Public Participation Playbook

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Community Engagement Process Development Public Participation Playbook

Created by Public Participation Partners in association with Alta Planning + Design and City of Raleigh residents Community Engagement Process Development Public Participation Playbook July 2020

TABLE OF CONTENTS

I. INTRODUCTION 3 IV. DOCUMENTATION & REPORTING 53 1.1 Engagement Regulations and 4.1 Documenting Outreach...... 53 Guidelines...... 5 4.2 Communicating Results ...... 54

II. ENGAGEMENT PLANNING 7 4.3 Assessing Equity ...... 56 2.1 Draft The Public Engagement Plan. . . 8 V. SOURCES 57 2.2 Define the Decision Process...... 8 VI. APPENDIX 59 2.3 Define Public Engagement Goals and Objectives ...... 9 A. Meeting Types Chart...... 60

2.4 Identify the Public’s Role ...... 10 B. Visual Design Standards for the Visually Impaired...... 64 2.5 Research and Collect Data...... 12 C. Communications Methods Chart. . . . 67 2.6 Identify Potential Stakeholders. . . . . 16 D. Data Collection Methods Chart . . . . . 71 2.7 Select Engagement Tools and Techniques...... 22 E. Tradeoff Exercises/Activities for Interactive Public Engagement ...... 74 2.8 Select Communication Tools...... 29 F. Meeting Preparation Checklist. . . . . 76 2.9 Collect Input...... 32 G. Glossary of Terms...... 78 2.10 Using and Managing Public Input. . .37

2.11 Develop Performance Measures . . . .37

III. IMPLEMENTATION 40 3.1 Meeting Planning and Implementation ...... 41

3.2 Survey Planning and Implementation ...... 47

3.3 Communications Tool Implementation ...... 51

2 • Community Engagement Process Development • Public Participation Playbook I. INTRODUCTION

WHAT IS PUBLIC ENGAGEMENT? Public engagement for the City of Raleigh is The engagement professional’s any process that involves Raleigh residents in role is often to identify barriers city problem solving or decision-making and to participation and help uses their input to make sustainable decisions that affect their communities. people to overcome them. Professionals face increasing WHY IS IT IMPORTANT? responsibility to make it easier Public engagement fulfills the City’s for the public to become commitment to Raleigh residents by defining engaged and stay engaged in goals, identifying the needs of communities, and determining key audiences. It creates an a way that is meaningful and opportunity for City staff to ensure that the convenient for them.” decisions made reflect the needs of residents and provides a platform for residents to guide (Source: Planning for Effective Public Participation, those decisions. Foundations in Public Engagement, IAP2 International Federation 2016, p.21)

Community Engagement Process Development • Public Participation Playbook • 3 08 01 Develop Promote solutions that inclusivity to beneﬁt and serve ensure diverse the public’s participation. interests. 07 02 Produce plans, Build trust and policies, and partnerships between projects of higher the City and the content quality. An Effective people they serve. Engagement Process 06 Should... 03 Create transparency Help to create an that leads to greater outcome that is public support and beneﬁcial to all integrity of outcomes. parties involved. 05 04 Provide Educate the public opportunities for on city processes open dialogue, and problems and mutual learning, allow them to and shared explore solutions. knowledge.

Public participation can lead to well- impacts to their community and creates informed decisions when decision-makers opportunities for participants to become have complete information – in the form invested in the project outcomes. of community knowledge, values, and perspectives obtained from the public – As a result, decisions that are informed by that can be applied to the decision-making public participation processes are seen process. Decisions that incorporate the as more legitimate and are less subject perspectives and expertise of all stakeholders to challenge. Decision-makers who fully are more achievable and sustainable because understand stakeholder interests also become they consider the needs and interests of all better communicators and are able to explain participants, including vulnerable/marginalized decisions and rationale in terms stakeholders populations. In addition, public participation understand and in ways that relate to helps participants better understand project stakeholders’ values and concerns.

4 • Community Engagement Process Development • Public Participation Playbook 1.1 ENGAGEMENT REGULATIONS AND GUIDELINES WHAT IS REQUIRED? To ensure that the City’s policies, services, and activities do not discriminate against any individuals or exclude or deny them from participation, the following regulations and guidelines must be followed:

The Age Discrimination Act of 1975: Prohibits agencies that receive federal financial assistance from discriminating based on age.

The Americans with Disabilities Act of 1990: Ensures the rights of disabled individuals to participate and benefit from the services, programs, or activities of any public entity.

Title VI of the Civil Rights Act of 1964: Prohibits agencies that receive federal financial assistance from discriminating based on race, color, or national origin, including matters related to language access for limited English proficient (LEP) persons.

Executive Order (EO) 13166, Improving Access to Services for Persons with Limited English Proficiency: ¿? Requires agencies that receive federal Regulations & Guidelines financial assistance to ensure meaningful

Governmental Engagement Governmental access to Limited English Proficiency (LEP)* persons in the form of translated written materials, language assistance, and concise, understandable, and readily accessible documents and notices.

*An LEP person is any individual that does not speak English as their primary language and who has a limited ability to read, write, speak, or understand English.

Public agencies that receive federal financial assistance for transit and transportation projects are required to comply with all listed regulations.

Public agencies that do not receive federal financial assistance for their projects are not required to comply with Executive Order 13166 or Title VI of the Civil Rights Act; however, it is recommended that efforts are made to comply with the Americans with Disabilities Act.

Community Engagement Process Development • Public Participation Playbook • 5 • Provide project materials and/or notices to apartment complexes, schools and Types of project that only require ADA religious organizations. compliance: • Conduct public meeting and other • Transit corridor studies outreach activities in spaces that are • Transit design projects accessible for the disabled. • Transportation planning and design • Offer assistance for the hearing impaired projects that require environmental at public meetings by providing American studies Sign Language interpreters or provide • Corridor studies that require project information in writing and using environmental studies and/or graphics or other visual methods. federal permits • Offer assistance for visually impaired by • Census outreach and education using large print in written materials and following Web Content Accessibility Guidelines 2.0 (WCAG 2.0) for all online content. • Offer assistance to low-literacy individuals EQUITABLE ENGAGEMENT by ensuring that all written materials are PRACTICES written at an 8th grade reading level or less. Based on engagement recommendations • Conduct public meetings on various days and guidelines, it is recommended that the and times to accommodate the elderly, following practices be implemented for shift workers, and individuals with children. all city projects to ensure that the public • Conduct public meetings in locations that participation process is fully inclusive and are accessible by transit. does not limit or deny access to participation: • Provide an activity corner or childcare for all • Include statements on public meeting on-site public meetings. notices that access to language services and disability accommodations are available and provide requested services at public meetings. ◊ Example: “Assistance for Deaf and Types of projects that are not typically Hearing Impaired available; call 919-996- required to comply with federal #### (voice) or 919-996-#### (TDD) engagement regulations and guidelines at least # days in advance of meeting. unless federally funded: Assistance for limited ability to read, • Area Studies speak, or understand English available; call (Project Manager) at 919-996-#### • Capital Improvement Projects at least # days in advance of meeting. • Comprehensive Plans • Work with community-based organizations • Neighborhood Plans and other stakeholders to identify and • Ordinance Updates inform LEP individuals of outreach activities. • Park Plans • Include public meeting notices in local newspapers in languages other than English. • Provide public meeting notices on non- English language radio and television stations.

6 • Community Engagement Process Development • Public Participation Playbook II. ENGAGEMENT PLANNING

INTRODUCTION Planning for the public engagement process PLANNING FOR ENGAGEMENT is a crucial step in ensuring that engagement HELPS AGENCIES efforts are effective. Defining the goals and ☑☑ Define engagement goals objectives for the public engagement process provides clarity about the engagement ☑☑ Identify the community’s needs process. This step will help to minimize risk, ☑☑ Determine key audiences avoid unnecessary expenditures of effort ☑☑ Develop a method for measuring and resources, and reduce challenges to the success process. Ideally, engagement planning should begin before a project contract is advertised ☑☑ Ensure that a public participation to ensure that adequate staff time and process financial resources are allocated to support ✓✓ is needed the desired engagement process. ✓✓ fits the context of the project ✓✓ is based on a clear understanding of the challenge or problem

Community Engagement Process Development • Public Participation Playbook • 7 2.1 DRAFT THE PUBLIC 2.2 DEFINE THE DECISION ENGAGMENT PLAN PROCESS WHAT IS A PUBLIC ENGAGEMENT All projects require agencies to make decisions regarding how public funds will PLAN? be used. Public engagement must follow a A public engagement plan outlines logical and transparent process that allows the process of involving the public in a the public to understand how and why the decision-making process. It describes decisions were made. Agencies can lose engagement goals and objectives, identifies public trust by not involving the public in the key stakeholders, and outlines specific decision-making process or by waiting until approaches and tools used to accomplish possible or preferred options have already those goals. The plan should be used to guide been determined to ask for feedback. the implementation of public engagement activities for all stages of the decision-making To avoid this, it is important for engagement process that require public input. The plan staff to understand the project’s decision- can be an internal document or can be making process so that they can plan their made public to educate residents about the public engagement process to support city’s plans for outreach and dialogue. Public it. Without a clear understanding of what engagement plans should be designed to be type, how, and when decisions are made flexible based on the project and the public for a project, it is difficult to determine needs. It is necessary to create a clear and when and how to include the public in the detailed plan for your engagement process decision-making process. The Decision prior to implementing any engagement Process Checklist will help you to identify the activities. It is necessary to create a clear and decision-making process for your project. detailed plan for your engagement process prior to implementing any engagement activities.

WHY IS IT IMPORTANT? It is important to develop the public Plans for public engagement process based on the needs engagement help to: of the community, not the convenience of the project team or agency. This includes the selection of communication strategies Outline the steps that will be and engagement activities. The following taken at each public input point steps will guide you through the process of and the data used to support the developing an effective engagement plan.  selected methods and tools.

Offer consistency in  implementation of strategies. Provide clear guidance to document and measure the  effectiveness of engagement strategies that can provide insight for future projects.

8 • Community Engagement Process Development • Public Participation Playbook DECISION PROCESS CHECKLIST 1. Define the purpose for the project: 3. Define the public’s role: • What is the problem to be solved or the • At what points in the decision-making decision to be made? process can the public most usefully • What is the agency’s position on the contribute? project? • What information is needed from the • What types of actions are being public to make the decision? considered? • What are the potential obstacles to obtaining public input (known 2. Define the decision: controversy, budget, time, public • What decisions need to be made during distrust, etc.)? and as a result of the project? • What decisions need to be made after • Who will make the decisions? engagement and how will the public be • What information will be used to make involved in that process? the decision? 4. Determine how decisions will be • How will decisions be made? communicated: • How will decisions made at each level be communicated to stakeholders, the affected community, and the public?

2.3 DEFINE PUBLIC ENGAGEMENT GOALS AND OBJECTIVES The second step in the public engagement Objectives for public planning process is to identify the public engagement help to: engagement goals and objectives for your project. Setting goals is crucial for the engagement process because they determine Ensure that the public participation how engagement is conducted, and can help process is incorporated into you to understand the limitations, constraints,  the decision-making process and resources required to implement the engagement process.

When setting engagement goals, keep in Select the appropriate outreach mind how engagement regulations and tools and techniques and evaluate guidelines may apply to your engagement  engagement outcomes process. Other considerations include: • Why do you need to conduct public engagement? Make it easier to develop and • What do you hope to achieve from public  evaluate success measures engagement?

Community Engagement Process Development • Public Participation Playbook • 9 To make sure that your objectives are clear and reachable, each one should be SMART: • SPECIFIC: State what will be done, expected outcome, and those involved. • MEASURABLE: Define outcomes that can be measured and documented. • ACHIEVABLE: Ensure that expectations are realistic based on known constraints (ex. time, staff resources, financial resources, community capacity, etc.). • RELEVANT: Determine if outcomes of meeting the objective will support overall public participation goal and level on the International Association for Public Participation (IAP2) Spectrum. • TIME SENSITIVE: Set expectation for when objective will be achieved.

2.4 IDENTIFY THE PUBLIC’S ROLE The role of the public in the decision-making process will vary based on the project and the type of decisions. For example, a controversial project or a project with significant property impacts may require collaboration with the public at each stage of the decision-making process, including the development of alternatives and identification of the preferred solution. Conversely, a study update may only require the public to provide feedback on study alternatives or final recommendations.

It is necessary to identify the role of the public and the level of its participation in the decision- making process to determine what type of public engagement is needed to reach decisions.

IAP2 SPECTRUM The IAP2 Spectrum was designed to assist with the selection of the level of participation that defines the public’s role and the public participation goal that will drive the engagement process. Each level of public participation and the accompanying goal on the spectrum suggests that a commitment is being made to the public, and that the agency promises to take the identified action that will achieve the goal of the level selected.

Increasing level of participation Increasing level of participationIncreasing level of participationIncreasingINCREASING level of participation LEVEL OFIncreasing PARTICIPATION level of participation

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10 • Community Engagement Process Development • Public Participation Playbook Increasing level of participation

Chart 1: IAP2 Spectrum of Participation Inform Consult Involve Collaborate Empower To provide the To work directly public with with the public To partner with the balanced and To obtain public throughout the public in each objective feedback on process to ensure aspect of the To place final Public information to assist analysis, that public decision including decision making in them in Participation alternatives and/or concerns and the development of the hands of the understanding the Goal decisions. aspirations are alternatives and the public. problem, consistently identification of the alternatives, understood and preferred solution. opportunities and/or considered. solutions. We will work with We will look to you We will keep you you to ensure that for advice and informed, listen to your concerns and innovation and acknowledge aspirations are in formulating concerns and directly reflected in solutions and Promise to We will keep you We will implement aspirations, and the alternatives incorporate your informed. what you decide. the Public provide feedback developed and advice and on how public provide feedback recommendations input influenced on how public into the decisions to the decision. input influenced the maximum the decision. extent possible.

Stakeholder advisory Fact sheets, Public comment, Stakeholder committees, Example of websites, open focus groups, Workshops, Resident juries, consensus-building, houses, mailings, surveys, public deliberative polling ballots, delegated Tools participatory social media meetings decisions decision-making

(Source: Planning for Effective Public Participation, Foundations in Public Engagement, IAP2 International Federation 2016, p.29-30)

Community Engagement Process Development • Public Participation Playbook • 11 The public participation process involves a commitment to the public to provide them IDENTIFYING THE PUBLIC’S with information, communication, and access ROLE: to influence on the decision being made. Without clear expectations, the public may ☐ STEP 1: Determine what the public develop a wide range of assumptions about ☐ can expect from the engagement the public involvement process that are not process. intended and unable to be fulfilled. ☐☐ STEP 2: Identify what level of participation the decision-makers will support. When making promises to the public, it is ☐☐ STEP 3: Decide what influence the important to consider these three factors: public has and what things they cannot change. Use the Decision Process Checklist on page 9. Clarify expectations and commit ☐☐ STEP 4: Identify what assumptions/  to things that can be delivered. constraints may limit a decision. ☐☐ STEP 5: Based on the responses to steps 1-4, select the level of Follow through on the participation that best matches  commitment. participation goals.

Effectively and consistently communicate the  commitment to the public.

2.5 RESEARCH AND COLLECT Create the outreach area boundary using a GIS service (likely ESRI ArcGIS): DATA The next step of the engagement process is STEP 1: Analyze the area surrounding the thorough analysis of the social and economic project study area to determine which characteristics of the project area, and properties should be included. identification of potential stakeholders. STEP 2: Draw a boundary line around the desired area or create a buffer based on the 1. DEFINE THE OUTREACH AREA desired distance from the study area line, The project outreach area is a defined corridor centerline, or proposed resource/ geographic boundary that is used to identify service location. residents and stakeholders who are most STEP 3: Follow natural boundary lines (ex. affected by the project. The boundary is roads, parcel lines, natural features, etc.) when determined by (but should not be limited to) possible to ensure that whole properties are the defined project study area, and includes included. all directly impacted properties, and/or all persons most likely to use the proposed resource or service (ex: pedestrian shed).

12 • Community Engagement Process Development • Public Participation Playbook 2. CREATE A DEMOGRAPHIC PROFILE Building Community Relationships A demographic analysis determines the It is good practice to contact best methods for engaging residents within community leaders early in the the project outreach area and additional engagement planning process to: resources that may be required. By determining the diversity of a community, • Notify them of the engagement staff can create participation upcoming project. methods that can engage different • Ask for their advice on how stakeholders productively and create a more to best engage the groups inclusive engagement environment. that they represent. STEP 1: Using Census data, identify the • If they would be willing to assist with Census Tract Block Groups that encompass making the initial introductions. the outreach area. Do not include block groups with no residents. STEP 2: Locate the most recent American 3. HOW TO USE THE Community Survey data to collect the DEMOGRAPHIC PROFILE DATA following data for the outreach area and the Once special populations within the outreach city: area have been identified through Census • Race including Hispanic or Latino Origin by data, field visits, and community leader Race input, it is possible to customize engagement • Poverty Level strategies and determine the resources needed to reach each group. Refer to • Median Household Income Chart 2: Demographic Profile Engagement • Zero Car Households Considerations for more information. • Limited English Proficiency • Disability Status • Age • Educational Attainment • Housing Tenure

STEP 3: Compare the outreach area data to the city data.

STEP 4: Document notable presence of people of color, low income, or limited English proficiency, as well as disabled, youth, senior, and renter populations.

STEP 5: Conduct field visits, examine satellite imagery, consult with community leaders, and use other sources to help to identify groups that are too small to be noted at the Census geography level.

Community Engagement Process Development • Public Participation Playbook • 13 Chart 2: Demographic Profile Engagement Considerations

Demographic Profile Engagement Considerations

If there is a notable presence of people of color and/ or immigrant groups, then consider the following: Race • Are there any cultural, religious, political, or historical factors that may influence or serve as barriers to their engagement? (ex: appropriate meeting venues, meeting times/dates, perception of safety in government interactions, etc.). If possible, consider contacting community leaders to identify best methods to engage these groups. • Is it possible that these groups could be disproportionately or adversely impacted by the final decision? If yes, consider conducting small group meetings with these groups to identify ways to avoid or mitigate potential negative or adverse impacts.

If there is a notable presence of low income and/or zero car households, consider: Poverty • Holding meetings at multiple times of day and on weekends to accommodate shift workers. • Holding meetings in geographically accessible locations and/or providing transportation to/from meetings. • Offering child care and refreshments. • Ensuring that all online outreach uses mobile friendly platforms and do not require application downloads to view.

• According to N.C. Department of Transportation standards, if at least 50 adults of a Block Group’s LEP population within a language group speak English less than very well, then it is recommended that oral interpreters be provided at meetings and targeted media advertising be used to reach ¿? these individuals. • Federal guidelines state that if a language group that speaks English less than very well exists within the outreach area that either has 1,000 adults or makes up 5% of the aggregate population (with at least 50 adults), then translated meeting and notification materials should be provided.

Education • If there is a notable presence of residents with less than a high school education, consider lowering the reading level of all outreach materials.

14 • Community Engagement Process Development • Public Participation Playbook Chart 2: Demographic Profile Engagement Considerations (cont.)

Demographic Profile Engagement Considerations

After reviewing disability status data, if there are residents with disabilities within the project outreach area, consider: Disability • Providing American Sign Language (ASL) interpreters at public meetings by participant request (see the access to language services and disability accommodations statement on p. 5). • Following ADA accessible recommendations for print and visual materials. • Providing phone-in lines or video conferencing sessions for public meetings. • Providing staff to assist disabled participants. • Holding meetings in accessible venues. • Including a request for accommodations statement on all meeting notices. • Following Web Content Accessibility Guidelines 2.0 (WCAG 2.0) for all online meeting content.

Age If there is a notable presence of senior residents, consider: • Limiting the use of online or social media outreach and instead use direct mailers. • Following ADA accessible recommendations for print and visual materials.

If there is a notable presence of youth, consider: • Incorporating methods to obtain their input through essays, poster contests, video submissions, or interactive visioning exercises during public meetings.

Housing If there are renters living in the project outreach area, consider: • Ensuring that all mailed notices are sent to the property owner AND physical address. • Asking apartment property managers to distribute notices using their communication channels and/or to host popup events to allow the project team to engage residents.

Community Engagement Process Development • Public Participation Playbook • 15 2.6 IDENTIFY POTENTIAL 1. RESEARCH POTENTIAL STAKEHOLDERS STAKEHOLDERS The identification of potential stakeholders The first step to identifying stakeholders is to is an important step to making sure determine who will be directly or indirectly outreach and engagement efforts are impacted by the outcomes of the decision or effective, representative, and equitable. project. Stakeholders are typically individuals, groups, It is important to pursue local community or communities who have a vested interest support in identifying potential stakeholders. in or affected by the outcome of a project or Determine which organized groups and decision. individuals are interested in the project or There are generally three (3) types of decision’s impacts, or view the project or stakeholders: decision as controversial. • Primary stakeholders: People that are Seek out community leaders, gatekeepers, invested and will be directly impacted by a and organizations that have standing decision (ex: project area property owners relationships within a community to help and tenants) identify hard-to-reach groups or individuals. • Secondary stakeholders: People that are Hard-to-reach groups may include people indirectly affected by a decision (ex: project with limited English proficiency, immigrants, area commuters) religious minorities, indigenous groups, senior citizens, people with disabilities, families with • Tertiary stakeholders: People that are not young children, renters, new residents, and/ likely to be affected directly or indirectly or people who do not belong to organized by a plan or decision but still have an groups. interest in the outcome (ex: general public, developers*) Youth are another group that are traditionally left out of the decision-making process. Youth often serve as conduits for people of color, *may vary depending on the project persons with disabilities, and individuals with limited English proficiency.

Some specific types of stakeholder groups include:

• Property owners • Renters • Businesses • Indigenous nations/groups/ • Local, regional, state and band councils federal agencies • Educational institutions • Elected officials • Seniors • Civic associations • Advocacy groups • Interest groups • LGBTQQIA2-S communities • Communities of color • Limited English Proficiency • Labor organizations (LEP) individuals • Youth • Faith-based organizations • New immigrants • Neighborhood groups

16 • Community Engagement Process Development • Public Participation Playbook It is important to consider ways to engage SURVEY OF COMMUNITY youth and to make outreach activities more PREFERENCES accessible to them.

Community leaders, gatekeepers, As a part of the City Planning and organizations that have standing Department’s Community relationships within a community are often Engagement Study, Raleigh found in: residents were asked to identify • Church or faith-based organizations the barriers to engagement that • Homeowner associations they experienced during past City Planning Engagement efforts. • Resident groups and local organizations Barriers to engagement included: • Neighborhood groups • Lack of trust in the City • Senior groups • Lack of City transparency • Service groups • Did not feel input would be valued • Cultural groups • Not aware of outreach activities • Non-profits that provide services to groups • Inconvenient meeting times and • Schools or parent groups in the area locations

Approaching and recruiting these • Information not easy to understand gatekeepers and obtaining their support can • Not sure where to find information lead to successful outreach efforts. • Do not feel knowledgeable enough When developing a list of stakeholders, to contribute consider the following: • Are there specific communities that will be impacted/affected by decisions? • Are people already organized? • Who is typically not involved in the 2. IDENTIFY STAKEHOLDER ISSUES process? Before engaging stakeholders, answer the • What steps will you take to ensure the following questions to create a profile for each inclusion of impacted communities that stakeholder group. have not historically been involved in the • What is the issue? decision-making process? • What is each stakeholder level of impact? Once you have identified your list of potential • What is the level of concern among stakeholders, create strategies for: stakeholders? • Locating stakeholders and how they can • What area is the stakeholder located in best be reached. relationship to the project? • Informing stakeholders about the project • Are there any language barriers? or process. • Is there government mistrust? • Educating stakeholders on why it would be • Is there disagreement to the project? beneficial for them to be involved. • Is education on a particular topic • Informing stakeholders about how their necessary? views will be taken into consideration. • Building a relationship with stakeholders.

Community Engagement Process Development • Public Participation Playbook • 17 3. DEVELOP STAKEHOLDER • Attend neighborhood group or community RELATIONSHIPS organization meetings to introduce the department instead of a particular project. Developing stakeholder relationships can help to build trust, communication, and 4. COMMUNITY LEADER GROUPS understanding to bridge the gap for all parties that have a stake in the decision-making AND ADVISORY GROUPS process. Community advisory groups are special interest groups that represent their STEP 1: Schedule to meet with the communities and/or neighborhoods. They community leaders. assist with how local agencies provide services STEP 2: Develop a list of questions to ask. and bridge communication gaps between agencies and the general public. Community STEP 3: Find out what their issues and/or advisory groups meet on a regular basis and concerns are. are often appointed by City Council.

STEP 4: Explain how their feedback will Community Leaders be used throughout the decision-making process. Community Leaders or Ambassadors are community or organization leaders who serve The questions below will help you build a as a liaison between the community and relationship and begin to understand the agency and assist the agency with notifying, context and perspective that each stakeholder educating and involving residents in a project brings to a project. They will also help you engagement process. identify any other stakeholder voices that may be missing in the conversation. Community Leaders can serve as champions • What is the history of the community? for the project and help to ensure that their community is actively involved in • Who are the leaders or gatekeepers in the the decision-making process. Community community? Leaders are best used for engaging diverse • What other groups should we be talking populations and communities with a history to? of agency distrust, and can be used at a single • Which groups are not represented? step or engagement phase or throughout the decision-making process. Responsibilities for • What are some reasons why groups do not a Community Leader/ Ambassador include: participate? • Distributing outreach materials to their • What are some of the local gathering members. places? • Promoting outreach activities. • What are the best methods to reach and engage the community? • Hosting agency led stakeholder or small group meetings, community conversations, It is important to seek opportunities to or popups. engage stakeholders outside of the formal engagement process to develop relationships • Collecting resident feedback on behalf of that are not solely based on a transactional the agency. need for their input. • Look for opportunities to support the education efforts of community organizations and neighborhood groups by providing them with information on agency resources and services.

18 • Community Engagement Process Development • Public Participation Playbook A public advisory group cannot substitute for broader public participation. In addition, if a group does not appear to be representative of a broad range of perspectives, the public may object to an agency’s reliance on its advice.”

(Source: Foundations in Effective Public Participation - Techniques for Effective Public Participation, IAP2 International Federation, 2016 p.94)

Advisory Groups

Advisory groups are community volunteers appointed by City Council to provide oversight of the project planning process and ensure that decisions include a broad representation of the community. Selected members represent various project stakeholder groups. Members should serve as an important link to build a partnership and facilitate an effective information channel between the agency and community.

Appointed bodies like advisory groups are best used for controversial projects or when there are many decisions requiring some public input, but the public is worn out, and should be used throughout the decision- making process. Responsibilities for advisory groups include: from the general public. As it is critical that • Reviewing and commenting on the project these representatives best speak for the scope. community stakeholders, stakeholder analysis • Reviewing and commenting on the is the first step in establishing an advisory engagement scope and plan. group. • Providing input on the development of project concepts and final plan Conducting a stakeholder analysis helps to recommendations. establish encompassing representation of the • Distributing outreach materials to their community stakeholders. After the analysis, members. use recommendations from community leaders to choose members of the advisory • Promoting outreach activities. group. In the first meeting, establish rules, • Informing the agency of community objectives, and concerns/issues to be perspectives on project decisions. discussed by the group and work to address Community advisory groups are an efficient ongoing issues in further meetings. This way to engage stakeholder groups in the process is outlined in more detail in Chart 3: community without requiring participation Establishing a Community Advisory Group Process.

Community Engagement Process Development • Public Participation Playbook • 19 Pros and Cons of Using a Community Leader or Advisory Group PROS CONS • Assists with expressing views of people • One individual can drown out the that share the same thought process views of the entire group • New ideas often emerge • Group leaders may not always act in • Hold decision-makers accountable the best interest of the group • Opportunity to facilitate or change • Residents may not have knowledge the outcome of a decision on how to become part of certain  groups • Develop advice specific for the decision-makers • Members may not truly represent the community in terms of diversity • Access to high levels of information or perspective • Useful when the general public is • Lack of project understanding worn out can sometimes convey the wrong • Promotes public participation message to communities from the community  • Often are used in the place of • Helps to build relationships and obtaining input of the general establish trust between the public agency and community • Helps to resolve differences in a way that is acceptable to all parties

20 • Community Engagement Process Development • Public Participation Playbook Chart 3: Establishing a Community Advisory Group Process

Establishing a Community Advisory Group

Task Description

1. Stakeholder • Conduct a community profile to identify relevant affected and analysis interested groups and barriers to engagement. • Identify currently active committees. • Consider special interest groups. • Analyze potential groups/individuals to ensure relevance and capacity. Identify conflicts and alliances between stakeholder groups and provide insight into likely perspectives. • Provide ongoing opportunities for involvement as issues change or new residents become interested in/affected by operations.

2. Select the • Conduct an application or selection process to choose members of Community the advisory committee; seek recommendations from trusted Advisory Group community leaders. Members • Choose 5 - 12 residents (depending on the project scope) who are of different races, incomes, and educational backgrounds. • Make sure your final member selection represents the full range of perspectives on the project or decision.

3. First meeting • Clearly state the role, purpose, and objectives of the advisory group. • Conduct an icebreaker process to enable participants to identify themselves and share their values/perspectives. • Collaboratively determine the terms of reference, decide the ground rules, and determine the ongoing committee process, including reporting requirements, grievance processes, and communication networks (e.g. email lists, newsletters, websites). • Collaboratively determine if any important stakeholders are currently not represented through a brainstorm/mind-map/snowball sampling technique. • Determine current concerns/issues and where to gather more information for the next session. • By consensus or election identify a group chairperson. • Identify potential opportunities for education or training to ensure that all members have the same level of understanding of project topics, processes, etc. • Identify the resources or materials needed for members to support community outreach efforts.

4. Subsequent • Summarize the previous meeting and provide hardcopies of minutes, meetings terms of reference, ground rules, etc. • Set agenda for current meeting. • Work through issues and concerns. • Set up working committees where necessary to focus on specific concerns.

Community Engagement Process Development • Public Participation Playbook • 21 2.7 SELECT ENGAGEMENT Appendix A outlines the most widely used meeting types and includes information TOOLS AND TECHNIQUES on when each type is best used, the level There is no one-size-fits-all approach when of participation it elicits, and the resources it comes to community engagement. A required. Below are best practices for each range of activities are necessary to reach meeting type. stakeholders, engage the people most critical to the project, and encourage participation. FORMAL PUBLIC MEETINGS IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation SELECTING ENGAGEMENT

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By doing so before discussion tables. implementing an engagement strategy, can help to increase public interest and • Create a meeting plan for staff that details participation. the agenda, any staff roles, questions for the staff to ask, and any other necessary MEETINGS information prior to the meeting. Meetings can be useful to share information, • Consider who should be notified and what provide opportunities for participation, and tools to use for notification. to educate the public on certain issues or • Record and transcribe meeting. topics. Meetings can be used for either large • Consider childcare and refreshments. or small groups of residents. Identifying what type of engagement activities to conduct • Follow-up with meeting notes and during the meeting depends on the reason summaries and make available to for engagement and the level of participation participants. needed.

22 • Community Engagement Process Development • Public Participation Playbook IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation

Community Engagement Process Development • Public Participation Playbook • 23 SURVEY OF COMMUNITY PREFERENCES

Engaging Diverse Communities

CEPD Community workshop participants • Pop-ups – going where people already provided the following resident are recommendations for city-led public • Present new ordinances and procedures meetings: and changes at many existing • Small group meetings with affinity organization meetings such as CACs, groups (disabilities, immigrants, etc.) neighborhood associations, other • Streaming meetings online/engaging community groups like WakeUp Wake online (surveys) County or Power Up • Remote access – combine live meetings • Plug into what already exists with live streaming on Community TV

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24 • Community Engagement Process Development • Public Participation Playbook IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation INFORMAL PUBLIC MEETINGS

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This method is often meetings. combined with a short survey, conducted • Ensure that virtual sites and live meetings verbally, or on a tablet or survey card. Best are easy to access and mobile friendly. used in all phases of plans and projects. • Provide a call-in phone number for live • Fairs and Events: use displays or booths meetings. that are interesting and informative, and support a local fair or event by reserving a • Provide staff to monitor responses and/or space – great way to boost attention and comments. get notice from media. • Record live meetings and post to project • Use 3-4 hours and plan event around website. complementary events/fairs. • Provide online surveys to allow participants • Perhaps include comment cards/wall or to provide feedback. written summary of event to use feedback for decision-making. Formal • Use of fun materials (balloons, games, prizes, etc.) will make the exhibit IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation Meeting InformConsultInvolveCollaborateEmpower more engaging and encourage more Types participation (ex: at the Census Booth at

Focus Groups

Virtual Public Meetings

Community Engagement Process Development • Public Participation Playbook • 25 IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation

SURVEY OF COMMUNITY PREFERENCES

Engaging Diverse Communities

CEPD Community workshop participants foot, need meetings closer by provided the following resident • Have a table and free coffee at the recommendations for pop-up events: Walmart or somewhere with passersby. • The international grocery store on South Bring the meeting to the people, not Saunders just long, structured meetings • The Grand Asian Market • Get out in the open – host pop-ups at • The Hispanic grocery city parks, do outreach at sports events • Hotdog truck near ACE hardware – good • Make it social, not structured, at a bar or crowd, get a tent and info up next to it a restaurant so it’s enjoyable and not as big a time commitment • Caraleigh neighborhood near the farmer’s market – they are mostly on

26 • Community Engagement Process Development • Public Participation Playbook IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation

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Citizenextent advisoryCitizen possible.Citizen advisoryCitizen advisory advisory Fact sheets,Fact Fact sheets, sheets,Fact Public sheets, comment, PublicPublic comment, Public comment, comment, committees,committees, committees,committees, Fact sheets,Fact Fact sheets, sheets,Fact Public sheets, comment, PublicPublic comment, Public comment, comment, committees,committees, committees,committees, Citizen advisory Citizen juries,Citizen Citizen juries,Citizen juries, juries, Citizen advisory Citizen juries,Citizen Citizen juries,Citizen juries, juries, ExampleExample ofExample Examplewebsites, of of openwebsites, of websites, openwebsites,focus open groups, openfocus focus groups, focusgroups,Workshops, groups, Workshops, Workshops,Workshops, consensus consensus- consensusconsensus- - - ExampleExample ofExample Examplewebsites, of of openwebsites, of websites, openwebsites,focus open groups, openfocus focus groups, focusgroups,Workshops, groups, Workshops, Workshops,Workshops, consensus consensus- consensusconsensus- - - Fact sheets, Public comment, committees, ballots, delegatedballots,ballots, delegated ballots, delegated delegated Fact sheets, Public comment, committees, ballots, delegatedballots,ballots, delegated ballots, delegated delegated houses, mailings,houses,houses, mailings,houses,to mailings,surveys, mailings, establish public surveys, surveys, publicsurveys,deliberative public public deliberative polling deliberative relationshipsdeliberative building,polling polling building,pollingbuilding, building, Citizen juries, and openness. houses, mailings,houses,houses, mailings,houses, mailings,surveys,and mailings, public surveys, surveys, location publicsurveys,deliberative public public deliberative polling deliberativedeliberative building,polling pollingto building,polling discussbuilding, building, Citizen juries, proposed plans and ExampleTools Tools ofTools Toolswebsites, open focus groups, Workshops, consensus- decisions decisionsdecisionsdecisions ExampleTools Tools ofTools Toolswebsites, open focus groups, Workshops, consensus- decisions decisionsdecisionsdecisions social mediasocialsocial media socialmediameetings media meetingsmeetingsmeetings participatoryparticipatory participatoryparticipatory ballots, delegated social mediasocialsocial media socialmediameetings media meetingsmeetingsmeetings participatoryparticipatory participatoryparticipatory ballots, delegated houses, mailings, surveys, public deliberative polling building, houses, mailings, surveys, public deliberative polling building, Tools decision-makingdecisiondecision-makingdecision-makingdecisions-making Tools decision-makingdecisiondecision-makingdecision-makingdecisions-making social media meetings participatory social media meetings participatory Informal conversationsdecision-making can reveal unknown projects in smalldecision-making group setting. Agencies knowledge or opinions about the project and provide a conversation kit with discussion allows project staff to remain proactive in questions about projects or plans for the reducing conflict or tension. This method is participants in each group to consider. The best used with groups that typically are not kit may also include worksheets, feedback included or do not participate in traditional questionnaires, and directions for recording engagement activities, and with communities and returning responses. Agencies recruit with high levels of distrust in the agency. community volunteers to serve as hosts for • Consider the needs of participants when gatherings of 6-10 people. The meetings determining meeting time and location. take place in convenient locations such as over coffee or a meal as each host prefers. • Several conversations can be held in one This method is best used in planning and day to accommodate multiple groups. visioning phases of a project. • Consider what participants will need to know to participate in a discussion. Consider what participants will need to know to participate in a discussion. • Set a clear objective for the meeting and information you gather. • Set a clear objective for the meeting and information you gather. • Provide refreshments. • Give clear instructions to participants about • Provide participants a clear and activity. transparent explanation of the purpose of the meeting, how their feedback will be • Make sure questions or topics are clear and used, then follow through! easy to understand. • Prepare a few targeted open-ended • Provide a stipend for refreshments. questions to begin the conversation. • Be prepared to listen. • Do not become offended or react defensively to passionate comments. • Repeat comments to participants to verify understanding prior to writing them down.

Community Engagement Process Development • Public Participation Playbook • 27 MATERIALS DEVELOPMENT - PRESENTATION, BOARDS AND HANDOUT GUIDELINES Presentations, boards, and handouts can be visible features on the map used to convey information to the general • Place boards/displays at eye level for easy public. Materials should be clear and free of viewing by participant technical jargon. • Use graphics to make complex concepts Presentation guidelines more understandable • Present the problem and potential • Use content written at a 5th – 8th grade solutions reading level

• Keep the silde content concise Handouts • Include pictures and diagrams that are • Use clear and concise (short sentences clear and easy to understand and paragraphs) written messages in • Test the presentation prior to starting plain language • Keep presentations brief (5-15 minutes • Use graphics to make complex concepts plus Q & A) more understandable • Ensure that the presentation content • Use pictures of people from a broad does not exceed the allotted time demographic • Look and face the audience • Make sure the font size is readable • Speak clearly (minimum 11pt font; minimum 18pt font for large print documents) • Make sure presentation meets ADA requirements (reference in Appendix B) • Use content written at a 5th – 8th grade reading level Boards/Displays • Use color for visual interest • Make sure the boards and/or displays • Translate handouts based on language meet ADA requirements (large fonts, etc.) needs of participants • Minimize map details to include only ADA accessible recommendations for key road and area features and use clear presentations and handouts have been labels compiled from multiple sources and are • If a legend is used, make sure the referenced and listed in the appendix. information represented matches the

SURVEY OF COMMUNITY PREFERENCES

Engaging Diverse Communities

CEPD Community workshop participants • Having videos that act as a primer on provided the following recommendations complicated issues for Making Materials Easier to Understand: • Using visual aids • Explaining or not using jargon • Explaining the real impacts of a project • Having definitions available for those rather than being broad who aren’t knowledgeable

28 • Community Engagement Process Development • Public Participation Playbook IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation 2.8 SELECT COMMUNICATION InformInformInformInformInformConsultConsultConsultConsultConsultInvolveInvolveInvolveInvolveCollaborateInvolveCollaborateCollaborateCollaborateCollaborateEmpowerEmpowerEmpowerEmpowerEmpower ToTo provide provideTo the the provideTo provideTo the provide the the To workTo work directlyTo directly workTo work directlyTo directlywork directly publicpublic with withpublic public withpublic with with withwith the thepublicwith publicwith the publicthe withTo public partnerthe To public partnerTo with partner To thewith partnerTo withthe partner with the the with the TOOLS balancedbalanced andbalanced and balanced andbalanced and and To obtain publicTo obtainTo obtain publicTothroughout obtain public publicthroughout thethroughout throughout publicthe the in each publicthe public in eachpublic in each in each objective objectiveobjective objectiveEducation To obtain public throughout tProgramshe public in each objective feedback onfeedback feedback onfeedbackprocess on ontoprocess ensureprocess toprocess ensure aspectto ensure to of ensure theaspect aspect of theaspect ofTo the place of the finalTo place To place finalTo place final final Public PublicPublic Publicinformation information toinformation assistinformation to assistfeedback to assist to assiston process to ensure aspect of the To place final Public information to assist analysis, analysis,analysis,analysis,that publicthat thatpublic publicthat decision public including decisiondecision includingdecisiondecision including including makingdecision decision in making decision making in making in in them in themthem in themin analysis, in that public decision including decision making in ParticipationParticipationParticipation Participationthem in alternativesalternatives and/oralternativesalternatives concernsand/or and/or and concernsand/or concerns andconcernsthe and development andthe developmentthe ofdevelopmentthethe development hands of theof of the handsthe of handsthe of the hands of the of the Participation understandingunderstandingunderstanding the understanding alternativesthe the the and/or concerns and the development of the hands of the Goal GoalGoalGoalunderstanding the decisions. decisions.decisions. decisions.aspirations aspirations areaspirations aspirations arealternatives are arealternatives and alternatives thealternatives public.and andthe the public.and public.the public. 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There are twosocial media meetings participatory programs are decisionbest-making used for updates to maps primary techniques for sharing information and ordinances, projects involving changes for a public engagement process: Awareness to land use or transportation facilities, and campaigns and information/education provision of new services or amenities. programs. Education Program Tools: Appendix C outlines the most widely used communication methods and includes • Websites information on when each type is best used, • Videos the level of participation it elicits, and the • Fact sheets

Increasing level ofresources participation required. IncreasingIncreasing levelIncreasing ofIncreasing participation level level of participation levelof participation of participation • Blogs • Newsletters

Community Engagement Process Development • Public Participation Playbook • 29 PRACTICAL GUIDELINES FOR USING COMMUNICATION AND FEEDBACK TOOLS For web pages… For social media… Reading on screens is tiring for the eyes • Designate someone to manage and and people read 25% slower online, so users monitor these activities, even if the scan pages for relevant information. So project is not actively participating in keep it short by: social media. Monitor what others post • Putting key messages at the beginning about the project. (inverted pyramid). • Use links to avoid repeating details • Keeping it concise and direct by posted elsewhere. including one idea per paragraph. • Determine frequency – too often • Breaking text into digestible “chunks” is overkill but too infrequently is with clear, concise headings. ineffective. Develop a communications schedule based on the communications • Bolding relevant words and use bulleted purpose and project timeline. lists to make it easier to scan for content. ◊ Event announcements: post • Using plain language. two weeks prior and twice • Using action words and avoid the during the week of the event, passive voice. once on the day of the event. • Including internal sub-headings. ◊ Open survey promotion: post • Using links or attach documents for once a week throughout the additional information. comment period and two or three times during the final week, • Proofreading! Typos will send people including the day before the away from a page. close and the day of the close.

When preparing any type of communications, it is important to consider the following: • Level of complexity of the information and how the audience will receive it • Literacy levels and primary language of the intended audience • Audience’s access to technology in terms of both logistics and skill • How to communicate the information in a way that works best for the audience • The different meaning of words in different communities • Gender-specific protocols and sensitivities • Presenting all information in a transparent way (honest, factual, easy to understand) • Using multiple tools to deliver the information

30 • Community Engagement Process Development • Public Participation Playbook COMMUNICATING WITH DIVERSE GROUPS Effective communication strategies consider the diversity of the audiences that they attempt to reach. To ensure that messages reach all members of the community, it is necessary to use multiple communication tools and channels that are tailored to diverse residents. Consider using the methods described in Chart 4: Communication Methods for Diverse Groups to reach each identified group.

Chart 4: Communication Methods for Diverse Groups

People of Color Low- Senior Communication Method and/or Immigrant Literacy Citizens Groups

Using minority media sources (newspapers, radio and television stations) to distribute information  Using traditional media sources (newspapers, radio, and television stations) to distribute information   Limiting the use of technical jargon and use simple language and graphics that are clear and easy to understand    Providing materials and notices in languages that are most common to the outreach area  Providing printed materials and surveys  Using photos that are representative of the targeted groups in materials  Asking schools, local businesses, faith- based and community organizations to distribute notices, surveys and    newsletters Using direct mailers or door hangers    Placing placards and digital advertising inside buses  Using short videos and social media to convey information   Using large font and clear graphics in all materials 

Community Engagement Process Development • Public Participation Playbook • 31 SURVEY OF COMMUNITY 2.9 COLLECT INPUT PREFERENCES WHAT TYPE OF DATA IS NEEDED? In order to select the right method of data Engaging Diverse Communities collection, you must consider the information you want to collect, at what point in the CEPD Community workshop decision-making process it is needed, and the participants provided the following timeframe it is needed. recommendations for notifying the public of outreach opportunities: Step 1: Determine what • Use Facebook groups information is needed • Use #RalPol to highlight posts Based on the selected level of public • Create podcasts with short participation, identify which aspects of the rundowns on projects decision that the public can influence. For • Send emails to people interested in example, if the chosen level of participation specific subject or affinity groups asks the public to react to a predetermined rather than emails by project option, it is unproductive to structure the input approach to ask the public to develop • Mail postcards/flyers alternatives. When determining the type of • Put mailers in utility bills information needed, do not ask the public • Post signs outside and in local to make decisions that are outside of their businesses such as grocery stores authority or level of understanding. • Create neighborhood sharing Step 2: Determine when the circles that will distribute meeting information is needed information by word-of-mouth • Make use of the Raleigh TV Network It is always important to involve the public early on and throughout a decision-making • Have apartment complexes post process; however, it is necessary to know notification/flyer to each unit when to seek public input and when to • Distribute notices to community make the needed decision. Based on the centers and neighborhood selected level of public participation and associations level of public influence, determine at which • Distribute flyers at libraries, local points in the decision-making process coffee shops, churches, grocery can the public most usefully contribute. stores and other places where Based on the proposed project timeline, people congregate determine the timeframe in which public • Use street signs input is needed in order to be considered.

Step 3: Identify which data collection methods fit the context will be effective in collecting data from all residents. Once you have determined Different techniques are needed at different the type of information needed, and points in the decision-making process. For the timeframe that it is needed by, it is example, data collection methods that necessary to identify which data collection are best used in visioning processes may methods will support each stage of the not be effective in collecting data for final decision-making process, and will be recommendations. And not all techniques effective based on the targeted audience.

32 • Community Engagement Process Development • Public Participation Playbook DATA COLLECTION METHODS • Have each individual write their ideas down on (sticky notes, 3/5 cards, etc.). There are various methods for collecting input data from groups and individuals. In order • Provide opportunity for individuals to to collect feedback from a diverse group report to table group. of residents, it may be necessary to use a • Select a team spokesperson for placing combination of techniques including face-to- table ideas on provided sticky wall or flip face, written, and online feedback. chart and reporting to larger group. Appendix D outlines the most widely used • Have a facilitator and scribe to take notes meeting types and includes information during group discussions. on when each type is best used, the level • Resources Required: Meeting venue, sticky of participation it elicits, and the resources wall or flip charts taped to wall, sticky notes required. Below are best practices for the and marking pens, theme cards, facilitators common methods used to collect resident for each table. input. 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Cardstormingparticipatory can be useful decision-making gather for a few days to discuss the issues. for participants that are not comfortable During the meeting, participants are provided speaking or participating in a larger group with unbiased background material and setting. Use at workshops or other public information provided by subject matter events to generate input and identify experts and/or policy makers. Participants perspectives. Individuals are asked to think are then asked to discuss the issues in small about a topic then write an idea per note groups with trained facilitators. After this (hopefully 4-6 different notes) then post on deliberation, participants fill out the original the wall. Participants are then asked to sort questionnaire again. Deliberative Polling is cards by themes. best used to discuss complex issues which • Conduct in discussion table format. the public knows little about. • Give clear instructions to participants about • Randomly select a group of participants activity. that are a representative sample • Make sure questions or topics are clear and of community, based on gender, easy to understand. race, education and socio-economic background.

Community Engagement Process Development • Public Participation Playbook • 33 • Prepoll the community to create a baseline • Provide opportunity for individuals to to compare results of the deliberation. report their ideas to the group and write • Clearly define how the deliberation process them down on the flip chart. fits into the decision-making process and • Allow time for the group to discuss shared obtain clarity from decision-makers about ideas for clarity before voting and ranking. the extent that the deliberative process can • Ask participants to vote and rank the influence the decision to be made. recorded ideas, prioritizing them in relation • Plan enough time within the overall to the original question. engagement process to plan and • Document results. implement a deliberative process. • Resources Required: Staff to facilitate • Resources Required: Large meeting voting and discussion, paper and pens, flip venue, speakers, staff facilitators, charts and markers to record ranks, votes, independent moderator, information ideas. 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This technique at a large meeting to work together on the the decision. Citizenextent advisoryCitizen possible.Citizen advisoryCitizen advisory advisory Fact sheets,Fact Fact sheets, sheets,Fact Public sheets, comment, PublicPublic comment, Public comment, comment, committees,committees, committees,committees, Citizen advisory Citizen juries,Citizen Citizen juries,Citizen juries, juries, ExampleExample ofExample Examplewebsites, of of openwebsites, of websites, openwebsites,focus open groups, openfocus focus groups, focusgroups,Workshops, groups, Workshops, Workshops,Workshops, consensus consensus- consensusconsensus- - - Fact sheets, Public comment, committees, ballots, delegatedballots,ballots, delegated ballots, delegated delegated houses, mailings,houses,houses, mailings,houses, mailings,cansurveys, mailings, public surveys, surveys, be publicsurveys,deliberative public combined public deliberative polling deliberativedeliberative building,polling polling building,pollingbuilding, building,with Citizen juries, forums or workshops action ideas from the different circles. Study ExampleTools Tools ofTools Toolswebsites, open focus groups, Workshops, consensus- decisions decisionsdecisionsdecisions social mediasocialsocial media socialmediameetings media meetingsmeetingsmeetings participatoryparticipatory participatoryparticipatory ballots, delegated houses, mailings, surveys, public deliberative polling building, Tools decision-makingdecisiondecision-makingdecision-makingdecisions-making social media meetings participatory – use when groupdecision-making is not easily generating circles are used to engage many diverse ideas or working together. This encourages people on an issue without having them participation from all group members and meet at the same time and place to uncover prevents domination of the discussion by areas of agreement and common concern. an individual. This technique can be used • Rounds of circles can take up to 2 months to create a set of prioritized solutions or and include input from 10-50 circles of 8-12 recommendations that represent the group’s people. preferences. • This process could be used to supplement • Explain purpose and procedure of the or be used instead of community advisory meeting. groups. • Provide clear instructions for the activity • Develop and clearly define a coordinator and participant roles. role and identify a coordinator to work with • Have each participant write down their each circle. ideas for each question.

34 • Community Engagement Process Development • Public Participation Playbook • Develop a plan that includes program goals, geographic scope, plan for recruiting Incorporating demographic questions diverse participants, resources needed, how into surveys and comment forms participant feedback will be used and how allows the agency to track descriptive to report results. statistics about who is responding in • Recruit participants that reflect and public participation efforts and which represent the identified community. communities have yet to engage. • Identify and select a facilitator for each circle that reflects the community’s diversity and will be viewed as impartial. • Locate a secure venue(s) for each circle to INDIVIDUAL DATA COLLECTION meet. The following methods can be used to collect • Document the process, comments and feedback from individuals using in-person results of each study circle meeting. and online techniques.

• Resources Required: Staff to coordinate IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation circles, participant facilitators for each circle, meeting location(s), promotional/ recruitment materials, discussion materials,InformInform InformInformInformConsultConsultConsultConsultConsultInvolveInvolveInvolveInvolveCollaborateInvolveCollaborateCollaborateCollaborateCollaborateEmpowerEmpowerEmpowerEmpowerEmpower To provideTo the provideTo provideTo the provide the the To provide the To work directlyTo workTo work directlyTo directlywork directly public withpublic public withpublic with with To work directly public with with the publicwithwith the publicthewithTo public partnerthe public To with partner To the partnerTo with partner with the the with the balanced andbalanced balanced andbalanced and and with the public To partner with the balanced and To obtain publicTo obtainTo obtain publicTothroughout obtain public publicthroughout thethroughout throughout publicthe the in each publicthe public in eachpublic in each in each language translators, childcare, and objective objectiveobjective objectiveInterviews To obtain public throughout the public in each objective feedback onfeedback feedback onfeedbackprocess on ontoprocess ensureprocess toprocess ensure aspectto ensure to of ensure theaspect aspect of theaspect ofTo the place of the finalTo place To place finalTo place final final Public PublicPublic Publicinformation information toinformation assistinformation to assistfeedback to assist to assiston process to ensure aspect of the To place final Public information to assist analysis, analysis,analysis,analysis,that publicthat thatpublic publicthat decision public including decisiondecision includingdecisiondecision including including makingdecision decision in making decision making in making in in them in themthem in themin analysis, in that public decision including decision making in ParticipationParticipationParticipation Participationthem in alternativesalternatives and/oralternativesalternatives concernsand/or and/or and concernsand/or concerns andconcernsthe and development andthe developmentthe ofdevelopmentthethe development hands of theof of the handsthe of handsthe of the hands of the of the Participation understandingunderstandingunderstanding the understanding alternativesthe the the and/or concerns and the development of the hands of the Goal GoalGoalGoalunderstanding the decisions. decisions.decisions. decisions.aspirations aspirations areaspirations aspirations arealternatives are arealternatives and alternatives thealternatives public.and andthe the public.and public.the public. refreshments, flip charts, markers andGoal pensproblem, problem,problem, problem, decisions. aspirations are alternatives and the public. problem, consistentlyconsistently consistentlyconsistently identification identification ofidentification the identification of the of the of the alternatives,alternatives, alternatives,alternatives, consistently identification of the alternatives, understoodunderstood andunderstoodunderstood preferredand and solution.preferredand preferred solution.preferred solution. solution. opportunitiesopportunities and/oropportunitiesopportunities L and/orevel and/or and/or ofunderstood participation: and preferred solution. inform and consult opportunities and/or considered.considered. considered.considered. solutions. solutions.solutions.solutions. considered. to record comments. solutions. 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Community Engagement Process Development • Public Participation Playbook • 35 IncreasingIncreasingIncreasing level Increasinglevel ofIncreasing of participation level participation level of participation levelof participation of participation

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36 • Community Engagement Process Development • Public Participation Playbook 2.10 USING AND MANAGING 2.11 DEVELOP PERFORMANCE PUBLIC INPUT MEASURES The next step in the public engagement The final step in the public engagement planning process is to determine how the planning process is the development of data collected from the public will be used in performance measures. Performance the decision-making process, how the data measures are methods used to analyze will be managed, and how results will be and evaluate the effectiveness of a public communicated to the public. engagement process. Evaluation allows the agency to learn from each engagement STEP 1: Based on the selected level of public experience to improve outcomes both participation, determine and document how throughout the process and to inform future public input will be considered in the decision engagement projects. process. It is important to plan for evaluation before STEP 2: Develop a method for compiling and the public engagement process begins so managing public comments. that the appropriate data needed to conduct • Prior to collecting information, create the evaluation is collected throughout. a comment management system to Once engagement begins, it is difficult to track and analyze the data. Identifying a effectively determine what adjustments comment management system and the should be made to improve outcomes based appropriate data fields during the planning on what has been done if there is no basis for process will provide a consistent method measuring success or failure. for collecting data and will simplify the data entry and analysis process. The benefits of evaluation include: • Demonstrates the value of engagement to STEP 3: Determine how and when results will all stakeholders and decision-makers, and be communicated with the public. justifies the resources spent. Communicate to participants how their • Provides an understanding of what works, input affected the decision, a process for what does not work, and why. reporting on the participation and feedback • Ensures that successes are built upon and received and how the decision-maker will mistakes are not repeated. address comments is needed. To develop an appropriate process, consider the following: • Adapts an ongoing engagement process to increase its effectiveness. • How will participant questions be responded to? (ex. Individually in writing, • Captures learnings to help plan future FAQ lists, etc.) engagement processes. • How will the feedback loop be closed? (ex. • Ensures that engagement processes are Comment summaries, newsletters, etc.) meeting all regulations and guidelines. Evaluation can be quantitative (e.g. the number of people involved in the process) or qualitative (e.g. feedback from community members about whether they felt they had been listened to). A robust evaluation process will also include input from participants in the engagement process.

Community Engagement Process Development • Public Participation Playbook • 37 WHAT SHOULD BE EVALUATED? There are two main aspects of the engagement process that should be evaluated: the process and the results.

Evaluating the Engagement Process

The Process The Results

The process is the methods and tools The results are the outcomes of the used to implement the engagement engagement process. This involves the plan. It involves examining and results’ analysis of the engagement documenting the project’s activities process in comparison to the stated and processes. engagement goals and objectives. Methods should measure impacts over time.

To evaluate the process, develop To evaluate the results, develop methods to assess: methods to assess:

• If the public engagement approach • If the outcomes are a direct result of is relevant and realistic for the stage the public engagement process. of the decision-making process. • If the decision was influenced by • What information is being shared public engagement. with the public, how it is being • If the public is satisfied with the level shared, and if the information is of influence on the decision-making receiving the appropriate attention. process that they were given. • If all desired stakeholders are • If the overall results of the process involved, and if not, who is missing? justify the resources spent. • If participants represent a diversity of • If the lessons learned can be used in the interested and impacted public, future engagement processes. and if not, who is missing? • If the selected tools and techniques are appropriate for the selected level of public participation and participation goals.

Other considerations include:

• How much learning occurred?

• Did participants leave the process feeling better informed and able to participate in future processes?

• Did the project team learn things from the participants that resulted in better outcomes?

38 • Community Engagement Process Development • Public Participation Playbook HOW TO EVALUATE Step 1: What is success? Step 3: How will the data be collected?

Select the areas of the engagement process Once you know what should be measured, that are important in demonstrating the identify how the data needed for success of your approach. Next, identify measurement will be collected and how specific results for each area listed below that it will be used to evaluate the identified will help to measure performance. performance indicators. Example evaluation data collection tools include: project team • Public engagement goals including equity debriefs, participant feedback forms, goals interviews, exit surveys. • Level of public involvement • Participation objectives Step 4: What does the data mean and how will it be used? • Communication objectives • Engagement regulations and guidelines Determine how the results of the measurement data will be interpreted and Step 2: What will be used to presented. measure success? Evaluations should be conducted Select appropriate performance indicators throughout the implementation process that are observable (ex. changes in public (ex: after each outreach activity and phase, attitude) and/or measurable (ex. total number comment period midpoints) to confirm that of participants) to identify if the desired engagement goals are being met and that outcome for each area has been achieved. the process stays on course. This can be accomplished by obtaining feedback from project staff and participants and using the input to adjust the engagement process as needed.

Community Engagement Process Development • Public Participation Playbook • 39 III. IMPLEMENTATION

After a public engagement plan has been align efforts and avoid duplication. Contact created, it can be implemented through other departments at the start of your outreach efforts like public meetings and public engagement process to discuss the surveys. These efforts provide crucial public project and outreach plans and determine input through community participation if they have any past experiences with the that shapes decision-making. However, communities you are trying to engage, or are engagement planning does not stop once in aware of specific stakeholders that should be the implementation stage. Collaborating with contacted. other departments within your organization, coordinating logistics of public meetings, and It is also helpful to identify any upcoming developing a survey all require planning to outreach conducted by other departments ensure they effectively reach your community and any opportunities to collaborate to and create effective opportunities for public prevent participant burnout. participation and feedback. Likewise, if someone else from your agency does a project in the same location, your AVOID DUPLICATION OF knowledge may be useful to their project. The ENGAGEMENT EFFORTS sharing of project insights and stakeholder When planning to conduct engagement lists enables coworkers to pick up where you activities, it is important to identify other city left off, and the contact will still be engaged departments conducting engagement to with the organization even if not directly with you.

40 • Community Engagement Process Development • Public Participation Playbook 3.1 MEETING PLANNING AND IMPLEMENTATION MEETING LOGISTICS Proper planning for the logistics of community engagement activities is critical to sufficient resident turnout and participation. Consider the following logistical issues when preparing to conduct any type of public meeting.

LOCATION REFRESHMENTS Hold meetings in locations that are geographically close and familiar to Refreshments foster a more relaxed setting. communities or stakeholders. If possible, choosing a location within the Providing food at a meeting can be a way to study area is best because it creates a convenient, relevant location for increase meeting attendance. It allows parents residents to get to and makes travel easier. to pick up their child and come directly to the meeting. When people go home first to eat, their willingness to attend a meeting RESOURCES may wane and they may remain at home. Consider what types of resources are needed for successful engagement. Often having a meal at a meeting provides Depending on the stakeholders, you may need language services, neighbors an opportunity to get together and refreshments, or childcare. Depending on your meeting type, you may becomes a reason to attend the event. When have venue fees or need additional or specialized staff. Also determine choosing refreshments, make sure that the what outreach supplies and equipment are needed to effectively refreshments offered are appropriate for the advertise and conduct outreach activities, and to collect feedback. time of day, and fit the budget.

TIME BUDGET STAFFING Consider holidays (especially non-Christian When choosing an engagement Consider staffing availability holidays), other community events and activities, method, you conduct an honest when scheduling meetings. day of the week, and time of day when planning assessment of available resources Who will provide staffing meeting dates and times to best accommodate and funding that can be allocated to to help with meeting setup the diverse socio-cultural characteristics within outreach and engagement activities. and breakdown, station any given community. For example, evening Is your budget adequate to provide management, and/or meetings may not suit young families and the resources for materials printing, meeting facilitation? Do you elderly, and Wednesday evening meetings may advertising, communication, have available staff that can conflict with religious services. It is important venue and/or equipment fees, attend weekend or evening to provide alternatives to ensure representative refreshments, translation/ meetings? participation of any community. interpretation, and childcare?

Community Engagement Process Development • Public Participation Playbook • 41 The selected engagement strategies should SURVEY OF COMMUNITY match the resources available. In some PREFERENCES instances, an assessment to identify resources is needed to keep public engagement activities moving forward and smoothly. Engaging Diverse Communities Making adjustments to funding sources, internal staffing, and/or outside consultants Resident Recommendations for may be needed to assist in achieving the Handicapped Accessibility: engagement goals. For physical accessibility, there is a What should be considered when difference between legal and practical researching a meeting venue? accessibility. To accommodate physically handicapped residents, Check for ADA accommodations at the consider posting temporary signs meeting venue. Make sure that the space pointing to the accessible entrance, in which the meeting is being conducted is and posting a picture of the location on accessible via wheelchair. If the building has meeting notices to make the location many steps at the entrance without a ramp, more familiar. or the room of the meeting is an auditorium- style room with little space at ground level, it may not be the best choice for venue as it using venues that provide single-use can prevent individuals in wheelchairs from bathrooms. attending. Cost is also significant when choosing a Similarly, consider acoustics and ADA venue. Recreation centers at local parks may accommodations for sight/hearing. Is there be a great option to host the meeting/event a presentation or handout with written because they are not controversial, usually information for those hard of hearing to accessible, and can be low cost due to the follow along with? potential waiving of rental fees.

Ensure that room capacity limits are large It is also important to be aware of the enough for estimated attendance. Do not transportation options available to get to the book a room that can hold 50 people at event. Does transit service run nearby? Is capacity for a large public meeting with there enough free parking for all attendees? a presentation. Also consider the style of Is it a central location to the study area that meeting when considering capacity. An open many people affected by the project could house where participants visit stations, ask get to quickly by walking, bus, or car? Also questions, then come and go as they please ensure that parking is close by the meeting may not need as high of a capacity limit location, both for convenience and for ADA as a meeting where participants sit for a purposes. presentation. Another factor to consider with capacity limits is the size of the study area population. Meeting Preparation Checklist Some meeting locations may be controversial and discourage residents from attending. A meeting preparation checklist can For example, while churches often can help ensure that all required materials accommodate a number of people, those are prepared and collected ahead of a that are not religious, or are of a different faith meeting. Refer to Appendix F: Meeting than the church, may feel uncomfortable Preparation Checklist for a sample attending a meeting there. Also consider checklist.

42 • Community Engagement Process Development • Public Participation Playbook SURVEY OF COMMUNITY PREFERENCES

A survey was conducted as a part of the CEPD Study to identify City of Raleigh residents’ preferences for future City Planning public engagement. A total of 825 people participated in the online and paper survey. The survey asked about past experiences with City Planning outreach activities and events as well as what would make them more likely to attend in the future. Below is a summary of the results.

Which amenities would make you more When would you prefer to attend a likely to attend a public meeting? project meeting or other City event?

48% Free parking SM Tu W Th F S

35% Refreshments

22% Free transportation 53% Weekday evenings 32% Saturday mornings 30% Saturday afternoons

MEETING PLANS AND LAYOUTS If conducting a meeting virtually, include the What is a meeting plan? following information in the meeting plan: A meeting plan is an internal document that • Date, time, and location of the meeting outlines how an in-person or virtual meeting • Meeting purpose will be conducted and what resources are needed. It serves as the meeting agenda • Meeting format overview and instructional guide for carrying out the • VPM Site Sections or Agenda meeting. Meeting plans should be created • Meeting Materials prior to each event and used to provide meeting staff with instructions for meeting It is good practice to create a schedule for setup, staff assignments, and group activities. developing materials and notices for each Meeting plans should include the following meeting that factors in staff review time and information: Communications team lead times. • Date, time, and location of the meeting • Meeting purpose MEETING SETUP • Meeting format overview (refer to meeting When planning for a meeting it is important type chart) to consider how to set up the room to accommodate planned activities and to • Station descriptions or agenda outline with create a comfortable environment for descriptions participants. When deciding on the room • Meeting materials arrangement, consider the following: • Staff assignments • Does the space accommodate the desired • Supplies and equipment needed meeting format? • Floor plan setup schematic

Community Engagement Process Development • Public Participation Playbook • 43 • How will the information be presented? (ex. Boards, presentations, videos, discussion Room Arrangements for tables, etc.) Controversial Meetings • How much equipment is needed to present the information? (ex. Number of For projects with a high level of boards/easels, presentation podium/table, community concern or low public audience chairs, discussion tables and trust, the selection, planning, and chairs, etc.) management of the meeting space is even more important and can • In what order will the information be determine the success or failure of presented? the meeting. When planning for a • Is there more than one entry/exit? If so, controversial public meeting, consider: which one(s) will be used to accommodate • For group discussions, arrange the the desired traffic flow? seating to allow participants to look • Is there space for a welcome table? at each other. • How will comments be collected? (ex. • If presenting, use a u-shape, or semi- Comment box, electronic survey kiosk, flip circle setup for the audience and charts, etc.) remove barriers like podiums and • Is it necessary for participants to interact presentation tables to move closer with each other? (ex. Discussion tables, to the audience. group activities, etc.)

Once the space needs are determined, understanding of the selected engagement arrange the meeting room based on the tools and methods. most logical flow to present the desired information from start (entry) to finish (exit) Use the following steps when conducting while incorporating enough space around group discussions for small group meetings, information areas to accommodate the workshops, and community meeting number of people that you expect and to breakout sessions. allow other participants to maneuver. When arranging meeting rooms make sure that Step 1: Prepare for the Meeting displays are positioned to accommodate participants in wheelchairs, and that there is To prepare for facilitation, familiarize yourself enough space between areas for a wheelchair with the materials that will be used to to navigate. conduct the meeting and any group activity instructions. Create an agenda for the MEETING FACILITATION meeting and print a copy of discussion points, questions, and/or activity instructions for your A key component of successful public reference. engagement is effective public facilitation. Public facilitation can be defined as the Step 2: Create the Right Environment act of taking people through a group process with clearly defined outcomes. It Provide plenty of space and ample seating also includes encouraging participation set up in an informal manner. If possible, and a group commitment to meaningful adjust the room temperature to a level that results. Successful facilitation requires is comfortable for the group. Provide water communication and listening skills, credibility and refreshments for participants. Plan for within the community, expertise of the enough time for the group discussion and project, and adequate preparation and any needed breaks.

44 • Community Engagement Process Development • Public Participation Playbook Step 3: Establish Expectations SURVEY OF COMMUNITY PREFERENCES Clearly articulate the meeting purpose and intended outcomes, the role of the participants, and how the feedback shared Engaging Diverse Communities will be used in the decision-making process. Provide clear instructions for any group Resident recommendations for activities both verbally and in writing for facilitating community meetings: participants to reference. To help establish trust with meeting Step 4: Exercise Active Listening participants, Raleigh residents suggest that the City staff member should As you guide participants through the open the meeting by introducing discussion, do not provide your own opinions themselves to participants and or take sides. Be patient and allow each explain their role with the City and speaker time to think about a question before how long they have been in that role. responding and share their thoughts. Focus The staff facilitator should also give a on the speaker’s words and show verbal and brief overview of what City Planning non-verbal signs of listening. Reframe or does as a department. Meeting summarize participant responses to increase materials should be made available to understanding. Ask for clarification when participants in advance of the meeting necessary. to allow them to prepare for the discussion. And staff should consider Step 5: Manage Participation other ways to make meetings more personal and welcoming. Pay attention to which group members are participating in the discussion and provide opportunities for quieter participants to share their thoughts. Rephrase the content • Change activities of inflammatory or emotional statements to focus on the message while omitting • Reflect their statement back to them as a negative language used by participants. question (ex: “it always happens?”) Assign note taking or time keeping roles • Ask the group for their view on the situation to more vocal participants to allow other and then move the group forward participants with time to speak. Keep the discussion on track by redirecting to remain Step 6: Document Comments on topic or wrapping up a question to move on to the next. Document participant comments using note takers. Allow participants to review comments It is important to challenge any repetitive to make sure that all comments are captured. negative statements or behaviors of participants during the discussion. Use the For large-scale meetings or projects with high following techniques to address negative levels of distrust or emotion, consider using a statements or behaviors: professional facilitation consultant. • Move the focus away from the person by asking another participant to share their thoughts

Community Engagement Process Development • Public Participation Playbook • 45 DEALING WITH PUBLIC EMOTIONS • Clearly communicate the meeting purpose, agenda, and decision-making process. When the public experiences fear or anger, it is often difficult for them to effectively • Admit when a decision may not be fair to engage in a decision-making process. everyone involved and be fully transparent Consider using the following methods to about potential impacts resulting from the reduce and manage public emotions during decision. public meetings. • At the beginning of the meeting, provide • Conduct small group meetings at a participants the option to help establish location within the concerned resident’s the meeting rules. community. • Inform participants that project team • Conduct facilitated small group members will remain after to address any discussions during small group or large issues or concerns. public meetings. This will provide more • If there are time constraints and a lot of residents with an opportunity to speak participants, set reasonable time limits and directly with engagement staff without treat all participants the same. being overshadowed by more vocal • Do not take passionate comments or participants. Small group discussions also negative participant behaviors personally! allow engagement staff to better manage Remember that resident’s anger just any emotional scenes and prevent them means they are passionate about a from snowballing and makes it difficult particular project/decision, they are not for any one group or participant to take personally angry at you. control. • Provide passonate participants with the • Do not conduct open forum meetings to same treatment as other participants - discuss controversial decisions. If an open thank them for their comments, address forum is required, then hold a pre-small any questions that they have, and group meeting with concerned residents document their responses. to address issues prior to the public forum. • Use professional, neutral facilitator or team member with credibility to be viewed as more trusted by the audience.

PUBLIC MEETING BEST PRACTICES ☑☑ Focus on gathering information rather than just presenting prepared talking points. ☑☑ Ask people about their own experiences, needs, and attitudes on project-related issues, and ideas for improvements. ☑☑ Hold small group meetings, using facilitators and exercises to encourage interaction. ☑☑ Collect participants’ input visibly on maps, flip charts, in comment boxes, and through documented interviews. ☑☑ Document and share with participants how their input has been and will be considered and acted upon by decision makers. This helps build trust and encourage sustained participation over the long term. ☑☑ Follow up with participants on how their input has impacted programs or plans.

46 • Community Engagement Process Development • Public Participation Playbook SETTING MEETING GROUND RULES 3.2 SURVEY PLANNING AND The creation of ground rules is key to IMPLEMENTATION establishing participant expectations for group discussions. Ground rules are Surveys are an efficient way of collecting guidelines used to establish an acceptable public input for projects. However, proper code of behavior for participants during a survey planning and design are necessary meeting. The rules can be developed by the to ensure that surveys are completed by the facilitator and approved by participants or target audience and collects data that is developed by participants at the beginning relevant to the decision process. of the meeting. Ground rules do not need to be created for all public meetings. However, SURVEY PLANNING ground rules are best used for: Step 1: Develop Survey Objectives • Controversial project meetings The first step to creating a successful survey • Meetings with participants with a history is to develop specific objectives based on the of agency distrust types of data that are needed to make the decision. • All open forums meetings Step 2: Identify the Targeted Audience • Group discussions involving participants of diverse interests and opinions The survey participants should be representative of the area being studied Set aside time at the beginning of and survey results should not only describe the meeting to present and discuss the opinions of a select group (American predetermined ground rules, or to allow Association for Public Opinion Research, participants to develop a list of ground 2020). Having only a select group respond rules. Document the list of rules on a flip to a survey is a potential source of bias to chart or board that will remain visible to the results (Kelley, Clark, Brown, & Sitzia, all participants throughout the meeting. 2003). Knowledge of the outreach area’s Examples of public meeting ground rules demographics will help to guide the planning include: for survey outreach, including locating all • Silence all cell phones members of the population that should be asked to participate. The demographics • Let everyone participate should then be used throughout the • Don’t interrupt others while speaking comment period to measure survey • Listen with an open mind representation success and determine if additional outreach efforts are needed. • Respect other’s point of view, even if it is different than your own SURVEY DESIGN • Respect the groups’ time and keep comments brief and to the point Public surveys should provide participants with enough information to appropriately respond, while brief enough to hold their interest. Creating a positive user experience for online or paper surveys will help reduce misinterpretation of questions and participation break-off, making a survey’s results more accurate and successful (American Association for Public Opinion Research, 2020).

Community Engagement Process Development • Public Participation Playbook • 47 A well-designed survey should include the following components: • A description of the survey and its purpose, and identification of the agency/ department administering the survey. • The estimated amount of time it takes to complete the survey. • How the results of the survey will be used. • A note that participation is voluntary. • A privacy statement that informs participants that the information they provide will not be shared. • A description of the benefits or risks of participating, if any. • Contact information for the project team.

Adequate information should be given • Has questions numbered and clearly regarding the survey description and grouped by subject. purpose, but this information does not need • Avoids using technical language and to be excessive. The amount of information jargon. given should not unnecessarily extend • Includes explanations of unfamiliar the participation time (Sudman, 1998). To concepts and terms. ensure voluntary participation, the survey should allow participants to skip questions • Avoids use of all capital letters. or withdraw from the survey at any time • Does not require online survey participants (Webster, 2017). to login to submit their feedback. An easy to understand and successful survey: SURVEY ETHICS • Has clear instructions and headings to It’s crucial that surveys adhere to ethics to make the survey easy to follow. receive higher quality data. Without this • Avoids two questions in one (i.e. “Do you consideration, survey responses may be like sidewalks and crosswalks?”) where skewed or biased and therefore not be an a participant might like one but not the accurate representation of the population’s other.) perspective. Using an ethical approach to • Uses closed questions (like multiple choice) survey writing ensures each participant has a for questions with known responses. It is fair opportunity to provide feedback without also important to use closed questions misrepresentation. Ethical surveys help when there are only so many answers a capture accurate data and make participation person will be able to choose between. not only fairer, but more worthwhile for the For example, don’t make an open ended participant. question for “What would you like to see Here are some tips to consider for writing an happen at this intersection?” if there are ethical survey. only two possible options for changes. • Uses open ended questions (like short answer questions) for questions where the answers are unknown or numerous.

48 • Community Engagement Process Development • Public Participation Playbook Clearly state the survey’s purpose opinion on the issue. Whatever the reasoning behind it, it’s crucial to allow respondents to A critical part in writing an ethical survey skip a question if they do not feel comfortable. is letting the participant know what the Requiring an answer may cause participants survey is for and how their feedback will to drop out to avoid answering or they may be incorporated into the decision-making put a response that does not truly represent process. their perspectives, skewing results. This statement should be concise and clearly state the survey’s intent and how the input Leave the survey open for a reasonable will be used. amount of time

The purpose statement should also When planning for a survey it is important to mention confidentiality and guarantee that decide how long the survey should remain respondent’s personal information will not be open for comment. Include the deadline for shared in any summaries or reports without comment in the survey’s description. The their permission. You may also choose to let comment period length will vary based on participants remain anonymous throughout the project, however,. it’s best to leave it open the survey. for enough time for people to hear about the survey and take it, but not so long that the Ask specific and unbiased questions project is moving on and the survey is still collecting old data. Asking specific questions is a key part of creating relevant survey content. Specific Leaving your survey open for an extended questions should focus on a particular issue period of time expands access to the survey that requires feedback on and that can guide and allows for those that are interested project decisions. Questions that clearly to have ample time to participate. It also address a topic are more effective than vague gives engagement staff the chance to questions and limit staff’s need to infer what continue outreach and increase participation was meant by a particular response. Refer to throughout the life of the survey. With shorter Chart 5: Survey Questions to Use for examples time spans to take surveys, some may hear of how to use survey questions effectively. about it too late into the process and feel they do not have enough time to respond. One of the hardest parts of survey writing is formulating questions that are unbiased. Give the option for paper responses However, this is also one of the most important parts of survey writing. Biased Some participants may prefer to answer questions skew data and produce unreliable surveys on hard copies rather than online. results that cannot accurately be used to Provide ample opportunities for those that draw conclusions. Refer to Chart 6: Survey prefer this method to participate via printable Questions to Avoid for biased question types surveys through mail, email, or in person at to avoid when composing a survey. project meetings or events. If using a method other than emailing to collect completed Make all participation voluntary surveys, be sure to include a return address and postage to reduce participation barriers Giving a respondent the option to skip for those that prefer paper to online. any question they do not wish to answer is another important part of ethical survey Providing alternatives to internet participation design. Sometimes, participants may not removes barriers to involvement that may wish to share their answer to a question due stem from lack of Wi-Fi or technology access. to personal reasons or simply not having an This allows for more representative outreach than strictly online surveys.

Community Engagement Process Development • Public Participation Playbook • 49 Chart 5: Survey Questions to Use

USE Description Example

Mutually exclusive, Answer choices should cover all Ex: What is your age? exhaustive options possible options without overlap so • Under 18 years old for close-ended the respondent’s answer is clear. • 19-25 years old questions • 26-34 years old • 35-44 years old • 45-54 years old • 54 years old or older

Close-ended If there are limited alternatives for a Ex: Which proposed questions decision, do not ask open-ended community center design questions for what the respondent do you prefer? would like to see. Keeping the • A responses relevant and closed will • B eliminate confusion and irrelevant • No Preference answers. • Neither

Comments after This allows participants to include Ex: Please provide any questions additional information to comments about question 2 supplement close-ended questions. below.

Chart 6: Survey Questions to Avoid

AVOID Description Example

Double-barreled These ask about two things in one Ex: “Do you like the questions question. Respondents may feel proposed sidewalk and the differently about the two options, creation of a bike lane? but this type of question makes • Yes their perspective unclear. • No

Leading questions These questions use overtly Ex: Do you support the positive or negative language to beautiful new addition to encourage a respondent to the parkway? answer a particular way. These • Yes questions will create biased • No results. Loaded questions These questions include Ex: What do you love about assumptions about the the new median design? participant and require them to answer in a way that may not align with their actual opinions.

50 • Community Engagement Process Development • Public Participation Playbook 3.3 COMMUNICATIONS TOOL IMPLEMENTATION SOCIAL MEDIA BEST PRACTICES FOR VISUALS SOCIAL MEDIA POSTS ☑☑ Use City of Raleigh brand colors As more people have adopted social media ☑☑ Use strong contrasting colors; make use, the demographics of users has become sure the text color can be seen on the more representative of the American public. background Age as a demographic continues to show the ☑ Use color, white space, or sizing to most difference in social media usage with ☑ draw someone’s eye to a particular 90 percent of 18- to 29-year-olds using at least piece of information one platform in comparison to 40% of those 65 and older (Pew Research Center, 2019). ☑☑ Use consistent and easy to read fonts ☑ Use pictures that show the While social media can be extremely useful ☑ demographic diversity of the for reaching the public, social platforms audience present a great deal of information to each user and project information can get lost in ☑☑ Limit text on images/graphics to the the mix. Eye-catching posts and targeted ads bare necessities; when in doubt, use can help project information stand out and the post itself to convey important increase the efficacy of this versatile tool. dates, links, and messages rather than adding it to the image/graphic How to Create Eye-Catching Posts ☑☑ Research the best sizes for images/ graphics; as each platform changes, Simplicity and brevity are the two key so does the best size for posting elements to effective social media posts. The message should be short and convey only ☑☑ Create videos that are no longer than the most important information. Links to a 3 minutes when possible project website or survey can help reduce the ☑☑ Include closed captioning or subtitles information needed, as interested audience on videos so that the content can be members can click to learn more. Include a understood without sound call-to-action on every post to make sure the audience knows what their next steps should be. Targeted ads can reach people based on Social media posts should always be their location, demographics like gender and accompanied by an image, graphic, or age, income, personal interests, and more. video. Posts with visual elements have a When choosing the audience, it is important significantly higher engagement rate than to make the criteria as specific as possible. those without them. Limit the audience to the specific age-range, location, and interests that might apply. Targeted Advertising The first step to creating an effective targeted Many social media platforms offer an option ad is to determine who your intended for targeted advertising. Targeted ads use audience is and which platform will best the data collected from individual behaviors reach that audience. While Facebook is the online to assign characteristics to those most commonly used social media platform, individuals. When those characteristics are other platforms might be more appropriate chosen for a new targeted ad, the ads are for reaching your intended audience. For served to the individuals who have previously instance, Instagram tends to be more popular met that criteria. with non-whites and young adults that are 18- to 29-years-old (Perrin & Anderson, 2019).

Community Engagement Process Development • Public Participation Playbook • 51 The Pew Research Center is continually updating their statistics and can provide TARGETED AD BEST PRACTICES the most up-to-date information on social ☑☑ Include a graphic, image, or video that media usage. For more information visit the conveys the topic you are addressing Pew Research Center website at https://www. pewresearch.org/ and search for “Social Media ✓✓ Graphics should be in branded colors Fact Sheet.” and have minimal text ✓✓ Images should show people who The second step to an effective targeted represent your targeted audience ad is tailoring the ad design. Targeted ads should be just that: individualized for the ✓✓ Videos should include closed intended audience. Use images, graphics, captioning for ADA accessibility and and messaging that appeals to that specific for those who are scrolling without audience rather than a generic message that sound may appeal on a larger scale. ☑☑ Include a call-to-action that lets the audience know what you want them At the end of the allotted campaign time, to do (ex. “Learn more!” or “Take our review the ad insights. While the reach of a survey!”) post can be an exciting metric, it may not be representative of the ad’s success. Analyze the ☑☑ Use a concise message. Refer to Chart 7: click-through rate and cost-per-click; these Social Media Word/Character Count for metrics can say more about the ad’s efficacy Ads for more information. and what the return on investment was for the campaign. analytics of individual posts and targeted ads can help reveal successful strategies and If the cost-per-click was relatively high, do opportunities for improvement in future not automatically rule out social media ads campaigns. in the future. Take some time to determine what might have made the campaign more Engagement on social media promotes more effective. Was the correct audience targeted? engagement. Putting effort into growing a social Could the advertisement have been more media following and creating engaging posts visually appealing? Did the information will help these platforms reach more and more adequately convey the importance of the users. This, in turn, will result in a more informed message? Spending time to evaluate the and more engaged public in the future.

Chart 7: Social Media Word/Character Count for Ads

Social Media Platform Word/Character Count for Ads Facebook • Main text: 14 words • Headline: 5 words • Description under headline: 18 words Twitter • Text: 70 to 100 characters long • Hashtags: 6 characters (typically singular words) LinkedIn • Text: 25 words long • Articles: 19,000-2,000 Instagram • Text: 125 characters or less • Hashtags: 5 to 9 per post, each less than 24 characters YouTube • Video length: 3 minutes • Title: 70 characters • Description: first 157 characters appear in search results

52 • Community Engagement Process Development • Public Participation Playbook IV. DOCUMENTATION & REPORTING

4.1 DOCUMENTING OUTREACH that works best for you. Project databases should be created at the beginning of all Documenting and reporting back to the projects and maintained throughout the public on the input received and how it engagement process. was used in the decision-making process is necessary to bring closure to the engagement Before developing a database, make a list process. Once public feedback is obtained, of all the data that needs to be included. it must be organized and searchable for Some examples of the types of data to collect tracking, compiling, categorizing, and include: analyzing in order to be used in the decision • Dates of contact (ex. when the interaction process. took place) PROJECT DATABASES • How contact was made (ex. email, phone, mail, online, etc.) The first step in the documentation process is to accurately compile and manage • Contact information (ex. email, phone, engagement data using a database. There address, etc.) are many suitable database tools that can • Where contact was made (ex. meeting, be used to compile, track, and manage large online, pop-up event, etc.) volumes of engagement data. Select the tool

Community Engagement Process Development • Public Participation Playbook • 53 • Feedback results (ex. Comments, survey 4.2 COMMUNICATING results, comment notes from meetings and interviews, etc.), and issues raised RESULTS • Meetings – Types (ex. Public open house, Reporting the results of engagement focus group, etc.), dates, locations, number activities and project decisions builds of participants public trust and encourages ongoing engagement. When project decisions are • Demographic data (ex. Outreach area not communicated back to the public, demographics, participant demographics or not done so in a transparent or easy for each activity) to understand way, participants do not • Notification information (ex. Dates sent, understand how their input influenced the types, etc.) outcome and may lose faith in the process. It • Participant contact information and is good practice to provide a report of input participation record (attended meetings/ received by the agency and how it was used activities) after each public comment phase of the engagement process.

REPORTING SURVEY RESULTS To uphold the transparency and ethicality of a survey, results should be reported fully and objectively. This increases confidence in the agency by allowing the public to see the data and how it was interpreted. The final report should be distributed to all participants and posted to project websites for public viewing.

The survey report should include: • Information that allows non-participants to understand the purpose of the survey. • A copy of the survey questions. • Description of how the data was collected (ex. Online survey, in person, phone interviews, etc.). • How participants were contacted, how many people participated, and if there were any trends in demographics or characteristics of those who refused to participate. • Results of the survey and how the data will be used in the decision process.

The conclusions of the report should be based on the data gathered during the survey and not generalized past the scope of the project or the sampled population (de Jong, Hibben, & Pennell, 2016).

54 • Community Engagement Process Development • Public Participation Playbook Data should be summarized accurately and Documentation of outreach and data in a way that is easy to understand, following collected and reporting those summaries similar guidelines as mentioned in the Survey to the public are crucial to concluding an Design section. It is important that the report engagement process and maintaining not include any information that can identify community trust. Keeping a record of data participants individually unless permission and reporting out on it provides backing for has been given (Sue & Ritter, 2012). decisions made in the future and creates a point of reference if members of the public OUTREACH SUMMARIES question where a decision came from. Transparent communication of outreach An outreach summary is a report that efforts and their results create a more documents the results of outreach activities credible decision-making process and in conducted during the engagement process. turn, establishes stronger relations with the The summary can be used as a way to community. measure the success of outreach activities and can be helpful in educating the public and decision-makers about the benefits of public outreach. Outreach summaries can be composed after each phase of outreach and compiled into a final project engagement report. Outreach summaries should be completed for every project. Each outreach summary or engagement report should include the following information: • Project overview, including purpose of outreach. • Overview of all outreach activities, when they were held, and results of each (ex. Number of participants, participant demographics, etc.). • Communication methods used. • Data collection methods used for each public comment period and results of each. • Effectiveness of techniques used. • How public feedback was used in the decision-making process.

Outreach summaries should be written in a clear and concise manner, with limited technical jargon, and include graphics to depict data when possible. Outreach summaries and engagement reports should be distributed to all participants and posted to project websites for public viewing.

Community Engagement Process Development • Public Participation Playbook • 55 4.3 ASSESSING EQUITY QUESTIONS TO ASK DURING EQUITY ANALYSIS AN EQUITY ANALYSIS An equity analysis is an evaluation of • Which demographic groups the demographics reached during a participated the most? particular phase of a project. It compares the demographics of survey or meeting • Which demographic groups were participants to the demographics of underrepresented? the project study area. Once compared, engagement staff can identify which • What outreach activities were groups are underrepresented and can begin conducted during this activity or developing targeted outreach for future phase? engagement activities. • What communications were Equity analyses should be conducted after distributed during this activity or each phase of a project, if not after each phase? engagement activity. At the end of the • What outreach and project, each phase’s equity analysis should communication methods be compiled into one document for review. can I use to reach the This can help determine what worked well underrepresented populations in and what did not work well during the the next activity or phase of the engagement of the project to inform future project? projects.

The first and most important step to completing an equity analysis is preparing for one; voluntary demographic surveys should be available at all public events and on every project survey. This voluntary demographic survey should contain consistent questions with consistent ranges of answers (i.e. for an age question, the ranges of ages for each answer should be the same on each survey).

56 • Community Engagement Process Development • Public Participation Playbook V. SOURCES

REFERENCES

American Association for Public Opinion Research. (2020). Best Practices for Survey Research. Retrieved from American Association for Public Opinion Research: https://www.aapor.org/ Standards-Ethics/Best-Practices.aspx

Age Discrimination Act of 1975, 42 U.S.C. Sections 6101-6107 (1975)

Americans with Disabilities Act of 1990, Pub. L. No. 101-336, § 2, 104 Stat. 328 (1991)

Community Engagement Guide, 2016. Boston Metropolitan Area Planning Council, p.8

Dare, M., Schirmer J. & Vanclay, F. 2010. Handbook for operational community engagement within Australian plantation forest management, Cooperative Research Centre for Forestry, Hobart, Tasmania, Australia.

de Jong, J., Hibben, K. C., & Pennell, S. (2016). Ethical Considerations. Cross-Cultural Survey Guidelines, 794-842.

Executive Order 13166—Improving Access to Services for Persons with Limited English Proficiency, 65 FR 50121 No. 159 (2000)

Kelley, K., Clark, B., Brown, V., & Sitzia, J. (2003). Good Practice in the Conduct and Reporting of Survey Research. International Journal for Quality in Health care, 261-266.

Community Engagement Process Development • Public Participation Playbook • 57 Perrin, A., & Anderson, M. (2019). Share of U.S. adults using social media, including Facebook, is mostly unchanged since 2018 [Web log post]. Retrieved July 09, 2020, from https://www. pewresearch.org/fact-tank/2019/04/10/share-of-u-s-adults-using-social-media-including- facebook-is-mostly-unchanged-since-2018/

Pew Research Center (2019). Social Media Fact Sheet. Retrieved from https://www.pewresearch. org/internet/fact-sheet/social-media/

Shleyner, E. (2019, May 24). The Ideal Social Media Post Length: A Guide for Every Platform. Retrieved July 09, 2020, from https://blog.hootsuite.com/ideal-social-media-post-length/

Sudman, S. (1998). Survey Research and Ethics. Advances in Consumer Research, 69-71.

Sue, V. M., & Ritter, L. A. (2012). Planning the Online Survey. In V. M. Ritter, Conducting Online Surveys (pp. 14-32). USA: Sage Publications, Inc.

Teibel, Howard 2002. Five key elements can help lead to effective facilitation, Boston Business Journal, https://www.bizjournals.com/boston/stories/2002/06/10/focus5.html

Title VI of the Civil Rights Act of 1964, 42 U.S.C 21 § 2000d (1964)

Webster, A. L. (2017, September 26). Ethical Implications of Survey Questions. Retrieved from BizFluent: https://bizfluent.com/info-7746676-ethical-implications-survey-questions.html

ADAPTED MATERIALS SOURCES

2.3 Define Public Engagement Goals and Objectives Adapted from: Doran, G. T. (1981). “There’s a S.M.A.R.T. way to write management’s goals and objectives”. Management Review. 70 (11): 35–36.

2.6 Establishing a Community Advisory Group Process table Adapted from Community Engagement Network (2005) 18, p. 15–16

2.11 How to Evaluate Adapted from: Planning for Effective Public Participation, Foundations in Public Engagement, IAP2 International Federation 2016, p.97

3.1.3 Managing Participation Adapted from: Larkins, Kim, Tips for Facilitating Groups, KSL Training, 2020

3.2 Survey Design “An easy to understand and successful survey” list Adapted from:

Kelley, K., Clark, B., Brown, V., & Sitzia, J. (2003). Good Practice in the Conduct and Reporting of Survey Research. International Journal for Quality in Health care, p. 261-266.

& de Jong, J., Hibben, K. C., & Pennell, S. (2016). Ethical Considerations. Cross-Cultural Survey Guidelines, p. 794-842.

3.3 Communications Methods Implementation: Social Media Word/Character Count for Ads chart Adapted from Shleyner, E. (2019). The Ideal Social Media Post Length: A Guide for Every Platform. Retrieved July 09, 2020, from https://blog.hootsuite.com/ideal-social-media-post- length/

4.2 Reporting Survey Results Adapted from: de Jong, J., Hibben, K. C., & Pennell, S. (2016). Ethical Considerations. Cross-Cultural Survey Guidelines, p. 794-842.

58 • Community Engagement Process Development • Public Participation Playbook VI. APPENDIX

A. MEETING TYPES CHART B. VISUAL DESIGN STANDARDS FOR THE VISUALLY IMPAIRED C. COMMUNICATIONS METHODS CHART D. DATA COLLECTION METHODS CHART E. TRADEOFF EXERCISES/ACTIVITIES FOR INTERACTIVE PUBLIC ENGAGEMENT F. MEETING PREPARATION CHECKLIST G. GLOSSARY OF TERMS

Community Engagement Process Development • Public Participation Playbook • 59 A. MEETING TYPES CHART

Formal Meeting Types When It Is Best Type of Meeting Description Pros & Cons Resources Required Used - Staff to greet and staff to  Provides present Large-group information to a - Flip charts and markers Use when giving a Public Meeting meetings used to large group of - Sign-in sheets chance to vent (level of educate and give people - Refreshments frustrations, participation: residents the  Does not allow for - Presentation materials concerns, etc. inform and opportunity to ask everyone to speak and mics Generally last 2-3 consult) questions or give unless paired with - Room with chairs hours feedback small group arranged facing presenter discussions (chevron or semi-circle style is good)

 Structured so that - Agenda of meeting Public Hearing Meeting where Used to meet all participants who - Recording equipment (level of participants give regulatory or legal sign up have a (notes or video) participation: comments at requirements for a chance to speak - Venue with seating and inform and specific times project  Requires signing up microphone equipment if consult) in advance needed

Public forums - Agenda  Interactive structure where participants - Staff to facilitate the small Sessions can run 2-3 allows all Workshops work in small groups hours and are open participants to (level of groups – usually - Venue to host to public – use to provide input participation: “scripted” so - Graphic tools: maps, foster discussion on a  Might need involve and everyone knows diagrams, etc. specific issue and get additional staff collaborate) what to expect, - Feedback tools: flip charts participants engaged support and/or groups report out and markers, sticky notes, materials afterwards etc.

60 • Community Engagement Process Development • Public Participation Playbook Formal Meeting Types

Type of Meeting Description When It Is Best Used Pros & Cons Resources Required  Allows Informal public participants to - Comment form setting where Open House Before holding public view information - Sign-in sheet participants can (level of meetings, workshops, at their own pace - Easels rotate through participation: etc. This improves  Requires enough - Signs identifying stations designated inform and public understanding staff for all - Open space floor plan sections, or walk consult) about a project. stations, may not - Enough staff for all stations around and ask receive as much questions to staff feedback

Small Group Small-group  Small groups are Meeting meetings used to Used to discuss less intimidating - List of questions/ script (level of educate and give issues and/or for providing - Staff to facilitate and record participation: key stakeholders concerns about a feedback comments inform, consult, the opportunity to particular topic  Only gathers - Info material involve, and ask questions or perspectives from - Refreshments collaborate) give feedback a small group

A working meeting Use when there’s or series of time for longer  Interactive - Facilitators or specialists Charettes meetings to meetings. Charettes meetings can - Computers / design (level of generate ideas, typically meet reach all levels of software participation: scenarios, multiple times over participation - Flip charts, boards, markers, inform, consult, alternatives, and the course of  Requires a large sticky notes, etc. involve, and plans for a decision multiple days. Use to amount of time - Large space for small groups collaborate) involving urban conduct discussions over more than to work design and about planning one day - Refreshments planning techniques.

Symposia Used to provide (level of A meeting with  Educate a large - Experts to speak on issue expert opinions and participation: different speakers group of people - Venue with lots of seating information on the inform and to discuss a topic  Not interactive for large group project consult)

Community Engagement Process Development • Public Participation Playbook • 61 Formal Meeting Types

Type of Meeting Description When It Is Best Used Pros & Cons Resources Required  Interactive meetings can One-time small- Used to reach a reach all levels of group discussion/ diverse group of participation - List of questions/ script Focus Groups interview to listen stakeholders whose  If feedback is - Staff to facilitate and record (level of to and gather perspectives might required from comments participation: information from a not be captured multiple groups, - Info material consult) pre-selected group through other may take a longer - Refreshments of people on a meeting types amount of time particular issue than other methods  Allows participants to - Online hosting platform An online meeting view meeting at Virtual Public Used as an that can be available 24/7 with project their Meetings (VPM) alternative to face-to- - Ability to host and record a information and/or convenience, (level of face meetings and/or live meeting, if desired updates posted for interactive participation: to allow residents to - Easy-to-access platform a set period of time  No face-to-face inform and participate on their that’s mobile friendly to allow for interaction; consult) own time - Staff to monitor responses participation requires and/or comments technological access

62 • Community Engagement Process Development • Public Participation Playbook Informal Meeting Types Type of Description When It Is Best Used Pros & Cons Resources Required Meeting  Meet general public and - Portable table Pop-Up Used to gather businesses/ - Survey/comment A booth or table at a Outreach feedback from people organizations that cards/comment wall/boards high-density location (level of who otherwise may could be partners - Pens to provide participation: not be reached in a  Requires staffing - Project handouts/info information and get inform and location that they for 4-6-hour materials including contact quick feedback consult) already frequent periods, may be info challenging to get - Prizes and swag people’s attention Mobile Tours, Site visits to a - Tour guides prepared to  Shows staff and/or Field Trips, community with staff answer questions the public info and and and/or the public to Used to get first-hand - Transportation with perspectives first- Community view and take experience of provisions for physical hand Tours pictures of a topic community features, limitations  Requires (level of first-hand, with time assets, and areas of - Meeting agenda/itinerary transportation and participation: to debrief and concern - Notebooks and pens to knowledgeable consult and answer questions at document observations, tour guides involve) the end bottled water, and camera Best used with groups Community A hosted and that typically are not  Can reveal Conversations facilitated - Meeting venue included or do not unknown info or (level of conversation - Staff to lead the group participate in opinions about the participation: between project staff conversation traditional project inform, and community - Note takers engagement activities,  May have distrust consult, members that help - Flipcharts and markers for and with communities that needs to be involve, establish notes with high levels of addressed first collaborate) relationships distrust in the agency Agencies provide a  Allows for Meeting in a conversation kit to a participation at Box participant or - Meeting materials Used to reach groups convenient (level of organization leader - Volunteer hosts of people who may locations/times participation: with discussion - Refreshment stipend for not otherwise  Staff are not consult, questions about host and prizes/swag for participate present to answer involve, projects for the participants questions/clarify collaborate) participants in each info group to consider

Community Engagement Process Development • Public Participation Playbook • 63 B. VISUAL DESIGN ◊ Control brightness and contrast5 STANDARDS FOR THE • Give every slide a unique title1 VISUALLY IMPAIRED • Lists should be correctly formatted using the “Bullets” or “Numbering” features ACCESSIBILITY FOR POWERPOINT (rather than inserted characters with 3 PRESENTATIONS spaces) • Use a simple table structure and specify **PowerPoint has an Accessibility Checker. Go column header information1 to Review>Check Accessibility and go through the items indicated in the right-side bar. ◊ If the data is more complex, consider converting to a PDF and adding • Include alternative text for all visuals additional accessibility info in Adobe (including pictures, SmartArt graphics, Acrobat Pro2 shapes, groups, charts, embedded objects, ink, and videos)1 ◊ Screen readers cannot read information in the correct order if spaces or tabs are ◊ Right click > Edit Alt Text – to edit the Alt used to separate content into columns3 text. Images that are redundant or add no value (decorative) do not need Alt • Use 24pt font or larger; sans serif fonts text2 (such as Arial, Helvetica, or Calibri) 2 (sources differ, some also say that 18pt • Isolate important images (such as maps, should be the smallest font size1) graphs, charts, etc.) on individual slides and accompany them with explanatory • Make videos accessible by adding subtitles, captions6 closed captions and video descriptions1 • Arrange your content in reading order • Avoid animation as it can be distracting, (Home>Drawing>Arrange>Selection cause screen readers to re-read slides, Pane>rearrange items in order they should read parts out of order, and may not allow be read)1 enough time to reach slide content2 ◊ Built-in slide layouts are automatically in • Use PowerPoint for live presentations; the correct reading order1 better to convert to PDF for posting on the web2 • Add meaningful hyperlink text and ScreenTips (ex. Instead of “Click here” ◊ When saving, under Options, make include the full document name) 1 sure to check both boxes for “Include non-printing information” (“Document • Ensure that color is not the only means of properties” and “Document structure conveying information, instead use text tags for accessibility”)2 labels1 • Save the PowerPoint as a PDF when ◊ In the View tab, switch to Grayscale uploading to the web3 to assess your presentation for color 1 coding The Section 508 Basic Checklist is a good ◊ Ex. Add an underline to indicate a resource to use when testing a PowerPoint hyperlink; use a bold or larger font to for Accessibility: https://www.section508.gov/ indicate a heading1 create/presentations ◊ Add text next to or within color-coded items to indicate meaning3 • Use strong contrast for text and background colors1

64 • Community Engagement Process Development • Public Participation Playbook ACCESSIBILITY FOR DOCUMENTS: • Font Guidelines: RESOURCES FOR WRITING ◊ For large print documents, use at least IN PLAIN LANGUAGE: 18pt font, preferably 20pt, bold, sans Hemingway App (shows you your 6 serif, mono or fixed space font readability score and ways to ◊ Titles should be larger than the text improve your language): http://www. and contain both upper and lower case hemingwayapp.com/ letters6 U.S. General Services Administration, ◊ To emphasize words, use bold, double Plain Language Training: https:// bold, or underlining (do NOT use color or plainlanguage.gov/training/online- 6 italics) training/ • Paragraph Guidelines (for large print documents): U.S. General Services Administration, “Checklist for Plain Language on ◊ All text should be left-aligned when the Web”: https://plainlanguage.gov/ 6 possible resources/checklists/web-checklist/ ◊ 1.5 line spacing (leading) 6 ◊ 2.0 spacing between paragraphs6 ◊ Bulleted text identified by large solid ACCESSIBILITY FOR SOCIAL MEDIA: dark bullets with double spacing General Guidelines between items6 • Ensure that you link to accessible content • Low vision readers have trouble with with captions, transcripts, etc.8 graphs, charts, and pictures in documents. An effort should be made to isolate them • Don’t assume your audience knows on individual pages accompanied by what an acronym means (i.e. spell out explanatory captions.6 an acronym in the first instance of its use: “Community Engagement Process • Don’t assume your readers have knowledge Development (CEPD)”)8 of the subject10 ◊ If there is no space in the post to spell • Make use of white space to make pages out the acronym, consider using a easier to scan10 different way to convey the information8 • Write in Plain Language: • Use camel case (capitalize the first letters of ◊ Choose words that are common and compound words) within hashtags (e.g. use easy to understand9 #CityOfRaleigh not #cityofraleigh) ◊ Avoid run-on sentences. Use clear, short sentences and paragraphs. 9 Facebook ◊ Write in the active voice instead of the • Add captions to images that describe the passive voice. 9 scene, how elements of the image appear, and provide context for the image8 ◊ Passive: Applications for the job were submitted by 100 people. 9 • Add closed captioning to Facebook videos or upload to YouTube and include closed ◊ Active: 100 people submitted captioning (make sure to double check applications for the job. 9 accuracy of the captioning!)8 ◊ Break documents into separate topics10 ◊ Use short bullets and lists to organize information10 ◊ Eliminate unnecessary words10

Community Engagement Process Development • Public Participation Playbook • 65 Twitter 2California Department of Rehabilitation • When posting an image on Twitter: – Disability Access Services, “Seven Steps to Creating an Accessible PowerPoint 8 ◊ Describe the image in your tweet OR Slideshow”: https://www.framingham.edu/ ◊ respond to the original post with a Assets/uploads/about-fsu/accessibility/_ description of the image and link to documents/7-steps-accessible-ppt.pdf the original sources for image (helpful 3 also to link to the original tweet you’re Section 508 Accessibility Guidance, referencing)7 “Microsoft PowerPoint 2016 Basic Authoring and Testing Guide”: https://www.section508. • Consider indicating that a link is a photo, gov/create/presentations video or audio file (e.g. [PIC], [VIDEO], [AUDIO])8 4Section 508 Accessibility Guidance, • Provide recaps or Twitter Chats on a blog or “Section 508 Basic Checklist-MS PowerPoint webpage8 2016”: https://www.section508.gov/create/ presentations

YouTube 5SlideGenius, “Making Your PowerPoint • Ensure all videos have close captions and Accessible for the Visually Impaired”: https:// audio descriptions8 www.slidegenius.com/blog/making-your- ◊ It is also useful to have a full transcript powerpoint-accessible-for-the-visually- available8 impaired ◊ Audio descriptions should be descriptive 6American Council of the Blind, “Best to ensure audio and visual elements are Practices and Guidelines for Large Print clear to those who have visual or hearing Documents used by the Low Vision disabilities8 Community authored by the Council of ◊ Good captions include: Citizens with Low Vision International An Affiliate of the American Council of the Blind 8 ◊ Descriptions of sounds (e.g. laughter) Arlington, VA”: https://www.acb.org/large- ◊ Tone of voice notes (e.g. tone of music print-guidelines is bright and cheery)8 718F – U.S. General Services Administration, • High quality video is easier to hear/see. “Making Twitter images accessible”: https://18f. People who are hard of hearing may have gsa.gov/2015/03/24/making-twitter-images- difficulty with background music or other more-accessible/ effects that have not been produced in high quality8 8U.S. General Services Administration, “Improving the Accessibility of Social Media REFERENCES/RESOURCES: in Government”: https://digital.gov/resources/ improving-the-accessibility-of-social-media- 1Microsoft Office Support, “Make Your in-government/ PowerPoint Presentations accessible to people with disabilities”: https://support.office. 9U.S. General Services Administration, “Federal com/en-us/article/make-your-powerpoint- Social Media Accessibility Toolkit Hackpad”: presentations-accessible-to-people-with- https://digital.gov/resources/federal-social- disabilities-6f7772b2-2f33-4bd2-8ca7- media-accessibility-toolkit-hackpad/ dae3b2b3ef25 10U.S. General Services Administration, “Checklist for Plain Language on the Web”: https://plainlanguage.gov/resources/ checklists/web-checklist/

66 • Community Engagement Process Development • Public Participation Playbook C. COMMUNICATIONS METHODS CHART

Awareness Campaigns

Type of Meeting Description When It Is Best Used Pros & Cons Resources Required Use to broaden a project’s reach to Social Media those who may be  Reaches people on Text, images, and/or Posts interested but not a platform they - Social media accounts video content (level of directly impacted, to already use - Staff to review and reply posted to a social participation: target certain groups  Participants have to to comments and/or network to reach inform and who may not have have access, skill, messages followers consult) participated in or and an account heard about the project to-date Use to notify the  One press release general public or to can be used for One- to two-page reach most media outlets Press Releases - Composed press release statement issued to underrepresented and distributed via (level of document media sources to groups (such as email participation: - Staff to distribute via solicit a news seniors, minorities,  No guarantee the inform) email announcement and those with media outlet will limited English share on their proficiency) platform  Reaches all - Mailing list of addresses addresses within a Direct Mailers Use to reach directly - Printed materials Written material geographic region (level of impacted residents - Postage directly mailed to  If mailer is only sent participation: within a project study - Return envelope and the public to property owner, inform) area postage for comments, if it may not reach applicable renters in the area

Community Engagement Process Development • Public Participation Playbook • 67 Awareness Campaigns

Type of Meeting Description When It Is Best Used Pros & Cons Resources Required

 Ensures residents Printed material within a geographic Door Hangers that can be hung - Staff to distribute door Best used when there region receive (level of from residences’ hangers from door to is a large amount of information participation: doorknobs with door renters in an area  Requires staff time inform) information on a - Printed door hanger to individually project distribute Use to distribute info:  Can be printed to One- to two-page at popups; to display in locations designed material employees and or emailed for - Printed and/or electronic Flyers typically customers of local electronic flyer (level of announcing an businesses; and to distribution - Email list for distribution participation: event or providing ambassadors and  Flyers are - Staff time to physically inform) limited information; other project sometimes easily distribute or mail can provide URL to partners to distribute disregarded; does more information on behalf of the not provide a lot of agency information Use to electronically  Reaches a large Electronic distribute meeting or amount of people Emails correspondence outreach activity directly (level of that can include instructions; use to  Only reaches those - Email platform participation: project information, distribute surveys, who have - Email distribution list inform and announcements, project updates, subscribed or consult) files, and links information, etc. to emails that have subscribers been identified

68 • Community Engagement Process Development • Public Participation Playbook Education Programs

Type of Meeting Description When It Is Best Used Pros & Cons Resources Required

A digital Used to create 24/7 Websites  Can provide information access to project (level of information and repository on the information for - Website platform participation: register contact info Internet for project people who won’t or - Staff to update content inform and  Must be updated information and can’t attend consult) frequently updates meetings

 Can be used with Use to provide any online Digital compilation information in a - Film or picture content Videos communication of pictures, film, captivating way for - Captions or subtitles for (level of tool and/or sound that online meetings, ADA participation:  Can be more time conveys a message upcoming meetings, - Host platform to view inform) consuming to to viewers and/or project video create, especially to updates ensure accessibility  Educational in nature; provides useful information Use to address for making One- to two-page commonly asked Fact Sheets decisions document participant questions - Printed and/or electronic (level of  May be difficult to providing useful (FAQs), to provide materials participation: condense information about a background info, to - Method to distribute inform) information down project or topic explain technical to 1 to 2 pages; terms/processes some people may not read entire document

Community Engagement Process Development • Public Participation Playbook • 69 Education Programs

Type of Meeting Description When It Is Best Used Pros & Cons Resources Required

Articles compiled Best used as a  Can provide Blogs on a singular platform where updates over the (level of website written in participants can course of months or - Staff to write content and participation: an informal style check for project years update regularly inform) and updated updates on their own  Requires frequent regularly time updating

Best used to convey Articles concerning  Keeps participants various updates and - Staff time to write, a specific project or updated on project Newsletters multiple facets of design, and distribute location information (level of project information newsletter information, or  Requires monthly participation: to subscribed group - Printed newsletter updates mailed or or bimonthly inform) of people instead of - Email distribution emailed to composition and hosting additional capabilities stakeholders distribution meetings  Interactive platform A stand-alone, Use to communicate that allows for in- - Platform to distribute link interactive, linear Story Maps project designs and depth and visual to Story Map, such as web map that (level of alternatives, provide exploration of website, social media, utilizes maps, participation: public information project information mailers, flyers, email legends, text, inform and about an event or  Requires specific blasts, etc. photos, and videos consult) project, or educate software and/or - Staff with ArcGIS to convey project the public on a topic technical expertise technical capabilities information to create

70 • Community Engagement Process Development • Public Participation Playbook D. DATA COLLECTION METHODS CHART

Interactive Group Data Collection

Type of Meeting Description When It Is Best Used Pros & Cons Resources Required Individuals write Used to gather  Can be useful for down ideas about a consensus on best participants who - Meeting venue Card Storming topic and report to ideas to answer a are not comfortable - Sticky wall or flip charts (level of small group; small question or solve a speaking in larger taped to wall participation: group chooses top problem. Allows groups - Sticky notes and marking consult, involve, 4-6 ideas; all small individuals to share  May be hard to get pens and collaborate) groups work perspectives and through all of - Theme cards together to sort whole group to activity with very - Facilitators for each table ideas into themes identify themes large group A representative - Large meeting venue sample of  Provides a baseline - Speakers, staff facilitators, Deliberative Best used to discuss participants takes a of public opinion and independent Polling Process complex issues which prepoll before before education moderator (level of the public knows being given more  Requires extra time - Information materials participation: little about. Used to information by in project schedule - Flip charts and notepads involve, determine changes experts; after to plan and to record table collaborate, and in perspective with learning more, they implement before comments empower) more information are asked to take general outreach - Participant stipend the poll again - Refreshments Structured small  Creates a set of group discussions Nominal Group prioritized solutions - Staff to facilitate voting to develop a set of Technique Used when a group is that represent the and discussion priorities for action; (level of not easily working group’s preferences - Paper and pens participants share participation: together or  Requires a lot more - Flip charts and markers their ideas and vote consult, involve, generating ideas logistical planning to record ranks, votes, or rank all ideas and collaborate) than other data and ideas according to collection methods original question

Community Engagement Process Development • Public Participation Playbook • 71 Interactive Group Data Collection

Type of Meeting Description When It Is Best Used Pros & Cons Resources Required Small group - Staff to coordinate circles process where  Uncovers areas of - Participant facilitators for stakeholder groups agreement and each circle Study Circles meet multiple Used to engage common concern - Meeting location(s) (level of times, each many diverse people between groups - Promotional/recruitment participation: meeting building on an issue without  Can take up to two materials consult, involve, off the last; all circle all meeting at the months to facilitate - Discussion materials and collaborate) groups use the same time 10-50 circles of 8-12 - Language translators, same process and people childcare, refreshments may come together - Flip charts, markers, pens at the end

72 • Community Engagement Process Development • Public Participation Playbook Individual Data Collection

Type of Meeting Description When It Is Best Used Pros & Cons Resources Required  Builds stakeholder Best used to build - Interview script with Structured relationships and Interviews rapport with questions conversations identifies individual (level of stakeholders, to learn - Pen and notebook to conducted between perspectives participation: individual document responses or a a facilitator and one  Only gathers one inform and perspectives, or to voice recorder or multiple perspective at a consult) identify issues or - Refreshments for participants time; time concerns participants consuming  Gathers Printed or online perspectives of forms used to Comment Best used to provide those less likely to - Printed comment forms collect input Forms the opportunity for speak during - Staff time for compiling regarding (level of less vocal meetings comment form preferences and participation: participants to share  Printed forms at responses and reviewing concerns or to consult) their views meetings can often comments evaluate the be overlooked or process not turned in  Can gather input from a large Surveys A structured list of number of people (level of questions to obtain Best used to obtain confidentially - Online survey tool and/or participation: specific information the opinions of a  Limited opportunity paper form consult and from a particular large group of people to clarify questions - Staff reviewer involve) group of people if there is confusion; participants can get survey fatigue Online maps used  Allows for to collect location- visualization and Interactive specific specificity of Maps information; allow Best used in visioning participant ideas (level of participants to - Online mapping tool or scoping phases of  Mapping participation: assign problems, - Staff reviewer a project technology can inform and unmet needs, or sometimes be hard consult) potential for participants to improvements to navigate and/or use specific location

Community Engagement Process Development • Public Participation Playbook • 73 E. TRADEOFF EXERCISES/ MOVEDC “BUILDING BLOCKS FOR ACTIVITIES FOR INTERACTIVE THE FUTURE” TRADEOFF ACTIVITY PUBLIC ENGAGEMENT moveDC Tradeoff Activity instructions Tradeoff exercises and activities can The consultant team developed games and be effective tools for interactive public activities for each phase of engagement engagement. These exercises and activities throughout the 18-month planning process. can be used to explain complex concepts During the middle phase of the project, or help participants visualize budgetary or participants played a game of trade-offs. resource constraints. As a result, participant Participants were given a 2″x2″ gameboard feedback can be more informed leading and cards that represented options for using to more reliable data. Below are examples DDOT’s budget. One of the four squares on of best practices for tradeoff exercises and the board was already filled in to represent activities. DDOT’s ongoing maintenance costs and other commitments.

BUDGET PREFERENCE VOTING Participants could choose cards to fill in the In a budget preference voting activity, three remaining squares. Two of the remaining participants are allocated a certain amount of three squares were at no additional cost, but money and shown options for spending their if they filled in the last square, they had to funds. These options might be split between find a way to pay for that option. Participants different categories of needs or different needed to make difficult decisions about priorities for a specific project. This activity is which improvements they wanted to prioritize. like participatory budgeting in concept. Participants could choose from options such as a comprehensive bicycle and pedestrian VISUAL PREFERENCE VOTING network, accelerated repairs, fast transit, more local transit, more bridges and tunnels, and In a visual preference voting exercise, sustainability and aesthetic improvements, participants are presented with several among others. The cards were either a half design options, typically as an image or map. square or full square large, depending on the They are then asked to vote for or rank their resources (e.g. time, money, etc.) needed for preferred design concept. the element.

The results of the trade-off game were priceless. The moveDC team gathered a wealth of information on what people valued and what they were willing to sacrifice to increase the amount of available resources. Like nearly every other in-person game or activity, the trade-off game was adapted into an online version to expand the reach of the process to people who were not able attend a meeting, offering many avenues for participation.

Source: Smart Growth America, “A Capitol Idea for Public Engagement”, September 10, 2015. https:// smartgrowthamerica.org/a-capitol-idea-for-public- engagement/. Accessed July 1, 2020.

More information and activity instructions can be found at http://www.wemovedc.org/ideasthatbuild/

74 • Community Engagement Process Development • Public Participation Playbook ULI REALITY CHECK GAME- While these numbers could be debated, CHARLOTTE, NC CASE STUDY experts in the region agree they are reasonable projections. Also, the projected The Game Reality Check 2050 was a growth represented in LEGOs were required unique event that brought together a large to be placed on the map before the end of and diverse set of political, business and the exercise and all growth allocations were community leaders to envision the future of additive – that is, the growth that is allocated their region. In so doing, they worked with the was considered an addition to what already best and most recent information available exists. All the projected growth represented about population growth as well as existing by LEGOs was allocated before the end of the transportation and land use resources. They 90‐minute game board exercise. decided on guiding principles, placed LEGO blocks representing growth on a board, Participants were advised to think big, keep and listed barriers to their vision along with an open mind and be bold and creative in solutions. More than 400 individuals applied their approach. Before positioning LEGOs and participate in Reality Check 2050. on the board, teams were asked to develop Participants included leaders from large their key principles to guide growth. These corporations, small businesses, developers, principles guided the allocation of growth elected officials, conservationists, and civic and transportation resources symbolized by leaders. the LEGO and yarn allocations. Facilitators insisted that all views be considered and At Reality Check 2050, the participants were that consensus be reached before a principle assigned to one of the 41 tables. Each table could be adopted. Scribes at each table had representatives from a wide variety of recorded the principles, which were later backgrounds along with a trained facilitator collected and tabulated. and scribe supporting the table’s deliberation. Together, they were charged with plotting The participants then placed hundreds of where future growth through 2050 should go, LEGO bricks and dozens of feet of yarn on deciding where to place population, jobs and the maps. Yellow LEGOs represented jobs, the transportation infrastructure to connect red LEGOs represented households, and them. yarn outlined new roads, regional transit, and green space. In a few hours, participants The “game board” was a large‐format map created principles to guide growth, of the 14‐county region showing towns understood scenarios for the year 2050 and, and cities, major road and transit corridors, perhaps most importantly, gained a new and protected areas, thought to encourage understanding of the region’s growth issues. participants to think regionally rather than locally, all jurisdictional boundaries were After gameplay, participants discussed the intentionally omitted, although place names findings from the exercise in relationship of cities and towns helped participants orient to their guiding principles and defined the themselves. The map was gridded with a next steps. After the board game portion cell equaling two square miles. Each table’s concluded, data from each table was game pieces included a set of colored LEGOs collected by volunteers. Yellow and red LEGOs used to allocate projected densities and three were counted and recorded on a cell‐by‐cell colors of yarn to identify roads, transit and basis as was the presence of different types of greens space. Residential and employment land use patterns and transportation priorities densities increase as LEGOs are stacked of each table. together in a grid cell. Source: ULI Charlotte, “Reality Check 2050”, January According to the rules of the exercise, the 2015. Final Report, 7-8. growth projections were not negotiable.

Community Engagement Process Development • Public Participation Playbook • 75 F. MEETING PREPARATION CHECKLIST

As you prepare for a meeting, please use the checklist below to gather all necessary materials. You should reference the meeting plan to identify exact supplies needed for a meeting. Cross out any materials not needed.

For All Meetings For Specific Meeting Types Miscellaneous

Project Name: SUPPLIES

Notepads Used for table discussions Meeting Date: Flip Charts, Easels & Chart Holders Used for table discussions Black Markers Meeting Type: For name badge sticker use

Public Meeting Sticky Notes For map comments and table Small Group Meeting exercises Pens Stakeholder Meeting Kids Table Activities

Refreshments/Snacks

MATERIALS Water Bottles

Meeting Plan Hand Sanitizer Make a copy for each primary staff (facilitators or P3, client, and agency leads) Napkins, Plates, Cutlery Presentation Electronic and paper copy EQUIPMENT Sign-In Electronic and/or paper copy Projector and HDMI cord Handouts (as a backup for all presentations) Comment Forms Used if there is a handout Laptop For presentation and preloaded Table Exercise Materials sign-in spreadsheet file (questions, instructions, maps, stickers, etc.) Wi-Fi Hotspot Directional Signs Indoor and outdoor Comment Box

Table Signs Power Strip(s) (sign-in, comment, stations, etc.) Table Sign Holders

76 • Community Engagement Process Development • Public Participation Playbook PUBLIC MEETING Miscellaneous: Boards Easels (for boards) Printed Name Badges (staff only) Name Badge Holders (staff only) Name Tag Stickers Tablets For comment table and with preloaded online survey

SMALL GROUP MEETING

Attendee List Printed Name Badges (staff only) Name Badge Holders (staff only) Name Tag Stickers Tablets For comment table and with preloaded online survey

STAKEHOLDER MEETING

Attendee List Printed Name Badges (all participants and staff) Name Badge Holders Extra Name Badges (blank)

Checklist created by Public Participation Partners, 2019

Community Engagement Process Development • Public Participation Playbook • 77 G. GLOSSARY OF TERMS

Glossary of Terms

Term Definition

Advisory groups Provide oversight over the project planning process to ensure decisions have broad representation of the community. Advisory groups serve as an information channel between the project agency and the community. Members are selected to represent various project stakeholder groups. Advisory groups are best utilized for projects with numerous decisions needing public input or controversial projects.

Age A federal law that prohibits agencies that receive federal financial Discrimination assistance for programs and activities from discriminating based on Act of 1975 age.

Ambassadors Individuals who are dedicated liaisons between communities and the project agency to assist in notifying, education, and involving residents in the public engagement process. As a best practice, ambassadors are typically compensated for their time and efforts through stipends and transportation fare.

Americans with Ensures the rights of disabled individuals to participate and benefit Disabilities Act of from the services, programs, or activities of any public entity regardless 1990 of funding sources.

Area studies A type of planning project intended to develop a strategic plan to address the development, infrastructure, public services, transportation services, housing, amongst others, of a geographic location.

Awareness An engagement method used to bring the public’s attention to a campaign specific project or event through various communication modes.

Capital Projects intended to help maintain or improve a city asset improvement projects

Card storming A data collection method used in small groups to capture key ideas and issues and then organizing those ideas/issues into clusters.

78 • Community Engagement Process Development • Public Participation Playbook Glossary of Terms

Term Definition

CEPD Community Engagement Process Development. A City of Raleigh Planning Department project intended to improve the public participation processes used by the department for all long-range planning projects.

Community Special interest groups that represent their communities and/or leader groups neighborhoods.

Community Impromptu conversations between project staff and community conversations members that help to establish relationships and openness. Informal conversations can reveal unknown knowledge or opinions about the project and allows project staff to remain proactive in reducing conflict or tension.

Community An individual who is deeply connected and trusted by other residents, leader business owners, religious leaders, community advocates and organizers to prioritize the wellbeing of their community. Community leaders are typically also long-term residents of their neighborhood community.

Corridor studies A type of planning project that develops strategic policies to improve the function of a specific length of street infrastructure based on research, data, and community input.

Decision makers Individuals in the project process who have the authority to make decisions related to budget, procurement, project direction, engagement methods and locations, etc.

Deliberative A structured process that allows participants to explore a specific issue polling process or topic and then present their opinion after considering the pros and cons. A representative sample of the population fills out a questionnaire on their opinions on the issue, are provided with unbiased background material and information provided by subject matter experts and/or policy makers, and then asked to discuss the issues in small groups with trained facilitators. After this deliberation, participants fill out the original questionnaire again. The process is intended to last for a few days.

Community Engagement Process Development • Public Participation Playbook • 79 Glossary of Terms

Term Definition

Demographic An informational overview of race, gender, income, education, language, profile poverty level, housing tenure, age, disability, and zero car household data of a community. The data is typically obtained through the U.S. Census Bureau American Community Survey.

Digital literacy The proficiency of an individual to utilize digital tools and technology with ease.

Education An engagement method that is focused on relaying information to the program public about project updates or new amenities, facilities, and services.

Executive Order Requires agencies that receive federal financial assistance to take 13166, Improving reasonable steps to ensure meaningful access to their programs and Access to activities by Limited English Proficiency (LEP) persons. Services for Persons with Limited English Proficiency

IAP2 International Association for Public Participation, an international organization focused on the developing and implementing public participation processes to help inform better decisions that reflect the interests and concerns of potentially affected people and entities.

Interactive map A spatial depiction of an area that allows individuals to select and engage with features in the map. Some interactive maps allow individuals to create and/or edit features.

Limited English Any person who does not speak English as their primary language and Proficiency (LEP) who has limited ability to read, write, speak, or understand English. individual Limited English Proficient (LEP) individuals are entitled to fair treatment by agencies receiving federal funding for any program or activity through Title VI of the Civil Rights Act of 1964. Public engagement activities and events for federally funded projects where more than 50 LEP individuals are residents are required to have language assistance with translated written material and translation services.

80 • Community Engagement Process Development • Public Participation Playbook Glossary of Terms

Term Definition

Meeting in a box A conversation kit with discussion questions, worksheets, feedback questionnaires, and directions for recording and returning responses about projects or plans.

Meeting plan An internal document that outlines how and what resources will be needed to conduct a meeting, including a meeting agenda and instructional guide for carrying out the meeting.

Mobile tours Site visits to a community to get firsthand experience of community features, assets, and areas of concern.

Nominal group Structured small-group discussion to develop a set of prioritized technique solutions or recommendations that represent the group’s preferences.

Outreach area A focused spatial area of residences, religious institutions, public institutions, businesses, and other community centers surrounding a project or study area who will be included in project mailing lists and geotargeted social media.

Outreach A short, concise document that provides an overview of survey results, summary survey demographics, and meeting summaries.

Performance Metric used to evaluate outreach methods and tools such as reach, measure social media impressions, etc.

Pop-up outreach A method of outreach that involves attending community events with informational project materials and surveys

S-M-A-R-T Specific, Measurable, Achievable, Relevant, Time sensitive. An acronym used to guide the creation and development of public engagement goals and objectives.

Stakeholders Individuals, groups, or communities who may be impacted by the outcome of a project or decision.

Community Engagement Process Development • Public Participation Playbook • 81 Glossary of Terms

Term Definition

Study circles A small group process where a diversity of participants from a particular geographic location meet as separate groups several times to discuss critical issues using a structured process where each session builds on the one before it.

Title VI of the Prohibits agencies that receive federal financial assistance from Civil Rights Act discriminating based on race, color, or national origin, including matters of 1964 related to language access for limited English proficient (LEP) persons.

Virtual public A digital mode of public meetings hosted as an alternative to in-person meetings sessions. They take place over the internet allowing participants to view project information and/ or updates on their own schedule.

82 • Community Engagement Process Development • Public Participation Playbook Materials developed by Public Participation Partners www.publicparticipationpartners.com in association with Alta Planning + Design ◆ July 2020