Volunteer Reference Manual

Transcription

Volunteer Handbook
Connemara Conservancy Foundation
Volunteer Manual
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[ Intentionally Blank for Double Sided Copying]
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PREFACE
Dear Connemara Volunteer,
Welcome to the Connemara Conservancy Foundation.
On behalf of the staff and other volunteers, I appreciate your willingness to share your time and
talent with the Foundation and the community we serve.
Volunteers make it possible for Connemara to serve hundreds of school children, families and
individuals who visit each year. It would be impossible for us to present programs to the
community on the scale we now enjoy without the involvement of our volunteers.
This Volunteer Handbook has been designed to give you information about the Foundation’s
history, staff and programs. It will also provide you with an overview of volunteer
responsibilities. Volunteers have a vital and important role in our operation and for that reason
we want to ensure that each person has the information necessary to become a contributing
member of our team.
Thank you for your contribution, be it monetary or your equally valuable time, and we hope
your association with the Foundation will be an enriching and satisfying adventure for you.
If it is your intent to be one of our Trail Guides, we hope that you will pay special attention to
Section 5 – it was based on material developed by the Texas Master Naturalists and is quite
good.
Sincerely,
__________________
Sandra Greenway, Executive Director
Sandra@connemaraconservancy.org
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Contents
1. PREFACE ....................................................................................................................... iii
2. THE CONNEMARA CONSERVATION FOUNDATION ...................................................... 1
2.1. Our Mission ............................................................................................................... 1
2.2. Our Vision .................................................................................................................. 1
2.3. Our History ................................................................................................................ 1
3. ORGANIZATIONAL STRUCTURE..................................................................................... 3
4. VOLUNTEERS ................................................................................................................. 5
4.1. Volunteer Procedures ............................................................................................... 6
4.2. What A Volunteer Can Expect ................................................................................... 7
4.3. Volunteer Ethics ........................................................................................................ 8
4.4. Volunteer Benefits..................................................................................................... 9
4.5. Volunteer Professionalism ........................................................................................ 9
4.6. Volunteer Records ................................................................................................... 10
4.7. Volunteer Background Checks ................................................................................ 10
4.8. Volunteer Business Cards ........................................................................................ 11
4.9. Health and Safety Procedures ................................................................................. 11
4.10. Meadow Monitoring ............................................................................................ 12
5. STAFF CONTACT INFORMATION ................................................................................. 12
6. TIPS FOR TRAIL LEADERS ............................................................................................. 13
6.1. Introduction ............................................................................................................. 13
6.2. What is interpretation? ........................................................................................... 13
6.3. Components of an Interpretive Experience ............................................................ 14
6.3.1. The Visitor Component ........................................................................................ 14
6.3.2. The Presentation Component .............................................................................. 15
6.3.3. The Resource Component.................................................................................... 16
6.4. One approach to developing interpretive experiences .......................................... 16
6.5. Audience Management Techniques........................................................................ 19
7. CONNEMARA VOLUNTEER RESOURCES ..................................................................... 23
8. ADDRESSES & DIRECTIONS ......................................................................................... 25
8.1. Office Mailing Address ............................................................................................ 25
8.2. Directions to Foundation Offices ............................................................................ 25
8.3. Directions to Meadow Preserve .............................................................................. 27
8.4. Meadow Preserve Trail Maps.................................................................................. 27
9. Forms .......................................................................................................................... 31
9.1. Volunteer Background Check Form ........................................................................ 32
9.2. Visitor Release and Waiver Form ............................................................................ 33
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Figures
Figure 1 – Connemara Conservancy Foundation Relationships.......................................... 3
Figure 3 – Map to Foundation Business Offices ................................................................ 26
Figure 4 – Connemara Meadow Preserve Trail Map (Graphic)......................................... 29
Figure 5 – Connemara Meadow Preserve Trail Map (Aerial View) ................................... 30
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1. THE CONNEMARA CONSERVATION FOUNDATION
The Foundation is dedicated to bringing nature and people together to discover, enjoy,
experience, restore and preserve our priceless environment.
This is accomplished through:
•
•
Education programs, particularly for young people, emphasizing appreciation of nature
and its conservation
Preservation of a portion of North Texas land with its native vegetation and wildlife, in
as near natural a condition as possible
1.1. Our Mission
The Connemara Conservancy Foundation works with landowners and communities who share
our love of the land to protect and conserve the critical natural landscapes remaining
throughout North Texas.
1.2. Our Vision
For the Connemara Conservancy Foundation to be a nationally recognized leader in the
protection and conservation of vast tracts of ecosystems, critical habitats, and natural
landscapes throughout North Texas for the benefit of current and future generations.
1.3. Our History
The Connemara Conservancy Foundation (CCF) began in 1981 with an initial gift of 72 acres by
Frances (Montgomery) Williams on the border of Allen and Plano. This property is the
Connemara Meadow Preserve, or simply, The Meadow. It is also what most people relate to
when they use the word Connemara although the Foundation is much more than those few 72
acres. (See Figure 1)
Ahead of her time for the area, Frances had become concerned that her family's land was in
jeopardy of succumbing to the almost unstoppable "urban sprawl". By protecting The Meadow
forever through a formal Conservation Trust, Frances gave us the gift and opportunity to
experience and understand Texas as it was, as it would be without us, and as we'd all want it to
be. Because of her foresight, The Meadow will forever remain in its natural state as an open
window to the environment where we live.
However, the Foundation soon realized there was a need for large-scale conservation
throughout the North Texas area. As a result, it became one of Texas' first land trusts, a
qualified organization to hold conservation easements on private land in partnership with
willing landowners. Connemara is now one of over 40 land trusts working to preserve natural
lands throughout Texas and the only regional land trust focusing solely on North Texas
preservation.
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In order to enable the formal staff to focus its efforts on its core mission - increasing North
Texas land conservation through land trusts - The Foundation depends heavily on a core of
dedicated volunteers to assist in many ways, including maintaining its showpiece property the
Meadow Preserve.
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2. ORGANIZATIONAL STRUCTURE
The foundation is composed of a Board of Trustees with several standing committees,
permanent staff and as many volunteers as we can put to work. As far as property goes, we
own outright the 72 acre Meadow Preserve and act as trustee for over 3500 additional acres
throughout North Texas.
The relationship of all of these pieces is depicted in Figure 1 below. The easements within the
blue portion of the figure are the ones in existence as this manual was being developed. There
may be others as time goes on. The website conservation tab will have a current list.
Figure 1 – Connemara Conservancy Foundation Relationships
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3. VOLUNTEERS
Our volunteers are critical to the continuing success of the Foundation and come in several
varieties.
•
Volunteer Staff – individuals who are responsible for management of large blocks of
activities
o Volunteer Coordinator – responsible for coordinating all volunteer activities
Works closely with the Meadow Preserve Manager since the Meadow is
where many of those volunteers are active
Hosts the regular volunteer orientation meetings
Collects and records timesheets
o Meadow Preserve Manager – responsible for all things related to the Meadow
Preserve, including:
Supporting the Connemara Meadow Committee Chair and Connemara
Conservancy Executive Director or her/his delegate.
Arranging for and overseeing mowing and other maintenance
Coordinating meadow access methods, signage, etc.
Coordinating, but not necessarily managing, restoration activities
Providing support if needed to educational and nature-oriented field
trips; coordinates with leaders of various scheduled activities
o Website Manager – responsible for the all Connemara Foundation Website
content and presentation including sub-sites such as pages related to the Board
Members and ticketed events sites such as Into the Meadow, Earthfest, Hops For
Habitat and other sites that may need to be developed
•
Volunteer Leaders – individuals who are responsible for representing the Foundation by
leading groups of people on walks or work activities
•
Volunteer Workers – youth and adults who participate in the activities needed to
maintain the Meadow Preserve and assist in other areas of the Foundation. A complete
list of the opportunities can be found at
http://www.connemaraconservancy.org/main/volunteer.php
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3.1. Volunteer Procedures
When an individual contacts the Foundation for volunteer activities, the call will be referred to
the Volunteer Coordinator. An application packet can be mailed, found online or picked up at
the Foundation Office at Bedside Manor. Once the application packet has been filled out, a
meeting or orientation will be arranged with the Volunteer Coordinator.
When the applicant meets with the Volunteer Coordinator at the Foundation, the Volunteer
Program will be outlined. This meeting is important to both parties because it will help to
determine which positions are suitable and whether the applicant feels comfortable with the
program. Our volunteers are very important to us and considered to be the Foundation's
ambassadors in the community. As such, they are expected to adhere to all requirements made
by Foundation staff members.
The applicant will be asked to complete an information form, volunteer hour card, liability
release, criminal background check authorization (see Section 3.7) and an agreement to adhere
to the requirements set forth in this Volunteer Handbook. Minors and their parents will be
required to sign a medical release form, and volunteers under 16 years old must be
accompanied by an adult during volunteer hours.
The applicant's area of interest and job position will be discussed during this initial meeting as
will expectations for volunteers. The volunteer will be given a Volunteer Handbook and
orientation at this time.
The management of volunteers is the responsibility of the staff person to whom the volunteer
is assigned. The supervisor is required to train, schedule the assigned volunteers and supervise
their performance. The staff supervisor will keep the Volunteer Coordinator informed of the
volunteer's progress and any change in assignment.
If the volunteer finds the assignment unsuitable, the Volunteer Coordinator should be
contacted and another assignment will be found.
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3.2. What A Volunteer Can Expect
As a vital part of the Foundation’s efforts, Volunteers can expect to
•
Work at a position that is worthwhile and challenging
•
Have the position defined through a position description and receive training suited to
the position
•
Receive sufficient, on-going training with clear and specific directions from their
supervisor
•
Feel that, along with the Foundation staff, one is an important part of a team by having
one’s accomplishments recognized in both formal and informal ways
•
Receive support from the Volunteer Coordinator to resolve differences between the
volunteer and a staff member or another volunteer
•
Be given the respect and courtesy afforded all staff members of the Connemara
Conservancy Foundation
•
Receive opportunities to change placement, if so desired
•
Contribute suggestions for improving the assigned position, other Foundation activities,
and the Volunteer Program overall
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3.3. Volunteer Ethics
The Connemara Conservancy Foundation volunteer is expected to adhere to the following
Foundation ethics:
•
The Foundation is an institution dedicated to serving the public in many ways.
Volunteers have always played an important role in the success of the Foundation
through their contribution of time as a volunteer and by acting as Foundation
ambassadors in the community. Volunteers are considered to be representatives of the
Foundation whenever they perform their duties.
•
Volunteers should be prepared to accept as conditions of their relationship to the
Foundation any restrictions necessary to maintain public confidence in the Foundation.
Access to the Foundation's inner activities is a privilege. Should the performance or
behavior of the volunteer be deemed unacceptable, it is the prerogative of the
Foundation to ask that individual to relinquish their volunteer status.
•
Conflict of interest restrictions placed on the staff must be observed by the volunteer.
Volunteers should not accept favors, loans, gifts and other compensation or things of
value that accrue to them from other parties in connection with carrying out duties for
the Foundation.
•
Volunteers who have access to Foundation material, research, staff activities, and
associated privileged information must respect the confidentiality of their positions, as
well as the significance and integrity of the material. Volunteers must also hold matters
of program function and administration confidential.
•
Volunteers must behave in a professional manner at all times and act as positive role
models by obeying the law and maintaining an attitude of courtesy, respect, integrity,
patience, tact, loyalty, and maturity. Inappropriate behavior, including physical, verbal,
or sexual abuse or discrimination (based on age, sex, ethnic or socio-economic
background, creed or sexual preference) by a volunteer toward anyone while acting as
an agent for the Foundation will be grounds for immediate dismissal.
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3.4. Volunteer Benefits
Volunteerism is a unique aspect of our American way of life. Rewards for volunteers are
measured in the intangible terms of creative satisfaction, knowledge and rewarding
experiences rather than in dollars and cents. The commitment of each volunteer to the
Foundation enriches the Foundation culture. The Foundation is pleased to offer its volunteers
the following:
•
•
•
•
An annual Volunteer appreciation event is held for volunteers in the spring. A service
certificate will be presented at this time.
Volunteers may attend lectures and other special programs by arrangement with the
Volunteer Coordinator or the Volunteer’s Supervisor.
Volunteers may hike on the nature trails at no charge during Foundation operating
hours.
Volunteers may be selected for the Volunteer of the Year or Quarter based on the
reliability and quality of the work performed.
3.5. Volunteer Professionalism
Volunteers should at all times:
•
•
•
•
•
•
•
•
•
•
•
•
Consider volunteer work a serious professional commitment and view the position as
valid and important – because it very much is both
Represent the Foundation in an appropriate and reasonable manner
Attend orientation and training sessions as scheduled and undertake continuing
education when provided to maintain and enhance competence in assigned tasks
Act as a member of the Foundation team when working with other volunteers and staff
Follow the position description and accept supervision
Be prompt and reliable in reporting for work and follow through on any commitments
that you may have made
Dress in an appropriate manner for the position assigned. Trail guides are asked to wear
appropriate clothing and footwear when leading trails. Other volunteers are encouraged
to also wear the same when working at the Foundation – this is for your health as well
as our image. Volunteers working in the Meadow Preserve or on assignments where
clothing might become soiled (such as painting. cleaning, etc.), should dress
appropriately by asking supervisors for guidance
Provide advance notice to the staff supervisor if unable to work a scheduled shift
Keep an accurate record of volunteer hours and provide them monthly to the Volunteer
Coordinator
Wear a volunteer badge when working for the Foundation
Communicate with supervisor and Volunteer Coordinator to resolve any concerns.
Provide their Supervisor and Volunteer Coordinator with adequate notice before
terminating their position
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•
Become familiar with the Foundation's history, mission, programs and properties in
order to be an informed ambassador for the Foundation.
3.6. Volunteer Records
Volunteer Records are an important permanent account of the Foundation's history. These
records are kept in order to measure the magnitude of volunteer contribution. It is also the
formal record of the individual volunteer's contribution to the Foundation and one of the
measures by which volunteer recognition is determined.
All applicants to the volunteer program will complete an information form. This helps the
Volunteer Coordinator determine assignment preferences and to utilize skills efficiently. It is
also an up to date record of vital statistics necessary for our record keeping procedures. The
Volunteer Coordinator must be notified of any changes in vital statistics in order to keep the file
information current.
Volunteers are also required to keep a record of their time contributed. Volunteer Hour records
should be kept either manually or via an Excel Spreadsheet. Entries cards should be completed
after every volunteer session in order to assure accuracy. Hours are rounded up to the nearest
quarter hour:
1.0 = 1 hour
1.25 = 1 hour 15 minutes
Timesheets for the month should be submitted via email to the Volunteer Coordinator during
the first week of the following month.
3.7. Volunteer Background Checks
All Volunteers over 16 years old are required to submit to a background check in order to be
accepted into our volunteer program. Connemara uses VeriFYI to perform these checks. This is
a confidential check run in conjunction with the Volunteer Center of Collin County. The
information indicates if there are any arrests or convictions on the applicant’s records. Such
applicants will be denied. The Executive Director is the only Foundation staff member with
access to this information.
A background check submission form requiring the volunteer’s signature should be provided
with the Volunteer Application along with $7.50 for the application fee.
The VeriFYI Background Verification Release Form is available on the web under the
documents/reference material tab and a replica appears in Section 8.1.
All volunteers representing the Foundation (e.g. volunteer staff, guides and work supervisors)
must satisfactorily complete the background check. However, if a volunteer has had a
background check performed by another educational or non-profit organization in the
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Dallas/Ft. Worth area (ex. Heard Museum, LLELA, Texas Master Naturalists), evidence of that
background check is sufficient for working at the Foundation.
3.8. Volunteer Business Cards
Volunteers will be provided as necessary with either generic cards or cards specific to their
function. In order to maintain a consistent Connemara brand and presence, business cards
must be approved by the Connemara Office Staff.
3.9. Health and Safety Procedures
Volunteers should be aware of risks associated with jobs they perform. Job descriptions will
make note of any out of the ordinary risks that may confront you. All volunteers should be
aware that the Meadow Preserve is home to several species of snakes. Copperheads are the
only poisonous variety on the Preserve that we are aware of at this time. There are also many
species of insects including bees and wasps. If you are allergic to any insects, you must inform
the Volunteer Coordinator and the Meadow Preserve Manager.
For your own well being, notify both of them of any allergies or health problems that may occur
while you are volunteering. Remember to stay in the public access areas of the Meadow unless
you have permission to do otherwise. If you do receive permission to go into other areas, make
sure Foundation personnel are aware of where you are going. This is for your own safety and
will help us to find you, if necessary.
If it is necessary to call for emergency assistance, dial the office (972-351-0990) or 911. If you
are injured on the job, or if a Foundation visitor is injured while in your care, please complete
an accident report. You may obtain this form from the Volunteer Coordinator.
Personal belongings that you cannot carry with you should be locked in your car. We do not
have personal lockers.
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3.10.
Meadow Monitoring
Since the Meadow has been reopened to members and public events, the need for strict
monitoring as it was when it was closed is no longer needed.
However, Volunteers at all levels are responsible for informally monitoring the condition of the
Meadow and visitors to it. Volunteers should be especially on the lookout for the following.
Should you see any of these, do not be confrontational and do NOT argue with them. But if
you feel comfortable doing so, take the action indicated below and refer them to the Meadow
Manager, the website or one of the Office Staff for further information.
1. People walking dogs
Politely inform them that this is private property and that dogs are expressly not
allowed in order to protect wildlife on the property. Do NOT argue with them about
this, but refer them to the Dog Policy (on the website) and notify the Meadow Manager
or one of the Office Staff.
2. People smoking
Politely inform them that this is private property and that smoking, especially during dry
times, puts both the Meadow Preserve and the surrounding neighborhood in danger.
3. Vandalism
Report the details to the Meadow Manager and Office Staff in writing or email.
4. STAFF CONTACT INFORMATION
Position
Executive Director
Conservation Director
Volunteer Coordinator
Meadow Preserve Manager
Website Manager
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Sandra
Greenway
RJ Taylor
Vanna Oberholz
Bob Mione
Clyde Camp
Phone
email@connemararconservancy.org
214-351-0990
executivedirector@
214-274-3477
214-336-4275
214-534-1900
972-727-3945
conservation@
volunteer@
meadowmanager@
webmaster@
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5. TIPS FOR TRAIL LEADERS
Note: This section was taken from Volunteer Teachers by Shirley Jones of the Texas Parks and
Wildlife Department, a section of the Texas Master Naturalist Statewide Curriculum.
5.1. Introduction
It’s Saturday morning, and you are waiting at the benches near the trailhead at the local nature
center. A number of your nature hike participants have already arrived – a boisterous group of
Scouts and a family group with two children, both probably under the age of six. Headed
toward you is a young couple holding hands, followed by a mature woman with 2 or 3
guidebooks tucked under her arm. The hands of your watch reach 10:00 a.m. and it’s time to
start the hike.
Sound familiar? This kind of public contact work may be broken into three broad areas of
function:
♦ Orientation – Greeting visitors to a site, collecting fees, directing visitors to site
opportunities and providing operational information.
♦ Education – Formalized experiences and transfer of information that meets specific learning
objectives, usually within a non-voluntary setting. Participants may be driven by external
motivations, such as grades or certifications.
♦ Interpretation – Informal or recreational experiences and transfer of information, within a
voluntary setting. Participants are internally motivated by an intrinsic satisfaction with their
experience, with the experience viewed as another recreational opportunity.
5.2. What Is Interpretation?
The term ‘interpreter’ came into common use in the 1930’s. It is a confusing term (interpreters
are often asked “… and what languages do you speak?”), however, it is still considered the best
one for the profession. After all, the secrets of nature and history are often quite “foreign” to
our audiences!
The principles set forth by Tilden and Mills1 have many things in common and remain standard
in the field today. Definitions of ‘interpretation’ may offer insight into the profession:
“An educational activity which aims to reveal meanings and relationships
through the use of original objects, by firsthand experience, and by
illustrative media, rather than simply to communicate factual information”
(Tilden 1957).
1
Tilden, F. 1977. Interpreting Our Heritage. 3rd. edition. Chapel Hill, The University of North
Carolina Press, NC, USA
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“Interpretation is a communication process designed to reveal meanings
and relationships of our cultural and natural heritage to the public through
first-hand experiences with objects, artifacts, landscapes, or sites.” Interpretation Canada, 1976
“Interpretation is a process, a rendering, by which visitors see, learn,
experience and are inspired firsthand… Interpretation is revelation based
upon information” (Beck and Cable, 1998).
The operative words seem to be 'reveal', 'experiences', 'meanings' and 'relationships'. Good
interpretation is always based on factual information, but it goes much further. Sam Ham put it
this way:
“Tilden saw interpretation as an approach to communicating which
stresses the transfer of ideas and relationships rather than isolated facts
and figures. Although an interpreter may use factual information to
illustrate points and clarify meanings, it’s the points and meanings that he
or she is trying to first communicate, not the facts. This is what
distinguishes interpretation from conventional instruction” (Ham,1992)2.
This communication, coupled with a quality experience, forms memorable interpretation.
5.3. Components of an Interpretive Experience
The information you present is only a part of the total interpretive experience. To be truly
effective, you must consider the factors that will impact your presentation. Each component is
worthy of separate study. Examination of the visitor component can include marketing,
sociology, psychology, learning theory and demographics. The presentation component
includes the mechanics of speech, audio-visual aids, personal presentation styles and
organization of information. Resource components can include safety information, access,
conservation and multiple-use issues, in addition to the natural and cultural resources
themselves.
5.3.1.
The Visitor Component
New interpreters are frequently advised to ‘know the visitor’ – who they are, where they are
from, basic cultural orientation and other demographic information. In practice, this is no
simple matter! Sites frequently operate for years without gathering specific visitor information.
If you are working with a more homogenous group, such as a school or hobby club, you may
have a good feel for your visitor. For many interpreters, the first glimpse of the visitor comes
when they arrive for the program. One thing is known about all visitors – they come to a site or
2
Ham, S. 1992. Environmental Interpretation – Practical Guide for People With Big Ideas and
Small Budgets. North American Press, Golden, CO, USA.
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program for their own reasons. Interpreters must acknowledge and respect the validity of
those reasons. John Veverka3 gives an example:
“…the main activities of interest cited by most zoo visitors are picnicking and
being with friends and family. Seeing the animals is often third. Learning about
the animals is way down the list.”
He cautions us to remember that visitors are in a ‘vacation frame of mind’ and says,
“They don’t want to become experts in the subject you are presenting, they just
want to have fun learning about the site or topic at hand.” (Veverka, 1994).
Think about the diverse group described in the introduction and list possible reasons for their
attendance at the fictional hike. The Scouts may be earning a badge or enjoying a visit with a
friend, the young couple may wish to share some time in a pleasant setting, the mature woman
might wish to see a new bird and Mom and Dad may be seeking a diversion for active children.
Awareness of these motivations gives the interpreter a better feel for the visitor.
Visitors bring their own set of ‘baggage’ with them when they attend a presentation. 'Meaning'
is inherent in people, not in words or terms. Your idea of a ‘tall tree’ depends on your mental
picture of all the trees you have ever seen. It would not mean the same to a visitor from the
Kansas plains or the redwood forests of the Pacific Coast. This is why good interpreters
frequently use comparisons to common objects to accurately describe characteristics. This
simple technique helps close the experience gap in very diverse groups of visitors.
5.3.2.
The Presentation Component
Even experienced interpreters benefit from an occasional review of good public speaking
practices and there are many good manuals available for this purpose. Most important,
however, is the mindset of the interpreter, who must never forget that the interpretive
experience is not about the presenter, it is ‘about’ the visitor and the resource. The interpreter
is not the experience; he only interprets – acting as a conduit, facilitator, and intermediary –
between the visitor and the resource. Think about your own interpretive experiences. Chances
are the most memorable were those where the interpreter was not the focus of attention.
Credibility is a major factor in the presentation component. Commentary and experiences
based on fact, not perception or personal bias, will establish credibility. This can be more
difficult than it appears on the surface. Examine the facts you plan to present – can you
actually point to a documented source for that information? Just as the visitor sees everything
through his own experience, so does the interpreter! It is acceptable to express an opinion or
to include undocumented oral traditions in a presentation, but be sure to present them as such.
3
Veverka, J. 1994. Interpretive Master Planning. Falcon Press Publishing Co., Inc. Helena,
Montana, USA
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Balanced presentations fairly represent all sides of an issue or topic, and can actually increase
the amount of support for an important idea, by establishing the credibility of the speaker.
5.3.3.
The Resource Component
To be effective, the information you are presenting should be solidly rooted in the resource
confronting the visitor. One experienced interpreter expressed this as an interpretive rule: “If
you can’t see it, you don’t get to talk about it.” While some may see this as a limiting factor
(how can you talk about prescribed burning when standing in a green field 6 months after the
last burn?), it actually helps interpreters identify creative avenues for presenting complex
information. For instance, the interpreter might bring some photographs of the field prior to
the burn, a week after the burn, etc., to show the progression of that fire-disturbed area. The
interpreter could then challenge the group to predict changes for the area, based on what they
now know. Pointing out charred bits of stumps, heightened canopy, lack of dense, dead
vegetation and other clues can help the visitor ‘see’ the fire and feel successful in their ability to
‘discover’ evidence that the fire was there. The more you can root your presentation in the
immediate resource, the higher your chances of facilitating a memorable, effective experience.
Take inventory of all the available resources. Stretch your mental resource inventory beyond
concrete plants, animals, buildings and artifacts. Landscape vistas, smells, sounds (or quiet!)
and reflective space may be valuable resources that help your visitor visualize and internalize
the information you present.
5.4. One Approach To Developing Interpretive Experiences
Like any other skill, program planning involves practice, evaluation, correction and more
practice. Although each individual has his or her own formula for program development, many
perform the following steps at some point:
1. Review the site mission.
Why is the site or resource there and why is it accessible to the public? Keep this vision
and mission in mind. Your program should be a part of the larger whole for the site.
Interpretation that does not relate/benefit/integrate with other site functions is likely to
fall victim to a lack of budget, staffing, support and visitor interest.
2. Inventory the resources.
What resources will the visitor contact and what do you have to work with? Don’t rely
solely on your own impressions, especially if you are very familiar with the site. Often,
familiarity blinds us to the resources in front of us. Invite a friend who has not been to
the site to walk through. What do they notice? What generates questions, invokes
interest, or appeals to them?
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Here is another critical consideration: What does the condition of the resource
communicate to the visitor? Studies reveal that visitors believe what they see and pay
less attention to what they are being told.
For example, a tour through a historic site mentally ‘includes’ the grounds around any
buildings. If the grounds, plants and arrangements do not accurately reflect the time
period being interpreted, we unconsciously send the message that ‘this is the way it
was’, even though we may say something different. Similarly, an eroded, poorly
maintained nature trail sends the subliminal message that ‘this is okay, this is nature.’
The bottom line is this: make sure that what you are saying is accurately reflected by the
resource in front of the visitor. Carefully weigh the risks of interpreting degraded
resources or consider integrating a ‘call to action’ into your presentation.
3. Choose specific ideas and outcomes.
This is absolutely the most important part of your program or experience and it is
frequently bypassed in the development process. Choose one specific ‘big idea’ or
theme (discussed further below) then decide what you want the visitor to feel, learn or
do as a result of your program. Veverka again: “If you don’t want the visitors to use the
information being interpreted to them, then why are you giving it to them?” (Veverka,
1994).
This kind of evaluation can be very simple: Did the visitors ask any questions? Did they
interact among themselves about the topic at hand? Did the visitors model the
interpreter’s behavior, such as picking up trash, avoiding a dangerous plant or actively
listening to bird calls? If you don’t know why visitors came or what they enjoyed about
your presentation, simply ask them occasionally. Beverly Serrell4, a well-known
authority on static exhibits put it bluntly: “I used to think evaluation was optional. It’s
not. It’s mandatory” (Serrell, 1996). Outcomes for an interpretive program will fall
somewhere along the continuum shown, depending on what you want your visitors to
learn, feel or do.
4. Develop a theme, and focus all activity on that theme.
A theme is the central idea of any presentation. Frequently, novice interpreters
mistake a topic for a theme, failing to narrow, focus and support a single idea that the
visitor can ‘get a handle on.’
For example, the interpreter may choose to do a program on ‘trees.’ ‘Trees’ is a topic
and a body of subject matter. A theme is a specific message about the subject matter,
4
Serrell, B. 1996. Exhibit Labels, An Interpretive Approach. Altamira Press, Sage Publications,
Walnut Creek, CA, USA.
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such as: “Trees in Sam Houston State Park were the WalMart for the pioneers” or “The
trees surrounding you are apartment buildings for local wildlife.”
Note that themes are complete thoughts and sentences – topics are not. The process of
narrowing and focusing encourages interpreters to select interesting, unusual,
important facts for their presentations and avoid generalizations. Good themes make
the rest of the program’s development simple. Experienced interpreters know that
when they are struggling to find good visitor activities or fun information to include,
they need to re-examine their program theme.
Sam Ham makes several points about themes:
“…thinking thematically focuses your attention and therefore reduces
your work. … Most audiences find thematic communication easier to
comprehend and more interesting. When audiences know in advance
what your theme is going to be, they are able to see the relevance of
the rest of the information you give them. [Ham references another
researcher, Thorndyke] … most audiences will remember the theme,
along with five or fewer main ideas used to present it, but they’ll forget
most of the rest.”
Begin your presentation with a clear, interestingly worded statement of your theme.
Then end your presentation with a reinforcing, restatement of that theme.
5. Select resource contacts and methods to support the theme.
What can your visitors actually do to help them reach the outcomes you identified
earlier in the process? If you have a good theme, this part should be less difficult. As an
example, for the ‘Trees as WalMart’ theme, you might pass around chunks of wood
from the local tree species. Allow visitors to examine the grain, feel the weight and
predict the use for that kind of wood. Is it dense and therefore good for furniture or is it
a light, fast-growing species good for fuel? Challenge them to look above and below eye
level for shape and length – which trees might be best for fence posts, floor planks or
windbreaks (deciduous versus evergreen – which will break the winter winds)? For the
informed interpreter, this approach provides plenty of room for solid scientific fact.
Note how this kind of ‘theme first’ thinking keeps the interpreter focused on a central
idea, rather than letting isolated facts clutter the mental landscape. Allow the visitor’s
personal experiences and opinions to become part of the program and provide
opportunities for them to see how the information relates to them personally.
Challenge yourself to greater creativity – try laying your initial program activities aside,
place them off-limits in your mind, and think of other ways to make your point. You can
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always come back to an initial idea, but you may miss an opportunity if you are too
easily satisfied.
Avoid the temptation to ‘tell it all’. Beck5 and Cable quoted Anatole France: “Do not try
to satisfy your vanity by teaching a great many things. Awaken people’s curiosity. It is
enough to open minds; do not overload them. Put there just a spark. If there is some
good inflammable stuff, it will catch fire” (Becka and Cable, 1998). Another interpreter
put it in modern terms: “Sometimes, asking an interpreter a question is like trying to
get a drink from a fire hydrant with a teacup.” The recipe for good interpretation
includes a few good ideas, supported by credible facts, presented with direct resource
contact.
6. Present your program with confidence and enthusiasm; show respect for the visitor,
the resource, and yourself.
The visitor has chosen to spend this time with your program, for whatever reason. Beck
and Cable express it this way: “We feel a sense of obligation, out of respect for the
resource and for those who have come to enjoy it, to craft a worthy interpretation of
the place. …Through our passion for the resources we interpret, we may bring out a
similar passion in those we interpret to. To draw visitors into a full appreciation of the
interpretive setting, the interpreter displays an affinity for the resource and a respect
for humanity. We introduce visitors to something we love, not something we own”
(Beck and Cable, 1998).
5.5. Audience Management Techniques
Listed are a few techniques for live, personal services interpretive programs. Good technique
can also be gained from auditing tours and programs at your site or at similar sites. Take some
tours and participate in a few programs, with your focus on the presenter’s technique and the
audience responses. Observe how visitors interact with the presenter and with each other.
1. Know your audience & plan your presentation accordingly.
This topic keeps coming up, and that’s because it is so important! Well-planned
programs that accommodate audience motivations and needs have few problems.
When faced with the generic ‘general public’ audience, arrive at the program ahead of
time and visit informally with the group. Be prepared to change a technique or include
different information based on your observations. One experienced interpreter advises
presenters to have ten times the information needed for the program you plan to
present!
5
Beck, L. and Cable, T. 1998. Interpretation for the 21st Century. Sagamore Publishing,
Champaign, IL, USA.
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2. Sit down whenever you can.
Commentary that exceeds two minutes makes standing a real problem. Shuffling feet,
heads bobbing to gain a better view, ‘personal space’ adjustments, and talking will
inevitably occur and distract from the presentation.
3. Consider viewing perspectives and sound qualities.
This is especially important on guided walks and ‘nature tours.’ If you must point out an
object at any distance, use some simple focusing tools, such as a cardboard tube, or
other ‘frame.’ When you practice your walk, take time to stoop down or climb a little
higher, and look at your object from differing heights. Plan stops so that when you must
talk for two or more minutes, sound will not be a problem.
4. Create a distinct physical environment to focus attention.
All sorts of stimuli are dive-bombing our audience all the time! Create physical
parameters for the audience – use unusual seating objects, or simple visual cues to form
a distinct space for the visitor’s experience or use shrubbery to form a ‘wall’. This
focuses attention and makes the audience more confident about their role.
5. Avoid giving too many directions or instructions at a time.
This is critical with younger groups, and mixed groups with wide variations in ages!
Groups led through an action may be very unfamiliar with it, and may have trouble with
things that have become simple to us. Break instructions into groupings that make
sense, taking care not to ’talk down’ to your group.
6. Modeling behavior is a powerful tool.
Your persona will affect the group. Your speech pacing, body language and actions will
be reflected in the group, especially if they perceive you as an ‘expert.’ Act the way you
want them to act, do the things you want them to do, feel the things you want them to
feel. Challenge yourself to design interpretive communications that require no words.
7. Integrate cultural and natural history.
Look for ways to add the ‘people story’ to any interpretation of natural history, and vice
versa. Always strive to show people that they are part of the overall picture, and that
they are significant to the topic of your presentation.
8. Team up!
Presentations that use two interpreters can add interest, keep the pacing lively, and
short circuit problems, especially with large groups.
9. Watch out when ’passing things around.’
We want folks to touch and handle objects, but it can be problematic, especially with
younger groups. Kids often become more worried about getting to touch the object
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than in participating in the experience. Use multiples, teams, or other methods to
control this.
10. “If you can‘t see it, don‘t talk about it.”
Try to find some local analogy, example, or other physical manifestation for every topic,
even the most complex. But keep the references local - the people came here to see
Connemara – not hear about a coyote you saw at the Heard Museum last year.
11. “Don't feel compelled to full up the silence with your wisdom.”
Be sensitive to the group if possible regarding how much they want to hear from you.
Options range widely
• Talk about anything and everything (good for young children)
• Offering to just keep quiet and lead them around, answering only specific
questions that are asked. (good for adults that just want to enjoy the silence)
• Offering to point out major features only
Judge what you think the group might want while walking from the parking lot to the
bridge. This is a good opportunity to point out Poison Ivy and to talk about why The
Meadow exists while judging the mood of the group.
Don't hesitate to offer to let some or all of them strike out on their own if you think
that's what they want to do.
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6.
CONNEMARA VOLUNTEER RESOURCES
The website is more likely to be up-to-date in terms of available resources – it costs time and
money to keep this document up to date. Resources available on the website
(document/reference material) as of 2012 include:
1. Various printable material
a. Maps and Directions to the Office and Meadow Preserve
b. A number of tri-fold nature brochures
c. The Background Check form
d. The visitor Relies and Waifer form
2. A series of the Big 10 trees/flowers/birds/etc. to be found on the meadow can be found
at http://connemaraconservancy.org/main/florafauna.php. These are still under
development – what is there is correct but the Big 10 may only be the Big 4 or 5.
3. A Guide to Poison Ivy can be found at
http://connemaraconservancy.org/main/poisonivy.php
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7.
ADDRESSES & DIRECTIONS
7.1. Office Mailing Address
The office mailing address (also found at the bottom of each webpage) is only a P.O. Box
mailing address. See Figure 2 and Section 7.2 for full directions to the physical office.
The Connemara Conservancy Foundation
1314 W. McDermott Ste 106-812
Allen, Texas 75013
Phone: (214) 351-0990
7.2. Directions to Foundation Offices
Directions: From Highway 75
•
Exit Bethany Drive and go west through the Watters Creek light.
•
Continue past the Hanna St. archway on the right. (Note that you cannot turn Left
anywhere on this portion of Bethany)
•
Take the Westbound Turnaround on Bethany just before you get to Alma. (If you reach
the Alma traffic light you have gone too far, but simply make a U-turn and you'll be back
on track.)
•
Continue back east on Bethany and turn right onto Brett Drive passing under the
archway. This turn is just around a curve and easy to miss if you're not watching for it it's directly opposite the Hanna St. archway visible on the opposite side of the road.
•
Continue straight for a hundred yards or so and pass through the swing gate onto the
gravel road.
•
Follow the gravel road until it dead ends.
•
From here you can reach
o
The Farmhouse by turning left and following the curve - the Farmhouse will be
on your right.
You can park anywhere here and take the entrance under the portico.
o
The Bedside Manor by turning right and then taking the 2nd left.
Park in front of the big double doors with the bell and walk around to the right.
The office door will be on the left when you step onto the patio under the big
Wisteria.
This information is online at
http://www.connemaraconservancy.org/main/officedirections.php
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Figure 2 – Map to Foundation Business Offices
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7.3. Directions to Meadow Preserve
Directions: From Highway 75 –
•
Exit Bethany Drive and go west approximately 1 mile.
•
Turn left (south) onto Alma Drive.
•
Take the next left though the open gate directly opposite Tatum Rd on the right.
(you can use 300 Tatum Rd, Allen, TX or Alma and Tatum Road for GPS
directions)
•
Note: The gate is locked except for public events as noted on the site calendar.
Members and staff may enter at any time.
•
No facilities are available on the property but there is a Porta-potty just before
crossing the bridge.
•
No pets or bikes please.
7.4. Meadow Preserve Trail Maps
The Meadow Preserve Trail Maps in Figure 3 (graphic) and Figure 4 (Aerial View) are for
reference only. The condition and location of the trails depends largely on mowing frequency
and rainfall. The vegetation off-trail can easily reach 8-10 feet high and consists mostly of
grasses (predominantly Johnson grass in the Lower Meadow and Bermuda Grass in the Upper
Meadow). Paths in the Upper Meadow are often not as obvious as those in the Lower
Meadow.
An overlaid Aerial View
While there are no restrictions on where volunteers and visitors may walk, off-trail hikers
should be wary of chiggers, poison ivy, holes dug by various animals and sharp-edged grass.
Visitors especially should be encouraged to stay on the paths.
Keep in mind that The Meadow is a fragile ecosystem – especially the wetland and test plots.
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Figure 3 – Connemara Meadow Preserve Trail Map (Graphic)
Distances:
From Parking Lot to Entrance: ~1/4 Mile
Lower Meadow Loop: ~ 1 Mile
Upper Meadow Loop: ~ 1/2 Mile
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Figure 4 – Connemara Meadow Preserve Trail Map (Aerial View)
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8.
Forms
All of these forms are available on the web under the documents/reference material Tab. The
actual forms on the web should be downloaded and used – they are shown here for reference
only
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8.1. Volunteer Background Check Form
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8.2. Visitor Release and Waiver Form
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Volunteer Reference Manual

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