Workbook Workbook and Tools and Tools Community Engagement Unit Resources and Regional Services Division/Catchment Version 2 and Agriculture Services Version
engagement Effective community 2
Effectivecommunity engagement
Department of Sustainability and Environment Department of Primary Industries www.dse.vic.gov.au www.dpi.vic.gov.au
1350_DSE_V2_cover 1 7/5/04, 12:42:30 PM Workbook and Tools Community Engagement Unit Resources and Regional Services Division/Catchment and Agriculture Services Version 2 Foreword
Effectivecommunity engagement
Department of Sustainability and Environment Department of Primary Industries www.dse.vic.gov.au www.dpi.vic.gov.au (ii)
1350_DSE_V2_pre section1 1 6/5/04, 12:41:21 PM Preface Effective Community Engagement Workbook Version 2
Acknowledgements
This Workbook is the culmination of work Get Engaged Workshop Co-ordinators Photographs by Jo Crosby, Celeste Hervey, that started with the establishment of a Selina Handley, Nicole Hunter, Emily Jenke, Andrew Pritchard, Henry Schneider, statewide Community Engagement Working and Frankie MacLennan, who enabled Justin Teague, Glenn Watson (from The Group under the previous Department practical testing of elements of the Workbook Warrnambool Standard), Lyneve Whiting. of Natural Resources and Environment in to ensure it met the learning needs of Published by the Victorian Government early 2002. Since the group was formed, departmental staff. Department of Sustainability departmental changes have taken place Catchment Strategies (Department of and Environment and contributions have expanded to include Sustainability and Environment) (formally Melbourne, January 2004 discussions on theory, evolution and testing known as the Community Strategies Section, Also published on www.dse.vic.gov.au as well as modification of the concepts Catchment and Water Division) (Department and models. The process culminated in the of Natural Resources and Environment) © The State of Victoria 2004 production of this Workbook, led by the for the preliminary development and This publication is copyright. No part may Community Engagement Unit. A number kind permission in use of the ‘Wheel of be reproduced by any process except in of people deserve recognition for their work Engagement’. accordance with the provisions of the to date. Sponsors Regional Services (Department of Copyright Act 1968. Workbook Project Leader Lyneve Whiting Sustainability and Environment) through Judy Authorised by the Victorian Government, and Project Officers Mary Bignell and Peter Backhouse and Catchment and Agriculture 8 Nicholson Street, East Melbourne. West, who have ensured the development, Services (Department of Primary Industries) For more information contact the Department momentum and rigour of the Workbook and through Ron Harris. its relevance to staff and the communities of Sustainability and Environment (DSE) and The Coastal Cooperative Research Centre they work with. the Department of Primary Industries (DPI) for kind permission for reproduction of the Customer Service Centre 136 186 Community Engagement Working Group Citizen Science Toolbox. For copies of this Workbook, please call Members throughout 2002 – 2003 and A special note of thanks to: the DSE/DPI Customer Services Centre the Community Engagement Unit: • Staff from the Department of Sustainability on 136 186 Robert Chaffe, Mandy Charman, Neville and Environment and the Department of ISBN 1 74106 776 6 Fowler, Selina Handley, Peter Howden, Nicole Primary Industries who were involved in the Printed using recycled materials. Hunter, Jeremy Moloney, Josette O’Donnell, Community Engagement Workshops held Emily Philips, Catherine Pilioussis, Jo Powell, across Victoria during late 2002, and those Greg Roberts, Emily Jenke, Amity Latham, involved in the Get Engaged Workshops Fleur Maidment, Pauline McCarthy, Frankie held through November and December MacLennan, Murray McIntyre, Heather Shaw, 2003. Greg Turner, Ian Voigt, Lyneve Whiting and • Various project areas from the Department Jane Whyte. of Sustainability and Environment and the Department of Primary Industries, and their external partners, who tested the Workbook’s relevance to their communities and contributed to case studies included in this Workbook.
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1350_DSE_V2_pre section1 2 6/5/04, 12:41:42 PM Effective Community Engagement Workbook Version 2 Preface
Foreword
Effective Community Engagement: With a wide and diverse range of Workbook and Tools is a practical planning stakeholders, staff are increasingly required tool that will help staff engage the to develop their skill base to better community and other key stakeholders to understand and manage this exchange of achieve better policy and project outcomes. information and knowledge. Engagement The Victorian Government through is not about running a process, it is about its Growing Victoria Together policy is knowing how to obtain and share relevant committed to working closely with Victorian information across a broad range of communities and being open and inclusive. stakeholder groups to achieve better results. This means offering better access to decision- To deliver on our respective charters, making processes. we need a strong stakeholder focus and The Department of Sustainability and a solid grasp of the principles of engagement. Environment and the Department of Primary This Workbook is for all staff. It acknowledges Industries are involving the community in that in addition to our technical and science order to deliver the Government’s agenda skills, we need to develop our capacity to for sustainable growth in our natural and work with stakeholders. We encourage you built environments. to familiarise yourselves with this Workbook and make full use of it as we work with our communities to achieve better outcomes for Victoria.
Chloe Munro Lyndsay Neilson Secretary Secretary Department of Department of Primary Industries Sustainability and Environment
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1350_DSE_V2_pre section1 3 6/5/04, 12:41:43 PM Preface Effective Community Engagement Workbook Version 2
Glossary
Action Learning Extension Stakeholders “…a continuous process of learning and to work with communities to accelerate individuals and/or groups with an interest in reflection, supported by colleagues, with the rate of change in particular aspects an activity and/or outcome. Stakeholders may an intention of getting things done.”1 of endeavour, over and above that being be internal or external to the organisation realised through the normal activities of the and may be direct or indirect beneficiaries of Citizens market place. an activity and/or outcome. individuals within a community. Human Capacity Stakeholder Engagement Community the collective skills and abilities of individuals “…is a way of thinking about external joint ownership or fellowship of place within a community. audiences and their impact on organisational (town, district catchment, etc.) or issue outcomes. It is not simply another word for Project Team (industry, professional associations, special clients or customers. It implies recognising interest which may be local or even world refers to a group of people working together and responding to those who have the wide) where there is “…sharing among all to develop processes and implement activities capacity to influence your outcomes and have members of resources, opporunities and to achieve their project goals. a particular interest in your activities..”4 consequences…”2 Social Capacity Your external stakeholders may not Capacity Building the sum of the relationships and trust necessarily be outside the organisation. refers to the development of skills, abilities, between individuals within a community. They can also include those internal to the relationships and networks between and organisation but, external to your unit, Social Capital within individuals and groups within a program or project. defined community. the networks and relationships that foster trust, reciprocity and social cohesion. Community Capacity “…consists of the networks, organisation, attitudes, leadership and skills that allow communities to manage change and sustain community-led development…”3
1 MicGill, I., and Beaty, L., (page 11) (2001) 2 Senge, P., et al (pp 509), 1994 and Concise Oxford Dictionary 3 Cavaye, Dr. J., (2000) 4 Allen Consulting Group, (2003) (iii)
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Contents
Acknowledgements Foreword Glossary
Section one 1 Introduction 1.1 The Way Forward – Victorian Government Commitment 1.2 Victoria’s Diversity 2 Community Engagement 2.1 A Community Engagement Framework and Principles 2.2 Engagement and Community Engagement – Definitions 2.3 The Benefits of Successful Engagement 2.4 Relationship between Community Engagement & Capacity Building 3 The Workbook 3.1 Purpose 3.2 How far will the Workbook Take You 3.3 Who is it for? 3.4 Using this Workbook 3.4.1 Creating a Project Team 3.5 Feedback 4 Community Engagement – Principles and Concepts 4.1 Understanding the Principles and Concepts 4.1.1 Principles 4.1.2 Concepts 4.1.2.1 Systems Thinking 4.1.2.2 Community Profiling 4.1.2.3 Participation 4.2 Difference between Engagement, Participation and Consultation 5 Wheel of Engagement – Introduction 5.1 The Wheel of Engagement 5.2 Inform 5.3 Consult 5.4 Involve 5.5 Empower 5.6 Increasing Social Capacity
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Contents
Section two 6 Community Engagement Planning Key 6.1 The Community Engagement Planning Key 7 Scope – A List of Stakeholders and our Purpose 7.1 Identify and Understand the Project System 7.2 Determine People in the System and Their Needs 7.2.1 Who are the People? 7.2.2 Forming a Project Team or Working as an Individual 7.3 R1: Review, Reflect & Celebrate 8 Act - A Plan for Implementation 8.1 Describe what Success Looks Like 8.2 Explore the Best Suite of Tools 8.3 Determine the Scheduling and Resources Required 8.4 Anticipate Surprises 8.5 R2: Review, Reflect & Celebrate 9 Evaluate - A Plan for Evaluation 9.1 Who Wants to Know What? 9.2 What Evidence Needs to be Collected? 9.3 Choose Appropriate Methods to Gather Evidence 9.4 Design an Evaluation Action Plan 9.5 R3: Review, Reflect & Celebrate 10 Learn - A Plan for Learning 10.1 Outline Learning Goals 10.2 Define your Learning Approach 10.3 Schedule Learning Events 10.4 Share our Learnings with Others 10.5 R4: Review, Reflect & Celebrate
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Contents
Section three 11 Introduction to the ‘Toolbox’ 11.1 Contents of Toolbox 11.2 Detailed Descriptions and application of the tools 12 Case Studies 12.1 Community Profiling 12.2 Avoca Marshes Study and the Local Community 12.3 Nutrient Reduction Plan for the Macalister Irrigation District (MID) 12.4 Portland / Horsham Forest Management Plan – Community Engagement Component 13 Recommended and Additional Resources 13.1 Highly Recommended Resources 13.2 Additional Resources 13.2.1 Websites 13.2.2 Books, Articles and Guides
Section four 14 Working Sheets and Templates – Your Community Engagement Strategy/Plan 14.1 Scope: Working Sheets & Templates 14.2 Act: Working Sheets & Templates 14.3 Evaluate – Working Sheets & Templates 14.4 Learn – Working Sheets & Templates 14.5 Draft Template – Your Community Engagement Plan 14.6 Draft Template – Your Action Plan 14.7 Your Feedback 15 Bibliography
1350_DSE_V2_pre section1 7 6/5/04, 12:41:49 PM Effective Community Engagement Workbook Version 2 Section 11
Section one
1 Introduction 1.1 The Way Forward – Victorian Government Commitment
1..2 Victoria’s Diversity 2 Community Engagement 2.1 A Community Engagement Framework and Principles
2.2 Engagement and Community Engagement – Definitions
2.3 The Benefits of Successful Engagement
2.4 Relationship between Community Engagement and Capacity Building 3 The Workbook 3.1 Purpose
3.2 How far will the Workbook Take You?
3.3 Who is it for?
3.4 Using this Workbook
3.4.1 Creating a Project Team
3.5 Feedback 4 Community Engagement – Principles and Concepts 4.1 Understanding the Principles and Concepts
4.1.1 Principles
4.1.2 Concepts
4.1.2.1 Systems Thinking
4.1.2.2 Community Profiling
4.1.2.3 Participation
4.2 Difference between Engagement, Participation and Consultation 5 Wheel of Engagement – Introduction 5.1 The Wheel of Engagement
5.2 Inform
5.3 Consult
5.4 Involve
5.5 Empower
5.6 Increasing Social Capacity
1350_DSE_V2_Section1_3 1 6/5/04, 12:43:34 PM 1 Introduction
1.1 The Way Forward 1.2 Victoria’s Diversity • 57% are under 25 years of age compared with 34% for the total population. – Victorian Government Understanding the diversity and dynamism Commitment of the Australian and Victorian population • 2.9% are over 65 compared with 12.6% is fundamental in developing DSE/DPI’s for the total population. The Victorian Government is committed to capability to engage the community in the Birthplace open, accountable and democratic processes. delivery of its vision of sustainability - for the The Premier, Steve Bracks, has said genuinely present and future. The ageing population, • 24% or 1,083,048 Victorians were born democratic governments are required to increasing cultural diversity, lower birthrates, overseas in 233 countries. place greater emphasis on establishing a higher education rates, significant change • 44% of Victorians were either born true democratic partnership between the in religious affiliations and increased overseas or have at least one parent people and their institutions. These views participation of women in labour markets, born overseas. are outlined in the Government’s Growing coupled with an ongoing, rapid rate of Victoria Together5 vision statement and • 72% of those born overseas were born technological change, present challenges in non-English speaking countries. reflected in the objectives of the Department and opportunities for decision makers. of Sustainability and Environment (DSE) and Religion the Department of Primary Industries (DPI). A snapshot of information from the Australian Bureau of Statistics 2001 • 72% of Victorians followed 116 religions. Victorian Government departments are Census illustrates the diversity of Victorian Languages spoken diverse, with many links to the community. communities and highlights the need for These links are essential as government alone effective engagement by government. • 21% of Victorians spoke a language other cannot achieve the aim of “all Victorians than English at home, comprising 180 living sustainably within their natural and Total population of Victoria different languages and dialects. built environment.”6. DSE and DPI are 4,612,097 Age committed to this vision, which can be achieved by taking the time to build trust and Indigenous Australians • 34% of the population is under 25. establish resilient relationships, and through • 0.6% or 25,078 of the total Victorian • The population is ageing with 12.6% working in partnership with stakeholders and population. of the community over the age of 65. the community. • 52% live outside of the Melbourne The long-term sustainable management of metropolitan area compared with 27% our natural and built environments requires a of the non-Indigenous population. holistic approach which considers economic, social and environmental factors that are integrated with the community, other services and government agencies. This journey will require a commitment from all staff and stakeholders, a willingness to challenge current practices and to learn from each other, the community and other organisations. DSE and DPI have a role in influencing the way communities interact with Victoria’s natural, built and cultural environment. Both departments need to develop this role and work together towards the aim of Victorians living sustainably.
5Growing Victoria Together, State Government of Victoria publication (2002) 6Department of Sustainability and Environment Corporate Plan 2003 – (page 3), 2003
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2.1 A Community Engagement The six C’s of successful community Note: the six Cs may be seen as targets Framework and Principles engagement are: or as filters to measure the quality of the Capability: the members are capable functioning of the community. A Community Engagement Framework of dialogue. This Workbook outlines the importance has been developed for DPI/DSE staff who of community engagement and sets out seek to better engage the community and Commitment: mutual benefit beyond a model for developing best practice other stakeholders to achieve long-term self interest. engagement activities with stakeholders outcomes for living sustainably within Contribution: members volunteer and there and the community. Through dedicated use our natural and built environments. The is an environment that encourages members of the model and Workbook and associated Framework is based on a model and set to ‘have a go’ or take responsibility / risks. tools, DSE/DPI staff will become more able of principles that respect the right of the Continuity: Members share or rotate to deliver their community engagement Victorian community to be informed, roles and, as members move on, there is a activities in a planned, purposeful way, consulted, involved and empowered. transition process that sustains and maintains and with an ‘evidence-based’ approach. The following broad principles underpin the community corporate memory. the Framework and are important to Collaboration: Reliable interdependence. consider when responding to the needs A clear vision with members operating in of stakeholders and the community: an environment of sharing and trust. • Change is a fundamental part of growth Conscience: Embody or invoke guiding and effective change must come from principles / ethics of service, trust and within individuals and groups respect that are expressed in the actions • Community engagement / growth starts of the community. by first changing ourselves, our attitudes, language and the way we view the world around us • Communities are most powerful when true partnership, delegated power or control is vested in the community.
1350_DSE_V2_Section1_3 3 6/5/04, 12:43:51 PM Section 1 Effective Community Engagement Workbook Version 2 2 ‘...it is important to be clear about the purpose of community engagement processes and choose appropriate methods...’
2.2 Engagement and It must be noted that much of the literature 2.4 Relationship between Community Engagement on the subject has varying definitions of Community Engagement community engagement. The concept of Some Definitions community engagement, and its relationship and Capacity Building To assist users of this Workbook to to participation and consultation, is further Processes used by government to interact understand the intent behind various terms, explored in Section 1, Part 4.2 Difference with communities are critical and can impact general definitions have been included in between Engagement, Participation either positively or negatively on the capacity the Glossary. However, specific definitions of and Consultation. of individuals and groups to respond to ‘engagement’ and ‘community engagement’ The philosophy behind this Workbook opportunities and threats. are noted below. is one of inquiry within a culture of It is important to be clear about the purpose Engagement is a generic term for any process continuous learning. Section 1, Part 3 The of community engagement processes and or interaction with stakeholders, community Workbook is designed to take you on a choose appropriate methods to achieve groups or individuals. It includes one-way journey, challenging your thinking, and agreed goals. It is also necessary to ensure communication or information delivery, ultimately your own definition of community the participants in community engagement consultation, involvement in decision-making engagement and a greater awareness of the efforts are clear about their role and what is and empowered action in informal groups concept of capacity building. being promised when they are engaged. and/or formal partnerships. Trust is an important part of any capacity The term Community Engagement includes 2.3 The benefits of successful building process, whether it is trust in a processes adopted when working with engagement source of information, or trust in a partner groups of people affiliated by geographical Stakeholder and community engagement in a collaborative project. Trust can be location, special interest, or similar situations provides an essential link between DSE/DPI eroded if the community engagement to address issues affecting their well-being.7 and the Victorian community. This link offers methods used are inappropriate, or promise a level of involvement or decision making Cavaye extends this definition as it specifically the following benefits: that is not delivered. relates to the role of government. He notes • Enabling stakeholders and the community that community engagement “…is mutual to be better informed This concept is explained in relation to the communication and deliberation that occurs range of processes used to engage the • Reducing the level of misconception community in Section 1, Part 5.6 Increasing between government and citizens. It allows or misinformation citizens and government to participate Social Capacity. mutually in the formulation of policy and • Encouraging stakeholders and the the provision of government services...”8 community to put ideas forward Community Engagement and its subsequent • Enabling DSE/DPI to gain a better activities are therefore broad. Some examples understanding of local needs of community engagement undertaken by • Helping to identify issues that may not DSE and DPI staff include: have been considered otherwise • Informing the community of policy • Ensuring commitment and greater directions of the government ownership of outcomes by stakeholders • Consultation as part of a process in and community development of government policy, • Building resilient relationships between or building community awareness DSE/DPI and community and understanding • Reducing conflict in certain situations • Involving the community in activities • Assisting different groups within the and collaborative action community to better understand the • Empowering the community to make viewpoints and needs of others. decisions, implement and manage change processes.
7 Charter for Community Engagement, (2001) 8 OECD, (2001) cited in Cavaye, Dr. J., (2001)
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3.1 Purpose 3.3 Who is it for? While working as part of team is ideal, in reality, many people may be working The purpose of this Workbook is to provide While this Workbook has been designed on their own. The advantages of developing users with information and resources to help for DSE/DPI staff, it is a useful tool for a Community Engagement Plan with a plan and implement community engagement anyone committed to engaging the Victorian team include: activities. The Workbook is presented in community and looking for resources to assist a modular, revisable format to allow for in planning and implementing community • Creating a multi-disciplinary team of constant update and improvement so the engagement processes. people that offers depth and breadth of views and ensures diversity is built into experiences and learning outcomes of staff The Workbook introduces users to the the planning process can be captured and shared across challenges of working with potentially diverse the organisation. groups. Consequently, it may be helpful • Removes the tendency for ‘group think’, The Workbook has been developed through to be familiar with the basic principles of slipping into existing habits and norms direct participation with a range of internal group dynamics, to have experience with • Distributes the workload and the learning and external DSE/DPI stakeholders to ensure or access to facilitation techniques, and an opportunities. If the plan is about seeking it is relevant to a wide audience. understanding of adult learning principles. pathways for change and achieving action, ‘Successful engagement’ can be achieved In the process of developing a Community those people involved in the process are within DSE/DPI through development of: Engagement Plan, some people may more likely to move with the change. • A common language also identify professional development The composition of the project team may opportunities. For more information DSE/DPI change throughout the development and • A model that assists with a clearer staff can refer to the Corporate implementation of the plan. The composition definition of the purpose of engagement Training Schedule. will reflect the differing tasks required to • A process that clearly defines the concept work through each step of the Community ‘community of focus’ and incorporates 3.4 Using this Workbook Engagement Planning Key. For example: greater appreciation and inclusion This Workbook uses a Community • Different tasks may be required to achieve of diversity Engagement Planning Key9 to guide staff the outcomes when progressing through • Guidelines and tools to enhance in how to develop a flexible and dynamic the steps contained in The Key effectiveness in engagement. Community Engagement Plan. The Key assists • Different skill sets may be required The processes used to develop this Workbook in the progression from idea, through to the • Different levels of analysis and will continue to be important to enable development of a measurable and tangible understanding may be required to ‘define learning outcomes and improvements to be plan. Through the use of the Key, individuals a specific community’ and/or inclusion of incorporated into future editions and web and groups are encouraged to develop a plan specific citizen or stakeholder group(s). based applications. in order to understand the potential diversity Creating a Community Engagement Plan is of their ‘defined community’, to broaden 3.5 Feedback on the Workbook a fluid and circular process. There is no ‘right their scope, incorporate findings and identify action based on evidence. This Workbook is an evolving, revisable way’ to approach community engagement. document developed in consultation with Every situation and circumstance is different. The Key incorporates the theory behind 10 DSE/DPI and partner agencies for staff and Essentially, community engagement is about the Wheel of Engagement . The Wheel of other users. The relevance and completeness processes that bring people together. This Engagement is a simplified model to assist of the Workbook is the responsibility of the Workbook cannot provide a proven formula in clarifying the purpose of the engagement people who use it. for success but rather, offers guidance in process. planning and some tools that may be useful. Feedback on its usefulness, and any ideas 3.4.1 Creating a Project Team for amendments or inclusions, such as your experience as a case study, is central to its 3.2 How far will the Workbook Team support and mentoring is an important success. A feedback form is included in component of the engagement process and take you Section 4 for your consideration. can be achieved by forming a project team. This Workbook is not able to cover all For the purposes of community engagement, community engagement processes and a project team is a group of people working bodies of knowledge. In particular, it cannot together to develop a plan to achieve their attempt to cover well established areas of project goals. community engagement expertise such as extension and community education, which have a long and successful history within DSE/DPI.
9 refer to Section 2, Part 6 for the Community Engagement Planning Key 10 refer to Section 1, Part 5 for the Wheel of Engagement
1350_DSE_V2_Section1_3 5 6/5/04, 12:44:13 PM 4 Community Engagement Principles and concepts
4.1 Understanding the Principles 4.1.1 Principles • Representativeness and inclusiveness and Concepts The literature on community engagement is • Deliberation extensive. Petts & Leach11 undertook a review Current theory and practice in community • Capability and social learning of some of this material, drawing together engagement shows that building effective • Decision responsiveness an overview of approaches and lessons learnt community engagement processes depends from these approaches. One of the outcomes • Transparency and enhancement of trust. on establishing an agreed framework, backed of the review was to develop a list of by sound knowledge and practice that is Other principles identified as important principles underpinning effective community applied consistently and strategically. through DSE/DPI’s experience in community engagement activities. These principles can engagement include: There is a large body of literature addressing be used for choice, design, implementation • Being in the present community engagement and broad and evaluation of varying community agreement on most of the concepts, engagement methods. • An intent to ‘connect with’ citizens and principles and good practice approaches. stakeholders The main principles Petts and Leach The following information will give you a recommend when planning engagement • Balancing the logical development of a taste of the literature and resources you can activities include: plan with intuition. access. This theoretical and practical base is the foundation for the principles, guidelines • A need for clarity of objectives, and of and processes of community engagement legal, linked and seamless processes, where outlined. relevant Further reading is provided in Section 3, Part • Consensus on agenda, procedures and 13 Recommended and Additional Resources. effectiveness
11 Petts, J & Leach, B., (2000)
1350_DSE_V2_Section1_3 6 6/5/04, 12:44:16 PM Effective Community Engagement Workbook Version 2 Section 1 4 ‘The Wheel of Engagement is the model referred to throughout the Workbook and offers a simple way of visualising the range of ways DSE/DPI engages the community.’
4.1.2 Concepts 4.1.2.1 Systems Thinking • A systems approach encourages the This section of the Workbook introduces a Bawden and Macadam (1991)12 discuss how exploration of a problem through social, variety of literature and approaches. to work with change and move with change environmental and technical interactions. The problem is not fragmented into A number of theories are offered so that the in increasingly complex situations through the its components; rather it is initially most appropriate approach can be selected use of a ‘systems approach’. Key points from broadened to capture divergent views and to achieve the goals of a specific community their article include: information. Patterns and themes emerge engagement plan. A selection of articles • When presented with a problem, our through exploring the links and inter- are discussed to offer some background to natural tendency is to break it down into relationships, offering insights and new the Workbook and to DSE/DPI’s Wheel of manageable parts. When these parts are meaning to the initial problem. This creates Engagement. The Wheel of Engagement solved individually then reconstructed the opportunity to identify different ways is the model referred to throughout the to form the greater whole, they may to achieve action that might not have been Workbook and offers a simple way of not fit back together. By disentangling a considered initially. By accommodating visualising the range of ways DSE/DPI problem the links, connections and inter- what has been learnt through the process, engages the community. relationships of the whole are sometimes actions that utilise the input of everyone missed thereby reducing the opportunity involved can be achieved. to identify new initiatives and pathways for action. This process is sometimes referred • Community engagement is a learning to as a ‘positivist’ approach. process for the project team, individuals and communities. Hearing the views of others allows a project team to reflect and review their own assumptions and perceptions of the situation. Bringing in a diversity of views encourages the gathering of differing opinions. This difference allows a new understanding of the situation to surface and provides the opportunity to identify actions that otherwise might not have occurred. Compare this process to trying to solve a situation with a solution in mind. Having a remedy in mind narrows the field of inquiry to the implementation of predetermined solutions.
12 Bawden R. and Macadam (1991) cited in Bawden, R., (1995)
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4.1.2.2 Community Profiling advocate for change/plan an initiative/lobby 4.1.2.3 Participation 14 One of the principal tasks of ensuring your for infrastructure, etc.)…” It is important for DSE/DPI staff to carefully planned engagement activity is as effective • Hawtin et al defines a community consider the concept of ‘participation’ as as possible is to create a ‘profile’ of the profile as: there are varying models of participation. community or stakeholders who are the “…a comprehensive description of the needs This Workbook aims to assist in deliberations centre of primary concern. A community of a population is defined, or defines itself, about appropriate models, based on the of concern may be defined by geography as a community, and the resources that exist purpose of the planned engagement activity. (place), industry or issue. The type and within that community, carried out with the It is important to note: level of documentation collected when active involvement of the community itself, “...the key message for those designing undertaking a profile is determined by the for the purpose of developing an action plan community engagement processes is to purpose of the Community Engagement Plan. or other means of improving the quality of avoid promising a level of participation and Refer to the Glossary for a definition of life in the community.”15 power that is never intended to be given, or designing processes that claim to be ‘community’ and ‘stakeholders’ used in The third definition (above) extends the empowering, but merely offer ‘token’ levels this Workbook. process of profiling to include the opportunity of participation…”17 • Community profiling is defined by Fenton for the community to be actively involved in & Coakes as: its own research, and as such, to be more Governments, agencies and organisations have relied on forms of participation for “…Profiling involves the documentation of empowered to determine an appropriate many years. Participation is used to describe the social environment in order to develop a course of action. Empowerment as an the activities of steering committees and more detailed understanding of the historical approach to research seeks to achieve full reference groups which provide direction, background of the community; the statistical participation in change by the defined guidance and community representation. profile of the community; contemporary community at all stages of the research In addition, participation is an essential part issues; political and social structures; culture; process, by critical analysis of power and 16 of extension activities that encourage people and attitudes towards the proposal or the responsible use of power. to adopt new technologies and proposed change. It is important that the Section 3, Part 11 Introduction to the share experiences. community is involved in the development ‘Toolbox’ includes an example of a process of an accurate profile of their area, and that adopted for community profiling for a For this Workbook, the authors have chosen this profile is then used as a basis from which geographically defined (or place-based) to use a concept of engagement that social impact predictions can be made. community. This process is further outlined includes processes that are participatory in nature. Processes that are participatory in Data may be gathered from secondary in a Case Study included in Section 3, Part nature often create a strong link between or primary sources using a range of 12 Case Studies. people having ownership of a solution and its different methods…“13. Community profiling is often viewed as implementation. Extending this assumption, a data collection task. However, detailed While views can differ on what a community the greater the degree of decision-making, community profiling - where the community profile is, the major commonality is a desire the more likely a higher degree of ownership in question is involved in the process for increased understanding of the diversity of the decision, and therefore improved - enables a greater level of interaction with of the community to ensure inclusiveness likelihood of implementation of the solution. and thus greater effectiveness of the the defined community. As a result, the The Wheel of Engagement (Section 1, Part 5) engagement outcome. relationships established during this process and the depth of understanding of the inter- is based on the thinking of theorists such as • In its draft report, Community Statistics: connectedness of communities can have Arnstein and Pretty, both of whom provide a Resource for Local Communities, The positive effects on community engagement a linear model to describe different types Office of Community Building, Department plans and their effectiveness. However, it is of participation. These are described in the for Victorian Communities defines a important to observe the rights to privacy of following diagram. community profile as: the community and seek permission for use “…a snapshot, usually including data and of any information that can lead to group statistics, which provides an overview of and/or individual identification. Workbook a particular community in comparison to users are urged to ensure they are aware of others, or to some benchmark. What is in the Privacy Act (2002). the profile is dependent upon the aim of the profile (e.g. identify new opportunities/
13Fenton, D.M., and Coakes S.J., (page 4) (1998) 14Community Statistics: a Resource for Local Communities, (2003) 15Hawtin, M., Hughes, G., Percy-Smith, J. and Foreman, (1994) 16Ristock J.L., and Pennell J., (1996) 17Howden, P., (2003)
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In diagram 1 below Pretty and Hine18 provide a typology of ‘participation’ to differentiate actions according to the level of power agencies wish to devolve to participants in determining outcomes and actions. Diagram 1: Pretty and Hine Typology of Participation
Typology Characteristics of each type
1. Manipulative Participation is simply pretence, with ‘people’s’ representatives on official boards but who are not elected and Participation have no power.
2. Passive participation People participate by being told what has been decided or has already happened. It involves unilateral announcements by an administration or project management without listening to people’s responses. The information shared belongs only to external professionals.
3. Participation by People participate by being consulted, and external people listen to views. These external professionals define consultation both problems and solutions, and may modify these in light of the people’s responses. Such a consultative process does not concede any share in decision-making, and professionals are under no obligation to take on board people’s views.
4. Participation for People participate by providing resources, for example labour, in return for food, cash or other material material incentives incentives. Much on-farm research falls into this category, as farmers provide their land but are not involved in the experimentation or the process of learning. It is very common to see this called participation. People have no stake in prolonging activities when the incentives run out.
5. Functional People participate by forming groups to meet predetermined objectives related to the project, which can involve participation the development or promotion of externally initiated social organisation. Such involvement does not tend to be at early stages of project cycles or planning, but rather after major decisions have been made. These institutions tend to be dependent on external initiators and facilitators, but may become self-dependent.
6. Interactive People participate in joint analysis, which leads to action plans and formation of new local institutions or the participation strengthening of existing ones. It tends to involve interdisciplinary methodologies that seek multiple perspectives and make use of systematic and structured learning processes. These groups take control over local decisions, and so people have a stake in maintaining structures or practices.
7. Self- mobilisation People participate by taking initiatives independently of external institutions to change systems. They develop contacts with external institutions for the resources and technical advice they need, but retain control over how resources are used. Such self-initiated mobilisation and collective action may or may not challenge existing inequitable distribution of wealth and power.
18 Pretty, J. and Hine, R., (1999)
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Diagram 2: Arnstein’s Ladder Another commonly used typology of 4.2 Difference between participation is Arnstein’s19 Ladder depicted Engagement, Participation in Diagram 2. Arnstein designed the typology and Consultation 8 Citizen Control to be “provocative” and to “encourage more enlightened debate” about citizen Many organisations interested in community Delegated participation in government processes. Like engagement have different interpretations 7 Degrees of Power Citizen Power Pretty’s model, this typology was designed of the concepts of engagement, participation to highlight what Arnstein calls the “empty and consultation. The Murray Darling Basin 6 Partnership ritual of participation” where community Commission, for example, provides the does not have any real power to effect following definitions: outcomes. Participation “…simply means the act of 5 Placation There are strong correlations between Pretty participating, in whatever form. Writing and Arnstein’s models and that developed letters, ringing-up, attending events, sending recently by local government bodies in emails or using a host of other forms of 4 Consultation Degrees of Tokenism Scotland, moving from what is referred communication are forms where people to as ‘manipulative’ engagement processes can participate. 3 Informing through to those which give citizens Participation is very similar to involvement real power. - the act or process of being involved.” In raising both Pretty’s and Arnstein’s Consultation “…conveys the idea that an 2 Therapy typologies, the user of this Workbook is agency, group, or individual is actively seeking Non- cautioned on the need for a clear purpose advice from someone else. Advice is sought of community engagement. Rather than 1 Manipulation participation in relation to a problem the agency has and attempting to develop a best model for is directed towards a number of options. The engagement, The Wheel of Engagement event is purpose driven. Whilst you listen to (Section 1, Part 5) aims to assist DSE/DPI the feedback there are no assurances that and other agencies in being more transparent the advice received will be utilised or acted in their purpose of engagement, and upon.”21 consequently managing more effectively Often these words and concepts are the dilemmas and trade-offs required in used interchangeably. However, in this community engagement. As Cavaye20 Workbook the authors have chosen to use notes, this calls for changes not only in the word ‘engagement’ to highlight the policy, structures and practice, but also in broader responsibilities of government in assumptions, values and culture. their interactions with community, and to encompass the full range of processes they use, from informing to empowering. Engagement, in this context, is inclusive of the processes described in the Wheel of Engagement.
19 Arnestein, S.R., (1971) 20Cavaye, Dr. J., (2001) 21Aslin H.J. & Brown V.A., (page 7) (2002)
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5.1 The Wheel of Engagement However, the question arises, where do of communities – the relationships and trust processes such as community education and between individuals within a community The Wheel of Engagement (see diagram extension fit on the wheel? This depends on that drive engagement in, and ownership 3) aims to assist DSE/DPI staff and other the purpose of the engagement process. If an of, opportunities and threats. agencies to determine the level of extension program is designed to empower participation they require for an activity, Diagram 4 outlines the objectives of each of a community to drive their own learning, it based on identifying a clear purpose. It the quadrants of the Wheel of Engagement belongs in the ‘empower’ segment. The key outlines four processes encompassing the as well as outlining the commitment (or to working out where different activities fit range of ways interaction takes place with promise) made by DSE/DPI staff and other on the wheel is to examine the intention of citizens, stakeholders and communities. They agencies when selecting that quadrant as the the engagement process - is it to inform, 24 are: inform, consult, involve and empower. purpose of their community engagement. consult, involve, or empower? It is important when selecting a purpose The wheel is an adaptation of various The arrow outside the wheel emphasises of engagement that the commitment is models underpinned by Arnsteins’s Ladder of the link between community engagement fully understood. Community Engagement (1971)22. and capacity building. As you move around The wheel is broken into four quadrants: the wheel in an anti-clockwise direction, inform, consult, involve and empower. The from inform to empower, each process is quadrants define the purpose of each form of more likely to enhance the social capacity engagement. Each quadrant of the wheel can be considered as either a complete process in itself, or one informing the development of the next. It is not expected that users will necessarily start in one quadrant and move to the next when developing their community engagement plan, unless this is part of the design of an engagement process. If seen as a continuum, rather than segments, other forms of engagement, such as partnerships, can be placed on the wheel.
’...each quadrant of the wheel can be considered as either a complete process in itself, or one informing the development of the next...’
Diagram 3: Wheel of Engagement
22The Wheel of Engagement was first developed by Pryosusilo, K. Pilioussis, C., Howden, P., Phillips, E., and Gooey, M., of the Community Strategies Section of Catchment and Water Division (Dept. of Natural Resources and Environment), 2002 23Arnestein ibid (1971) 24model adapted from Powell, J., (2003)
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Diagram 4: Objectives and Promises with The Wheel of Engagement
Objective Promise
Inform To provide citizens and stakeholders with balanced and DSE/DPI staff will: objective information to assist their understanding or “Communicate • keep citizens and stakeholders informed. reaching solutions. information to the community”
Consult To obtain citizen and stakeholder feedback on analysis, DSE/DPI staff will: alternatives and/or decisions. “Seek the • Keep citizens and stakeholders informed. opinions of the • Listen and acknowledge concerns. community” • Provide feedback on how citizens and stakeholder input influenced the decision.
Involve To work directly with citizens and stakeholders DSE / DPI staff will: throughout the process to ensure that issues and concerns “Community • Work with citizens and stakeholders to ensure their are consistently understood and considered. participation concerns and issues are directly reflected in the in decision alternatives developed. making and • Provide feedback on how citizen and stakeholder action” input influenced the decision
Empower DSE/DPI staff to participate as a stakeholder. DSE/DPI staff, citizens and stakeholders in equal partnership will: “Community To share in each aspect of the situation including the shares decision development of alternatives and how to achieve action • implement the alternatives identified to achieve action. making power” with other stakeholders. To equally distribute decision making.
1350_DSE_V2_Section1_3 12 6/5/04, 12:44:45 PM Effective Community Engagement Workbook Version 2 Section 1 5 ‘...the link between knowledge and implementing change is strongest when people who are expected to implement change are involved in developing the knowledge that provides the capacity to act...’
5.2 Inform Implications: This quadrant describes the communication Although information is essential for all of information to the community and is the participation, it is not in itself participatory, foundation of all community engagement nor is it directly linked to the adoption of processes. The purpose is to build knowledge this information. and skills in the community in order to Evidence in literature and through personal assist decision making and achieve lasting experience across DSE/DPI, suggests the change by: link between knowledge and implementing • Increasing understanding of issues change is strongest when people who are and options expected to implement change are involved in developing the knowledge that provides • Increasing community ability to the capacity to act. address issues In addition, often the solutions offered during • Increasing community compliance with an inform process, by way of knowledge and regulation and other requirements skills, tend to be technical or scientific and associated with change. may not capture the whole picture. Refining Those you inform can range from citizens your audience and key messages through and stakeholders through to other agencies. market research may miss links that could The processes you use can be proactive Above: Inform be explored through another process such Communicate information (information dissemination) or responsive as ‘empower’. to the community (responding to questions from the community). Informing involves one or two way communication over various timeframes. Examples include one-off communication such as brochures or media releases through to longer term, intensive processes such as community education. The following are general guidelines for ensuring information is effectively communicated to the community: • Know who you are trying to reach and how they are most likely to access and understand the information (perhaps use a community profiling process – see Section 1, Part 4.1.2.2). • Ensure information provided is: • high quality • consistent • timely • appropriately targeted • clear and understandable to your audience.
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5.3 Consult The following are general guidelines for appropriate and timely consultation Consultation actively seeks community views processes; building on from those guidelines and input into government policy, plans and outlined under inform: decisions. The responsibility for the decisions remains with government or the organisation • Ensure the purpose of consultation is clear, doing the consulting. including what is being consulted on and what is non-negotiable There are a range of ways consultation can occur, including processes that involve • Know who you are trying to consult, the little or no dialogue. Examples include most effective way to reach them and get written consultation (eg. a one off survey a response in a newsletter) through to those involving • Allow enough time for a response to dialogue and debate such as public consultation requests meetings, focus groups and processes • Coordinate requests so that where where the community is able to influence possible, and appropriate, ask for views proposed options. Processes for gaining rural once, not several times intelligence, social research and attitudinal surveys would also be included here. • Provide feedback on the results of consultation Above: Consult • Ensure the views of those consulted are Seek the opinion of the community taken into account in the outcome • Present all information simply and clearly • Ensure adequate resources are allocated to the process. Implications: Consultation is a worthy process in community engagement, providing the expected levels of participation and commitment are expressed and matched with the expectations of relevant citizens, stakeholders and/or communities. The objective of this approach is to obtain feedback on alternatives or decisions to be made. There are no guarantees given to citizens and stakeholders on how or if the feedback they provide will influence decision-making. However, commitment to best practice principles would suggest this is adopted. In return, those undertaking this approach have no guarantee citizens and stakeholders will ‘own’ the decisions that are made and change their practices as a result of any involvement in the process.
1350_DSE_V2_Section1_3 14 6/5/04, 12:44:55 PM Effective Community Engagement Workbook Version 2 Section 1 5 ‘...community is a participant or partner in activities or actions...’
5.4 Involve Many of the current activities and programs of DSE/DPI such as Landcare, Waterwatch, Involve refers to processes where decisions and Target 1025, as well as past programs are negotiated with the community, in a such as the Salinity Program26, provide useful context where government generally retains examples of involve processes. the responsibility for decision making. These processes vary from decision making with The following are general guidelines for relatively limited scope, to examples where involving the community: the community has a role in proposing policy • Know who needs to be involved in decision options and shaping policy dialogue. In a making, activities or programs decision making context, examples include • Ensure all relevant people are given the taskforces and citizen’s juries. opportunity to be involved Involve also includes processes where the • Consider carefully what structures and community is a participant or partner in processes are appropriate for the purpose activities or actions that may be developed and who is to be engaged collaboratively or entirely by government. • Avoid misunderstanding and ambiguity by clearly establishing the basis for membership of bodies such as boards or committees (eg. skills vs representation), Above: Involve decision making processes (eg. voting vs Community participation in decision making and action consensus) and roles and responsibilities at the outset. Implications: This level of engagement demands a higher level of participation and inclusion with citizens and stakeholders. Those who develop community engagement plans at this level must work with citizens and stakeholders to ensure their concerns and issues are directly reflected in alternatives and solutions, and be explicit on how input influenced decision making.
25Programs originally developed within the Department of Natural Resources and Environment and the Catchment Management Authorities with a major focus on engagement and participation of volunteers. 26 Programs originally developed within the Department of Natural Resources and Environment and the Catchment Management Authorities with a major focus on engagement and participation of volunteers.
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5.5 Empower Implications: Empowered communities share decision This is the most challenging approach of making. Legislative and policy frameworks community engagement, but offers the give power to communities to make greatest rewards in building capacity. decisions. The community may have the There is a commitment by the initiators of power to make a limited range of decisions the community engagement plan to (eg. on a specified issue or for a limited participate as a stakeholder and to share time) or may have extensive decision making power in decision making to achieve powers. A relevant example for DSE/DPI collaborative action. users of this Workbook are Catchment The promise by users of this process is to Management Authorities. maintain a high level of engagement during The following are general guidelines for the development, design and implementation empowering communities: of the approach. Those who do not participate to this extent risk breaking the • There must be a clear legislative, policy and principles of inclusiveness, transparency and governance framework for the community enhancement of trust. to lead the decision making process The rewards of an empowerment approach • There must be clarity about the scope of are often more innovative results that the shared power incorporate the knowledge of all participants Above: Empower Community shares decision making power • There must be clarity about roles and as well as reduced conflict, greater ownership responsibilities of outcomes and commitment to • Communities need sufficient resources to ongoing action. enable empowerment.
1350_DSE_V2_Section1_3 16 6/5/04, 12:45:20 PM Effective Community Engagement Workbook Version 2 Section 1 5 ‘...community engagement is an investment both in the present and the future of social capacity...’
5.6 Increasing Social Capacity informed, an imbalance in knowledge is created that privileges some and What impact will our interaction with the alienates others community have on the community’s ability to ‘act’? • If involvement is promised, or action from a consultation expected, but not delivered, Community capacity consists of the networks, trust between the community and organisation, attitudes, leadership and skills government is eroded. Future interventions that allow communities to manage change may then be compromised by and sustain community-led development.27 current actions Community capacity is built on the skills and • If representatives of some segments of abilities of individuals (human capacity), and the community are empowered and not the relationships between those individuals others, this can further divide a community (social capacity). These two elements can be where activities are in place to build mutually reinforcing. For example, individual capacity to manage change skills can be applied much more effectively in an environment where there is trust and • If leadership programs are not sensitive to cooperation. Similarly, a close-knit community community structure, they can erode any can respond more quickly to change if there trust the leader has built within are a range of individual skills and leadership that community. Above: Increasing social capacity abilities available to sustain development. Gray and Lawrence (2000)28 indicate the The process of disseminating information anticipated outcome of capacity building is (inform) is fundamental to many government empowerment. Engaging the community activities - building individual knowledge but effectively can empower a community to contributing little to social capacity. This is understand, own, debate and address issues particularly true of one-way processes such leading to more enduring and sustainable as newsletters, internet or media information. outcomes. A participatory extension program (involve) The next section of this Workbook, Section 2, can build individual knowledge (ie. through takes users through the process of developing the subject or nature of the extension of a Community Engagement Plan and program), but also builds relationships enables them to build on, and apply, their between those who are learning together. existing body of knowledge. Skills learnt are often reinforced through peer support, exchange of ideas and experiences. Community engagement is an investment both in the present and the future of social capacity. For example: • If communities are not adequately
27 Cavaye, Dr. J., (2000) 28 Gray, I., and Lawrence, G., (2000)
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3.1 Purpose attempt to cover well established areas of Team support and mentoring is an important community engagement expertise such as component of the engagement process and The6 purpose Communityof this Workbook is to Engagement provide Planning extension and community education, which can be achieved by forming a project team. users with information and resources to help 6.1 The Community Engagement Planninghave a Keylong and successful history within For the purposes of community engagement, plan and implement community engagement DSE/DPI. a project team is a group of people working activities. The Workbook is presented in 7 Scope – A List of Stakeholders and our Purposestogether to develop a plan to achieve their a modular, revisable format to allow for 3.3 Who is it for? project goals . constant7.1 update Identify and improvementand Understand so the the Project System experiences and learning outcomes of staff While this Workbook has been designed for While working as part of team is ideal, in can7.2 be captured Determine and shared People across in the System andDSE/DPI Their staff, Needs it is a useful tool for anyone reality, many people may be working on the organisation. committed to engaging the Victorian their own. The advantages of developing a 7.2.1 Who are the People? community and looking for resources to assist Community Engagement Plan with a team The Workbook has been developed through in planning and implementing community 7.2.2 Forming a Project Team or Working as an Individual include: direct participation with a range of internal engagement processes. and external DSE/DPI stakeholders to ensure • Creating a multi-disciplinary team of it 7.3is relevant R1:to a Review, wide audience. Reflect . and CelebrateThe Workbook introduces users to the people that offers depth and breadth of challenges of working with potentially diverse views and ensures diversity is built into the ‘Successful8 engagement’ Act - A canPlan be achieved for Implementation groups. Consequently, it may be helpful planning process within DSE/DPI through development of: to be familiar with the basic principles of • Removes the tendency for ‘group think’, 8.1 Describe what Success Looks Like • A common language group dynamics, to have experience with slipping into existing habits and norms or access to facilitation techniques, and an • 8.2 A model that Explore assists the with Best a clearer Suite of Tools • Distributes the workload and the learning understanding of adult learning principles. definition of the purpose of engagement opportunities. If the plan is about seeking • 8.3 A process Determinethat clearly definesthe Scheduling the concept and ResourcesIn the process Required of developing a Community pathways for change and achieving action, ‘community of focus’ and incorporates Engagement Plan, some people may those people involved in the process are 8.4 Anticipate Surprises greater appreciation and inclusion also identify professional development more likely to move with the change. 8.5of diversity R2: Review, Reflect and Celebrateopportunities. For more information DSE/DPI The composition of the project team may • Guidelines and tools to enhance staff can refer to the Corporate change throughout the development and 9effectiveness Evaluate in engagement. - A Plan forTraining Evaluation Schedule. implementation of the plan. The composition The processes used to develop this Workbook will reflect the differing tasks required to will9.1 continue Who to be Wants important to Know to enable What? 3.4 Using This Workbook work through each step of the Community learning outcomes and improvements to be This Workbook uses a Community Engagement Planning Key. For example: 9.2 What Evidence Needs to be Collected? incorporated into future editions and web Engagement Planning Key10 to guide staff • Different tasks may be required to achieve based9.3 applications. Choose Appropriate Methods to inGather how to Evidence develop a flexible and dynamic the outcomes when progressing through Community Engagement Plan. The Key assists the steps contained in The Key Creating a Community Engagement Plan is 9.4 Design an Evaluation Action Planin the progression from idea, through to the • Different skill sets may be required a fluid and circular process. There is no ‘right development of a measurable and tangible • Different levels of analysis and way’9.5 to approach R3: Review, community Reflect engagement. and Celebrate plan. Through the use of the Key, individuals understanding may be required to ‘define Every situation and circumstance is different. and groups are encouraged to develop a plan a specific community’ and/or inclusion of Essentially,10 community Learn engagement- A Plan is aboutfor Learningin order to understand the potential diversity specific citizen or stakeholder group(s). processes that bring people together. This of their ‘defined community’, to broaden Workbook10.1 cannot Outlining provide Learning a proven Goals formula their scope, incorporate findings and identify 3.5 Feedback on the Workbook for success but rather, offers guidance in action based on evidence. planning10.2 and Define some toolsyour that Learning may be Approach useful. This Workbook is an evolving, revisable The Key incorporates the theory behind document developed in consultation with 10.3 Schedule Learning Events 11 3.2 How far will the Workbook the Wheel of Engagement . The Wheel of DSE/DPI and partner agencies for staff and Engagement is a simplified model to assist 10.4take Sharingyou our Learning Opportunities and Outcomes other users. The relevance and completeness in clarifying the purpose of the engagement of the Workbook is the responsibility of the This Workbook is not able to cover all 10.5 R4: Review, Reflect and Celebrateprocess. people who use it. community engagement processes and bodies of knowledge. In particular, it cannot 3.4.1 Creating a Project Team Feedback on its usefulness, and any ideas
10 refer to Section 2, Part 6 for the Community Engagement Planning Key 11 refer to Section 1, Part 5 for the Wheel of Engagement
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6.1 The Community The Key is divided into four quadrants, The ‘stop’ descriptors at the end of each Engagement Planning Key with four clearly defined outputs and an quadrant (indicated by R1, R2, R3, and R4) arrow defining the movement from one are specifically designed to caution you to 29 The Community Engagement Planning Key quadrant to the next. For example, the carefully consider your work to date and is a model for helping you to systematically ‘scope’ quadrant output is development of consider management of your risks in moving explore the purpose of your community or a list of stakeholders and clearly defining to the next quadrant. Engagement with the stakeholder engagement and develop a the purpose of engagement. Each quadrant community can be complex and fraught with Community Engagement Plan. outlines a specific task and takes you through varying levels of risk. Carefully review your Similar to a problem solving model, the a range of activities. For example, the first work and plan for potential risks at each of KEY enables you to step through key issues task is to identify and understand the project these points. and actions that build on each other in system. Each quadrant builds on the next progression towards your own Community to culminate in final development of your Engagement Plan. Community Engagement Plan as well as integration of your learning.
Determine people in the system & their needs
Diagram 5: The community engagement planning key
29Adapted from Australian Quality Council Australian Business Excellence Framework (1996) and the Continuous Improvement Model (1999)
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The aim of the first section of the Key is to Key Quadrant Output: A List of a) Clarify and define your overall project help you focus clearly on your purpose of Stakeholders and our Purposes objectives engagement and align this with your overall Task: Identify and Understand the Project b) Develop a map that depicts the ‘system’ project objectives. It is important for you to System as you see it be clear about your overall project objectives c) Consider the stability and/or complexity to enable you to clearly define the purpose of Document the intent of the project and of your overall project and implications the engagement component of your project. community engagement plan, and create on your Community Engagement Plan. Once you have done this, you are then able a list of citizens and stakeholders and their to start identifying the stakeholders and/or needs. The questions listed below are As part of ensuring you have a firm community of focus. prompts only. It is not essential that every foundation on which to develop your question is answered but it is helpful to have Community Engagement Plan, it is important 7.1 Identify and Understand done some thinking on these issues. to work through and clearly understand your overall project objectives. Follow the arrow As a first step, it is important you fully clarify the Project System to your first activity to assist you in the broad environment within which your a) clarifying and defining your overall project is operating. This includes addressing project objectives. environmental, social, cultural and economic factors that may influence the development of your Community Engagement Plan. Your first group of tasks are to:
Activity 1:
Go to Section 4 Activity 14.1.1 Clarifying and defining your overall project objectives and complete the questions on this worksheet.
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Your next activity involves b) developing a Economic: mind map that depicts the ‘system’ as you • Industry groups and economic drivers see it. that are directly and indirectly related Mind maps are an external ‘photograph’ to the project of the complex inter-relationships of your • Trends which you may be aware of, thoughts at any given time. They enable your such as rising land prices brain to ‘see itself’ more clearly, and greatly • Range of business enterprises. enhance the full range of your thinking skills. A mind map consists of a central word Further points to consider when developing or concept. Around the central word you a mind map include: jot down five to ten main ideas that relate 1. Start with a coloured image in the centre to that word. You then take each of those words referred to as ‘child words’ and jot 2. Consider use of images throughout your down another five to ten ideas that relate mind map to each of those words. In this way a large 3. Words need to be printed with a number of related ideas can quickly be connecting line to other words produced. 4. Use colours to stimulate right brain The more information your mind map functioning and enhance memory, delight contains, the better chance you have of the eye, be creative addressing a range of issues (particularly 5. The mind should be left as ‘free’ as from a risk perspective) in the development possible. You will likely think of ideas faster of your Community Engagement Plan. than you can write. When drawing your mind map, consider Further information on mind mapping is the following prompts to address social, included in Section 3, Part 11.2.31 or access environmental, cultural and economic Buzan, T., Mind Map Book.30 issues related to your overall project. For your next activity, b) develop a mind map Social: that depicts the ‘system’ as you see it. • Identify the particular target groups or constituencies involved • Identify particular social characteristics/ Activity 2: issues that could affect the project (social Go to Section 4 Activity 14.1.2 demographics etc.) and complete Your Mind Map • Identify the issue(s) that concern citizens and stakeholders • Identify where these issues occur (the interface between agricultural, environmental and social enterprise/ industry) This next activity takes you a step further in developing the foundation for your • Research the history of groups or areas. Community Engagement Plan through Environmental: c) consideration of the stability and/or complexity of your overall project and • Mix of land-use implications for the plan. • condition
• Environmental zones and sensitivities. Activity 3: Cultural Go to Section 4 Activity 14.1.3 • Diversity of the citizens or stakeholder and complete Stability of groups or groupings the System and Implications • Your knowledge of culturally significant for Your Community issues related to place or specific groups. Engagement Plan
30Buzan T., (1995)
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7.2 Determine the People in the Key Quadrant Output: A List of If the intent of your Community Engagement System and Their Needs Stakeholders and our Purposes Plan is to deliver in the ‘involve’ and ‘empower’ quadrants of the Community Task: Determine the people in the system Engagement Wheel, then revisiting the scope and their needs section of the key with your project team is Determine people in the This section examines in more detail which essential. If you are working on your own, system & their needs citizens and stakeholders influence the check with fellow colleagues or ensure you system, what their expectations are and gain some feedback from your target group. clarifies who the project team could engage. Inclusive and transparent processes are New insights and relationships may appear achieved when needs and expectations are that otherwise could have been overlooked. shared across citizen and stakeholder groups, Citizens and stakeholders strive for of which DSE/DPI are one, and are recognised different kinds of development and change through the negotiation or re-negotiation of depending on their values and needs. Each key milestones. person linked to the process is likely to have This section will focus on gathering their own view of what must be achieved, of information that contributes to the and how. This diversity among relevant development of your Community Profile or citizens and stakeholders can be utilised Stakeholder Analysis. Both these concepts to explore fundamentally different or even are outlined in Section 3, Parts 11.2.9 conflicting values and needs. Understanding Community Profiling and 11.2.56 Stakeholder the differences in values and needs offers Analysis. A case study of a Community Profile insights into designing your Community is also outlined in Section 3, Part 12.1 Engagement Plan.
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7.2.1 Who are the people? It is also important to consider issues 7.2.2 Forming a Project Team or working Activity 4 asks a range of questions in of privacy of citizens and stakeholders. as individuals a worksheet. These questions can be The Privacy Act 2000 should be observed Section 1, Part 3.4.1 Creating a Project ‘guessed’, at first, then validated against the and DSE/DPI staff are also to observe Team highlighted the benefit of forming responses of citizens and stakeholders, and departmental guidelines and policy. a project team as well as highlighting its modifications made. This creates a broader The next activity is designed to establish a role in designing and implementing a view of the people (individuals and groups) clearer picture of the interest, importance Community Engagement Plan. You may involved in the system. and influence of the citizens and stakeholders already have an established project team to on the success of your project. oversee your project. If you do, you could consider nominating some members of your project team to form a specific Community Activity 4: Activity 5: Engagement Project Team. If you do not have Go to Section 4 Activity 14.1.4 a project team overseeing your project, it and complete Defining Citizens Go to Section 4 Activity 14.1.5 is beneficial to consider forming a team to and Stakeholders and complete the table Citizens assist in the development of your Community and Stakeholder Relationship Engagement Plan. to the project Depending on the dimensions of your Community Engagement Plan, the following criteria may assist in developing a Community Having completed this exercise, read the Engagement Project Team. To ensure following questions: Building on the information you have consistency, establish a list of criteria to help developed in Activity 5, Activity 6 seeks to you select individuals from the groups you’ve a) Are there any sub-sets of citizens / be a little more discerning when determining already outlined in Activities 2, 4, 5 and 6. stakeholders that can be distinguished? both the influence on, and importance of The criteria might include: Try to be as specific as possible. Farmers, for your project to, citizens and/or stakeholders. example, are often not a homogenous group This activity takes you through the process of • The match between your project team’s and can be specified according to region, clearly defining your purpose for citizens and terms of reference and the project purpose scale, enterprise, farm management etc. stakeholders who are critical to the success of • Experience and skills (local knowledge, b) Who would normally be excluded from a your project. Follow the instructions carefully. familiarity with community engagement community engagement process? Will they You will also need to revisit The Wheel of processes etc.) be affected by the issue or decisions made? Engagement to validate your purpose. • Location This might include young people, people with • Increasing the diversity within the team English as a second language, indigenous people, aged groups, etc. • Enterprise c) Have you forgotten any people or groups Activity 6: • Particular view point. that should not have been overlooked? Go to Section 4 Activity 14.1.6 The next activity takes you through the d) Who within the department/government/ and complete the matrix Importance process of identification of potential members industry needs to be involved? to, and influence of Citizens and to make up your project team. e) How involved does your supervisor need Stakeholders in determining to be? What is their role? purpose of engagement Revisit Activity 4 and, if required, modify your approach following your thinking and Activity 7: responses to the above questions. Go to Section 4 Activity 14.1.7 It is extremely important that you do not and complete the worksheet assume this information as our assumptions Potential Community often lead to risks with our project in latter Engagement Project Team stages that could have been easily addressed at this stage.
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7.3 R1: Review, Reflect Key Quadrant Output: A List of Reviewing and reflecting on information And Celebrate Stakeholders and Our Purpose gathered so far is an important step in ensuring the effectiveness of your Task: Review, Reflect and Celebrate community engagement planning processes. A trap people frequently fall into with At this point in your process you are able community engagement activities is to to objectively assess the material you have determine a method before having clearly gathered, capture any insights and build on defined the purpose of engagement or this new information in your Community the community to be engaged. This can Engagement Plan. lead to unforeseen situations or risks that could either have been prevented, or a risk management approach developed. These Activity 8: issues can amount to huge additional costs for a project that were not factored in at Go to Section 4 Activity 14.1.8 start of the project (eg. financial, community and complete the worksheet R1: perception, project reputation, etc.). You Review, Reflect and Celebrate are encouraged to carefully reflect on your preliminary work at this time to ensure you are sufficiently prepared to work on the next phase of your community engagement planning process. The purpose of this section of the Key is to help you move through the next phases of developing of your Community Engagement Plan by building on the work you have already done. You are taken through the following tasks: your project success is described; you explore and select the best suite of tools to match your engagement approach; you develop a schedule and identify resources; and you explore risks associated with your choices and develop ways to manage these effectively.
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Key Quadrant Output: A Plan 8.1 Describe What Success Activity 9: Looks Like For Implementation Task: Describe What Success Looks Like Go to Section 4 Activity 14.2.1 and complete the table Describing This section invites you to consider what Stakeholder and Community Success success looks like in your community for Your Community Engagement engagement approach from three Plan and record key points on perspectives; the project team, the 14.5 Draft Template – Your community and the Minister or the Community Engagement Plan department. Activity 9 takes you through the process of identifying the potential ‘success’ of your community engagement approach as part of your overall project. It is based on a Bennett’s Hierarchy31 approach to assist with evaluation. This activity lets you consider the long-term outcomes of your engagement approach as well as identify the steps towards achievement of project goals. In addition, this work assists in the development of evaluation of your Community Engagement Plan (outlined further in this section, Section 2, Part 9).
31Bennett (1975)
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8.2 Explore The Best Suite Key Quadrant Output: A Plan For purpose of engagement. The diagram can Of Tools Implementation also be used for individual decision making. For example, Technical Assistance in a group Task: Explore The Best Suite Of Tools situation is more about informing while This section invites you to explore the range for an individual this information is often of tools included in this Workbook. It is empowering for their own decision-making important you select tool(s) that effectively (eg. dairy extension advice to a farmer etc.). match the purpose of your Community In Diagram 6 (below) a bracket indicates Engagement Plan. the tool that suits each approach – Inform, Diagram 6 (below) outlines a range of Consult, Involve, and/or Empower. Where tools, many of which have been kindly a ‘best fit’ occurs between the tool and reproduced from the Citizen Science Toolbox approach, the tick is bracketed. Detailed www.coastal.crc.org.au. For the purposes of information on each of the tools listed below this Workbook, the tools have been matched is outlined in Section 3, Part 11. The detailed to The Wheel of Engagement approaches. information includes consideration of a range This diagram is a guide only and focuses on of issues such as costs, recommended size of matching decision making processes to your audiences (where appropriate), skill level as well as method etc.
Diagram 6: Tools and Community Engagement Approach
Approach Approach
Tool Inform Consult Involve Empower Tool Inform Consult Involve Empower Backcasting ✔✔{✔}{✔} Fishbowl ✔ {✔} ✔ Brainstorming ✔ {✔}{✔} Focus groups ✔ Briefings {✔} ✔ Future search conference ✔ {✔} ✔ Citizen committees {✔} Information contacts ✔ Citizen juries ✔ {✔} Information hotline ✔ Civic journalism ✔✔ Information repository ✔ Community fairs {✔} Interactive TV ✔ {✔} Community indicator ✔✔ Interactive video display ✔ kiosks Community Profiling ✔ {✔} ✔✔ Conference {✔} ✔✔ ✔ Key stakeholder ✔ interviews Consensus conference {✔} ✔ Deliberative opinion polls ✔ {✔} Kitchen table discussion ✔ {✔} ✔✔ Delphi study ✔ {✔} ✔ Media releases {✔} ✔✔ ✔ Design charrettes ✔ Mediation and {✔} ✔ negotiation Displays and exhibits {✔} ✔ Electronic democracy {✔} ✔ Mind maps ✔ {✔} ✔✔ Expert panel ✔✔{✔} ✔ Multi Objective Decision ✔ {✔} Making Support Field trips {✔} ✔
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(continued from previous page) Approach Approach
Tool Inform Consult Involve Empower Tool Inform Consult Involve Empower Newspaper inserts ✔ {✔} ✔ Scenario testing ✔✔{✔} ✔ Nominal group ✔ {✔} Search conference {✔}{✔} Open house ✔ {✔} ✔ Shopfront {✔} ✔ Open space technology ✔ {✔} Simulation (electronically ✔ {✔}{✔} ✔ generated) Participant observation {✔} ✔ Photovoice {✔} ✔ Sketch interviews ✔ {✔} ✔ Planning4real ✔ {✔} Snowball sampling {✔} ✔ Poster competitions {✔} ✔✔ Speak-outs {✔} ✔ Printed information {✔} ✔ Stakeholder analysis ✔ {✔} Prioritisation matrix ✔ {✔}{✔} Study circles ✔ {✔} ✔ Public conversation ✔ {✔} ✔ Submissions ✔ {✔} ✔ Public involvement ✔✔{✔} Surveys ✔ {✔} Public involvement ✔✔{✔} Technical assistance {✔} ✔ {✔} ✔ volunteers Technical reports and {✔} ✔ discussion papers Public meeting ✔ {✔} ✔ Questionnaires and ✔ {✔} Telephone trees {✔} ✔ responses Visioning ✔ {✔} ✔ Role plays {✔} ✔ Websites {✔}{✔} ✔ Samoan circles ✔✔{✔} ✔ Workshops ✔ {✔} ✔
The next activity involves matching appropriate tool(s) to your planned engagement purpose. The idea is to select the suite of tools that most effectively builds towards the engagement approach for each citizen or stakeholder. Consider your choices carefully.
Activity 10:
Go to Section 4 and insert the selected tools into column 4 Tools of 14.5 Draft Template - Your Community Engagement Plan related to specific stakeholder and/or citizen groups
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8.3 Determine Scheduling And Other issues to consider include the level • Who has responsibility for these major Resources Required of resources you require to implement your task sets? Community Engagement Plan. Again it is • What can be delegated amongst the helpful here to refer to Section 3, Part 11 project team? on costs and time required for each tool. • Have you allowed adequate time to conduct the selected tools? • What are the strengths, weaknesses, Activity 11: opportunities and threats with respect to: - Project team availability? Go to Section 4 and complete column 5 Resources of 14.5 Draft - Staff availability? Template - Your Community - Citizen and Stakeholder availability? Engagement Plan • How should people be informed about the outcomes, receive feedback etc?
On completion of column 5 of 14.5 Draft Activity 12: Template – Your Community Engagement Plan take time to reflect on the impediments Go to Section 4 and complete and how you can manage the following: columns 7, 8 and 9 of 14.5 Draft Template – Your Community Key Quadrant Output: A Plan For • What are the skills/competencies needed Engagement Plan Implementation for the delivery and further design of your Community Engagement Plan? Task: Determine the Scheduling and Resources required • Are these skills/competencies held by anyone involved in development and A key activity of this section is to carefully implementation of the Community Please Note: At this stage you have consider the timing or scheduling of activities, Engagement Plan? completed a broad action plan. Further and identification of the range of resources detail in terms of specific actions and work • Do the citizens and stakeholders have breakdown will be completed at a later stage. you require. the capacity (knowledge, skills, aspirations At this point in development of your and attitudes) to participate in and/or Community Engagement Plan, it can be implement the tools/actions outlined in difficult to decide on how the activities the plan? should be scheduled, and whether the • Where can you access outside skills sequencing is in a logical order. Some and expertise? activities occur in parallel, some activities may be repeated, while other activities may • Does accessing or developing these skills be combined to coincide at the same time. match the available budget? One of the challenges is to maintain pace Further development of these skills and ways and momentum at the same time. to improve them are outlined in this section, Things to consider when developing a Section 2, Parts 10.1 – 10.5 Learn – A Plan Schedule include: for Learning. • The current level of information held The next activity requires you to re-visit within the project team 14.5 Draft Template – Your Community Engagement Plan. But this time you are • Seasonal constraints asked to complete columns 7, 8 and 9. • Project timeframes and milestones Prior to completing this part of your • The time required to design and implement Community Engagement Plan, consider a tool, and then to evaluate the activity. the following questions:
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8.4 Anticipate Surprises
Key Quadrant Output: A Plan For Implementation Task: Anticipate Surprises This section covers how to identify risks and opportunities. It also deals with strategies to overcome or capitalise on different eventualities. The following activity is designed to help you anticipate risks. Consider the best and worse case scenarios for the activities you plan to undertake. This is an opportunity for identifying and managing potential risks.
Activity 13:
Go to Section 4, part 14.2.2 and complete the table Anticipate Surprises
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8.5 R2: Review, Reflect And Celebrate
Key Quadrant Output: A Plan For Implementation Task: R2: Review, Reflect And Celebrate In this section you are invited to reflect on the thinking and activities you have undertaken to develop the implementation phase for a Community Engagement Plan Reviewing and reflecting on information gathered so far is an important step in ensuring the effectiveness of your community engagement planning processes. At this point in your process you are able to objectively assess the material you have gathered, capture any insights and build on this new information in your Community Engagement Plan.
Activity 14:
Go to Section 4, part 14.2.3 R2: Review, Reflect and Celebrate and reflect and complete the range of questions
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A key part of any project is to develop and 9.1 Who Wants To Know What? build on learning outcomes. There are a range of evaluation methodologies you can explore to help in the evaluation of your Community Engagement Plan. Bennetts Hierachy has been used consistently for a number of years within the previous Department of Natural Resources and Environment and continues to be a model utilised in DSE/DPI. A specific model has recently been developed for community engagement based on Bennetts Hierachy. Other similar approaches include work by Funnell32 and work undertaken by the Office of the Auditor General of Canada Key Quadrant Output: Evaluate – A Plan At this stage it is important to identify those on ‘results-expectations charts’33. Further for Evaluation people who are interested in monitoring the information is included in Section 3, Part Task: Who Wants To Know What? progress of your Community Engagement 13.2 Additional Resources. Plan and its impact. For the purposes of While this Workbook does not address In this section you are asked to decide this Workbook, ‘monitoring’ is defined as specific evaluation methodologies in detail, on who is your evaluation audience. The measuring ‘as you go’ or during the project. it is strongly recommended you define a audience may range from stakeholders, It refers to measuring how well the process method to enable you to accurately identify community, policy makers, steering groups, is going (ie how well the tools have been the learning outcomes of your overall project funders/investors and the project team itself. received and operated) and also measuring as well as community engagement planning There will probably be some differences how well the Community Engagement Plan is outcomes. For DSE/DPI staff information between those stakeholders who have been achieving its objectives and making progress. identified earlier and those who are purely and/or training can be accessed through the For the purposes of this Workbook, ‘impact’ interested in evaluation results. DSE/DPI Training Schedule. means measuring at the end of the project. In this case, it means measuring the overall impact of your Community Engagement Plan and its activities – the overall changes that resulted from the project and the behavioural changes the project initiated. The next activity involves revisiting your list of citizens and stakeholders to identify those people interested in knowing how the project is progressing and knowing the end results.
Activity 15:
Go to Section 4, part 14.3.1 Evaluation and Audiences and complete the table
32Funnell S., (1997) 33Office of Auditor General, Canada
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9.2 What Evidence Needs To Key Quadrant Output: Evaluate – A Plan b) Results are more commonly exhibited Be Collected? for Evaluation through better relationships, trust and Task: What Evidence Needs To Be Collected? connectedness – all of which are difficult to observe or articulate in tangible or ‘hard In order to demonstrate the success of your science’ terms. Community Engagement Plan, this section c) The effects of any engagement activity helps you to determine the evidence you (more so than any other activity) are need to collect either during or after your often not obvious for some time after the community engagement planning process. completion of an activity or project. The following activities will help you This last point means that those working decide what evidence (or Key Performance in the field of community engagement Information) to seek and gather in order to are often ‘planting a seed’ for future demonstrate your Community Engagement eventualities. This makes it hard to attribute Plan: changes in behaviour or relationships to a) Is ‘on target’ (monitoring), and particular community engagement activities . b) has met it’s overall aims (impact). To assist your evaluation processes you are Evidence or Key Performance Information now encouraged to match the evidence you refers to that which you see, hear, touch and collect against the success measures you understand from both a ‘quantitative’ and described in Activity 9, Section 4, Part 14.2.1. a ‘qualitative’ point of view. A ‘quantitative’ Consider the things you see, hear, touch, or approach is the gathering and analysis of understand (quantitatively and qualitatively) data that focuses on quantifiable material, to ensure success. such as numbers and volumes. Whereas Now you are ready to decide on which a ‘qualitative’ approach is focussed on activities/tools outlined in your Community understanding the meaning of the data34. Engagement Plan provide the evidence you At this stage it is not necessary to worry require to evaluate success. The next section about how the information is collected will take you through this process. but whether it is the best information to collect to demonstrate the success of your Community Engagement Plan. Activity 16: Collecting evidence in the field of community engagement is often more complicated than Go to Section 4, part 14.3.2 other aspects of project evaluation. There are Draft Evaluation Plan and many reasons for this: complete columns, 1, 2 and 3 only a) It is a relatively new field of expertise (especially for government) and subsequently has not been tested and measured as other methods.
34 Bryman, A., (2001)
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Key Quadrant Output: Evaluate – A Plan 9.3 Choose Appropriate Activity 17: Methods To Gather for Evaluation Evidence Task: Choose Appropriate Methods to Go to Section 4, part 14.3.2 Gather Evidence Draft Evaluation Plan and complete column 4 This section asks you to consider the best method for collection of evidence as outlined in the work undertaken in Part 9.1 Activity 16. Consider the variety of activities you are undertaking where a level of recording and/or collection could easily be added (eg. regular reports that are already being prepared, modifying reports to capture important information etc.). Discussion with, and/or training provided by the DSE/DPI’s Evaluation Unit could enhance your skills in completing an effective evaluation plan.
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9.4 Design an Evaluation Key Quadrant Output: Evaluate – A Plan This part aims to help you complete an Action Plan for Evaluation Evaluation Action Plan that will need to be Task: Design an Evaluation Action Plan revisited as part of the overall project plan and asks you to consider: This section asks you to integrate the actions a) What tasks are required to be allocated and steps for evaluation into the overall to people from within/or outside the team action plan for the project. There is often a need to link several key plans together b) What evaluation tasks may need to be when building a comprehensive approach undertaken by outside consultants/ providers to your activities. The actions for the project, c) When these tasks should occur. communication, evaluation, learning and To complete your Evaluation Action Plan, individual work plans will all need to link you need to revisit Section 4, Part 14.3.2 to, and integrate with, the Community Evaluation Action Plan and fill out columns Engagement Plan. This step is a reminder 5 and 6 in the table. It maybe helpful to to ensure you are updating your processes, draw together all action plans, those forming reviewing your plan and reporting to part of the development of the Community key stakeholders. Engagement Plan, as well as overall project actions. This could avoid unnecessary duplication.
Activity 18:
Go to Section 4, part 14.3.2 Draft Evaluation Plan and complete columns 5 and 6
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9.5 R3: Review, Reflect Key Quadrant Output: A Plan For And Celebrate Evaluation Task: Review, Reflect And Celebrate This section invites you to reflect on the work and learning outcomes that have occurred to date. As mentioned earlier, there is limited information available on the outcomes of community engagement activities. As you reflect your outcomes, make sure your Evaluation Action Plan is clear and comprehensive, and consider using the outcomes of your work in presentations, case studies (that could be included as part of this Workbook) and journal articles.
Activity 19:
Go to Section 4, part 14.3.3 R3: Review, Reflect and Celebrate and respond to the various questions
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The following section draws together the Key Quadrant Output: Learn – A Plan These competencies do not fit into a national work you have undertaken in the previous For Learning training framework as yet. But they have three quadrants of the Key. While the been built on key competencies such as Task: Outline Learning Goals learning in previous quadrants focuses on those outlined in the International Facilitator your project and the effectiveness of your This overall section focuses on completion of Competencies, from the Institute of Cultural community engagement planning processes, an Action Learning Cycle. Although aspects Affairs in Canada and some key sources in this section deals with your individual skills. of learning have already been identified Action Learning36. through the evaluation component, this step The following competencies, outlined in 10.1 Outline Learning Goals aims to focus your individual skills, reflection Diagram 7 (over the page) have been adapted and further development into learning goals. by the Community Engagement Unit (DSE/ For people working in an organisation where DPI) to best represent the current and future there are formal performance planning skill levels required to match DSE/DPI and and skill development programs (ie ‘work other users’ directions in effective community plans’ or ‘performance planning and review’ engagement. Read this information. processes), these learning goals can form the basis of future training and development. The following activity looks at the qualities required to effectively undertake community engagement activities, and then examines some clear development paths for individuals and project teams. The activity is based on ‘competencies’. In this context, competencies are defined as ‘the knowledge, attitudes, skills and aspirations (K.A.S.A.)35 that are most important in the role of a person who engages with community members (individually and in groups)’. These competencies are equally relevant for those who consider themselves full-time ‘community engagers’ or ‘occasional’ engagers.
35 Bennett (1975) 36 Hunter (1999) citing RMIT Action Science (1997)
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Diagram 7. Assessment • Communication skills including Level 1: Basic Understanding, of scaling of community emotional intelligence Awareness • Development of community and engagement skills Level 2: Ability to apply with some professional networks Community engagement skills are: confidence • Evaluation and continuous • Project planning [including community improvement Level 3: Individual expertise engagement planning] • Personal and team performance • Theoretical understanding [of and development Level 4: Foster it in your team community engagement, systems • Encourage others to understand and thinking,capacity building] appreciate the different learning styles in Level 5: Creating a culture – a normal • Action and adult learning the group. way of doing business
SCALING Competencies Level 1 Level 2 Level 3 Level 4 Level 5
Project Planning • Work is undertaken • Contribution is • Develop project • Discuss aspects • Coordinate [including Community in accordance with made to developing plan. of theory with multiple projects to Engagement Planning agreed project project plan. • Develop colleagues. achieve integrated plans. • Contribution engagement plan • Use the theory to outcomes. • Understand is made to as part of project inform practice [eg • CE plan is components development of CE plan. seeking community implemented, of project plan. • Manage project intelligence] evaluated and plans including staff to fulfil project • Use theory as an aid improved. engagement. & CE objectives. to reflect on and to • Lead a team to • Understand make changes to deliver project basic project current practice. outcomes whilst management building their principles. professional • Identify capacity. Performance Plan goals in alignment with project and Community Engagement objectives. Theoretical • Knowledge that the • Understand the • Experience with • Assist individuals • Confidently use the understanding theories exist. basic principles of the application or groups in being theory to inform of community the theory. of theoretical aware of the values planning and engagement, systems • Modify one’s own principles in real and needs of actions. thinking, capacity language to reflect world situations. others. • Add to the theory building. the theory. • Actively seek new • Encourage others to in light of reflection knowledge of share responsibility on practice in theory from credible for learning. relation to theory. sources. • Encourage others • Confident in • Begin to enter into to understand and describing the conversations with appreciate the theory to others. others to learn different learning • Enter into more about theory styles in a group. intellectual and theory in • Combine advocacy conversations about practice. with inquiry. theory [and theory in practice] with “experts.”
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SCALING Competencies Level 1 Level 2 Level 3 Level 4 Level 5
Action/Adult Learning • Understand • Confident applying • Manage difficult • Assist individuals • Negotiate learning different learning different learning emotional or groups in being outcomes with techniques. techniques situations with aware of the values staff/teams/groups. • Aware of the • Design learning confidence. and needs of • Construct an learning cycle. activities consistent • Aware of the others. environment • Aware of one’s with adult learning values and needs of • Encourage conducive to own learning style principles. individuals and use others to share learning. – strengths & • Effectively these in progressing responsibility for • Use learning styles weaknesses. manage disruptive one’s own skills learning. across different individuals and in community • Combine advocacy sectors of the group dynamics. engagement. with inquiry. community. • Understand how • Designing and • Personal actions the learning cycle delivering processes demonstrate the fits with community based on the application of the engagement and learning cycle. learning cycle in begin using it. • Actively use inquiry. every day work/life. • Understand the • Slow down and difference between focus on the advocacy & inquiry inferential steps • Understand the individuals take ladder of inference. in going from the data to conclusions.
Communication skills • Understand • Participate in the • Develop a • Regularly monitor • Regularly including emotional communication development of communication implementation review, evaluate intelligence. principles and the a communication plan for the project. and review and improve [complete emotional difference between plan. • Adhere to effectiveness of communication competence communication, • Implement communication communication plan. marketing, framework at communication plan. plan. • High level of self www.eiconsortium.org] promotion and plan. engagement. • Growing self • Demonstrate awareness and self • Understand the awareness, being regular and management in • Growing values and needs of reflective and effective stressful situations. understanding others. learning from communication. of how emotions experience. • Primary focus on affect behaviour. • Identify emotions • Growing self others’ needs and and affect on • Increased awareness feelings. • Interested in others’ behaviour. awareness of values through being values and needs. and their effects open to candid on one’s own behaviour. feedback. • Increased • Encourage others awareness of one’s to notice their effect on others. own behaviours • Empathy with the (espoused and needs and feelings in-use). of others.
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SCALING Competencies Level 1 Level 2 Level 3 Level 4 Level 5
Development of • Believe that • Develop • Provide an • Form alliances and • Develop and community and building networks professional effective mutual create synergies maintain strong professional networks and relationships and community referral system between agencies networks is time well spent. networks. • Understanding of and communities. and robust • Identify key • Collect community needs • Design relationships. stakeholder and information from and issues. engagement • Value effective contacts for community • Flexible with processes which communication project/region. • Listen effectively communication are informed by as an opportunity • Aware of own to community techniques community needs. to create communication issues. according to • Builds rapport improved working styles and situations. and keeps others relationships. preferences. • Seeks out involved. • Displays influential mutually beneficial leadership. relationships. Evaluation & • Understand theory • Participation in • Understand and • Lead the • Develop an Continuous and benefits of development of use Bennett’s development of evaluation culture improvement. evaluation. project evaluation Hierarchy or project and CE where evaluation • Aware of different plan. other evaluation evaluation plan. is an integrated evaluation • Collect, analyse framework • Collate qualitative part of project methods. and report data to for project, CE and quantitative management and project manager. and evaluation data into project day to day work. planning. • Accept and use reporting. feedback as a • Seek and give • Use evaluation means to improve feedback from as a continuous practice. and to colleagues. improvement mechanism. Personal and Team • Acknowledge the • Implement • Seek feedback • Own continuous • Develop team Performance and importance of analysis of own from others on learning program learning culture. Development ongoing learning performance. performance. in place. • Develop team – formal and • Seek help with • Identify learning • Team learning culture of informal. workload and opportunities for plan is in place. planning to • Aware of pressures. self and others. • Assist others manage workload workload and • Have a mentor or • Actively apply with appropriate and pressures. pressures. coach [formal or appropriate management of • Develop coaching • Aware of benefits informal] management of workload and and mentoring of coaching and • PPS training & workload and pressures. as a part of team mentoring. development pressures. • Encourage culture. • Use PPS for is based on an • Effectively support others to develop training & annual personal others through coaching and development learning plan. coaching or mentoring skills as opportunities. mentoring. well as coaching and mentoring others.
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The following activities are based on a 3. After completing the framework, mark On examination of your Skill Wheel, pick 2 or decision making planning process taking your current skill level on each spoke and 3 areas to highlight as possible development into account the information included join up the dots to pictorially indicate your / training needs. Do this by placing a circle in Diagram 7 Assessment of Scaling of strengths and areas for further learning in around the spoke(s) which you most want Community Engagement Skills. A skill community engagement. or need to focus on for the next 12 months. wheel has been adapted linking the above It is important to note each spoke of the to assist in determining your current skills Skill Wheel represents a large area of and future skill development requirements. Activity 21: development. It is best to focus on smaller, To assist with identification of your learning and more specific, development areas. Ask goals, a stepped process will help identify Go to Section 4, part 14.4.1 yourself a key question: the following: Define your skills for the future • From the detailed descriptions of each (a) your current skill level now, and spoke and level/s, which key area of (b) consider where you would like to further this competency do I want to develop develop your skills. that will lift my overall capability in The now process requires each individual to community engagement? assess themselves against key competency The ‘where’ process requires each individual Having completed all the activities outlined areas for community engagement. Take some to set themselves a goal for the next 12 above, you should now ratify your thoughts time to reflect on the following questions: months against each key competency area with someone else. You could choose a a) What is my normal behaviour at this point? for community engagement. Ask yourself a colleague or mentor to help assess you and/ or you could discuss your thoughts with b) What stands out in my performance? key question: your supervisor. c) What has occurred over the last year? • From what I know about the last 12 months, what areas do I need to develop d) What do I do that makes me feel in the next 12 months? satisfied / happy? Go back to the Skill Wheel but this time mark e) What do I do that frustrates me or makes in red further development opportunities me uncomfortable? for yourself over the next 12 months on f) What are the key learning outcomes over each spoke. For example, if you are currently the last year? placed at about a level 2 for action / adult g) What insights do I have about my learning, do you need or want to move to development needs in community a level 3, 4 or 5? It is very important to look engagement? at the descriptions for each level and be pragmatic about what will be possible and achievable in the coming 12 months. Activity 20:
Using previous table “Assessment Activity 22: of Scaling of Community Engagement Skills” and diagram at Go to Section 4, part 14.4.2 14.4.1 define your skills “Now” Highlight Key Competencies for learning and circle 2 or 3 areas for potential further development
1. Mark where you think you are currently performing for each key competency area (each scaling level refers to a dot / dash along the spoke of the Competencies and Scaling Framework). Complete the whole framework. 2. Discuss questions a) through to g) and your assessment with a colleague(s) and /or supervisor to validate your perceptions.
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10.2 Define Your Learning Key Quadrant Output: Learn – A Plan A table has been developed in Section 4, Part Approach For Learning 14.4.2 Defining Your Learning Approach that Task: Define Your Learning Approach sets out several approaches for capturing the insights of you and your team and outlines This section of the Key encourages the advantages and disadvantage of each you to collect insights and record key approach. Your next activity is to: learning opportunities throughout a) Brainstorm other possible approaches you the development of your Community could consider, and Engagement Plan. By recording insights and making recommendations, you can b) Decide on the methods you will use during modify the approach as you go and share your Community Engagement Plan (indicate your experiences (successes or learning your preference with a tick). opportunities) with others. This part of the Workbook outlines a number of methods for capturing the insights of Activity 23: you and your team to assist in further development of skills. Consider using one, Go to Section 4, part 14.4.2 Defining your learning approach or a number, of these approaches.
After you and your team members have chosen one or two methods for capturing your learning opportunities, you can share your ideas and collectively compile a team approach. Whatever approach is chosen, ensure all insights and recommendations are recorded or captured in some way. This information can be used as evidence in Part 9.3 Choose Appropriate Methods to Gather Evidence and links to section 10.3 Schedule Learning Events.
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Key Quadrant Output: Learn – A Plan 10.3 Schedule Learning Events Activity 24: For Learning Task: Schedule Learning Events Go to Section 4, part 14.4.3 Planning your learning This section asks you and your project team to outline how you will develop your skills and capability in the field of community engagement. The final outcome of this section will be a learning plan for you and your project team members –steps are the same for both. For your final activities as part of this Workbook, complete the table in Section 4, Part 14.4.3 Community Engagement Learning Plan. This table requires information you have already provided during activities 22 and 23 in the Learn quadrant of the Key. It also requires additional information about actions, such as ‘when, who and what’ evidence will be used to demonstrate an improvement in skill areas.
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10.4 Share our Learnings with Others
Key Quadrant Output: Learn – A Plan However, these activities have often been For Learning developed from a ‘science-based’ approach. Task: Sharing Our Learnings With Others While there has been a reluctance on the part of some practitioners to write non- This section ensures that insights scientific papers or present their findings gathered through experiences are shared at conferences, this culture is changing. with colleagues. It links directly to your Community Engagement Learning Plan Revisit your Community Engagement (Section 4, Part 14.4.3) and asks you to Learning Plan (Section 4, Part 14.4.3) and define who could benefit from knowledge consider opportunities for sharing your about the process (monitoring) and outcomes learning and incorporating it into the general of your Community Engagement Plan. Community Engagement Plan in Section 4, Part 14.6. A common oversight in the field of community engagement is the lack of formal sharing of outcomes, learning and personal experiences. While the concept of community engagement is relatively new, many of the practices underpinning work with communities has been in place for many years and is well documented (eg. extension35 activities with landholders and the agriculture industry).
35 refer to term in glossary
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10.5 R4: Review, Reflect And Celebrate
Key Quadrant Output: A Plan For Learning Activity 26: Task: Review, Reflect And Celebrate Go to Section 4, part 14.4.6 This section enables you to reflect over the Transfer any actions from 14.4.3 to 14.6 as your overall action plan entire process and fine tune any outstanding actions that require follow up. If you have reached this point, you have been involved in a huge journey, a journey of discovery, and possibly some trials and Review your work and identify any gaps with tribulations. Your second last activity is to regard to your actions and highlight these in reflect on some questions to enable you to Section 4, Part 14.6 of Your Action Plan. continue to build on your learning and share The Community Engagement Planning Key this with others. is designed as an interactive tool that can be consistently built upon. Take advantage of the lessons you have learnt while developing Activity 25: your own Community Engagement Plan and Go to Section 4, part 14.4.4 R4: feel free to make your future engagement Review, Reflect and Celebrate and activities even more responsive and effective. consider the questions for continuing the momentum of your Community Finally, it is expected this Workbook Engagement Planning process and will continue to be further developed Learning and refined through inclusion of your experiences, learning and case studies to reinforce and share this learning with others. The last activity for this Workbook is to The Workbook contains a sheet entitled reflect on your overall learning outcomes Your Feedback. This exercise is optional. throughout the project. Follow the We welcome your contributions. See instructions in Section 4, Part 14.4.5, feedback sheet 14.7. Activity 26 Part B Learning Outcomes.
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11 Introduction to the ‘Toolbox’ 11.1 Contents of Toolbox
11.2 Detailed Descriptions and Application of the tools 12 Case Studies 12.1 Community Profiling
12.2 Avoca Marshes Study and the Local Community
12.3 Nutrient Reduction Plan for the Macalister Irrigation District (MID)
12.4 Portland / Horsham Forest Management Plan – Community Engagement Component 13 Recommended and additional resources 13.1 Highly Recommended resources
13.2 Additional Resources
13.2.1 Websites
13.2.2 Books, Articles and Guides
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This Toolbox was developed with permission be accessed through their web site http: It is anticipated this Toolbox will continue of the Coastal Co-operative Research //www.coastal.crc.org.au/index.html. to expand as more tools are developed and Centre (CRC). The Coastal CRC is based Additional tools have been added that tested. All tools are listed in alphabetical in Queensland and provides decision- expand the application of activities relevant to order, with full descriptions including making tools and knowledge to assist developing effective community engagement objectives, resources required, strength of in effective management of ecosystem plans. A total of 65 tools are currently the tools, as well as references for further health of Australia’s coastal zone, estuaries presented in the Toolbox. exploration, etc. and waterways. Further information can
11.1 Contents of the Interactive Video Display Kiosks Shopfront Toolbox Key stakeholder interviews Simulation (electronically generated) Backcasting Kitchen Table Discussion Brainstorming Media Releases Sketch Interviews Briefings Mediation and Negotiation Snowball Sampling Citizen Committees Mind Mapping Speakouts Citizen Juries MODSS Multi-objective Decision Stakeholder Analysis Support Systems Civic Journalism Study Circles Community Fairs Newspaper Inserts Submissions Community Indicator Nominal Groups Surveys Community Profiling Open House (or Open days and Technical Assistance Drop-In Centres) Conference Technical Reports and Discussion Papers Consensus Conference Open Space Technology Deliberative Opinion Polls Participant Observation Telephone Trees Delphi Study Photovoice Visioning Design Charrettes Planning4real Websites Displays and Exhibits Poster Competitions Workshops Electronic Democracy Printed Information Expert Panel Prioritisation Matrix Field Trips Public Conversation Fishbowl Public Involvement Volunteers Focus Groups Public Meeting Future Search Conference Questionnaires and Responses Information Contacts Role Plays Information Hotline Samoan Circles Information Repository Scenario Testing Interactive TV Search Conference
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11.2 Detailed Descriptions Special considerations/weaknesses: Audience size: and Application of the • No estimate of likelihood is possible. • Large (> 30) Tools • Does not seek to discover the underlying • Medium (11-30) structural features of the world that would Time required: Backcasting cause the future to come about. • Medium (6 weeks-6 months) Description: Resources required: Skill level/support required: Backcasting is a method of analysing • Publicity • High (Specialist skills) alternative futures, often energy futures. • Venue rental Its major distinguishing characteristic is a • Medium (Computer & other expertise) • Catering concern with how desirable futures can be attained. It involves working backward from • Staffing Cost: a desired future end point or set of goals • Moderator/facilitator • High (>AUD$10,000) to the present to determine the physical • Experts • Medium (AUD$1,000-AUD$10,000) feasibility of that particular future and the policy measures required to reach that • Recorders Participation level: end point. End points are usually chosen • Gophers • High (Stakeholders participate in decision) for a time 25 to 50 years in the future • Artists/photographer Innovation level: (Paehlke, Robert (1995) Conservation and • Audiovisual recording equipment • High (Innovative) Environmentalism, An Encyclopedia. New and amplification York & London, Garland Publishing Inc). Method: • Overhead projectors Backcasting is similar to Visioning, however To undertake a backcasting analysis: • Data projectors backcasts are not intended to reveal what 1. Define future goals and objectives, the future will be, but rather to weigh up a • Video projecting 25-50 years into the future. number of possible futures, and decide the • Slide projector/screen implications and preferable options, then to 2. Specify the scenario by analysing the • Printed public information sheets map out steps along the way. technological and physical characteristics • Response sheets of a path that would lead towards the Objectives: specified goals. • Props for working in groups (pens, Backcasting allows a group of people to paper, pins, etc.) 3. Evaluate the scenario in terms of physical, weigh up the implications of different future technological and socioeconomic feasibility • Furniture options or policy goals. and policy implications. • Children’s requirements Outcomes: 4. Brainstorm ways this desired endpoint Suitable for use by: can be achieved, working backwards to Backcasting provides one preferred option the present. from a number of future possibilities, and a • Industry series of ways that the desired endpoint can • Government References: be achieved. • Community • Paehlke, Robert (1995) Conservation and Environmentalism, An Encyclopaedia. Uses/strengths: Can be used for: New York, Garland. • Backcasts are not intended to reveal what • Showcase product, plan, policy the future will likely be, but to indicate the relative feasibility and implications of • Engage community different policy goals. • Develop community capacity • Suggests the implications of likely futures, • Develop action plan chosen not on the basis of their likelihood Number of people required to help but on the basis of other criteria defined organise: externally to the analysis (eg criteria of social or environmental desirability). • Medium (2-12 people) • Determines the freedom of action, • Individual in a policy sense, with respect to possible futures.
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Brainstorming Resources required: 3. Set times for the whole brainstorming • Methods of recording ideas where whole session, and for generating ideas. Description: group can view them 4. Keep fresh ideas coming, and welcome Brainstorming is a method for developing • Expertise - high creativity. creative solutions to problems. It works 5. Do not allow any one train of thought by focusing on a problem, and then • Venue large enough for comfort to dominate for too long. having participants come up with as many • Facilitator deliberately unusual solutions as possible 6. Do not criticise or evaluate during the and by pushing the ideas as far as possible. Suitable for use by: brainstorming session (criticism stifles During the brainstorming session there is • Industry creativity and spoils the fun). no criticism of ideas - the idea is to open up • Government 7. Record ideas no matter how unrealistic, as many possibilities as possible, and break • Community until there are no more ideas, or the time down preconceptions about the limits of the allocated for generating ideas is up. problem. Once this has been done the results Can be used for: 8. Record all ideas on a whiteboard or of the brainstorming session can be analysed • Engage community projector so that all participants can see and the best solutions can be explored all the ideas. either using further brainstorming or more • Discover community issues 9. Encourage ‘spark off’ associations from conventional solutions. Number of people required to help other people’s ideas, or combinations of organise: Brainstorming is useful in warming up a ideas. workshop and creating a sense of unity • Large (> 12 people) between workshop participants by ‘breaking 10. Either, evaluate solutions at the end of • Medium (2-12 people) the ice’ between them (Source: http: the brainstorming session to agree on the //www.mindtools.com/brainstm.html). • Individual most practical way forward; or Audience size: 11. Record the session either as notes, tape Objectives: recording or video for later evaluation. Brainstorming aims to develop the broadest • Large (> 30) possible range of creative options, to evaluate • Medium (11-30) References: these, and to select the best. • Small (<=10) • Edward de Bono (1992) Serious Creativity, New York, HarperBusiness. Outcomes: Time required: • http://www.mindtools.com/brainstm.html Brainstorming will offer better solutions to a • Short (< 6 weeks) community issue or proposal because a wider range of options has been canvassed. Skill level/support required: • Low (No special skills) Uses/strengths: • Can encourage creative solutions. Cost: • Can serve as a warm-up exercise. • Low (< AUD$1,000) • Can replace conventional participation Participation level: tools where such tools are inappropriate. • High (Stakeholders participate in decision) • Can assist in developing unity between participants. Innovation level: • Low (Traditional) Special considerations/weaknesses: • Ideas are unrestrained and may not be Method: achievable. 1. Select participants from as wide a range • Sessions may be difficult to record. of disciplines with as broad a range of experience as possible. This brings many • Realistic outcomes are not guaranteed. more creative ideas to the session. • Allow time to engage jury & facilitator, 2. Select a leader for the session, who can: put together briefing papers and contact ‘experts’. Outline any criteria that must be met. Keep the session on course. • Jury can take up to four days to consider Encourage an enthusiastic, uncritical its ‘verdict’. attitude among brainstormers. Encourage participation by all.
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Briefings Special considerations/weaknesses: Time required: • Purpose and timeframe need to be stated • Long (> 6 months) Description: clearly at the outset. Briefings are often a way of providing Skill level/support required: • If not appropriately targeted, information on a specific issue or initiative • High (Specialist skills) project stakeholders may not be to a special audience. The presentation may in target audience. • Medium (Computer & other expertise) be delivered by an industry, government or organisation’s representative, and is typically • The topic may be too technical. Cost: followed by detailed discussions in a question • Does not provide a forum for • Medium (AUD$1,000-AUD$10,000) and answer format. Briefings are useful as making decisions. • Low (< AUD$1,000) a public relations activity when an identified • May raise expectations of the group is going to be affected by a proposal. targeted audience. Participation level: The use of existing meetings of social and • Low (Information only) civic clubs and organisations as a forum for • Stakeholders may be disillusioned because briefings to inform and educate is often used the process is used as a means to inform Innovation level: them and not take on board their ideas, (Ontario Public Consultation Guide 1994). • Low (Traditional) Briefings may provide some preliminary ideas interests and concerns. of community issues based on questions and • Concerns of stakeholders need to Method: feedback at the briefing. be recorded. 1. Prepare presentation materials using (eg Powerpoint, overhead transparencies Objectives: Resources required: etc.) thinking about the specific interests A briefing will inform stakeholders of a • Staffing of the target audience. Also take printed project, product or proposal and provide • Experts material and have background information them with a chance to ask questions. • Facilitators available. Outcomes: • Recorders 2. Select groups and make offers for a briefing (telephone and/or send letters to Providing a briefing or briefings will ensure • Overhead projectors that an organisation will be working with an confirm date and times). It is important to • Data projectors informed stakeholder group. accommodate group/community needs as • Video slide projector much as possible. Uses/strengths: • Projection screen 3. Clarify whether the groups are willing to • Used when stakeholders are identified as promote the event, or whether you need • Printed information as handouts being more directly affected by an issue to provide promotional material (flyers, than the general population and you want Suitable for use by: posters, newsletter articles). to inform them first. • Industry 4. KISS - keep it simple and short. • Provides a forum to interact directly with • Government 5. Bring visuals if possible, and talk about a particular group and allows for detailed • Community case studies or personal experiences to explanation of issues, circumstances and illustrate the points you want to make. implications unique to the group. Can be used for: 6. Outline opportunities for ongoing • Allows sponsor to retain control of • Showcase product, plan, policy participation. information/presentation. • Communicate an issue • Allows sponsor to reach a large number References: of individuals who are not attracted to Number of people required to help • Ministry of Environment and Energy other participatory forums, as this forum is organise: (1994) Public Consultation Guide. Toronto, specifically designed for them. • Medium (2-12 people) Ontario. • Provides an opportunity to expand project • Individual • RCRA. 1996. Public Participation Manual. mailing list. Ch 5: Public participation activities. http: Audience size: • Allows presentations to be tailored with //www.epa.gov/epaoswer/hazwaste/permit/ • Large (> 30) specific information suited to different pubpart/chp_5.pdf [accessed 03/01/02]. groups. • Medium (11-30) Wates, N. (1999) The community planning • Can build community good will. • Small (<=10) handbook. London, Earthscan.
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Citizen Committees • Provides for a detailed analysis of project Suitable for use by: issues, timelines and deliverables and a • Industry Description: focus on the outcomes. • Government Also known as public advisory committees • Participants gain an understanding of other • Community and public liaison committees, citizen perspectives leading toward an agreed, committees consist of a group of integrated outcome. Can be used for: representatives from a particular community or set of interests appointed to provide Special considerations/weaknesses: • Engage community comments and advice on an issue. Generally, • Participant selection is a major • Discover community issues relevant community groups and agencies consideration: • Develop community capacity are invited to nominate as members of the The range of interests must be broad enough • Develop action plan committee, although people with specific to represent all those affected, and those • Communicate an issue skills may also be asked. Members meet with relevant interests and skills. regularly to provide ongoing input and advice • Build alliances, consensus over the duration of the project (Ontario Community members must be willing to Public Consultation Guide 1994:26). These work together on a common challenge, and Number of people required to help generally have an agreed life span and are Organisers must be aware of potential organise: normally organised at the local level to conflicts. • Large (> 12 people) address a specific issue. • The original terms of reference need to • Medium (2-12 people) be agreed upfront and recorded. Objectives: Audience size: • Contact should be maintained with the The objective of citizen committees is to • Large (> 30) provide broad-based input into planning committee to ensure that it does not take • Medium (11-30) and decision making from a range of groups on a life of its own. and agencies that are affected by a proposal • Members’ comments to the media may Time required: or issue. not coincide with the sponsor’s policy. • Medium (6 weeks-6 months) A set of principles can be developed to Outcomes: avoid this happening. • Short (< 6 weeks) The citizen committee may have sufficient • The general public may not embrace Skill level/support required: ownership of a project or issue to take committee recommendations. • High (Specialist skills) responsibility for the actions that are needed. Where the citizen committee’s role is more in • Members may not achieve consensus • Medium (Computer & other expertise) (although consensus may not be the goal). a consultation and planning mode, the final • Low (No special skills) plans will be based on better information • The sponsoring agency or agencies must and deal with a wider range of issues as accept the need to give and take. Cost: a result of this broad-based and extensive • May be time and labour intensive if the • High (> AUD$10,000) consultation mechanism. issue is significant. Participation level: Uses/strengths: Resources required: • High (Stakeholders participate in decision) • Allows the involvement and input of a • Venue (rental) Innovation level: range of people (eg fishers and surfers as • Catering well as relevant government departments). • Medium (Some new elements) • Staffing • Allows development of consensus Method: • Moderator/facilitator (where achievable) or directions for 1. Consider the demographic profile of action on complex issues that affect • Overhead projectors the community to ensure most of those the broad community. • Data projectors groups that will be affected by an issue • Effectively disseminates detailed • Video or proposal are represented information and decisions to members 2. Consider special interest groups. of the organisations or community • Slide projector sectors represented on the committee. • Projection screen 3. Consider groups most affected by the issue. • Provides opportunities for exploring • Props for working in groups (pens, alternative strategies and building on paper, pins, etc.) 4. Conduct stakeholder analysis prior to inviting groups to propose commonalities and alliances. • Requirements for childcare.
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5. Be flexible to allow other representatives to join if they make themselves known during the participation process (however, it is more effective not to allow alternative representatives, as they can highjack the agenda and/or may need extra briefings that slow down the process). 6. Clearly state the role of the citizen committee and the objectives of the participation. 7. The organising group or agency should work closely with the committee during its formation. 8. The organising group or agency should work closely with the group during the participation process. 9. Use third party facilitators to manage conflict. 10. Be forthcoming with information. 11. Use a consistently credible process. 12. Set up reporting arrangements to ensure that members communicate with their constituents via their regular communications networks (eg newsletters, meetings, presentations, email, or websites). 13. Record decisions and keep a running summary. This is important if new people join the group. References: • Crosby, N., Kelly, J. M., & P. Schaefer. Citizen panels: A new approach to citizen participation. Public Administration Review (1986/March-April), pp. 170-178. • Ontario Ministry of Environment and Energy (1994) Public Consultation Guide MEE, Toronto.
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Citizen Juries the decision-making process or a process • Props for working in groups (pens, is not seen as being democratic. paper, pins, etc.) Description: • Strives to improve representation in • Jurors’ fees Citizen juries involve the wider community participative processes by engaging a cross Suitable for use by: in the decision-making process. Participants section of the community in the jury. are engaged as citizens with no formal • Industry • Can be used to moderate divergence alignments or allegiances rather than experts. and provide a transparent process for • Government Citizen juries use a representative sample decision making. of citizens (usually selected in a random or • Community stratified manner) who are briefed in detail • Provides a transparent participatory Can be used for: on the background and current thinking process which can be seen to be • Engage community relating to a particular issue, and asked to independent and credible. discuss possible approaches, sometimes in a • Provides a public democracy mechanism. • Develop community capacity televised group. Citizen juries are intended • Provides citizens with an opportunity to • Develop action plan to complement other forms of consultation develop a deep understanding of the issue. • Communicate an issue rather than replace them. Citizens are asked to become jurors and make a judgement in • Involves ordinary citizens. Number of people required to help the form of a report, as they would in legal • Pinpoints fatal flaws or gauges public organise: juries. The issue they are asked to consider reaction and opinion (IAP2, 2001). • Medium (2-12 people) will be one that has an effect across the Special considerations/weaknesses: community and where a representative Audience size: and democratic decision-making process • Jury members need to be representative • Medium (11-30) is required. of the community in consideration. Time required: Citizen juries can be used to broker a conflict, • Setting up involves selecting jurors and • Long (> 6 months) or to provide a transparent and non-aligned experts and planning the timing, as it viewpoint. takes up to four days to run the jury. • Medium (6 weeks-6 months) Citizen jurors bring with them an intrinsic • Moderators may be required, and would Skill level/support required: need to be hired. worth in the good sense and wisdom born • High (Specialist skills) of their own knowledge and personal • Everyone involved needs to be clear experience. Citizen juries provide the about the results and how they will be Cost: opportunity to add to that knowledge and used. Ahead of the event, time needs to • High (> AUD$10,000) to exchange ideas with their fellow citizens. be allowed to engage jury, hire facilitator, • Medium (AUD$1,000-AUD$10,000) The result is a collective one, in which each put together briefing or background juror has a valuable contribution to make papers and contact ‘experts’. Participation level: (Jefferson Center’s Citizens’ Jury Handbook. • Allow up to four days for the jury to • High (Stakeholders participate in decision) Summer 1997). consider its ‘verdict’. Innovation level: Objectives: • The commissioning body must follow • High (Innovative) Citizen juries aim to draw members of recommendations or explain why. Method: the community into participative processes Resources required: where the community is distanced from the 1. Select a broadly representative group • Venue rental decision-making process or a process is not of approximately 8-12 people. Determine seen as being democratic. • Catering a question important to the issue being Outcomes: • Staffing considered or develop a series of options for the jury to consider. A citizen jury will deliver a considered report • Moderator/facilitator with recommendations for future actions • Other facilitators 2. Brief jurors on the rules of the proceedings, and allow them two-four days to come to or directions. • Overhead projectors a recommendation. • Data projectors Uses/strengths: 3. Provide expert witnesses to brief the • Can be used to draw members of the • Slide projector jury who can be cross-examined and who community into participative processes • Projection screen can spend time discussing the issue with where the community is distanced from the jury.
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4. Engage independent moderator(s) to assist • London Borough of Waltham Forest the process of deliberation. (2001) Consultation Guidelines. http: 5. At the agreed time, arrange a presentation //www.lbwf.gov.uk/government/bv/ from the panel and/or collect the jury’s consultation_guidelines.pdf report, which should outline their [accessed 03/01/02]. recommendations. • New Economics Foundation & 6. Publish the report and recommendations UK Participation Network (1998) (this would normally be done by the Participation Works: 21 Techniques. http: commissioning body). //www.neweconomics.org/default.asp?strR equest=pubs&strContext=pubdetails&intPu 7. If the recommendations of the citizen jury bID=16 [accessed 03/01/02]. are not followed up, publish the reasons for not following up (this would normally • www.iap2.org be done by the commissioning body). References: • Abelson, J., Forest, P-G, Eyles, J., Smith, P., Martin, E., & Gauvin, F-P. (2001) A Review of Public Participation and Consultation Methods. Canadian Centre for Analysis of Regionalization and Health. http: //www.regionalization.org/PPfirstpage.html [accessed 03/01/02]. • Australian National University (2000) Far North Queensland Citizens Jury Project. Canberra, ANU. http://cjp.anu.edu.au/ index.html [accessed 16/12/02]. • Crosby, N. (1995) Citizen juries: One solution for difficult environmental questions. In Renn, O., Webler, T., & P. Wiedemann, (eds.) Fairness and competence in citizen participation: Evaluating models for environmental discourse. Boston, Kluwer Academic Publishers. • Anna Coote and Jo Lenaghan (1997) Citizens’ Juries: Theory into Practice. London, Institute for Public Policy Research. • Jefferson Center (2002) The Citizen Jury Process. http://www.jefferson-center.org/ citizens_jury.htm. Jefferson Center for New Democratic Processes, Minneapolis, MN. USA [accessed 19/12/02]. • NSW Environmental Protection Agency (2001) Stormwater jury piloted at Waverly Council. EnviroNetwork News. Dec. http: //www.epa.nsw.gov.au/enn/enndec01.htm [accessed 19/12/02]. • The Waterways Trust (2002) Citizen`s Jury To Consider New Waterway (News Release 17/10/02).http://www.thewaterwaystrust.c o.uk/news/viewarticle.asp?NewsID=144.
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Civic Journalism about their issues of concern, and hence 1. Contact news agencies with case studies can influence the decision making process. of civic journalism and their advantages Description: for the news media and the community. Special considerations/weaknesses: Civic journalism sets out to provide people 2. Organise focus groups, Citizen Juries, • The media must decide whether to become with detailed news and information about Citizens’ Committees. specific issues to allow them to make the involved to this extent. 3. Advise local media of the opportunity to decisions they are called on to make in a • May pander to those who are most ‘media be involved. democratic society. Newspapers, radio friendly’ (glamorous, articulate people) and television stations and the internet and hence may not be representative of 4. Keep contact with key journalists to combine to provide forums for citizens community views. encourage them to treat this as a ‘running story’ with regular updates for to question their politicians, polling the • Outcomes will be influenced by the media’s the duration of the campaign or until electorate to elicit the major issues and agenda. then questioning legislators. the issue is resolved. Civic journalism is an effort to reconnect Resources required: If news agency generated: with the real concerns that viewers and • News agencies or individual 1. Publicise public meetings, focus groups, readers have about the issues they care most news reporters. etc to determine what issues are of most about, not in a way that panders to them, Suitable for use by: concern within the local area. but in a way that treats them as citizens with • Industry 2. Coordinate coverage with other media the responsibilities of self-government, rather (print, radio and television). than as consumers to whom goods and • Government 3. Invite politicians to discuss issues with services are sold. Civic journalism takes the • Community traditional five w’s of journalism (who, what, citizen groups on camera. when, where, why) and expands them to ask Can be used for: 4. Encourage citizens to develop options and ‘why is this story important to me and to the • Engage community publicise these options as an open forum community in which I live?’ (Source: http: for comment/voting. • Discover community issues //www.cpn.org/sections/topics/journalism/). 5. Present solutions to those who have the • Develop community capacity Objectives: power to make decisions and report back • Communicate an issue on their reactions/responses. Civic journalism aims to develop more democratically active citizens. Civic journalism Number of people required to help References: organise: aims to do this by providing expert comment • America’s Struggle Within (1996) on an issue, either in the media or by • Medium (2-12 people) Citizens Talk about the State of the organising face-to-face public debate. Audience size: Union. A Report prepared by The In this way, civic journalism is encouraging Harwood Group. Washington, DC: citizens to become engaged in democratic • Large (> 30) Pew Center for Civic Journalism. processes, or to take some action (eg to Time required: • Charity, A. (1995) Doing Public Journalism. reduce water use). • Medium (6 weeks-6 months) New York. Guilford Publications, Inc. Outcomes: • Short (< 6 weeks) • Merritt, D. (1995) Public Journalism and Better informed citizens and more effective Public Life and What It Means to the media coverage of issues that are more Skill level/support required: Press. Hillsdale, N.J: Lawrence Erlbaum directly relevant to citizens’ rights and • High (Specialist skills) Associates, Inc. responsibilities in civic society • Medium (Computer & other expertise) • Pew Centre for Civic Journalism (2000) Civic Journalism Is...True Stories from Uses/strengths: Cost: America’s Newsrooms. Pew Centre for Civic • Can be used to raise widespread public • Medium (AUD$1,000-AUD$10,000) Journalism. http://www.pewcenter.org/ awareness of community issues. Participation level: doingcj/pubs/index.html. • Offers citizens the chance to determine • High (Stakeholders participate in decision) • Schaffer, J. and Miller, E. (eds) (1995) what makes news in their community Civic Journalism: Six Case Studies. Pew through polls or participation in • Medium (Opinions noted) Centre for Civic Journalism and The community forums. Innovation level: Poynter Institute for Media Studies. http: • Combines the power of the media to set //www.cpn.org/cpn/sections/topics/ • Medium (Some new elements) political and social agendas with the power journalism/index.html [accessed 20/12/02]. of individuals and groups to speak out Method: If citizen generated:
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Community Fairs • Artists or photographer Innovation level: • Events organiser • High (Innovative) Description: • Cleaners A community event intended to provide Method: • First aid project information and raise awareness 1. Select a date and venue that will about particular issues. The fair includes a • Other audio and visual recording and encourage the greatest number of multiplicity of activities and events of interest amplification participants to attend (generally to cater for the broadest range of people • Overhead projectors weekends or public holidays). Liaise (eg sausage sizzles, rides and activities for • Printed public information materials with key groups to avoid clashes. children, young people’s activities and events • Response sheets 2. Arrange for a number of activities and of interest to adults). The events incorporated • Data projectors events of interest to various groups in the within community fairs, if focused on the community (ie all ages, children, young • Video main issues, will act as magnets to encourage people, adults, the elderly). public participation and will raise awareness • Slide projector on this basis. 3. Provide low cost or free activities (rides, • Projection screen sausage sizzles etc.) to encourage Objectives: • Props for working in groups (pens, paper, attendance. pins, etc.) Community fairs provide a fun venue that 4. Advertise and publicise the event with will draw a crowd of all ages and • Furniture emphasis on the issue to be considered. backgrounds, and then use many different • Children’s requirements Advertise starting and closing times. ways to inform and engage the participants • Entertainment and events 5. Provide adequate staffing and consider on a community issue. • Duty of care the employment of volunteers. Outcomes: • Insurance 6. Determine appropriate consultative activities for the fair. Organise The community fair will raise awareness Suitable for use by: of an issue or proposal, and provide a the necessary duty of care and venue for collecting contact details and • Industry insurance issues. getting signatories to any submissions or • Government 7. Consider employment of an alternate proposals • Community events manager. Uses/strengths: Can be used for: 8. Develop a plan of the site, and ensure all those participating know where they are • Focuses public attention on an issue. • Showcase product, plan, policy to go. Consider some form of marking • Can create interest from media groups and • Engage community out sites (tape or stakes). lead to increased coverage of the issue. • Discover community issues 9. Prepare a traffic plan (for trucks/cars etc.) • Allows for different levels of information • Communicate an issue including a site for parking. sharing. 10. Allow adequate time for setting up. • Builds social capital, that is, people Number of people required to help who are more willing and able to organise: 11. On the day, ensure that coordinators participate in community decision making • Medium (2-12 people) circulate to assist participants to focus and management. on the major issue and to facilitate Audience size: participation. Special considerations/weaknesses: • Large (> 30) References: • The public must be motivated to attend. Time required: • International Association for Public • Fairs can be expensive to do well. • Medium (6 weeks-6 months) Participation (2000) IAP2 Public • The project’s reputation can be damaged if • Short (< 6 weeks) Participation Toolbox. http://www.iap2.org/ the fair is not done well (IAP2). boardlink/toolbox.pdf. Skill level/support required: Resources required: • US Dept of Transportation (1997) • High (Specialist skills) • Publicity Public Involvement and Techniques • Medium (Computer & other expertise) for Transportation Decision-Making: • Venue rental Transportation Fair. Washington. http: Cost: • Catering //www.fhwa.dot.gov/reports/pittd/ • Staffing • High (> AUD$10,000) tranfair.htm [accessed 12/12/02]. • Moderator/facilitator • Medium (AUD$1,000-AUD$10,000) • Experts Participation level: • Recorders • Medium (Opinions noted)
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Community Indicator • Helps build citizens’ capacity for Skill level/support required: community involvement and participation. • High (Specialist skills) Description: • Benefits from the community members’ • Medium (Computer & other expertise) Community indicator projects are those combined experience and their first-hand where communities have a vision for a knowledge about their community. Cost: sustainable future and have established ways • Allows monitoring of change over time. • Medium (AUD$1,000-AUD$10,000) of tracking their progress through the use • Low (< AUD$1,000) of indicators. The list of indicators varies and • When it’s difficult to know which are most is generally developed by the community urgent issues or will be most effective Participation level: itself. The technique has been used mostly actions, a community indicator project can • High (Stakeholders participate in decision) in North America and Europe. The most measure and guide the community. Innovation level: successful projects have three characteristics Special considerations/weaknesses: in common: • High (Innovative) • The steps that have been chosen as • First, the community created a vision indications of progress toward a goal Method: of its future that balanced economic, should be relevant to the entire community. 1. Select a representative sample of environmental, and social needs. This the community. future is long term - not in the order of • The community indicator project will need years, but for decades or generations. ongoing management. 2. Organise the appropriate method to gather • Indicators can be incorporated into wider people together. This may be in the form • Second, the vision incorporated the views of a meeting or it may be done via phone of a wide cross-section of the community. statutory/legislative frameworks and this may be beyond the scope of the project or email. • Third, the community decided how to keep and the experience of the project leaders. 3. Establish a vision for the future and the track of its progress in reaching that vision. steps that are needed to get there (strive (Source: http://www.johnsonfdn.org/ • There may be difficulties in identifying and agreeing on accepted stakeholders. to balance environmental, social and library/journal/v19n2/indicators.html) economic issues in all decision making Objectives: Resources required: activities). Community indicators measure progress • Publicity 4. Develop a set of indicators that will toward community sustainability action • Venue rental indicate that progress is being made plan goals. - significant milestones that have made • Catering concrete and measurable progress towards Outcomes: • Staffing the future vision. Community indicators provide a set of • Moderator/facilitator 5. Can also be developed by a small group indicators that allows a community to prior to community-wide visioning and Suitable for use by: keep track of its progress in reaching an planning processes for educational agreed vision. • Government purposes, and then be developed through • Community community-wide involvement. Uses/strengths: 6. Monitor progress against indicators. • Can be used to educate other residents Can be used for: 7. Publish and circulate regular progress and to mobilize additional community • Engage community reports through media and newsletters. members to join in community efforts. • Discover community issues References: • Can either precede efforts to build a • Develop community capacity community-wide initiative or be developed • International Association for Public • Develop action plan through a community-wide process. Both Participation (2000) IAP2 Public approaches are valid and serve distinctly Number of people required to help Participation Toolbox. http://www.iap2.org/ different yet complementary purposes. organise: boardlink/toolbox.pdf. • Can still be used to inform and engage a • Large (> 12 people) • Izaak Walton League of America (1998) wider cross section of the community when • Medium (2-12 people) Monitoring Community Sustainability. http: the set of indicators are developed by a //www.iwla.org/sep/pubs/monitor.html small, non-inclusive group of concerned Audience size: US$2.50 Available to order online residents first. • Large (> 30) [accessed 20/12/02]. • Can help generate community-wide • Hart, Maureen (1997) Evaluating Indicators: Time required: interest reporting of change through A Checklist for Communities. Wingspread measurement and indicators. • Long (> 6 months) 19(2). http://www.johnsonfdn.org/info/ • May reveal data previously unknown • Medium (6 weeks-6 months) publications/journal/v19n2/indicators.html by residents and decision-makers. [accessed 20/12/02].
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Community Profiling • The process of profiling can in itself raise • To assist in project development. awareness, interest and build the capacity Number of people required to help Description: of members in the community. organise: Community (or Stakeholder) profiles are a • Profiles are a means to gather community • One person to coordinate profile useful way of developing an understanding intelligence over time as projects develop development. of the people in a geographical area or and therefore this info can be easily a specific community of interest. This passed on. • The number of people involved in research understanding can assist in the development activity depends on size and extent of of a community engagement plan and Special considerations/weaknesses: profile. influence who the key stakeholder groups • Community profiling is in itself an • A supporting team of people (ie project are and how a project develops. Profiles can engagement activity. People involved in steering committee). illustrate the make up of a community and profiling need to be clear about why it • Mentors/ advisors in profile development. could include information about the diversity is occurring and what will happen with within the community, their history, social the information that is collected (ie Audience size: and economic characteristics, how active privacy laws). • Issue/ location dependent. people are (ie the groups and networks • Communities are often complex and used) and what social and infrastructure over time a rich and diverse picture may Time required: services are provided. A community profile develop. It is important to think about • Medium sized community (eg 1000 can also provide information on the level of how such information will be collected, people), medium depth of information interest community members may have in managed and presented in order to (eg socio-demographic data, groups and being actively involved in a project and their prevent ‘information overload’. networks) – two months. preferred method of engagement. • Some of the most interesting questions to • A more indepth profile would require Objectives: ask about a community can be the most more time. expensive/time intensive to research. • To develop a more indepth understanding Skill level/support required: of a community of interest. Resources required: • This depends on the questions asked in Outcomes: • A ’profile’ coordinator to manage the the profile. For example, if the profile was • The understanding provided by a above tasks. to include an understanding of people’s community profile can assist in the • Access to social research texts/social attitudes towards an issue (ie community development of a community engagement research advisors that can assist in activity, salinity) then more time will be strategy and lead to more effective projects development of the method. required to investigate the methods that are appropriate. as they are tailored to the needs and • Publicity (if necessary). characteristics of the people involved. • Statistical resources (ie ABS Community Cost: Uses/strengths: Profiles). • The cost will depend on the depth of inquiry in the profile. • A profile is an effective way of gathering Suitable for use by: information about the diversity of a Medium – rural community, population community and the potential stakeholders • Government 1000 (2 month Full Time Employment that may otherwise not be recorded. • Community salary) Low (smaller community) (1 month Full • Profiles can highlight the gaps in • Agencies. Time Employment salary) our understanding of a community/ Can be used for: stakeholders and therefore guide future Participation level: • Identify the diversity in a community. research. • Medium (interviews, discussions with • Profiles can encourage broader thinking • Discover community issues/features of community) to High level (shared task, about ‘who’ a community is and ‘who’ is the community. shared decision making). involved in a project and ‘how’. • To engage the community and introduce a • Involving others in the development of the • Profiles can help determine who is likely new project. profile or empowering the community to to be influenced by change or affected • Explore the perspectives of different develop its own profile will require a high by a project. stakeholders. level of participation and resources. • Developing a profile can be used as • Develop community capacity (as a Innovation level: a means to develop relationships in a community becomes more aware of its • High (Innovative) – Medium community/stakeholder group as the own issues/ strengths/ weaknesses). understanding is researched and • As a basis for a community engagement developed together. strategy.
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Method: 1. Scoping What is the purpose of the community profile for the overall project? How will the community profile assist the overall project? What information needs to be in the community profile? How will the community profile information be used? Who will be involved in the development of the profile? What resources/ constraints will influence the development of the profile? 2. Develop a research proposal What are the key questions to be researched by the profiler? What research approach will be taken? What methods will be used? Estimate the time/ cost for development. 3. Endorsement Who needs to endorse/ support the development of the profile? 4. Research Activity How will the information be collected and recorded? (eg community maps) How will privacy issues be managed? 5. Presentation of profile Presentation of profile to project team/ community (dependent on purpose of profile) 6. Production of profile document Will the profile be added to over time as more understanding is developed? Who will be responsible for the profile? References: • Department of Victorian Communities, Office of Community Building (2003) Community Statistics: a resource for local communities. State Government of Victoria. • Hawtin, M., Hughes, G., Percy-Smith, J. and Foreman, A. (1994). Community Profiling: auditing social needs. Open University Press, Bristol. • Ristock, J. L. and Pennell, J. (1996) Community Research as Empowerment. Oxford University Press, Ontario.
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Conference Special considerations/weaknesses: Number of people required to help • May take a long time from conception to organise: Description: welcoming delegates. • Large (> 12 people) A conference is usually organised by a • Needs a dedicated committee for like-minded group or association to share Audience size: advance planning to ensure every detail information, present the latest innovations, • Large (> 30) is planned for. and/or to make decisions about or on behalf of the organisation. Conferences can • When deciding on timing and venue, Time required: vary from ‘shoestring’ budget gatherings consider other events or activities that • Medium (6 weeks-6 months) to large-scale, week-long events that may may affect costs and availability (eg • Short (< 6 weeks) justify hiring a professional conference school holidays). organiser. Often, conferences provide an • Need good quality presenters and a Skill level/support required: opportunity for organisation members who suitable venue to encourage large numbers • High (Specialist skills) are geographically scattered to gather, learn, to attend. • Medium (Computer & other expertise) and socialise. The venue and presenters • Need to tailor the venue and costs for Cost: need to suit the types of people who will be inclusiveness (eg disabled access, childcare, attending. That is, a camping conference cost, ambience, levels of comfort, distance • High (> AUD$10,000) may suit backpackers, but an organisation from public transport) to encourage people • Medium (AUD$1,000-AUD$10,000) whose members have young children, or to attend. are aged, will need a venue that suits these • Low (< AUD$1,000) special needs • Starting and registration times need to suit people travelling long distances. Participation level: Objectives: • High (Stakeholders participate in decision) Resources required: A conference provides a venue to bring a • Medium (Opinions noted) • Venue rental large group of people together to share • Low (Information only) information, hear the latest updates on a • Catering topic or issue, and make decisions. • Presenters fees (in volunteer organisations, Innovation level: • Low (Traditional) Outcomes: presenters may not ask for fees) The conference outcomes should include • Staffing (can be a trained volunteer) Method: a report that includes all presentations and • Moderator/facilitator 1. Select a small working group to organise decisions for future reference, participants • Other facilitators the event. who have received up-to-date information. • Overhead projectors 2. Determine what will be a suitable venue Outcomes may include recommendations • Data projectors and time, taking into consideration the or an action plan for future directions and types of participants, their levels of ability/ outcomes. • Video agility, the kinds of activities planned, cost Uses/strengths: • Slide projector and transport accessibility. • Can allow organisation-wide sharing and • Projection screen 3. Book the venue and catering early, decision-making by bringing all members • Projectors and check at regular intervals in relation to staff turnovers, changes to availability to one place for a day or a number of days. • Props for working in groups (pens, paper, of facilities, changes to numbers, • Provides networking opportunities for pins, etc.) events, etc. members of an organisation that are spread over a wide area. Suitable for use by: 4. Give plenty of advance notice of the date and venue through mailouts, newsletters, • Provides a large enough audience to draw • Industry together with contact details for one presenters of reknown who may not be • Government person for inquiries. willing to come for a smaller gathering. • Community 5. Select presenters who have credibility, • Allows new information to be shared with Can be used for: knowledge, and good presentation skills. a large number of people simultaneously. • Showcase product, plan, policy Confirm all times, dates and locations • Usually provides time for serious in writing, and clarify what audiovisual • Engage community consideration of issues over two or equipment they may need, and any three days. • Discover community issues issues of payment. • Can provide an opportunity for public • Communicate an issue 6. Visit the venue when booking, and statements that bear the authority of closer to the event, to check that all is coming from the collective group. as expected. Select knowledgeable and
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credible presenters, aiming for a variety of delivery styles and information. 7. Engage independent moderators to encourage equitable participation and to assist processes of decision making and deliberation. 8. Preferably, have some agreed conference outcomes or actions or recommendations. 9. Consider gaining sponsorship to lighten the cost to participants. 10. Arrange all legal, financial and other responsibilities for holding a public gathering. 11. Organise a booking procedure, keep scrupulous records, and consider offering discounts for early registration. 12. Check audiovisual requirements, book and check equipment. 13. Plan carefully for the arrival of participants. If possible, trial your registration processes, catering and other facilities prior to the event. 14. Publish any reports, statements or recommendations. 15. Consider how participants will find their way to their destinations (signs, arrows, ‘help desks’ can all help the conference run more smoothly). 16. Use the media to publicise your event and the conference’s decisions or opinions on issues. Send out media releases before the event to publicise the venue, times and speakers, and any notable events or people attending. If appropriate, organise a media conference for the end of the conference to announce the outcomes. References: • Virginia Tech Dept of Urban Affairs and Planning (1999) Partnerships and participation in planning. Community Presentations and Conferences. http:// www.uap.vt.edu/cdrom/tools/tools4-2.htm.
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Consensus Conference • Demonstrates a plurality of views on issues. • Projection screen • Bridges the gap between experts and • Props for working in groups (pens, paper, Description: lay people. pins, etc.) A consensus conference is a public meeting, • Can develop new knowledge. • Furniture which allows ordinary citizens to be involved • Children’s requirements in assessing an issue or proposal (traditionally, Special considerations/weaknesses: this has been used in the assessment of • High costs for set up and recruitment Suitable for use by: technology). The conference is a dialogue of participants and staging the event. • Industry between experts and citizens. It is open to • Government the public and the media. Developed in • The conference would run for a two-four Denmark, there it is usually attended by day period and therefore resources will • Community be costly. members of the Danish Parliament. Can be used for: • The process of panellist selection can be The citizen panel plays the leading role, • Showcase product, plan, policy formulating questions to be taken up at the difficult. Stakeholders’ analysis must be • Engage community conference, and participating in the selection undertaken to predetermine who are of experts to answer them. The panel has two the relevant groups. This will ensure that • Discover community issues weekends for this preparation. The expert representation from the relevant groups • Develop community capacity is achieved. panel is selected in a way that ensures that • Develop action plan essential opposing views and professional • Need to draw citizens for panels that are • Communicate an issue conflicts can emerge and be discussed at the representative and from a wide range of conference. An advisory/planning committee backgrounds rather than members of the Number of people required to help has the overall responsibility of making community who are usually present in organise: sure that all rules of a democratic, fair and participatory processes. • Medium (2-12 people) transparent process have been followed. • Strict adherence to the rules of Audience size: Consensus conferences have mostly been implementation is required for the used where the topic being investigated conference to be successful. • Large (> 30) concerns management, science or • The formal nature of the tool can restrict Time required: technology. They require a strict adherence to impartiality. the rules of implementation to be successful. • Medium (6 weeks-6 months) Where members of the community feel their • Rapid production of reports and findings is Skill level/support required: required. views go unheard, the consensus conference • High (Specialist skills) offers an exciting participatory technique for • Choice of an effective facilitator is critical • Medium (Computer & other expertise) democratic participation. to the success of the conference. Cost: Objectives: Resources required: • High (> AUD$10,000) Consensus conferences aim to give • Publicity • Medium (AUD$1,000-AUD$10,000) members of the community a chance to • Venue rental have their say on community issues, to Participation level: increase their knowledge of and ability to • Catering • High (Stakeholders participate in decision) participate in such a discussion, and to • Staffing come to one position statement that all • Moderator/facilitator Innovation level: participants can ‘own’. • Experts • High (Innovative) Outcomes: • Recorders Method: At the end of a consensus conference, the • Gophers Select an advisory/planning committee outcome should be a position statement that • Artists to have the overall responsibility of making reflects the joint decision(s) of all participants sure that all rules of a democratic, fair and • Photographer on an issue or proposal. transparent process have • Other Uses/strengths: been followed. • Audio and visual recording and • Assists in the facilitation of public debate The committees should then: amplification from a range of perspectives. 1. Organise a public meeting and advertise • Overhead projectors • Empowers lay people to develop an the venue, time and topic to the public, informed understanding and make some • Data projectors experts in the field to be discussed, contribution to the development of policy • Video the media and appropriate decision- making bodies. on a sensitive topic. • Slide projector
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2. Select participants for the citizen panel, • Andersen, I-E & Jeagaer, B. Danish ensuring a representative sample of participatory models Scenario workshops the geographic area and/or relevant and consensus conferences: towards more community groups (about 14 people). democratic decision-making, a revised and 3. Hire a professional facilitator to work with updated version of an article which was the citizen panel during its preparation. first published in Science and Public Policy, October 1999, Vol. 26, No. 5, PP331-340. 4. Book suitable venues for the citizen panel http://www.pantaneto.co.uk/issue6/ to meet over two weekends to work with andersonjaeger.htm [accessed 17/12/02]. a facilitator to formulate the questions to be taken up at the conference, and to • Cointelligence Institute (2002) A Toolbox participate in the selection of experts to of processes for community work. answer them. http://www.co-intelligence.org/CIPol_ ComunityProcesses.html 5. With the help of the citizen panel, select [accessed 03/01/02]. the expert panel in a way that ensures that essential opposing views and • COSLA (1998) Focusing on Citizens: professional conflicts can emerge and A Guide to Approaches and Methods. be discussed at the conference. Good http://www.communityplanning.org.uk/ experts are not only knowledgeable documents/Engagingcommunitiesmethods. but also open-minded and good pdf [accessed 03/01/02]. communicators with an over-view of • O’Connor, Desmond, M. (1985-1994) their field. Constructive Citizen Participation: A 6. Hold a formal conference (two-four days) Resource Book. Victoria, BC: Connor at which: Development Services. Fifth Edition 1994. • Panellists hear experts’ responses to questions. • After hearing these responses, panellists can ask follow up questions. • The audience is given opportunity to ask questions. • The panel deliberates and prepares a position statement to achieve consensus on the issue. • Panellists present outcomes. • Planning committee prepares a report of the outcomes and distributes to panellists, media and decision making bodies. References: • Abelson, J., Forest, P-G, Eyles, J., Smith, P., Martin, E., & Gauvin, F-P. (2001) A Review of Public Participation and Consultation Methods. Canadian Centre for Analysis of Regionalization and Health. http: //www.regionalization.org/PPfirstpage.html [accessed 03/01/02].
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Deliberative Opinion Polls Resources required: 5. Give participants two-four days to compose questions and engage politicians Description: • Staff and telephones and experts in plenary discussions. Deliberative Opinion Polls (DOPs) measure • Briefing papers 6. Record views on a particular issue informed opinion on an issue. Compared to • Expert knowledge before the poll begins and again at the ordinary opinion polls, DOPs differ in that completion of the poll. participants are informed via briefing notes Suitable for use by: and access to experts (these may include • Industry 7. Changes in opinion are measured and politicians) on a particular issue and have • Government incorporated into a report. time to consider the issue in detail, whereas • Community 8. DOPs are often conducted in conjunction participants in ordinary opinion polls do not with television/media companies. have the opportunity to learn about the issue Can be used for: References: being measured and may know little about • Engage community the issue. • International Association for Public • Discover community issues Participation (2000) IAP2 Public Objectives: • Develop community capacity Participation Toolbox http://www.iap2.org/ DOPs aim to develop well-informed core • Communicate an issue boardlink/toolbox.pdf. group representatives, who have been privy to good quality information and who can Number of people required to help • Kennedy, B & Stempel, B. (1999) The take this information back to share within organise: effects of new technologies on political participation: referendums and increased the community. • Large (> 12 people) political participation. Duke University. http: Outcomes: • Medium (2-12 people) //www.reed.edu/~gronkep/webofpolitics/ DOPs will deliver a report which reflects Audience size: projects/techandparticipation/ informed public opinion on an issue referendum.html [accessed 12/12/02]. • Medium (11-30) or proposal. Such reports may then be distributed to the wider community via Time required: the popular media. • Long (> 6 months) Uses/strengths: • Medium (6 weeks-6 months) The DOP uses a random sample of the Skill level/support required: population so that the results can be • High (Specialist skills) extrapolated to the community as a whole. The DOP advises decision makers and the • Medium (Computer & other expertise) media what the public would think if Cost: they had enough time to consider the issue properly. • High (> AUD$10,000) • Medium (AUD$1,000-AUD$10,000) Special considerations/weaknesses: • DOPs involve a large number of Participation level: participants (between 250 and 600), • Medium (Opinions noted) therefore set-up costs are high. Innovation level: • Informing the participants normally • Medium (Some new elements) requires access to experts in a number of fields of knowledge. Method: • Speakers need to be organised. 1. Determine a random sample of the • With so many participants’ opinions, population, so that participants are managing data is a significant undertaking. representative of the wider groups in the community. • Organising and running the event can be time consuming. 2. Conduct baseline survey of opinion. • Organisers need to allow time to 3. Contact experts and politicians who may select participants, undertake an initial be required to inform the participants on opinion poll, allow two-four days for the specific aspects of the issue. deliberation process, and then allow 4. Brief participants and dispatch written time for another poll, and formulating information. the report.
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Delphi Study Outcomes: Number of people required to help The Delphi study process should lead organise: Description: to an agreed set of guidelines and/or • Large (> 12 people) The Delphi group approach is a technique for recommendations that includes the input of • Medium (2-12 people) gathering data that is similar to focus groups. all relevant areas of expertise, regardless of • Individual Its value is that unlike focus groups, Delphi how geographically far-flung this network groups do not have to physically meet. The might be. Audience size: Delphi technique is a method of generating • Large (> 30) ideas and facilitating consensus among Uses/strengths: • Medium (11-30) individuals who have special knowledge to • Allows sharing of ideas and consensus share, but who are not always in contact with decision making by a large number of • Small (<=10) each other. A Delphi study carefully selects stakeholders who are geographically Time required: individuals who have knowledge necessary to distanced. • Medium (6 weeks-6 months) analyse a specific problem. • Can be used when the issue is complex. Most often, a Delphi study is conducted • Works well to produce a consensus Skill level/support required: through the mail, by telephone, and decision. • Medium (Computer & other expertise) sometimes by personal interviews. However, this technique can also be used with faxes • Provides a transparent and democratic Cost: technique. and email. Initially, the participants do • Low (< AUD$1,000) not interact with each other. Through the • Can deal with quite technical issues. Participation level: efforts of one facilitator, who serves as a • Offers convenience to participants, as clearinghouse, the panellists see and react they can contribute from their own office • High (Stakeholders participate in decision) to each others ideas. Through a series of or home. Innovation level: surveys, they share and generate new ideas based on an emerging consensus among Special considerations/weaknesses: • Medium (Some new elements) the panel members (James M. Nehiley, Ph.D • The process can be expensive to run. Method: (2001) How to Conduct a Delphi Study http: • Large amounts of data need to be assessed //extmarket.ifas.ufl.edu/FOCUS.html). The following steps are necessary to conduct and distributed. an effective Delphi study (McElreath 2001): Nehiley says ‘the Delphi technique is an • Takes time for the organisers (can run for 1. Identify a panel of experts or specialists innovative way to involve busy experts and several months). specialists who may not be able to come by soliciting nominations from specialists together to brainstorm, but who nevertheless • Participant commitment may falter if the or individuals appropriate to serve on need to interact with each other to generate process takes too long or they have other the Delphi panel. Cooperation and new ideas’. Using email, one central contact commitments. participation is improved significantly when prospective panellists are told how person (who may be conducting research) will Resources required: send questions and background information they were nominated by their peers. • Staffing to individuals who have been selected on The panellists’ primary qualification the basis of the relevance of their expertise. • Relevant communication media should be their specialist knowledge. These people will reply, stating their thoughts • Relevant technical information needs to be This knowledge can be gained through on the topic. The researcher or facilitator made available to participants experience (eg readers of a certain will then compile these ideas to develop publication) or specialist knowledge Suitable for use by: a concrete proposal, set of guidelines, or (eg safety engineers). Another key wording for an agreement, and will send • Industry qualification is that panellists be willing to share their information (eg non- this out again for comment. The process • Government is continued until agreement on the competitors). The terms of reference of wording or process or action to be taken • Community the study need to be described to the panellists at this time. has been reached. Can be used for: 2. Invite an appropriate number of panellists • Engage community Objectives: to participate – 30-50 individuals A Delphi study aims to engage a large • Communicate an issue should be members of the final panel. number of experts and/or stakeholders in • Build alliances, consensus This is large enough to see patterns a process of coming to agreement without in responses, but not so large as to necessitating their leaving their usual domain. overwhelm the facilitator or researcher, This usually involves circulating documents who must sift through all of the or options papers by email or post so that all responses individually. The invitation comments and suggestions can be noted. should explain what is expected from
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each panel member in terms of time 9. Repeat the process with additional and effort to complete each wave of the waves, if necessary. For example, Delphi study. sometimes certain priority items are 3. Prepare and distribute the initial survey selected for more in-depth treatment by instrument. The initial survey may contain the Delphi panellists, who may be asked open-ended probes or specific closed- to propose answers to questions or short- ended questions, depending on the focus range strategies for long-range goals, of the research. and so on. 4. Receive and analyse the first responses. 10. Prepare and distribute a final report to Compile the responses by question, with panel members. One of the motivations only minor editing as necessary for clarity for participating in a Delphi panel, and consistency. If open-ended questions particularly for specialists, is to learn were used extensively, then it may be firsthand, before others, what the results necessary to analyse and present the of the Delphi study are. first set of responses within an 11. The final report is acted upon according appropriate theoretical framework, to the initial terms of reference typology, or outline. (Source: http://extmarket.ifas.ufl.edu/ 5. Prepare and distribute the second survey FOCUS.html). instrument. Most often panellists are References: asked, with this second wave enquiry, • National Resource Centre for Consumer to clarify and rank order survey items Participation in Health. Practical tools. suggested during the first wave. When Canberra, Commonwealth Department of the panellists receive the second survey Health & Aged Care. http://www.participa instrument, it will be the first time they teinhealth.org.au/how/practical_tools.htm will have seen the responses of the other [accessed 03/01/02]. panel members. It is often appropriate at this time to ask for additional ideas, • Department of Public Health (Flinders clarifications, and elaborations based on University) & South Australian Community the initial survey responses. Health Research Unit (2000) Improving Health Services through Consumer 6. Receive and analyse the second lot of Participation - A Resource Guide for responses (second wave of data). If the Organisations. initial questions were open-ended and the second wave asked for clarifications • McElreath, M. (2001) Managing Systematic and elaborations, the analysis of the and Ethical Public Relations Programs, second wave of data can be very cited in Nehiley, J. M. (2001). http: challenging because it requires numerous //extmarket.ifas.ufl.edu/FOCUS.html. subjective decisions about rewording and • Nehiley, J. M. (2001) How to Conduct a revising the initial responses. Care should Delphi Study http://extmarket.ifas.ufl.edu/ be exerted to include all of the new ideas FOCUS.html [accessed 28/01/02]. and suggestions, for the main purpose of the Delphi study is to generate new ideas. 7. Prepare and distribute the third survey instrument. Most often, panellists are asked, with the third wave, to rank order and clarify the new set of revised survey items. 8. Receive and analyse the third wave of data. Often by this stage, the analysis is less subjective and judgmental, and more quantitative and objective.
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Design Charrettes for a geographic region on planning process be tabled so that conflicting issues can be which is based predominantly upon the issues resolved by consensus. Description: that stakeholders have said are a priority. • Can energise community participation ‘En charrette’ was a term used by architecture Outcomes: by introducing new perspectives through students in Paris to mean ‘to draw at the introducing multidisciplinary teams last moment’. In recent years, the term The design charrette process aims to be • With expert facilitation, can provide a has come to describe a design workshop transparent, allowing information to be transparent and accessible process, giving in which designers work intensively on an shared between the design professionals voice to all participants, including those issue and present their findings in a public and the stakeholders of a project area. The that may not be as self assured and forum (www.washington.edu/research/ information shared and the understanding confident as others. showcase/1985c.html). gained by the participants is the most important product. The trust that is built • Can stimulate community momentum According to the Charrette Center website between the parties ensures that the resulting through the intensity of the process. (www.charettecenter.com) ‘a charrette vision is based predominantly upon the issues is an intensive, multi-disciplinary...design • Encourages people to become actively that stakeholders feel are most crucial workshop designed to facilitate open involved because the process promises to them. discussion between major stakeholders of immediate feedback. a development project. A team of design Uses/strengths: • Properly facilitated and with extensive experts meets with community groups, • A design charrette is a good idea when community contact, can function as a developers and neighbours over a period people need to cut across boundaries and community education process. from three-four days to two weeks long, work on a large, collaborative project. • Provides an opportunity for the community gathering information on the issues that • Because participants are encouraged to have input at a number of points in face the community. The charrette team the process. then works together to find design solutions to offer design ideas and solutions to that will result in a clear, detailed, realistic problems that are outside their areas of • Can save money by being an effective vision for future development. The charrette expertise, charrettes are particularly helpful use of time and resources. in complex situations calling for new ways process is an exercise of transparency, Special considerations/weaknesses: where information is shared between the of looking at things. • This specialised tool is only applicable to design professionals and the stakeholders • Can save money where many drawings certain scenarios (eg where a short-term of a project area. In this way, trust is built are needed in a short time. Rather than resolution is needed, or where a high level between the parties involved and the commissioning expensive drawings without of public awareness and input is needed resulting vision can be based predominantly input from the community, a charrette and welcomed). upon the issues that stakeholders feel are offers an inclusive, less expensive process. • The process is intensive, and usually lasts most crucial to them (Charrettes defined, • A highly specialised participatory tool, 5-14 days. 2003). Charrettes are popular with architects, usually applied in planning and design planners, designers and developers as the projects. • As specialists are required, the process intensive nature of the process means results is costly. • Attempts to bring together project are achieved quickly (Sarkissian, W. et al. stakeholders to facilitate fast and • Ideally, the break-out groups should 1999:143). interactive decision making. contain a cross-section of people in the Charrettes are increasingly used by public various disciplines represented in the • Provides joint problem solving and and private sector groups and agencies as design team. creative thinking. the chief design event in the urban design • A compressed time period means a number • Effective for creating partnerships and or town planning process. There are three of stakeholders may miss out. stages in the Charrette Timetable: positive working relationships with the public [Sarkissian et al (1999)] have • Inadequate time provided for reflection and 1. Information gathering, in which the identified the following Uses/strengths: refinement. design team listens to the views of the stakeholders and citizens. • Can open up horizons for local people • The process can be ‘railroaded’ by vocal to imagine and visualise possibilities. stakeholders if not run by a trained design 2. Design and review, a collaborative process charrette facilitator. engaging the design team. • Allows a problem to be analysed holistically, attempting to resolve • The process limits the input of children. 3. Presentation -The charrette ends with a community problems and encourage final presentation of designs and findings. • Participants may not be seen as consensus building. representative of the larger public. (Source: http://www.charrettecenter.com) • Enables the initiating agency to understand • The effects may not last if this is seen Objectives: how a proposal appears to a community. as a ‘one shot’ technique, rather than The charrette process aims to develop a vision • Allows the desires, attitudes and part of a large planning and decision- preferences of special interest groups to making process.
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Resources required: Skill level/support required: 10. Record ideas using on-site graphic • Publicity • Medium (Computer & other expertise) recording in a somewhat standard format that can easily be compiled in a report. • Venue rental for final presentation Cost: Examples include ‘fill-in-the-blanks’ flip • Catering • Medium (AUD$1,000-AUD$10,000) charts that can be scanned into booklets • Staffing • Low (< AUD$1,000) or files for internet distribution. • Experts for design process and expert panel 11. At the conclusion of the charrette, Participation level: • Trained green charrette facilitator allow each team to present its proposed • Medium (Opinions noted) solution to a large audience of the • Recorders public, planning professionals, and Innovation level: • Gophers business and civic leaders. The goal is not • High (Innovative) • Photographer necessarily to prepare a final design but to explore and understand all the design • Audio and visual recording and Method: issues. The information shared and the amplification 1. Identify an architectural, urban design, understanding gained by the participants • Overhead projectors or planning policy issue of community is the most important product. and/or environmental importance. • Data projectors 12. Invite questions from an Expert Panel and 2. Select a suitably cross-disciplinary team or • Video questions from the audience. teams (eg architects, landscape architects, • Slide projector urban designers, engineers, biologists References: • Projection screen and/or students in these fields). • City of Seattle website: Salmon Friendly • Props for working in groups (pens, paper, 3. Select an Expert Panel who can Seattle Design Charrette. http:// pins, etc.) help assess the designs at the end of www.cityofseattle.net/util/charrette/. • Children’s requirements the process. • Illman, Deborah.L. (1997) UW Showcase 4. Hire a trained design charrette facilitator, 1985: Douglas Kelbaugh and the Seattle Suitable for use by: who can help form teams and small Community Design Charrettes. http: • Industry groups, obtain quick agreement on //www.washington.edu/research/showcase/ • Government desired outcomes, and keep everyone 1985c.html. • Community involved in the process. • International Association for Public 5. Brief the teams on the charrette process, Participation (2000) IAP2 Public Can be used for: which aims at delivering feasible and Participation Toolbox. http://www.iap2.org/ • Showcase product, plan, policy creative solutions for real clients within boardlink/toolbox.pdf. • Engage community a short period of time. [accessed 17/12/02]. • Discover community issues 6. Plan for a workshop that provides • Northwest Regional Facilitators (1999) sufficient time for the designers to work Public Participation Resource Guide. • Develop community capacity intensively on a problem and then present September, Chapter One Public • Develop action plan their findings (often five days). Participation Methods & Techniques. http: • Communicate an issue 7. Book a venue (indoor or outdoor) with //www.nrf.org/cpguide/index.html#tableco • Build alliances, consensus room for the design team as a whole to ntents work, as well as areas for smaller, break- [accessed 20/12/02]. Number of people required to help out groups. • Sarkissian, W., Perlgut, D & Ballard, E. (eds.) organise: 8. Encourage the team to begin each day (1986) Community Participation in Practice • Large (> 12 people) with a whole-group discussion of issues, in The Community Participation Handbook: • Medium (2-12 people) goals, findings, and approaches. These resources for public involvement in the planning process. Roseville, NSW. Impacts • Individual help to define subsequent goals and issues for break-out groups to discuss Press. Audience size: and analyse. • Charrette Center Inc (2003)The Charrette • Large (> 30) 9. Encourage break-out groups to join the Center. http://www.charrettecenter.com • Medium (11-30) larger group regularly to present ideas [accessed 16/05/03] and approaches. These can then be Time required: integrated or adapted into the overall • Short (< 6 weeks) design concept.
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• US Dept of Energy. Federal Greening Toolkit: Conducting a Greening Exercise, the Design Charette. http: //www.eren.doe.gov/femp/techassist/ greening_toolkit/charrette.htm [accessed 05/12/02]. • Victorian Planning and Law Association, Inc (1992) The Charrette Process - An Analysis of the Process and Its Future Use. Papers presented in a public seminar, 13 August. Melbourne: The Association. • Wates, N. (1999) The Community Planning Handbook. Earthscan Publications Ltd, London.
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Displays and Exhibits • Staffing Cost: • Recorders • High (> AUD$10,000) Description: • Gophers • Medium (AUD$1,000-AUD$10,000) A community event intended to provide project information and raise awareness • Artists • Low (< AUD$1,000) about particular issues. Displays can be • Photographers Participation level: interactive, and can be used as part of a • Events organiser forum, workshop, exhibition, conference • Medium (Opinions noted) or other event. Displays and exhibits can • Cleaners • Low (Information only) include feedback opportunities such as blank • First aid Innovation level: sheets with one-line questions, and can • Overhead projectors include drawings, models, posters, or other • Low (Traditional) • Printed public information materials visual and audio representations relevant to Method: community issues and interests. Interactive • Response sheets 1. Select a date and venue that will displays can include ‘post-it’ ideas boards, • Data projectors encourage the greatest number of maps for people to make their most and least • Video favourite buildings or spaces, and flip charts participants to attend (generally weekends or blank posters for comments and questions. • Slide projector or public holidays/shopping centres or • Projection screen malls/public spaces). Objectives: • Props for working in groups (pens, paper, 2. Arrange for a number of displays/exhibits Displays and exhibits use drawings, pins, etc.) to give details of the event/issue. maps, models or audio representations of • Furniture 3. Place the display/exhibit in a well-populated community issues and interests to inform public space where those most affected by • Children’s requirements the community, and to help to engage the issue/event are likely to pass by. community members in the process of • Duty of care planning and decision making about an 4. Advertise and publicise the event with • Insurance event, proposal or issue. emphasis on the issue to be considered. Suitable for use by: Advertise times when display/exhibit will Outcomes: be open. • Industry Displays and exhibits develop more concrete 5. Provide adequate staffing and consider concepts of proposals or developments, and, • Government the employment of volunteers. where these provide options for interaction, • Community 6. Consider duty of care and insurance issues. provide public opinions and feedback that Can be used for: can be incorporated into the planning and 7. Allow adequate time for setting up. decision making process. • Showcase product, plan, policy 8. On the day, ensure that coordinators • Discover community issues circulate to facilitate participation and Uses/strengths: answer questions. • Communicate an issue • Focuses public attention on an issue. 9. Collate feedback and publish results. • Can create interest from media groups and Number of people required to help lead to increased coverage of the issue. organise: References: • Allows for different levels of information • Large (> 12 people) • International Association for Public Participation (2000) IAP2 Public sharing. • Medium (2-12 people) Participation Toolbox. http://www.iap2.org/ • Provides a snapshot of opinions and • Individual boardlink/toolbox.pdf. community issues based on feedback. Audience size: • US Dept of Transportation (1997) Special considerations/weaknesses: • Large (> 30) Public Involvement and Techniques • Public must be motivated to attend. for Transportation Decision-Making: Time required: Transportation Fair. Washington. http: • Needs a facilitator to encourage //www.fhwa.dot.gov/reports/pittd/ involvement and written feedback. • Long (> 6 months) tranfair.htm [accessed 12/12/02]. • Can damage the project’s reputation • Medium (6 weeks-6 months) • Wates, N. (1999) The Community Planning if not done well. Skill level/support required: Handbook. London, Earthscan. Resources required: • High (Specialist skills) • Publicity • Medium (Computer & other expertise) • Venue rental • Low (No special skills)
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Electronic Democracy • Allows citizens to participate at their Number of people required to help own convenience. organise: Description: • Can reach a potentially large audience • Large (> 12 people) Electronic democracy seeks to embrace readily. • Medium (2-12 people) existing and emergent media sources as a • Facilitates interactive communication. forum for allowing members of the public • Individual • Costs little to set up. to express opinions and seek to influence Audience size: decision-making within their community, • Disseminates large amounts of information • Large (> 30) state, country, or globally. Media sources that effectively and without distortion. may be used for the processes of democracy Time required: include television and radio, but the internet Special considerations/weaknesses: • Medium (6 weeks-6 months) is the main way that electronic democracy • May exclude participation by those not can be seen in action. While electronic on-line. • Short (< 6 weeks) democracy is more an ideal than a reality, • Results can be manipulated therefore Skill level/support required: electronic democracy is generally discussed results of polls should be carefully • Low (No special skills) in theoretical terms. Participation using the considered. internet through email, on-line voting and • Needs a core group of dedicated volunteers Cost: access to information on websites are widely (5-15 depending on the scope and scale of • High (> AUD$10,000) used participatory tools. People can use email activities). or websites to register their opinions on • Medium (AUD$1,000-AUD$10,000) • People can become disillusioned if proposed developments, on environmental Participation level: impact statements, and so on. Television the project is ‘over-hyped’. Keep • Medium (Opinions noted) and radio stations can set up websites that expectations realistic. record listener voting on issues, or to register • Encouraging electronic conferencing • Low (Information only) the major community issues for a particular among participants in an interactive forum Innovation level: demographic of the community. These ensures that the project moves beyond findings can then be reported as a measure broadcast to build an on-line, participatory • High (Innovative) of community attitudes and issues, increasing open space. Method: the chance that these opinions will be taken • Email lists with many active subscribers 1. Set up a core group of volunteers/ into account in government or industry’s generate so much information that they participants interested in developing e- planning and decision- drive people away. democracy, seeking people with a diverse making processes. mix of skills and experience. Community groups can also develop Resources required: 2. Explore and use existing opportunities electronic democracy projects using • Commercial and not-for-profit online for contributing individual and group commercial or not-for-profit on-line servers service providers opinions on, or information about, to develop the technical information • Public library on-line facilities specific issues including feedback on infrastructure needed to set up web pages, • Private on-line facilities, including internet websites, televoting, on-line dialogues, email list administration, etc. • Volunteers with technical knowledge and using the feedback options on on- Objectives: and understanding line government services. Provide search Electronic democracy aims to engage engines with sufficient data (from broad Suitable for use by: more members of the public in expressing categories such as ‘off-shore fishing’ to their opinions on a website, via email, or • Industry specific categories such as the name of through other electronic communications • Government the area [eg ‘Bateman’s Bay’] to see what other information/opportunities options, in order to influence planning • Community and decision-making are available). Can be used for: 3. Set up your own website providing Outcomes: • Showcase product, plan, policy information about your organisation, Electronic democracy has increased the links to other sites that may provide • Engage community number and variety of people who exercise background information. • Discover community issues their democratic rights through comments 4. Develop a clear and concise mission or sent to decision-making bodies with regard • Develop community capacity purpose statement to form the basis of to proposals and issues. • Communicate an issue public interest and awareness through Uses/strengths: wide distribution. • Creates a virtual public space where people can interact, discuss issues and share ideas.
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5. Keep your site well organised and up to • Rheingold, Howard (2000) Electronic date. Use standard HTML formatting to Democracy Toolkit, excerpt from The make the site as inclusive as possible. Third Millennium Whole Earth Catalogue, 6. Provide details of subscribe/unsubscribe Harper, San Francisco. www.well.com/user/ procedures. hlr/electrondemoc.html. 7. Include new email contact details in • University of Kansas (2002) Community your public email lists so that you can Toolbox. Ways to develop Communication report up-to-date information those who Plans (includes details on websites etc.) have registered an interest, and also http://ctb.lsi.ukans.edu/tools/EN/chapter_ invite them to add their signatures to 1005.htm [accessed 20/12/02]. submissions, alternate proposals, etc. 8. Set up your own on-line dialogue through your website. Counting the number of people who visit the site can provide useful data for authorities who need to know how many people are concerned, or what kinds of issues are of concern to the community. 9. Investigate whether government news groups offer newsgroup space for local electronic democracy projects. Newsgroups provide the core of information exchange and global topical discussions. 10. Don’t forget to let the traditional media know about your e-democracy project. An article in the news (radio, television or print) will let people know of your project and its address. References: • Cabinet Office (2002) In the Service of Democracy. http://www.edemocracy.gov.uk [accessed 03/01/02]. • COSLA (1998) Focusing on Citizens: A Guide to Approaches and Methods. http://www.communityplanning.org.uk/ documents/Engagingcommunitiesmethods. pdf [accessed 03/01/02]. • Democracy 2000 (2002) The Civic Engagement Project. http:// www.democracy2000.org/civicengage.htm [accessed 03/01/02]. • IPPR (2002) E-participation. http:// www.ippr.org.uk/home/index.php?table=pr ojects&id=80 [accessed 03/01/02]. • Northwest Regional Facilitators (1999) Public Participation Resource Guide September, Chapter One Public Participation Methods & Techniques. http://www.nrf.org/cpguide/ index.html#tablecontents [accessed 20/12/02].
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Expert Panel • Public input may not be available. Time required: Description: • Used mostly where specialised knowledge • Medium (6 weeks-6 months) is required rather than public opinion. Expert panels are engaged when highly Skill level/support required: • A highly skilled moderator is required. specialised input and opinion is required for • High (Specialist skills) a project. Generally, a variety of experts are • Expertise in relevant and complementary engaged based on various fields of expertise areas will be needed to produce an ‘expert Cost: to debate and discuss various courses of opinion’ which will be credible with the • High (> AUD$10,000) action and make recommendations. Expert public, and which can be drawn on in the • Medium (AUD$1,000-AUD$10,000) panels are not as interactive as Fishbowls case of legal action. (where expert panels are seen as the fish in Participation level: Resources required: the bowls). They are used often when the • Medium (Opinions noted) issue is highly contentious and decisions are • Publicity likely to have possible legal ramifications or • Venue rental Innovation level: where the best possible results (based on • Catering • High (Innovative) expertise) are required (See: Fishbowls). • Staffing Method: Objectives: • Moderator/facilitator 1 Select panellists on the basis of Expert panels allow citizens to hear a variety • Experts expertise, ensuring issues/groups of informed (expert) viewpoints from which of relevance are represented. • Recorders to decide on recommendations or courses of 2. Allow time for contacting experts for the action in relation to an issue or proposal. • Audio and visual recording and panel, and negotiating a mutually suitable amplification Outcomes: time. For very busy people, this can mean • Overhead projector planning some months in advance. Expert panels help participants to come • Data projector to agreement on an issue, or to develop a 3. Employ a skilled and unbiased moderator. series of recommendations on a proposal • Video 4. Provide background briefing information or community environmental issue. Such • Slide projector to panellists. recommendations or proposals can then • Projection screen 5. Determine ground rules for the panel. be forwarded to decision making bodies. • Furniture 6. Allow public input if possible and appropriate (see also Fishbowls). Uses/strengths: • Children’s requirements • Useful when an issue is complex 7. Determine course of action. Suitable for use by: and contentious. 8. Present the outcomes of the panel • Useful where conflict exists to • Industry discussions. provide opinions which may have • Government References: more credibility, and hence may assist • Community in resolving the conflict. • International Association for Public Can be used for: Participation (2000) IAP2 Public • Useful when a variety of opinions are Participation Toolbox. http://www.iap2.org/ present, to provide a credible alternative • Engage community boardlink/toolbox.pdf. opinion, based on credible expertise. • Discover community issues • Useful when the possibility of legal • Develop community capacity Case study: ramifications is present, as the experts’ • Develop action plan • Go to http://www.coastal.crc.org.au/ report or opinions may carry weight in toolbox/casestudies/cs_expertpanel.pdf to • Communicate an issue any future court case. view a Case Study utilising an Expert Panel • Build alliances, consensus Special considerations/weaknesses: • Experts can be expensive. Number of people required to help organise: • A long lead time may be needed to book appropriate experts. • Medium (2-12 people) • Format of the panel must encourage • Individual participation and dialogue between all Audience size: panellists. • Large (> 30) • Generally, this is used at the conclusion • Medium (11-30) of participatory program where all available information has been considered.
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Field Trips • Number of participants is limited Cost: by logistics. Description: • Medium (AUD$1,000-AUD$10,000) • Potentially attractive to protesters. Field trips are organised trips where • Low (< AUD$1,000) participants visit physical sites. They are a Resources required: Participation level: venue for providing information and at • Publicity times, opportunities for participant • Medium (Opinions noted) input. Public input is possible when other • Venue rental • Low (Information only) participative activities are combined with • Catering Innovation level: the field trip. A popular technique for • Staffing environmental, planning and design- • Medium (Some new elements) • Moderator/facilitator related participation processes, field trips Method: are especially useful as a complement to • Experts 1. Publicise the field trip. conference presentations, or when written • Recorders 2. Select times that suit the largest number work such as reports are inappropriate. • Photographer of participants (eg select from after hours Objectives: • Printed public information materials for full-time workers, daytime for retirees Field trips aim to let people to ‘see for • Response sheets or parents with small children). themselves’ the place where a development • Children’s requirements 3. Field trips can run from several hours to is proposed to be placed, or to have a • Entertainment and events full days to allow the greatest number demonstration of a technique (eg water of participants to attend (depending on • Duty of care quality testing) in the environment where the time participants can spare, distance the technique can be tried, and where it • Insurance to be travelled, availability of expertise is most able to be seen, remembered, and/or case studies). and understood. Suitable for use by: • Industry 4. Advertise the agenda and times of key Outcomes: presentations in appropriate place (eg • Government Field trips provide people with an local media, posters at local stores and understanding about a place and/or practice • Community libraries). This will allow participants to attend for shorter periods if necessary, that allows them to incorporate a new Can be used for: method into their practice, or to provide and will allow them to choose sessions • Showcase product, plan, policy informed opinions on a proposal or issue. of interest. • Engage community 5. Ensure adequate staff on site to provide Uses/strengths: • Communicate an issue assistance. For example, give directions, • Used when the issue being considered has be available for first-aid, organise food a geographic focus. Number of people required to help and drink (set-up and clean away), etc. organise: • Used when a large number of stakeholders 6. Create and display signs that publicise are involved in the process. • Large (> 12 people) the location of field trip through • Used where participants require • Medium (2-12 people) attachment of maps/directions with a information or education and these are • Individual pre-posted agenda. best provided or explained on-site. Audience size: 7. Ensure all publicity (signs, media releases, brochures) provide directions from major • Used when a demonstration will be more • Large (> 30) effective than presentations. routes near the site. • Medium (11-30) • Adds transparency and education to the 8. Allow time for participants to approach process of participation. • Small (<-10) experts for one-to-one discussions. • Provides opportunity for rapport with key Time required: 9. Provide printed public information stakeholders. • Long (> 6 months) materials during the field trip for interested participants. • Creates greater public knowledge of issues • Medium (6 weeks-6 months) and processes. 10. Appoint staff to act as note takers during Skill level/support required: the discussions. Special considerations/weaknesses: • High (Specialist skills) 11. Provide feedback forms/survey/response • Costly if a large number of experts are • Medium (Computer & other expertise) sheets to facilitate public input. engaged to present on site. • Larger numbers of participants require large number of staff/facilitators.
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12. Pay attention to duty of care/safety issues. If site is difficult to access or contains elements of risk, make necessary preparations to avoid accidents with an emphasis on participants with disabilities. 13. Organise catering if appropriate. 14. Ensure toilets are available. References: • International Association for Public Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ boardlink/toolbox.pdf.
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Fishbowl Special considerations/weaknesses: Audience size: Description: • Works best where presentations are brief. • Large (> 30) A technique used to increase participation • Requires organisers to be committed to • Medium (11-30) a creative and ‘from the edge’ approach and understanding of issues. The fishbowl Time required: represents an inner group of participants in to consulting. • Medium (6 weeks-6 months) a roundtable format involved in a decision • People must be able to operate from making process that is ‘witnessed’ by a beyond their comfort zones. • Short (< 6 weeks) larger group who have the opportunity • Requires intensive set-up and publicity. Skill level/support required: for input and questioning (see also: Expert Panels, and Samoan Circles). The fishbowl • Skilled facilitators should be hired. • High (Specialist skills) can be adapted with the use of role-playing (Sarkissian, W. et al, 1999) Cost: techniques to highlight conflicts and alliances, Resources required: the patterns that connect different points • High (> AUD$10,000) of view and the previously unrecognised • Publicity • Medium (AUD$1,000-AUD$10,000) linkages between different aspects of issues • Venue rental Participation level: or problems. The fishbowl process can be • Catering modified to allow participants from the wider • High (Stakeholders participate in decision) • Staffing audience to join the roundtable (Sarkissian, Innovation level: W. et al, 1999). • Moderator/facilitator • High (Innovative) Objectives: • Expert Method: The fishbowl process aims to increase • Recorders 1. Canvas people to be invited to the people’s understanding of other people’s • Gophers meeting in advance to determine the perspectives on an issue or proposal, and • Other fishbowl team. to allow them to make connections and • Audio and visual recording and recognise links that may have been hidden. 2. Book venue. amplification 3. Hire a facilitator. Outcomes: • Overhead projectors 4. Advertise event. Fishbowls can make a large group feel • Printed public information materials that their viewpoint has been represented 5. Brief participants and the facilitator on • Response sheets in the discussion, even when they have the aims and objectives of the session. not themselves had any input. Because • Data projectors 6. Provide a technical briefing for they hear and see other people’s • Video participants if required. contributions, they know whether the • Slide projector 7. Support participants with role issues that are important to them have • Projection screen descriptions. been considered. As well, participants and observers will leave the fishbowl process • Furniture 8. Structure time for the interactions between the ‘actors’ and the ‘audience’. with a greater understanding of the range • Children’s requirements of opinions and experiences that exist within 9. Can alternate between ‘experts’ in their community on a particular issue or Suitable for use by: the fishbowl and members of the public. proposal. This provides community groups • Industry Each of the two groups can pick up with options for building on commonalities • Government on the issues and ideas expressed by and sharing resources. the other. • Community Uses/strengths: 10. Record issues raised by individuals and Can be used for: report back in the plenary sessions. • Highly applicable when consultation (and/ • Engage community or interaction) with the broader community 11. De-brief the participants and is required. • Discover community issues the facilitator. • Can be used to build trust with the • Develop community capacity 12. Compile a report and distribute to community by creating a sense of • Communicate an issue participants and relevant authorities. transparency in decision making. • Build alliances, consensus • Can illuminate decisions through focused and creative dialogue. Number of people required to help organise: (Sarkissian, W. et al, 1999) • Medium (2-12 people)
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References: • Atlee, Tom (2002) Fishbowl technique for adversarial meetings. Adapted from an email to the Global Ideas Bank. http:// www.globalideasbank.org/SD/SD-26.HTML [accessed 06/12/02]. • Cointelligence Institute (2002) A Toolbox of processes for community work. http://www.co-intelligence.org/CIPol _CommunityProcesses.html [accessed 03/01/02]. • Sarkissian, W., Perlgut, D & Ballard, E. (eds.) (1986) The Community Participation Handbook: resources for public involvement in the planning process. Roseville, NSW. Impacts Press.
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Focus Groups • Can be used for limited generalisations Time required: based on the information generated by Description: • Long (> 6 months) the focus group. Focus groups are used for exploratory studies, • Medium (6 weeks-6 months) • Particularly good for identifying the reasons and the issues that emerge from the focus behind people’s likes/dislikes. Skill level/support required: group may be developed into a questionnaire or other form of survey to verify the findings. • Produces ideas that would not emerge • High (Specialist skills) Relatively inexpensive, focus groups can from surveys/questionnaires, because the Cost: provide fairly dependable data within a short focus group allows opportunity for a wider • Low (< AUD$1,000) time frame. Focus groups are a technique range of comments. used to find out what issues are of most Special considerations/weaknesses: Participation level: concern for a community or group when • Medium (Opinions noted) little or no information is available. They • Such small groups may not be allow people to answer questions, but also representative of the community response Innovation level: to an issue. to bounce ideas off one another, and hence • Low (Traditional) provide more detailed information as people • May be confronting for some to be open share and elaborate on their issues. about their opinions depending on how Method: Where large-scale objective information is well people know one another. 1. Randomly select 6-10 people affected by needed, a minimum of four focus groups • People must be able to operate within their or interested in the community issue to and as many as 12 may be needed to comfort zones. make up the focus group. collect all the information needed. Using • Requires careful selection to be a 2. Book venue and arrange catering if independent researchers to run groups representative sample (similar age range or meeting goes across a meal time. and analyse data will ensure objectivity status etc.). 3. Hire a facilitator. for organisations which need to maintain • Skilled facilitators should be hired. 4. Prepare preliminary questions. transparent processes. Resources required: 5. Send reminders to participant with time, Objectives: date, venue and questions. • Venue rental Focus groups aim to discover the key issues 6. Brief participants and the facilitator on • Moderator/facilitator of concern for selected groups. Discovering the aims and objectives of the session. these issues can help determine which of • Recorders 7. Establish ground rules: keep focused; a number of options is the preferred way • Depending on age group, may require child maintain momentum, get closure forward, or to determine what are the care on questions (Carter McNamara, concerns that would prevent a proposal www.mapnp.or/library/grp- going ahead. The focus group may also • May use audiovisual or audio recording of skll)focusgrp.htm). be undertaken to discover preliminary discussion. issues that are of concern in a group or Suitable for use by: 8. Encourage shy participants if they community, and on which to base further feel anxious about revealing their • Industry research or consultation. opinions/feelings. • Government 9. Engage a co-facilitator to record issues Outcomes: • Community raised by individuals (may use audio, Focus groups should deliver detailed a/visual, and/or written notes). knowledge of the issues that concern Can be used for: 10. De-brief the participants and a specific demographic or community. • Showcase product, plan, policy the facilitator. (See Case Study: Gold Coast Citizen • Engage community Committee.pdf). 11. Compile a report of proceedings for • Discover community issues the organisers, and offer a copy to Uses/strengths: • Communicate an issue the participants. • Highly applicable when a new proposal Number of people required to help References: is mooted and little is known of organise: community opinions. • Abelson, J., Forest, P-G, Eyles, J., Smith, P., • Medium (2-12 people) Martin, E., & Gauvin, F-P. (2001) A Review • Can be used to develop a preliminary of Public Participation and Consultation concept of the issues of concern, from • Individual Methods. Canadian Centre for Analysis which a wider community survey may Audience size: of Regionalization and Health. http: be undertaken. • Medium (11-30) //www.regionalization.org/PPfirstpage.html • Small (<=10) [accessed 03/01/02].
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• COSLA (1998) Focusing on Citizens: A Guide to Approaches and Methods. http://www.communityplanning.org.uk/ documents/Engagingcommunitiesmethods. pdf [accessed 03/01/02]. • McNamara, Carter. Conducting focus groups. http://www.mapnp.org/libary/grp- sklls/focusgrp.htm. • Dawson, S., Madnerson, L. & Tallo, V.L. (1993) A Manual for the Use of Focus Groups. International • McNamara, Carter (1999) Conducting focus groups. http: //www.managementhelp.org/grp_skll/ focusgrp/focusgrp.htm [accessed 20/12/02]. • Flinders University Department of Public Health & South Australian Community Health Research Unit (2000) Improving Health Services through Consumer Participation - A Resource Guide for Organisations. Commonwealth Department of Health & Aged Care. Canberra. http://www.participateinhealth.o rg.au/how/practical_tools.htm [accessed 03/01/02]. • London Borough of Waltham Forest (2001) Consultation Guidelines. http: //www.lbwf.gov.uk/government/bv/ consultation_guidelines.pdf [accessed 03/01/02]. • Northwest Regional Facilitators (1999) Public Participation Resource Guide September, Chapter One Public Participation Methods & Techniques. http://www.nrf.org/cpguide/ index.html#tablecontents [accessed 20/12/02]. • Nutrition Foundation for Developing Countries (INFDC) Boston, MA, USA. http: //www.unu.edu/unupress/food2/UIN03E/ UIN03E00.HTM [accessed 20/12/02].
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Future Search Conference • Requires the engagement of an Audience size: experienced facilitator to be successful. Description: • Large (> 30) • Can be difficult to gain complete A two-day meeting where participants Time required: commitment (to attend or to agree on attempt to create a shared community vision outcomes) from all participants. • Medium (6 weeks-6 months) of the future. It attempts to bring together those with the power to make decisions • Large time frame (two-three days) Skill level/support required: with those affected by the decisions to try may affect the availability of volunteers / • High (Specialist skills) to agree on a plan of action. The future participants. Cost: search conference can also be used to focus Resources required: on the future of an organisation, a network • High (> AUD$10,000) • Publicity of people or a community. Participants are • Medium (AUD$1,000-AUD$10,000) encouraged to explore the past, present • Venue rental and future and make action plans based on • Catering Participation level: common ground (Sarkissian, W. et al 1999). • Staffing • High (Stakeholders participate in decision) Objectives: • Moderator/facilitator Innovation level: A future search conference helps a group • Experts • High (Innovative) of people to develop a series of options for • Recorders the future, and agree on a plan of action, Method: which, because participants include those • Artists 1. Canvas people to be invited to be part with the power to make it happen as well • Photographer of the future search. as those who will be affected, should be • Audio and visual recording and 2. Book venue. able to be implemented. amplification 3. Hire a facilitator. Outcomes: • Overhead projectors 4. Advertise event. A future search conference will develop a • Printed public information materials 5. Brief participants and the facilitator on the feasible plan which incorporates the needs • Response sheets aims and objectives of the session. and wishes of those affected as well as 6. Provide a background briefing for those of the decision making agencies or • Data projectors participants if required. departments. Such a plan should allow a • Video community or group to reach a preferred • Slide projector 7. Conduct discussion. One methodology for future vision. conducting the discussion is outlined by • Projection screen Emery (1976), a pioneer of the technique, Uses/strengths: • Props for working in groups (pens, paper, who identifies five stages to the process: • The search conference is useful in pins, etc.) • External environment: ‘the futures identifying issues at the early stages of a • Furniture we are currently in’ are described by project or process. • Children’s requirements the participants. • It assists in identifying key or priority issues. • Desirable futures: groups construct a list Suitable for use by: • Can provide guidance on how the of desirable futures that build upon the participation process should be run. • Industry current situation. • Can provide advice on who to involve in • Government • Desirable futures are transmitted into the participation process and gain support • Community more explicit pictures. for ongoing involvement. Can be used for: • Testing desirable futures against the • Can empower individuals to become reality of the current situation and the • Engage community better informed, and better able to express criteria generated earlier in the meeting. • Discover community issues their opinions. • Discussing the implementation of the • Useful when participation of large groups • Develop community capacity desirable future, based on current is desirable and an open forum is sought. • Develop action plan circumstances and resources (in Sarkissian, W. et al (1999). Special considerations/weaknesses: • Communicate an issue 8. Record issues raised by individuals and • Can be logistically challenging given the • Build alliances, consensus report back in the plenary sessions. number of potential participants. Number of people required to help 9. Compile a report of proceedings. organise: • Medium (2-12 people)
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References: • COSLA (1998) Focusing on Citizens: A Guide to Approaches and Methods. http://www.communityplanning.org.uk/ documents/Engagingcommunitiesmethods. pdf [accessed 03/01/02]. • Inter-America Development Bank (1996) Resource Book on Participation. http: //www.iadb.org/exr/ENGLISH/POLICIES/ participate/index.htm [accessed 03/01/02]. • International Association for Public Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ boardlinks/toolbox.pdf. • New Economics Foundation & UK Participation Network. (1998). Participation Works: 21 Techniques. http: //www.neweconomics.org/gen/. • O’Connor, Desmond, M. (1985-1994) Constructive Citizen Participation: A Resource Book. Victoria, BC: Connor Development Services. Fifth Edition 1994. • Sarkissian, W., Perlgut, D. & Ballard, E. (eds.) (1986) Community Participation in Practice in The Community Participation Handbook: resources for public involvement in the planning process. Roseville, NSW. Impacts Press. • Wates, N. (1999) The Community Planning Handbook. London, Earthscan.
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Information Contacts • Contact people should be briefed first 3. Brief person on role and provide them about major project issues. with appropriate background information. Description: • Contact people must be well briefed in 4. Maintain a log of contacts. Establishing information contacts who are what information is appropriate for release. identified as the official liaison person(s) 5. Regularly meet with central information for the public and the media, can help • All external contacts should be logged. contact to develop a sense of stakeholder concerns. members of the community find information Resources required: quickly and effectively. The nature of some References: participation processes is extensive, therefore • Appropriately trained staff it can be worth ensuring central information • Electronic communications for checking • International Association for Public contacts who have the skills they need, details, logging contacts, etc. Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ know the process of participation inside out; • Comfortable workroom close to facilities boardlink/toolbox.pdf. and are well versed in project information, with telephones, desks, chairs, etc. that they know the key stakeholders and • US Department of transport (2002) Public stakeholder groups and are able to answer Suitable for use by: Involvement Techniques for Transportation questions quickly with a high level of • Industry Decision-Making. http://ntl.bts.gov/DOCS/ accuracy and authority. • Government pubinvol.html [accessed 13/12/02]. Objectives: • Community Information contacts provide a single, well- Can be used for: informed source from which the public can obtain information. • Showcase product, plan, policy • Discover community issues Outcomes: • Communicate an issue Information contacts should ensure good quality, correct and consistent information Number of people required to help is given to all enquirers. organise: Uses/strengths: • Medium (2-12 people) • Can link stakeholders with • Individual technical experts. Audience size: • Ensures people don’t get ‘the run around’ • Large (> 30) when they call. Time required: • Controls information flow and promotes information consistency. • Medium (6 weeks-6 months) • Conveys image of accessibility. • Short (< 6 weeks) • Useful when consultation process is Skill level/support required: intensive and widespread. • High (Specialist skills) • Gives the contact person(s) a good sense of Cost: stakeholder opinion. • Low (< AUD$1,000) • Useful in making suggestions for future consultation activities given understanding Participation level: of stakeholder concerns. • Low (Information only) • Good for building up trust among all parties. Innovation level: • Low (Traditional) Special considerations/weaknesses: • Organising group must be committed Method: to and prepared for prompt and 1. Select and appoint person (s) accurate responses. with appropriate public relations • May filter public message from technical skills and knowledge of public staff and decision makers. participation processes. • Contact people require strong interpersonal 2. Publicise person by name with relevant skills. contact points: phone, in person and via email.
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Information Hotline Special considerations/weaknesses: Innovation level: Description: • Must be adequately advertised to • Low (Traditional) be successful. An information hotline offers pre-recorded Method: • If staffed by volunteers, can be information on a project via the telephone 1. Determine the information to be recorded time consuming. and/or access to project team staff members and timetable of updates to the service who can answer questions or provide • Works best if you can afford to set up an (if applicable). additional information and assistance. easy-to-remember phone number. 2. Plan for advertising the number, which may Objectives: • Designated contact must have sufficient include having stationery and flyers printed, knowledge of the project to be able to An information hotline aims to deliver or a stamp with the hotline number that answer questions quickly and accurately. accurate, consistent information over the can be stamped onto all outgoing printed telephone to those who wish or need to • May limit a project officer from performing correspondence or promotional material. know about an issue or event. other tasks. 3. Set up a hotline number for callers by recording message and hooking up Outcomes: Resources required: to the phone line. Record information • Staff. An information hotline can ensure that that will answer the most commonly those who need to know are informed • Comfortable workroom with desks, asked questions. quickly, easily and efficiently (eg at times of telephones, and computer access for 4. Set up a toll free number for non-local a natural disaster when relatives want to recording contacts, tracking updated callers. know the whereabouts and safety of their information, and contacting expert sources. 5. Advertise the number in the media, and family members). • Polite, brief, up-to-date recorded message ensure it is on all your outreach material. Uses/strengths: giving details of the project, proposal or issue, and inviting further enquiries. 6. Offer the option of being put through to • Offers an inexpensive and simple device for a specific person for more details. publicity, information and public input. Suitable for use by: 7. Appoint staff to answer questions. • Provides a good service to the public by • Industry 8. Brief and train the person nominated to preventing people ‘doing the run around’ • Government ensure they can access all information, to access project information. • Community have contact details of who to ask for • Can serve as a link between the citizens information on specific aspects of the and the municipality’s government. Can be used for: project, and have a pleasant telephone • It is easy to provide updates on • Showcase product, plan, policy manner, even with difficult callers. project activities. • Discover community issues 9. Record calls/common complaints/concerns • Can describe ways the community can • Communicate an issue in telephone journal for your records and become involved. input to the participation process. Number of people required to help • Can offer a report-in point for volunteers organise: References: who act as extra observers in reporting • Department of Public Health (Flinders on events (eg pollution, litter, beached • Large (> 12 people) University) & South Australian Community whales, etc). • Medium (2-12 people) Health Research Unit (2000) Improving • Offers a reasonably low-cost for set up • Individual Health Services through Consumer and updates. Audience size: Participation - A Resource Guide • Portrays an image of ‘accessibility’ for an for Organisations. Commonwealth organisation, department or group. • Large (> 30) Department of Health & Aged Care. • Can be an avenue for citizens to feel more Time required: Canberra. http://www.participateinhealth. org.au/how/practical_tools.htm involved in their community. • Long (> 6 months) [accessed 03/01/00]. • It also can be a great way to catch illegal • Medium (6 weeks-6 months) polluters or to stop accidental spills that • RCRA (1996) Public Participation Manual. might otherwise go unnoticed ( eg people Skill level/support required: Ch 5: Public participation activities. may feel more comfortable to ‘dob in’ a • Medium (Computer & other expertise) • US EPA (2002) National Pollution polluter when they are speaking to the Elimination System (NPDES) Public Cost: people responsible for monitoring such Involvement/Participation Hotlines. activities via the relatively anonymous • Medium (AUD$1,000-AUD$10,000) http://cfpub.epa.gov/npdes/stormwater/ hotline, whereas they would not do this in Participation level: menuofbmps/invol_3.cfm [accessed person, or if they had to write a letter). 11/12/02] • Low (Information only)
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Information Repository Suitable for use by: 8. Maintain for the duration of the project. Description: • Industry 9. Use as distribution centre for project information. Information repositories are formed • Government when project information is stored in a • Community References: centralised public place where members of Can be used for: • International Association for Public the community can access the information. Participation (2000) IAP2 Public • Showcase product, plan, policy Popular places for information repositories Participation Toolbox. http://www.iap2.org/ include public libraries, schools, city halls • Engage community boardlink/toolbox.pdf. and Council offices. Typically, the repository • Communicate an issue should house all the project information appropriate for public access and act as a Number of people required to help dispatch centre for project information. organise: Objectives: • Large (> 12 people) To provide one central, well-advertised venue • Medium (2-12 people) (or a specific number of venues) at which all Audience size: information about an event, historical study, or proposal can be accessed. • Large (> 30) Outcomes: Time required: The information repository becomes an • Long (> 6 months) invaluable resource wherein members of • Medium (6 weeks-6 months) the community can gain information on a Skill level/support required: wide range of aspects of an issue, event or proposal. • High (Specialist skills) • Medium (Computer & other expertise) Uses/strengths: Where a large quantity of project information Cost: is being generated, the repository is useful in • High (> AUD$10,000) limiting the need for multiple copies (similar • Medium (AUD$1,000-AUD$10,000) to libraries). Participation level: • Information repositories can double as distribution centres for project information. • Low (Information only) • Can illustrate the levels on interest Innovation level: in a project, and who is using the • Low (Traditional) material, if log of users is kept through a ‘sign-in’ system. Method: Special considerations/weaknesses: 1. Select materials suitable for repository. • Generally not well used by the public, 2. Select a suitable location that is centralised, if not in an easily accessible, well- accessible by public transport, and set up publicised location. in a way that will allow the material to be easily used. • Staff at the repository must know the location of the materials and be able to 3. Publicise and existence of the repository answer basic project questions. through a range of publicity techniques. 4. Reiterate the existence of the repository at Resources required: public consultation sessions. • Publicity 5. Staffing: staff require basic library skills, • Venue with good storage and display areas interpersonal skills and the knowledge and and room to access material (corrals or ability to answer basic project questions tables and chairs) (can use existing staff if housing repository • Staff in a public library or staffed space). 6. Maintain a log of visitors. 7. Consistently add information to the repository.
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Interactive TV community issues and proposals, including Number of people required to help some sections of the community who may organise: Description: not otherwise have participated. • Large (> 12 people) Interactive television is a form of electronic democracy where television acts as a conduit Uses/strengths: • Medium (2-12 people) for information on an issue and as a prompt • Useful for reaching a wide audience. Audience size: for public opinion on an issue. Public opinion • Useful when an issue is very important to • Large (> 30) is usually received via telephone calls or the majority of the community. email/websites that record information. Time required: • Useful when a large sample of the In some cases, the call acts as a vote on a population’s opinion is required. • Medium (6 weeks-6 months) particular issue. • Citizen TV may become more available, • Short (< 6 weeks) This technology has the potential to accessible and familiar than e-democracy electronically connect the public with Skill level/support required: internet options. important public institutions faster, and in • High (Specialist skills) far less regulated ways than is customary. • Allows TV viewers to share their opinions, This technology will enable people to vote needs and ideas. Cost: on almost everything on their television and • Can be useful for education campaigns (eg • High (> AUD$10,000) will, with computer-like keyboards, enable health campaigns). Participation level: e-discussions to occur on almost any topic. • Can combine with web and on-line • Medium (Opinions noted) As people become routinely able to ‘vote’ chat rooms to allow community ideas to and ‘speak’ on almost all issues via the exchange ideas in real time. Innovation level: extended TV handset in their living room this interactivity could enable people to Special considerations/weaknesses: • High (Innovative) create local sites of ‘deliberative democracy’, • The technology is highly expensive. Method: to generate ‘town meetings of the air’ • Can limit the number of • Still in the developmental stages, (Lancaster University Dept Sociology, http: detailed responses. interactive TV is often used commercially //www.lancs.ac.uk/users/csec/study/itv- for viewer voting on programs and lc-ed.html). As Steve Morrison, the Chief • Can be difficult to present issues in an products, but the technology also Executive of Granada television in the UK, unbiased manner. makes it possible for citizens to be actively wrote recently: ‘television reaches parts of • May be attractive to certain sectors of involved in voting and commenting on society other technologies don’t reach. As the community and not others. community issues. integrated digital television sets develop, • Can develop a rich and diverse online • Requires provision of interactive TV, not you’ll be able to access the internet. community, but may baffle the non-expert for sports or shopping, but for local Television is easy and unintimidating’ (The users, and so limit inclusiveness. Guardian, Nov 27, 1999). He specifically organisations and the public to participate argues that digital TV may enable a new Resources required: in ‘their’ community local interactive TV. stage of citizenship to develop, ‘closing the • Community television • Can involve the use of qwerty-handsets gap between the information-rich and the • Telephone staff within people’s living rooms, or phoning information-poor and to create a genuinely or emailing into the station on a inclusive society of Digital Citizen’. • Computer-based recording systems particular topic. Objectives: Suitable for use by: • Viewers can then suggest topics, interviewees, and other directions that the Interactive TV aims to use television as a • Industry community interactive TV might explore. medium for voting on issues, expressing • Government opinions, and knowing that these votes and • Community References: opinions will be recorded and distributed • The Communication Initiative (2002) Can be used for: to the larger community. This provides an National AIDS Control Programme - India. audiovisual element to the voice of industry, • Showcase product, plan, policy http://www.comminit.com/pdskdv32002/ government and community groups. • Engage community sld-4338.html British Columbia, Canada Outcomes: • Discover community issues [accessed 25/12/02]. Interactive TV will enable people to vote on • Develop community capacity almost everything via their television, which, • Communicate an issue as a familiar ‘tool’, increases the chances of more people taking up this option. As a result, a larger range of people may express opinions about, or influence decisions about,
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Interactive Video Display Kiosks • Offers agencies flexibility in controlling and Suitable for use by: directing where a message goes. Description: • Industry • If well sited, can reach people who do Stand alone kiosks that present a large • Government not normally attend hearings or meetings. amount of information using a computer and • Community touch screen/mouse for navigation through • Deliver information to the user. Can be used for: the information located within the kiosk. • Offers a variety of issues to explore, Interactive video displays and kiosks are images to view, and topics to consider. • Showcase product, plan, policy similar to automatic teller machines, offering • Elicit specific responses, acting as a • Engage community menus for interaction between a person and survey instrument. • Discover community issues a computer. Information is provided through a presentation that invites viewers to ask • Enables the user to enter a special • Develop community capacity questions or direct the flow of information. request to the sponsoring agency or • Communicate an issue Viewers activate programs by using a join a mailing list. touch-screen, keys, a mouse, or a trackball. • Are used in a variety of locations and may Number of people required to help Software used in interactive video displays be either stationary or mobile. organise: and kiosks is highly specialized, storing • Allows a great deal more information to • Large (> 12 people) information on CD-ROM or floppy disks be made available and can be developed Audience size: that allow retrieval of specific information similarly to web pages and navigated • Large (> 30) based on directions from the viewer. By in a similar way. Therefore, a lot more contrast, hardware requirements are fairly information can be made available through Time required: minimal, requiring relatively simple computer kiosks than stand alone displays (Source: • Short (< 6 weeks) equipment (Source: US Federal Highway US Federal Highway Administration Administration http://www.fhwa.dot.gov/ http://www.fhwa.dot.gov/reports/pittd/ Skill level/support required: reports/pittd/contents.htm). contents.htm). • High (Specialist skills) Objectives: Special considerations/weaknesses: Cost: Interactive video display kiosks aim to deliver • Sophisticated information programs make • High (>AUD$10,000) information via a multimedia presentation. interactive displays expensive. This media is suitable for those not able Participation level: • Takes time to set up (one year for planning, to read the language, those who prefer fundraising and setting up). • Medium (Opinions noted) visual as well as verbal cues, and is one that appeals to all age groups. The interactive • After construction and installation, staff Innovation level: elements, and the sense of a video game to commitments are relatively limited. • High (Innovative) the presentation, will elicit responses from • Any new technology involving machines Method: people who may not otherwise participate in may cause unease. 1. Conduct local meetings to determine a planning or decision-making process. • Software purchase is a high up-front cost. whether interactive video would be a viable Outcomes: • Maintenance costs are incurred. option for your community. The interactive Well set-up interactive video display • Potential vandalism is a factor in video network might serve a number kiosks provide a multimedia option for site selection. of community needs, such as teaching finding information about an event, issue • Liability issues may be associated with shortages in rural communities, and as or proposal, through a ‘click and find’ location of displays. well build the community’s capacity to process, rather than having to scroll through participate in decision making in relation Strategic siting of interactive programs is a great deal of information to find just what to issues of community concern. is wanted. imperative. They should be located where large numbers of people frequent. 2. Contact communications providers and Uses/strengths: government agencies for funding and Resources required: sponsorship for the project (eg telco’s may • Can elicit preferences from people who do lay fibre optics as part of their community not otherwise participate. • Sophisticated hardware and software service obligations). Sponsorship is more • Complement staff availability. • Expert programmers to set up interactive display and keep updated/troubleshoot likely if a number of agencies can present • Can provide printed messages. and repair a case for using the systems (eg Natural Resources and Education Departments). • Provide information from an agency to • Technicians to install near ISDN or the public. cable connections 3. In setting up displays on a community issue, present materials in ways that • Collect information from the public for • Regular policing to prevent vandalism agency analysis. are simple, graphically interesting, and easily understood.
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4. Develop material in similar ways to web pages, so they can be navigated in a similar way. 5. Seek limited public input through the inclusion of electronic surveys, however manipulation is a possibility and results should be regarded with care. 6. Specialist software and industrial designers are required. References: • Wheatland Resource Conservation and Development (2002) Interactive Video Saves Schools and Trains Adults. http:// www.rcdsuccess.com/interactive_video.htm [accessed 20/12/02]. • US Federal Highway Administration Dept of Transportation (1997) Public Involvement Techniques for Transportation Decision- making. Interactive Video Displays and Kiosks. http://www.fhwa.dot.gov/reports/ pittd/intervid.htm [accessed 03/01/02].
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Key stakeholder interviews Resources required: 3. Ensure uninterrupted time for at least one hour. Description: • Trained interviewers. 4. Check all equipment and take spare Interviews with key stakeholders with • Recording methods (may be audio, hand- tapes, batteries, pens, etc. to avoid any expertise relevant to a particular community written or computer aided records, but interruptions during the interview. issue are lengthy, one to one interviews should be unobtrusive, so the focus is on that may last an hour or two, and require the content and conversation). 5. Try to transcribe interview notes as soon as specialist skill to use the time effectively, and • May need a professional typist to transcribe possible after the interview, while nuances, to elicit relevant and specific information. tapes and hand-written notes, as this is body language and asides are still in the The interviewer should be able to gain time consuming. interviewer’s memory. insights from a ‘casual’ conversation so the 6. Prepare a report, including the verbatim Suitable for use by: person being interviewed does not get too interviews, and offer copies to the narrow in addressing a single point (unless • Industry interviewees. you want a lot of information about a specific • Government issue). This interviewing technique is like References: • Community the technique in focus groups, because you • US Dept of Transportation (1997) can keep asking questions until you get a Can be used for: Public Involvement and Techniques satisfactory response. These are expensive • Engage community for Transportation Decision-Making: and hard to do well, but they are very good Transportation Fair. Washington. http: sources of information and are especially • Discover community issues //www.fhwa.dot.gov/reports/pittd/ useful when it is important to understand • Communicate an issue tranfair.htm [accessed 12/12/02] the views of certain people (because of their • Build alliances, consensus • US EPA (2002) RCRA Public Participation position or their expertise). Manual Ch 5 Public Participation Activities Number of people required to help and How to do them. http://www.epa.gov/ Objectives: organise: epaoswer/hazwaste/permit/pubpart/ Stakeholder interviews aim to elicit detailed • Medium (2-12 people) manual.htm [accessed 17/12/02]. information and opinions on an issue through wide-ranging discussion rather Audience size: than specific questioning. • Medium (11-30) Outcomes: • Small (<=10) Stakeholder interviews provide a broad Time required: overview of the interviewees’ opinions • Medium (6 weeks-6 months) about a specific topic that may reveal hidden concerns or ideas that would not Skill level/support required: be expressed in response to a set number • High (Specialist skills) of specific questions. Cost: Uses/strengths: • Medium (AUD$1,000-AUD$10,000) • Useful for targeting key stakeholders who have specific knowledge about an issue. Participation level: • Provides opportunity to get understanding • High (Stakeholders participate in decision) of concerns and issues of key stakeholders. Innovation level: • Can be used to determine how best to • Medium (Some new elements) communicate with the public. Method: • Can be used to determine the best members of consultative committees. 1. Select interviewees according to designated criteria (areas of expertise, Special considerations/weaknesses: representation of groups, complementary • Can be expensive. of skills for committees). • Can be time consuming. 2. Arrange times and places for • Interviewers must engender trust or risk interviewing. Better quality information negative response to the format. will be forthcoming if the interviewee is in a familiar setting, so it may be easier • Requires skilled interviewers. for the interviewer to go to them.
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Kitchen Table Discussion • Requires creativity and resource Method: investigation to reach a large number of Description: 1. If a kitchen table discussion arises people. informally, those who wish to follow up Small meetings within the neighbourhood, • Needs a diversity of interests to be invited. on this opportunity should seek advice usually at someone’s home or a local coffee on how best to encourage participation shop. These settings make the meeting • Best for small group discussions and how to handle the issues/information informal and participants tend to respond (8-10 people). that arises. The informal beginnings can to the more relaxed surrounds. Because Resources required: be discouraged if the person or people they are informal, participants generally are organising further discussions do not more willing to discuss issues and dialogue • Possible venue rental understand how to ensure all members is maximised. A kitchen table discussion • Catering of the discussion feel that their opinion group is a small collection of people who • Staffing will be taken seriously, valued and can be get together in someone’s home to talk, • Hired facilitators, or volunteers with freely expressed. listen and share ideas on subjects of mutual facilitation skills interest. The host often begins by reminding 2. Kitchen table discussions can be formally everyone that there are no right or wrong • Children’ s requirements (eg child minding) planned to reach targeted groups by ideas, and that everyone’s contribution is Suitable for use by: advertising the venue and time. valuable. The host also encourages people • Community 3. Because these discussions reach to listen, to ask clarifying questions, and to groups that are not attracted to formal avoid arguing or interrupting. Kitchen table Can be used for: participation programs, sensitivity discussion groups can be a prime vehicle • Showcase product, plan, policy must be used in organising and for social change. Kitchen table discussions • Engage community facilitating meetings so as to encourage are now going ‘on line’, and are being held continued participation. around virtual kitchen tables where anyone • Discover communityissues 4. Select a centralised, neutral space (not can join in to discuss an issue (see also • Develop community capacity Electronic Democracy). affiliated with any one interest group in • Develop action plan the locality). Objectives: • Communicate an issue 5. Use informal neighbourhood networks to Kitchen table discussion aims to encourage • Build alliances, consensus organize the first round of events. people to continue discussing an issue 6. Set ground rules about respecting other’s Number of people required to help until all members have had a chance to opinions, and recording all issues for organise: be heard, and provide an opportunity of further discussion. sharing not only opinions, but information • Medium (2-12 people) 7. Needs sensitive handling to ensure no and alternatives for community proposals or • Individual issues. one dominates the discussion, and all Audience size: opinions are valued. Outcomes: • Large (> 30) 8. Encourage group to record the outcomes Kitchen table discussion builds a sense of of discussions and feed back into a • Medium (11-30) community, provides a venue for sharing, broader participation program. • Small (<=10) and may generate feedback and submissions 9. Encourage ongoing discussions. on community issues and proposals. Time required: 10. Use these discussions as a means of Uses/strengths: • Long (> 6 months) gauging ongoing public response to a • Maximises two-way dialogue. • Medium (6 weeks-6 months) participation program. • If issue is likely to be contentious, provides Skill level/support required: References: an ideal setting to scope for early conflicts. • Low (No special skills) • British Columbia Council for Families. • Maximises the likelihood of engagement Organizing a kitchen table discussion. http: in debate and allays likelihood of conflict Cost: //www.bccf.bc.ca/learn/fc_kitchen.html. because held in ‘neutral turf’ setting. • Low (< AUD$1,000) • New Politics Initiative, Toronto. Kitchen • Builds social networks within Table Discussion Facilitation Kit. http: Participation level: the community. //www.newpolitics.ca/kitchen_table.php. • Medium (Opinionsnoted) Special considerations/weaknesses: • Vancouver/Richmond Health Board Office • Low (Information only) Community Health Council: Kitchen table • Needs organisers/facilitators who are discussion kit. http://www.vcn.bc.ca/ polite and relaxed. Innovation level: citizens-handbook/2_15_discussion_ • Low (Traditional) group.html.
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Media Releases • The size of media releases limit the amount Radio programs may need to check the of real content that can be incorporated. spokesperson to see whether they will be Description: • Media releases have a better chance suitable for on-air interview, etc. Project information released to various media of being accepted if they have an 3. On average, send releases two weeks corporations. Media releases are seen as element of controversy or risk, however before events, except to magazines which being official and reflecting the corporation/ an organisation or group may not wish may have a two-three month lead time group/agencies’ position or the outcome to focus on possible negative outcomes for publication. of a project. They can also be used to raise or risks. 4. Follow news style: awareness and generate publicity. Resources required: • Keep the focus local (with local Objectives: • Volunteers/staff spokespeople) for local papers. Media releases aim to get the widest possible • Send only major capital city issues Suitable for use by: coverage for a community issue or proposal or state-wide issues to state papers; through the publication or broadcasting • Industry only national issues (and use national of the information in the release. It may • Government spokespeople) for national papers/ also elicit further enquiries by the media magazines. organisation about the issue, or the group or • Community • Use short sentences. Each sentence agency that put out the release. Can be used for: should be a separate paragraph. Outcomes: • Showcase product, plan, policy • Use active sentences ‘the group have Wider awareness of an issue or proposal can • Engage community decided’, not ‘It has been decided’. be achieved if the media release is published • Discover community issues • Avoid jargon and difficult words (keep or broadcast, and if the essential information • Communicate an issue it simple). is retained. • Build alliances, consensus • Write about your group: ‘The group Uses/strengths: will hold a poster competition at the Number of people required to help • Can disseminate information quickly to Centralville Town Hall on Wednesday, organise: a large number of people. 23 January’. • Medium (2-12 people) • Can be a predetermined method of • First paragraph of no more than 25 notification. • Individual words telling briefly who, what, where, when and why about the event, issue • Can raise publicity and awareness. Audience size: or project. • Can help an organisation or community • Large (> 30) • If using quotes in the body of the group to make contact with the media. Time required: release, quote credible spokespeople • Can alert media organisations to an and identify them with their positions • Long (> 6 months) issue/event and may encourage their active in the organisation. participation through civic journalism. Skill level/support required: • Keep information clear and Special considerations/weaknesses: • Medium (Computer & other expertise) unambiguous. • Difficult to retract, should any Cost: • Keep releases short, no longer than changes occur. one page. If the media want more • Low (< AUD$1,000) • Should be written in a journalistic style information, they will contact you. (see Method). Participation level: • If for a community notices column, check • May not be used if more exciting news • Low (Information only) the required size and format of items (may be 30 words or less). events take priority. Innovation level: • Include in the media release the date the • May be re-written and key • Low (Traditional) facts/emphasis changed. release was written, and a contact name Method: and phone number for someone who is • Media organisations may become easily contacted during office hours. interested in an aspect of the project/issue 1. Determine the main news angle you wish that is not the focus of public concern. to communicate. 5. Check whether the media prefers email (most do now), or whether you can 2. Check deadlines for local publications/ • Media releases are competing with distribute your release via the Australian television/radio bulletins to ensure thousands of other incoming news items, Associated Press (AAP) network (this will media release is received in time to be and have a better chance of being used reach an Australia-wide audience). if they are sent directly to a journalist published before the event. Some local who has had previous friendly contact newspapers have a Friday deadline for the with the sender. following Wednesday publication date.
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6. If offering interviews, make it clear whether this is an exclusive for one media outlet (could be one print, one radio and one television, as these do not see one another as competing). This can encourage coverage of your issue, whereas a general media conference may not be well attended. 7. Track coverage to see how and when your information is published. 8. Be sure to write and thank the journalist to develop a relationship that may encourage them to work with your organisation in tracking progress on the issue/project, and hence keep the community informed. References: • International Association for Public Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ boardlink/toolbox.pdf. • RCRA (1996) Public Participation Manual. Ch 5: Public participation activities. http: //www.epa.gov/epaoswer/hazwaste/permit/ pubpart/chp_5.pdf [accessed 03/01/02]. • Social Change Online (2000) Using the Media http://media.socialchange.net.au/ using_media/Contents.html [accessed 25/ 12/02]. • Thornton, P. et al (1997) I Protest! Sydney, Pluto Press. Warringah Council (2000) Community Consultation Toolkit. http: //www.warringah.nsw.gov.au/community_ consultation.htm [accessed 03/01/02].
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Mediation and Negotiation • Works best when the parties concerned are Audience size: engaged; less well when a representative Description: • Large (> 30) is asked to negotiate, as they may not feel • Medium (11-30) Negotiation is the process of searching for they have the authority to be flexible in an agreement that satisfies various parties. their solutions. Time required: An agreement may be reached either through • Needs to get beyond set ‘positions’ (I/we a barter or through real negotiation. A • Long (> 6 months) are only willing to do this or that) and look barter allows only one party, the one in a • Medium (6 weeks-6 months) at the interests of all parties (what they are position of power, to ‘win’. The other party trying to achieve in broad general terms Skill level/support required: is forced to accept something of lesser value. (eg do we want clean sand, clean water, A real negotiation implies a ‘win-win’ • High (Specialist skills) access to the beach etc.) to create mutually situation in which all parties are satisfied’ satisfying outcomes. Cost: (The Guide to Managing for Quality 1998 MSH and UNICEF). • Needs all parties to agree to objective • High (> AUD$10,000) criteria by which to assess the ‘fairness’ Mediation is the attempt to help parties • Medium (AUD$1,000-AUD$10,000) of solutions. in a disagreement to hear one another, to Participation level: minimise the harm that can come from • Can be time consuming; could take • High (Stakeholders participate in decision) disagreement (eg hostility or ‘demonising’ months of meetings to find a mutually of the other parties) to maximise any area of satisfactory outcome. Innovation level: agreement, and to find a way of preventing • ‘Win-win’ is not guaranteed. • High (Innovative) the areas if disagreement from interfering with the process of seeking a compromise Resources required: Method: or mutually agreed outcome. • Publicity Negotiation and mediation are highly specialised activities and a simplistic Objectives: • Venue rental • Catering methodology is not available. Specialists Negotiation and mediation aims to deal are generally required for negotiation and with conflict in a creative and positive way, • Staffing mediation. Other sources of information are and to find a solution or a way for people to • Moderator/facilitator outlined on the UNICEF site. The following hear and appreciate the differences between • Expert excerpt has been provided as an introduction: their perspectives. • Recorders 1. Analyse the interest of the parties: this is Outcomes: important to understand the perceptions, • Audio and visual recording and the style of negotiation, and the interests With negotiation and mediation, contentious amplification issues can be discussed and agreements and principles of the counterparts, as well • Props for working in groups (pens, found in which differing opinions are as one’s own. paper, pins, etc.) considered and included. 2. Plan the negotiation, and determine: • Furniture Uses/strengths: • What are the expectations from • Children’s requirements the negotiation? • Generally used when normal participation methods fail. Suitable for use by: • What are the terms of the negotiation? • Attempts to provide a ‘win-win’ outcome • Industry • What are the non-negotiable terms and rather than settling on a single course • Government what can be modified? of action. • Community • What is the minimum that an agreement • Can improve satisfaction of all parties. can be reached on? Can be used for: • May allow areas of convergence • What is the negotiation strategy? (areas where there are some mutual • Engage community • What are the most important interests goals or agreements). • Discover community issues of the other parties? Special considerations/weaknesses: • Develop community capacity • How does one interact with or manage people? • Generally requires a specialist moderator • Develop action plan who is independent. • Build alliances, consensus 3. Select the appropriate negotiation technique from among the following: • Moderators can be costly, and their lack Number of people required to help • Spiralling agreements: begin by reaching of knowledge of the content can be a organise: drawback in the kinds of questions posed. a minimum agreement, even though it is • Medium (2-12 people) not related to the objectives, and build, bit by bit, on this first agreement.
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• Changing of position: formulate the proposals in a different way, without changing the final result. • Gathering information: ask for information from the other party to clarify their position. • Making the cake bigger: offer alternatives that may be agreeable to the other party, without changing the terms. • Commitments: formalise agreements orally and in writing before ending the negotiation. 4. Negotiate: be sensitive and quick to adapt to changing situations, but do not lose sight of the objective. Avoid confrontational positions and try to understand the interests of the other party. Some aspects that could interfere with the negotiation are: • Personal positions and interests. • Psychological and emotional aspects of the persons (place, placement of chairs, body language, gestures, etc.). • Difficulties in communication (differences in languages, different meanings of the same words, etc.). References: • Amy, Douglas (1987) The politics of Environmental Mediation. New York. Colombia. • Fisher, Rodger & William Ury (1991) Getting to Yes: Negotiating Agreement Without Giving In. London, Random Century Business Books Ltd. • International Association for Public Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ boardlinks/toolbox.pdf. • Management Science for Health and UNICEF (1998) The Guide to Managing for Quality MSH and UNICEF. http: //erc.msh.org/quality/ [accessed 19/12/02].
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Mind Mapping like organic chemistry. The mind forms Mind Mapping Laws associations almost instantaneously, and The human brain is very different from a 1. Start with a coloured image in the centre. ‘mapping’ allows you to write your ideas computer. Whereas a computer works in a 2. Use images throughout your Mind Map. quicker than expressing them using only linear fashion, the brain works associatively words or phrases. 3. Words should be printed. as well as linearly - comparing, integrating and synthesising as it goes. Association What is a mind map? 4. The printed words should be on lines, and each line should be connected to other plays a dominant role in nearly every mental A mind map consists of a central word or lines. function, and words themselves are no concept, around the central word you draw exception. Every single word and idea has the 5-10 main ideas that relate to that word. 5. Words should be in ‘units’ one word per numerous links attaching it to other ideas You then take each of those child words and line, allowing each word to have free and concepts. again draw the 5-10 main ideas that relate to hooks and giving more freedom and Mind Maps™, developed by Tony Buzan each of those words. flexibility. are an effective method of note-taking In this way a large number of related ideas 6. Use colours to enhance memory, delight and useful for the generation of ideas by can quickly be produced with virtually no the eye and stimulate the right cortical associations. To make a mind map, one starts mental effort. The concept of ‘writers block’ processes. in the centre of the page with the main is hard to understand once you have grasped 7. The mind should be left as ‘free’ as idea, and works outward in all directions, the use of this simple technique. possible. You will probably think of ideas producing a growing and organized structure Your Brain and Mind-Mapping faster than you can write. composed of key words and key images. Key features are: If the brain is to relate to information most Mind Maps are an external ‘photograph’ efficiently, the information must be structured of the complex inter-relationships of your • Organisation in such a way as to ‘slot-in’ as easily as thoughts at any given time. They enable • Key Words possible. It follows that if the brain works your brain to ‘see itself’ more clearly, and • Association primarily with key concepts in an interlinked will greatly enhance the full range of your and integrated manner, then so should our • Clustering thinking skills. notes and word relations be structured in a For more information visit: • Visual Memory - Print the key words, use similar manner. colour, symbols, icons, 3D-effects,arrows http://members.ozemail.com.au/~caveman/ Rather than starting from the top of a page and outlining groups of words Creative/Mindmap/index.htm. and working down in sentences or lists, • Outstandingness - every Mind Map needs one should start from the centre with the Or read any of Tony Buzan’s books on mind a unique centre main idea and branch out as dictated by mapping (eg Mind Map Book). • Conscious involvement the individual ideas and general form of Mind Maps are beginning to take on the the theme. same structure as memory itself. Once a A mind map has a number of advantages Mind Map is drawn, it seldom needs to be over the linear form of note-taking: referred to again. Mind Maps help organize 1. The centre with the main idea is more information. Because of the large amount clearly defined. of association involved, they can be very 2. The relative importance of each idea is creative, tending to generate new ideas and clearly indicated. More important ideas associations that have not been thought will be nearer the centre. of before. Every item in a map is in effect, a centre of another map. The creative 3. The links between key concepts will be potential of a mind map is useful in immediately recognised. brainstorming sessions. You only need to 4. Recall and review will be more effective start with the basic problem as the centre, and more rapid. and generate associations and ideas from it in 5. Addition of new information is easy. order to arrive at a large number of different possible approaches. By presenting your 6. Each map will look different from other thoughts and perceptions in a spatial manner maps, aiding recall. and by using colour and pictures, a better 7. In the more creative areas of note making, overview is gained and new connections can the open-ended nature of the map will be made visible. enable the brain to make new connections Mind maps are a way of representing far more readily. associated thoughts with symbols rather than with extraneous words something
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MODSS Multi-objective Decision Special considerations/weaknesses: References: Support Systems • Can be very high cost for specialist • Heilman, P. et al (2000) The Facilitator programming. - An Open Source Effort to Support Description: • Can exclude those who are not computer Multiobjective Decision Making. (http: Multi-objective decision support systems literate. //www.iemss.org/iemss2002/proceedings/ technology allows programs to be developed pdf/volume%20tre/325_heilman.pdf). that focus on management effects in • Needs to have been sufficiently used to be • MODSS website: http://www.modss.org. environmental issues. This technology validated and minimise software bugs. is part of the science of environmental Resources required: management, which recognises that natural and social systems are dynamic, • Computers, programmers, good interlinked and unpredictable, and need quality data complex systems that allow flexible • Wide range of expertise responses. Management that uses rigid Suitable for use by: control mechanisms can contribute to the breakdown of socio-ecological systems. • Industry Hence, newer approaches stressing flexibility • Government and responsiveness have developed, and • Community decision support technology has developed that allows for the inter-connectedness of Can be used for: ecological systems. Such computer programs • Develop community capacity describe the multiple effects of any change, • Develop action plan and provide a structured approach to selecting a management plan based on a Number of people required to help group’s preferences and tradeoffs (based on organise: Heilman et al, 2000). • Large (> 12 people) Objectives: Audience size: MODSS technology creates programs that • Large (> 30) can address widespread, significant problems, • Medium (11-30) and engage stakeholders in considering the best compromise in complex environmental Time required: issues where there are many, often conflicting, criteria. Skill level/support required: • High (Specialist skills) Outcomes: MODSS offers better solutions that Cost: allow flexible responses to complex • High (> AUD$10,000) environmental issues. Participation level: Uses/strengths: • High (Stakeholders participate in decision) • Can offer ways to assess a variety of Innovation level: options and their consequences in a complex environmental issue. • High (Innovative) • Can be incorporated into existing Method: computer programs and operating systems, 1. Determine the issue or management simply adding the components that are decision that needs to be addressed. needed for decision making support. 2. Review existing databases, programs • Can provide a structured approach and options. to engage stakeholders in complex 3. Using a program such as The Facilitator, environmental issues where there are add on the decision support tools needed. many, and possibly conflicting, criteria to consider. 4. Trial the Decision Support tool. 5. Modify as needed to develop an operational tool for natural resource management decision making.
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Newspaper Inserts Resources required: 5. Include contact information (ie key project staff [by name], information Description: • Staff to prepare, layout and deliver insert material hotline numbers, location of information An insert is a fact sheet that can be repository [if any], phone, email and • Expertise in journalistic or advertising style disseminated via a local newspaper. Inserts website addresses). achieve high-level publicity for a project and or writing and layout 6. If possible, use trained layout help to normally are used at the commencement Suitable for use by: ensure the inserts attract interest and are of a project. They create interest, describe easy to read. the issue being considered and outline • Industry opportunities for public involvement in • Government 7. Record contact made as a result of the the participation process. Newspaper • Community insert, and add to project mailing list. supplements can serve similar purposes, 8. Use to report project outcomes as well as but cover the issue in more detail through Can be used for: publicising the process. features articles and/or advertisements. They • Showcase product, plan, policy References: can be a paid advertising arrangement, or • Engage community can be put together by news staff in the • International Association for Public public interest. Such supplements may • Communicate an issue Participation (2000) IAP2 Public include feedback opportunities, and may Number of people required to help Participation Toolbox. http://www.iap2.org/ outline opportunities for public involvement. organise: boardlink/toolbox.pdf. Objectives: • Large (> 12 people) • Wates, N. (1999) The Community Planning Handbook. London, Earthscan. Newspaper inserts aim to reach and • Medium (2-12 people) inform the majority of people in a targeted • Individual geographic area about an issue or proposal. Audience size: Outcomes: • Large (> 30) Newspaper inserts will increase awareness of a proposal or issue, even though many inserts Time required: will not be read. • Medium (6 weeks-6 months) Uses/strengths: Skill level/support required: • Achieves high level publicity. • High (Specialist skills) • Provides information. • Medium (Computer & other expertise) • When a large number of potential Cost: stakeholders exist. • High (> AUD$10,000) • When a large number of people are • Medium (AUD$1,000-AUD$10,000) affected by a development decision (eg road works/planning scheme preparation). Participation level: • Outlines opportunities for public • Low (Information only) involvement in a participation process. Innovation level: Special considerations/weaknesses: • Low (Traditional) • Content should be simply stated, concise and unambiguous. Method: • Content should provide basic information 1. Decide the size, cost and number of inserts (do not overload with too much by determining the potential number of information). stakeholders, and how these match with the delivery areas of the newspaper. • Contact information should be provided. 2. Decide on your key messages, including • Cost may be a factor if the newspaper methods for public participation. charges for the inserts, or insists on advertising. 3. Write your information in simple, concise and unambiguous language. • If undertaken as a community service, rather than a commercial transaction, 4. Outline major events and the duration of distribution depends on the newspapers the participation process. willingness to insert the flyers, leaflets, etc.
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Nominal Groups • Explanations help to overcome this Audience size: resistance, but a successful experience Description: • Large (> 30) helps much more. Nominal group technique is a process in • Medium (11-30) Resources required: which a group of people become a group in Time required: name only. This technique aims to eliminate • Publicity • Medium (6 weeks-6 months) social and psychological dynamics of group • Venue rental (meeting room with table to behaviour which can inhibit individual accommodate groups of 5-9 members). Skill level/support required: creativity and participation in group decisions. • High (Specialist skills) Everyone is given a structured opportunity • Catering to participate. Nominal group technique is • Staffing Cost: a way of organising a meeting to enhance • Moderator/facilitator • Medium (AUD$1,000-AUD$10,000) its productivity. Its purpose is to balance • Experts and increase participation, to use different Participation level: processes for different phases of creative • Recorders • High (Stakeholders participate in decision) problem solving and to reduce the errors in • Gophers Innovation level: aggregating individual judgments into group • Artists decisions. It is especially useful for problem • High (Innovative) identification, problem solving and program • Photographer Method: planning (Source: http://128.143.238.20/ • Other services/CSA/nominal.htm). • Audio and visual recording and 1. Advertise group meeting of three-four hours. Objectives: amplification • Overhead projectors 2. Select participants to ensure a mix of Nominal group technique aims to increase interests/community groups/social levels/ participation in problem identification, • Data projectors age/gender, etc. problem solving and program planning, and • Video 3. Hire facilitator skilled in nominal group to make sure that participants represent a • Slide projector meeting process. Success of the process balance of the range of opinions available depends on thorough preparation by the within a community or group. • Projection screen facilitator. • A flip chart or newsprint for each group. Outcomes: 4. Leaders should clarify the questions to be • Roll of masking tape. Nominal group technique facilitates creative asked, considering what key information problem solving and delivers group decisions • Pack of 3x5 cards for each table. they need. Pre-test the question before that incorporate individual judgments with • Felt pens for each table. the meeting. Remember, global questions greater accuracy. • Paper and pencil for each participants. stimulate global answers. Emotional (likes/ dislikes, etc.) information must be asked Uses/strengths: • Response sheets for directly. • Highly effective workshop activity. Suitable for use by: 5. For larger groups, organise into subgroups • Ensures input from all participants. • Industry (seven-nine people) on the same or • Elicits a wide range of responses. • Government different topics, depending on the range of issues. • Useful for determining democratically • Community derived outcomes. 6. The facilitator should follow the full step- Can be used for: • Useful for fact-finding, idea generation, by-step process, which can include the or solutions. • Engage community silent generation and balloting of ideas used strategically in a wide variety of • Develop community capacity Special considerations/weaknesses: situations and taking relatively little time • Develop action plan • Good facilitators are required. (eg for quick agenda setting). • Communicate an issue • Rules need to be clear at outset. 7. Choose from the following steps, • Build alliances, consensus and follow the process (see: http:// • The wording of questions must be 128.143.238.20/services/CSA/nominal.htm unambiguous and clear. Number of people required to help for detailed instructions): • Not for routine business, bargaining, organise: 1.Silent generation of ideas in writing predetermined outcome, or groups • Large (> 12 people) (10-20 minutes). requiring consensus. • Medium (2-12 people) 2.Recorded round-robin listing of ideas on • Can be difficult to convince people to use chart (20-40 minutes). nominal groups for the first time.
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3. A very brief discussion and clarification of each idea on the chart (20-40 minutes). 4. Preliminary vote on priorities: silent, independent (10 minutes). 5. Meeting break. 6. Discussion of the preliminary vote (20-40 minutes). 7. Final vote on priorities: silent independent (10 minutes). 8. Listing and agreement on prioritized items. References: • Borrini-Feyerabend, G (ed.) (1997) Beyond Fences: Seeking social sustainability in conservation. http://www.iucn.org/ themes/spg/beyond_fences/beyond_ fences.html#contents [accessed 03/01/02]. • COSLA (1998) Focusing on Citizens: A Guide to Approaches and Methods. http://www.communityplanning.org.uk/ documents/Engagingcommunitiesmethods. pdf [accessed 03/01/02]. • Delbecq, A. L., Van de Ven, A. H. and Gustafson, D. H. (1975) Group Techniques for Program Planning, a Guide to Nominal Group Technique and Delphi Processes, Scott Foreman. • Delbecq, Andrew L., and Van de Ven, Andrew H. (1971) ‘A Group Process Model for Identification and Program Planning’, Journal of Applied Behavioural Sciences Vol. 7, pp. 466-492. • Flinders University Department of Public Health& South Australian Community Health Research Unit (2000) Improving Health Services through Consumer Participation - A Resource Guide for Organisations. • Commonwealth Department of Health & Aged Care. Canberra. http://www.particip ateinhealth.org.au/how/practical_tools.htm [accessed 03/01/02]. • Woodhill, J. and Robins, L. Participatory evaluation for landcare and catchment groups. A guide for facilitators. Greening Australia. [Available from Environment Australia Community Information Unit 1800 803 772].
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Open House (or Open days and • Meets information and interaction needs of Audience size: Drop-In Centres) many members of the public who are not • Large (> 30) attracted to typical public meetings. Description: Time required: • Builds credibility. Open houses provide information; provide • Long (> 6 months) Special considerations/weaknesses: a forum for understanding people’s • Medium (6 weeks-6 months) concerns and discussing issues and provide • Attendance is difficult to predict at an opportunities for follow up or feedback (see open house. Therefore, it is important to Skill level/support required: Displays and Exhibits). A relatively informal advertise in a number of ways that target • Medium (Computer & other expertise) event designed to allow people to drop in different sections of the community and and obtain information at their convenience. select the location carefully. Cost: Usually, the open house includes display • It is possible to move the location of the • High (>AUD$10,000) information and presentation material open house on a regularly scheduled basis. • Medium (AUD$1,000-AUD$10,000) complimented by printed handout materials • Low (< AUD$1,000) and the presence of the sponsor’s staff to • Often, the concerns of a small number of people are well articulated at this forum. meet with and answer people’s questions Participation level: • Lower attendance may mean that fewer one-on-one. Brief presentations should also • Medium (Opinions noted) be made at regular times to inform guests. people are informed. You need to use other methods to reach a wider audience. • Low (Information only) Objectives: • The low-key nature of an open house may Innovation level: An ‘open house’ aims to provide one venue also restrict people from asking questions • Medium (Some new elements) for people to visit where they can speak to and participating in discussions. staff or members of the organisation, and Method: obtain a variety of information about an • Public input can be difficult to document, 1. The five steps to a successful open house institution, issue or proposal. and may only be reported as hearsay. • Protesters may use the opportunity to are as follows: Outcomes: disrupt the event. • Understand your objective and develop a Those who visit during an open house will be • Usually more staff intensive than a work plan more familiar with the venue, will know more meeting. • Schedule a place and time about the operations and intention of the • Advertise organisation or group that set up the open • May not provide the opportunity to be house, and may be more informed about an heard that some of the public may expect. • Develop the display and supporting issue or proposal. Resources required: materials • Set up Uses/strengths: • Publicity (Ontario Public Consultation Guide 1994:47) • Useful when a large number of potential • Venue rental stakeholders exist and the issue is • Catering 2. Consider the target audience and your of concern to the wider community. objectives to decide whether an open • Staffing Alternatively, it can be used to target a house is the most appropriate public particular group. • Moderator/facilitator participation tool for the issue being discussed. • Frequently used as a lead-in to another Suitable for use by: 3. Some of the considerations in developing participation activity and achieves early • Industry publicity for that activity. the workplan include: the cost of the • Government display, how to convey information on • Can also be used to provide feedback • Community the display, how much time it will take to at the completion of a public design and produce the display and how participation exercise. Can be used for: the display materials can be transported • Can fit people’s personal timetables. • Showcase product, plan, policy from place to place. • Where the issue is contentious, it provides • Engage community 4. The choice of a central and easily accessible a relaxed forum where conflict is less likely • Discover community issues location is critical in the success of the to occur. open house. Organisers should maintain a • Communicate an issue • Fosters small group and one-on- low-key presence and make everyone feel one discussions. Number of people required to help welcome. They should also consider the • Allows other team members to be drawn organise: needs of the particular audience (if there on to answer difficult questions. • Large (> 12 people) is a target group for the open house). The opening times should be flexible and • Medium (2-12 people) change in response to the preference of
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the public. Comment sheets should be provided and staff should be available to answer questions and record comments. 5. The publicity of the open house is also important to its success so advertising is necessary. The location, opening times and purpose of the open house should be publicised in the media. The open house should be left open as long as possible to allow as many of the public to use the facility as possible. References: • Abelson, J., Forest, P-G, Eyles, J., Smith, P., Martin, E., & Gauvin, F-P. (2001) A Review of Public Participation and Consultation Methods. Canadian Centre for Analysis of Regionalization and Health http: //www.regionalization.org/PPfirstpage.html [accessed 03/01/02]. • International Association for Public Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ boardlink/toolbox.pdf. • NSW Minerals Council (1999-02) Guidelines for best practice community consultation in the NSW Mining and Extractive Industries (available free) NSW Minerals Council. http: //www.nswmin.com.au/environment/ publications.shtml [accessed 19/12/02]. • Northwest Regional Facilitators. (1999) Public Participation Resource Guide September, Chapter One Public Participation Methods & Techniques. http://www.nrf.org/cpguide/ index.html#tablecontents [accessed 20/12/02]. • RCRA. (1996) Public Participation Manual. Ch 5: Public participation activities. http: //www.epa.gov/epaoswer/hazwaste/permit/ pubpart/chp_5.pdf [accessed 03/01/02].
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Open Space Technology Special considerations/weaknesses: Innovation level: Description: • Facilities should be flexible to • High (Innovative) accommodate variable group sizes. A radical participatory approach developed Method: • A powerful theme or vision statement is by US Management Consultant Harrison 1. Determine whether the open space needed to generate topics. Owen in the 1980s. Stated simply, open technology process is the most appropriate space technology allows participants to • A large number of participants are involved technique for your situation, considering offer topics for discussion and others to in the process (up to 500). the people who are likely to take part and participate according to their interest. • The most important issues can sometimes their preferences and attitudes, and the The theory behind open space technology be lost in the discussion. venues available to you. is that people will take ownership of issues they wish to address. • It can sometimes be difficult to get 2. Select venue, facilitators and prepare accurate records of results. information (open space technology The open space technology operates on the can be successfully used in conjunction Resources required: following four principles: with other techniques such as conferences 1. Whoever comes are the right people. 1. Venue with room for a large gathering and workshops). space, plus up to 10 smaller breakout 2. Whatever happens is the only thing that 3. Publicise the event. could have. spaces, which offers shelter in case of rain, heat, etc. 4. Describe process and rules to the 3. Whenever it starts is the right time. participants, as outlined below: 2. Facilitator trained in open space technology 4. When it’s over, it’s over. techniques. 1. Principles: Whoever comes are the right people: Whatever happens is the only (International Association for Public 3. Publicity (which, for a large gathering thing that could have: Whenever it starts Participation, 2000.) may include a website on which topics or is the right time: When it’s over, it’s over. Objectives: themes can be predetermined). 2. Law of two feet: The law of two feet: 4. Website or other means to disseminate Open space technology aims to provide people are honour bound to walk away outcomes or issues papers. an event which is relevant, timely, and from proceedings and sessions which participatory. Its relevance is determined by Suitable for use by: they believe are irrelevant. the participants, who determine the agenda, 3. Follow due process. the length of the event, and the outcomes. • Industry • Government 4. One by one, each person who wishes Outcomes: • Community to, steps into the centre of the circle The open space technology event puts people and announces their name and topics of like interests in touch with one another, Can be used for: they feel passionate enough about to allows people to exchange views and to • Discover community issues be willing to lead a break out session understand a wider range of viewpoints, and on that topic. • Develop community capacity provides a sense of empowerment to shape 5. Each passionate person writes the topic • Communicate an issue the world towards the kind of future the on a piece of paper along with time and participants might desire. Number of people required to help venue for a discussion. Uses/strengths: organise: 6. Following announcements of topics by • Appropriate for use where there is a need • Medium (2-12 people) passionate people, the market place becomes open. The marketplace is a for new ideas and the prevailing climate is Audience size: characterised by uncertainty, ambiguity and wall where all the topics, times and a low level of trust. • Large (> 30) venues are posted to allow participants to decide which session to sign up to. • Because there are a limited set of rules, Time required: 7. Those who announced the topics the process is driven by the participants. • Medium (6 weeks-6 months) facilitate the individual discussions and • Absence of ‘control’ of the process means Skill level/support required: appoint people to record minutes on participants must be prepared to go where provided computers. the process takes them. • High (Specialist skills) 8. Reconvene into the larger group • Includes immediate summary and • Low (No special skills) and report back, or combine reports discussion. Cost: into one document and ensure • Provides a structure by giving participants • Medium (AUD$1,000-AUD$10,000) widespread dissemination to all those opportunities and responsibilities to create who took part, and all those likely to a valuable product or an experience. Participation level: make a decision. • Low (Information only)
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References: • Cointelligence Institute (2002) A Toolbox of processes for community work. http://www.co-intelligence.org/CIPol_ ComunityProcesses.html [accessed 03/01/ 02]. • Herman, Michael (1998) Open Space Technology - What is it. Open Space World http://www.openspaceworld.org/english/ openspace.html [accessed 16/12/02]. • Herman, M. (1998-2002) Working in Open Space: A Guided Tour, a look at a hypothetical OST event, highlighting ‘givens’ and possibilities for Open Space events. http://www.globalchicago.net/ost/ invitingorg/24guidedtour.html [accessed 16/12/02]. • Inter-America Development Bank. (1996_ Resource Book on Participation. http: //www.iadb.org/exr/ENGLISH/POLICIES/ participate/index.htm [accessed 03/01/02]. • International Association for Public Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ boardlink/toolbox.pdf. • New Economics Foundation & UK Participation Network (1998) Participation Works: 21 Techniques. http: //www.neweconomics.org/default.asp?strR equest=pubs&strContext=pubdetails&intPu bID=16 [accessed 03/01/02]. • O`Connor, Desmond, M. (1994) Constructive Citizen Participation: A Resource Book. Fifth Edition Victoria, BC: Connor Development Services.Owen, H. (1998 ) Emerging Order in Open Space. http://www.openspaceworld.org/english/ orderforfree.html [accessed 16/12/02]. • Owen, H. A Brief Users Guide to Open Space Technology. http:// www.mindspring.com/~owenhh/Brief%20 User`s%20Guide.htm [accessed 16/12/02]. • Owen, H.A. (1997) Open Space Technology. A Users’ Guide. San Francisco, Berrett-Koehler. • Worldwide Open Space Marketplace http: //www.openspaceworld.org/wiki/wiki/ wiki.cgi. A collection of links, resources, stories, and contacts [accessed 16/12/02].
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Participant Observation Special considerations/weaknesses: Time required: Description: • This method is limited, and needs to be • Long (> 6 months) used in conjunction with other methods for Participant observation is a method of • Medium (6 weeks-6 months) collecting information (eg surveys, public collecting information about the operation meetings, and/or displays and exhibits). Skill level/support required: of, and attitudes existing in, a community through a researcher living in the area for • Depends on the ability of the researcher/ • High (Specialist skills) an extended period [Sarkissian, W. & Perlgut, consultant to correctly observe and draw Cost: D. (eds.) 1999]. The participant observer appropriate conclusions. • High (> AUD$10,000) becomes known within the community, • Can create concern in the community. and gets to know the community in a more • Not recommended for use in isolation Participation level: intimate and detailed way than someone but in conjunction with other tools and • Low (Information only) who simply comes to do a survey and techniques, to offset any bias or inaccuracy Innovation level: then departs. The participant observer in the observer’s conclusions. consequently is given much more detailed • Low (Traditional) information, and may identify specific • Applicable to a wide variety of issues. issues and assist groups to address these • Particularly useful as a technique where the Method: by developing mutually agreed principles issue is contentious or controversial. 1. Researcher lives in or regularly visits and practices. • Takes a long time. the site/suburb/organisation. 2. Observations are made by the researcher Objectives: Resources required: regarding opinions or reactions to A participant observer is placed in a • Staff particular issues. community with the aim of collecting more • Publicity detailed information about a community’s 3. Researchers should state their intentions habits, opinions and issues and with a view • Accommodation openly, and integrate themselves into to developing planning and policies that • Observation locations (may include a the community. better incorporate the community’s needs location for a storefront drop-in centre) 4. The conclusions drawn by the researcher and wishes. • Record-keeping facilities (computers, depend largely on the researcher’s abilities, and should be seen within this context. Outcomes: notebooks) 5. Generally, participant observation should Information about a community collected • Venues and resources for public meetings be combined with actual participation by a participant observer can ensure that (see Workshops) techniques to be of any value. planning and decision making incorporates Suitable for use by: community needs and opinions, and will References: • Industry therefore be more acceptable and more • International Institute for Sustainable useful to the community. • Government Development (1999) Participant Uses/strengths: • Community observation and individual (interviews). http://www.iisd.org/casl/CASLGuide/ • Can develop greater understanding of Can be used for: ParticipantObserver.htm [accessed sensitive situations. • Showcase product, plan, policy 9/12/02]. • Can be used before developing a • Engage community • Sarkissian, W., Perlgut, D & Ballard, E. consultation program in cases where the • Discover community issues (eds.) (1986) The Community Participation nature of community issues is not known Handbook: resources for public to agencies. • Develop community capacity involvement in the planning process. • Develop action plan • Can be used for scoping information and Roseville, NSW. Impacts Press. determining key players when the issue is • Communicate an issue contentious or controversial. Number of people required to help • Can assist in the development of a more organise: thoughtful consultation program because • Medium (2-12 people) participant observation is usually conducted incognito. Can allow the development of • Individual consultation processes that suit the subject Audience size: community. • Large (> 30)
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Photovoice • If photos are pasted onto a larger poster Cost: type presentation, can be difficult to store Description: • Medium (AUD$1,000-AUD$10,000) and protect (may need photocopies taken • Low (< AUD$1,000) Photovoice is a process of collecting for storage/distribution). information and expressing issues and Participation level: concerns through photos. Photovoice has Resources required: • High (Stakeholders participate in decision) three main goals: • Disposable cameras 1. To enable people to record and reflect their • Publicity Innovation level: community’s strengths and concerns. • Venue rental • High (Innovative) 2. To promote critical dialogue and • Catering Method: knowledge about personal and community • Staffing issues through large and small group The stages of photovoice include: • Moderator/facilitator discussions of photographs. 1. Conceptualising the problem. • Expert 3. To reach policy makers. 2. Defining broader goals and objectives. • Recorders Photovoice is highly flexible and can be 3. Recruiting policy makers as the audience • Gophers and others adapted to specific participatory goals for photovoice findings. • Audio and visual recording and (such as needs assessment, asset mapping, 4. Training the trainers. amplification and evaluation), different groups and 5. Conducting photovoice training • Overhead projectors communities, and distinct policy and (for participants). community issues. • Data projectors 6. Devising the initial theme/s for Objectives: • Video taking pictures. • Slide projector Photovoice aims to add a visual element to 7. Taking pictures. • Projection screen participatory processes, and can assist in 8. Facilitating group discussion. • Props for working in groups (pens, engaging the community in planning and 9. Critical reflection and dialogue. policy issues. paper, pins, etc.) 10. Selecting photographs for discussion. • Furniture Outcomes: 11. Contextualising and storytelling. • Children’s requirements Photovoice provides tangible evidence of 12. Codifying issues, themes, and theories. the visual aspects of an issue or proposal (eg Suitable for use by: 13. Documenting the stories. before and after photographs of an eroded • Industry 14. Conducting the formative evaluation. beach) and provides a visual record of the • Government suggestions and decisions. 15. Reaching policy makers, donors, media, • Community researchers, and others. Uses/strengths: Can be used for: 16. Conducting participatory evaluation • Provides pictorial evidence of community of policy and program implementation. • Engage community issues (a picture being worth a thousand • Discover community issues (For further details, see http://www. words). photovoice.com/method/) • Provides an alternative means of expression • Develop community capacity which may help include those who are • Develop action plan References: more visual than literate. • Communicate an issue • Borrini-Feyerabend, G. (ed.) (1997) Beyond • Allows detailed information to be collected • Build alliances, consensus Fences: Seeking social sustainability from individual participants. in conservation. http://www.iucn.org/ Number of people required to help themes/spg/beyond_fences/beyond_ • Provides a snapshot of an area or issue organise: from which to develop indicators and to fences.html#contents [accessed 03/01/02]. gauge changes/responses. • Medium (2-12 people) • Wang, Caroline (1998) Photovoice • Can easily be used in the media (print/ • Individual - Methods http://www.photovoice.com/ method/index.html [accessed 23/12/02]. television/interactive A/V technologies). Audience size: • Wang C, Yuan Y.L., Feng M.L. (1996) Special considerations/weaknesses: • Large (> 30) Photovoice as a tool for participatory • Can be costly (eg cost of disposable Time required: evaluation: The community’s view cameras, developing film). of process and impact Journal of • Short (< 6 weeks) • Requires staffing and the coordination Contemporary Health, 4: 47-49. of participants. Skill level/support required: • Wates, N. (1999) The Community Planning • High (Specialist skills) Handbook. London, Earthscan.
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Planning4real • Has advantages for those who are more • Discover community issues visual/tactile in their approach. • Develop community capacity Description: • Can help bridge language barriers in mixed • Develop action plan Planning4real offers local people a ‘voice’ language areas. to bring about an improvement to their • Communicate an issue Special considerations/weaknesses: own neighbourhood or community Number of people required to help (Neighbourhood Initiatives Foundation 1995). • Requires commitment from decision organise: Local people begin by constructing a three- makers to follow through on suggestions. • Large (> 12 people) dimensional model of their neighbourhood • Needs commitment from participants to • Medium (2-12 people) or catchment area. From this, they construct stay for two and a half hours to participate their vision of their ideal neighbourhood or in the whole process. Audience size: catchment by placing suggestions cards on a three-dimensional model, then sorting and • Can be expensive to develop a three- • Large (> 30) dimensional model. prioritising the suggestions. The model of Time required: the neighbourhood or catchment is made • If building a model with volunteers and so that it can be moved from venue to venue, found materials, can take three months to • Long (> 6 months) allowing more people to participate. Used collect materials and create the model in Skill level/support required: since the late 1970s in Britain, this planning easily movable sections. • High (Specialist skills) tool is now used throughout the world. • Can take two-three months for follow up Participants are largely intended to be and feedback. Cost: from the target community, with • High (> AUD$10,000) government officials, local councillors, Resources required: and professionals present to answer • Publicity Participation level: questions, when requested. • Workshop location must be large enough • Medium (Opinions noted) Objectives: to accommodate the model. Common Innovation level: community spaces are preferred. Planning4real aims to increase community • High (Innovative) • Catering involvement and knowledge of proposed Method: changes or planning issues through allowing • Staffing them to place their suggestions and concerns • Moderator/facilitator 1. Hire a knowledgeable moderator to start the process, although a community directly on to a three-dimensional model; this • Experts also increases the chance that planning and member with some background in decision-making will be made with a fuller • Recorders community development could readily knowledge and understanding of community • Gophers pick up the key concepts through the ‘kit’ which is sold by the Neighbourhood issues and needs. • Artists Initiatives Foundation. • Photographer Outcomes: 2. Assemble the three-dimensional model Planning4real delivers a design or plan that • Modelling equipment: Sheets of of the neighbourhood from lightweight incorporates community needs and issues, polystyrene are suggested as the model material and in easily-transportable and that will therefore be more acceptable base, glued to cardboard or other sections (ask volunteers, a local club, and useful to the community, and will give hardboard for stability. students, or others as a way to involve the community a sense of ownership of • Props for working in groups (markers, pins, key people). The model is usually best at the plan that may incorporate elements of tape, glue and access to photocopying a scale of 1:200 or 1:300, which allows community monitoring and maintenance. facilities for duplication). people to identify their own home. Uses/strengths: • Tables/chairs 3. Use the model to publicise public meetings, by taking it around shopping • Provides a three-dimensional model that • Children’s requirements. centres and community meeting points for may help people better envisage the Suitable for use by: about two weeks to generate interest and changes suggested for the neighbourhood. • Industry begin the process of identifying problems • Offers a hands-on approach that allows and opportunities. participants to visualise the preferred future • Government 4. Begin training sessions with a few for an area. • Community local residents to familiarise them with • Particularly effective in mobilising Can be used for: the process. community support and interest. • Showcase product, plan, policy 5. Hold public meetings where cutouts are • Specific projects are identified and • Engage community placed on the model as a way to identify implementation is set in motion. issues of concern to the community.
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6. Form small, ad hoc ‘working parties’ around these issues (eg Traffic, Shopping Facilities, Play Areas, Work Opportunities, Coastal Zone Management and Planning etc.). These working parties then meet to work out details and to negotiate between conflicting interests and priorities, using a ‘Now, Soon, Later’ chart as a guide. 7. Plan a series of activities to develop a momentum that continues into specific practical proposals. Sufficient time is needed for an effective exercise. Three months is suggested for the initial stage of mobilisation, setting up a steering group, building the model and publicising the sessions. 8. Circulate steps taken in local newsletter and/or media. References: • COSLA (1998) Focusing on Citizens: A Guide to Approaches and Methods. http://www.communityplanning.org.uk/ documents/Engagingcommunitiesmethods. pdf [accessed 03/01/02]. • New Economics Foundation & UK Participation Network (1998) Participation Works: 21 Techniques. http: //www.neweconomics.org/default.asp?strR equest=pubs&strContext=pubdetails&intPu bID=16 [accessed 03/01/02]. • Neighbourhood Initiatives Foundation (1995) A Practical Handbook for ‘Planning for Real’ Consultation Exercise. NIF. Telford. UK. Overview of book at: http: //web.mit.edu/urbanupgrading/upgrading/ issues-tools/tools/Planning-for-Real.html [accessed 27/12/02]. • Wates, N. (1999) The Community Planning Handbook. London, Earthscan.
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Poster Competitions • Can lead to greater participation. Cost: Description: • Generates ideas. • Low (< AUD$1,000) Poster competitions raise awareness of issues • Excellent for children’s participation. Participation level: and participation programs (eg a poster • Can encourage people to seek more • Medium (Opinions noted) competition about caring for our catchment information. or water quality or water conservation will • Low (Information only) Special considerations/weaknesses: elicit ideas that generate discussion and Innovation level: can lead to planning to incorporate these • May need descriptions to explain the • Medium (Some new elements) ideas). Posters provide visual, colourful, concept portrayed on the posters. simple ways to communicate community • Where posters are developed by school Method: issues and events, and are suitable for display children or members of the public, may not 1. Determine issues/aspect for poster in community spaces. Poster competitions cover all aspects of an issue/process/project competition and the community that display children’s work can reflect the (may need some knowledgeable staff groups to be asked to participate. attitudes of much of the community as to accompany a display of the works to Encourage participation from all ages children between certain ages tend to reflect answer questions). and community groups. their parents’ ideas. Poster competitions can • May need continual staffing to watch generate publicity and provide information 2. Set timeframe for poster competition display to avoid vandalism and explain the (see also Interactive Displays). (one month), size of posters, media, display (see above). due date and where they are to be Objectives: • Competitions can cause ill will if the delivered. Specify how many words for Poster competitions aim to engage the judging is considered to be unfair. any captions/explanations. community’s interest in an issue, reveal 3. Advertise competition, with details of Resources required: community issues, and raise awareness of where, when and how to deliver the an issue in a way that is visual, inclusive, • Staffing posters, and how they will be judged, and fun. • Publicity and where the finalists will be displayed. Outcomes: • Judges/prizes 4. Select an appropriate local personality/ politician to announce the winners. Poster competitions provide a visual display • Venue for display 5. Sort posters and determine which are of current states of community knowledge of Suitable for use by: an issue, community expectations and visions, suitable for display. Advise contributors and provides an opportunity to answer • Industry whose posters have been selected for questions about that issue. • Government display and where they can be seen. 6. Invite the media to the judging, and Uses/strengths: • Community announce winners. • Provides basic information about a process, Can be used for: 7. Provide options for visitors to the project or document in a fast, concise and • Showcase product, plan, policy poster display to make comments/ clear way. • Engage community provide feedback. • Can allow easy updates on an issue/ • Discover community issues 8. Prepare a report on the issues raised in the process/project. • Communicate an issue posters and the feedback, and forward this • Can create publicity for an issue/event. to relevant authorities. • If the poster competition is displayed in Number of people required to help References: public spaces, they can provide easy ways organise: for people to get information. • Medium (2-12 people) • US Department of Transport (1997) Public Involvement Techniques for • Provides easier ways to absorb information Audience size: Transportation Decision-making. http: for those more comfortable with pictures • Large (> 30) //www.fhwa.dot.gov./reports/pittd/ than words (and those from other cultures cover.htm. [acessed 09/12/02] who speak languages other than the Time required: dominant language). • Wates, N. (1999) Interactive display in • Long (> 6 months) The Community Planning Handbook. • Can be humorous, interesting, colourful • Medium (6 weeks-6 months) London, Earthscan. and may include cartoons and diagrams. • Provides an informal gauge of community Skill level/support required: attitudes to issues. • High (Specialist skills) • Creates interesting graphic material for • Medium (Computer & other expertise) the project.
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Printed Information • There is no guarantee that the materials Innovation level: will be read. Description: • Low (Traditional) • If mailed, the guarantee of being read Printed material is still one of the easiest Method: is only as good as the mailing list itself; ways to publicise and provide information mailing lists need regular updating to 1. Available budget, and the use of other on a project/issue, or publicise a participation avoid wasted time, energy and paper. publicity methods and tools for distributing process such as an event or meeting. Popular project information, will determine just • Appearance of the material should be forms include: fact sheets, flyers, newsletters, what type of printed material will best visually interesting but should avoid a brochures, issues papers, reports, surveys etc. suit your need. These can be single purpose or be produced ‘sales’ look . 2. Plan your messages well. Provide regular as a series for distribution (eg newsletters). • Can be lost if included with many other updates, but do not bombard people Printed material can be distributed hand to flyers and bill stuffers (consider using with information. hand, made available for the public to pick coloured paper and bold headlines if up, or mailed out either directly to a select mailing as a bill stuffer, to ensure this is 3. Develop the material with the following mailing list, or included as ‘bill stuffers’ with not just binned without reading). considerations in mind: Make it eye catching (colour, photos, cartoons); Make regular mail outs such as utility bills, rates • Without visual elements, this can exclude it simple and easy to understand; Provide notice or other regularly posted bills. those who are not print literate. points of contact, such as the name of a Objectives: Resources required: central information contact or details of Printed information aims to provide easily • Staff or volunteers with expertise the participation program; Avoid a ‘sales’ scanned details, in words and drawings, in writing, editing and layout look; Do not overload with information. to inform a community about an issue or • Paper 4. Limited public input can be sought through proposal. Printed information can be easily printed public information materials by the • Printing handed out and carried away. inclusion of surveys and questionnaires or Outcomes: • Postage comment/response sheets. Printed material, whether handed out, Suitable for use by: 5. Enclosing a stamped, addressed envelope dropped into letterboxes, distributed by mail, • Industry (or email address/website) with mail outs or mailed out with other material, is one will improve the return of comments for • Government of the easiest and most familiar methods posted materials. for increasing awareness of an issue and/or • Community 6. The material should be easily available soliciting responses to an issue or proposal. Can be used for: to the public and be accessible from a number of locations. Uses/strengths: • Showcase product, plan, policy 7. It is critical that the information outlines • Printed public information materials • Communicate an issue the public’s role in the participation process can combine the needs of publicity or opportunities for participation. with information and allow for minor Number of people required to help public input. organise: 8. Keep mailing lists up to date and check for duplication to save money, time • They can reach a large amount of people • Large (> 12 people) and paper. through mailing or via the availability of • Medium (2-12 people) the information to the public. 9. If distributing as a bill stuffer, speak to Audience size: agency/department which distributes bills • If comment sheets or questionnaires are • Large (> 30) and find out when they need the material included the material can allow for limited in order to go out in the appropriate mail public input to a project. Time required: out, and in what format. Check what else • Can facilitate the documentation of the • Medium (6 weeks-6 months) is being distributed with bills, and decide public participation process. Skill level/support required: whether your flyer will have a good chance • Can be a low-cost means of publicity. of being read. Deliver/arrange for printer • Medium (Computer & other expertise) • Can be economically distributed by to deliver to agency/department who will doubling up with existing mail out lists. Cost: stuff and distribute. • High (> AUD$10,000) Special considerations/weaknesses: References: • Medium (AUD$1,000-AUD$10,000) • The problem with most printed materials is • International Association for Public the limited space available to communicate Participation level: Participation (2000) IAP2 Public complicated concepts. Participation Toolbox. http://www.iap2.org/ • Low (Information only) boardlink/toolbox.pdf. • Needs time to decide on text, visuals, proofread, print and fold.
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Prioritisation Matrix Resources required: Cost: Description: • Publicity • Low (< AUD$1,000) A prioritisation matrix is a technique used to • Venue rental Participation level: achieve consensus within a specific group of • Catering • Low (Information only) participants about an issue. The matrix helps • Staffing rank problems or issues (usually generated Innovation level: • Moderator/facilitator through brainstorming or other techniques) • High (Innovative) by a particular criteria that is important to • Experts Method: the project, as defined by the participants. • Recorders This allows participants to clearly see which 1. Conduct a brainstorming session on issues • Gophers issues are the most important to work on that participants wish to explore in relation solving first. Prioritisation matrices are used • Artists/photographer to a proposal, plan or community service to determine what participants consider to • Audiovisual recording equipment and (See the Brainstorming tool to learn how be the most pressing issues (Adapted from: amplification to conduct group brainstorming). The Guide to Managing for Quality Copyright • Overhead projectors 2. Fill out the prioritisation matrix chart with 1998 MSH and UNICEF). • Data projectors the group: Issue/Frequency/Importance/ A prioritisation matrix can use whatever Feasibility/Total Points • Video resources are available to create a table of 3. In the first column, write down the • Slide projector/screen issues and boxes for participants to cast issues that were mentioned in the their ‘votes’. Tools can include whiteboards, • Printed public information sheets brainstorming session. computer databases, or twigs and stones in • Response sheets a field trip setting. The important thing is to 4. In the second to fourth columns, define list all the issues, to determine the frequency • Props for working in groups (pens, paper, your criteria. Examples of some typical with which problems arise in relation to an pins, etc.) criteria are: issue, the importance the people give to this, • Furniture • Frequency: How frequently does/will this and to count the votes to determine what is • Children’s requirements issue affect the participants? Does seen by the majority of people as a priority. it occur often or only on rare occasions? Suitable for use by: Objectives: • Importance: From the point of view of • Industry the users, what are the most important A prioritisation matrix produces a community • Government issue? Add the issues that the organising view of the priorities in relation to a agency or group wants to address? community issue or proposal. • Community • Feasibility: How realistic is it that you can Outcomes: Can be used for: find a way to address this issue? Will it be A prioritisation matrix provides a measurable • Engage community easy or difficult? basis for determining the important issues • Discover community issues You can choose other criteria if they for a community (eg what priority they give • Develop community capacity better fit the situation you are discussing to foreshore revegetation and/or continuing (eg cost, environmental impact [high to beachfront development). • Develop action plan low], number of affected persons can • Build alliances, consensus act as criteria). For a more quantitative Uses/strengths: comparison, you could use cost, amount Number of people required to help • Can assist in defining the most important of time, or other numerical indicators. It is organise: issues in participation projects with also possible to use number values for each many issues. • Medium (2-12 people) criteria and provide a rank out of 10 for • Provides a democratic and transparent • Individual each criteria. Collating total numbers for all device for determining priorities. criteria against issue can indicate the issues Audience size: • Can provide a focus for action. of highest priority • Large (> 30) 5. Rank/Vote: Each participant now votes Special considerations/weaknesses: • Medium (11-30) once in each of the boxes. Total all the • Setting up criteria can be problematic, Time required: votes together. The totals help you see if the brainstorming process raises a large clearly how to identify the priorities. • Short (< 6 weeks) number of issues. (The Guide to Managing for Quality • Some issues may not be considered Skill level/support required: Copyright 1998 MSH and UNICEF) because they are not raised by participants. • Low (No special skills)
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References: • The Manager’s Electronic Resource Centre. Quality Guide - Prioritization Matrix (2002). • US Department of Energy Office of Environmental Management (1995) Incorporating Risk Information to the Environmental Restoration Prioritization Matrix. http://www.em.doe.gov/tie/ fall25.html. [accessed 09/12/02].
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Public Conversation those who are polarised in this way to hear Can be used for: one another’s viewpoints and be able to work Description: • Engage community together. Public conversation and/or individual • Discover community issues discussion are informal consultations that Outcomes: • Develop community capacity allow you to talk to participants in a direct Public conversations will reveal unknown • Build alliances, consensus and personal manner. Informal consultation issues and aspects of community views on techniques such as these support more a plan or project that will allow the plan to Number of people required to help formal consultation techniques by identifying be improved or modified to take these into organise: key issues, attitudes, skills and knowledge. account. They can also reveal the thinking • Medium (2-12 people) The personal level of discussion of these behind polarised viewpoints which provides • Individual tools is generally not possible under more the possibility for people to work together in formal consultation approaches and a greater a consultative process who might otherwise Audience size: appreciation of project issues can emerge as be disruptive or distract the focus from the • Large (> 30) a consequence. Such informal discussions desired outcome. allow a free-ranging discussion around the • Medium (11-30) Uses/strengths: issues which may reveal issues or attitudes Time required: that would not come to light through more • Can help identify individuals and groups • Medium (6 weeks-6 months) structured surveys which may begin with a who should be consulted as well as how pre-conceived notion of who and what is they should be notified or invited. Skill level/support required: relevant to the issue. • Can help gather information and • High (Specialist skills) As well, public conversations can be understand people’s viewpoints prior to • Medium (Computer & other expertise) facilitated with a view to reducing formalised programs. polarisation on contentious issues. Such • Maintains and establishes good community Cost: conversations have been categorised: Talking relations. • High (> AUD$10,000) with the enemy (Boston Sunday Globe, • Directly involves individuals. • Medium (AUD$1,000-AUD$10,000) January 28, 2001) where this technique was used to encourage those who supported • Offers insight into issues prior to the Participation level: development of a consultation program, or abortion, and those opposed, to begin a • Low (Information only) dialogue with the intention of preventing may suggest alternative approaches. Innovation level: further violence after the killing of doctors in Special considerations/weaknesses: the US. Environmental issue can also generate • Medium (Some new elements) fiercely opposed factions which undertake • Can be costly. violent or, potentially violent actions like • Can be time consuming. Method: driving spikes into trees that are to be • Time and cost constraints can limit the Individual discussions cleared. Through engaging the opposing number of participants. 1. Approach people that are potential factions in a series of ongoing informal • Discussions may be difficult to incorporate stakeholders in the following ways: discussions with professional facilitation some into participation findings. • On the telephone understanding of one another’s viewpoints can be established, and this can assist a more • Opinions may not be representative. • On the street formal process of consultation by focusing Resources required: • At places of work attention on the issues rather than the • Facilitator • In public places actions or assumed misdemeanours of 2. Identify yourself and ask if the person is the ‘other side’. • Staff interested in discussing the issue. Public conversations may involve lay and • Volunteers 3. Arrange venue, times. professional speakers. • Unobtrusive recording mechanisms (audiotape, notebook, computers) 4. Allow the participant flexibility in steering Objectives: the discussion to areas of their interest Suitable for use by: To identify issues that are of relevance to 5. Take notes (or tape/type notes). community groups or members who are • Industry 6. Use findings to modify a participation affected by or interested in an issue. This • Government program and/or target specific may include revealing the reasoning behind stakeholder groups. groups or individuals taking very polarised • Community positions, with a view to finding ways for
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Group public conversations 1. Identify the issue or issues to be discussed. 2. Advertise public meeting time and issue. 3. Hire a facilitator who can bring a non- adversarial approach to the discussion. 4. Record discussion points. 5. Write up and distribute a report of the discussions, acknowledging the differing viewpoints and highlighting areas of overlap and difference. 6. If such a discussion is part of a decision- making process, describe the final recommendations and reasons that come from the public discussion. References: • Constructive conversations that reach across differences. Public Conversations Project (1989) Watertown, MA 02472 http://www.publicconversations.org/pcp/ index.asp [accessed 09/12/02]. • Harvard Law School. The Program on Negotiation.(2002) Public Conversation Project Shares Work on Abortion Conflict. http://www.pon.harvard.edu/news/2001/ pcp.php3 [accessed 09/12/02]. • Public Education Network. How to Set Up a Public Conversation (in five steps) (2002) Washington, PEN. http: //www.publiceducation.org/resources/ conversation4.htm [accessed 09/12/02].
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Public Involvement Volunteers • Distribute material door-to-door or Suitable for use by: at meetings. Description: • Industry • Act as a volunteer speakers’ bureau. Public involvement volunteers are people • Government from the community who are temporarily • Stretch a limited budget. • Community enlisted to assist in developing and • Having public involvement volunteers Can be used for: implementing a public involvement program. can also: • Showcase product, plan, policy These volunteers can take on various roles • Expand possibilities for community according to the nature of the participation participation. More volunteers offer more • Communicate an issue program (eg they might show people around choices for meeting community groups a facility or site, hand out or letterbox drop Number of people required to help at a place of their choosing, which organise: information brochures, engage passers-by increases the number of participants in in a survey, answer telephone queries or a planning process. • Medium (2-12 people) undertake a telephone survey). • Help the organisation understand Audience size: Public involvement volunteers would community viewpoints. normally have an interest in the issue or the • Large (> 30) • Help the community understand the issue community, and be willing to assist. Such Time required: volunteers will extend the staffing for an and/or process. • Medium (6 weeks-6 months) event or outreach without a great deal of • Add vigour to the public involvement additional cost. For example, if dunes are process. Skill level/support required: being stripped of vegetation and eroded, a • Help assemble a community perspective • High (Specialist skills) public awareness campaign may be needed on a project or program. to enlist community involvement in planning Cost: • Add a level of person-to-person and acting to revegetate and protect the communication. • Low (< AUD$1,000) foreshores. The volunteers need to be clear about the purpose of the event or process, • Bridge communication gaps. Participation level: and to be well briefed at the outset and kept • Offer an advantage in eliciting concerns • Low (Information only) up to date so that they can undertake their and issues. Innovation level: work effectively. • Help identify people for leadership • Low (Traditional) Objectives: positions Method: The purpose for the organising committee or (Source: US Federal Highway Administration group may be to expand the available people http://www.fhwa.dot.gov/reports/pittd/ 1. Plan to recruit and train volunteers to staff an event or activity without increasing contents.htm). before you need them. These may be members of partnership agencies, the budget. However, the volunteers may find Special considerations/weaknesses: that participating increases their skills and consultants, researchers, agency board knowledge, and therefore there can be • The organising agency or group has less members, local government members, a gain for all parties control over unpaid volunteers. or community residents. • These techniques do not substitute for 2. Plan what you can achieve with the Outcomes: professional staff involvement. number of volunteers available. Match Outreach can be extended further and more • Volunteer loses credibility and standing in your volunteer’s capacities to the task work undertaken in a campaign or project; the community if things go awry. they will be given (eg those who are as noted above, the volunteers can also • Must allow some training time and costs confident public speakers could be sent become more skilled and informed as a to speak to public meetings or local result of participating. (Source: US Federal Highway Administration http://www.fhwa.dot.gov/ government representatives). Those Uses/strengths: reports/pittd/contents.htm). with secretarial skills could be allocated to typing information sheets and/or • Public involvement volunteers can help Resources required: creating databases to record feedback a group or agency who is undertaking a • Staff and information received. Those with public information campaign or a public • Telephones media skills could work on developing consultation process. For example, public promotional materials. In an open house • Computers/printing involvement volunteers may be enlisted to situation, volunteers can be shown the do the following: • Trainers in the skills or knowledge needed facility or site and key issues explained so • Handle general administration: fold, staple, by volunteers. that they can effectively usher community telephone, file. groups around the site. • Staff open days or open house.
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3. Organise training for your volunteers, which should be simple and should continue throughout the campaign or event, as new information or issues are discovered. Training may include: public speaking practice and feedback, meeting facilitation, media liaison, writing reports, entering data. 4. Appoint a coordinator for volunteers. This person will be responsible for liaising with volunteers to ensure they are clear what is expected of them, when and where. This person would be the central information point for further queries, or for letting organisers know if a volunteer cannot do what they have undertaken to do. 5. Provide a budget for volunteer work which includes costs of background briefing papers, handouts, transport, accommodation, phone calls made from home, and other out-of-pocket costs incurred by volunteers. References: • US Department of Transport Federal Highway Administration. (1997) Speakers’ Bureaus and Public Involvement Volunteers in Public Involvement Techniques for Transportation Decision-Making. http: //www.fhwa.dot.gov/reports/pittd/ speakers.htm [accessed 10/12/02].
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Public Meeting Uses/strengths: Number of people required to help organise: Description: • Allows the involvement and input of a wide range of people • Medium (2-12 people) A meeting is a coming together of people for a specific purpose. The meeting can • Can develop consensus for action Audience size: on complex issues that affect the involve a large number of people, or a smaller • Large (> 30) (under 10) number of people who focus broad community. on a specific problem or purpose. Meetings • Disseminates detailed information and Time required: generally have a facilitator who encourages decisions throughout the community. • Medium (6 weeks-6 months) two-way communication, and a recorder • Provides opportunities for exploring • Short (< 6 weeks) who records suggestions and issues that are alternative strategies and building revealed at the meeting. consensus. Skill level/support required: Public meetings provide a good focal point • Medium (Computer & other expertise) for media interest in an event, and photos Special considerations/weaknesses: can provide a visual indicator or levels • Unless well facilitated, those perceived Cost: of interest and the range of people who as having power within the community, • Medium (AUD$1,000-AUD$10,000) attended. Public meetings are often the or those who are most articulate and • Low (< AUD$1,000) springboard for a movement or for the domineering in their verbal style can establishment of a common-interest group dominate the meeting. Participation level: which will continue to act on the issues raised • Participants may not come from a • Low (Information only) and suggestions made. broad enough range to represent the Innovation level: Public meetings are familiar, established entire community. • Low (Traditional) ways for people to come together to express • Organisers must be aware of potential their opinions, hear a public speaker, or conflicts. Method: plan a strategy. They can build a feeling of • Community members may not be willing 1. Establish why you need to consult the community and attendance levels provide to work together. community; do not hold a public meeting an indicator of the level of interest within a • May not achieve consensus. or consult unnecessarily; this wastes community on a particular issue. people’s time, and may create disinterest Smaller focus group meetings can be made • Can be time and labour intensive. for the future. up of people with common concerns who Resources required: 2. Consider the circumstances of the may not feel confident speaking up in a community and the issues. larger public gathering (eg women, those • Venue rental who speak English as a second language, • Catering 3. Schedule a series of meetings. A suggested series follows: Indigenous groups). In a separate venue, • Staffing these people can speak comfortably together, 1. Meeting 1: • Moderatorfacilitator share common issues and a common • Introduce project and key personnel purpose. The findings from focus group • Overhead projectors • Supply project information meetings can be presented to larger group • Data projectors • Allow the community to ask questions meetings, giving a ‘voice’ to those in the • Video and identify issues of concern community who are unable to speak up in a • Provide contact points • Slide projector larger meeting (See also Focus Groups). • Identify groups with specific concerns • Projection screen (FAO Informal Working Group on for targeted consultation Participatory Approaches & Methods • Props for working in groups (pens, 2. Meeting 2: (http://www.fao.org/Participation/ft_ paper, pins, etc.) • Break between meetings allows more.jsp?ID=640). • Children’s requirements participants to consider views and concerns Objectives: Suitable for use by: • Reintroduce project Public meetings are held to engage a • Industry • Activate good listening skills wide audience in information sharing • Government and discussion. • Clarification and expansion of issues • Community Outcomes: 3. Meeting 3: Can be used for: Public meetings increase awareness of an • Information and feedback on how issues issue or proposal, and can be a starting • Showcase product, plan, policy and concerns are being met point for, or an ongoing means of engaging, • Communicate an issue further public involvement.
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• Presentation at the conclusion of a project Resource Guide. Washington. Washington or make recommendations for State Office of the U.S. Department of the community’s consideration Housing and Urban Development. http: • Discuss ongoing participation in //www.nrf.org/cpguide/chapter1/chapte the process r1atopubic.html#getwordout [accessed 10/12/02]. 4. Publicise and advertise the meeting: • Sarkissian, W., Perlgut, D & Ballard, E. (eds.) • Advertise weekly in local media (1986) Community Participation in Practice 5. Book a venue and arrange catering with in The Community Participation Handbook: flexibility as to numbers as attendance is resources for public involvement in the difficult to predict: planning process. Roseville, NSW. Impacts • Venue should be neutral territory Press. • Provide no alcohol • US Department of Transport (1996) Public • Provide refreshments at the conclusion of Involvement Techniques for Transportation the meeting Decision-Making. Washington. http:// www.fhwa.dot.gov/reports/pittd/cover.htm. 6. Timing: Conduct the meeting at a time where the largest number of participants • Wilcox, David (1994) The Guide can attend. to Effective Participation. http:// www.partnerships.org.uk/guide/index.htm 7. Inform participants of chairperson/ [accessed 19/12/02]. facilitator/guest speakers. 8. Determine the conduct of the meeting: • Work closely with the chair • General format is presentation followed by question time • Present agenda • Field questions • Record comments 9. Considerations: • Widely advise the ways feedback from the community is being incorporated into the project. Avoid allowing the meeting to be taken over by a vocal community members • Be prepared to change tack during the meeting • Cater for people with disabilities or from non-english speaking backgrounds • Never lose your temper • Set up early (Source: Sarkissian, W. et al 1999 & Ontario Guide to Public Participation) References: • FAO Informal Working Group on Participatory Approaches & Methods Participatory and Integrated Watershed Management (PIWM) http://www.fao.org/ Participation/ft_more.jsp?ID=640. • Northwest Regional Facilitators (1999) Chapter One: Public Participation Methods & Techniques, in Public Participation
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Questionnaires and Responses Special considerations/weaknesses: Method: Description: • Generally only useful for qualitative data. 1. Draft questions. Keep as short as possible. Questionnaires are the basic research tool • Low response rates can bias the results. 2. Trial questions with a small sample (pilot used to collect information, and are usually Can involve follow up telephone calls and group) to determine whether they are developed and tested to ensure that they letters to encourage returns. unbiased, straightforward and not open are easily understood and will collect the • Needs a return envelope/freepost address to misinterpretation. information required. Questionnaires ensure to encourage participation. 3. Indicate the purpose of the questionnaire that exactly the same questions are presented • Depends on a high degree of literacy. at outset. to each person surveyed, and this helps with 4. Include qualitative data (eg age, sex, the reliability of the results. Questionnaires • Wording of questions needs to be unambiguous to avoid bias, and should address, education etc.) to allow for can be delivered via face-to-face interviews, further extrapolation of the results. telephone interviews, self-complete forms, be pre-tested on a sample audience to mail outs or on-line. Questionnaires can ensure that you receive the information 5. Include any new names/addresses in be distributed by email as well as posted you desire. the mailing list. or faxed. Response sheets can be collected Resources required: 6. Send out with printed information at a workshop, or can be picked up at a • Staff or volunteers materials. workshop and mailed back. These can • Access to expertise in developing 7. If the budget allows, provide free mail reply also be mailed out in ways that reduce questionnaires (stamped addressed envelope; freepost postage costs, when they are included in mailbox, etc) to improve responses. routine mail-outs such as the distribution • Small trial group for trialling questionnaire 8. Document responses as part of the public of fact sheets or accounts. and ensuring that the data you collect is the data you are seeking. involvement process. Objectives: Suitable for use by: References: Questionnaires and response sheets are a • Community Toolbox: Promoting Interest measure of community opinion and/or • Industry in Community Issues Ways to develop issues at a certain time or in a certain area. • Government Communication Plans, includes details Outcomes: • Community on developing brochures, flyers, etc. Questionnaires and response sheets provide Can be used for: http://ctb.lsi.ukans.edu/tools/EN/chapter_ 1005.htm. information on which to base decisions about • Engage community planning and management of community • International Association for Public and/or natural resources. • Discover community issues Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ Uses/strengths: Number of people required to help organise: boardlink/toolbox.pdf. Questionnaires offer the following • Medium (2-12 people) • US Department of transport (2002) Public advantages: Involvement Techniques for Transportation • Individual • Less personal than interviewing, Decision-Making. http://ntl.bts.gov/DOCS/ their anonymity can encourage more Audience size: pubinvol.html [accessed 13/12/02]. honest answers. • Large (> 30) • Works well to reach respondents who are widely scattered or live considerable Time required: distances away. • Short (< 6 weeks) • Provides information from those unlikely Skill level/support required: to attend meetings and workshops. • Low (No special skills) • Permits expansion of the mail list. Cost: • Can be used for statistical validation. • Low (< AUD$1,000) • Allows results to be extrapolated by subgroups. Participation level: • Allows the respondent to fill out at a • Low (Information only) convenient time. Innovation level: • More economical and less labour intensive than interviews and telephone surveys as • Low (Traditional) they provide larger samples for lower total costs.
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Role Plays Special considerations/weaknesses: Time required: Description: • People may have little appreciation of • Short (< 6 weeks) other’s positions. An activity where participants take on Skill level/support required: • Can insult unless treated in a designated roles and act out characters • High (Specialist skills) according to predetermined situations, lighthearted manner. followed by an evaluation of the activity. • Participants often require encouragement Cost: People may choose from a range of set to take on another’s role. • Medium (AUD$1,000-AUD$10,000) roles (eg local council environment planner, • Requires clear direction that the role- Participation level: environmentalist, surfrider, developer, playing is now over, and ensure that natural resource manager and Chamber everyone knows that they are now • Medium (Opinions noted) of Commerce member). By getting people speaking for themselves alone, or Innovation level: to take on a role that may be unfamiliar to confusion can ensue. Having badges or • Medium (Some new elements) them, this process enhances understanding of costumes that are taken off at the end of the issue from another perspective. However, the role-play can help this process. Method: role-playing requires skilled facilitation, and everyone must be ‘de-briefed’ and clearly • Needs a skilled facilitator with experience 1. Determine all the agencies or individuals directed to step out of role and return to their of role playing and debriefing. that are likely to influence a particular issue (eg commercial organisations, own persona before leaving the exercise, or Resources required: confusion can ensue. government agencies, non-government • Publicity organisations, community ‘personalities’) Highly useful as an ice breaker, to • Venue rental and develop badges, lists or costumes to get people talking and interacting with develop a number of roles to make for one another about the issue, and also to • Catering interesting interactions. gain some empathy for the position of • Staffing other stakeholders. 2. Assign roles. Generally, greatest success • Moderator/facilitator occurs when people opposed to one Role playing can involve risks. A person must • Recorders another take on each other’s roles, thus try to understand another’s point of view to allowing them to put themselves into the the extent that they can act in ways that are • Gophers other person’s position. This works best appropriate and recognisable. • Other when there is some visual indicator or the Objectives: • Audio and visual recording and role being played (eg a cap or badge). amplification Role plays help people see other viewpoints, 3. Describe a scenario that introduces the and the range of different perspectives that • Printed public information materials issue in a non-threatening way. This may affect decisions and planning in relation • Response sheets technique can cause conflict when used to natural resources. To develop team- • Props for working in groups (pens, paper, for a contentious issue, so ensure that building as people see how different roles pins, etc.) trained facilitators are available to defuse are necessary in the total natural resource any confrontations and address the conflict • Furniture management perspective. in more constructive ways. • Children’s requirements Outcomes: 4. Treat the activity as a lighthearted exercise Suitable for use by: and encourage participation by indicating Role plays provide greater awareness of other the lack of consequence from the activity. people’s roles in a group, or in relation to • Industry an issue or proposal, and the relevance or • Government 5. The person playing the role may be advised importance of these roles. by someone with experience in the role • Community they are playing (eg a resident who is Uses/strengths: Can be used for: playing a natural resource manager may be advised by someone experienced in Participants can take risk-free positions and • Build alliances, consensus view situations from other perspectives. management in that area). Role plays are Number of people required to help then adlibbed, based on the understanding • Great as an ice-breaker. organise: of the activities/attitudes of the person • Leads to greater understanding of issues. • Large (> 12 people) whose role they are taking. • Can be a fun activity that encourages team • Medium (2-12 people) 6. Facilitate the role play to maximise building within the participation program. understanding of other’s positions. Hence, • Good for scoping the extent of conflicts. Audience size: ask participants why they take a position, • Large (> 30) or express a certain opinion, while in role. • Medium (11-30)
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7. Follow up the activity with a debriefing session that seeks to clarify the variety of potential positions as a pre-curser to the actual participation process. 8. Make clear the point at which the role play is over: Allow people to say any last things ‘in role’, then make it clear that when they return to their own seat they return to being themselves. References: • International Association for Public Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ boardlink/toolbox.pdf.
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Samoan Circles Resources required: 5. Clarify that once the discussion begins, the facilitator may withdraw and watch as Description: • Suitable venue to take central table with concentric circles a silent observer or facilitate the discussion. The Samoan circle is a leaderless 6. Before the discussion begins, arrange for meeting intended to help negotiations • Roving microphones the facilitator to announce the rules and in controversial issues. While there is no • Staff ask for agreement from all: ‘leader’, a professional facilitator can • Facilitators welcome participants and explain the • People in the larger group can listen, seating arrangements, rules, timelines and • Recorders but there is no talking, booing, hissing the process. As with the Fishbowl process, Suitable for use by: or clapping. the samoan circle has people seated in a • Industry • Anyone from the larger group who circle within a circle, however only those in wishes to join the conversation may do the inner circle are allowed to speak. The • Government so by coming forward at any time and inner circle should represent all the different • Community taking one of the ‘open chairs’ on either viewpoints present, and all others must end of the semi-circle. Can be used for: remain silent. The process offers others 7. Indicate that the discussion may begin with • Engage community a chance to speak only if they join the a brief statement from each representative ‘inner circle’. • Develop community capacity and then proceeds as a conversation. Objectives: • Build alliances, consensus Representatives discuss issues with each other as the larger group listens. Samoan circles are similar to Fishbowls. Number of people required to help The aim to stimulate active participation by organise: 8. Record viewpoints expressed and all parties interested in or affected by an commonalities identified, and agreements • Medium (2-12 people) issue, and allows insights into different or outcomes reached. perspectives on an issue Audience size: References: Outcomes: • Large (> 30) • International Association for Public All present at a Samoan circle hear the • Medium (11-30) Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ range of opinions and ideas expressed, Time required: and are therefore better informed on the boardlink/toolbox.pdf. • Medium (6 weeks-6 months) issue, and the aspects of the issue that are • Kraybill, R. (2001) Facilitation skills for under debate. Those who do not speak, Skill level/support required: Interpersonal Transformation. Berghof nonetheless have the chance to hear whether • High (Specialist skills) Handbook for Conflict Resolution. http: someone else expresses their views, and //www.berghof-center.org/handbook/ the chance to speak out if someone in the Cost: kraybill/final.pdf. ‘inner circle’ steps out and allows them to • Low (< AUD$1,000) take their place. Participation level: Uses/strengths: • Low (Information only) • Works best with controversial issues. Innovation level: • Can avoid severe polarisation. • Low (Traditional) • Allows a large number of people to be involved in discussing a controversial issue. Method: Special considerations/weaknesses: 1. Set room up with centre table surrounded by concentric circles of chairs. • Dialogues can stall or become monopolised. 2. Arrange roving microphones. • Observers may become frustrated with 3. Select one or two representatives for each their passive role. of the views present to constitute the core of the Samoan Circle. 4. Seat these people in a semi-circle surrounded by two-four open chairs.
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Scenario Testing • Provides understanding of events and Number of people required to help possible combinations. organise: Description: (Source: Seminar on Futures Techniques http: • Large (> 12 people) Scenarios are a way of developing alternative //ag.arizona.edu/futures/tou/Backcasting) futures based on different combinations • Medium (2-12 people) of assumptions, facts and trends, and area Special considerations/weaknesses: Audience size: where more understanding is needed for your • Agreement may not be reached on what • Large (> 30) particular scenario project. They are called is the ‘right’ scenario to include (if the ‘scenarios’ because they are like ‘scenes’ in questions are controversial). Time required: the theatre - a series of differing views or • Short (< 6 weeks) presentations of the same general topic. • Scenarios must be recognised as Once you see several scenarios at the same possibilities only, not firm predictions. Skill level/support required: time, you better understand your options or (Source: Seminar on Futures Techniques http: • High (Specialist skills) possibilities. Visit the web site (Seminar on //ag.arizona.edu/futures/tou/Backcasting) Futures Techniques, http://ag.arizona.edu/ • Medium (Computer & other expertise) Resources required: futures/tou/tut2-buildscenarios.html) for Cost: further information. • Publicity • Medium (AUD$1,000-AUD$10,000) Scenario testing is useful to: • Venue rental • Low (< AUD$1,000) 1. Identify general, broad, driving forces, • Catering which are applicable to all scenarios, • Staffing Participation level: 2. Identify a variety of PLAUSIBLE trends • Moderator/facilitator • Low (Information only) within each issue or trend (trends that vary • Experts Innovation level: depending on your assumptions so you get • High (Innovative) positive and negative perspectives), and • Recorders 3. Combine the trends so you get a series • Gophers Method: of scenarios (for example, mostly positive • Artists 1. Invite participants who have knowledge trends identified in relation to an issue • Photographer and other Audio and visual of, or are affected by, the proposal or would give a positive scenario). recording and amplification issue of interest. Scenario testing’s greatest use is in • Overhead projectors 2. Invite participants to identify the developing an understanding of the situation, • Data projectors underlying paradigms or unwritten rather than trying to predict the future laws of change; trends or driving forces (Source: http://ag.arizona.edu/futures/tou/ • Video and collect into general categories tut2-buildscenarios.html). • Slide projector (economy, socio/political, etc; and wildcards or uncertainties). Objectives: • Projection screen 3. Consider how these might affect a Scenario testing is a way to test alternative • Printed public information materials situation, either singly or in combination, (hypothetical) futures so as to make better • Response sheets using these steps: choices today. • Props for working in groups (pens, paper, • Review the big picture Outcomes: pins, etc.) • Review general approaches to • Furniture Generally, scenario testing would deliver three future studies scenarios: a positive (or optimistic), negative • Children’s requirements • Identify what you know and what you (or pessimistic), and neutral (or middle of the Suitable for use by: don’t know road) scenario. These allow a more realistic assessment of future possibilities which • Industry • Select possible paradigm shifts and use does not assume either the best or worst • Government them as an overall guide outcomes. The scenarios could also include • Community • Cluster trends and see which driving an unlikely event but one that would have a forces are most relevant to your scenario Can be used for: large impact were it to occur. 4. Create alternative scenarios (similar to Uses/strengths: • Showcase product, plan, policy alternate scenes in a play) by mixing wildcards with trends and driving forces. • Avoids having to model complex situations. • Engage community • Discover community issues Keep the number of scenarios small (four • Allows you to alter combinations and play is ideal because it avoids the ‘either’ ‘or’ ‘what if’ games (eg change the assumption • Develop community capacity choice of two, and the good/bad/medium and see what happens). • Develop action plan choice of three).
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5. Write a brief report that states assumptions and future framework; provides observations and conclusions, gives a range of possibilities, and focuses on the next steps coming out of this study. Each scenario should be about one page. References: • Caldwell, R. (2001) Tutorial 2: Building Scenarios. Arizona University. http: //ag.arizona.edu/futures/tou/tut2- buildscenarios.html [accessed 20/12/02]. • Futures Research Quarterly, Summer 2001, 17 (2). Issue devoted to scenario building. Available from World Future Society. • US Dept. of Transportation (2001 ) Land Use/Transportation Scenario Testing: A Tool for the 1990s. http://tmip.fhwa.dot.gov/ clearinghouse/docs/landuse/luts/intro.stm [accessed 20/12/02].
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Search Conference • Achieves completion of a task in two or • Develop community capacity three days (and sometimes evenings) that Description: • Develop action plan would take months if left to specialised • Communicate an issue A search conference is a large-group analysts and experts. task-oriented ‘conversation’ (Emery & (Source http://www.buzzblick.com/ Number of people required to help Purser 1996). search.htm) organise: Search conferences emphasise face-to-face • Large (> 12 people) interaction among stakeholders to create Special considerations/weaknesses: • Medium (2-12 people) a new community. The process of meeting • Focus is on learning, not teaching. and discussion engenders new ideas. The • Conflict and differences are acknowledged, Audience size: venue and seating plan of the conference are but not dealt with. • Large (> 30) designed to engender conversation and good relationship building. • Equal status of participants is supported. Time required: Search conferences have been used to help • Personal commitment and ownership are • Long (> 6 months) organisations to merge when they have emphasized. differing visions and to bring together trade • Self-managing teams are used. • Medium (6 weeks-6 months) experts to develop curricula based on their • Shared meaning is developed. Skill level/support required: tradecraft and skills. In a community setting, • Can be logistically challenging. • High (Specialist skills) search conferences have allowed ‘ordinary’ citizens to use their local knowledge • Can be time consuming (two-three days). • Medium (Computer & other expertise) in developing plans for economically Resources required: Cost: depressed regions. • Publicity • High (> AUD$10,000) Search conferences are held over one or more • Medium (AUD$1,000-AUD$10,000) full days, during which participants explore • Venue rental ambiguity and difference in the interests of • Catering Participation level: forwarding research and action. • Staffing • High (Stakeholders participate in decision) • Moderator/facilitator Objectives: Innovation level: • Experts Search conferences seek future plans • High (Innovative) or visions that are practical and can be • Recorders implemented for an organisation, community Method: • Gophers or environment. Search conferences have three broad • Artists/photographer Outcomes: stages: pre-planning; the conference; • Audiovisual recording equipment and implementation. The search conference will identify specific and amplification actions which must be taken. Empowering Pre-planning: • Overhead projectors the people responsible to make these 1. First Planning Session: (6-8 hours) changes allows search conferences to • Data projectors Determine whether a Search Conference produce much more useful results than • Video will meet your needs. If it will, decide standard strategic planning methods (Source: • Slide projector/screen on the conference themes and purpose, http://www.ccnr.net/searchconf/search.htm). arrange a venue and draw up an • Printed public information sheets invitation list. Uses/strengths: • Response sheets 2. Secure keynote speakers. Their presence • Develops creative and achievable strategies. • Props for working in groups (pens, should break the ice and set the flavour • Produces collaborative and participative paper, pins, etc.) of the event, but not dominate it. approaches. • Furniture 3. Second Planning Session: (3-4 hours) This • Generates consensus. • Children’s requirements serves as a progress ‘check-in’ and a time • Develops shared values. to redirect efforts if necessary. Questions Suitable for use by: are answered and all conference plans • Develops commitment to strategies • Industry are finalised. It is best to hold this session formulated. • Government with the facilitator present, however, • Combines formulation and when travel costs are a major concern • Community implementation. it is possible to substitute an extensive • Integrates cultural, regional and/or Can be used for: telephone conference call between the value differences. • Engage community planning group and the facilitator.
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The Conference: The Search Conference: (1 full day or more). The participants will share information, discuss issues, and complete a series of small and large group tasks, which culminate in a strategic goal setting and action planning session. These tasks should encompass the following: • Analyse the environment (background, possible future, what is working/not working) • Analyse the ‘SYSTEM’, what routines, practices, restrictions, rules and structures influence the present known community issues, the community itself and its environment. • Plan how our system can best flourish, within our environment (this should develop realistic action plans engendered through new understandings). Implementation: 1. Follow-up Session(s): This is a time to celebrate individual and group successes. Evaluate the ultimate success of the conference by how easily the action plans can be implemented. Progress is assessed and plans are modified as needed. 2. People are give roles and deadlines set. 3. The action plans are put into practice. References: • Centre for Community Networking Research (Oct. 2002) About Search Conferences IN Search Conference: Community and Information Technology: The Big Questions. http://www.ccnr.net/ searchconf/search.htm [accessed 20/12/02]. • Emery M. & Purser, R., (1996) The Search Conference: A powerful method for planned organisational change and community action, San Francisco, Jossey-Bass. • Emery M. (ed.) (1993) Participative Design for Participative Democracy, Canberra, Australian National University Centre for Continuing Education. • Emery, M. (1995) Designing and Managing Search Conferences and Participative Design Workshops, Course held at the IIRM Institute, University of New Mexico, Los Cruces, New Mexico. May. • Weisbord M. (1992) Discovering Common Ground, San Francisco, Berrett-Koehler.
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Shopfront • Catering Method: Description: • Staffing 1. Select a centralized venue that has a lot of passer-by traffic. Usually owners of vacant Shopfronts (or site offices) are attempts to • Facilitators shops are very happy to lease over short improve participation in programs by bringing • Recorders periods of time. a participatory venue into a heavily used • Overhead projectors public area, such as a main street or shopping 2. Select staff/volunteers with strong public centre. They are designed to allow people to • Data projectors relations skills and knowledge of the drop in at their convenience and therefore • Video project and participatory processes (ie who display materials are usually provided along • Slide projector will encourage people to chat and discuss with project staff to answer questions. They issues and be aware of offering different • Projection screen have a relaxed atmosphere and can act as a feedback options). semi-permanent meeting place / kitchen table • Printed public information materials 3. Provide display materials, printed public discussion forum so providing refreshments • Response sheets information materials, technical reports, is recommended. Shop fronts run for the • Props for working in groups (pens, maps, photographs etc. that will be duration of a participation program. While paper, pins, etc.) provide all sectors of the community with many of the objectives and outcomes of a means to understand the issues • Furniture shopfronts are similar to those of an open or proposals. • Children’s requirements house, an open house is usually at an existing 4. Advertise the variety of opportunities site or establishment, whereas shopfronts can Suitable for use by: for public participation throughout the be set up wherever they will attract the target participation program. audience. This may be in the main street, in a • Industry shopping centre, or in accommodation that is • Government 5. Provide a variety of opportunities for temporarily rented for the occasion. feedback, including speaking person- • Community to-person, filling in feedback sheets and Objectives: Can be used for: contacting email/website addresses. Shopfronts or site offices provide a temporary • Showcase product, plan, policy 6. Provide adequate seating and consider ‘headquarters’ where people can come for visitors comfort (drinks, toilets, • Engage community information or to see and talk to the people childcare, accessibility). • Discover community issues who are knowledgeable about or planning 7. Staff should record visits to document about an issue or project. • Communicate an issue participation process and to note issues, Outcomes: Number of people required to help concerns and suggestions and report these to the organisation/organisers. Shopfronts can produce a better informed organise: community, and allow people to feel greater • Large (> 12 people) References: ownership of a process, organisation, • Medium (2-12 people) • Industry and community participation. EPA or community. Information Sheet IS No. 23 July 2001 http: Audience size: Uses/strengths: //www.environment.sa.gov.au/epa/pdfs/ • Large (> 30) is_no23.pdfUQ [accessed 10/12/2002]. • To access participants who are not generally interested in formal participation Time required: • Community Service and Research programs. • Long (> 6 months) Centre (2002) Regional Engagement & Consultation Projects. The Shopfronts and • To improve public relations. • Medium (6 weeks-6 months) Community Hubs Project in Esk Shire. http:/ • For convenience. Skill level/support required: /www.uq.edu.au/csrc/regionalprojects.phps • To facilitate informal participation. [accessed 10/12/2002]. • Medium (Computer & other expertise) • To locate project stakeholders. Cost: Special considerations/weaknesses: • Medium (AUD$1,000-AUD$10,000) • Community members may not consider this a legitimate avenue to have a say. Participation level: • The shopfronts can be easily targeted • Medium (Opinions noted) by activists. • Low (Information only) Resources required: Innovation level: • Publicity • Medium (Some new elements) • Venue rental
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Simulation (electronically made. Simulations can allow testing of the • Overhead projectors generated) environmental consequences of choices and • Data projectors decisions to an entire catchment area. Description: • Video Outcomes: Simulations attempt to display the outcomes • Slide projector/screen of particular choices through changing the Electronic simulation gives a chance to ‘trial’ • Printed public information sheets a change and its consequences prior to inputs to a computer model that simulates • Response sheets the likely outcomes of a system with choices. implementation of those changes, without Simulation can also be set up as games affecting the community or environment. • Props for working in groups (pens, paper, (eg the Quest Envision programs that Testing the consequences allows modification pins, etc.) encourage community participation through of suggested changes or innovations • Furniture games where they make choices, are then to produce a better outcome for the • Children’s requirements given feedback on the consequences of environment and community. Suitable for use by: those choices). Uses/strengths: • Industry This participation method uses mathematical • Gives better results, even with limitations, relationships to explain a system (eg the when you cannot make simple • Government regulations to do with vegetation clearing extrapolations or modify trends or non- Can be used for: and proposed changes to legislation) and linear processes. then when it is understood, extrapolations • Showcase product, plan, policy • Offers the option to change the conditions into the future can be made. The overriding • Engage community and see what would happen under a consideration is that you ‘know and • Discover community issues understand’ the system you are trying to variety of assumptions. The latter are `what model. In relatively simple systems, or those if’ options, and you learn a great deal • Develop community capacity that have been used a long time and have about the subject and its future possibilities • Develop action plan by determining which changes cause what many revisions from experience (like current • Communicate an issue economic forecasting), the relationships can type (and how big) of an effect. be modelled fairly accurately. Two major (Adapted from: Seminar on Futures Number of people required to help components are 1) knowing the relationships Techniques) organise: relative to what event is connected to what Special considerations/weaknesses: • Large (> 12 people) other event(s); and 2) the relative magnitude of that relationship. In anything but a very Model results are only as good as the model Audience size: simple model, the interactions and feedback and the assumptions on which it is based. • Large (> 30) loops (results of one step affect an earlier • Very expensive to set up, including data Time required: step) are VERY difficult to determine. This for validation. • Long (> 6 months) is especially true for models that predict • Assumes an understanding of all variables. more than a few years. For complex • Need trained programmers and Skill level/support required: situations, it is nearly impossible to model technical staff. • High (Specialist skills) accurately both the relationships and their magnitude when appropriate feedback (Source: Seminar on Futures Techniques http: Cost: //ag.arizona.edu/futures/tou/Backcasting) loops are considered (Source: Seminar on • High (> AUD$10,000) Futures Techniques http://ag.arizona.edu/ Resources required: futures/tou/Backcasting). (See also, Adaptive Participation level: • Staff, computers, specialists Management (AEAM) process). • High (Stakeholders participate in decision) Electronically generated simulations can • Publicity Innovation level: be set up in such a way that they are • Venue rental • High (Innovative) accessible and understandable to the general • Catering public, or may be designed for technical • Staffing Method: and professional use in determining the consequences of a projected change in • Moderator/facilitator 1. Collect background information on issue or scenario. regulations or laws. • Experts 2. Determine as many factors and influences • Recorders Objectives: as possible, and possible/probable Electronic simulation allows broad scenarios • Gophers outcomes of changes. to be given a ‘virtual trial run’ on a • Artists/photographer 3. With the assistance of programmers, set computer that allows the consequences to • Audiovisual recording equipment and up model to allow simulations. be observed and considered, and decisions amplification
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4. Invite representatives of relevant groups to view and discuss the scenarios. 5. Discuss understanding and insights gained. 6. If relevant, develop future planning options based on preferred scenarios. References: • Hasell, M.J. (1987) `Community Design and gaming/simulation: Comparison of Communication Techniques for Participatory Design Session` Simulations and Games 18 March: 82-115. • International Association for Public Participation (2000) IAP2 Public Participation Toolbox. http://www.iap2.org/ boardlink/toolbox.pdf.
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Sketch Interviews • Need to articulate the purpose of the Cost: exercise and the role of the sketches. Description: • Low (< AUD$1,000) • Suggested that catering be supplied and A visualisation technique applicable to Participation level: an informal atmosphere is facilitated. planning, design and problem solving. This • Low (Information only) tool provides for the visual articulation of Resources required: Innovation level: ideas facilitated through drawings and • Publicity sketches. Sketch interviewing allows the • High (Innovative) participant to articulate ideas that are not • Venue rental • Low (Traditional) easily expressed through words and the • Catering interaction between facilitator and participant • Staffing Method: allows for the refinement and modification of • Facilitators 1. Publicise the sketch interviews through a the ideas visually to avoid misinterpretation. number of publicity tools. • Recorders Sketch interviews can be used in conjunction 2. Arrange for facilitators with drawing (as • Artists with surveys. well as interpersonal) skills to be present. • Photographer Objectives: 3. Schedule a meeting time on site or at a • Audio and visual recording and Sketch interviews aim to provide a visual location convenient to the participants. amplification perspective to the process of community 4. During interviews: consultation by providing people with paper • Props for working in groups (pens, paper, • Provide an overview of the purpose of and pens to sketch their ideas. This process pins, etc.) the exercise. may allow inclusion of those unable to • Furniture • Describe the role of the sketches in the express their views in writing or speaking • Children’s requirements project or process. (those who lack confidence, or have poor • Provide catering and refreshments language skills or English as a second Suitable for use by: • Conduct interviews one-on-one or in language). • Industry very small groups. • Pin up all the sketches and have Outcomes: • Government participants present their ideas to Sketch interviews provide tangible • Community the larger group to maintain a sense illustrations of community visions and issues, Can be used for: of ownership. and allow inclusion of those who feel more • Showcase product, plan, policy • Ask the group: ‘Where to from here?’ comfortable making sketches of their ideas. Describe opportunities for ongoing • Engage community Uses/strengths: involvement or where the sketches are • Discover community issues being used in the consultation process • Highly applicable to planning and design or • Develop community capacity or project. where visual communication using images is preferred to text oriented consultation. • Develop action plan • Where participants are uncomfortable in • Communicate an issue traditional participation forums. Number of people required to help • Where participants are more comfortable organise: in communicating ideas visually. • Large (> 12 people) • Flexibility in venue: can be conducted on- • Medium (2-12 people) site or any number of venues. Audience size: Special considerations/weaknesses: • Large (> 30) • Facilitators require some drawing/sketching ability and the interpersonal skills to work • Medium (11-30) closely with participants. • Small (> 11) • Limitations to the number of participants Time required: given the need for one on one or small group interactions. • Medium (6 weeks-6 months) • Costly and time consuming if large • Short (< 6 weeks) numbers of facilitators and participants Skill level/support required: are required. • Medium (Computer & other expertise)
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Snowball Sampling Resources required: 6. Ensure a diversity of contacts by widening • Staff the profile of persons involved in the Description: snowballing exercise. • Telephones Snowball sampling is an approach for References: locating information-rich key informants • Recording materials (notebooks, (Patton, 1990). Using this approach, a few audiotapes) • Patton, M. (1990) Qualitative evaluation and research methods. Newbury Park, potential respondents are contacted and Suitable for use by: asked whether they know of anybody with Calif. Sage Publications. the characteristics that you are looking for • Industry in your research. For example, if you wanted • Government to interview a sample of vegetarians / cyclists • Community / people with a particular disability / people who support a particular political party etc., Can be used for: your initial contacts may well have knowledge • Engage community (eg through a support group) of others • Discover community issues (Adapted from http://www.tardis.ed.ac.uk/ ~kate/qmcweb/s8.htm). Snowball sampling • Develop community capacity is not a stand-alone tool; the tool is a way • Communicate an issue of selecting participants and then using Number of people required to help other tools, such as interviews or surveys. organise: Having identified those with the skills and/or knowledge or characteristics you require, • Medium (2-12 people) you would then approach these people to Audience size: invite them to participate in a community • Large (> 30) consultation process. • Medium (11-30) Objectives: Time required: Snowball sampling is designed to identify people with particular knowledge, skills or • Medium (6 weeks-6 months) characteristics that are needed as part of • Short (< 6 weeks) a committee and/or consultative process. Snowball sampling uses recommendations to Skill level/support required: find people with the specific range of skills • Medium (Computer & other expertise) that has been determined as being useful, as Cost: such, snowball sampling aims to make use of community knowledge about those who • Medium (AUD$1,000-AUD$10,000) have skills or information in particular areas. • Low (< AUD$1,000) Outcomes: Participation level: Snowball sampling allows you to identify the • High (Stakeholders participate in decision) resources within a community and to select those people best suited for the needs of a Innovation level: project or process. • Low (Traditional) Uses/strengths: Method: • Helps to determine stakeholders. 1. Draft up a participation program (likely to • Increases the number of participants be subject to change, but indicative). in process. 2. Approach stakeholders and ask for • Builds on resources of existing networks. contacts. • Determines stakeholders unknown to you. 3. Gain contacts and ask them to participate. 4. Community issues groups may emerge Special considerations/weaknesses: that can be included in the participation • Choice of initial contacts is most important. program. • Participation process should be drafted 5. Continue the snowballing with contacts to prior to the sampling to encourage gain more stakeholders if necessary. participation from potential contacts.
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Speakouts • The discussion may be difficult Participation level: to incorporate into a formal Description: • High (Stakeholders participate in decision) consultation program. A speakout is an event where a group of Innovation level: Resources required: people give testimony about a particular • Low (Traditional) issue. The people speaking can be ‘experts’ • Publicity Method: giving factual information to educate • Venue rental the audience and media, or they can be 1. Identify the issue of interest. lay people who are personally affected • Catering 2. Book venue and invite experts. by the issue talking about their lives, or • Staffing 3. Publicise speak out/soapbox. a combination of both (Source: http: • Facilitators //www.actupny.org/YELL/zine/speakout.html). 4. Take care of legal and other • Recorders and other audio and visual responsibilities. Speakouts/soapboxes can be organised recording and amplification 5. Hire facilitator. events or events that are arranged by • Overhead projectors participants. They are a venue for public 6. Organise recorders. • Data projectors comment and debate and are usually 7. Explain time limits to each speaker (five • Video informal with a limited agenda. Formally minutes maximum). organised Speakouts/soapboxes should be • Slide projector 8. After the event, prepare statement/report relaxed and should not attempt to steer a • Projection screen discussion and hence set an agenda. for media and authorities. • Printed public information materials References: Objectives: • Response sheets • ActUp New York. Speak outs. http:// Speakouts aim to provide people with specific • Furniture information on an issue with a venue in www.actupny.org/YELL/zine/speakout.html which to share their expertise. In this way, • Children’s requirements [accessed 12/12/02]. speakouts determine issues and gain insight Suitable for use by: • Cointelligence Institute (2002) A toolbox into various perspectives in relation to a of processes for community work. • Industry community issue or proposal. http://www.co-intelligence.org/CIPol_ • Government ComunityProcesses.html [accessed Outcomes: • Community 03/01/02]. Speakouts allow participants to express Can be used for: • Food & Agriculture Organisation of the their views to a wide audience, and result United Nations (FAO). 2002. Talking in a wider airing of views, and greater • Engage community circles. http://www.fao.org/Participation/ awareness of other people’s contributions • Discover community issues ft_more.jsp?ID=682 [accessed 03/01/02]. to a particular process or issue. Speakouts • Develop community capacity open up possibilities of collegiate action when participants are experts working in • Communicate an issue similar fields Number of people required to help Uses/strengths: organise: • Useful when conflicting viewpoints exist. • Medium (2-12 people) • Useful when debate is required to refine • Individual understanding of issues. Audience size: • Useful when a particular group or • Large (> 30) individuals are affected by a project. • Medium (11-30) • Can educate. • Allows organisers to meet people and Time required: develop networks. • Medium (6 weeks-6 months) Special considerations/weaknesses: Skill level/support required: • Can be difficult to direct (often speak outs • Low (No special skills) occur because groups feel their voices are Cost: not being heard). • Medium (AUD$1,000-AUD$10,000) • Popular with activists, and may not have a balance of opinions. • Low (< AUD$1,000)
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Stakeholder Analysis • Can increase social capital in a community Cost: or group by increasing people’s capacity to Description: • High (> AUD$10,000) contribute to the planning and decision- • Medium (AUD$1,000-AUD$10,000) Stakeholder analysis is a process of making processes. discovering the broadest possible range • May reveal links and commonalities among Participation level: of people who will be affected by, or groups that can lead to strategic alliances. are interested in, proposed changes or a • Medium (Opinions noted) community issue. It is a cyclic process of Special considerations/weaknesses: Innovation level: surveys, interviews, feedback and finetuning • Can be expensive to undertake on a • High (Innovative) that allows for community consultation that large scale. includes many stakeholder groups whose Method: opinions might otherwise be overlooked. • Needs to cast a wide net to ensure that it can include unexpected and unpredicted 1. Publicise a community issue and invite As well, through the cyclic process of comment or submissions. opinion surveys and feedback, this provides connections between groups and issues. a mechanism for increasing stakeholder Resources required: 2. Prepare survey material that provides demographic data and inquires about awareness and knowledge in relation to an • Staff issue or proposal. the ways in which the issue affects the • Surveys respondent. Through this process, groups can discover • Facilitator common interests that allow strategic 3. Survey a wide cross-section of people living alliances to be formed (eg commercial and • Venue for report back meetings in a relevant geographic region (randomly selected). recreational fishers may find a common • Computer database to collate responses 4. Summarise the findings and plan a public interest that permits them to work together • Publicity to improve fishing options in a particular bay meeting to give feedback to the largest or catchment). • Whiteboards or computer records possible number of the interviewees. • Telephones for surveys Objectives: 5. Present the findings at a public meeting, Suitable for use by: and invite comment and clarification. Stakeholder analysis aims to ensure that Organise to have sufficient expertise at this • Industry the widest possible range of stakeholders’ meeting to answer most questions that are opinions and needs are known, so that these • Government likely to arise. can be considered in any future planning • Community and/or decision making, and to increase 6. As a result of this feedback, modify stakeholders’ knowledge of the issues so Can be used for: the findings and include any further demographics or groups that have been that they are enabled to make informed • Showcase product, plan, policy contributions and decisions. discovered through the process. • Engage community 7. Send back the findings to all previous Outcomes: • Discover community issues interviewees, together with further Stakeholder analysis seeks groups within • Develop community capacity questions arising from the public meeting. the community that might otherwise be • Communicate an issue 8. Provide feedback to those planning or overlooked in the planning and decision- making decisions about the issue. • Build alliances, consensus making processes, will have their role as This process allows an ongoing finetuning stakeholders recognised, their opinions Number of people required to help of the groups that are surveyed, and of heard, and their capacity to contribute organise: the community’s opinions. Also, this to the planning and decision making • Medium (2-12 people) provides a process of education that process enhanced. increases community awareness of • Individual Uses/strengths: the issue, and answers their questions Audience size: throughout the process. • Goes beyond the conventional ideas of who the stakeholders are to empower • Large (> 30) References: those who may otherwise be overlooked. Time required: • Jennings, S. F. & Lockie S. (2002) • Can be used to ensure that as few of the • Medium (6 weeks-6 months) Application of stakeholder analysis affected stakeholder groups as possible and social mapping for coastal zone • Short (< 6 weeks) are overlooked in the opinion polling and management in Australia, invited paper planning processes. Skill level/support required: and paper publication, Sixth International • Can serve an environmental education • High (Specialist skills) Conference Littoral 2002 - The Changing Coast, Porto, Portugal, 22-26 September role, increasing knowledge and awareness • Medium (Computer & other expertise) of an issue. 2002 (www.coastal.crc.org.au).
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• Lockie, S. & Jennings, S. F. (2002), Community attitudes towards and knowledge of waterways in South East and Central Queensland: Application of stakeholder analysis for community participation, invited paper and paper publication, River Symposium, Fifth International River Management Symposium, Brisbane, Australia, 3-6 September 2002.
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Study Circles Outcomes: Can be used for: Description: Study circles develop better informed • Engage community citizens who are then in a better position to The study circle is a simple process for • Discover community issues manage their local natural resources, or to small-group deliberation. For example, a • Develop community capacity contribute to planning initiatives in relation study circle might be formed to discover to these resources. • Communicate an issue more about a specific interest (eg the • Build alliances, consensus vegetation in a particular area, or more Uses/strengths: about a process like community involvement • Allows citizens to gain ownership of the Number of people required to help in water quality monitoring). issues, discover a connection between organise: A study circle comprises 10-15 people who personal experiences and public policies, • Medium (2-12 people) meet regularly over a period of weeks or and gain a deeper understanding of their • Individual months to address a critical public issue in a own and others’ perspectives democratic and collaborative way. and concerns. Audience size: A study circle is facilitated by a person/ • Since the dialogue does not promote one • Medium (11-30) facilitator who is there not to act as an expert particular point of view or try to persuade Time required: on the issue, but to serve the group by people to take a specific action, potential keeping the discussion focused, helping the coalition partners can usually find ways to • Medium (6 weeks-6 months) group consider a variety of views, and process work through ownership issues, mistrust, • Short (< 6 weeks) difficult questions. or genuine disagreement. Skill level/support required: A study circle examines many perspectives. • Fosters new connections among • Low (No special skills) The way in which study circle facilitators are community members that lead to new trained and discussion materials are written levels of community action. Cost: gives everyone ‘a home in the conversation’ • Can create new connections between • Low (< AUD$1,000) and helps the group deliberate on the various citizens and government, both at an views and explore areas of common ground. institutional level and at the level of Participation level: A study circle progresses from a session on parents and teachers, community members • Medium (Opinions noted) personal experience (‘how does the issue and social service providers, residents and Innovation level: affect me?’) to sessions providing a broader police officers. perspective (‘what are others saying about • Medium (Some new elements) the issue?’) to a session on action (‘what can Special considerations/weaknesses: Method: we do about the issue here?’). • Building a coalition that represents many 1. Identify an issue of broad community Study circles can take place within points of view takes time and effort. concern. Some of the issues communities organisations, such as schools, unions, • This kind of coalition building for have started with include race relations, or government agencies. Yet, they have democratic participation requires crime and violence, understanding their greatest reach and impact when leadership, a working knowledge of environmental impact statements, organisations across a community work community dynamics, and a willingness to or exploring the issues involving together to create large-scale programs. learn by trial and error. proposed developments. These community-wide programs engage (Source: http://www.studycircles.org/pages/ 2. Let people start where they are. It must be large numbers of citizens in a community - in artabout/whole.html) some cases thousands -- in study circles on a clear from the outset that the dialogue is public issue such as race relations, crime and Resources required: not just for conservatives, or for liberals, violence, or an environmental education issue • Venue or for ‘the civic crowd’ or for any one group. By bringing personal stories and (Source: http://www.pbs.org/ampu/sc.html). • Facilitator experiences into the discussions early on, Objectives: • Publicity the dialogue will naturally welcome people Study circles provide a venue for in-depth, • Background information of all backgrounds and points of view. regular, lengthy discussions that allow • Food (can be ‘bring a plate’ if not catered) 3. Arrange a venue for study circles, and exchange of information on a particular determine whether there will be one topic or issue. Suitable for use by: facilitator, or shared facilitation within • Industry the group. • Government • Community
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4. For large, community-wide study groups, • Study Circles Resource Center & Reaven, build a broad coalition to implement Marci (1997) Towards a More Perfect and sponsor the dialogue. Community Union: A Guide to Building Stronger members will get involved in the dialogue Communities through Public Dialogue. when people they know and respect make http://www.pbs.org/ampu/scg.html it clear that their participation is essential. [accessed 03/01/02]. 5. For small-scale study circles, an individual • Study Circles Resource Center (2000) or group within a grassroots organisation Building Strong Neighborhoods: A (churches, neighbourhood associations, Study Circle Guide for Public Dialogue businesses, schools, and clubs) need only and Community Problem Solving. find a topic of community interest and Topsfield Foundation, Inc. USA. http: invite people. //www.studycircles.org/pages/issueg.html 6. Aspects of the topic can be determined [accessed 03/01/02]. from one meeting to the next, depending on current issues or specific aspects of interest to the group. 7. Facilitators should try to move the group from the personal to seeing the issue within the wider systems at work within their community. (Adapted from: http://www.studycircles.org/ pages/artabout/whole.html) References: • Cointelligence Institute (2002) A Toolbox Of Processes For Community Work. http://www.co-intelligence.org/CIPol_ ComunityProcesses.html [accessed 30/01/ 02]. • Kleiber, Pamela B, Holt, Margaret E., & Swenson, Jill Dianne (1997) The Electronic Forum Handbook - Building Study Circles In Cyberspace. http://www.cpn.org/ cpn/sections/tools/manuals/electronic_ handbook1.html [accessed 03/01/02]. • McCoy. Martha (1996) Getting The Whole Community Involved/ http: //www.studycircles.org/pages/artabout/ whole.html [accessed 11/12/02]. • McCoy, Martha , Emigh, Phyllis, Leighninger, Matt & Barrett, Molly (1996) Planning Community-wide Study Circle Programs: A Step-by-Step Guide. http: //www.cpn.org/cpn/SCRC/study_circle_ guide1.html [accessed 03/01/02]. • Study Circles Resource Centre (2001) Organising Community Wide Dialogue for Action and Change. Topsfield Foundation Inc. USA. http://www.studycircles.org/ pages/usingguide.html [accessed 01/01/ 02].
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Submissions • With the advent of electronic submissions, 2. When possible, designate a group to work avoid sending multiple submissions. on the submission and allow plenty of Description: time to develop a well thought out, clearly Resources required: Submissions are intended to allow argued statement of your position, with participants to respond to proposals or ideas • Staff/volunteers explanations and reasons for the attitudes in some detail. They are used widely in urban and positions adopted. planning development decisions and are Suitable for use by: 3. Ensure your submission meets the terms of intended to allow interested parties to make • Industry reference in the call for submission. detailed responses to development proposals • Government in this context. They can be used in a broader 4. Check the requested format (eg the • Community context to allow the community to have their Australian Government requests that say or present their ideas in written detail. Can be used for: submissions be printed on A4 paper, electronic submission on disc or CD-rom in Submissions may be in the form of a letter, • Showcase product, plan, policy a short document or a substantial paper. Microsoft Word). In printed submissions, They may include appendices and other • Engage community include a cover page with a title that supporting documents. The best submissions • Discover community issues clearly indicates what your submission is are those that provide reasons and • Communicate an issue about, the full name of your organisation, justifications for specific comments. and contact details (return address and Number of people required to help telephone numbers). On the next page, Objectives: organise: include a brief summary of the main points Submissions allow interested community • Large (> 12 people) in the submission. Submissions should members or groups to make a detailed be signed, and clearly indicate whether • Medium (2-12 people) response to a proposal, which would the individual is signing on behalf of an usually be a development or resource • Individual organisation, or submitting a personal management proposal. Audience size: opinion. Add any helpful documentation in an appendix. Outcomes: • Large (> 30) 5. If a request for submissions has a very Submissions provide government agencies • Medium (11-30) short lead time, consider what you can do. and decision-makers with more detailed Time required: One page with your key concerns (with information on which to base planning or explanations) and your preferred outcome, development decisions. • Medium (6 weeks-6 months) is better than no communication at all. • Short (< 6 weeks) Uses/strengths: 6. Ensure that submissions are delivered to • Allows a group to provide details of their Skill level/support required: the correct address and by the due date. position on an issue. • High (Specialist skills) 7. Request feedback on the submission • Can satisfy statutory or legal requirements. • Medium (Computer & other expertise) process, and any decision and outcomes that result. • Allows people to have a say. • Low (No special skills) References: • Review of written response submissions Cost: helps get a sense of the range of • House of Representatives. Committee • High (> AUD$10,000) concerns of interested parties, their contact Office (2002) Preparing a submission details and a mailing list for subsequent • Medium (AUD$1,000-AUD$10,000) to a Parliamentary Committee Inquiry. project information. • Low (< AUD$1,000) Canberra, Australian Government. http: Special considerations/weaknesses: //www.aph.gov.au/house/committee/ Participation level: documnts/howsub.htm [accessed • They are passive in nature. The • Low (Information only) 11/12/02]. communication is one way and there is no chance for discussion. Innovation level: • Great Barrier Reef Marine Park Authority: Representative Areas - Submission • Low (Traditional) • They are mainly used by persons with a Brochure (Sample submission brochure). significant stake in a project. Method: http://www.gbrmpa.gov.au/corp_site/key_ • Requires time and energy, often with short 1. Keep an alert for calls for submissions issues/conservation/rep_areas/consultation/ timelines, which may discourage under- from government departments or other [accessed 11/12/02]. resourced community groups. organisations responsible for management • Communication is limited to the decisions in areas of direct concern to your written form. community. Any individual or organisation • Is not well used as a participation tool. can make a submission to a parliamentary committee.
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Surveys • When properly constructed using good Cost: sampling techniques can reach a broad, Description: • High (>AUD$10,000) representative public or targeted group. Surveys are a method used to collect • Medium (AUD$1,000-AUD$10,000) • Can derive varied information from information from a specific population. • Low (< AUD$1,000) the results. Surveys are used to gauge the level of public information about an issue and • Can help in future planning. Participation level: • Medium (Opinions noted) provide a ‘snapshot’ of attitudes and ideas Special considerations/weaknesses: at a particular time. They can be used to Innovation level: determine community attitudes or target a • Poorly constructed surveys produce particular group. poor results. • Low (Traditional) Surveys can be used to collect broad general • Can be expensive if surveying a large Method: audience. information from or about a large audience 1. Find out what is already known, and or specific information from targeted groups. • Care must be taken that wording of what relevant surveys are being done Surveys can seek information that can questions is unambiguous to prevent or planned elsewhere. This will avoid be quantitative (facts and figures) and/or skewed results. duplication, and will help establish what qualitative (opinions and values). Surveys can • Care is needed in sampling to make sure you need to find out from your survey. use questionnaires to collect information, and representative samples are taken. these can be delivered through face-to-face 2. Talk to locals with strong views and • Surveys with tick boxes are the fastest and interviews, self-completion written forms, local knowledge to sharpen the focus easiest to process, however this limits the telephone surveys, or electronic surveys. (See of the questions. detail in the information collected. also Questionnaires and Response Sheets) 3. Survey writing is a skill that improves with • Can be seen as ‘counting heads’ without For a well-conducted survey using a large, practice and feedback, so seek expert necessarily telling you what is in them. random sample, surveys are usually high advice on the pitfalls and requirements of survey writing, but rely on your own cost. Small-scale surveys using opportunistic Resources required: understanding of the issue or topic. sampling and volunteers can be relatively low • Staff/volunteers cost, but may not produce results that can 4. Preliminary investigations (eg focus be generalised beyond the specific people Suitable for use by: groups or interviews) with people on a sampled. Sampling so that you can generalise • Industry ‘convenience’ basis (outside the Town from your results to the general community Hall, or in a shopping centre) can help • Government or a specific segment of the community to develop some of the issues/range of requires expert knowledge. • Community questions needed. Objectives: Can be used for: 5. Determine how the information is to be • Engage community obtained. Surveys can be done by asking Surveys are designed to collect information people questions through the mail (see from community groups in relation to a • Discover community issues Questionnaires) in personal interviews, or particular issue or issue. The results of the • Communicate an issue by a combination of methods. surveys provide information about the demographics and/or opinions of a specific Number of people required to help 6. Select your target audience. How will you group of people. This information can permit organise: sample them? What stratas of the society or organisation do you need to reach? decision-making bodies to make better- • Medium (2-12 people) How will you ensure that your survey informed decisions or to better inform the • Individual community in relation to an issue or proposal. gives a representation of the ideas of Audience size: the group? Outcomes: • Large (> 30) 7. Draft the questionnaire or Surveys provide information about a interview guide. community and its opinions (eg a survey can Time required: 8. Trial this with a pilot study to ensure the indicate the number of people who support • Long (> 6 months) answers will give you the information you or oppose specific proposals, their reasons • Medium (6 weeks-6 months) wanted (check readability and clarity and their demographics). of questions). Skill level/support required: Uses/strengths: 9. Undertake the survey. • High (Specialist skills) • Provides traceable data. 10. Collate and analyse the results. • Medium (Computer & other expertise) • Can serve an educational purpose.
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11. Write a report and make available to those surveyed to appropriate authorities and to the media. If the report is lengthy and/or detailed, provide a synopsis of the key points. References: • Abelson, J., Forest, P-G, Eyles, J., Smith, P., Martin, E., &Gauvin, F-P. (2001) A Review of Public Participation and Consultation Methods. Canadian Centre for Analysis of Regionalization and Health http: //www.regionalization.org/PPfirstpage.html [accessed 03/01/02]. • COSLA (1998) Focusing on Citizens: A Guide to Approaches and Methods. http://www.communityplanning.org.uk/ documents/Engagingcommunitiesmethods. pdf [accessed 03/01/02]. • Flinders University Department of Public Health & South Australian Community Health Research Unit (2000) Improving Health Services through Consumer Participation - A Resource Guide for Organisations. Commonwealth Department of Health & Aged Care. Canberra. http://www.participateinhealth. org.au/how/practical_tools.htm [accessed 03/01/02]. • London Borough of Waltham Forest (2001) Consultation Guidelines. http: //www.lbwf.gov.uk/government/bv/ consultation_guidelines.pdf [accessed 03/01/02]. • Northwest Regional Facilitators (1999) Public Participation Resource Guide September, Chapter One Public Participation Methods & Techniques. http://www.nrf.org/cpguide/ index.html#tablecontents [accessed 20/12/02]. • RCRA (1996) Public Participation Manual. Ch 5: Public participation activities. http: //www.epa.gov/epaoswer/hazwaste/permit/ pubpart/chp_5.pdf [accessed 03/01/02]. • US Department of Transportation (1996) Public Involvement Techniques for Transportation Decision-Making. http: //www.fhwa.dot.gov/reports/pittd/ surveys.htm [accessed 13/12/02].
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Technical Assistance Number of people required to help organise: Description: • Large (> 12 people) Technical assistance is intended to provide the public with understanding complex issues • Individual and concepts. Publicising the availability Audience size: of technical assistance adds transparency and positive public relations to a public • Large (> 30) participation process. Often technical Time required: issues associated with a project are complex • Medium (6 weeks-6 months) and stakeholders require one-on-one discussions to improve their understanding • Short (< 6 weeks) or gain information. Skill level/support required: Objectives: • High (Specialist skills) Technical assistance aims to provide Cost: accurate and informed advice on complex issues and concepts. • High (> AUD$10,000) Outcomes: Participation level: Technical assistance offers consistent, • Low (Information only) accurate information that increases Innovation level: community understanding of an issue • Low (Traditional) or proposal. Method: Uses/strengths: 1. Advertise the name of the person • Builds credibility and helps address providing technical assistance and their public concerns. specialisation so the public can directly • Can be effective as a conflict resolution access the person (at predetermined technique where facts are clarified. times) and discuss the issue to improve • Assists in the dissemination of information. understanding. Special considerations/weaknesses: 2. Brief staff and train in public consultation. They need to be polite, courteous and • Availability of resources can be limited. patient with all callers, regardless of their • Technical experts may resent working with attitude or level of understanding. members of the community. References: • Can be costly if outside experts are required to provide assistance. • International Association for Public Participation (2000) IAP2 Public Resources required: Participation Toolbox. http://www.iap2.org/ • Suitably trained and knowledgeable staff boardlink/toolbox.pdf. • Publication facilities for reports/publications • Telephone/computer communications facilities Suitable for use by: • Industry • Government • Community Can be used for: • Showcase product, plan, policy • Discover community issues • Communicate an issue
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Technical Reports and Resources required: 5. Provide opportunities for submission of Discussion Papers • Staff responses, that is, allow sufficient time for detailed consideration and development of • Printed public information materials Description: responses, and provide a variety of ways Technical reports can outline research and • Access to layout and publication expertise/ for the responses to be delivered (post, policy findings, and can also be used to facilities (reports produced for public access drop off points, or email). should be as brief as possible and include a outline proposals. The most popular format is 6. Provide contact details for people with balance of words/illustrations/maps) the discussion paper which, when combined queries. with calls for submissions, can provide both Suitable for use by: 7. Advise on the opportunities for information and public input. Consultation participation. activities often require plain language • Industry documents that ensure technical information • Government 8. Collate and monitor responses. is presented comprehensively to a wide range • Community References: of stakeholders. Technical reports are widely used for this purpose. Can be used for: • Alciatore, D. (2002) Writing Technical • Communicate an issue Design Reports as a Group Colorado State Objectives: University. http://writing.colostate.edu/ Technical reports give detailed information on Number of people required to help references/documents/ce-trpt/pop4e.cfm complex or technical issues. organise: [accessed 11/12/02]. • Large (> 12 people) Outcomes: • Haligan, Nancy (2002) Technical Writing. • Medium (2-12 people) Technical reports provide background http://www.technical-writing-course.com/ information that can be used in making Audience size: index.html [accessed 03/01/02]. decisions about complex issues, or that allows • Large (> 30) • Hoogstad, V. and Hughes, J. (1968) good quality, accurate information to be Communication for Scientific, Technical Time required: provided to those members of the community and Medical Professionals, Theory and who are interested or affected by a proposal • Medium (6 weeks-6 months) Practice. Sydney, University of Sydney. or issue. Skill level/support required: • Kowalski, Dawn (1997-2001) Uses/strengths: • High (Specialist skills) Overview: Engineering Technical • Can provide a large number of people and Reports Colorado State University. http: organisations with information. Cost: //writing.colostate.edu/references/ • Can be well thought out and prepared • High (>AUD$10,000) documents/ce-trpt/index.cfm [accessed 11/12/02]. by those with considerable knowledge, Participation level: interest and expertise in the issue. • Low (Information only) • Provides for a thorough explanation of project issues. Innovation level: • Low (Traditional) Special considerations/weaknesses: • Some participants may find the reports Method: too detailed. 1. Consider the target audience, the agency • Can be costly to produce. or group budget, and production costs to determine the appropriate media via which • Unless clearly written, can cause confusion. to distribute the report (eg internet, print • Generic nature may not make it relevant to or CD-Rom). local issues. 2. Prepare mailing list, in accordance with • Cannot ensure people have received, access to addresses and the scope of read or understood the information. the mail-out. • Some people are not comfortable 3. Prepare the reports and discussion papers responding in writing. using simple language with an emphasis • Time consuming to develop. on visual communication. • Time allowances for people to 4. Publicise the availability of the reports prepare responses. and/or discussion papers. If options are • Follow up consultation activities are available, ask in what form (email, print, generally required. website address or CD-Rom) the person would like to receive the material.
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Telephone Trees Outcomes: Number of people required to help organise: Description: A telephone tree ensures that people have been given a message or piece • Large (> 12 people) Telephone trees allow a message to of information, so that there is a clear be conveyed by a number of people • Medium (2-12 people) understanding of the issue, and of how simultaneously when it is necessary to speak many people have been informed. Audience size: to a large number of people quickly about an • Large (> 30) event, issue or proposal. Telephone trees rely Uses/strengths: on each person on a committee undertaking • Allows a group to reach all those who Time required: to telephone a number of specific people. need quick notification of an event or • Long (> 6 months) These may be those people who cannot be proposal, and to reach them quickly reached by email, or those who check their by telephone. Skill level/support required: email infrequently but who need to know • Low (No special skills) urgently. If one person calls 10 people, and • Can allow a quick survey of people’s each of those 10 call another 10 people, you responses to the event or proposal at Cost: the same time that people are notified. can reach a hundred people with only two • Low (< AUD$1,000)Participation level: ‘rounds’ of calls. Another way of organising • Ensures that people have heard about • High (Stakeholders participate in decision) a telephone tree is for each person to agree an important event, because you have to telephone one person, and that person immediate confirmation when you speak • Medium (Opinions noted) telephones one person, and so on, so that to them. • Low (Information only) the message is spread sequentially, and no • Can be useful in community emergencies Innovation level: one person has to spend their time or money (eg closure of schools caused by severe making a number of calls. weather conditions). • Low (Traditional) An agreed message can then be spread quite Special considerations/weaknesses: Method: quickly, and the expense and/or time involved • Decide if the issue or proposal is important in telephoning can be shared by all members • This is more costly and time consuming enough to require urgent notification. of the committee. than sending one email to an electronic mailing list. • If urgent notification is required, you might Electronic telephone tree products are combine email mailing lists and telephone now available commercially that provide • Telephoning may involve some time if the trees to reach all affected people. organisations with the opportunity to deliver caller has to keep calling until they reach • Starting with a core group or organising information to each member of a group with their targeted audience. the push of a button. The telephone then committee, agree on who will telephone automatically continues to dial and deliver the • Electronic telephone trees deliver their whom, and ensure that names and messages to each of the designated numbers. messages via an automated voice which telephone numbers are correct. The main drawback is that the automated may not reach the desired recipient. • If in a work situation, people may voice delivers the message regardless of who telephone from their own desks or in an Resources required: picks up the telephone, and there is no way emergency or polling situation, a bank of of ensuring that the message gets to the • Staff or volunteers telephones may be set up with operators intended recipient. • Telephone working through their agreed lists. If in As well, an electronic message option which • Agreed lists of names and phone numbers a volunteer situation, volunteers may allows a large number of telephones to telephone from their own homes or from Suitable for use by: be reached is sending messages from one an organisation’s office or shopfront. computer to a number of mobile telephones • Industry • When all those on the list have been using text messaging. This is helpful where a • Government telephoned, and especially when it is vital that all those affected are reached, callers team of workers all have mobile telephones • Community out in the field. should report back to the organising Can be used for: committee who can take other steps to Objectives: • Showcase product, plan, policy contact anyone who has not been able Telephone trees allow information to reach to be reached. a number of people by telephone in the • Engage community shortest possible time. • Discover community issues References: • Develop action plan • Environmental Cleanup. 24 hour.On Call. (Provides a telephone tree • Communicate an issue for emergency situations). http: //www.tdsenvironmental.com [accessed 27/05/03].
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• The Marcus Marauder Band Newsletter Sept 2002 (includes details of coordinator for all messages, including telephone tree calls to those not available by email, http: //www.marcusband.com/Newsletters/02_ Sept_news.htm [accessed 27/05/03]. • Neighbourhood Phone Tree (template from the Neighbourhood Liaison Handbook, Page 45. Rev 10/02. Copyright 2002, City of Falcon Heights, Minnesota). (http:// www.ci.falcon-heights.mn.us/nlhandbook/ app/phonetree.pdf [accessed 27/05/03]. • Telephone Trees. (http://www.nineladies.ukl inux.net/fonetree.htm [accessed 27/05/03].
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Visioning • When completed, visioning presents a Audience size: democratically-derived consensus. Description: • Large (> 30) • When using games such as Wheel of Visioning exercises are used to define and Time required: Coastal Fortune as a visioning tool, this help achieve a desirable future. Visioning offers the following advantages: • Long (> 6 months) exercises are regularly used in urban and strategic planning and allow participants to • Can access sections of the population who • Medium (6 weeks-6 months) create images that can help to guide change are typically disempowered in traditional Skill level/support required: in the city. The outcome of a visioning consultative processes (Luckie 1995) • Medium (Computer & other expertise) exercise is a long term plan, generally with • Can be used to assess willingness to a 20-30 year horizon. Visioning exercises pay to preserve specific environmental Cost: also provide a frame for a strategy for the attributes or willingness to accept the • High (> AUD$10,000) achievement of the vision. Alternatively, loss of these attributes • Medium (AUD$1,000-AUD$10,000) some visioning tools may be used to promote • Can involve a broad range of participants • Low (< AUD$1,000) thought and encourage discussion of future (in demographic terms). land use and planning options, without the Participation level: need to create a future orientated document. Special considerations/weaknesses: • High (Stakeholders participate in decision) Games can be developed to do this, for • Organisation of the visioning exercise instance, the Wheel of Coastal Fortune, a can be costly. Innovation level: game in which participants post cards to • Vision can be difficult to transfer into • High (Innovative) decide where facilities will be sited, is a strategy and policy planning exercise which encourages a holistic Method: • In relation to using the Wheel of Coastal approach to planning and considering the Fortune (c) with visioning: Playing the In a typical visioning exercise a facilitator asks impacts from the whole catchment area on game when visioning presents problems participants to close their eyes and imagine the coastal zone (See also Scenario Testing). in recording and analysing data and they are walking along their shoreline as they would like to see it in 15 years. What Objectives: interpreting social preferences for land use management. (It is important to do they see? What do the buildings look like? Visioning aims to develop a preferred Where do people gather? How do they make future scenario. be clear about the questions or issues to be addressed so that these can be decisions? What are they eating? Where Outcomes: incorporated into the game design as are they working? How are they travelling? What is happening on the street? Where is Visioning develops future scenarios, together simply as possible.) the centre of the neighbourhood? How does with the steps that are needed to achieve this Resources required: greenspace and water fit into the picture? vision, and a group of participants who have What do you see when you walk around ownership of the vision, and therefore have a • Recorders after dark? reason to help make this happen. • Resources for group participation (paper/ pens/tables/chairs) People record their visions in written or Uses/strengths: pictorial form; in diagrams, sketches, • Food • Use when integration between issues models, photographic montages, and in is required. Suitable for use by: written briefs. Sometimes a professional • Use when a wide variety of ideas should • Industry illustrator helps turn mental images into be heard drawings of the city that people can extend • Government and modify (Source: http://www.vcn.bc.ca/ • Use when a range of potential solutions • Community citizens-handbook/2_16_visioning.html). are needed. To play games such as Wheel of Coastal Can be used for: • Visioning encourages participation for Fortune, which promote thought and developing a long-range plan. • Engage community encourage discussion of future land use and • Visioning is an integrated approach to • Discover community issues planning options without developing any policy-making. With overall goals in view, • Develop community capacity documentation, the following steps are taken: it helps avoid piecemeal and reactionary • Develop action plan approaches to addressing problems. 1. The kit can be borrowed from the • Communicate an issue Visioning uses participation as a source of developer of the game, Katrina Luckie, or, ideas in the establishment of long-range • Build alliances, consensus with enough preparation time and funds, policy. It draws upon deeply-held feelings Number of people required to help you could make your own. about overall directions of public agencies organise: to solicit opinions about the future. • Large (> 12 people)
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2. Develop a map of the coastal zone • United States Fish and Wildlife Service beginning in the hinterland and flowing Cointelligence Institute. 2002. A Toolbox down to the sea. This should be sturdy and of processes for community work. able to be transported for frequent use, http://www.co-intelligence.org/CIPol_ and may be in the form of a patchwork ComunityProcesses.html [accessed rug, or a model in segments. 03/01/02]. 3. Develop cards that indicate the facilities • COSLA. (1998) Focusing on Citizens: likely to be proposed for the area (eg A Guide to Approaches and Methods. national parks, native forest, high-rise http://www.communityplanning.org.uk/ development, tourist developments, documents/Engagingcommunitiesmethods. sewerage outlets, shopping centres, pdf [accessed 03/01/02]. wetlands reserves, etc.) Develop boxes or • New Economics Foundation & cans into which these cards can be slotted, UK Participation Network (1998) marked with the various natural resources Participation Works: 21 Techniques. http: of the region (eg island, wetlands, native //www.neweconomics.org/default.asp?strR forest, town, beach, forested hills, etc) equest=pubs&strContext=pubdetails&intPu with two less receptacles than there are bID=16 [accessed 03/01/02]. cards. Two cards will be jettisoned by • SEQ2021 http://www.seq2021.qld.gov.au/ each player. aboutseq2021_QUEST.asp. 4. Ask for volunteers, and provide each • US Department of Transportation (1996) with a full range of cards to ‘post’ and Public Involvement Techniques for invite them to consider how they will Transportation Decision-Making. http:// match the facilities with the most suitable www.fhwa.dot.gov/reports/pittd/vision.htm environments. They may throw out two [accessed 03/01/02]. cards each, and can post only one card per environment (can). • US Environmental Protection Agency. (2002) Green Communities Where Do We 5. Once people have made their choices, Want To Be? http://www.epa.gov/greenkit/ record what was placed in each site, 3tools.htm [accessed 03/01/02]. and invite the group to comment on these choices. • Vancouver Citizens Committee & Dobson, Charles, The Citizens Handbook - Kitchen 6. Invite the participants to discuss what was table discussion. http://www.vcn.bc.ca/ easy and what was difficult about the citizens-handbook/ [accessed 03/01/02]. process, what they learned, and how they might use the game in the future. References: • Participation and Consultation Methods. Canadian Centre for Analysis of Regionalization and Health. http:// www.regionalization.org/PPfirstpage.html [accessed 03/01/02]. • Ames, Steven. C. (1989) Charting a Course for Corviallis: A Case Study of Community Visioning in Oregon. Gresham, Oregon: American Planning Association (Oregon Chapter), Oregon Visions Project, May. • Ames, Steven. C (1993) The Agency Visioning Handbook: Developing A Vision for the Future of Public Agencies, A Hands- on Guide for Planners and Facilitators in State and Federal Natural Resource Agencies. Arlington, Virginia.
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Websites Special considerations/weaknesses: 3. Do some background research, web- surfing in your chosen area or field. Description: • Many people still cannot access the web. Discover what works well on other • Many people are still not web literate. World wide websites that contain project websites, what they cover, what they omit, information, announcements and documents • Its success as a participatory tool is still and use this information to improve your can use various media formats. The array of relatively unknown. own website. computer software and graphics packages • Information overload and poor design can 4. Trial the website before releasing it to the and capacity of the internet as a publicity prevent people from finding what they public. A bad experience with a website tool and information source and forum need. can mean people do not return. Ensure all for public input or electronic democracy is links are working, and that the material expanding, increasing the application of this Resources required: scrolls smoothly with minimum delays. participatory tool. Websites are particularly • Staff useful for people in remote areas accessing 5. Launch the website with suitable coverage • Internet access project information and are more effective in the media, in newsletters, and in a than information repositories in this regard. • Web design skills public forum As well, websites make ideal community Suitable for use by: 6. Ensure that you have alternative noticeboards for small organisations and communication options for those who • Industry provide sources for interaction when they are not web-literate or do not have access invite feedback and provide email addresses • Government to the internet. or chat options. They are readily updateable • Community 7. Place the website address on all and can be used to dispatch information Can be used for: correspondence and other printed material with relative ease. The internet and websites from the organisation. are emerging consultation tools and their • Showcase product, plan, policy applications and number of users continues • Communicate an issue References: to expand. (See also E-democracy) • Grant, C. & Pirotta, M. (2002) Connecting Number of people required to help Objectives: Communities. (Section on Communicating organise: with residents - websites). Improvement A website aims to make information • Medium (2-12 people) and Development Agency UK. http: available, freely and in forms that are • Individual //eshtw01.idea-knowledge.gov.uk/ easily accessible (click and go information, 80256BCF003A18C3/httpPublicPages/478 multimedia options for accessing information, Audience size: 9C23F5460D46080256BDB0054A6EC?op and/or the option of collecting and/or • Large (> 30) en [accessed 03/01/02]. providing feedback). Time required: • Partnerships Online (1999) A Toolkit Outcomes: for Online Communities. http: • Medium (6 weeks-6 months) A website allows community groups, //www.partnerships.org.uk/internet/ industry and government agencies to obtain Skill level/support required: [accessed 03/01/02]. information quickly, effectively, and at • High (Specialist skills) • University of Kansas (2002) Community low cost, that will assist their members to Toolbox. Ways to develop Communication undertake whatever tasks are needed to be Cost: Plans (includes details on websites etc.) done. Websites provide the chance to inform • High (> AUD$10,000) http://ctb.lsi.ukans.edu/tools/EN/chapter_ a wider range of people about issues and to • Medium (AUD$1,000-AUD$10,000) 1005.htm [accessed 20/12/02]. invite the website visitors to become involved in some way. Participation level: Uses/strengths: • Low (Information only) • Can provide publicity, information and Innovation level: limited public input. • Low (Traditional) • Capable of reaching very large numbers Method: with enormous amounts of information. 1. Contact a web designer, or find • Offers a low cost way of distributing larger someone within the organisation with documents. web design skills. • Offers a highly accessible forum for posting 2. Discuss the ‘architecture’ - all the levels project updates. of information, links and illustrations available and necessary to inform and engage the user.
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Workshops Uses/strengths: • Video Description: • Excellent for discussion on criteria or • Slide projector/screen analysis of alternatives. A structured forum where people are invited • Printed public information sheets to work together in a group (or groups) on • Fosters small group or one-on- • Response sheets one communication. a common problem or task. The goals are to • Props for working in groups (pens, paper, resolve issues and build consensus for action, • Offers a choice of team members to pins, etc.) rather than provide information and answer answer difficult questions. • Furniture people’s questions. • Builds ownership and credibility for • Children’s requirements If the workshop is intended as a community the outcomes. event focusing on a community issue, the • Maximises feedback obtained Suitable for use by: selection of participants is determined by from participants. • Industry knowledge, expertise or by selecting a cross- section of views. Alternatively, workshops can Special considerations/weaknesses: • Government be organised to target particular groups (eg • Excellent for discussion on criteria or • Community young people, or women). analysis of alternatives. Can be used for: Workshops require a facilitator who is able • Fosters small group or one-on-one • Engage community to engage all participants in the discussion. communication. Workshops are a participatory tool that • Discover community issues • Ability to draw on other team members is best used with smaller numbers of to answer difficult questions. • Develop community capacity participants. • Builds credibility. • Develop action plan The Ontario Public Consultation Guide (1994) • Communicate an issue suggests a workshop can meet three key • Maximised feedback obtained objectives of the public consultation program: from participants. • Build alliances, consensus 1. Understanding the public: workshops • Fosters public ownership in solving the Number of people required to help allow you to learn in detail the views and problem (IAP2). organise: suggestions of participants. • Hostile participants may resist what they • Large (> 12 people) may perceive as the ‘divide and conquer’ 2. Discussing the issues. Other viewpoints and • Medium (2-12 people) ideas and possible solutions can be heard strategy of breaking into small groups. in a non-confrontational atmosphere. • Facilitators need to know how they will use Audience size: 3. Building consensus for action. Participants the public input before they begin Time required: the workshop. can have a free-flowing discussion of • Medium (6 weeks-6 months) new approaches that can lead to group • Several small group facilitators are usually decisions or positions. needed (IAP2). Skill level/support required: A variety of tools can be used within a Resources required: • Medium (Computer & other expertise) workshop. These include many of the tools Cost: listed in this toolbox (eg focus groups and/or • Publicity visioning). • Venue rental • High (> AUD$10,000) • Medium (AUD$1,000-AUD$10,000) Objectives: • Catering • Low (< AUD$1,000) Workshops aim to bring participants together • Staffing in a structured environment (that is, • Moderator/facilitator Participation level: through large and small-group activities, • Experts • High (Stakeholders participate in decision) discussions, and reflection) to plan, decide • Recorders or overcome difficulties. Innovation level: • Gophers Outcomes: • Low (Traditional) • Artists/photographer Workshops can deliver a report, opinions, Method: • Audiovisual recording equipment and suggestions or plans that have been amplification References: collaboratively developed and agreed to by all participants, on an issue or proposal. • Overhead projectors • IAP2 www.iap2.org • Data projectors • Ontario Public Consultation Guide 1994.
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12.1 Community Profiling A brief description of the engagement the ABS 2001 Census of Population and activity and point at which the Housing and a list of all of the agency Name: Josette O’Donnell Community Engagement Plan was engagement activities in the catchment. In Position: Community Capacity developed: retrospect the approach was ‘consultative’ (as Building Officer Originally the community profile was people were asked questions etc.) but were Agency/Department/Group: Community thought to be the information from which not involved in the development process. Engagement Unit, DSE the community engagement plan would be How the approach developed: Name of overall project: Brucknell based. However, it was soon discovered that Research was undertaken into the different Creek Catchment Project profiling is an engagement activity itself as approaches that could be used to develop people from the community are involved in Date: July – December 2003 the profile. The main advice given by social the research. This was essentially a ‘pre- researchers was to ‘talk to people’ that live in A brief description of the project: engagement’ activity to identify information, the community. The Brucknell Creek Catchment is a small AND develop a relationship with the community in question. catchment in South West Victoria near the A snapshot of the resources used for the township of Warrnambool. The catchment is Why it was decided to engage the Community Engagement plan (estimate if predominantly rural, with several small towns citizens and stakeholders in this activity: necessary): and a population of approximately 1000. The project was keen to establish a Over the last two and a half years a group of No. of people 1 profiler, 3 support relationship with citizens, explore the people including local Agency representatives involved: team, +5 mentors/ level of diversity in the Brucknell Creek and members of the community have advisors community and to use this knowledge to gathered to talk about working together use more inclusive engagement processes. Who was involved 20 local community in the catchment. The Brucknell Creek It was necessary to engage the citizens and (ie the breadth members and 20 Catchment Project has since evolved to adopt stakeholders in the development of the of citizens and agency staff were a holistic community development approach profile because this kind of information had stakeholders involved in the to addressing the social, economic and not been recorded for this area before (ie groups): profile development environmental issues of the catchment area. local history, lists of groups and networks and as well as members My part in the project has been to develop descriptions of their interactions with each of the project a Community Profile of the Brucknell Creek other, identification of community leaders). steering committee Community. The development of the profile (5-10) occurred over a six month period from April The main components of the Community to September 2003. Engagement plan: inform, consult, involve Cost ($ estimate): 2 months EFT or engage and processes used to achieve Time (days/hours): 2 months full time The team who planned/were involved in the purpose. the activity: The main purpose of the Brucknell Creek The Brucknell Creek Project steering community profile was to develop a greater Highlights of the engagement efforts: committee includes local landholders understanding of ‘who’ the community is from the catchment and representatives The highlight of developing the community – their characteristics, their story and their from Department of Primary Industries profile was the relationships that developed networks and well as establish the initial (DPI), Department of Sustainability and between myself (the profiler) and the phases in development of relationships with Environment (DSE), Glenelg Hopkins community members. I found that giving the community. The profile would then be Catchment Management Authority people the opportunity to talk about their used to form the basis of the Community (GHCMA), WestVic Dairy and the own community was an excellent starting Engagement Plan. Corangamite Catchment Management point from which to build a relationship. I Authority. Three representatives from DSE The research component of the profile discovered how passionate people are about have been involved in the project and were involved conversations with community their community and how much diversity involved in the discussion/ development of members using a snowball sampling there was within the one area. Often our the approach of the community profile. technique. The community members on discussions would lead to reflections on One person coordinated and conducted the steering committee were the starting how things have changed in the community the community profile research. point from which a list of active community which was an excellent starting point for the members, community groups and stories community visioning exercise that took place was collected. A map of the groups was a few months later. developed. This information was supported by statistical socio-demographic data from
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Lowlights of the engagement efforts: Key lessons learned: The lowlight would be that a limited number The main lesson that I have learned is that of people in the catchment area (which has community profiling can be a significant approx 1000 people) were involved in the way to develop relationships in a community profile development. The profile document and that it offers much potential as a starting is owned by the Brucknell Creek Project point for building community capacity steering committee (and the Community to create more enduring long-term beneficial Engagement Unit) and not the community outcomes. itself. A different approach would have Flowchart of process: allowed for more community ownership. The following flowchart illustrates the Unforeseen benefits/successes: steps involved in this profiling process for The unforeseen benefit was that the a specific community. relationships built from the profile became the foundations of the community visioning exercise. Most of the people that attended the visioning workshop had been involved in the profile. What I would do differently next time to improve the outcomes and community engagement process: Next time I would take the following steps: Inform groups within the Brucknell area more widely of the intention to develop a community profile through – • Invitation of groups/ community members to either take on the profile project/ or to be involved in decision making around how the profile would be developed. • Involve/ empower community members to undertake the research themselves or be involved in ways that suited their preference.
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Stage one: Research and Scoping
What is the purpose of the Brucknell Creek Activities: community profile? • Research report into different What information needs to be in the approaches to community profiling. community profile? • Scoping discussions within team about What resources/ constraints will influence the content of the profile. the development of the profile? Resources: 1 month FTE How will the profile information be used?
Stage two: Develop proposal and endorsement of steering committee
Activities • The data sources and method to be used • Develop research proposal based on for each research question activities from Stage One • The time required for the research • Explain and demonstrate the value of a Resources: 3 days FTE community profile to steering commtitee • Clear definition of: • The research questions/ define boundary of area of interest
Stage three: Research activity
Identifying groups/networks/ Basic socio-economic demographics Agency activity/ projects in catchment area community leaders Data source: ABS Census of Population and Method: snowball sampling technique/ Method: snowball sampling beginning with Housing/ Basic Community Profiles phone calls. steering committee (phone calls), visiting Resources: 1 week FTE Survey to obtain more information on local store owners, local directories/notice extent and purpose of engagement. boards. Also enquired about prior social research Resources: 1.5 weeks FTE in area. (20+ community members contacted) Resources: 1.5 weeks FTE
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Stage four: Presentation of profile in progress to steering committee
Identified next steps in profile development after presentation Resources: 1 week FTE
Stage 5: Ongoing development of profile
Further research activity as project progresses/ more relationships with people in the community (landcare group meeting, community visioning BBQ coordination) Resources: < 1 week FTE
Stage 6: Production of living profile document
• Information can be added to over time/ edited. • Endorsement of community members (i.e. town descriptions)
1350_DSE_V2_Section3 104 6/5/04, 12:57:28 PM Effective Community Engagement Workbook Version 2 Section 3 12 ‘...reducing the scale of the original project increased how meaningful the study was for the area but also increased the need for community involvement...’
12.2 Avoca Marshes There were two stages for the The lowlights of the community Study and the Local community engagement plan. Firstly, engagement plan included: surveys, a workshop and a field day were Community • There was a great deal of work required planned to gather information from the by the Wetland Team after the field day, Name: Rob O’Brien and Andrea Delaney landholders surrounding the Avoca Marshes. survey and workshop to record all of Position: Rob O’Brien Wetland Officer Twenty-five surveys were sent to targeted the information collected. Every piece landholders asking them a series of questions Andrea Delaney Catchment Project Officer of information was recorded and copies about changes and trends they have seen to were disseminated to the landholders Agency/Department/Group: Department of the vegetation, water flows and biodiversity. to reinforce that their information was Primary Industries and the North Central From these 25 surveys, 14 were returned. received and captured. The preparations Name of overall project: Catchment The surveys were used as a thinking tool and information recording required one- Management Authority to lead into the information gathering month full time work for one officer. workshop. A facilitator hosted the workshop The Wetlands Management Team of the Transcribing the recorded tapes was the involving 12 landholders, divided into three Loddon Murray Strategy initiated a creative most labour-intensive task. groups, sitting around maps, butchers community engagement plan for the Lower paper and tape recorders. The facilitator The unforseen benefits of the Avoca Salinity and Water Management Plan prompted five-minute conversations about engagement plan included capturing the in July 2003. specific environmental and historic topics stories from the people who live near the The aim of the project was to study and ensured that maps and dates were Avoca Marshes. This information will be an the deterioration of wetland health referred to. This form of engagement used excellent source of historical information for specifically related to groundwater and consultation and involvement from the future generations. The Wetland Team was surface water salinity, including an appraisal Wheel of Engagement. very pleased that they employed a facilitator of vegetation. The project was developed instead of hosting the workshop alone. This The second stage of the community in 2001 and was coordinated by the North gave the team the opportunity to listen, engagement plan invited the Steering Central Catchment Management Authority record information and enjoy the evening, Committee and the landholders from (NCCMA) however the Wetland Team from rather than provide the structure and rules the Marshes to assist the NCCMA and DPI the Loddon Murray Strategy, Department of for the session. The Wetland Team has also develop the management plan. This form Primary Industries (DPI), influenced a change received much positive feedback from some of engagement used involvement and in the scope of the project and it was decided of the participants who thoroughly enjoyed empowerment from the Wheel that they would be responsible for the the experience to share their stories and be of Engagement. community engagement plan for the project. listened to by the government. Reducing the scale of the original project The highlights of this community increased how meaningful the study was engagement plan included: for the area but also increased the need for • Positive feedback from the landholders, community involvement. pleased that they had been given an The stakeholders in the project included opportunity to share their information the indigenous community, the Field and about the local area with the government. Game hunting club, Wimmera Mallee • Sensing the enthusiasm at the workshop Water, Victorian Farmers’ Federation (VFF), as people shared their stories, witnessed DPI, Department of Sustainability and changes, listed the years of drought and Environment (DSE), Avoca and Loddon floods and enjoyed themselves. Implementation Committees, Parks Victoria, • Increased community trust for the Lower Avoca Diverters Group, Swan Hill government via their opportunity to Rural City Council, Environment Victoria, the be included in the project and being Steering Committee for the study and the recognised as an important stakeholder in landholders surrounding the Avoca Marshes. the project. There was a need to involve the landholders • The participants could recognise their surrounding the Avoca Marshes so that contribution towards the outcome of the they were aware of what the study included project by confirming environmental trends and to involve them in developing the and assisting with the management plan. management options for the wetland.
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12.3 Nutrient Reduction an implementation committee of the West farmers. The Project Team has personally Plan for the Macalister Gippsland Catchment Management Authority met with about three hundred farmers (WGCMA). They became a management and other interested groups over the life Irrigation District (MID) committee, then an implementation of the project. Name: Alistair Christie committee, with strong involvement in • Processes were over formalised in an Position: Salinity and Nutrients Team Leader the plan implementation. administrative sense. This slowed the Agency/Department/Group: Department of The plan to get farmers involved worked process down and meant that farmers Primary Industries (Gippsland) through the complex administrative and government officers were attending arrangements requiring the involvement meetings which are not entirely relevant. Name of overall project: As above of many players: the Farmer Reference • A decision was made to distribute Macalister Irrigation District (MID) is a point group, the Wellington Salinity Group, local ‘Excellence in irrigation’ signs, in the source for nutrient flow into the Gippsland Landcare groups and consultants developing district. One sector of the community Lakes system. irrigation plans with farmers all became thought this was a good idea, another Objectives of the Nutrient Reduction Plan are: involved in a project with a focus on nutrient thought it was divisive and competitive. reduction. Whilst agency staff were driving 1. To reduce surface water flows containing The signs became a point of contention the change, local participation was high phosphorous. rather than a unifying, education tool. and the availability of funding incentives The learning was to beware of assuming 2. To reduce the concentration of to change irrigation practice was a major that one group represents the views of the phosphorous in runoff. factor. Importantly, the project team was whole community The first task in achieving the objectives of recommending measures that were a benefit • Beware of thinking that the peak (industry) the project was to develop a draft Nutrient to everyone. bodies represent the community. Reduction Plan. The Environmental Protection An attitudinal change (towards fertiliser and • Having a voice should not mean having Authority (EPA), under legislation, required irrigation) survey was done – exploring farmer to sit on a committee monthly forever. For Southern Rural Water (SRW) to create the attitudes to change – as a baseline data example, quick channel side chats have plan. SRW came to the former Department of survey. In this survey, research, monitoring, been used successfully. Natural Resources and Environment (NRE) to incentives, and enforcement issues were help draft the plan. explored. It is planned to repeat this survey at • Community champions can make or break A technical Working Group comprising EPA, regular intervals. Also, physical farm surveys a local project. They can be enormously SRW, NRE, consulted with a Farmer Reference were done of on ground practices. influential. Enlightened self-interest can be a powerful driver, where a local Group. Farmers, some of them members In 2001, case studies were done with a consultant becomes a champion for of the Macalister Customer Consultative selected group of farmers to explore why changed practices. Committee (for irrigation farmers), were their practice had changed and whether they nominated by SRW. The farmers were all were more satisfied with those changes. • It takes time to build credibility. politically active people with community It was noted that Government officers leadership experience. Any incentive needs to maintain policy discussing options in themselves had and funding arrangements for a reasonable This group worked to develop the plan. After an influence on the current irrigation period of time to ensure community fairness completion of the draft plan, it went out for practices. An ally in the project was the and government credibility. written comment, led by SRW. There were Macalister Research Farm which trialled two months of community consultation. Press new measures simultaneously. releases advertised community meetings to get verbal feedback on the plan. Government Learnings for others officers talked with industry groups. Written • Farmers got sick of being surveyed. Other submissions and verbal comments from the projects and students were working meetings were collected and responded to. separately to consult the same farmers. The Working Group analysed feedback and • Engagement was not well planned but made appropriate changes in the final plan. there was a steep curve in awareness. SRW and EPA endorsed the plan. • The plan has been an opportunity to The Wellington Salinity Group (WSG) was develop closer working relationships with named by consensus as the community group to oversee the plan. WSG became
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12.4 Portland/Horsham Forest What were the main components of the What were the lowlights of the Management Plan – Community Engagement plan? What engagement efforts? was your purpose: inform, consult, involve Community Engagement Not having the plan developed before we or engage? What processes were used to started, which caused things to be adhoc Component achieve this purpose? and reactive at the beginning, rather than Name: Meredith Hartley A number of methods were identified proactive. Also timeframes, and not allowing Position: Engagement Officer in the plan, which linked to the stages a lot of feedback from the community of engagement: INFORM – newsletters, consultative committee on the plan. Agency/Department/Group: Department of mailouts, media, internet, sheepvention Sustainability and Environment Were there unforeseen benefits/ display, brochure, discussion papers, successes? Name of overall project: Portland Horsham forest forums; CONSULT – workshops, As the project is still going, these may yet Forest Management Plan – Community meetings, draft plan; INVOLVE - community fall out. Engagement Component consultative committee. What would you do differently next A brief description of the project: How was the approach developed? time? Key lessons learned? What could have Forest management is about the long term The plan itself was written in terms of a new been done to improve the outcomes and the health of forests. This means that everyone football team playing for the first time, and community engagement processes? involved has to commit time and resources. what the team’s long and short term goals Some lessons would be: The development of the Portland Horsham were. This enabled the plan to be easy to Forest Management Plan started in Oct 2002 relate to for everyone. It outlined the team, Have a clear idea about what you want to and will finish in July 2004 with the release of the opposition, the coaching team, the match do at the start, spend some time nutting this the plan. ups, and the game plan. out and making sure everyone is on the one track. This also means the engagement plan The community engagement component The details which made up the plan came forms the backbone of the actions, rather is to develop an engagement plan for the from the DSE team (the coaching team). project and to ensure appropriate community than it having to fit around what’s already What were the highlights of the happening. This may allow for more lateral involvement throughout. Department of engagement efforts? Sustainability and Environment (DSE) staff thinking to occur rather than the same old are working with a community consultative Bringing together peoples ideas, who were same old in terms of activities etc. committee to do this. based across the project area and beyond. Putting things in simple terms that everyone Having a process which allowed us to show can relate to, and see through, so they do The team: Who were the people who we were serious about engagement and the planned and ran the activity? not feel as if they are being lead into answers community’s views. Also having a map of and ideas, but can see it as a gentle nudging The DSE team consists of Justin Cook, where we wanted to go. down which ever path they choose. Forest Manager, Glenelg in Portland, Lucy Gannon, Strategic Forest Planner in Melbourne, and Meredith Hartley, Community Engagement Officer in Hamilton (May – Oct 03), Rob Chaffe, Community Engagement Support, Alexandra. A snapshot of the resources used for the Community Engagement plan (estimate if necessary): A brief description of the engagement activity: No. of people Dept ~20, Community ~230 At what point in the project was the involved: Community Engagement Plan developed? Who was involved (ie Community organisations; Environment Groups; Tourism The plan was developed during the first year the breadth of citizens Associations; Recreation Groups; Indigenous Communities; Forest of the project, while the project was running. and stakeholders Industry and Forest Users; Agencies involved in natural resource Why was it decided to engage the groups): management; Local Government and municipalities; DSE/ DPI/VC citizens and stakeholders in this activity? and PV staff; Youth. Because of the political nature of forest Cost ($ estimate): Not sure, staff time and printing, publishing costs, plus unpaid management, but also because of the community time. connection locals have with their forests. Time (days/hours): Again not sure, probably at about equivalent of 2.5 full time positions for the two years of the project.
1350_DSE_V2_Section3 107 6/5/04, 12:57:30 PM 13 Recommended & additional resources
13.1 Highly Recommended Roberts, K., & Dobson, A., A Community Provides a review and analysis of literature Resources Engagement Evaluation Framework, on the conceptualisation and measurement (Draft document) Catchment and of community strength and its outcomes Arnestein, S.R., A Ladder of Citizen Water, Department of Sustainability and and places this information in an analytical Participation in the USA in the Journal of Environment, Victoria 2003. framework, identifying the commonalities and Town Planning Institute, Vol 57, No. 4, differences between various approaches to 1971. 13.2 Additional Resources these issues. Bawden R. and Macadam (1991) in Bawden, http://www.ag.iastate.edu/centers/rdev/pubs/ R., Systemic Development: A Learning 13.2.1 Websites contents/180.htm Approach to Change, Centre for Systemic Action Learning Measuring Community Success and Development, UWS Hawkesbury, 1995. Dick, B., Action learning and Action Research, Sustainability: An Interactive Workbook: Cavaye, Dr. J. The Role of Government in 1997 online at http://www/scu.edu.au/ This is a useful workbook for community Community Capacity Building, Queensland schools/gcm/ar/arp/actlearn.html development/capacity building processes. Government Information Series Q199804 The blurb on it says that it ‘describes a Queensland Government, 2000. Capacity Building, Social Capital & process to help communities learn how to Sustainability: Cavaye, Dr. J. Community Engagement measure the local or regional impacts of Framework Project: Scoping and Review http://www.mapl.com.au/A2.htm economic and community development Paper, Cavaye Community Development/CEO Measuring Social Capital in Five Communities processes that enhance rural community Committee on Land Resources, Queensland, in NSW: A Practitioners Guide sustainability. The principal purpose is to 2001. This site gives an overview of a well-known help communities learn how to measure Department of Sustainability and Australian study into social capital in rural the concrete results of rural community Environment Corporate Plan 2003 - 06, communities by Paul Bullen and Jenny Onyx. development and conservation efforts.’ The State of Victoria, 2003:3. The site outlines the elements of social capital Communications: Hawtin, M., Hughes, G., Percy-Smith, J. that are measured in this study, and which http://www.commstoolkit.dpc.vic.gov.au/ and Foreman, A. Community Profiling: make up the user’s guide. default.asp Auditing Social Needs, Open University The guide provides sufficient detail for Communications Best Practice Toolkit Press, 1994. practitioners to measure social capital in their - website established by Department Howden, P., Discussion Paper: Capacity own communities and have comparative of Premier and Cabinet to provide a Building and Community Engagement in data from other communities available in range of communications resources Natural Resource Management, Paper in interpreting the results including guidelines for websites, written Progress November, 2003. Ordering information is available on the site communication, approvals processes, Laird, A., Fawcett, J., Rait, F., and Reid, for the full guide. protocols etc. Sharon, Assessment of Innovative Consultation: Approaches to Testing Community http://www.worldbank.org/poverty/scapital/ Opinion, George Street Research Ltd, The index.htm http://www.cabinet-office.gov.uk Scottish Executive Central Research Unit, A more than useful general site on social Very accessible, informative site of the British 2000. capital, including papers background Cabinet Office which covers a range of topics information, discussion groups and but has a very useful section on guidance and McDonald, B., et al., Evaluation in the other resources. consultation which includes: Agriculture Division Using Bennett’s Hierarchy, Department of Natural Resources http://www.aifs.org.au/institute/info/bib/ • A consultation Code of Practice for the and Environment, Victoria, February, 2000. capital.html#capital British Government. OECD, (2001) Engaging Citizens in Policy- This is a selection of recent references • ‘How to consult your users’ which includes Making: Information, Consultation from Australian Family & Society Abstracts details of a range of methods (the pdf file and Public Participation, PUMA Policy database that link to online, full text articles is also available in the good practice guides Brief No 10 in Cavaye, Dr. J. Community and reports on social capital and community and examples section). development. Engagement Framework Project: Scoping • Guidance on government research into and Review Paper, Cavaye Community http://www.facs.gov.au/internet/ public attitudes and opinion. Development/CEO Committee on Land facsinternet.nsf/policy/occasional_paper3.htm • A register of current consultations which Resources, Queensland, 2001. The identification and analysis of indicators of allows access to any consultations being Moloney, J. & Whiting, L., Identification community strength and outcomes. undertaken by the Cabinet Office. of NRE Activities Involving Community Engagement Processes in the South West Region, Department of Natural Resources and Environment, Victoria, September 2002.
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http://www.ofmdfmni.gov.uk/index.htm http://www.communitybuilders.nsw.gov.au Many of these articles are based on the The website of the Northern Ireland Office of NSW Premiers Department website which work of Cornelia and Jan Flora who have the First Minister and the Deputy First Minister provides resources related to community undertaken considerable practical research which generally has current policy documents building and community development. in this area. up for consultation. http://europa.eu.int/comm/governance/index_ http://www2.essex.ac.uk/ces/ Engaging with Particular Groups: en.htm CommParticipation/ComPartSubheads.htm European Union website which outlines University of Essex Centre for Environment http://www.indigenous.qld.gov.au/pdf/a4_ the principles being applied across the EU, and Society has a number of articles and 1.pdf particularly the right to public participation examples on community participation Queensland Government: Protocols for in decision-making and provides discussion available on its website. The director for Consultation and Negotiation with papers and resources. the Centre is Prof Jules Pretty who has co- Aboriginal People authored many of the articles and is well http://www.iap2.org/index.html General: known for his input to the field. International Association for Public http://www.vlgaconsultation.org.au/ Participation website that provides http://www.cdc.gov/phppo/pce/index.htm Victorian Local Governance Association information about the association, Principles of Community Engagement form website which provides a useful range of some resources and links. the CDC/ATSDR Committee on Community resources and guides to assist in community Engagement (Community Engagement in http://www.communitybuilding.vic.gov.au/ engagement and consultation processes Public Health) index.asp http://nrm.massey.ac.nz/changelinks/ Department of Victorian Communities Principles of Community Engagement NZ based landcare research website which website that outlines the government’s contains definitions of key concepts and provides a range of resources to assist Community Building Initiative. It aims to insights from the literature that support in achieving change in natural resource inform and connect people involved in and influence the activities of community management, including capacity building, community building projects across Victoria, engagement. The principles, a set of nine collaborative and learning based approaches, and to assist those who want to find out fundamental guiding ideas, form the core participatory monitoring and evaluation etc. more about community building approaches. of the document and hold true for efforts across public health disciplines regardless of http://www.community.gov.au/ http://www.lgc.org/index.html the initiating organisations. A series of case Commonwealth Government website which American Local Government Commission examples, taken from real-life experiences, aims to assist community organisations and website providing a range of resources link these principles to the major components includes contacts and resources to assist them on mostly planning related issues and of the community engagement process. http: in areas including community development, public participation. //www.scotland.gov.uk/cru/innovative.pdf capacity building, setting up and managing http://www.lwa.gov.au/programs.asp?section Assessment of Innovative Approaches to community organisations. =9&title=arenas&program=7&id=28 Testing Community Opinion by Andra Laird, Jo Fawcett, Fiona Rait and Sharon Reid of http://www.iplan.nsw.gov.au/engagement/ Link to the Social and Institutional Research George St Research Ltd. Published by the index.sp section of the website of Land and Water Scottish Executive Central Research Website coordinated by the NSW Department Australia, a Commonwealth Government Council, 2000 of Infrastructure, Planning and Natural research and development corporation that Resources to provide resources on community provides access to their research papers which Research paper aiming to: includes topics such as capacity building engagement for practitioners in the NSW • review existing literature and guidance on and understanding landholders capacity to planning and development system. community consultation, adopt sustainable practices. Specific examples http://cari.unl.edu/#Top include use of a citizen’s jury to consider • to collate and review evidence on the Nebraska Centre for Applied Rural Innovation environmental issues in far north Queensland. effectiveness and appropriateness of new website. The Institute, headed by Dr John techniques with an emphasis on innovation, Allen aims to help create sustainable rural http://www.ag.iastate.edu/centers/rdev/pubs/ and flora/publication.htm communities. The website provides resources • identify and describe examples of the use Website of the North Central Regional Rural related to leadership, sustainable agriculture, of new techniques with particular reference Development Centre at Iowa State University economic, and community development to Scotland and specific tools such as community which aims to build community capacity and asset assessment. provides a range of articles on community based participation in natural resource management and community development.
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Identifies characteristics of good consultation 13.2.2 Books, Articles and Evaluation: and considerations to bear in mind when Guides Bennett, C., Up the Hierarchy, Journal of planning consultation as well as discussion on Extension, 6-12 March/April, 1975 evaluation of consultation. Includes the wheel Capacity Building, Social Capital & of engagement which has been used as the Sustainability: Bennett, C., Analysing Impacts of basis for the CAW wheel. Social Capability in Rural Victoria: Extension Programs, Washing DC, Extension Service, US Department of http://www.leedsinitiative.org/ the Food and Agriculture and Natural Agriculture, 1977 initiativeDocuments/2003717_50907534.pdf Resource Management Sectors by Example of a Community Engagement Monash Regional Australia Project and Bennett, C., Coffey, S., McDonald, B., Framework for Leeds Council in the UK - fairly Centre for Research and Learning in and McNeal, B., Models for Planning general with principles, rationale etc. Regional Australia DNRE, 2000 and Evaluating Integrated Projects: This report aims to identify ways in which Collaborative Research, Extension Education Mind Mapping: to enhance the capabilities of people in the (in print) http://members.ozemail.com.au/~caveman/ food and agriculture sector to manage and Bennett, C., and Rockwell, C., Target Creative/Mindmap/index.html respond positively to change. The report states the objective of an initiative to develop Outcomes Program (TOP): An Integrated Specific Methodologies and Examples: social capability should be the sustainability Approach to Planning and Evaluation, United States Department of Agricuture, http://www.abc.net.au/rn/science/earth/ of rural and regional communities in social, Washington DC, 1995 stories/s376084.htm economic and environmental terms. It considers the change environment, existing Montague, S., The Three R’s of Australian example of the use of citizen’s jury: social capability and ways of enhancing Performance Measurement, Performance provides test of a discussion on Radio National social capability. Management Network, Ottowa about the use of a citizen’s jury in Sydney Available in the DSE/DPI Library beachside council of Waverley to consider the Van der Bon, A., and Hawkins. H.S., issue of stormwater pollution. Macgregor, C. J. and Cary, J. (2002) ‘Social/ Agriculture Extension, Blackwell Science, Human Capital Rapid Appraisal Model Berlin, Germany http://www.abc.net.au/science/slab/consconf/ (SCRAM): a method of remotely assessing report.htm Mind Mapping: social and human capacity in Australian rural Outline of the use in Australia of a consensus communities’, Rural Society, 12, 105-122. Buzan, T., Mind Map Book conference and lay panel to consider the use of Gene Technology in the food chain. A useful conceptual tool for designing a Stakeholder Analysis: measure of social/human capital. http://www.crnhq.org/index.html Grimble, R. and Wellard, K. (1996) Available in the DSE/DPI Library Website of the NSW based Conflict Resolution ‘Stakeholder Methodologies in Natural Network Jim Cavaye The Role of Government in Resource Management: a Review of Community Capacity Building Principles, Contexts, Experiences and http://www.sln.org.uk/geography/ Opportunities’, Agricultural Systems, 55, silkmore.htm A useful paper outlining the changing role 173-193. Example of ‘Planning for Real’ process in of Government, and the way in which it can the UK support capacity building in communities. A useful way of designing a stakeholder Available in the DSE/DPI Library analysis process Why engage?: Available in the DSE/DPI Library Robert Putnam - Bowling Alone (2000), http://www.psandman.com/index.htm or http: and Making Democracy Work (1993) for //www.reputation.com.au/factors.htm.Unders research and discussion on the role of social tanding risk controversies for both public and capital. Available in DSE/DPI Libraries) stakeholder relations. Peter Sandman is the author behind Risk = Hazard + Outrage. Conference Proceedings of the International Landcare 2000 Conference.....Includes a useful range of papers which outline academic approaches (for example by Jules Pretty, Steven Dover, Geoff Lawrence ), practical approaches and local and international examples of community involvement in natural resource management. Available in the DSE/DPI Library
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Specific Methodologies and Examples: Canadian Standards Association - A Constructive Engagement Resource Guide to Public Involvement Guide: Practical Advice for Dialogue Guynn, D. E. and Landry, M. K. (2000) ‘A Among Facilitators, Workers, Case Study of Citizen Participation as a Comprehensive and practical guide that Communities and Regulators, Success Model for Innovative Solutions provides detailed, step-by-step directions for Natural Resource Problems’, Wildlife for designing, launching and evaluating a published by the U.S. Environment Protection Society Bulletin, 25, 392-398. successful public involvement plan, including Agency, Office of Pollution Prevention and work sheets to assist with key steps along the Toxics, June 1999 A useful case study of a rather involved way. Copies of the Guide can be purchased (and long), but successful community from the CSA, 178 Rexdale Blvd., Etobicoke, engagement process around an issue Ontario, Canada M9W 1R3. that involved great conflict. Public Participation in Making Local Available in the DSE/DPI Library Environmental Decisions, The Aarhus Engaging with Particular Groups: Convention Newcastle Workshop: A Good Practice Handbook published by More than a question of numbers : the UK Department of the Environment, working with women and people from Transport and the Regions 2000 a non-English speaking background toward total catchment participation : A handbook on the practical issues related a report of the Landcare Participation to public participation and sets out good Project practice in public participation to assist Liz Hogan and Bruce Cumming implementation of the Aarhus Convention of the EU (which gives the public the right A Landcare report on a project aimed to obtain information on the environment, to identify approaches from a national the right to justice in environmental matters perspective to enhance the representation and the right to participate in decisions that and participation of women and people affect the environment). Outlines planning for from non-English speaking backgrounds in participation, some of the issues associated Landcare. with participation, techniques, etc. Available in DSE/DPI Library Listen Up! Effective Community Practical Guides: need to check availability Consultation published by the UK Audit Commission 1999 Doing Better Business through Effective Public Consultation and Disclosure: A This paper aims to help authorities get the Good Practice Manual benefits of consultation and ensure good value from the resources that they invest published by the International Finance in it. The paper does not attempt to cover Corporation, a member of the World Bank methodologies but covers: group. 1998 • the nature of consultation, A manual which aims to provide good practice guidance to private sector project • how to plan consultation and overcome sponsors on disclosing information and obstacles to effective consultation, consulting with the public. Although private • the principles of good practice, and sector oriented, provides detailed steps • evaluating effectiveness. involved in planning consultation.
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Section four
14 Working Sheets and Templates Your Community Engagement Strategy/Plan 14.1 Scope – Working Sheets and Templates
14.2 Act – Working Sheets and Templates
14.3 Evaluate – Working Sheets and Templates
14.4 Learn – Working Sheets and Templates
14.5 Draft Template – Your Community Engagement Strategy
14.6 Draft Template – Your Action plan
15 Bibliography
1
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14 Working sheets and templates Your community engagement plan
The work sheets and templates included in the following pages are designed to assist you in collection of information that will form the basis of development of your Community Engagement Plan.
14.1 Scope - Working Sheets and Templates
14.1.1 Activity 1 – Clarifying And Defining Your Overall Project Objectives
14.1.2 Activity 2 – Your Mind Map
14.1.3 Activity 3 – Stability of the System and Implications for Your Community Engagement Plan
14.1.4 Activity 4 – Defining Citizens and Stakeholders
14.1.5 Activity 5 -– Citizens and Stakeholder Relationship to the Project
14.1.6 Activity 6 – Importance to and Influence of Citizens and Stakeholders in Determining Purpose of Engagement
14.1.7 Activity 7 – Potential Community Engagement Project Team
14.1.8 Activity 8 – Review, Reflect and Celebrate
14.2 Act - Working Sheets and Templates
14.2.1 Activity 9 - Describing Stakeholder and Community Success for Your Community Engagement Plan
14.2.2 Activity 13 – Anticipate Surprises
14.2.3 Activity 14 – Review, Reflect and Celebrate
14.3 Evaluate – Working Sheets and Templates
14.3.1 Activity 15 – Evaluation Audiences
14.3.2 Activities 16, 17 & 18 – Draft Evaluation Plan
14.3.3 Activity 19 – R3: Review, Reflect and Celebrate
14.4 Learn – Working Sheets and Templates
14.4.1 Activities 20, 21 & 22 – Skill Development Wheel
14.4.2 Activity 23 – Defining Your Learning Approach
14.4.3 Activity 24 – Community Engagement Learning Plan
14.4.4 Activity 25 – R4: Review, Reflect and Celebrate
14.5 Draft Template – Your Community Engagement Plan
14.6 Activity 26 – Your Action Plan
14.7 Your Feed Back
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14.1.1 Activity 1 14 Clarifying and defining your overall project objectives
Outline your project objectives:
What are the overall goals for the project?
What are the major assumptions and requirements for the project (refer to your Evaluation Plan for your project if developed)?
What are the specific deliverables for your project?
What are the key responsibilities of the project and how do these relate to the Community Engagement Plan?
What decisions have already been made that will affect the development of the Community Engagement Planning process?
What aspects of this situation are negotiable or not negotiable ? (eg legislation, policy, etc.)
1350_DSE_V2_Section4_3 3 6/5/04, 12:59:21 PM Activity 2 14 Your Mind Map
When you have completed your Mind Map use an * to identify the citizens and stakeholders which are a) crucial to implementing your project objective and b) who will make or implement the intended outcomes or take action in the process
Describe the social, economic and environmental conditions of your project
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14.1.3 Activity 3 14 Stability of the system and implications for your community engagement plan
How stable is the system, currently? least stable most stable 1………2………3………4………5………6………7………8………9………10
Is it subject to change?
How flexible is the system to respond to changes currently? least stable most stable Consider market, policy targets, users and/or consumer demands 1………2………3………4………5………6………7………8………9………10
How complex is the system, currently? least stable most stable 1………2………3………4………5………6………7………8………9………10
Describe why
What are the implications for the engagement plan?
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14 14.1.4 Activity 4 Defi ning Citizens and Stakeholders
List citizens and/or stakeholders What are their values/needs? (revisit your mind map and ensure you include those you noted with an *)
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13.
14.
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14.1.5 Activity 5 14 Citizens and stakeholder relationship to the project
1. Citizen and 2.Needs at stake in relation to project 3. Effect on the 4. Importance 5. Degree of Stakeholder Groups final outcomes of citizens and influence of (translate this information of the project stakeholders stakeholder from the previous table for success over project 14.1.4) to here and column of project U, 1, 2, 3, 4 or 5 1 table 14.5 Draft Template currently - Your Community Positive negative Current Future Engagement Plan. + 0 - U, 1, 2, 3, 4 or 5 eg. Project team Project deliverables and milestones + 5 4 5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14
Legend: U= unknown 1 = little/no importance/influence 2 = some importance/influence 3 = moderate importance/influence 4 = important/significant 5 = critical
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Instructions: Influence of stakeholder Importance of Citizens and Stakeholders to the Success of the Project 1. Select a citizen/stakeholder and rank their (i) current importance and (ii) current Unknown Little/no Importance Some Importance Moderate importance Significant importance Critical Player influence and place a dot at the junction point on the matrix. U12345 2. Rank their (i) future importance and (ii) future influence and place a star at the Unknown junction point on the matrix. U 3. In pencil, draw a line from current to the desired future and name this line according to the citizen/stakeholder 4. Revisit Section 1, part 5.1 Community Engagement Wheel to clarify that the expectations associated with each example Little/no influence are aligned to the purpose of your Community Engagement Plan. 1 5. (important things to consider when revisiting the table left) Return to the matrix, from what you have drawn inform involve what tension or synergies exist between the approach selected and the citizen/ stakeholder group(s) identified? Some 6. What are the implications for the influence Community Engagement Plan? 2 7. Determine if the ranking in Step 2 is accurate. One way to decide this is to identify or imagine the impact on your project. Moderate influence 8. For those citizens/stakeholders listed in the sections of the matrix noted ‘unknown’, 3 identify if you need to find out further information about them prior to moving to the next steps. If so, follow this up. 9. Transfer the citizen/stakeholder list from Activity 5 to column 1 of your draft community engagement plan 14.5. Significant influence Transfer the approach defined from 4 this table to column 3 of your Draft Community Engagement Plan (Activity Sheet 14.5) consult empower
Critical 5
Source: Chamala, and Coults J., Participatory Achon Model Training Book, University of Southern Queensland
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14.1.7 Activity 7 14 Potential Community Engagement Project Team
If you have an overall Project Team, who could potentially be involved in a specific Community Engagement Project Team?
If you don’t have an overall Project Team, list people who you could consider for involvement in a specific Community Engagement Project Team?
Which citizen and stakeholder groups are included in the team?
List any additional stakeholders that could be included in a specific Community Engagement Project Team, or in the activities you are undertaking to ensure adequate inclusion?
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14 14.1.8 Activity 8 R1: Review, Refl ect and Celebrate
What stands out for you now with regard to the citizens/stakeholders and the system generally?
What excites you?
What concerns you overall?
What new insights have been gained through the process you have undertaken?
What does this mean for the Community Engagement Plan?
Prompt Box
Think about the following key questions:
• Does your overall project objectives need to be refined? If so, how?
• What needs to be re-negotiated, if anything?
• How do you plan to celebrate your successes so far?
Where you think you need to review or refine your overall project objectives, go back to Activity 1, 14.1.1 Clarifying and defining your overall project objectives.
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14.2.1 Activity 9 14 Describing Stakeholder and Community Success for Your Community Engagement Plan
What does The project Team The Community The Minister, sponsors, funders, success look industry and the department like for...
Social, Economic & Environmental Conditions
Behavioral Change
Knowledge, Attitudes, Skills and Aspirations
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14 14.2.2 Activity 13 Anticipate Surprises
“ What would surprise you…”
…and have negative impact on the Community Engagement Plan? Identify a contingency
eg: active fire season that affects timelines and community attitudes eg. build the fire response into engagement plan, to build rapport. Or: realise that stakeholder priorities have changed and so the project may need to be renegotiated or resheduled.
…and have a positive impact on the Community Engagement Plan? Identify a contingency to maximize the benefits
eg. an activity generates a greater response than anticipated eg. have an RSVP date, and reassess the plan and tools
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14.2.3 Activity 14 14 R2: Review, Refl ect and Celebrate
“What stands out for you now (regarding tools, scheduling, risks, etc.)?”
What concerns you?
What excites you?
What new insights have you gained?
What do these reflections mean for your Community Engagement Plan?
Prompt Box
Think about the following key questions:
• How do your Community Engagement Plan tasks integrate with:
- other existing tasks or deadlines?
- your work performance plan(s)?
- re-negotiation of tasks, objectives or deliverables?
- workload and delegation of tasks?
• What does this mean for the overall project/team?
• How do you plan to celebrate your successes so far?
Where you think you need to act on your considerations refer to your project objectives, performance planning and/or Community Engagement Plan and revise.
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14 14.3.1 Activity 15 Evaluation Audiences
Instructions: in Monitoring (M) and those interested in the following table, then describe your initial Impact (I). Some may be interested in both. ideas for how this information will be shared Take the list of citizens and stakeholders into Column 3. outlined in 14.5 Draft Template – Your Now summarise your evaluation audience Community Engagement Plan (column 1) by transferring all the ‘M’ and ‘I’ citizens and Note that there may be more than one method required to share this information. This column will be revisited. and highlight those who are interested stakeholders into the first two columns of
1. Citizen/Stakeholder 2. Evaluation 3. How will this information be shared? Interes Impact (I) Monitoring (M)
eg.supervisor M and I PPS reviews and final assessment. Fortnightly phone conversations. Reports at team meetings
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14.3.2 Activity 16, 17 & 18 14 Draft Evaluation Plan
Success statements Evidence required From which events How will the Who is When or activities can evidence be responsible? (transfer your responses the material be collected? for each identified citizen/ sourced? stakedholder from 14.2.1 Describing Stakeholder and Community Success for Your Community Engagement Plan)
1 23456
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14 14.3.3 Activity 19 R3: Review, Refl ect and Celebrate
What stands out for you now in relation to the Who needs to know, what they need to know and how this will be collected and reported?
What concerns you?
What excites you?
How do you plan to celebrate your successes so far?
How will the project team capitalise on the skills and experiences gained during the design and implementation of the Community Engagement Plan?
What will sabotage these learnings and what can be done to avoid this?
As the project team looks forward, do the results so far suggest a need for revision of procedures or a need for further work before moving on?
Re-negotiation of tasks, objectives or deliverables?
Workload and delegation of tasks?
Prompt Box
Think about the following key questions:
• As the project team looks forward, do the results so far suggest a need for revision of procedures or a need for further work before moving on?
• Renegotiation of tasks, objectives and deliverables?
• Workload and delegated tasks?
• How do you plan to celebrate your successes so far?
Where you think you need to act on your considerations, refer to your project objectives, performance planning and/or Community Engagement Plan, and revise.
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14.4.1 Activities 20, 21 & 22 14 Skill Development Wheel
Communication skills and emotional intelligence
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14 14.4.2 Activity 23 Defi ning Your Learning Approach
Select Approach Advantages Disadvantages
Learning log • Can be undertaken at any time - timely Individual rather than team activity • Can be written or verbal Takes time to develop the habit of recording regularly.
Learning sets • You can share and learn from others • Takes time and commitment as each group experiences meets about every 4-6 weeks • Provides a balance for learning, where Learning = P + Q P stands for an individuals programmed knowledge and relates specifically to the problem being explored through action learning; and Q stands for an individuals questioning insight.
Team discussions / • Can be included as part of normal team • Making time at busy team meetings. structured reflections meetings • Timing may not suit the required immediacy of learning. • Need skills to lead discussion
Email discussions • Can be ongoing discussion. • Impersonal • Can participate in other groups’ discussions. • Hidden among many other emails.
Debrief sessions • Very effective to reflect on critical incidents, • If not handled carefully difficulties can and has ability to enable team members escalate. develop greater level of rapport and trust
Your brainstorming:
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14.4.3 Activity 24 14 Community Engagement Learning Plan
Skill Area1 Learning Goal/s2 LearningApproach3 Actions4 When & Who Skill Evidence5
1 What skills area (or spoke from the skill wheel) has been chosen to work on in this learning plan? (Refer to the decisions made in activity 22. 2 What do I want to be able to do differently as a result of this learning plan? (Refer to the decisions made in Activity 22). 3 Outline the learning methods you have chosen in Activity 23. 4 Outline all the steps needed to meet your learning goals through the methods you have chosen. Start scheduling the events over the next 12 months – refer to key dates for training and/or timing required to prepare and undertake other forms of learning 5 What evidence of my skill development do I expect to obtain?
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14 14.4.4 Activity 25 R4: Review, Refl ect and Celebrate
What stands out for you now (in relation to the Your learning goals)?
What excites you?
What concerns you overall?
What key insights have you gained about the Community Engagement Plan?
Prompt Box
Think about the following key questions:
• What key messages will you take to the next stage of the Community Engagement Plan?
• How is your workplan and/or performance monitoring processes capturing this?
• What is your diary looking like? Do you need to have a discussion with your supervisor?
• How might you ensure the capturing and sharing of your learning doesn’t fall by the wayside when time is short?
• How do you plan to celebrate your successes?
Where you think you need to act on your considerations refer to your project objectives, performance planning and/or Community Engagement Plan and revise. Go to Section 4 Activity 14.1.1 Clarifying and defining your overall project objectives and complete the questions on this worksheet.
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Engagement Plan Title:
Project Team: Success: Project Objectives: • 1. • 2. • 3. • 4. (from Activity 9) 5. Commencement and Completion Dates:
1. List citizens and stakeholders 2. Which project objectives relate to which citizen and stakeholders 1-5 3. Purpose of Engagement 4. Suite of Tools (from Activity 4) Inform etc (Activity 10) (from Activity 6)
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5. Resources: 6. Who is responsible (delegation)? 7. When will it start and finish? 8. How and when will you report? $, FTE’s, purchase expertise, people, skills, equipment (Activity 11) (Activity 12) (Activity 12) (Activity 12)
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14.6 Activity 26 14 Your Action Plan
Use this Action Plan page to pull all the actions from the act section, evaluation section and learn section of your Community Engagement Plan
Action Who When Resources required
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14 14.7 Your Feedback
This feedback sheet is anonymous unless you choose to include your name and contact details with this completed sheet.
What aspects of the Workbook did you like?
What aspects of the Workbook did you not like?
How useful did you find the Workbook (please circle on scale) Why? Least Useful Most useful 1……………2…………….3…………….4..……………5
What did you do differently as a result of using the Workbook?
What impact do you think this different approach had on your project outcomes?
What changes, if any, would you make to the Workbook?
Would you recommend the Workbook to others? (please check box) Yes No Comments:
Did your use of the Workbook lead to a need for further support or services?
If so, who did you seek support from and were they able to help? If not, why?
The Workbook designers would like to collect stories and case studies about the use and impact of the Workbook. If you would like to contribute, please complete and detach information below. Contact will be made with you.
Would you be willing to provide further feedback for evaluation purposes to assist in continuing improvement to the Workbook? Yes No If so, please complete and detach (if necessary) information below.
Forward your completed feedback Effective community engagement: Workbook and tools sheet to: I would like to provide the following information to assist in the continuing development of the Lyneve Whiting, Workbook and effective community engagement. (Tick relevant box, complete details and return) South West Program Leader (Statewide Workbook Project Leader), Community Story/Case Study Further feedback for evaluation purposes Both Engagement Unit – Regional Services, Name Position/Organisation: Department of Sustainability and Environment, 78 Henna Street, Warrnambool, Contact Details (address, phone and email): Victoria, Australia 3280
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Bibliography 15
Allen Consulting Group, (2003) cited in Analysis, Unpublished paper, Sheridan Office of the Auditor General, Canada the draft Stakeholder Engagement: Coakes Consulting, November 1998:4. http://www.org-bvg.gc.ca/ Framework and Action Plan, Funnell, S., Program Logic: An Adaptable Tool Ohamala and Coults, J., Partcipatory Communication & Stakeholder Relations for Designing and Evaluating Programs, in Action Model Training Book, University of (draft November 2003). News and Comment, 6 (1) pp5-17, 1997. Southern Queensland. Arnstein, S.R., A Ladder of Citizen Gray, I., and Lawrence, G., Reflexivity and Petts, J & Leach, B. Participation and Participation in the USA in the Journal of Neoliberalism in Regional Australia, Consultation by the Environment Town Planning Institute, Vol 57, No. 4, Proceedings of The Australian Sociological Agency: Literature Review, Draft 1971. Association Conference, Flinders University, Environment Agency R & D Technical Report, Aslin H.J. & Brown V.A. (2002), Murray Adelaide, South Australia, 6-8 December E2-030, 2000. Darling Basin Commission, Terms of 2000. Petts, J. & Leach, B. Evaluating Methods Engagement: A Toolkit for Community Growing Victoria Together, State for Public Participation: a Literature Engagement for the Murray-Darling Government of Victoria Publication (2002). Review. Bristol: Environment Agency, 2000. Basin, Bureau of Rural Sciences, The Australian National University. Hawtin, M., Hughes, G., Percy-Smith, J. Powel, J. Stakeholder Relations, Draft and Foreman, A. Community Profiling: discussion paper, Dept of Sustainability and Australia Quality Council, Problem Solving Auditing Social Needs, Open University Environment 2003. Models (FADE; PDCA) 1996-1999. Press, 1994. Pretty, J. and Hine, R. Participatory Bawden R. and Macadam (1991) in Bawden, Howden, P., Discussion Paper: Capacity Appraisal for Community Assessment, R., Systemic Development: A Learning Building and Community Engagement in Centre for Environment and Society, Approach to Change, Centre for Systemic Natural Resource Management, Paper in University of Essex 1999 http:// Development, UWS Hawkesbury, 1995. Progress November, 2003. www2.essex.ac.uk/ces/ResearchProgrammes/ Bennett, C., Up The Hierarchy, Journal of pa&caoverview.htm Hunter, N., et al (National Property Extension, 6-12 March/April, 1975. Management Planning Quality Staff Privacy Act, 2002 Bryman, A., Social Research Methods, Development Team), Personal and Pretty, J.N. Participatory Learning Oxford University Press, 2001. Professional Development, September for Sustainable Agriculture, World 1999. Buzan, T., The Mind Map Book, BBC Books, Development, pp. 1247-1263 1995. Woodlands, London, 1995. Laird, A., Fawcett, J., Rait, F., and Reid, Pryosusilo, K. Pilioussis, C., Howden, P., Sharon, Assessment of Innovative Cavaye, Dr. J The Role of Government in Phillips, E., and Gooey, M., Community Approaches to Testing Community Community Capacity Building, DPI Qld Engagement Wheel, Community Opinion, George Street Research Ltd, The 2000. Strategies Section of Catchment and Water Scottish Executive Central Research Unit, Division (Dept. of Natural Resources and Cavaye, Dr. J. Community Engagement 2000. Environment), 2002. Framework Project: Scoping and Review OECD, (2001) Engaging Citizens in Policy- Paper, Cavaye Community Development/ Roberts, K., & Dobson, A., A Community Making: Information, Consultation and CEO Committee on Land Resources, Engagement Evaluation Framework, Public Participation, PUMA Policy Brief No Queensland, 2001. (Draft document) Catchment and 10 in Cavaye, Dr. J. Community Engagement Water, Department of Sustainability and Charter for Community Engagement, Framework Project: Scoping and Review Environment, Victoria 2003. Community Engagement Unit - Strategic and Paper, Cavaye Community Development/CEO Executive Services, Department of Emergency Committee on Land Resources, Queensland, Ristock J.L., and Pennell J., Community Services Queensland Government, 2001. 2001. Research as Empowerment, 1996. Community Statistics: a Resource for McDonald, B., et al, Evaluation in the RMIT Action Science, 1997; Facilitator Local Communities, Office of Community Agriculture Division Using Bennetts Competencies, Electronic Discussion on Building, Department of Victorian Hierarchy, Department of Natural Resources Group Facilitation www.albany.edu/cpr/gf/. Communities, 2003. and Environment, Victoria, February 2000. Senge, P., et al., The Fifth Discipline Field Concise Oxford Dictionary McGill, I., and Beaty (2001:II) as cited at http: Book, in Brown, J., and Isaacs D., Frontiers //hsc.vwe.ac.uk/pec/learningcycle.asp section (p507-517), 1994 Department of Sustainability and Environment Corporate Plan 2003 – 06, Moloney, J. & Whiting, L., Identification Smith, P.A., Q’ing Action Learning: More The State of Victoria, 2003:3. of NRE Activities Involving Community on Minding your P’s and Q’s in Enabling Engagement Processes in the South West Continuous Improvement and Fenton, D.M., and Coakes S.J., Social Region, Department of Natural Resources Innovation: The Better Practices Process, Impact Assessment and Water Resource and Environment, Victoria, September 2002. selected readings (eds Clark, R., and Timms, Management: An Appliction of TRC J.,) (pp49 - 56), 1997.
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