Table of Contents Page Acknowledgments ……………………………………………………………………………

Table of Contents Page Acknowledgments ……………………………………………………………………………. 3 Definitions and Acronyms ……………………………………………………………………. 4 Background and Goal of Interpretation ……………………………………………………….. 7 Overall Trip Purpose/Tasks …………………………………………………………………… 8 Trip Itinerary ………………………………………………………………………………….. 9 • Kasese Information Center ……………………………………………………………. 10 • Ruboni Community …………………………………………………………………… 13 • Kikorongo Women’s Community Tourism Project ………………………………… 16 • Queen Elizabeth National Park ………………………………………………………... 18 • Katwe Tourism Information Center (KATIC) ………………………………………… 20 • Echuya Central Forest Reserve Ecotourism Program ………………………………… 22 • Nkuringo Community …………………………………………………………………. 24

General Recommendations …………………………………………………………………… 27 • Interpretive Techniques ………………………………………………………………. 27 • Craft Shops/Merchandising …………………………………………………………… 27 • Pearls of Uganda ……………………………………………………………………… 28 • Training/Networking ………………………………………………………………….. 28 • Collaboration between the Forest Service and USAID-STAR …………………….… 28 • National Tourism Portal Website …………………………………………………….. 29

Appendices #1 ─ Merchandising …………………………………………………………………………… 30 #2 ─ Sales and Operations …………………………………………………………………….. 32 #3 ─ Design Guidelines ……………………………………………………………………….. 36 #4 ─ Visitor Contact Training …………………………………………………………………. 45 #5 ─ Creating a Site Plan ……………………………………………………………………. 48 #6 ─ Exhibition Accessibility …………………………………………………………………. 48 #7 ─ Kiosk or Exterior Wayside Exhibit (Photograph) ……………………………………….. 49 #8 ─ Visitor’s Center Gift Shop Display (Photograph) ...... 50 #9 ─ Exhibits and Displays, Interpretive Planning and Design Worksheet …………………… 52 #10- Decorative Cement Façade (Photograph) ……………………………………………….. 58

Interpretive Graphic Examples #1 – Rwenzori ………………………………………………………………………………… 59 #2 – Katwe ……………………………………………………………………………………. 60 #3 – Nkuringo ………………………………………………………………………………… 61

ACKNOWLEDGMENTS

First, we thank Kaddu Seburnya, Chief of Party, USAID and members of his staff: Onesimus Muhwezi, Sophie Naluzze, Jennifer Krause, Ashley Silver, and Laura Ell for organizing our trip and providing in-country assistance. We also thank Matthew Edwardsen, U.S. Forest Service, International Programs, and Simon Jones, Solimar International, for providing us this opportunity to assist with the development of interpretive programming and products to enhance tourism in southern Uganda.

We would like to thank our community hosts, interpretive guides, and lodging staff for taking time to work with us and make our trip enjoyable and successful. We very much appreciated their hospitality and enthusiasm for collaboration and their hard work in developing the tour activity guides with a broad range of community of stakeholders and USAID-STAR. We hope our experiences and suggestions will enrich the management of these areas and foster rich and multi-faceted visitor experiences.

We also want to extend our deep gratitude to Twaha Semujju who drove us safely over hundreds of kilometers and answered our questions during our road trip.

DEFINITIONS AND ACRONYMS

Contact station: A staffed structure on-site or off-site with the primary purpose of providing information and orientation to the visitor. The contact station is similar to a visitor center, but with fewer services. It generally does not have exhibits of museum objects.

Education: Consists of comprehensive curriculum-based programs conducted on or off-site, for all ages, which are created cooperatively with educators. These programs include all curriculum- based programs that generally include a pre-visit, on-site visit, and post-visit activities. Field institutes, field studies, or school groups that attend non-curriculum programs during a site visit are not categorized as education but rather interpretation.

Exhibit plan: Are specific to an exhibit or set of exhibits, pertains to a visitor center, scenic byway, or interpretive trail. This type of plan is specific to an exhibit or set of exhibits. It could apply to a visitor center, a scenic byway, an interpretive trail – anywhere you need specific direction that can then be given to a contractor or fabricator for completion. The plan includes goals and objectives for each exhibit and specific text outlines, recommendations for graphics and images, and cost estimates. Depending on the scope and complexity of the plan, it may include draft text and conceptual designs.

Exhibit: An educational display or show, usually consisting of museum objects accompanied by explanatory text and images, open to the public on a regular schedule.

• Static exhibits: A series of comprehensive, integrated permanent exhibits with text and images but with no moving parts includes but not limited to: flat panel, two dimensional, or 3-D such as dioramas. The exhibit includes the housing, kiosk, and/or framing structures as well as any needed wiring or specialized lighting. • Interactive exhibits: A series of comprehensive, integrated permanent exhibits with moving parts that may also use computer or audio-visual hardware and software. The exhibit includes the housing, kiosk, and/or framing structures as well as any needed wiring, specialized lighting, speakers and audio components, computer connections, and/or required cooling systems. • Multimedia exhibits: Exhibits using, involving, or encompassing several media, such as projected images, sound, museum objects, and moving parts. • Permanent exhibit: An exhibit that is on display for an extended period, usually many years, and does not have a predetermined closing date. • Temporary exhibit: An exhibit that has published opening and closing dates and is usually open for several weeks or months. • Traveling exhibit: An exhibit that is displayed at multiple venues and is shipped from one location to the next according to a schedule. It may, or may not, include museum objects. • Virtual exhibit: An electronic exhibit featuring explanatory text and images on the World Wide Web or other communication technology, e.g., smart phone. • Wayside exhibit: An exhibit consisting of explanatory signage near a point of interest, often along a trail, walk, parking area, or road. Wayside exhibits do not include objects. Since they are located outdoors, close to the features they interpret, visitors receive

information at the times and places they want information, and the exhibits are more meaningful and rewarding.

Formal interpretation: Consists of on-site, pre-planned, presentations that have a theme, goal, and objective with desired measurable outcomes. The presentations are designed to provoke visitors to form their own intellectual or emotional connection with the resource. The presentations are scheduled or announced prior to being presented, e.g., presentations at a visitor center or a guided tour or interpretive walk.

Friends group: Usually a place-based non-profit organization, with the purpose of supporting a place or local activities. Friends Groups have unique by-laws or charters. They can organize and train volunteers; raise funds to be donated to the agency; and can advocate for activities, agency, purpose, or collaboration.

GSTA: Global Sustainable Tourism Alliance

Informal interpretation: Consists of spontaneous interpretive contacts with visitors. These contacts may occur in a variety of settings, primarily on National Forest Service lands. This category includes stationary as well as roving interpretation.

Interpretation: Interpretation is a mission-based communication process that forges emotional and intellectual connections between the interests of the audience and the meanings inherent in the resource.

Interpretive equipment - audiovisual systems:

• Audiovisual system hardware: An integrated, permanent system of audio and video/DVD equipment, electrical wiring, circuitry for lighting, playback, accessibility (audio and captioning systems), and public address system designed for use in a theater or similar stand-alone setting or capacity. Most of the system is built in to the walls, ceilings, and floors of the facility and may require an individual or series of controllers to operate all systems simultaneously and/or sequentially. • Audiovisual system program (software): The integrated development, fabrication, and installation of professional stand-alone digital, audio, film, or video/DVD presentations and the physical or electronic media with which they are delivered. This includes the associated accessibility programming including audio descriptions and captioning as well as any programs developed to provide instructions to the controllers.

Interpretive plan: For a facility, site or area, more specific than a master plan, focus is on an individual site, facility, or special interest area.

Interpretive proposal or prospectus: A proposal is completed after development of an Interpretive and Education Plan and is generally used to develop a large concept to the point where it can be “sold” for support through the funding and implementation process. It may even be used to solicit bids for design and/or construction of interpretive media. The prospectus is

used to develop a large concept to the point where it can be used for support to acquire funding and an implementation process.

Non-personal interpretation: Interpretive media that does not require a person to deliver a message (i.e., exhibits, waysides, brochures, signs, magazines, books, etc.).

Outreach programs: Consists of community programs that are off-site programs provided to community audiences such as clubs, church groups, Elder hostels, scouts, and special events and fairs. In addition, use of websites and other promotional media can be considered as outreach programs.

Personal interpretation: One person or persons providing interpretation to another person or persons.

STAR: Sustainable Tourism in the Albertine Rift

USAID- United States Agency for International Development

USFS: United States Forest Service

UWA: Uganda Wildlife Authority

Visitor Center: A facility where information about local natural or cultural resources is presented through exhibits and other interpretive media.

Visitor Information Services (VIS): Refers to the front desk employees who primarily serve the public by providing information, and selling permits, passes, and maps.

BACKGROUND AND GOAL OF INTERPRETATION

U.S Forest Service and Sustainable Tourism in the Albertine Rift (USAID-STAR)

Uganda has a wide range of tourism opportunities with significant potential to contribute much more towards economic growth, employment, and sustainable development and conservation. The country has a wealth of biodiversity species, as well as a richness of indigenous cultures and traditional handicrafts. The country is now developing its capacity to market these tourism products, while protecting the natural and cultural resources upon which the destinations and communities depend.

The USAID-STAR Program is supported by USAID-Uganda and implemented by the Global Sustainable Tourism Alliance (GSTA) and others. The Albertine Rift, home to Uganda’s most extensive biodiversity, has some of the highest rural human population densities in Africa. This nexus comes with both challenges and opportunities for sustainable tourism and conservation. When communities are able to participate in rural tourism development and contribute to the management of protected areas, there is a greater potential for reducing conservation threats, such as poaching and wood harvesting (Oldekop, J.A. et al. 2010; Scherl, L. M. et al. IUCN 2004). Collaboration and consultation with stakeholders and governmental organizations are also critical to ensuring a successful rural tourism approach (McAreavey R. and McDonagh, J. 2010).

The USAID-STAR aims to stimulate increased tourism revenues for local entrepreneurs by developing tourism businesses, enhancing marketing efforts, and improving linkages between local, national, and global tourism markets. “Pearls of Uganda” is a tourism promotional product that is an outcome of the efforts of USAID-STAR and the Uganda Community Tourism Association (UCOTA). “Pearls of Uganda” are authentic cultural experiences developed by local community groups. The cultural and community experiences allow domestic and international visitors to participate in first-hand experiences, such as weaving baskets, making paper beads, grinding millet, and using medicinal plants for traditional healing. Visitors may also enjoy performances and lessons, village walks, shop for locally produced handicrafts, and savor local cuisine and agriculture products, like tea and honey at community-run accommodations and restaurants. The “Pearls of Uganda” community tourism enterprises seek to stimulate economic activity by encouraging locals to participate in tourism activities by offering local products and services that will bring tourist dollars into their hands (Wiley, J. & Sons, 2010).

The mission of the U.S. Forest Service is to…”Sustain the health, diversity, and productivity of the nation’s forests and grasslands to meet the needs of present and future generations.” The Agency’s values include: caring for the nation’s forest and grassland ecosystems, being responsive to national and local interests, and focusing on the needs of the next generation.

Managing the natural and cultural resources of the country’s forests and grasslands requires the integration of resource assessments, management actions, and cooperative partnerships. Continued United States population growth and expanding urban centers have created a greater demand for the goods, services, and amenities derived from the national forests and grasslands.

Increasingly diverse urban populations are losing their awareness and knowledge of the natural ecosystems on which they depend. The Forest Service is connecting with and educating citizens to expand their understanding of the links between people, the way they live, and the conservation challenges of the 21st century.

International Programs of the Forest Service promotes sustainable forest management and biodiversity conservation internationally. The United States benefits from the Agency’s work overseas because innovative technologies are shared, cross boundary environmental problems are addressed, and opportunities to hone skills are increased. By linking the skills of field-based staff of the Forest Service with global partners, the Agency can assist in addressing some of the most critical resource issues and concerns. International Programs regularly taps into the Agency's depth of professional expertise to help with technical assistance regarding resource management, tourism development, visitor services, and interpretation. Outdoor recreation is the most widespread public use on national forests and grasslands. Increasingly, the Forest Service collaborates with private landowners, recreation providers, and the tourism industry to promote sustainable development, while considering long-term conservation goals. Similar to the Agency’s work domestically, the international activities of the Forest Service seek to balance social and economic needs of communities with protection of natural and cultural resources.

Tourism can be used to improve the economy of local populations, but it can also help locals and tourists alike to better understand and appreciate the unique features of a place and its cultural identity. Interpretation aims to forge intellectual and emotional connections between people and their natural and cultural heritage by offering opportunities for experiential learning.

The mission of this technical assistance trip was to further refine interpretive services and products offered by local entrepreneurs to enhance the visitor experiences throughout the Albertine Rift.

OVERALL TRIP PURPOSE/TASKS

1. Review and comment on directional and interpretative signs and displays and interpretive techniques of guided tours. 2. Participate in guided community walks and compare personal interpretive messages with those in written Tour Activity Plans. Provide recommendations on any need to enhance the stated themes and goals of visitor experiences. 3. Develop a photograph and video record of the four community tourism sites in the Albertine Rift. 4. Comment on sales areas for craft merchandise, as well as how to market. 5. Provide advice to community hosts, partners, and interpretive guides on pertinent factors related to interpretation and visitor services. 6. Develop short-term recommendations that can be implemented in a year, and develop long-term recommendations that align with and build upon the short-term recommendations.

TRIP ITINERARY

• Arrive Uganda 06/25/11 • Kampala 06/27/11 o USAID-STAR • Kasese Information Center 06/28/11 • Ruboni Community o Forest Walk o Ruboni Community Walk • Kikorongo Women’s Community Tourism Project 06/30/11 o Cultural Dance o Bead & Basket Workshop • Queen Elizabeth National Park o Visitor Information Center o Kasinga Channel Boat Ride • Katwe Tourism Information Center 07/01/11 o Salt Lake Tour o Lake Munyanyange Birding • Kabale (no community or site visit) 07/02/11 • Enchuya Central Forest Reserve Ecotourism Program 07/03/11 o Birding Trail • Nkuringo Community 07/04/11 o Buniga Forest Walk o Batwa Community Walk o Nkuringo Community Walk • Kampala 07/06/11 • Depart Uganda 07/09/11

KASESE INFORMATION CENTER

Technical Assistance Request: Business and international marketing plan, location and concept design of information center, validate interpretive themes identified in tour/activity plans and how to use those themes in the information center.

Mwahulhwa Rhouben asked the team to assist with developing business and marketing plans; increasing access to and linkages with international markets; determining the best location of the visitor center and craft shop and examples of an interpretive plan, exhibit plan, and concept designs for displays. He was interested in obtaining business expertise from Peace Corps (USA), George Washington University, Institute of Tourism Studies, or Volunteer Service Oversees (UK).

Year-One Recommendations:

• Leave the main office and internet café in their current location to minimize staffing and maintenance cost and optimize building cost. • Use the first-floor conference room as the immediate visitor information center and craft shop. • Add a discovery space or touch table with local artifacts, wildlife skins, rocks, plant material, as these will allow visitors to learn about the objects through touch and feel. • Balance exhibit media: Successful exhibits incorporate diverse techniques and should communicate through many modes of perceptions and learning styles. • The lodging and training site and the visitor center should be in harmony and visually, culturally, ecologically, and geographically compatible. • Improve appearance of hotel entrance. Provide exterior themed signs/banners at the information center and reception area. Install a directional sign depicting the full facility to assist visitors and conference participants in locating services. • Enhance craft shop display area by installing shelving and increasing the variety of products (e.g., local foods, tea, coffee, honey, dried foods, water, guidebooks, Andrew Roberts’ maps). • Upgrade “look and feel” of future products, such as brochures, publications, and website by using a thematic approach. • With community members, tour operators, and others identify ways to raise the visibility of the Kasese Information Center, tourist destinations, and the level of information internalized about the region by visitors, trainees, and local people. • The Kasese Information Center location is ideal and the suite of buildings, hotel, training facility, restaurant, outdoor patio area, internet café, and mobile money outlet are appropriate for providing information and services to conference attendees and domestic and international travelers. Working with the municipality, tour operators and local businesses will ensure a robust community center and travel hub for visitors to the area. • Increase partnerships and interaction with local stakeholders to help leverage the promotion of Kasese as a gateway to the region’s tourism opportunities. • Pursue agreement with partner organizations to secure tourism/travel expertise to assist with writing business and marketing plans and ways to access the international tourism market.

• Create interpretive displays/interpretive panels on the walls, fabric banners, and new hands-on materials/map of region. • Train employees so they provide high quality visitor services and can respond to a variety of visitor questions. • Refer to Appendices #1 through #9.

Future Years:

Based upon business plan, prepare an interpretive/marketing plan to determine if the visitor information center should be relocated to the current location of the pharmacy.

RUBONI COMMUNITY

Ruboni is located at the base of the Rwenzori Mountains. Spectacular views of the third and fourth highest peaks in Africa and the area’s biodiversity make it a unique setting. The community has several lodges and tourist activities from mountaineering to guided walks. The Ruboni Community Camp offers guided tours of the village and its surrounding forests. The community walk invites visitors to listen to traditional stories of the Bakonzo, learn about local tools, the use of herbal medicine, and how to weave traditional baskets.

Technical Assistance Request: Look at the visitor information center, develop interpretative/exhibit plan for the center/trails, look at interpretive signage for the forest trail because most visitors use this trail.

Year One:

• Develop a themed look and feel for publications, exhibits, and exterior signs. • Redesign and install a new road sign for the Ruboni Community Camp. Consider using colors and stylized artwork similar to the Ruboni office. See Appendix #3 – Design Guidelines. • A tri-panel format for the sign is recommended to present information on: 1) the National Park opportunities and regulations, 2) the community walk and local shop for purchasing handicrafts, and 3) a site map including distances between lodges, restaurants, and trails. Placement of the sign on the entrance road will serve visitors arriving at the lodges as well as mountaineers and independent tourists. • Provide natural and cultural signage (directional and themed) at the beginning of the forest trail near the dam and at the lower-trail intersection where there are trails leading to hilltop and other hiking circuits. • Although the hilltop site was not visited, a single interpretive sign 48” wide x 36” high could be installed to assist hikers and campers with identifying mountain peaks and providing other pertinent information. • Since internal wall space is limited in the new Rwenzori (Eco-Trust) Visitor Information Center, develop one or two 3-sided panels as movable displays for the visitor center. These displays could be readily pushed aside when there are other activities, such as cultural dances. We suggest making these exhibits using interpretive text, minimal words, beautiful pictures, and provocative titles. See Interpretive Graphic Example #1 – Rwenzori. • Quality assurance of each cultural stop should be ensured prior to the walk. • Develop a suggested theme and subthemes for the Rwenzori Mountains and develop interpretive graphic. • Increasing partnerships and interaction with local stakeholders, lodges, and tour operators to cross-promote local attractions and opportunities will provide a robust community activity center for visitors to the area. • Owerangi Enoch is a gifted tour guide. He could train other interpreters and become a regional or national spokesperson for marketing the “Pearls of Uganda.” • Use the two video pieces with Owerangi Enoch as a marketing piece for the “Pearls of Uganda” website, You Tube, and podcast.

Future Years:

• Since internal wall space is limited, design and install a flat-paneled interpretive sign or exhibit for the information center currently under construction. • If Rwenzori National Park upgrades its signs at the park boundary, the signs should be thematically designed to complement the brochures, interpretive displays, and signs on the forest trail, Community Center/Information Center, hilltop site, and small information center in the restaurant area in the community lodge/camp. • At the Ruboni Camp restaurant, enhance the small information area by purchasing a small clear plastic brochure rack to mount to the wall under the counter by the bar area or on the wall to the right as you walk into the restaurant. Develop one small interpretive exhibit highlighting the guided tours and some brief information on the Rwenzori Mountains. Install some type of lighting for the exhibit to be seen and for the restaurant area in general. Sell maps and birding books here. • Establish a local or “Pearls of Uganda” charitable organization to accept and process donations for conservation activities. • Develop one 4’ wide x 5’ high exterior sign to be located outside of the rock buildings. The same sign could be used at each house. It should be themed and provide information for after-hours visitors and include hiking maps, safety information, guided hikes information, poisonous snakes/plants information, emergency phone numbers, guidance on how to obtain a tour guide, etc. • Consider using the 3-horned chameleon as an icon for Rwenzori. • Establish the “John Neary” trail from the road to the river. Lastly, establish the "John Neary” trail that runs through the forest to national park boundary. • Continue to improve the operation and maintenance of the community camp, by repairing the boardwalks, improving toilets and showers, and consider solar lights along the path to the restaurant for safe movement of visitors between the three facilities.

KIKORONGO WOMEN’S COMMUNITY TOURISM PROJECT

The Kikorongo community is located on the northern boundary of Queen Elizabeth National Park. The climate is hot and dry, so the community can only cultivate a few heat and drought resistant crops. To assist locals in diversifying their incomes, the Kikorongo Women’s Community Tourism Project has developed cultural tourism products, specifically traditional dances, craft workshops, and handicraft sales. The community group is using tourism as a way to increase personal income and to reduce poaching and illegal gathering of firewood in the National Park.

Technical Assistance Request: Take pictures. No interpretive information needed. Assist with developing concepts for the planned cultural center.

Year One:

• Enhance appearance of the current office of the Kikorongo Women’s Group (cleaning and painting). • Use colors in logo when marketing the center, craft tags, signs and banners, and interpretive brochures. • Orient and inform visitor of cultural norms and explain story lines and identify characters before plays and dances. • Play cultural music inside of the building along the highway to help with loud music next door and to set the mood for what they may see next (cultural dances). • Continue to build partnerships with local stakeholders. Increase collaboration and cooperation with UWA and other government agencies that establish conservation policies for the National Park. • Increase partnerships with local lodge(s) to hold craft workshops and cultural events, while new cultural center is designed and built. • See Appendices #1 through #9.

Future Years:

• Design and build the new cultural center. • Put directional road signs 1-2 kilometers from the new cultural center to direct travelers to the site. Make sure that signs are concise and informative. Use their current logo (colors and style) on the signs for consistent branding. • Develop an interpretive plan once there is funding for the new building to insure there is a thematic approach to the building, exhibits, and exterior signage. • Balance exhibit media: Since successful exhibits incorporate diverse techniques, the exhibits should communicate through many modes of perceptions and learning styles. • The center should be in harmony with the site: visually, culturally, ecologically, and geographically compatible. • Add a discovery space or touch table with local artifacts, wildlife skins, rocks, plant materials, as these will allow visitors to learn about the objects through touch and feel. • Offer basket and paper bead necklace making classes at either of the centers (current and new).

QUEEN ELIZABETH NATIONAL PARK (Mweya Visitor Information Center operated by UWA)

Technical Assistance Request: Informal request to recommend enhancements to the visitor center.

Recommendations: Queen Elizabeth National Park is one of the top ten birding destinations in the world and an international wildlife destination; as such, it is recommended that a solid, high quality interpretive master plan be developed for the entire site, including exterior and interior signage, exhibits, and sales area be completed as a first step towards improving the center and its exhibits. Refer to Appendices #1 through #9.

Exterior:

• Develop a comprehensive site plan to accompany the interpretive plan. Identify visitor activities and services, facilities needed to support these activities, and identify appropriate interpretive themes. • A sign plan should also be developed for direction, information, and interpretation and should be sensitive to the location and blend appropriately with the environment so they can be used at the boat dock, along the roadway and overlooks; for example, Hospital Lake. • Take a thematic approach to the building, exhibits, and exterior signage.

Interior:

• Subsequent to the interpretive plan, develop an exhibit plan for the visitor center using a balanced exhibit media approach. Successful exhibits incorporate diverse techniques. They should communicate through many modes of perception and learning styles. • The center should be in harmony with the site: visually, culturally, ecologically, and geographically compatible. • Add a discovery space or touch table with local artifacts, wildlife skins, rocks, plant material, as these will allow visitors to learn about the objects through touch and feel. • When replacing exterior signs, consider durability versus cost (e.g., locate signs in the sun or the shade dependent upon durability). • New exhibits and displays should not only be thematic, but contemporary using universal accessibility design guidelines. • Make video theater room operational. Area appeared to not be working. Seek out already produced DVD’s and CD’s to provide information on the different thematic topics, such as geology, wildlife, etc. • The craft shop area should complement the “look and feel” of the new thematic displays and exhibits and primarily offer Uganda products. • Use the Visitor Center to co-promote the “Pearls of Uganda” lodges and community sites, such as Katwe and regional sites such as Ruboni. • The draft “Guide to Queen Elizabeth Park” by Andrew Roberts does not include cultural tourism opportunities offered by Katwe and Kikorongo Women’s Group. It also needs a thorough review and editing.

KATWE TOURISM INFORMATION CENTER (KATIC)

KATIC was formed in 2005 with the mission of conserving the surrounding natural resources for sustainable tourism with the intent of enhancing economic and conservation benefits for the community. Each year, KATIC hosts hundreds of Uganda students as they come to learn about Salt Lake – its history and ecology – which is part of the national curriculum. Domestic and international tourists also come to learn about the lake and the resident and migrating birds at Lake Munyanyange.

Technical Assistance Request: Evaluate interpretive techniques and informational signage. Need a sign at lookout point. Take photographs. The community asked for a boardwalk/blind at Lake Munyanyange for bird watching opportunities.

Year One:

• Improve the appearance of the office and craft shop. Paint both areas but keep existing painting by Nicholas in the office. Evaluate and retain only those materials that align with interpretative themes. • Look at building space and determine the best way to accommodate new displays and handicrafts. Consider how to best incorporate artwork and crafts by students. • Design three interpretative displays on the: 1) history of Salt Lake, 2) ecology and chemistry of Salt Lake, and 3) bird species and their habitats. We suggest making these exhibits using interpretive text, minimal words, beautiful pictures, and provocative titles. See Interpretive Graphic Example #2 – Katwe. • Design and install one or two interpretive panels for the government shaded area at Salt Lake for staging of students and tourists for their guided tours. • Install a few resting benches and tables in the government shaded area. • Explore opportunities to teach students about migratory and resident birds and their habitats during the students visit to Salt Lake.

Future Years:

• Build toilets and kitchen for students and tourists, and Banda next to the office if possible. • Establish a local or “Pearls of Uganda” charitable organization to accept and process donations for bird conservation and habitat improvement activities. • Fence Munyanyange Lake to protect bird habitat and prevent cattle grazing. • Build an overlook and install interpretative signs at Lake Munyanyange for bird watching. Consider ecological impacts and harassment of migratory birds, prior to building the boardwalk and bird blind.

ECHUYA CENTRAL FOREST RESERVE ECO-TOURISM PROGRAM

The Echuya Central Forest Reserve is developing eco-tourism primarily for bird watching. The Reserve supports about 137 bird species; some of which are globally rare. Three areas are designated as the primary sites for bird watching and for nature groups and hikers to enjoy the area’s natural beauty.

Technical Assistance Request: Make recommendations on interpretive techniques and signage as a birding destination. Take photographs of landscape, swamp, and birds along the trail.

Year One/Future Years:

• Fully research and explore the international bird market to ensure the tourism opportunity meets demands of the niche market. • Look for opportunities to establish partnerships to leverage resources and connect with the international birding community, such as BirdLife International and Birding Africa. • Obtain topographical map and overlap GPS trail coordinates. • When the roadwork is completed, install an interpretative sign or interpretative kiosk/gazebo at the trailhead. Incorporate into the kiosk a survey card holder and a secure box to deposit it. Recommend installing it on one of the post/legs. See Appendix #9 – Kiosk or Exterior Wayside Exhibit (Photograph). • Fully cost out trail infrastructure: signage, gazebo, and boardwalk to determine feasibility at each trail component. Consider the ecological disturbance and visual impacts of the boardwalk. The boardwalk could be designed with small walkouts where a 3’ x 4’ wayside exhibit could be installed at points along the boardwalk. This would foster the presentation of the diversity of birds in the area.

NKURINGO COMMUNITY

The Nkuringo Conservation Community Development Fund (NCCDF) was formed in 2003 with the intent of improving community livelihoods through guided walks and conservation projects. The NCCDF is located in the southern edge of the Bwindi Impenetrable National Park, which is an international tourist destination because of the tracking of the Mountain Gorillas. The NCCDF offers additional tourist activities, such as a Nkuringo community walk, a Batwa community walk, and a Buniga forest walk to learn about the Batwa culture with bird viewing.

Buniga Forest Walk and/or Batwa Community Walk

Technical Assistance Request: Consider the theme of the product, such as traditional healing.

Year One:

• Extract information from the consultant’s report to develop an individual Tour/Activity Plan for the Buniga trail and the Batwa community walk. The primary theme should focus on the Batwa’s traditional uses of the forest and their interrelationships with nature. Possible theme could be: “Walk in the footsteps of the Batwa and discover the many uses of the Buniga Forest.” • Fully establish and complete the Buniga trail including the Batwa forest demonstration as a trail stop. Consider how visitors could share their own cultural stories about forests and spirits to make it a cross-cultural experience. • Increase partnerships and interaction with local stakeholders, lodges, and tour operators. Consider establishing a local or “Pearls of Uganda” charitable organization to accept and process donations for conservation activities and sustainable development. • Work with lodges to promote community walks. For example, at Clouds Mountain Gorilla Lodge, LTD (Clouds), when visitors are shown their room the butler or maid could mention how to participate in a guided community walk. • Consider how to present Batwa crafts for sale during the community walk and at Clouds and other local lodges. Consider how the Batwa could offer crafts and honey to visitors and local lodges through cause marketing. • Design and install an external interpretative sign for the NCCDF office and craft shop, concerning the Buniga trail, Batwa community walk, and Nkuringo community walk. The exhibits should use interpretive text, minimal words, beautiful pictures, and provocative titles. See Interpretive Graphic Example #3 – Nkuringo. • Grace is a gifted tour guide. She could train other interpreters and become a regional or national spokesperson for marketing the “Pearls of Uganda.”

Future Years:

• Develop a survey and a process for obtaining feedback from visitors on the Buniga and Batwa tours to determine if the two products should become three (e.g., separate trail experience and two separate village experiences – Batwa and Nkuringo. • Develop promotional brochures to market the Batwa forest and community walk and the Nkuringo community walk.

• Place brochures about guided community walks in the room information booklet at Clouds. • Work with managers at Clouds and other lodges to display brochures or other information related to the Batwa forest and community walk and the Nkuringo community walk. • Brainstorm additional ways to market these three community activities. It may be as simple as leaving a brochure on the tables at each bungalow and inside the lodge or it could be designing signs along the pathway into the main entrance about the local natural, cultural, and sustainability opportunities. • Establish charitable organization, owned and managed by Batwa, to accept and process donations for conserving the cultural heritage of their people. • Explore opportunities to host traditional dances and craft workshops at Clouds and other lodges. • Explore opportunities with UWA to market the Buniga and Batwa tours at each of the Mountain Gorilla sites/bandas where visitors start their gorilla trek. Consider a banner or brochures at each location.

Nkuringo Community Walk:

Technical Assistance Request: Comments on the community interpretative walk. The team visited three stops (school, homestead, pigs) and storytelling (while walking to a stop).

Year One:

• Design and install a 4’x 5’ interpretative sign outside of the NCCDF office. It should provide general information on the tours offered, office hours, tour times, and costs. • Develop brochure and electronic “vignettes” of people featured during the community walk to help market guided tours. • Based upon actual activities or interest of the tourist, re-evaluation of the community walk activity plan should be considered.

Future Years:

• Develop promotional brochures to market the forest and village walk and the community walk. • Brochures about guided walks could be placed in room information folders at Clouds and other local lodges. • Explore opportunities to host traditional dances and craft workshops at Clouds.

GENERAL RECOMMENDATIONS

Interpretative Techniques:

Community Tour Guide (personal interpretation):

• Include 5 minutes of orientation and safety (water, food, walking stick, suntan lotion, appropriate footwear) messaging at the start of each walk. • Explanation of universal concepts, such as climate change, movement of indigenous people, and human values that are intangible could be better incorporated into walks. • Role models of very good interpretive presentations: Owerangi Enoch, Kagongo Nicholas, Grace (at Nkuringo). Through mentorship and professional development, these guides could serve as local or regional leaders for “Pearls of Uganda” and the Uganda tourism industry.

Interpretative Infrastructure (non-personal):

• Improve appearance of offices and visitor information centers by painting and creating interpretative displays. • Re-surface exterior front office walls with the decorative cement (per example) or paint (except for Ruboni Community Office which has nice artwork). • Install one interpretive panel (4’ x 5’) outside each of the four offices visited with basic general information on the services each place offers, tours, hours, prices, safety, community land access/permission, etc.

Craft Shops - Merchandising:

• Improve presentation of crafts by using shelving and applying retail display techniques. • Consider using hang tags with personal information about the artist and description of item and its cultural significance. • The majority of crafts sold by the community groups should be locally made or made in Uganda. • Consider diversifying sales items – guide books, maps, water, Uganda coffee and tea, and dried fruit. • At Ruboni, sales of camping and mountaineering items (water bottles, head lamps, batteries) may be profitable due to its remoteness.

See appendices: #1 – Merchandising #2 – Sales and Operations #8 – Visitor’s Center Gift Shop Display (Photograph)

Pearls of Uganda:

• Strive for increased collaboration between the private and community providers. Such collaboration could increase duration of visits and increased circulation of visitors between the providers, thereby enhancing revenue for all providers. For example, visitors could stay at the Ruboni community camp but eat at a restaurant of another lodge. • The brand “Pearls of Uganda” should have standards for service and accommodations (e.g., Disney, Starbucks, and Hilton). This will ensure that tourists’ expectations are consistently met and promotion is based on high quality visitor experiences. • Possible Community Role Model: Katwe, Kikorongo Women’s Group, and Queen Elizabeth National Park could be national role models for program sites and tourism products. These sites are good models due to their: 1) setting as a destination for international tourists, domestic visitors, and students and 2) variety of natural and cultural tourism products. Additional, collaboration, co-branding, and cross-promotion of sites and programs could enhance their prominence as regional and international hubs for Uganda natural and cultural tourism.

USAID-STAR:

• USAID-STAR with its partners should provide annual “Good Host” and “Visitor Contact Training.” This is extremely important for ensuring the brands reputation for service, as well as raising the visibility “Pearls of Uganda.” Training of personnel and tourist service providers should be tailored to specific visitor service roles. One of the most important roles is that of a primary visitor contact or the “front desk” position at a visitor center or visitor information office. See Appendix #4 – Visitor Contact Training. • Community directors and interpretive guides should be encouraged to actively network with each other and, if possible, continue to train together with USAID-STAR’s “Pearl of Uganda” program to foster collective learning. Supplementing the staff with student interns and/or partners is recommended. The UWA also has trained tour guides and thus, there may be an opportunity for collaboration or joint training between USAID-STAR and UWA relative to interpretive techniques for presentations and guided walks. • Use community tourism enterprises and other venders and partners to distribute information about “Pearls of Uganda” and the breath of natural and cultural experiences available.

Collaboration between the United States and USAID-STAR:

• Some training courses in interpretation, customer service, marketing, and sustainable tourism and development offered by the U.S. Government or non-governmental organizations are portable and could be brought to Uganda. • Training Ugandans in the United States may foster the leadership of Uganda tourism operators and related businesses and could help showcase best industry practices.

National Tourism Portal Website:

There is an immediate need for a national gateway website to market the country’s tourism opportunities. “Destination Uganda” is already owned; therefore, the Uganda government will need to secure another brand name.

The gateway website would serve as a single portal for information on natural and cultural tourism in Uganda, accommodations, and tour operators. The website should be designed so it can be searched and sorted by: 1) activity, such as wildlife viewing, birding, community walks, cultural dances; 2) location, region, or ecosystem; 3) accommodations; and 4) travelers’ budget, such as high-end, moderate, and shoestring. Website should offer suggested itineraries to help visitors with planning trips, mixing activities, and staying longer in Uganda.

APPENDICES

Appendix #1 – Merchandising

Merchandise displays are special presentations of a store's products or services to the buying public. The nature of these displays may range somewhat from industry to industry, but all merchandise displays are predicated on basic principles designed to increase product purchases. Indeed, merchandise displays are an integral element of the overall merchandising concept, which seeks to promote product sales by coordinating marketing, advertising, and sales strategies.

Many business consultants believe that small business owners are among the leaders in innovative merchandise display strategies. W. Rae Cowan noted in Chain Store Age Executive, for example, that "in many instances, smaller specialty chains are leading the way in store ambience supporting their overall marketing strategy in a broad range of categories from fashion through hardware and housewares and building supplies areas.

By their very nature, specialty stores depend on their fixturing to generate a differentiation or niche in the marketplace. And being physically smaller in some cases allows for faster response to market trends and conditions…. Successful retailers today are using their fixturing to productively dispense their merchandise and communicate an appropriate environment on the retail floor."

Merchandise displays generally take one of several basic forms:

• Storefront Window Displays—These typically open on to a street or shopping mall walk or courtyard and are intended to attract passerby that might not otherwise enter the store. • Showcase Displays—These typically feature items that 1) are deemed to be too valuable for display in storefront set-ups, or 2) are niche items of high interest to the business's primary clientele. These display centers are usually located in high traffic areas and typically feature multiple tiers for product display and a sliding door on the clerk's side for access. • "Found-Space" Displays—This term refers to product presentations that utilize small but nonetheless usable areas of the store, such as the tops of product carousels or available wall space. • Storefront window displays and "found space" displays are particularly popular tools for publicizing and selling sale items.

KEYS TO SUCCESSFUL MERCHANDISE DISPLAY

Trudy Ralston and Eric Foster, authors of How to Display It: A Practical Guide to Professional Merchandise Display, cited several key components of successful merchandise display that are particularly relevant for small business owners. First, displays should be economical, utilizing only space, materials, and products that are already available. Second, displays should be versatile, able to "fit almost anywhere, exhibit almost any merchandise, and convey almost any message. Finally, displays have to be effective. The ideal display, said Ralston and Foster, "is readily visible to any passer-by and [should be arranged so that] there is no time or space lag between when a potential buyer sees the design and when he or she can react to it. [The ideal display] also shows the customer what the product actually looks like, not some flat and intangible picture of it. Few other forms of promotion can give such a vivid presentation of both the merchandise and character of a store."

The effectiveness of these cornerstones of merchandising display strategy can be increased by remembering several other tips as well, including the following:

• Allocate merchandise display space and expenditures appropriately in recognition of customer demographics. If the bulk of your business's customers are males between the ages of 20 and 40, the bulk of your displays should probably be shaped to catch their interest. • Be careful of pursuing merchandise display designs that sacrifice effectiveness for the sake of originality. • Make certain that the cleanliness and neatness of the display is maintained. • Do not overcrowd a display. Customers tend to pass over messy, busy-looking displays. Instead, Ralston and Foster affirm that "a display should feature a single item or point of interest…. Every primary article [in a display] must interact with every other so that they all come together as a group. If they don't it will look as if there is not one design, but several. • Combine products that are used together in displays. For example, pairing ski goggles with other outdoor apparel is apt to be more effective than placing it alone or with some other product that is only tangentially related to skiing. • Small items should be displayed so that would-be customers can get a good look at them without having to solicit the help of a member of the staff. • Pay attention to details when constructing and arranging display backgrounds. For example, Foster and Ralston counsel business owners to "avoid dark backgrounds when customers will be looking through a window, since this makes the glass behave as a giant mirror." • Merchandise displays can sometimes be utilized to educate customers. A well-conceived display could, for example, illustrate a product use that may not have occurred to most customers. "In addition to selling actual merchandise, display can be used to introduce a new product, a fashion trend, and a new 'look' or idea," explained Martin Pegler in Visual Merchandising and Display . "Display can be used to educate the consumer concerning what the new item is, how it can be worn or used, and how it can be accessorized. The display may also supply pertinent information, the price, and other special features."

All of these considerations need to be weighed when putting together a merchandise display. But ultimately, the final barometer of a display's worthiness is its ability to sell products. As Martin Pegler bluntly stated, "The test of a good display today is: Does it sell? "

Ray, Susan. "Merchandising Concepts are Solid as Rock." Amusement Business. September 27, 1993. Reese, Shelly. "Congestion, Distractions Weaken Sales Value of Endcap Displays." Stores. February 1997.

Read more: Merchandise Displays - Keys to successful merchandise display http://www.referenceforbusiness.com/small/Mail-Op/Merchandise-Displays.html#ixzz1VOiUJUi1

Appendix #2 – Sales and Operations

Most of these practices apply to cooperating services for the sale of interpretive and educational materials, as described below.

SALES

Review and Approval of Sales Items

Quality control. Agency approval is required for merchandise offered to the public. This is primarily a mechanism for quality control. It assures that the sales operation will comply with the purposes of the cooperating association agreement and the USFS’s customer service goals.

The USFS approval is also an important protection for the cooperating association. The association has significant advantages over commercial enterprises because it operates in a prime location for visitor contact, at little or no cost for facilities, in a tax-exempt environment. Concessionaire or other merchants may claim unfair business competition if they see questionable practices.

Shared responsibility. The sales operation is a cooperative enterprise, and its success depends on mutual understanding and shared responsibility. The partners should agree on a timeline for reviewing requests— usually 30 days or less—and a procedure for expediting decision-making when necessary.

• Prompt review by the USFS is important so the association will have time to order stock or make other inventory changes. • Timely approval may make the difference in whether items are available for the prime selling season and for special events. • Timing may also affect the association’s budget and sales projections.

Fair market value. The USFS also approves prices for merchandise. The parties should agree on a procedure for setting prices and for dealing with price changes on previously approved merchandise. Associations agree to sell items at fair market value. Fair market value can be determined by comparing similar items sold elsewhere under similar conditions, allowing for seasonal variations, visitation, and other factors. Consistent and justifiable pricing is especially important when an association sells the same item at more than one location.

Sample item. A sample or review copy of the item should accompany all requests for approval. In the case of works in process, the work needs to be very near completion in order for the quality of the finished product to be evaluated.

Declining an item. If the USFS declines to approve an item, the reasons should be documented and explained clearly. This documentation will be especially important if an author or producer protests the USFS’s decision. The best protection against challenges is to have a clear plan for merchandise selection, with justifiable criteria that are objectively and consistently applied.

Importance of approval process. The USFS official having approval authority has the burden of determining what merchandise will be offered to the public through the association’s sales outlet. He or she should not take that responsibility lightly, nor let personal biases affect decisions on merchandise selection or pricing.

Established associations have experience in selecting and producing quality merchandise, and the official reviewer can usually rely on an association’s expertise in providing an appropriate sales mix. Less experienced buyers and reviewers will learn this over time.

In general, buyers and reviewers should recommend only items that appear to be consistent with agreed upon criteria. In the end, however, the decision of the authorized USFS official prevails.

Tools for the Review Process

Two tools that can help the review and approval process are the Sales Item Review Form and the Scope of Sales Statement.

Sales Item Review Form

This is a simple form that accompanies items submitted for agency approval and standardizes the review and record keeping. Typically, the form includes the following:

• Space to identify and briefly describe the item and the suggested retail price. • A checklist of key questions or review criteria for determining whether the item is appropriate for this outlet and how it fits into the outlet’s scope of sales matrix. • Why an item is being requested and by whom. • Space for a statement of approval or disapproval. • A place for the reviewer to sign and date the form.

The review form should be prepared in duplicate so that both the authorized USFS reviewer and the cooperating association retain copies for their records. Using a standard fill-in form expedites the documentation and helps achieve consistency in the review process.

Scope of Sales Statement

The statement or matrix is a joint document that establishes the primary and subsidiary themes for the area and provides a strategic way to plan an effective sales line. It serves many useful purposes, such as: Apportioning the space for various types of items.

• Providing for a cross-section of sales items in various price ranges and for different audience segments. • Providing guidance for seeking out or developing new products. • Providing a basis for reviewing potential sales items. • Justifying decisions if selections are criticized.

Collaborating on a Scope of Sales Statement is a useful planning process and one of the best methods to ensure that the cooperating association sales outlet is an integral part of the site’s overall interpretive program. It not only helps determine merchandise priorities but also encourages the partners to seek appropriate materials to fill the gaps. The partners should update the statement periodically and apply it consistently as part of the selection and approval processes.

Criteria to Consider When Reviewing Sales Items

1. In considering proposed sales items, the reviewer should be able to answer “yes” to the following basic questions:

• Is the item consistent with the USFS’s mission and interpretive and educational programs? • Does the item relate directly to the interpretive or educational themes of the site or locale where it will be offered? • Does the item contribute to the public’s understanding, appreciation, or enjoyment of resources on public lands and the surrounding areas? • Will people buy the item? It does no good to have an item that meets all these criteria but gathers dust on the shelf because nobody wants to buy it.

2. The items must meet the following minimum requirements:

• The item is not illegal or considered hazardous. • The item does not violate conservation laws or principles. • The item does not promote unsafe or resource-damaging activities. • The item presents accurate information in a tasteful way. • The item’s manufacture and packaging are of appropriate quality. • The item does not infringe on applicable contract rights of a concessionaire. • The item does not promote discrimination or show prejudice to any individual or group because of race, religion, gender, color, age, physical or mental disability, or national origin. • The item does not include erroneous information about the USFS. Items that are critical of the USFS may be approved if, in the opinion of the State Director, offering the item is a useful public service. • The item fits into the overall balance of interpretive sales items.

3. Additional association business considerations

• Available shelf life and space. • Whether the proposed item fills a specific need and complements other items in the inventory. • Whether the item duplicates something already available. • The potential market and customer interest. • Purchasing terms.

4. Concessionaire permits. In areas where no concessionaire or commercial outlets are located, or when concession operations are closed, the USFS may permit a cooperating association to sell non- interpretive visitor service items through a concessions permit. Visitor service merchandise includes film, firewood, crayons, scissors, sunscreen, insect repellent, nonalcoholic beverages, postage stamps, or other items deemed appropriate to the USFS’s customer service responsibilities.

OPERATIONS

Sales Facilities

Sales outlets operated by cooperating associations on behalf of the USFS vary widely, from a single bookshelf or pushcart to full-fledged bookstores. They may be located wherever the Bureau and the association agree to have a sales operation, such as a FS management office, visitor center, public lands information center, or other public building. The USFS reserves the right upon written notice (usually 90 days) to relocate the facilities if needed. Provisions for using the building, on-going maintenance, and

34 other issues of occupancy or management of a structure on public lands should be included in the site agreement.

Sales Area Display and Signs

The association’s sales outlets will likely be primary points of contact for visitors to public lands. The outlets may affect the visitor’s impression and enjoyment of other facilities and programs associated with the USFS. Sales outlets should be clean, properly lit, well organized, and safe. Merchandise display should be in good taste and in keeping with the general design and decor of the facility.

Effective merchandise display is an art. Training in design and merchandising can be very helpful in increasing sales and making the most of small spaces and low budgets. The Association of Partners for Public Lands and the Museum Store Association, among others, offer training on sales area design. Training is especially important for a new association that is inexperienced in merchandising.

To the extent possible, display areas should accommodate special visitor needs. The following guidance may improve audience accessibility:

• Display merchandise at a level to be seen by wheelchair users and people of short stature. • Place items that cannot be reached in an area where assistance is readily available. • Provide for comfortable movement of all visitors through the display area, including those using wheelchairs. • Place children’s items low enough to be seen. • In selecting and developing merchandise, consider audiotapes, captioned videos, tactile objects, foreign language translations, and other ways to provide interpretation to visitors who have special needs.

Every association sales outlet should prominently display a sign that identifies the area as a nonprofit activity of the cooperating association at that site. Such signs are important because:

• They distinguish the sales outlet from a concession, any other for-profit operation, or the agency’s operation. • They explain the presence of sales personnel in a Federal facility. • They explain that proceeds of sales benefit the interpretive and educational mission of the USFS.

Signage should be compatible with the decor of the facility where the sales outlet is located. The partners should jointly agree on the sign’s design and text. A similar message might be included on bookmarks, bags, or merchandise tags to explain the purpose of the operation and to encourage sales. Here is sample text:

“This sales outlet is operated by (name of cooperating association), a not-for-profit cooperating association working in partnership with the U.S. Forest Service. Proceeds from the sales at this outlet help support the educational and interpretive programs of the U.S. Forest Service.

Appendix #3 – Design Guidelines

Appendix #4 – Visitor Contact Training

Training in customer service can focus on the particular tasks associated with each position. For example, a guide with responsibility for leading visitor hikes and delivering interpretive messages must have a greater skill in visitor service than a member of the science staff with little direct visitor contact. The primary visitor contact or front desk function in a visitor center is critical to Eco tourist service. Thus we provide an example of training front desk staff receives in the USFS.

Visitor Service - Front Desk Sense

Welcome to the Front Desk. You have a very important responsibility working the frontline of Forest Service offices. For some of you, working the front desk may be a major part of your job, while for others it may be a small part. Each one of us, from receptionist to ranger to staff specialist has the responsibility to do our best to serve our visitors. The impression you project to our National Forest visitors reflects not only on you, but on the agency. You provide the essential communication link to increase public appreciation of our natural and heritage resources and understanding of the role the Forest Service plays in the management of those resources.

Tips for Serving Visitors. Every Forest Service employee is a Customer Service Representative and every office, work site, and visitor center will be a Customer Service Center. The Customer Service pledge should be prominently displayed where the visitors can see it, and Customer Service Comment Cards should also be displayed in a nearby convenient spot for customers to pick them up.

Customer Service Pledge:

• You will always be welcomed with prompt, courteous service. • Our offices, work sites and visitor centers will be open at times convenient to our customers. • You will receive the services and information you requested, or we will explain why we cannot meet the request. • You will be fully informed of the processes required for grants, agreements, contracts and permits, and we will respond in a timely manner. • You will be asked regularly to help us improve our services and business practices. • Our facilities will be safe, clean, attractive and informative. • Our facilities and programs will be accessible to persons of all ages and abilities.

What is Available at Your Office? Make sure that visitors know they can obtain information services from your office. Post appropriately sized road and building identification signs where visitors can't miss them.

Set and post office hours that are convenient to your customers.

Provide a display with a local map and most needed information such as weather, road conditions, fire precaution levels, hazards, and campground availability, which visitors can access even when your office is closed.

Is Your Office Inviting? Keep the reception area uncluttered, attractive, and friendly. Provide seating where people can rest while they're waiting. Organize Forest Service publications, displays, and

45 interpretive association sales items so they are universally accessible. Don't keep radios and food on your desk.

Are You Approachable? Keep yourself neatly groomed and in a proper Forest Service dress uniform. Visitors like to know they're talking to someone official.

Do you enjoy working with people? Your friendliness and willingness to help make a lasting impression about the Forest Service and you.

Smile! Acknowledge people as soon as you can after they come into your office. Keep in mind, "If I were a visitor, how would I like to be treated?"

Try to avoid spending lots of time with one person when others are waiting.

Keep a map handy to show directions from the "You are here" location. Some offices attach a map permanently to the counter or laminate it. Consider having a relief map or a tactile example that people with sight disabilities can touch. What Do You Know About the Forest Service? Ask your supervisor for opportunities to go out into the field with resource managers to gain a better appreciation for the natural and cultural resources in your area and understanding of the role the Forest Service plays in managing the resources.

Ask questions about what the Forest Service is doing and why we are doing it. Keep current on both sides of controversial issues. Know which uniformed staff you can rely on to help you when visitors ask technical questions or become displeased over management policies.

What Do You Know About Your Area? Ask yourself, "If I were a visitor, what would be helpful to know to make my trip to the National Forests more enjoyable?"

• Schedule time on your own to gain first-hand experience of some of the popular recreational opportunities in your area. Know where to send people with limited time but who want to experience the best of your area. • Know areas that are universally accessible to which you can refer people with disabilities to enjoy. • Familiarize yourself with local tourism businesses and other public land management agencies that offer recreational opportunities such as the National Park Service and State Department of Natural Resources. • Develop Reference Files Develop a network of people and community organizations to refer visitors to as needed. • Know office emergency procedures and keep a list of emergency phone numbers handy. Whether it is a file, a notebook, or another system, organize reference information so you can get to it quickly and tell the people who fill in for you where it is located. • Wear Your Interpreter's Hat Where is the bathroom? How do I find my way to the next place? Once visitors' basic orientation needs are met, they are ready to ask informational questions about the local area, National Forest features, and points of interest. Then you can wear your interpreter's hat to provoke thought and reveal meaning to increase visitor appreciation for natural and cultural resources. Talk with Forest interpreters to learn about the skills of interpretation and how to make the subject come alive for your audiences. Inspiring visitors to care for their forests, understand management practices, and become involved in decisions is the ultimate goal of forest interpretation.

Dealing With Angry Visitors. While most visitors who stop in the office are on vacation and in a good mood, sometimes they are angry about something and want to take it out on the Forest Service. Visitors will voice their opinions about Forest Service management practices to you--a uniformed representative of the agency. Listed below are some tips for dealing with angry visitors.

• Don't take it personally. Usually, angry visitors are just angry at "the government" and not at you. • Keep calm. Don't let yourself get angry or emotionally involved. • Stay neutral. Don't agree or disagree, and don't offer your opinion. • Acknowledge their feelings. Don't argue or pass them by. Let them vent. • Stick to the facts. Only provide information you know is correct. Do not make up any answers. It is better to say "I don't know" rather than give false information. • Try to help solve their problem, and suggest they fill out a Customer Service Comment Card with their comments and suggestions. • Record the complaint in writing and give it to your supervisor with an explanation of the complaint and what you did. • Don't let the experience ruin your smile or contact with other visitors. Try not to let one unpleasant experience affect the way you serve your next visitor. Be friendly to all visitors.

What Are Visitors Asking? Keep a sign-in book for visitors to note where they are from and comments about their visit to the national forests. This book provides interesting reading to other visitors and is a good sampling of feedback from the public. Keep track of your observations and list the most asked and most unusual questions. Submit this information to your supervisor.

How Can We Improve Our Services? Take the initiative to analyze the front desk operations and make recommendations on ways to improve visitor services. The Customer Service Comment Cards will help in doing this after they are returned to you. Develop handouts and other methods to answer the most- asked visitor questions. Compile a front desk how-to manual for employees that fill in for you during absences. Share ideas with recreation interpretive staff, public affairs staff, and front desk personnel in other offices on better ways to respond to visitor requests for services and to convey Forest Service messages. Also send your ideas into the National Customer Service Team in the Washington Office so that they may be included on the FS Web and in future training programs.

Tips for Serving People on the Phone.

• First be sure that your listing in the local phone directory is accurate, up-to-date, and makes it easy for customers to find you. Most offices are cross referencing their listing--both under USDA and the Forest Service. Be sure to include your TDY number for the hearing impaired in this listing. • Can the customer hear you? Speak clearly and concisely. Use a friendly tone. If you're not sure how you're coming across, tape record yourself in action. • How do you greet people? Your greeting is the first thing people will hear, so keep it simple and familiar. "Good morning" or "Good afternoon" are cordial and appropriate. Your greeting also gives the listener a chance to become familiar with your voice. • Is it clear who the caller has reached? Keep your office identification message simple. If the length of your message is too long, it will confuse your listeners. "So and so Ranger Station or National Forest" seems to work. • Be quick and helpful. Answer questions or refer the caller to the appropriate person as quickly as possible. When you have to put the caller on hold, get back on the line in a reasonable amount of time. Remember to treat the callers just as you would like to be treated--with respect and efficiency.

• Requests for information. Keep a stack of envelopes handy. When callers ask for information to be mailed, write their address down on an envelope and note on the inside of the back flap what information is requested. At a later time when you fill the request, this procedure will remind you what to send and save you a step in addressing envelopes.

Good Customer Service is the Key! Your role in providing quality visitor services is very important and appreciated. The short amount of time you serve people can made a difference in their attitude about natural and heritage resources and the role the Forest Service plays in their management. What a great opportunity you have to talk to people from throughout America and the world!

Appendix #5 -- Creating a Site Plan

Before deciding where a particular facility should be located on site, develop an overall site plan of proposed activities and facilities. Locate them on the site plan; whether they are built or not. Keep this plan updated as facilities are installed and as direction for future proposals. Judge all proposals against this plan to determine how they are or are not compatible.

An inventory of the site is essential to determine how to best fit a project into the available spaces. First, consider the physical constraints and opportunities of the site. If time and resources allow, survey the entire site. Note existing features such as drainage patterns, topography, views, existing buildings, circulation patterns, vegetation types, utilities, and signs of wildlife.

Next list program requirements such as: trails, buildings, parking, toilets, signs, circulation, the need to separate public, private and utility spaces etc.

Next think about program relationships: Visitor center to parking, circulation and toilets; Private dwelling to public access; informational signs to circulation, etc.

Try to separate public, private and utility activities. Use fences, vegetative screening, and topographic changes to separate the public from private spaces.

Appendix #6 – Exhibition Accessibility

See: www.fs.fed.us/recreation/programs/accessibility/smithsonian.htm

Appendix #7 – Kiosk or Exterior Wayside Exhibit

Appendix #8 – Visitor’s Center Gift Shop Display (Photograph)

Visitor’s Center Gift Shop Display Fixtures

Old Sturbridge Village Gift Shop Sturbridge, MA

FIXTURES: Wall fixtures in the background. Table with 4-Sided Pinwheel Display and 3-Tier Table in the foreground.

MATERIAL: Almond Melamine

Wall fixtures provide a great deal of flexibility and tables prominently display a broad selection of merchandise. They are available in a wide variety of styles.

The Potter's House Christian Store, Valdosta, GA

FIXTURES: Flared Single-Sided Cases with Lighted Cornice and Custom Interactive Video Cabinet

MATERIAL: Almond Melamine

The color chosen for this Children's Department is neutral, making the bright colors of the children's products stand out. Notice the location of the video monitor on the left side of the photo, which is close to the floor for easy viewing by children. Plus, the use of props or seasonal elements, like the tree draw, attention to the department and attract customers into the area.

Appendix #9 – Exhibits and Displays, Interpretive Planning and Design Worksheet

FOREST SERVICE EXHIBITS AND DISPLAYS (FS Manual 2391/1643)

EXHIBIT AND FACILITY PROPOSALS FOR PROJECTS

The proposal is used for initial WO review and approval before contracting exhibit design, fabrication and installation and facility design and construction (if a new facility). The review and approval process will:

• Ensure that the budget is appropriate for the scope of the project (note that industry standards for exhibit fabrication and installation are $350 per square foot for static exhibits and $600 per square foot for interactive exhibits – add 30% for planning, design and project management and applicable percentages for cost pools and collection/agreement fees) • Ensure that the scope of work and interpretive planning for the project is well-developed, thorough and complete • Ensure that exhibits and facilities are accessible • Determine the appropriate method for contracting exhibit design, fabrication and installation • Ensure that qualified interpretive and other design professionals are utilized with roles and responsibilities identified • Ensure that a reasonable schedule is developed and funds are obligated in a timely manner • Identify future costs for operations and maintenance and sources of funding

The proposal is a single document describing a forthcoming project and includes information that is project specific. It should be thorough and comprehensive but it should not exceed 20 pages. A fully described interpretive plan and other project-related documents can be used as supporting appendices.

Include the following content in the proposal:

1. Purpose (including management goals) and Description of Project (direction as provided by Forest Plan, Recreation Site Facility Master Plan, Interpretive Plan, etc.) 2. Interpretive Planning Summary (obtain from Interpretive Plan, if completed)

a. Market/Audience/Visitation Statistics (NVUM) b. Planning Assumptions c. Inventory of Existing or Planned Interpretive Facilities in the Surrounding Area (identify if Forest Service or other entity) d. Overall Theme/Sub-Themes e. Proposed Media/Exhibits (including priorities and phasing if appropriate)

3. Facility Summary (obtain from Design Narrative/Prospectus, if completed)

a. Design Criteria related to exhibits b. Site Plan/Diagram c. Analysis and determination of the appropriate size of the facility (showing the rationale for square footage) based on visitor and market analysis, location and relationship to other similar facilities/experiences d. Building Space or Floor Plan/Diagram including Interpretive Association outlet if applicable

4. Accessibility (reference USDA Forest Service Exhibit Accessibility Checklist, www.fs.fed.us/recreation/programs/accessibility/smithsonian.htm and include audio description where appropriate). 5. Proposed Method/Process to acquire Exhibit Text Development, Design, Fabrication, and Installation 6. Project Team and Capabilities (project manager, interpretive specialist, contracting officer’s representative, resource experts, enterprise team, etc.) and Roles and Responsibilities 7. Project Schedule (identify design, fabrication and installation milestones) 8. Budget/Estimated Costs/Funding Plan (with partnership funding, if applicable)

a. Facility

i. Planning, Design and Project Management ii. Construction

b. Exhibits

i. Planning, Design and Project Management ii. Fabrication and Installation

c. Operations and Maintenance (staffing and facility) including the potential source of future funding (a business plan may be required for larger facilities). Provide a copy of the agreement if a cooperator is involved in O & M. d. Evaluation and Monitoring

Interpretive Planning and Design Worksheet

I. INTRODUCTION

The Rocky Mountain Center for Design and Interpretation (CDI) is pleased to assist you in the planning, design, fabrication, and implementation of interpretive media/products at your site. Please provide the information below in order to help us understand your project and provide more accurate cost estimates and schedules to achieve your interpretive goals. This information will be incorporated into a Project Plan and Agreement that will be produced by CDI and approved by your forest. Should you have any questions please contact us at (303) 275-5177.

II. BASIC INFORMATION

Date Name

Phone E-mail

Forest District

Interpretive Site:

Partners: List any partners, their relationship to your particular project and type of agreement. 1. 2. 3.

III. BASIC CONCEPTS

Briefly describe the need and purpose of the project (visitor experiences and/or behavioral objectives), your vision and expectations, and why you need interpretive media at this site.

Does your forest/district have a current Master/Interpretive Plan that covers this project? Yes No If yes, list name and date of document.

IV. INTERPRETIVE PLANNING AND DESIGN

Please check the applicable product(s) for your project.

Products Size Quantity Interpretive or Exhibit Plan Visitor Center Remodel Visitor Center Exhibits Wayside Exhibits (Sign Panels) Trailhead Kiosk/Bulletin Board Self-Guided Trail Signs Brochure/literature Other/Please List

Theme and Subjects/Topics State in one sentence the message (theme) you wish to convey. This basically answers the question, “So what?” about your site or resource. Within that theme, what topics should be addressed? (List a theme for each exhibit followed by all subjects/topics. Example: Theme: High elevation, intense radiation, and harsh elements make the alpine tundra a fragile and unique environment. Topics: Alpine flowers, animals, adaptation, safety and succession.) 1.

V. EXHIBIT DEVELOPMENT AND FABRICATION

Sign Material The cost of materials for signs varies greatly in appearance, price and durability. Have you given any thought to the type of material you’d like to use for your project? (Check one or more)

Listed from the least to the most expensive

Digital PVC Anodized Aluminum Folia (High pressure laminate) Fiberglass Embedment Porcelain Enamel Other (Please list)

Mounting/Structure How will the sign be displayed? Does your forest have a standardized kiosk or structure that the exhibit will be mounted or attached? (If so, provide design drawings or contact name) Or will frame systems need to be purchased?

Technical Resources Will the forest provide resources, references, photographs, maps, text, and a list of technical experts the CDI staff can consult to achieve your interpretive goals?

VI. SCHEDULE AND BUDGET

Schedule When do you want your interpretive product installed in the field?

Budget Do you have an established budget and job code for this project? (Please note if funds are programmed in multiple fiscal years or if partners are contributing and the amount)

VII. WHAT HAPPENS NEXT?

Thank you for explaining your project. A CDI project manager/interpretive planner will contact you and review this worksheet. After that discussion, a Project Plan and Agreement will be developed that contains scope, schedule and budget parameters. We look forward to working with you!

Appendix #10 – Decorative Cement Façade (Photograph)