many planning tools and software have been developed, but often rely on an individual professional’s personal experiences and abilities. Limited literature in the field of professional education in the built environment has left a gap on the topic of how to train professionals in planning competencies. Survey results indicate that current training is not meeting the expectations of professionals, as only 16 percent of professionals are trained how to plan using their preferred method of learning. While on-the-job training is the primary format, the most preferred format is internal company training, but only 54 percent of companies provide this format. Mann-Whitney U and Kruskal Wallis tests were conducted and revealed that organizations with internal training programs have higher employee satisfaction with their organization’s planning process. Further, organizations with internal training programs are seen as having a more formal internal planning process. Research is needed to develop CPD within construction management and provide the foundation upon which a professional education structure can be created. An andragogically-centered schema for a heuristic approach to construction CPD is developed and tested on a seminar for pre-project planning. The full instructional design of the seminar using the model is disclosed and seminar results showed positive results and participants achieved high levels of learning.

Services procured by government agencies are often ridden with delay and costly change orders. Government agencies may react to these failures by implementing restrictive terms and conditions intended to ensure that the service is delivered on time and within budget. While potentially helpful (and nearly always counterproductive), this approach often fails to recognize the cause of the procurement failure \u2014 inadequate request for proposal (RFP) draftsmanship. The RFP must provide the vendor, or service provider, with a comprehensive understanding of the client's motivations for soliciting the bid, the environment in which the materials and services will be utilized, and accurate specifications for those materials and services. In summary, the RFP must be a clean and concise roadmap of client expectations. This thesis describes, for the novice RFP drafter, a value-based approach to preparing a request for proposal.