Anlhors
Jerry Dick, Coordinator, AHI
Dr. Simon Milne & David Mason, Auckland University of Technology
Dr. John Hull
Prodnced by
THE ASSOCIATION OF HERITAGE INDUSTRIES OF NEWFOUNDLAND & LABRADOR
St. lohn's, Newfoundland & Labrador
April. 2003
Graphic Design by Anita Singh
ISBN # 0-9733193-0-5
ASSOCIATION
2.!' HERITAGE
INDUSTRIES
Nl1WI'Ol)t-.:I)f-.~N!J &. L\Il!!AlJ<ll\
©The Association of Heritage Industries of Newfoundland & L1brador, 2003
HERITAGE PLANNING GUIDE
for Natural and Cultural Heritage Projects
in Newfoundland & Labrador
TABLE OF CONTENTS
Acknowledgements
Preface
Who this manual is for?
How to use the manual?
2
Module 1 - Facilitation of the Planning Process 6
Introduction - Role of the facilitator in the heritage planning process
Effective Facilitation Skills
Facilitation Techniques & Tips
Basic Steps to Facilitating a Planning Session
Module 2 - Stewardship: Caring for Heritage Resources
Introduction
Standards for Heritage Preservation/Development
Determining the Appropriate Level of Intervention for Heritage Resources
Tools for Protecting Heritage Resources
Resources for Stewardship
Module 3 - Taking Stock Before Starting: Assessing Needs
Introduction
The Heritage Inventory
Community Resources Inventory
User Needs
Information Galhering Tools
Module 4 - Strategic Planning:
Starting Heritage Initiatives on a Solid Footing
Introduction
Steps to Developing a Strategic Plan
Monitoring
Evaluation
13
24
36
Module 5 - Building Community Support for Heritage Projects 46
Introduction
Steps to Building Community Support
The Community Skills Inventory
Module 6 - Organizing for Success
Introduction
Heritage Organizational :vIodels
Tips on Maintaining a Strong Organization
Module 7 - Optimizing Community Benefits
Introduction
Strategies for Optimizing Community Benefits:
Meet the Needs of the Market
Heritage Entrepreneurial Opportunities
Module 8 - The Business and Marketing Plan
Introduction
Components of a Business Plan:
Sample Business & Marketing Plan
53
62
71
ASSOCIATION Of HERITAGE INDUSTRIES OF NEWFOUNDLAND lit l.ABRADOR • HERITAGE PLANNING GUIDE
Module 9 - Promoting your Heritage Facility
Introduction
What Makes for Effective Promotional Strategies?
Types of Promotional Media
Press Releases
Press Conferences
97
Module 10 - Interpretive Planning: Connecting with your Visitors 102
Introduction
Understanding your Audience
Steps to Interpretive Planning
Interpretive Techniques
Steps to Developing an Interpretive Exhibit
Tips for Effective Interpretive Programs & Displays
A Word About Interpretive Staff
Interpretive Resources
Module 11 - Accessing Resources for Heritage Projects
Introduction
Identifying What Resources you Need:
The Project Resource Matrix
Identifying Potential Resources
Developing Effective Funding Proposals
Twelve Tips for Successful Grantsmanship
Resources
119
Module 12 - Working with Professionals on Heritage Initiatives 131
Introduction: Why Hire a ProfeSSional
The Right Professional for the Job
Working with Professionals:
Getting the Most From Your Involvement with ProfeSSionals
How La Hire and Work with a Professional
Respecting the Professional
Getting Low Cost or Free Professional Advice
Tips to Working wilh Professionals on an Interpretive Exhibit
Module 13 - The Internet:
A Tool to Enhance the Success of Your Heritage Website
Introduction: The Case for Websiles
Planning Your Website
Things to Consider:
Building Your Website
Module 14 - Good Designs for Heritage Infrastructure
IntroduCLion
Designing Buildings & Infrastructure:
Trails
Interpretive Elements
141
155
ASSOCIATION Of HERITAGE INDUSTRIES Of NEWfOUNDLAND" LABRADDR • HERITAGE PLANNING GUIDE II
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HERITAGE PLANNING GUIDE
for Natural and Cultural Heritage Projects
in Newfoundland & Labrador
This manual has been prepared for the Association of
Industries (AHI) based in St. Johns, Newfoundland & Labrador.
AHI wishes to acknowledge the generous financial assistance of:
The Labour Market Development Agreement (HRDC)
The Canada-Newfoundland Comprehensive Economic
Development Agreement
We would also like to thank Dr. Jo Shawyer, Dr. Shane O'Dea,
and Ray Troke who provided valuable feedback on this guide.
Photo Credits:
ASSOCIATION OF HERITACE INDUSTRIES OF NEWfOUNDLAND &: LABRADOR' HERITAGE PLANNING GUIDE 1
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~~o th~O Heritage Planning Guide is for
This gUide is intended for community-based groups who
are planning a natural or cultural heritage project.
Projects or initiatives that you are considering could
include:
• a museum or interpretation centre
• the restoration of a building, group of buildings, or a
cultural landscape
• a nature trail
• the preservation of a natural or cultural district or area
• interpretive program or living history program
• cultural tourism ventures
The gUide can also be of assistance to those who are interested
in upgrading existing facilities or programs.
You might be a:
• community-based heritage or museum group
• municipality
• community or regional tourism association
• environrnental or trail committee
• community development organization or association
• agency or group that works with and supports
community development organizations
Purpose
Dur~pg the 1990s Newfoundland and Labrador saw an
explosion intheI;lumber of community-based heritage
oprojects.There"'as a daubrihgint.lleI;lumberof community
museums established durihg'rhfsl'eriod, a w~ve of hiking
trail development,and a considerable increase in ° the number
iofarchaeologlC:alsites. These have helped to preserve and
° iI1tOerpret the province's natural and cultural heritage and
haveadded greatly to the province's tourism product.
., Much, of this d~velopment has b!"en of very high quality.
Yet some of'these projects have fallen short of their potential
in that theyhavenotl'ullY'Wkint<lined the integrity Of the
heritage resources1.heyw~reri1eJnt to preserve; their h,.arke~ ~
appeal is somewhat limited; theYoduplicatewhat can "Are"dy, "
be found in the region; and theiateqifflcult to sustallr) ° ~
~.
long-term.
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Most of these problems relate to poor planning or a lack
thereof. This gUide arose out of a need to offer planning
assistance that is accessible and cost-effective. While there
are a number of planning documents available in the areas
of Community Economic Development and tourism
development there appear to be few that deal specifically
with community-based heritage development. There are
some good materials that address the more technical aspects
of heritage development: building a trail, planning a museum
or exhibit; restoring a building; or establishing an archives,
but most of these do not deal specifically with such things
as financial, marketing, and organizational issues. This
document is intended to complement these materials.
Many rural communities in Newfoundland and Labrador
have been particularly hard hit by the Moratorium on
Northern Cod and have looked for economic alternatives in
the form of heritage-related attractions and facilities, designed
to attract tourism spending. The majority of these have been
funded by federal development agenCies such as Human
Resource Development and ACOA. While these agencies
have shown creativity and foresight in supporting such
projects, particularly at the district level they have not
always had adequate criteria or guidelines for evaluating
heritage-related proposals. It is hoped that this manual can
assist these agencies by prOViding such criteria.
The Heritage Planning Guide is intended to offer a number
of tools, ideas and resources for groups who are involved
with natural or cultural heritage projects either as a
proponent or as a supporting agency.
It should help groups to:
• ensure that projects are realistic and based on actual
community needs
• ensure that a project or initiative is of the highest
quality and that it fully respects the value and integrity
of heritage resources
• find the resources they need to realize their projects
• maximize economic and social benefits to the
community
• ensure that projects are sustainable over the long term
ASSOCIATION Of HERITAGE INDUSTRIES Of NEWFOUNDLAND &: LABRADOR. HERITAGE PLANNING GUIDE 3
Users may wonder why this gUide addresses both natural
and cultural heritage projects. For one thing, many of the
planning considerations are the same. As well, there is an
interest in promoting the integration of natural and cultural
heritage themes, particularly from an interpretive point of
view. Our natural landscapes, resources, flora and fauna
have played a major role in shaping our culture while, at
the same time, being influenced by the actions and activities
of humans.
Principles on which the Heritage
Planning Manual is Based
This gUide is firmly rooted in recognized Community
Economic Development (CED) principles and values. CED
is a process in which communities take charge of their own
future to address the real needs of their residents. It empowers
residents and fosters the skills and tools that they need to
plan, to strengthen, and manage their communities. It seeks
to create projects that are sustainable over the long-term.
CED principles include:
• meaningful community development requires a long-term
view. There are no 'quick fixes' to community problems
and challenges. Progress on community initiatives usually
occurs through incremental change;
• CED is holistic in that it encompasses the full range of
community needs, both economic and social. Groups may
approach heritage projects with either a primarily
economic or social (i.e., heritage for its intrinsic value)
agenda. By integrating both, groups help to ensure that a
heritage project reaches its full potential;
• CED seeks to include and engage the whole community.
Community projects benefit from the diversity of ideas,
perspectives, and skills offered by all residents members.
Community involvement helps to ensure the long-term
success of projects;
• key to success in CED is the development of people.
It focuses on the development of skills in leadership,
planning, organization and a range of other areas needed
to allow community projects to be successful;
• partnerships with government, educational institutions,
non-profit agencies and the business community are an
important ingredient for success. They prOVide access to
knowledge and resources that may not be readily
available in the community.
4 ASSOCIATION OF HERITAGE INDUSTRIES Of NEWFOUNDLAND", LABRADOR' HERITAGE PLANNING GUIDE
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How to use this Guide
This guide is meant to be used as a practical tool kit. It is
composed of a number of modules that address various aspects
of heritage planning. Users may wish to follow through the
entire manual or to use aspects of it. This document is intended
to be self-guided by groups. To help groups work through the
manual on their own, the first module deals with facilitation.
A facilitation gUide is provided at the end of each module to
assist facilitators in the planning process. The index at the
beginning of the Heritage Planning Guide should help users
to zero in on particular issues and resources that are of interest
to them.
The gUide makes considerable use of case studies in an attempt
to make it as applied as possible. While many of these are
drawn from Newfoundland and Labrador others are based on
the experience of communities around the world, many of
which share similar challenges to those in Atlantic Canada.
We invite you to share your experience in working with the
Heritage Planning Guide. Feedback on what you found
particularly useful, suggestions for improving the guide,
additional case studies and resource materials would be
valuable. We hope, over time, to incorporate changes and
new material into the web-based version of the guide. Please
email or fax your input to us at the address below.
The guide is developed in both a printed and a web-based
format. The latter has the particular advantage of providing
links to other sites and organizations that offer additional
resources and information. (See AHI's website 'Heritage
Planning Guide' www.ahinl.org)
This guide, with help from a number of individuals, has been
prepared by the Association of Heritage Industries (AHI), an
umbrella organization of provincial heritage groups. AHI's
mandate includes raising awareness about Newfoundland and
Labrador's heritage and promoting high standards of heritage
development. Those wishing additional information or
assistance with the use of this manual can contact AHI at:
P.O. Box 2064, Stn. C
St. John's, NF
AIC 5R6
Tel. 709-738-4345
Email: ahi@nfld.net
Website: www.ahinl.org
ASSOCIATION Of HERITAGE INDUSTRIES OF NEWfUUNDlAND & LABRADOR· HERITAGE PLANNING GUIDE 5
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The Role of the Facilitator in Heritage Planning
A facilitator is very important for any planning session:
to lead a group's discussion, to keep keeping it
flowing, focused and productive, Literally, to
'facilitate' means to 'make easy'. The facilitator is
concerned with group process rather than influencing
content. Hence, he/she is neutral. The facilitator is
concerned with such things as:
• is everyone in the group participating?
• is the atmosphere comfortable and conducive to the free
flow of ideas?
• is the discussion maintaining its focus?
• are decisions being made?
• are the expectations of the group being met in terms of
what they want to get out of the session?
• are there characteristics/behaviours of the group or
individuals in the group that slow things down or get in
the way of good discussions and decision-making?
As this manual is meant to be self-guided by a group it will
be necessary, unless a skilled outside facilitator can be
found, for members of the group itself to assume the role of
facilitator. This section of the Heritage Guide is intended to
foster and enhance facilitation skills within groups planning
heritage projects. Even if you don't expect to lead a group
facilitation yourself, it is useful to understand some of the
principles involved. Every member of a group has a role to
play in ensuring that a session is productive and that
everyone feels comfortable contributing.
CODE OF GROUP CONDUCT
A group is going to be most
successful at planning and problemsolving
if its members agree on
certain principles or codes relating to
how they want to operate. Your
group might consider adopting a
code of conduct' that can be used as
a reminder Of a way to maintain a
healthy group process. Principles
that a group should consider indude:
I. Informed Decision~making -
decisions will be based on the
free flow of valid information.
This means that there is never an
attempt to hold back information
and that the group seeks to get
all the facts (to the degree
possible) before making a decision,
II. Group Concensus - the group
sets its own objectives and
methods for working rilthcr than
having them imposed by one
person or party.
III" Group Ownership - the goal
should be to have all participants
feel a sense of ownership for the
process and decisions that are
made. This suggests that the
input of all members is sought
and decisions are made by
consensus so that, at the end of
the day, everyone can 'buy in'
and support decisions,
IV. Respect ~ all members agree to.
show respect for others in the
group. This does not mean that
members can't disagree but they
will do so in ways that are not
personal and are constructive,
MODULE I ' FACILITATION OF THE PLANNING PHOCES> • THE ROLE OF THE fACILITATOR IN HERITAGE PLANNING 6
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,~~lf'F r''''''''liiE~'!:FI[c~rtl TAT ION ",,-.-'" -,-f;; ."c,,,; ",," -, ;-'_ SKI LLS
While some people are more naturally inclined to be
effective facilitators, good facilitation skills can be
learned and cultivated. Some of the skills required
include:
• Ability to develop and maintain trust - this requires the
facilitator to always show respect for group participants
and their contributions. To maintain trust, it is important
that the facilitator is perceived to maintain their neutral
stance. This is one of the more challenging aspects of
being a facilitator, especially when, as a member of the
group itself, you feel that you have ideas to contribute.
One of the ways to handle this is, if you feel that certain
information, points, or perspectives are not coming out, is
to ask questions that would help draw additional points
out. Alternately, you can ask the group if it is okay for you
to step out of the neutral facilitator role for a moment and
share your ideas.
• Good listening skills - it is crucial that you listen to what
people are actually saying and record their responses
accurately. If you're not sure what someone said, ask them
to restate or rephrase it.
• Good observation skills - a facilitator needs not only to
draw out and record information but to observe what is
going on in the group (process). This means paying
attention to verbal clues and body language~ Are individuals
demonstrating behaviour that is slowing down the group?
Are individuals bored, frustrated, intimidated, or defensive?
If so, they will likely not be participating fUlly. The challenge
for you as a facilitator, is to try to draw people out, deal
with underlying conflicts or create an atmosphere more
conducive to the free flow of ideas.
• Good communicator - information and ideas are presented
in a clear manner. It helps, on a fairly regular basis, to
check in with the group and ask if information (such as
instructions) is understood (e.g., 'are there any questions
on any of this 7')
7 ASSOCIATION OF HERITAGE INDUSTRIES OF NEWFOUNDLAND Ii< lABRADOR· HERITAGE PLANNING GUIDE
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• Ability to Synthesize - a facilitator can help to keep a
discussion focused by synthesizing or summarizing. This
can be useful to tie up or give closure to a particular
discussion in preparation for moving on to the next topic
or stage. It might consist of a statement like: 'looking at
the points put forward it appears that the key themes /
points of agreementlissues arising from the discussion are
... Would you agree?'
• Ability to be Encouraging and Supportive - a facilitator
always needs to make participants feel that their input is
valued and appreciated (even when you disagree with
them). One thing a facilitator must never do is to criticize
or critique a participant (the fastest way to shut them up
or get them on the defensive). When other group participants
do so, encourage them to be constructive and not to make
things personal. Encourage critics to respond: 'I don't
agree with you because ... ' and to provide alternatives
rather than saying: 'You are wrong.' One of the best
ways to encourage participation is to provide positive
reinforcement: 'thank you for sharing your thoughts'/
'good point'. The simple act of recording someone's
response on a flip chart is an affirmation that their pOint
has been recognized.
TECHNIQUES & TIPS
H er~i'~re a few ideas for things that you can do to help
facilitate a meeting or planning session:
• Ice breakers are simple, fun activities that are used to
help a group relax, to create more familiarity (when
participants aren't well-known to one another), and to get
the' creative juices' flowing.
• Use a flip chart and markers as a way to record the group's
discussion. It is useful to: affirm participant's responses
and assure them that they have been understood; remind
everyone of points made/information proVided (use masking
tape to post all the pages on the wall); proVide a quick
way to narrow down a discussion/set priorities (see box on
quick voting by marker technique); proVide notes from
which to prepare minutes or a record of the session.
QUICK 'VOTING BY MARKER'
TECHNIQUE
A quick way to summarize a
discussion or to select priorities is
to give all participants a certain
number of votes (say 3 - 5). They
vote by selecting what they feel are
the most important points made
during the discussion by putting a
checkmark beside their selecti'ons.
Tally up the votes and rank them.
It's a great way for the group's top
priorities to emerge. It is most useful
after a brainstorming session or
SWOT exercise. But rather than
saying 'these are the top priorities'
ask the group to discuss whether
this vote truly reflects the group's
sentiments. This-voting technique is
idealwhen working with flip charts
as it gets people up out of their
seats. An alternative is to develop a
survey with all of the major points
and circulate it to get people to
select their prioritj,es, then-to collect
it and tabulate the results.
RULES OF BRAINSTORMING
1. Think outside the box - be
creative/crazy.
2. The goal of brainstorming is
quantity not quality. One
person's crazy idea may open
up new ways of thinking. You
can sort out the good ideas from
the not so good ideas later*.
3. Don't take the time to discuss
points in detail (see #2) and
never criticize someone else's
idea.
4. Give everyone the opportunity
to participate.
'Use the Qui'ck 'Voting by Marker'
technique to selectthe best/most
productive ideas.
MODULE I • FACILITATION OF THE PI.ANNING FACILITATION' THE ROLE Of THE FACIUTATOR IN HERITACE PLANNING 8
• Encourage participants by: thanking them for their
contributions; providing positive reinforcement (good paint);
recording their point on a flip chart. Attempt to draw out
quieter participants by asking them if they have any points
to add, or do they agree with the points made, being careful
not put them on the spot. If one or two individuals are
monopolizing the conversation, at the expense of others
sharing their ideas, thank them for their point and suggest:
"We've heard a fair bit from Anne, now I'd like to find out
what some of the others in the group think."
i) Use brainstorming techniques whenever you want to get
out a lot of information on a topic or to generate new
ideas/solutions (see Rules of Brainstorming)
ii) Deal with disruptive behaviour in a firm but nonthreatening
way (see 'Things that Negatively Impact
a Discussion ')
iii) Deal with conflict in the group rather than trying to
sweep it under the rug. If it is not appropriate to deal
with it at the time, suggest a time for it (e.g., at the end
of the session) or deal with it privately during a break
or at the end of a session. When dealing with personal
conflict request that participants focus on the impact
of others' behaviour or COITlments on them (!l this makes
me feel ... ") rather than making comments abo LIt the
character of that individual. Explore options that would
overcome the conflict.
iv) As a group, rotate the role of facilitator to proVide
everyone with the opportunity to practice. Seek
feedback on your facilitation (ask participants
to proVide positive feedback and constructive
suggestions for improvement)
9 ASSOCIATION OF HERITAGE INDUSTRIES OF NEWFOUNDLAND &. LABRADOR. HERITAGE PLANNING GUIDE
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Discussion Inhibitors
Discussion goes off track
Discussion goes in circles
Disruptive Behaviour
(Individual keeps harping
on a particular pOint,
individuals are holding
private conversations
during a, group discussion)
Possible Causes
- objectives and expectations for a
session have not been clearly artic~
ulated
~ indivi,duals have their own agendas
.
- there has been no closure or
synthesfs to a discussion topi,c
- terms or concepts being discussed
are not clearly understood by all
- person has a chip on their
shoulder
- people are bored or not engaged
Techniques for
Overcoming Them
- ask the group if they think things have
gone off track and at what point this
occurred
- ask a question designed to bring
people around to the topic ('are there
any other points you want to add to
the discussion on ... 7')
- if an indi'vidual has their own agenda
and keeps pushing it, either ask the
group if they want to deal with it at
this time, or if they want to address it
later (this helps to affirm the person's
needs and lets them know that it will
be dealt with) Label a piece of flip
chat paper 'Parking Lot' and tape it to
the wall as a place to listtopics for
later discussion
- synthesize the discussion (see above)
and ask the group if they are ready to
move on
- take the time to clarify terms with the
group, ideally at the beginning of the
discussion
- often if people hav.e a 'chip on their
shoulder' and can't let go of a particular
issue it is useful to acknowledge
their point and thank them for sharing
it. With luck they Can then move on
- if people are holding private conversations
go and stand close to them or
ask them if they have anything they
wanted to mention to the group
- if disruptive behaviour persists take
indivi'duals to one side during-the next
break and ask them if they are having
problems with the discussion or
remind them of the consequences of
their negative actions on the group
MODULE I • FACILITATION or nil' PLANNING FACILITATION' THE ROLE OF THE fACILITATOR IN HERITAGE PLANNING 10
1. Prior to the session take the time to clearly map it out in
terms of: your objectives (i.e., what you want to get out of the
session); discussion questions; presentations; group
activities that you plan to employ:
2.Try to ensure that the meeting space is comfortable (adequate
temperature, lighting, sufficient space) and you have any
equipment or supplies needed (e.g., flip chart with sufficient
paper, markers, masking tape). Arrange seating in a circle
or U-shape to allow all participants to see and hear one
another and to have a good view of the flip chart. Let people
know how long the session will be (ask them if that is
agreeable) and work in breaks for longer sessions. If the hall
is unknown let people know where washroom facilities are.
3. Make members of the group feel comfortable. If there are
individuals not known to the larger group take the time for
introductions and have everyone tell a little about themselves
(what they do/interests). If most members of the group are
unknown to one another or have not worked together before
(e.g., in the case of community meetings) it may be desirable
Lu ulldertake a brief warm up or 'ice breaker' exercise.
4. State the purpose of the meeting or session briefly. Ask
participants about their expectations (Le., 'what do they
hope to get out of the session/what do they hope will be
accomplished?). This helps to ensure that everyone
understands the purpose of the meeting (and isn't working
at cross purposes) and that people don't go away from the
session feellng that their issues weren't addressed. As a
facilitator you can clarify which expectations can be met
and which cannot. In the case of the latter be sure to
explain why certain expectations cannot be met (insuJI'icient
time/will take the group off topic) and see if there are ways
that they can be addressed (i.e., dealt with at the next
meeting; will be addressed by the individual and the
executive, etc.). Also layout any ground rules. For the first
session it is recommended that you review core values about
group process and develop a 'Group Code of Conduct'. If the
meeting is largely a brainstorming session, list the rules of
brainstorming.
5. Take the group through the meeting or session trying to
ensure that:
• all information and viewpoints get put on the table
• all participants have the opportunity to share
11 ASSOCIATION OF HERITAGE INDUSTRIES OF NEWFOUNDLAND I< LABRADOR' HERITAGE PLANNING GUIDE
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• the discussion stays on topic
• the process is productive and that the group adheres to
certain core values about group process
6. Conclude the session by synthesizing or summarizing the
discussion. The facilitator can do this by grouping related
ideas or identifying certain themes or ideas that run
through the discussion. Get group participants to select
those points that they feel are the most important from the
discussion (see qUick voting technique). If action is
required on any of the items be sure to assign (seek
volunteers) to carry them out and specify time when task is
to be completed.
7. Type up discussion notes (or assign someone with the task)
and have them circulated before the next planning session
to: ensure that all important points were recorded; and to
refresh participants memories about the discussion.
FACILITATION GUIDE
1. Ask participants to think of frustrating group sessions that they have been involved with. What went
wrong/caused frustration? Use this as a basis for describing how a facilitator can help the group process.
2. Ask participants to note any facilitative techniques used in this session and to jot them down to share with
the group later.
3. Develop a'Code of Group Conduct' by having group describe what principles, behaviour or conduct they
would like the group to operate under (i.e., what needs
to happen to allow for well-functioning discussions and decision-making of the group?). Record these on
a flip chart and ask participants to select out key points (using quick voting technique) that they would
like to include in their own code. Have 1 or 2 members of the group draft up a Code for the gJOUp to
review at the next meeting.
4. Ask group to identify what skills or qualities make for a good facilitator and record them on a flip chart.
Introduce additional points from the module and discuss.
5. As a way to get group thinking about effective facilitation skills ask partiCipants to~list any techniques that
you have used to facilitate or 'make easy' the group discussion and decision-making process. Complete list
from this module and discuss.
6. After presentation on 'Discussion/ Group Process Inhibitors' ask participants if they have anything to add.
7. Encourage participants to take practice and take turns facilitating sessions as your group works its way
through the Guide. Ask them to evaluate each other's facilitation skills but only by making positive
observations and suggestions (i.e., What I liked about your facilitation was ... Some suggestions for
strengthening your facilitation include ... )
8. At the end of the session ask participants to list five things that they learned (facilitation techniques) that
they will try to use in their next facilitation.
MODULE I • fACILITATION Of THE PLANNING fACILITATION· THE Ron Of THE FACIUTATOH IN HERITAGE PI..ANNtNG 12
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The primary consideration in heritage development
should be the protection and preservation of the
heritage resource itself. Heritage resources are
important for their own intrinsic value because:
• Cultural heritage resources preserve the important historical
record that helps to inform us about how our ancestors
lived and about how our present society evolved.
• Natural heritage resources preserve a record of the earth's
evolution and of the incredible diversity of life that exists.
• They provide an invaluable source for researchers of all
kinds (historians, folklorists, scientists, medical
researchers, etc.)
• They contribute to our sense of 'identity' and 'place' in a
rapidly changing and homogenizing world.
If properly cared for and developed, natural and cultural
heritage resources can enrich and benefit both present and
future generations. They can contribute to our spiritual,
psychological, and physical health. They can inspire creativity
and cultural production in the form of literature, film, drama
and art. They can provide economic opportunities and
employment.
Being a good steward when preserving and!or developing
heritage resources means:
• maintaining their integrity - ensuring that heritage
interventions or development does not alter or destroy the
fundamental fabric and character of a heritage resource.
• being authentic and honest in their presentation!
interpretation
• carefully managing them in ways that will protect them
from the strains of over-use: artifacts can be damaged by
too much handling (or possibly any handling at all);
buildings, ruins, plants and habitat for animals can be
harmed by too many feet trampling over them
• providing benefits from local heritage development to the
residents of a community or region. This ensures a sense
of ownership of heritage resources and of responsibility for
their protection.
• being sensitive to the spiritual values of those cultures to
whom heritage resources originally belonged. The special
spiritual places, grave sites and ceremonial artifacts of
aboriginal groups come to mind.
CaS8 Study
ENSURING LOCAL BENEFITS
FROM TOURISM DEVELOPMENT
IN JORDAN
A partnership with Jordan Tourism
Investments OTI) has allowed the
residents of the historic village of
Ta.ybeh, Jordan to receive significant
benefits from tourism. ITI leased a
number of the existing histori'c houses
and structures ih the centre of the
village, preserving and converting them
to into a five star resort. Through the
lease agreement funds have been
generated to improve education and
health care facilfties for residents.
Employment and business
opportuniUes have been generated
through the offering of traditional Arab
cuisine, music, theatre, folklore ,the
manufacture and sale of handicrafts,
and jobs at the resort itself.
For more information see
http://www.jtic.com/taybet.html
MODULE 2 • STEWARDSHIp· CARING fOR HERITAGE RESOURCES 13
Case Study
WINTERLAND ECOMUSEUM
Recognizing the value of the
wilderness area on the edge of the
community, the,Town of Winterland
(pop. 300) on the Burin Peninsula
designated a 2,000 acre 'protected
area'. It did so under the Eastern
Habitat Joint Venture's 'Municipal
Wetland Stewardship' program. It is
one of about a dozen Municipal
Stewardship Wetlands in the province.
The community took the added step
of having the province designate the
area.as a Ina hunting zone' to further
protect habitat and animals.
The area contains a variety of habitats
including wetlands, such as bogs' and
ponds, boreal forest and barrens.
Through the Winterland Heritage
Development Corporation (WHDC),
an Ecomuseum has been created
within the stewardship area, It iSI
essentially, an outdoor museum
consisting of a 5- km trail, an outdoor
classroom and an amphitheatre.
Recognizing the important link
between their natural and cultural
heritage, the WHDC, included
interpretation on Winterland's cultural
history. Display panels along the trail
include information an traditional
uses of natural areas and natural
resources 0. A heritage farmstead along
the trail interprets the communityls
history as a planned agricultural
settlement.
This module outlines the importance of caring for heritage
resources. It explores the notion of stewardship, identifies
various ways of protecting heritage resources, and provides
gUidelines for developing heritage resources. It also lists
sources of information on standards as well as training and
developmel!.t for the mal!"gement of heritage resources.
"",k',·,,,,"',': ~'::'J~~~;' ~i~,:, ~'~·~A~ ~'i'fA G E
PRE s E,;I~~~~~i:~,~ ~i,!~~~r~,t'~p MEN T Standards exist for the preservation and development of
heritage resources at various levels: international,
national, provincial and municipal. They run the gamut
from general gUidelines or principles to technical 'how to
documents'. Developed by experts in their respective fields,
the latter deal with such things as building restoration and
trail development. While many of these standards are
voluntary, some at the local and provincial level exist in the
form of legislation. The provincial 'Historic Resources Act'
includes legislation that applies to historic resources, in
particular archaeological sites and built heritage. The Act
states clearly how archaeological sites and artifacts must be
dealt with as well as provinCially-designated heritage sites
and structures (link to http://www.gov.nf.calhoa/statutes/h04.htm)
Following is an overview of heritage standards:
Cultural Heritage
The International Council on Monuments and Sites
(ICOMOS), affiliated with UNESCO and its various national
chapters have adopted a number of charters and other
documents which provide gUiding principles for the treatment
of heritage. These are the accepted standards for heritage
professionals.
The basis for most ICOMOS charters include:
• comprehenSive analysis of the place or resource - to allow
for its proper treatment and protection
• minimum intervention in the historic fabric
• precise documentation - to allow for a thorough and proper
understanding of the historical context and significance of a
heritage resource
• respect for contributions from all periods - considering the
complete history of a cultural heritage resource rather than
locking interpretation into a Single time period
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• maintenance of authenticity
• a holistic view of the historic environment
ICOMOS charters deal with a range of heritage resources:
• Appleton Charter (historic structures)
• Florence Charter on Historic Gardens
• Washington Charter on the Conservation of Historic
Towns and Areas
• The Charter on Cultural Tourism
• Charter for the Protection and Management of the
Archaeological Heritage
Of particular interest to communities in Newfoundland and
Labrador are a couple of documents that deal with
economic and social issues faCing small communities. They
consider initiatives for safeguarding such communities and
include:
• Resolution on the Conservation of Smaller Towns
• Tlaxcala Declaration on the Revitalization of Small
Settlements.
The above charters can be found at
hUp:/ / www.international.icomos.org/e_charte.htm
The Province of Newfoundland & Labrador has adopted
(Nov. 2002) a set of 'GUiding Principles' for the protection
and development of cultural resources. Points relating to
stewardship and standards include:
• the inherent value of culture (as a foundation for society)
TO CREATE A MUSEUM OR NOT
TO CREATE A MUSEUM: THAT IS
THE QUESTION?
You have an interesting story to tel!
or an interesting' collection of artifacts
to share. The typical inclination is to
thInk about. creating a museum. But
it should be remembered that
museums are not the only way to
share your history. For one thing,
they can be costly to set up and to
operate. Finding the resources for
staffing, heating and the on-going
costs associated with museum
operations is generally the real
challenge. To properly maintain and
care for a collection of artifacts or
documents requires proper storage
facilities and climate control. There
are other options that should be
considered, many of which allow
you to reach a broader audience
than a museum permits and are
more cost~effective. In particularl
computer technology has made it
possible to document and
disseminate h·istorical information
about your community to virtually
every corner of the world. See
Modufe lOon Interpretive Planning
for various ways that you can preserve
and share your community's heritag_e.
Photo: The restorntion oj' the Lane House
in TiUling proVides a good example for
inlelpreUng the change llwl' a l1Critnge
structure has undergone. Here the origninal
saltbox (which later had its roof raised) is
indicated on Ihe side of the house.
MODULE 2 ' STEWARDSHIP' CARING FOR HERITAGE RESOURCES 15
ARCHAEOLOGICAL RESOURCES
BELONG TO THE PROVINCE
All archaeological sites and artifacts
belong to the Province of
Newfoundland &: Labrador. This
means that any initiative reJated to
archaeology (development on an
archaeological sitel an archaeologrcal
dig, even a display of archaeological
artifacts) can only proceed with the
permission of the Archaeology
Division of the Department of
Tourism, Culture & Recreation.
In fact, it is illegal not to get the
required permission. This tight control
on archaeological resources is
crucial to protect the sites themselves
which can only reveal their
full story if expertsare allowed to
view them ih their original, undis~
turbed state. An artifact's location
and condition can provide as much
information as the artifact itself.
Furthermore, the Historic Resources
Act requires that all archaeological
investigations be carried out by fully
qualified and approved professionals.
Before starting any kind of heritage
development project (restoring or
constructing a building, developing
a trail) it is strongly recommended
that you contact the Archaeology
Division of the Provincial Government
(Tel. 709-729-2462). They can
provide an initial- assessment of the
archaeological potential of the area.
This is important to ensure that you
don't, unwittingly, damage or
destroy an archaeological site. The
provincial office can recommend as
to whether you might need to
undertake a preliminary investigation,
an item which can be built into your
project budget.
• the importance of participation and access to cultural
sites and activities by all residents
• importance of educating people about our natural and
cultural heritage
• respect for cultural and linguistic diversity
• all residents have a responsibility for the stewardship of
cultural resources
Natural Heritage
Many of the principles relating to the protection of natural
heritage have parallels with cultural heritage, including
such things as: assessment; the maintenance of natural
heritage fabric; and consideration of historical change over
time. The Australian Natural Heritage Charter provides a
good model for articulating principles around natural
heritage. These include:
• Conservation is based on respect for biodiversity and
geodiversity. It should involve the least possible human
intervention to ecological processes, ...
• Conservation of a place should take into consideration all
aspects of its natural significance, and respect aspects of
cultural significance that occur there.
• The conservation policy should determine uses that are
compatible with the natural Significance of a place. Uses
that will degrade the natural Significance should not be
introduced or continued
• The conservation policy should consider ecological
processes and other processes that extend beyond the
stated boundaries of a place, "
Ie low do you decide whether to restore an artifact or
structure or to stabilize/conserve it? How does a
group or community decide how best to share its
history from among the numerous options (a museum, a
virtual (computer-based) collection/display, outdoor
interpretive panels, displays in existing venues like the
local school, town hall or library, publications, living history
programming)? Selecting the best option(s) depends upon a
variety of factors such as:
• importance of resource - if a heritage structure or a
natural habitat is of special importance (e.g., it is rare,
16 ASSOCIATION OF HERITAGE INDUSTRIES OF NEWfOUNDLAND 8< LABRADOR' HERITAGE PLANNING GUIDE
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has great historical or biological significance) one would
likely seek to maintain it in as original a condition as
possible and to give it maximum protection.
• financial resources available - the level of resources
available for a project will have an important impact on
the level of intervention/ development. In the case of a
heritage structure it may determine whether one
preserves or .stabilizes what is in place or whether one
undertakes a major restoration. In the case of sharing an
·artifact collection with the public, the level of resources
may determine whether a group sets up displays in
existing venues (such as the town hall, local schools, or
the library) or develops a museum facility. An important
financial consideration is the availability of funds to
operate/sustain a heritage facility over the long term.
• research - heritage initiatives, whether they involve
interpretation, conservation, restoration or cultural
tourism development, must be based on the best research
possible. The availability of research materials and
resources to undertake research will help to determine
interventions taken. If these are not readily available,
major interpretive or development efforts might need to
walt untll they are.
• conservation requirements - the first priority in protecting
any heritage resource is to stabilize it or keep it from
further deterioration. The importance of the
artifact/structure and the availability of resources (to
develop and sustain it) will determine whether one
goes on to restoration (i.e., putting it back, essentially,
to its original state)
• ownership of resource - obViously, ownership of a heritage
resource will determine what can be done with it. As an
example, archaeological sites and artifacts legally belong
to the Province. Hence, any intervention (archaeological
investigations, displays of artifacts)
must be approved by the Department of Tourism, Culture
& Recreation and must be supervised by a qualified and
approved archaeologist.
• intended uses - depending upon intended uses and the
needs of users, various levels of intervention will be
necessary. For example,
a heritage structure to be used for public purposes would
likely require new building systems such as fire safety
features and electrical/ plumbing while one that was to
be used as a weekend or summer retreat might require no
changes to building systems.
MODULE 2 ' STEWARDSHIP' CARING FOR HERITAGE RESOURCES 17
'<:F' ","2," "V" 0' <: />:»' i: 1, '~," ~ 0;0 0 ~o _ 0 "c' _ ', liEE ",fill's F::;liN"YE·RviN
;*(;H ;;,~~;: ~it;::li '~;;iliii;:::f;DY ::31;;: --fH:Ji;;' I ntervention refers to the actions that we will take in dealing with a heritage resource. Any
decision must be guided, first and foremost, by: what is best for maintaining the integrity of
the heritage resource itself; and what best contributes to the historical record (i.e., the
ability of that resource to be an authentic research/educational tool). Following is a description
of the different levels of intervention along with gUidelines and examples for how they should
be used:
Intervention
Documentation
Preservation
Description
- involves the inventory or
recording, of information
about a heritage resource
through photos, drawings,
written descriptions,
recordings.
- good documentation
involves research on such
things as: how an object
was used, when it was
created., who- owned it,
how it was. changed.
- keeping what remains of
the artifact, building or .
habitat in its current state
(including any changes or
alterations that may have
occurred over time).
~, recognizes and respects
changes that have occurred
as a record of the history
of that reso.urce.
~ often includes. measures
to stabilize or protect the
existing heritage fabric
including proper storage
(in the case of artifacts)
~ preservation is' generally
more cost-effective than
restoration.
Guidelines
- pri'or to any intervention,
thorough documentation of
a heritage resource should
be undertaken.
. sometimes it is not possible
to physically preserve a
heritage resource,
Resources may not be
available or it is facing
unavoidable alteration Of
destruction. In.such cases,
documentation may be the
the only way to preserve it.
- when conditions permit this
is the most desirable level
of i'ntervention.
- used when a substantial
amount of the original
heritage 'fabric' is intact.
- appropriate when changes
made to the heritage
resource have been organic
and sympathetic.
.
Examples
- a building or cultural
landscape that is to b·e
demolished or significantly
altered.
- intangible aspects of
cultural heritage such as
traditions, stories, skills,
and music can only be
preserved bypassing them
on or by documenting
them.
- a natural habitat that has
no significant human
degradation.
- a heritage structure that is
in reasonably good shape
and has few or no recent!
modern modifications.
- a historical: artifact that is
in a' stable condition and
hasn't been fnappropriately
altered.
-' ruins
18 ASSOCIATION OF HERITAGE INDUSTRIES Of NEWFOUNDLAND & LABRADOR, HERITAGE PLANNING GUIDE
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Intervention
Restoration
Reproduction
Historical
Fabrication
Description
- returning a material
heritage resource to its
earner Of original state.
- period or state to which a
heritage resource i's to be
restored is tied. to. careful
research and interpretive
strategies (i.e., if a heritage
structure belonged to an
important historical figure it
would, likely, be desirable to
restore it to the period when
the person lived there)
- often requires significant
financial resources
~ involves creating a facsimile
or reproduction of a
building or artifact (e.g.,
where the original has been
destroyed)
-generally used for
educational purposes or
where- one wants a
structure to blend well
within the context of an
hIstorical or natural
environment
- involves creating a
'heritage-like' structure(s)
where one did not
previously exist
Guidelines
- employed when heritage
resource has suffered significant
deterioration or change that
masks earlier character Of use
- natural heritage sites or habitats
would be restored when they
have been seriously degraded
through human activity or natural
calamity (e.g., forest fire)
- undertaken when- sufficient
information (research) is
available
- can be appropriate for
individual structures that
are to fit within an historic
community or neighbourhood
- must be based on good research
and be appropriate to the local
context
- where cultural Of' natural
heritage features are replicate.d
there should be clear indications
that they are reproductions
- this is, generally, not
recommended as it has a
tendency to be based on
romantic notions of the past
(e.g., the 'little red school
house') that has little to do
with reality.
- the resources required would
be better spent on the
pres.ervation/restoration of
existing heritage resources
- historically inspired: structures,based
on local precedents -
are appropriate as ihfil in a
heritage streetscape
Examples
- an important structure that
has experienced significant
(but not overwhelming)
physical deterioration due to
decay, flood or fire
- a structure or artifact that
has had unsympathetic
changes made to it
- a natural area such as a
wetland that has been
polluted, filled in or
damaged by ATV use
-- as i'nfH structure i'n an
historic streetscape or
villagescape
- a- newly created natural
habitat which forms part of
a natural history interpretation
- wh,ere use of original artifacts
for educational programming!
demonstraUons would damage
them/- reproductions or
replica are often employed
- generic 'heritage village'
- generic 'school house' or
'general store'
- 'heritage' theme park
MODULE 2 • STEWARDSHIP· CARING FOR HERITAGE RESOURCES 19
Photo: This replication of a J7111 Centwy
Englich kitchen is used by the Colony of'
Avalon as an educationallintclpretive tool
to convey what life may have been like in
Lord Baltimore s Colony.
~~Oio':f~!ii)~orO~ltSj~~'t~J!~:=~~!gi~:!o
i:i;; 1. Designation
'«<
The designation of a structure, district, or natural area
can provide a level of protection which, in some cases
restricts uses, and prevents inappropriate interventions
or changes. The designation of heritage resources can
happen at a municipal, provincial, national, or international
level. In addition to providing protection, a designation can
raise the profile of a heritage resource and, in some cases,
make it eligible for special funding.
• Under the Municipalities Act of Newfoundland &
Labrador, individual municipalities can put in place
mechanisms whereby they can designate municipal
heritage structures and districts.
• Under the Newfoundland & Labrador Urban and Planning
Act municipalities can zone special cultural or natural
heritage areas as 'Conservation' or 'Environmental
Protection' areas in order to protect and manage them.
• The Minister of Municipal Affairs can designate natural
or cultural areas not covered by a municipality as 'local
planning' or 'protected' areas by. A local authority or body
is appOinted to manage the area in a way similar to a
municipal authority.
• For all of the above a Heritage Advisory Committee or an
Environment Committee is generally appointed by a
municipal government to prOVide advice on deSignation
and rnanagernent.
• The Heritage Foundation of Newfoundland & Labrador
(HFNL) is an 'arms length' government agency that
deSignates heritage structures and districts deemed to be
of provincial Significance. Changes to deSignated
properties must be in keeping with their historic character
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and cannot be made without the consent of the Foundation.
Matched funding (up to $10.000) is available to owners of
designated heritage structures for exterior restoration work.
F or additional information on the HFNL check out their
website at: http://www.heritagefoundation.ca/
• The Historic Sites & Monuments Board of Canada (HSMBC)
designates historic sites of national significance. This can
provide a high level of recognition for a site. Sites in the
province designated by the HSMBC include Carbonear
Island and the stone walls of Grates Cove. For information
see: http://parkscanada.pch.gc.ca/hsmbc/hsmbc_e.htm
• The International Council on Monuments and Sites
(ICOMOS) designates natural and cultural heritage sites
deemed to be of international significance. While few sites
would qualify, this would provide a very high level of
recognition to a site. Newfoundland and Labrador has three
ICOMOS designations: Red Bay, Gras Morne National Park
and L'Anse aux Meadows.
• Municipal Stewardship Areas (MSA)- under the Eastern
Habitat] oint Venture program (EH]V), administered by the
Department of Tourism, Culture and Recreation, significant
natural areas within a municipality can be designated. These
can include wetland areas, uplands, and habitat for animal
species. Protection comes from regular municipal zoning
and regulations. MSAs receive assistance from EH]V in
conducting inventories, in planning and in educational
programming. For more information see:
http://www.gov.nf.ca/tcr/wildlife/Wildlife/Municipal.htm
• Provincial Ecological Reserves, administered by the Parks
and Natural Areas Division of the Department of Tourism,
Culture and Recreation, provide a sanctuary for unique,
rare or endangered plants, animals or natural history
artifacts such as fossils. Examples include Baccalieu Island
(wildlife sanctllary), Mistaken Point (fossil site) and Watts
Point (rare plants). For additional information see:
http://www.gov.nf. cal parks&reservesl
For groups seeking heritage designation at the national level,
it is often helpful if a heritage site has already been
designated at the municipal or provincial level.
Other Tools
Various bodies can be established at the community, regional,
or provincial level to engage in heritage preservation,
conservation and development work. For additional
inforrnation on organizational structures that can aid in
heritage preservation see Module VI - Organizing for Success.
MODULE 2 • STEWARDSHIP' CARING FOR HERITAGE RESOURCES 21
~1~'~'sjA nfij,A'RqS, 'A Nij'irfR:A'INl'~ a';., ~tl!"h ~~it~ ,E'''~'~;
"FiiiE ;'S"FEW'ARD'S;A I'~VO Fir H f,IlI,T Jit;'E::iR ESC) URCE S
<i~:f I n addition to setting standards, various provincial, national and inteiri1tional bodies provide
training in the appropriate application of standards and good practices. Below is a summary
of these:
Heritage Resource Organization StandardslTraining
Conservation of Built Dept. Canadian Heritage Standards" Guidelines for the Conservation
Heritage of Historic Places in Canada (publication)
Heritage foundation of Newfoundland" Labrador
-provide advice and technical assistance on building
conservation
.
Archival Resources Canadian Council of Archives Canadian Archival Information Network (CAIN) provides
the national standards for the preservation and
documentation of archival resources
Association of Newfoundland" Labrador Archives (AN LA)
~provides technical assistance and training
in a variety of areas related to archival management
.
Archaeological Resources Department of Tourism, -all archaeologi'Cal reSQurces are governed and owned
Culture & Recreation by the Province of Newfoundland" Labrador. Therefore,
(Archaeology Program) the Provincial Archaeologist must be consulted
concerning all archaeological resources and initiatives
Planning Guide for Archaeology Projects (publication)
Newfoundland Archaeological Heritage Outreach
Program (NAHOP)
-provides technical assistance and resources-for
archaeological investigations
Artifacts
Museum Association of -offers training. in various aspects of the
Newfoundland" Labrador care and presentation of artifacts and has
an extensive resource library
Natural Areas
Protected Areas Association -can provide advice and information for groups
planning natura.1 heritage stewardship projects
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Trails
Parks and Natural Areas Trail Development Manual (provincial government
Division, Dept. Tourism, Culture publication available from the Queen's Printer)
" Recreation (Nfld " Lab)
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FACILITATION GUIDE
1 .. Ask the group to clarify the stewardship values that you wish to bring to your project. Answer the
question: How will/should our actions/interventions contribute to the protection of our heritage
resources.
2 .. Get members of the group to review relevant heritage charters and get them to report back on which
sections are applicable to your project/initiative.
3. Review levels of intervention and discuss which ones should apply to your heritage resource/ collection.
Ask the group to evaluate the level of resources needed to undertake these interventions and to discuss
how feasible they are in light of: available human and financial resources; importance of heritage
resource; condition and conservation requirements
4. Review 'Tools for the Protection of Heritage Resources' and identify which might be appropriate for the
heritage resources in your community
5. Identify which organizations and agencies can help and ask representatives from them to meet with your
group to discuss how they can help.
MODULE 2 • STEWARDSHIP' CARING fOR HERITAGE RESOURCES 23
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Before you begin planning a heritage project it is
important to first take stock of a number of things.
These include:
• an inventory of the heritage resources that exist in your
community
• the capacity of the community to undertake and support
heritage initiatives
• the needs of the people (residents, school groups, tourists)
who will be using heritage facilities or taking part in
heritage programs
The process of taking stock, which is sometimes referred to
as a 'Needs Assessment', is important for a number of reasons:
• it ensures that projects or initiatives are firmly rooted in
the needs of a community. A group may start out with the
notion that they really need a museum to preserve their
history. Upon assessing the needs of the community and
the resources available they may find out that other things
- say, the protection of their built heritage or preservation
of traditional knowledge - are more critical to the
community or that the resources reqUired to establish and
operate a museum are better spent elsewhere.
• it ensures that a group or community has the capacity to
undertake a particular heritage project(s). In many cases,
problems within a group (small volunteer base, lack of
community support) may need to be addressed before it
can successfully go forward.
• it can lead to a community's self-discovery about its
heritage: to learn about aspects of its heritage that were
not well-known, yet are worth preserving.
This module outlines a number of tools and techniques for
gathering useful information. While the process of
undertaking a needs assessment will help to confirm some
of your assumptions, more than likely it will reveal new
information and ideas and lead to new directions and
possibilities not preViously thought of by your group.
Piloto: A 'community waiJ( about' is a good
way to get residents w tak~ a second look
at tbeh commwli(y and to note distinctive
Features that def1ne tbe colllmuniW and
sliould be preserved (e.g'., architecLural
forms and buildiilgs (YPL~S)
MODULE 3 • TAKING STOCK BEfORE STARTING' ASSESSING NEEDS 24
There are several diff~i~~~ techniques for gathering
information and a group could take many months just
taking stock. While this might be ideal, it is often not
practical; your group may be anxious to get started on a
project; or it doesn't have the resources to do a lot of initial
information gathering. A good starting place is to establish the
'big picture' through an exercise that is known as the SWOT
Analysis. SWOT is a simple, straightforward method of
gathering useful information and analyzing the situation
around a particular project; around the heritage resources of
your community; or your group's/community's organizational
capacity. It involves a workshop format in which participants
brainstorm on ideas/information. SWOT stands for:
Strengths (on which your group/project/community has to
build)
Weaknesses (Which need to be overcome)
Opportunities (for projects, programs, development that
arise from your project)
Threats (to your project or work that have to be addressed)
Examples of Strength/Weaknesses/Opportunities/Threats:
Strengths: human and financial resources,
skills/accomplishments of your group, heritage resources,
existing visitor base, community amenities, partnerships
Weaknesses: organizational issues that need to be addressed,
community attitudes/lack of heritage awareness, lack of
resources,
Opportunities: interpretive ideas, collaboration with other
groups, economic development, revenue generation
Threats: loss of heritage resources, unsympathetic development,
duplication of heritage efforts in neighbouring communities
Use a workshop format to undertake the SWOT analysis. The
exercise can be undertaken by your group or - even better -
involve key community stakeholders (e.g., from town council,
local schools, community organizations). If the number of
workshop participants is more than 10 or 12, divide up into
small groups (of 5-8 individuals). Recording all responses on
a flip chart or piece of paper, ask participants to first
brainstorm on strengths, then weaknesses, opportunities, etc.
If you have more than one group, report all responses back to
the full group.
25 ASSOCIATION Of HERITAGf INDUSTRIES Of NEWfOUNDLAND & LABRADOR' HERITAGE PLANNING GUIDE
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As a way to focus the discussion, combine all of the pOints
together and ask participants to select what they feel are the
5 or 6 most important by putting a check mark beside them.
Total up the checkmarks and see which points emerge at the
top. This exercise can provide a very useful preparation for
strategic planning as it is a qUick way to identify priority
issues that need to be addressed and opportunities for
development.
~' ~;'E'iltf\G~j~E'SO~
"l IN \j('E N.IO'R I Es:l:l :c; Once you have gotten the general 'lay of the land'
through the SWOT Analysis and established some
priorities for your group, you will likely find a need
to undertake inventory work on your heritage and human
resources. Inventories can:
• deepen your understanding of the range of heritage
resources that exist in your community
• identify heritage resources that exist and that you may
wish to preserve and manage
• identify useful information and artifacts that can be used
to tell your community's story
An inventory is a list of resources that a community has to
work with. There are two types of inventories.
A comprehensive inventory in which information on all
heritage resources within a community or on a particular
subject area is collected. While this approach can be timeconsuming
and require a lot of human resources, it provides
a good overview for the development of a broad strategy for
dealing with heritage resources and for setting priorities.
A focused inventory, based on first identifying project goals
and objectives and then gathering only the information that
is needed to support them. This approach takes less time
than a comprehensive inventory, is flexible if project goals
change overtime, and is more economical if there are budget
constraints.
Choosing the type of inventory that is appropriate will
depend on available resources and time available. The
following section outlines what information should be
considered as part of the inventory.
DON'T REINVENT
THE WHEEL - CONSULT WITH
PUBLIC/PRIVATE AGENCIES FIRST
A good starting point in coliecting
information is to see what information
has already been gathered.
Universities, government departments
and' agencies, regi'onal bodies such as
community development groups (e.g.
zonal boards) tourism associations,
and municipalities may have already
gathered information on such. things
as natural and cultural heritage
resources and user needs. Talk to them
first. There is no point in reinventing
the wheel.
Photo: Taking stock of water/owl through
a banding program,
MODULE 3 ' TAKING STOCK BEfORE STARTING" ASSESSING NEEDS 26
Photo: A groUt) in lorbay conducts a
species inventory in £1 vDhwb1e cOHlmun.ity
wetland. Such SerV(~y:5 are key to
developing effecti!1(~ conservation measures.
WHAT TO INVENTORY
Depending upon the nature of your project you may wish to
collect information on the following:
Natural Heritage Resources
• Topography
• Geology
• Drainage Systems
• Wetlands
• Water features (ponds, streams, shoreline)
• Soils
• Flora
• Fauna
Issues of access to natural areas, restrictions on their use,
and traditional uses of resources should also be described
as part of the inventory as these could have significant
impacts on your project. Things to consider include: land
ownership; land classification (e.g., farmland, conservation
area); trails; areas of forest cutting; sensitive habitats for
rare or endangered animals or plantlife. This information is
important, for the last thing you want to do is start on a
project such as a nature trail, only to find that there are
land ownership disputes, unsympathetic land uses nearby;
or that you risk negatively impacting on wildlife.
Before you undertake your own natural heritage inventory
take the time to see what is already available. Organizations
to contact include:
• Local Municipality (zoning, land ownership)
• Provincial Wildlife Division (wildlife habitat)
• Parks and Natural Areas Division (rare plants and
sensitive habitats)
• Protected Areas Association
• Environment Canada
• Nature Conservancy of Canada
• Nature Legacy Trust
• Statistics Canada
• Local conservation officers
• Memorial University (research already carried out)
• Regional tourism associations or Zonal Boards (existing
surveys, cataloguing)
27 ASSOCIATION Of HERITAGE INDUSTRIES Of NEWfOUNDLAND &: LABRAOOR " HERITAGE PLANNING GUIDE
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Cultural Heritage Resources
• Historic artifacts or objects
• Archival resources such as documents records, maps and
photographs
• Sites of historical significance
• Historic buildings, structures, and features (eg, fences,
pathways, ruins)
• Cultural landscapes and distinctive settlement patterns
(abandoned communities, traditional road and lot patterns,
gardens)
• Oral histories
• Important historical events
• Aspects of intangible cultural heritage: local traditions
including ways of celebrating, music, traditional skills and
knowledge.
It is worthwhile getting some expert input into the design of
community inventories to ensure that important information
isn't left out. For information and assistance with developing
inventories contact:
Historic buildings or cultural landscapes: The Heritage
Foundation of Newfoundland & Labrador (Tel. 709-739-
1892, email info@heritagefoundation.ca)
Archival Collections: Association of Newfoundland & Labrador
Archives (Tel. 709-726-2867, email: anla@nf.sympatico.ca
Artifacts, oral history, traditional knowledge: Museum
Association of Newfoundland & Labrador (Tel. 709-722-
9034, email: uokshevsky@nf.aibn.com)
Before you undertake your own cultural heritage inventory
work check around to see what may already be available.
Contact:
• Municipalities (municipal records)
• Local libraries (historical collections)
• Archives (Provincial Archives of Newfoundland & Labrador)
• Memorial University (Centre for Newfoundland StUdies)
• Local museums and heritage groups
• Regional tourism association or Zonal Boards (inventories
or studies)
MODULE 3 ' TAKING STOCK BEfOIlE STARTING· ASSESSING NEEDS 28
CASE STUDY
HERITAGE INVENTORY
ON THE FRENCH SHORE
On the Northern Peninsula of
Newfoundland, the French Shore
Historical Society conducted an
inventory of the heritage res.ources
in the communities of the White
Bay Central Region as part of an
effort to "promote through. heritage
interpretation, conditions that foster
diverse economic activity. II Local
residents conducted a series of
cultural inventories, designed a
series of community surveys,
mapped historic sites and i"nspected
heritage buildings in the
communities to catalogue heritage
resources in the four communities of
Grandois, Croquet Conche, and.
Main Brook. The surveys have
provided valuable information to
assist the group in prioritizing- their
needs, leading to the restoration of
the historic Grenfell Nursing Station
in Conche and to the participation
of Memorial University rese.archers
in a.rchaeological research in the
communities.
If the the natural and cultural heritage features of your
community are what you have to work with or to preserve,
community resources involve the capacity of your
community to undertake such work. They include:
Human resources - What people, skills or organisational
capacity are available to help with your heritage project in
areas such as marketing, fund-raising, business planning,
research, public relations, etc? For information on
undertaking a Community Skills Inventory see: Module 5
Potential Partnerships - Which groups and institutions can
help you or have similar goals and interests? For information
on potential partner groups see: (link to Module 5)
Community Infrastructure - How can your heritage project
link with or take advantage of existing infrastructure?
• Available space in local buildings: library, school, church,
municipal office, businesses which could be used for your
group's activities, office space, display or storage space
• Linkages with existing trails, programmes, heritage sites
and structures,. and tourism infrastructure.
• Availability of services (electricity, water)' maintenance,
equipment
Educational resources - In what ways can local schools and
post-secondary educational institutions offer help with local
heritage projects? Possibilities include:
• Facilities
• Equipment
• Teachers (expertise)
• Students (labour, fund-raising activities)
Community Attitudes - before starting a new heritage
initiative it is important to understand local attitudes and
values. If there is little awareness or support for a proj ect,
then additional work has to be undertaken to build community
support or change the focus of the project. In many cases,
negativity about a project is due to lack of knowledge or a
misunderstanding of what your proj ect is about.
29 ASSOCIATION OF HERITAGE INDUSTRIES Of NEWFOUNDLAND" LABRADOR " HERITAGE PLANNING GUIDE
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HOW TO UNDERTAKE AN INVENTORY
There are several different ways to gather information and do inventory work.
How you do it will depend, in no small way, on the resources, skills, and time available.
i) Surveys offer a structured, reliable method for gathering information. Surveys usually take
the form of a questionnaire which has a standard set of questions that all participants are
asked to complete. They can be used to undertake inventories or to gauge attitudes and
values (e.g., about heritage resources and appropriate ways to treat them), to determine
preferences (for different development options), and user needs. There are four types of
questionnaires: (1) personal, face-to-face surveys: (2) self-administered questionnaires
that are distributed to respondents; (3) telephone interviews; (4)and field surveys.
Type of Survey Uses Advantages Disadvantages
Self-administered - community skills. inventory • best when dealing with - usuaily oniy a small
These are' either mailed - survey of- community
large numbers (e.g., percentage are
out or handed out with attitudes
entire community) returned
the responses bei'ng
visitor surveys (that gauge
- can be quite detailed - can be fairly costly
mailed in -
level of satisfaction) ..
.
Telephone - survey of community - can be quick to - generally don't
Generaily involve taking
attitudes conduct (as they only allow for as much
a random sampling* of
require a 10% - 20% information as mail
a larger population sample ot your out surveys
community)
- allow for interviewers
to provide clarification
. if required
.
Face to Face - survey community - re.liable return rate - time consuming
Unless the community
attitudes
- can get in-depth
is very small these also - inventory of artifacts information
involve a random and archival resources
sample' (e.g., every in community
5th house)
.
Field Survey - inventories,o'f heritage - allows for the gathering - field surveyors require
Involves individuals going
buildings or cultural of very detailed considerable skill and
out.into community and
landscapes rnformation training
recording relevant - natural heritage .. ~ useful for. recording
information, usually on inventories information graphically
a standardized sheet- (e.g., photos, sketches)
often also involve - inventories of traditional
personal interviews skills (crafts, boat building)
*Jf you have a Jot of people! households to survey, it is not practical to survey eveIYone. Reliable results can he gathered by laking a
representative sample (e.g., 10% to 20%) of households. In order to he reliable, these need to be selected in a random mannel: In the
case of a telephone survey lhis can be done by selecting CVC(V 5th {or 7th or 1 Dlh} listing. In the case of door to door surveys select
every 5th hoase.
MODULE 3 • TAKING STOCK BEfORE STARTING, ASSESSiNG NEEDS 30
TIPS FOR IMPROVING
MAIL-IN QUESTIONNAIRE
RESPONSE RATES
• Cet lots of media coverage about
the purpose of your survey
• rnclude a good- cover letter
explaining. why this survey is
important
• Include a self-addressed envelope
with mail in survey
• Make follow up phone. calls to
encourage- people to complete and
return their surveys
• Have a draw for a prize from the
names on all returned questionnaires
Test your Survey First - In order to ensure that
questionnaires are properly deSigned and carried out it is
important to get professional assistance when designing
them and to test them on a small group first. If interviewers
are reqUired (for personal or telephone interviews) it is
important that they receive the proper training in etiquette
and in interviewing techniques.
ii) Focus Groups cari be useful in certain instances when
you don't have the time or resources to undertake a
survey. Essentially, they involve getting together a
group of individuals (either hand-picked or randomly
selected) who are brought together to provide
information, feedback or opinions. Typically a focus
group involves 6 to 12 individuals plus a facilitator who
asks a series of questions and records the responses.
Focus groups can be relatively informal (held in
someone's living room). They allow the facilitator to
probe responses to get a deeper understanding of an
issue (Le., why do you feel that way? what are the
consequences of particular behaviours or trends?).
Focus groups can be used in a variety of ways:
a) To determine community attitudes and awareness
about heritage in general, or about your specific
project. Participants for this are best selected in a
random fashion.
b) To gather historical information on a specific topic.
For example, to learn about rug-hooking or boatbuilding
in your community it would be useful to
gather together people from your community - often
seniors - who have knowledge and skills in those
areas.
iii) Community Workshops provide another way to gather
information about the community's heritage, to gauge
attitudes about heritage or to seek public feedback on
your group's plans. A workshop is, in many ways, like a
focus group except on a larger scale. Ideally, an open
invitation is put out to the community to attend. A
facilitator poses questions, ensures good group
participation, and helps to summarize discussions. To
make discussion easier it is useful to divide the
workshop into smaller groups (of up to 12 people) and
have them report their discussion back to the larger
group. For more information on the facilitation of
workshops see Module 1.
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Additional (Innovative) Tools & Techniques for
Undertaking Inventories
a) Community mapping involves placing useful information
on a map as a visual method of recording information. It
can be useful:
• To create a visual inventory of heritage resources
• To note changes to a community or region over time
• To understand better the relationships between different
elements
There are different levels of mapping - from schematic maps
drawn freehand to computer-generated maps based on
Geographic Information System (GIS) programs. Community
maps are really useful in workshops as a method of gathering
and sharing useful information. Some of the ways that
community mapping can be employed include:
i) In a workshop format residents can be asked to plot
information on a map such as: places/structures of
historical importance; their favourite places; what is
visually appealing; what is visually unappealing;
community attractions.
il) Community mapping makes an excellent school (class)
project. Students can be asked to draw maps and
indicate those features that are of importance. They can
also undertake their own inventories and record such
inforrnation on a map along with supporting
documentation such as photos, drawings, and stories.
One outcome can be a community (history) atlas.
ii) Mapping can be a useful tool to present information
CASE STUDY
COMMUNITY MAPPING ON
THE NORTHERN PENINSULA
The Le Petit Nord Nature and
Heritage Society teamed up with a
number of professors from Memorial
University of Newfoundland in 1999
to generate a cultural inventory
using GIS mapping. The map5 have
been published as a poster and are
being used as a basis for heritage
programmes in local schools and as
a planning tool for the upcoming
french Shore celebration5 in 2004.
MODULE 3 • TAKING STOCI( BEfOflE STARTING" ASSESSING NEEDS 32
The particular benefits of participatory community mapping
are that it engages residents; reflects local values; and can be
a useful way to get people to think about their community and
its resources in new ways. Often what they don't include can
be as informative as what they do. For more information on
community mapping see the Orton Family Foundation website
(Community Mapping Resources)
http://www.cmapgallery.org/resources/mapping.htm
b) Community Walkabout - It is human nature to take for
granted those things in our community that we see everyday.
Often, we don't see the value or potential of local heritage
resources. We no longer notice the eyesores in the landscape
that detract from our community or the attractions that
make the community special. A community walkabout can
provide a useful tool for getting. local residents together to
take a second look at the physical aspects of their community
and its heritage. Typically, a full day is set aside to undertake
a community walkabout. The session starts out with the
formation of teams or groups, each of whom are given a form
to fill out with questions about different aspects of their
community. Questions that might be considered include:
• Note the different building types found in your community.
What patterns do you see?
• Note features like the types of outbuildings, fences,
gardens, vegetation (naturally occurring and planted)
• Note any structures that you think are of historical
importance. Why are they important?
• In what ways has the look of the community changed over
time?
• What has been lost in the community's landscape over time?
• Note any areas in the community that you think are an
eyesore or could use improvement.
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• Is your community a nice place to walk? Why or why not?
What could be done to make it nicer for pedestrians?
• Note any traditional pathways or trails
• Note any special places where people like to spend time
(hang out, take a picnic, meet their friends)
Depending upon the size of the community it is desirable to
have different groups walk different sections, The rest of the
morning is spent on the walkabout. After lunch (an arranged
lunch or BBQ is a good idea) groups get back together,
discuss their findings and then present them to the larger
group, A facilitator can help to highlight commonalities,
trends, and issues arising from the exercise,
c) Show & Tell - A 'show and tell' can help flush historic
artifacts, photos, and documents out of the woodwork. Or,
hold a local 'antiques roadshow' in which residents can
bring in their valuables for an appraisal or for information
on their care and restoration. Ask participants if you can
record information (including photos) of the items that they
have brought in and if they might consider lending or
donating them for exhibits.
In order to ensure that a new heritage facility or program
does a good job of meeting the needs of its intend.ed users,
it is important to consult with them. Consult local
residents (make a special effort to consult with youth, seniors,
the business community, and residents who may be directly
affected by a development); schools; and visiting tourists.
Information about them that you would want to know includes:
• Physical requirements (I.e., age, demographics)
• Demographic profile (age, income bracket, education levels,
where they are from)
• COlnmunicationlinfonnation needs (Le., education,
interpretation)
• Recreational needs (important when considering community
trails)
• Interests (see Marketing under BUSiness Planning)
• School curriculum requirements
A simple survey can be a useful way to get useful feedback
from your Llsers
For more information see Module 10 (section on
'Understanding Your AUdience')
MODULE 3 • TAKING STOCK SHORE STARTING, ASSESSING NEEDS 34
FACILITATION GUIDE
1. Undertake a SWOT analysis with your group. Have your group identify other individuals who might take
part in this exercize.
2. Make a list of aspects of your community's heritage that you would like to inventory. Discuss with your
group the information-gathering techniques that would be most useful to gather the information you
want and match them to your list.
3. When developing a survey, work with your group to identify what subjects you want information on.
Seek outside expertise to draft the actual questions on the survey.
35 ASSOCIATION OF HEIlIIAGE INDUSTRIES OF NEWFOUNDLAND 8< LABRADOR " HERITAGE PLANNING GUIDE
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!T:~Alt [cScl ~l(PtJ~~~IN~ !ilr'S!~~:IiT i'!~'G,jIH~Ii~r~!G'~
~.1Nil;r IA ;riv ES ON;A::S!C:iLlD!~F 0,0'1IN6; !c'm;i;; ii,,'; ~::~
Good projects result from good planning. Good planning
is about being clearly focussed (knowing exactly
where you want to end up), understanding options
(there's more than one way to skin a cat), setting priorities
and goals, mapping out strategies for achieving goals, and
keeping track of progress. Poor, or no planning results in
projects that don't meet community needs (for heritage
resource protection, for long-term jobs), that are difficult to
get resources for, that usually run into unforseen snags (e.g.,
the money runs out), and that can't be financially sustained.
This chapter takes you through the various steps for preparing
a strategic plan and provides some real-life examples.
Steps to Developing a Strategic Plan - when talking about
strategic planning there are a number of different components
or steps.
Typically these are:
1. The Vision Statement
2. Mission Statement
3. Situational Analysis (Needs Assessment)
4. Development of Goals
5. Development of Objectives
6. Monitoring
7. Evaluation
LIKE BUILDING
A HOUSE
Planning a community profect [5 not
so very different from planning a
house, Few people would start
building a house without a good set
of plans (that carefully considered
the family's needs), and a budget.
Most people would consult an
expert who could help prepare the
plans. Yet,_ for some reason, there
are examples of community~based
heritage projects that begin without
a solid plan.
One Newfoundland community
decided to build a hiking trail. No
professional expertise was sought,
no specifications prepared, and no
training offered to the work crew.
The end result was an uncompleted
trail that was, essentially, unusable,
that degraded the landscape and
wasted tens of thousands of dollars.
In another-case a community group
decided to build a museum. The
group proceeded by seeking
assistance with developing a
building plan once the building shell
was completed. The building very
nearly had to be torn down when it
was discovered that it was too close
to the adjacent highway. No
financial: projections were prepared
and the facility has struggled to
keep its doors open.
These projects didn't need to be this
way. What they lacked was good
planning.
MODULE 4 ' STRATEGIC PlANNING cHARTING HERITA(,E INITIATIVES ON A SOLID FOOTING 36
VISION FOR TORBAY'S GULLY
WETLAND AREA
We envision Torbay as a community
that is recognized internationally for
its commitment to the preservation
of its crucial wetlands. The Gully will
become a jewel at the centre of the
community, forming an important
green/open space- which enhancEs
the quality of life for area residents
and contributes to the cultural,
social and economic life of Torbay. It
will become a. gathering place for
old and young to learn about the
uniqueness and importance- of
wetland ecosystems Through
educational and interpretive efforts
it will seek to create a more holistic
view amongst residents and visitors
of themselves in relation to nature.
:j;fl: ~::_ ,.; '~:'::; ~~n ~:; ,yg~:; ;~'> ; i;E';; j!~;_:~; ;t:~~; ;:"':;_ " ;i_:2? i::: :t:k0 ;
1i:ii.f[ H,i~ .. \t'ISJON.ii~ yA y.~ MEN Y r· ~~:ji:~t~r:~~~re g:~a~;~~~~a~~~t ::~:f:~s~~:l f~~ your
keeping your group focussed and in communicating
your vision to others.
How to Develop a Vision Statement:
Using brainstorming techniques ask participants to think
about where they would like to be in 5 - 10 years time with
their efforts. This could relate to a specific heritage project
or the overall state of heritage resources in the community.
Focus on specific things that would indicate success.
Record the answers on a flip chart (see rules about brainstorming
below). Another way to ask this question, which is
fun and often generates creative ideas is:
Let's assume that your group is very successful in fulfilling its
mandate or in makJng a particular project come to life and
that the local newspaper decides to devote a special section to
your efforts. Write the headlines!
Using the voting technique mentioned in brainstorming, ask
members of the group to underline, with a magic marker,
what they feel are the three most important phrases or key
words. Tally up and identify the top half dozen or so and,
with the group, start to pull them together into a vision
statement. Getting a well-written final statement is not easy
to do with a group. Ask someone from the group to work on
the rough draft and bring it back for the next meeting.
SAMPLE MISSION STATEMENT:
GRAND CODROY WETLANDS INTERPRETATION CENTRE
We will seek to maintain a viable community in the Codroy Valley by protecting, sharing and developing our natural
heritage" i'n particular-the Grand Cod roy Estuary. We will encourage community pride and a strong sense of commitment
for the natural and cultural heritage resources: of the valley- through education and-raising. awareness.
We will seek to bring maximum economic and sociaF benefits to residents through our activities.
37 ASSOCIATION OF HERITAGE INDUSTRIES OF NEWfOUNDLAND Ii; LABRADOR· HERITAGE PLANNING GUIDE
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~::::;o:,~:::;:;:,,-o ;:;:~~:' '~'::;Ii <i: ,,/>;, ' ':« 'o'Y!:: <:, 2';!iVlrs's .ib]\IS1'A.:r(i ME N1"[,1'
<\>~; :l,;_:;} ::<:;:;~ ;~;~:;~ ;"s:;id:-W'- 'S;;f;;;>F" i;);:> 'I:i;:;;;;;_:[.!.:;-:-:- 'Lii.:; -:;;~; A group mayor may not decide to develop a mission
statement in addition to the Vision Statement. A
Mission Statement attempts to articulate what the
group's purpose is. While a Vision Statement describes where
you want to arrive, a Mission Statement explains how you will
get there. It explains why you exist and the values that you
bring to your task (e.g., stewardship, community involvement,
desire to build a stronger community). Like a vision
statement it reminds your group and others why you exist.
To generate a Mission Statement
brainstorm on the following questions:
• Whai is your group's purpose? Why does it do what it does?
• For whom are you doing what you do? Who will, hopefully
benefit from your efforts?
• What values does your group hope to bring to its efforts?
Select out the key phrases or ideas and begin to mould them
into a mission statement.
ANALYSIS
The situational analysis is a very crucial step. This
involves developing a good understanding of where you
are right now so that you build plans that are firmly
based on reality, not just 'bright ideas'. A variety of tools are
described in Module 3: Taking Stock, that can feed useful
information into the situational analysis.
Setting Priorities - once the various needs and issues are
identified it is important to select the top issues that you
wish to address. Failure to do so can result in a lack of focus
and attempts to do too much at once. Again, a fast way to do
this is to allow each participant to select a limited number of
options, then tally these up and rank them. Use this as a
basis for discussion to see if these really seem to be the top
priorities. :~tnf!
4~;:~!il\A:i;;~ib.·~r;'iEN F GOALS
:j::;:~:~:~;';!llil:~ ;\~;;;<!:;i;_~:Y ~,,',' -",., ''''
G;~:I:C~:::~d:l ~:::h O~~~~~I~~~~e~::~:S;i::~~~ ol:ke
mandate. Goals identify what we want to achieve but
not necessarily how we want to achieve it. While they are
fairly general they are most effective when they quantify the
desired outcomes. In other words, they include some
measurable elements such as timelines and degree of change
MODULE 4 • STRATEGIC PLANNING' STARTING HERITAGE INITIATIVES ON A SOLID FOOTING 38
This allows them to be evaluated to see to what degree we
have been successful in achieving them.
To generate goal statements take the top issues/opportunities
identified in the SWOT analysis/needs assessment. Write 2
to 3 goal statements for each. By way of example:
Issue/priority: traditi'onal knowledge, historical information and skills
are disappearing from the community due to economic and lifestyle
changes
Possible Goal Statements:
1. Within the next 2 years we wifl generate a high level of awareness
within. the community of the value and need to preserve it's
traditional knowledge and skills
2. By 2005 we will complete a documentation of traditional skills and
knowledge within our community and a program for-passing- on such
aspects of OUf heritage.
~';o/
,~~ ~ww :,:s::- O',i,~','- '0"'" A;:;:j:;::;.'o o/;;:p_:~, ;:{1:,~:~:;:; :~:;;:;.' 0;',,'"" 7;::~;
~li D;)EttE~o., .N"G\',:Qi:n Et Titt'ES'!'
,,' 0,- :::: "j>::w~;~~:;: ,i,~:;:: ';:::;~~\:_::J:~- -~:j::~Lif~:;" "i;;~:j:::;;~ ~~}{) '~:t:;~;:;: 0· ~~~c~:e:::~~~ t~;a~:o;:~~~i:~:~o~~sin~~:~vde:a:h:~th
implementation and respond to the question 'how'.
The best way to generate objectives is to undertake a
brainstorming session. Try to think of as many different
initiatives as you can to achieve a particular goal. Encourage
creative thinking. Involve heritage profeSSionals (see list of
heritage organizations and educational institutions) who can
bring a broad perspective.
Examples of Objectives:
Goal: By 2005 we will complete a documentation of traditional
skills and knowledge within our community and a program for
passing on such aspects of our heritage.
Initiatives/Projects that could be implemented to realize the
above goal:
• undertake a community survey of residents in Spring to
see what traditional skills/knowledge still exist
• undertake an oral history project of tradition-bearers
• teach traditional skills to local residents
• demonstrate traditional crafts at the local museum
• publish a booklet on traditional skills and crafts people
39 ASSOCIATION Of HERITAGE INDUSTRIES OF NEWfOUNDLAND" LABRADOR .) HERITAGE PLANNING GUIDE
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Select a few of the possible projects or initiatives that your
group feels are most feasible and effective. Write objectives
for them. Objectives are most effective when the answer the
questions who, how and when. For example who would be
responsible for implementing the project? When should it
be completed? What resources are required? By including
such information we set specific targets and provide some
criteria on which to gauge progress. If this is not done, there
is the risk that no one will take responsibility for a
particular project or that it will tend to slide without a time
line. Selecting a couple of the above ideas:
Objective: The exhibit committee will seek funding for and
organize a program of demonstrations by craftspersons
during weekends at the museum during the summer of 2004
Objective: The education committee will work with local
schools to develop an extra-curricular program that will
bring local crafts people into schools to teach traditional
skills that will begin in the fall of 2005
Larger projects (such as a festival) will require a list of
tasks and responsibilities that need to be undertaken, each
with a schedule, list of resources required, and assignment
of responsibility.
MODULE 4 ' STRATEGIC PLANNING· HARTING HERITAGE INITIATIVES ON A SOLID FOOTING 40
Goal - The TTEe wilt develop a
high level. of awareness· amongst
Torbay residents of the importance
and role of fragile wetland
ecosystems and the need for
stewardship.
Objective
1. Introduce the 'Waters.capes' wetland
education program to local schools and
encourage the use of- the Cu!ly as an
outdoor classroom. This can be done
by hosting one or more workshops with
local teachers.
2. Develop & implement an awareness
program for adjacent property owners
that focuses on their role in the
stewardsh ip of the area and keeps
them abreast of plans for the Gully.
This is to consist of a brochure as well
as workshops/meetings as required.
3., Develop &: implement an awareness
program' for Torbay-'residents to include:
a brochure, workshops, educational!
interpretive programmingt interpretive
signage in appropriate areas: near the
Gully.
4. Create an. outdoor classroom space for
use by schools i'n educational
programming &: as: a:-viewing area for
the public. Components of this include:
acquiring land, funding, design.
A useful way to organize goals and objectives is in the
form of a chart that includes a schedule, indication
of person/group responsible, resources required, and
possible partners (Le., who could provide financial or inkind
resources or technical assistance).
Case Study - Torbay Trail & Environmental Committee
The Torbay Trail & Environmental Committee (TTEe) went
through a needs assessment and strategic planning process
for its wetland areas. Following is one of the goals (along
with objectives) developed. The format used indicates
responsibility, schedule, resources required and partners.
Responsibility Schedule Resource Partners
Required
Steering Fall 2001 Eastern Habitat
Committee Joint Ventures
. (EHJV)
.
Steering Spring 2002 $500 EHJV
Committee volunteer
services of .
l,Dcal graphic
designer
Steering Spring 2002 11,000 EHJV
Committee volunteer
services of
local graphic
designer
Steering Fall 2002 To be Schools
Committee determi'ned Corporate
(Sub-committee Foundations-with
strong HRDC
. school
.
representation)
41 ASSOCIATION OF HERITAGE INDUSTRIES OF NEWfOUNDLANO & LABRADOR, HERITAGE PLANNING GUIDE
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Monitoring is about measuring progress or success (or
the lack of it). By monitoring efforts there is a better
chance of keeping track of things. By seeing where
we are, from Hnle to time, we can see if it may be necessary to
revise goals or objectives due to changing circumstances. By
way of examples: it may turn out that anticipated resources for a
proj ect may not materialize requiring it to be downsized or
temporarily shelved; a new school program for the museum is
not meeting expectations and you would like to know why.
Monitoring helps you to gauge how successful you are in
fulfilling your mandate and can be very useful in communicating
to partners and funders that you are truly successful. This is a
case where numbers likely speak louder than words.
Some of the things (indicators) that we may wish to monitor or
measure include:
• the nuruber of users of heritage facilities (a nluseum or
trail). Are numbers going up or down? What are the
implications of this for your group?
• satisfaction level of users. How well are their needs being met?
• rpvpnllP for projects and programs. Are revenue projections
being met? How do we compare with other years?
• economic irnpact of our facility. Are we drawing more
visitors into our community? Have their stays increased?
Have tourism expenditures increased as a result of our
activities? Has heritage/ tourism-related entrepreneurship
increased? Are jobs being created?
• protection of heritage resources. Are they suffering any
degradation as a result of our actiVities? Are natural
habitats being enhanced and better protected? Are people
using them in more responsible ways?
• conlIIlunity awareness and support - is there greater
awareness of and support for heritage activities/stewardship
in the community?
• social benefits for the community in such areas as: health,
self-esteem, cultural enrichment.
At the start of certain projects or initiatives it is often useful
to establish a baseline. If one doesn't know one's current
situation it is impossible to measure success. This is
particularly the case with awareness or promotional campaigns
where success would be measured by changes in attitude/
awareness or an increase in the number of users. Hence, it
would be necessary to gauge current attitudes or use. then do
it again at the conclusion of the campaign.
MODULE 4 ' STRATEGIC PLANNING" STARTING HERITAGE INITIATIVES ON A SOLID FOOTING 42
Techniques for gathering information that could be helpful in
monitoring include:
Monitoring Tools (see Module 3) are an effective way to
monitor projects. As indicated elsewhere in this manual, they
must be properly designed and conducted in order to be of
value. As surveys are generally time consuming to undertake
it may be desirable to conduct them with the help of summer
students. Surveys could run from simple counts (of the number
of users, wildlife) to questionnaires of several pages.
Focus Groups - gather a group of local residents or users of
your facility (between 5 and 8 is ideal) to respond to a variety
of questions that gauge attitudes, use, and needs that are or
aren't being met. To be unbiased select participants for focus
groups on a random basis. A skilled facilitator is helpful.
SWOT Analysis - a fast and. effective way to monitor a project
is to have your group undertake a SWOT analysis on it from
time to time. This should help you to see where you are right
now and identify issues that need addressing and new
opportunities that may have arisen (see Module 3)
Website - a website can be an effective tool not only for you
to communicate to the public but to have them provide
feedback to you as well. This could be in the form of a webbased
questionnaire or a section in which users can provide
comments or concerns.
,";;;7
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,;;i,,;:?!"liJ~!~;~~~~n ~t~~~~~~ing in E monitoring and using it to judge the effectiveness of a
project or programme. It uses a variety of criteria or
indicators upon which to make such judgements which
depend on the project and the stated goals.
Evaluation is much easier to undertake when a project or
initiative has been well-monitored and when goals and
indicators of success were established at the beginning.
Again, this is why a base-line is often important. If you don't
know where you started how can you know if you're further
ahead now?
Why would groups want to undertake an evaluation of their
efforts?
1) To see if they are getting the best 'bang for the buck'. Are
resources being well used? Are appropriate management
practices in place? Are the end results worth the effort?
43 ASSOCIATION OF HERITAGE INDUSTRIES Of NEWFOUNDLAND & LABRADOR i HERITAGE PLANNING GUIDE
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In the case of projects that get government or foundation
funding it may be a requirement to undertake an evaluation;
2) To see what is working well (Le., meeting goals) and what
is not and to gUide decision-making. Perhaps corrective
action needs to be taken in certain areas. Maybe certain
projects or efforts are not worth maintaining. A really
useful evaluation would not just point out problems but
would make recommendations for improvement.
3) To make your group look more professional. Groups that
undertake monitoring and evaluation are going to be seen
as being serious about what they do and how they handle
the resources that are entrusted to them. A high degree of
professionalism will, in turn, make it easier to get future
funding and to attract quality members to your organization.
How to do an Evaluation
Evaluation is most easily and effectively done by a
professional with expertise in the area. An outsider's
objectivity is important as it is not that easy to evaluate
one's own efforts in a disinterested way. But, hiring
professional evaluators can be costly. You may want to work
the cost of evaluation into your overall funding propusal or
apply to an agency such as HRDC for assistance. Generally,
community-based heritage groups are only going to consider
doing a professional evaluation if a project is fairly large.
Less expensive evaluation methods could include:
• approaching a post-secondary institution to evaluate your
proj ect either as a class project or as a paper or thesis for
a senior undergraduate or post-graduate student. In this
way, you also benefit from the expertise of professors.
Programs that may be interested in this include: business,
SOCiology, geography, and cultural resource management.
• holding a focus group with professionals from inside and
outside the community such as: an accountant, SOCiologist,
staff person from a heritage organization. heritage
professional with expertise related to your project,
teachers and others. The focus group would work best if
background information (statistics, results of surveys,
financial records) was circulated prior to the session. Such
a session would likely be most effective at identifying
areas for and ways of making improvements.
• government agencies or regional development
organizations may be in a position to assist with
undertaking an evaluation of your project or organization
MODULE 4 • STRATEGIC PLANNING ~ HARTING HERITAGE INITIATIVES ON A SOLID rOOTING 44
" ''';'0',':,;::
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F!]!~;,:G~ m;!i~!E L P
The Provincial DepaEtihent ofIndustry, Trade, and Rural
Development (ITRD) has trained a number of facilitators
to work with REDB's and other community-based groups. It
has developed a handbook: Focusing on Your Community:
A Facilitator's Handbook. For additional information and
a list of trained facilitators in your region contact ITRD:
John Cowan (Tel. 709-729-7258, email: jcowan@gov.nl.ca)
or check out the website at:
http://www.cedresources.nf.net/FacilitatorHandbook.htm
FACILITATOR'S GUIDE
Most of the sections in this module should be fairly self-explanatory. As your group develops its strategic
plan care should be taken that the group doesn't get too bogged down in the process and that planning
becomes the end in itself (i.e., your group feels that it is spending too much time at it). As a facilitatorhere
are few things to keep in mind:
1. ask the group if it is willing to commit time, over and above regular meetings, to undertake the strategic
planning process. This can help to ensure that the process doe sn't drag out too long. Consider a day
long session during the weekend which will allow the group to cover a lot of ground
2., block out specific times to work at strategic planning (either as sessions that are additional to your
regular meeting or as a specified hour that forms part of your regular meetings) so that it doesn't
squeeze out your group's regular business
3. When pieces of the plan need to be refined further (e.g., vision! mission(goal statements) ask one or
two people to work on them prior to the next meeting and report back to the group
4. To avoid placing undue time demands on the larger group have them do the strategic planning process
up to goals and divide up into smaller groups to brainstorm on objectives. Bring the results back to the
larger group, giving them the opportunity to add ideas and to prioritize.
45 ASSOCIATION OF HERITAGE INDUSTRIES OF NEWFOUNDLAND 8; LABRADOR, HERITAGE PLANNING GUIDE
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~~'~;f~ fi\libi:'~6aViaVilJ:~ill~ y" s'~ ~'paR'T F'O:RH;ERI-Ei GE,I,~'RiO,JEC'is,}:; ",,:1: ;;;, Getting the community involved and 'on board' is
crucial to the success of heritage projects.
Community involvement:
• helps to ensure that heritage projects are needed and
wanted;
• makes the job of organizing and funding a project a lot
easier;
• minimizes opposition and negativity
• helps to ensure that a project can be sustained over the
long term
It is perhaps this last point that makes community 'buy
in' so important. Once a community project is in place
(e.g., a trail or museum) where will the volunteers come
from to keep it running, if not from the community? If
residents are not on board at the beginning it will be
difficult to get them involved two, five or ten years down
the road when a committee is required to manage a
facility or to organize fund-raising activities.
I~~S t\~P~;;JIQ'i!;B~ r~~ I N G
l)i,I;C 6,I)IIM!U;'NI'l'~,i;Up PO RT
1. Get Community IJ~~t - consulting with the community
about a potential heritage project or initiative is the
first step to ensuring community buy in. Unfortunately,
what often passes as meaningful consultation is an
exercise whereby the project proponent makes a
presentation about what they plan to do and asks for
feedback. The risk here is that the message to the
public is: "we've already figured out what we're going
to do and we're meeting with you so that it looks like
we consulted you." While there will be a time and
place for public presentations a better starting point is
to genuinely consult with the public to get their input
while still in the early planning stages of a project. This
not only ensures that people feel their input is genuinely
valued; but brings out additional information and ideas
that should be reflected in any plans that are put in
place. Community consultations may also draw out
people with a strong interest and useful expertise who
could get involved with your project. The section on
needs assessments in this manual outlines a variety of
useful tools for getting public input.
A SHARED VISION
Community heritage initiatives are often
the product of an individual or small
group with a strong vision and drive to
make something happen. S.uch leadership
is important, however, if the VIsion is' not
shared by the community- there' is' a strong
risk that things will, eventually, fall apart.
When the visionary moves' on to other
things (or becomes burne.d out because of
carrying most of the load), there may be
no one around to carry the ball.
Sometimes visionaries are not particularly
open to the ideas and input of others.
When this happens a project may face
resentment and even hostility from the
community. The point here is that the best
way to get community Ibuy in l is to
consult with residents and stakeholders at
the beginning of the project.
CASE STUDY
CONSULTING WITH
RESIDENTS IN TORBAY
In 2001 the, Town of Torbay set about to
develop a strategic. plan for a valuable
wetland area located in the c.entre' of the
community. While members of the town's
'Trail' &_ Environment Committee' had
some ideas about how the wetland could
be protected and developed, they decided
that it would be worthwhile'to get public
input as a prelude to developing plans.
A series of focus group- sessions were
org_anized with different sectors of the
community including: property owners
adjacent to the wetland, community
groups, youth & [ocal schools, the busines.s
community. The main purpose of these
meetings was to identify issues. that
needed to be addressed in protecting the
wetlands and-to generate ideas for
developing interpretive/ educational)
recreational opportunities. In particularl
the exercise served to allay fears-and
misundersta.ndings by prop-erty owners
about potential initiatives undertaken_ in
the wetland and gave them the opportunity
to help shape these' initiatives.
MODULE 5 • BUILDING COMMUNITY SUPPORT FOR HERITAGE PROJECTS 46
Group What they can bring/potential involvement
Municipal staff and council ~ financial and 'in~kind' resources for project implementation and
long~term operations
- identify community needs and issue's
~ provide historical perspectiVe on past attempts to launch similar projects
.
Community Groups ~ fund~raising assistance
(service, church groups) - project ideas
.
Youth/School groups! ~ fund~raising assistance
- volunteer workers with special projects (e.g" clean ups, inventories)
- facility users (tie in with school curriculum)
Post -secondary /Healthcare Institutions - special needs and programs that could be tied into local heritage projects
· professional expertise
Residents/Property Owners - information (local knowledge) and ideas
~ volunteer contributions
· concerns about' potential heritage development impacts
.
Business Community - local knowledge and ideas
- financial and 'in kind' project contributions
· develop complementary business spin-offs from heritage development
- help promote your initiatives with the public
. .
Government Agencies - funding
.. planning and' technical assistance
Post-secondary Institutions - technical assistance.
-' skills development/traini'ng requ.ired to implement project
Special Interest/Sectoral Groups· - technical and planningexpertise
(relating to natural and. cultural - funding
history/heritage preservation)
1 Vandalism and inappropriate use of public infrastructure (buildings, trai1s, interpretive signage) can be decreased
by engendering a sense of ownership amongst the community's youth. This can be accomplished by getting local
school and youth groups involved in special projects, in fund-raising and in employment opportunities related to your
facility or program
47 ASSOCIATION Of HERITAGE INDUSTRIES Of NEWFOUNDLAND &; LABRADOR' HERITAGE PLANNING GUIDE
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In building community support for heritage projects it is
important to identify which individuals and organizations
have the potential to provide input, support and assistance,
The following is a general list of potential groups to consult,
Make a list of the specific groups and individuals in your
own community,
2, Share your Plans - once you have developed preliminary
concepts or plans it is important to make them publicly
available and to invite the community's feedback. By
sharing your plans you can: gauge community attitudes!
support; identify potential problems or roadblocks; and
develop alternative strategies to address problems. There
are number of ways to get community feedback:
• meet on a formal or informal basis with key individuals
and groups to share your project ideas. Informal sessions,
in the form of coffee at someone's house or a barbeque
can be particularly effective in small communities where
communication usually happens in a fairly informal
manner.
• hold public information sessionslforums - a skilled
facilitator can help to gUide the meeting, ensuring
maximum input while keeping the session on track
• hold an open house which allows people to come and go
at their leisure
• make use of the local media (radio and newspaper) to
explain your project.
• post drawings/posters about your project in prominent
public locations
• develop a community newsletter or mail-out
• use your website in effective ways to share your work with
community stakeholders and to get their input and
feedback (see Module 13)
It is important with community consultations to be
genuinely open to feedback. If the response to your project
is negative you may need to go back to the drawing board
and make changes to your concept. Let the community know
how their input will be incorporated. If negative feedback is
based on misconceptions you need to take more time to
explain your project to the community.
Photo: Community newsletters and
brochures provide useful tools [or sharing
information about heritage jnitiatives and
aclivities with the community and
stakeholders.
MODULE 5 • BUILDING COMMUNITY SUPPORT FOR HERITAGE PROJECTS 48
3. Keep the Community Informed - once your project is
underway maintain community buy-in by keeping the
community informed. Provide the public (and particularly
stakeholders) with periodic updates on your project and
activities. In the case of stakeholders, this is particularly
important as they will be keen to see how their support for
your project is translating into positive results. Keeping
the public informed about your activities will help to
maintain interest in and use of your facilities or programs.
Effective communication tools include:
• quarterly, semi-annual or annual newsletters
• press releases sent out to local media about your
activities or project. These would include notifications
of special events or milestones in your project (e.g.,
achievement of fund-raising milestones, ground breaking
ceremony, grand opening)
• website - using your website to post progress photos and
information - updated regularly - keeps people tuned
into your website,
• open houses - hold an open house at least once a year to
attract the public to your facility and to, share your work
with them
II. THEJrCOMMllNlilw' ,SKILLS INVENTORY:
Ar(,l(QQf F~R:!ri N.~rii~11,s I N G I NV 0 l VEM E NT
1i\i'iliHEfR'i"F Ai\'; E'!' Nfl Tl Aii I V ES
Getting and keeping volunteers for community heritage
projects is a challenge for most groups, The
consequences of not getting volunteers are: committee
burn-out; committee stagnation: an inability to adequately
manage programs and facilities, There are a variety of
reasons that people give for not getting involved:
• insufficient time
• not into 'committees'
• nothing to offer the group
49 ASSOCIATION OF HERITAGE INDUSTRIES or NEWfOUNDLAND", LABRADOR ( HERITAGE PLANNING GUIDE
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While people may not have sufficient time or the inclination
to join a committee, they may be willing to volunteer time for
short-term projects or tasks with a clear end date. Many
people perceive that they lack the kinds of skills a group
may be seeking. Let's face it, most people under-rate their
abilities. The fact is, Virtually everyone has a skill that could
be put to use in your heritage projects or programs. By way
of a few examples, a person with construction/ carpentry
skills could help plan, supervise or bLliid a project. A
person's cooking skills could be put to use in planning and
preparing a fund-raising dinner. Experience in working with
children could be put to use in running special children's
educational/recreational programs.
A community skills inventory is an effective way to find out
what the members of your community have to offer and to
gauge their willingness to devote time to your cause. The
easiest way to undertake a skills inventory is to send out a
survey to all households. Typically it would ask residents to
tick off any skills that they have against a list provided
(along with space for other skills not included). It would also
include a question indicating how much time individuals
would be willing to devote to the cause. Such a survey could
be done in relation to the acl.ivilles of a heritage project or as
part of a larger exercise to get people more involved as
community volunteers. This would involve a collaboration
with other community groups in your area. See sample survey
below.
When developing your skills inventory questionnaire spend
some time thinking about the types of skills your group
needs and .include them in your list. Having a list is more
effective than just asking people what skills they have.
Your website could include a section that invites members of
the public to offer their time and skills to your project. You
could list tasks for which you are looking for volunteer
contributions (e.g., carpentry project, consulting or professional
services). Sometimes you will be surprised who turns up!
Photo: Get youth 1nvolved with your
heritage projects to build long term
community support.
MODULE 5 • BUILDING COMMUNITY SUPPORT FOR HERITAGE PROJECTS 50
Introduction: The XYZ Heritage Society is involved in a variety of ncr,il',f,
and initiatives to preserve and develop the heritage of this community. As a
volunteer organization we depend upon the contributions of time and skills of
local residents. We would appreciate it if you would take a few minutes to fill
out and return this questionnaire on skills that you might be willing to share
with our group. Anything contribution that you could offer to our group -
from help with an event or project to involvement with a committee - would
be of value. For more information on volunteer opportunities with our
organization you may wish to visit our website at:
www.XYZHeritageSociety.com. or contact us at (Telephone/Address):
1. Contact Information
Name Telephone
Address
Email
2. Your occupation or line of work
3. Please cheel, any of the following skills/interests that may apply to you
0 Research 0 Writing
0 Graphics/Arts 0 Education
0 Fund~raisjng 0 Food Preparation
0 Organizing events 0 Sewing Textiles
0 Public Relations 0 Computers
0 Landsca p ing/ g arden in g 0 Building Design
0 SalesMarketing 0 other (please list)
0 Working with children/youth
4. Would you be willing to contribute time to the work of the XYZ
Heritage Society?
DYes 0 No I would like more information 0
5. On what basis would you be willing to contribute to the XYZ Heritage
Society? (please check any that apply)
D For a single short~term event or project
o For a long-term project (6 - 12 months)
D As a committee member
o As a member of the XYZ Heritage Society
D Once every week or two
o Once a month
D Once or twice a year
6. Additional comments:
Please complete and return this questionnaire by (date) to (address).
If you have any questions please contact us at the above address/telephone.
Thank you for taking the time to fill out this questionnaire.
51 ASSOCIATION Of HElllTAGE INDUSTRIES Of NEWFOUNDLAND &: LABRADOR' HERITAGE PLANNING GUIDE
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FACILITATION GUIDE
Following are a number of questions or activities designed to help your group to discuss how it can best go
about building community support for its work:
1. Ask the group to make a list of who in the community you want to get 'on board' with your project and
why.
2. Develop a plan for sharing your plans/communicating with the community and partners by identifying
which vehicles/media to use.
3. Discuss with your group challenges that they have encountered in getting and keeping volunteers to
help out with heritage initiatives.
4. Identify the skills your group or project requires and develop a strategy for attracting these people.
Explore the value of a skills inventory for your community and think about collaborating with other
community groups that also have a need.
MOOULE 5 ' BUILDING COMMUNITY SUPPORT FOR HERITAGE PROJECTS 52
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b~"~ifi"AN~fi I Nf~\ ii[6~~" 'i,'> ~;:;,,~ ;;{~,: ":>,:,,,~ i':'''' ~>'{~,>:r>~ '>0ii::t";i,:t"; Success in getting a heritage project or initiative up
running and effectively managing it depends, in no
small way, on having a suitable organization in place.
There are a variety of organizational models that can be
considered, each of which has its particular strengths. It is
important to find the right fit for your project and your
community. This module provides an overview of
organizational models along with a number of case studies.
Once you have decided on the type of organization you want,
a challenge that most organizations run into from time to
time is remaining vital and dynamic: maintaining a strong
membership; avoiding volunteer burn-out; running
productive meetings. Included are a number of suggestions
for the effective maintenance of your organization.
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What type of organization does your project need?
The most appropriate type of organizational structure will
depend upon the focus and scope of your mandate and the
size and complexity of your group. In most cases it will be
desirable to tailor the type of organization you choose to your
particular situation and needs.
If you are unsure about the type of organization you would
like to form, often it is useful to talk and/or visit with other
groups that have already initiated a similar kind of project.
Ask them questions about the strengths and weaknesses of
their organizational model.
There are many types of organizations in the province that
support heritage initiatives. These include:
Ad-hoc committee - a group of individuals who come
together informally to advance a particular project or idea.
A chairperson and a secretary are usually appointed to help
lead discussions and record comments. The chair leads the
group in developing a mission, goals and objectives for the
project. Many organizations just getting started begin as
some sort of ad-hoc committee.
Association/Society - an organization of individuals having a
common interest such as tourism, trails, and culture.
Associations may be incorporated or unincorporated. Being
incorporated as a non-profit company widens possibilities
for accessing funding (e.g., government programs) and
increases accountability.
MODULE 6 • ORGANIZING FOR SUCCESS 53
The East Coast Trail Association (ECTA) is an 800
member non-profit group formed in 1994 to undertake and
promote the ongoing development and maintenance of an
international calibre hiking traii from Cape Race to Cape
St. Francis and on to Conception Bay South. The association
operates with an executive, board of directors several committees
and two full-time staff Members pay annual (or lifetime)
fees that help to cover annual operating expenses. The group
has charitable status which helps in/und-raising. The
association has recently undergone a structural review and
made changes to reflect its growth and evolution. For more
information contact (http://www.eastcoasttrail.coml).
Charity - an organization, recognized by the Canada Customs
& Revenue Agency, that can issue tax receipts for donations
and contributions. For heritage organizations, charitable
status opens a lot of doors in terms of fund-raising.
Individuals may be more willing to make substantial
donations of money, property or stocks and bonds if they can
write it off. Many foundations only make contributions to
other organizations that have charitable status. Application
for charitable status has to be made to the Canada Customs
& Revenue Agency. An online registration form can be found
at: http://www.ccra-adrc.gc.ca/E/pbg/tf/t2050/README.html
A number of useful publications can be found on their
website including 'Tax Advantages of Donating to Charity'
and 'Registered Charities: Community Economic Development
Programs'. Check them out at http://www.ccraadrc.
gc.ca/tax/charities/guides-e.html. One of the keys to
getting
ICH - Other Materials
