ATOMS Q&A

The ILP’s training programme to support GN22 ATOMS proved popular last year, and is set to continue around the country during 2020. Here are the five most common questions (so far) raised by members, and their answers

By Peter Harrison

As many ILP members will by now undoubtedly be aware, the ILP launched GN22 Asset Management Toolkit: Minor Structures (ATOMS) at the Professional Lighting Summit in Newcastle upon Tyne in June last year.

The guidance note replaced TR22 and was a response to the development and publication by the UK Roads Liaison Group of its Well-Managed Highway Infrastructure code of practice. This was launched in 2016, to be implemented as best practice for the management of highway assets either immediately or within two years.

The code is intended to co-ordinate the management of highways and the various assets on and under it in a way that will lead to efficiency gains. Key to this is the management of risk, with an emphasis on the value of allocating resources where most needed. In order to do that, there needs to be a common vocabulary of terms and inspections. Therefore, in delivering the code, highway authorities need to develop risk management strategies and plans that help them to better understand the condition of their assets and monitor their deterioration. It was to address the management of lighting supports, or minor structures, within this context that ATOMS was written.

Since the launch last June, the ILP has been proactive in developing and delivering a programme of training sessions around the country, through the new LDC network. These outline the fundamentals of both GN22 and the code, and more are planned to take place during 2020 (and keep an eye out online, at www.theilp.org.uk/events or in the Diary page at the back of Lighting Journal). The general reaction from members has been that, on the one hand, little has changed from TR22 yet, in a way, everything has changed! So, eight months on, what lessons have been learned from the launch of GN22 and what have been the key concerns that members have expressed during the ATOMS training sessions?

Here are the five most common questions m e m b e r s have asked d u r i n g o r a f t e r t h e t r a i n i n g sessions, and their answers.

WHY ARE LIGHTING COLUMNS NOW CLASSED AS ‘MINOR STRUCTURES’?

The term ‘minor structures’ has been taken from The Design Manual for Roads and Bridges (DMRB). CD 354 Design of minor structures (formerly BD 94/17), defines minor structures as: ‘lighting columns, cantilever masts for traffic signals and/or speed cameras, CCTV masts, and fixed vertical road traffic signs. It incorporates the provisions of BS EN 40, BS EN 12899 and supersedes BD 94/17.’

TR22 was seen as applying to lighting columns and therefore a ‘street lighting’ document.

However, lighting columns and lighting supports are, fundamentally, a structural element, hence the move for their inspection and management to apply to all assets i n c l u d e d i n D M R B definition.

It has also been written to be applicable to assets not on the highway such as compounds, transportation, retail parks and commercial premises.

THERE IS NOW A REQUIREMENT TO COLLECT TWICE AS MUCH DATA THAN TR22 REQUIRED. THAT WILL BE AN ENORMOUS ADDITIONAL COST. WHY?

In TR22, lighting supports were assessed by inspection areas: base, shaft, bracket, luminaire and electrical. Within each area there were defined elements to be inspected individually. For example, within the base area there was the door, flange plate, base compartment, door opening, shoulder and backboard internal region.

The worst element condition for that area would describe the overall condition of the support; ranging from one (good) to four (bad).

ATOMS has removed the electrical inspection as part of this process, as other systems (BS7671) will be in place to demonstrate electrical safety.

Inspections are no longer grouped into areas, each element needs to be inspected and recorded individually. Defects are required to be recorded by the extent to which a defect is present rated A (no significant defect) to E (extensive, >60%), and condition rated one (as new) to five (failed).

It is true, therefore, that there is now twice as much data to collect. However, when assessing the condition, the extent to which it is observed will be part of the inspection, so minimal additional work will be necessary.

WITH TR22, ASSETS THAT WERE ASSESSED AS ‘RED’ FOLLOWING INSPECTION WERE EASILY IDENTIFIED FOR MORE DETAILED INSPECTION OR REPLACEMENT. HOWEVER, ATOMS DOESN’T PROVIDE DETAILS OF ‘RED’ ASSETS?

It is important to note that TR22 and, indeed, ATOMS are a visual inspection regime only, and this does not negate the need for structural testing.

It is also worth noting that inspection data is fed into the supplied spreadsheet model to generate a condition assessment at stock level. It is not been developed to provide a works schedule for further investigation.

With the spreadsheet model, condition assessment can also be calculated at a sub-level such as ward or parish within an authority.

Development of priorities for further inspection and testing would be by asset age or understanding its condition against industry standard deterioration profile graphs, thereby determining assumed residual life.

Data analysis of the inspection can also be u s e d t o d e v e l o p

priorities for further investigation, for examp l e s e a r c h i n g t h e spreadsheet for any element with a condition four or five. From a practical point of view, condition five was introduced as ‘needing immediate attention’ (something lacking in TR22), so it would be expected for these to be reported as soon as they are detected.

It is accepted that the spreadsheet model is basic in its functionality, more suited to owners of a relatively small number of assets. It is expected therefore that the development of more advanced models with better functionality and advanced features, such as lifecycle planning, will be developed through alternative suppliers or by asset management system suppliers as an extension to existing systems, the need for which will be driven by end user requests.

TR22 HAD A SYSTEM THAT DETERMINED THE ‘ACTION AGE’. WHY DOESN’T ATOMS DO THIS?

The TR22 ‘action age’ was a metho d o l o g y f o r i d e n t i f y i n g assets that, due mainly to their age and environmental influences, were likely to require testing.

This functionality is not available through the basic assessment model; development of this would need to be through the more advanced model or by delivery of an ATOMS module, being an extension to your asset management system. Regarding the ‘consequence of failure’ m e t h o d o l o g y described in TR22, the principles of that could be continued as a way of highlighting more frequent inspection and testing regimes that may be necessary.

FOR YEARS WE HAVE BEEN COLLECTING TR22 DATA. DO WE NOW HAVE TO START AGAIN COLLECTING DATA IN ATOMS FORMAT?

No! There is a mechanism for converting TR22 d a t a t o ATOMS format described in the document. If this is held in electronic format, then it s h o u l d b e N o! There is a mechanism for converting TR22 d a t a t o ATOMS format described in the document. If this is held in electronic format, then it s h o u l d b e relatively easy to write a conversion spreadsheet.

If your data is only in paper format, then modern scanners will probably be able to read it and convert it to a n e l e c t r o n i c format. relatively easy to write a conversion spreadsheet.

If your data is only in paper format, then modern scanners will probably be able to read it and convert it to a n e l e c t r o n i c format.

HOW TO GET HOLD OF GN22 GN22 Asset Management Toolkit: Minor Structures (ATOMS) is free to download from www.theilp.org.uk/atoms A further programme of ILP training events on the new toolkit is being delivered during 2020. Go to www.theilp.org.uk/events for more details or keep an eye on the Diary page in this journal.

www.theilp.org.uk Peter Harrison is technical director for the ILP

Beale Place officially reopened in July 2019 after investment from BCP Council transformed an area, that once accommodated both vehicular and pedestrian traffic, into a modern, vibrant space for shoppers, businesses, visitors and workers to enjoy in a bustling part of Bournemouth town centre.

New landscaping and paving, modern seating and plants, as well as public art celebrating Bournemouth’s literary history have been installed in this new space enabling people to reclaim what had previously been used as a thoroughfare for motor traffic.

Charles Endirect has a long history of working together with BCP lighting department supplying feeder pillars and other components required for street lighting. In this case BCP Council was looking for in-ground units for the supply of single-phase electrical power for a small vendor stands, arts & crafts, and other events.

For this location the SIGMA in-ground unit was used, as you can see from the photos, when in the closed position the SIGMA is inconspicuous to vehicles and pedestrians. Then using an easy opening mechanism, the lid opens to reveal the electrical sockets to plug into, and at the same time a treadplate locks into position ensuring that the user can make their plug connection safely. The SIGMA is therefore an extremely safe user-friendly product.

The SIGMA in-ground units offer a safe means of supplying electrical power for eventing purposes whenever required.

Ingenuity at work CharlesEndirect.com +44 ( 0 ) 1963 828 400 • info@CharlesEndirect.com

DIPLOMATIC SERVICE If it is to thrive, lighting needs to be attracting the best and brightest talent the UK has to offer. But our industry’s STEM (science, technology, engineering and mathematics) skills gap, especially when it comes to attracting women and people from ethnic and other minorities into our industry, is, if anything, widening. Could you change the narrative by becoming a STEM Ambassador? DIPLOMATIC SERVICE DIPLOMATIC SERVICE

By Kimberly Bartlett

When you’re working in lighting, STEM (science, technology, engineering and mathematics) is an acronym that keeps cropping up, not least because, when you think about, it goes to the very foundation of our profession.

Split into its constituent parts, STEM is the collective term for the academic pursuits that make up the cornerstones of our work, sometimes with an added ‘A’ for art, so making it STEAM.

You would be hard pressed to find a member of the ILP who doesn’t have a hand in some or all of these disciplines on a daily basis, and those of us who are involved in design will likely also be part of the ‘A’ group with our creative sides taking centre-stage. But while STEM is an important part in all our daily working lives as lighting professionals, it may come as a surprise to learn that STEM subjects are not being taken up at school as readily as we would like.

STEM SKILLS GAP In fact, Engineering UK estimates there to be a shortfall of between 37,000 and 59,000 people (a conservative one at that) in meeting the annual demand for core engineering roles in the UK, what is otherwise known as the STEM ‘skills gap’ [1]. Year-on-year this skills gap is widening, and we are feeling it in our industry already. Recruitment of engineer- and technician-level positions is getting harder and the uptake of engineering apprenticeships that

relate or cross over to lighting seems to be on the downturn as well, much to the frustration of hiring managers across the industry.

We know we have brilliant and dedicated people working within the profession; our issue is we are both struggling to encourage new blood to come and join us, as well as potentially losing talented young people to other sectors, industries or competitors.

This is where an Institution such as the ILP and you, ILP members, can help to make a difference: by working to encourage colleagues, friends and peers to become STEM Ambassadors, or even putting yourself forward to become one yourself.

STEM Ambassadors are people who make it their mission to engage with the next generation, to work with our grassroots to support and encourage young people to consider and actively engage in STEM-based education and careers. They work hard to bridge the growing skills gap within our industry and bring on the next generation of lighting professionals.

I myself am a STEM Ambassador, and ambassadors engage with children from reception class age right up to university level through a range of activities, including presentations, mentoring and careers talks with the sole purpose of inspiring the next generation.

ENGAGING WITH YOUR COMMUNITY Ambassadors work with schools, youth clubs and community groups and with educators and parents to offer the best opportunities for STEM-loving children to engage and grow.

So, how does it work? Becoming an ambassador couldn’t be simpler. All you have to do is go to the STEM learning website (www.stem.org.uk/stem-ambassadors) to learn about what being an ambassador means and apply.

You will be DBS checked and undertake an afternoon’s induction in how to be an ambassador and what to do with the young people you will work with.

Once everything is cleared, you can start volunteering to work with educational groups and in no time at all you too will be building spaghetti and marshmallow skyscrapers with seven-year-olds!

Many employers offer paid volunteering days to ‘give back’ to the community and STEM Ambassador activities tick all these boxes. School governor duties are also considered STEM Ambassador activities. So, if you either already are or are thinking of becoming a school governor it makes perfect sense to join the programme as part of this and make the most of your term for the greater good of STEM learning.

CULTURAL STEREOTYPES There is an important saying in the STEM world: ‘If I can’t see it, I can’t be it.’ For me, this hit home when I was reading a study that had found children change their mindset at around age seven, changing the way they see their future and the world around them [2]. Before the age of seven, when asked to draw a person of a particular profession children tend to draw a person of their own gender. For example, boys drew male doctors, nurses, engineers and teachers and girls drew women. Or, if they had a family member who happened to be in that profession, they would draw them – mummy the mechanic or Uncle James the midwife and so on.

But after the age of seven the impact of television, the internet and books all kicked in and the drawings changed. STEM professions suddenly become drawn almost entirely as males and, conversely, almost all nurses become female. You can see where this is leading. This pervasive cultural osmosis – the influence of cultural stereotypes and preconditioning – reduces the flow of girls studying and going on to careers in STEM because it is seen as ‘something for boys’ or ‘not for me’. This, in turn, ends up being a huge player in our industry’s skills and gender gaps. Based on statistics from Higher Education Statistics Agency and the ‘WISE’ Campaign (www.wisecampaign.org.uk), in 2018 the number of women in engineering professions was just 8% [3]. In turn, black, Asian and minority ethnic (BAME) engineers make up just 7.8% of our profession, despite accounting for 12% of the UK working age population [4]. For members of these and other minority groups (for example mixed race, LGBT+ and so on), being present and visible within our professions is key to ensuring the next generation can see us as role models and believe they too can become engineers, STEM professionals and, of course, lighting professionals.

HOW THE ILP IS WORKING TO CHANGE THE STEM NARRATIVE 1. STEM toolkits – volunteers wanted! Currently, the ILP’s education committee is working on a number of STEM toolkits for all school ‘Key Stages’, or for school children from ages five to 16+.

These toolkits feature sets of activities to engage with young people on the subjects of light and lighting and are age specific so are tailored to particularly engage children of a certain age group.

Committee member Emma Beadle is leading this project and is looking for volunteers to help build the toolkits and test their activities with the target age groups. So, if you would like to get involved or perhaps already have a young person or school connection where we could test our activities, please get in touch with Emma (at Emma.beadle@wsp.com) or myself through the VP – Education email vp.education@theilp.org.uk.

2. Lighting for Good – dive in and have a go The ILP’s ‘Lighting for Good’ initiative houses a section on ‘STEM and education’ to share resources and activities.

All serving or existing ambassadors are encouraged to log on and share their experiences and activities.

If you are therefore considering joining the programme and becoming a STEM Ambassador please log in and have a look around, taking in the other elements of the forum for good measure.

Lighting for Good can be accessed from the ILP homepage by going to: www.theilp.org.uk/good

Kimberly Bartlett EngTech AMILP MIET is the ILP’s VP – Education as well as principal engineer, South Team Lead – Lighting & Energy Solutions, at WSP

[1] Key facts and figures: highlights from the 2019 update to the Engineering UK report, Engineering UK, https://www.engineeringuk.com/media/156186/key-facts-figures-2019.pdf [2] Chambers, D W, ‘Stereo-Typic Images of the Scientist: The Draw-A-Scientist Test’, Science Education Assessment Instruments, 13, April 1983, https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.3730670213 [3] ‘Women in STEM | Percentages of Women in STEM Statistics’, STEM Women, September 2019, https://www.stemwomen.co.uk/blog/2019/09/women-in-stem-percentages-of-women-in-stem-statistics [4] ‘Celebrating leading minority ethnic engineers’, Royal Academy of Engineering, https://www.raeng.org.uk/diversity-in-engineering/diversity-and-inclusion-at-the-academy/celebrating-leading-ethnic-minorities-in-engineer