Purpose
Many full performance level interpreters will be involved
in providing day-to-day direction and coaching for seasonal/temporary
workers and/or other park employees (seasonal rangers,
entry and developmental level interpreters, volunteers,
SCA's, interns, cooperating association employees, etc.).
The interpreter needs to develop skills and abilities
in directing, leading, and interpretive coaching to
encourage the interpretive development of others, and
enhance their ability to provide interpretive opportunities
for park visitors.
Objectives
Upon completion of this component, the learner will
be able to:
Provide direction for others through basic task
instruction, on-the-job training (OJT), and delegation;
Contribute to motivating others; - demonstrate the
principles of "leading by example;"
Use two-way communication techniques in directing
and coaching situations;
Provide effective input and feedback in informal
verbal and written interpretive coaching situations;
Incorporate the concepts and principles of the Interpretive
Curriculum in coaching situations.
Approach
Application of the skills learned in this component
will provide front-line leadership ability which
contributes to the overall effectiveness of park
interpretive and visitor operations. The full
performance interpreter is able to provide clear
direction, positive and useful interpretive feedback,
and skill development opportunities for others,
while learning/developing in themselves the skills
they will need in supervisory roles beyond the
full performance level.
A variety of coaching and leadership situations
exist in the field for full performance interpreters
and other workers. In all of these relationships,
the full performance interpreter's ability to
coach and direct is essential to accomplishing
interpretive and/or park operational goals, which
directly link to the quality of visitor experiences.
The full performance interpreter's ability to
effectively communicate, and to serve as a role
model and resource person, is critical to the
development of the workers he/she leads and the
projects she/he directs. The development of these
essential skills cannot be left to chance.
The full performance interpreter's leadership
skill development must also be well grounded in
an understanding and application of the philosophy
and principles of the Interpretive Development
Program Curriculum and the NPS Essential Interpretive
Competencies program. Interpretive success in
personal and non-personal services is enhanced
when coordinated with principles learned throughout
the professional development program.
A. Effectively directing people in their day-to-day
park interpretive/visitor services
1. knowledge of park/division operations and goals
2. knowledge of park resources
3. knowledge of visitor needs and expectations
4. communication skills
5. knowledge of the tasks/work to be done
6. ability to establish short- and long-term goals,
prioritization, and time management
7. knowledge of and skill in leadership
a. OJT, task instruction/direction, and delegation
b. motivation, praise, and incentives
c. ability to lead by example
B. On-the-job training (OJT) and task direction**
1. preparing the learner
a. put the learner at ease
b. explain the "why" of the whole job
c. find out what the learner already knows
d. define all jargon/vocabulary
2. defining the operation or task
a. review the steps of the operation
b. demonstrate
c. sample references
3. performance practice and experimentation time
4. follow-up
a. allow questions and provide help
b. gradually decrease supervision, with periodic
checking
c. compliment after every successfully completed
step
(see also, section III-D, "Two-way communication")
C. Delegating
1. elements of effective delegation
a. recognize skill levels and abilities of each
worker or team member
b. assign work to the appropriate team member
c. gain agreement and commitment of the worker to
perform the duties satisfactorily
d. grant appropriate authority to the worker to
take the actions necessary to get the job done
D. Motivation, praise, and incentives**
1. individual differences
a. personal achievement
b. salary
c. advancement
d. responsibility
e. mission
2. communicate the "vision"
3. encourage input and "buy in" to vision
4. internal rewards
a. doing the job itself
b. using skills they enjoy
c. sense of satisfaction upon completion of a
task or assignment
d. workers have contributed to vision
e. workers learn new things/skills as they work
5. external rewards
a. On-the-Spot and other types of immediate and
official NPS awards
b. park-developed certificates, plaques, etc.
c. monetary or gift awards sponsored by cooperating
associations or "Friends" groups
d. formal recognition before a group of peers
or the park staff
6. effective praising - good leaders make a consistent
effort to "catch people doing something right"
a. offer praise with sincerity, and only when
deserved
b. offer praise as soon as possible after the
good work is done or observed
c. be specific about what actions pleased you
d. connect the actions which are being praised
to the successful outcomes and goals of the division/park
** Information adapted from National Seminars Leadership
Series, The Supervisor's Handbook: Techniques for Getting
Results Through Others by Mark R. Truitt, National Press
Publications, 1990.
A. Developing and communicating an interpretive "vision"
1. defining the contribution interpretation makes
to park effort
2. supporting and encouraging the efforts of others
3. exhibiting ethical and responsible behavior
4. using the language and demonstrating the principles
and concepts of the Interpretive Development Program
in your everyday work
5. demonstrating the willingness to seek constructive
feedback, and the ability to continue to improve
the quality of interpretive programs/ products you
produce
6. trying always "practice what you preach"
7. treating others with the level of respect and
courtesy you would like to receive yourself
8. demonstrating effective, patient, and helpful
methods of communication with the public
9. showing respect for points of view which differ
from your own and/or the park's
1. supervision
2. confrontational, competitive, or adversarial
3. a formal mentoring program (although it may include
peer-mentoring elements)
4. a way to promote/reinforce bad habits
5. a way to perpetuate inaccurate information
D. Two-way communication techniques for coaching
1. sender techniques
a. clear and concise
b. allow for the listener to seek clarification
c. reinforce difficult or complex ideas either
by example or by additional phrasing
d. eliminate and overcome distractions in the
environment (i.e., noise, visual distractions,
personal habits)
e. use non-verbal and para-language effectively
f. know the topic
2. listening techniques
a. attention
b. avoid thinking about response before sender
completes message
c. ask for clarification as needed
d. be non-judgmental until communication is complete
e. hold response (reply) until sender completes
statement and indicates pause
E. Providing interpretive feedback
1. feedback based on solid interpretive foundation
a. concepts and principles of the Interpretive
Development Program
b. the coach's own interpretive experience
2. verbal (informal) feedback in voluntary peer
relationships
a. informally acknowledge/reinforce good/successful
use of interpretive concepts and techniques when
witnessed
b. volunteer informal suggestions for improvement
of less than effective interpretive concepts/techniques
when witnessed, the feedback is requested, and
the situation is appropriate for you to comment;
be confidential, specific and encouraging
3. written feedback in assigned coaching relationships
a. program audits/critiques
b. media product reviews
c. seasonal/SCA evaluations
F. Tools for reviewing products or programs
1. assessment checklist
a. knowledge of resource
b. knowledge of audience
c. themes, goals, objectives
d. appropriate media/materials used
e. desired outcome(s) evident
f. appropriate techniques used
g. connection to resource provided
h. relationship with audience established
i. clear, logical organization
j. audience reaction to product
k. tangible/intangible linkages established
G. Outlines and graphs of tangible/intangible links
1. study prior to observing
2. discuss afterward
H. Review of the program/product
1. maintain an open mind
2. use checklist
3. when attending a presentation, demonstrate appropriate
behavior
a. be inconspicuous
b. take notes discreetly
c. stay for the whole program
d. listen to audience response
e. acknowledge interpreter at conclusion of presentation
I. The coaching session
1. meeting to talk about program/project
a. timeliness/immediacy is essential
b. create a relaxed, supportive atmosphere
c. select appropriate location
d. establish rapport
e. use appropriate non-verbal cues
f. sensitive to difficulty of receiving feedback
g. maintain eye contact
h. begin each session differently
i. cite concise, specific examples
j. use "positive assessment" strategy
k. make specific suggestions for improvement and/or
integrating new techniques
l. give praise to those who show improvement
m. help individual move to higher level of excellence
-tangible/intangible connections
-multiple points of view
n. listen carefully and respond to comments
o. use questions effectively
p. encourage interpreter to make suggestions for
his/her own improvement
q. share overheard visitor comments
2. working to minimize conflict during session
a. adapt the session to the interpreter's learning
and communication styles
b. use "positive assessment"
c. direct comments toward future improvement
d. allow room for creativity
e. maintain sight of purpose
f. end the session if positive energy/comments
are lost
3. conclude session
a. summarize main points
b. allow interpreter to make final comments
c. provide written comments which don't introduce
any new ideas
J. Serving as a "resource person"
1. suggest/provide learning and training resources
2. suggest/provide developmental assignments
3. provide tools, audit forms, and information for
others to develop self-assessment skills
4. share your learning experiences with others
K. Interpretive results from effective coaching
1. contribute to interpreter's skill development
2. improve quality of coach's feedback
3. enhance park/site's program/product quality
4. increase number/quality of potential interpretive
opportunities for visitors
5. enhance resource stewardship opportunities
The Art of Interpretive Critiquing, Bill Lewis, book/video
tape.
Communications, John
Tyler, Andy Kardos, Linda Olson, Kent Taylor, Bill Fuchs,
NPS Interpretive Skills I lesson plan, 1992.
Feedback... Or the Battle of the Coach, Nancy Hadlock-Ferrell,
and Tom Ryan, 1991. NAI Workshop Proceedings pgs. 134-36.
How to Audit Interpretive Programs, Doug Thompson, Colonial
National Historic Park handout, NPS.
The Interpreter's Guidebook: Techniques for Programs
and Presentations, Kathleen Regnier, Michael Gross and
Ron Zimmerman, UW-SP Foundation Press, Inc., Stevens
Point, WI, 1992. pgs. 91-94.
Interracial Communication, Andrea Rich, Harper and Row,
1974.
Leadership Dilemmas - Grid Solutions, Robert R. Blake,
and Anne Adams McCanse, Gulf Publishing, Austin, TX,
1991. pgs. 260-65.
Listen and Be Listened To, George Bell, American Management
Association, 1981 (workbook and audio tapes).
Naturalist Training: What the Beginning Naturalist Needs
to Know, handout, Ron Zimmerman, 1988.
Preparing and Presenting
the Talk, D. Murphy, Smitty Parratt, K. Cook, NPS
Interpretive Skills lesson plan (Preparing, practicing,
and doing your own). 1992.
Reaching Out: Interpersonal Effectiveness and Self-Actualization,
David Johnson, Prentice-Hall, 1972.
The Supervisor's Handbook: Techniques for Getting Results
Through Others, National Seminars Leadership Series,
by Mark R. Truitt, National Press Publications, 1990.
Themes and Objectives,
D. Whitman, S. Thede, D. Dahlen, NPS Interpretive Skills
lesson plan, 1992.
Suggested Developmental Assignments
1. Review your park's awards and incentives policy.
2. Take a locally offered seminar or correspondence
course in introductory supervisory or leadership techniques
and/or interpersonal communication skills.
3. Interview coworkers about their recollections of
good and bad on-the-job-training situations they experienced
in previous jobs.
4. Think of a work-related task or duty for which you
have been required to give instruction to others (i.e.,
something relating to visitor center operations, sales
outlet operations, reporting procedures, computer procedures,
audio-visual equipment operations, resource/visitor
protection procedures, etc.). Using the OJT and Task
Direction model in the curriculum outline above, determine
how you could give the instruction more clearly and
effectively. Practice giving the new instruction to
a coworker who has not done the task before, and get
his/her feedback on the clarity and usefulness of your
direction.
5. Watch a coworker's program, making a list of the
techniques, skills, and ideas that you might use, modify,
and/or adapt to your interpretive programs.
6. Sit in on the audit of a coworker being done by his/her
supervisor (with permission). Discuss the coaching technique
with the supervisor afterwards.
7. Watch the program of a coworker and graph it based
on tangible/intangible connections. Create this graph
with the coworker or discuss it after the program.
8. Watch a videotaped program with a coworker or supervisor.
Prepare an oral and written review. Have the coworker
or supervisor role-play the presenter and provide feedback
about the program. Following the role-play, discuss
the review.
9. Read the notebook and watch the Bill Lewis tape "The
Art of Interpretive Critiquing." Create a form or process
which incorporates the principles/techniques included
in the video and in the outline for this component.
10. Following a feedback session, evaluate the benefits
of the reviewing process for yourself. What resource
knowledge did you gain? What ideas did you obtain about
concepts or techniques? How could you expand the product
to incorporate multiple points of view?
11. Role-play informal feedback situations with one
or more of your coworkers using typical interpretive
scenarios in your park. Practice sharing feedback ideas
informally, and then critique each other's handling
of the situation.
12. Review a written interpretive product. Provide the
author with written suggestions and an oral review.
When completed, assess the effectiveness of the interaction
and the reactions of the author. Discuss this interaction
with your supervisor.
13. Practice obtaining feedback from audiences. Listen
to visitor comments during your review of a program.
Ask visitors questions about the program theme/objectives
following the program. Ask them about the strengths
and weaknesses of the program. Provide this feedback
to the presenter for discussion.
14. Coach a coworker in learning how to be a coach.
15. Coach a VIP, seasonal, concession employee, association
employee, or other NPS employee who performs interpretive
duties through the work season. Review different interpretive
products over time to illustrate progress, and facilitate
an ongoing process for increasing interpretive effectiveness.
