What’s your training style? Are you systematic and analytical (think outlines, agendas, and worksheets) or do your training sessions lean more toward the creative and spontaneous with games, role-playing, and brainstorming activities? If either sounds like you, thank the dominant side of your brain. Unfortunately, this same dominant side, which along with other variables dictates your personality, behaviors, and preferences, may also prevent you from connecting with everyone in your training audience. Why?

The cerebral cortex, the part of the brain that controls rational functions, is made up of two halves, or hemispheres. These are connected by a thick band of nerve fibers (the corpus collosum) that sends messages back and forth in a cross-wired fashion, so your right hemisphere controls your left side and vice versa. Brain research has confirmed that just as you have a dominant hand, eye, and even a dominant foot, you probably have a dominant side of your brain. And while no one is totally left-brained or right-brained, learning via the preferred side is faster and easier because your dominant side has more neural connections. This means that when learning is new, difficult, or stressful, we automatically go to our preferred side.

The fact that most of us have strongly lateralized brains is probably no accident, according to Dr. Michael Corballis, professor of psychology at the University of Auckland, New Zealand. Early in human history, and possibly even in our pre-human ancestors, evolution delegated different cognitive responsibilities to the brain’s two hemispheres. This allowed our brains to become more efficient and smaller, meaning fewer calories were needed to keep it running.

The concept of right-brain and left-brain thinking is based on studies first developed by Nobel Prize-winning American psychobiologist Roger W. Sperry in the 1960s. Through studies with “split-brain” patients (whose two hemispheres could not communicate with each other due to a severed corpus callosum), he discovered that the human brain has two very different ways of thinking. While the idea of left-brain versus right-brain continues to be a controversial subject among scientists and academics, most scientists and researchers agree that there are definite differences in the way each hemisphere works.

The left side of the brain is the seat of language. It processes information in a logical, linear manner, by taking pieces of information, arranging them in a sequential order, then drawing conclusions and forming strategies. To the left-brain learner, facts and symbols rule. They’re comfortable with words, names, numbers, and scientific data. If your thought processes tend to be more analytical, objective, and detailed-oriented, you may be a left-brained learner.

Unlike the verbally skilled left hemisphere, the right hemisphere focuses on the visual. Rather than processing information sequentially, the right brain processes information intuitively, randomly, and from whole to part, starting with the answer and working back. If you find yourself pulling answers out of the air without knowing how you got them; if you focus on the big picture before the details; if you’re creative, emotional, and spatially skilled; and if you learn best by doing rather than listening, you might be a right-brained learner.

Unfortunately for right-brained learners, modern society and learning institutions tend to favor left-brain modes of thinking that focus on logical thinking, analysis, and accuracy, while downplaying the right-brain modes of thinking that focus on aesthetics, feeling, and creativity. Experiments show that most children rank highly creative (right brain) before entering school. But because educational systems place a higher value on left-brain skills like mathematics, science, and language than on drawing or using our imaginations, only 10 percent of these same children will rank highly creative by age seven. By the time we are adults, high creativity remains in only two percent of the population.

It’s obvious that in order to foster a more whole-brained training experience, we need to include training techniques that connect with both right- and left-brained learners. So how do you ensure that you connect with everyone in your training audience?

If you naturally live in the left side of your brain, include right-brain activities that promote creativity and synthesis like role playing, brainstorming, and creative problem solving. Remember that right-brain learners do best by seeing, touching, doing, and being in the middle of things. Adding small group activities, hands-on exercises, metaphors, analogies, and visuals to your training repertoire will increase your audience’s right-brained connections and ensure a more whole-brained approach.

And if you’re a right-brain-dominant trainer? Adding organizational tools like written agendas and outlines as well as analytical activities like worksheets, fact sheets, and discussion will support the linear learning needs and desire for details and data that are characteristic of left-brain learners.

Tilden’s principles state that effective interpretation “must address itself to the whole man.” By better understanding the influence of hemispheric dominance on you and your participants, and by promoting a whole-brain learning approach, you are one step closer to ensuring your training not only addresses the “whole man” but your whole training audience as well.

Kris Whipple, CIG, CIT, CIP, is an interpretive consultant/trainer in Naples, Florida. She can be contacted at kris.w@earthlink.net.

It’s been said that you never get a second chance to make a first impression. That’s certainly true of our visitors. We know that long-lasting impressions are made within the first few seconds after they enter our facility. Because of this, we focus time, energy, and resources to ensure that those first impressions are positive, meaningful, and memorable. But visitors aren’t the only ones who are influenced by first impressions. Your employees are, too, and that starts with your employee orientation program.

While most organizations spend a lot of time and money on the recruiting and hiring process, they often neglect orientation. Yet when thoughtfully designed and facilitated, an orientation program provides far more than an introduction to your facility; it demonstrates a commitment to your employees’ success. It generates enthusiasm for your organization and its purpose. It establishes standards and communicates your organization’s values, mission, and culture. These guiding principles will impact your employees (and in turn your organization, visitors, and resource) throughout their employment. Research has shown that effective orientation programs are better for your organization’s bottom line too, resulting in reduced start-up costs, reduced turnover (some studies show that organizations with a comprehensive orientation can expect to reduce their turnover rate by 50 percent within two years), and increased productivity and staff morale.

Unfortunately, in spite of their many benefits, orientation programs often end up leaving new staff feeling confused, frustrated, overwhelmed, and questioning their decision to join the organization in the first place. Some of the most frequently cited offenses:

• Bombarding participants with facts, figures, names, and faces.
• Hours spent sitting through boring orientation videos and bad lectures, or reading through tedious training manuals and confusing forms.
• Organizations that are unprepared or unwelcoming, leaving participants waiting in the lobby while staff figure out what to do, failing to provide new staff with a phone, e-mail, computer, and meaningful work, or failing to introduce them to coworkers.
• Orientation programs that emphasize “rules, regulations, and things that will get you fired” but fail to inspire or ensure that new employees clearly understand their jobs.
• Trainers who are negative and uninspired and who criticize the organization, visitors, or other staff members.

It doesn’t have to be that way. As a former employee (or cast member) for the Walt Disney World Company, I was fortunate to participate in its internationally known “Traditions” orientation program and experienced just how powerful orientation can be. Using techniques including storytelling, multimedia, group exercises, discussion, and field experiences, this multi-day program introduces employees from custodial to administrative to the company’s culture, heritage, traditions, values, service standards, and behaviors while inspiring excitement and enthusiasm for the company’s mission and guests. Studied and replicated around the world, Traditions includes strategies that can lead to exceptional employees and can be applied to any orientation program.

Start with great trainers: Each year, Disney cast members audition for the coveted position of Traditions assistant. Selected for their facilitation skills, work record, enthusiasm, and ability to communicate and model Disney values, culture, and guest service standards, these veteran cast members leave their daily jobs at regular intervals to teach Traditions for one year. The honor of being selected and opportunities to learn new skills and work with new audiences are benefits to those selected. Participants benefit from spending time with veteran cast members who are passionate about the company and guests and are excited to share their experiences and expertise.

Make a memorable first impression: The company knows that, like Disney guests, new cast members arrive with exceptionally high expectations. Therefore, the company works hard to ensure that everything from the pre-training information packet to facilities, training materials, multimedia presentations, activities, and staff exceed their expectations, ensure they feel welcome, and maintain the Disney “magic.” By showing it cares for its cast, the company models and inspires cast to care for their guests.

Introduce them to the company heritage and culture: Like great interpretation, great training connects with both the heart and mind. Generating excitement for the company’s heritage, values, vision, culture, and standards through compelling stories, engaging activities, firsthand encounters with cast and guests, and inspiring media presentations has far more impact than forms and training manuals. While policy and procedures are important, they don’t dominate the day.

Teach the principles of great guest service: No matter what kind of organization or facility you are involved with, great guest service is critical to your success. During Traditions, all cast members are introduced to the Seven Guest Service Guidelines, which clearly describe standards of friendly, courteous treatment for all guests, fellow cast members, and external business partners. Like the company’s mission and purpose, these service guidelines direct how business is to be done every day.

Give people a purpose not just a job: During the Traditions program, new cast members come to understand that regardless of job title, they all share a common purpose—to make a positive difference for guests through fun, memorable experiences. This sense of purpose, the awareness that every job impacts the guest, and that every action is a reflection on the entire organization directs every decision, behavior, and guest interaction, no matter what the cast member’s role may be.

Never underestimate the power of a great orientation program. While it takes energy, time, and commitment, when carefully designed and facilitated it creates inspired, effective employees, which leads to success for the organization, the visitor, and the resource.

Kris Whipple, CIG, CIT, CIP, is an interpretive consultant/trainer in Naples, Florida. She can be contacted at kris.w@earthlink.net.

Looking for a new way to approach training interpreters? Try a “layered walk.”

Demonstrations are an excellent way to involve visitors and trainees alike. Choose a spot where folks can linger, like this bench in the woods, where a flint knapper prepared his display.

As interpreters, we’re supposed to consider who our audience is and tailor our approach. Interpreters-in-training are a special kind of audience. Many of us are hands-on, big-picture people who like to be active and learn best by doing and seeing. I’ve attended countless trainings for interpreters that are strictly lecture format—I’ve even, forgive me, set up trainings that way myself. Here’s a way to rip yourself out of that mode and get people really involved in learning the art of interpretation.

My goal was to come up with a training activity that accomplished multiple objectives: show people new to the area what a popular part of the park looks like, show a variety of different ways to engage visitors through informal interpretive techniques, show some ways of dealing with common problems encountered while roving, and provide area-specific information they could use. I picked a short trail often recommended to visitors and recruited fellow staff to make presentations.

Each staff person was assigned an interpretive technique or situation. They were stationed along the trail, ready to encounter groups of trainees (as well as the public). I divided the trainees into three smaller groups, assigning two people in each group to wear bandanas around their arms to identify them as “children.” This would allow staff to tailor their choices of techniques to either kids or adults during encounters. The group set off at staggered intervals, so they wouldn’t bunch up or run into one another.

We began the walk with a lesson in coping with dogs on trails. In this particular park, dogs aren’t allowed to walk trails, even on leashes, and the issue is one that comes up frequently for all park employees. I was the staff person for this encounter session, and had recruited a volunteer and his service dog to play the part of a visitor. As the first group approached, accompanied by the dog and its owner, I stepped forward and greeted them, and demonstrated how to cope with the situation. Then the group went on to the next station, and I signaled the second group to come on in.

The next station had a spotting scope set up for the staff person to use as bait to draw in visitors. He demonstrated how to do this and then gave a brief informal lesson on local geology.

The third station was located at a historic cabin. As the group approached, they encountered a staff person in period costume playing the role of a character from the time period the cabin represented.

Junior Rangers were the target for the fourth station. The designated “kids” were greeted and given a booklet and instructions on how to become a Junior Ranger. The staff person demonstrated how to use children to engage their parents.

Station five had a staff person holding cedar bark, which he used as a tool to talk with visitors about the trees in the forest. The group learned information as well as seeing the effectiveness of having something for visitors to handle.

The sixth station was located beside a bench. The staff person had laid out an attractive assortment of cultural artifacts and materials, and was working on making stone tools. He invited folks to come see what he was doing and used the display and demonstration as a means to engage visitors in thinking about the native people of the region. They could sit on the bench to watch him work.

As the groups crossed a small bridge over a wetland, a staff person was waiting at station seven to ask if they smelled anything unusual. Skunk cabbage was emerging, a great opportunity to demonstrate how to engage visitors through their own senses, as well as how to take advantage of a natural interpretive opportunity.

A person in the group was asked beforehand to help out with the last station. As the group approached the station, they saw a stuffed chipmunk perched on a railing. The shill in the group pretended to offer the chipmunk food, and the staff person lurking nearby demonstrated how to deliver the important message: “Please keep the wildlife wild!”

At the end of the walk, the group returned to a central meeting site and was led in a discussion about the walk. What had they learned? What techniques could they identify? What issues came up? What were the differences between interpretation, information, and educating visitors about park regulations?

One of the best side benefits of the exercise was the presence of actual visitors. The exercise took place on a popular trail at mid-day on a weekend, and lots of families were out enjoying the park. The trainees got to see staff really interacting with the public, not just role-playing for their benefit. Visitors got a richer experience, too.

Out of the entire training experience, this exercise was one of the most popular. It met the needs of the audience: they were outside, active, seeing the interpretive skills they were learning demonstrated by their supervisors and coworkers, and becoming familiar with the park. From a trainer’s perspective, it illustrated the points we wanted to emphasize and inspired participants to engage with the place and with the presenters at each station. And for everyone involved, it was fun.

Training should be as interpretive as the programs we want our staff to deliver. It should be engaging, meaningful, memorable, and relevant. It should inspire staff to connect with visitors and help them discover the magic of the place they are visiting. Too often, we lean on information alone and forget our own lessons. Look for creative ways to involve your staff in practicing interpretation during training. Show them, don’t just tell them, and you’ll see positive results over the course of the season.

Julia Pinnix is entering her 22nd year as an interpretive naturalist. Currently a seasonal lead ranger at Mount Rainier National Park, she has worked for the National Park Service, US Forest Service, private companies, and non-profit organizations.

Do you know your “Traditionalist” from your “Boomer”? How does “Gen X” differ from “Gen Y”? As a trainer, does it really matter? If you’ve ever been challenged by a veteran staff or volunteer who is the “strong, silent type,” or a new hire who prefers texting to training, it may be time to enhance your multi-generational IQ. Because for the first time in history, four distinct generations are working and volunteering side by side, creating new opportunities and challenges for trainers.

What creates these generational differences in the first place? According to organizational development scholar Dr. Morris Massey, significant events have shaped the value systems (and therefore the attitudes and behaviors) of each generation. And while it’s important never to stereotype any generation or individual (after all, age is only one of many variables that make each of us unique), understanding these values can help us gain a better appreciation and understanding of our training audience.

For instance, employees and retirees born between 1922 and 1945 (sometimes called “Traditionalists” and “The Greatest Generation”) are likely to have been heavily influenced by the Great Depression and World War II. Shaped by these events and the more conventional style of schooling they received while growing up, they generally value hard work, trust, loyalty, and respect for authority and rules. While they may be more reserved about sharing their thoughts than younger trainees, they are usually highly dedicated and motivated, believe in paying their dues, and expect the same from others around them. Accustomed to a more traditional work environment, they typically understand and appreciate the importance of professional attire, being on time, and other positive work-related behaviors. They are typically more comfortable with formal organizational structures and communication styles than younger trainees.

Contrary to the hardships faced by their Traditionalist parents, Baby Boomers (born between 1946 and 1964) were influenced by the optimism of post-World War II America and parents who tried to provide them with the best of everything. The result? A generation focused on achievement that views hard work and peer competition as necessary for success. (Remember, it was the Boomers who started the workaholic trend.) Raised with the pop psychology and self-help books of the 1960s, Boomers value personal growth (which includes training) and individuality over authority and rules. As a trainer you can help meet the needs of this generation through team-based training and communication that is open, direct, and detailed.

Influenced by the double-digit inflation and the stress faced by their Boomer parents during times of on-and-off unemployment, Generation Xers (those born between 1965 and 1977) value entrepreneurial spirit, independence, flexibility, and creativity and are often more focused on their own development than the success of their organization. While Traditionalists and Boomers may view this as disloyal, Gen Xers simply see it as practical since experience has shown them that investing in organizations isn’t always reliable. Instead, Gen Xers believe it’s important to build a repertoire of skills and experiences that they can take with them if they need to move on. They often have clear, self-imposed goals and prefer managing their own time and solving their own problems rather than having them managed by a supervisor. For this reason, they value access to information, including continuous feedback. Seeing the sacrifices made by their Boomer parents for the sake of their careers, Gen X is the generation that introduced the idea of balance to the workplace. This means that while Traditionalists are working hard because it’s “the right thing to do” and Boomers are working hard to move up the ladder, Xers are motivated to work hard and seek faster, more efficient ways of doing business so that they can better balance work, outside responsibilities, and fun. As a trainer you can meet their communication needs for constant and efficient feedback by frequent use of e-mail and using an informal communication style.

Heavily influenced by the high-tech revolution, Gen Y or Millenials (those born between 1977 and 2000) have never known a world without video games, cell phones, and ATMs. They were raised by “helicopter parents” (who hover over their kids) on a structured diet of soccer, play dates, and school activities designed to enhance their self-esteem and future success. These experiences, according to Massey, have helped create a generation that values positive reinforcement and attitudes, autonomy, money (both making and spending it), and technology. The secret to motivating this group? Systematic and frequent feedback, unique training opportunities via creative media, engaging experiences, and a fun, team-oriented learning environment.

Training today’s generationally diverse workforce starts with understanding the values that drive attitudes and behaviors. By appreciating the unique strengths and skills of each generation and applying training strategies that meet their needs, it’s possible to effectively train multiple generations, from Boomers to Gen Y.

For More Information
Massey, Morris. “Tips to Improve Interaction Among the Generations: Traditionalists, Boomers, Xers, and Nexters.” Retrieved February 17, 2010, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/intergencomm.htm.

Kris Whipple, CIG, CIT, CIP, is an interpretive consultant/trainer in Naples, Florida. She can be contacted at kris.w@earthlink.net.

“Change is the law of life and those who look only to the past or present are certain to miss the future.” —John F. Kennedy

“If you want to make enemies, try to change something.” — Woodrow Wilson

What best describes your feelings about change? Terrifying? Exciting? Necessary? Whatever your approach, one thing is certain: change is an inevitable part of life. To complicate matters, as trainers (and therefore leaders and role models) we not only have to handle change in our own lives, but we are often called upon to communicate or initiate change within our organization. But how do you inspire others to change when you’re dreading it yourself? Your first step is to see change in a different light. A change of attitude, along with the following tips, can help you and your team successfully navigate the change process.

When you see the signs of change, adapt quickly: Charles Darwin said, “It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.” Though he may have been speaking of finches and tortoises, the same is true of humans. If you do not adapt to changes within your organization, you or your team might become extinct! Complacency and a low sense of urgency are two of the biggest barriers to change. Once you see that signs of change are in the air, develop a plan and move forward with conviction and confidence.

Create your action plan: Change represents the unknown. The fear associated with this can cause us to focus our energy on negative thoughts, worry, gossip, and feelings of helplessness. While this is understandable, these actions destroy focus and motivation and do nothing to resolve the situation. Instead, channel that energy into positive actions that provide results. Throw away your doubts and insecurities and ask yourself the following questions: What is the worst-case scenario? What will I do if it happens? What would I do if I wasn’t afraid? Planning for a variety of possible scenarios will help conquer your insecurities and help you regain control. At the same time, don’t forget to stay focused on your current responsibilities. Remaining productive and positive will make you feel more optimistic about your current situation and serve as a model for others.

Create a positive vision of the future: Creating a compelling vision of your future will inspire you to break free from the status quo and take action. Imagine yourself enjoying a better future in great detail. The sooner you take action towards this new vision, the quicker it will become reality.

And what to do when change affects not only you but those on your team? A leader’s role is not only to communicate changes but to inspire a shared vision and commitment.

Typically, the further down the organizational chain people are, the less empowered they feel and the more afraid of change they may be. Whatever their role, they will have one question on their minds, “What does this mean to me?” Communicate honestly and often. Without accurate information people are likely to “fill in the blanks” with whatever information seems most likely and then disseminate it as fact. Listen to your team’s concerns and opinions and allow them to get involved in the process. It takes time for people to process change. The first time they hear about it, they may be listening through filters of fear, doubt, worry, and confusion. So repeat the message again and again. Even if you have no additional information, check in with your team and stay connected. Continuing to reward and recognize staff for positive performance and providing meaningful short-term wins will provide motivation and a greater chance of success.

Change is much easier and fun when we let go of our fears. Keep your sense of humor, challenge yourself to see the opportunities that lie within every change, and focus on positive action and outcomes. When you change your perspective, you change your attitude. When you change your attitude, you often change your results. It’s all up to you.

Kris Whipple, CIG, CIT, CIP, is an interpretive consultant/trainer in Naples, Florida. She can be contacted at kris.w@earthlink.net.

Like many of you, I have a love-hate relationship with feedback. What author and business expert Ken Blanchard describes as the “breakfast of champions,” I consider more like eating vegetables—important, but not necessarily enjoyable. Lack of training, lack of time, fear of confrontation, fear of failure, and painful memories of being at the receiving end of bungled performance reviews are just some of the issues that many of us suffer from “feedback aversion.” The result is reduced staff performance that ultimately impacts your visitor’s experience. If this sounds familiar, the good news is you’re not alone. A study conducted by the University of Missouri found that out of a variety of skills, managers were rated lowest in their ability to give employees useful feedback regarding job performance. Yet properly prepared and delivered, feedback can be a positive, confidence-building experience and one of your best training tools. In fact, whatever your role, the ability to effectively give and receive feedback is one of the most important skills you can learn.

The best feedback includes careful preparation (observation and information gathering), thoughtful dialogue, specific instruction, and positive reinforcement. When delivering feedback, just remember the acronym FAST:

Frequent: As a kid it’s likely your parents provided you with a constant flow of feedback whether you wanted to hear it or not. They didn’t wait for an annual performance review or special occasion. In the workplace, limiting feedback to annual reviews is like attempting to lose weight by dieting only one day a year—both are doomed to fail. Outstanding performers become frustrated by the lack of recognition, while weak performers will interpret your silence as approval. Unfortunately, many leaders still treat feedback as a once-a-year event, rather than an ongoing process. Consider incorporating feedback into meetings, e-mails, notes, and voice mails. Ideally, time should be should set aside each day just for giving and receiving feedback. While this may seem like a huge investment of time, it will pay back handsomely in increased morale, motivation, and productivity.

Accurate: Nothing is more demoralizing than receiving feedback based on inaccurate information. Always base your feedback on expectations that have been agreed upon and communicated up front, rather than personal opinion. Before delivering feedback, do your homework. Observe, organize your thoughts, and be sure your assessment is based on fact, not hearsay. Avoid exaggeration (if the person has done something twice, don’t say, “You’ve done this at least four or five times.”) and always focus on the behavior, not the person. Wing it and you run the risk of losing your staff’s respect and trust. Remember that as you’re assessing your staff, they’re assessing your judgment, professionalism, and integrity.

Specific: Your staff can only improve if they know specifically what they did right or wrong. If it’s the latter, they also need to know specifically what the “new and improved” behavior looks like. Describe what you observed and heard, explain how their behavior (either good or bad) impacts the organization, and support it with specific examples and relevant facts. Avoid vague descriptions like “unprofessional” or “lacks focus.”

Timely: When it comes to training, timing is everything! It’s a well-known fact that a behavior rewarded is likely to be repeated. Reward and recognize desirable behaviors quickly and often. On the other hand, if you’re sharing feedback around an emotionally charged event, it may make sense to wait a day or two (but never more than a week). If the feedback is especially important or serious, schedule an appropriate time and place even if it means a delay. Never deliver important or negative feedback in the hallway or in front of others.

Above all, remember that the key to delivering effective feedback is intent. If your intentions are positive and sincere, and if you clearly have your recipient’s best interests in mind, your feedback sessions will be much more successful. However, if your purpose is to “fix” or blame someone, or your feedback is delivered out of frustration, anger, or revenge, it’s just as likely you won’t succeed. Writer, scientist, and philosopher Johann Wolfgang von Goethe said, “Treat people as if they were what they ought to be, and you help them become what they are capable of being.” Demonstrate your belief in their capabilities and make sure you communicate your positive intent in words, tone, and body language. Treat them as if they will succeed and most often they will. However, expect the worse and you have a very good chance of getting it!

And if you’re the one receiving feedback? Again, the key is intent. If you truly want to improve, assume the other person’s intent is sincere and take the feedback as a useful gift (even if it doesn’t feel like it at the time!). On the other hand, if you determine that the intent isn’t clear or at worse, is counter-productive, choose an appropriate time and speak openly about the dynamic that you felt during the conversation. Calmly explain your concerns, request clarity, and actively listen to their response.

The next time you give or receive feedback, consider its intent. Keep this in mind and you’ll be sure to find success no matter which side of the feedback conversation you happen to be on.

Kris Whipple, CIG, CIT, CIP, is an interpretive consultant/trainer in Naples, Florida.

The author makes a presentation to a grade-school class.

My first experience with interpretation was at the YMCA Camp Cosby in Alpine, Alabama, in the fall of 2005. This was also my first visit to the United States. I had just completed my studies in environmental science back in my native country of Zimbabwe, and I joined the YMCA Camp Cosby outdoor environmental program as a naturalist instructor. This facility offers residential outdoor environmental education programs designed for K – 12 students. The camp serves schools from the state of Alabama and beyond to neighboring states Tennessee and Georgia. The outdoor environmental education programs are designed in such a way that schools spend three days and two nights at camp. Curriculum revolves around forest ecology, water ecology, animal ecology, and geology. An optional history program of the Underground Railroad is also available. In addition, there is another program called Pioneers Days based on the way of living during the pioneer times.

As a recent graduate I considered myself to be “well equipped” with all the information necessary to be a good naturalist instructor. For sure, I was equipped with the information, but I soon found out that doesn’t necessarily make a good instructor. After the school trips, the sponsors and teachers were required to write an evaluation of their experience at camp. Each evaluation targeted three key areas of the program—the curriculum, the facilities, and the instructor. The section of the evaluation that I was instinctively driven to look at and read through was the comments on me as an instructor. This is where I would spend a decent amount of time reading and reflecting on the feedback comments. It was a time for me to put myself in the shoes of my audience and see myself as an instructor, but from their point of view. Of course, it was not always encouraging to read some of the comments. Since I was new in the program and my interpretation skills were weak, initial feedback from the evaluations were testimonies to that. Most feedback comments stated that I was not as great with my program delivery. While some of the evaluations about my presentations were quite negative and discouraging, I was determined to continue working on improving my instructional skills.

Now that I am familiar with some articles by Freeman Tilden, I have come to value his principles of effective interpretation. His second principle states, “Information, as such, is not Interpretation…. However, all interpretation includes information.” Of course, improvements on my delivery did not happen as quickly as I would have liked. I learned on-the-job to adjust and improve my interpretation skills. I made changes to make my interpretive presentations relevant for the fifth-grade schools that the camp serves. I became more creative by incorporating applicable activities in my presentations to explain scientific concepts and make them understandable for the fifth- grade students. I also made adjustments to establish a connection with my audience, students, teachers, and sponsors, interacting with them to make myself approachable and accessible to ask questions. In my case these adjustments paid off. During the following year, in the spring of 2006, I had remarkable and positive feedback from the teachers and sponsors. By working on my interpretive skills, through positive action in addressing my evaluation feedback, I became a better naturalist instructor. At the end of the spring season of 2006, I was awarded the prestigious Bill Watts Outstanding Naturalist of the Year award.

Open your mind and consider evaluation feedback as a mirror image of your skill as an interpreter.

In essence, what I have learned is that evaluations are an imperative for any interpreter poised for growth and improvement. As I worked at this facility through the following seasons, I became a sure-footed instructor. This was mostly attributed to using the evaluations as a roadmap to improve my performance in interpretation as a naturalist instructor. Evaluations of your interpretive presentations are of no use if you do not take action to consider the contents of the evaluation reports. From my personal experience in YMCA Camp Cosby’s environmental education program, I believe taking positive action on evaluations has to be intentional. The efforts taken to consider evaluations of your presentations have to be deliberate and be a priority in your interpretation career. Below are four points that I feel benefit the interpreter, if evaluation reports from your audience are taken seriously.

Evaluations improve the content of your interpretive presentation. Sometimes we wonder why our interpretive presentations remain static and become boring to the interpreter and eventually to the audience. Improvement can be attained by using your resources more effectively. It could entail diversifying the activities in your interpretive presentation, leading to improved quality and reduced monotony of your presentation. The audiences that you serve are the key stakeholders that want to see the program grow. They are an integral part of your interpretive program. Their thoughts and ideas about your interpretive program can only be tapped through evaluations, after they have gone through your program. This is a free pool of brilliant ideas for improving your interpretive presentation that lies unused, if you do not consider the contents of their evaluation feedback.

Evaluations enhance the interpreter’s performance and offer new challenges for continued growth. Through my experience as an environmental education instructor, I managed to grow from the constructive criticism feedback that I received from the audience that was part of the interpretive programs I presented. As an interpreter, an evaluation is more of an independent view of your performance. Of course the views may be biased and sometimes depressing to ponder. I am sure some of you reading this article recall the time you thought you had given all the best during an interpretive program, only to realize from the evaluation feedback that your presentation was substandard. Yes, for sure, that will come up, but the best approach is to objectively examine the evaluations to build on your strengths and work on your weaknesses.

Evaluations set high standards for the programs you are working with. A great interpretive site is known for its outstanding programs and its highly motivated interpreters. Your audience is your marketing tool for future customers. Use evaluations to act on improving your standards of your interpretive skill and that will also raise the standards for the interpretive program. It would be a great idea to recommend to your administrator to design in-house training programs geared towards improving skills and competence of the staff of interpreters. This will give you the competitive edge that sets your program apart from the rest.

Evaluations are a yardstick to maintain consistency in your career as an interpreter. Even if you are new in the field of interpretation, there will be a time when your program delivery skills will be polished. Of course, the question is, “What next?” A review of evaluations from interpretive programs that you present will be a good way of checking on your performance as an interpreter. At the end of each of your interpretive programs, you will always have a point of reference through evaluations, to maintain positive consistency. Ever wonder what would happen to your interpretive skills if you did not receive feedback and build on it? Your interpretive skill would go into a condition I would define as interpretive necrosis, the gradual “death” of your skill.

Currently, I am an outdoor education graduate student at Southern Adventist University in Chattanooga, Tennessee. Having been motivated by the positive outcome of reviewing evaluations in my interpretation career, I suggested and introduced an evaluation tool for staff working in our department’s outdoor adventure programs and environmental education programs that are offered to students on campus, area schools, and the general public. At the departmental level, we have been using these evaluations to improve our programs to better meet the needs of our audiences. In my career as an interpreter, I am always thrilled to be part of the environmental education interpretive programs that add sense and meaning to what students learn in the classroom.

For More Information
Tilden F. (1957) Interpreting Our Heritage. Chapel Hill, NC. University of North Carolina Press.

Graham J. (1997). Outdoor Leadership: Technique, Common Sense, and Self-Confidence. Seattle, WA. The Mountaineers.

Vuyolwethu Hlabano-Moyo is a graduate assistant in the Outdoor Leadership Program at Southern Adventist University in Chattanooga, Tennessee. He is a naturalist and has worked in the field of environmental education for more than three years. He is a Certified Interpretive Guide and an NAI member. He can be reached at vuyohm2005@yahoo.co.uk.