HomeMy Public PortalAbout20171011 - Agenda Packet - Board of Directors (BOD) - 17-25
SPECIAL AND REGULAR MEETING
BOARD OF DIRECTORS OF THE
MIDPENINSULA REGIONAL OPEN SPACE DISTRICT
Administrative Office
330 Distel Circle
Los Altos, CA 94022
Wednesday, October 11, 2017
Special Meeting starts at 5:00 PM*
Regular Meeting starts at 7:00 PM*
A G E N D A
5:00 SPECIAL MEETING OF THE BOARD OF DIRECTORS OF THE MIDPENINSULA
REGIONAL OPEN SPACE DISTRICT – STUDY SESSION
ROLL CALL
1. Docent and Volunteer Programs Structure Study – Review of Draft Report (R-17-113)
Staff Contact: Gordon Baillie, Management Analyst II
General Manager’s Recommendation: Receive a presentation about the Docent and Volunteer
Programs Structure Study. No Board action required.
ADJOURNMENT
7:00 REGULAR MEETING OF THE BOARD OF DIRECTORS OF THE MIDPENINSULA
REGIONAL OPEN SPACE DISTRICT
ORAL COMMUNICATIONS
The Board President will invite public comment on items not on the agenda. Each speaker will
ordinarily be limited to three minutes; however, the Brown Act (Open Meeting Law) does not allow
action by the Board of Directors on items not on the agenda. If you wish to address the Board, please
complete a speaker card and give it to the District Clerk. Individuals are limited to one appearance
during this section.
ADOPTION OF AGENDA
SPECIAL ORDERS OF THE DAY
• Proclamation to Honor the Retirement of Michael Newburn
Meeting 17-25
CONSENT CALENDAR
All items on the Consent Calendar may be approved without discussion by one motion. Board members,
the General Manager, and members of the public may request that an item be removed from the Consent
Calendar during consideration of the Consent Calendar.
1. Approve September 27, 2017 Minutes
2. Claims Report
BOARD BUSINESS
The President will invite public comment on agenda items at the time each item is considered by the
Board of Directors. Each speaker will ordinarily be limited to three minutes. Alternately, you may
comment to the Board by a written communication, which the Board appreciates.
3. Mount Umunhum Preview Events and Grand Opening Celebration Summary (R-17-115)
Staff Contact: Christine Butterfield, Public Affairs Manager
General Manager’s Recommendation: Receive an informational report on the District’s efforts for
the Mount Umunhum Preview Events and Grand Opening Celebration. No Board action required.
INFORMATIONAL MEMORANDUM
• Work Order and Asset Management System
• Youth Engagement Strategy in Fiscal Year 2017-18
INFORMATIONAL REPORTS – Reports on compensable meetings attended. Brief reports or
announcements concerning activities of District Directors and staff; opportunity to refer public or Board
questions to staff for information; request staff to report to the Board on a matter at a future meeting; or
direct staff to place a matter on a future agenda. Items in this category are for discussion and direction to
staff only. No final policy action will be taken by the Board.
Committee Reports
Staff Reports
Director Reports
ADJOURNMENT
SPECIAL MEETING OF THE BOARD OF DIRECTORS OF THE MIDPENINSULA
REGIONAL OPEN SPACE DISTRICT – CLOSED SESSION
ROLL CALL
1. CONFERENCE WITH LEGAL COUNSEL-ANTICIPATED LITIGATION
Significant exposure to litigation pursuant to Government Code Section 54956.9(b) (one
potential case)
ADJOURNMENT
*Times are estimated and items may appear earlier or later than listed. Agenda is subject to change of order.
In compliance with the Americans with Disabilities Act, if you need assistance to participate in this meeting,
please contact the District Clerk at (650) 691-1200. Notification 48 hours prior to the meeting will enable the
District to make reasonable arrangements to ensure accessibility to this meeting.
Written materials relating to an item on this Agenda that are considered to be a public record and are distributed
to Board members less than 72 hours prior to the meeting, will be available for public inspection at the District’s
Administrative Office located at 330 Distel Circle, Los Altos, California 94022.
CERTIFICATION OF POSTING OF AGENDA
I, Jennifer Woodworth, District Clerk for the Midpeninsula Regional Open Space District (MROSD), declare that
the foregoing agenda for the special and regular meetings of the MROSD Board of Directors was posted and
available for review on October 6, 2017, at the Administrative Offices of MROSD, 330 Distel Circle, Los Altos
California, 94022. The agenda and any additional written materials are also available on the District’s web site at
http://www.openspace.org.
Jennifer Woodworth, MMC
District Clerk
R-17-113
Meeting 17-25
October 11, 2017
STUDY SESSION AGENDA ITEM 1
AGENDA ITEM
Docent and Volunteer Programs Structure Study – Review of Draft Report
GENERAL MANAGER’S RECOMMENDATION
Receive a presentation about the Docent and Volunteer Programs Structure Study. No Board
action required.
SUMMARY
The Fiscal Year (FY) 2016-17 Action Plan and Budget includes a key project to “Evaluate the
Docent and Volunteer programs and restructure as needed to provide highest quality services to
internal and external customers and enhance public outreach.” This project aligns with the goals
and recommendations in the District’s 2014 Vision Plan and the 2015 Financial and Operational
Sustainability Model project.
The District contracted with Conservation by Design in January 2017 to conduct the study and
develop improvement and enhancement recommendations. The consultants held focus group
meetings with docents and volunteers, met with management and other staff, and with the
Board’s Diversity Ad Hoc Committee at their March 8, 2017 meeting. A draft report has been
prepared that envisions a District strategy to improve visitor experiences, engage and deepen
connections with stakeholder groups, and strengthen a stewardship ethic throughout the District's
service population. Tactically, the report recommends integrating an interpretive approach to
communications into all facets of public engagement. From an operational standpoint, this
includes interpretive master planning, consistent messaging, enhanced staffing, inter-
departmental coordination, and expanded training protocols. As part of the October 11 study
session, Conservation by Design will present their findings, receive Board comments, respond to
Board questions, and inform the Board about the next steps for finalizing the report and
proceeding with implementation.
DISCUSSION
The District retained Conservation by Design to conduct a study of the Volunteer and Docent
Programs and develop recommendations for further enhancements and improvements to fulfill
goals related to public engagement and education. In general, Conservation by Design found the
District’s Docent and Volunteer Programs to be well received and well managed, and identified
several specific areas for improvement (Attachment 1). In total, the consultants developed 43
recommendations for enhancing service delivery and widening the integration of interpretive
techniques into outreach efforts.
R-17-113 Page 2
The draft Docent and Volunteer Program Study Report outlines the recommended future
development and management of the interpretation/education and volunteer stewardship
programs. Particular attention is given to increasing diversity outreach efforts. The report also
addresses trends in volunteer management and proposes a three-phased approach to
implementation. In addition, increased staffing is identified to further the goals and implement
the recommendations. The specific recommendations are grouped into five categories, as
outlined below.
Overview of Recommendations by Category:
I. Messaging – Control of message, Consistency and Content
This category focuses on the need to provide consistent messaging throughout the District
and within the interpretation and education programs. Included is the recommendation
for an agency-wide Interpretive Master Plan followed by preserve-specific interpretive
plans. Another important recommendation is for the District to set the focus, key salient
points, and content of the interpretive programs to ensure important messages are
included. Other recommendations include better coordination of public messaging
between all departments, updates to the education program curriculum, and the tailoring
of social media for younger/urban audiences.
II. Staff and Volunteer Training and Performance
The consultants recognize the District’s work and attention on providing a quality
training experience for docents and volunteers, and suggest further additions.
Recommendations include making National Association for Interpretation (NAI) training
and certification available (and in some cases mandatory) for staff and volunteers, further
developing career docents to serve as resources for entry-level docents, and flexibility in
program creation for docents with more experience. Also recommended is additional
oversight of the docents in the field, and the use of formal evaluations. Additional
training for staff in the areas of cultural sensitivity and interpretive techniques, along with
the creation of a cadre of “interpretive specialist” rangers should be investigated.
III. Staffing Levels to Better Fulfill the Mission
The consultants reviewed volunteer and full time employee staffing levels and
recommend the addition of interpretive, education, and program specialist staff positions.
Extending recruitment outreach to diverse populations, developing a cooperative
relationship with the City of East Palo Alto for the programming and management of
Cooley Landing, and the use of partnerships to meet diversity goals are also suggested.
IV. Visitor Experience
The use of consistent entry and signage standards to enhance the visitor experience is
recommended. Further, all District staff and volunteers who have contact with visitors
should receive interpretive training with emphasis on interpersonal communications and
facilitated dialogue. Also recommended is greater outreach to diverse communities and
further development of bi-lingual or Spanish-only programs and publications.
V. Other Tasks
This category covers tasks such as renaming the programs from “Docent” and
“Volunteer” to “Interpretation and Education” and “Volunteer Stewardship” to better
reflect the functions of the programs, rather than the titles of the people performing the
R-17-113 Page 3
functions. The transfer of institutional knowledge is also covered as well as a
recommendation regarding the development of Friends groups.
The 43 recommendations provide the basis for a comprehensive plan for improvements and
enhancements to the Interpretation and Education and Stewardship programs.
FISCAL IMPACT
The funding for the cost to complete the Docent and Volunteer Program Structure Study is a not-
to-exceed amount of $32,200, which includes a contingency amount of $2,200. A total of
$23,999 was spent in FY 2016-17 for the project. Project funds were not budgeted in FY 2017-
18 since the original schedule assumed completion by end of June 2017. Additional review steps
were incorporated during the study, lengthening the schedule, but not the cost. The new
anticipated completion date is December 2017. Unless savings in the Visitor Services budget are
able to cover the remaining anticipated costs of $8,201, an increase to the budget would be
requested later this year.
Acceptance of the report does not commit the District to any future spending beyond the amount
contracted for the study. The scope of the study did not include delving into, or costing-out,
specific implementation recommendations. The intent, similar to the Financial Operational
Sustainability Model (FOSM) project, is that implementation steps (including future staff
growth) will be costed and recommended on a systematic basis through Visitor Services annual
Action Plan and Budget deliberations.
BOARD COMMITTEE REVIEW
This study was included in the FY 2016-17 Action Plan and Budget, which the Action Plan and
Budget Committee reviewed in February 2015. The Board’s Diversity Ad Hoc Committee met
with the consultant in March 2017 to provide feedback and guidance related to the Board’s
diversity goals.
PUBLIC NOTICE
Public notice was provided as required by the Brown Act.
CEQA COMPLIANCE
This item is not a project subject to the California Environmental Quality Act.
NEXT STEPS
The Final Study Report is scheduled to go before the Board of Directors for acceptance by
December 2017. Approved recommendations that do not require changes to the budget, such as
updates to the names of the programs, can be implemented in the current fiscal year. Approved
recommendations with budget impacts would be proposed for consideration as part of future
fiscal year budgets.
R-17-113 Page 4
Attachments
1. Draft Docent and Volunteer Program Study Report
Responsible Department Head:
Michael Newburn, Visitor Services Manager
Prepared by:
Gordon Baillie, Management Analyst II
Docent & Volunteer
Programs Structure Study
Draft Report
Midpeninsula Regional Open Space District
September 2017
2
Table of Contents
EXECUTIVE SUMMARY ______________________________________________________________ 4
Drivers Behind This Study, 4
Five Challenges, 4
Three Steps to Success, 5
Key Recommendations, 5
INTRODUCTION TO THE PROJECT ____________________________________________________ 8
Visitor Services Department, 9
OUR PROCESS ____________________________________________________________________ 10
Phase One, 10
Phase Two, 10
Phase Three, 10
KEY ISSUES AFFECTING THE DISTRICT’S POTENTIAL ____________________________________ 11
A VISION FOR THE INTERPRETATION & EDUCATION AND VOLUNTEER STEWARDSHIP PROGRAMS ___ 12
Interpretive Communications are Organized and Coordinated, 12
Volunteerism Keeps Pace with Demand, 12
Program, Operational Standards Are High, 12
Communities Care for the Land, 13
Visitors and Volunteers Understand and Connect to the Mission, 13
Feedback and Coordination Ensure Ongoing Excellence, 13
The District Reflects Its Citizenry, 13
RECOMMENDATIONS AND DISCUSSION _____________________________________________ 14
Updating Program Identities, 14
Interpretation as a Management Tool, 14
What is Interpretation?, 15
Five Qualities, 15
Case Studies, 16
Defining Success, 16
Branding, Communication, Collaboration, 16
Interpretation & Education Program, 19
Leveraging Docent Power, 19
Educational Programming, 20
Volunteer Stewardship Program, 22
Trail Work, 22
Preserve Partner Events, 22
Volunteer Recruitment and Intake, 22
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Table of Contents
Volunteer Training, Support, and Quality Control, 23
Project Management and Succession Planning, 24
Community Outreach, 24
The Visitor Experience, 24
Interpretive Signs, 25
Visitor Contact, 25
Visitor Feedback, 25
Diversity Issues, 25
Partnerships for Diversity, 27
Rangers as Role Models and Interpreters, 28
Social Media and Smartphone Apps, 28
IMPLEMENTATION _________________________________________________________________ 29
Phase I, 30
Phase II, 32
Phase III, 33
APPENDICES ______________________________________________________________________ 34
Appendix A: Acknowledgements, 34
Appendix B: List of Recommendations, 35
Appendix C: Organizations Interviewed, 41
Appendix D: The Growing Need for Visitor Services, 44
Appendix E: Bibliography, 47
Appendix F: Resources and Recommended Reading for Volunteer Managers and Interpreters, 48
Appendix G: Glossary of Interpretive Terms, 51
Appendix H: Trends in Volunteer Management, 54
Appendix I: Recommendations by Category, 56
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Executive Summary
The purpose of this study is to help Midpeninsula Regional Open Space District management
consider the current and future roles, structure, and operations of the Docent and Volunteer
programs. It identifies the current strengths of the two programs, pinpoints opportunities for
further achievement, and makes recommendations to help the Visitor Services Department
(“Visitor Services”) prepare for the future.
Some recommendations will affect not only Visitor Services, but the District as a whole. In
particular, we will show how and why an agency-wide cultural shift in the District’s approach
to public communications can help the District build on its already notable goodwill; strengthen
a stewardship ethic among visitors, neighbors, and constituents; and prevent future growth from
exacerbating certain natural resource management issues.
Drivers Behind This Study
As set out in the District’s 2014 Vision Plan, and further elaborated on in the 2015 Financial
and Operational Sustainability Model report, Bay Area populations are increasing in both
numbers and diversity. Among other challenges, the District faces increasing pressure to
accommodate more and more visitors while ensuring protection of vulnerable lands, habitats,
and species.
To meet these challenges, it is imperative that the District use every opportunity to make
itself relevant to the public—to not only visitors, but local residents, community leaders, and
constituents in general. Furthermore, the District understands that until it can model itself to
represent and serve the diversity of Bay Area populations, understand their needs, and
organize operations to attract their members as visitors, employees, and supporters, the District
will find it challenging to keep pace in a changing world.
Five Challenges to Preparing for the Future
We identified five core challenges that currently limit the potential of Visitor Services (and the
District as a whole) to meet Strategic and Vision Plan goals.
1. There is no District-wide communication plan to guide external messaging. Public
communication responsibilities are distributed among various departments (Public Affairs,
Visitor Services, and Planning) with only partial coordination. Not only can this lead to
mismatched (even contradictory) messages, it reveals significant missed opportunities to
strengthen the District’s brand and build synergistic, multi-channel, impactful communication
campaigns.
2. The District has not yet realized the power of interpretive communications to solve and
prevent a number of natural resource management problems, increase visitor satisfaction,
connect people to its mission—both intellectually and emotionally—and strengthen
relationships with communities. The District can leverage the power of its interpretive and
educational programs (as represented by outdoor activities for the general public, and
by its curriculum-based school programming). Docents may be “only” volunteers, but
they are also among the most visible faces of the District, and, in the eyes of the public,
represent it. By refocusing docent programs as integral components of a new District-
wide communications system, well-trained docents can serve as its most accessible—and
effective—brand ambassadors.
3. The District has never defined outcome-based goals and success targets for the Docent
and Volunteer programs. In particular, the District should be setting the agenda for docent
programs, but historically most docents have developed their own programs and content.
5
4. There are insufficient mechanisms in place for performance evaluation and quality control
regarding “unpaid staff” (docents and volunteers).
5. Unclear roles and responsibilities within the Docent and Volunteer programs, as well
as between Visitor Services and Public Affairs units, may contribute to operational
inefficiencies.
Three Steps to Success
Addressing these challenges is fairly straightforward. It requires the District to make three core
changes:
1. Committing to integration of an interpretive approach to communications across all aspects
of operations,
2. Planning for this integrated approach, and
3. Providing sufficient and qualified staff to support its successful implementation.
Key Recommendations
Below is a list of principal recommendations to be found in this report:1
a. Redefine the Volunteer and Docent programs in terms of what they do, and rename them
Volunteer Stewardship, and Interpretation & Education (hereafter VolS and I&E, respectively).
b. Develop a comprehensive, long-range Interpretive Master Plan that establishes outcome-
based goals tied to mission, defines target audiences, identifies themes and subthemes (a
matrix of key messages to be conveyed), and outlines the best mix of media (signs, exhibits,
live programs, publications, web resources, apps, news stories, etc.) to deliver them. The
overarching message hierarchy will be able to support all forms of public communications
over the next 10 to 20 years, while maintaining flexibility, adaptability, and responsiveness to
topical issues.
c. Develop individual interpretive plans for preserves, each tied to the Interpretive Master Plan.
d. Support industry-recognized professional certification and training for I&E staff.
e. Develop succession planning that includes clearer structures and processes within the I&E
and Volunteer Stewardship programs to institutionalize knowledge, planning, decision-making,
workflow, record-keeping, and accountability.
f. Require all District representatives who have informal contact with visitors and constituents—
board as well as staff—to have basic training in interpretive principles and techniques, with
emphasis on interpersonal communications.
g. Formalize coordination between Public Affairs and Visitor Services concerning public
messaging. Wherever appropriate, frame all public communications within the District-wide
theme structure.
h. Formalize coordination and collaboration between Visitor Services, Land and Facilities
Services, Natural Resources, and Public Affairs regarding preserve events, outreach, social
media, visitor and resource management campaigns (e.g., a “dogs on leashes” blitz),
and maintain updated talking points for informal encounters between visitors and District
representatives in the field.
i. Acknowledge and support the roles of Trail Patrol volunteers and Outreach volunteers as
preserve ambassadors by providing interpretive training.
j. Establish competency levels in interpretive and interpersonal skills for all public-contact
1 For a complete list, see Appendix B—List of Recommendations
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volunteers (interpretive, education, trail patrol, and outreach). Monitor in-field performance and
provide supplemental training as needed.
k. Supplement ongoing training and enrichment with online resources for all volunteers, and
provide them with an online inter-communication platform.
l. The District, not docents, should set the agenda for interpretive program content. Ensure that,
regardless of topic, every interpretive offering is organized around specific District themes,
goals, and measurable objectives.
m. Provide docents more in-depth training in thematic interpretation, and offer a career path
to an advanced docent level offering more responsibility and privilege, including the ability to
create one’s own programs.
n. Create a mentorship program for new trainees by leveraging the experience of your most
advanced and trusted docents and stewardship volunteers.
o. Make the most of the rich professional-level training, networking, and support resources of
the National Association for Interpretation. Assist key volunteers in attending conferences to
further their development as interpreters.
p. When recruiting new stewardship, interpretive, and education volunteers, set clear
expectations with accurate job descriptions that outline duties, requirements, and performance
standards, and describe the personality traits and attributes best suited for each position.
q. Consider adding a Trails Specialist position—responsible for a new, highly-trained
Advanced Trails volunteer team—to the Volunteer Stewardship program, to assist Land &
Facilities Services staff.
r. Develop leadership-level volunteer categories to help with larger volunteer partner events to
ensure quality of work results and the volunteer partner experience.
s. Work with area education leaders to periodically update the District’s school field trip
curriculum to ensure alignment with evolving science education standards, and to keep the
program relevant to teachers.
t. Move leadership responsibility for interpretive panel planning and development to the
Interpretation & Education program manager; train all interpretive panel team members in
interpretive principles and techniques.
u. Bring preserve entry signage into alignment with the Interpretive Master Plan; develop
design standards that convey a consistent look and feel across properties, while still
highlighting each preserve’s unique identity.
v. Increase visitor experience feedback through the use of technology and incentives that make
it both easy and rewarding to share impressions; use the data to inform and improve future
experiences and programming.
w. Make more strategic use of school programs, career modeling opportunities, outreach
events, bilingual programming, friends groups, and partnerships with key civic organizations to
better understand, reach, connect with, and attract visitors, volunteers, and employee prospects
from among diverse and underserved communities.
x. Expand audience reach by making social media content more strategic, interpretive,
engaging, and attractive, especially for younger and urban audiences.
Implementation of these recommendations will allow the District to connect with all those who
benefit from open space preserves—whether they visit or not. For a summary description of
the fully-realized plan as recommended, see A Vision for the Interpretation & Education and
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Volunteer Stewardship Programs, page 12.
This report is meant to help the District recognize and reframe its challenges, and set itself up
for success. Although the recommended changes will take time to fully implement, the path
forward is clear.
Conservation By Design appreciates the many District staff, volunteers, and partners who lent
us their time and experience in the development of this study. It has been an honor to work
with one of the country’s leading open space districts. We have every faith in the District and
its dedicated, capable staff to achieve the highest standards in the country, and we wish them
every success.
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Introduction to the Project
The Midpeninsula Regional Open Space District (District) protects regional greenbelts of open
space in California’s San Francisco Peninsula, preserving land (currently totaling approximately
63,000 acres), protecting and restoring the natural environment, and providing opportunities
for public recreation and environmental education.
As its service population grows and diversifies, the District must maintain and expand its
relevance to both visitors and constituents. In its 2014 Vision Plan, the District established
several goals regarding its connections with the public, including both the Docent and
Volunteer programs.
• Expand Opportunity—Increase the diversity of visitors; and accommodate a wide
variety of visitors of all abilities, ages, ethnicities, and interests
• Diversity—Creatively reach more people, including those with decreased mobility, and
increase the diversity of our visitors; and expand youth programming and outreach
through partnerships
• Improved Visitor Experience—Provide facilities/areas where families can engage
safely with nature; emphasize a variety of natural learning environments; and increase
use of technology to introduce and connect people to nature
• Volunteer Stewardship—Increase support for stewardship and open space
conservation; increase technology use to promote open space stewardship; and
encourage hands-on stewardship and citizen science activities on District lands
• Knowledge, Understanding, and Appreciation —Remember and honor community
heritage and past ways of life through activities, programming, and projects; interpret
how natural and cultural resources relate to people’s current lives; and increase
preserve-specific interpretation projects and program that emphasize the protection of
natural and cultural resources
The 2015 Financial and Operational Sustainability Model (FOSM) Final Report found that
the District will “need to add capacity (people, expertise, services) … to meet…increased
demands,” particularly after 2020, and “public expectations will only continue to grow,
especially as more preserves are developed for public access.” In light of these goals and
findings, the FOSM study anticipates that the Visitor Services department will grow significantly
or receive increased priority.
For a more in-depth treatment of District requirements to meet the future, as defined by
management and the board, see Appendix D, The Growing Need for Visitor Services.
In support of its mission, the District successfully engages more than 600 volunteers each
year in its work to preserve open space and its resources and connect with visitors. While
management of these volunteer stewardship, education, and interpretive efforts was previously
part of the Public Affairs Department, a recent reorganization has shifted those responsibilities
to the new Visitor Services Department.
Shortly after this change, Conservation By Design was commissioned by the District to engage
in a study of the Volunteer and Docent programs to help Visitor Services position itself for
success as the District grows and the population it serves changes.
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The Visitor Services Department
The Visitor Services Department is staffed with dedicated, hardworking, productive people
who care about the District’s mission and understand how their individual roles contribute to the
agency’s success.
Along with ranger and enforcement responsibilities, this department manages a major District
asset–hundreds of trained workers contributing thousands of hours of unpaid labor. These
programs are by and large successful. Volunteers and docents alike love their work, appreciate
staff, and feel valued and supported by the District.
Both the Docent and Volunteer programs show potential for even greater success. While
each provides valuable benefits to the District’s operations, the Docent Program presents a
remarkably rich opportunity to help visitors better understand, appreciate, and support the
District’s conservation mission.
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Our Process
Phase One: Information Gathering
The study began in January 2017 with Conservation By Design reviewing District-supplied
background documents and holding discussions with management. Shortly afterward, with
the help of staff, we surveyed current and former Volunteers and Docents regarding their
motivations for serving and their experiences of the District.
During an extended site visit in January and February 2017, our team toured several preserves
to become familiar with the open space system and their locations relative to population
centers, and understand visitor use, management, and resource issues. We conducted 13
interviews with management, staff, volunteers, and a District partner,1 and led two focus group
sessions with groups of active Volunteers and Docents. While we were able to attend only one
Docent-led walk during our two-week visit,2 we reviewed the available feedback gathered
from previous program participants, and spoke with other attendees, noting trends, positive
remarks, and common complaints.
We submitted a report of our observations and impressions, and received feedback and
guidance from management.
Phase Two: Applied Knowledge
Armed with this background of information, we drew on our network of professional
colleagues to develop a list of 13 natural resource-based agencies and organizations known
to have well-run, successful volunteer programs, and conducted telephone interviews with
representatives from each. With dual goals of discovering trends in the structure and function
of their programs and capturing best practices, we “crowd-sourced” important information from
volunteer management leaders. Our discoveries may help inform the District’s decision-making
process about how to best manage its own volunteer assets.
Participating agencies included Environmental Volunteers, Palos Verdes Peninsula Land
Conservancy, Jefferson County Open Space, Don Edwards San Francisco Bay National
Wildlife Refuge, Santa Clara County Parks, Santa Clara Valley Open Space Authority,
Monterey Bay Aquarium, Año Nuevo State Park, City of Boulder Open Space and Mountain
Parks, City of Fort Collins Natural Areas, Friends of Edgewood, BeachWatch Program—
Greater Farallones National Marine Sanctuary, and Pacifica Beach Coalition.
Descriptions of each agency’s size, mission, and volunteer operations can be found in
Appendix C. A summary of trends uncovered during this research phase can be found in
Appendix H, Trends in Volunteer Management.
Phase Three: Analysis and Recommendations
This report captures both broad and program-specific trends and best practices related to
management of volunteers doing interpretation, education and environmental stewardship
work. It identifies the key strengths of these programs as well as issues that may be hindering
the District’s potential, and discusses the structure, workflow, and management of the Docent
and Volunteer programs. Recommendations follow each discussion area.
Finally, the report presents a phased implementation chart with action items and supporting
rationale, meant to position the District to make the best use of its volunteer and docent
programs.
1 Grassroots Ecology
2 Unfortunately, cancellations due to poor weather and meeting schedule conflicts precluded attendance at other
opportunities.
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Key Issues
Affecting the District’s Potential
During the investigation phase, we noted a few core issues that affect Visitor Services and
other departments, issues which may be hampering the District’s potential to meet its Strategic
and Vision Plan goals.
• Public messaging responsibilities are distributed among various departments without a
coordinated plan to guide efforts.
• We see significant potential for the District to leverage its public communications–
within and beyond the Visitor Services division–to help achieve Vision Plan goals.
• The District has not defined outcome-based goals or success targets for the Docent and
Volunteer programs.
• There are insufficient mechanisms for performance evaluation and quality control
regarding “unpaid staff” (docents and volunteers).
• Unclear roles and responsibilities within the Docent and Volunteer programs, as well
as between Visitor Services and Public Affairs units, may contribute to operational
inefficiencies.
12
A Vision
for the Interpretation & Education
and Volunteer Stewardship Programs
In order to adequately evaluate existing conditions and chart a roadmap toward improvement,
we must first define the optimal structure and function of the Interpretation & Education and
Volunteer Stewardship programs, along with certain functions of the underlying District
organizational culture and structure.
We envision high-functioning, fully staffed Interpretation and Education (I&E) and Volunteer
Stewardship (VolS) programs, along with a District culture that supports their efforts:
Interpretive Communications are Organized and Coordinated
An ongoing, coordinated effort by the District and partners provides a well-developed,
satisfying visitor experience at all District preserves. A district-wide Interpretive Master Plan
provides guidance across departments; it identifies interpretive themes (key messages imparted
to visitors and constituents across the District’s multiple communication channels); goals and
target audiences for interpretation; and overarching recommendations for interpretive products
and programs. The interpretive planning process solicits broad input—from District staff, board
members, volunteers, resource specialists, partners, and visitor representatives—to provide
perspective on the significant stories encompassed by District lands.
Furthermore, each preserve has its own interpretive plan, which more specifically identifies
visitor interests, resource protection challenges, learning and behavioral objectives, and
location-based interpretive storylines that expand on and illustrate District themes. A
recommended mix of interpretive products and programs reflects the site’s target audience(s)—
some preserves may rely primarily on signage, for example, while others may emphasize
personal programming, web-based media, and/or special events.
Volunteerism Keeps Pace with Demand
As new preserves open and recreation assets are added, visitation increases—as does
volunteerism from among diverse populations. Opportunities for the public to engage with the
District and its natural resources through stewardship projects, interpretive and educational
programming, and community outreach increase due to District commitment and strong
partnerships. Preserves are well cared for, and both the community and the land benefit from
interpretation and education programming.
Program, Operational Standards Are High
Volunteer training, program evaluation and logistics management run smoothly, and are core
emphasis areas for the District. All staff, volunteers, and board members who interact with
visitors or constituents receive some level of training in interpretive principles and techniques,
and are familiar with District interpretive themes. A user- and device-friendly software
application allows for seamless visitor activity scheduling, sign-up, and feedback.
Fully staffed, the I&E and VolS programs are efficient and serve as bridges between the
District and the communities it serves. The I&E program leads interpretive planning, content
development, interpretive training, and product and program delivery for the overall District, as
well as for each preserve. Education materials meet or exceed state learning standards; field
13
trip and classroom-based open space experience opportunities increase each year and reach
diverse communities.
Interpretive programs and products, guided by the Interpretive Master Plan and preserve-
specific interpretive plans, are developed by staff and advanced I&E volunteers trained to
industry standards. The program leverages the passion and skillsets of I&E staff and volunteers
to deliver products and programs that consistently yield excellent feedback.
Communities Care for the Land
The Volunteer Stewardship (VolS) program is a vital link between the natural and cultural
resources of the open space preserves and the human communities that benefit from their
protection. The VolS program provides highly skilled trail maintenance, patrol, and habitat
restoration, which complements staff work in both the Visitor Services and Lands & Facilities
Services departments. The VolS program is known regionally for providing highly satisfying,
hands-on volunteer experiences, and District staff rely on the program’s contributions as they
plan and realize annual accomplishments. A cadre of committed and highly trained crew
leaders and advanced resource management volunteers extends the District’s capacity for
hosting multiple stewardship projects simultaneously.
Visitors and Volunteers Understand and Connect to the Mission
The visitor experience at preserves is enhanced by activities and programs that emphasize
the natural and cultural heritage of the land, underscore the role of the District, and forge an
increasingly stronger public stewardship ethic over time. Visitors participate in coordinated
programming that brings themed interpretive and volunteer stewardship opportunities together
with enjoyment of open space resources and landscapes.
Guided by a strong intake and orientation program, incoming volunteers have a clear sense
of what the District is, what it represents, and why it is an organization they would want
to support with their contributions of time, skills, and energy. All volunteers understand the
opportunities available to them, and what the expectations and requirements are. Volunteers
and staff share mutual understanding and appreciation of each other’s roles, and feel strongly
that volunteer contributions are benefitting open space resources and the organization itself.
Feedback and Coordination Ensure Ongoing Excellence
Both I&E and VolS program operations are informed by evaluation of ongoing feedback with
an eye toward developing and scheduling new programs (and retiring unsuccessful ones),
improving stewardship outcomes, and ensuring satisfying, meaningful visitor and volunteer
experiences. In association with the I&E and VolS program managers, and with input from
other department heads, the Visitor Services Manager sets annual targets for outputs and
outcomes for each program that align with larger District goals and diversity targets. Both
programs maintain excellent coordination and communication with other District operations that
depend on their outputs and outcomes (e.g., Land & Facilities Services, Public Affairs).
The District Reflects Its Citizenry
Each year, District visitors (in-person and virtual) and staff more accurately reflect the
demographics of the communities it serves. This trend is a product of active outreach into
diverse communities via ranger presentations, education programs, internship and conservation
corps recruitment, and engagement—through staffing, partnerships, interpretation, information,
and/or transportation assistance—with people from underserved communities. Communities
served by the District value open space preserves as opportunities for nature-based recreation,
learning, and service, and as places where people of diverse backgrounds and lifestyles feel
welcome and valued.
14
Recommendations and Discussion
Informed by the Vision section immediately preceding, this section includes recommendations
to help the District move closer to the ideal.
Each discussion area that follows provides context for, and is followed by, its corresponding
recommendations. We begin with recommendations affecting entire departments, gradually
working down to more program-specific recommendations.
Updating Program Identities
The titles “Volunteer” and “Docent” programs fall short of capturing the scope and significance
of their functions. This may seem a minor point, but in light of staffing and operational
recommendations to follow, we suggest updating these program names to reflect their primary
purposes.
RECOMMENDATION 1
Because the primary focus of the Volunteer Program is resource stewardship, consider
renaming it to the Volunteer Stewardship Program. Similarly, the Docent Program becomes
Interpretation & Education.
• In this scenario, “Volunteer” becomes a universal term modified by its specific
program: participants are known as Stewardship, Interpretive, Education, or
Administrative Volunteers.
• Although administrative volunteers do not serve in stewardship roles, it makes sense
to have the Volunteer Stewardship program continue to manage them.
NOTE: For clarity, we will use these new program titles in this report; from this point
forward, “volunteer” used as a noun refers to any sort of unpaid staff.
Interpretation as a Management Tool
Interpretation, when aligned with a consistent, mission-based thematic structure, is a proven
and powerful management tool. Agencies that integrate an interpretive approach across all
forms of external communication find that visitors and neighbors tend to adopt stewardship
behaviors, constituent support is strengthened, and resource degradation is reduced.
The District acknowledges the role of interpretation and education programs in reaching
constituents and building community. The Vision Plan specifically emphasizes the importance
of public contact, and the District commissioned an Interpretive Planning Guide in 2012.
The 2012 guide is a broad strategic look meant to help the District understand the value and
opportunities interpretation offers.
However, the agency as a whole is not yet leveraging the power of an integrated interpretive
system. An Interpretive Master Plan—a critical guiding document that outlines a District-wide
strategy for interpretive communications—is the logical next step, and has yet to be developed.
15
Interpretation
is a strategic
communication process
designed to forge
connections between
the participant, the
resource, and your
mission.
Five Qualities of Interpretation
Interpretation has five core qualities: purposeful, thematic, organized, relevant, and enjoyable.
Purposeful: Interpretation is not random; it works as a system guided by clearly-articulated desired
outcomes tied to mission, and holds itself accountable with measurable objectives. Interpretation can—and
does—prevent and solve visitor and natural resource management problems.
Thematic: Interpretation conveys a compelling story structured around one central theme or “take-home
message,” illustrated by three or four subthemes. Research shows that material developed around a theme
is not only better absorbed, it’s remembered long after the visitor experience—while material presented
without a theme is quickly forgotten.
Relevant: Interpretation lives at the intersection of three realms: the
inherent attributes of the site or resource (the stories of the place; what
makes it worth interpreting?), management interests (who do you want
to reach, and what do you want them to do with the information?),
and the visitor’s interests (what knowledge do they seek? what beliefs,
experiences, viewpoints do they bring with them? What are the barriers
to engagement?). By linking to what the visitor already cares about,
interpretation becomes both personal and meaningful. In the process, it
also respects the visitor’s own values, beliefs, and viewpoints.
Enjoyable: Interpretation isn’t just information. It’s an experience that
builds on visitors’ natural curiosity, engages the emotions as well as the intellect, and satisfies their desire
for a recreational learning experience. Grounded in the social sciences, interpretation employs several
techniques to provoke interest, bring the visitor into the story, and create resonant experiences.
Organized: Interpretation is a process-oriented system, guided by a master plan that identifies overarching
themes, goals, and target audiences, and creates a framework for preserve-specific plans. Regardless of
topic, every interpretive storyline should be an illustration of one or more District subthemes. All interpretive
experiences–docent walks, Nature Center exhibits, trailside panels, brochures, web pages, social media,
smartphone apps, outreach events, news releases, and even unplanned, informal encounters with visitors–
are opportunities for the public to form very personal connections with the District’s lands and mission.
What Is Interpretation, and Why Use It?
Interpretation is often misunderstood; it’s far more
nuanced than a simple sharing of information. Instead,
interpretation is a strategic communication process
designed to forge connections between the participant,
the resource, and your mission.
Well-developed interpretation provokes curiosity,
involves the listener, and tells a compelling story that
reveals the meaning(s) behind the facts. By including the
participant in the story, interpretation fosters personal
connections that are shown to reach deeper and last
longer.
Note that many functions of Public Affairs have much in common with interpretation, sharing
goals as well as methodology. In many agencies, the two are housed in the same department.
Figure 1—Three Realms of
Interpretation
Visitor agenda
Management
interests Resource
attributes
16
Case Studies
To illustrate the power of purposeful, organized interpretation integrated across departments, we
present two case study examples from California.
Bear ProBlems: Yosemite
Yosemite National Park has been challenged by increasing incidents of property damage
and injuries from bear-human interactions. In 1998, the park began an integrated campaign
of interpretive solutions: a system of “Be Bear Aware” messages delivered across multiple
communication platforms with the goal of raising awareness and encouraging safe practices,
including use of bear-proof food storage equipment. Measurable results began immediately.
By 2013, injuries and damage from bear incidents had fallen more than 92 percent; the
number of bears killed for safety reasons had dropped by more than 80 percent.1
Western snoWY Plovers: Point reYes
When Point Reyes National Seashore realized that park visitors were, however unintentionally,
affecting the nesting and foraging patterns of western snowy plovers and their fledglings,
resource managers and interpreters developed a multipronged communications approach
to address the problem. Displays, interpretive docents deployed at the beach on key days,
free dog leashes printed with stewardship messages, and other solutions were deployed.
Customized messaging was crafted for individual user groups, including anglers, surfers,
and walkers. Management affirms that the integrated approach has contributed significantly
to maintaining critical plover population levels, and that far fewer chicks are now lost on
docent days.2,3
Defining Success: A Longer View
Currently, both the Stewardship and I&E programs track their output (e.g., number of docent
programs offered; number of trail issues reported, etc.). Such basic quantitative data are good
measures.
That being said, by looking beyond output to consider outcomes linked to larger District goals
(e.g., “Participants can describe how their water quality is linked to natural lands,” or “Trail
violations decrease by 40% within x weeks of program implementation”), program developers
can stay mindful of, and help advance, Vision Plan goals.
Consistent Branding, Communications, and Cross-Departmental Collaboration
Because interpretation works as an integrated system,
multiple departments must work together for desired
interpretive outcomes to manifest. Its planning requires
a shared understanding, both vertically and horizontally
across departments, and its implementation requires
ongoing collaboration.
External messaging, whether written or spoken, should
support consistent themes and reflect the District’s
brand. Similarly, internal communications should be
clear and consistent; one cannot be achieved without
1 http://www.mercurynews.com/2014/09/13/conflicts-with-yosemite-bears-fall-dramatically-as-people-bears-
learn-new-lessons/
2 https://www.nps.gov/orgs/1905/upload/InterpSolutions.pdf
3 https://www.nps.gov/pore/learn/nature/birds_snowyplover.htm
External messaging,
whether written or
spoken, should support
consistent themes and
reflect the District’s brand.
17
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18
the other. For example, as currently configured, multiple departments are charged with external
communications; e.g., the development of interpretive trailside signs is handled by a team of
three departments (Public Affairs, Visitor Services, and Planning), yet coordination between
these departments is inconsistent. Although interpretive signs are of good quality, they are
developed on a case-by-case basis, without benefit of a strategic and coordinating master
plan paired with preserve-specific interpretive plans. Such plans would outline each site’s
interpretive potential, target audiences, site-specific interpretive goals and objectives, and
the overall mix of interpretive media and programs best for the specific property. Each sign
developed without the guidance of such plans represents a missed opportunity for coordinated,
synergistic messaging.
RECOMMENDATION 2
Develop a new Interpretive Master Plan.
• This Master Plan would outline an overarching message hierarchy to support all
forms of public communications over the next 10 to 20 years, while maintaining
flexibility, adaptability, and responsiveness to topical issues.
• Master Plan goals should align with those of the Vision Plan, and be paired with
achievable, outcome-based, measurable objectives.
• Interpretive master planning should incorporate input from every relevant
department (Natural Resources, Visitor Services, Public Affairs, Planning, etc.) as
well as community and user group representatives.
• The Master Plan should be developed under the guidance of, or in partnership
with, a professional interpretive planner trained and certified by the National
Association for Interpretation (NAI).1
RECOMMENDATION 3
Using the Interpretive Master Plan as a guide, develop individual interpretive plans for
each preserve.
• Preserve plans outline target audiences, all topics from which storylines can
be developed, and the best mix of non-personal media (signs, apps, etc.) and
personal programming (docent walks, Trail Patrol volunteers, trailhead popup
booths, etc.) to deliver them.
• Preserve plans in turn inform site, facility, media, and program planning and
development.
RECOMMENDATION 4
Wherever appropriate, all public communications, regardless of topic or source, should be
framed within the District’s overarching theme/subtheme hierarchy.
RECOMMENDATION 5
Formalize coordination between departments regarding public messaging, particularly that
between Public Affairs and Visitor Services.
1 The National Association for Interpretation is the interpretive profession’s standards and support association in
the US, Canada, and more than 30 other nations. NAI offers professional-level certification for master interpreters,
interpretive managers, and interpretive planners, as well as excellent training and certification courses for interpre-
tive guides (docents) and hosts.
19
RECOMMENDATION 6
As needed, Visitor Services, Public Affairs, Natural Resources, Land & Facilities Services,
and Planning should work together to develop communication campaigns to address
topical issues, visitor- or neighbor-related resource protection problems, and so on.
Interpretation and Education Program
Currently known as the Docent Program, the Interpretation and Education (I&E) program
manages the training and contributions of more than 140 interpretive and education
volunteers. Popular, productive, and enjoying a reputation for quality among both peers and
participants, this program is, for many, the public face of the District.
However, the program is under strain
and working at maximum capacity.
Developing, training, and managing a
high-quality interpretation and education
program requires more staff than are
currently at hand. By way of example,
Jefferson County Open Space in
Colorado, with 54,000 acres and 29
park units, employs 10 full-time and
another dozen part-time education and
interpretation staff. With its 63,000 acres and 24 currently-open preserves, the District’s lack
of Interpretation & Education staff will become even more limiting as the District opens more
preserves and gains new neighbors and visitors.
As mentioned in a previous section, the Docent Program name is outdated and restrictive in
light of the District’s growth and vision. Updating it to “Interpretation and Education” aligns the
program with those of other high-functioning peer agencies (East Bay Regional Parks District,
Jefferson County Open Space, City of Fort Collins Natural Areas, Monterey Bay Aquarium,
etc.) whose departments reflect what their programs do (Guest Services, Interpretation and
Education, etc.) rather than who does them (Docent Program).
Leveraging Docent Power
Our investigations showed that as a whole, docents are knowledgeable, and participants find
docent-led activities quite enjoyable.
Outdoor Activity Docents (OADs) currently choose their own program topics and develop their
own content. However enjoyable and informative, such docent-driven programming, developed
without the carefully-crafted goals and theme structure of an interpretive plan, puts the docent,
not the District, in control of the message. This situation can lead to missed opportunities as well
as inconsistencies in representation of the District and its brand.
RECOMMENDATION 7
The District, not docents, should set the agenda for interpretive programs. Ensure every
interpretive offering is organized around specific District themes, storylines, goals, and
measurable objectives, as outlined in a new interpretive master plan and corresponding
preserve interpretive plans.
Developing, training,
and managing a high-
quality interpretation
and education program
requires more staff than
are currently at hand.
20
Currently, all docents receive exposure to interpretive techniques training, which emphasizes
best practices such as visitor-centered, multi-sensory, interactive storytelling, and hands-on
opportunities. However, staff have indicated that, after training is complete, some docents lapse
into one-way, lecture-style communication, which focuses on sharing as many facts as possible
within the allotted time.
RECOMMENDATION 8
Institute more in-depth training in thematic interpretation, add and monitor quality
standards, and create advanced interpreter levels.
• Develop minimum performance standards for docents; include sufficient practice
and coaching time during training, and provide ongoing support through a peer
mentorship program.
• Monitor in-field performance; adjust or supplement training as needed.
• Add an advanced level as a “career path” for docents. Those who achieve
the necessary competencies (as demonstrated by Certified Interpretive Guide
certification or equivalent) may create their own program outlines using any content
that fits the District’s interpretive theme structure, goals, and any current topical
focus. These docents may also serve as peer mentors.
• Entry-level docents should follow staff-developed program outlines and activities.
Currently, staff are not positioned to be able to adequately and/or consistently evaluate and
control the quality of program delivery, or to mentor individuals who otherwise might improve
with additional training.
RECOMMENDATION 9
Staff the Interpretation & Education (I&E) program with sufficient professionally trained
interpretation and environmental education personnel to support these upgrades.
Interpretive and education staff should be NAI-certified; ideally, the program manager
should possess certifications in interpretive planning, training, and management.
RECOMMENDATION 10
Enroll the District as an institutional member of NAI; send I&E staff and interested docents
to NAI’s regional and national conferences, where they can receive ongoing training,
exchange ideas for new programs and techniques, and receive support and inspiration
from peers and leaders in the field.
Educational Programming
Reaching school age children is key to the long term mission of the District, and is a key
component of meeting the District’s diversity targets (for more information, see page 25). The
agency’s education program is active and valued by educators. However, staff report that the
school program is stretched thin, with demand sometimes outstripping capacity. As is common
in education programs, recruiting and retaining volunteers as Outdoor Education Leaders (OELs)
is challenging; few possess the required availability combined with the necessary aptitude and
desire for the role. OELs are trained in child-friendly techniques, but staff indicates that some
OELs stray from their techniques training and lapse into an old-fashioned, lecture-style approach.
Research has shown that when working with young people, lecture-style communication, once
the norm in schools, is not particularly effective. Today, modern pedagogy relies on group work
21
and multidisciplinary, hands-on approaches that engage students and deepen learning. When
well-trained and mentored in such hands-on techniques, education docents can help students get
the most from their field trip experiences.
In Fiscal Year 2017/18, Visitor Services will be updating “Spaces and Species,” its third-to-fifth
grade field trip curriculum, and aligning it with California’s Next Generation Science Standards
(NGSS). This is a commendable move. Educators strongly prefer field trips that help students fulfill
their science requirements.
RECOMMENDATION 11
Staff the Outdoor Education program with one or more professionally trained Education
Specialists, and expand the program’s capacity through the use of seasonal interns. Consider
recruiting interns and staff from within environmental education degree programs.
RECOMMENDATION 12
Institute OEL performance standards, in-field performance monitoring, and mentoring for
trainees.
RECOMMENDATION 13
Expand and deepen OEL training programs; continually offer refresher trainings, and sponsor
their attendance at NAI trainings and conferences. This will not only yield more effective
OELs, but will help attract and retain them as volunteers.
RECOMMENDATION 14
Because science standards are constantly evolving, update the program curriculum every
3-5 years, ensuring its alignment with state content standards and benchmarks.
How to Decide Which Specialist Position to Fill First
The Interpretive Specialist will be responsible for developing and implementing the District’s
day-to-day interpretive programming, including oversight and monitoring of the Outdoor
Activity Docents. Filling this position first would reflect a District priority to establish ownership of
interpretive messaging, and to ensure alignment of all public programming with an interpretive
theme structure as set forth in the recommended Interpretive Master Plan. This option is likely to
yield measurable results relatively quickly.
The Education Specialist will apply the new environmental education curriculum (scheduled to
be revised in 2017 in alignment with the state’s learning standards), recruit and monitor the
performance of the Outdoor Education Leaders, and market the programs to a greater number of
schools and teachers. Filling the Education Specialist position first would reflect a District priority
to begin using education programs to cultivate stronger relationships with the next generation
of users, and connect with more diverse populations—a long-term process that may not show
measurable results for years.
Volunteer Stewardship Program
The current Volunteer Stewardship program runs smoothly. The work accomplished is significant
22
to the District, and is satisfying to most volunteers as well. Functioning well and accomplishing
much, the program does evidence some areas of unfulfilled potential.
Trail Work
Trail development and maintenance currently falls under the purview of Land & Facilities Services.
As new preserves come online and demand for trail work increases, there may be justification
for adding trails support to the Stewardship volunteer program. Ensuring quality work should, of
course, be a priority.
RECOMMENDATION 15
Consider adding a Trails Specialist position, responsible for a new, highly trained Advanced
Trails volunteer team, to the Stewardship Volunteer program.
Preserve Partner Events
Preserve Partner events are typically one-off experiences that attract new volunteers. They are
excellent for raising the District’s profile, and act as a pipeline for reliable longer-term volunteers.
These events have disadvantages, however. They are time-intensive to plan and organize, and
require a high staff-to-volunteer ratio for training and work supervision. Lack of technical skills
also limits what Preserve Partner volunteers can accomplish. Although most events are carefully
planned, certain corporate partners tend to recruit so many participants that volunteers end
up idle and frustrated from lack of meaningful activity. Similarly, because overly large events
unbalance supervisory ratios, results can be sub-par, requiring staff to correct the work later.
RECOMMENDATION 16
Supplement event staff with specially-trained volunteers and crew leaders to increase
supervisor-to-volunteer ratios and enhance training. Ensure compliance with participation
limits for corporate partner events to ensure satisfying volunteer experiences.
Volunteer Recruitment and Intake
People skills are important, and not just for interpretive volunteers (Outdoor Activity Docents,
Outdoor Education Leaders, Community Outreach Volunteers). Although Stewardship volunteers
are tasked with resource protection and restoration, they can be highly visible to visitors. This is
particularly true of Trail Patrol volunteers, whose jobs are to interact with the public, and who are
perceived as ambassadors for the District.
Program managers conduct intake interviews with prospective volunteers, where they can
informally assess candidates’ suitability. However, as might be expected, and as confirmed by
staff and feedback session participants, some volunteers are better with interpersonal skills than
others. As such aptitudes don’t necessarily surface in interviews, it pays to objectively evaluate
prospects’ work styles and personalities before investing in their training.
Objective evaluation tools (when grounded in social science research) are often used by
employment professionals. The consultants have personal experience with the effectiveness of
such tools when matching prospects to jobs, and when managing paid and unpaid staff.
RECOMMENDATION 17
To better match candidates to any volunteer job involving interaction with the public, consider
adding objective personality and aptitude testing to the intake process.
23
RECOMMENDATION 18
Set clear expectations from the beginning, starting with recruitment advertising. Create
accurate job descriptions that not only outline duties, requirements, and performance
standards, but also describe the personality traits and attributes best suited for each position.
Add interpersonal skills to the list of requirements for Trail Patrol volunteers.
VolS and I&E Training, Support, and Quality Control
Stewardship and I&E volunteers alike feel that some training segments, especially those focused
on communication skills (e.g., visitor interaction skills for Trail Patrol, interpretive skills for docents),
require more practice time. Even seasoned volunteers have stated they would appreciate ways
to revisit initial and refresher training segments; new volunteers have expressed the need for more
peer support in the field.
For both logistical and social reasons, volunteers would like to be more connected to one another
and the District, including efficient ways to stay up to date on time-sensitive issues (mountain lion
sightings, etc.), hear “insider” news from the District, learn from one another’s experiences, and
enjoy more camaraderie.
RECOMMENDATION 19
Expand interpersonal skills training and practice time for Stewardship volunteers with public
contact. Cross-train Trail Patrol volunteers in interpretive techniques to support their dual duties
of resource protection and visitor communications.
RECOMMENDATION 20
Just as with paid staff, steer candidates toward success by monitoring performance (during
training as well as in the field). Provide ongoing feedback, and be willing to take corrective
measures—additional training, counseling, or reassignment—as necessary. Allocate sufficient
staff time for prompt follow-up on issues.
RECOMMENDATION 21
Formalize a mentor program for Trail Patrol volunteers, pairing select experienced TPVs with
trainees.
RECOMMENDATION 22
Provide systematic lines of communication with and between volunteers.
• Consider a District-controlled blog or list-serve that keeps subscribers updated with
preserve news, to which other departments can easily contribute content.
• Develop an online communications platform for I&E and Stewardship volunteers;
recruit a team of trusted volunteers to administer it.
RECOMMENDATION 23
Provide online resources for all volunteers. Consider:
• Distance learning (including NAI sponsored webinars)
• Videotaped in-house training sessions
• An FAQ section
• A crowdsourced bibliography of recommended books, web resources, etc.
• Working with libraries to set up a reserved book system
• If feasible, an online event calendar function
24
Project Management and Succession Planning
Over the course of years, both the VolS and I&E program managers have grown large, productive
programs. In the process they have accumulated a great deal of knowledge, experience, and
community connections.
If workload, workflow, needed resources, project planning and prioritization are not well
documented, programs and projects can be placed at risk, especially in the case of the absence
or departure of a leader. The District would benefit from steps to ensure continuity when and if
managers leave their positions.
RECOMMENDATION 24
Develop clearer structures and procedures that document and institutionalize knowledge,
planning, decision-making, work flow, record-keeping, and accountability, to ensure
organizational memory and program continuity. Increase knowledge of intra-program roles
and responsibilities.
Community Outreach
As the District’s event ambassadors and volunteer recruiters, Public Affairs’ Community Outreach
program staff actually play an important interpretive role. To do the job well, Outreach staff must
stay up to date on volunteer activities, requirements, and day-to-day realities. Further, because
Visitor Services supplies volunteers for Community Outreach events, links between the two
departments must be maintained, especially after the recent organizational changes. Currently,
the number of outreach event opportunities in target communities outstrip the capacity of a single
Public Affairs Specialist to manage.
RECOMMENDATION 25
Increase community outreach effectiveness by training seasoned volunteers as outreach event
leaders, trusted to supervise other Community Outreach Volunteers at events. This will allow
the Public Affairs Specialist to shift focus to supporting multiple events simultaneously.
RECOMMENDATION 26
Formalize intra-departmental coordination and collaboration regarding preserve events,
outreach, social media, stewardship campaigns (e.g., a “dogs on leashes” blitz), and
updated talking points for informal encounters between visitors and District representatives
in the field.
The Visitor Experience
Preserve Entries
Preserve entries set the tone for the rest of the visitor experience. Currently, entries lack both a
strong identity and clear messaging. Although entry kiosks are prominent, contents appear to be
randomly designed and casually posted. There is nothing to connect visitors with the District’s
stewardship mission, how preserves differ from parks (which affects visitor awareness and,
ultimately, behavior), or the benefits of open space to communities.
RECOMMENDATION 27
Develop preserve entries and signage in accordance with the new interpretive master plan.
Develop design standards that convey a consistent look and feel across properties, while still
highlighting each preserve’s unique identity.
25
Interpretive Signs
Interpretive panels on preserves should align with District themes as outlined in an Interpretive
Master Plan. Decisions regarding use and placement of interpretive signage should follow, not
precede, interpretive planning for specific preserves, and their development should be managed
by professional interpreters.
RECOMMENDATION 28
Move leadership for panel planning and development to the I&E program; train all interpretive
panel team members in interpretive principles and techniques.
Visitor Contact
Visitors make contact with a number of different District representatives, whether paid or volunteer.
Each encounter represents an opportunity to build understanding of, and connections with,
District lands and its mission.
RECOMMENDATION 29
For all District representatives who have contact with visitors and constituents, provide cross-
training in basic interpretive principles and techniques, with emphasis on interpersonal
communication and facilitated dialogue.1
Visitor Feedback
Understanding the public’s perception is a good investment when natural resource protection
requires a stewardship ethic shared by visitors, neighbors, and taxpayers.
Accurate and consistent data collection helps management stay in touch with visitor experiences
and public perceptions, and aids in program quality control. There is currently a mechanism for
post-outdoor activity visitor feedback: non-personalized District business cards featuring a District
email address are distributed by docents. However, the majority of attendees do not follow up
to provide feedback.
RECOMMENDATION 30
Make it easy and rewarding for visitors to provide feedback.
• Create a new, user-friendly online feedback form that is automatically sent to
registered participants via email or text after an activity has ended. The form should
also include an “opt-out” feature that adds the participant to a mailing list, as well as
a clickable link inviting users to follow the District on social media.
• Replace the generic business card with an improved design featuring a scan code
linked to the feedback form. Include the corresponding URL for those who don’t use
smartphones.
• Post a feedback invitation, with scan code and web address, at preserve entries.
• All invitations should mention incentives to participate, such as a quarterly drawing
to win a private small-group hike or night walk.
Diversity Issues
The District plans a study for FY 2017-2018 regarding preserve-user demographics. Staff
feedback indicates that, especially in light of the diverse demographics of the Bay Area, people
of color appear to be underrepresented among visitors as well as District staff and volunteers.
Similarly, docents (and their program attendees) tend to be older adults. This pattern is not
1 See Appendix E, Interpretive Glossary
26
unique; indeed, it challenges natural resource agencies across the country. Reasons given for
this, as offered by staff, volunteers, and Diversity Committee members, reflect national patterns
as well:
• Disadvantaged populations tend to lack awareness of preserves, and/or feel unwelcome
at them.
• Language is only one of many barriers.
• Many cultures lack a tradition of nature-focused activities.
• Urban dwellers, regardless of socioeconomic background, are more likely to assume
there’s “nothing to do” at a preserve, and/or associate natural lands with risks (insects,
cougars, snakes, assaults).
• Sites without group picnic or camping amenities can lack appeal for large-family cultures.
• Several locally-represented cultural traditions expect their members’ free time to be spent
supporting and socializing within the extended family group.
• Socioeconomically-challenged groups work long hours, and have little or no time or
energy to invest in volunteering; spare time is used to support family members.
• Likewise, disadvantaged parents can’t spare time to chaperone school trips.
• Many underserved populations face transportation barriers; they may live far from most
preserves and/or lack cars. There is little to no public transportation serving preserves.
Many interviewees felt this is the key barrier, especially at Skyline preserves.
RECOMMENDATION 31
• Work with educational and civic organizations to recruit and sponsor job and
volunteer candidates from target populations.
• Make bilingual Spanish speakers a hiring preference, especially for visitor contact
positions
Many people of color (presumably upper socioeconomic segments) regularly use Open Space
preserves (some more than others) for after-work exercise or self-organized group outings.
Some use Meetup.com as their platform, which can generate large numbers of participants.
Occasionally, groups exceed the legally allowed size, requiring rangers to respond. Although
such encounters are generally educational in nature and do not result in citations, they do point
to opportunities to work proactively with large groups.
RECOMMENDATION 32
Be aware of the various social media outlets that encourage outdoor activities, especially
those favored by diverse ethnic groups, and work with them to encourage appropriate use,
which includes managing group sizes to minimize impacts on the environment, other users,
and the availability of parking.
The Nature Center, an excellent introduction to Preserves, is closed on holidays—big outing days
for working families.
RECOMMENDATION 33
Consider staffing the Nature Center on holidays, and scheduling special activities that
appeal to families. Strive for multilingual volunteers for this position.
27
The City of East Palo Alto’s Cooley Landing Educational Center is an attractive resource. Located
close to urban and underserved populations, it may be especially well-placed for connecting
with new audiences.
RECOMMENDATION 34
Consider a cooperative agreement with the City of East Palo Alto to offer interpretive
opportunities for Cooley Landing visitors. These could include live programs, roving
interpreters, and/or temporary or permanent exhibits.
RECOMMENDATION 35
Develop certain programs as bilingual or Spanish-only activities.
RECOMMENDATION 36
Consider making cultural sensitivity training standard for interpretive, education, outreach,
and Trail Patrol volunteers.
RECOMMENDATION 37
Consider creating a natural history education volunteer team to work within targeted
school classrooms to support and strengthen natural science education and awareness.
Environmental Volunteers, a non-profit organization focused on science education, may be
a natural partner for this.
RECOMMENDATION 38
Consider supporting the development of a Friends Group focused on fundraising for diversity
support (e.g., family outing transportation to preserves; scholarships for natural sciences
education; internships, etc.).
RECOMMENDATION 39
Many new and soon-to-open preserves are close to populations rich in ethnic diversity.
Consider focusing new outreach efforts in these areas.
Partnerships for Diversity
The District has developed several community partnerships. We see opportunities for further
collaboration to engage more diverse communities.
Grassroots Ecology, for example, is rich in resource knowledge, organizational and interpretive
skills, and connections with underserved communities. Yet their contract focuses on affluent
communities. Such partnerships can be made more strategic.
Latino Outdoors has been a good connection for the District, which could be further developed.
We also understand that Latino Outdoors is slim in staff and resources. This may represent an
opportunity for the District to strengthen this partnership.
RECOMMENDATION 40
Consider more strategic use of partnerships and contracts to better address diversity targets
(e.g., a multi-year funding contract to support Latino Outdoors staff in carrying out specific
District-related activities).
28
Rangers as Role Models and Interpreters
Role modeling is critical to the development of a diverse workforce over time—a high priority in
the District’s Vision Plan. At the same time, socioeconomically disadvantaged youth, who may
rarely if ever visit a preserve, lack exposure to career paths outside their sphere of experience.
As uniformed authorities considered both friendly and approachable, rangers enjoy a remarkable
cachet, especially with youth. Although District rangers book occasional appearances at schools
and civic organization programs, current ranger resources are stretched thin, and such duties
are low priority. Several District staff and management spoke of the benefits of rangers adding
outreach and interpretive programs to their job descriptions, and we agree.
RECOMMENDATION 41
Develop a cadre of “interpretive specialist” rangers whose regular duties include school and
civic organization visits. Consider requiring interpretive guide certification for this position.
RECOMMENDATION 42
Cross-train all rangers in basic interpretive communication skills, with an emphasis on
facilitated dialogue.
Social Media and Apps
To help cultivate younger and more diverse audiences, the District is working with app developer
Tralia to make their outdoor recreation app more user and agency friendly. The District can also
make more of its social media accounts (Twitter, Facebook, Instagram, YouTube) by providing
content that is more interpretive and relevant to target audiences.
RECOMMENDATION 43
Expand audience reach by making social media content more interpretive, engaging, and
attractive, especially for younger and urban audiences.
• Create systems of communication that allow Visitor Services and Public Affairs to
more easily tap the knowledge of other departments, in order to refresh website and
social media content with minimal demands on staff.
• In addition to the District’s annual photo contest, consider offering monthly opportunities
to submit a photo, poetry, or mini-essay to be featured on social media and the
District’s home page.
• Continue to work with Tralia to add app functions that:
• Help people locate and navigate to preserves
• Offer place-based interpretive content on demand
• Generate an automatic query on visit satisfaction and feedback
• Include photo frames, stickers, and custom meme functions
• Link to District social media
• Add stewardship messaging to Geocaches located on preserves.
29
Implementation
Moving toward the vision for high-functioning Interpretation & Education and Volunteer
Stewardship programs will take time. A phased approach is recommended, as illustrated by
the charts on the following pages.
Implementation timing and costs will be evaluated on a step-by-step basis by District staff, and
recommendations will be made to the Board of Directors in the context of annual Action Plan
and Budget development processes, to ensure short- and long-term financial sustainability and
balancing of District-wide project and program priorities.
30
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33
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)
.
34
Appendix A
Acknowledgements
We would like to thank the many District staff and volunteers who made this study possible. They shared their
thoughts and ideas in interviews and focus groups; provided us with needed background information; and
made themselves available for questions and general support. If we have inadvertently left any individuals
out, we apologize.
District Staff
Steve Abbors
Gordon Baillie
Chris Barresi
Cydney Beiber
Marianne Chance
Renée Fitzsimons
Ellen Gartside
Bruce Bailey
Paul Billig
Kim Borick
Cathy Brown
Stephen Buckhout
Steve Haas
Doug Hembry
Dave Hood
Lynn Jackson
Farhana Kazi
Dave Kocsis
Louise Levy
Carmen Lau
Tom Lausten
Paul McKowan
Michael Newburn
Ana Ruiz
Jennifer Williams
Kevin Woodhouse
Chris McIntosh
Lina Mesa
Barb Muir
Claudia Newbold
Ann Parsons
Bob Rosenberg
Sarah Schoen
John Seyfarth
Simone Smith
Gerri Tiernan
Ben Velichko
Liz Velichko
Volunteers and Docents
We extend special thanks to the following organizations for their willingness to share their successes and
challenges with us:
Environmental Volunteers, Palos Verdes Peninsula Land Conservancy, Jefferson County Open Space,
Don Edwards San Francisco Bay National Wildlife Refuge, Santa Clara County Parks, Santa Clara
Valley Open Space Authority, Monterey Bay Aquarium, Año Nuevo State Park, City of Boulder
Open Space and Mountain Parks, Fort Collins Natural Areas, Friends of Edgewood, Grassroots
Ecology, BeachWatch Program—Greater Farallones National Marine Sanctuary, and Pacifica
Beach Coalition.
35
Appendix B
List of Recommendations
RECOMMENDATION 1
Because the primary focus of the Volunteer Program is resource stewardship, consider
renaming it to the Volunteer Stewardship Program. Similarly, the Docent Program becomes the
Interpretation and Education Program.
• In this scenario, “volunteer” becomes a universal term modified by its specific program:
participants are known as Stewardship, Interpretive, Education, or Administrative
volunteers.
• Although Administrative volunteers do not serve in stewardship roles, it makes sense to
have the Volunteer Stewardship program continue to manage them.
RECOMMENDATION 2
Develop a new Interpretive Master Plan. This Master Plan would outline an overarching
message hierarchy to support all forms of public communications over the next 10 to 20 years,
while maintaining flexibility, adaptability and responsiveness to topical issues.
• Interpretive Master Plan goals should align with those of the Vision Plan, and be paired
with achievable, outcome-based, measurable objectives.
• Interpretive master planning should incorporate input from every relevant department
(Natural Resources, Visitor Services, Public Affairs, Planning, etc.) as well as community
and user group representatives.
• The Interpretive Master Plan should be developed under the guidance of, or in
partnership with, a professional interpretive planner trained and certified by the
National Association for Interpretation (NAI).1
RECOMMENDATION 3
Using the Interpretive Master Plan as a guide, develop individual interpretive plans for each
preserve.
• Preserve plans outline target audiences, all topics from which storylines can be
developed, and the best mix of non-personal media (signs, apps, etc.) and personal
programming (docent walks, Trail Patrol volunteers, trailhead popup booths, etc.) to
deliver them.
• Preserve plans in turn inform site, facility, media, and program planning and
development.
RECOMMENDATION 4
Wherever appropriate, all public communications, regardless of topic or source, should be
framed within the District’s overarching theme/subtheme hierarchy.
1 The National Association for Interpretation is the interpretive profession’s standards and support association in the
US, Canada, and more than 30 other nations. NAI offers professional-level certification for front-line interpreters,
interpretive managers, interpretive planners, and interpretive trainers, as well as excellent training and certification
courses for interpretive guides (docents) and hosts.
36
RECOMMENDATION 5
Formalize coordination between departments regarding public messaging, particularly that
between Public Affairs and Visitor Services.
RECOMMENDATION 6
As needed, Visitor Services, Public Affairs, Natural Resources, Land & Facilities Services, and
Planning should work together to develop communication campaigns to address topical issues,
visitor- or neighbor-related resource protection problems, and so on.
RECOMMENDATION 7
The District, not docents, should set the agenda for interpretive programs. Ensure every
interpretive offering is organized around specific District themes, storylines, goals, and
measurable objectives, as outlined in a new interpretive master plan and corresponding
preserve interpretive plans.
RECOMMENDATION 8
Institute more in-depth training in thematic interpretation, add and monitor quality standards,
and create advanced interpreter levels.
• Develop minimum performance standards for docents; include sufficient practice and
coaching time during training, and provide ongoing support through a peer mentorship
program.
• Monitor in-field performance; adjust or supplement training as needed.
• Add an advanced level as a “career path” for docents. Those who achieve the
necessary competencies (as demonstrated by Certified Interpretive Guide certification
or equivalent) may create their own program outlines using any content that fits the
District’s interpretive theme structure, goals, and any current topical focus. These
docents may also serve as peer mentors.
• Entry-level docents should follow staff-developed program outlines and activities.
RECOMMENDATION 9
Staff the Interpretation & Education (I&E) program with sufficient professionally trained
interpretation and environmental education personnel to support these upgrades. Interpretive
and education staff should be NAI-certified; ideally, the program manager should possess
certifications in interpretive planning, training, and management.
RECOMMENDATION 10
Enroll the District as an institutional member of NAI; send I&E staff and interested docents to
NAI’s regional and national conferences, where they can receive ongoing training, exchange
ideas for new programs and techniques, and receive support and inspiration from peers and
leaders in the field.
RECOMMENDATION 11
Staff the Outdoor Education program with one or more professionally trained educators, and
expand capacity through the use of seasonal interns. Consider recruiting interns and staff from
within environmental education degree programs.
37
RECOMMENDATION 12
Institute OEL performance standards, in-field performance monitoring, and mentoring for
trainees.
RECOMMENDATION 13
Expand and deepen OEL training programs; continually offer refresher trainings, and sponsor
their attendance at NAI trainings and conferences. This will not only yield more effective OELs,
but will help attract and retain them as volunteers.
RECOMMENDATION 14
Because science standards are constantly evolving, update the program curriculum every 3-5
years, ensuring its alignment with state content standards and benchmarks.
RECOMMENDATION 15
Consider adding a Trails Specialist position, responsible for a new, highly-trained Advanced
Trails volunteer team, to the Stewardship program.
RECOMMENDATION 16
Supplement preserve partner event staff with specially-trained volunteers and crew leaders
to increase supervisor-to-volunteer ratios and enhance training. Ensure compliance with
participation limits for corporate partner events to ensure satisfying volunteer experiences.
RECOMMENDATION 17
To better match candidates to any volunteer job involving interaction with the public, consider
adding objective personality and aptitude testing to the intake process.
RECOMMENDATION 18
Set clear expectations from the beginning, starting with recruitment advertising. Create
accurate job descriptions that not only outline duties, requirements, and performance
standards, but also describe the personality traits and attributes best suited for each position.
Add interpersonal skills to the list of requirements for Trail Patrol volunteers.
RECOMMENDATION 19
Expand interpersonal skills training and practice time for Stewardship volunteers with public
contact. Cross-train Trail Patrol volunteers in interpretive techniques to support their dual duties
of resource protection and visitor communications.
RECOMMENDATION 20
Just as with paid staff, steer candidates toward success by monitoring performance (during
training as well as in the field). Provide ongoing feedback, and be willing to take corrective
measures—additional training, counseling, or reassignment—as necessary. Allocate sufficient
staff time for prompt follow-up on issues.
RECOMMENDATION 21
Formalize a mentor program for Trail Patrol volunteers, pairing select experienced TPVs with
trainees.
38
RECOMMENDATION 22
Provide systematic lines of communication with and between volunteers.
• Consider a District-controlled blog or list-serve that keeps subscribers updated with
preserve news, to which other departments can easily contribute content.
• Develop an online communications platform for I&E and Stewardship volunteers; recruit
a team of trusted volunteers to administer it.
RECOMMENDATION 23
Provide online resources for all volunteers. Consider:
• Distance learning (including NAI-sponsored webinars)
• Videotaped in-house training sessions
• An FAQ section
• A crowdsourced bibliography of recommended books, web resources, etc.
• Working with libraries to set up a reserved book system
• If feasible, an online event calendar function
RECOMMENDATION 24
Develop clearer structures and procedures that document and institutionalize knowledge,
planning, decision-making, workflow, record-keeping, and accountability, to ensure
organizational memory and program continuity. Increase knowledge of intra-program roles and
responsibilities.
RECOMMENDATION 25
Increase community outreach effectiveness by training seasoned volunteers as outreach event
leaders, trusted to supervise other Community Outreach Volunteers at events. This will allow the
Public Affairs Specialist to shift focus to supporting multiple events simultaneously.
RECOMMENDATION 26
Formalize intra-departmental coordination and collaboration regarding preserve events,
outreach, social media, stewardship campaigns (e.g., a “dogs on leashes” blitz), and updated
talking points for informal encounters between visitors and District representatives in the field.
RECOMMENDATION 27
Develop preserve entries and signage in accordance with the new interpretive master plan.
Develop design standards that convey a consistent look and feel across properties, while still
highlighting each preserve’s unique identity.
RECOMMENDATION 28
Move leadership for panel planning and development to the I&E program; train all interpretive
panel team members in interpretive principles and techniques.
RECOMMENDATION 29
For all District representatives who have contact with visitors and constituents, provide cross-
training in basic interpretive principles and techniques, with emphasis on interpersonal
communication and facilitated dialogue.1
1 See Appendix E, Interpretive Glossary
39
RECOMMENDATION 30
Make it easy and rewarding for visitors to provide feedback.
• Create a new, user-friendly online feedback form that is automatically sent to registered
participants via email or text after an activity has ended. The form should also include
an “opt-out” feature that adds the participant to a mailing list, as well as a clickable
link inviting users to follow the District on social media.
• Replace the generic business card with an improved design featuring a scan code
linked to the feedback form. Include the corresponding URL for those who don’t use
smartphones.
• Post a feedback invitation, with scan code and web address, at preserve entries.
• All invitations should mention incentives to participate, such as a quarterly drawing to
win a private small-group hike or night walk.
RECOMMENDATION 31
• Work with educational and civic organizations to recruit and sponsor job and
volunteer candidates from target populations.
• Make bilingual Spanish speakers a hiring preference, especially for visitor contact
positions.
RECOMMENDATION 32
Be aware of the various social media outlets that encourage outdoor activities, especially those
favored by diverse ethnic groups, and work with them to encourage appropriate use, which
includes managing group sizes to minimize impacts on the environment, other users, and the
availability of parking.
RECOMMENDATION 33
Consider staffing the Nature Center on holidays, and scheduling special activities that appeal
to families. Strive for multilingual volunteers for this position.
RECOMMENDATION 34
Consider a cooperative agreement with the City of East Palo Alto to offer interpretive
opportunities for Cooley Landing visitors. These could include live programs, roving
interpreters, and/or temporary or permanent exhibits.
RECOMMENDATION 35
Develop certain programs as bilingual or Spanish-only activities.
RECOMMENDATION 36
Consider making cultural sensitivity training standard for interpretive, education, outreach, and
Trail Patrol volunteers.
RECOMMENDATION 37
Consider creating a natural history education volunteer team to work within targeted schools to
support and strengthen natural science education and awareness. Environmental Volunteers, a
non-profit organization focused on science education, may be a natural partner for this.
40
RECOMMENDATION 38
Consider supporting the development of a Friends Group focused on fundraising for diversity
support (e.g., family outing transportation to preserves; scholarships for natural sciences
education; internships, etc.).
RECOMMENDATION 39
Many new and soon-to-open preserves are close to populations rich in ethnic diversity.
Consider focusing new outreach efforts in these areas.
RECOMMENDATION 40
Consider more strategic use of partnerships and contracts to better address diversity targets
(e.g., a multi-year funding contract to support Latino Outdoors staff in carrying out specific
District-related activities).
RECOMMENDATION 41
Develop a cadre of “interpretive specialist” rangers whose regular duties include school and
civic organization visits. Consider requiring interpretive guide certification for this position.
RECOMMENDATION 42
Cross-train all rangers in basic interpretive communication skills, with an emphasis on facilitated
dialogue.
RECOMMENDATION 43
Expand audience reach by making social media content more interpretive, engaging, and
attractive, especially for younger and urban audiences.
• Create systems of communication that allow Visitor Services and Public Affairs to more
easily tap the knowledge of other departments, in order to refresh website and social
media content with minimal demands on staff.
• In addition to the District’s annual photo contest, consider offering monthly opportunities
to submit a photo, poetry, or mini-essay to be featured on social media and the District’s
home page.
• Continue to work with Tralia to add app functions that:
• Help people locate and navigate to preserves
• Offer place-based interpretive content on demand
• Generate an automatic query on visit satisfaction and feedback
• Include photo frames, stickers, and custom meme functions
• Link to District social media
• Add stewardship messaging to Geocaches located on preserves
41
Appendix C
Organizations Interviewed
The following organizations and agencies were interviewed over a period of four weeks in
April and May 2017. We appreciate their time and willingness to share information. While
the contents of their interviews have been kept confidential, each organization is described
below.
Palos Verdes Peninsula Land Trust
Although this organization manages only 1,600 acres of land in a densely populated region,
it has a highly active stewardship and education program involving a team of 1,700+
volunteers, along with professional staff. Resources include a core group of several hundred
long-term volunteers, and over a thousand one-time volunteers. Together, they contributed
approximately 30,000 volunteer hours in 2016. This organization sets high expectations
for training and commitment, and feels the addition of a dedicated volunteer manager has
benefited the organization.
Santa Clara County Parks
This organization manages 52,000 acres of land. It manages approximately 300 active
volunteers who contribute education and/or stewardship work at a specific assigned unit on
a weekly or monthly basis. A year-round training program is in the works, as are “scripts” for
docent programs.
Santa Clara Valley Open Space Authority
This organization manages 18,000 acres of land and has an active education program
of 80+ docents. Docents are given freedom to put together their own program, with the
guidance and feedback of the education manager, and are required to go through a month-
long training. Each docent-led program must feature information about the organization, its
mission, and the overall purpose behind the land protection.
Jefferson County Open Space
This organization manages more than 54,000 acres of land. In 2016, more than 3,000
volunteers contributed nearly 40,000 hours of education, interpretation and stewardship work,
and more than 75,000 people attended public programs. A rigorous placement process
helps focus training efforts on volunteers who truly are committed. This organization challenges
volunteers to complete extensive training and be available when the organization needs them,
not when it is convenient for volunteers. This results in a cadre of highly skilled volunteers that
are very much appreciated by staff. Advanced education volunteers (docents) are allowed to
create their own programs; less experienced volunteers deliver activities developed by staff.
Don Edwards San Francisco Bay National Wildlife Refuge
This organization manages approximately 30,000 acres in an urban area. In 2016, more
than 1,700 volunteers contributed 17,000 hours of education, interpretation, and stewardship
work. On average, 150-200 of those volunteers remain active year round. The training
process is informal. Citizen science volunteers must have previous training in order to be
accepted.
42
Pacifica Beach Coalition
This organization does not manage land, yet has more than 15,000 volunteers who
participate in environmental stewardship projects at more than 65 different project sites.
Inexperienced volunteers are paired with experienced mentors. This organization embraces
social media and word-of-mouth promotion to generate interest and participation. Personal
connections with volunteers, and celebration of every accomplishment, is valued by this
organization.
Environmental Volunteers
This organization does not manage land, yet has more than 100 volunteers who provide
education to groups of all ages. A strict placement process and extensive training requirement
(half a day a week for eight weeks) yields little turnover. Volunteers are expected to be “on
point and delivering our message.”
Friends of Edgewood Park & Preserve
This organization does not manage land, yet has about 75 active volunteers who provide
education, interpretation, and stewardship for a specific project site. Volunteers are managed
by the specific program they work with, and while the docent training program is extensive,
other volunteer roles require less training. Docent activity outlines and reports are submitted and
seen by the whole cadre, which has improved program quality overall.
City of Boulder Open Space and Mountain Parks
This organization manages 45,000 acres in an urban environment. In 2016, more than
1,700 volunteers contributed nearly 20,000 hours of education, interpretation, and
stewardship work. While every volunteer has a minimum of 2 hours of required training (roles
and responsibilities, purpose of the organization), some volunteer jobs require up to 60 hours
(naturalists), plus shadowing.
City of Fort Collins Natural Areas
This organization manages more than 36,000 acres, consisting of 41 individual sites.
In 2016, more than 1,800 volunteers contributed nearly 16,000 hours of education,
interpretation, and stewardship work. Seventy hours of training are required for the volunteer
naturalist role. Interviews are not conducted; the training process is used as the primary filter.
While docents are allowed to propose their own activities, the staff vets each proposal. The
time taken to develop personal connections with these volunteers is thought to make a real
difference.
Beach Watch (a program of the Greater Farallones National Marine Sanctuary)
This organization does not manage land, yet has more than 150 volunteers who conduct
citizen science work at sites spanning more than 210 miles. More than 13,000 hours were
contributed in 2014. Eighty hours of training are required at sign-up, along with a monthly
day-long commitment. Turnover is very minimal. Once volunteers make it past the rigorous
application process, they are paired with mentors for 3 months.
43
Monterey Bay Aquarium
This organization manages more than 550 active education and maintenance volunteers at its
site. Training is extensive, offered in 3-week bursts, with a month off in between. A dedicated
volunteer HR Department handles recruitment, orientation, replacement, recognition, and hour
tracking. This frees up program staff to focus on training, supervision, and quality control.
Messaging campaigns are integral to the facility’s operations.
Año Nuevo State Park
This organization manages 170 docents at its site. A 10-week training program is combined
with a mentorship program and shadowing requirements. Docents are given interpretive goals
for their programs, but the specific approach is left to the docent. Supervisors conduct random
program observations with docents and provide feedback.
44
Appendix D
The Growing Need for Visitor Services
As the District scales up the organization to meet the growth set in motion by passage of the
Measure AA bond in 2014, it places distinct emphasis on enhancing its visitor services and
customer engagement through a variety of planning efforts and committees.
In its 2014 Vision Plan, the District established several broad goals regarding its connections
with the public, including both the Docent and Volunteer programs:
Expand Opportunity—Increase the diversity of visitors; and accommodate a wide variety
of visitors of all abilities, ages, ethnicities, and interests
Diversity—Creatively reach more people, including those with decreased mobility, and
increase the diversity of our visitors; and expand youth programming and outreach through
partnerships
Improved Visitor Experience—Provide facilities/areas where families can engage safely
with nature; emphasize a variety of natural learning environments; and increase use of
technology to introduce and connect people to nature
Volunteer Stewardship—Increase support for stewardship and open space conservation;
increase technology use to promote open space stewardship; and encourage hands-on
stewardship and citizen science activities on Midpen lands
Knowledge, Understanding, and Appreciation—Remember and honor community heritage
and past ways of life through activities, programming, and projects; Interpret how natural
and cultural resources relate to people’s current lives; and increase preserve-specific
interpretation projects and programs that emphasize the protection of natural and cultural
resources
In addition, the Board of Directors’ Ad Hoc Diversity Committee established a set of goals
for Fiscal Year 2016-17. Goals and objectives relevant to the Volunteer Stewardship and
Interpretation & Education programs are:
Goal 1. Promote the District and its interpretive programs through collaborative
partnerships with diverse community organizations.
• Explore potential partnership scenarios to support the long-term management and/
or programming of the Cooley Landing Education Center; focus on scenarios that
provide “next generation” Bayfront community services and benefits.
• Seek best mechanism(s) for introducing high school, college, and graduate
students to District work, thereby infusing youth and new perspectives into District
work. Some possibilities include: participating in summer internship programs or
partnering with local, teen-based resource centers and/or conservation corps.
45
Goal 2. Engage with communities through public meetings and other means to increase
awareness about the District and its projects.
• Identify options for Board members to engage one-on-one and in group settings
with constituents and elected officials. Some possibilities include inviting elected
officials to participate in docent-led hikes and volunteer projects.
• Seek training opportunities to provide Board members with additional tools and
strategies for becoming more effective public outreach ambassadors for the District.
Goal 3. Reflect the diversity of the surrounding community in District activities and functions.
• Explore opportunities for closing the gaps of concern; determine if we are offering
what diverse communities would like to experience as visitors, and provide as
volunteers and docents.
Goal 4. Expand existing partnerships and enter into new, non-traditional partnerships to
complete projects and improve programs that serve a diverse community.
• Define the District’s role in completing Cooley Landing Park and in ensuring the
success of the Cooley Landing Education Center.
• Provide input during the upcoming study of the Visitor Services Department’s
Volunteer and Docent programs to emphasize a volunteer and docent program
delivery model that can best develop non-traditional partnerships and serve a
diverse community, including the potential to create a local conservation corps.
The 2017/2018 Strategic Plan Goals and Objectives for Fiscal Year 2017-18 identified
several goals regarding engaging partners and the public:
Goal 1. Promote, establish, and implement a common environmental protection vision with
partners.
• Build and strengthen diverse partnerships to implement a collaborative approach to
environmental protection on the Peninsula, South Bay and San Mateo Coast.
• Implement and communicate progress on the District’s Vision Plan.
Goal 2. Connect people to open space and a regional environmental protection vision.
• Communicate the purpose of the regional environmental protection vision to help
guide future decisions and to clarify and strengthen the District’s regional role with
the public and partners.
• Refine and implement a comprehensive public outreach strategy, including the
engagement of diverse communities and enhanced public education programs.
• Develop and implement strategies to accommodate an expanding public use of
District preserves consistent with environmental protection vision.
Goal 3. Strengthen organizational capacity to fulfill the mission.
• Provide the necessary resources, tools, and infrastructure, including technology
upgrades and capacity building to meet project commitments.
• Reflect the changing community we serve in the District’s visitors, staff, volunteers,
and partners.
46
Goal 4. Position the District for long-term financial sustainability to fulfill the District’s mission
on behalf of the public.
• Continue to engage constituents for bond sales via the work of the Bond Oversight
Committee.
47
Appendix E
Bibliography
In addition to the range of training materials, policy manuals, survey and feedback reports,
and other materials drawn from the Volunteer and Docent programs, the following publications
were used in the preparation of this report.
All document web links are current as of July 2017.
Midpeninsula Regional Open Space District documents:
Vision Plan
https://www.openspace.org/our-work/projects/vision-plan
Conservation Atlas
https://www.openspace.org/sites/default/files/Conservation_Atlas.pdf
Financial and Operational Sustainability Model
https://www.openspace.org/sites/default/files/FOSM_Report.pdf
Strategic Plan and Updates
https://www.openspace.org/about-us/strategic-plan
Measure AA Five-Year Project List
https://www.openspace.org/sites/default/files/MeasureAA_5YR_Projects.pdf
Interpretive Planning Guide (2011)
Diversity Outreach Ad Hoc Committee Memorandum (Nov. 2016)
Board Policy Manual: Equality, Diversity, and Inclusion (March 2016)
Bay Area Increases in Diversity: Reference Assoc. of Bay Area Government’s 2015 Report
http://reports.abag.ca.gov/sotr/2015/section3-changing-population.php
National Park Service (2011). Interpretive Solutions: Harnessing the Power of Interpretation to
Help Resolve Critical Resource Issues.
https://www.nps.gov/orgs/1905/upload/InterpSolutions.pdf
National Park Service (undated). Snowy Plovers at Point Reyes, retrieved from
https://www.nps.gov/pore/learn/nature/birds_snowyplover.htm
Rogers, Paul. (2014, September 13). Conflicts with Yosemite bears fall dramatically as
people, bears learn new lessons. San Jose Mercury News, retrieved from
http://www.mercurynews.com/2014/09/13/conflicts-with-yosemite-bears-fall-
dramatically-as-people-bears-learn-new-lessons/
48
Appendix F
Resources and Recommended Reading for
Volunteer Managers and Interpreters
National Association for Interpretation
The National Association for Interpretation (http://www.interpnet.com/) is the interpretive
profession’s standards and support association for the US, Canada, and more than 30
other nations. Members include parks, museums, nature centers, zoos, botanical gardens,
aquariums, historical and cultural sites, and the interpreters, educators, and supervisors who
work at them.
In addition to annual regional, national, and international conferences and workshops, all
of which offer professional development, peer networking and support benefits, NAI offers
professional-level certification for master interpreters, interpretive managers, interpretive
planners, and interpretive trainers. NAI also offers excellent training and certification for
interpretive guides (docents) and hosts.
A copy of NAI’s Certification Handbook and Study Guide can be downloaded at http://
www.interpnet.com/nai/docs/Certification_Handbook.pdf.
Certification requirements for the four professional certification categories include a four-
year degree in interpretation or a similar field, plus demonstrated knowledge of the history
of the interpretive profession, the principles of interpretation, and the current literature in the
interpretive field. Skill, ability, and knowledge requirements pertaining to each specialty are:
Certified Heritage Interpreter
• Techniques for delivery of personal programs
• Techniques for development of non-personal media
• Group dynamics
• Development and delivery of thematic interpretive presentations
• Effective interpersonal communication
• Writing measurable objectives
• Development and conceptual design of publications, signs, exhibits, and other non-
personal media
• Interpretive writing
Certified Interpretive Manager
• Knowledge of sound business practices
• Leadership
• Supervision of subordinate staff
• Meeting management
• Budget development and administration
• Business planning
• Writing measurable objectives
• Use of interpretation to accomplish management objectives
49
Certified Interpretive Planner
• Marketing, management, and maintenance of interpretive programs and facilities
• Meeting facilitation
• Cost estimating
• Business and strategic planning
• Assessment of natural, cultural, and operational resources
• Development of thematic guidelines
• Writing measurable objectives
• Formative and summative evaluation
• Development of media guidelines and descriptions
• Market analysis
Certified Interpretive Trainer
• Training opportunities available in the interpretive field
• Facilitation of training sessions
• Evaluation and coaching
• Writing measurable objectives
• Planning and administration of training sessions
Requirements for the two non-professional certification categories include a basic knowledge
of the history of the interpretive profession, the principles of interpretation, and the current
literature in the interpretive field. Additional requirements for each category are:
Certified Interpretive Guide
• Outlining a thematic interpretive presentation with the following elements:
• audience
• goal(s) and measurable objective(s)
• theme, introduction, subthemes, and conclusion
• Delivery of a thematic interpretive presentation
Certified Interpretive Host
• Use of informal interpretation in communications
• Excellence in customer service
• Writing measurable objectives
Eppley Institute
Eppley hosts the National Park Service’s Interpretive Development Program website, which
offers training resources for interpreters ranging from entry-level to full mastery, supervisors, and
those who develop outdoor education curriculum. http://idp.eppley.org/home/
Energize, Inc.
A training and support firm for volunteer managers, with an excellent, free collection of online
resources. https://www.energizeinc.com/
501 Commons
Designed for non-profits, this organization nevertheless offers many resources helpful to
agencies that use volunteer programs. https://www.501commons.org/resources/tools-and-
best-practices/volunteer-management
50
Books and Articles
Ditkoff, D. (2016, Feb. 6). The 27 Best Practices of High Performing Volunteer
Organizations. The Huffington Post, retrieved from
http://www.huffingtonpost.com/mitch-ditkoff/best-practices-volunteer-
organizations_b_2624967.html
Brochu, L. and Merriman, T. (2002). Personal Interpretation: Connecting your Audience to
Heritage Resources.
Brochu, L. (second edition, 2014). Interpretive Planning: The 5 M Method for Successful
Planning Projects
Merriman, T. and Brochu, L. (2005) Management of Interpretive Sites: Developing
Sustainable Operations Through Effective Leadership
Ham, S. (2013). Interpretation: Making a Difference on Purpose
Buchholz, J., Lackey, B., Gross, M., and Zimmerman, R. (fourth edition, 2015) The
Interpreter’s Guidebook: Techniques and Tips for Programs and Presentations
Beck, L. and Cable, T. (third edition, 2013). The Gifts of Interpretation: Fifteen Guiding
Principles for Interpreting Nature and Culture (Third Edition)
Tilden, F. (Third edition, 1977) Interpreting Our Heritage
Knudson, D., Cable, T. and Beck, L. (second Edition, 2003) Interpretation of Cultural and
Natural Resources
Lewis, W. (1991) Interpreting for Park Visitors
Cornell, J. (1998) Sharing Nature with Children
51
Appendix G
Glossary of Interpretive Terms
Tangibles
The objects, features, or events we interpret; e.g., black bears, projectile points, endangered
species, forest fires, plant communities, ceremonial dances.
Intangibles
The larger ideas that lie behind tangibles and give them meaning; e.g., adaptation,
craftsmanship, struggle for survival, renewal, interdependence, cultural heritage.
Universal Concepts
Extra-powerful intangibles that reach across boundaries of culture, gender, etc.; e.g., healing,
family, support, security, hope, courage, fear, love. Reference at least one universal concept in
every interpretive experience.
Topic
The subject matter of a presentation. Penguins, penguin nesting habits, adaptations to cold
environments, birds of Antarctica, and sea lion-penguin relationships are all topics.
Theme
The principle message or story about your topic. A theme is the “big idea” that connects a
presentation’s facts and concepts into a meaningful whole. Even if you never state the theme
verbatim, think of it as the one “take-home message” you want your visitors to grasp and
remember forever.
Effective themes link a tangible with an intangible; they are specific, and they are interesting.
Because a theme must express a complete thought, it should be written as a complete sentence
during the planning stage.
Good theme examples:
• The Mexican gray wolf is a keystone of the Southwest ecosystem.
• Healthy forests sicken without periodic fires.
• Volcanoes set the stage for the “good life” for early Jemez people.
Poor theme examples:
The Mexican gray wolf; Southwestern ecosystems; Forest fires; Prehistoric life in the
Jemez Mountains.
These are topics, not themes. What about wolves? Why does fire matter? What was
significant about prehistoric life in the Jemez? Notice that these examples are not complete
sentences, and lack intangibles/universal concepts.
52
Subthemes
Subordinate messages that support and illustrate your theme. Like themes, subthemes are
complete sentences. Collectively, subthemes form the storyline or body of your interpretive
offering; the ideas they convey should “add up” to the theme. Ideally, programs or exhibits
cover three subthemes, although they can go up to five if absolutely necessary.
Sample subthemes for the theme Volcanoes set the stage for the “good life” for early Jemez
people might be:
1. Rich volcanic soils yielded abundant crops.
2. Naturally-occurring volcanic caves offered safe, convenient shelter.
3. As a valuable trading commodity, high-quality obsidian conferred wealth and
influence.
Theme/subtheme hierarchies work at all levels—from a master theme/subtheme structure for
an entire organization, to a single guided walk or wayside interpretive panel.
T.R.O.P.E.
A useful acronym for the five essential qualities of interpretation:
Thematic: has a central “take-home” message
Relevant: meaningful and personal
Organized: well-planned and easy to follow
Purposeful: serves the visitor and your mission
Enjoyable: entertaining, stimulating, interactive, multi-sensory
Relevance
Information is relevant when it’s both meaningful and personal. Meaningful information is
linked to something your visitor already understands. Information is personal when it’s linked
to something your visitor already cares about. One acts on the intellect; the other, values and
emotions.
Interpretive Goal(s)
The “big-picture,” ultimate desired results of an interpretive offering. Set goals that advance
your agency’s mission. They can be broad and general, or quite specific—just be sure they’re
actually achievable.
Because people must both learn something and feel something before they become interested
in making behavioral changes, interpretive goals should consider what you want your visitors
to learn, feel, and, most importantly, do as a result of their experience. Set at least one goal
per program or exhibit.
Example: If your theme is Gophers are beneficial animals, a reasonable goal might be:
• Visitors will understand the importance of gophers, appreciate them, and become
active supporters of protecting gopher habitat on our preserves.
Examples of unreasonable program goals
• Visitors will understand the complete life history of the gopher. (Why would they want
to know this? And how would it serve your mission?)
• Visitors who have strong convictions that rodents are vermin will experience a complete
reversal of attitude. (a. That’s not how people work; b. Good interpreters always
respect divergent viewpoints–speaking their truth, but acknowledging that there are
multiple points of view. Let visitors make their own decisions.)
53
Interpretive Objectives
A specific and measurable way to know if your program is effectively meeting your goal(s).
Set at least one objective for every goal you create. Make objectives worthy yet realistic,
and something you can actually observe. If you’re a front-line interpreter, try to track your
effectiveness (in an informal and unobtrusive way). If you’re an interpretive manager, plan to
evaluate programs periodically to ensure they’re achieving objectives.
Realistic objectives for the above gopher program might be:
• 70% of visitors will be able to recall at least two benefits of gophers, if asked.
• More than one visitor per program will express their surprise at the importance of
gophers, or make a similar appreciative remark.
• 50% of visitors will take home the brochure on non-toxic and humane pest control
methods.
Unrealistic objectives:
• 100% of visitors will be able to name all the benefits of gophers mentioned on tour.
(Rarely will you achieve 100% on any objective; if you do, perhaps your sights are set
too low.)
• 90% of visitors will volunteer for the gopher habitat recovery team. (We can’t change
everyone’s lives with just one program. Our job is to plant seeds of stewardship and
facilitate their growth.)
Facilitated Dialogue
A form of interpretive facilitation that uses a strategically designed set of questions—an
“arc of dialogue”—to guide participants into a structured, meaningful, audience-centered
conversation. Excellent for dealing with challenging or controversial topics, interpretive
dialogue respects alternate views while using interpretive concepts to help participants expand
their frames of reference.
Although designed for group experiences, the same principles can be used in one-on-one
discussions of any sort—whether when dealing with a trail violation to helping a visitor learn to
distinguish one species from another.
54
The following trends related to natural resource-based volunteer management have surfaced
through interviews and research of other organizations:
Broad Trends
• Reorganization is common. It often takes time to get it right, and successful
organizations aren’t afraid to create and adjust.
• Departmental program names reflect what they do, not who does it.
• Changes in procedures or organization require plenty of advance warning. Introduce
new ideas slowly, starting with selected leaders among volunteers.
• Agencies with large volunteer corps have a Volunteer HR position that functions
much like a regular human resources department. This position is responsible for job
descriptions, recruitment, intake and orientation. Volunteers are then routed to the
appropriate program for job-specific training. This position continues to be available as
a volunteer advocate and resource for general feedback and conflict resolution.
• Technology is widely and successfully used for sign-ups, database and
communications. Continuing education is often a mix of online and in-person sessions.
Paper is being phased out.
• Agencies commonly offer multiple levels of volunteer training and responsibility, which
lightens the load on staff, while providing “career paths,” variety and stimulation for
volunteers.
• An annual “open enrollment season” for volunteer recruitment, applications and training
is common, especially in organizations with a large corps of volunteers and plenty of
applicants.
• Volunteer recognition for notable achievements includes “special privileges” that aren’t
ordinarily available, such as “behind the scenes” tours.
• Some natural resource agencies have renamed their Public Affairs Department to
“Community Connections” or “Community Engagement,” integrating the Volunteer
(HR/intake) Specialist and Community Outreach positions with media specialists and
spokespeople.
Appendix H
Trends in Volunteer Management
55
Interpretation & Education Trends
• New volunteers are paired with more experienced mentors.
• Agencies concerned about brand identity, quality control and consistency guide the
content of docent programs/activities.
• Advanced docents with proven competencies may be trusted to develop their own
programs.
• Less experienced docents do scripted programs and kit-based activities or education
stations developed by staff and advanced docents.
• Online resources for docents are curated and valued.
• Organizations that recruit and train to higher standards tend to attract and retain higher
quality volunteers.
Stewardship Trends
• Where the Stewardship program “lives” varies—sometimes with visitor services,
sometimes with natural resources.
• Advanced crews have more rigorous training requirements.
56
Appendix I
Recommendations By Category
Rec #
Category
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1 X Rename programs
2 X Develop Interpretive Master Plan
3 X Develop step-down, preserve-specific interp plans
4 X Public communications tier to theme structure
5 X Formalize coordination of public messaging
6 X Develop communication campaigns
7 X District sets agenda for docent programs
8 X In-depth interpretive training, create quality standards, cre-
ate advanced docent category
9 X NAI certification
10 X Participate in NAI (National Association for Interpretation)
11 X Increase education staff
12 X OEL standards, monitoring and mentoring
13 X Deepen/incentivize OEL training
14 X Update education program curriculum
15 X Add Trails Specialist
16 X Increase crew leader volunteers
17 X Conduct volunteer aptitude testing
18 X Incorporate personality traits into volunteer job descriptions
19 X Expand training for volunteers with public contact duties
20 X Conduct performance reviews of volunteers and take cor-
rective measures as necessary
21 X Create formal mentoring program for TPVs
22 X Facilitate communication between volunteers and between
vols and District
23 X Provide online training resources for volunteers
24 X Create institutionalized knowledge of program operations
and procedures
25 X Allow experienced/trusted COVs to work independently
26 X Formalize intra-departmental coordination, create and share
talking points
57
Rec #
Category
Recommendation SummaryMe
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27 X X Implement consistent entry and signage standards
28 X X Interpretive panel planning and development headed by
I&E program, all team members receive interp training
29 X All District representatives with visitor contact receive interp
training
30 X Emphasize visitor feedback
31 X Recruit in diverse populations
32 X Work with social media groups that bring visitors to the
District to resolve issues
33 X Staff the Nature Center on weekends and holidays
34 X Work with City of East Palo Alto to offer programs at Cooley
Landing
35 X X Develop bilingual or Spanish-only activities
36 X Implement cultural sensitivity training
37 X Create an education volunteer team to target classrooms in
diverse populations
38 X Support development of Friends group to support diversity
efforts
39 X Expand outreach in diverse communities
40 X Use partnerships and contracts to meet diversity targets
41 X Create a cadre of "interpretive specialist" rangers
42 X Cross-train rangers in interpretive skills
43 X Tailor social media content for urban and younger audiences
Please note that some recommendations span multiple categories.
Proclamation of the
MIDPENINSULA REGIONAL
OPEN SPACE DISTRICT
Given to Honor the Retirement of
Michael Newburn
WHEREAS, Michael Newburn has been an employee of the Midpeninsula Regional
Open Space District for 32 years and is retiring; and
WHEREAS, Michael rose through the ranks, starting as a District Ranger and is
completing his service as the Visitor Services Manager, with experience as a Maintenance and
Construction Supervisor, Area Superintendent, Operations Manager, and Acting Assistant
General Manager along the way; and
WHEREAS, Michael has shown tremendous honesty and professional integrity as well
as demonstrating a deep caring for open space and the people with whom he works; and
WHEREAS, Michael possesses deep knowledge of District lands, history, staff and
evolution, and has the ability to clearly articulate the District’s mission, core values and
policies to staff, members of the public, stakeholders, agencies, and others in the community;
and
WHEREAS, Michael has represented the District in the community outreach and
engagement efforts for the Open Space Vision Plan, presenting to Rotary Clubs, Kiwanis
Clubs, community groups, and other organizations to solicit input in developing the Vision
Plan themes and goals; and
WHEREAS, Michael demonstrates acuity, skill, and humor in assessing a situation,
whether in the field or in a meeting, and focusing on solutions to address the concerns and
issues that have arisen; and
WHEREAS, Michael is not afraid to take on challenges and controversies, and handles
them with honesty and openness, and make decisions in a timely manner; and
Whereas, Michael cultivated strong leadership among his coworkers, entrusted staff
to perform to the best of their abilities, assisted and defended staff when necessary, and
encouraged them constantly, and
WHEREAS, Michael has been instrumental in planning for, and opening, the Mount
Umunhum Summit at Sierra Azul Open Space Preserve, to provide current and future
generations access to this wonderful addition to Open Space lands; and
WHEREAS, Michael will be greatly missed by his colleagues and friends at the District;
NOW Therefore, I, Larry Hassett, President of the Board of Directors of the
Midpeninsula Regional Open Space District, along with my colleagues on the Board of
Directors, unanimously and enthusiastically congratulate Michael on a well-deserved
retirement, look back on his accomplishments with gratitude and awe, and wish him all the
very best for the future.
______________________________________________
LARRY HASSETT, BOARD PRESIDENT
September 27, 2017
Board Meeting 17-23
SPECIAL AND REGULAR MEETING
BOARD OF DIRECTORS
MIDPENINSULA REGIONAL OPEN SPACE DISTRICT
Administrative Office
330 Distel Circle
Los Altos, CA 94022
Wednesday, September 27, 2017
DRAFT MINUTES
SPECIAL MEETING – CLOSED SESSION
President Hassett called the special meeting to order at 5:00 p.m.
ROLL CALL
Members Present: Jed Cyr, Cecily Harris, Larry Hassett, Yoriko Kishimoto, Curt Riffle, and
Pete Siemens
Members Absent: Nonette Hanko
Staff Present: General Counsel Sheryl Schaffner and Human Resources Manager
Candice Basnigt
Public comments opened at 5:00 p.m.
No speakers present.
Public comments closed at 5:00 p.m.
1. PUBLIC EMPLOYEE PERFORMANCE EVALUATION. Government Code
Section 54957(b)(1)
Title of Employee: Controller
General Counsel
General Manager
CLOSED SESSION: CONFERENCE WITH LABOR NEGOTIATORS. Government
Code Section 54957.6
Agency designated representatives: Board of Directors
Unrepresented Employees: Controller
General Counsel
General Manager
Meeting 17-23 Page 2
2. CLOSED SESSION PUBLIC EMPLOYEE APPOINTMENT (GOVERNMENT
CODE SECTION 54957)
Title: General Counsel
President Hassett adjourned the special meeting of the Board of Directors of the Midpeninsula
Regional Open Space District at 6:59 p.m.
REGULAR MEETING
President Hassett called the regular meeting of the Midpeninsula Regional Open Space District
to order at 7:01 p.m.
President Hassett reported the Board met in closed session.
General Counsel Sheryl Schaffner reported that on August 9, 2017 the closed session the Board
voted 6-0 to form a Board ad hoc committee to work with a recruitment firm to serve as an
advisor for the upcoming recruitment for the General Counsel position. Additionally, staff is
authorized to enter into a contract with a recruiting firm for the General Counsel recruitment.
Finally, the Board authorized appointing Assistant General Counsel Hilary Stevenson to act as
Interim General Counsel starting January 1, 2018 until a permanent General Counsel is
appointed.
ROLL CALL
Members Present: Jed Cyr, Cecily Harris, Larry Hassett, Yoriko Kishimoto, Curt Riffle, and
Pete Siemens
Members Absent: Nonette Hanko
Staff Present: Assistant General Manager Ana Ruiz, General Counsel Sheryl Schaffner,
Chief Financial Officer Stefan Jaskulak, District Clerk/Assistant to the
General Manager Jennifer Woodworth, Senior Resource Management
Specialist Matt Baldzikowski, Planner III Gretchen Laustsen
ORAL COMMUNICATIONS
Yvonne Tryce inquired regarding the status of the Hawthorn Property.
ADOPTION OF AGENDA
Motion: Director Cyr moved, and Director Harris seconded the motion to adopt the agenda.
VOTE: 6-0-0 (Director Hanko absent)
SPECIAL ORDERS OF THE DAY
• Introduction of staff
o Jessica Hoshen - Senior Capital Project Manager
o Leigh Guggemos - Capital Project Manager III
o Alicia Gonzales – Human Resources Supervisor
Meeting 17-23 Page 3
o Lisa Atwood - General Manager's Office Administrative Assistant
o Iain Reilly - Real Property Agent II
o Karine Tokatlian - Natural Resources Specialist II
o Adriana Rodriguez - Land & Facilities Administrative Assistant
o Lea Bair - Administrative Services Administrative Assistant
o Rob Scilingo - Open Space Technician
CONSENT CALENDAR
Public comment opened at 7:26 p.m.
No speakers present.
Public comment closed at 7:26 p.m.
Director Riffle announced he would be recusing himself for agenda items 4 and 6 due a
perceived conflict of interest due to his employment at Peninsula Open Space Trust.
Motion: Director Harris moved, and Director Siemens seconded the motion to approve the
Consent Calendar, with the exceptions of Items 4 and 6.
VOTE: 6-0-0 (Director Hanko absent)
Director Riffle left the room for agenda items 4 and 6.
1. Approve August 9, 2017 Minutes
2. Claims Report
3. Board Response to Written Communications from Mike Liebhold
General Manager’s Recommendation: Approve the proposed response to Mike Liebhold.
4. Amendment to the Preliminary Use and Management Plan for the Peninsula Open
Space Trust (Conley) Property, portion of the Long Ridge Open Space Preserve located on
Shingle Mill Road in unincorporated San Mateo County (Assessor’s Parcel Numbers 085-
170-020, 085-170-290, and 085-170-310) (R-17-109)
General Manager’s Recommendation: Approve an amendment to the Preliminary Use and
Management Plan for the Peninsula Open Space Trust (Conley) property, as set out in the staff
report.
Motion: Director Harris moved, and Director Cyr seconded the motion to approve Item 4.
VOTE: 5-0-0 (Director Hanko absent; Director Riffle recused)
5. Adopt resolution to reimburse expenditures related to the acquisition of 5050 El
Camino from debt proceeds (R-17-112)
Meeting 17-23 Page 4
General Manager’s Recommendation: Adopt a resolution which declares the District’s intent to
reimburse prior expenditures related to the acquisition of 5050 El Camino from the proceeds of
subsequent borrowing.
6. Approval of a Resolution for Application to the Habitat Conservation Fund
Program for grant funds to assist in the purchase of the Peninsula Open Space Trust’s
Johnston Ranch Uplands property as an addition to Miramontes Ridge Open Space
Preserve (R-17-110)
General Manager’s Recommendation:
1. Determine that the recommended action is exempt from the California Environmental
Quality Act (CEQA) as set out in the staff report.
2. Adopt a Resolution of the Board of Directors approving an application for grant funds
from the Habitat Conservation Fund Program to assist with the future purchase of the
Johnston Ranch Uplands as an addition to Miramontes Ridge Open Space Preserve.
Motion: Director Harris moved, and Director Kishimoto seconded the motion to approve Item 6.
ROLL CALL VOTE: 5-0-0 (Director Hanko absent; Director Riffle recused)
Director Riffle returned to the dais at 7:30 p.m.
BOARD BUSINESS
7. Award of Contract to Albion Environmental, Inc. for Archaeological Services at
Bear Creek Redwoods Open Space Preserve in FY2017-18 and FY2018-19 (R-17-108)
Senior Resource Management Specialist Matt Baldzikowski provided the staff report describing
the cultural resources previously identified at Bear Creek Redwoods. Additional study and
evaluation is needed for these cultural resources to determine the significance of the resources,
and if significant, to make recommendations to avoid or mitigate potential impacts. Mr.
Baldzikowski described the request for proposal process and consultant selection, including
creating a list of on-call archaeological consultants for sites throughout the District.
Director Kishimoto
Director Siemens inquired if any of the identified sites were identified as insignificant if the
structures could be removed.
Mr. Baldzikowski explained that could be determined as part of the study.
Public comment opened at 7:55 p.m.
No speakers present.
Public comment closed at 7:55 p.m.
Motion: Director Kishimoto moved, and Director Siemens seconded the motion to
1. Determine that the recommended action has been evaluated previously under the
California Environmental Quality Act.
Meeting 17-23 Page 5
2. Authorize the General Manager to enter into a multi-year professional services contract
with Albion Environmental, Inc. of Santa Cruz, California to provide archaeological
services in Bear Creek Redwoods Open Space Preserve in Fiscal Year (FY) 2017-18 and
FY2018-19 for a base contract amount of $160,937.
3. Authorize a 20% contingency of $32,188 to be expended only if necessary to cover
unforeseen conditions, for a not-to-exceed total contract amount of $193,125.
VOTE: 6-0-0 (Director Hanko absent)
8. Award of Contract for Environmental Services to Support the Ravenswood Bay
Trail Project (R-17-111)
Planner III Gretchen Laustsen provided the staff report describing the current status of the
project. Ms. Laustsen explained that due the sensitive species living the bayland habitat, expert
assistance will be needed to prepare complex permit applications, and consult and negotiate with
more than five different regulatory agencies to move forward with construction.
Public comment opened at 8:01 p.m.
No speakers present.
Public comment closed at 8:01 p.m.
Motion: Director Harris moved, and Director Riffle seconded the motion to:
1. Authorize the General Manager to enter into a multi-year contract with H.T. Harvey and
Associates to provide environmental consulting services to support the Ravenswood Bay
Trail Project for a base contract amount of $58,000.
2. Authorize a 15% contingency of $8,700, to be expended only if necessary to cover
unforeseen conditions, for a not-to-exceed contract amount of $66,700.
VOTE: 6-0-0 (Director Hanko absent)
INFORMATIONAL MEMORANDUM
• Alma College Parking Area and Trail Crossing Project – Crosswalk Safety Review
INFORMATIONAL REPORTS
A. Committee Reports
Director Kishimoto and Assistant General Manager Ana Ruiz reported the Diversity ad hoc
committee met on August 24th and September 7th to discuss Board training, formation of a
citizens’ advisory committee, and the approach for creating the business and operating plan for
Cooley Landing.
Director Cyr reported the Legislative, Funding and Public Affairs Committee met on August
29th.
B. Staff Reports
Meeting 17-23 Page 6
Assistant General Manager Ana Ruiz
Real Property Manager Mike Williams commented on the upcoming Board tour of Cloverdale
Ranch.
Chief Financial Officer Stefan Jaskulak reported the Bond Oversight Committee will be touring
District projects in October. Mr. Jaskulak also provided updates on the District’s audit, issuance
of a new tranche of bonds, and the proposed work order management system.
Assistant General Manager Ana Ruiz reported on several partner meetings and events attended
by District staff.
C. Director Reports
The Board members submitted their compensatory reports.
Director Kishimoto reported on two upcoming events being held in Saratoga of Quarry Park and
the Saratoga to the Sea trail. Additionally, Director Kishimoto commented on upcoming
Watershed Council events being hosted by Acterra.
Directors Cyr and Hassett reported their attendance at the District’s Volunteer Recognition Event
and Committee for Green Foothills Nature’s Inspiration event.
Directors Cyr, Siemens, Harris, and Hassett reported their attendance at the Committee for Green
Foothills Nature’s Inspiration event.
Director Harris commented on the Harbor View development project in Redwood City
Director Hassett reported his attendance at the La Honda Open Space Preserve groundbreaking.
The members of the Board commented on the recent Mount Umunhum Grand Opening and
preview events and thanked staff for their efforts for organizing those wonderful events.
ADJOURNMENT
President Hassett adjourned the regular meeting of the Board of Directors of the Midpeninsula
Regional Open Space District at 8:29 p.m.
________________________________
Jennifer Woodworth, MMC
District Clerk
page 1 of 2
CLAIMS REPORT
MEETING 17-25
DATE 10-11-2017
MIDPENINSULA REGIONAL OPEN SPACE DISTRICT
Check
Number
Notes Vendor No. and Name Invoice Description Check Date Payment
Amount
76234 11709 - D-LINE CONSTRUCTORS, INC.Mt. Um Summit Public Access Improvements Construction 10/03/2017 $ 738,179.64
76199 11716 - O.C. JONES & SONS, INC.Mt. Umunhum Road Rehab Project thru 8/31/17 09/27/2017 298,019.51$
76253 11716 - O.C. JONES & SONS, INC.Release of Retainage on Invoice #69993 10/03/2017 81,259.24$
76181 10258 - HUNT LIVING TRUST Semi-annual Interest Payment - Oct 2017 09/27/2017 37,500.00$
76218 *11152 - WELLINGTON PARK INVESTORS Rent October 2017 (AO2, AO3, AO4)09/27/2017 29,483.00$
76186 11839 - JP FENCE CO Mt. Umunhum Summit Fencing 09/27/2017 24,999.00$
76225 11597 - CAL WEST CONSTRUCTION GENERAL BUILDING INC.Mt. Umunhum Guadalupe Overlook Railing Retrofit 10/03/2017 22,200.00$
76272 11496 - STRUCTURE GROUPS Mt. Um Summit Project - Welding & Special Inspection 10/03/2017 21,087.50$
76242 11501 - HARRIS DESIGN Public Access Design Basic Services (BCR)10/03/2017 16,803.70$
76179 11838 - GREENWALD BUILDERS Galvanized Locking Gates - Mt. Umunhum 09/27/2017 12,715.00$
76221 11772 - AHERN RENTALS, INC.CM Excavator, Dozer & Excavator Hammer Rentals 10/03/2017 12,570.08$
76258 *10180 - PG & E Electricity & Gas services -21 Locations 10/03/2017 12,068.02$
76193 11572 - MESITI-MILLER ENGINEERING INC.
Webb Creek Bridge Replacement Project Design - (BCR), Site Engineering for new AO, Webb Creek Bridge
Environmental Permitting 09/27/2017 12,054.50$
76190 11813 - LEIGH ANN GESSNER Mt Umunhum Guided Tour Creation & Grand Opening Events 09/27/2017 11,781.00$
76172 10546 - ECOLOGICAL CONCERNS INC Slender False Brome Treatment & Invasive Species Management (BCR)09/27/2017 11,098.00$
76246 11778 - LCI - LETTIS CONSULTANTS INTERNATIONAL, INC.Alma College Fault Rupture Hazard Study 10/03/2017 9,965.69$
76182 11770 - HYDROSCIENCE ENGINEERS Fire & Potable Water System Design Consultant (BCR)09/27/2017 8,584.98$
76226 *10205 - CALIFORNIA JPIA Pollution Liability Insurance Premium FY17-18 10/03/2017 7,207.00$
76191 *10419 - LINCOLN NATIONAL LIFE INSURANCE COMPANY Employee Benefit AD&D/Life/LTD 09/27/2017 6,760.41$
76207 11191 - SCC DTAC 2016 Property Tax Redemption Payments 09/27/2017 6,607.37$
76205 11734 - S&S WELDING, INC.Mt. Um Steel District Pipe Gates 09/27/2017 6,555.00$
76223 11836 - BONKOWSKI AND ASSOCIATES, INC Hydro On-Call Stevens Canyon Ranch 10/03/2017 6,554.72$
76212 11825 - TEGRASTAFF, INC Temporary Staff for E & C Department 09/27/2017 6,000.00$
76224 10684 - BUTANO GEOTECHNICAL ENGINEERING Mt. Umunhum Road Rehabilitation Geotechnical 10/03/2017 5,200.50$
76259 11523 - PGA DESIGN, INC.Sears Ranch Road Construction Administration Services (July & August)10/03/2017 5,040.00$
76202 11523 - PGA DESIGN, INC.Alma College Implementation 09/27/2017 5,013.75$
76275 11780 - TERRY J MARTIN ASSOCIATES Architectural Services for 240 Cristich Lane 10/03/2017 4,930.00$
76189 10714 - LANGAN ENGINEERING & ENVIRONMENTAL SERVICES INC Sears Ranch Road Construction Services 7/29/17 - 8/25/17 09/27/2017 4,296.25$
76204 10094 - RESTORATION DESIGN GROUP, INC.Mt. Umunhum Summit Landscape Architect 09/27/2017 3,971.25$
76196 11679 - MKTHINK Consulting Services - Space Programming for New AO Office 09/27/2017 3,879.00$
76263 11552 - ROBERT HALF TECHNOLOGY SharePoint Development Services W/E 09/08/17 10/03/2017 3,840.00$
76166 10352 - CMK AUTOMOTIVE INC Trailer Hitch For M221, Maintenance & Service M205, M213 09/27/2017 $ 3,741.91
76271 10302 - STEVENS CREEK QUARRY INC LH Events Center Improvements for Equestrian Permit Access/Sand (SA-Mt. UM)10/03/2017 3,708.28$
76262 10324 - RICH VOSS TRUCKING INC LH Events Center Rock for Equestrain Parking Area Improvements 10/03/2017 3,320.10$
76233 10540 - CRAFTSMEN PRINTING Printing of 500 Presentation Folders 10/03/2017 3,223.13$
76266 11732 - SANTA CLARA UNIVERSITY Slender False Brome Research Agreement 10/03/2017 3,049.99$
76274 10152 - TADCO SUPPLY Janitorial Supplies - Hand Soap, Cleaner, Broom, Brush (RSA&CP), Janitorial Services (RSA)10/03/2017 2,497.93$
76276 10583 - TPX COMMUNICATIONS District Phone Service + SAO Internet (09/17)10/03/2017 2,482.16$
76167 11699 - DAKOTA PRESS Explore Your Backyard Brochure 09/27/2017 2,455.58$
76159 11799 -AZTEC LEASING, INC.Sharp Copier Lease Payment 09/27/2017 2,312.72$
76249 11746 - MARKEN MECHANICAL SERVICES, INC.HVAC PM Service/Replaced Failed Contactor - SFO 10/03/2017 $ 2,300.91
76209 *11730 - STANDARD INSURANCE COMPANY RV 10-2017 Basic & Supplemental Life 09/27/2017 2,281.37$
76244 10394 - INTERSTATE TRAFFIC CONTROL PRO Signs (SA-MT UM), Posts for Retaining Walls 10/03/2017 $ 2,260.55
76270 10585 - SOL'S MOBILE AUTO & TRUCK REPAIR, INC.Maintenance & Repair Service - (P102, P95, M39, P101, M203, P96, M204, P82)10/03/2017 2,108.91$
76169 10032 - DEL REY BUILDING MAINTENANCE Monthly Janitorial Services - (RSA / SFO), Janitorial Supplies (AO)09/27/2017 2,096.94$
76254 10076 - OFFICE TEAM Temporary Office Help - Public Affairs 10/03/2017 2,047.50$
76198 10073 - NORMAL DATA Contacts, Permits & Training Database Work 09/27/2017 1,960.00$
76192 10791 - LSA ASSOCIATES INC Harkins Bridge Replacement Professional Service thru 07/31/17 09/27/2017 1,910.00$
76171 11420 - DOUG EDWARDS New Line Fence Preparation at Tunitas Creek 09/27/2017 $ 1,900.00
76243 10222 - HERC RENTALS INC Excavator (BCR)10/03/2017 1,869.35$
76240 10344 - GREG'S TRUCKING SERVICE INC Rip Rap Rock Transport (BCR), Dyer Parking Area Expansion (LH)10/03/2017 1,855.00$
76195 10288 - MISSION VALLEY FORD TRUCK SALES, INC Hitch Installation - M221 09/27/2017 1,782.54$
page 2 of 2
CLAIMS REPORT
MEETING 17-25
DATE 10-11-2017
MIDPENINSULA REGIONAL OPEN SPACE DISTRICT
Check
Number
Notes Vendor No. and Name Invoice Description Check Date Payment
Amount
76256 10082 - PATSONS MEDIA GROUP Business Cards for employees & Printing of Budget Reports 2017 10/03/2017 1,766.29$
76269 10447 - SIMMS PLUMBING & WATER EQUIPMENT Repair Of Toilet & Sink Drain, Replacement of Hot Water Heater for District Rentals 10/03/2017 1,732.24$
76215 10309 - VERIZON WIRELESS Verizon Wireless for iPad, Flip Phones & Ranger Laptops 09/27/2017 1,675.40$
76230 10488 - CLEAN HARBORS ENVIRONMENTAL SE Hazmat Container Disposal - (RSA)10/03/2017 1,638.72$
76251 10190 - METROMOBILE COMMUNICATIONS
Antenna System & Radio/Repeater Installation & Portable Radios for Mt. Umunhum Grand Opening
Communications 10/03/2017 $ 1,565.78
76216 *10213 - VISION SERVICE PLAN-CA Vision Premium October 2017 09/27/2017 1,516.96$
76187 10133 - KIER & WRIGHT CIVIL ENGINEERS & SURVEYORS INC Engineering Services for PW Maintenance Facility & Storage (SAO)09/27/2017 $ 1,499.00
76180 10642 - HMS INC Lead & Asbestos Testing 09/27/2017 1,465.00$
76235 10654 - DUTRA MATERIALS Rip Rap Rock (BCR)10/03/2017 1,307.44$
76257 11129 - PETERSON TRUCKS INC.BIT Inspection & Travel Charge - (M23, M07, M04, WT01, T46)10/03/2017 1,093.74$
76238 11514 - FRANCES FREYBERG PHOTOGRAPHY Onsite Photo Shoot, Selection and Editing 10/03/2017 960.00$
76162 10616 - BKF ENGINEERS Survey, Plat Maps & Legal Description - Ravenswood Bay Trail 09/27/2017 909.50$
76278 *10527 - WASTE MANAGEMENT Debris Disposal & Base Rock (GP & Mt. Um)10/03/2017 902.64$
76176 10187 - GARDENLAND POWER EQUIPMENT Brushcutter Parts & Repair, A Tool for Picking up Trash 09/27/2017 871.71$
76247 11762 - LEHR AUTO ELECTRIC Laptop Mount (M222)/Dock & Mount (P113)10/03/2017 868.87$
R-17-115
Meeting 17-25
October 11, 2017
AGENDA ITEM 3
AGENDA ITEM
Mount Umunhum Preview Events and Grand Opening Celebration Summary
GENERAL MANAGER’S RECOMMENDATION
Receive an informational report on the District’s efforts for the Mount Umunhum Preview
Events and Grand Opening Celebration. No Board action required.
DISCUSSION
Staff will present a summary of the Preview Events and Grand Opening Celebration for Mount
Umunhum. From September 9 to the 17 the District hosted approximately 1,180 guests at 8
separate events. Preview events were held with small groups to thank neighbors, partners, and
stakeholders, showcase the restoration progress, inform the press, as well as bless the summit.
Larger Grand Opening events for VIP’s and the general public allowed us to mark the milestone
of public access.
District staff from every department contributed to the success of these events, providing
essential services and event assistance leading up to and during the celebrations. In addition,
volunteers and docents played a critical role in the events and provided over 650 hours of
support.
I. Preview Events
Early this spring it came to staff’s attention that in addition to the standard VIP and
Public Grand Opening Events, several unique and distinct groups asked for or would
benefit from a preview opportunity. These preview events were a valuable tool to
communicate with these groups in a targeted way. Numerous board members and staff
played key roles at these events.
a. Neighbor Day - Saturday, September 9, 2017
Approximately 30 neighbors attended a preview event at the restored summit. The
objectives were to strengthen relationships, educate neighbors about the benefits
of the project, and inform them about upcoming events at the summit. The
neighbors were overall very impressed with the design, quality of craftsmanship,
and professionalism of the Midpen staff in attendance.
b. Media Day - Monday, September 11, 2017
Media outlets were invited to preview the summit before it opened to the public in
order to generate positive media coverage of the restoration and re-opening of the
mountain. The Mercury News, KRON 4, Mountain Network News and KCBS
R-17-115 Page 2
Radio attended the event, and additional media outlets visited the summit
throughout the week to cover the opening.
c. Funding Partners Day – Tuesday, September 12, 2017
Appromiximately 60 members of the Bay Area Ridge Trail Council and the
California Coastal Conservancy came to the summit for an informal lunch and
preview tour of the summit as a thank you for their support and funding of the
Summit Access project. Many attendees ended the day with a hike down the new
Mt. Umunhum Trail.
d. Almaden Air Force Station Veterans - Wednesday, September 13, 2017
Approximately 25 Veterans and their families were welcomed back to the Summit
to see the transformation and restoration of the area. The goal of this event was to
build relationships with and to honor this community and its history on the
summit, and to share all aspects of the public access project. Many veterans
shared memories of their time on the mountain, and staff provided background on
the restoration and construction. The Veterans were very impressed by the road
and the summit facilities.
e. Staff Event – Wednesday, September 13, 2017
Appoximately 145 District staff gathered for a casual picnic to celebrate their hard
work and accomplishments. Shuttles transported many employees from the
administrative office to the summit, and others opted to ride their bikes to the
summit from Bald Mountain Parking Area. At the summit, staff enjoyed the nice
weather and many concluded the day with a hike down the Mt. Umunhum Trail.
f. Amah Mutsun Ceremony – Thursday, September 14, 2017
The Amah Mutsun Tribal Band was welcomed to the summit for a pre-opening
mountain blessing and ceremony, with approximately 100 tribe members and
guests in attendance. Valentin Lopez led the ceremony with dancers and singers
in the new ceremonial circle. After the ceremony, lunch was served. Many
members of the tribe expressed their gratitude to be able to access the beautifully
restored mountain.
II. Grand Opening Events
a. VIP Grand Opening Brunch – Saturday, September 16, 2017
Over 130 attendees, including elected officials, key supporters and partners were
welcomed to the mountain to thank them for participating in the journey of
restoring Mount Umunhum and thereby improving the quality of life for people in
the Bay Area. Attendees enjoyed lunch followed by a speaking program. Speakers
included: Larry Hassett, Midpen Board President; Steve Abbors, Midpen General
Manager; Sam Schuchat, Executive Officer, California Coastal Conservancy;
Yvonne Chao, District Representative from the Office of Jim Beall; Alec Manas,
Field Representative from the Office of Mark Stone; Mike Honda, Former
Congressman; Christopher Moylan, District Director from the Office of
Congressman Ro Khanna; Janet McBride, Executive Director of the Bay Area
Ridge Trail Council; Lt. Col. Charles Skinner, United States Air Force; Valentin
Lopez, Chairman of the Amah Mutsun Tribal Band; Mike Donohoe, Policy Aide,
Office of Supervisor Dave Cortese. Following the program, a ribbon cutting at the
ceremonial circle served as the official opening of Mount Umuhum. Guests were
invited to explore the summit and a number of guests joined a docent-led hike
down the new Mt. Umunhum Trail.
b. Public Grand Opening Event – Sunday, September 17, 2017
Over 850 individuals made reservations online in early August for this event
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choosing from three different tour options: a Guided Tour of the summit; Tour
and Trail Preview of the final segment of the Mt. Umunhum Trail between the
Trailhead Shelter and East Summit; or Tour and Hike down the Mt. Umunhum
Trail to the Bald Mountain Parking Lot. There was some attrition from
cancellations and no-shows, but nearly 700 guests participated in the celebration.
The summit tours were led by District volunteers and staff and included
information about the Native Californian and Air Force history of Mount
Umunhum, the restoration of the summit, and the unique habitat, flora and fauna
of the area. Following the tours, visitors had an opportunity to talk with partner
booths which included: Bay Area Ridge Trail, State Coastal Conservancy, Amah
Mutsun Tribal Band, Grassroots Ecology, Golden Hour Restoration Institute,
USAF 682nd Radar Squadron, United Veterans Council of Santa Clara County,
and CAL FIRE. In order to control visitor flow and maximize event attendance,
participants were shuttled from four different parking lots in the San Jose area to
the summit parking lot, where the tours began.
c. Public Grand Opening – Monday, September 18, 2017
On the mountain’s first official day of opening, partners were invited to set up
informational booths to share information to visitors about the Native Californian
and Air Force history of Mount Umunhum, the restoration of the summit, and the
unique habitat, flora and fauna of the area. Booths this day included: Bay Area
Ridge Trail, Amah Mutsun Tribal Band, USAF 682nd Radar Squadron, United
Veterans Council of Santa Clara County, and a Midpen welcome booth.
III. Audio Tour
The Stories of Mount Umunhum Audio Tour App was made available for download on
Google Play and iTunes on Monday, September 18. The app offers a “virtual guided
tour” of the summit, with 7 sections that highlight: the history, restoration, and special
flora and fauna of the mountain. Promotional elements include signboard flyers, posts on
social media/website, and newsletter article in the coming 30 days. The app has been
downloaded 500 times in the first two weeks.
IV. Media Coverage
The Grand Opening coverage included 9 print/online articles, 7 broadcast news segments,
and two radio stories.
V. Program Evaluation
The Mount Umunhum Preview Events and Grand Opening Celebrations were on a scale
never before attempted by the District. As with all new endeavors, lessons were learned
along the way that will shape future successful events.
a. Debrief sessions have been completed with the event committee and the Public
Affairs department, and comments recieved will help inform future projects.
b. Attendees were given an opportunity to provide feedback through a variety of
surveys including a day-of comment card, and a follow-up electronic survey.
i. Comment Card Summary
During Sunday's Public Grand Opening Day Event, attendees were asked
to fill out comment cards to gather both insight on their experience and
critiques to improve future events. All the feedback was overwhelmingly
positive. Many thanked Midpen for both planning such an informative,
organized event, and for all the restoration and planning efforts that went
into Mount Umunhum.
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ii. Public Grand Opening Online Survey
An online survey was sent to all registered attendees to gather additional
information about their visit, and demographic information about the
attendees. The majority of respondants indicated they were very satisfied
with all aspects of the experience.
iii. Additional planned feedback
An online survey has been sent to the partners who had booths at the
Public Grand Opening celebration to gather their thoughts and
suggestions, and a similar survey will be compiled for the volunteers and
docents who participated in the event.
FISCAL IMPACT
There is no fiscal impact associated with receipt of this informational report.
BOARD COMMITTEE REVIEW
The Mount Umunhum Grand Opening Events Project was presented to the Action Plan and
Budget Committee as part of the Action Plan and Budget review for FY2017-18.
PUBLIC NOTICE
Public notice was provided as required by the Brown Act.
CEQA COMPLIANCE
This item is not a project subject to the California Environmental Quality Act.
NEXT STEPS
The Public Affairs department will continue to promote Mount Umunhum to the public through
various outreach methods such as the newsletter, website, social media, and printed materials.
Responsible Department Head:
Christine Butterfield, Public Affairs Manager
Prepared by:
Peggy Gibbons, Public Affairs Specialist II
Cydney Bieber, Public Affairs Specialist II
DATE: October 11, 2017
MEMO TO: MROSD Board of Directors
THROUGH: Steve Abbors, General Manager
FROM: Garrett Dunwoody, Information Systems and Technology (IST) Manager
SUBJECT: Work Order and Asset Management System
_____________________________________________________________________________
BACKGROUND
The Land and Facilities Department is responsible for maintaining the District property, including a wide
variety of facilities, across its 63,000 acres. Assets include roads, trails, fencing, water infrastructure,
culverts, vehicles/heavy equipment, and commercial/residential buildings. For better asset management,
the Midpeninsula Regional Open Space District is seeking to acquire a Work Order and Asset
Management System with accompanying implementation and configuration services. A Work Order and
Asset Management System will help consolidate business process and allow for data/report access to
inform decisions and best practices for managing District assets.
This project budget of $172,000 is included in the FY2017-18 Action Plan and Budget.
DISCUSSION
The District is seeking the professional support of a consultant to implement and configure a Work Order
and Asset Management System. A Request for Qualifications and Proposals was released on August 21,
2017 with bids due on September 18, 2017. Consultants were asked to address the following needs:
• Consolidate the work order and asset management practices into a single system of record
• Improve the life cycle management of infrastructure assets
• Increase data access across the agency
• Support mobile device access and provide work queues to field staff
• Allow for mobile asset data collection using industry standard mobile devices
• Allow for real-time integration with Enterprise GIS by leveraging ArcGIS Server infrastructure
• Be compatible with American with Disabilities Act (ADA) compliance asset data entry and/or
integration with an industry-standard ADA compliance asset database
The end-user for this product suite are the members of the Land and Facilities Department. Users of the
systems will include managers, supervisors, leads, and field staff. Expected end users could be as many as
60. All District staff should be able to open a work order as they discover issues that the Land and
Facilities Department will need to address.
Integration with Existing Technology Investments
The District has made considerable technology investments over the last eighteen months, including
investments in Enterprise GIS and mobile connectivity. The Work Order and Asset Management Project
will be building on these investments. The work order systems that the District is looking to acquire
include strong integration with the District’s Enterprise GIS. This will allow staff to have a clear picture
of the type and location of a particular asset on a web based map. Additionally, the project will focus on
solutions that make this information mobile. The mobile approach will leverage existing investment in
mobile connectivity, such as ranger and field supervisor laptops and tablets, and allow field staff access to
work orders or allow for updating asset information from the field. In return, this data will then
synchronize back to a centralized system. The approach of ‘build once - share many times’ is how IST
will continue to build on the District’s investments in technology.
PROJECT SCOPE
Below is a synopsis of the phases of implementation for the Work Order and Asset Management System.
Phase 1: Requirements and Design
Establish a clear understanding of the current conditions of the District’s existing business processes and
workflows for managing assets and generating work orders.
Tasks: Data Inventory, Business Requirements, Systems Design
Phase 2: Project Planning and Timelines
From the observations made in Phase 1, develop a recommended implementation plan.
Tasks: Testing Plan, Project Timelines, and Resources
Phase 3: System Build and Configuration
Focus on data build-out/conversion, application configuration, as well as on-site consultant configuration
and testing of the Work Order and Asset Management System.
Tasks: System Build, Data Migration/Integration, Application Configuration
Phase 4: System Testing and QA/QC
Ensure the system meets performance targets and that all aspects of the database and application build are
properly configured.
Tasks: Testing Scripts, Mobile/Field Testing, User Acceptance Testing (UAT)
Phase 5: Final System Delivery
System delivery and “go live.” As the system moves to a production system, conduct onsite trainings for
the user groups and provide final system documentation.
Tasks: Final Systems Documentation, Training Sessions, Go Live
NEXT STEPS
IST and the Land and Facilities Department has a tentative date for an award of contract by the Board of
Directors of November 8, 2017. The Board will receive additional information on the project as part of
this upcoming Board report.
DATE: October 11, 2017
MEMO TO: MROSD Board of Directors
THROUGH: Stephen E. Abbors, General Manager
FROM: Carmen Lau, Public Affairs Specialist I
SUBJECT: Youth Engagement Strategy in Fiscal Year 2017-18
_____________________________________________________________________________
This memorandum provides a summary of the proposed components of the Youth Engagement
Strategy in FY2017-18 and beyond.
History
The District’s Board of Directors set a goal for the District to connect people to open space and a
regional conservation vision by expanding education programs to include a cross-section of
populations in the Midpen service area. In addition, their goal is to reach current, new, and
underserved populations in the Peninsula, South Bay, and the Coast.
Public Affairs developed a strategic youth outreach model that aims to target youth at all age
levels. Youth under age 18 are comprised of 23.5% of the District’s constituency. Research
shows that adults are more likely to engage in outdoors activities if they are exposed to positive
outdoor experiences in their childhood. Thus, providing consistent outreach to the next
generation leads to safeguarding future support for environmental preservation and stewardship.
Diversity Ad Hoc Committee Feedback
Based on feedback from the Diversity Committee, The Youth Engagement Strategy will begin in
East Palo Alto and North Fair Oaks schools because both communities are underserved and
under resourced. According to 2016 census data, 18.5% of the population in East Palo Alto live
below the poverty line. Furthermore, 22.4% of the population in North Fair Oaks live below the
poverty line. Both areas have higher poverty rates compared to the US median poverty line of
12.7%.
On July 10, 2017, staff presented a summary of the Youth Engagement Strategy to the Diversity
Ad Hoc Committee. The committee provided valuable feedback and suggestions for the next
stages of planning and implementation. Committee members noted that a potential challenge
might be connecting with teachers and principals, as they often have a busy calendar. The
committee suggested reaching out to existing environmental agencies that work with youth,
including Environmental Volunteers, physical education programs, Walden West Program from
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Santa Clara County Office of Education, Santa Clara County Youth Task Force, and local
Conservation Corps.
Youth Outreach Goals
The purpose is to engage youth within District boundaries and foster knowledge and appreciation
for the environment. The three main goals include:
• Develop an appreciation of nature and open space in youth
• Educate and promote conservation and stewardship among youth
• Inspire the next generation of environmental leaders
Key Objectives
• Establish key partnerships with schools
• Develop effective youth outreach materials
• Provide age-appropriate presentations and workshops
• Collaborate with internal and external partners
• Develop a long-term, sustainable youth outreach model
Benefits to Youth
• Positive first experiences with open space lands
• Local environmental knowledge
• Introduction to different activities at the preserves (hiking, biking, geocaching, dog-
walking, bird watching, photography)
• Topical presentations from biologists, nature experts, and rangers
• Introduction to careers in the environmental field
• Field trip opportunities
• Volunteer opportunities
• Volunteer service hours
Outreach Implementation Actions and Timeline
Phase 1
2017 to 2018
• Collaborate with internal departments on curriculum development
• Put together resource materials packet
Phase 2
2017 to 2018
• Make contact with schools
• Determine outreach schedule
Phase 3
2019 to 2020
• Deliver school presentations
• Provide talks from Midpen experts
• Offer partnership hikes and field trips
• Provide relevant resources and materials
Phase 4
2019 to 2020
• Strengthen ongoing youth program
• Mentorship opportunities
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• Job shadowing
• Youth internships
• Consider Midpen Youth Advisory Committee
Target Locations
Initial contact with schools and youth programs will focus on East Palo Alto and North Fair Oaks
communities. We aim to reach 3 elementary schools, 3 middle schools, 3 high schools, one
community college, and 7 community centers. The schools are listed below.
Elementary Schools
• Willow Oaks School – East Palo Alto
• Bell Haven School – North Fair Oaks
• EPA Charter School – East Palo Alto
Middle Schools
• Ronald McNair Middle School – East Palo Alto
• Hillview Middle School – North Fair Oaks
• La Entrada Middle School – North Fair Oaks
High Schools
• East Palo Alto Phoenix Academy – East Palo Alto
• East Palo Alto Academy – East Palo Alto
• Mid-Peninsula High School – North Fair Oaks
Community College
• Canada College – Redwood City
Community Centers
• YUCA
• East Palo Alto Library
• East Palo Alto Boys and Girls Club
• Siena Youth Center
• North Fair Oaks Library
• Redwood City YMCA
• East Palo Alto YMCA
Partnership with Latino Outdoors
The Hispanic and Latino community comprises of 20% of the District’s constituency, but the
population is underrepresented in preserve usage. Both East Palo Alto and North Fair Oaks
comprise of largely Hispanic and Latino communities. According to 2010 Census, the East Palo
Alto community comprises of 61.1% Hispanic or Latino. In the North Fair Oaks community,
73.1% of the community are Hispanic or Latino.
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To bridge the gap to reach Hispanic and Latino communities, we plan to collaborate with our
partner, Latino Outdoors. Latino Outdoors is a nationally recognized non-profit aimed at
connecting communities with the outdoors. Jose Gonzales, founder of Latino Outdoors, has
successfully conducted program development and staff training in the past. Latino Outdoors’
experience with youth engagement and facilitation will be a valuable asset to the Youth
Engagement Strategy.
Potential Activities & Presentation Topics by Age Group
Elementary School
• Water cycle bracelet activity
• Photo sticker activity
• What to expect when you go for a hike
• Field trips to Daniels Nature Center
Middle School & High School
• Introduction to Midpen presentation
• Trail work volunteer opportunities
• Field trips to a local preserve
• Presentation based on their science curriculum
Community College
• Careers in land conservation
Community Centers
• Story time at the library
• Art activity and slide show at library
• Highlight native plants or wildlife species
• Health and wellness in the outdoors
Materials Provided at Each School Visit
• PowerPoint presentation
• Nature games and activities
• Midpen coloring book
• Intro to Midpen brochure
• Geocaching brochure
• Kid-friendly giveaway
• Midpen and wildlife stickers
• Foxy the grey fox display