Listen to the Audio

Show Notes

Key Concept: Scale & Phase Differences

• PA: Programming phase – big-picture, site plan / 1⁄16″ scale.
• PPD: Project planning & design – floor plan scale (1⁄8″, 1⁄4″), schematic design.
• PDD: Project development & documentation – detail scale (1⁄2″, 1″, 3″), full detail level.
• Same topics (structure, ADA, waterproofing, cost, etc.) appear across PA/PPD/PDD, but:
  • The phase and scale determine the right decision, not the topic itself.

Tip 1: PDD Is a Coordination Exam Before a Detailing Exam

• Architects act as coordinators (“master conductors”) among disciplines:
  • Making sure sprinklers, beams, and ducts don’t clash, and that it all looks good.
• On PDD, the emphasis is:
  • Integration of building materials & systems (~1/3 of exam).
  • Construction documentation (~1/3 of exam).
• These domains show that PDD is fundamentally about coordination, not just isolated details.
• Context is critical:
  • Example: vapor barrier placement can’t be memorized as “always on the warm side” – climate, building type, and other conditions change the correct answer.
  • The test is a judgment test, not a pure memorization or math test.

Tip 2: Know What Level of Detail Is Appropriate

• Distinguish what is under the architect’s responsible control vs. contractor’s:
  • Architects do not dictate means and methods.
  • Architects review shop drawings only for design/esthetic intent, not for buildability.
  • Shop drawings and submittals:
    • Shop drawings = detailed drawings (e.g., custom cabinets) by subs.
    • Submittals = cut sheets, product data, samples, mockups, etc., provided by contractor.
    • Architect reviews/approves for design intent, but doesn’t create them.
• Avoid over‑detailing or chasing hyper‑specific local practices:
  • The exam assumes a general North American standard of care, not one office’s or one region’s quirks.
• Use rules of thumb, but always understand the why:
  • Foundations below frost line → top of footing must be at or below frost depth (to avoid freeze–thaw heave).
  • Expansive clay → generally go deeper or adjust foundation type.
  • Understanding the reason behind rules allows you to adapt in different scenarios.

Tip 3: Systems Questions Are About Selection & Sizing, Not Heavy Calculations

• Modern ARE format:
  • No calculus or full engineering design.
  • Possible light calculations: CFM, board feet, simple area comparisons, etc.
• Focus on:
  1. Selecting appropriate systems for building type and use.
     • Example: Big-volume church used weekly → CAV system is reasonable.
     • Elementary school with many small zones → CAV would be inefficient.
  2. Relative sizing, not exact engineering numbers.
     • Example: Duct sizing based on approximate areas:
       • If 12″×12″ (144 in²) doesn’t fit, 10″×15″ (150 in²) is “good enough.”
  • Use common sense and elimination, not perfectionism.
• Strategy:
  • Know a handful of basic formulas as backup.
  • Understand how to apply them and what the quantities represent.
  • Adopt a “reasonable and works in practice” mindset rather than “exact to three decimals.”

Tip 4: Construction Documents Communicate, They Don’t Explain

• CDs are meant to:
  • Be bid, permitted, and built from.
  • Communicate design intent, not act as step‑by‑step instructions.
• Good CDs:
  • Use coordinated plans, sections, details, schedules, and keys to convey information clearly and consistently.
  • Avoid long explanatory paragraphs; if a detail needs a paragraph to explain it, it’s probably a bad or overly complex detail.
• Varying levels of completeness:
  • Permit sets: Only enough for code review and approval; minimal extras.
  • Bid sets: More detail on scope and quantities so contractors can price.
  • Construction sets: May go further for clarity, but still aren’t “assembly manuals.”
• CD standard: Clarity over cleverness; communicate efficiently and consistently.

Tip 5: Codes and Costs Are Filters at the Detail Level

• Architects are not cost estimators:
  • Costs fluctuate daily; the exam expects conceptual understanding, not dollar-accurate pricing.
  • Example: Galvanized < Stainless < Copper in relative cost; exact numbers not needed.
• Code and ADA at the detail level:
  • Aim for detailed‑level compliance (meeting intent within real‑world tolerances).
  • Buildings are not built to 1/32″; materials move, contractors shim and adjust.
• In AIA B101:
  • Architect provides an “estimate of the Cost of the Work” at the end of each phase (SD, DD, etc.), often by:
    • SF costs, historical data, similar projects.
  • This is not a guaranteed construction cost.
• Core idea:
  • If a detail violates code or blows the budget, it’s wrong, no matter how elegant.
  • On exams, think: “Does this choice reasonably satisfy code intent and cost constraints at the detail level?”

How PDD Mindset Differs from PPD

• PPD:
  • Schematic design, larger scale.
  • Broader systems and layout questions.
• PDD:
  • Project architect mindset, reviewing and redlining a CD set.
  • Calm, methodical, systems-aware coordination across drawings and disciplines.
  • Emphasis on:
    • Coordination over isolated details.
    • Judgment over perfection.
    • Using the clues in the question (climate, use, code, cost) to choose the most reasonable option.
• You will not know everything on test day:
  • That’s expected.
  • Success comes from handling uncertainty well, using rules of thumb, understanding the “why,” and demonstrating standard of care.

Listen to the Audio

Show Notes

• • Candidates often see PPD as “the big one” and psych themselves out.
  • Compared to exams like PcM, PjM, CE, PA, PPD and PDD:
    • Are longer and more technically demanding.
    • Test how “architect‑like” a candidate thinks.
  • Other divisions feel more siloed (e.g., contracts, firm types, corporate structures).
  • PPD throws in multiple dimensions at once: cost, aesthetics, structure, codes, ADA, systems, site, climate, etc.
    → The challenge is the breadth and integration, not obscure content.

  ---

  Tip 1 – PPD is an Integration Exam, Not a Systems Exam

  • PPD’s biggest module is Project Integration, and that’s where many struggle.
  • The architect is the “conductor”:
    • Coordinates structural, mechanical, electrical, code, and owner requirements.
    • No one else on the team is integrating all of this.
  • On questions:
    • Don’t fixate on missing info (“that depends…”).
    • Focus on the one or two key clues NCARB gives you.
    • You’re not picking the perfect answer, you’re picking the best answer among several “good” ones.
    • This requires adopting a realistic architect mindset (compromise, “good enough,” best fit).

  ---

  Tip 2 – Let Site and Climate Drive Design Decisions

  • PPD is basically the schematic design phase:
    • Programming is done; spaces and relationships are known.
    • Now you must actually place and shape the building on its site.
  • Candidates often underuse:
    • Sun path, wind, micro vs. macro climate, orientation.
  • Example:
    • If the question says “Phoenix, Arizona,” that’s a huge clue: hot, dry climate → certain orientations and shading strategies are clearly better.
  • Many candidates:
    • Treat climate as secondary.
    • Have never used a sun chart or don’t know they vary by latitude.
  • Key message: If your design ignores the site and climate, it’s likely wrong – and NCARB is explicitly testing that.

  ---

  Tip 3 – Codes Shape Design; They Don’t Kill It

  • Code thinking evolves across phases:
    • Programming/PA: basic occupancy type, rough allowable height/area (e.g., table 503).
    • PPD / schematic design: feasibility and layout:
      • Allowable building height & area.
      • Occupancy separations.
      • Egress requirements and egress strategy.
  • Codes aren’t “copy‑paste” details:
    • Architects interpret the code and its intent.
    • Egress, ADA, etc., are designed experiences, not just diagrams.
  • Relationship to PDD:
    • In PPD you decide: building type, heights, separations, general strategy.
    • In PDD you detail and carry out those decisions.
  • Bonus point:
    • When codes conflict, it’s not either/or:
      • You must comply with both; practically, you follow the more restrictive so both are satisfied.

  ---

  Tip 4 – Systems Questions Are Conceptual, Not Calculational

  • PPD = still schematic design → things are fluid, nothing is sized to the last CFM.
  • You might see very light “back‑of‑the‑envelope” math, but:
    • Focus is on choosing appropriate systems conceptually, not crunching numbers.
  • Example:
    • Church used mainly on Sundays → large volume, infrequent use → CAV system makes sense.
    • Music studio with small rooms:
      • CAV could be noisy and inappropriate.
      • Hydronic or quieter solutions may be more suitable.
  • You use:
    • Use type, occupancy pattern, acoustics, flexibility, climate as clues.
  • Again: there is no “perfect” system, only the most appropriate given the clues.
  • Don’t silo PPD vs. PDD:
    • PPD‑style conceptual questions can show up on PDD, and vice versa.
    • NCARB expects flexible knowledge application.

  ---

  Tip 5 – Budget Is a Design Constraint, Not a Math Problem

  • In schematic design you do not:
    • Produce detailed cost estimates or exact per‑unit pricing.
  • You do:
    • Understand relative costs:
      • Brick vs. CMU: similar order of magnitude but different roles.
      • Core‑ten vs. ACM panel vs. stucco.
      • Marble countertop vs. plastic laminate.
    • Recognize major cost drivers:
      • Deep underground parking.
      • High water tables and hydrostatic pressure.
      • High‑performance envelopes for hurricane/tornado zones.
  • As per B101 (Bonus Tip):
    • Architect provides an estimate of the Cost of the Work at each phase (SD, DD, CD).
    • Detailed cost estimates are typically done by a third‑party cost estimator or contractor, or as an additional service.
  • Exam wise:
    • If the owner wants a detailed cost estimate at SD, that’s unrealistic.
    • PPD focuses on: “Given this budget constraint, which design move is more appropriate?”

  ---

  Closing Points from the Episode

  • PPD vs. PDD distinction:
    • PPD: concept, integration, “we’ll figure that out later.”
    • PDD: “there is no later” – now you must detail and make it buildable.
  • Candidates must:
    • Stop chasing perfect answers and precision they don’t have at schematic phase.
    • Work with clues, appropriateness, standard of care, and integrated thinking.
  • You closed by recapping the five tips and heading to your Monday Round Table call for Platinum coaching members.

Listen to the Audio

Show Notes

A. Setup & Mindset Shift

• Why PA feels so different from PCM / PJM / CE and PPD / PDD
• PA = gray area, long wordy questions, more about judgment than memorization
• Bonus: practice using the exam highlighter—critical for PA’s long questions

B. What PA Is Really About

• Programming phase = problem seeking, not problem solving
• No design yet: you’re evaluating constraints, feasibility, and relationships
• You’re analyzing inputs: site, climate, soils, codes, zoning, owner’s program

C. Five Core Tips

1. Stop Designing – Evaluate, Don’t Solve
   • You haven’t designed anything yet
   • Compare options, surface risks, and recommend feasibility
   • Bubble diagrams and big‑picture fit, not plans and details
2. Start With Constraints Before Opportunities
   • Environment + context: sun, wind, soils, climate, topography, neighbors
   • Look for what cannot be done first, then what could be done
   • Treat this as due diligence at the very start of a project
3. Codes & Zoning Are Filters, Not Afterthoughts
   • Use setbacks, easements, FAR, occupancy, construction type as early filters
   • Goal: define the buildable area / envelope and check viability
   • You’re not doing deep PPD/PDD code work—just feasibility‑level analysis
4. Programming = Relationships More Than Square Footage
   • Quantitative: room sizes, totals
   • Qualitative: adjacencies, privacy, sound, light, experience
   • Residential example: public vs. private zones, don’t dump a powder room on the kitchen
   • Good programs describe how spaces relate and feel, not just how big they are
5. Economics Matter, But Only at a High Level
   • Rough cost per SF or per unit to test viability, not detailed estimates
   • Don’t blindly pick the cheapest option; PA is not a bid
   • Think: “Is this project basically viable on this site with this program?”

D. How PA Connects to PPD & PDD

• PA, PPD, PDD as three views of the same project at different scales
• Studying PPD can make a PA retake easier (you see the “other side” of programming)

E. Big Takeaway

• You pass PA by thinking like an architect at the very beginning of a project:
  curious, constraint‑driven, feasibility‑focused, and comfortable in the gray area.

Listen to the Audio

Show Notes

I. Why the Final Phase Feels Different

1. Heaviness of the last exams
   • Often PPD/PDD: more technical and dense
   • Emotional weight added because the end is near
2. Perception of “struggling”
   • Thoughts like “I don’t know anything,” “I’m not ready,” “Why is this harder now?”
   • Core idea: you’re not struggling, you’re transitioning

II. Common Emotional Patterns & “Misreadings”

1. Imposter Syndrome
   • Fear of being “found out” or exposed
   • “People think I know all the answers because I’m about to be licensed”
   • Normal and common across professions
2. Fear of Passing (not just fear of failing)
   • Anxiety about: “What comes next if I actually achieve this?”
   • Unfamiliar emotion for many candidates
3. Completion Anxiety
   • What happens after finishing a long-term goal?
   • Self-doubt, fear, and discomfort misread as “red flags”
   • Reframed as signals of change and signs of transition

III. The Core Concept: The Identity Shift

1. From learner to decision-maker
   • You’ve been in a learning phase (“sponge mode”) for 1+ years
   • Transition to phase where you must:
     • Make judgment calls
     • Take ownership of decisions
2. Change in professional identity
   • From “ARE candidate/student” to licensed architect
   • Expectations from others increase (even if already making decisions at work)
   • Your input begins to carry more weight and influence
3. Loss of the “student” comfort zone
   • Student role feels safe: “Pressure isn’t fully on me yet”
   • After licensure: harder to hide behind “I’m just a student”
   • Brain reacts with self‑protection: “I’m not ready, I don’t know enough”

IV. How the Brain Protects the Old Identity

1. Delaying tactics
   • Postponing exams (“I’ll take it in summer/fall when I’m more ready”)
   • Easing off studying due to fear and doubt
2. Attachment of big life decisions to licensure
   • “Once I get licensed, I’ll…”
     • Leave my firm / change jobs
     • Move to a new city (e.g., NYC, Seattle)
     • Get married / have a baby
   • As licensure gets close, all those attached decisions feel suddenly “due”

V. Readiness and What the License Really Means

1. The myth of feeling “ready”
   • Nobody truly feels ready to protect health, safety, and welfare
   • ARE tests minimum competency, not total mastery
2. License as confirmation, not creation, of capability
   • You’re already:
     • Solving problems
     • Exercising judgment
     • Contributing to real projects
   • License makes the ownership of that judgment more visible
3. License as a “license to learn”
   • Parallel to getting a pilot’s license
   • Learning doesn’t end at licensure; it actually begins a new phase
   • Architecture as a path of lifelong learning and growing responsibility

VI. Practical Recommendations

1. Don’t change your overall approach
   • Keep your existing study system and strategy
2. Focus on execution and routine
   • Study habits
   • Practice exams
   • Time management
   • Keep it simple and consistent
3. Suggested study cadence
   • Study 6 days/week, with Friday off
   • Even 20 minutes/day counts—maintain daily “touches” to keep momentum

VII. Final Mindset and Encouragement

1. Embrace the transition
   • Acknowledge fear, imposter feelings, and anxiety as normal
   • See them as signs you’re close to the finish line
2. Double down on commitment
   • Resist self-sabotage:
     • Imposter talk
     • Self-doubt
     • Postponing exams without real cause
3. The reward on the other side
   • Strong sense of pride, self-satisfaction, and accomplishment
   • You “walk a little taller” at work as a licensed architect
4. Core reassurance
   • If you’ve come this far, you’ve earned the right to call yourself a licensed architect—
     you just need to cross the finish line.

Listen to the Audio

Show Notes

Main Tips (1–5)

1. Answer from the Architect’s Contractual Role (Standard of Care)

• Always answer exam questions from the standpoint of the architect’s contractual role, not your personal or local practice.
• Think in terms of standard of care:
  

  What would any reasonably prudent architect do in this situation, based on the information given?

• Deep or specialized experience can hurt you on the exam if you override the “standard” approach with niche real-world habits.
• CE is a national, standardized test, not region-specific.
• Focus on:
  • Roles, responsibilities, and authority during construction.
  • Who has/produces/reviews which documents.
  • Who can stop the work, what “observe” means vs. “inspect,” etc.

2. Construction Observation (Architect as Observer, Not Builder)

• In CE/Contract Administration, the contractor’s job:
  Build in conformance with the contract documents.
• The architect’s job:
  Observe whether work conforms to the contract documents and report findings to the owner.
• Key boundaries:
  • Do not dictate means and methods—that’s the contractor’s domain.
  • Shop drawings:
    • Produced by the contractor, not by the architect.
    • Architect reviews them only for design/esthetic intent, not for how to build.
    • They are not part of the contract documents.
• Nonconforming work:
  • The owner has the right to accept nonconforming work (A201).
  • Architect must inform the owner of implications so they can make an informed decision.
• Field reports and site visits:
  • Document date, time, weather, observed conditions.
  • Not a guarantee or full inspection of all work.
  • Architect only visits as frequently as the contract requires, often at agreed milestones (e.g., foundation completion, framing completion).

3. Administrative Procedures (The “AIA Way”)

• CE is less about technical minutiae (e.g., OSB vs. plywood) and more about admin processes and AIA contracts.
• Critical procedures and documents:
  • Submittals & shop drawings
  • RFIs
  • Applications for payment
  • Lien release forms
  • Change Orders (COs)
  • Construction Change Directives (CCDs)
  • Project Manual
  • Substantial Completion & Project Closeout
• Core contracts:
  • A201 – General Conditions (owner/architect/contractor relationships and responsibilities).
  • B101 – Owner–Architect Agreement
  • A101 – Owner–Contractor Agreement
• Why the architect reviews applications for payment:
  • Owner is not expected to understand construction.
  • Since architect observes the work, they can verify claims like “50% framing complete.”
  • Also logical for architect to review lien waivers in relation to paid work.
• “There’s the right way, the wrong way, and the AIA way”:
  • For the exam, the AIA way is what matters, and it usually aligns with industry practice.
  • Deviating from it in practice can increase liability.

4. Reading Questions for Timing & Keywords (First / Best / Most Appropriate)

• Many wrong answers come from misreading or reacting too quickly, not from ignorance.
• Pay close attention to timing/context words:
  • “First” thing you should do
  • “Best” action
  • “Most appropriate” response
• Always ask:
  • What phase are we in? (Construction admin? Multi-phase project? Pre-bid?)
  • What logically happens next in the process?
• Exam traps:
  • Fake urgency: e.g., owner is on vacation and unreachable, contractor “needs” a decision.
    • Your roles and responsibilities do not change. If the owner hasn’t appointed a representative, you wait.
  • Multiple answers may be true statements, but:
    • You must pick the one that actually addresses the question asked and fits the given context and timing.
• In their coaching sessions, candidates rarely reach consensus on answers at first, showing how easily people:
  • Justify multiple answers as “true,” but
  • Miss what the question really asked.

5. Post-Occupancy Evaluation & Closeout – Focus on Performance, Not Blame

• Post-Occupancy Evaluation (POE), substantial completion walk-throughs, punch lists, and final closeout are about performance:
  • Does the building perform as intended?
  • Are systems functioning properly?
  • Are design goals (e.g., better test scores via daylight and ventilation) being met?
• It is not about blame or combative architect vs. contractor dynamics.
• POE is not part of the basic services in B101:
  • Basic services end when the architect signs the final application and certificate for payment (changed from “60 days after substantial completion” in 2007).
• Contracts (B101 and A101) are the framework:
  • They define what each party has promised to do.
  • Failure to perform can become a contractual/legal issue.

Key Mindset & Professional Boundaries

• Think like a licensed architect:
  • Ground your decisions in contracts, standard of care, and professional boundaries.
• Respond, don’t react:
  • Stay calm about changes, delays, or change orders—these are normal, not crises.
• Scope and additional services:
  • Contract defines your scope.
  • When clients request items outside scope, treat them as additional services:
    • Explain calmly.
    • Provide cost implications and seek approval.
• Observe how experienced project managers and principals handle construction meetings:
  • They don’t blow up or panic; they manage, delegate, and document.
• Practical advice:
  • If you’re studying for CE, ask to join job-site meetings at your office to see real construction administration in action.

Ultra-Concise Exam Takeaways

• Answer as an architect under AIA contracts, not as a contractor or local expert.
• You observe and report; you do not build or dictate means and methods.
• Know A201, B101, A101 and how submittals, pay apps, RFIs, COs, CCDs, and closeout flow between parties.
• Read the whole question carefully, paying attention to phase, timing, and words like first/best/most appropriate.
• View CE as testing your judgment, restraint, documentation, and professional boundaries, with a focus on performance rather than blame.

Listen to the Audio

Show Notes

Introduction & Purpose

• Addressing listeners who recently failed an ARE exam
• Brief on ARE Mentor vs. ARE Technical episodes
• Main goal: protect momentum and prevent derailing after a failure

Mindset: Don’t Turn One Failure Into a Story

• How we create negative narratives after failing (imposter syndrome, “I’m bad at tests,” etc.)
• Core reframe: a failed exam only means you have to take it again
• Warning against letting a single result become your identity or long-term story

Using the Score Report (But Not Overusing It)

• Look at the score report briefly to see:
  • Where you were weakest
  • Where you were strongest
• Reference to Episode 85 – ARE Technical: Analyzing the Score Report
• Emphasis that the score report:
  • Doesn’t mean as much as people think
  • Should be reviewed for a few minutes, then filed away
• Encouragement to rely on honest self-assessment of weak areas

Staying in the Exam Cycle & Avoiding the “Same Division Loop”

• Personal story: failing Programming & Analysis (3.0) and waiting two years for the next exam
• Advice:
  • Don’t take months off
  • Don’t pause studying
  • Don’t delay scheduling the next exam
• The “same division loop”:
  • Example: fail PCM, wait 60 days, insist on retaking PCM before moving on
  • Result: loss of momentum
• Strategy:
  • Schedule the next division immediately after a fail
  • Aim for about 7–8 weeks out

Momentum Analogy: Flat Tire on a Road Trip

• Failure = flat tire, not the end of the journey
• You don’t turn around and go home; you:
  • Change the tire
  • Continue the cross-country trip
• Same idea with the exam process: fix, adjust, move forward

Strategic Use of the 60-Day Retake Window

• General pattern:
  • Schedule a new division ~8 weeks out
  • Take that new-division exam
  • Fit the retake shortly after:
    • PCM, PJM, CE, PA: about 1 week
    • PPD, PDD: about 2 weeks
  • After the retake, jump into the next division
• Rationale: protect and extend momentum, avoid long study gaps

Self-Analysis: Identifying What Actually Happened

• Go beyond the score report into self-awareness:
  • Where did the exam start feeling hard?
    • Case studies?
    • Technical questions?
    • Time pressure?
    • Unfamiliar topics?
• Use these questions to pinpoint weak areas

Common Patterns & What They Mean

• Questions felt unfamiliar (even though you studied)
  • Often means you studied too narrowly
  • Usually clustered in specific modules, not the whole exam
• Running out of time / feeling rushed
  • Time management is a major hurdle, especially after long gaps
  • You don’t fix time management in theory; it requires real exam reps
• Backpacking analogy:
  • You become a better backpacker by going backpacking
  • Day hikes and training help, but can’t replace multi-night trips
  • Same for exams: practice actual NCARB exams to build timing skills

Making the Most of NCARB Practice Exams

• NCARB practice exams as:
  • A window into how NCARB thinks about questions
  • Especially crucial in the final week before the exam
• How to use them:
  • Don’t treat them just as a percentage score
  • Reverse engineer:
    • Handwrite notes and diagrams
    • Mark why wrong answers are wrong
    • Circle keywords and patterns
  • Treat them as a guide to NCARB’s logic, not a mere score predictor

Emotional Recovery & Course Correction

• Normal emotional reaction to failing:
  • Imposter feelings
  • “I’m never going to finish”
  • “I’m not ready”
• Advice:
  • Allow yourself to feel those emotions
  • Then course correct rather than stay stuck
• Reframing the episode:
  • It’s about course correcting after a failure
  • Focus on protecting your momentum

Core Process & Closing Message

• Core rhythm promoted in the coaching program:
  • Study → Test → Analyze → Repeat
• Protecting momentum:
  • Stay in a rhythm rather than stop-start cycles
• Closing encouragement:
  • Think consciously about how to protect your momentum this week
  • Keep moving through the cycle until you get your license

We begin with discussing the top five tips for project management, focusing on the AIA Contracts B 101 and A 201, which outline the roles and responsibilities of the owner, architect, and contractor. We emphasize the importance of understanding these documents for both the ARE exam and real-world practice. We also cover accounting in project management, which involves tracking changes and staff utilization, and the nuances of project delivery methods. Additionally, we discuss the differences between owner’s consultants and architect’s consultants, the significance of bonds and insurance, quality assurance and control processes, and the distinction between billable and direct labor rates.

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Show Notes

Understanding the AIA Contracts

• David introduces the episode, focusing on the top five tips for project management, specifically the AIA Contracts B101 and A201.
• Eric emphasizes the importance of familiarizing oneself with these documents, noting that they are readily available online and through NCARB.
• David explains the B101 (Owner–Architect Agreement) and its significance in understanding architect services and roles during contract administration.
• They discuss A201 (General Conditions of the Contract for Construction) as covering applications for payment, schedule of values, and the different ways to handle changes (change orders, CCDs, ASIs).

Accounting in Project Management

• They discuss accounting in project management as different from accounting in practice management.
• Focus is on:
  • Tracking changes to contracts.
  • Tracking schedules and fees.
  • Staff allocation and hours.
• David notes it is more staff / personnel related: allocating hours, making sure the team doesn’t exceed budgeted hours.
• Eric stresses thinking like a project manager, not an employee:
  • Don’t always pick the most “qualified” staff person if their utilization is already very high.
  • Look for underutilized staff and opportunities for mentoring and growth.

Project Delivery Methods

• They review the main project delivery methods:
  • Design–Bid–Build (DBB)
  • Design–Build (DB)
  • Progressive Design–Build
  • Construction Manager at Risk (CMAR)
  • CM as Contractor and CM as Agent
  • Fast-track as a modifier to multiple methods
• Eric explains: exam questions are usually asking for the most appropriate method given a specific context, not just “a method that could work.”
• David notes that for public work, NCARB tends to see Design–Bid–Build as the default because:
  • It is traditional.
  • It supports fairness and transparency.
• Eric expands on CM at Risk:
  • Contractor is on board early.
  • Provides continuous pricing and helps maintain a GMP.
  • Good for complex projects and for controlling cost and risk.
• They briefly mention Integrated Project Delivery (IPD) as an advanced form often used for highly complex buildings (e.g., labs).

Owner vs. Architect Consultants

• Architects’ typical consultants:
  • Mechanical, electrical, plumbing engineers.
  • Structural engineer.
  • Landscape architect.
• These are architect’s consultants:
  • Their fees are included in the architect’s proposal.
  • Architect manages and coordinates them.
• Owner’s consultants (e.g., AV consultant, security consultant, drapery consultant):
  • Hired and paid directly by the owner.
  • Architect still must coordinate their work with the project, but does not manage them.
• David gives the example of a drapery consultant:
  • Architect provides floor plans, door/window schedules, head and jamb details.
  • Architect is not calling to check orders, delivery, and installation—that is the owner’s role.
• Under B101, MEP and structural are part of the architect’s basic services, even though the actual work is done via consultants.

Bonds and Insurance

• Eric frames bonds as a form of insurance for the owner.
• Key bond types to know:
  • Bid Bond – assures the contractor will honor its bid.
  • Performance Bond – assures the contractor will complete the work per contract.
  • Payment Bond – assures subs, suppliers, and labor are paid.
• Many other bond types exist, but exam focus is on the major ones.
• David notes that under B101, the architect typically carries five types of insurance:
  1. Workers’ compensation
  2. Automobile insurance
  3. Professional liability insurance
  4. General liability insurance
  5. Employers’ liability insurance (added in 2017)
• Distinction between:
  • What states require (e.g., only workers comp and auto in some states).
  • What B101 contractually requires if not amended.

Quality Assurance (QA) and Quality Control (QC)

• QA/QC processes in offices:
  • Checklists, internal reviews, “red team” reviews.
  • Standard procedures to ensure a consistent standard of care.
• For complex projects (e.g., with specialized or “wacky” equipment):
  • Extra coordination, double- and triple-checking.
  • Use of equipment/appliance schedules keyed to plans.
• Eric stresses: this is not about memorizing definitions, but about understanding what any reasonable architect would do.
• David ties QA/QC to standard of care and basic services:
  • If your firm regularly does a certain project type (e.g., labs), coordinating that complexity is part of your basic scope, not an additional service.
  • If the specialty work is unusual for the project type, it may be an additional service if not in the original scope.

Billable vs. Direct Labor

• Direct labor rate:
  • What the firm actually pays you, including salary plus benefits and employment-related costs (taxes, PTO, insurance, etc.).
• Billable rate:
  • What the firm charges the client for your time.
  • Typically a multiplier of the direct rate (often around 3x to ~3.8x, but can be higher).
  • Covers:
    • Your direct cost.
    • Overhead (office, software, marketing, legal, etc.).
    • Profit.
• Example:
  • If direct cost is $20/hour, billable might be $60/hour.
• Discussion on:
  • Exploitation risk: if multiplier is very high (e.g., 6x) without corresponding pay.
  • Importance of knowing your billable rate when negotiating raises, especially after getting licensed.
• They talk about whether employees can/should ask their boss about their billable rate:
  • It’s usually not secret, but also not posted publicly.
  • Can be approached via the lens of learning for the ARE or by reviewing proposals if accessible.
  • Firms avoid publishing everyone’s rates because it makes base salaries easy to infer and can cause internal friction.

Fee Structures and Proposals

• Common fee structures:
  • Straight hourly (pure time & materials) – less common.
  • Hourly, not-to-exceed – hourly billing capped at a maximum.
  • Fixed/scope-based fee – set fee for defined scope; firm must manage hours to stay profitable.
• Importance for project managers:
  • Understanding team members’ billable rates.
  • Estimating and tracking hours vs. fee.
  • Managing scope and changes so the project remains profitable.

Final Thoughts and Next Steps

• Emphasis throughout:
  • ARE exams are not memorization tests.
  • Goal is understanding concepts deeply enough to apply them to both the exam and real-world practice.
• Encouragement to:
  • Use the ARE study process as a reason to ask questions at work (about fees, billing, contracts, jobsite visits, etc.).
• Reinforcement of mindset:
  • Think like a project manager (or principal), not a task-level employee.
  • Always consider roles, responsibilities, risk, money, and standard of care in decision-making.

Listen to the Audio

Show Notes

Scheduling the Exam Before Feeling Ready

• David emphasizes that waiting to feel completely confident before scheduling an exam is unrealistic and leads to prolonged preparation.
• He shares that it took him seven years to finish the exams largely because he kept delaying scheduling.
• Common excuses include:
  • “I’ll schedule once I’m scoring higher on the exam simulator.”
  • “I’ll schedule once I get through more content.”
  • “I’ll schedule when work slows down.”
  • “I’ll schedule when I feel more confident.”
• David argues that readiness is not a feeling; it’s a decision.
  Without a test date, there’s no pressure, no urgency, and no forcing function.

Challenges of Scheduling an Exam

• David tells a story from 2013–2014 when he started an online study group for the CSE:
  • Out of about 14 people, only one scheduled their exam in the first week.
• This revealed deeper reasons why candidates avoid scheduling.
• Scheduling makes the process real:
  • Now there’s a clock.
  • Now there’s a risk.
  • Now there’s the possibility of failing.
• As a result, people stay in “preparation mode”:
  • It feels productive but is ultimately safe.
  • David notes that “safe studying” doesn’t pass exams—deadlines do.
• He explains the “deadline effect”:
  • A real date changes how we prioritize.
  • We shift from over-highlighting and passive study to practice and performance.
• David stresses the importance of being specific:
  • “I’ll take it in April” is vague.
  • “I’m taking it on April 25” is specific and creates focus and accountability.

Fear of Failure and the Importance of Deadlines

• A major reason candidates avoid scheduling is: “What if I fail?”
• David points out that if you never schedule, you never have to confront failure—but you also never move forward.
• He frames failure as:
  • A normal part of life and growth.
  • Central to every success story.
• David notes that we often learn more from failures than successes.
• He clarifies that there’s no real-life risk in failing an ARE exam:
  • The true risk is dragging the process out for years and constantly resetting momentum.
• He shares his experience with general structures:
  • Studied for it three separate times over two years.
  • Each time he got close, didn’t take the exam, then had to restart later.
  • Ultimately passed because he knew the material so well—but paid a heavy price in energy and time.

Impact of Life and Consistency on Exam Preparation

• David acknowledges that life gets in the way—work, projects, and responsibilities.
• In his coaching program, many candidates:
  • Are in and out of the process for years.
  • Have taken prior versions of the exam (3.0, 4.0) and lost credits.
• He emphasizes:
  • The importance of consistency.
  • Not letting life continually derail progress.
• David notes that NCARB removed the five-year rolling clock, which:
  • Removes external urgency.
  • Makes it easier to stretch the process out unnecessarily.

Beginning with the End in Mind

• David recommends scheduling the exam first, before deep-diving into content:
  • “Begin with the end in mind.”
• This approach:
  • Creates urgency, focus, and discipline.
  • Prevents endless, drifting study.
• He advises:
  • If you start studying today, schedule the exam today.
  • Aim for 6–8 weeks out, not more.
• David encourages taking exams consistently:
  • Pass or fail, keep moving to the next division.
  • Don’t wait to pass one division before starting to study the next.

Building Momentum: Exam Strategy and Timeline

• In his program, David encourages candidates to plan for 8–10 exam attempts per year:
  • That covers all six divisions plus retakes.
• Typical path:
  • Take an exam roughly every two months.
  • Fit retakes in between if needed.
• With this momentum:
  • Many candidates can be licensed in 12 months.
  • For others, 18–24 months should be enough if they’re consistent.

Psychological Shift and Empowerment

• When you schedule, you shift from studying to training:
  • You now have intention, structure, and stakes.
  • Training ends on test day, then you move on to the next division.
• David emphasizes that scheduling is an act of empowerment:
  • You decide: “I’m in control of this process.”
  • You commit to your license and refuse to be “wishy-washy” about your goals.
• He encourages adopting a determined mindset:
  • You want your license.
  • You will get your license.
  • No one is going to stop you—especially not your own hesitation.

Conclusion and Core Message

• David urges listeners who have been saying “I’m almost ready” for months to take this episode as their sign.
• The practical call to action:
  • Hit pause.
  • Book your exam for 6–8 weeks from today—especially if you don’t feel ready.
• Key takeaway:
  • “We don’t schedule because we’re ready. We schedule to become ready.”
• By consistently scheduling and taking exams, the license becomes a byproduct of:
  • Repeated action,
  • Sustained momentum,
  • And a clear, committed process.

Listen to the Audio

Show Notes

• The NCARB ARE score report is vague and often over‑interpreted by candidates.
• Its only real purpose: lightly point you toward weak content areas after a fail—not to precisely diagnose everything that went wrong.

How Score Reports Work

• Tests are divided into content areas/modules, but:
  • There is one overall cut score for the exam, not for each module.
  • You do not need to “pass” every content area to pass the exam.
• Content areas are weighted very differently:
  • Example (PDD):
    • Content Area 1 ~ 37% of the test (~37 questions on a 100‑question exam)
    • Content Area 5 ~ 2–8% (as few as 2 questions)
  • So getting 100% in a tiny area doesn’t mean much; missing a lot in a big area matters more.

Common Misinterpretations

• Candidates often:
  • Lay out multiple reports like a detective wall, trying to decode patterns that aren’t really there.
  • Think: “I got 40%, I need 80%, I’m only halfway there.”
    • In reality, that might mean they were only ~10 questions away from passing.
  • Believe online calculators that say, “You missed by 1 question,” which Eric says is mathematically almost never true—most are off by 5–15 questions, still very close, but not “one.”

Two Main Score Report Scenarios

1. Low in one content area
   • This is actually good news:
     • You were close to passing.
     • You likely just need to tighten knowledge in that specific area.
   • Use the report as a pointer: “Study more in this content area,” not as a judgment of your overall ability.
2. Low across the board
   • Usually not about content gaps in one topic.
   • More about test behavior:
     • Overthinking, second‑guessing, misreading questions
     • Rushing or running out of time
     • Not picking up clues in the scenarios
   • Many candidates feel like they “bombed it,” but Eric often finds they’re still only around 10–15 questions away.

Flip‑Flopping Scores (Multiple Attempts)

• After 3+ attempts, candidates often see:
  • Content areas that were strong become weak, and vice versa.
  • Over many attempts, they’ve “passed” every section at some point—just never all in the same sitting.
• This indicates:
  • They’re capable of passing.
  • But they’re now fighting their past attempts, changing answers based on what they did last time rather than calmly applying standard of care and good reasoning.
• Eric’s coaching focuses on:
  • Mindset, test‑taking biases, and a “standard of care” mental model to get out of their own way.

How (and How Not) to Use the Score Report

Good uses:

• Spend a few minutes with it:
  • Note if one or two areas are clearly weaker.
  • Let that inform where to get a bit more clarity.
• Pair it with your own reflection:
  • Ask: Was I rushing? Misreading? Did I run out of time? Was I confused by the question wording?

Bad / unhelpful uses:

• Over‑analyzing multiple reports, building big collages and trying to decode hidden meanings.
• Letting the “% correct” vs “passing candidate %” convince you you’re farther from passing than you really are.
• Using it as an emotional verdict: “I bombed, I don’t know anything.”

Better Strategy After a Fail

• Write down your “fuzzy topics” immediately after the exam:
  • Any concept where you thought, “I’m not totally sure.”
  • That list becomes your real study roadmap.
• Study holistically, not just one tiny module:
  • Yes, give extra attention to weaker content areas.
  • But keep reviewing all modules, because questions are integrated and pulled randomly from large banks.
• If you ran out of time and left many blanks:
  • The score report is basically useless in that situation—it’s mostly reflecting unanswered questions, not your knowledge.

Coaching / Tools Mentioned

• Eric has a score report tool in the Platinum coaching program:
  • Takes the NCARB percentages from a score report.
  • Estimates how many questions away from passing a candidate likely was.
• He also does five free coaching calls per day to:
  • Interpret reports.
  • Re‑frame how close people actually are.
  • Build a realistic study and mindset plan.
• Their coaching provides a daily study plan, organized by content areas, to remove overthinking about “what to do next.”

Big Takeaways

• The score report is not an oracle (and not the Grim Reaper either).
• It’s a blunt, limited tool:
  • Use it quickly, unemotionally.
  • Let it lightly guide you, then move on to studying and retaking.
• Practically, a failing score report mostly just means:
  You need to take the exam again, with slightly better content clarity and a much better test‑taking mindset.

Listen to the Audio

Show Notes

The core message: most candidates don’t struggle because they lack knowledge. They struggle because they lack structure. Studying only when motivated, cramming on weekends, or starting and stopping repeatedly leads to inconsistency — and inconsistency kills momentum. The ARE does not reward intensity. It rewards consistency.

David shares lessons from his own seven-year journey through the exams and emphasizes the need for a frictionless, repeatable weekly system. The recommendation: study six days per week, 60–90 minutes per day, at the same time each day, with one scheduled day off. Focus on one division at a time, build rhythm, and aim to test every six weeks.

He also highlights the importance of:

• Avoiding marathon study sessions

• Committing to one primary study resource

• Incorporating a weekly review day

• Reducing decision fatigue

• Treating the process like a professional commitment

The takeaway is simple: build a system you can repeat week after week. Show up consistently. Stop restarting. Create momentum — and keep moving forward toward your next exam.