nai’s certification program here’s what people are saying

8 National Association for Interpretation | Certified Interpretive Guide Training Workbook

Here’s what people are saying about this course!

“If all interpreters took this course there would be no “bad” programs and so many more people in our communities could be reached through interpretation. Thanks!”

“What a rewarding, personalized, intimate experience. The workshop deepened my understanding of interpretation and opened my mind to new perspectives. This will make me a better educator for sure.”

“I’ve been an interpreter for 13 years and yet I still learned new things.”

“This workshop has more application than public speaking. I would recommend it to anyone who had to organize information and/or work in groups. (I would also recommend it to people who do present information.)”

“It is extremely helpful for both new and old interpreters.”

“The workshop made my interpretation completely different from when I started.”

“It was very helpful in addressing the many different ways that interpretation can be applied to programs. I also feel more confident in my public speaking abilities.”

NAI’s Certification Program

The National Association for Interpretation (NAI) offers a professional certification program that recognizes individuals at various levels of their career. These certifications can be divided into the following categories:

Training Certifications: NAI has training certifications that include the Certified Interpretive Guide and Certified Interpretive Host. These certifications are workshop-based and are trained by several hundred trainers across the globe. The Certified Interpretive Guide curriculum is for individuals who present formal interpretive programs and covers the foundations of interpretation as well as presentation skills. The Certified Interpretive Host program is for everyone else who isn’t giving formal programs (front desk, maintenance, retail, food and beverage staff) to recognize that we share in the interpretation of our site.

Professional Certifications: NAI also provides professional certifications to recognize the good work individuals have done through their employment experience or study. Certifications include Certified Interpretive Trainer, Certified Interpretive Manager, Certified Interpretive Planner, and Certified Heritage Interpreter. Each are applied for once individuals have acquired the necessary skills and want to be recognized by the profession for their skill set.

What is the CIG program?The Certified Interpretive Guide category is designed for individuals who are newer to the field of interpretation or who desire a certification on its foundations. The CIG program offers an opportunity to receive training in interpretive techniques and then be acknowledged with an internationally recognized certification.

What’s the difference between this certification category and the other categories?The CIG category offers recognition of a basic understanding of interpretive techniques and ability to apply those techniques to guided talks and discussions. The CIH category provides training in customer service and informal interpretation for those who have public contact but don’t deliver programs or lead tours. The other four categories are designed to recognize a professional commitment to interpretation and have additional experience or educational criteria as minimum qualifications.

How do I become a CIG? You must complete this 32-hour course, pass a required literature review with a score of 80% or better, and demonstrate proficiency in interpretation by giving an interpretive talk and developing a program outline.

National Association for Interpretation | Certified Interpretive Guide Training Workbook 9

Does CIG status last a lifetime?No. Once certified, you can renew your certification every four years by submitting documentation of forty hours of continuing education. For more information, please visit interpnet.com/recertify.

What if I don’t pass the CIG course?In order to become a CIG, you need to attend the 32 hour course and have a 80% of higher on each your program outline, deliver a 10-minute interpretive presentation and complete the literature review. If you do not achieve an 80% score on any of these elements, you can resubmit that element to your trainer within 90 days with no additional fee or training requirement. If you wait beyond the 90-day limit or do not pass on the second attempt, you must pay the application fee and retake the course again.

YES NO

YES NO

Are your job duties primarily in interpretation?

YES NO

Are you new to the field or are your responsibilities exclusive to front- line interpretation?

Do you do both front- line interpretation and nonpersonal media?

…managing a facility, supervising staff, preparing budgets, etc.

…training others in interpretation.

…preparing master plans, exhibit plans, or other comprehensive planning efforts.

Your main duties entail…

What type of NAI certification should I pursue?


Interpretation Defined

What are some of the common elements you notice from these definitions of interpretation?Interpretation is a mission-

based communication process that forges emotional and intellectual connections between the interests of the audience and the meanings inherent in the resource.

—National Association for Interpretation, 2007

Interpretation is the revelation of a larger truth that lies behind any statement of fact.

—Freeman Tilden, 1957

Heritage Interpretation is a communication process that guides visitors to discover meaning in objects, places, and landscapes.

—Gross, Zimmerman & Buchholz, 2006

Interpretation is a mission-based approach to communication aimed at provoking in audiences the discovery of personal meaning and the forging of personal connections with things, places, people and concepts.

—Sam Ham, 2013


Tangibles/Intangibles/Universals

Tangibles: The physical elements of a site or object. They are things you experience with your senses.

Intangibles: Intangible meanings are abstract concepts. They include ideas, feelings, relationships, values or beliefs.

Describe the object you wish to interpret by listing words in the appropriate column.

Now do the same thing for your upcoming presentation. What tangibles, intangibles, and universals will you be using to connect to your guest?

Universals: Intangibles with a capital I. Ideas or emotions that can be related to, contain meaning, or appeal to almost everyone, i.e. family, death, prejudice, love, hunger, survival.

Tangibles Intangibles Universals

Brochu and Merriman. Personal Interpretation: Connecting Your Audience to Heritage Resources, 2nd Edition. Foundations of Interpretation, http://eppley.org/wp-content/uploads/uploads/file/62/foundations%20classroom%20training.pdf

Courtesy of Clark Hancock


Experience Economy and Visitor Experience Design Model

When thinking about our visitors/guests, we have to remember their impression of our site and impact of our message is based on more than just the programs that we give. Everything from the cleanliness of our bathrooms to the items we sell in our gift shop all convey our story and dedication to our mission.

Planning for Complete ExperiencesPine & Gilmore’s Experience Economy Theory suggests people are looking for complete experiences. This theory can be applied by considering the following:

Theme the Experience1. A theme must be concise and compelling2. The theme should drive all the design elements3. The theme does not have to be stated; but must be clearly felt

Harmonizing the Impressions with Positive Cues1. Cleanliness is a cardinal principle—people will remember dirty bathrooms

more than anything else!2. Reflect the theme throughout3. Must also contain superior service

Eliminate the Negative1. Eliminate customer sacrifice2. Keep posted instructions to a minimum3. Avoid messages that are at odds with your theme

Provide Memorabilia1. If you don’t provide the opportunity for memorabilia; visitors will create or

take their own2. It is a tangible artifact of the experience3. It commemorates and completes the experience

Engage the Senses1. The more effectively an experience engages the senses: the more

memorable the experience will be2. Use all the senses, fills the experience. (Example: The Rainforest Cafe –

sound, Sss-sss-zzz; sight, mist; feel the mist cool against your skin; smell tropical essence and moisture; taste freshness in the air)

Courtesy Roger Riolo. From The Field Guide for the Experience Economy by Pine and Gilmore, 2011 Strategic Horizons LLP


Each program or interpretive contact engages visitors in each of these stages. Think about how you might enhance the visitor experience in each stage.

Visitor Experience Model

In thinking through the Experience Economy model and your site, think or complete the following questions:

1. What is the Theme you would use to describe the experience?

2. What positive cues are Harmonized around this theme for the visitor to form certain impressions?

3. What cues should be Eliminated because they help form negative impressions for the visitors?

4. What Memorabilia is available for your visitor to take away from the site/experience?

5. In what ways are the five senses Engaged?

The DecisionWhy visit?

Website, brochures, etc.personal endorsements

The EntryFirst impression is everything.

Who greets you?Introduce theme.

The ConnectionsThe experience!

High points, exhibits, programs, activities.All is themed.

The ExitReinforce theme.Offer themed takeawaysEnhance message/meanings

The CommitmentPositive memoriesPositive behavioral changePersonal endorsement which leads to decisions

From The Field Guide for the Experience Economy by Pine and Gilmore, 2011 Strategic Horizons LLP


POETRY

Interpretation serves a urpose.The program can and should support the mission and goals of the organization.

Interpretation is rganized.Interpretation is organized when it is easy to process and follow without getting lost or overwhelmed.

Interpretation is njoyable.People participate in interpretive programs because they want to, not because they have to, so they expect to enjoy themselves.

Interpretation is hematic.A strong theme provides a platform for audiences to think their own thoughts and make their own meanings.

Interpretation is elevant.People pay attention to and respond to things that matter to them.

ou make the difference.Your passion and individual style can make the difference in how audiences respond.

In his book, Interpretation: Making a Difference on Purpose, Sam Ham identifies the TORE model (thematic, organized, relevant, and enjoyable) as key ingredients in interpretive communication. To these thoughts, NAI adds a P for “purpose” and Wren Smith (CIT) adds a Y for “you,” the interpreter. In this way, making a difference on purpose is POETRY.


P is for Purpose

An organization’s mission is where all purpose starts; it guides the collection, programs, and interpretive messages. Everyone should know at least the main phrases of the mission statement for where you work.

What is your or your organization’s mission?

Goals and Objectives grow out of the mission. They give direction and justification to a program. They help both the program creater and the agency decision makers.

Goals are the main reason for doing the program and should tie directly to the agency or department’s mission. Goals should state what you hope will come out of participants having experienced the program with you. For example:

The goal of this program is to create awareness of and support for the preservation of this resource (historic building, wild lands, museum/zoo/botanic collection).

Objectives tell you how you will know if you met the goal. Many types and ways of writing objectives exist. Objectives should be written in specific, measurable terms so that they can be used as an evaluation tool as well as a planning tool. Objectives can also be written from the point of view of the agency and tell us what we want the audience to know, do, or feel as a result of attending our program.

For example:By the end of the program:75% of participants will be able to identify 3 or more unique aspects of this site.25% of participants will sign up to be members.

You might or might not reach your objectives, but they give you a yardstick to measure effectiveness toward big goals. You can revise a program based on results to objectives or adapt objectives. You can justify the value of a program to accomplish the agency’s mission.

Now try your hand at writing goals and objectives on the next page!

Purpose is the reason why we do what we do in interpretive programs

jOSEPH BEATTY


Agency/Your Mission:

Program Topic:

Program Theme: (What is the big idea or “so what” you want your audience to be thinking about when the program has ended?)

Goal (big idea/dream and reason for giving the program):

Goal and Objective Worksheet

jOSEPH BEATTY


Writing the Objective

What do you want the visitor to be thinking about, feel, or do as a result of your interpretation? (i.e., name unique aspects of the site.)

How many/what percentage of visitors do you want to perform this action? (i.e., at least 75%)

What will you observe to know they did it? (i.e., when asked a recall question, a certain percentage will raise their hand.)

Put it all together for a final objective: (i.e., 75% of participants will be able to identify at least 3 unique aspects of this site during a facilitated activity at the end of the program.)

Courtesy Karin Hostetter

I knew what I wanted participants to leave with so the goals were not too hard for me: 1) To help visitors understand the role of women in ranch life and 2) To share with visitors the rigors of ranch life. I heard the message that objectives had to have numbers. I just played around with this a little bit using ideas we talked about during the class and came up with 1) 60% of visitors can name two expectations of women in running a ranch. I will measure this by using discussion questions at the end of the program and observing how many people take part in the discussion. 2) During my program, 90% of visitors can name three hardships of ranch life. I will create a scenario activity for them to take part in to name these hardships. I think these will work for my program. This is something I will have to keep working on to get good at doing for each program I deliver.

More new concepts today as we worked on goals and objectives.


T is for Theme

Every interpretive presentation should communicate a theme. The theme is what you want your audience to be thinking about after your presentation.

A theme is different than a topic. A topic can be considered a broad, general category such as:

• Whales• Wildlifehabitats• Historichouses

A theme narrows the focus of a topic and answers the question, “So what?” about the general topic. Themes are usually stated as complete sentences and serve as an advance organizer.

• ThesurvivalofhumpbackwhalesinMontereyBaydependsonyou.• Wecanhelpkeepwildlifehabitatshealthy.• Architecturestylesinfluencelifestyles.

Bystatingyourtheme,youknowwhereyou’reheadedwithyourprogram,sothe theme acts like a road map for you to plan the visitor’s journey through your presentation. When you’ve reached your destination (the end of the presentation), your visitor should be able to tell you where you ended up (your theme) and how you got there (a few bits of supporting information).

What research supports our thematic approach?

Ausubel, David. (1960.) The Use of Advance Organizers in the Learning and Retention of Meaningful Verbal Material. Journal of Educational Psychology 51, 267–272.

Cowan, Nelson. (2001.) The Magical Number 4 in Short-Term Memory: A Reconsideration of Mental Storage Capacity. Behavioral and Brain Sciences 24, 87–185.

Ham, Sam (2013.) Interpretation: Making a Difference on Purpose. Fulcrum Publishing: Golden CO.

Petty, R. & Cacioppo, J. (1986). Communication and Persuasion: Central and Peripheral Routes to Attitude Change. New York: Springer-Verlag.

Thorndyke, P.W. (1977.) Cognitive Structures in Comprehension and Memory of Narrative Discourse. Cognitive Psychology 9(1), 77–110.

Traits of a Theme

• complete sentence (or complete idea) that expresses a message or point of view

• answers “so what”

• connects tangibles to intangibles

• provokes thought


Recognizing Themes and Topics

Rewrite one of the weaker above statements into a strong theme using all the criteria.

Theme or Topic?

Is it a complete sentence?

Does it connect a tangible to an intangible?

Does it provoke thinking?

Does it answer,

“So What”?

Baldeaglesarethesymbolofournation

Endangered Hawaiian plants

George Washington could have been king of America but chose not to be

Athabascan mysteries and the creation of the earth

Modern agriculture is based on the good work of worms

This old house

Historic houses reflect the life and times of their owners

Killer bees are coming to get us

The stories of the stars talk through the night skies

Using the table below, evaluate each statement and decide if it is a theme or a topic. For those you decide are a theme, mark the shaded boxes with a X if it also meets that criteria.


Themes are powerful tools that:1) Create the structure for presentation development AND2) Inspire the visitor with a conceptual framework that is easy to comprehend and remember, provoking further

consideration.

• Goodthemesarestrong• Strongthemesprovokethinking• Strongthemesarecompleteideas• Strongthemesarespecificandinteresting• Strongthemesconnectatangibletoanintangible(universal)• Strongthemesanswerthequestion“So What?”

Keep it simple and focus on what matters to your audience – easy to process and relevant.“It is the power of the idea a theme expresses – not the fanciness of the words it uses – that makes a theme strong” —Sam Ham

Developing the First DraftAnswer the following questions:

1) “Generally, my presentation is about (This is your topic - tangible)

________________________________________________________________________________________________

2) “Specifically, I want to explore with my audience (This narrows your topic – intangibles)

________________________________________________________________________________________________

3) “After hearing my presentation, I want my audience to consider that (Connect the tangible and the intangible)

________________________________________________________________________________________________

4) Now, take what you wrote for #3 and compose it as a declarative sentence (This is your first draft theme connecting a tangible to an intangible that provides structure for presentation development)

________________________________________________________________________________________________

Now make it better:➢ Does it paint a picture?➢ Does it provoke thinking?➢ Does it use active, not passive language?➢ Does the language reflect the objectives of the program?

Adapted from Conducting Meaningful Interpretation (Ward & Wilkinson) and Interpretation: Making a Difference on Purpose (Ham)

What is your Theme?

Courtesy Clark Hancock & Sam Ham


Supporting the Theme

Theme:

Subthemes

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

Once you determine your theme, you can decide what supporting ideas or subthemes you will use to support that theme (remember to keep it to three or less). This approach can be thought of as the diagram above with each of the subthemes supporting the mothership.

In thinking through your presentation, use the space provided to complete your theme and subtheme statements.

Courtesy Roger Riolo


R is for Relevant

Make it meaningful • Connectwithsomethingwithintheaudience’sframeofreference• Bridgetheunfamiliartothefamiliarwithmetaphors,similes,analogies,

comparisons

Personalize it • Relatetouniversalconcepts(love,freedom,hunger)• Usefirstnames• Referencetheself(thinkofthelasttimeyou…)• Uselabeling(peoplewhoenjoynature…)

How Does That Relate?Fill in the blanks with a word, phrase, or idea that will help your visitors understand the following:

_______________________________ Significance of birthplace of U.S. president

_______________________________ Insulating power of whale blubber

_______________________________ Volcanic eruptions

_______________________________ Social structure of wolf packs

_______________________________ How glaciers move

_______________________________ Number of people killed in a Civil War battle

_______________________________ Whale baleen plates

_______________________________ Likelihood of shark attacks

_______________________________ Daily chores on a pioneer farm

_______________________________ Life in a tide pool

_______________________________ Size of an indigenous tribe encampment site

_______________________________ Age of tombstones in a graveyard

What are some specific things you could incorporate into your presentation to make your material more relevant to the audience?

Add a dose of “Vitamin R” to make your interpretation irresistible!


Y is for You

Very often, you are the one who initiates the interpretive communication process. You are the flexible piece of the equation. What you do to keep abreast of changes and new ideas in the field can make a big difference in how visitors perceive and respond to heritage resources.

Think about the things you can do to keep growing as an interpreter. This checklist might provide a start, but you should add to it as you find new opportunities for personal and professional development.

qKeep a log of interpretive activities

qMake a bucket list

qMaintain membership in NAI

qVisit other interpretive sites and watch visitor behavior

qAttend a college course on interpretation

qVisit web sites for NAI and other interpretive association web sites from around the world

qTake part in a voluntourism project

qLearn one new life skill each year

qTake time to enjoy natural and cultural heritage experiences in your own way to rekindle your personal passion

qExpand your perspective by subscribing to something that you disagree with

qForm an informal network of local interpreters

qCollect photos of your favorite things and ideas on Pinterest

qGet a friend to visit other sites with you

qKeep a journal

qParticipate in a regional, sectional, national, or international NAI workshop

qBeamentortoaCertifiedInterpretiveGuide

qDevelop a skills program to share

qWhat are some of your ideas?


When Getting Creative…

“Every child is an artist. The problem is how to remain an artist after growing up.”

—Pablo Picasso

“Thinking is the hardest work of all, and that’s why so few of us do it.”

—Henry Ford

“Discovery consists of looking at the same thing as everyone else and thinking something different.”

—Albert Szent-Gyorgyi

Methods for Creativity

Pay attention to your ideas. Most changes come from small ideas that build into larger concepts. Give yourself license to pay attention to your ideas.

The world of thought and action overlap; if you want to be more creative:

1) Believeintheworthofyourideas.

2) Have persistence and continue to build upon them.

3) Don’t be afraid to break rules and take chances.

4) Look for more than one right answer.

5) Explore ideas outside of your area.

6) Tolerate ambiguity.

7) Befoolishnowandthen.

8) Play a little bit.

9) Ask “What if ” questions.

10) Bemotivatedtogobeyondthestatusquo.

Courtesy Roger Riolo

PAul CAPuTO


Questioning Strategies

Questions asked by visitors are also a valuable source of feedback. If you analyze those questions, they can tell you if your message is being communicated effectively or needs further clarification.

People enjoy being engaged in the program. One way to encourage their participation is to ask questions. A questioning sequence can be used to “pull” the audience through the program, allowing them to interpret their own observations.

Open: All answers are acceptable and “correct” — What do you see as you look at the hillside?

Closed: Requires a specific, correct answer — What are some things that are helping the log decay?

Yes/No: Specific kind of closed question which engages entire audience and through body language, you can almost guarantee that they will all get the correct answer:Did all people in the North denounce slavery during the Civil War?Did women have a supervisory role in textile mills?

Discussion: Questions asking the group to think about previously imparted information and talk among themselves, rather than just with the leader, about possible answers:Spend a few minutes sharing with a partner the role you think zoos and aquariums have in today’s world.

Capstone or application questions: Questions posed to the group for further, individual reflection. A take away message in the form of a question. Often no answer expected at that moment:How would this area be different if the forest had not burned? What will you do to help preserve the treasures you saw today?

Write an example of each type of question you could use in your presentation:Open: _______________________________________________________________________________________________________________________Closed: _____________________________________________________________________________________________________________________Yes/No: _____________________________________________________________________________________________________________________Discussion: __________________________________________________________________________________________________________________Capstone: ___________________________________________________________________________________________________________________

Other things to think about when crafting your interpretive questions:

1. Be Intentional.

Choose carefully what type of

questions to use when for what

purpose.

2. Be Patient.

Provide “thinking time” of 5 to 7

seconds.

3. Be Respectful. If a question is important enough to ask, it is important enough to let the visitor answer. If no one can answer the question, ask other questions to lead them to the answer of the original question.

4. Plan ahead.

Be sure to plan 4-6 questions

for your program in advance.


Response Strategies

The way you respond to questions you’ve asked sets the tone for your interpretive program. If you are welcoming and receptive to visitor comments, more discussion is generated and the likelihood of success is enhanced.

It’s also important to ensure that as an interpreter you are truly listening to what the visitor has said, rather than making assumptions based on answers you are hoping for or what people usually say in your other programs.

Good response strategies can be classified in three ways. The most appropriate response will be dictated by the individual situation and the personal style of the interpreter.

Accepting response is always the ideal:

• Passiveacceptance—noddingyourhead,sayingokaywithoutjudgmentorevaluation

• Activeacceptance—expressingyourunderstandingofwhatthevisitorissaying(“Soyou’resayingthat…”)

• Emphaticacceptance—expressingyourfeelingsasyoushowthatyouunderstand the visitor’s response (“I can see you’re upset by the litter. So am I.”)

• Thankthevisitor/guest

Clarifying response clears up what the visitor is trying to say:

• Couldyouexplainwhatyoumeanby“expansion?”

Facilitating data supply the needed information in any one of a number of ways:

• Provideanopportunityfordiscoverybythemselves• Serveasadatasource• Useotheraudiencemembers• Refertoothersources• Makematerialsavailableforthevisitortodeterminetheanswer• “Let’slookinthisfieldguidetogethertoidentifythatflower.”

Silence Is GoldenDon’t rush to supply a response.

Give the audience time to think,

allowing up to 5 to 7 seconds

before you jump in. Studies

have shown that the longer

you wait, the more in-depth the

response you receive.


Nonverbal Communication

Bodylanguagecanspeakmuchlouderthanyourvoice.Practiceyourpresentation in front of a mirror or on videotape to help develop a body language as pleasant as your voice. Watch for the following:

AttitudeAvoid deep sighs, frowns, clenched teeth, and furrowed brows. They all say that you’d rather be somewhere else. Smile—it lets your audience know you enjoy your job.

PostureToo stiff, and you’ll seem uncomfortable. Too slumped, and you’ll seem bored. Bettertostandupstraight,butrelaxed,togiveyouraudiencetheimpressionthat you have the confidence to lead them.

Distracting hand or body movementsKeep hands in a natural position. Avoid clasping your hands, wringing your fingers, and scratching your head or chin (or other body parts). Don’t stand rooted to one spot, but avoid pacing or weaving (shifting weight from one foot to the other).

Using the body to illustrate a pointAct naturally and your body will automatically help you illustrate points in your presentation without seeming contrived.

Dress and hairBecleanandneatinyouroverallappearance.Keephairoutofyourfacesoyour audience can see your expressions. If you wear a uniform, wear it properly. If you don’t wear a uniform, be sure your clothes are appropriate to the occasion and clean.

JewelryKeep jewelry and watches simple so they do not detract from your presentation.

ScentCan deliver a message to your visitor. What does body odor or strong perfume communicate to your guest?

Over half of your communication with your audience is nonverbal!

nai’s certification program here’s what people are saying

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