Purpose
This component describes why partnerships can optimize
interpretive programs, then continues to explore under
what conditions and where in the program or site a potential
partnership is best targeted.
Objectives
Upon completion of this component, the learner will
be able to:
List advantages of establishing or maintaining
partnerships
Describe what conditions indicate an environment
conducive to establishing a partnership
Specify where in a unit or in what portion of
an interpretive program a partnership is desirable
Approach
This component provides a basis for the following components,
which build upon it: "Developing and Coordinating
Partnerships," and then "Choosing the Right
Partnership Format."
Effective partnerships deliver better products and
services than each player could independently. Each
partner can better achieve their individual visions,
in keeping with their missions.
One could view partnerships through the vehicle of
the interpretive equation explored back in Module
101 (knowledge of the resource, plus knowledge of
the audience, times appropriate techniques, equals an
interpretive opportunity). Only here, knowledge of the
resource means knowledge of potential partners. Knowledge
of the audience means understanding the clientele for
each of these potential partners (their audiences).
Appropriate techniques are those steps to be taken which
appropriately analyze needs, locate logical partners,
initiate dialogue, reach consensus in building partnerships
which are mutually beneficial, and manage them skillfully.
Partnerships enable each participant to contribute
in an area of their strength and receive in an area
of deficit. They can also enhance interpretation programs
and services deemed satisfactory through new perspectives
contributed synergistically by partners. Rules binding
players in partnerships vary widely, allowing the partnership
to achieve results which individuals participants are
not able to do. Partnership operational rules differ
from those used by entities outside the partnership.
It is a marriage where compromise is absolutely essential.
Usually partnerships are born out of the inability to
fully carry out a mission; sometimes they arise from
the realization that a vision could be more closely
approached through combining forces. Sometimes they
are required, such as in a concession contract. It is
essential to be able to analyze unit needs to determine
when or if partnerships are warranted.
In addition, it is important to target partnership
efforts thoughtfully. Perhaps the entire interpretive
program need not be a partnership. Perhaps only one
aspect of personal or non-personal services would be
best met through a partnership effort in a unit, possibly
in only one portion of the unit.
1. The unit has inadequate fiscal resources
and/or staffing to fully carry out its mission.
2. The unit does not have an adequate land base
to fully carry out its mission.
3. Analysis reveals that potential partner(s) possess
the necessary resources or land base which, in combination
with those of the NPS unit, can achieve the unit
mission and theirs.
B. Inability to approach vision
1. The unit has inadequate funding to
achieve their vision for the future.
2. The unit has inadequate land base to achieve
their vision for the future.
3. Analysis reveals that potential partner(s) now
possesses or will possess the resources or land
base, which in combination with those of the NPS
unit, can help the unit approach its vision.
C. Legislative restrictions
1. The agency has legal constraints which
prevent it from fully supporting its mission or
developing its vision.
2. Agency constraints are legally surmounted through
another entity which does not have those legal restrictions.
D. Potential for enhancement of interpretive
services and visitor experience
1. This is the most difficult criteria
to judge.
2. A self-analysis may reveal perceived biases,
dogmatic viewpoints, or mind sets which impact the
interpretive program.
3. The simple addition of new perspectives may reveal
previously undiscovered flaws and suggest remedies.
II. CONDITIONS CONDUCIVE TO ESTABLISHING PARTNERSHIPS
A. Mission or vision are not realized or
realizable
1. A need exists in the NPS unit which
is not now, or cannot in the future be, fulfilled.
2. A need exists presently which could be accomplished
in the future by the unit.
B. An appropriate partner is found to help
resolve the problem
1. A separate entity exists with the means
to fulfill the NPS unit's mission or vision.
2. The entity is willing and able to provide this
assistance.
3. The NPS unit is willing and able to provide in
return what is requested by the entity in order
to enter into the partnership.
C. The potential partnership is deemed mutually
beneficial by all players
1. The partnership is likely to help the
NPS unit achieve its mission, or vision, consistent
with its mission.
2. The partnership is likely to help each other
partner achieve its mission. Alternately, it is
likely to help each partner approach their vision,
consistent with their mission.
D. A partnership is offered to the unit by another
entity
1. Analysis of needs and unit requirements are compatible
with the offer.
2. Analysis of the mission/vision for all involved
entities reveals a potential benefit to all.
III. TARGETING POTENTIAL PARTNERSHIPS
A. Analyze the interpretive program
1. Find the chinks in the armor, the missing
elements which act as a detriment to realizing the
agency mission or to moving toward the unit vision.
2. Analyze the interpretive program for needs which
are not being met.
a. Define which program types or areas
need assistance; which are not already full spectrum.
b. Define the seasons with inadequate resources
to achieve the mission or move toward achieving
the vision.
c. Define where interpretive services could be
enhanced by utilizing other points-of-view or
individuals with subject-matter expertise.
d. Define where interpretive services could be
enhanced by utilizing other funding or staffing
sources to expand services and offer different
programs.
e. Define where the message needs to be more effectively
communicated outside unit boundaries.
3. Analyze non-personal services, including
publications and exhibits, for needs which are not
being met.
a. Define what is missing in these media.
Do the media cover the full spectrum of visitor
needs and unit mission/vision.
b. Discover what possible resources could deliver
these missing elements.
B. Analyze the site
1. Explore the site to discover if certain
geographical divisions of the site would benefit
from a partnership over others.
C. Analyze the staff
1. Explore the potential benefits to the
staff of partnerships, such as greater job variety
and rewards, leading to retention of good employees
and enhanced visitor experiences.
D. Analyze potential partners
1. Take a closer look at potential partners
who have reached out a hand or seem likely candidates.
2. Review the track record of the potential partner.
Understand its mission and vision and be comfortable
that mutual benefit will occur and/or motives are
clear.
A Comprehensive Introduction to Park Management, Grant
W. Sharpe, Charles H. Odegaard, and Wenonah F. Sharpe,
Sagamore Publishing Co., 1994, (Chapter 8, pp. 161-179.
Includes information on a variety of citizen and citizen
group partnership methods).
Earth Stewards: Partnership-Based Environmental Education,
Jamin A. Thomas and Gary W. Mullins, 1996 Interpretive
Sourcebook: The Proceedings of the National Interpreters
Workshop - A Sense of Place, A Sense of Space, 1996,
pp. 30-31. Discusses using partnerships to integrate
a regionally significant theme into the curriculum.
Forming Curriculum Partnerships, Dan Bagley and Barbara
Jean Pepper, The Interpretive Sourcebook: The Proceedings
of the 1994 National Interpreters' Workshop - Images
and Perceptions: Interpretation Makes the Difference,
1994, pp. 183-185. Discusses guidelines for forming
curriculum partnerships.
Interpretation and Fries: A Partnership between the
National Park Service and McDonalds, The 1995 Interpretive
Sourcebook: The Proceedings of the 1995 National Interpreters'
Workshop - Interpretation, the Real Magic, 1995, pp.
136-139. Discusses using a partnership to create an
exhibit.
Interpretive Landscapes: A Collaborative Approach,
Patricia Stevens and Kathleen Coakley, The Interpretive
Sourcebook: The Proceedings of the 1994 National Interpreters'
Workshop - Images and Perceptions: Interpretation Makes
the Difference, 1994, pp. 200-202. Discusses improved
interpretive planning through partnerships.
Magic Dividents from Partnership Investment, Beverly
E. Albrecht and Laurie Risch, The 1995 Interpretive
Sourcebook: The Proceedings of the 1995 National Interpreters'
Workshop - Interpretation, the Real Magic, 1995, pp.
149-151. Discusses coordinating interpretive efforts
amongst multiple participants in a broad partnership.
Making Magic with Archaelogy and Educational Partnerships,
Ray Morris, The 1995 Interpretive Sourcebook: The Proceedings
of the 1995 National Interpreters' Workshop - Interpretation,
the Real Magic, 1995, pp. 152-155. Discusses using partnerships
to build an archeology curriculum.
Moosalamos Ecotourism Partnership: Interpretive Initiatives,
Mary J. Packer, Tony Clark, and Emily Cohen, The Interpretive
Sourcebook: The Proceedings of the 1994 National Interpreters'
Workshop - Images and Perceptions: Interpretation Makes
the Difference, 1994, pp. 195-197. Discusses providing
increased resource protection through partnerships.
Partnering with Your Neighbors for Effective Interpretive
Programs, Mary Tagliareni, 1996 Interpretive Sourcebook:
The Proceedings of the National Interpreters Workshop
- A Sense of Place, A Sense of Space, 1996, pp. 103-105.
Discusses using partnerships to create effective and
innovative interpretive programs.
Partners in Passage: Certifying New Professionals,
Don S. Follows, 1996 Interpretive Sourcebook: The Proceedings
of the National Interpreters Workshop - A Sense of Place,
A Sense of Space, 1996, pp. 124-127. Discusses using
partnerships to recruit community-based professionals
into the interpretive program.
Partnerships and Parks, Deborah L. Ayers, The 1995
Interpretive Sourcebook: The Proceedings of the 1995
National Interpreters' Workshop - Interpretation, the
Real Magic, 1995, pp. 130-132. Discusses using partnerships
to expand the interpretive services.
A Private Non-Profit and State Agency Working Together
to Provide Interpretive Programs, Sarah Reding and Donna
Stine, The 1995 Interpretive Sourcebook: The Proceedings
of the 1995 National Interpreters' Workshop - Interpretation,
the Real Magic, 1995, pp. 143-145. Discusses using partnerships
to build increasing visitation and visitor awareness.
PARK UNIT-SPECIFIC RESOURCES (generally available in
park library, visitor center, or headquarters office)
Development Concept Plans for park unit
General Management Plan for park unit
Interpretive Plan for park unit
Interpretive Prospectus for park unit
Suggested
Developmental Activities
Benefits of Partnerships
The learner should create a list of potential or realized
benefits and deficits, specific to their park unit,
which several specific different types of partnerships
could bring. Conversely, the learner should also create
a list of potential or realized benefits and deficits
to be realized by potential partners.
Needs Assessment
The learner should analyze the personal and non-personal
aspects of the existing unit interpretive program, in
comparison with established minimum and optimal standards.
These standards may be located in such documents as
Development Concept Plans(s), Interpretive Plan, and/or
Interpretive Prospectus. Then, the learner should generate
a list of instances where the NPS unit falls short of
its mission. What would be needed to move the park to
its minimal acceptable interpretive program, or from
the minimal to the optimal interpretive program. Also
generate a list of what would be needed to achieve the
NPS unit's vision. Finally, generate a list of perceived
biases or mind sets permeating the program. Which could
be refreshed through exposure to different philosophical
approaches? Are potential partners available with these
qualifications?
Partnerships in Action
The learner should be assigned by their supervisor to
observe or assist with partnership planning or development
meeting(s). In this way, the learner will obtain first-hand
knowledge of what makes partnerships work (or not work)
in a different way than unilateral efforts.
