Getting In Step With Phase II: A Workshop For Stormwater Program Managers: June 22-23, 2004, Philadelphia, Pennsylvania


Getting in
Step with
Phase II
A Workshop for Stormwater
Program Managers

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June 22-23, 2004
Philadelphia, Pennsylvania
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Cosponsored by:
U.S. EPA Office of Wastewater Management
U.S. EPA Office of Wetlands, Oceans, and Watersheds
U.S. EPA Region 3

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Philadelphia, PA	w
June 22-23, 2004
Tuesday. June 22
8:00 - 8:30 Registration
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8:30 - 8:45 Opening Remarks/Introductions
US EPA Region III Sponsors; Paula Estornell and Fred Suffian, US EPA Region III
8:45 - 9:15 Overview of the Phase II Program
Barry Tonning, Tetra Tech
Brief review of the Clean Water Act NPDES program and the Storm Water Phase I and
II components; discussion of Phase II requirements and the Ninth Circuit Court Case
ruling.
9:15 - 10:30 Illicit Discharge Detection and Elimination
Christy Williams, Tetra Tech
Review of basic program elements and regulatory requirements; programmatic
considerations and program implementation.
10:30 -10:45 Break
10:45 - 12:00 Illicit Discharge Detection and Elimination: Field Application of Program
Principles
Francis R. Albright, Gannett Fleming
Field surveys, outfall reconnaissance inventories, mapping, and water quality analysis.
12:00 -12:15 Quick and Dirty Outfall Reconnaissance Inventory Exercise
12:15-1:15 Lunch
On your own.
1:15- 2:45 Post Construction Runoff Control: Basic Program Requirements
Christy. Williams, Tetra Tech
Review of NPDES Phase II Storm Water Permit requirements for post-construction
3 ,c.£ runoff; design for minimizing post construction runoff impacts.
2:45 * 3:00 Break
3:00 - 3:30 Case Sxuay: Post Construction Storm Water Management
Jason Papacosma, Arlington County, VA
$?30 - 4^0 Post Construction Design and Performance Standards
Christy Williams, Tetra Tech
Detai's on options for addressing design and performance standards for post
construction storm water runoff.
4:30 - 5:00 Case Study: Storm Water Controls for Challenging Situations
Adam P. Sapp, Stormwater Management.
5:30 pm Social and Networking Hour

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Wednesday. June 23
8:00 - 8:30 Registration
8:30 - 9:00 Review and Discussion of Day 1 topics
9:00 -10:15 Building Blocks for Effective Storm Water Education and Outreach
Barry Tonning, Tetra Tech
Conducting education and outreach through six simple steps; defining organizational
goals and identifying target audiences; program evaluation approaches.
10:15-10:30 Break
10:30 -11:30 Engaging and Involving Key Stakeholders and the Public In Your Program
Barry Tonning, Tetra Tech
Identifying key stakeholders, stakeholder participation approaches, processes for
incorporating stakeholder input into storm water program activities, dealing with difficult
behaviors, separating stakeholder positions from needs.
11:30 — 12:00 What It Takes to Change Behavior
Barry Tonning, Tetra Tech
How to incorporate social marketing techniques into a storm water outreach program to
sell ideas and attitudes and generate behavior changes.
12:00-1:15 Lunch
On your own.
1:15-2:15 Problems and Solutions Implementing the Storm Water NPDES Program
Paula Estornell, US EPA Region III
What does US EPA look for in a Phase II Storm Water Permit? How about the States?
Hear what agency representatives have to say about the permit and storm water
management programs during this presentation and facilitated discussion.
2:15 - 2:45 Integrating Storm Water Programs with Other Water Resource Programs
Christy Williams, Tetra Tech
Outreach, involvement, and other tools for coordinating water resource management
through storm water, watershed planning, and other programs; targeting problem runoff
pollutants through storm water management.
2:45 -	Break
3:00 - 4:00 Working with the News Media to Enhance Your Outreach/Involvement Efforts
Deborah Fries, Pennsylvania DEP; Patrick Boyle, US EPA Region III (Invited)
Partnering with the news media - how to get the media's attention, how to make your
press releases relevant, and how to draw people into storm water related issues.
4:00 - 4:30 Group Discussion: Don't Reinvent the Wheel I
Hear what other MS4 communities from around the region have already done to
integrate their storm water programs with other water resource programs
4:30 pm
Wrap-up, evaluation, and adjourn

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Welcome!
¦ Workshop Sponsors
US EPA Headquarters Office of Wetlands, Oceans, & Watersheds
US EPA Region m Water Protection Division
I Getting in Step A Guide for Conducting Watershed
Outreach Campaigns, December 2003
Developed by State-EPA Nonpoint Source Management
Partnership Outreach Workgroup (contractor Tetra Tech)
I EPA Region m Representatives
Paula Estornell, PJ5.	FredSuffian
NPDES Storm Water Coordinator	NPS Program Manager
estornell.naula@ena.gov	sufnan.fred@epa.gov
What is Storm Water?
Runoff from natural precipitation,
such as rain events and snow melt
and other surface runoff and
drainage
EPA Region 3 NPDES Phase II Storm Water Program Training Course
1 -1

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The NPDES Storm Water Program
Module 1
Point Source vs. Nonpoint Source
POINT Source
¦	Discharge of wastewater/
washwater/storm water
from a discrete point into
Waters of the VS.
¦	Requires an NPDES
permit
NONPOINT Source
¦	Any runoff that is not a
point source
¦	A largely voluntary
program at the Federal
level	*
Why is Storm Water a Problem?
¦ Pollutants discharged from
developed and disturbed land
* Quality
4 Quantity
¦ Other pollutants enter
storm sewer system
*	Illicit discharges
*	Illicit connections
Storm Water Pollutants

¦ Sediment

¦ Nutrients

¦ Bacteria

¦ Oxygen Demand

¦ OU and Grease

¦ Trace Metals

¦ Toxic Chemicals

¦ Chlorides

¦ Thermal Impacts
6
EPA Region 3 NPDES Phase II Storm Water Program Training Course
1-2 2

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The NPDES Storm Water Program
Module 1
Sources of Impairment
EPA Region HI Leading Cause of Stream
Impairment:
4 Agriculture
4 Urban Storm Water
4 Resource Extraction
Expected Benefits of the
Storm Water Program
¦	Drinking water benefits
¦	Reduced illness from contaminated
seafood & contaminated water
¦	Improved commercial, recreational and
subsistence fishing
¦	Enhanced opportunities for swimming
and boating
¦	Reduced flood damage
¦	Navigational benefits
¦	Enhanced aesthetic value
EPA Region 3 NPDES Phase II Storm Water Program Training Course
1-3 3

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Getting In Step With Phase II
A Workshop for Storm Water
Program Managers
Sponsored by US EPA
Presented by Tetra Tech
Overview of the
Phase II Program
The Clean Water Act ™
Rivers and Harbors Act (1899)
Water Pollution Control Act (1948)
Fed Wtr.Poll. Control Act (1956)
Water Quality Aft (1965)
Federal Water Pollution Control or
"dean Water* Act (1972)
CWA Amendments (1977)
Water Quality Act (1987)
Coastal Zone Amendments (1990)
Phase I Rule (1990)
Phase II Rule (1999)

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The Clean Water Act approach
¦ CWA Part I: discharge-based approach
¦ Controls & permits for point source discharges such as
treatment plants and storm water discharged to
streams (Section 401) by regulating treatment
requirements (technology-based)
u CWA Part II: water quality based approach
¦ Water Quality Standards developed; targets waters
that are still polluted through momtonng, assessment
and deanup plans under the "Total Maximum Daily
Load"(TMDL) provisions (Section 303)
NPDES discharge permitting
¦ Illegal for any point source (pipe, ditch, channel,
tunnel, vessel) to discharge pollutants to surface
waters without a permit
¦ Coverage:
¦ Industrial and municipal wastewater
¦ Industrial, urban, and construction-related storm
water discharges: active/ some abandoned mines
¦ Concentrated animal feeding operations (CAFOs)
¦ Also covers ships, other vessels, or other
manmade conveyance, and offshore oil rigs
NPDES discharge permitting
includes direct and discharges
Drect
Indirect
Industry
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NPDES permitting also includes MS4s
(municipal separate storm sewer systems)
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NPDES permitting
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• WWTP pollutant limits apply regardless of condition of
receiving water or relative source contributions
• Same effluent limits placed on all point sources within
each of dozens of categones of industries
• Generally, municipal sewage plants must achieve discharge
equal to 'secondary treatment'
¦ Treatment levels determined by technical/economic
feasibility
¦ MS4s dont have pollutant effluent limits yet...

•What are you '
using 11 for?
•What Clltelld
suppor. ttiat
use- .
•Hon will you ¦
keep it fioni
degrading?
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Designated uses of water resouices
Designating waterbody uses
General rules:
¦ Must designate all existing uses
(i.e, since November 1975)
¦ Fishable/swimmable uses
required, with rare excepbons
¦ Waste transport as a designated
use is not OK
¦ Multiple uses OK; most sensitive
use reigns
¦ Can consider economic factors
Water quality criteria: linked to designated uses
¦ Basic types of criteria:
¦ Narrative, numeric, and Wotoglcal
¦ Water column/sediment/fish tissue
¦ Categories of criteria:
¦ Aquatic life, human health, wildlife
Plpur* I' MonttDrtng fypw atd Pottutafe or ConMom TM TTwy Hhwi
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Antidegradation requirements
¦ Purpose: Prevent deterioration of existing levels
of good water quality
¦ Generally applies parameter-by-parameter, not
waterbody-by-waterbody
¦ Three tiers of protection
Tier 1: Must meet WQC (all)
Tier ?: No degradation except
for 'important" soaal/econom
development (for HQ waters)
Tier 3: WQ to be "maintained
and protected" (for ONRWs)
Total Maximum Daily Loads
Waters that dont meet the criteria for their
designated use need a TWDL cleanup plan to:
¦ Identify where pollutants are coming from
¦ Estimate loads coming from each source
¦ Figure out ways to control pollutant loads
¦ Develop a plan for implementing the controls
TMDLs include point and nonpoint sources!
Closeup: The NPDES Phase II
Storm Water Program
Water Quality Impacts
Regulatory Background
Six Minimum Measures
Recent Court Decisions
Local Phase II General
Permits
Storm Wittr PhiM II
Bfi^r
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What is storm water?
Runoff from natural precipitation, such as
rain events and snow melt and other
surface runoff and drainage.
Why is Storm Water a Problem?
» Developed and disturbed land contributes to
problems
¦ Quality (e.g., pollutants such as sediment,
nutrients)
¦ Quantity (e.g., excess storm water flows)
» Other pollutants enter storm sewer systems
and pollute storm water
¦ Illicit discharges
¦ Illicit connections
How is Storm Water Regulated
Under the NPDES Program?
- Phased approach to regulation
¦ Phase I: Regulated discharges from large & medium
sized MS4s and Industrial/construction activity (>5 acres)
¦ Phase II: Regulated discharges from small MS4s and
small construction activities (>1 acre)
» Permitting Authority (State or US EPA) issues
NPDES permit to regulated dischargers
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Storm Water Phase II Regulations
¦ Promulgated on December 8,1999
¦ Required permits for:
¦ Small MS4s in urbanized areas
¦ Additional MS4s designated by the Permitting
Authority
¦ Construction disturbing 1-5 acres
¦ Excluded from regulation storm water
discharges from industrial facilities that have
"no exposure" of industrial activities or
materials to storm water.
•fl PoHul.ini Disch.iicjc EMrmn.itron Sy*trm MJPPES)

What is an MS4?
A municipal separate storm sewer system (MS4) is:
A conveyance or system of conveyances... owned by a
state, city, town, or other public entity that
discharges to waters of the U.S. and is:
¦ designed or used for collecting or conveying storm water
¦ not a combined sewer (I.e., carries sewage & runoff)
¦ not part of a Publldy Owned Treatment Works (POTW)
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Regulated Small MS4
General Permit Requirements
» Required to develop, implement and enforce a
program to:
¦ Reduce the discharge of pollutants to the maximum
extent practicable (MEP),
¦ Protect water quality, and
¦ Satisfy the appropriate water quality requirements of
the Clean Water Act
» Program must include:
¦ Six minimum control measures
¦ Evaluation/assessment efforts & recordkeeping
Regulated Small MS4
Permit Requirements
» Must submit a "Notice of Intent" (NOI) to
discharge or individual permit application and
identify the following elements for each
minimum control measure:
¦ Best management practices
¦ Measurable goals for each BMP
¦ Timing and frequency of the actions
¦ Responsible persons
•- EPA has issued a "menu" of BMPs as
guidance
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Six Minimum Control Measures
- Public Education and Outreach
» Public Involvement/Participation
»Illicit Discharge Detection and Elimination
» Construction Site Runoff Control
» Post-Construction Storm Water
Management in New and Redevelopment
» Pollution Prevention/Good Housekeeping
for Municipal Operations
Minimum Control Measure:
Public Education and Outreach
MUST:
¦ Distribute educational materials to the
community, or
¦ Conduct equivalent outreach activities about
the impacts of storm water discharges on
water bodies and the steps that the public
can take to reduce pollutants in storm water
runoff
NO OUMi'lNGI;
/WAINS TO liAY

Minimum Control Measure:
Public Involvement /Participation
MUST:
¦ Comply with State, Tribal and local public
notice requirements, at a minimum
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Minimum Control Measure:
Illicit Discharge Detection
and Elimination
MUST:
¦ Develop a sewer system map of all outfalls
and the names of all receiving waters
¦ Prohibit non-storm water discharges,
through an ordinance or other means, and
implement appropriate enforcement
procedures
¦ Implement a plan to detect and address
non-storm water discharges
¦ Inform public of hazards associated with
illegal discharges and improper disposal of
waste
Minimum Control Measure:
Construction Site Storm Water
Runoff Control
MUST:
¦ Develop a program to reduce pollutants from
construction activities that disturb > 1 acre
¦ Use an ordinance, or other regulatory
means, with penalties, that requires
appropriate erosion & sediment controls and
requirements to control runoff of wastes
¦ Have procedures for:
¦ site plan review
¦ site inspection &
enforcement
¦ public input
Minimum Control Measure:
Post-construction Storm Water
Management in New Development
and Redevelopment
MUST:
¦ Develop a program, using an ordinance or
other regulatory means, to address
runoff from new development and
redevelopment projects that disturb >. 1
acre
¦ Implement strategies with a combination
of structural and/or non-structural BMPs
¦ Ensure adequate long-term operation &
maintenance (O&M) of BMPs
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Minimum Control Measure:
Pollution Prevention/Good
Housekeeping for Municipal Operations
MUST:
¦ Develop an O&M program to prevent or
reduce pollutant runoff from operations
¦ Include employee training to prevent and
reduce storm water pollution from
activities such as the maintenance of park
and open space, buildings, and storm
water systems.
9th Circuit Ruling (Environmental
Defense Center v EPA)
¦ Upheld Phase II rule, but required EPA
and States to:
¦ Make applications for general permit coverage
(NOI and SWMP) available to the public
¦ Review applications to determine if they meet
the "Maximum Extent Practicable" (MEP)
standard before permit coverage commences
¦ Adopt a process to accommodate public
hearings
EPA Guidance on 9th Circuit
Court Ruling (April 16, 2004)
¦ Public availability of Notices of Intent
¦ EPA recommends NOIs be available on the web; at
least a 30 day review period
¦ Opportunity for public hearing
¦ Describe process for requesting a public hearing,
standard by which requests will be judged,
procedures for conducting hearings, and procedures
for considering information submitted at the hearing
¦ Permitting Authority reviews of NOIs
¦ Must review NOIs, but official "approval" Is not
necessary
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US EPA Resources on the Web:
http://cfpub.epa.gov/npdes/stormwater/munic.cfm
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1 lllictt Discharge Detection A Ellmlnnton
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
illicit Discharge Detection and
Elimination:
Requirements and Program
Considerations
/v. Presentation Overview

; . • Terminology Review

1 • Illicit Discharge Basics

• Phase II MS4 Requirements

; • Program Considerations

. • Helpful Resources

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What is an Illicit Discharge?
A discharge to an MS4 that is not composed
entirely of storm water except permitted
discharges and fire fighting related discharges
40 CFR 122.26(b)(2)
• Unique frequency,
composition & mode of entry
- Interaction of the sewage
disposal system & the storm
dram system
Produced from "generating
sites"
JBI
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
What is a Storm Sewer?
Enclosed pipe or open channel
From a regulatory standpoint (40 CFR
122.26(b)(5)):
- Major outfall = enclosed storm drain pipes 36 inches
or greater in diameter & open channels that drain
more than 50 acres
- For industrial land uses, major outfall = enclosed
storm drain pipes 12 inches or greater in diameter &
open channels that drain more than 2 acres
Minor storm outlalls are smaller than these
thresholds
I said we will be
counting outfalls
< 6" in diameter!
Both major & minor storm outfalls
can be a source of illicit discharges
& both merit investigation
Discharge Frequency
Continuous discharges
- Occur most or all of the time
Intermittent discharges
- Occur over a shorter period of time (e.g., a few
hours per day or a few days per year)
Transitory discharges
- Occur rarely, usually In response to a singular
event such as an industrial spill, ruptured tank,
sewer break, transport accident or illegal dumping
episode
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
Discharge Flow Types
• Sewage & septage flows
• Washwater flows
• Liquid wastes
• Tap water*
• Landscape irrigation flows *
• Groundwater & spring water flows"
• Note: Not typically considered illicit
Mode of Entry
Direct entry
Sewage, industrial, commercial
cross-connection
Straight pipe
• Indirect entry
- Groundwater seepage
- Spills
- Dumping
- Outdoor washing activities
- "Nuisance" or non-target wa^,
sa
Land Use & Potential Generating
• Residential
• Commercial
• Industrial
• Institutional
• Municipal
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
Land Use & Potential Generating Sites
Lard Use
Generating Site
Activity Producing Discharge
Residential
Apartments
Mulb-famty
Single Family Detached
Common Areas
Car Washing
Drive*#ay Cleaning
Dumping/Spills
Lawn/Landscape Watering
SepOc System Maintenance
Swmming Pool Discharges
Commercial
Campgrounds^RV parks
Car Dealera^Rental Car Care
Car Washes
Com Laundry/Dry Cleaning
Gas Stations/Auto Repair
Shops
Mannas
Nurseries & Garden Centers
Oil Change Shops
Restaurants
Swimmina Pools
Building Maintenance (power washing)
Dumping/Spills
Landscaping/Grounds Care (irrigation)
Outdoor Fluid Storage
Parking Lot Maintenance (power
washing)
Vehicle Fueling
Vehicle Mamtenanc^Repalr
Vehicle Washing

Land Use & Potential Generating Sites
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Qmwillnq 8B»
AcOvlty Productog Otecftwpe
Indue (rwl
Auto Recycten
Bavemgee I Bnwng
CoriatRjctwn Vatacta Wuhouts
DatnbutMn Canton
Food Proc«Mtf>g
Qarbage Truck Weehouta
Mimu, Boat & Repair
Metal Plung Oparatena
Paper * Wood Produeli
Patroleun Storage 4 Re#w>g
Pg
Al Comnwoal AcMMa
InijaM Prooaaa Watar or Rrtaa Water
Cc**%g & Urv-loa^g Axaa Waahdoana
Outdoor MatanaJ Storage (fkeda)
Inatilrtonal
Cerr>e>enee
Churefcaa
Corporate Campuaae
Hoaprtaia
Schoda A UrweraAae
EUtog Uantananca (power «Mtw>g)
Dunp*>grSpde
Lan«^e*pno*3na^d» Cara (imgabcr)
Parting Lot Mantananca (powar wuhrtg)
Vahcte Waatag
UwCCttl
Airport*
Landfila
Mantanance Dapo®
Mmapal FM Storage Ar*aa
Port>
Putac Worfca Yarda
Street* A Htjfwwya
Uarttartanca (power waahatg)
0unpv>g'Spi1a
Landacapngttiwwk Can (imgaSon)
Outdoor Flwd Storage
Parting Lot UamMr>anoa (pomr waatrng)
Road Martananca
Spd PrwanaaVReaponee
VaMeFuatng
Vatade MartananMAapair
Vefecte Wa*w>o
Phase II Program Requirements
(Source: 64 FR 68722 - December 8,1999)
• Storm sewer system
map
• Regulatory mechanism
(e.g. ordinance) to
prevent Illicit discharges
• Plan to detect &
address non-storm
water discharges
• Education
• Measurable goals
4
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
Phase II Program Requirements
(EPA Guidance)
i • Plan to detect and address illicit discharges
should include:
- Procedures for locating priority areas likely to have
Illicit discharges
- Procedures lor tracing the source of an illicit
discharge
- Procedures for removing the source of the
discharge, and
- Procedures for program evaluation and assessment
iii
Program Component
: Considerations
- Audit existing programs
- Establish responsibility & authority
- Make an Initial assessment of Illicit discharge
potential
- Develop program goals & strategies
- Conduct field & lab work to identify illicit discharges
- Find & fix illicit discharges
- Prevent illicit discharges
- Revisit & update program goals
UU .1 Uat I UmI^ MlHi
Auditing Existing Resources &
Programs
• Purpose:
- Determine the most capable local agency to run program
- Identify available staffing, resources and gaps
- Understand local resources, expertise that can be applied
• Elements:
- Legal authority
- Mapping data
- Field staff
- Lab/monltonng equipment and expertise
- Education and outreach
- Discharge removal
- Program funding <:>
EBI
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations

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; Legal Authority Audit Potential
Questions
• Does an illicit discharge ordinance already
; exist?
' • Does effective inter-departmental coordination
. ' and cooperation currently occur?
• Is there an existing reporting and tracking
system (e.g., hotline)?
* t • Is the municipality involved with industrial
NPDES permit activities?
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Mapping Data Audit Potential
Questions

, • Does current Geographic Information System
! data exist and does it include coverage of
sanitary and storm sewer networks?
•; • Is there a centralized location for the data?
• < • Are digital and hardcopy versions of mapping
data readily available?
www.stormwatercenter.net

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Field Staff Audit Potential
Questions

• Are municipal staff available to walk stream
miles and record information?
• Do municipal staff have the training and
expertise to lead a field team?
• Are basic field supplies already owned by the
municipality and available for use?

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6
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
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Lab/Monitoring Equipment &
Expertise Audit Potential Questions
• Does the municipality have access to an analytical
laboratory?
• Is there a local University or Institution that might be a
willing partner?
• If yes, is the existing equipment and instrumentation
considered to be safe, accurate and reliable?
• Are expenenced municipal staff available to conduct
analytical analyses?
• Does the lab and staff have the capability to conduct
more sophisticated special studies? (
as
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Education & Outreach Audit
Potential Questions
• Does the community already have an Internet
website to post outreach material?
• Are there regular community events that can
be used to spread the message?
• Are there good inter-agency communication
mechanisms in place?
• Do outreach materials on illicit discharges
already exist?
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Discharge Removal Audit Potential
Questions

• Who currently responds to spills, overflows and
hazardous material emergencies
• Are municipal staff properly equipped and trained to
repair most common types of illicit connections?
• Does the municipality have clear authority identifying
responsible parties?
• Is there a response time commitment to known and
reported problems?
• Is there a list of pre-approved contractors to perform
corrections?
MS
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations

•.~rfc .. rs*- -'-.T-y,' ..
Program Funding Audit Potential
Questions
• Is there a dedicated annual budget line item
planned for the IDDE program?
• Are there cost share
arrangements/opportunities available with
other departments?
• Have grant awards been awarded to the
municipality for special studies associated with
watershed restoration in the past?
JBI
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Auditing Existing Resources &
Programs
• Desired Product or Outcome(s):
- Initial five year IDDE program development plan
over the current permit cycle
• Budget and/or Staff Resources Required:
- Less than one staff month for smaller communities
- Up to three staff months for larger communities
Authority
^sTTTarTFcnwrrrssr mar
Establish Responsibility &
Authority
Purpose:
- Establish authority to regulate, respond & enforce discharges
- Identify & prohibit Inappropriate connections through plumbing
code updates
- Develop reporting & tracking system
Elements:
- Identify responsible department/agency
- Ensure adequate legal authority
- Develop tracking system
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
Establish Responsibility &
Authority
• Desired Product or Outcome(s).
- Local ordinance
- Interna) & external reporting and tracking system
• Budget and/or Staff Resources Required:
- Month of staff effort If no major surprises or unforeseen costs
- Actual time-frame to adopt an ordinance or fund a response
system often longer
- Adoption of ordinance & budget authorization may require
multiple votes over many months or years
- Where existing hotlines exist significant staff & Infrastructure
savings should be realized c
mm
: Model Illicit Discharge Ordinance
; • Definitions
• Discharge Prohibitions
: • Compliance Monitoring (right of entry for
inspection and sampling)
• Requirement to control illicit discharges and
implement BMPs
i • Enforcement and Penalties
www.stormwatercenter.net

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Initial Assessment of Illicit
Discharge Potential
• Purpose:
- Determine the potential severity for illicit discharges
- Identify which subwatersheds or generating land
use merit priority investigation
• Elements:
- Define drainage areas
- Compile data
- Characterize drainage areas
- Characterize Illicit discharge potential
Ki
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Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
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kUfc; IJUlfeh "MBIT
Initial Assessment of Illicit
Discharge Potential
• Desired Product or Outcome(s)
- Pnontization of problem catchments orsubwatersheds
- GIS or other database system to track outfalls
- Generation of basic mapping for subsequent field wort
• Budget and/or Staff Resources Required:
- staff effort to assess the current conditions should be less than
four staff weeks
- Quality & accuracy of initial assessment depends on extent &
quality of existing information

tAutaffiy:
Initial
Asses snwnt
tc-JsilL
SWe*i I Ob
ss
/» ,I ruin,
tm 1 BMa
Hiitma
icnfr
Compile Data

• Very Useful
• Aenal photos or orthophotoa
• Drainage area boundaries
• Hydrology mduding pped streams
' « Land um or zoning
' • NPDES storm water permittees
,* • OutfaMi
, • Sewer system. 1'¦ 200'scale or
v better
' • Standard Industnal Classification
i (SIC) codes for aB IndustnM
' • Storm drain system. 1* ¦ 2001 scale
or better
• Street map or equivalent OIS layers
! • Topography (5 foot contours or
i better)
' 1
Good Si*>ptementary Data
• Age of development
• Ae-buitts
• Condition ol infrastructure
• Field inspection records
• Depth to water table & groundwater
Quakty
• Historical industrial uses or landfills
• Known locations of ilkcrt discharges
(current & past)
• Outfall & stream monitoring data
• Parcel boundanes
• Pol tutor complaints
• Pre>development hydrology
• Sanitary aewer l/l surveys
• Septic tank locations or area served
by septic systems Ct%Tr» »c..
• Sewer system evaluabon WifiasHrn
surveys (SSES) frffitteTIN
Audit Authority
IniOri Oodi A UsnSfy FlndlFtx Prmnt Revisit 1
Aisessmsnt 8trsts«kes DUcharoes Oiteharoas Dlschsrgss Updsts
Characterizing Illicit Discharge Potential for Drainage Areas
Potential lor Illicit
Discharges
Indicators
Low
e Few historical complaints
e Good dry weather water quality
e Good biological data
e Some of cfrainage area contains land use contftions &
generating sites with high illicit discharge potential
Medium
e Some historical complaints
e Fair dry weather water quality
e Fair biological data
e Substantial portions of drainage area contain land use conditions
& generating sites with high ilbcit discharge potential
High
e Many histoncal complaints
e Poor dry weather water Quality
e Poor biological data
e Most of drainage area contains land use conditions A generating
sites wtth high illicit discharge potential
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
•tod* | AUta* |J^L
Qotfal 1 MwMty, Rnd 1 Ri | Prawn RfvWtl
tbmOm I Olntia— IMww 1 VtJmm IM*
Drainage Area with Low Potential for
Illicit Discharges

tam"| Auihorttr „^!L
Qootaft. kltn&fy ,| FlndfcRii ftimil
SMtlN DtMfcarow! UarfMra« Dbetew
1 'jssssr
• ' Upd*
Drainage Area with Medium Potential
for Illicit Discharges

Authority 1
oarrTTrarTRsms-

¦rarr
Updito
A»w»mH | Stntoglw | DticFwuw I DUdwpw | IMtctWB**
Drainage Area with High Potential for
Illicit Discharges
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
Owit* 1 1 dittly 1 RadtFb 1 PrwaM FMalti
AMR MSbVKf blN|nMt nm*ti \ MiIibbm I DUcJmhm 1 ttutmm UoM§
Characterize Illicit Discharge Potential
in the Community
Characterization
Indicators
Minimal
(no known problems)
Maionty of subwatersheds are rated as
having low risk, with remainder rated
Medium
Clustered
(isolated problems)
More than 20% of subwatersheds rated
as Medium or High risk
Severe
(rampant problems)
More than 50% of subwatersheds ranked
as Medium or High risk, or more than
20% of subwatersheds ranked as High
Risk
. « 1 . ^ ^ 1 Inffld 1 Ouli4 | kMUy FMtFlx Pn

. Wtlrt QmUI
Audi. Authority 9mim
Dlwharflw
TIndlTIi
Dtwhargaa
ftimt
DiichwtM
Awiaiti
Uptffti
Community with Clustered Illicit
Discharge Problems

12
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
. - I . . . I KM I 4W.I 1 Mwaftr 1 BmUBiTTSwM"1
Auffi | uaaa1 I lUmMwul »ll«liill 1 But— 1 HHi««M 1 Mllliw
RMW14
UtMtan
Community with Significant Illicit
Discharge Problems

.... I faUJ I I IUIM, I MIR, I
ItnMHUI s&molw I llnti— I I
lUUi
Developing Program Goals &
Strategies
• Purpose:
- Define detailed goats & performance milestones to measure
progress in program implementation dunng 1st permit cycle
- Make sure scarce resources allocated to address real water
quality problems
- Choose most appropnate and cost-effective methods to find
illicit discharges
• Elements:
- Program goals
- Program strategies c
iiu
WTTOTTarp^Tssr
ut
Developing Program Goals &
Strategies
Desired Product or Outcome(s):
- Program goals & measurable Indicators for
> overall program afrninistrabon
> outfall assessment
> finding and fixing Illicit discharges
> prevention of Illicit discharges
- Detailed yet flexible field Investigation strategy
Budget and/or Staff Resources Required:
- Staff effort ranges from 2 to 6 weeks to draft goals &
strategies, conduct meetings, respond to comments & finalize
- Goals & strategies should be continuously revisited an^
upda,9d Hi
13
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
... i i uu—aan-isar ruth i iwuti
•urn, | Aura* |strainHkIim Ok)Mm 1 UHa
Goals Related to Overall Program Administration
Example Measurable Goals
Timeframe
Priority
Audit existing capabilities & Identify needs
Immediately
essential
Designate one program head & identify key
support staff
essential
Develop a complete list of ongoing activities
related to IDDE
optional
Coordinate & communicate with other affected
agencies
At program start up
Continuously & regdarty
after that
essential
Develop a projected 5-year budget
essential
Secure funding to match S-year goals
essential
Draft & promulgate new or modified ordinance
Year 1
essential
Establish a tracking & reporting system
essential
Awdft Authority stratealee Dtofamee fhdmtm Rednwe
nmr
IMtfe
Goals Related to Outfall Assessment
Example Measurable Qoele
Timeframe
Priority
Define & charactenze dranage arena or sewer
sheds
Year 1
essential
Conduct ctraam walk of all atraam mies
Begin Year 1, complete 1*
screening end permit cyde
Repeat once per permit cycle
essential
Develop digiial map of ai outfalls, land use & other
relevant nfrestructure
Year 1
Continuously & regiiarty after that
essential
Secure analytical laboratory services
Initiate n conjunct on with field
screening
essential
Sample & face source of % of flowing outfalls each
yeei of permit cycle
Initiate dunng 1s permit cyde
Ej^and & enhance where
problems are observed
essential
Conduct regular ivstream monitoring of single
parameter
optional
Conduct intermittent flow investigation at % of
outfalls where m-straam water guabty poor
optional
Integrate all collected atraam data & citizen
complaints into QIS system
Initiate dunng 1" year
Enand & enhance with time
optional
InltU Qoala I
tad»
tdsnttfy Find A Fti (Went
Dischargee ttschsrges Dleeharoea
Reviilt k
Update
Goals Related to Finding & Fixing Illicit Discharges
iwjh Miimi Omm

Moray
Dtvotop «¦ revonwpitfl t uuun*l wmntf iwponx
iiwuaBii)

nww *t atMoj —a
In ce«MwOon kM0 inmnij L
tmoerm le Mfci wpcrh
—
TMnMwMgBdikdw^Minii
MM 1" |Mr
E wed A NMnc* «B> km
—
Retf Ineden el U iMmin UMM Svowtfi SMd
nwtfng or cnan ceavtan
MM* Mig I'pwml qcto
EwaritwiwcitkmpnanictMnM
MMfMI
EUWilMMNrp^iCI>altini«g(1MMi
MMttingi'yw
6^ana> wiwcusiiw
cpfcmd
iwai^wilhMWlxaii
MMMgl'pmiqOl
EeMa*MMwMwpwHwiai«i»i
opaonri
Qrafcp vyaMTi to rati tmM* el towacooni
MM* 4ut« 1a
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
Audit '
*******
Aoaui 1 UJr'. I Hndife
StntMiM 1 Obcfena 1 Bw>«r§»t
"KSBnrrar
BmUum I IMM
Goals Related to Preventing Illicit Discharges
Example Measurable Goals
Timeframe
Priority
Distribute educational matenats to citizens and
industries
Initiate dunng iayear
Expand & enhance with
time
optional
Conduct storm dram s fencing
Initiate dunng 1* permit
cycle
Expand & enhance where
problems are observed
op&onal
Hold hazardous waste collection days at least
annually
optional
Conduct upland subwatershed srte
reconnaissance surveys to better characterize
generating site potential
optional

JWIW. |
tttchtraw \"
1SSSST
AuBm*,
UJmI
Conduct Field & Lab Work to
Identify Illicit Discharges
• Purpose:
- Conduct rapid field screening to Identify & track suspected
outfalls & stream segments in priority subwatersheds
- Conduct investigatory sampling & analysis to establish flow
types & likely sources
• Elements:
- Field screening
- Field data analysis
- Chemical monitonng
Mil
Authority
. UtU

tttdaraw \ Pl»rfwr9»»
nVM , HNW m
Conduct Field & Lab Work to
Identify Illicit Discharges
Desired Product or Outcome(s)
- Locations & physical characterizations of all outfalls incorporated tnto
tracking system
- Strategy on how to conduct & pursue chemical analysis
- indicator monitonng lor suspect outfa&s
- Local "ftngerpnnf Itorary
Budget and/or Staff Resources Required:
- Extent & number of outfalls initial factor Influencing level of effort
- Extent & complexity of observed problems will dictate level of effort
- Budget estimates based on a MS4 with 10 miles of stream &
analyzing 80 samples per year range from $30,000 to $50,000
Mil
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations

Ul
rOTT
TJSTTT
• ft—
-rar

OMctomt
OUchVQM
DMmM
UN*:
Find & Fix Illicit Discharges
Purpose:
- Use a variety of tools & techniques to narrow down the source
ol illicit discharges & correct the problem
- Establish an appropriate & effective enforcement program to
ensure repair
Elements
- Using land use to isolate the source
- Tracking the discharge through the storm drain
- Pinpointing the source of the discharge
- Source tracking techniques for low-density development areas
- Fixing Illicit discharges tl,
fid

'AuOwfir'
TTBTT,
IllMlK
test:
¦nssr
'Cinliiwi
Find 1 Fts
Prmti..
Tear

tttcfcvga
PwhirBM
.KUpd*<
! Find & Fix Illicit Discharges
• Desired Product or Outcome(s):
- Finding & fixing illicit discharges is the core goal
- Ancillary outcomes:
> Reduced Incidences ol illicit discharges resulting in improved
water quality
> Increased homeowner & business awareness
> Traclang system to document problems & repairs & identify
repeat offenders
• Budget and/or Staff Resources Required.
- Budget & staff resources needed to find sources vanable
- Fixing problem more predictable & can often involve qualified
contractors
- Repair costs can be incurred fully by offending party or^ppfJ,.,
»
-r-r^rrHrruiTiuk
TmIrT
Pnwnt
-sasr
*"« 1 Im ml SUMta 1 otMtmM
OI*charaM
OMm
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations

fMin.
OUehfrow
Wwl'^

, . .. -V s - .f •....
; Quick Drainage Area Investigation
Source: R. Frymlre
' "\ iba^ii?\..\Am^§,s FW4Fix 1-Prwwi-
~ .. h "frfo r 1 An—iiwrt I tmalii J Bm+mtbw tt*dun* OUekn*
nSGHTT
1 Trac
! Stor
king Discharges through the
m Drain
Strategy
Nature of Investigation
Drainage System
Advance
Prep
Required
Follow the
discharge up
Narrow source of an
individual discharge
• Small diameter outfall
(<36")
• Simple drainage network
NO
Spin into
segments
Narrow source of a
discharge identified at
outfall
• Large diameter outfall
(>38"), complex drainage
• Logistical or traffic Issues
make sampling dffflcutt
Yes
Move down the
storm drain
Multiple types of pollution,
many suspected problems
-possibly due to old
plimbtng practices or
number of NPDES permits
• Very Large (> one square
mile) drainage area
Yes
„ 1 - - - | WtU
r:ui MUDr.l ftJiri.
ftvmet
-IUUU

1 CMnIw i OMiareM 1 Otocharm
Hmmvm
ikd*
¦{ Techniques to Locate the
; Discharge
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
... 1 .... 1 UU 1
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
Revisiting & Updating Program
Goals & Strategies
Purpose:
- Revise the program to prevent or eliminate the most
serious illicit discharges in the most cost-effective
manner in response to monitoring and hotline
information gathered in the first few years of the
permit cycle.
Elements:
- Revisit goals and strategies
- Update goals and strategies
in

—,\J2L

-rar
TSTTE"
ftvvwtf
ftariilti

lot I awgl—
Bnhw—
fihdwaee
QteaNrfli
Updito
Using Tracking Systems
• Updated mapping to reflect outfall locations, surveyed
stream reaches, locations of confirmed illicit
discharges, locations of suspicious discharges,
dumping sites, etc.
• Water quality results associated with specific outfall
and in-stream sampling
• Frequency of hotline use and associated number of
"hits" or confirmed illicit discharges
• Program costs by major area (e.g., office, field, lab,
education, enforcement, etc.)
• Number of corrections and cost associated with each
corrac"on Mill
1 . .. ^ 1 Wm 1 Qo*»* I Mwtff I PMlRi I Pwwrt 1 RwlHt*
| auaooqr l^iiwawtl 1 PUttmtm I 1 0kcbnm I Updia
Revisiting & Updating Program
Goals & Strategies
• Desired Product or Outcome(s):
- Updated tracking database & annual report with
summary of progress to date, findings,
recommendations for program revisions, & work
plan for upcoming year
• Budget and/or Staff Resources Required:
- Ongoing responsibility of the program manager
- Staff effort to prepare an annual report about 3 to 4
weeks
- 1" annual report will require more effort than
subsequent years.
&
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
Program Component
Timeframe
1 Audit existing programs
1" year
2 Establish responsibility & authority
1* year
3 Make an initial assessment of Illicit
discharge potential
1"1 year
4 Develop program goals &
strategies
1*' year
5 Conduct field & lab work to identify
iillcrt discharges
Ongoing, starting year
6 Find & fix Illicit discharges
Ongoing, as discharges are found
Start by 2nd year
7 Prevent illicit discharges
Ongoing, starting 1* year
8. Revisit & update program goals
Ongoing for minor changes
Major review once per permit cycle

too

EftflfaiConinnwit
¦h—
Ami
iCart
Component 1
a) Perform Audi
$3,000 1 $9,000
HA
NA
Mlntoal Prco ram Plan
$1,000 I $3,000
HA
NA
Component 2
a) Adoot Oidirwica
$1,000
$17,000
HA
NA
b) Trecfcno dtraivn
12.000
$15,000
$2,000
$2,000
Ccmponam 3
a) Oaaktop Analva*
$1,000 I >4.000
NA
NA
b) FmU Mwtuna
$600
$1,000
HA
NA
Comporwfl 4
a) Dev*tooQo«l«
11.000
(3.000
HA
NA
b) FieW Mwrtcnng Stmtw
$1,000
$3,000
HA
NA
Component 5

NA
N*
•5.700
$12000
b) E«ubtatiHodin»
$1,300
•7.700
$1,600
•11.400
c) Samd* Anatvai*
$600
•15.600
$0,000
$21,200
d) OuOal Map
NA
NA
$500
$1 000
Component e
a) tooiate
NA
HA
$2,000
•6.200
W Ft«
NA
NA
$10,000
•30.000
Component 7
a) Education
$1,000
•0.100
$1,300
•13.900
6) Ertforcwnant
NA
NA
$1,000
$14,000
Component 8
a) Program Admratiaiion
$10,000 1 $16,000
$10,000
$15,000
TOTAL
$31,300
$191 .MO
•43,000
$1S.(00

fflltftri
fl'
Illicit Discharge Detection and
Elimination (IDDE) Guidance
• Center for Watershed
Protection and University of
Alabama (EPA Funded)
• 3 Part Document (Phase II
MS4 emphasis)
- Introduction
- Programmatic Components
- Technical Field and Lab
Information
• Draft available at:
www.cwD.org
-------
Illicit Discharge Detection and Elimination:
Requirements and Program Considerations
Additional Resources
• • investigation of Inappropnate Pollutant Entries Into Storm
,f • Drainage Systems A User's Guide (Prtt et a]., 1993)
- www.epa.gov/npdM/puba/lnvMtigatlngJnappropriata_pe
ada.pdf
• Illicit Discharge Detection And Elimination Manual
- , (NEfWPPC.2003)
- www.neiwpcc.org/iddmanual.pdf
- • A Guidance Manual tor Identifying and Eliminating Illicit
Connections to Municipal Separate Storm Sewer Systems
{Galveston County Health District, 2002)
- www.gchd.org/pagea/pollutiorVQuideManual.pdf
J I • The Rouge River Project Illicit Discharge Elimination Program
- . - www.rougeriver.com/techtop/1lllclt/lndex.htmi c.w...o.
_j
-------
m =
3 —
o 2. —
-» 3 o
"o 2. m
v ^ (/}
O O 2.
(Q 3 T
2 °»
Q) _ -i
3 IP (Q
= 5 »
o -O *
¦5--2. 2.
-------
Field and Laboratory
Assessment Protocols:
Detecting Inappropriate
Discharges
. '• ¦ _L,_J ])
" C I" N 7 f- R K)K
Presented By: UfATEflSHES
PROTECTION
Mantrfy ~^3T3T
>nw—rt| Cttifctftw Oadwqw DjwJMrgw j Dbdurgw
RwWI
Opdrt
Aotwrtty
Conduct Field & Lab Work to
Identify Illicit Discharges
I
• Purpose
- Conduct rapid field screening to identify & track suspected
outfalls & stream segments in pnonty subwatersheds
- Conduct investigatory sampling & analysis to establish flow
types & likely sources
• Elements
- Field screening
- Field data analysis
- Chemical monitonng
Authority
irutUJ
Gaatet
Uafftrfy

Prmrl
Aununant
Stratus*
DachanP*
Dtwhargw
Dbchargw
; Conduct Field & Lab Work to
. Identify Illicit Discharges
c I I
' • Desired Product or Outcome(s)'
- Locations & physical characterizations of all outfalls incorporated into
tracking system
- Strategy or how to conduct & pursue chemical analysis
- Indicator monitoring for suspect outfalls
- Local fingerprint" library
• Budget and/or Staff Resources Required
- Extent & number of outfalls initial factor influencing level of effort
- Extent & complexity of observed problems will dictate level of effort
- Budget estimates based on a MS4 with 10 miles ot stream &
analyzing 80 samples per year range from $30,000 to $50,000
Kb
1
i
-------
Top Problems in Identifying inappropriate
Discharge Sources

C I I
Source Related
Program Related
- Periodic nature
- Accuracy of mapping
- - Illegal dumping / one-time dischargers
- Timeliness of complaint
" - Illegal connections
- Insufficient staffing
- Inflow/infiltration from sanitary sewers
¦ Insufficient expertise
- Atter-hours discharges
• Slow laboratory analysis

¦ Unreliable equipment
Infrastructure Related
- Use of unreliable indicators
Accessibility (building, stream, outfall,

traffic)

" - Complexity of network

- Natural influences (tidal, groundwater)

- Size of drainage basin

- Multiple sources w/in system

Conditions Driving Program Setup
I
• No Suspected Discharges
- broader stream assessment program
• Isolated Problems
- confined subwatersheds, reaches, or specific
industries where history of suspect discharges exist
• Severe Problems
- recognize that IDDE program will need significant
commitment (staff, equipment, budget) for
improvements to be realized
Wrt^'sHEDl
j'RPTEcriow
Field and Lab Protocol
c i 1
1. Pre-Screening Prioritization
¦ 2. Outfall Reconnaissance Inventory (ORI)
3 Post-Screening Prioritization
4. Detailed Field Sampling / Lab Analysis
2
-------
IDDE Monitoring Framework
In-Stream
Momionng
[optional]"
— Non -
Flowing *
Flowing
^ TransitOT
jOTST]
A-l^Qilcl|y I

Off Hours |—
/
(Ftowcnart \ ,
Source
Ares
Oata
Inousmal
Benchmark
Chemical _
Library
| | Denotes a monitoring method
. Find and Fi« .
Immediately
Cnemical
Mass
Balance
Model
Outfall Reconnaissance Inventory (ORI)
Map, Mark & Photograph Outfalls
• Assign unique ID to each outfall PHV1
Physically mark each outfall
Use a GPS unit to record outfall
locations
Take a photograph

Small Outfalls Are Important
Small outfalls (<36")
represent 50% of outfalls
in Birmingham, AL
6" Drain in Lewisburg, TN

-------
May need to work Laden
floodploin to iuul ontiAll
jr ^mrnm

Look, Look'
Signs of flow'
Hone Your Detective Skills
-------
Outfall Reconnaissance Inventory (ORI)
Record Basic Characteristics
CT
• Dimensions
jjfg • Material
^3 • Whether or not outfall is
Wiy flowing
wiiwsHtri
PROTECflgH
Outfall Reconnaissance Inventory (ORI)
Physical Indicators
CL
• Odor
• Color
• Turbidity
: • Floatables
• • Deposits/Stains
• Vegetation
, i • Pipe Benthic Growth

'! Outfall Reconnaissance Inventory (ORI)
Simple Monitoring at Rowing Outfalls
( I
i • pH
• Temperature
i • Ammonia

5
-------
Outfall Reconnaissance Inventory
(ORI)
• Take flow sample at
outfalls with likely
problems
• Deal with major
problems
immediately
FTmio Source R Fr>
6
-------
Unified Stream Assessment
• Continuous walking assessment of stream &
floodplain corridor
A
b Ck..u,
C
D Iirractt-1
Buffer
E f "ff Lit
f Trua-Pun
• Three person team, about 2 to 4 miles/day
• GPS, Digital camera, field sheets, tracking form
• Limited data to guide detailed restoration
assessments yfiffgS
Land Use & Potential Generating
• Residential
• Commercial
• Industrial
• Institutional
• Municipal
MftcMh
7
-------
Hotspot Site Investigation
( i 1

• Site Data and Basic Classification

• Vehicle Operations

• Outdoor Material

• Waste Management

• Physical Plant

• Turf/ Landscaping Areas

• Stormwater Infrastructure

WjirKSHH

PROTECnON
Hotspot Site Investigation, cont
Outdoor Materials
C DWi (amwmB) lakmlNMalot'!
Urn BltwimwiilH*"-Or ~» ~e«i1T>C
O
tl «wnkUi ~ Y D HOCaMiO Im ntey ~ teU
«» twf tux) • ~ ~ laDiuiS^ktl 0 t«aC vrt
0
CI h tjip rt» towtfr a ¦do«tV»(iiik awj1 DY QW ~ C®\"i T«fl
o
C(tmtM«hnMaMtinntkiOV O X QCdUiD
0
Ci tko« MWUV mkk •towr' 0 Y ~ W 0 C*1TiivMi>»«\riC
0
^ msm
Covered
-------
What the ORI Cannot Do
c i I
• Misses a significant number of discharges, and
can sometimes lead to a "false positive" as well
(Pitt, 2001)
. • Detect intermittent flows that leave no trace
• Quantify impacts definitively (no direct
measure of relative problem)
' • Define sources (except for some obvious
l indicators)
Wirtpsra
fmilKtttlll
Post-Screening Prioritization

( i
, ORI, combined with other existing data, can help
•determine:

• Extent of the problem

' ,. - • If problems are "clustered"

• Indicators of intermittent discharges

•' • Relative ranking of problem outfalls

:
MoiEciilra
I Factors to Consider
¦(', i' I
j • Fraction flowing (from ORI)
• Number with physical indicators, and severity
• Indicators at dry outfalls
' \
• Other existing monitoring data
• ; • In-stream goals
! • History of complaints
! tilSM
-------
Detailed Field Sampling / Lab

Analysis

C 1 I

• More detailed sampling that includes

- Sampling to ID problem outfalls not apparent
from physical indicators alone

- Source identification

- Potential intermittent monitoring

.
Wirt.l'SHP
PRDTECriON
Forensics
i • Run chemical tests
; • Choose specific
indicators depending
on local "fingerprints"
or based on land use
in area
.'A-
v y*» ~ "rtf

Key Features for Ideal Indicators
i • Distinguishes a particular source
• • "Tight" statistical distribution
' • Precise measurement
• Safe
• Relatively inexpensive
• Simple to conduct
Vaiij'SHCo
MnffciiliH
-------
Key Lab Considerations
Cl
Equipment cost
• Staff training
• Number of sam
• Safety
• Disposal
a
Flow Chart to Identify Illicit Discharges
in Residential Drainage Areas
! Flow Chart Example
( t I
: • Surfactants = 0.76 mg/L
• Fluoride = 0.52 mg/L
• Ammonia = 0.6 mg/L
• Potassium = 2.5 mg/L
• • Therefore possible washwater contamination
-------
Another Flow Chart Example

( i i
• Boron = 0 05 mg/L

• Fluoride = 0.75 mg/L

• Ammonia = 0 1 mg/L

• Potassium = 1 0 mg/L

• What is the most likely source?

' ^ ¦ J
wViii&ro
PROftCTlQN
Benchmark Concentrations to Identify Industrial Discharges
Benchmark
Concentration
Notes
Ammonia
i50
• Existing 'Flow Chart" Parameter
• Concentratcns higher than the benchmark can denirfy
a few industrial disctarges
Potassium
(mg/L)
,20
• Existing 'Flow Chart" Parameter
• Excellent indicator of a broad range ol industrial
discharges
Color
(Units)
2500
• Si*ptemertal parameter that dontrfws a tew specific
industrial discharges Should be refined with local data
Conductivity
(jiS/cm)
>2000
• Identifies a tew industrial discharges
¦ May be useful to dtstingush between industrial sources
Hardness
(mgfl. as CaCO,)
$10
? 2,000
• Identities a few mdusiral discharges
• May be useful to dislingi*sh between industrial sources
PH
(Units)
*5
• Only captures a few industrial discharges
• High pH values may also indcate an industrial
discharge but resriertfial wash waters can have a high
pH as wetl
TurtMdity
(NTU)
2 1,000
• Si^jplemenlal parameter that xiertrties a few specific
industrial discharges
i Shallow Groundwater
' Spring Water
i Tap water
Irrigation
Sewage
Septic Tank Discharge
Common Industrial Discharges
Commercial Car Wash
Commercial Laundry

JUIMJ
12
-------
Fingerprints of Major Sources
r , '
Sewaae
Tao Wgter
• E Coli
• Fluonde
• Detergents (various)
• Sometimes Hardness
• High Ammonia/ Potassium

Ratio
SeDtaoe

• E Coli
Wash Water
• Fluorescence
• Detergents (vanous)
• High Ammonia/Potassium
§hallow Groundwater

• Hardness. pH

WAJEPSHK
Protection
Special Indicators for Intermittent
Discharges
• Optical brightener monitoring >y '
• Toxicity testing
• Outfall damming jttjr
• Take a sample from the pool 8ft ¦
WW-"
la
Finding and Fixing
• Move up the pipe
• Use smoke or dye testing
once narrowed
• Use enforcement or repair
-------
Most Wanted List
Tm j j | Rtww j Piiim
AufnoD'*. Otextu t Coll btfi catajedtrten
Ode Ubidsy, QMttbl; m«etu)i brrt phriicil indictfen
t'fjkinAt B,|ti
ofWjT
• CufilJ i
• HwLat
• htnadr*
orrnigaiorj
f.rpc ev
S***f Syiirrn rthibil^cioi
Drtct ceesMWB
ccmneni*] or
lad'jmiil
• Out'ill lanplicj
• Ha but
• IncniniAM*
¦ Rftvui iy- tea
• Trak
invcHi jalicm
u«hidiB| &r* len

• Phimbiri codt
• Bmldoj mrpcclBB
0.c them nap
• Spill rtipenu
• E&uaioc
• Prtirxe n ii
wjttrtbed
• frtt j
Striata Pip*i/
• In ffltan 4M*
• Hatha:
• Tut* if utf sspeetio&i
• lsflrt«md«W
boilcw rVrcx
•A
* InipKhOU
• IcCrrtiTt cr ad'
• Sepic "TuiaKuie
• Gnoi ttpttc 4tu$n
!°'d,l"rnuiti,iiuii
Most Wanted List Cont'd
Tn>* | d~z J Tf*" W*t" | | rrwrw
WutMir
tot cbmittlgKtr
Soil. oiabtophnitliniraorj
Ditci ccnMciion
comatTtnl et
¦ OibJ noplng
• liOtlUC
• la itrcn diM
• laarnittga (b^ttci
• Rotibb d*t wd
• Tnnk
tnreminwtf flyt
«n
• Lilnl-y ortd

• F%ucbtn| codr
• BiJLlinj laiptciwo
• Fioe» plumbing
DrfCt CflDfittlMB
• Ouftll uopl-ac
• HMhee
• Iimmbbh imJyui
• Truol
nr»iitifKj«a
Stneb a *7*
• Ecfertemta
• Ftunbrf code
• Buildos inrpcctaB
¦ Fwi plurrtin|
ccnaiiicr
• EA^eioo ds (
Pe»et vaiU ca
(carxertul
• Koitux upland
* lanttrjBas tAdjm
• 'Hrcrujb botlmt
• Enftrtum*
• Trarmg aid rAxaioe
• Ftstt
• SPDES penri
• Pnimce n tbr
vaenbcd
Cotamerciil Wuh
Own (otter)
Rmdem*!
• USSR
¦ iinjuucra *rui*iei
• Ortcitbicfraim
Aik t^nn ia rap
• EA*uiea
pRDIl'cViDH
Most Wanted Li
Tj»» *J * v " DMA - „
st Cont'd
OC*/ (thM
Oil ibfrtV oil ram^petfotem ed«r be* indKBcn
Profts»Dt] til
oiiBtetuoce
• Hotbne up Laid ad a
Mflll
• Tok 1177 safDiarc
• lip la-d ID b?ve
• Ltnd oie mJr*0
if BUftlJ
• Eatnrcfmnt
• Spill rtipoMt
• Fct nvtui
• EAit aioo/truattii
• Prtifnte o iSc
• UPt-tS
• Imptciioii prrin#
Dmpiog Hceicg
oiV lolvcnU
• Hoiltn uplaid nd a
otfftll
• IJplsid ID biovn
• Oudall try to fiad
• Fnri
¦ Preirnce ri fl*
Hoaco^nn oil
chvp
• Hctlmt upland mi a
outfall
• Upland ID fciown
• Tr*ik
ummpaier
• Wartap
infortnMion
• Hucntoui witl;
piclcjp
• Fbici
• Prtunc; net
£pj]
• Hotbr.
• UpUnd ID 1oie*B
• OuxftH trv n Qcd
iirmedutflT
•=rJI'""r"
• Fr» tUMttot
• £4aaion'3«eu i
IMS
14
-------
Outfall Reconnaissance Investigation/ Sample Collection Field Sheet
Section 1. Background Data
subwatershed
OUTFALL ID
TODAY'S DATE.
TIME (MIL)
INVESTIGATORS-
FORM COMPLETED BY
AIR TEMP (°F)-
RAINFALL (IN )
(LAST 24 HOURS) RAINFALL (IN )
(LAST 48 HOURS!
LAT
LONG.
GPS MARK #.
GPS UNIT-
CAMERA
PHOTO #S
LAND USE IN DRAINAGE AREA (CHECK. ALL THAT APPLY)
~ INDUSTRIAL
~ ULTRA-URBAN RESIDENTIAL
~ SUBURBAN RESIDENTIAL
~ COMMERCIAL
~ OPEN SPACE
~ INSTITUTIONAL
OTHER:
KNOWN INDUSTRIES-
NOTES (E.G., ORIGIN OF OUTFALL IF KNOWN)
Section 2. Outfall Description
LOCATION
MATERIAL
SHAPE
DIMENSIONS (IN.)
SUBMERGED
~ CLOSED PIPE
~ rcp
~ PVC
~ STEEL
~ OTHER
~ CMP
~ HDPE
~ CIRCULAR
~ ELIPTICAL
~ box
n OTHER
~ SINGLE
~ DOUBLE
~triple
("1 OTHER
DIAMETER/ DIMENSIONS
IN WATER
~ no
~ PARTIALLY
~ FULLY
WITH SEDIMENT-
~ no

~ PARTIALLY
~ FULLY
~ OPEN DRAINAGE
~ CONCRETE
~ EARTHEN
~ RIP-RAP
l~l OTHER
~ TRAPEZOID
~ PARABOLIC
~ OTHER
DEPTH
TOP WIDTH.
BOTTOM WIDTH.

~ IN-STREAM
(APPLICABLE WHEN COLLECTING SAMPLES)
FLOW PRESENT?
~ YES
~ no
IF NO, SKIP TO SECTION 5

FLOW DESCRIPTION
(IF PRESENT)
~ TRICKLE
~ MODERATE ~ SUBSTANTIAL

Section 3. Quantitative Characterization
FIELD DATA FOR FLOWING OUTFALLS
PARAMETER
RESULT
UNIT
EQUIPMENT
~ FL0W#1
VOLUME

LITER
BOTTLE
TIME TO FILL

~ flow #2
FLOW DEPTH

IN
TAPE MEASURE
FLOW WIDTH
•
FT, IN
TAPE MEASURE
MEASURED LENGTH
.
FT, IN
TAPE MEASURE
TIME OF TRAVEL

S
STOP WATCH
TEMPERATURE

°F
THERMOMETER
pH

pH UNITS
TEST STRIP
AMMONIA

mg/L
TEST STRIP
n i r> v'jo oi
P-sc.r I ui 2
-------
Outfall Reconnaissance Investigation Field Sheet
Section 4. Physical Indicators for Flowing Outfalls Only
Are Any Physical Indicators Present in the flow? ~ Yes _Q No (If No, Skip to Section 5)
indicator
CHECK IF
PRESENT
DESCRIPTION
RELATIVE SEVERITY INDEX (1-3)
ODOR
~
~ SEWAGE ~ RANCID/SOUR ~ PETROLEUM/GAS
["I SULFIDE l~l OTHER
f~l 1 - Faint
~ 2- Easily detected
~ 3- Noticeable from a
distance
COLOR
~
~ CLEAR ~ BROWN ~ GREY ~ YELLOW
l~l GREEN I~1 ORANGE IH RED riOTHER
l~l 1 - Faint colors in
sample bottle
0 2 - Clearly visible in
sample bottle
~ 3- Clearly visible in
outfall flow
TURBIDITY
~
SEE SEVERITY
n 1 - Slight cloudiness
LJ 2 - Cloudy
~ 3 - Opaque
FLOATABLES
-DOES NOT
INCLUDE TRASH!!
~
~ SEWAGE (TOILET PAPER, ETC ) ~ SUDS
n PETROLEUM (OIL SHEEN) f1 OTHER
I-! 1 - Few/slight, origin
not obvious
n 2 - Some; indications
of origin (e g., possible
suds or ojJ sheen)
~ 3- Some, origin clear
(e g , obvious oil sheen,
suds, or floating sanitary
materials)
Section 5. Physical Indicators for Both Flowing and Non-Flowing Outfalls
Are physical Indicators not related to flow Present? ~ Yes No (If No, Skip to Section 6)
INDICATOR
CHECK IF PRESENT
DESCRIPTION
COMMENTS
OUTFALL DAMAGE
~
~ SPALLING, CRACKING OR CHIPPING ~ PEELING PAINT
~ CORROSION

DEPOSITS/STAINS
~
I-! OILY P FLOW LINE l~l PAINT I~1 OTHER

ABNORMAL
VEGETATION
~
~ EXCESSIVE ~ INHIBITED

POOR POOL
QUALITY
~
~ ODORS ~ COLORS ~ FLOATABLES ~ OIL SHEEN
nsUDS n EXCESSIVE ALGAE PI OTHER

PIPE BENTHIC
GROWTH
~
n BROWN n ORANGE I~1 GREEN l~l OTHER

Section 6. Overall Outfall Characterization
~ No Indication of illicit discharges ~ Some likelihood of illicit discharge (i.e., presence of 2 or more indicators) ~ Almost certain a discharge exists (I.e., 1 or more indicator with a severity of 3)
Section 7. Data Collection
1. Sample For The Lab?
2. If Yes, Collected From:
3. Intermittent flow Trap Set?
~ Yes
~ Flow
~ Yes
~ No
~ Pool
~ no
If Yes, type: ~ OBM
~ Caulk dam ~ Toxicity
Section 8. Any non-Illicit Discharge Concerns (e.g., trash or needed infrastructure repairs)?
c. Ml » I ' V I I llMIIDl'lUMU'lllf. Ki.\ tM l> 'i- <11 0-1
-------
IDDE Monitoring Framework
In-stream
Monitoring
[optional]
- Non -
Flowing
Transitory
ORI
Flowing
Obvious
'Intermittent^
/
\
OBM
Toxicit'
Caulk Dam
Off Hours
f
Flowchart
Industrial
Benchmark
Single
Parameter
Find arid Fix
Immediately
Source
Area
Data
—P-
Chemical

Chemical
K A - - -
*-
M a y :=;
Balance

M o d e 1
Denotes a monitoring method
-------
DO
(D
O
O
3
3
D)
W
in
D)
3
O
(0
O
c
o
7T
D)
3
a
5" a
< 5.
o 3
3
I-
m a
X =
o
(0
CD
-------
Quick and Dirty CRI Exercise
(Pardon the pun!)
Look at each photo and answer the following:
1. Is the outfall a closed pipe or open drainage?
2. What material is the pipe made of?
(RCP, CMP, PVC, HDPE, Steel, Other?)
3. Is there flow present?
4. What is the color of the flow?
5. Are floatables present? If so, what kind?
6. Is there any outfall damage?
7. Are there any deposits or stains?
8. Is there any abnormal vegetation in or around the outfall?
9. Should a water sample be collected at this outfall?
10. Do you see anything else? What kind of discharge might this be?
-------

?
-------
.*"<» TFm
Source: R. Fry mire
J
-------
J Source: Fort Worth DEM
-------
CD
o
w
fi)

w.
o
o"
o
¦o
o
3
to
(Q
c

o
0)
3
o"
3D
o
3
3
n
c
e
3

O
<5
=R
3
O
o
O
3
3
CT
O
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
I
/<
"i Post-Construction Runoff Control
Requirements & Basic Program
Considerations
%
®7
fa
I
§| Acknowledgments
Information adapted from slides prepared by:
i
>
: * The Center for Watershed Protection
U vyww.cwp.prq Center for
^ Tetra Tech Inc WaTE^SKEi)
leira iecn,inc. PROTECTION
w www.Ttwater.com
&
Presentation Oveiview
* Water Quality Impacts from Post-Construction
Storm Water Runoff
! | • Post-Construction Minimum Measure
y: • Basic Elements of a Post-Construction Storm
Water Program
• BMP Maintenance Program Elements
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
| Effects of Development on
Storm Water Runoff
3
Increases:
• Impervious surface area
• Storm water volume
• Storm water velocity
• Deposition of pollutants
I
• Storm water quality
• Ground water recharge
• Basedow
• Natural drainage
systems including
reparian vegetative cover
Consequences of Development
to Urban Streams
• increased rate and severity of flooding
? * Increased erosion of stream banks and bottoms (stream
^ widening and channelization)
<3 • Increased sedimentation
• Increased chemical pollution
H • Altered biological populations
Sy • Degradation of riparian habitat
• Increased stream temperatures (loss of
W' riparian cover)

Common pollutants in urban storm
water
n
• Sediment
• Nutrients
• Oxygen-demanding
substances
• Pathogens
• Road Salts
1
tbons
• Heavy Metals
• Heat
• pH
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
If* 'Mi,1
us cover and
Relrttofiship bdiwisen Imjx
Runoff Coefficient (Schueler, 1987)
Runoff Cottliennl (R»>
JO 30 40 50 40 70 80
Watershed ImDervlousness (*)
?0*
10*
runoff
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
What are the benefits of a storm
water program?
• Meet regulatory
requirements
• Reduce flooding
• Improve water quality
• Prevent erosion
• Preserve biological
populations
• Sustainable infrastructure
I
I
1 1 11 V.'W "
What are the benefits of a storm
water program?
• Improve aesthetics
• Protect riparian areas
2 • Increase property values
• Educate the community
• Reduce infrastructure and maintenance costs
Phase If Minimum ControfMeasure:
Post-construction Storm Water Management in New
Development and Redevelopment
MUST:
• Develop a program, using an ordinance or other
regulatory means, to address runoff from new
development and redevelopment projects that disturb >
1 acre
• Implement strategies with a combination of structural
and/or non-structural BMPs
Wi,' Ensure adequate long-term operation & maintenance
S$* (O&M) of BMPs
;i
K*
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
T . , . .jr,_ i , ¦
« Phase II' Minimum Control Measure:
P Post-construction Storm Water Management in New
"1 Development and Redevelopment
I RECOMMEND:
. The BMPs chosen should
• be appropriate for the local community
• minsnize water quaBy impacts
• attempt to maintain pre-development runoff ooreStions
Participation m watershed planning efforts
Assess existing ordinances, poGcies, and programs thai
,s address storm water runoff quafiy
ffi • Provide opportunities for piAUcpaiticiprtion
|
<7*
What are the common elements of a post-
construction runoff control program?
• Update of General/Comprehensive Plan and
Environmental Review Procedures
• Development of Storm Water Design Standards
j • Process for Review and Approval of Storm Water Plans
for New Development
• Post-construction BMP maintenance, tracking and
¦<5
• Penalty provisions for non-compliance
• Training and Education

II
Update of General/Comprehensive Plan
and Environmental Review Procedures
• General/Comprehensive plan amendments:
• Some dties are reqiired by (ho State to develop pirns to
glide in decision-making prooess for planning (e.g^ General
Plans or Comprehensive Plans)
• These plans should include watershed, stormwaler quality
and quantity policies
• Environmental review procedures
• Many cftes review or screen projects for potential
environmental Impacts
• Ensure ttat the cay's review procedures address stormwatsr
quality Impacts
• Swuld address both constwcBon and post-construction
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
l» Development of Storm Water Design
| Standards
vz
• Storm Water Design Standards are used by both
the development community and City engineers
• Sets minimally acceptable BMPs and sizing
criteria
• Ordinance should require compliance with storm
* "'¦? y yr-
Design standards
should encourage
alternatives to
traditional BMPs
where practical.
£

Low-impact development
• Smaller-scale,
distributed BMPs
• Focused on retention
and infiltration
• Multiple benefits in
addition to storm
it water control
Residential bloretentton system
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
Process for Review and Approval of Storm
Water Plans for New Development
P • Cities must review and approve storm water plans
f for new development and redevelopment
: • Review will be based on the City's Storm Water Design
\Ti Standards
• Document the process for plan review and approval
¦fjt .Consider a checklist or (totalled guidance lor plan review
staff
ffl • Develop process to review both construction and post-
al! construction plans
m • Consider long-term O&M during review

ij MciUng and Mir \ bit
v f Slot mwnl L'l
| ('ODCl'pt PlflD

Preliminary/ Final
Stornmnier Plan
&
Construction
T Inspections
i
Prc-fuoitrqcitoD
Meeting
Acquire Stonnwittr
J Am ¦ and oibtr
^ Applknblt Prrnun
s
1
Fmul
R«cor
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
Inspections to
ensure BMPs are
adequately
installed...
H ...and to
M ensure
1) adequate
M maintenance
Maintenance Program Options
Option 1 - Municipality responsible for Public
Facilities; Homeowners or Businesses have
responsibility for Private Facilities
• Reduces Costs
• Good option for small communities with limited
staff
• Community still responsible for education,
tracking, and enforcement (e.g., regular
inspections)
| Maintenance Program Options
Option 2- Municipality has full responsibility
• Uncommon due to expense
• Avoids legal proceedings
is • Better control
9 • Requires dedicated staff and funding
1
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
r
§} Maintenance Program Options
Option 3 - Community Has Responsibility for Public
Facilities and Private Facilities that Discharge to
« Public Facilities
' • Hybrid of Options 1 and 2
• Better control
• Requires dedicated staff and funding
m BMP Maintenance Challenges

¦n
\1
&
• Locating storm water facHities
• Identifying res|
• Lack of mainti
• BMP designs
• Lack of enfoi
• Owners are ui
• Proliferation ol
maintenance

I BMP O&M Administrative Elements
• Operation and Maintenance Ordinance
• Performance Criteria and Design Guidance
• Construction Inspection Checklists
v • Performance Bonds
• As-built Certification Requirement
I
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations

| BMP O&M Planning Elements
';2[
* Agreements and Arrangements
I * Easements
• Maintenance Plans and Schedules
>: • Development of Unit Costs
~-axn»
— (/ vr«
MS 4UAC1A V
*»oo
t ...
5»"3w
*** *zsssj^^!XSt - ™
Sanple Covenant
™
and Agreement Form
r-mr. rrr_T.- ¦_=.¦: -~ trrrrv-Lr-. r? .tt- "=rr_T
. —-
(City of Los Angeles)

- W-^-

=1VVf/FIR**?**?' IX ' '

¦ ¦
Sample Operation and
: —F——...ir-
Maintenance Plan
:»iS^
(City of Los Angeles)

June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
1
Maintenance Tools
rij.
• Notification and reminders
(1%
J?
I
• Tracking System
• "As Built" and Inspi
• Pollution preventioi
• Educational Materia
• Proprietaiy Product

rro«MATu oHnvtimi vear
. 111—it Til MTWIM PUfl |M«| •
imMCKanMTmnM
p* **"7-? 1 'ifXS "
Stormwater
Observation Report

Form (for As-Built
Certification)
City of Los Angeles

CtoUil

~- ^ v.- ' •' " *

Example of BMP
inspection checklist

1 '1 ¦'

. J

! ——¦

June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
typical Maintenance Needs for
| Storm Water BMPs
• Wet Pond
f • Dry Pond
• Infiltration Trench
• Underground Sand Filter
I
WET POND
p •PERMANENTPOOL
f • CONTROLLED RELEASE
fj • SEDIMENTATION
£ • SAFETY
• LIFE SPAN-20-50 years
I

WET POND MAINTENANCE
bquiiiie
• DEBRIS AND UTTER
REMOVAL
• VEGETATION
MANAGEMENT
• ANIMAL CONTROL
• MECHANICAL
i
NON-ROUTINE
SEDIMENT REMOVAL
ALGAE CONTROL
REPLACE MECHANICAL
RECONSTRUCT
EHBANKMENTS&
SPILLWAYS
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
15a ... ' ii. «•- , »
I
| DRY POND
$£ • NO PERMANENT POOL
f • DETENTION (48hrs)
• SEDIMENTATION
• LIFE SPAN-20-50 years
DRY POND MAINTENANCE
?
• 3
; c
ROUTINE
• DEBRIS AND UTTER
REMOVAL
• VEGETATION
MANAGEMENT
• ANIMAL CONTROL
NON-ROUTINE
• SEDIMENT REMOVAL
• AERATE
• RECONSTRUCT
EMBANKMENTS &
SPILLWAYS
• ACCESS
;1
INFILTRATION TRENCH

• GRAVEL FILLED
EXCAVATION
• SEEPAGE INTO
UNDERLYING SOIL
• LIFE SPAN-10years
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
INFILTRATION TRENCH
MAINTENANCE
82*
• DEBRIS AND LITTER
REMOVAL
• VEGETATION
MANAGEMENT
• ANIMAL CONTROL
NON-ROUTINE
• DETHATCH
• REMOVE AND REPLACE
GRAVEL

f
*>
*1«
• •Sr
: «.
ip:
UNDERGROUND SAND FILTER
• LIMITED SPACE
• FILTRATION
• SAFETY
• LIFE SPAN -20-50
years
-¦> , \>Uvj -
UNDERGROUND SAND FILTER
MAINTENANCE
txs.&S-

St
m
ROUTINE
• GET A PROFESSIONAL
• DEBRIS AND UTTER
REMOVAL
• VEHICLE FLUIDS
• FENCING AND LOCKS
• MECHANICAL &
ELECTRICAL
COMPONENTS
NON-ROUTINE
• SH3IMENT REMOVAL
• REPLACE TOP INCHES
OF SAND
• REPLACE FILTER MEDIA
• REPLACE UNDERDRAWS
• REPLACE MECHANICAL &
ELECTRICAL
COMPONENTS
• REPLACE CONCRETE
SHELL
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations
¦¦»¦¥*
W
I Urban Legends W
• West Nile virus and mosquitoes I \
• Toxic sediments
• BMPs becoming jurisdictional wetlands
• Liability for drowning
• Others?
|
i
&

Penalty Provisions for Noncompliance
• Can include:
• Non-monetary penalties
? • Fines
"5 • Bonding requirements
: • • Permit denial
• Denial c( occupancy permit
• Develop an escalating enforcement plan to document
steps that will be taken to address non-compliance
• Educate staff on how to use penalty provisions when
^ necessary
k. J gVtyj®
Training and Education
• The City must train if s own staff on the post-
construction program
• Plan review staff
• Construction inspectors
• BMP maintenance inspectors
• Code enforcement, others?
• Local developers and engineers must also be
educated so they develop adequate plans.
• Education for property owners on maintenance of
BMPs
June 22, 2004
-------
Post-Construction Runoff Control
Requirements & Basic Program Considerations

Questions?
June 22, 2004
-------
o
Q>
cn en
0 <°
3 w
3 S
5 CL
f <
__
S ?
01 °
(O 3
q a
3 S
® o
3 p*
** o
-------
Post-construction stormwater
management in Arlington, Virginia
Post-construction
stormwater
management in
Arlington, Virginia
Getting in Step with Phase II:
A Worishop for Storm Water
Program Managers
EPA Regen in, Philadelphia, PA
June 22, 2004
Jaon Pipacnmt IJjiJ
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People and Stormwater in

Arlington

¦ 2000 Census: 189,453 people

¦ 26.5 square miles

¦ 7,149 persons/square mile

(DC~9,000/sq. mi.)

¦ 40% impervious cover

¦ 300 miles of storm sewers

¦ 28.5 miles of perennial streams
Impervious cover
in Arilngton
-------
Post-construction stormwater
management in Arlington, Virginia
Remaining
streams in Arlington
Existing
storm sewer network
Arlington's Key
Stormwater Challenges
¦ Arlington is mostly bullt-out
¦ Existing development has much greater impact
on streams than new development
• Most development occurred before regulations
that protect water quality and stream channels
• Most County streams in fair condition at best
• Redevelopment provides opportunities to
Improve water quality over long term
-------
Post-construction stormwater
management in Arlington, Virginia
1
1 Regulatory framework
• MS4 Permit

• TMDL Program

• Chesapeake Bay Program

• Chesapeake Bay Preservation Ordinance

¦ Stormwater Detention Ordinance

¦ Erosion and Sediment Control Ordinance

Watershed Management

Strategy - in brief
• Driven by 'bullt-ouf nature of Arlington

• Implement urban housekeeping 'best practices'

(e.g., street sweeping, catch basin cleaning,

etc.)

• Restore stream corridors

• Identify opportunities for regional BMP retrofits

• Deal with worst impacts of development with

on-site BMPs

• Outreach and education

¦ Monitonng

Post-construction
stormwater quality and
quantity requirements
for development
projects
-------
Post-construction stormwater
management in Arlington, Virginia
Stormwater quality control -1

¦ Chesapeake Bay Preservation Ordinance

• First enacted 1992; major revision in 2003

¦ All development projects with >2,500 sf of

land disturbance subject to water quality

requirements

• Water quality requirements a combination of

on-site BMPs and contributions toward

regional watershed solutions

• Ordinance also requires post-construction

tree canopy
Stormwater quality control - 2
¦ Water quality treatment requirements based
on pre- vs. post- Impervious cover change
¦ On-site filtration/infiltration BMPs required to
treat runoff from vehicle-related pavement
(parking lots, loading areas, etc.)
• Contribution to Watershed Management Fund
an option for requirements not met by
treating on-site pavement
• Exemptions for de minimus areas (e.g.,
single-family home dnveways, entrances to
parking garages, etc.)
Stormwater quality control - 3
¦ Watershed Management Fund contribution
rate set to reflect opportunity cost of BMP
design/construction/maintenance
¦ But, discounted to acknowledge:
- Regional water quality benefits of Infill
development In Arlington
- Higher cost-dTecttveness of larger scale solutions
• WMF used for stream restoration, BMP
retrofits, street sweeping enhancement,
outreach/ed, monitoring, etc.
• Generating approximately $400,000 per year
4
-------
Post-construction stormwater
management in Arlington, Virginia
1
1
Stormwater quality control - 4

• BMP design: Virginia DCR Stormwater

Management Manual; Northern Virginia BMP

Handbook (both due to be updated)

¦ Developing requirements for as-built

certification

• Maintenance: Require maintenance

agreement and annual certification of proper

maintenance; random inspection
Stormwater quantity control
¦ Traditional flood control ordinance
¦ Maintain 100-year flood capacity of USACOE
channel - ~50% of Arlington
• Maintain 10-year capacity of storm sewer system
• Mostly underground vault systems
• Stream channel protection not highest priority,
given 'built-ouf condition
• But, in watersheds where stream restoration will
occur, channel protection becomes important
Encouraging better site design

• Water quality/quantity requirements and

WMF rate encourage impervious cover

reduction

• ChesBay ordinance requires site design

standards to minimize impervious cover and

stormwater runoff; working on developing

these standards

¦ Green building incentive program -

stormwater/site design component
-------
Post-construction stormwater
management in Arlington, Virginia

On-site BMPs
-------
Post-construction stormwater
management in Arlington, Virginia
Donaldson Run Stream
Restoration Project
Project scope
• Focuses on one of most eroded stream reaches in
Arlington with good potential for restoration
• Study watershed hydrology: impervious cover,
drainage network, stormwater flows
• Study stream hydraulics, dimension, pattern, and
profile
• Redesign and reconfigure stream to dynamic
equilibrium: stable, self-maintaining system
¦ Partnership with several County agencies as well as
local neighborhood
Severe
atjeambank eroaion
and degraded habitat
-------
Post-construction stormwater
management in Arlington, Virginia
Infrastructure;
i
uauci I
-------
Post-construction stormwater
management in Arlington, Virginia
Next Steps for the
Program
• Stormwater Funding Feasibility Study underway
- Identified key problems and needs, priorities and objectives
- Worted wtth staff and atizen advisory group to recommend
program enhancements
- stormwater utility funding framework under serious
consideration
• Virginia recently revised State stormwater legislation;
new regulations will affect localities like Arlington
¦ Outcome of both may change how post-construction
stormwater is managed in Arlington
• Chesapeake Bay cleanup will also have significant
impact on Arlington's stormwater program

Discussion

¦ Contact info:

- Phone 703.228.3613

- Email: Jpapacosma@ar1ingtonva.us

¦ Watershed program info:

¦ FY03 MS4 annual report:

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Post-Construction Design Standards & Manuals
Post-Construction Design
Standards & Manuals
Acknowledgments
Information adapted from slides prepared by:
The Center for Watershed Protection
vmw.cwp.c>rq WATERSHED
PROTECTION
Tetra Tech, Inc.
www.Ttwater.com
Presentation Overview
^Requirements and typical components
in a design manual
Types of storm water BMP sizing criteria
<#>Additional design standard issues to
consider
-------
Post-Construction Design Standards & Manuals
EPA Phase II Requirements
~ MUST: ... develop, implement, and enforce a
program to address storm water runoff from
new development and redevelopment projects-
program must ensure that controls are in place
that would prevent or minimize water quality
impacts.
~ RECOMMEND: EPA recommends that the BMPs
chosen:
• be appropriate for the local community;
• minimize water quality impacts; and
• attempt to maintain pre-development runoff
conditions.
State Storm Water
Design & Performance Standards
~ Some States have adopted minimum
statewide design criteria and/or storm water
performance & design standards
• Maryland, Georgia, New York, Vermont,
Washington, Virginia, Delaware
~ Other States have developed BMP guidance
documents with specifications to assist in the
selection of appropriate BMPs
• Pennsylvania
Components of a Typical
Storm Water Design Manual
-~Procedures for reviewing stormwater plans
~ Basic sizing criteria
~ List of acceptable practices
~ Performance criteria
~ Guidance on storm water treatment practice
selection
~ Storm water credits
~ Design examples
~ Construction specifications
~Checklists for construction inspection
Source: CWP Manual Builder
-------
Post-Construction Design Standards & Manuals
Questions to Consider When Adopting
a New Storm Water Manual
~What kind of development do you expect
in the future?
~What kind of impacts does development
cause in your community?
~What kind of rain falls on the community
(e.g., intensity, seasonality)?
~How experienced is your community with
storm water management?
~What kind of manual do you really need?
Manual Tips
~Establish basic rules and engineering
criteria
~What is required v. voluntary?
~Provide flexibility in interpretation
~Allow manual to be revised
administratively
~Standardize the review process
Early Design Standards
Considerations
~Minimum site size
~Minimum performance requirements,
design & sizing criteria
~Waivers and exemptions
~Redevelopment projects
~Review burden
3
-------
Post-Construction Design Standards & Manuals
What site size to cover?
100%
Sites
Disturbed Area
3456789 10
Site Size Regulated (Acres)
Source: Tetra Tech, 2002
Minimum site size issues to
address
~ NPDES construction storm water minimum: one
acre
~ Some communities have gone as low as 5000,
1000 and even 250 square feet
~ Impervious Cover vs. disturbed area?
~ Do you want to deal with single family lots,
decks, and additions?
~ Do you want to address specific types of
construction (e.g., gas stations, steep slopes,
etc.)
Minimum performance requirements,
design & sizing criteria
BMP performance objectives:
~ Promote infiltration?
~ Maintenance of existing drainage system in a
natural state?
~ Maximize onsite storm water storage?
~ Protection of critical areas?
~ Water quality protection?
~ Allotthe above?
4
-------
Post-Construction Design Standards & Manuals
Low-impact development
~ Smaller-scale,
distributed BMPs
~ Focused on
retention and
infiltration
~ Multiple benefits in
addition to storm
water control
Residential bioretention system
Low-impact development
#These practices treat ~l/2 to 1 inch of
rainfall—not the 2-year, 24-hour storm
~They are, however, good first practices
in the storm water management
treatment train
Benefits of low-impact
development
~Pollutant removal
~Runoff volume and peak flow reduction
via infiltration
~Ground water recharge
~Can be incorporated readily into
landscape plans
~Less land area required for construction
~Aesthetic benefits
5
-------
Post-Construction Design Standards & Manuals
What BMP sizing criteria do
you need?
~Groundwater recharge?
~Water quality
~Channel protection?
~Overbank flood protection
~Extreme flood protection
Groundwater Recharge
Criteria
~Adopted in a few states
^Requires infiltration of frequent rainfall
events
~Encourages better site design/LID
~Maintain pre-dev. rates of groundwater
recharge to sustain small stream flows
~0.1 to 0.4 inches, depending on soil type
~No recharge at hotspots
Water Quality Criteria
Option
Equation
Notes
1« Half Inch
WQv=(.S)(A)
Based on the 1* flush
concept; treats 1* half Inch
of runoff
90% Rule
WQv=[(P)(Rv)(A)]/12
Storage needed to capture
and treat 90% of average
ann. SWvoi.
One Inch per
Impervious
Acre
WQv»(l)(Im pervious
Acres)/12
Larger volume of 1* flush,
based on amount of site
impervious area
On-Slte Load
Calculation
Yearly load in pounds »
t(P2)(.9)(Rv)/12](C)(A)(2.72)
Goal Is to reduce a
percentage of post
development loads by as
certain amount
-------
Post-Construction Design Standards & Manuals
90% Rule
~Goal: capture and treat 90% of the
annual runoff volume
^Presumptive compliance with an
approved BMP design
#>More stringent sizing for hotspots and
sensitive watersheds
Channel Protection Criteria
~ Adopted in several states
~ Common criteria requires extended detention
of the volume of the one year, 24 hour
rainfall event
~ Storm is 2 to 3 inches
~ Goal: reduce erosion and habitat alteration in
downstream channels by detaining bankfull
and sub-bankfull flows
Overbank Flood Protection
Criteria
~ Impervious cover dramatically increases peak
discharges for 1 to 10 year return storms
~ 2 and 10 year peak discharge control
traditionally applied
~ Overbank flooding can be beneficial
~ Storm drains/open channels designed to
convey the 10 year return storm
~ No strong justification for 2 year storm control
-------
Post-Construction Design Standards & Manuals
Extreme Flood Protection
Criteria
~ Flood plains operationally defined as the land
area within the ultimate 100-year storm flow
~ Flood plains provide natural flood storage
~ New development in flood plains should be
restricted/prohibited
~ Past development in flood plains may warrant
protection
~ 100 year control not needed if downstream
development is not located in the 100 year
flood plain.
What models and design
assumptions will you allow?
~Minimize disputes during plan review
•^Establish accepted hydrologic models
~Standard design assumptions for:
¦ Predevelopment conditions
¦ Off-site drainage
Additional issues to consider
~Feasibility and testing of BMPs
~Pretreatment requirements
¦ Essential for all BMPs, prolongs need for
maintenance
~Maintenance and Safety
¦ Access for maintenance
~Landscaping
¦ How will vegetation be maintained?
-------
Post-Construction Design Standards & Manuals
Waivers and Exceptions
Storm Water Credits?
~ Conservation of natural areas
~ Rooftop disconnection
~ Non-rooftop disconnection
~ Sheet flow to stream buffer
~ Grass channels
Redevelopment Projects
Issue: Storm water treatment costs 5 to 10
times more in redevelopment areas than
new development areas
~Can be a disincentive to smart growth
~Set treatment requirements based on
impervious cover change (I.e. MD)
~Apply smart site design principles
Single Family Houses
Issue: Single lots built by individual
builders can be tricky to regulate
~Some home builders do not have storm
water treatment experience
~Expense of an engineered plan
-------
Post-Construction Design Standards & Manuals
Getting your manual accepted
~Review other stormwater manuals
~"Sell" your manual to the public, elected
officials, developers, engineers
¦ Link to local concerns
¦ Costs and economic benefits
¦ Education, education, education
~Address concerns directly
Example Guidance & Manuals
~EPA's National Urban Management
Measures Guidance
~Western Washington Stormwater
Manual
~Maryland Stormwater Design Manual
National Management Measures to
Control Nonpoint Source Pollution
from Urban Areas
~ Presents a comprehensive
watershed approach to
controlling urban stormwater
~ 12 management measures
outline goals for each area of
stormwater management, such
as
• Storm water treatment practices for
new development
• Construction site erosion and
sediment control
¦ Highways and bridges, and
¦ Onsite wastewater treatment
systems
Available Summer 2004 from http://www.epa.gov/nps/
-------
Post-Construction Design Standards & Manuals
Management Measure 5:
New Development Runoff Treatment
~ By design or performance:
• (a) reduce the post-development loadings of TSS so that
the average annual TSS loadings* are no greater than the
predevelopment loadings or
• (b) reduce the average annual TSS loadings by a
minimum of 80 percent of the Influent concentration of
TSS.
~ Maintain the post-development average volume and
peak runoff rates at levels that are similar to
predevelopment levels
~ Maintain discharge temperatures in runoff at levels
similar to predevelopment levels
Minimum Control Measures vs.
Management Measures
i Public
' Education
' Public
lnvotv*m*nt
IIBclt
¦ Dlschwg*
{ Conduction
Stu E&SC
r Post-
construction
Pollution
Prevention
; E ;
! 11 if :
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111
1
55
Western Washington
Stormwater Manual
~5 Volumes
¦ Volume I - Minimum Technical Requirements
and Site Planning
¦ Volume II - Construction Stormwater Pollution
Prevention
¦ Volume III - Hydrologic Analysis and Flow
Control Design/BMPs
¦ Volume IV - Source Control BMPs
¦ Volume V - Runoff Treatment BMPs
-------
Post-Construction Design Standards & Manuals
Western Washington Flow
Control/Treatment Standards
~ Uses a rainfall-runoff continuous hydrologic
simulation model (HSPF)
~ Match discharge durations of flows from the
developed site to the durations of flows from the
pre-developed site for the range of pre-
development discharge rates from 50% of the 2-
year peak flow up to the full 50-year peak flow.
~ Pre-developed condition shall be forested land
cover.
~ Requires treatment of runoff from pollution-
generating impervious and pervious surfaces.
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http://www.ecy.wa.gov/programs/wq/stormwater/manual.htJTil
Maryland Storm Water Design
Manual
~Manual applies 14 general performance
standards to any construction activity
disturbing 5,000 sf or more.
~First statewide manual to apply the five
unified storm water sizing criteria.
~Allows storm water credits for
innovative site planning.
-------
Post-Construction Design Standards & Manuals
Sets performance criteria for BMP Designs

Example: Pond Pretreatment Criteria
Each pond shall have a sediment forebay...sized to
contain 0.1 inches per impervious acre of
contributino drainage.

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Stormwater Controls for
Challenging Situations
COME RAIN. WE SHINE®
Stormwater Management Inc.
Adam Sapp, PE
COME RAIN, WE SHINE *
Today's Objectives
• Introduce Stormwater Management Inc.
• Discuss Stormwater pollutants
• Discuss Stormwater Treatment
1
-------
Stormwater Management Inc.
Headquartered in Portland, OR
Staffed by environmental
engineers, scientists, civil
engineers
State-of-the-art research
laboratory
Product performance claims
strongly backed by data
Regional Sales Map
Company background
Regional
Regional office in
Elkridge.MD
2
-------
Stormwater
Pollutants
Sediment (TSS)
• Concentration
Particle Size
Distribution
Specific
Gravity
Metals
• Copper is commonly found in brake linings,
bushings, windings, biocides
• Zinc in tires and coatings
• Industrial sources
-------
Oil and Grease
Pesticides & Herbicides
I
I
i
I
4
-------
Preferred Method of
T reatment
Preferred Stormwater Treatment
Technologies
• Ponds
• Wetlands and Marshes
• Bio-retention
• Swales
• Filters
-------
6
-------
Apartment Courtyard
Biofiltration System
Runoff is directed to center
planter and either infiltrates
or overflows Into small inlets
Courtesy Geosyntec Consuttants
What can be done when
space is not available for
conventional BMP's?
Storm water Technologies
Filtration - Screening • Settling
• Filtration
- Removes TSS, soluble metals, nutnents, oil &
grease, based on filter media type
• Screening
- Removes larger particles and trash & debris, based
on high flow rates and screen size
• Settling
- Removes sediment and oils & floatables, based on
residence time and gravity separation
-------
Filtration

Settling ^
The Stormwater
Management StormFilter*

Highest performing passive BMP
Effective for soluble metals,
nutrients and fine particles
Screening
StormGate Separator™
Engineered, tested gravity
separator for typical TSS
removal applications
! StormScreen™
~ " ~ High-flow screening system for
debris and coarse particles
Filtration
8
-------
The Stormwater Management
Storm Filter
• Approved by Washington State for Primary
Treatment
• Approved by Maryland as Stand Alone
Treatment for new development
• NJ CAT Verified
• Interim NJ DEP verification for Stand Alone
The Stormwater Management
Storm Filter
9
-------
StormFilter Profile View
Steps

n
a

The Filtet Cartridge
' y'-V ^ '? ":1 •
Filter Media Options
• CSF® leaf media
• Perlite
• Zeolite
• Granular Activated
Carbon (GAC)
10
-------
Precast StormFilters
Box Culvert StormFilter
CatchBasin StormFilter
-------
Burnside Bridge
Portland, OR
; - --w. , „U
This unit went online in May
.'2002 and has considerable
"debris and accumulation in
.rT- mid-August 2002.
Industrial and Remediation
-------
DownSpout StormFilter
For Oil loadings above "normal"
runoff loads (10-45 mg/l)
• Cartridge Cozy
• StormBoom
SCREENING
-------
StormScreen
StormScreen Operation
El Paseo Simi Shopping Center
• 8x16 Precast StormScreen
• 14 Screen Cartridges with
Sorbent Hoods
• Approx. 35 Acres & 7 cfs
• Target Pollutants are Trash,
Debns, Sediment, Free Oils
and Greases
3
-------
SETTLING
Hydrodynamic Devices
Rely on Settling (Stokes
Law)
Primary focus is grit, heavy
oils, and fioatables
Examples: Stormceptor,
Vortechnics, HIL
Downstream Defender,
CDS
Typical NW Performance
results are 30% TSS
removal at design flow.
f
StormGate Separator
Before Top Slab Installation
4
-------
StormGate Separator
Engineered - Tested - Approved
Engineered - Tested - Approved
Hydraulics engineered to
control velocities
throughout the system
Design based on residence
time
Long serpentine flow path
prevents short-circuiting
Meets Maine DEP
standardized testing
requirements for procedure
and particle size
(OK-110)
StormGate Separator Flow Path
Primary
Settling
Chamber
Inflow and
Overflow Weir
Chamber
Secondary
Settling
Chamber with
Orifice Box
Bypass and
Outlet
Chamber
-------
Particle Size Gradation
for Performance Curve
Gradation for Porformenc® Curve
0.2% US SJIIca OK-110
Sp«cHlc Qravtty2.65
1S0 micron
¦ i 1 i """ 125mieron
212 micron
3*
15% 63 micron
76 inii , . •
O 212 mctort
¦ 150 merer
~ 125 micron
O 106 mtcror
108 mlcren
Parcen! Relairved
Product Performance
StormGate Separator Performance
Metro Water Services • Nashville. TN
OK-110 Qrwtebcn SOS 1*00

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Maintenance, monitoring, laboratory
services
-------
Annual Maintenance
• Remove cartridges
• Clean sediments from vault bottom
Inspect vault
Irxgta II .frp.shra rtrirlnp.c
Cartridge Recycling
Cartridges are removed from
the vault, emptied to a
container, washed and then
refurbished for reuse
Corporate Focus
Industry leaders in
stormwater pollution
removal research (successful
field samples on 34 events in '03
so far)
Designing, developing,
producing and marketing
effective stormwater
products/services (making the
science practical)

-------
Heritage Market Place
Heritage Market Place
Clark County, WA
Storm
Peak 0 in
TSS IN
TSS OUT
Removal %
Date
l/s
mnfl
mg/l

4/26/02
16'
280
27
0 90
5/17/02
13
82
26
0.68
6/28/02
17
206
28
0.86
Design Flow 0 75 cfs using CSF media 15 gpm
Aggregate TP removal = 46%
Aggregate Zn removal = 62%
Straley BP - Total Suspended Solids
CSF Leaf Metta
I

78% 58%
90%
36% |
1 - I ¦
¦
B ¦ 1
In Out In Out In Out In Out
Influent/Effluent
• Total Zn removal = 61%
-------
BMP Selection
• All sites are not created equal
• Choose the BMP that's going to address
the site specific pollutants
• BMP's should be selected on effectiveness
not cost
COME RAIN,
WE SHINE.
9
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Getting in Step:
Building Blocks
for Effective
Education and
Outreach
Barry Tonning, Tetra Tech
What Is Outreach?
Message
Communicate
Audience
Phases of Behavior Change
• Awareness
• Knowledge
• Action
-------
Outreach changes over time...
^ctoni
Av\oeness
ImDowhjti
Education
Outreach Building
Blocks
EVALUATION

DISTRIBUTION |
P FORMAT
MESSAGE
,

TARGET
AUPIEHCE
*
.
Step 1:
Driving Forces
Goals and Objectives

-------
Driving Forces
• Why do you need outreach?
- New regulations
-Public pressure
-Political pressure
GOAL
How?
How?
ACTIVITIES
.Tasks,
Goals
• General statements that express
the broad focus of the entire
planning and management effort.
-Vision
-Problem
-Mission
-------
Objectives
• Define outcomes that are:
-Specific
-A/easurable
-A chievable
- R elevant
- Time-sensitive
Goal
• Improve water quality of Cityville's
water resources through effective
stormwater management.
Objectives
• Make MS4 residents aware of the
impacts of stormwater runoff to
Cityville's water resources and
educate them on proposed actions.
• Develop and distribute 5 newspaper
inserts on lawn management to MS4
residents in the next 12 months.

-------
Activities
• Develop unifying theme and logo by
4/04.
• Identify newspaper outlet to distribute
inserts by 6/04.
• Identify key topics for each issue by
6/04.
• Design layout and write text for first
issue by 9/04.
• Send issue 1 to printers by 11/04.
Step 2: Target Audience
Who Do We Need to Reach?
• Public Agencies
• Elected and other public officials
• Non-governmental organizations
• Business and Industry
• Students and others in academia
• Citizens, voters, the public
-------
Target Audience
• Break down your audience by. ...
-Geographic location
-Socioeconomic
-Gender
-Age
- Ethnicity
-Occupation
Target Audience
• Information needed
-Demographics
-Knowledge of the message
-Communication channels
- Attitudes/perceptions
Target Audience
• Research the target audience
- Focus groups
-Phone interviews
- Pre/post surveys
-Public agencies
-Community leaders
-Trade associations
-------
Recent Survey of Tampa Residents
• Only 19% knew that they lived in a
watershed.
- No-35%
- Dont know-46%
• 36 percent of
respondents left
their pet's waste
on the ground.
Step 3:
Message
Message
• Specific to target audience
• Should have direct benefit to target
audience
-"Improves/protects resources"
-"Costs less"
-"Improves health"
-"It's convenient"
-"It's free"
-------
Social Marketing
• Applying commercial marketing
principles to social issues, such as
seatbelt use, anti-smoking, to
achieve a change in behavior
• More on this topic later today!
Step 4:
Format
Format: Displaying the Message
Print
"Stuff" Events
Newsletters
Calendars Festivals
Fact sheets
Magnets Clean-
ups

Flyers
Bumper stickers
Magazine articles
Tote bags
Stenciling

Posters, displays
Frisbees
Training

Billboards
Laoel Dins Mini-
-------
Formats
• Brochures and
Fact Sheets
- Can be distributed
widely
- Provide more
detail on issues
- Different shapes
and sizes
Displaying Data

• Use photos and
maps
• Summarize
• ^ C\
»nr iv \
- sapfYX/
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•sa
//Uh
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data into easy
to read formats
SSSaT-k
1 tllfT|—M

• Report cards
[~JO
•Tj A

\ 'l5S2mj
• Explain the "so
what" of the
data
)
asij
/ \\
' |§£lV
• Show trends

Formats
• Stuff
-Magnets
-Stickers
-Water bottles
-Drink cozies
-Mouse pads

-------
Format
• Events
• Volunteer Monitoring ^
• Field tours
• Connect people to the
resource
The Media

News Media
Electronic Media
Radio
Listservers
Newspaper
Web sites
Television
CD-ROMs
Magazines

Where Does the Public Obtain W
Information on Water Issues? «|
Local television news

Local newspapers

Radio news programs

Community leaders
92%
1%
Source: Lake Research Jnc; for ttie Upper

Mississippi Basin

-------
Formats

V". sliiasns'ij.
• Web Sites
-Reach larger
audiences
-Adaptable/Ch
angeable

si
r-
tp;

—

Net gains credibility
The percentage of Internet users
who consider these sources of
information important;

Internet gaWMHM61%

Books KMBIMBl6(K

Newspapers £289158%

Television QKH9

Radio QQQ40% -

Magazines 8029%

source uCLAhwmrt project

By Suzy Pinter, USA TCQAY
Step 5:
Distribution
• How will you
distribute your
materials?
• Who will
distribute the
message?
-------
Distribution

Delivering the
message . ..
Mail
Piggybacking
Phone
Media
Door-to-door
Stakeholder-stakeholder
Events
Conferences/workshops
Presentations
Targeted
businesses

Step 6:
Evaluation

?
•

|i SUGGESTIONS];;
KiiiSil

-------
When do you evaluate your
program?
Before program
development
During implementation
After implementation
Why evaluate?
• Program success justification
- Shows a cost-effective program
-Show impacts and benefits
• Understand the good, bad and ugly
- What went right? What went wrong?
• Program refinements and improvements
- Adaptive management
• Helps with your annual report!
Adaptive Management
• Keeps you from
-Blindly charging ahead
-Being paralyzed by indecision
• Helps you
-Learn from your mistakes
-Refine your program to achieve
success
-------

Evaluation
Before
-
Formative. Will the plan

achieve the objectives?
During

Process. Are the tasks

assigned, resources

adequate? (Adaptive mgt)
After

Outcome. Did we do what we

said we were going to do?
Much ^

7 Impact. Did our message
Later
/ reach the target audience?
V Did we achieve our

objectives?
Evaluation Tools
• Assessment tools include:
- Focus groups
- Surveys
- Interviews
- Water quality data
• Tools may be part of Before/After
approach
- Remember to get your baseline data so
you can measure success
Putting Pen to Paper
• Write out your plan
• Allocate time and dollars with each
task
• Review your plan every week
• Make changes as you go
•14
-------
Summary sheet for your outreach strategy
A^tioni
Once you're done, do it again,
l Alt UYtUOWNSTHfAK
ftotel Tour ttdershcd. I
Education
The Art of Outreach
• White space
• Layout
• Graphics
• Communicating
technical data
• Photographs
• Color
• Content
-------
White space - how to get it
• 1/3 white space vs. 2/3
text
• Widen margins (scholar
margin)
• Increase the leading
• Use ragged right margins
Layout
• Create a template
• Go with fonts that
work - use
restraint!
• Lots of subheads -
think USA Today
IE!!,.

Graphics
— -

• Less is more

• Repeat
graphics
• Pull quotes
• Show results,
i.e., "data"
58^

•16
-------
Communicating technical data
• Show relevance
• Know your
audience
• Use pictures
• Use plain
English!
Willamette River Corridor:
~ 2/3 of natural flow
disrupted
> 85% streamside
vegetation removed
plagued by multiple
pollutants & sources
Willamette Batln
Land Utm
-------
10*)/ ^>98 Annual Report
Photographs
• Show your project in
action
• Show people doing
things
• Use only good photos
h • r m-
, Tb<- frnwm, anti 'Kmat I at Irennrat (Wy»

Color on a
shoestring
• One-color vs. two-
color
• Colored paper
• Digital printing
fOu-i;?
- — „' h ..
Content
• Tell a story
• Use quotes
• Lead off with
questions
• Keep asking
yourself "so
what?" Why
does the reader
need to know
this?
-------
m
3
(Q
Q>
03 CD
H
3- 03
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c 3
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= 5"
-<(Q
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a
-------
Engaging and Involving
Stakeholders in Your
Stormwater Program
Barry Tonning
Tetra Tech
What is public involvement?
• Two Types
- The use of appropriate procedures to Inform
the public and consider the views of
interested parties in planning and decision
making.
- Having members of the public participate in
implementing stormwater management
efforts.
• Outreach comes first; then public
involvement
Why is it necessary?
• Ensures that community concerns are
factored into the decisions made.
• Shares the responsibility of the decision.
• Enables partnerships to be formed to
combine financial resources.
• Puts the implementation of the decision into
the hands of the community.
• Establishes a framework for planning and
conducting stormwater activities.
-------
PI Minimum Measure
To satisfy this minimum control
measure, the operator of a regulated
small MS4 must:
-Comply with applicable State, Tribal, and
local public notice requirements; and
- Determine the appropriate best
management practices (BMPs) and
measurable goals for this minimum control
measure.
Integrating stakeholders into
stormwater planning/mgmt-
• Many solutions depend on voluntary BMPs
and action-based partnerships
• Outreach promotes awareness, education,
and action (i.e., adoption of BMPs)
• Stakeholder involvement builds acceptance for
management actions and can increase the
amount of resources available
What can stakeholders
Assessment of receiving waters
- Educate the public on assessment processes
- Recruit agency and other monitoring partners
- Solicit information on dump sites, discharges,
eroded areas, unique resources, etc.
-------
What can stakeholders
• Identify and describe problems,
sources, and impacts
- Distribute information on suspected
problems
- Begin discussions on possible solutions
- Create awareness of problem
identification process
What can stakeholders do?. ^

Develop, plan, and help identify
resources to solve problems
- Provide educational info on
actions/practices to stakeholders
- Promote discussion of the
alternatives deliberation process
- Solicit potential funding sources
for alternatives selected
What can stakeholders do?^^
Implement solutions
- Educate the public on behavior
changes or mgmt measures needed
-Motivate target groups to take action
-Recruit BMP cost-share project
partners
-------
Evaluate effectiveness,
adapt if necessary:
Reinforce stakeholder
participation and support
Recruit long-term volunteer
monitoring partners
Recognize partners in
successful projects
ptora opeutm wtat iwn)
&
. in

What is a stakeholder?
A group or individual who:
- has the responsibility for
implementing a decision.
- is affected by the decision.
- has the ability to Impede or
assist in implementing the
decision.
ciaon.
Why are stakeholders
important to the process?
• Ensure that community concerns are factored
into the decision-making process.
• Share responsibility for the decision.
• Enable partnerships to be formed to combine
financial resources.
• Put the implementation of the decision into the
hands of the community.
• Establish a framework for planning and
conducting watershed activities.
4
-------
Each stakeholder group is different
• Internal goals
• Priority issues
• Political climate
• Regulatory context
• Scale of watershed
• Budget / resources
• Decision-making processes
Scoping audiences to develop an involvement strategy
Identify potential stakeholders
• Local elected officials
- board of supervtsora. mayor, planning commissions,
school boards
• Key business groups
- developers, farmers, businesses. Industry, realtors
• Regulators
- federal, state, and local representatives
• Community organizations
- fishing clubs, nature societies, preservation groups,
League ol Women Voters, religious orgs, PTA
• Community residents
- "yard farmers,' riparian landowners, voters, seniors
5
-------
Define organizational structure
Formal vs. informal
Roles and responsibilities
Decision-making methods
El
• • EM—El
^ ee ei m
Tips to increase the success
of your stakeholder group;
Start early (when you
don't know what to do)
Recognize differences
Communicate clearty
and often
Be honest
Listen
Build on successes
Commit resources to
complete activities
Tips to increase the success
of your stakeholder group
s Only call a meeting when ifs "'¦**""
absolutely necessary ©WatershedNews
s Piggyback onto other efforts
v'Tap into larger groups
S Show progress to the group
(data collected, newspaper
clippings)
J Bring in new members
s Give praise (thank you notes,
awards)
6
-------
Tips to increase the success
of your stakeholder group
Bring food ...(!)
Integrate stakeholders
into the rest of the
watershed management
process
Focus on issues
important to them
Make it funl

Tools for working with
stakeholders
Consensus building
Resolving conflicts
Making Decisions

• Decide and notify

• Gather input, then decide

• Consensus
i
r
• Limited delegation

7
-------
Selecting the Decision
Process
Time available
Importance of the
decision
Information needed
Need for buy-in
Capabilities of the
group

Making decisions by consensus
Consensus is a decision we can live with.
As the level of involvement increases, so
does the level of ownership or buy-in to
the process and the outcome.
Include a fall-back position.
What's Your Role?
• Participate
• Manage the process
• Ensure appropriate information flow
• Make decisions or delegate decision-
making via a clearly understood process
-------
Role of the Facilitator
Helps the process sponsor and
participants focus on the task at hand
Makes sure everyone has a chance to
participate in the process
Defends others from personal attack
Makes suggestions on how to proceed
Builds agreements among participants
Building an agreement
• Establish ground rules that you can refer"
back to if needed. Get agreement on the
ground rules before proceeding.
• Examples:
- shared responsibility
- speak one at a tme
- no personal attacks
- confidentiality of discussion
- honor time limits (during meeting and overall)
Open-Narrow-Close
• Open - gather information
• Narrow - organize information
• Close - select the best approach and
reach agreement
9
-------
Open-Narrow-Close
Close
Narrow
Open
• Propose (limited opening)
- Someone leads off to get the discussion started
• List (moderate opening)
- Let*s list 4 or 5 items that need to be addressed
• Brainstorm (wide opening)
- Let's get our Ideas out before considenng them
• Make sure everyone has a chance to participate
(take turns during the listing process)
Clarify
Make sure everyone
understands each
idea to be considered
Ask the person who
proposed the idea to
clarify it

-------
Screening criteria
• Develop criteria that will be used to
evaluate the ideas.
- Environmental benefit
- Geographic
-Cost
- Benefits large groups of people
-Timeframes
- Others?
Narrow
i*

Combine obvious duplicates to
eliminate redundancy
Prioritize N/3 (number of ideas and
divide by 3 = the number of votes each
person gets)
Straw poll (Let's get a quick show of
hands of how many people want to
keep this one?)
Advocate
Allow anyone a chance to advocate for
an issue
Advocacy can illuminate contextual
benefits and/or relationships with other
options
Advocacy can change minds!
Avoids the "if we only knew" outcome
-------

Close
Negative poll (is there anyone not
willing to take #5 off the list?)
Build-up/eliminate (What can we add to
option B to make it work for you?)
Both/and (Can we go with both of
these?)
Tools for active listening
^0^
• Reflect (Glen, could you restate in Bob's
words, what he just said?)
• Paraphrase (so what I hear you saying is...)
• Perception check (It sounds like...)
• Open-ended questions to uncover
perceptions (what do you think are some of
the reasons for...)

Dealing with distracting
behaviors
• Make eye contact
• Stand up
• Walk halfway
• Walk up to them
• Ask "What do you think?"
• Give feedback at a break
• Give feedback to the whole group
12
0
-------
Difficult behaviors
Boomerang
- (throw the question back to
the group ... gives you time
to gather your thoughts)
Regain focus
- ("Just a moment, lefs go one
at a time...')
Ask/say
- (Ifs very quiet all of a
sudden. What does this
silence mean?)

Difficult behaviors (cont.)
• Enforce agreements -;
- (Remember we said we were going to...?)
• Accept and defer/deal
- (I understand you're frustrated. Can you
hang in there for 10 more minutes?)
Resolving conflict
Up front venting
Know the difference between a need
and a position
Turn the negative into a positive
Separate beliefs from facts
Focus on common goals
13
-------
Up front venting
Why isn't this going to work? ~:tJ"
- Helps with groups who have a historical
relationship (baggage) with each other.
- Helps with issues that have been around
for years.
Need vs. position
Position: I refuse to remove
my parking lot curbing and
Install an infiltration swale
Need: My business isn't
doing so well, and I don't
think I have the money to do
it
Resolution: Pertiaps a cost-
share project could help, with
city work crews helping with
demolition and construction
Turn the negative into a
positive
- • 'J.
• This process has dragged on for years
and we never come to any decision.
• I would like to see a timeline developed
for an 18-mo. period with major decision
points identified.
-------
Separate Beliefs from Facts.,,
Belief: There are too many ¦ • "" '
government folks at the table.
Fact: There are 6 county reps (3 from water
resources, 1 from solid waste, and 2 from the
health dept), 4 environmental group
members, 3 elected officials, 4 industry reps,
and 1 state representative
Opportunities for involvement
• Storm drain stenciling/marking
• Adopt-a-Storm Drain/Stream/Wetland
program
• Volunteer monitoring
• Stream walks
• Community cleanups
• School curricula/field trips
Portland's Stormwater Cycling
• Portland, OR provides a brochure for
cyclists to view good SW practices in
the city.
• Cyclists see ecoroofs, swales,
and naturescaping
• Also have educational
workshops
- Stormwater Storytelling
- After the Flush: A Wastewater
Story
-------
WatershED Student
Curriculum
1 Boulder, CO developed a
watershed and stormwater
lessons for local schools. Presentations
Include:
- Boulder Creek Watershed Virtual Tour
- Water Conservation
- Dnnklng Water/Source Water Protection
- Stormwater/Pollution Prevention
- Enviroscape Watershed Model
1 Classroom teachers meet science, math,
social studies and language arts standards
Provide Information
Through...
• Community hotlines
• Public surveys
• Web site/email
• Participation at stakeholder
meetings/public hearings
Think Blue
Public Survey
• San Diego's Residential Stormwater Survey
- Phone Survey (random digit dial)
- Baseline In 2001, follow-up in 2002, 2003
• Some findings
- 19% decrease In # of people who dump paint
down the storm drain
- 8% increase In # of people correctly attributing
beach closures to polluted runoff (not sewage)
- 3% decrease in # of people who think that what
enters the storm drain goes to a WWTP.
-------
Last thoughts on conventional wisdom
If you always do what you've
always done, you'll always get
what you always got.
Old country saying
-------
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Q)
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at
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CD

-------
What It Takes to
Change Behavior
lb
The key to successful

outreach is targeting your
message to a specific

audience and having it J

respond to your message^/^

Why do they do
what they do?
How can you
get them to
change?
-------
Through Social Marketing!
What is Social Marketing?
Applying commercial marketing
principles to social issues to achieve
a change in behavior.
Why Social Marketing?
¦ Most people arent interested or dont
know much about environmental issues
¦ Knowledge alone is not enough - we
need action!
¦ It works
2
-------
Popular Social Marketing
Campaigns
¦ Buckie Up America
¦ Smokey Bear
¦ Truth Campaign
¦ National Youth Anti-Drug Campaign
OKU VOU CAN PREVENT WILDFIRES.
Thinking Like a Marketer
¦ Rule # 1: Focus on the audience
¦ Rule # 2: See Rule # 1
¦ Rule # 3: See Rule # 2
Thinking Like a Marketer (cont.)
i Beneficial exchange
- Real Benefits
¦ Save money
¦ Save time
¦ Protect health
- Perceived Benefits
¦ Fit in with others (Ifs cool)
¦ People expect it
¦ Everyone else is doing it
¦ III get rewarded
3
-------
What Barriers Prevent Behavior
Change?
¦ Physical Barriers
- Too hard to do
- Too far to drive
- Not safe
- Takes too long
- Not convenient
¦ Economic Barriers
- Added costs
- No cost savings
Barriers, cont.
¦ Education Barriers
- Dont know how to do it
- Need training
¦ Social/Psychological Barriers
- Against social norms
- Fear of doing something different
-1 dont have the skills to do this
- Tried it once and it didnt work
Overcoming Barriers
¦ Everyone else is doing
it (or not doing it)
¦ Well teach you how
to do it
¦ Save money/get money
¦ It takes 5 minutes or less
¦ Ifs the cool thing to do
¦ Youll get a reward if you do it
4
-------
Remember the 3 Hs . . .
i Health
- Drinking water, swimming,
their children's health
i Home
- Property values, flooding
i Heritage
- Historical value, future
generations, stewardship,
quality of life
Tools for Changing Behaviors
i Social norms
i Commitments
i Prompts
i Incentives
i Vivid communication
i Building motivation

Social Norms
¦ Desired behavior perceived as normal
and expected
¦ Tools:
- Compliance
¦ Rebates (positive)
¦ Fees (negative)
- Conformity
¦ Use statistics
-------
Other Social Norms Techniques
i Eco-labeling
i Recycling bins at curb
(public)
i Yard or home signage
i Farm or construction
demonstration
sites/fields
Commitments

¦ Pledges (verbal or written)
¦ Sign-ups

¦ Petitions

¦ Donations (time/money)

jS
; ^

ill, -j. Jul/
Prompts
¦ Behavior
reminders
¦ Use at "point-of-
sale"
¦ Target specific
behaviors
/yo jxj/vmiNGL
DRAINS TC5 I sAY> j:
6
-------
Incentives
OPERffllQNl
LOW FLOW «
i Money, money,
money, money
i Free stuff
i Recognition
i Reward positive behavior
i Disincentives: punish
negative behavior (e.g., user
fees)
Get $100 Credit Far Your O« Toilet]
Vivid Communication
i Vivid
- Less Vivid:
¦ Storm water runoff
contributes 5 millions tons of
sediment to the bay each
year
- More Vivid:
¦ Each year, rain water
washes enough dirt to fill
500,000 dump trucks
directly into the bay.
i Tangible
i Positive, clear terms
i Comparisons
Humorous
AlINrn Ail CuTf.inr
J9Y
Stormwater
"Please don't soil our waters!"
Building Motivation Over Time
¦ Provide public recognition
¦ Show results of actions or how their
contribution was used
¦ Point out things theyVe done
¦ Offer long-term training and support

7
-------
{Watershed,
Defining Your Message
¦ Address the behavior
barriers
¦ Awareness, education, action f^CAME
¦ What's in it for them
¦ Use one or more social
marketing techniques
I I'lilli ( ml wjlvrvin

Prioritizing Behaviors
i Maine's General Permit: Outreach messages
and behaviors must target behaviors that
have the highest impact on water quality
Think about:
- Project goals
- Ease of adoption
- Consequences of each behavior
- Barriers for each behavior
- Cost of promotion
- Technical soundness of behavior
-------
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-------
The NPDES Stnrm Water Program
Module 1
Problems and Solutions Implementing th
NPDES Storm Water Program
June 23,2004
Paula Estornell, PJE.
US EPA, Region III
1650 Arch Street
Philadelphia, PA 19103
«tnrnfll.nanlBOma.gnv
EPA Region III Storm Water Permits
Permitting
Authority
Phase I / II
MS4 Permits
Phase 11
MS4
Permittees
Estimated
Construction
Permittees
DC-EPA
1 Pbm 1 (IP)
NA
ladoMlaMS4
DE
1 PteM I (IP)
$ pfeM n op)
3
1190
MD
11 PfaBM 1 (IP)
2 PtHM n (GP)
60
1500-2000
PA
2 PtHM 1 (IP)
2PtM«n(GP)
923
2500
VA
11 PtaMldP)
1 Ptana n (CP)
AO
JiF^nI
WV
1 P(m ~ (GP)
40
1000 2
Common Storm Water Program
Implementation Issues
¦ Controlling quantity
¦ Documenting water quality improvement
¦ Limited funding
¦ Quality/enforceability of SWMP/SWPPP
¦ Translating TMDL allocations into permit
requirements
EPA Region 3 NPDES Phase II Storm Water Program Training Course
1-1 1
-------
The NPDES Storm Water Program
Module 1
Quantity
Controlling Quantity
¦ Problem: Volume and rate of flow
* Stream bank erosion
A Loss of aquatic habitat
¦ Solution:
4 Intercept flow with infiltration devises
* Build green
* Stream bank protection
Demonstrating Water Quality
Improvement
EPA Region 3 NPDES Phase II Storm Water Program Training Course
1-2 2
-------
The NPDES Storm Water Program
Module 1
Demonstrating Water Quality
Improvements
¦ Problem: Difficult to show water quality
improvements due to
* variable nature of storm water
t multiple discharges to rivers / streams
* Minimal monitoring requirements
* Length of time to restore stream
¦ Solution:
* Utilize data from other monitoring programs
* Cite literature on BMP performance
« ASCE BMP Data base
* Establish pilot studies to monitor stream long terrn^
Typical Pollutant Removal Rates
TSS

• BMP Options
Percent Removal
- Constructed Wetlands
65-80
- Detention Pond
50-95
- Infiltration Basins/ Trenches
75-95
- Porous Pavement
65-95
- Surface Sand Filters
75-90
- Vegetated Filter Strips
30-70
- Street Sweeping
55-90

Source - ASCE, EF A ORD
1
Typical Pollutant Removal
Other Parameters
BMP Options
Bacteria
TN
TP
Metals
¦ Constructed Wetlands
NA
30
50
40-70
¦ Detention Pond
NA
10
20
30-70
¦ Infiltration Basins/ Trenches
75-95
40-70
50-70
70-90
¦ Porous Pavement
NA
80-85
60-70
30-90
¦ Surface Sand Filters
NA
30-40
50-60
20-80
¦ Vegetated Filter Stnps
NA
20-60
20-60
20-80
¦ Street Sweeping
NA
40-75
40-75
35-85
Source - ASCE, EPA ORD
9
EPA Region 3 NPDES Phase II Storm Water Program Training Course
1-3 3
-------
The NPDES Storm Water Program
Module 1
BMP Projects
Wetland Creation
Infiltration Trench
Street Sweeping
Limited Funding
¦ Problem: Limited Funding
4 Small municipalities have difficulty financing
storm water management
4 Competing funding needs for other priorities
¦ Solution:
4 Permit and annual discharge fee
4 Federal State funding/grants
4 Storm water utility fee
ii
Storm Water Management Potential Funding Resources
¦ 1 The Cautog of Federal Dometuc Aiiuuoce
http-frr-Ti^
¦ 2 Ail Inieroei Guide to Flnaodog Slooawite Management
¦ 3 Clean Waicr Act Section 104(b)(3), EPA Heidquanen
¦ 4 Clean Waia Act Section 106
Appfaabou be m lo EPA. Rcpoe QL Gruu And* k Mifffflrai Brack
¦ S Qmpeike Bay Small W hot bed Qnou Program
¦ (. Ftr* Star Rntantfaw Chalbnfc Gnat Profran
¦ 7 Economic Development Adnsnlsniioo. US Dqx of Commerce
a 8 7r*+ Mioafemeol (CZM) aod Coaiu) Nonpotw Pollution Program (CNPP) Gnoti
¦ 9. Eavtroflmcntml FUaoct Profnuo (EFT) for MD
¦ 10. Local Cutwucd EurtromKnhl Ankttact Nrtwork
11 Environmental Oranimafctng Foundadoo • 2001
EPA Region 3 NPDES Phase II Storm Water Program Training Course
1-4 4
-------
The NPDES Storm Water Program
Module 1
Quality of SWMP
¦ Problem: SWMP may be incomplete or poor quality
* Lack of experience
* Lack of oversight
¦ Solution:
« Guidance
• (National Menu of Best Management Practices, APWA Designing and
Implementing an Effective Storm Water Management Program
* Literature
• (Storm water - Journal for Surface Water Quality Professionals)
* ASCE BMP Data base
13
Clarification of Existing Regulations
MS4 Permits adhere to TMDL
November 22,2002 EPA Memorandum
¦ NPDES permit conditions must be consistent with the assumptions
and requirements of available WLAs (40 CFR 122.44(dK1K^l)(B))
¦ Effluent limits for NPDES-regulated storm water discharges that
implement WLAs in TMDLs may be expressed in the form of
BMPs (40 CFR 122.44(kX2)&(3))
¦ The permit's administrative record should support that the BMPs
are expected to be sufficient to implement WLAs (40 CFR 124.8,
124.9,124.18)
¦ Where effluent limits are spedOed as BMPs, the permit should
also ipedfy the monitoring necessary to assess whether load
reductions are achieved (40 CFR 122.44(1))
14
i
Case Study: DC MS4 Draft Permit
¦ Draft Permit renewal public notice 11/14/03
¦ Highlights of Draft Permit
* Effluent limits narrative not numeric
* BMPs to achieve WQS and TMDL WLAs
4 TMDL WLAs are not effluent limitations
* Representative monitoring
4 If WLA goals not met then develop implementation plan*
¦ EPA revising draft permit in response to comments
is
EPA Region 3 NPDES Phase II Storm Water Program Training Course 1-5 5
-------
The NPDES Storm Water Program
Module 1
Washington DC
ifiair "*J
.ilwV ¦¦¦ ..^11
DC TMDL Goals
Anacostia and Tributary Percent Reductions
¦ TSS 77
¦ Fecal 90
¦ Organics/Metals 98
¦ BOD 50
II
EPA Region 3 NPDES Phase II Storm Water Program Training Course
1-6 6
-------
The NPDES Storm Water Program
Module 1
Other MS4 Permit Case Studies
¦ Florida statewide GP For Small MS4s
4 SWMP consistent with TMDL allocation; must
modify SWMP if not meeting TMDL allocation
¦ Cherry Creek Reservoir, Denver, CO
t Implement specific management practices based on
requirements of TMDL; document that WLAs are
being met; revise BMPs if necessary
¦ Albuquerque, NM
* Permit designed to implement TMDL requirements
through use of BMPs; target loads listed in permit;
monitoring and reporting requirements; revise
BMPs if necessary >
National General Permits Workgroup
¦ Goal of Workgroup:
* Develop guidance on integrating TMDLs with General Permits
¦ Progress to Date
* EPA and States phone conference every 6 weeks for 1 year
* Developed draft guidance sections and GP sample language
¦ Expected Deliverables
» GP template language and guidance
t Develop recommendations on appropriate monitoring/evaluatio
« Compile case studies, sample permits, tech support documents
¦ Website with permit language/HQ contacts
* http://cfnub.epa.gov/npdes/gnwg/gpwgxfm
* Christine Ruf, OWOW, Greg Schaner, OWM M
Resources
¦ 1 National Menu of Best Management Practices for Storm Water Phase D
(www.cpa.gQv/npdea/ltKnuofliniiw/nicnu.hlm)
¦ 2 National Siorm Water Best Management Practices (BMP) Database
www.bmDdatabase.ort
¦ 3 Considerations in the Design of Treatment Best Management Practices to
Improve Water Qualm. EPA Office of Research and Development, NRMRL,
EPA/600/R-03/103, September 2002
¦ 4 EPA Chesapeake Bay Program document titled, Storm Water Best
Management Practice Categories and Pollutant Removal Efficiencies,
updated March 10. 2003 (Chesapeake Bay Program's Urban Storm Water
Workgroup, Annapolis, MD, www.dieMPcakebav.nei/uwe.htm. select
"Current Projects and Information")
21
EPA Region 3 NPDES Phase II Storm Water Program Training Course
1 -7
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Integration of Storm Water and other Water Resource Programs
"Big Picture
Integration of
Storm Water and
other Water
Resource Programs
What's in the "Big Picture"?
A Multiple Pollutant Sources
x Industrial
A Municipal WWTPs
xSSOs and CSOs
xMS4s (municipalities, universities, etc.)
Construction Sites
x Industrial Facilities
Agricultural CAFOs
A Non-permitted non-point sources
What's in the "Big Picture"?'
x Multiple Goals
±TMDLs
Water Quality Standards and Uses
A NPDES Permit Compliance
x Watershed planning
Pollutant of concern reduction
x Increased awareness in community
x Non-point source pollution control
x Coastal management
Source water protection (drinking water)
Wetlands protection dc conservation
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Integration of Storm Water and other Water Resource Programs
Incentives to Thinking "Big
Picture"

xAchieving and maintaining water quality
standards
x Ensuring proper TMDL implementation
x Improving watershed-based decisions
xIncreasing access to various funding sourA
x More efficient use of existing resources
(funding and staff)
What Are the Benefits of Thinking
"Big Picture"?
x Enhances water quality results
x Promotes watershed level monitoring
x Promotes watershed planning
x Integrates existing water programs
x Encourages efficiency
x Produces cost-savings
x Promotes involvement and "buy in " ai
stakeholders
x Improves outreach and education
What Are the Challenges?

xAdequate stakeholder involvement
x Integrating nonpoint and point sources
x Permitted and non-permitted sources
x Conflicting or overlapping jurisdictions
x Conflicting monitoring and/or reporting
requirements
x Different goals, pollutants of concern
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Integration of Storm Water and other Water Resource Programs
Basic Steps to Integration
Sep 1: Define the "Big
Picture"
Step 2: Determine Goals
Step 3: Identify Needs
Step 4: Outline SW Program
Elements *TooU
Step 5: Determine
Stakeholders
Step 6: Develop
Partnerships
1X2
Step 1:
Defining the Big Picture
A Look for existing "drivers " for action and
integration
* TMDLs
Permits
x Public concern
Source water protection
x Coastal management
x Consider existing boundaries
* Watershed management planning area
x Impaired waterway
Service area boundary
^Municipal jurisdiction
Step 2:
Determine Goals
A Water quality improvements
Beneficial uses
Water quality criteria
x TMDL allocations
A Outreach and education
A Permit compliance
x Effective resource allocation
A Watershed plan
CA;.
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Integration of Storm Water and other Water Resource Programs
Step 3:
Determine Needs
x Water quality data
x Pollutant/stressor & source identification
xMapping
x Outreach and education tools
Discharger information
A Inspections
Illicit discharges and connections
x Funding
Staffing
Step 4:
Outline SW Program Elements
and Tnnls
Water quality data
x Mapping
x Outreach and education tools
x Discharger information
-*¦ Inspections
x Illicit discharges and connections
x Funding
Step S:
Determine Stakeholders & Contributioi
Permitted Stakeholders
x Permitting authority
±EPA
x Municipalities
*POTWs
Industrial facilities
x Developers
±CAFOs
Non-permitted Stakeholders
x Local businesses
Residents
x Universities
* Agency partners
x Planning organizations
A Nonprofits
* Watershed organizations
n*»-- , £<¦.
4
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Integration of Storm Water and other Water Resource Programs
Step 6:
Develop Partnerships ^
A Early and continuous involvement ensures
long-term support
x Define roles and expectations
xEstablish goals for partners
x Develop information/data sharing
mechanisms
x Establish reporting mechanism amongst
partners
"Big Picture" Outcomes

A TMDL
x Improved compliance
x For MS4
A Within MS4
A Among other permittees
x Watershed-level monitoring
x Baseline
A Trends
x Watershed plan
x Pollutant trading
x Source water protection plan
x Coastal management plan
x Watershed-based permitting
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C 3
-1
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Working with the Media:
Storm Water:
Making News When it's Not Raining
Deborah Fries
Pennsylvania Department of Environmental Protection
Southeast Regional Office, Norrtstown
Working with the Media:
Early news coverage: venting
"New EPA regulations muddy storm waters"
- Montgomery Uto MAM
"New stormwater rules mandated without funding"
- Pottstewn Mercury 2/2W04
"Stormwater meeting draws poor turnout"
- Laru4*t« A»port*r 4/12/04
Working with the Media:
Finding your news stories
avoid old issues
¦New requirements are unfair
(unfunded mandates)
¦Problems are too huge or too complex to solve
to solve (Illegal hookups)
¦"Our Town vs Big Government"
-------
Working with the Media:
Finding your news stories
successes/benchmarks
e^Ordinances adopted
¦Mapping completed
res/posters available
orkshops scheduled
¦Web site launched
Working with the Media:
Finding your news stories
education & cooperation
¦zexsz; "How to use fertilizer
¦How to dispose of motor oil
¦How to help your watershed group
¦How to help your community identify illegal
connections/discharges
¦How to report problem developers
¦How to report clogged inlets
Working with the Media:
Shaping your news stories
3 basics to remember
., „ - ^Objective - whafs your point?
¦Audience - what they already know?
Need to know?
¦Scope - how much detail is warranted?
2
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Working with the Media:

Shaping your news stories
0
Your objective
acmmamrrrmm~m »Persuade residents to stop

letting pet waste enter storm sewers?

¦Publicize how progressive your MS4

community has been in meeting new

requirements ?
Working with the Media:
Shaping your news stories
Your audience
¦wnwaxxiDog owners In your community?
¦State, county and municipal governments?

Working with the Media:

Shaping your news stories
s
Scope of information

"Detailed analysis of contaminants In dog

waste? Number of dogs in municipality?

¦List all actions taken since March 2003?

Focus on outreach to developers?
3
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Working with the Media:
Telling your news stories
passive/defensive
¦Twp. meetings often result In critical quotes
¦Problem developers complain to reporters
Working with the Media:
Telling your news stories
proactive/planned
lease for benchmark
nts, such as stenciling
ers/photographers on
Ik-throughs In the field
set up demonstrations
Working with the Media:
Telling your news stories
Outreach: local vs regional audience
¦Print story "brochures mailed this week to
¦ homeowners?"
¦TV story on stenciling project?
¦TV story about runoff pollutants?
¦Print story about bio-filters?
4
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Working with the Media:
Telling your news stories
Publicity: specialty audience
¦Trade publications: government
"¦Trade publications: environmental
¦Local Cable
¦ Green media

Working with the Media:
Telling your news stories
tools
ite problems
ifore/afters)
Ith reporters
st speakers
[eat locations
nerate news
Working with the Media:
Retelling your news stories
Bad news opportunities
^ i:*-"
pportunity to restate what will be
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Working with the Media:
Discussion
Contact me at.
Deborah Fnes
D*frfM«>tate.p*.u«
484 250-6808
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Partnering with the news media to
achieve your goals
* *
s
Barry Tonnlng
Tetra Tech
slews&Review
•i
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How informed is the public
on
environmental issues?

Percentage of correct responses:

« The most common source of water pollution:
23%
« How most US electricity is generated:
33%
« Definition of biodiversity:
40%
<• The primary benefit of wetlands:
53%
<¦ Most common reason for species extinction:
73%
Source. NEETF/Roper Starch
Survey
What's important to the public
when it comes to water quality?
« Public health issues
<• Drinking water supplies
<¦ Stewardship responsibilities
•o- Recreation and tourism impacts
Source: The MdCnlght Foundation

if; itcwneuei or
Where does the public get its
information on water issues?
¦> Local television news
47%
« Local newspapers
27%
« Radio news programs
18%
¦> Friends, family, neighbors
4%
o Environmental mailings
2%
« Community leaders
1%
Source: Lake Research Inc; for the Upper Mississippi Basin
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Tualatin River Basin Study
Sources of water quality information:
~ Newspapers 67%
~ Television 43%
«Word-of-moutti 18%
~ Radio 14%
~ Brochures 10%
Why is water quality improving?
~ Public awareness 45%
~ Regulations 33%
~ WW treatment 27%
Most effective source of info?
Newspapers
29%
Television
19%
Newsletters
8%
Word-of-mouth
8%
Brochures
5%
Bill insert
3%
School materials
3%
Signs
3%
Radio, meetings, events
1%
Good, trusted sources of info:
Environmental groups 32%
News media 20%
Local government 13%
Sewer agency 11%
State forestry, fish & game 7%
US EPA 4%
State agriculture agency 1%
Source: Tbaktln Mrr Stuty Wey Raemfi Assodstes
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1—¦1 ...L—

Who's the most believable?
« Local daily or weekly newspapers
22%
« Local television news
12%
« Department of Natural Resources
10%
«• Magazines
10%
4- DNR printed materials
9%
« Family and friends
8%
« Commercial ag dealers
6%
«• County conservation staff
6%
<• County extension agent
4%
SotJte untoerstty of Wtoreln, 1998
"If you don't exist in the media,
for all practical purposes, you
don't exist."
Daniel Schorr
News Analyst
National Public Radio
Why use the media?
<• Ifs effective
~ people get their news from
the news media
<• Ifs available
~the space between the ads
must be filled
•> Ifs free!
~ you buy the ads but the news
is free!

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Levels of media involvement
« Low
« avoidance, fear, loathing, paranoia, panic
•> Medium
« PAO used, periodic releases, reporter's names
remembered, some calls returned
~ High
<• regular releases, relationships built, story Ideas
generated, public education focus
The media are different
« Television
~ movement/sou nd-dnven,
prime news source
« Radio
~ sound-oriented, narrow
audience segments
¦> Newspapers
~ good access, convenient,
long artdes
4- Magazines
~longer artides, greater
analysis, re-drculatlon
wir troubled waters ;

Television news
« Primary source of news for 70+% of adults
~ Good for general awareness, events
«• Often focuses on victims, controversy
<¦ Complex issues covered poorly
« Attempts "to reach their viewers' intellect
through their emotions"
~ Magnifies the good, the bad and the ugly
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How to do the news
~ Initiating coverage:
<¦ builds awareness of organization & its role
•> informs and educates the public
« motivates and reinforces staff, supporters
«introduces and frames debate on issues
•> Responding to coverage
<• provides feedback, sets the record straight
* gives local angle to regional/national issue
Initiating coverage
« News releases
~ good for education, awareness ... " „ ,
9 1 C.r
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What makes the news?
Good news stories:
<• Have a local angle
Address significant issues
<• Are unique and interesting
•> Affect many people
« Focus on a celebrity
« Sometimes involve controversy
-------
Everything you ever wanted to know
about reporters
« They always have deadlines
« Most arent trained in the sciences
-------
Interview tips
<• Stick to your key message
~ avoid ""what ifs," personnel and
legal Issues, opinions, policy
commentary
¦> Stay calm; think, then speak
~ use conversational tone and
complete sentences; know when to
stop talking
<• For TV, wear grays, blues or
browns
~ with pastel shirts; no black/white,
large floral prints, gaudy jewelry,
supersized nose nngs, etc.
News release?
DEQ, DNR, and DOA signed an MOA on a joint 319 and
TMDL implementation project to supply TA and QA/QC
services for priority BMPs targeted at N, TP and TSS
reductions in three local MS4s. Also, a number of CAFO-
impacted 14-digit HUCs will be addressed. CRP set-
asides, EQIP projects, and other measures affecting
HELs are being studied by NRCS to complement the
project, which is part of a larger SWPP under the 1996
SDWA amendments.
News conferences
•» Develop a plan
« subject, speakers, location, time,
date, invitees, materials needed
« Provide background materials
» news release, Issue
backgrounder, graphics, quotes,
interview subjects
•» Conduct follow-up activities
~ contact no-shows, respond to
coverage
IndMdual Ut* Support
In Oragon
-------
Working with the news media
« Welcome the opportunity to comment
~ Take time to collect your thoughts
« Avoid criticizing your critics
~ Refrain from passing judgement
Keep communication pathways open
Remember. . .
•» Don't play favorites, always be honest
« Always assume you're on the record
«• Never pick a fight with anyone who buys
their ink by the barrel
« Freedom of the press applies only to
those who own one
•10
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o
G>
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Notes
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Resource List for Stormwater Management Programs
May 2004
EPA 833-F-04-003
This is a list of helpful resources for stormwater program managers. It is by no means a comprehensive list as there
are too many helpful materials produced by too many organizations. This list is meant to highlight EPA's tools and
resources to get stormwater programs managers started on developing or improving their programs.
This list is divided into six sections—general stormwater information, public education, outreach, and involvement;
illicit discharge detection and elimination; construction site runoff control; post-construction site runoff control; and
pollution prevention/good housekeeping. Environmental Protection Agency Resource publications can be ordered free
of charge from the National Service Center for Environmental Publications
(http://www.epa.gov/ncepihom/index.htm).
General Stormwater Information
• Stormwater Web Site - This EPA web site contains technical and regulatory information about the NPDES
stormwater program. It is organized according to the three types of regulated stormwater
discharges—construction activities, industrial activities, municipal separate storm sewer systems.
http://cfpub2.epa.gov/npdes/home.cfm?program_id=6
• 2003 Construction General Permit - This 59-page document is EPA's new Construction General Permit
(CGP). http://www.epa.gov/npdes/pubs/cgp2003_entirepermit.pdf
• Construction General Permit - The web site describes EPA's construction general permit and provides links to
fact sheets and the new electronic notice of intent web site, http://cfpub.epa.gov/npdes/stormwater/cgp.cfm
• Construction Industry Compliance Assistance Center - This web site, developed by the National Center for
Manufacturing Sciences, provides explanations of environmental rules for the construction industry. Also
provided are links to detailed information, including state regulations and other resources.
http://www.cicacenter.com/
• Fact Sheet on EPA's 2003 CGP - This 38-page document describes EPA's CGP.
http://www.epa.gov/npdes/pubs/cgp2003_fs.pdf
• Menu of Best Management Practices (BMPs) for Phase II - This EPA web site contains more than 100 fact
sheets detailing BMPs for each minimum control measures.
http://cfpub.epa.gov/npdes/stormwater/menuofbmps/menu.cfm
• Measurable Goals Guidance - EPA developed this web site to help small MS4 communities select measurable
goals to evaluate their program, http://cfpub.epa.gov/npdes/stormwater/measurablegoals/index.cfm
' • NPDES News - Use this web site to sign up for EPA's NPDES News listserver to receive updates on the
EPA's NPDES program, http://cfpub.epa.gov/npdes/newsregister.cfm
• Stormwater Control Operation and Maintenance Model Ordinance - EPA developed this web site to assist
managers in developing their own ordinances, http://www.epa.gov/owow/nps/ordinance/stormwater.htm
• Stormwater Phase II Final Rule Fact Sheet Series - EPA developed these fact sheets to explain the Phase II
rule, minimum control measures and permitting, http://cfpub.epa.gov/npdes/stormwater/swfinal.cfm
• Storm Water Management for Construction Activities: Developing Pollution Prevention Plans and Best
Management Practices - This manual provides detailed guidance on the development of storm water pollution
prevention plans (SWPPP) and identification of best management practices (BMPs) for construction activities.
It provides technical assistance and support for all construction activities subject to pollution prevention
requirements established under NPDES permits for storm water point source discharges. It includes a set of
worksheets, a checklist, and a sample SWPPP (EPA 832-R-92-005).
http://www.epa.gov/npdes/pubs/owm0307.pdf
• Stormwater Management - Center for Watershed Protection developed this web site to provide managers with
links to helpful manuals and other web sites, http://www.cwp.org/stormwater_mgt.htm
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• Stormwater Manager's Resource Center - This web site has many resources for stormwater managers,
including guidance documents, slide shows, model ordinances, and fact sheets.
http://www.stormwatercenter.net/
• Stormwater Phase II Fact Sheet Series - EPA developed this web site to provide links to 15 helpful fact sheets.
http://cfpub.epa. gov/npdes/stormwater/swfinal.cfm?program_id=6
• Stormwater Practices for Cold Climates - The document, developed by the Center for Watershed Protection
can be downloaded for free, http://www.cwp.org/cold-climates.htm
Public Education and Outreach
• After the Storm Video (EPA 840-V-04-001) - New Vz hour television program about watersheds co-produced
by EPA and The Weather Channel premiered on Feb. 4, 2004. http://www.epa.gov/weatherchannel/
• American Oceans Campaign - This web site has helpful materials for educating the public, such as a video
narrated by Ted Danson, links to stormwater resources in California, and a special report developed by AOC.
http://www.americanoceans.org/runoff/main.htm
• Communicator's Guide for Federal, State, Regional, and Local Communicators - The Federal Communicator's
Network developed this guide to offer some general guidance to improve the trust between government and
the public by helping officials communicate clearly to the public and by making government's message
relevant, http://govinfo.library.unt.edu/npr/library/papers/bkgrd/communicators.html
• Community Culture and the Environment: A Guide to Understanding a Sense of Place, Nov. 2002 (EPA 842-
B-01-003)
The Guide was developed by EPA and explores the concepts of community and culture and provides tools for
identifying, assessing, and working cooperatively within the social dynamics and local values connected to
environmental protection, http://www.epa.gov/ecocommunity/tools/community.pdf
• Earthwater Stencils - This site provides ideas for public involvement activities for stormwater programs.
http://www.earthwater-stencils.com/
• Getting In Step: A Guide for Conducting Watershed Outreach Campaigns, (EPA 841-B-03-002) - The Getting
in Step watershed outreach guidebook provides some of the tools you will need to develop and implement an
effective watershed outreach plan. If you're a watershed practitioner trained in the sciences, this manual will
help you address public perceptions, promote management activities, and inform or motivate stakeholders.
http://www.epa.gov/owow/watershed/outreach/documents/getnstep.pdf
• Getting in Step: Engaging and Involving Stakeholders in Your Watershed - This document, developed by
EPA, provides the tools needed to effectively identify, engage, and involve stakeholders throughout a
watershed to restore and maintain healthy environmental conditions.
http://www.epa.gov/owow/watershed/outreach/documents/stakeholderguide.pdf
• Kids, Students, Teachers - This EPA web site provides information and curricula on educating a variety of age
groups on the environment and water pollution, http://www.epa.gov/epahome/students.htm
• Know Your Watershed - This web site, developed by the Conservation Technology Information Center, has a
good list of helpful resources (including guidebooks) for watershed groups. http://www.ctic.purdue.edu/KYW/
• Public Education and Outreach Menu of BMPs - This web site has links to 14 facts sheets on different BMPs
for educating the public, http://cfpub.epa.gov/npdes/stormwater/menuofbmps/pub_ed.cfm
• Public Involvement and Participation Menu of BMPs- This EPA web site has links to 10 fact sheets detailing
ideas and activities n how to get the public involved.
http://cfpub.epa.gov/npdes/stormwater/menuofbmps/pub_inv.cfm
• Stormwater Month Outreach Materials and Reference Documents - EPA has developed a set of materials that
state or local governments can customize and use in their own stormwater outreach campaigns.
http://cfpub.epa.gov/npdes/stormwatermonth.cfm
• Volunteer Monitoring - Check out this EPA web site to download helpful fact sheets and methods manuals,
learn about upcoming events, and link to other helpful resources.
http://www.epa.gov/owow/monitoring/volunteer/
• Water Environment Federation for Students - Check out ths web page to download WEF's materials and
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curricula for educating various age groups. Also provides information in Spanish.
http://www.wef.org/WefStudents/index.jhtml
Illicit Discharge Detection and Elimination
• Illicit Discharge Detection and Elimination Manual - The New England Interstate Water Pollution Control
Commission developed this manual to provide an overview of the IDDE component of the Phase II regulations
and practical information on various approaches municipalities can use to carry out the requirements of the
--regulations, http://www.neiwpcc.org
• Illicit Discharge Detection and Elimination (IDDE) Menu of BMPs- This EPA web site links to 8 fact sheets
outlining various IDDE best management practices.
http://cfpub.epa.gov/npdes/stormwater/menuofbmps/illicit.cfm
• Illicit Discharges Model Ordinances - EPA developed this web site to assist managers in developing their own
ordinances, http://www.epa.gov/owow/nps/ordinance/discharges.htm
• Investigation of Inappropriate Pollutant Entries into Storm Drainage Systems: A User's Guide
Information to allow the design and conduct of local investigations to identify the types and to estimate the
magnitudes of non-stormwater entries into storm drainage systems (EPA-600-R-92-238).
http://www.epa.gov/npdes/pubs/investigating_inappropriate_pesds.pdf
• Sanitary Sewer Overflows (SSOs) - EPA developed this web site to provide more information on SSOs,
including fact sheets and an SSO toolbox.
Construction Site Runoff Control
Best Management Practices for South Florida Urban Stormwater Management Systems - The South Florida
Water Management District has prepared this document to increase public awareness about the management
of urban stormwater runoff and how best management practices (BMPs) can be used to improve water quality.
http://www.sfwmd.gov/org/reg/evg/bmp_manual.pdf
• Construction Site Runoff Control Menu of BMPs - This EPA web site links to 39 fact sheets outlining various
EDDE best management practices, http://cfpub.epa.gov/npdes/stormwater/menuofbmps/con_site.cfm
• Erosion and Sediment Control Model Ordinances - EPA developed this web site to assist managers in
developing-their own ordinances, http://www.epa.gov/owow/nps/ordinance/erosion.htm
• International Erosion Control Association - The International Erosion Control Association is a non-profit,
member organization that provides education and resource information for professionals in the erosion and
sediment control industry, http://www.ieca.org/
• International Stormwater Best Management Practices Database - This database provides access to BMP
performance data for about 200 BMP studies conducted over the past 15 years, http://www.bmpdatabase.org.
• Storm Water Management for Construction Activities: Developing Pollution Prevention Plans and Best
Management Practices - This manual provides detailed guidance on the development of storm water pollution
prevention plans (SWPPP) and identification of best management practices (BMPs) for construction activities.
It provides technical assistance and support for all construction activities subject to pollution prevention
requirements established under NPDES permits for storm water point source discharges. It includes a set of
worksheets, a checklist, and a sample SWPPP (EPA 832-R-92-005).
http://www.epa.gov/npdes/pubs/owm0307.pdf
Post-Construction Site Runoff Control
• Bioretention Applications. EPA Fact Sheet - Two case studies (in Largo, Maryland, and Tampa, Florida)
demonstrate the potential to use low impact development practices in the design of new parking facilities and
as retrofits for existing parking facilities to reduce runoff volume and remove pollutants. Includes monitoring
data. (EPA-841-B-00-005A)
• Low Impact Development Center - The Low Impact Development Center strives to help communities use
proper site design techniques to protect their water resources, http://www.lowimpactdevelopment.org/
Low-Impact Development Page - This page, developed by EPA, provides links to EPA documents and other
-------
helpful organization's web sites, http://www.epa.gov/owow/nps/lid/
• Low Impact Development Integrated Management Practices Guide - Prince George's County Maryland
developed this manual to push the site design envelope to show how stormwater controls can be integrated
into a site in innovative ways. The practices are pure concepts which are presented to provide the user with
examples of what could be done to control stormwater.
http://www.goprincegeorgescounty. com/Government/ Agencylndex/DER/PPD/L ID/principles. asp?h=20&s=&
n=50&nl=160
• Post-Construction Controls Model Ordinance - EPA developed this web site to assist managers in developing
their own ordinances, http://www.epa.gov/owow/nps/ordinance/postcons.htm
• Post-Construction Site Runoff Control Menu of BMPs - This EPA web site links to 39 fact sheets outlining
various structural and non-structural best management practices for post-construction runoff control.
http://cfpub.epa.gov/npdes/stormwater/menuofbmps/post.cfm
• Smart Growth - This EPA site provides information on various smart growth topics and EPA funding sources,
and links to other helpful web sites, http://www.epa.gov/livability/
• Street Storage for Combined Sewer Surcharge Control: Reducing the rate of runoff entering combined sewer
systems using street storage and catch basin modifications - Two case studies in Illinois. October 2000. EPA-
841-B-00-005C.
• Street Storage System for Control of Combined Sewer Surcharge: Retrofitting Stormwater Storage into
Combined Sewer Systems. EPA Report: EPA/600/R-00/065 available in PDF at:
http://www.epa.gov/ednnrmrl/repository/epa-600-r-00-065/index.html. Also available through NTIS: NTIS
NO: PB2000-107451.
• Vegetated Roof Cover: EPA Fact Sheet, EPA-841-B-00-005D. Case study in Philadelphia, Pennsylvania on
vegetated roofs. The study demonstrates the use of a vegetated roof to reduce runoff, conserve energy and
improve community aesthetics. Includes design information and monitoring data.
Pollution Prevention/Good Housekeeping
• Pollution Prevention and Good Housekeeping Menu of BMPs - This EPA web site links to 31 fact sheets
outlining various best management practices for pollution prevention and good housekeeping.
http://cfpub.epa.gov/npdes/stormwater/menuofbmps/poll.cfm
Funding Sources
• Catalog of Federal Funding Sources for Watershed Protection - The Catalog of Federal Funding Sources for
Watershed Protection Web site is a searchable database of financial assistance sources (grants, loans, cost-
sharing) available to fund a variety of watershed protection projects, http://cfpub.epa.gov/fedfund/
• State Revolving Fund - State Revolving Fund programs in each state and Puerto Rico are funded by EPA and
operated like banks. Assets are used to make low- or no-interest loans.
http://www.epa.gov/owm/cwfinance/cwsrf/index.htm
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Engaging and Involving
Stakeholders in Your Watershed
-------
Engaging and Involving
Stakeholders in Your Watershed
This publication was prepared by Tetra Tech, Inc., under contract
68-C-99-249 to the U.S. Environmental Protection Agency.
ACKNOWLEDGMENTS
Principal authors to this document include Charlie MacPherson
and Barry Tonning of Tetra Tech, Inc. Emily Faalasli of Tetra Tech,
Inc., developed the illustrations and the layout design. The
authors would like to thank all of the people who contributed to
this guide by sharing with us their successes working with
stakeholders as well as their pitfalls and mistakes. Keep that ball
rolling!
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Contents
i
Introduction: Watershed Protection In the New Millennium 1
Purpose of this guide 1
What's inside? 2
Why involve stakeholders? 2
Each stakeholder group is unique! 3
Section 1: Stakeholders and Watershed Management 5
Using a watershed approach 5
Involving stakeholders throughout the planning process 7
Section 2: Getting Started 13
Identify driving forces 13
Define internal goals and objectives 14
Develop a framework for stakeholder involvement 16
Section 3: Outreach and Communication Tools 21
Using outreach to strengthen stakeholder efforts 21
Changes in outreach over time 21
Steps for conducting effective outreach 24
Section 4: Building Your Stakeholder Group 29
Researching key interest groups 30
Inviting the stakeholders to participate 36
Hosting productive meetings 37
Conducting the first meeting 40
Building a stakeholder operating plan 41
Section 5: Keeping the Ball Rolling 43
Top 12 tips to move the process forward 43
Making decisions by consensus 47
Resolving conflict 52
Section 6: Beyond the Stakeholder Group 57
Establishing independent watershed management groups 57
Organization types 58
Securing funding 60
Section 7: Resources 63
Contacts 63
Case studies 63
How-to guides 64
Web sites 71
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Introduction
1
Introduction:
Watershed Protection In
the New Millennium
No matter what you call it—cooperative resource management,
civic environmentalism, a watershed partnership, place-based
management, or environmental democracy—involving stakeholders
in protecting natural resources is here to stay. Local residents are
tired of talk and want action. National environmental groups ac-
knowledge the power of activating and motivating people and
institutions. The business community is beginning to embrace open,
inclusive, performance-based environmental management systems
to save money and improve performance. And government agencies
are eager to work with partners to help restore and protect
America's watersheds.
Stakeholder involvement in watershed issues has gained momentum in
recent years because of the nature of water quality problems in our
country. Thirty years ago, most water quality problems were linked to
discharges from factories and wastewater treatment plants. Today,
however, 40 percent of our nation's waters do not meet their water
quality goals because of runoff from streets, farms, mines, yards, parking
lots, and other nonpoint sources of pollution. Solving these problems
requires the commitment and participation of stakeholders throughout
our communities.
Stakeholder involvement is more than just holding a public hearing
or seeking public comment on a new regulation. Effective stake-
holder involvement provides a method for identifying public con-
cerns and values, developing consensus among affected parties, and
producing efficient and effective solutions through an open, inclu-
sive process. Managing that process requires some attention to the
logistics and synergies of creating and operating a team of diverse
people pursuing a common goal.
Purpose of this guide
The purpose of this guide is to provide the tools needed to effec-
tively engage stakeholders to restore and maintain healthy environ-
mental conditions through community support and cooperative
action. This guide is intended primarily for federal, state, tribal, and
Whats in the Introduction?
¦ Purpose of this guide
« What's inside?
¦ Why involve stakeholders?
« Each stakeholder group is unique!

Successful watershed
management involves-
and benefits-everyone.
This guide defines a stakeholder as a
person (or group) who is responsible
pr making or implementing a
management action, who will be
affected by the action, or who can aid
or prevent its implementation.
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Coalfield "bucket brigade"
helping streams in
Pennsylvania
Environmental consultant Bill Sabatose
of the Little Toby Creek watershed in
Pennsylvania periodically leads "bucket
brigade" remediation projects that apply
granular limestone to streams heavily
impacted by acid drainage from
abandoned coal mines. The limestone
adds alkalinity as it tumbles downstream
and dissolves, reducing acidity and
raising the pH. The projects are both
low-tech remediation activities and
social outings, and they have achieved
results that provide an important sense
of making a difference in the watershed.
Stakeholder involvement
enhances communication, cooperation,
and shared responsibility.
local agency personnel involved in watershed management activi-
ties. The guide can also help private organizations interested in
recruiting stakeholders and involving stakeholders in local or re-
gional watershed efforts.
What's inside?
This guide is meant to provide real-world information that you can
apply to your situation. There are seven sections included in the
guide. Each section builds on the previous one, but you may skip
around to any topic. References to related information are indicated
with a CF=.
The last section includes resource information, case studies, web sites,
and other how-to guides related to watershed protection. Case studies
are included throughout the guide to highlight success stories, to share
some of the challenges, and to show that you are not alone. Wherever
possible, a contact and phone number are provided.
Why involve stakeholders1
If you're responsible for developing and implementing a watershed
management program, you need support from relevant stakehold-
ers—those who will make decisions, those who will be affected by
them, and those who can stop the process if they disagree.
Over the past 20 years, watershed managers have found a lot to like
about involving interested parties in their work. Involving stakeholders
¦ Builds trust and support for the process and product
¦ Shares responsibility for decisions or actions
¦ Creates solutions more likely to be adopted
¦ Leads to better, more cost-effective solutions
* Forges stronger working relationships
* Enhances communication and coordination of resources
It is important to note that public involvement processes can greatly
enhance watershed management efforts, but they can't override
laws and regulations enacted by elected officials and public agen-
cies. In fact, stakeholder processes are used most often to support
and complement legally required actions such as achieving water
quality standards, protecting drinking water supplies, restoring
habitat, and generally making the nation's waters fishable and
swimmable.
Another important aspect of stakeholder involvement is utility. If you
convene a group and don't somehow include their input in the
process or product, they'll likely wonder why they wasted their time
with you. Make sure that the contributions of stakeholders are both
recognized and used in some manner to aid the goals of the water-
shed program.
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Introduction
3
Each stakeholder group is unique!
This guide provides tools and tips for working effectively with
stakeholders, but it is important to recognize that there is no "one-
size-fits-all" approach. Each stakeholder group is unique, and its
makeup and operation will depend on several factors—the driving
forces of the effort, the agencies' internal goals, the geographic
scale, the time frame needed for decision making, the available
budget, and the political climate. Before forming a stakeholder
group, all of these factors must be considered to determine the best
way to proceed.
Sometimes, after you have completed an internal assessment of the
driving forces and issues, you might determine that convening a
stakeholder group is not the best approach to achieve your goals. It
might make more sense to form a small technical workgroup and
proceed with your work, especially if the project is small and
involves only a few outside parties.
There is no "one size fits
all" approach.
Too much too soon on the Santa Ynez?
Dense stands of willows along the banks of the Santa
Ynez River in California's Lompoc Valley impede storm
water flows from vegetable and flower farms, causing
flooding and erosion of the riverbanks. In 1994, a group
of politicians, planners, and farmers approached the
California Coastal Conservancy for help. The
Conservancy enlisted the well-respected Land Trust for
Santa Barbara County, and a program to establish a
watershed-wide plan to control flooding and deal with
other possible issues was launched.
The Land Trust hired a project manager and professional
facilitator and convened a stakeholder group composed
of property rights advocates, environmentalists, farmers,
and resource agency representatives to begin developing
the plan. Almost immediately, political currents, mistrust,
and confusion threatened to derail the initiative. Some
landowners perceived the effort to move beyond the
willow issue to address other concerns in the watershed
as a direct attack on land and water rights. The lack of
motivation and a strong foundation—common issues,
trust, broad support, acute problems requiring
immediate attention—caused the process to unravel
soon after it began.
People were confused by and suspicious of the attempt
to develop a comprehensive basin plan just to address
the willow problem. "Why are you doing this?" was a
common refrain throughout the first few months. The
Conservancy and Land Trust believed that support for a
basin plan existed, but that belief was based on early
interviews with flood-impacted farmers and others who
did not necessarily represent other important
stakeholders in the watershed. As the process unfolded,
mistrust and suspicion grew. People wanted to know
why a plan was being developed if it was not required,
and they questioned the authority of the Land Trust and
Conservancy to "force" a plan on local residents.
Less than a year after the planning committee was
convened, it was disbanded because of an inability to
agree on the scope and objectives of the process.
Organizers noted that "a truly comprehensive approach
to resource management must be allowed to evolve at
its own pace, especially where most of the resources are
on private land."
"The fatal flaw on the Santa Ynez was rushing the
process and telling landowners, water districts and
special interest groups that they were going to
collaboratively develop a watershed plan," said Carolyn
Barr, project director for the Land Trust. "We did not take
the time to understand their interests and fears, and we
tried to impose a process that was not appropriate for
the place and time."
(Excerpted from California Coast & Ocean, Summer 1996)
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Launching a full-blown basin planning and management programs to
address a limited set of issues can backfire if the situation is not ripe
for a broad-based, cooperative approach. Building awareness and
trust, conducting educational activities, engaging stakeholders, and
convening a planning group take commitment, time, and resources.
Forcing the process can complicate things, as the case study on the
Santa Ynez River demonstrates.
However, important partners and even potential critics should be
included to make sure their concerns and interests are addressed
early in the process.
There are common elements to be considered when working with
stakeholders. The remaining sections of this guide provide tips and
tools to increase the effectiveness of your efforts to involve and
engage stakeholders in protecting water quality.
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Section 7
5
Section 1:
Stakeholders and
Watershed Management
Whatever the reason for conducting watershed management activi-
ties, stakeholders can help. Inclusive processes increase awareness
and understanding of issues and challenges, generate more data,
help determine priorities, increase support for remediation pro-
grams, and generally enhance the likelihood of success. Stakeholder
processes often provide the reality check for scientific efforts: they
seek to synthesize ecological, technical, social, cultural, political, and
economic concerns through a process that helps to define what's
actually doable.
The move toward integrated, holistic watershed management has
meant that more attention must be paid to factors beyond the water
body itself—how land is used, what type of vegetative or other cover
it has, and how it is managed. Such an approach requires the
involvement of landowners, developers, farmers, urban govern-
ments, homeowners, recreational groups, and other constituents in
the watershed if real progress is desired.
Using a watershed approach
Organizations in both the public and private sectors have enthusias-
tically embraced a watershed approach to protect and preserve the
quality of surface water and groundwater. This approach has devel-
oped rapidly over the past decade at the federal, state, and local
levels. More than half the states now manage their water resources
through river basin programs that consider all impacts in a drainage
area rather than discrete programs to address point and nonpoint
sources of pollution.
A watershed approach is particularly helpful in addressing tribal,
federal, state, and local responsibilities under various Clean Water
Act Programs. For example, the "Total Maximum Daily Load"
(TMDL) program requires cleanup plans for waters that don't meet
the minimum water quality criteria associated with the designated
use of the water body. Development of a TMDL involves identifica-
tion of the pollutant(s) that exceed water quality criteria, careful
Whaf s in Section 1 ?
¦ Using a watershed approach
¦ Involving stakeholders
throughout the planning process
¦ Where are we now and where do
we want to go?
¦ How do we get there?
¦ How will we know when we've
arrived?
All types of stakeholders
should be involved.
Public support and sufficient participation
are essential for project success. A high
rate of participation is key in voluntary
projects because nonpoint sources of
pollution are widespread.
—North Carolina Cooperative
Extension Service
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A cyclical,
iterative process
continues to improve
the management plan.
assessment of the sources (point and nonpoint) of those pollutants,
analyses of possible pollutant reduction strategies, and a plan to
implement selected actions designed to lower pollutant loads so the
water body meets minimum water quality criteria.
USEPA requires that states subject TMDL pollutant loading and other
calculations to public review, and recommends public participation
to implement load allocations for nonpoint sources. For example, a
TMDL for sediment might include an analysis of sediment loads
from construction sites, timber harvest activities, row crop farming,
and stream bank erosion caused by increased flows. These analy-
ses—and any plan to address sediment loads—would benefit greatly
from the involvement of construction contractors, loggers, farmers,
and storm water managers in the affected watershed. Their intimate
knowledge of the activities and land management practices contrib-
uting to sediment loads and their participation in remediation
actions designed to reduce them significantly enhances the scientific
and technical validity of the loading analysis and increases the
likelihood that appropriate control measures will be implemented.
Clean Water Act regulations to prevent the degradation of cleaner
waters also require public participation. Under 40 CFR Part 131.12,
antidegradation programs must include a policy for ensuring that
waters exceeding minimum water quality criteria are protected from
degradation and must also include a method for implementing that
policy. Public participation and intergovernmental coordination is
specifically required when considering proposals (e.g., NPDES
permits, Section 404 permits) that would lower the quality of waters
already meeting the criteria for their designated use. Engaging and
involving the public in refining and implementing antidegradation
policies can help to increase the efficiency and effectiveness of a
state antidegradation program. For example, West Virginia's
antidegradation implementation procedure allows for public notice
and comment regarding reviews, findings, and decisions, and
outlines a nomination process for "any interested party" to request
higher protection levels for state water bodies.
Clearly, engaging and involving stakeholders benefits both regulatory
and non-regulatory actions to restore and protect America's waters.
Synthesizing people, policies, priorities, and resources through a
watershed approach blends science, technology, and statutory
responsibilities with social, economic, and cultural considerations.
The procedures for implementing this process are discussed in the
following sections.
The management cycle
Stakeholder involvement is not conducted in a parallel course with
watershed management, but rather is woven throughout to strengthen
the end result This section describes the watershed management
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Section 7
7
process from planning to implementation, highlighting key areas where
stakeholder involvement is critical. Keep in mind that the overall
process is iterative or cyclical, not linear, so it can be initiated at any
phase. Recognize also that you might not conduct every activity in each
phase. Some activities can be skipped with sufficient justification, but it
helps to know what you're skipping and why in case those issues need
to be addressed during later iterations of the cycle.
Steps in an iterative process
Assessment, planning, management, and implementation are iterative
processes driven by continuous evaluation and adaptation. A watershed
approach to resource management embodies these elements through a
cyclical process characterized by the following steps:
1. Define the watershed and nested hydrologic units
2. Conduct initial outreach; organize stakeholder and technical
teams
3. Establish broad consensual goals and/or conduct a visioning
exercise
4. Collect relevant watershed and community assessment
information
5. Analyze and evaluate information; identify and address data
gaps
6. Assess, prioritize, and analyze key concerns and issues
7. Develop management objectives and strategies for
implementation
8. Implement, evaluate, and adapt selected management actions
Involving stakeholders throughout the
watershed planning process
Stakeholders need to be involved at each stage of the watershed
planning process. Their knowledge of local social, economic,
political, and ecological conditions provides the yardstick against
which proposed solutions must be measured. Also, the goals,
problems, and remediation strategies generated by stakeholders
define what's desirable and achievable. Weaving stakeholder input,
legal requirements, and resource protection strategies into an
integrated tapestry for managing surface water and groundwater
resources is what the watershed approach is all about.
The following questions will lead you through the watershed ap-
proach, highlighting where stakeholders are critical to the outcome:
¦ Where are we now and where do we want to go?
¦ How do we get there?
¦ How will we know when we've arrived?
Both the
knowledge, and
needs, of
stakeholders
provide a
yardstick to
measure
h solutions.
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8
Watershed planning and
management checklist
Where are we now and where
do we want to go?
Scoping
~ Identify the driving forces
~ Identify the geographic scope of the
effort
~ Identify the key issues and goals in the
community
~ Determine the level of stakeholder
involvement needed
~ Form partnerships after deciding who to
include initially and how to find them
~ Identify goals and objectives for
addressing community concerns
~ Develop a problem statement regarding
priority issues to be investigated,
assessed, and managed during this
iteration of the management cycle
~ Conduct outreach on how the approach
will be carried out and how stakeholders
can participate
Information Collection
~ Determine information needed to
characterize environmental, economic,
and social conditions
~ Collect information on environmental,
economic, and social conditions
~ Characterize the current condition of the
watershed
Assessment and Targeting
~ Identify suspected causes and sources of
watershed impairments or threats
~ Target and prioritize specific geographic
areas for management action
1. Where are ive now and where do we want to go?
Asking this question helps to guide your assessment of current
conditions and define the problems you want to address. Stakehold-
ers need to be brought in at this phase to help identify social and
environmental concerns in the watershed, assist with gathering data,
initiate public outreach, create a vision for the future, and develop a
list of potential problems. Your watershed protection efforts will be
built on this foundation to ensure that future management goals and
objectives consider the views, capabilities, and values of the stake-
holders.
2. How do we get there?
This question identifies specific activities that will be conducted to
achieve the goals and objectives outlined in the previous phase.
Stakeholders will assist with identifying the strategies to be imple-
mented, often taking the lead on the actions. Stakeholders can also
support funding opportunities for sustaining the watershed efforts in
the future through grants, in-kind services, education, and outreach.
Planning and implementation—The issue is not whether to plan,
but how to develop plans that lead to action. The most effective
plans contain a comprehensive analysis of existing conditions and
ecological, social, economic, cultural, and political issues. However,
they focus mostly on identifying, prioritizing, and targeting problems
and generating possible solutions based on real-world conditions.
Plans must be understandable to the public and lead to strategic
actions that improve water quality and habitat. Watershed plans
should be viewed as management tools rather than merely as
technical studies.
The issue of scale—The scale of the planning/management program
greatly influences how it will unfold. Efforts to manage smaller basins
(less than 100 square miles) can be as complicated as programs in
large watersheds. The scale chosen usually depends on the land and
water issues of concern. If the issue is forest management and the
basin is mostly rural, a large watershed can be effectively managed
by a single partnership. On the other hand, urban watersheds facing
industrial, residential, and commercial impacts as well as new
development effects might have to be addressed at the
subwatershed level.
Attempts to manage watersheds that are too large can fail because
communication and stakeholder interaction can be difficult and
interests may diverge over a broad region. The scale chosen should
be based on a common-sense analysis of the people, issues, and
activities in the watershed under study. Of course, when smaller
management units are required some attempt should be made to
coordinate with other subwatershed groups in the basin. Interaction
among these groups must be handled carefully and on a case-
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Section 1
specific basis. Efforts to create an umbrella management program
with representation from each smaller unit can cause tension,
especially if the overarching program attempts to dictate policy or
process to its constituent groups. A loose, flexible arrangement that
focuses on communication and cooperation rather than structure
and process is often the best approach.
3. How will ive know when we've arrived?
A key step to watershed protection is determining when you have
achieved your goals and objectives. This involves developing appro-
priate indicators to evaluate the progress of the watershed efforts, as
well as conducting monitoring to measure improvements in the
watershed. Stakeholders should be involved in developing the
indicators to be used and can also assist with monitoring efforts
through volunteer monitoring programs or by acting as watchdogs in
the watershed.
Measuring success—Stakeholders and the public want to achieve
success, and that usually means improvements in water quality or
aquatic habitat. Success also means development of an effective,
sustainable, long-term process capable of recruiting new leaders,
participants, and resources.
Measuring environmental success is not difficult, though often
improvements occur many years after restoration and new manage-
ment practices are implemented. Success indicators should be
derived from the goals established by the partnership, and goals
should be SMART (specific, measurable, attainable, relevant, and
time-sensitive). Although a variety of environmental indicators can
be used, some might not be relevant to stakeholders or the public.
The Green Mountain Institute defines indicators as "direct or
indirect measures of some valued component or quality of a defined
system used to assess and communicate the status and trends of the
system's health." The World Wildlife Fund calls indicators "tools to
simplify, measure and communicate complex events or trends."
Communicating environmental conditions—The ability of indicators
to communicate defines their relevance. Stakeholders may glaze
over at graphs of dissolved oxygen trends, sediment transport, or
substrate embeddedness, but they might exhibit keen interest in a
simplified, consolidated fish health index. Public agencies are
increasingly adopting indices that incorporate a suite of indicators to
more effectively communicate environmental conditions. For
example, the state of Florida issues periodic ecosystem summaries
that contain brief overviews of assessment, stressor, and trend data
along with a consolidated speedometer-type graphic that gauges
conditions over a range from poor to excellent. The Tennessee
Valley Authority uses a color-coded scheme to denote good (green),
moderate (yellow), and poor (red) conditions for indicators like
temperature, nutrients, and dissolved oxygen.
9
Why watershed plans fail
The Center for Watershed Protection
conducted a broad assessment of the value
of planning documents in protecting water
resources and identified a number of
reasons why some plans failed:
¦ Planning activities were conducted at too
great a scale
* The plan was a one-time study rather
than a long-term management process
¦ Stakeholder involvement and local
ownership were lacking
* The plan skirted land use/management
issues in the watershed
* The document was too long or complex
¦ Recommendations were too general
The Center recommends the creation of
watershed management plans that focus on
the subwatershed scale, measure and
forecast land use, guide the location and
density of future development, emphasize
strategic resource-based monitoring, involve
stakeholders and the public, and promote
coordination of resources. A plan must be a
guide to the future rather than simply a
reflection of the past, and it must incorporate
a continuous cycle of assessment, action,
evaluation, and adaptation.
How environmental conditions are
communicated is important
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10
Watershed planning and
management checklist
How do we get there?
~ Identify ongoing management efforts and
gaps or additional management needs
~ Outline possible alternatives and potential
resources
~ Develop strategies (management practices,
pollution prevention programs, outreach
activities, permits, Total Maximum Daily
Loads, etc.) that designate who is
responsible for doing what, by when,
where, and how. Make sure each strategy is
tied to the management goals.
~ Develop indicators linked to the strategies
(environmental, programmatic, social)
~ Identify funding opportunities and other
resources
~ Implement selected management strategies
~ Conduct outreach and collect feedback on
activities
~ Make adjustments to ongoing strategies as
needed
Technical teams that design and conduct monitoring and assessment
programs should consult with stakeholders to determine what kinds
of indicators or groups of indicators are understandable and useful.
Innovative approaches like the transparent plastic cups used by rice
farmers in Louisiana to measure suspended sediment levels are
often best. A sample is left in the cup for a few hours to settle out,
and growers can tell whether the water from their flooded fields is
too muddy to release to adjacent streams by measuring the level of
silt in the bottom of the cup.
Regardless of the indicator scheme adopted, showing stakeholders
how chemical, physical, and biological parameters are used or
incorporated into indices helps develop an appreciation for scien-
tific and technical principles and processes. Linking indicators to
water quality and habitat condition further aids this effort and is an
important consideration in any assessment and monitoring program.
Restoring Sawmill Creek Using an Innovative
Management Approach
Sawmill Creek is a second-order freshwater stream on
Maryland's coastal plain. Two-thirds of the watershed has
been converted to residential and light industrial land use
over the past 50 years, jeopardizing the base flow of
groundwater to the creek. Various stakeholders in the
Sawmill Creek watershed have come together under an
adaptive management approach to reverse declines in
water quality and habitat in the creek.
Five Anne Arundel County government departments, seven
state agencies, three federal agencies, five nongovernmental
organizations, several local businesses, and many private
citizens joined in 1994 and pooled their resources to
develop the approach. Each partner was required to use
only existing programs to achieve the project's goals; no new
funding was allocated for the project. The group adopted a
watershed perspective and developed implementation and
monitoring teams.
¦ The implementation team drafted a strategy for each
major problem that described the geographic location of
the problem, prescribed a general restoration goal, and
identified the responsible management agencies. The
monitoring team investigated the cumulative impacts of
the various land use practices in the watershed. Project
partners used feedback from the monitoring team's
investigations to revise and improve the details of each
restoration project. After four years, the focus has shifted
from assessment and planning to implementation and
evaluation.
—Larry Lubbers, Watershed Restoration Division,
Maryland Department of Natural Resources
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Section 7
11
Examples of environmental indicators
Description of Indicator Type Examples of Indicators
Document the extent to which • Number of permits reissued with new limits
programmatic, regulatory, and other ¦ Number of point sources in substantial noncompliance
actions have been taken * Elapsed time from identification of serious discharge
violations until correction
¦ Number of targeted facilities/properties that have
implemented BMPs
¦ Amount of fertilizer sold or used
¦ Number of estuary acres monitored
¦ Number of communities enacting zoning or storm water
management ordinances
¦ Number of public water systems with source water
protection plans
¦ Number of public outreach activities and citizens reached
Reduction in-nutrient loadings from each type of point
and nonpoint source
Reduction in pollutant loadings to groundwater from
underground injection wells
Stability and condition of riparian vegetation
Percent imperviousness upstream
General erosion rate upstream
Amount of toxics discharged in excess of permitted levels
Amount of toxics discharged by spills
Number of businesses and households that have altered
behaviors or processes to reduce pollutants
Measure the extent to which ambient . Pollutant concentrations in water column, sediments, and
water quality has changed groundwater
* Frequency, extent, and duration of restriction on water
uses—bathing, drinking, fishing, shellfishing
' Percent of stream miles or lake or estuary acres that
support each designated use
* Percent of stream miles with impaired or threatened uses
¦ Percent of citizens who rate major water bodies as usable
for various recreation activities
Aquatic community metrics
Reduction in waterborne disease in humans
Size of wetlands or riparian habitat lost or protected
Size of commercial and recreational fish harvest
Increased jobs and income due to recreation
Describe actions or conditions which
are likely to impact surface or
groundwater quality
Measure direct effects on the health of
humans, fish, other wildlife, habitat,
riparian vegetation, and the economy
of the region
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12
Watershed planning and
management checklist
How will we know when we've arrived?
~ Identify relevant indicators
~ Evaluate indicators for desired targets
~ Develop monitoring strategy (ambient,
compliance, and intensive surveys)
~ Implement actions and reevaluate
4. Repeating the cycle: where do we want to go next?
Because watershed management is cyclical, you're never really
done. Management is dynamic: conditions, priorities, resources, and
capabilities can all change over time. Repeating the cycle provides
an opportunity to update assessments, priorities, goals, and manage-
ment strategies and address issues that were not dealt with during
previous iterations because of resource constraints or other reasons.
The process of moving cyclically through the planning and manage-
ment steps and making constant adjustments is called adaptive
management. This approach allows consideration and use of innova-
tive and even experimental strategies and avoids the narrow-minded
pursuit of activities just because.they're in "The Plan."
Section 2 focuses on the nuts and bolts of starting a stakeholder
involvement process and defining how the participant group will
operate.
Indicators for the Chesapeake
Bay
The Chesapeake Bay Program tracks a
considerable number of environmental
indicators, including those associated with
nutrients, living resources, toxics, and
programmatic activities. A comprehensive list
of these indicators and other information
regarding their use is available on the Web at
http://www.chesapeakebay.net/
indicators.htm.
Innovation
and experimentation
help stakeholders improve
watershed conditions.
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Section 2
13
Section 2:
Getting Started
Whafs in Section 2?
In this section you will learn to identify the driving forces that
prompted your watershed management effort, determine your
internal goals and objectives, and outline how the stakeholders will
complement and support your overall program. Keep in mind that
once the stakeholders convene, the goals and objectives you first
identified will be modified to include their issues. Taking the time to
discuss any inconsistencies in goals and to reach consensus on how
to proceed is the most important aspect of the stakeholder process.
Identify driving forces
When initiating a stakeholder involvement program, you must first
identify the driving forces behind your effort. This will help you
determine the scope and level of participation throughout the rest of
the process. For example, many programs under the Clean Water
Act require or strongly recommend stakeholder involvement to
implement efforts related to source water protection, coastal zone
management, protection of estuaries, Total Maximum Daily Loads,
and water quality criteria and standards. The permitting process for
wastewater discharges, storm water management, and combined
sewer overflow control also requires public input and involvement,
as do activities conducted under state and federal nonpoint source
pollution programs and the Endangered Species Act.
Why stakeholder groups form
The driving force for initiating a stakeholder involvement effort often
centers around a specific issue such as water quality violations in a
stream segment, an NPDES permit upgrade to expand wastewater
treatment capacity, or the need to reduce loadings of a specific
pollutant into a water body.
Development of a TMDL, or cleanup plan for waters not meeting
minimum criteria, also spawns the creation of many watershed
groups. Stakeholder involvement is extremely valuable in reviewing
the relevant water quality criteria and water body use designation
for appropriateness, identifying likely sources of problem pollutants,
developing strategies for reducing pollutant loads, and implementing
the selected strategies. When TMDLs address nonpoint sources of
pollution, stakeholder participation is even more helpful. Watershed
Identify driving forces
Define internal goals and objectives
Develop a framework for
stakeholder involvement
What are the
driving forces?
&
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14
Why stakeholder groups form
¦ To strengthen TMDL implementation. TMDL
guidance from the U5EPA notes that "adequate
public participation should be a part of the
[impaired waters} listing process to make sure that
all water-quality limited waters are identified." In
addition, the guidance encourages strong state and
local involvement in the TMDL development
process: "States and involved local communities
should participate in determining which pollution
sources should bear the treatment or control
burden needed to reach allowable loadings. By
involving the local communities in decision-
making, EPA expects that a higher probability of
successful TMDL implementation will result."
¦ To be eligible for state funding. The state of
Washington, for example, does not require local
watershed planning, but when those efforts are
supported by state funds they must include local
governments, tribes, and "representatives from a
wide range of water-resource interests."
* To follow recommended guidance. The USEPA's
Ecological Risk Assessment Framework and the
Proposed Guidelines for Ecological Risk
Assessment outline a process for risk assessment
that "provides a mechanism for stakeholder
involvement that helps ensure that assessment
information is relevant to the issues under
consideration," according to a report by the Water
Environment Research Foundation.
¦ To comply with new legislative requirements.
The 1996 amendments to the Safe Drinking Water
Act require stakeholder involvement in developing
programs to protect rivers, lakes, reservoirs,
wellhead recharge zones, and other sources of
drinking water.
¦ To respond to federal decisions. The B/adc Bear
Conservation Committee (BBCC) was formed in
7 990 when the U.S. Fish and Wildlife Service
announced its decision to list the Louisiana black
bear as threatened under the guidelines of the
Endangered Species Act.
¦ To address conflict over specific issues. The
Niagara Frontier in New York State has a large
percentage of wetlands, and it is frequently difficult
to balance healthy economic growth with resource
protection. The Wetlands Roundtable was created
to address the friction between conservation and
growth in the Niagara Frontier area.
residents and land managers usually have a much richer
knowledge of potential pollutant loading activities and a
better perspective of what's likely to work in terms of
remediation. For example, the Rouge River Wet Weather
Demonstration Project tapped area residents' knowledge
of possible waste disposal sites and found dozens of
small, leaking landfills that were not registered in state or
local databases. The Center for Watershed Protection
and other technical support organizations report that
targeted workshops with homeowners on how to reduce
residential storm water impacts associated with home,
yard, and garden practices are more effective than
brochures or media campaigns that don't feature work-
shops.
Direct engagement with groups to address a specific
issue provides the basis for stakeholder group formation
in many cases. In other cases, stakeholder involvement is
also driven by a desire to develop proactive responses to
potential future threats. These stakeholder programs are
often the most challenging because the driving force is
much more subtle, making it tough to motivate action—
especially if there is no specific time frame for accom-
plishing activities such as acquiring a permit or comply-
ing with a regulation. These issues may include managing
the long-term growth of a region in an environmentally
sensitive manner, exploring options for sharing water
resources among localities, or preserving the cultural
heritage of a region.
Regardless of the reason for watershed planning and
management initiatives, there are clearly significant legal,
logical, and logistical reasons to engage and involve both
the public and other agency stakeholders. Identifying the
driving forces for including stakeholders is an important
step in designing the stakeholder involvement program
because it will define the scope and level of participation
throughout the process.
Define internal goals and objectives
Once you've determined why you're undertaking a
watershed planning or management initiative, it is impor-
tant to examine your organization's internal goals and
objectives regarding the project. Addressing this issue
before involving stakeholders will help you determine
which stakeholders need to be involved based on your
goals and objectives. Internal goals may overlap somewhat
with the driving forces, but they usually go beyond mere
compliance with legal or logistical requirements. The
following are typical internal programmatic goals:
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Section 2
15
¦ Characterize and resolve an existing problem (e.g., flooding, water
quality violations)
¦ Clarify the scope and magnitude of a perceived problem
¦ Deal with impacts from future agricultural, industrial, commercial,
or residential development
¦ Protect important recreational or habitat resources
Internal management goals like the following also need to be
considered:
¦ Efficiently coordinate the deployment of public agency resources
¦ Generate awareness and interest in resolving potential problems
¦ Build trust in the sponsoring organization and its partners
¦ "Create support for funding and implementing selected manage-
ment practices
After you outline the general goals you hope to achieve, you must
identify specific objectives to accomplish them. For example, if one
of your goals is to alleviate flooding in the county, your objectives
might be to conduct an inventory of drainage areas, to perform
hydrodynamic modeling, and to implement a storm water education
program.
Remember that internal agency programmatic and management
goals are only a subset of the overall aims of the planning/manage-
ment process. Stakeholders will bring to the table their own set of
goals and objectives that will be incorporated into the overall
project goals.
Sample driving forces, goals, and objectives for a watershed management
effort
What are the driving forces for the watershed management effort In Starshader County?
Need for a TMDL to address excessive sediment loads in the 303d-listed Salmon River.
« Angler demands for cleaner water and belter habitat to support recreational fisheries.
¦ Localized flooding caused by faster runoff from urban areas.
What are the goals of the watershed management plan?
¦ Increase awareness about water quality issues in Starshader County.
¦ Develop and implement a TMDL for sediment In the Salmon River.
¦ Restore fish habitat and water quality to improve the fishery.
Reduce flooding impacts by addressing flows and/or fioodplain development.
What are the key objectives?
• Identify, engage, and involve relevant stakeholders.
¦ Characterize land uses and land management practices in the watershed.
¦ Assess land use/management practices on fish habitat.
Identify activities and/or areas significantly contributing to sediment loading.
Identify land use/management practices that may exacerbate flooding.
¦ Assess cyclically flooded properties to determine impacts and possible options.
• Develop management strategies targeted at reducing flooding impacts, sediment, and habitat degradation.
Identify resources to implement the selected management strategies.
¦ Evaluate the success of implemented actions; adapt as necessary.
Goal of the Umatilla River
Fisheries Restoration Program
The Umatilla River Fisheries Restoration
Program is a collaborative effort between
the Confederated Tribes of the Umatilla
Indian Reservation (who have treaty rights
to the river), federal agencies, the Oregon
Department of Fish and Wildlife, and the
local community. The goal of the Umatilla
River Fisheries Restoration Program is to
restore 47,000 salmon and steelhead to
the river. Program partners completed a
project that diverts water from the
Columbia River, where there is no shortage
of water, and delivers it to three of the five
irrigation districts in the Umatilla Basin.
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16
Stewardship in Napa County,
California
The Napa County Resource Conservation
District views natural resource stewardship
as "a community perspective that moves
from dealing with objects (people, parts,
pieces) to dealing with relationships."
District planning and management
processes are not necessarily targeted at
changing practices in the agricultural
community, but rather at building a
stewardship ethic.
Thus, stewardship management as
practiced in Napa County "is not a
process or set of tools to be used to alter
or affect the values of others," contends
former Napa County Resource
Conservationist Dennis Bowker. "Behavior
changes may result from the development
of stewardship but they are not the
purpose of stewardship."
V
Groups may ) _ or take a holistic
focus on a approach
single aspect.
Develop a framework for stakeholder
involvement
After assessing the driving forces and identifying your internal goals
and objectives for the project, you should be able to (1) determine
whether stakeholder involvement is needed and (2) define the level
of involvement. This is the time to start outlining a structure for the
stakeholder group, possible roles and responsibilities, and decision-
making methods. Keep in mind that this is just a preliminary frame-
work. The stakeholders will comment and provide their own input
on how they think they should operate (®"presented in Section 4).
When developing a stakeholder involvement framework, you must
answer questions such as
¦ How will the group be structured? (fully empowered manage-
ment entity, advisory body, subset of the management commit-
tee, ad hoc group)
¦ How will decisions be made? (majority vote, consensus, input
received but decisions made by responsible party)
¦ What is the membership of the group? (one representative from
each locality or interest group, cross section of the watershed
residents, etc.)
¦ What are the roles and responsibilities of the stakeholders?
(outreach, selection of management options, representation of
larger constituencies, preparation of reports, etc.)
The rest of this section reviews these questions to help you decide
which approach best fits the circumstances at hand.
Organizational structure
Watershed stakeholder groups range from informal, ad hoc groups
to highly organized and well-funded nonprofit corporations. Some
are made up mostly of government agencies, with a sprinkling of
interest group and citizen representation. Most adopt a statement of
purpose or vision (e.g., "to protect, conserve, manage, and restore
land and water resources through a cooperative/consensus process
designed to meet the needs of present and future generations").
Some stakeholder groups focus on a single aspect of the resource
(e.g., fisheries, aesthetics), while others adopt a holistic or ecosystem
approach. Watershed groups are very much driven by the interests,
capabilities, and contacts of participants. Since they often emerge in
response to problems, stakeholder groups may be highly focused on
those concerns initially. Gentle guidance can help expand a stake-
holder group's mission over time to encompass a broader, more
holistic approach, if necessary, but it is best to let this maturation
process evolve at its own pace.
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Section 2
17
Although it might seem desirable to merge resource planning and
management groups in the same basin into a comprehensive struc-
ture, many of these small, focused organizations value their inde-
pendence and may resist efforts to force them into a larger group.
Coordination and communication are the best approaches to build
cooperation. Keeping interest groups informed of larger planning
and management efforts and seeking their input and expertise at
every opportunity can create an effective, efficient management
program without the burden of rigid, overarching structural and
procedural components.
Working with manageably sized stakeholder groups
There are several ways to balance the need for inclusion of multiple
stakeholders with the desire for working with a group that's not too
large. Committees of 25 or more people can present logistical and
other problems and make it impossible to offer adequate time for
participation by all members. Stakeholders for the Santa Clara Basin
Watershed Management Initiative include regulatory agencies,
publicly owned treatment works, storm water permittees, environ-
mental groups, the Guadalupe-Coyote Resource Conservation
District, the Silicon Valley Manufacturers' Group, the Chamber of
Commerce, and the League of Women Voters. A core group of
stakeholders was convened to serve as an advisory board to estab-
lished decision-making bodies and local communities. The core
group oversees the Santa Clara Basin Watershed Management
Initiative and coordinates the activities of nine subgroups to develop
the watershed management plan.
Watershed partnerships
take time!
Professor Paul Sabatier and his watershed
partnership research team at the University of
California (Davis) found that it takes time—
frequently about 48 months—to achieve
major milestones such as formal agreements
and implementation of restoration, education,
or monitoring projects. Stakeholders in
general perceive that their partnerships have
been most effective at addressing local
problems, even serious ones. On the other
hand, they perceive that partnerships have
occasionally aggravated problems involving
the economy, regulation, and threats to
property rights. Indeed, Sabatier and his team
found that partnerships apparently have the
most positive impact on the most serious
problems in the watershed. This finding
contradicts the fear that consensus-based
processes often avoid important issues and
generate ineffectual agreements.
—Stakeholder Partnerships as Collaborative
Policymaking: Evaluation Criteria Applied to
Watershed Management in California and
Washington; UC Davis
Massachusetts' collaborative approach to restore wetlands
The Massachusetts Wetlands Restoration and Banking
Program (WRBP) was established in 1994 to undertake a
comprehensive, statewide wetland restoration effort.
Because several agencies already had funding or other
wetland restoration efforts in place and others had a
strong interest, it soon became apparent that the state
could benefit from a collaborative approach to wetland
restoration.
Through WRBP's initiative, state and federal agencies
joined forces under the federal Coastal America
Partnership. In June of 1994, officials from the
Massachusetts Executive Offices of Environmental Affairs
and Transportation & Construction and the federal
Departments of Transportation, Commerce, Army,
Agriculture, and the Interior and the
Environmental Protection Agency gathered to sign
the Resolution to Restore Massachusetts Wetlands.
This agreement commits the partners to joint
implementation of a comprehensive, watershed-
based wetlands restoration program for
Massachusetts. The signatories have become the
core of the Partnership to Restore Massachusetts
Wetlands, a broad coalition of more than 200
organizations and individuals who have joined
forces to support implementation of the
resolution.
—Christy Foote-Smith, Wetlands Restoration &
Banking Program, Boston, MA
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8
Stakeholders in a group
usually bring different
backgrounds, interests, and
agendas.
Ecosystem management
through role reversal
The Illinois Conservation 2000 program
includes a component for managing
targeted ecosystems that turns the
traditional agency-led approach on its
head. Local stakeholder partnerships have
primary oversight over nearly all aspects of
the projects and are authorized to call in
state agency resources as needed. The role
reversal removes state agencies from the
often-difficult task of resolving conflicts
among various interests and gives the
resulting consensus recommendations a
validity untarnished by charges that the
management strategy represents only
what "the state" wants to do.
Try to achieve a
balanced representation.
Membership
Membership in watershed organizations is also highly variable. Some
are composed of like-minded people who share a concern for a
specific resource facing a highly focused threat (e.g., a lakeshore
homeowners association dealing with elevated nutrient levels).
Others are more like "textbook" stakeholder partnerships, consisting
of people with very different backgrounds, perspectives, values,
interests, and agendas. In both cases, however, membership is often
based simply on interest, commitment, and energy. Of course,
when the basin is large and the issues are many, it is often desirable
to establish a representative board or committee to make decisions.
This process is highly subjective, but must be based on honest
efforts to ensure that all stakeholder perspectives are represented.
Often the biggest challenge when selecting stakeholders is to
achieve a balanced representation among the various interests so
that people don't feel that the "deck is stacked" against them. c^=
Section 4 goes into detail on how to identify key audiences in the
community and select stakeholder representatives for participation
in your effort.
Decision-making methods
There are many approaches for considering input from stakehold-
ers in final management decisions. Managers can gather input
informally from individual stakeholders or interest groups to
increase understanding of stakeholder perspectives and make a
decision without ever convening a meeting. Conversely, the spon-
soring organization can hand over significant authority to a formally
organized stakeholder committee and agree to abide by whatever
decisions it makes. Regardless of the approach, the process and its
impact on the resulting product must be clearly stated at the outset.
This enables decision makers to establish clear boundaries for the
involvement of others, lets people know what to expect and what is
expected of them, and helps build support for the final decision.
Generally speaking, as the level of involvement in the decision
making increases, so does the level of commitment to the outcome.
Soliciting formal or informal input without sharing real authority is
commonly practiced in natural resource management programs.
Sharing of authority was relatively rare in the past but is becoming
more common under the watershed planning and management
approaches developing today. Giving stakeholders a real voice in
decision making might cause some discomfort at first, but this
approach generates much more interest, involvement, and commit-
ment from participants and gives them a real "stake" in the outcome.
Most partnerships seek consensus on decisions, but there are
concerns that such an approach leads to lowest-common-denomi-
nator (rather than better) decisions or discussions that avoid con-
tentious or critical issues. cF*See Section 5 for specific guidance on
making decisions by consensus.)
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Section 2
19
Roles and responsibilities
Outlining proposed roles and responsibilities for the stakeholder
group will help clarify expectations, reduce conflict, and encourage
a smooth group process. There are two major areas for involve-
ment—process and content.
The person responsible for managing the process is usually a facilita-
tor. Outside facilitators (i.e., third-party persons not connected
directly to the sponsoring agency or other stakeholders at the table)
are usually best. The facilitator should be perceived as a neutral
party who will not contribute his or her ideas to the group. Facilita-
tors should be objective and maintain a broad perspective, but they
should also challenge assumptions, act as a catalyst, generate
optimism, and help your group connect with similar efforts. It is
important to make sure that the stakeholders feel comfortable with
the facilitator. Sometimes, even if the facilitator is truly neutral,
some members of the group might not feel their concerns are being
validated or incorporated into the process. If this is the case, it's best
to select someone else to manage the process.
Stakeholders usually participate in determining the content of the
effort. This is where you outline some possible roles and activities
for the stakeholders. Again, remember that this is just a first cut at
proposed roles and responsibilities. Once the stakeholders convene,
they will have an opportunity to make changes.
Possible roles and responsibilities for stakeholders include the
following:
¦ Clarify overall project goals and objectives
¦ Ensure all relevant interests are adequately represented
¦ Provide input on watershed problems
¦ Help develop evaluation criteria for analyzing management
options
¦ Provide input on the preferred management strategies
¦ Help conduct community education and outreach throughout
the process
Once you have developed a preliminary framework for your
stakeholder group, you're ready to move on to conducting outreach
and identifying the stakeholder participants.
The framework is built
for a stakeholder group.
Do we always need consensus?
Don't jump to the conclusion that
consensus is needed for every decision. In
some cases, it is more appropriate to gather
input from the stakeholders and then make
a decision. The factors to consider when
selecting a decision-making method include
time available, the importance of the
decision, the information needed to make
the decision, the capability of the group to
make the decision, and the information
required to make a decision. And remember,
consensus is a decision everyone can live
with, not necessarily one that is eagerly
supported by all.
Checklist for your watershed
framework:
~ What are the driving forces behind this
effort?
~ What are our agency's/organization's
internal goals?
~ How will we achieve those goals?
~ Do we need stakeholder Involvement?
How much?
~ What will be the structure of the
group?
~ What will be the membership of the
group?
~ How will decisions be made?
~ What are some of the proposed roles
and responsibilities of the stakeholders?
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20
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Section 3
21
Section 3:
Outreach and
Communication Tools
What you have done so far...
S Identified driving forces behind your effort
S Defined internal goals and objectives
S Developed a framework for group structure, membership,
decision-making methods, and stakeholder roles
Using outreach to strengthen stakeholder
efforts
Once you have identified your internal goals and objectives and
developed a preliminary stakeholder framework, you need to start
conducting outreach and education activities. If people are ex-
pected to exhibit concern over a water resource, gather and process
assessment information, and support preservation or restoration
proposals, they must be engaged through a planned, long-term
outreach program.
Outreach is a process that involves communicating information to
an audience and getting a response from that audience. How you
communicate the information (fact sheets, news articles, watershed
festivals, CD-ROMs, etc.) will depend on the audience, the message
you're trying to deliver, and your budget.
Changes in outreach over time
Outreach is conducted throughout all phases of the stakeholder
involvement effort to raise awareness of the issues and the process,
educate stakeholders and the community on the issues of concern,
and motivate the community to identify and implement solutions.
One of the most common roles of stakeholders is to conduct out-
reach and education to their constituents in the community. Keep in
mind that your outreach and education products will change
throughout the process. As the stakeholders become more aware of
Whats in Section 3?
- Using outreach to strengthen
stakeholder efforts
¦ Changes in outreach over time
¦ Steps for conducting effective
outreach
Outreach efforts inform and
involve potential stakeholders as
well as the general public.
The first installment of the Getting in
Step series, 'A Pathway to Effective
Outreach in Your Watershed', provides
detailed information on developing and
executing outreach efforts. (See http-J/
www.epa.gov/owow/watershed/
outreach/documents to download an
electronic copy of the guide.)
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22
Mass media will
reach the widest
audience early on
in the project
Tip:
Make a presentation at the regularly
scheduled meetings for local elected
officials. These meetings are often
televised on the local cable network
and the news media usually attend.
Make sure you bring a background fact
sheet to hand out to the media.
Tip:
E-mall Iistservers are a great way to
promote communication among
stakeholders. The Kent County
(Michigan) Storm Water Management
Task Force uses e-mail frequently to
communicate, edit documents, and
comment on activities between
monthly meetings.
the issues, your outreach efforts will shift to educating them on
possible causes and solutions. The table on the next page provides
some examples of what kinds of outreach to conduct throughout
your project.
In the beginning...
At the outset of your project, your primary outreach objective is to
make the community aware of the major watershed issues. It will be
easier to recruit stakeholders if they are already familiar with the
issues. Your primary format at this stage will probably be mass-
market venues such as the local newspapers, radio, or TV.
Try to get on the agenda at various community meetings and make a
brief presentation on the project. Look in local newspapers to see
which groups meet regularly so you know where to target your
efforts. Find out who the environmental reporters are and see if they
would be interested in covering your project.
After you've researched your community...
Once you've researched key audiences in the community, you'll
have a better understanding of their values and concerns, their level
of knowledge on watershed issues, and how they get their informa-
tion on watershed issues. You can use this information to develop
targeted outreach materials with messages that relate specifically to
the intended audience. You're still in the awareness phase, but your
outreach materials will include more information on causes of
concern and show the community how they can participate in
solving these problems.
After you've formed your stakeholder group ...
Once your stakeholder group is up and running, you will need to
develop outreach materials for a variety of audiences for communi-
cation and education among your stakeholders, distribution by your
stakeholders to their constituents, and distribution to the community
at large.
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Section 3
23
How outreach activities change over the course of the management program
What's Happening
Possible Outreach Products/Activities
Awareness stage
You're just starting your project, and need to
let people know about what the issues are and
what some solutions might be.
Prepare a map of the watershed with political boundaries
overlaid.
Prepare a 2-page background sheet on the issues and your
project.
Develop a list of media contacts.
Assemble a media kit (including the map, a background
sheet, a contact list, and three news articles with quotes).
Submit articles to local media outlets (newspapers, TV, radio).
Make presentations at local government meetings.
Education stage
You've researched some key audiences in the
community and have gathered information on
their values, attitudes, concerns, and
communication channels.
You've formed the stakeholder group and
asked them what outreach products they
would find useful.
Continue to submit articles to various media outlets on the
issues of concern.
Expand on the list of media contacts to include other venues
of communication within the community (e.g., periodicals,
cable television stations, community newsletters).
Develop targeted outreach materials such as fact sheets or
flyers that include messages relevant to specific audiences.
Develop a general slide show on the project showing
geographic scope, major issues of concern, and possible
sources of pollutants. Include a script that the stakeholders
can use to make presentations to their constituents.
Develop a speaker's bureau for the stakeholders so they can
go out in the community to make presentations.
Sponsor events such as a canoe trip, watershed festival, or
city-farm tour.
Develop news items that can be included in stakeholder-
related publications.
Prepare a newsletter or listserver that can be used for
communication within the stakeholder group and for
distribution to the community.
Develop a traveling tabletop display that can be used at
libraries, fairs, schools, etc.
Action stage . Conduct demonstration projects in the watershed.
• Initiate a volunteer monitoring program.
The stakeholder group is up and running and ' Conduct a storm-drain stenciling program.
implementing parts of the management plan. * Continue generating media coverage (e.g., feature articles on
BMP implementation, program activities, etc.).
¦ Hold events to showcase successes and motivate the
community on additional efforts that need to be taken.
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24
Steps for conducting effective outreach
To develop and implement effective outreach to support your water-
shed efforts, you need to consider the following steps:
Getting stakeholders' attention
and piquing their interest
The Upper Chattahoochee Basin Croup in
north Georgia developed a public
involvement plan to engage and involve
stakeholders. The plan provides a good
example of how to proceed to build the
awareness and knowledge needed to
develop and implement consensus-based
solutions:
¦ Develop a master list of interested
parties and their issues
¦ Conduct scoping interviews with
stakeholder groups
* Distribute outreach materials and
sponsor events and workshops
¦ Create a forum for airing and resolving
stakeholder issues
¦ Hold regular briefings for the news
media, civic groups, and other
organizations
Objectives should be
Specific,
Measurable,
Achievable,
Relevant and
Time-specific.
1. Define project goals and objectives
2. Identify target audiences relevant to goals and objectives
3. Develop your message, based on the goals, objectives, and
audience(s)
4. Package your message in formats appropriate to the audience(s)
5. Distribute your message to the target audience(s)
6. Evaluate your outreach efforts, and adjust as necessary
Within each step you must gather information to be able to effec-
tively target your messages to the right audiences. Each step more or
less builds on the previous one so it is important to address each
one. Too often, outreach efforts start in the middle of the process
and important steps— identifying measurable objectives or defining
target audiences, for example—are ignored. Such an unfocused
approach is ineffective and wastes resources.
Step 1: Define your goals and objectives
As stated previously, your outreach goals and objectives will rein-
force your overall goals for the watershed effort. For example, if one
of your goals is to restore the water quality of Cane Creek, one of
your outreach objectives might be to educate farmers about the
benefits of fencing off their streams to livestock. Another could be to
make the landowners living adjacent to the stream aware of failing
septic systems and educate them about a cost-share program
available through the health department.
Your outreach objectives should be SMART— specific, measurable,
achievable, relevant, and time-specific. You will probably develop
several objectives for each issue you're trying to tackle. Keep the
desired outcome in mind when forming your objectives. Do you
want to create awareness, provide information, or encourage action
among your target audience? It is very important to make your
objectives as specific as possible and to include a time element as
well as a result. This approach will make it easier to identify specific
tasks for achieving the objective and will enable you to evaluate
whether you've achieved the objective.
Step 2: Identify your target audience
Your target audience is the group of people you want to reach with
your message. Keep in mind that your stakeholder group is only one
target audience; you will target other groups within the community
as well, such as elected officials, homeowners, farmers, and business
people. Raising general awareness of the value and function of a
water resource might include a very broad target audience like a
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Section 3
25
mass media market. Define your target audience as the narrowest
segment possible that still retains the characteristics of the audience.
If your audience is too broad, chances are you won't be able to
develop a message that engages and resonates with those you are
targeting. Be creative in defining and developing perspectives on
target audiences and in finding out what makes them tick.
This is where your stakeholders will be invaluable. Use them to help
gather information needed to develop targeted materials and to
identify the best distribution mechanisms for the materials.
Think of the target audience as your customer. You want to sell your
customer a product (e.g., environmental awareness, membership in
an organization, participation in a stream restoration project, or
some voluntary behavior change), so you need to find out what will
make your customer buy the product. The kind of information
needed to characterize and assess the target audience/customer
might include:
¦ What is the demographic makeup of the audience?
¦ How does the audience receive its information?
¦ What is the knowledge base of the audience regarding the issues
involved?
Target your
audience-
narrowly
identify the
groups of
people you
want to reach
with your
message.
¦ What is the perception/attitude of the audience on those issues?
The tools provided in C^=Section 4 on researching potential stake-
holders can help you get the answers to these questions.
Oeorcjio surveys elected officials to focus its coastal
outreach efforts
The Georgia Coastal Management Program (GCMP) was
faced with the challenge of educating a rapidly growing
public about the natural resources on which its sought-after
quality of life is based. Because most land use decisions are
made at the local level, much attention has been focused on
local government and elected officials.
To develop a personal relationship with more than 80 local
government officials, staff from the GCMP conducted face-
to-face surveys with them. "We asked them what the most
important natural resource issues were in their communities
and how they thought the Coastal Management Program
should focus its efforts." The results showed that 75 percent
of local government officials recognized the
importance of protecting groundwater resources
from saltwater intrusion and contamination, but
only 25 percent of the officials mentioned
nonpoint source pollution as a natural resource
issue for their communities. "We know that
nonpoint source pollution is a widespread
problem in our coastal area, and the fact that the
elected officials are not aware of it shows us where
to concentrate our outreach efforts."
—Beth Turner, Georgia Coastal Management
Program
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26
It's a cliche, but marketing is a mindset.
You need to think like a marketer, or
"marketeer" as some people prefer to call
them... [There] is a new trend emerging,
which is changing the way we look at the
field of marketing. Increasingly, smart
individuals at environmental organizations
across the country are realizing that there
are valuable lessons to be learned from the
marketing sector. Congratulations. You are
one of them."
—Marketing the Environment: Achieving
Sustainable Behavior Change Through
Marketing; Huron Rivepr Watershed
Council
Develop a message with
benefits that will attract
your target audience, and
package it effectively.

Step 3: Develop your message
After gathering information on the target audience, you are ready to
craft a message that will engage them and help achieve your objec-
tive. To be effective, messages must be understood by the intended
audience and appeal to them on their own terms. The message
should be specific and tied directly to something your target audi-
ence values. Remember that these are your customers and you want
them to buy your product! Some benefits you might want to include
in your message are
Money savings
Time savings
Convenience
Free of charge
Health improvements
Efficiency
Drinking water quality
Stewardship
Recreation opportunities
Habitat protection
In addition to attracting attention, being understandable, and
providing a link to something of value, effective messages should
also state specific actions required to achieve the desired results.
Instructions should be clear, nontechnical, and familiar to the
audience. Providing a means for the target audience to become
more involved or receive additional information through a toll-free
telephone number, Internet site, or other means always helps. Focus
on making everything—the behavior change requested, the involve-
ment needed, or the support required—"user-friendly."
The stakeholder group will be a valuable resource in verifying that
the messages are appropriate for the target audience and will be
understandable to them.
Step 4: Package your message
You've defined your objective, assessed the target audience, and
crafted your message. Now it's time to determine the best package
or format for the message for eventual delivery to the target audi-
ence. In some cases the format will define the distribution mecha-
nism (newspaper articles, radio spots, public events). When choos-
ing alternative formats, consider the following:
Will the package be deliverable to the target audience?
Is it "user-friendly?"
Can the target audience decipher it?
Does it accomplish the objective and promote the message?
How will the target audience access and use the information?
-------
Section 3
¦ Is it something they will see once and discard or refer to often?
¦ Can it be produced in-house, with existing resources?
¦ How much will it cost, and who will pay for it?
Once you go out with your message, repeat it, repeat it, repeat it!
The formula for success in the marketing world is
27
Reach x Frequency = Results
where reach is how many people are exposed to the message and
frequency is the number of times they hear or see it.
The following is an overview of some popular message packages.
Choose one (or more) that helps achieve the desired result with the
available resources. Combining formats can reinforce your message
considerably.
Print. By far the most popular format is print. Printed materials
include fact sheets, brochures, flyers, magazine and newspaper
articles, booklets, posters, bus placards, billboards, and doorknob
hangers. They can be easily created and can be referred to again
and again by the target audience.
Stuff. "Stuff" refers to promotional items or "give-aways." These
include Frisbees, magnets, key chains, tote bags, coffee mugs, and
bumper stickers. Give-aways represent a good format to promote
watershed organizations, simple actions, and general awareness.
Media. Working with the professional media—newspapers, televi-
sion, magazines, and radio—will help to reach broad target audi-
ences. Opportunities to place your message in the media include
informational news stories, people features, issue analyses, public
service announcements, interview programs, call-in shows, editorial
columns, and feature items related to sports, recreation, or outdoor
living.
Internet. Increasingly, the Internet is becoming a powerful means of
communication. It provides worldwide access to hundreds of
thousands of sites containing millions of documents, chat rooms for
special interest groups, and database/mapping features that are
almost mind-boggling. Although the World Wide Web is used
regularly and extensively by agency personnel, environmental group
leaders, and the business community and can be a valuable format,
average citizens still get the great bulk of their environmental
messages from more traditional venues. Remember, too, that a
Web-based approach is geared to a certain target audience—one
that is very much "plugged in" and perhaps already attuned to your
objectives.

Combining different
formats can reinforce
your message.
-------
28
Getting the
message
packages to
the audience.
Step 5: Distribute your message
Once the message has been packaged in the desired format, you can
proceed with distribution. Figuring out ahead of time how you will
distribute your outreach materials can affect the development and
design of the products. Common distribution mechanisms include
direct mail, door-to-door, by phone, through targeted businesses,
presentations, as handouts at events, through media outlets, and
posting your message in public places.
Depending on where you are in our outreach efforts, your stake-
holders can serve as a distribution vehicle for most of your outreach
and education materials. Remember that you don't always have to
distribute the message yourself. If your target audience subscribes to
an existing periodical, it may be more effective to piggyback your
message in that publication. It will certainly save you the hassle of
dealing with mailing lists, postage costs, or news media releases. It
will also increase the likelihood that your message will actually be
read by members of the target audience since they are already
familiar with the publication.
REPORT
Feedback is crucial to
improvement of your
outreach program.
Tip:
Piggybacking your efforts by
including your outreach information
in existing publications or
presenting your information at
regularly scheduled meetings of
important target audiences is both
efficient and effective.
Step 6: Evaluate your outreach efforts
Evaluation provides a feedback mechanism for continuous improve-
ment of your outreach efforts. Many people don't think about how
they're going to evaluate the success of their outreach program until
after it has been implemented. Building in an evaluation component
from the beginning, however, will ensure that at least some accurate
feedback on the outreach program's impact is generated.
Your time and available resources will determine the degree to
which you evaluate your outreach program. At a minimum, you will
review the outreach plan with the staff or watershed team to deter-
mine whether the objectives were attained or supported, the target
audience reached, and so forth. Outreach programs ideally feature
pre- and post-tests of randomly selected people to measure what
knowledge or behaviors existed before the program was imple-
mented and after it ended. This approach is used mainly for large-
scale, high-level efforts because of the resources involved.
Your stakeholders can assist in the evaluation of your outreach efforts by
providing feedback from their constituents. You should track the
following: How were outreach materials distributed? Was the message
understood? What was the response to the information?
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Section 4
29
Section 4:
Building Your Stakeholder
Group
What you have done so far. . .
~
~
~
~
¦/
Determined that you need stakeholder involvement for your
project and that no existing group can accommodate your
overall effort
Identified the driving forces that led you to this point (e.g.,
violation of water quality standards, new regulations, potential
threats to the resource)
Outlined your internal programmatic and management goals for
the project
Developed a framework for stakeholder involvement, including
the level of decision-making authority and the process to be
used
Conducted initial outreach to create awareness of your issues in
the community
If you have not yet identified your internal goals or developed a prelimi-
nary framework for how the stakeholder group will operate, go back to
Section 2. You need to complete those steps before you identify
and recruit stakeholders because (1) that information will determine
who should be involved and (2) potential stakeholders will ask ques-
tions related to those steps (How much time is involved? Will I be
making decisions or serving in an advisory capacity? How will we make
decisions?). You'd better have some answers.
Depending on the project, you might already have a fairly good idea
of the likely stakeholders for your effort. But what if you're going
into an unfamiliar watershed or you want to try to get better repre-
sentation from some nontraditional interest groups? This section
shows you how to research the key interest groups in a community
and identify the stakeholder representatives who should be invited
to participate. This process involves characterizing the community
through various demographic, cultural, and other approaches to
ensure that you know "where they're coming from."
Whafs in Section 4?
Researching key interest groups
Inviting the stakeholders to
participate
Running productive meetings
Conducting the first meeting
Building a stakeholder operating
plan
Yip
Identify
stakeholders who
should be
invited to
participate.
-------
30
Researching key interest groups
Community cultural profiling
The USEPA has put together an entire
manual on profiling communities. It
provides examples, worksheets, and a
variety of methods for developing a
detailed picture of a particular community.
To receive a copy of Community Culture
and the Environment: A Guide to
Understanding a Sense of Place, refer to
the resources listed in Section 7.
Tip:
If your primary stakeholders belong to
an organization that meets regularly,
consider starting the process by
attending their meetings. Providing
information and initiating a dialogue
on their turf can help get the bail
rolling in a relaxed, nonthreatening
environment As other stakeholders get
involved the group can decide whether
to start separate meetings or continue
'piggybacking.'
Before building your stakeholder group, spend some time research-
ing the key interest groups in your community. If the community will
be responsible for implementing the management strategies devel-
oped, it is vital that a cross-section of the community participate in
the process. When looking at key interest groups for watershed
involvement, we tend to draw from the same groups—local elected
officials, environmental organizations, and agency personnel. Key
interest groups are not just power brokers like the mayor, the head
of the Chamber of Commerce, or the president of the PTA. Re-
member that stakeholders are not only those who influence a
decision but also those who are affected by it and those who can aid
or prevent its implementation.
We also tend to select the people who ask to participate. This
leaves out groups who need to be involved but are reluctant to
come to the table. By researching key interest groups you might
uncover some nontraditional audiences such as church organiza-
tions, the local garden club, or university professors who have a
strong role in the community.
When researching the key issues in a community or watershed, you
will gather information to build a profile. By the end of your re-
search, you will have defined the following:
¦ Primary geographic features, political boundaries, and landmarks
in the area
¦ Major organizations in the community
¦ Key activities and where they occur (e.g., school football games,
agricultural fairs, concert series)
¦ Influential persons and opinion leaders
¦ Knowledge in the community of your project issues
¦ Methodsof communication in the community
¦ Attitudes and perceptions regarding your project issues
Where do you start?
Several resources are available to help you to determine the key
interest groups in the community. As a first cut, consider researching
local government agencies, local organizations, and the local media.
This will give you a foundation to build on. As you talk to people,
always ask them where you might find additional information about
the community.
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Section 4
31
Local government
The first place to start might be the phone book. Check out the
government listings in the blue pages and identify three or four
departments to start with. These might include the department of
parks and recreation, the department of soil and water conservation,
the water and sewer authority, the office of economic development,
and the planning department.
Local organizations
Local organizations can provide you with information on the
community's interests and makeup. For example, if there are many
churches in the area, the religious community might be an impor-
tant key interest group. The local Chamber of Commerce can
provide information on the kinds of businesses located in the
community, business trends, and names of local business leaders.
Recreational organizations can tell you about the kinds of activities
available (e.g., birding, canoeing, and rafting) and the numbers of
people involved.
To build a list of local organizations to contact, start with the com-
munity newspaper. Look in the calendar of events section, which
shows what organizations are active and when they meet and
provides contact information. Don't forget to look in the sports
section, which might have a calendar of its own.
Information needed to identify potential stakeholders
Once you have identified several different groups to contact, you
need to identify the kind of information that will be valuable in
building your community profile and identifying potential stakehold-
ers. There are no set questions to ask since the information you
need will be related to your own internal goals. Some possible
questions include the following:
¦ What are the problems affecting the watershed, from the
community's perspective?
¦ Who has the potential to help protect the watershed?
¦ What are the political, cultural, and economic factors in the
community?
¦ What are the demographics of the community?
¦ How is your organization perceived in the community?
¦ Who are the influential leaders—religious, civic, business?
How do you get the information?
Once you have identified the types of information you need from
the key interest groups, how do you get the information? You can
use several different tools depending on the makeup of the commu-
nity and your available resources (time and money). Any information
you collect will be useful, so don't worry if you don't have access to
Typical departments in a local
government
Building and Development
Community Services
Economic Development
Health Department
Land Records and Property Transfers
Libraries
Mapping and Geographic Information
Parks and Recreation
Planning and Zoning
School Board
Social Services
Soil and Water Conservation
Tourism Board
Water and Sewer Services

Research local government,
organizations, and businesses
to identify potential
stakeholders.
-------
Possible contacts for identifying
potential stakeholders
Agencies
Federal government
US Environmental Protection Agency
US Fish and Wildlife Service
Natural Resources Conservation
Service
US Army Corps of Engineers
US Department of Transportation
State government
Department of Natural Resources
Environmental Agency
Department of Fish and Came
Local government
Planning Commissions
Conservation Districts
Health Department
Organizations
Civic organizations (e.g., League of
Women Voters)
Religious organizations
Recreational organizations (e.g., Trout
Unlimited)
Historical or cultural associations
Business organizations (e.g., Chamber
of Commerce)
Environmental organizations
Financial institutions
Homeowner associations
Political organizations
Parent-teacher associations
Individuals
Landowners
Youth
Seniors
a Census Bureau database (see www.census.gov) or can't make your
survey results statistically significant. Methods for gathering informa-
tion range from visual observations to crunching data from research
agencies. You'll probably use a combination of techniques that
includes direct interaction with the community and indirect access
through surveys, databases, and archives.
Indirect methods
Indirect methods to obtain information about potential stakeholders
include surveys, newspaper archives, census data research, geo-
graphic information system data, and other techniques that do not
involve face-to-face contact.
Surveys by mail
Mail surveys are an excellent way to get baseline information about
a community. Before conducting a mail survey, make sure you'll be
able to get current addresses for mailing. Keep in mind what infor-
mation you want to collect, how you are going to use that informa-
tion, and who is going to tabulate the data. This can save a lot of
anguish once the results come back. From a respondent's perspec-
tive, make the survey relatively short (and explain up-front how long
it will take to fill it out). State the objective of the survey clearly,
make the format easy to read, and include a self-addressed stamped
envelope to increase the return rate. If you want to make your
results statistically significant, consult a marketing professional or
college instructor for suggestions on random sampling techniques,
follow-up prompting, and other issues.
Pros/Cons: Mail surveys allow participants to think about their answers
before responding, can reach large numbers of people, and can gather
data from people who might not be accessible in person. The disadvan-
tages include printing and mailing costs, staff time required for tabula-
tion of results, and the potential for low response rates.
Surveys by phone
Surveys by phone can also provide good information about your key
interest groups. Again, make sure you have access to current phone
numbers and the resources available (phones and volunteers) to
carry out the survey. The success of phone surveys tends to vary
geographically: rural audiences are more willing to take the time to
answer questions than urban audiences. Standardize the greeting
used by all of your volunteers, and practice proper phone skills. If a
person called does not want to participate, thank the person and
move on to the next one. Schedule calls at mixed times—some
during weekends, some during the day, but most during the early
evening (but not at dinnertime!).
Pros/Cons: Phone surveys allow data gathering from people who might
not be accessible in person, elicit immediate responses, and can
accommodate many participants. The disadvantages include the need
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Section 4
33
to access correct phone numbers for participants, lack of time for partici-
pants to think about their responses, level of resources involved, and
exclusion of those who will not respond to unsolicited calls.
Databases
Many organizations collect information on their constituents and
maintain the information in a database. This data can provide you
with strong demographic information, indicate trends, and identify
key people. Local "public agencies such as planning departments and
property tax evaluation agencies can provide information on zoning
ordinances, trends in development, and revenue sources. Soil
conservation districts keep records on land-use patterns, size of
parcels, and farming practices. The Chamber of Commerce and
other trade associations keep track of their constituents and the
numbers and types of businesses located in the community.
Census data is collected every 10 years and was last collected in
2000. This data is available through the Internet from the U.S.
Bureau of the Census at www.census.gov and from local libraries. If
you do not have access to these files or do not have the resources
needed to extract the information, consider asking a college market-
ing class for assistance. Often they are looking for real-world
projects, and they might be willing to conduct a detailed analysis of
the target group at no charge.
Pros/Cons: Databases can provide consolidated demographic data
and can sort the data by different parameters. Some databases can
be unwieldy to work with, are not current, or require technical
expertise to extract the data. Databases do not provide qualitative
information on behavior patterns or attitudes.
Local newspapers
The local papers can provide a tremendous amount of insight into a
community. This is particularly important for small towns. The sports
page shows you which teams are active in the area as well as
recreational activities. Letters to the editor show you the issues and
concerns of the community, and the events calendar provides
information on the local organizations, cultural events, and happen-
ings about town.
Phone surveys could
be used to gather
information about
your stakeholders.
0
What you need to know about
potential stakeholders
¦ What is their knowledge of watershed
issues?
¦ What are their attitudes and opinions
about their community ?
* How do they use the resource?
¦ What language and messages motivate
them?
* Where do they get their information ?
¦ Whom do they trust?
m What do they value in their community?
¦ What are the key local activities in the
community?
Direct methods
Direct methods tend to be more resource-intensive than indirect
methods but provide qualitative information on attitudes, values,
and behavior patterns. Direct interaction also helps you to start
building relationships with potential stakeholders and allows you to
pursue other lines of questioning that surveys may omit. Direct
methods include focus groups, community meetings, and one-on-
one interviews.
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34
Farmers' concerns about TMDLs
In response to a presentation made at a
local Farm Bureau to introduce water quality
issues and TMDLs, the Yolo County,
California Resource Conservation District
convened a focus group composed of area
farmers. Their concerns included the
following:
• We don't have time to come to meetings
¦ We don't want a bunch of stakeholders
that know nothing about farming telling
us how to farm
¦ We want to be the only decision makers
on these projects
¦ There are issues of private property rights
¦ How are we going to afford to make the
changes in practices ?
¦ We don't want to do something now
and then have an agency come to us in
a few years and tell us what we did is
wrong and we have to change it
* We don't feel there is enough scientific
data in place to tell us what we should
be doing
—Katy Pye, Yolo County Resource
Conservation District
Focus groups
Focus groups provide an opportunity to meet with several mem-
bers of the community at once and allow them the chance to
expand on comments and ideas. The focus group participants may
be selected through surveys, recommended by a particular organi-
zation, or selected at random. Typically, up to 12 members are
asked to participate for one or two hours. Be sure to schedule the
focus group at a time and place convenient for the participants. For
example, many people, including government officials of small
localities, have jobs during the day and are available to meet only
after 5:00 p.m. The focus group should be handled by an outside
facilitator to avoid introducing bias into the results. A series of
questions are asked to the group and the answers recorded on flip
charts or video/audio tape. Focus groups also enable you to start
building a network of people you might want to use later to deliver
your message.
Pros/Cons: Focus groups can provide insights about the interest
group's composition, perceptions, and beliefs; provide interaction
among participants; and build support for further actions or
outreach. The disadvantages are that the success of a focus group
depends largely on the facilitator, focus groups can accommodate
only a few participants, and the time demand on participants is
considerable. Finally, focus groups might not be suitable for certain
cultures where peer pressure or deference to others might inhibit
discussion.
Community meetings
Community meetings provide a forum to collect information on a
variety of topics for all members of the community. The meetings
can be unstructured in an open-house type of format, or they can
be focused around specific issues. It's important to remember that
you are still gathering information so you want to allow plenty of
opportunity for the participants to share their thoughts, concerns,
and suggestions.
Pros/cons: Once established, community meetings can be con-
ducted on a regular basis to inform the group about stakeholder
activities, solicit input, and maintain communication. Organizing
community meetings is time-consuming, and often you're compet-
ing with other regularly scheduled meetings (e.g., school board,
local board of supervisors).
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Section 4
35
Using data-gathering techniques to coliect community information
Goal: To determine level of awareness and willingness of the community to participate in watershed
protection activities.
Methods: Focus groups, surveys by mail, community meetings.
Focus Group Questions
¦ What community organizations do you belong to?
¦ Whom do you go to for advice about range/and management?
¦ What are three things you value about your community?
¦ How do you spend your leisure time?
¦ Where do you get your information on environmental issues?
¦ What are some key activities that occur in your community?
¦ Do you think the water quality in your community is improving or declining? Why?
¦ How is the land managed in your community (ownership, leased lands, and land-use planning)?
Survey questions
¦ What do you think are the biggest problems facing your community?
(a) education
(b) crime
(c) water quality
(d) taxes
(e) other
¦ In your opinion, what is the best use of the Rio Platte?
(a) irrigation
(b) habitat for birds and wildlife
(c) recreation (hunting, fishing, canoeing)
(d) other
¦ Please indicate whether you have a positive or negative view about the following groups, or indicate if you
don't recognize the group.
(a) U.S. Environmental Protection Agency
(b) Friends of the Rio Platte
(c) Farm Bureau
(d) Texas Fish and Came Commission
(e) Trout Unlimited
(f) Soil and Water Conservation District
(g) Northeast Water Supply Association
Open house
¦ Have you heard about our organization? If yes, from whom?
¦ Can you find where you live on this map?
¦ Which environmental resource(s) do you think best describes your community?
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36
What do you do when the
landowner says "No"?
One of the first landowners I asked about
streambank fencing said no. Since we felt
like he was a key stakeholder, we didn't
want to give up.
I would stop by when I was in the
neighborhood and visit with him. We
talked about everything but fencing. We
were fencing in other areas at the time.
One day I stopped and asked him if
fencing would be OK if I did it. He wanted
to know how I was going to do it, me
being a bureaucrat and all. I told him not
to worry about that part. He finally agreed,
if I did it.
I fenced it with a small grant for materials
and I provided the muscle and sweat. He
has been a good friend ever since and
speaks highly of fencing.
—Frank Lucas, Pequea-Mill Creek Project,
Natural Resources Conservation Service
You might
need to use
creative
methods to
involve some
stakeholders.
What do you do with the information collected?
Once you have a picture of the values and concerns of various
interest groups within a community, you can select possible stake-
holder representatives to participate in your project. Go back again
to your driving forces, goals, and objectives to determine if your list
of stakeholders represents all of the issue areas.
Inviting the stakeholders to participate
Once you've developed a list of stakeholders, invite them to partici-
pate in writing. If someone in the community recommended them,
be sure to include that person's name in the letter. To increase the
chances of participation, tailor each letter with the reasons why they
need to be involved in the project. For example, if you're trying to
get representation from the building community, you might want to
highlight the fact that no one from the building community is
involved with the watershed planning process.
Follow up your letter with a personal phone call to answer any
questions and confirm their participation. Be prepared for resis-
tance. If the potential stakeholders say they can't participate in the
kickoff meeting, make sure you send them any information that
comes out of the meeting and ask if there is someone from their
organization who could attend in their place.
Sometimes, no matter how hard you try, you won't be able to get
key stakeholders to attend a meeting. This doesn't mean that you
can stop trying. It means you have to use a different technique to
keep them informed and enable them to participate in the decision-
making process. For example, when working with farmers in a
watershed, often the best communication tool is one-on-one contact
with a farmer in his field. Use this opportunity to hear his concerns,
explain the issues, and show him why it's important to be involved.
Sometimes stakeholders will say, "Just tell me when a decision is
made." Again, it's up to you to continuously provide them with the
information and allow them to enter the process when they feel
ready.
If you still have gaps in your stakeholder group in terms of represen-
tation, don't worry. At the first meeting you can ask for suggestions
for additional representation—stakeholders appreciate being asked
for their input.
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Section 4
37
Hosting productive meetings
Because one of the primary tools for communication among stake-
holders is "the meeting," this section presents some tips to make your
meetings as productive as possible. There are four major elements to
running a successful meeting:
¦ Provide advance notice to participants
¦ Develop a strong agenda
¦ Manage the process during the meeting
¦ Follow through
Provide advance notice to participants
One way to set your meetings off on the right foot is to provide
plenty of advance notice to participants. This shows respect for their
time, demonstrates good planning skills, and increases the chance of
attendance. If the stakeholder group will meet on a regular basis, try
to establish a set date so everyone knows, for example, you will
meet on the third Tuesday of every month.
Advance notice also refers to any materials the stakeholders need for
the upcoming meeting. As part of agenda development (see section
III) you will determine what information your stakeholders might
need ahead of time to make informed decisions at the meeting.
Make sure stakeholders have adequate time before the meeting to
review such materials.
Develop a strong agenda
The agenda will serve as a road map to accomplish your meeting
objectives. As a rule, the amount of time spent preparing for a
meeting should be twice that devoted to the meeting itself. Before
you can develop an agenda, you need to answer several questions.
Each of these questions will provide information to help develop a
strong agenda, which, when followed, will help you achieve your
objectives.
1. Why are you calling a meeting? Often we call meetings first
and then figure out what we want to accomplish in them. By
first asking what you need to accomplish, you might determine
that a meeting isn't necessary and that you can accomplish your
goals some other way. Determining the purpose up front will set
the stage for the rest of the elements that need to be considered.
There are several reasons for calling a meeting. Some of the
most common are sharing information, solving a problem,
making a decision, tracking progress, celebrating achievements,
and evaluating results.
Successful meetings start
with advance planning
and advance notice.
What do stakeholders expect?
Researchers at the Social and Environmental
Research Institute in Massachusetts
summarized what participants expect of a
public involvement process in a paper
published in Society and Natural
Resources: access to the process, power to
influence the process and its outcomes,
access to information, a structure that
promotes constructive interaction,
facilitation of constructive personal
behaviors, adequate analysis, and the
enabling of future processes.
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2. What do you hope to accomplish?
Determine what you hope to leave with at the end of the
meeting. Are you looking for agreement on an issue? Increased
awareness of an issue? A list of goals for an activity? If you can't
clearly outline the desired results, chances are you need to go
back and focus on the purpose of the meeting.
3. Who needs to attend and what are their roles?
Based on your desired outcomes, determine who needs to be
involved in the meeting. Nothing is more frustrating than hold-
ing a meeting and realizing that you can discuss an issue to
death, but the one person who can make a decision on that
issue is not present. Determine what the participants' roles will
be. Who will lead the meeting? Do you need a facilitator? Who
will take notes? How will decisions be made?
4. What topics need to be discussed to reach the desired
outcome?
Deciding on topics will help determine if materials need to be
sent out ahead of time so that an informed decision can be
made. It will also help in allotting time on the agenda for discus-
sion. You may find that you will not be able to discuss all of the
proposed topics and will have to narrow the list.
5. What are the room layout arrangements?
The room layout is critical to the success of your meeting.
Considerations include seating arrangements, lighting, and
placement of equipment. If the room arrangements are not
optimal, they can detract from the content of your meeting. The
room layout will depend on several factors—the size of your
stakeholder group, the length of the meeting, and the size of the
meeting room. If possible, try to set up the seating so that all
members can see each other using a U-shaped or semicircular
arrangement. Tables in front of the participants create a barrier,
but they also provide a place for notebooks, cups, and so forth.
You want to create an environment that will stimulate discus-
sion. Try to match the room size with the size of the group
because some people are reluctant to speak in a cavernous
room.
Once you have answered the above questions, you can develop an
agenda that is focused on the desired outcomes, allows enough time
for discussion of key issues, and is structured so participants will feel
they have contributed to the desired outcome.
Manage the process
The person responsible for managing the process of a meeting
ensures that the desired outcomes are achieved and the participants
feel they have contributed to the end result. It's not good enough to
O ^ O
o o
o o
OqO
A semicircular
arrangement allows
members of the group to
see each other.
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reach a decision if the participants don't feel good about the process.
^Section 5 goes into more detail about managing the process
during the meeting (such as getting agreement on issues, maintaining
balanced participation, and resolving conflicts), but there are some
tips to follow to start a meeting off on the right foot.
1. Have the participants introduce themselves.
Even if they just say their names, it breaks down a psychological
barrier of speaking out loud. If time permits, you may want the
participants to share something about their community or
themselves to start building relationships.
2. Review the agenda and the desired outcomes.
Make sure everyone is clear on the objectives of the meeting
and what you hope to accomplish.
3. Review the roles of the participants and how decisions will
be made.
Participants can play various roles in a meeting—participation,
information management, process management, and decision-
making. Make it clear to the participants what their roles are. If
there is an outside facilitator, the facilitator will introduce
himself or herself and explain that he or she is there to manage
the process, not the content, of the meeting. Explain the deci-
sion-making methods for reaching an agreement (majority vote,
consensus, or information-gathering with another entity respon-
sible for the ultimate decision).
4. Develop ground rules.
Setting ground rules at the beginning of a meeting helps to focus
the participants on the task at hand and provides a structure for
the meeting. The facilitator should use the ground rules to guide
the meeting and refer to them if they are not being followed.
Typical ground rules include the following:
¦ Honor time limits
¦ Speak one at a time
¦ Refrain from personal attacks
¦ Maintain confidentiality
Allow the participants to add additional ground rules they would
like to see observed.
5. Keep time on your side.
One of the easiest ways to lose credibility with a group is to
disregard the time limits established for a meeting. If you said
the meeting would start at 8:30, but you want to wait another
15 minutes for people who are late, you are in effect punishing
the folks who made an effort to get there by 8:30. It also sets a
Visioning exercise
An excellent way to begin the stakeholder
process is to conduct a visioning exercise,
where public agency representatives,
stakeholders, and other interested parties
brainstorm on how the resource should
look and function 10 or 20 years from
now. Although vision statements are
necessarily broad and lack detail, they are
usually agreeable to nearly all participants
and thus serve as an important touchstone
later in the process, when discussions over
devilish details require the perspective of a
consensual "big picture."
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40
Vision 2025
The Los Angeles and San Gabriel Rivers
Watershed Council is a consortium of
community groups, government agencies,
businesses, and academic institutions
working to restore, preserve, and enhance
watersheds in Los Angeles County. The
vision of the council for the year 2025
states that "our watershed and our
communities will be renewed through an
integrated and cooperative approach to
restoring the environment and the
economy, creating a more livable future."
bad precedent: no one will show up on time for the next
meeting because they know you'll start late. The same is true for
ending your meeting. People have other commitments, and it's
presumptuous to assume that you can continue past the desig-
nated adjournment time. At the very least you should poll the
group and ask if people are willing to stay an extra 15 minutes.
Follow through
Once the meeting is over you're still not done. Remember what
your third grade teacher told you about how to write a story—tell
them what you're gonna say, say it, and tell them what you said. A
successful meeting will conclude by summarizing what occurred
during the meeting, identifying action items based on the discussion,
assigning individuals to accomplish those action items, and thanking
all of the participants.
It is important to review the action items with the participants to
make sure there is agreement on the next steps. Finally, remember
that the final element of a successful meeting is producing and
distributing a meeting summary. Effective meeting summaries are
brief and well organized and are distributed soon after the meeting.
Conducting the -first meeting
The first meeting with the stakeholder group can set the tone for the
rest of the process, so careful planning is needed to ensure a smooth
beginning. Before setting the date and time, poll the stakeholders on
the most convenient day and time for them. Remember that most of
your stakeholders have other jobs so they may not want to meet
during the day. By asking them first, you are letting them know that
this is their group and you are trying to accommodate their sched-
ules, not yours.
Send materials out early
Mail any agenda materials and background information well ahead
of the meeting to allow participants time to review them. E-mail and
web site posting are tremendous assets for circulating pre-meeting
information. In addition, personal phone calls to members to ensure
they received the information and know how to get to the location
go a long way in building relationships. Use the phone call as an
opportunity to allow the stakeholders to voice any potential con-
cerns or needs that you can resolve before the meeting (I'm a
vegetarian... Is the building wheelchair accessible?... I never got an
agenda... You spelled my name wrong on the stakeholder list...).
Consider providing 3-ring binders at the first meeting with the
members' names printed on them that they will use throughout the
project to organize all of the materials distributed.
Include time for social interaction
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Section 4
Include time for socializing. Consider starting the meeting with a social
hour. This immediately puts people at ease and allows them to meet
their fellow stakeholders informally. If the meeting is to be held during
the day, begin with lunch before getting into the agenda items.
41
Also, make a point to remember members' names and to use them
during the meeting. It's amazing how just a "Good point, Bob" or
"Justine was talking at the break about..." or "Tom, were you the one
who mentioned..." can go a long way toward making people feel
worthwhile and included in the process. As people become familiar
with the names of others at the meeting they will become more
comfortable and considerate in their discussions and deliberations.
Prepare an agenda
The agenda for your first meeting will obviously depend on your
overall project objectives. It can be highly structured or simply a
forum for group discussion. Whatever the case, it should be based
on careful planning. In a watershed management planning process,
the first meeting could focus on introduction to the issues and
review of the preliminary framework to determine how the group
will operate. Allow plenty of time on the agenda for group discus-
sion to avoid one-way communication. As the watershed assess-
ment, planning, and management processes unfold, meetings will
focus on reviewing past activities, future plans, and adjusting the
approach as new information comes in.
Allow time for social
activities to break the ice
and put your group at ease
with each other.
Building a stakeholder operating plan
It is helpful for the stakeholder group to develop an operating plan
to outline the roles, structure, membership, and activities that will be
conducted. There are many ways to develop this plan, and the
approach used will depend on the group. A constant challenge to
working with a stakeholder group is providing enough information
to be useful in moving the process forward without undermining the
group's input or giving the impression that decisions have already
been made. It may be helpful to present the preliminary framework
you developed when researching key audiences (^"Section II) and
then let the group tailor it to their needs at the first meeting. If your
stakeholders are new to the group process, it's often helpful to give
them something to react to.
The operating plan may include the following elements: program
goals, stakeholder goals, ground rules, roles, responsibilities, deci-
sion-making methods, and products. Again, this is only a guide. The
plan will change and evolve as your group progresses.
Key elements of stakeholder
operating plans
Program goals
Cround rules
Roles, responsibilities, and decision-making
methods
Stakeholder goals, objectives, and tasks to
achieve the goals
Products from the stakeholder program
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Example stakeholder involvement issues to address during the
watershed assessment planning, and management process
Why are we here, and what is the challenge
we're facing?
¦ Why do the watershed assessment/plan now?
¦ County's key objectives of this project. Develop
a plan that:
• Supports the designated uses of streams
and lakes
• Protects water quality and enhances water
quality where needed
• Alleviates flooding as development occurs
• Provides for a safe, adequate water supply
• Supports wastewater, water withdrawal,
and storm water permitting decisions
• Increases awareness about water quality
problems and solutions to protect water
quality
• Increases the understanding about the
linkage between land use alternatives and
water quality and flooding
¦ Discussion: Are there any questions about the
driving forces behind this project and the
County's objectives? What are other
objectives and considerations that should
guide the assessment and evaluation of
management options?
Key milestones in the project
¦ Characterize the watershed
m Conduct scoping modeling analysis
* Conduct inventory of drainage
¦ Conduct Field visits with the stakeholder group
' Develop detailed water quality and quantity
models
* Identify promising watershed management
strategies
¦ Use the models to assess the effectiveness of the
alternative strategies
¦ Design and begin implementing a long-term
monitoring program
¦ Develop draft management plan
* Committee recommends/endorses management
plan
* County (and others) adopts management plan
Stakeholder roles
¦ Clarify overall project goals and objectives
¦ Review the scoping-level analysis and
recommendations for future, general options to
explore
* Provide input on proposed water quality and
quantity indicators and targets
¦ Help develop evaluation criteria for analyzing
management options
¦ Help screen for promising management options to
model
* Review findings of the modeling analysis and
provide input on the preferred management
strategies
* Review and provide input on the proposed
monitoring plan
¦ Review and provide input on the draft management
plan
¦ Help conduct community education and outreach
throughout the process
Discussion questions
¦ Do you have questions about any of the specific
tasks or how they relate to each other?
¦ Are there questions about the input we need from
you and how it will be used?
* Helping provide community outreach and
education will be a key role. What materials would
be the most helpful for you to take out into the
community?
* From your experience, are there other water quality
issues that the community is currently concerned
about that we should address in the modeling and
management plan?
¦ Given projected growth, can you think of potential
future issues that we may need to address related
to our scope of work?
a Are there other objectives and considerations we
should weigh as we develop and evaluate
management strategies? (Note: These objectives
might include other planning objectives, cost to
utility customers, impacts on landowners, equity,
etc.)
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Section 5
43
Section 5:
Keeping the Ball Rolling
Whats in Section 5?
What you have done so far. . .
¦/
~
~
~
~
~
Identified internal goals and objectives
Outlined a stakeholder operating framework
Conducted outreach activities
Researched key interest groups
Identified and engaged key stakeholders
Convened the first meeting
Developed a stakeholder operating plan
Top 12 tips to move the process forward
Although stakeholder processes can be long and involved (someone
once described stakeholder involvement as a turtle—slow and ugly),
there are some specific tools you can use to smooth out the road
ahead and build trust within the group.
Keeping the momentum going throughout the life of a stakeholder
process can be challenging, to say the least. The two most common
causes of burnout are too many meetings and the feeling that the
process is not progressing or worthwhile. Through careful planning
and common courtesy, you can reduce the chances of participant
burnout and maintain the energy level of the group.
1. Involve stakeholders as soon as possible. Many agency
personnel are reluctant to bring in stakeholders too early in the
process. They would rather wait until they have something to
"show them." The early stage is actually the best time to involve
stakeholders. Nothing can derail the process faster than asking
for input after a decision has already been made. As soon as you
know that you need the involvement of stakeholders, start
involving them. Allowing stakeholders to help set the tone and
the pace of the effort as it begins helps to maximize interest and
buy-in.
2. Be honest. Building on the previous tip, lay all of your cards on
the table at the beginning. If you're really not sure how the
process is going to work, tell the group. It's OK not to have the
answers, but it's not OK to mislead the group. This is particularly
important with the decision-making methods. If the group will
¦ Top 12 tips to move the process
forward
¦ Making decisions by consensus
¦ Resolving conflict
Keeping the
stakeholder process
moving can be a
challenge.
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44
Getting started with stakeholders
Dave Martin of the Montana Department
of Environmental Quality has some simple
advice for managers who are initiating a
stakeholder involvement program. Martin
recommends attending regularly scheduled
meetings of stakeholder groups (e.g.,
county soil and water conservation boards,
environmental organizations, livestock
producer committees, recreation groups,
etc.), which provide a comfortable setting
for stakeholders to hear about proposed
watershed planning and management
activities. When explaining new water
quality or habitat improvement initiatives
to those in attendance, Martin
recommends "talking a little and listening
a lot."
Why isn't this going to work?
Sometimes, if you start a process by asking
why it's not going to work, you can disarm
resistant attendees and uncover various
interests, opinions, and attitudes. Once
you have identified the universe of barriers,
you can address each one and try to
identify solutions that will move the
process forward.
not have any decision-making authority, tell them up front. This
will help reinforce to the group that there is no "hidden
agenda."
3. Listen. Listening is not as easy as it sounds. Often we are so
focused on how we are going to respond to what is being said,
that we miss what's being said altogether. Active listening
involves paying attention with both your body and your brain.
Your body language—eye contact, your stance, how your arms
are positioned—communicates a lot about how you're listening.
Allow your brain to process what the person is saying without
worrying about your response. Often the best response is no
response. To make sure you have understood what was said and
to let the speaker know you were listening, repeat what was said
or ask a follow-up question to continue the dialogue.
4. Communicate clearly and often. Clear and frequent communi-
cation is essential. Do not assume your stakeholders understand
the issues and processes. Many of your stakeholders may not be
trained in the sciences and may not be comfortable with techni-
cal terms. Ask for feedback to see if the stakeholders understand
the information being presented, or have them explain the
concepts discussed to see if they are clear. Avoid the use of
acronyms and techno-jargon!
Ask your stakeholders how they would like to communicate with
each other and outside the group. Choose several formats (e.g.,
e-mail, newsletters, phone chains, web sites, meetings) depend-
ing on the level of communication needed.
5. Recognize differences early on. It's OK to disagree. If you try to
ignore conflict or make people think they're one big happy
family (when they know they're not), you lose credibility. Accept
and applaud the fact that everyone is at the table for different
reasons, emphasizing that all they're there to accomplish com-
mon goals.
6. Don't leave out stakeholders because they're difficult. Inviting
to the table those expressing the most intense opposition may
cause some initial discomfort, but there are many potential
benefits. They will likely bring considerable energy and a host of
new perspectives to the process. In addition, they may have the
ability to educate and activate others who were not accessible to
the original team. Finally, if the opposition group has the ability
to stop the planning/management process through legal or other
means, it might be wise to work with its members and avoid a
showdown in the courts or elsewhere. Nothing is gained by
excluding people from the stakeholder group purely because of
their views, criticism, or concerns. The ground rules for mutual
respect, however, must be followed.
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Section 5
45
7. Focus on their issues. Remember that people will bring their
own concerns and issues to the process. Instead of focusing on
how you're going to meet your internal goals, concentrate on
meeting their needs. This will keep them involved in the process
and help build trust throughout the effort.
8. Establish mini-milestones. Because stakeholder processes tend to
be long and drawn out, it is important to achieve and build upon
small successes. These mini-milestones can be used throughout
the process to show success and keep the group energized and
motivated. Start off with some projects that are likely to be
noncontroversial and ones that will benefit most of the group
members. This shows them that they can work together and
produce something tangible. Examples of small projects include
developing a slide show, holding an open house for the commu-
nity, and creating a general brochure on the project.
Use on-the-ground projects that stakeholders can see in their
community to show their results. For example, host a stream
cleanup, partner with a local school or garden club to landscape
a common area, stencil storm drains, or hand out watershed
materials at local events.
9. Commit the resources needed to achieve your objectives.
Make sure the resources (personnel and financial) will be
available to the group. Coordinating and maintaining stake-
holder groups can be a substantial drain on resources. If your
agency or organization is only providing seed money for the
process, consider applying for grants (®"see Section 6) or getting
in-kind services from members of the group. Keep your activities
and projects in line with your budget. Don't go through the
process of selecting activities that you know you won't be able
to implement with your budget Don't duplicate the efforts of
other groups.
10. Call a meeting only when it's absolutely necessary. Are you
calling a meeting just because you said you were going to, but
you don't really have any new information for the group to
consider? Meeting burnout is one of the most common by-
Establish mini-milestones such as
community projects that will
show positive results and keep
the group motivated.
What do you do when stakeholders don't like outsiders?
Work in the Pequea-Mill Creek Project areas in
Lancaster County, Pennsylvania, has relied on one-
on-one landowner visits and heavy use of private
funding channels to overcome the reluctance of
Amish farmers to get involved in government
programs. "Our goal is to install stream bank fencing
on about 40 farms," said project coordinator David
Wise. "Landowners are interested in on-site
benefits, not saving the bay. Herd health, ease of
conversion to rotational grazing, and
improvement of wildlife and fish habitat have
been major reasons for participation."
—David Wise, Ducks Unlimited, Inc.
(717) 733-0301
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46
Nothing succeeds like success
When trying to reach consensus on
pursuing a regional approach to managing
our water and sewer needs among five
localities, there was a great reluctance
among the board of supervisors to
cooperate with each other. Instead of
trying to establish a regional management
entity up front, we identified a project that
all of the utilities could agree on—
developing a wasteload allocation for the
region—to show that we could work
cooperatively and that addressing these
issues on a regional scale made sense.
—Tim Slaydon, Director of Utilities
Spotsylvania County, Virginia
products of the stakeholder process. Think long and hard before
asking your stakeholders to take time out of their schedules to
come to a meeting. Try to communicate information to stake-
holders through a flyer, phone call relay, or web site. Resched-
ule agenda-less meetings for a later date when there will be
more substantive information to discuss. This will show that you
value stakeholders' time and will reinforce the notion that when
a meeting is planned, it is because key issues will be discussed
and their participation is required.
Consider holding your meetings in creative locations to provide
an educational opportunity for the participants. This approach
gives the stakeholders a sense that each meeting is like a field
trip. Possible meeting sites include the community wastewater
treatment plant (try to arrange for a tour), the local high school
(have a science teacher or a student make a watershed-related
presentation, someone's home (this creates a warm, social
environment), the police station, the zoo, the Chamber of
Commerce, a marina, or a funky local restaurant. The possibili-
ties are endless.
11. Give feedback and praise. We all like to know if what we're
doing is having any affect on the outcome of a process. Stake-
holders are no different. Give feedback to the group to show
them how their efforts are moving the process forward. Provide
The BBCC works to avoid "reinventing the
wheel" and has fun at the same time
The Black Bear Conservation Committee was
formed in 7 992 to transform the image of a
threatened species from a liability for landowners to
an asset and to develop management plans for
increasing bear habitat from the Tensas River in
northeastern Louisiana southward to the Gulf. After
convening an impressive group of more than 70
corporate, public agency, agricultural,
environmental, private, and university organizations,
the BBCC developed restoration goals.
Attention to the human, social element—typified by
informal, congenial cookouts prior to focused
meetings designed to seek consensus and resolve
conflict—has been cited as one of the more
remarkable features of the group. As BBCC
coordinator Paul Davidson puts it, "If your meetings
aren't any fun, nobody will come to them."
The Black Bear Conservation Committee focuses its
efforts on areas of concern that other entities are
unwilling or not equipped to address. There is no
need for the BBCC to get involved in land
acquisition when other organizational members are
in that business.
The BBCC does excel in conflict management and
educational efforts. "By not competing with other
groups we help to perpetuate positive attitudes and
keep our efforts prioritized so that we get the most
return on our investment of time and limited
resources."
—Paul Davidson, Black Bear Conservation
Committee
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Section 5
47
everyone with articles written about the project, publish data
that they collected, pass on positive feedback from key decision
makers. After a key event or decision point, write a personal
letter to the stakeholders thanking them for their participation.
Highlight key activities and participation by the stakeholders.
Recognize the members who make substantial contributions of
time and energy. If you produce an internal newsletter, consider
profiling a stakeholder in each issue. Use quotes from stakehold-
ers in articles.
12. Make it fun. The issues you're dealing with are serious, but that
doesn't mean you can't have fun. Often the best way to start
building relationships within the group is through social activi-
ties. These allow group members to interact and learn about
each other on a personal level and can help alleviate possible
conflicts down the road. Remember that meetings are not the
only forums available to communicate with your stakeholders.
Periodically, invite stakeholders and their families to an event
that is purely social. Throw a barbecue along the river, sponsor a
canoe trip, or have a crab feast. This allows relationships to be
built and shows that you appreciate their hard work.
Making decisions by consensus
Because many stakeholder groups use consensus as a basis for
making decisions, this section provides some tips on basic facilitation
techniques to prevent the process from getting bogged down and
stagnating. It is often advisable to retain an outside facilitator to work
through the consensus-building process or at least to have someone
who is trained in facilitation and is perceived as a neutral party.
The definition of consensus is a decision that the group can live
with. Consensus is not a majority vote. It is important to remind the
stakeholders that consensus does not necessarily mean that they are
supporting their first choice, but they are willing to support the
decision selected. When making decisions by consensus, you must
indicate up front a fallback position if consensus can't reached. For
example, "If we cannot reach consensus on the management
options to pursue, the county will have to select the options," or "If
we cannot reach consensus on which watershed projects to fund,
we will vote and go with the majority decision."
The key to any consensus process is to get agreement on something.
How many times have we had all of our ideas taped up on the wall
of a meeting room but were unable to get closure on which ideas to
pursue? This section briefly reviews how to build an agreement.
Open-Narrow-Close
Interaction Associates, Inc., has developed a useful model for
reaching an agreement called Open-Narrow-Close. (See Section 7
An occasion for a purely
social event can help
build relationships
between stakeholders.
When working
with stakeholders...
Do...
Start early
Recognize differences
Achieve a broad representation
Communicate clearly and often
Be honest
Listen carefully
Build on successes
Commit resources to complete activities
Focus on issues that are important to them
Make it fun!
Don't...
Bring stakeholders in at the end of the
project
Set unrealistic goals
Leave out key stakeholders because they
are difficult
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48
Using sticky notes
Many groups use sticky notes to generate
and sort through ideas. Have each
participant write down one idea per note
and then post the ideas on large sheets of
paper taped to the wall. This allows you to
easily group the information into categories
and sort and rank the information later.
OPEN
N&RR.OW
for more information on Interaction Associates facilitation courses.)
The basic steps to building an agreement are to gather or generate
information (open), organize the information (narrow), and reach an
agreement on the best approach (close).
Before opening the floor for ideas, it is sometimes helpful to identify
the screening criteria you will apply during the narrowing phase.
This helps to bring forward topics that focus on considerations
related to the end result or key aspects of the overall goals and
objectives. The screening criteria can be anything the group agrees to.
Some common criteria include relative effectiveness, time limits, cost
considerations, geographic focus, and the ability to measure results.
Open
In the open phase the purpose is to generate ideas and stimulate
discussion. It is important to stress to the group that you are not
evaluating any ideas at this point. Approaches can include free-style
brainstorming, going around the table and letting each person offer
a suggestion, or starting with an initial list and having the group add
to it. Taking turns and having people contribute one idea each time
allows more people to participate, which promotes buy-in during
the process.
Once all of the ideas have been generated, it is important to check
back with the group to make sure everyone understands the ideas. If
someone is confused, have the person who mentioned the idea
explain it to the group. If your stakeholder group is a subset of a
larger management effort, you may start the open phase with the
proposed recommendations from the technical committee and then
have the group add to them.
Narrow
During the narrowing phase you are trying to organize the informa-
tion and get a sense of priorities. It is important to stress that no
Setting restoration project criteria
of Washington
The King County Engineering and Environmental
Services Division developed the Small Habitat
Restoration Program (SHRP) in response to
disappearing spawning and rearing habitat for
salmon, extreme bank and channel erosion,
sedimentation in stream and wetland buffers, and
water quality degradation.
To meet program goals, a Habitat Advisory Croup
established a set of guidelines for selecting projects.
the state
These guidelines stated that projects should be
located in or along natural stream systems and/or
wetlands and their buffer zones; should originate
from county staff members, the public, or community
groups; should include as partners other groups,
governments, volunteer organizations, and/or fish
and wildlife agencies; and should be constructed
primarily with Washington Conservation Corps crews
and volunteers, using low-cost materials.
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Section 5
decisions will be made during this phase. The first task is to combine
any obvious duplicates. Remember to ask the group if it's OK to
combine issues. Sometimes what may seem obviously related to you
is distinctly separate to someone in the group.
Techniques to organize the information include applying the
screening criteria to the issues, grouping similar topics, taking straw
votes, and giving each member a certain number of votes to rank
their preferences. This can be done by raising hands or by giving
them one or more stickers to place directly on the flip charts. This
allows you to see which issues are the most active and which ones
you can target for elimination in the next phase.
After you have used the narrowing techniques, it is important to
allow the members a chance to advocate for a particular issue, even
if it did not score very high in the ranking process. This allows
members to express their views and provide background informa-
tion that can sometimes change people's minds.
Once you have a sense of the participants' priorities, you can start
the closing process.
Close
During the closure phase, you remove ideas until you are left with
the best approach or choice. The objective is to start with the ideas
that have received the least attention. Based on the prioritization in
the narrow phase, you should already have an idea of the level of
interest on the various topics.
Ideas can be removed by negative polling. For example, you ask the
group, "Is there anyone not willing to remove number 5 from the
list?" If there is no opposition, physically remove it and praise the
group for making progress. Then, working from both ends (using
straw votes or negative polling), try to determine which topics the
group wants to keep and which ones can be eliminated.
When two or three topics remain, you'll probably have more
discussion on the merits of each and can determine if these discus-
sions influence the group. One option is the "build up/eliminate"
approach, which asks what must be added to or removed from a
particular topic for the stakeholders to support it. The "both/and"
technique allows you to choose more than one option if the partici-
pants agree. Don't force yourself into choosing between two ideas if
you don't have to. For example, if you're left with two potential
watershed projects to fund, maybe both watershed projects can be
funded, with the total funding split between the two efforts.
Bring everyone along together
When building agreements with stakeholder groups, it's important
to make sure that everyone is on the "same page" and that every-
49
Different Ways to Generate Ideas
Propose
(limited opening)
Someone leads off the discussion
List
(moderate opening)
Let's list 4 or 5 items that we want to
address
Brainstorm
(wide opening)
Let's get all our ideas out first
r
Narrowing the field of
possibilities
Combine obvious duplicates
to eliminate redundancy
Prioritize by using N/3
number of ideas divided by 3 = the
number of votes each person gets
Apply screening criteria
Use straw votes
show of hands
Advocate
allow anyone to advocate for an issue
Closing in on a final dedsion
Negative poll
Is there anyone not willing to take #5
off the list?
Build up/eliminate
What can we add to option B to make
it work for you?
Straw poll
Let's get a quick show of hands. Who
wants to keep this one?
Both/and
Can we go with both of these?
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50
Example Showing Open-Narrow-Close in Action
Situation
Your watershed group (nine persons) has received $10,000 to fund a watershed project in the
community. Which project do you fund? (Note: Techniques used are highlighted in bold.)
Screening Criteria:
S Project must be completed in a year.
S Project must contribute to an improvement in water quality.
J Project must occur in the West Fraser watershed.
S Project must be doable with $10,000.
Open
"Let's brainstorm some projects that we can fund."
1. Conduct storm-drain stenciling in the town of West Fraser.
2. Plant a riparian buffer along Goose Creek.
3. Fence off 20 miles of stream along the Malone Dairy Farm.
4. Conduct a training workshop to educate development contractors on erosion control practices.
5. Conduct stream sampling to determine levels of fecal coliforms in the West Fraser River and
publicize the results in the media.
6. Hold a fall watershed festival.
Narrow
Combine any duplicates.
Apply screening criteria.
"Which projects don't meet the criteria?"
"Goose Creek is not in the West Fraser watershed." (Eliminates # 2.)
"The watershed festival doesn't really improve water quality." (Eliminates #6.)
Bob: "I think we should leave in the erosion and sediment control workshop because even though
there isn't a direct benefit to water quality, there is an indirect benefit." (You ask the group to raise
their hands if they would like to leave #4 up. The group agrees to leave #4 on the list.)
Vote for preferences: "With the remaining projects, let's have everyone cast three votes for their
choices" (using N/3, 9 people divided by 3 = 3 votes each).
1. Conduct storm-drain stenciling in the town of West Fraser. (6 votes)
Plant a riparian buffer along Goose Creek.
3. Fence off 20 miles of stream along the Malone Dairy Farm. (11 votes)
4. Conduct a training workshop to educate development contractors on erosion control practices.
(2 votes)
5. Conduct stream sampling to determine levels of fecal coliforms in the West Fraser River and
publicize the results in the media. (8 votes)
6t I lold a fall watershed festival.
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51
Advocate: "Does anyone want to advocate for a particular issue?"
Sheryl: "I think fencing off the stream alongside the Malone farm makes the most sense. His
farm is the largest dairy operation in the county and we already know that fecal coliforms and
sedimentation are our biggest problems. A lot of that is probably caused by cattle grazing along
the streams. But I think we need to do some sampling too, so we can see if fencing the cattle
out improves the situation."
Close
You are left with four choices and have to get to one. Based on the N/3 vote during the
narrowing phase, you start with the choices that received the least attention.
Negative polling: "Based on the discussions, is there anyone not willing to take #7 (storm-
drain stenciling) off the list?" (Agreement to eliminate #1.)
+: Conduct storm-drain stenciling in the town of West Traser. (6 votes)
Plant a riparian buffer along Goose Creek.
3. Fence off 20 miles of stream along the Malone Dairy Farm. (11 votes)
4. Conduct a training workshop to educate development contractors on erosion control
practices. (2 votes)
5. Conduct stream sampling to determine levels of fecal coliforms in the West Fraser River
and publicize the results in the media. (8 votes)
fr I lold a fall watershed festival.
"OK, we're left with numbers 3, 4, and 5. I haven't heard too much discussion on #4. Is there
anyone not willing to take #4 off the list?" (Agreement to remove #4.)
+: Conduct storm-drain stenciling in the town of West I"raser. (6 votes)
2t Plant a riparian buffer along Goose Creek.
3. Fence off 20 miles of stream along the Malone Dairy Farm. (11 votes)
4t Conduct a training workshop to educate development contractors on erosion control
practices. (2 votes)
5. Conduct stream sampling to determine levels of fecal coliforms in the West Fraser River
and publicize the results in the media. (8 votes)
I lold a fall watershed festival.
Both/and: "OK, we're left with choices 3 and 5. Can we combine numbers 3 and 5 to fence off
the stream and conduct coliform sampling at just the Malone Farm, to see if the fencing pro-
gram works? We'll probably get some good results from the sampling that we could publicize in
the media. It might make others fence off their streams." (Agreement on amending and com-
bining the two choices.)
Decision: The watershed group agrees to fund a $10,000 project to fence off 20 miles of
stream next to the Malone Dairy Farm and monitor the river to determine the water quality
results. Findings from the sampling program will be publicized in a feature newspaper article
on the project.
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52
Tip:
Avoid conflict by providing
opportunities for stakeholders to
interact at unstructured, informal social
events. Watershed management is
based on relationships among people.
They need to get to know each other if
they are to build a cooperative,
coordinated watershed program.
one is moving through the process together. It's like leading a group
on a field trip to an art museum. You have to wait for the stragglers
to catch up before you can begin talking about the next painting. If
you rush to the next issue without ensuring that the group is with
you, you risk having to discuss a topic again or realizing that their
concerns were not addressed and you have to go back to square
one. Some common places in the process where you may get
bogged down because you have lost part of the group include the
following:
No commitment to the problem. If you don't get agreement on what
the problems are at the beginning of the effort, the stakeholders may
not feel that it's worth the investment of their time.
Poor problem definition statement. Sometimes the group jumps
ahead and states the problem as a solution. For example, stating a
problem as "there are no riparian buffers in the watershed" is a
solution. The problem statement might be "Increased sedimentation
and elevated temperatures in the stream." Once the problems are
clearly identified, alternative solutions can be proposed.
Conflicts are inevitable,
but not impossible to
resolve constructively.
o
What is conflict?
Conflict results when people have different
positions on an issue and they don't
believe it's possible to reach an agreement.
"Resolving Conflict
Hopefully, by following the steps above you have reduced the
chances for conflict to occur. You have structured an open, honest
process, listened to stakeholder concerns, and communicated with
the stakeholders clearly and often. But, invariably, when different
personalities are involved and the stakes are high, conflict can result.
To resolve conflict, you must first uncover the underlying interests or
needs that cause people to take a particular position on an issue.
When those interests or needs are evident, it is often possible to
deal with them constructively.
Know the difference between a need and a position
Often a stakeholder will express his or her concerns in the form of a
position. It is very difficult to make progress when working with
conflicting positions. Try to get stakeholders to state their concerns
in terms of needs. For example, if a farmer says that he refuses to
fence off his streams, ask him what his needs are for his cows. That
prompts him to state his concerns differently, providing you with
some issues you might be able to work with.
Position: I won't fence off my streams.
Need: My cows need access to water.
In this example, if the need for water can be addressed, the farmer
might be willing to consider having his stream fenced. Sifting through
positions on issues to get to the underlying needs or interests can be a
delicate process. Often, the need relates to financial issues—funding
for management practices, training on sediment and erosion control,
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Section 5
53
incentives for setting aside riparian buffers, money to upgrade on-
site wastewater treatment systems, etc.
Finding the resources to implement management strategies takes the
energy of the entire stakeholder group. ^Section 6 provides a brief
overview of funding issues, but the best way to attract financial support
is to build an energetic, unified stakeholder group committed to
addressing the interests and needs of its members. Public and private
entities like to fund projects with lots of local support and enthusiasm.
Use your active listening skills
Active listening skills are crucial in identifying and resolving conflict.
Some techniques to use include the following:
• Clarify. As a first step, have people state their positions and
repeat them back to the group to make sure everyone is clear.
"John, could you restate your concerns for me?"
• Reflect. Ask each party to restate the other's position. "John,
could you restate what Bob's concerns are about fencing off the
streams on his farm?"
Establishing the real needs
and concerns of
stakeholders will help
resolve conflicting positions.
Some general observations regarding conflict and conflict resolution
S Conflict is a natural and normal phenomenon and is associated with nearly all human relationships.
S There are several basic human needs that are especially pertinent to conflict and conflict resolu-
tion—the need for recognition, development or fulfillment, security, and identity.
S People get involved in conflicts because their interests or their values are challenged, or because
their needs are not met.
S It is easy to resolve a conflict stemming from a clash of interests. It is more difficult to deal with a
conflict that arises from a clash of values. It is even more difficult to handle a conflict in which at
least one party's basic needs are not satisfied.
¦S It is extremely difficult for the parties to the conflict, even with outside assistance, to find a solution
that would completely satisfy everyone's needs.
S Mediators, intermediaries, and other third parties can't resolve conflict - they can only facilitate
involving the parties directly so they can resolve it themselves.
S Despite the limited role of facilitators, some conflicts cannot be resolved without their help. The
involved parties' perceptions of each other and of the issues of the conflict can be so biased and so
limiting that they cannot mutually satisfactory options even when they have the desire to settle their
differences. It is in such cases that third parties can be the most helpful. By bringing to the conflict
their own knowledge and experience, their own perspective, and, of course, their own power and
leverage, they make previously unconsidered options visible and feasible.
Source: Dimostenis Yagcioglu
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54
Top 5 reasons that teams fail
1. Team members don't influence and get
support from key external stakeholders.
2. Team members don't set appropriate
goals for the team and then build and
implement a plan for reaching them.
3. Team members don't spend enough
time planning how they will work
together.
4. Team members don't know how to
reconcile differences or resolve
interpersonal conflict.
5. Team members don't conduct efficient
meetings that produce results.
Source: Interaction Associates
• Ask open-ended questions to have the group identify possible
solutions to the conflict. "What could Bob do so that his cows
have access to water?"
• Accept/legitimize. Show the participants that you understand
the problem. "I understand that Bob's cows need access to water
and that John is concerned about the nitrogen loadings in the
stream, which are causing the water quality violations."
• Build on small agreements. This technique might include
having participants agree to discuss the issue further without
asking for a commitment. "So, Bob and John, do you agree to
meet with the extension agent to explore possibilities for getting
your cows access to water? Great!"
Separate beliefs from facts
Our view of the world is a product of our experiences and beliefs.
Our beliefs include our values, perceptions, attitudes, and opinions.
Sometimes we state our beliefs as facts and they contradict other
people's beliefs, creating conflict. It is important to separate beliefs
from facts to keep the discussion focused on the issues.
Belief: There is not enough water supply in the county to support
future growth projections.
Fact: The current water supply in the county is 15 million gallons
per day and the projected growth for the year 2020 is an additional
200,000 residents.
Turn the negative into a positive
When your stakeholders start talking about all of the problems with
the process or stating reasons why something won't work, take a
break and regroup. Often the group will build on negative energy
Three simple questions to improve the success of a meeting
When planning an important meeting, it is essential to consider input from stakeholders on what they
expect and what they would like to see. Stakeholders are more likely to share responsibility for imple-
mentation and success if they have participated in planning the work, assigning tasks, and identifying the
resources required. The sense of ownership that comes from participation usually generates more
cooperation and a sense of shared ownership in both the process and the product. Three simple ques-
tions to ask stakeholders when preparing for a meeting are:
S What are your hopes for this meeting?
S What are your concerns, if any?
S What advice do you have to help make this meeting successful... is there anything else I should
know about the meeting or the issues we'll be discussing?
Source: Interaction Associates
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Section 5
55
Dealing with negative people
One of the challenges watershed programs face in developing a collaborative and open environment is
dealing with negative people. This becomes an even larger issue in meetings. The following tips can help
the leader and the group deal effectively with people who may become disillusioned or dissatisfied with
group progress or otherwise create impediments to reaching consensus and implementing selected
water quality improvement strategies:
S Make sure participants have a vested interest in the meeting topic and understand their role. They
are more likely to be active and cooperative
S Communicate the scope of the meeting clearly, to set expectations at the appropriate level
S Establish the process to be followed at the beginning of the meeting and stick with it
¦S Model a positive and receptive attitude, whether you're the facilitator, meeting leader, or partici-
pant
S Address objections or concerns directly and involve the group in dealing with them
¦/ Seek to understand all participant points of view by asking probing questions like "How do you see
this problem? What do you think is happening? How is the situation affecting your group?"
Source: Interaction Associates
being generated, so you'll want to try to steer the members toward
something positive. Try asking the group to state their issues in terms
of what they would like to see. Make them lead off with the state-
ment "I would like to see . . .".
Example: "This won't work because there are too many agency staff
at the table."
Restatement: "I would like to see greater representation from non-
profit groups and other organizations that should be participating in
the process."
This approach enables them to take one step toward a solution,
instead of dwelling on all of the barriers. If you had the foresight to
conduct an initial visioning exercise (c^=see Section 4, Conducting
the first meeting), it's a good idea to revisit the vision statement and
talk about it again. Such a discussion can help to cast things in a new
light and broaden the perspective on current issues under debate.
Focus on the common goals
The looming threat of regulatory or other legal action, though often
viewed as a negative, sometimes provides a powerful impetus to
seek consensual solutions. Focusing the group on the vision or
overall goal expressed initially and seeking to accommodate interests
Focus on the
positive.
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56
Regulatory action
sometimes provides a
common goal for a
stakeholder group.
rather than positions can help spark creative, "outside-the-box"
solutions that break through disagreement and past baggage.
For example, environmental groups in Kentucky and other states
have actively lobbied for cost-share support for livestock waste
treatment systems and other expensive management practices to
help ease the burden for complying with clean water initiatives on
the farm. Coalitions of groups that seemed to be at odds in the past
are powerful forces for changing policies and building support for
implementing management strategies in the watershed.
It should be noted that focusing on impending regulatory action as
the sole (or most important) reason for developing a watershed
management plan can backfire with stakeholders. Warnings that the
planning process must proceed because "if we don't do it, the
government will" can cause resentment and unnecessary ill will.
The Six Habits of Merely Effective Negotiators
James K. Sebenius, writing in the April 2001 Harvard Business Review, summarizes the "Six Habits of Merely
Effective Negotiators:"
1. Neglecting the other side's problem: If you want to change someone's mind, you first have to learn where that
person's mind is. Solving the other side's problem as a means to solving your own requires understanding and
addressing your counterpart's problem.
2. Letting cost/price bulldoze other interests: While price/cost is an important factor in many transactions, it's rarely
the only one. Wise negotiators put the vital issue of price in perspective and don't straitjacket their views of the
richer interests at stake.
3. Letting positions drive out interests: Three elements are at play in a negotiation: issues are on the table for
explicit agreement, positions are one parly's stand on the issues, and interests are the underlying concerns that
would be affected. The goal should be to meet both sets of interests through joint problem solving so that an
agreement can be reached. Probing behind the positions to flush out interests makes that possible.
4. Searching too hard for common ground: Common ground helps in negotiating agreements, but differences will
drive the details of the deal. Flushing out differences (especially in interests) related to the terms of an agreement
can unbundle them so each can be dealt with individually within the context of the overall agreement
5. Neglecting BATNAs: The "best alternative to a negotiated agreement" reflects the course of action a party would
take if an agreement is not possible. BATNAs set the threshold that any acceptable agreement must exceed, i.e.,
both parties must do better than their BATNAs or an agreement is unlikely. Knowing the BATNAs of your side
and those of your counterpart will help you to define the level of benefits that must come from the agreement
6. Failing to correct for skewed vision. The psychology of perception can lead to major errors during a negotiation.
Getting too committed to your own (probably exaggerated) point of view, i.e., being too self-serving in your
analysis of the facts, and failing to accurately assess your counterpart's position are both common problems in
negotiations. Seeking the views of outside, uninvolved parties is useful in addressing this phenomenon, as is
reverse role-playing.
—Harvard Business Review, April 2001
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Section 6
57
Section 6:
Beyond the Stakeholder
Group
Many stakeholder involvement processes are initiated by public
agencies to accomplish a specific task or fulfill a legal or other
mandate. Once the initial objective has been satisfied, however,
stakeholder groups often coalesce into long-term partnerships to
implement watershed plans or otherwise assist with management
efforts.
Establishing independent watershed
management groups
Establishing a separate, self-supporting entity to conduct watershed
assessment, planning, and management tasks has several advantages.
These entities are by definition locally led, inclusive, and able to
respond quickly to requests for information, support, training, or
management assistance. Public agencies often find it difficult to
provide close, on-the-ground support to the dozens—or even
hundreds—of groups representing local interests. Providing assis-
tance to establish and maintain these groups complements
river basin-scale management activities and distributes the workload
among more partners.
The most critical issues to consider when shifting from an agency-
supported effort to a more inclusive, independent approach are
organizational structure and funding. Watershed groups can range in
structure from informal, ad hoc advisory groups to incorporated
entities with hired staff and multiple programs. Obviously, the
resources available to the watershed group will dictate its capacity
for action. Money, volunteers, and donations of office space and
other resources can support a broad variety of activities.
Defining the organizational structure and accessing resources are
important considerations when moving from an agency-led ap-
proach with local support to a locally led approach with agency
support. The following section outlines some issues to consider
when establishing long-term watershed management programs.
Whats in Section 6?
¦ Establishing independent watershed
management groups
¦ Organization types
> Securing funding
- A final thought...
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58
Information on the specifics of forming a
tax-exempt organization is available on the
IRS's Internet site at http://www.irs.gov/
busjnfo/eo/exempt-req.html.
Organization types
There are two basic types of organizations, formal and informal.
Formal organizations are those established by law, initiated through
formal public agency action, or incorporated under the laws of a
state. Most watershed groups that are formally organized are non-
profit corporations; that is, they are incorporated under the laws of
their state and meet the charitable, educational, scientific, or other
requirements outlined for tax-exempt corporations under Section
501(c)(3) of the federal Internal Revenue Code.
Nonprofit corporations
Setting up a nonprofit corporation is not difficult, and many excel-
lent books and web sites are available to help with the process. The
first step, establishing the corporation, involves filing articles of
incorporation with the secretary of state and paying a filing fee. The
articles outline the purpose, membership, and other organizational
aspects of the corporation, including the names and contact infor-
mation for the officers. (Sample articles of incorporation are posted
on the Minnesota Council of Nonprofits' Web site at http://
www.mncn.org/articles.htm.)
The second step, securing tax-exempt status from the Internal
Revenue Service, takes a little more time. Federal IRS reviewers
conduct a thorough review of the application and supplemental
materials to ensure that the organization will operate within the
bounds of federal law. Up to 6 months—and longer in some cases—
is needed for the review process, so applicants are urged to submit
their materials long before their tax exempt status needs to be
finalized.
Although some work is involved in setting up a nonprofit organiza-
tion, there are significant benefits. Tax-exempt corporations are
eligible for a wide variety of public and private grant and contract
funding programs, and they can serve as the vehicle for funneling
resources to smaller groups involved in monitoring, assessment, or
implementing management practices. For example, nonprofit basin
groups in many states operate mini-grant programs to fund projects
conducted by smaller, unincorporated groups. These groups could
not access grant funds without a nonprofit "sponsor."
Ad hoc stakeholder groups
Although instituting a long-term watershed management program by
establishing a nonprofit corporation builds quite a bit of capacity for
action, ad hoc groups can still accomplish a lot. These groups can
range from a handful of people who write letters or otherwise
advocate improvements for a river or lake to large, highly organized
watershed activist groups that conduct high-profile events, collect
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Section 6
59
and spend money, sponsor monitoring programs, and develop
sophisticated basin management plans.
Ad hoc groups often "will themselves into existence" in response to
some real or perceived threat to a water resource. Some function for
years, expanding and receding in tandem with the ebb and flow of
interest in the resource and the ongoing public assessment of
whatever is threatening it. There is no established criterion or
benchmark for deciding when to incorporate an ad hoc group and
apply for tax-exempt status. The most frequently used yardstick is
eligibility for funding. Nonprofit corporations qualify for support
from public agencies, private foundations, and other sources. Ad
hoc groups can solicit money from organizations and individuals, but
there are no tax advantages for those who donate and many grant
and other program funds are not available to ad hoc groups.
Though funds earmarked for nonprofit corporations are not directly
available to ad hoc groups, such groups can often find a sponsor that
will serve as a vehicle for funneling money to their projects. Unin-
corporated groups working on contaminated coal mine drainage,
establishment of riparian buffers, streambank restoration, and other
issues frequently attach themselves to an existing nonprofit or even a
public agency (e.g., resource conservation district, county soil and
water conservation board) to access funds for special projects. This
approach avoids the bureaucratic hassles of setting up a separate
corporation and applying for tax-exempt status and allows those
involved to focus on the project rather than on organizational issues.
The sponsoring organization benefits from the involvement of a
group of energetic, motivated individuals and action on projects
within its sphere of interest, making this approach a win-win ap-
proach for everyone. Support from ad hoc groups and citizen
volunteers is often used as a cost-share or matching support for grant
programs.
Finally, don't ignore the value of convening informal focus groups or
task forces when no formal or even ad hoc organization exists.
Public agencies and statewide or regional nonprofits often call
together small groups of citizens and stakeholders to review manage-
ment proposals, assist with specific projects, provide information to
Ad hoc groups can
access funding through
existing nonprofit or
public agencies.
Minnesota nonprofit sponsors stakeholder river -forums
In 7 992, the Land Stewardship Project, a nonprofit
organization dedicated to sustainable agriculture and
sustainable communities, set out to build a cidzen
constituency for the Minnesota River. With $44,000
from the McKnight Foundation, Clean Up Our River
Environment (CURE) pulled together farmers,
townspeople, community leaders, youth groups, and
environmentalists to create one of the strongest and
most influential grassroots organizations in the
Minnesota River basin. After successfully intervening to
prevent a river-straightening project on one tributary,
CURE formed a partnership with other local groups to
address similar problems in another tributary.
—Sylvia Paine, CURE, (612) 333-4220
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60
The myth of "bottom-up" efforts
The University of Wisconsin found in its
Four Corners Watershed Innovators
Initiative that "there is a myth that the
watershed movement consists of
spontaneous 'bottom-up' local efforts that
find alternatives to the rigidity of
intransigent bureaucracies and one-size-fits-
all solutions." Researchers noted that "the
governmental role is generally critical to
successful watershed approaches,
particularly if plans and solutions proposed
by watershed groups are to be
implemented."
State agencies are
important resources for
funding and implementation
of watershed projects.
£
others, or conduct similar activities. Nurturing these groups for a few
months or years can lead to the establishment of a more self-
sufficient ad hoc or incorporated entity in the long term and pro-
vides valuable information and service in the short term.
Securing -funding
Regardless of the organizational type, watershed partnerships
require coordinated action among state agencies, local interest
groups, and other stakeholders. Many local organizations, however,
lack the technical capacity, administrative assistance, and infrastruc-
ture to adequately support watershed outreach, protection, and
restoration initiatives after the planning work has been completed.
State-funded support
States have stepped in to provide resources to local groups rich in
commitment and interest but lacking financial support. For example,
Massachusetts, Washington, California, Oregon, Kentucky, Mary-
land, Pennsylvania, and more than two dozen other states provide
grants or other assistance to nonprofit groups so local efforts can be
maintained over the long term. The Wyoming legislature created
and funded a citizen monitoring program in the late 1990s, which is
operated by county soil and water conservation districts. Regional
water management districts in Florida support local stewardship
group efforts to build technical capacity and coordinate activities.
These support programs pay rich dividends in providing volunteers
for restoration projects, monitoring data, outreach efforts, educa-
tional initiatives, resource coordination, and identification of poten-
tial problems. This approach recognizes that agency staff cannot and
should not be driving hundreds of local projects across a state
simultaneously, and is viewed as an efficient, productive use of
public funds.
States are discovering new, creative ways to develop flexible funding
programs and management policies that support and enhance local
stakeholder-driven watershed initiatives. In Washington, for ex-
ample, a landmark 1998 law requires state agencies to adopt rules
and ordinances that ensure locally developed watershed plans are
implemented. In practice, such an approach means that manage-
ment of state land—parks, wildlife refuges, conservation areas, and
so forth—must be consistent, to the maximum degree possible, with
watershed partnership plans and policies.
The (JSEPA Office of Water publishes a funding guide for watershed
groups (see http://www.epa.gov/owow/watershed/funding.html), and
most states provide assistance to organizations seeking funds for
watershed projects. As the level of financial support and staffing
increases, partnerships must be careful to avoid minimizing the role
of volunteers. The energy and creativity of interested, committed
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Section 6
61
local residents bring a vitality and drive to a partnership that is
difficult to replace.
Accessing non-cash resources
Although having staff and funds committed solely to the activities of
the partnership may represent the ideal to some, many watershed
groups have adopted creative and effective ways to access resources
without dedicated funding. The rapid growth of volunteer monitor-
ing programs over the past two decades has increased available
water quality data by an order of magnitude in some states. Early
concerns over data quality have diminished considerably over the
years, though appropriate data quality objectives, program goals,
design, training, and quality assurance/control remain critical to
success.
The most effective approach for acquiring and deploying resources
seems to be the case-specific cobbling together of available techni-
cal, financial, and human resources that characterizes most partner-
ships. Several states facilitate this approach by authorizing agencies
to participate in monitoring programs, restoration initiatives, and
local planning/management activities. More than a dozen states have
created statewide watershed management frameworks designed to
support and coordinate the actions of local partnerships. Creativity
and cooperation remain the best assets for any watershed group
seeking resources.
Of course, embracing this approach means things will be done
differently. Risks will be taken at times, and some failures or at least
setbacks are inevitable. A lot of activity will occur "on the fly," and
some managers may initially be uncomfortable proceeding rapidly
without the standard memoranda of agreement, committee meet-
ings, and memos from upper management.
But "if you always do what you've always done, you'll always get
what you always got," as the old saying goes. Government can take
some guidance from the private sector when it comes to conceiving
Idaho "Adopt-A-Wetland"
Program gains momentum
Idaho Fish and Came is using the Adopt-A-
Wetland Program to protect the state's
wetland area. Fish and Game Director
Steve Mealey believes that the program
provides "an opportunity to accomplish
some tasks that we can no longer do, or
cannot do well, because of budget and
manpower cuts." Supporting and
promoting local groups interested in
wetland wildlife and habitat issues helps
state outreach efforts and builds local
capacity for wetland protection and
restoration.
—Idaho Fish and Came, (208) 334-3700
Stretching monitoring resources in the
E>luegrass State
The state of Kentucky adopted a five-stage watershed
management framework several years ago, but like
many states did not have the resources to conduct
comprehensive assessments in each major river basin. A
nonprofit citizens group obtained a small amount of
funding from private sources and approached state
agency officials to conduct a volunteer monitoring
project outside the existing agency monitoring
program. The volunteer monitoring program was a
tremendous success: agency staff noted a tenfold
increase in the amount of screening information
available on the Kentucky River watershed. The
volunteer program has been extended into the other
basins under study, and state officials have successfully
engaged additional agencies, public utilities, and
organizations in its growing basin assessment program.
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and implementing bold, creative projects supported by a wide
variety of people. The philosophy statement at New England Securi-
ties is particularly instructive:
¦ Experiment, take risks. Don't play it safe.
¦ Make mistakes. Don't try to avoid them.
¦ Take initiative. Don't wait for instructions.
¦ Shoot for total quality. Don't shave standards.
¦ Focus on opportunities, not problems.
¦ Take personal responsibility for fixing things.
¦ Don't blame others for what you don't like.
¦ Try easier, not harder. Stay calm.
¦ Smile! Have fun!
Well that's it As we said at the beginning of this guide, there is no one-
size-fits-all approach to stakeholder involvement. Although engaging
and involving stakeholders may be a long and sometimes frustrating
process, it's still the best way to conduct comprehensive watershed
assessments, identify and target problems, implement remediation
strategies, and institute long-term management strategies.
Under the stakeholder approach, all the heavy lifting is moved to
the front end of the process so things move more quickly later on.
Remember: go slow to go fast. And smile! Have fun!
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Section 7
63
Section 7:
Resources
What's in Section 7?
This section provides resources, web sites, and contacts for finding
more information about stakeholder activities. The resources are
loosely grouped by topics.
Contacts
¦ Contacts
¦ Case studies
¦ How-to guides
¦ Web sites
1999 State and Regional Watershed Contacts: Nonpoint Source
This directory lists more than 350 people from state and federal
agencies who can answer nonpoint source water pollution ques-
tions. Agencies include Cooperative Extension, Natural Resources
Conservation Service, State Soil and Water Conservation Districts,
and US Fish and Wildlife Service. Available from the Conservation
Technology Information Center, 1220 Potter Drive, Suite 170 W,
Lafayette, IN 47906, (765) 494-9555 or visit their web site at http://
www.ctic.purdue.edu.
National Directory of Volunteer Environmental Monitoring
Programs
This fifth edition publication highlights 772 volunteer programs
located around the country engaged in monitoring stream, lakes,
estuaries, ground water, coral reefs, wetlands, beaches, and adjacent
land areas. Available from EPA's National Service Center for Environ-
mental Publications and Information at USEPA/NSCEP, PO Box
42419, Cincinnati, OH 45242, (800) 490-9198 or visit their web
site at http://www.epa.gov/ncepihom.
Case studies
Baton Creek and Springs: A Case Study
This 15-page handbook guides the reader through the successful
protection campaign of Barton Creek and Springs, Texas. It creates a
model for taking the watershed perspective, developing a campaign,
and raising money. Available from the Rivernetwork, PO Box 8787,
Portland, OR 97207, (800) 423-6747 or from their web site at http:/
/www. rivernetwork.org.
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Wetland and Watersheds: Six Case Studies
This report include case studies from local governments in a variety
of natural environments. The case studies provide ideas for restora-
tion, funding, building partnerships, and working with regulatory
agencies. Available from the International City/Council Management
Association , 777 North Capitol Street, NE, Washington, DC 20002,
(800) 745-8780 or visit the bookstore on their web site at http://
www.icma.org.
How-to guides
Bridge Builder: A Guide for Watershed Partnerships
This handbook emphasizes the success of the watershed partner-
ships. It includes transparencies, checklists, and exercises designed
make the facilitation of watershed planning and management easier.
Available from the Conservation Technology Information Center
1220 Potter Drive, Suite 170 W, Lafayette, IN 47906, (765) 494-
9555 or visit their web site at http://www.ctic.purdue.edu.
Chesapeake Bay Community Action Guide: A Step-by-Step Guide
to Improving the Environment in Your Neighborhood
This guide includes ideas and information on watershed enhance-
ment projects, including storm drain stenciling, reforestation and
tree care, and much more. Contact the Metropolitan Washington
Council of Governments Information Center, 777 North Capitol St.
NE, Suite 300, Washington, DC 20002-4239, (202) 962-6270.
The Clean Water Act: An Owners' Manual
This valuable handbook explains the complex Clean Water Act in an
easy-to-read manner and enables local watershed organizations to
use the act to their advantage. It provides information on many
sections of the act including National Pollutant Discharge Elimina-
tion System (NPDES) permits, Total Maximum Daily Loads (TMDLs),
and the components of a state's water quality standards. Available
from the River Network, 520 SW Sixth Avenue, #1130, Portland,
OR, 97207, (503) 241-3506, or on the web at http://
www.rivernetwork.org.
Community Culture and the Environment: A Guide to Under-
standing a Sense of Place
This is both a guidance document and training course developed by
USEPA to support the social and cultural aspects of community-
based environmental protection approaches. The Guide provides a
process and set of tools for defining the human dimension of an
environmental issue. Based on social science theory and methodolo-
gies (sociology, cultural anthropology, political science), the Guide
and associated training modules can be used by government and
communities to identify environmental issues of concern. U.S.
Environmental Protection Agency, 2002. EPA 842-B-01-003.
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Conflict Resolution Guidebook
Conflict is a part of any normal watershed partnership. This guide-
book illustrates effective techniques for managing and resolving
conflict situations. Through the use of six steps developed to resolve
conflict, it helps to develop skills to manage and control conflicts.
Available from the National Association of Conservation Districts,
Service Center, PO Box 855, League City, TX 77574, (800) 825-5547.
Conservation Partners Field Guide
This guide is for partnering public and private organizations for
natural resource conservation. It includes an overview of projects
and partnerships and sections on funding partners and getting
started. Available from the US Fish and Wildlife Service, Office of
Training and Education, National Publications Unit, Rt. 1 Box 166,
Shepherdstown, WV 25443, (304) 876-7203.
Cross Cultural Watershed Partners Activities Manual
This guidebook contains suggestions and activities to create a cross-
cultural exchange using watershed themes. Available from Earth
Force, Inc., 1908 Mt. Vernon Avenue, 2nd Floor, Alexandria, VA
22301 or from their web site at http://www.earthforce.org/green.
Culvert Action: How to Interest Your Local Media in Polluted
Runoff Issues
This manual is geared toward anyone seeking to educate the public
about polluted runoff. It describes methods of communication .
through newspaper, radio, and television. Available from the Lindsay
Wildlife Museum, 1931 First Avenue, Walnut Creek, CA 94596,
(925) 935-1978.
Designing an Effective Communication Program: A Blueprint for
Success
This handbook helps watershed partnership leaders through each
step involved in designing an effective communication program. It
covers areas such as designing a program and increasing the effec-
tiveness of communication materials. Available through the Univer-
sity of Michigan, School of Natural Resources and Environment, Ann
Arbor, Ml 48109, (734) 764-6453.
Direct Mail Guidebook
Direct mail marketing can be a powerful tool and a good form of
communication. This manual contains guidance on how to tailor
your messages to various audience and how to write an effective
direct mail letter. Available from the National Association of Conser-
vation Districts, Service Center, PO Box 855, League City, TX
77574, (800) 825-5547 or their web site at http://www.nacdnet.org/
publications.
Essential Facilitation: Core Skills for Guiding Groups
This workbook is part of a training series sponsored by Interaction
Associates. For more information about their workshops contact
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them at Interaction Associates, 600 Townsend Street, Suite 550, San
Francisco, CA 94103, (415) 241 -8000.
Getting In Step: A Pathway to Effective Outreach in Your Watershed
The guide provides tools needed to develop and implement an
effective watershed outreach plan. The guide provides information
on developing an outreach plan, tips and examples for developing
and enhancing outreach materials, and tips on working with the
news media to accomplish outreach goals. To download a copy of
the guide visit http://www.epa.gov/owow/watershed or call the
Council of State Governments at (859) 244-8000.
Guide to Winning a River Protection Campaign
A clean, simple, and graphic outline for watershed organizations to
use when creating and implementing a river protection campaign.
Available from the Rivernetwork, PO Box 8787, Portland, OR
97207, (800) 423-6747 or from their web site at http://
www.rivernetwork.org.
Handbook for Wetlands Conservation and Sustainability
This 220-page publication is filled with information on wetland
ecosystems and how to start a wetland stewardship program. This
guide offers information on case studies of volunteer conservation
efforts nationwide. Available from the Izaak Walton League of
America,.707 Conservation Lane, Caithersburg, MD 20878, (800)
453-5463 or visit their web site at http://www.iwla.org.
How to Save a River
How to Save a River provides an overview of the resource issues
involved in river protection. It defines the general principles of
action, including getting organized, planning a campaign, building
public support, and putting the plan into action. It also includes
examples of successful river protection campaigns and suggested
resources for further information. Available from the Rivernetwork,
PO Box 8787, Portland, OR 97207, (800) 423-6747 or from their
web site at http://www.rivernetwork.org.
Information Gathering Techniques Guidebook
Watershed partnerships need to understand their audience before
attempting to market their project. This guidebook explains the
mechanics of using several techniques, such as focus groups, inter-
views, and surveys for collecting useful information on a potential
audience. Available from the National Association of Conservation
Districts, Service Center, PO Box 855, League City, TX 77574, (800)
825-5547.
The Jossey-Bass Guide to Strategic Communications for
Nonprofits
This workbook is for organizations and watershed campaigns that
want to create successful communications strategies. It helps nonprofit
organizations enhance their profiles, increase name recognition, boost
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fund-raising, and recruit members. Available from Jossey-Bass/Pfeiffer,
989 Market Street, San Francisco, CA 94103, (415)433-1740 or visit
their web site at http://www.josseybass.com.
Lake Smarts: The First Lake Maintenance Handbook: A Do-lt-
Yourself Guide to Solving Lake Problems
This how-to manual describes many lake improvement projects that
are field-tested, easy, and affordable. It also outlines common lake
problems and solutions and how to find and cost out equipment.
Available from the Terrene Institute, 4 Herbert Street, Alexandria,
VA 22305, (800) 726-4853 or visit their web page at http://
www.terrene.org.
Leadership Identification Guidebook
Leadership is an important part of any successful conservation
partnership. This publication provides information on how to identify
community leaders and to involve them in promoting the goals of a
watershed partnership. It describes group dynamics and the facilita-
tion skills required to get the most out of each meeting. Available
from the National Association of Conservation Districts, Service
Center, PO Box 855, League City, TX 77574, (800) 825-5547.
Marketing for Conservation Success
This brochure helps illustrate the need to strengthen partnership
relationships and enhance a conservation program. It highlights
examples of efforts across the country that are using marketing
techniques to communicate their conservation messages. It also
describes the seven stages of a marketing plan and how to get the
most out of marketing efforts. Available from the National Associa-
tion of Conservation Districts, Service Center, PO Box 855, League
City, TX 77574, (800) 825-5547.
Marketing the Environment: Achieving Sustainable Behavior
Change through Marketing
This guide uses commercial marketing techniques to create lasting
behavior change. It includes tools, steps to develop a marketing
plan, and lots of references. Available from the Huron River Water-
shed Council at (734) 769-5123.
Pennsylvania Department of Transportation Public Involvement
Handbook
This handbook provides useful information on community participa-
tion and guidance for enhancing the public's trust, managing conflict
that might arise, and developing and carrying out a public involve-
ment program. Also included is a section of ideas and techniques
that can be applied to a variety of situations. This handbook is
available through the Pennsylvania Department of Transportation,
Forum Place, 555 Walnut Street, Harrisburg, PA 1^101.
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Protecting and Restoring Watersheds: A Tribal Approach to
Salmon Recovery
The Columbia River Inter-Tribal Fish Commission developed this
guidebook to describe their effective approach to watershed restora-
tion consistent with tribal restoration philosophy. It includes infor-
mation on watershed assessments and protection, monitoring, and
active and passive recreation. Available from The Watershed De-
partment, Colombia River Inter-Tribal Fish Commission, 729 North-
east Oregon, Suite 200, Portland, OR 97232, (503) 238-0667.
Reaching Out to Minority Groups Guidebook
This publication helps to build productive relationships with minor-
ity groups. It describes some considerations and potential challenges
to promoting a watershed program. Available from the National
Association of Conservation Districts, Service Center, PO Box 855,
League City, TX 77574, (800) 825-5547.
River Friendly Farmer Kit
This program was first developed for use in Minnesota and is ideal
for almost any watershed partnership interested in helping farmers
improve their watershed. The watershed organization sets the
standard for the farmer who gets an award and presents that farmer
a sign to celebrate his or her efforts. Available from the Conservation
Technology Information Center 1220 Potter Drive, Suite 170 W,
Lafayette, IN 47906, (765) 494-9555 or visit their web site at http://
www.ctic.purdue.edu.
River Talk! Communicating a Watershed Message
This manual assists river and watershed advocates interested in
encouraging key sectors of their community to effectively design a
watershed-friendly future together. It guides the reader through
developing a communication plan, to identifying an audience, to
creating and promoting a message. Available from the River Net-
work, 520 SW Sixth Avenue, #1130, Portland, Oregon 97204,
(503) 241-3506 or on the web at http://www.rivernetwork.org.
Sourcebook for Watershed Education
This tool is geared toward communities working to improve educa-
tion and the environment. It helps to organize a self-sustaining
watershed education program by providing information on recruit-
ing volunteers, developing funding strategies, connecting community
resources to program needs, and creating program assessment plans.
Available from Earth Force, Inc., 1908 Mt. Vernon Avenue,
2nd Floor, Alexandria, VA 22301 or from their web site at http://
www.earthforce.org/green.
Starting Up: A Handbook for New River and Watershed
Organizations
Newly formed watershed organizations can use this tool to design an
effective program. This 350-page handbook was based on the
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experiences of dozens of leaders i n the watershed conservation
movement. It includes information on choosing a name, developing
a mission statement, creating a budget, and much more. Available
from the Rivernetwork, PO Box 8787, Portland, OR 97207, (800)
423-6747 or from their web site at http://www.rivernetwork.org.
Stormwater Strategies: Community Responses to Runoff
Pollution
This report describes almost 100 case studies of communities that
have demonstrated strategies to prevent and control urban
stormwater pollution. Projects include urban retrofitting, volunteer
monitoring, and storm drain stenciling. Available from the Natural
Resources Defense Council Publications Department, 40 West 20th
Street, New York, NY 10011, (212) 727-2700, or visit their web site
at http://www.nrdc.org.
Top Ten Hints for Successful Watershed Management
This article is ideal for use in publications or newsletters. It lists 10
suggestions from successful watershed coordinators. Available from
the Conservation Technology Information Center, 1220 Potter
Drive, Suite 170 W, Lafayette, IN 47906, (765) 494-9555 or visit
their web site at http://www.ctic.purdue.edu.
Walk Your Watershed Festival Organizing Kit
This kit outlines how to get started, choose activities, find volunteers,
and secure financial support. Helpful tools include checklists, a
model watershed festival program, a sample press release, and a
Walk Your Watershed logo. Available from the Conservation Tech-
nology Information Center 1220 Potter Drive, Suite 170 W,
Lafayette, IN 47906, (765) 494-9555 or visit their web site at http://
www.ctic.purdue.edu.
Water Works: Your Neighbors Share Ideas on Working in Partner-
ship for Clean Water
The idea behind this publication is to try to provide some useful
information that may help you through the process of forming,
building, and sustaining a community group to protect and improve
water resources. Many success stories are showcased throughout the
text. This resource, published in 1997, is available through the
Tennessee Valley Authority, 400 West Summit Hill Drive, Knoxville,
TN, (423) 632-2101.
A Watershed Approach to Urban Runoff: Handbook for
Decisionmakers Guide
This guide outlines the process for understanding your watershed
and the watershed management approach to assessing, planning,
implementing, and evaluating. It provides an overview of assessment
and management tools as well as detailed insights into structural and
nonstructural best management practices and sample site plans.
Available from the Terrene Institute, 4 Herbert Street, Alexandria,
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VA 22305, (800) 726-4853 or visit their web site at http://
www.terrene.org.
Watershed Conflict Resolution: Some Guiding Principles
This 11 -page booklet recognizes that conflicts with watershed
policies are inevitable. This publication can help make a watershed
policy conflict productive. Available from Cornell University Re-
source Center, 7 Business & Technology Park, Ithaca, NY 14850,
(607) 255-2080 or order online at http://www.cce.cornell.edu/
publications/soil-water, htm I.
Watershed Issues Resolution
This 16-minute video uses the experiences of six individuals to
illustrate how they helped citizens and governmental agencies work
together to protect a watershed. Available from Cornell University
Resource Center, 7 Business & Technology Park, Ithaca, NY 14850,
(607) 255-2080 or order online at http://www.cce.cornell.edu/
publications/soil-water, html.
Watershed Management: A Policy-Making Primer
This guidebook includes information on how to address wildlife
habitats, wetland preservation, development, and land-use impacts
while managing a watershed. It also highlights questions that must be
addressed in policy-making. Available from Cornell University
Resource Center, 7 Business & Technology Park, Ithaca, NY 14850,
(607) 255-2080 or order online at http://www.cce.cornell.edu/
publications/soil-water.html.
Watershed Management Starter Kit
This complete kit includes five guides (Getting to Know Your Water-
shed, Building Local Partnerships, Putting Together a Watershed
Management Plan, Managing Conflict, and Leading and Communicat-
ing) and a 13-minute video (Partnerships for Watersheds), 10 com-
panion brochures, and an application to the National Watershed
Network. In other words, it includes everything you need to get a
watershed management partnership started. Available from the
Conservation Technology Information Center, 1220 Potter Drive,
Suite 170 W, Lafayette, IN 47906, (765) 494-9555 or visit their web
site at http://www.ctic.purdue.edu.
Watershed Partnerships: A Strategic Guide for Local Conservation
Efforts in the Wesf
This guidance manual is targeted toward westerners interested in
choosing and fine-tuning their watershed approach. It provides
valuable information on how to organize, start, and maintain a
watershed partnership. Available from the Western Governors
Association, 1515 Cleveland Place, Suite 200, Denver, CO, 80202,
(303) 623-9378 or visit their web site at http://www.westgov.org.
Watershed Protection: A Project Focus
This document provides a blueprint for designing and implementing-
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Section 7
71
watershed projects. It includes sections on defining problems, setting
goals, and measuring success. It illustrates how the broader prin-
ciples of watershed management, including all federal, state, tribal,
local, and private activities, can be brought to bear on water quality
and ecological concerns. Publication number: EPA 841-R-95-003
(August 1995). Available from the National Center for Environmental
Publications 11029 Kenwood Road, Bldg 5, Cincinnati, OH 45242,
(800) 910-9198 or order online at http://www.epa.gov/OWOW/
info/PubList/comments.html.
w \V w'. h \>p Vi ng r iver. org

Web sites
Watershed Partnership Information
http://www.biodiversityproject.org
The Biodiversity Project. This web site contains useful outreach
information for environmental projects, such as fact sheets on
creating effective messages, obtaining grants, and public opinion
research firms.
http://www.earthforce.org/green
Global Rivers Environmental Education Network. This web site
contains valuable information and tools to educate a community
about the benefits of a healthy watershed. The Network has many
publications available to assist a watershed improvement program.
http://www.lwv.org/where/protecting/wetlands_cep.html
League of Women Voters Wetland Citizens Education Program. This
site describes local wetlands education and enhancement projects
developed and implemented by members of the League.
http://www.rivernetwork.org
The River Network. This web site is dedicated to supporting river
and watershed advocates. It provides on-line resources and informa-
tion for funding opportunities and fund-raising ideas. It also contains
a comprehensive publication list for further information.
http://www.iwla.org/SOS
Save Our Streams. This program was developed by the Izaak Walton
League of America 30 years ago. This valuable web site offers helpful
informational tools for an effective watershed improvement project.
Publications, videos, a stream monitoring and restoration database,
curriculum ideas, and a newsletter are offered.
http://www.epa.gov/owow/watershed/lessons
Top Ten Watershed Lessons Learned. This site was developed by
EPA's Office of Water. Drawn from the experiences of more than
100 watershed practitioners and those who support them, this
valuable web site provides insight into important lessons learned and
details about what works and what doesn't.
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http://www.epa.gov/owow/wetlands/restore.htm
F.PA Office of Water's River Corridors and Wetlands Restoration
This web site includes information on the benefits of a restoration
project and an area to list your own project. It also describes differ-
ent watershed improvement programs across the nation that are part
of its Five Star Restoration Programs.
http://www.epa.gov/owow/watershed/wacademy/acad2000
EPA's Office of Water developed this web site to use the Internet as
a classroom for watershed education. The site contains training
modules on watershed science, effective communications, and
organizational management and development. The modules address
many important topics, including watershed management, monitor-
ing, and restoration.
http://watershed.org/wmchome
The Watershed Management Council. Click on "Recommended
Watershed Terminology" to view the proper words to use (and
avoid) when crafting your outreach materials.
http://www.epa.gov/OWOW/watershed/focus
Watershed Protection: A Project Focus. Check out this site to view
an interactive handbook that provides a blueprint for designing and
implementing watershed projects. It includes sections on defining
problems, setting goals, and measuring success. It illustrates how the
broader principles of watershed management, including all federal,
state, tribal, local, and private activities, can be brought to bear on
water quality and ecological concerns.
http://www.westgov.org
The Western Governor's Association. The Western Governor's
Association consists of governors from western states who identify
and address key environmental and public issues. This site outlines
current initiatives and provides access to the Association's many
publications.
Information about Your Watershed
http://www.epa.gov/adopt
Adopt Your Watershed. Check out this site, developed by the
USEPA, to learn more about watersheds, add your watershed group
to their catalogue, use their helpful resources and links, and partici-
pate in a chat room.
http://www.ocrm.nos.noaa.gov/cpd/welcome.html
Coastal Programs Division. This site was created by the Office of
Ocean and Coastal Resource Management, a division of the Na-
tional Oceanic and Atmospheric Administration (NOAA), to summa-
rize Coastal Zone Management Programs around the nation. It offers
an interactive map to learn more about a coastal state's program.
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http://www.endangered.fws.gov
Endangered Species. The U.S. Fish and Wildlife Service created this
page to keep the public informed of the endangered species list and
any applicable current events. This site contains the current list of
endangered species searchable by state.
http://water. usgs.gov/nawqa
National Water Quality Assessment (NAWQA) Program. The U.S. .
Geological Survey monitors 59 study units in rivers and streams
around the nation. Check out this site for their findings on many
pollutants, including pesticides, nutrients, and volatile organic
compounds.
http://water.usgs.gov/nwsum/index.html
National Water Summary on Wetlands. Check out this site, devel-
oped by the U.S. Geological Survey, to learn more about wetlands.
It includes articles on wetlands, such as technical aspects, manage-
ment and research, and restoration. It also lists state USGS represen-
tatives who can be contacted for more information.
http://www.epa.gov/305b
The Quality of Our Nation's Water, 305(b) Water Quality Report.
This site was developed by the EPA's Office of Water and includes
the National Water Quality Inventory reports to Congress. Reports
from 1994, 1996, and 1998; fact sheets; and the report brochure
are also included in this site.
http://www.epa.gov/owow/wetlands/restore
Rivers Corridors and Restoration. Check out this site to get informa-
tion on other river restoration efforts in your state. New projects can
also be posted on this site, and worthy projects are given a five star
award.
http://www.epa.gov/safewater/protect/swap.html
State Source Water Assessment and Protection Programs: Guidance
and Implementation. EPA's Office of Water developed this site to
disseminate information on each state's source water assessment
program to protect drinking water. This site includes information on
background and general information on the program, the status of
each state's program, and a contact list.
http://www.epa.gov/OWOW/STORET
The STORET web site was developed by EPA's Office of Water to
disseminate raw water quality data, where and when it was ob-
tained, sampling methods used, and the laboratory used to analyze
the sample. This site also offers information on how to join and use
the STORET database.
http://www.epa.gov/surf
Surf Your Watershed. The EPA created this site to enable citizens to
locate and check on the health of their watersheds, identify current
restoration efforts, obtain real-time water quality data for participa-
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ting states, and much more. This site also offers state contacts for
further information.
http://www. epa.gov/owow/tmdl
Total Maximum Daily Load (TMDL) Program. A TMDL is a calcula-
tion of the maximum amount of pollutant that a waterbody can
receive and still meet water quality standards and the allocation of
that amount to the pollutant's sources. This site includes general and
state-specific information on TMDLs, provided by EPA's Office of
Water.
http://www.epa.gov/win
Watershed Information Network. This site offers step-by-step
interactive guide for watershed program coordinators to help them
get started. It includes information on how to get started, offers
avenues for financial and technical assistance, and explains impor-
tant water-related laws.
Other Watershed Programs
http://www. centralcoastsalmon. com
Central Coast Salmon Enhancement's web page contains informa-
tion on the organization, its accomplishments, and restoration
efforts. Newsletters are also available on this site.
http://www. crcwater. org/crcwho.html
The Chehalis River Council was formed to lead the implementation
of the Chehalis River Basin Action Plan. This web site describes the
water quality issues and current events and provides background
information.
www.chesapeakebay.net
The Chesapeake Bay Program is a regional watershed program
aimed at restoring the bay. This site contains publications, informa-
tion on the bay, and a data clearinghouse.
http://www.wgby.org/crei
The Connecticut River Education Initiative is a consortium of educa-
tional institutions working together to develop environmental
education tools using the Connecticut River. This web page contains
a description of the watershed, teacher and student journals tracking
the project, and links to other resources.
http://www.hawriver.org
The Haw River Watch web page contains a calendar of events and
information on the organization and the Haw River Festival.
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www.epa.gov/glnpo
The Great Lakes National Program Office web site contains informa-
tion on monitoring, the different partners, and pollution prevention.
http://www.mrba. org
The Mississippi River Basin Alliance links environmental justice
organizations with conservation groups for the benefit of the Missis-
sippi River. This site describes the Alliance's program and policy
statements and contains the organization's newsletter.
http://www.epa.gov/owow/estuarres
The National Estuaries Program is designed to encourage local
communities to take responsibility for managing their estuaries. This
site contains information on the importance of estuaries, key man-
agement issues, example management structures, and the Coastlines
newsletter.
http://www.geocities.com/Yosemite/Rapids/4604
Rockingham County Watershed Preservation Coalition is a regional
effort to improve the waters of Rockingham County, North Carolina.
This site contains information on river restoration efforts, pertinent
state news, and important events.
http://nsccux.sccd.ctc.edu/~tcp
Thornton Creek Project's web page contains the organization's
mission statement, a description of the watershed, monitoring
efforts, and coming events. This site also offers a mapping tool for
the watershed and educational resources.
Other Useful Information
www.neetf.org
The National Report Card is a survey on adult environmental
attitudes, knowledge, and behaviors. This site is a good source of
quick facts to include in outreach materials.
www.rdp.org/foi_lett.html
This site provides a "fill-in-the-blanks" Freedom of Information Act
(FOIA) request letter to be submitted to a federal agency.
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What Communicators are Saying About the
Communicators Guide:
"The Communicators Guide is stunning ... it is so clear, so useful, so appealing .... 1 wanted you to
know how much I enjoyed and appreciated it... it will have favored-nation status on my reference
shelf. I loved the quotations, the layout, the organization, and the plain language." Rosalie Maggio,
author of How to Say It, The Bias-Free Word Finder, and An Impulse to Soar.
"Denver communicators have discovered your guide ... it's excellent and we intend to use it to
refresh our skills in our office. Nice to know we have access to these materials." Craig Forman,
USDA, Denver, CO.
"... am pleasantly surprised to see that you and FCN figured out a way to spend the time to do such a
comprehensive, attractive book." Larry Teller, EPA, Region 3.
"... the guides were met with rave reviews and high praise! If you end up with any leftovers, our office
would be thrilled to have them!" Cornelia Sorensen, National Institute of Justice, Washington, DC
"Looks like you've done an awesome job of providing a usefull resource for us Federal (and other)
PAOs/spokepersons/media hacks." David Stell, IRS, Oklahoma City, OK.
"This guide is one of the most uselful tools that I have ever seen ... hats off to those responsible."
Terri Daniel, USDA, NRCS, Stillwater, OK.
"Thanks so much for the Communicators Guide. It's beautifully done." Sondra Rester, CA
"... I've found your Communicators Guide invaluable - even sharing a copy with a daughter who is
the Public Relations Director of the San Francisco Opera. She loves it, too." Marion Fitch Connell,
Executive Director, Public Employees Roundtable, Washington, DC.
"Kansas thinks this guide is great and would like to furnish our Management Team and each field
office with a copy." Deanne Lull, USDA, NRCS, Salina, KS.
"I've been using the Communicators Guide from the FCN as my reference point for putting together
a communications seminar. It is an amazing resource!" Christina Doane, Conference Director,
The Performance Institute, Alexandria, VA.
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Communicators
Guide
For Federal, State, Regional, and Local Communicators
by the Federal Communicators Network*
*www.fcn.gov
-------
Printed December 2000
Reprinted January 2001
Slightly Revised June 2001
Revised December 2001
ORDERING INFORMATION:
IFAS/Extension Bookstore
Building 440, Mowry Road
PO Box 110011
Gainesville, FL 32611
352-392-1764 • 352-392-2628 fax
{800-226-1764 VISA/MasterCard orders only)
Shop our on-line catalog of educational resources at
http://ifasbooks.ufl.edu
$6.00 each plus shipping/handling & sales tax
The Communicators Guide is now available on audiotape for people
with visual or cognitive disabilities. Copies are available from the
U.S. Department of Agriculture TARGET Center at (202) 720-2600.
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Table of Contents
t( »
Vigorous writing is concise.
-William Strunk
Introduction l
Are You a Bureaucrat? . . .... ... 2
Chapter 1 - Keeping Current 3
Latest Communication Trends 3
The Changing Media Landscape 3
Get Your Point Across 3
Networking.. 4
Make Your Job Vital-How to Market Your Work . ... — 6
Distance Learning • • ¦ 7
New Digital Technologies 8
Chapter 2 ¦ Working With the Media l o
What Do Reporters Want? 10
Building Media Relationships ... 11
What to Do When a Reporter Calls 13
Media Interviews ... 14
Use Plain Language .15
Do These at the Interview .... 15
Never Do These .16
At the Interview ... . ... '17
Chapter 3 - Planning 20
Writing Communications Plans 20
Strategic Planning - Preparing to Meet the Future ... . 22
Crisis Communications: Planning to Attack the Crisis Before it Attacks You 24
Communicating Risk 27
Measuring Your Effectiveness 28
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Chapter 4 ¦ The Internet
Writing for the Web: Tricks of the Trade . ....
Make Your Web Site Customer Friendly
Make Your Web Site Accessible.
Push versus Pull
Netiquette ....
Chapter 5 - How To Do It
Writing Awesome and Effective News Releases
Tip Sheets/Fact Sheets/Questions and Answers
Background Papers
Earned Media - Coverage on a Shoestring ...
Public Service Advertisements (PSAs)
Using a Newspaper's Editorial Board
Using the Editorial Pages
Satellite Media Tours ... ....
Producing an Agency Newsletter
Editing Your Newsletter
Elements of Good Writing
Tailoring Your Message
Marketing
Product Marketing - Selling Your Stuff
Effective Meetings
Effective Speeches
Add Style to Your Next Speech
How to Deliver Effective Speeches
20 Tips to Overcoming Fear of Public Speaking. ..
Communicating with Diverse Audiences
Disabilities
Internal Communication During a Crisis
Emergency Evacuations
Chapter 6 - Tools of the Trade/Resources
32
32
36
36
37
37
39
39
40
41
41
43
46
47
48
48
49
51
52
53
54
56
57
58
59
62
63
64
66
67
69
Chapter 7 - Contributors
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Introduction
"Communication is the essential life blood of organizational life."
-Ann Harriman
Communicators fill a unique role. We are career employees who are part journalist and part flack.
Although we usually serve as advocates for journalism and a free press, we are not considered working
journalists. Many times, our bosses don't want to trust us with sensitive information, because, after all,
we often talk to reporters and correspondents.
Communicators have to negotiate the bureaucracy while translating gobbledegook into plain language.
We are the ones who put news releases, publications, and Web sites to the test. If we can understand it,
then perhaps the public—our customers—will greet our products by saying: "This is from the govern-
ment. I'll be able to understand it."
Founded in 1996, the Federal Communicators Network, www.fcn.gov, has more than 700 members
who are involved in disseminating information within and outside government. Our membership
includes writers, editors, public affairs specialists, program managers, analysts, speech writers, Web
masters, artists, photographers, graphic artists, and librarians. With this range of talent and expertise,
we set out to create a guidebook for both new and seasoned communicators.
This guidebook, written, edited, and published by members of the Federal Communicators Network
and other communicators, is our attempt to:
t offer some general guidance for other federal, state, regional, and local communicators;
t compile a list of sources and resources to help communicators refine and sharpen their
skills; and
t improve the trust between government and the public by helping us communicate clearly
to the public and by making government's message relevant to our customers.
Marci Hilt
Project Manager
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Are you a bureaucrat? You might be if...
t Your FTE can't find the RFP on the IRP and the CRP for the EPA and the NWS or—even without
the CDAs—the JIB and CENTCOM PAQ briefing shows there are 9 KLA, 6 WIA, and 2 MIA.
| An agency reorganization would negatively impact your functional capabilities to provide essen-
tial services.
t You ask for comments from interested people, but never tell those who aren't interested where to
send theirs.
t You use your compensatory time to study beach renourishment in a coastal management area,
rather than taking a vacation at the seaside.
I When someone asks you what you do for a living, you say you "develop and implement policy."
t There are pavement deficiencies in the streets, rather than potholes.
t Your program depopulates animals with contagious diseases, rather than killing them.
I Your agency repositions, reduces duplications, focuses reductions, downsizes, right-sizes, out-
sources human resources, or talks about the human side of downsizing, rather than firing or lay-
ing off employees.
| You used the words program and procedure more than 100 times each in your annual report.
t You're politically correct, but your temperamentally challenged supervisor thinks you have an
attitudinal impairment and an intellectual deficiency.
t Moral: Not only does relying on jargon give you a wrong image—it makes you hard to understand.
Use Plain Language (www.plainlanguage.gov).
"We can lick gravity, but the
paperwork is overwhelming."
-Wernher von Braun
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chapter one
Keeping Current
"Any sufficiently advanced technology is indistinguishable from magic."
-Arthur C. Clarke
Latest Communication Trends
The new information highway runs right through your backyard. With Internet resources and
online news services, every word ever written or broadcast about your agency is readily accessible
to everyone. The Internet breaks down old barriers to information.
Americans have an ever-expanding appetite for new technology. In 2000, more than half owned a
cell phone, up from 24 percent in 1995. One in five Americans (18 percent) has a satellite dish;
5 percent own a Palm Pilot or other PDA—Personal Digital Assistant. This revolution in communi-
cations technology is not only changing the way we live; it has created a highly competitive environ-
ment for those in the news business who are providing information to the public.
The Changing Media Landscape
In June 2000, the Pew Research Center for the People and the Press released a report that found that
only 48 percent of Americans follow national news closely most of the time, a new low. Although
daily newspaper readership was down slightly from 68 to 63 percent since 1998, TV network news
viewership dropped from 65 percent in 1995 to 50 percent in 1999. One-third of adults now regular-
ly get their news online; among those younger than 30, some 46 percent go online for news at least
once a week.
News resources are dwindling. Media mergers and cost-cutting mean that there are fewer reporters
who have the luxury of doing detailed, in-depth stories. Many times, the reporter doing a story
about your agency is not familiar with what your agency does. This provides you with a golden
opportunity to fill the information void.
But, because our society is experiencing information overload, it is crucial that you get your infor-
mation out—in plain language—in easily digestible chunks and in a form that will be used. And,
you have to do it using the very latest technology that works. Because of the immediacy of the
Internet, reporters and writers no longer have daily deadlines—stories are often posted as soon as
they are written.
Get Your Point Across
We communicate every day. Every time we smile at another person, say "hi" to them, have a con-
versation with them, or even ignore them, we are communicating. Getting your point across is very
3
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keeping current
important to successful business relationships. Good communication is difficult because it requires
a lot of effort, time, and patience.
KS3 Tips to help you get your point across:
t Be prepared,
t Be confident.
t Stay focused on your conversation and your listener.
| Maintain eye contact with your listeners.
| Make sure your listeners are following you by asking them for questions or feedback,
t Don't lose your temper or get over-emotional,
t Speak slowly and calmly; don't raise your voice.
| Speak clearly and concisely,
t Get to the point; don't ramble,
t Be kind, compassionate, and empathetic.
t Be honest. Don't play games,
t Be assertive, but tactful.
Networking
Today's workplace is a lot different from yesterday's. And, how you do your job is different, too.
One big change is networking. By branching out, you can form relationships with colleagues who
have information that you need to do your job or you can give them the information they may need
to do theirs.
Networking is a dynamic process often resulting in outcomes that far exceed what you as an
individual communicator could generate. You can come up with novel and unusual ideas and tech-
niques by brainstorming and partnering with communications professionals outside your institu-
tion or agency. Networking is:
t A way to connect people.
| The open asking for and sharing of ideas, experience, and information.
| A working approach to get things done or to get things done better.
Networking can:
t Help you collaborate on projects of mutual interest and exchange information, taking full
benefit of everyone's expertise.
t Foster supportive relationships that contribute to the increased quality of services or
products.
| Broaden impact, both in terms of reaching more people and/or new audiences, and as a way
of getting more for your investment in both time and money.
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communicators guide
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keeping current
| Create a means to more effectively and rapidly pursue communications objectives, respond
to changing communications practices, and solve problems.
t Provide access to expert guidance on skills, including writing, editing, design, marketing,
Web design, distance education, and development of electronic products and audiovisuals.
| Provide remote access to technology and other information resources, such as databases,
e-mail, bulletin boards, and shareware.
I Enable collaborative communication on the often complex range of subjects and issues
packaged for your target audiences.
| Provide a springboard for marketing and distributing communications products, increasing
visibility of your products and services to new audiences.
I Foster collaboration and create awareness of potential funding sources.
t Create opportunities for cost savings through choices to buy-in to press runs of products
useful to your institution and clients, but developed by others.
I Help to achieve project success more readily. An indirect, but welcome, benefit is that your
work might get recognition through various award programs.
Tips for Successful Networking
t Identify people who have what you want, such as mentors and experts, and those who need
what you have. These relationships will enhance individual communications skills.
| Think locally; act globally. Sometimes it is easier to network on a local level—local chapters
of professional communications societies, campus communications groups, one-on-one
communication with colleagues in other departments. It is also important to branch out
beyond your local resources to consult with communicators on a regional or national level.
Serving on committees or on boards of national/regional communications associations can
connect you with valuable future networks. You will likely earn trust and respect, and once
you've done that, you will not only have business associates to call on when you need help or
advice, you will also have good professional friends.
| Share information through e-mail, listservs, Web bulletin boards, and newsletters—all good
networking tools.
t Keep up-to-date on the latest developments in communication technologies.
t Use computer networking to involve more people with diverse skills in problem-solving and
innovation. New technologies help break down barriers between groups.
t Check the Internet to find out what others are doing. Information on the Internet is a con-
stantly updated wealth of useful, timely, and sometimes in-depth material. Also, the Internet
offers a forum through which you can raise questions, solve problems, and share your work.
Check out Web-based video libraries and photo and graphic image archives.
t Create opportunities for collaboration among researchers, outreach specialists, and educa-
tors when networking activities make us aware of similar projects occurring in other geo-
graphic regions.
communicators guide
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keeping current
t When initiating projects, identify collaborators with whom you have a common mission or
goals and build this into your implementation or action plan. Think pro-actively!
I Because networking can give you so many new opportunities and approaches, try to avoid
getting derailed from your initial quest for information. When you are working with others to
share information, try to avoid conflicts of demand and priority. This will help you avoid
stress or work overload.
Where You Can Network
I Government or university settings: Formalized communications networks, informal gather-
ings of communications professionals, and professional development workshops.
t Local settings: Local chapters of professional communications societies; communications
businesses in your community—public relations, information technology, marketing, and
design firms, and fellow attendees at local workshops/seminars.
| Statewide, regional, national settings: Professional communications conferences and semi-
nars, electronic listservs, bulletin boards, and discussion groups on Internet Web sites.
"I don't care what is written about me -
so long as it isn't true."
— Katherine Hepburn
Make Your Job Vital—How to Market Your Work
Public affairs folks are dedicated to promoting their agencies—using the best resources available
and working hard at the job. However, it is a good idea to make sure your boss and your boss' boss
know about all the work that you, your co-workers, and your staff are doing. Don't assume they
already know. Here are some tips you can use to help demonstrate the value of a public affairs pro-
gram and how vital communications work is to your agency:
| Collect your recent communications success stories in one place. That way you can share
them with your boss or other influential associates. This file is particularly useful when you
and your boss do a yearly evaluation.
t Submit "How I Did It" articles about your successful projects to an outside trade magazine,
or write a column for your in-house publication. Pretend you're describing what you did to
a friend or a relative. Use plain language. Keep copies of your articles in your success File.
t Get involved with - and regularly speak before - professional, civic, and social organizations
about your work.
| Have a speaker's introduction ready for others to use before your presentations or an about
the author note that editors can use with your articles.
t Record the speeches you or your staff make. Use the tapes to help improve and as
promotional tools.
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communicators guide
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keeping current
t Give free communications advice to community groups.
I Teach an adult education class or offer to teach a class for another instructor. Encourage your
staff to do the same.
| Get nominated for awards. Check the Internet to find out what awards are available. Offer to
help a co-worker or your boss nominate you for the award by drafting it.
I Publicize the awards you and your staff receive. Don't forget in-house bulletins, your home-
town weekly, your alumni magazine, and your society/association newsletter. Keep a copy of
the clipping in your success file.
t Develop and distribute a newsletter with professional tips or a marketing newsletter that tells
about the work and services you and your staff provide.
| Create a marketing kit for you or your staff that includes - among other things - bio sheets,
photos, testimonial letters, copies of professional articles, a newsletter of professional tips,
and a marketing newsletter. Be sure to keep it up-to-date.
I Start a focus group of professionals who meet periodically to share information and to help
each other with career advancement.
I Add a personal promotional note to your voice mail message. It is OK to be humorous.
t Keep a reference list of people who are willing to give testimonials about your work, or that of
your staff. Be ready to give testimonials for others.
Distance Learning
Technology has radically altered education in our country. Today's students may not interact with
their teachers at a specific place or time. In fact, they may not even be in the same city. Because we
tend to change careers and relocate more often than our parents did, our educational methods are
becoming portable and flexible enough to provide life-long learning opportunities for everyone.
You can adapt these new distance learning techniques for interna] training projects, as well as to
help get information about your agency out to the public. Distance education gives you more free-
dom and flexibility because you can deliver your product both in the workplace and at home.
To use distance education, you'll need to:
t Define your overall goal in broad terms.
| Define your audience; choose one primary audience.
t Develop learning objectives—include audience characteristics and define what they will do
once they master the objective.
t Develop the content.
t Select the instructional method or strategy.
t Develop ways to evaluate and make changes to your program.
communicators guide
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keeping current
A number of new technologies are available:
I Compressed video, which uses digital technology to compress video images to save transmis-
sion bandwidth. With this technology, you can have video conferences over telephone lines,
using two-way video and audio.
t Satellite transmission, which uses uplink transmitters to send a broadcast signal to an orbit-
ing satellite that returns the signal to downlink sites.
t Audio-conferencing, which uses telephone lines to transmit audio. In this way, many people
can participate using a teleconference bridge.
| CD-ROM (Compact Disc-Read Only Memory), which lets your students and customers inter-
act with educational material via the CD-ROM player in their computer. CD-ROM supports
multiple media, including text, audio, sound, pictures, graphics, animation and video, which
can be linked to other programs and sites on the Internet.
t The Internet, which lets students or customers connect through Web sites to explore topics
through various multiple media resources, including text, sound, pictures, graphics, anima-
tion, and video.
About the Internet: The Internet is rapidly gaining popularity as a distance-learning delivery tool
because it can incorporate text, sound, pictures, animation, and video into instructional packages.
Students or customers can access the material on their own schedule via a personal computer.
t However, this technique does require your student to have a high-speed connection to the
Internet and browser software.
| If you are using a Web page to teach, make certain it loads quickly, displays in all Web
browsers, is well-organized, and is easy to follow.
| Learning on the Web is not much different from learning in more traditional environments.
However, to engage students, lessons must have a clear purpose and be tightly focused.
New Digital Technologies
New digital technologies will impact the viewing and listening public over the next few years
because they will fundamentally change the way broadcasters program, produce, market, and dis-
tribute their programs. New in-home receivers will have more variety and the display devices will
continue to get bigger, brighter, and sharper. Traditional TV programming will be enhanced with
greater levels of interactive information and activities. The difference between TV sets and comput-
ers will become increasingly blurred and irrelevant. We can expect that new ways of advertising and
marketing will emerge to take advantage of these new opportunites.
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communicators guide
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keeping current
High Definition TV (HDTV)
While HDTV isn't taking off as fast as many expected, it is definitely making inroads. It will affect
how we all watch TV in the future. Quality is the major factor that most likley will cause consumers
to spend up to several thousand dollars for a wide-screen TV. The image on the HDTV screen will
also be a third wider than conventional TV. It is capable of delivering high-quality sound and other
data hundreds of times faster than conventional TV. By 2003, all stations are required to be HDTV
ready and by 2006, stations are to return their analog licenses to the FCC.
Satellite Radio
As of late 2001, there were two major satellite radio stations - XM Radio and Sirius. XM Satellite
Radio began offering 100 channels of music, news, and talk in November 2001 for about $10 a
month. Sirius Satellite Radio expects to launch its service early in 2002 for about $13 a month. Both
satellite radio stations beam signals up to satellites, which then bounce signals back to ground
receivers. The first application for this new technology will be cars. A palm-sized receiver dish on the
back window of your car currently costs around $300. One unit can plug into your home stereo.
The advantage is that you can listen to the same station as you drive across the country. But,
that means there won't be any local programming on satellite radio - and local programming is
considered to be one of radio's unique strengths.
communicators guide
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chapter two
Working With the Media
"I believe in equality for everyone, except reporters and photographers."
-Gandhi
What Do Reporters Want?
Just what do reporters want? Why don't they quote us? Why don't they ask us? How can 1 find out?
There aren't any easy answers, but there is an easy way to find out: ask the reporter.
But, before you ask, be ready to hear the answers. Call or schedule an appointment when the
reporter or correspondent isn't on deadline and has time to give you some thoughtful answers. Ask
what kinds of stories the reporter wants to do; what turns that reporter on, which hot buttons to
push; and when is the best time to call with your story idea.
Find out what he or she hates, what stories the company will or won't do, and what kinds of stories
the reporter's editor likes. Not every story a reporter does or wants to do gets into print or on the
air. Who runs the assignment desk? What producer might be interested? What does the bureau
chief want? Who runs the futures desk? How many stories does the reporter or correspondent do
every day?
What considerations go into the news mix of the day? What are the media demographics? Who are
their readers? How old are they? How much time do they spend reading the paper or magazine?
Who listens or watches? Is there a farm or business show? How old are average readers, listeners, or
viewers? How good are the ratings?
Ask, Ask, Ask...
How are features handled? Is your department or agency given top priority, or are you at the bot-
tom of the heap? When and why do your stories get to the top? What kinds of stories should you
spend time pitching?
What does the reporter want from you—stories or story ideas? By mail with a follow-up phone call?
By fax? Phone? E-mail? On your Web site? When is the best time to call, fax, or e-mail? What are
the deadlines? When do the reporters broadcast live? What hours do the reporters work? What
other agencies/beats does your reporter cover? How can you tie your story into a current hot topic?
Whom do you call if you can't get to your reporter and you have an urgent story? Does this reporter
know what a wonderful source you are? What a great interview your boss gives?
Once you know the answers to these questions, you'll be in a much better position to get your story
idea covered.
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working with the media
Why not give the reporter a list of contact folks at your agency including phone, fax, and e-mail
addresses? Staple your business card to it. If there are areas your agency doesn't cover, let your
reporter pal know where your agency ends and another one begins. Don't assume reporters know
everything about your agency. Even if they did, they have forgotten; or they need you to refresh their
memories. Even if you've already sent them 20 copies of your contact list or phone numbers, give
them another. In fact, give them two or three—one for their assignment desk, one for their boss, and
one for their backup.
You'll build even more credibility with your reporter if you can suggest other expert sources of
information.
"Journalism largely consists of saying lord Jones is Dead' to
people who never knew that Lord Jones was alive."
— G.K Cnesierton
Building Media Relationships
One of the keys to success with the media is to understand that you can be an ongoing resource for
reporters. Your job is to build relationships with members of the media, not just pitch stories to
them every now and then.
| To introduce yourself to local media, set up a series of initial meetings with editors at your
community newspaper, and with producers and program or news directors at your local
radio and television stations.
t Send out a press kit mailing that has general information, a few story ideas, and a cover letter
introducing yourself to newspapers and radio and TV stations in your region.
I Join professional organizations such as the Public Relations Society of America and attend
monthly meetings. Members of the media are frequently guest speakers at these events.
t Develop a monthly one-page bulletin, or tip sheet, with news about your agency. This is a
good way to keep in regular touch with your local media. You can send this tip sheet by fax
or e-mail.
KIT Tips for Even Better Media Relations:
t Keep a list of people in your organization who are willing to give an interview so that you're
ready when a reporter wants someone to interview.
t In general, call reporters/editors/producers in midmorning. In late afternoon they're on
deadline and won't have time to listen to your pitch. However, there are exceptions to this
rule. As you begin to build relationships with members of the media, take the time to find
out when the different reporters and editors are not on deadline and are able to talk.
Depending on their beats, some may always be out of the office, or in a story budget meeting,
at 10 a.m. Always ask at the beginning of your conversation, "Do you have time to talk?"
communicators guide
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working with the media
t The same rule applies to the day of the week. Make your pitch earlier rather than later.
Unless you have breaking, hard news, don't make your pitch on Thursday or Friday.
t Make sure you know your reporters' beats before you make any calls. Know exactly what
they do and do not cover, so you don't waste their time or yours.
t Be mindful of a newspaper's deadline structure, especially with features departments. A
Sunday Lifestyle section probably has deadlines on Wednesday or Thursday, so make your
pitch well before then.
I Most reporters prefer brief, concise faxes or e-mails over flashy press kits. Your brief, concise
press releases should be one page, or no more than two pages. If you go over two pages,
that's an indication that you should break your story into two separate pitches. Or break
your oversized release into a release and a fact sheet. Many reporters prefer you send them
fact sheets so they can develop their own stories.
t Once you've established a relationship and have a good contact in a newsroom, don't hesi-
tate to turn to him or her for advice. If you have a story idea and aren't sure who to pitch it
to—or if it's even a strong enough pitch—call your contact and ask if you can run it by him or
her. Ask what they think of it, and who, if anyone, they would suggest you pitch it to. This
approach works incredibly well—if they're not on deadline or otherwise swamped, reporters
love to be asked for their opinion.
| Every paper has to write seasonal stories, such as Valentine's Day, Independence Day, and
Thanksgiving, away from home on the holidays, and World AIDS Day. Find an angle that
relates to your organization and develop it.
t Assume that anything you say to a reporter or a correspondent will end up in print, on the
radio, or on TV. Nothing is ever off the record.
t Check your sources. Always talk to sources before you give their names and phone numbers
to reporters. Look for interesting anecdotes that you can use to entice a reporter to interview
your sources, and more importantly, find out what, if any, neg-
ative things your source might say. Caution your sources that
their words can carry a lot of weight.
t If your job is to prepare people for media interviews and
public speaking, consider doing some mock interviews for
new hires—do the interviews yourself or invite a reporter
friend to the office to help you with this training. Or, contract
with commercial sources, such as the U.S. Chamber of
Commerce, to provide this training.
t When you're making follow-up calls to members of the media,
don't ask whether they received the press release you just faxed.
Instead, ask if they want more information or if they would like to set up an interview. If
possible, add a new angle that tailors your release to their readership.
t Don't forget your local columnists. You will be surprised—they may pick up your story idea
when the news and features desks won't. As always, familiarize yourself with their columns
"The difference between
literature and journalism
is that journalism is
unreadable and literature
is not read."
- Oscar Wilde
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working with the media
and know what they write about before you make the pitch. If you don't, you risk insulting
them and making yourself look foolish.
I Don't be afraid to go the extra mile for a story, especially a feature.
t Don't pitch the same story to two different assignment desks on one paper, or to competing
newspapers, at the same time. If either editor finds out you've double-dipped, they may get
upset with you and may kill the story completely
^ Remember, it takes two steps to start a new relationship with a reporter or editor. It takes 11
steps to repair a damaged one.
t Always offer visuals. Visuals define a feature story, and are essential to a television news
package. Find out ahead of time what kinds of visuals you may have available (photos or
videos, for example), and make sure you have plenty of stock photos and B-roll (extra
footage) on hand to provide to your media contact.
t When you're creating press releases, write like a journalist. Use attention-grabbing headlines.
Put your news first, use quotes, and localize as much as possible. Come up with creative
leads. Today's readers want the most recent facts first; background later.
t Two of your most important assets are a sense of humor and a thick skin.
Media Tip: Have up-to-date information about your organization near your
phone so that you can rattle it off quickly to the media without leaving anything
out. Hang your General Facts over your telephone.
CS* Media Tip: What should you do if you or your boss is misquoted in the media?
If the error is substantial, you may want to call the editor or bureau chief and
ask for a correction or retraction. If it's not a major error, and doesn't hurt the
effectiveness of the article, you may decide to do nothing.
"Anyone nit-picking enough to write a letter of correction to an editor
doubtless deserves the error that provoked it."
- Alvin Toffler
What to Do When a Reporter Calls
Reputable reporters will always identify themselves as reporters. Ask what they want. If you're not
the person they need this time, tell them who is—if you know. Try to be helpful—take the time to
get phone numbers and addresses right.
Ask what kind of story they're doing—who they've talked to and what they're looking for—what facts
and figures they need.
d* There are two basic rules for dealing with reporters: Always return their phone calls
promptly and always tell the truth.
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working with the media
l®" Always respond to reporters—even if you're just calling to tell them you don't know the
answers to their questions. Reporters are like elephants. They never forget public offi-
cials who lie to them, don't return phone calls, or give them wrong information.
Make sure you give media calls top priority. Media representatives are usually working on short
deadlines. If you don't return their calls, you will give them a negative image not only of your agency,
but of all public servants.
Media Interviews
What if the reporter wants an interview?
If the reporter wants an interview, find out the subject and scope before you agree—or ask your boss
or spokesperson to agree—to be interviewed. Ask who else the reporter has interviewed or plans to
interview. If this is a broadcast talk show, ask who the other guests will be and what topics will be
discussed. Also, will it be taped or live?
You control the parameters for any interview—time, place, and length. Keep time with reporters
short—that way you'll both be forced to focus on the issues you want to talk about. Fifteen minutes
should be long enough for radio; 30 minutes for TV, including time for equipment set-up and break-
down; as long as an hour for print. If you allow too much time, you might end up saying things you
didn't mean to say.
How do I get ready for a media interview?
Do your homework. Review all the materials you can get about your agency, not just the material the
reporter is asking about. Decide what you want to talk about.
Refine your three positive talking points. These are the three main points you want to make. Keep
them positive. Keep telling yourself this is an opportunity. With a little thought, you can anticipate
the reporter's questions and tailor your answers according to the three main points you want to get
across. From your point of view, the interview should be driven by these messages, not by the ques-
tions. Plan to use your three points as the foundation for all the questions you will be answering.
Practice talking in 20-second sound bites. Practice making your points clearly and briefly. Don't use
doublespeak, government-speak, or jargon—phrases no one else understands. Talk in plain lan-
guage. Organize your ideas logically. Use appropriate words. Speak in the active voice, rather than
the passive.
Figure out how to personalize and humanize your information; tell how it affects the viewer or reader.
Get some show-and-tell materials ready—a book, a simple graphic to illustrate a complex statistic, or
perhaps a model of what you're going to talk about. If you have videotape, get an extra copy ready to
give to the correspondent.
Find out everything you can about the reporter or correspondent. What is his or her reputation for
fairness? What stories has the reporter done? What types of stories has the publication or station done
in the past? Are the stories long and in-depth, or short, and lacking details? What is the slant to most
of the stories?
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working with the media
Scan the news of the day to make sure you're prepared for any last-minute questions. For a TV
interview, watch the news show to see how much air time each story gets. If this is a print interview,
scan the latest issue of the publication.
Use Plain Language
People will understand what you are writing or saying the first time if you use plain language. Speak
so that everyone can understand—not just other government bureaucrats. Use natural expressions
and common words. Organize your ideas from general to specific, or from specific to general, from
positive to negative, step-by-step or from most important to least important.
Use appropriate words—simple, everyday words. If you can take advantage of a popular expression
to illustrate a point, do it. Don't use technical words. If you're forced to use a technical term,
explain what it means. Don't make verbs into nouns. Choose your words consistently and be very
careful about using acronyms. If there is any doubt, spell the acronym out. Keep your sentences
easy to understand.
What if my boss is scared to talk to reporters?
Work with your boss. To get what you both want out of an encounter with the media, you both need
to do your homework. You prepare for everything else in life that is important. An interview affects
not only your own reputation, but also that of your organization.
Put your boss in front of a video camera to practice giving the major talking points and answering
questions. Pretend you're a correspondent for 60 Minutes when you're asking questions. Let your
boss critique his or her own video. If you don't think you can do this, hire a media consultant to
help. Many government agencies hire outside help for this job.
But be honest. If your boss can't put two sentences together in front of a microphone and media
training doesn't help, don't pitch your boss for on-air radio or TV interviews. Find someone else in
your agency who is good at it.
Do These at the Interview
| Do your homework before you talk to a reporter. Be prepared for the reporter's worst ques-
tions with three positive points you want to get across. Practice what you want to say.
Remember you're selling your activity. Talking to a reporter is an opportunity.
t Speak in short sentences using plain language. For TV and radio, think in terms of 20- or 30-
second answers. This assures the reporter will use what you say.
t Smile. Act like you enjoy what you're doing. Call reporters by their first name. Look interest-
ed and alert.
t Tell a positive story. You do a lot of good things; tell the reporter about your three positive
points.
| If you don't know the answer, say, "I don't know." If you do know the answer and can't tell it
now, tell the reporter when you can give him or her the answer. Refer the reporter to some-
one who does know the answer, or offer to find out who does.
c o m m u
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working with the media
t If a TV station offers you makeup, take it. The TV camera will add ten years and ten pounds.
Remember, the TV pros all wear makeup.
| Dress conservatively and simply. Be remembered for what you said, not what you wore.
Ignore this rule if you're a rock star.
t Stop talking when you've made your point. Don't ramble on and on. Don't speculate. Stick
to your key message. Let the reporter worry about the empty air space.
t If a reporter asks several questions in a row, pick the one you want to answer. Or, ask the
reporter to repeat the question.
| Have show and tell material. A simple pie chart works well. Have videotape? Take it, too.
t Take advantage of the opportunity at the end of the interview when the reporter asks if there
is anything you'd like to add. Repeat your three talking points and summarize.
Never Do These
t Never say, "No comment." "No comment" means "guilty" to most people when they hear it.
t Never say anything "off the record." Assume all microphones are live.
| The most important rule: Never say anything to a reporter you don't want to see on TV
or read on the front page of a newspaper.
t Never lie to a reporter.
t Never lose your temper. Be polite, but firm.
| Never use profanity or slang. Don't say anything that could even remotely be construed to be
off-color, sexist, or racist. Don't comment on anyone's age, religion, or politics. Tell jokes
only if they are self-deprecating.
t Never say uh. Drop all the uhs from your speech. Make your pauses silent.
t Never wave your hands. Don't bob and weave your head around. Sit still.
t Never answer hypothetical questions. Don't speculate. Be specific. Stick to what you know.
t Never comment on what others have said, particularly if you haven't seen or heard it. Don't
verify something that might not be true.
t Never use doublespeak, government-speak, or jargon. Use numbers in an interesting way.
Make your information easy to understand. Personalize your information. Relate it to the
reporter. Humanize it.
t Never talk to a reporter without doing your homework. Prepare. Turn the interview into a
sales call.
t Never stop talking after you've answered a "yes" or "no" question. Keep going. Say some-
thing like, "Yes, but you should also know ...." Or "No, but let me elaborate ..." But, keep
your response very brief and to the point.
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working with the media
At the Interview
Smile and enjoy yourself. Relax the reporter and you'll be relaxed, too. Tell the reporter you're look-
ing forward to the interview. The best way to diffuse a hostile situation is to be warm and accom-
modating.
When the interview begins, remember that you are the expert. Don't smile and nod your head as
the interviewer asks a question—just look interested.
Make sure your body language and speech patterns back up your sincerity. To combat nervousness
that an audience might interpret as insincerity or untruthfulness, sit up straight and take deep
breaths. Don't sit back on soft seats. Sit on the forward portion of the seat cushion and keep your
back as straight as possible. If your mouth is dry, bite the sides of your tongue—it will make you
salivate. Stop talking when you've made your point. Many people say things they didn't mean to say
after they've made their major point. Don't worry if there is silence. It isn't your job to fill it up.
Don't let the reporter put words in your mouth. If the reporter uses inaccurate facts when asking a
question, correct the error. Don't fall into the black hole of "no comment." Instead say: "That's not
the critical issue, this is Or, "That's currently part of a law suit. Our policy is not to discuss ongo-
ing litigation ...." Or, "We'll have an announcement about that later this week."
If this is a TV interview, remember that TV is not always fair. TV's visual impact can make stories
more emotional than any other media. You are not seeking the truth—don't let yourself get pulled
into such a search. You are not there to answer questions; you're there to elaborate on your three
talking points.
Never lose your temper. TV's visual impact will magnify your emotional response.
Let the reporter know you are keeping track of the interview. Ask if you can tape the interview and
have a tape recorder ready. Turn it on when the interview starts. Tell the reporter that you want to
evaluate how clearly you are answering the questions so that you can be a better source.
Never forget that the interview isn't over until the reporter leaves. TV correspondents commonly
shoot B-roll, sometimes called cutaway footage, or cutaways. These are used to fill in the interview
so it isn't just a talking head. B-roll also makes the final produced story more visually interesting.
Camera crews usually leave the sound on while taping the B-roll. The reporter might ask you again
how you really feel about an issue. Make sure you repeat only what was said earlier, as the mike is
still live and anything you say is being recorded.
Sometimes, radio or print reporters will also leave their tape recorders running to capture any off-
the-cuff remarks that you might make.
If you are giving a telephone interview, assume the reporter is taping the conversation. That way
you won't have any regrets later.
At the end of the intefview, thank the reporter for the opportunity.
The media world isn't equal: There are inequalities when you agree to a media interview. Reporters
can cancel at the last minute. You can't. If you can't make the interview you've agreed to, you must
provide a substitute. Reporters can be late, but you can't.
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working with the media
What if the reporter interrupts or tries to rush you?
Ask to finish your statement and begin what you were saying again. Don't start in the middle; make
a complete, but succinct, statement.
What if a reporter catches you when you're not prepared and tries to interview you?
Smile and walk away—even if the video camera is rolling and the reporter is sticking a mike in your
face. Tell the reporter you're glad to see him or her, but you don't have time to talk now. Give your
phone number and suggest they call your office to set up an appointment. Never talk to a reporter
unless you've taken the time to prepare.
What if the reporter asks how you "really feel" about an issue?
Give the same answer you gave before. There is no room for your personal opinion, only your pro-
fessional one. If you don't say it, the reporter can't use it.
What if there is a silent, awkward pause after you've answered a question?
Smile and wait out the pause. The reporter is using one of the most effective techniques in inter-
viewing—getting you to volunteer information. Stop talking when you've made your point.
What if you don't understand the question?
Ask the reporter for clarification. Some reporters don't ask clear
questions.
What if you can't think of the answer to the question?
Smile. Be serene. Ask the reporter to repeat or clarify the question
while you take a mental break. Buy time by saying, "That's a good
question." If you really can't come up with an answer, tell the
reporter you need to look it up or consult with someone else and
offer to call the reporter later in the day with the answer.
What if you start to answer a question and make a mistake?
Start over. If this is a TV or radio interview, tell the reporter you are
going to start over.
who can't read."
— Frank Zappa
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chapter three
Planning
"There cannot be a crisis next week. My schedule is already full."
- Henry Kissinger
Writing Communication Plans
An effective communication plan includes initiatives that truly reflect your organization's goals. At
the same time, a good communication plan not only must target relevant primary and secondary
audiences, but it must identify key messages and themes that will likely resonate with these groups.
Writing communication plans that are on target, and likely to be well received, requires a combina-
tion of careful planning and a strong understanding of the attitudes and opinions of the stakehold-
ers you plan to reach. As you write, you need to focus your plan on solid, well-thought-out initia-
tives backed by a strong and compelling rationale, and you've got to hone your writing style to a
fine edge. There is no room for writing that doesn't get right to the point.
I®5 Tips for writing an effective communication plan:
| Use a structure that lets you chunk information into main points and key headings.
A communication plan can be structured just like other kinds of strategic plans. A typical
approach includes:
t Situation analysis—the current background, history, circumstances and a
clear statement of the problem or opportunity involved.
| Goals and objectives.
t Target audiences—including primary and secondary; demo and psycho
graphics, if relevant.
I Strategy and rationale for achieving your goals and objectives, as well as
your arguments in favor of the approach you plan to take.
| Tactics—specific executions or elements—the deliverables and products of
the plan as well as talking points, budgets, and time lines, if appropriate.
t Evaluation. How you will measure the effectiveness of your plan, along with
the specific outcomes that will represent success or failure.
| Do some research to make sure you are identifying the right audience—interna] and
external. Conduct focus groups to evaluate public understanding of your intended mes-
sages and the information products you intend to use to communicate with those audi-
ences. In addition to focus groups and opinion polling, check what other agencies or organi-
zations like yours might be doing to find out what their constituencies are thinking and feel-
ing. Maybe they have data from a poll they have run with an audience similar to yours, or
know of someone who does.
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planning
The Web is a great place to find out what people are thinking. Try being an active surfer and you'll
be amazed at how much you can pick up about your constituencies. If you have a Web site, adding
an online feedback form is another good way of keeping your hand on the pulse and getting data to
support your plan.
If the primary audience is internal, go to meetings, talk to people, set up informal listening sessions.
Encourage feedback and input, all of which you can document and draw on as part of your ration-
ale.
Don't rely on instinct or your own reactions. Very often, the audience you need to target will be
enough unlike you that your instincts stand a good chance of being incorrect.
t Spend time developing and defining your goals and objectives for yourself and your
readers. What are the outcomes, communication and otherwise, that should result from
your plan? Have you articulated them well enough so that your agency understands the
importance of what you are proposing?
Thread your goals and objectives through your plan. To keep these foremost in your readers' minds,
a good trick is to re-state them as you oudine your strategies and tactics ("to achieve the objective
of...").
t Identify key message themes, but don't get bogged down in the details. Try to get a consen-
sus from key players as to what the major communication points need to be. State these
broadly, and make sure you explain the reasoning behind them.
Use visuals where possible to convey conceptual communication ideas involving media. Remember,
a picture is worth a thousand words.
If the plan entails many tactical executions and/or messages, use flowcharts to graphically show how
you'll execute it.
Consider presenting your plan as a polished "Power Point" briefing to agency decisionmakers.
t Don't be afraid of using innovative strategic and tactical approaches. As we know, not every
communication problem can be solved by mass media. The most effective approaches are
usually not one-way communication.
Use a range of elements, both media and non-media, to ensure both coverage of and responses from
your targeted groups.
Think through the balance of reach and frequency as well as penetration and impact strategies. Is it
better to reach more people, or more frequently reach fewer people? Do we want our audience to
have more information, or to be more influenced by the information we give them?
Don't overlook the importance of grassroots campaigns and volunteer efforts. All politics may be
local, but so is effective communication. Provide your grassroots affiliates with resource materials to
help get the message out to the public. Where possible, have them localize the message.
I Tie your evaluation plans to your goals and objectives. If your goal is to enhance awareness
of a new policy or program, use awareness-based measures like recall, exposure, and media
impressions. If your goal is attitude/behavior change, then survey analysis may be in order.
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planning
Don't overstate what you think will be the outcomes. It's a natural tendency (and sometimes a man-
agement directive) to expect big results, but some objectives, such as attitude/behavior change, are
complex and hard to achieve or measure.
} Write your plan in plain language. Like many other kinds of writing, communication plans
are often written in a specific style and tone. To be most effective, your writing should be
clear and direct - free of jargon. Make sure your readers can follow your line of reasoning
with no distractions. Academic or creative writing styles are not nearly as effective as plain
language.
To get that lean edge to your writing:
| Use active, action-oriented verbs and sentences that begin with subjects.
t Edit out clumsy, compound-complex sentence constructions and sentences that start with
subordinate clauses and prepositional phrases.
| Be goal-directed. Write about your plan's elements in terms of benefits and outcomes. Strike
a balance in favor of giving your readers reasons to support your ideas rather than just
informing them about the details.
Strategic Planning—Preparing to Meet the Future
You've written your communication plan for a fiscal year full of exciting projects. Now your boss
needs your communications office's input into the agency's strategic plan. Where do you begin?
Nearly the same place, but with a broader view. In the place of the situation analysis, substitute one
that explores all the external factors that impose long-term limits or provide more than local oppor-
tunities. Involve your staff in this analysis, and include an inward look as well, because you need to
know, before you begin planning, if your organization is prepared to respond to change. Will your
staff need retraining or retooling to keep up with technology?
The next step is writing the vision statement. It describes, concisely, your organization as its mem-
bers see it operating in the future. Include only important aspects:
The Communication Services Office will be the preferred provider of communica-
tion services for all national and field office components within the XYZ Agency,
or
The Communication Services Group will support the mission of XYZ Agency by
using telecommunications and information technologies to make access to public
services faster and more convenient and efficient, thus better serving the agency's
customers, stakeholders, and the public at large.
Goals, Strategies, and Objectives
A goal describes where you want to wind up; a strategy is a way to get there; and an objective is a
specific step you can take to follow the strategy for reaching the goal. It may take more than one
strategy to reach a goal, and it may require a number of objectives to implement a strategy.
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planning
One goal related to the vision statement above, could be:
- XYZ Agency public service announcements will be enhanced by the use of multimedia.
Objectives should be specific (describe exactiy what is to be accomplished) and measurable:
- "90 percent of companies receiving XYZ Agency publications rate them as useful by
FY 2003." Note the specific completion date.
An objective under the goal above could be:
- 90 percent of the necessary multimedia technology and a fully trained staff will be in
place by mid-FY 2001.
Another could be:
- Multimedia Public Service Announcement on the research benefits of XYZ Agency's
genetic information initiative will be ready for distribution by September 2002.
Action Plans
A plan of action brings an objective down from the lofty realms of the planning world to the hard
realities of actually doing something. For each objective, an action plan spells out the who, what,
when, where, and how. This phase of planning, which leads directly to implementation, may be
done by a team, with team members resolving the various details. Each step of the project should
be known at the outset, even though there may be changes along the way. Without an action plan,
you won't achieve many objectives. A time line is also usually required, as well as links to the orga-
nizational budget request.
Performance Measurement
An important part of the planning process is to determine how you'll measure your performance.
To measure performance that involves public recognition, you can use customer surveys, Web site
hit counts, and focus groups. The resources your communications unit can commit to such activi-
ties will determine how much you will learn from them. It's a good idea to meet with the officials in
your agency who are managing the overall strategic planning effort, probably under the
Government Performance and Results Act. Not only will they be able to spell out exactly what is
required, but they'll also be able to share examples that are pertinent to your mission.
However, strategic planning should not be thought of as producing a report, but as an ongoing
process. It is iterative, dynamic, and-above all-inclusive. A good strategic plan is the basis for all
the important things communicators do each day in supporting their agencies' mission-related out-
comes. If your staff is involved, as well as your clients inside and outside the agency, developing a
strategic plan will help clarify your priorities and shared goals.
There is a great deal of help available if you need it. Private sector organizations and corporations
have been doing strategic planning for years. Try key-wording strategic planning in any of the
Internet search engines; you'll be surprised at the number of references. The General Accounting
Office (www.gao.gov) has many reports and guidelines. There are strategic planning groups that
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meet periodically in Washington, D. C., some sponsored by the Office of Personnel Management.
But better still, seek out your agency's management gurus and ask lots of questions.
"We don't get offered crises, they arrive."
—Elizabeth Janeway
Crisis Communications:
Planning to Attack the Crisis Before it Attacks You
Don't wait until your agency is in a crisis before you come up with a plan to deal with it. Crisis com-
munications is sometimes called damage control. It's about protecting your agency's reputation
and credibility when a major problem arises that could lead to public and media scrutiny. You can
predict nearly 90 percent of the crises your agency could have. The other 10 percent include such
sudden crises as natural disasters or product tampering. Since you can predict the majority of
potential crises, you can plan for them.
The Five Types of Crisis
Facilities Crisis
Damage such as that caused by an explosion, fire, leakage, or natural disaster.
Community Crisis
Adverse condition created by the organization or outside organizations hostile to the agency
or its mission.
Employee Crisis
Includes loss of life, sabotage, or a reduction in force.
Consumer Crisis
Includes defective products, contracts that can't be met, or an allegation against your agency.
Image Crisis
Includes unlawful or ill-perceived activities, such as sexual misconduct, drug use, or the
indictment or arrest of a senior agency official. This is the most difficult crisis to counteract.
Pro-active versus Reactive
The best way to be pro-active about a crisis is to plan for it in advance and have a crisis manage-
ment and communication plan in place and ready to go. It takes only one mishandled crisis to
cause your agency to lose the respect and trust that it has been building for decades. There are
seven phases that an agency in crisis usually goes through:
• Denial • Spin • Recovery
• Wishful thinking • Damage Control
• Anger and aggression • Reconstruction
With a crisis communication plan in place before the crisis occurs, your agency can skip the first
four phases and move immediately to damage control. That makes you a lot closer to recovery
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planning
when you start. A crisis communication plan gives you time to formulate more comprehensive ideas
and explanations. While you're in the midst of a crisis, stress reduces your field of vision, leaving you
blind to alternatives that are obvious during a planning session done during a less stressful time.
How to do a Crisis Communications Plan
I Sell the idea. The hardest job is to sell top managers on their need for a plan. Brainstorm with
them about the most likely crisis you could have. Ask them to assess how prepared you are to
handle such a crisis.
t Once you've sold the idea, work with management to start mobilizing and training a response
team that will be responsible for coordinating communications with each of your various
publics in the event of a crisis.
t Select the top manager who will head the in-house team to communicate with employ-
ees. Have workers from across your organization represented on the team.
I Select the top manager and team to deal with the media. Train several people to be
media spokespersons.
| Select the manager and teams to communicate with customers, shareholders, and the
key government and law enforcement agencies in your communities.
| Select the manager and team to keep your Web site updated throughout the crisis.
t Arrange a central site and phone number where all team members will check in when a crisis
arises. Also select a secondary site and phone number.
t Plan and tell employees how you will communicate quickly and effectively with each group.
Make sure the teams know how to contact one another at all times by having current business
and home telephone numbers, fax numbers, and e-mail addresses. Use an intra-net Web site
to distribute information to employees.
^ Establish separate points of contact for employees, media, customers, and others to call for
information on the situation.
| Determine who will make final decisions when you are releasing sensitive information.
t Have each team review previous communications involving their publics. Look for strengths,
weaknesses, and ways to improve relations. Begin working on those improvements.
| Be sure the crisis teams know how to reach their key contacts at all times. Make sure they have
day and night telephone numbers for both primary and secondary contacts, and keep those
lists up-to-date.
t Arrange for training and conduct simulations. All crisis team members need media and crisis
training and regular refreshers. Keep everybody on their toes and constantly assess new
potential problems.
| In some situations, you may need to rely on wireless communications between teams and law
enforcement officers. Do your homework and training; locate equipment.
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planning
What to Do When Crisis Occurs
I Communicate. Don't hide behind "no comment." If you do that, you immediately lose control.
Even if all you can say is that you don't know, say so, say why and when you think you will
know. Reporters look favorably on people who are trying to be helpful.
I Never lie or speculate. Provide only factual, confirmed information.
| Put people first. Help the people most affected by the crisis. In the case of accidents, remem-
ber to deal with victims' families before any other group. If they want you to, intercede on
their behalf with the news media. Be sensitive to legal restrictions regarding information, such
as the Privacy Act and Freedom of Information Act. Know what kind of information is public
and what must be withheld.
+ Communicate your concern about the victims.
t Be available at all times to respond to your various publics. Know media deadlines and don't
rely on news conferences alone.
t Don't be defensive. Be prepared for aggressive questioning. You might have to answer the
same question several times.
t Provide brief, precise answers to questions. Don't ramble. Use plain language. Short answers •
also help alleviate nervousness.
t Take your time in explaining difficult issues to reporters.
| Monitor media accounts and quickly correct errors by contacting the reporter or
correspondents.
| Don't attempt legal battles in the media. Express assurances that matters of litigation or
potential litigation will be investigated thoroughly.
| Prepare key points you want to make ahead of time. Make them short and to the point.
Try to repeat them several times during the news conference or interview.
| Stay with the crisis throughout its duration.
t Follow up with the news media to keep them updated about what preventive actions were
taken after the crisis ended.
Remember, the public's immediate assessment of an agency in crisis is based on these four factors of
earning trust and credibility:
| Empathy and/or caring (usually assessed within the first 30 seconds)
t Competence, expertise, and readiness
t Honesty and openness
t Dedication and commitment
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Communicating Risk
Gauging how your audience will react to government messages about physical risk is tough. When
many people hear the word risk they think danger.
According to risk communication research, people can react to news about danger in one of two
ways. They either:
I think about the justice of the situation or
t think about the physical hazard itself.
Frequently, people who are managing physical hazards think about the hazard. They focus on mak-
ing people understand how large or how small the dangers—tire tread separation, low-level radia-
tion, or cooking meat without a thermometer—really are. They ignore the justice of the situation.
People who are getting the messages, on the other hand, may be wondering about how competent
the risk managers are and what their motives are. They aren't thinking about the physical hazard.
Audiences can be highly skeptical of messages that say, on one hand, that genetically engineered
food is safe but, on the other, that cooking meat without a thermometer is dangerous.
What is Your Audience Concerned About? The key to communicating risk is to find out what your
target audience is concerned about. Are they mainly concerned about management issues or are
they concentrating on trying to understand the physical hazard? When people trust and respect the
risk managers, they can start listening to information about physical hazards.
There are a number of risk communication guidelines. Some deal with good listening and some
deal with good explaining. Try the good listening techniques before you try to explain. It's tough for
an audience to listen to Biotech 101 when they're wondering if the lesson is really an excuse for poor
management or unethical practices.
One set of good listening and explaining techniques is presented in Vincent Covello and Fred Allen's
Seven Cardinal Rules of Risk Communication (in an Environmental Protection Agency brochure).
Here are their seven rules:
1. Accept and involve the public as a partner. Your goal is to produce an informed public; not to
defuse public concerns or replace actions.
2. Plan carefully and evaluate your efforts. Different goals, audiences, and media require differ-
ent messages and actions.
3. Listen to the public's specific concerns. People often care more about trust, credibility, com-
petence, fairness, and empathy than about statistics and details.
4. Be honest, frank, and open. Trust and credibility are difficult to obtain; once lost, they are
almost impossible to regain.
5. Work with other credible sources. Conflicts and disagreements among organizations make
communication with the public much more difficult.
6. Meet the needs of the media.
7. Speak clearly and with compassion. Never let your efforts prevent your acknowledging the
tragedy of an illness, injury, or death.
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Don't Explain Until You've Listened: Listen to your audiences' concerns about the hazard before
you try to tell them that their view is right or wrong. One way to gauge potential public reaction to
your message is to call a few friends and ask them what they think about your message.
Make Your Message Easy to Understand: Here's a sample message: The Earth is weightless. The
words in that statement are familiar. That's a short sentence, so it should be easy to understand,
right? It's not the words that make the sentence hard to understand. It's the counter-intuitive idea
that something as big as the Earth could somehow be weightless
Sometimes messages about risk are just as counter-intuitive. Here's one: "The only way to be sure a
ground beef patty is cooked thoroughly is to use an accurate instant-read thermometer." That's a
tough message to understand. But the words in that sentence, and the sentence's length, aren't the
problem.
The problem is that lay theories make this message tough to believe. You might have cooked a ham-
burger just last night without using a thermometer. And, you feel fine today. So why should you use
a thermometer?
When a risk message is hard to believe, acknowledge that. Try presenting your message this way.
t State the message,
t State the lay theory.
t Acknowledge that the lay theory is apparently reasonable.
t Describe a familiar experience that makes the lay theory questionable.
t Then explain the scientific account and the way it makes sense of that familiar experience.
Here's what you might say: "New data show that the only safe way to cook a ground beef patty is to
use an instant, accurate-read thermometer. Many of you are probably thinking you didn't get sick
the last time you cooked a hamburger and didn't use a thermometer. So, it's reasonable to assume
you don't need to use a thermometer.
"But, some people—such as the young and the elderly—are more likely to get sick from harmful
bacteria than others. And, it is possible to develop a resistance to harmful bacteria. People assume
meat color is the key to its doneness and safety. But, meat color is a result of other factors such as
oxygen exposure. At 160 degrees Fahrenheit, a ground beef patty can look either brown or pink.
It's the cooking temperature that kills harmful bacteria. How can you know if your ground beef is
hot enough to kill harmful bacteria? Use a thermometer to make sure your ground beef is safe —
and tasty."
By listening and putting some thought into your messages, you can better gauge what kinds of mes-
sages your audiences want to hear about potential hazards.
Measuring Your Effectiveness
Too often, we measure our effectiveness only by counting the number of products produced in a
given amount of time. But, measuring that way, we're really only evaluating productivity, not
effectiveness.
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If we don't measure our effectiveness in creating and delivering communications products, we'll
never be able to let go of some of the routine tasks we've been performing for years. We need to
demonstrate the added value of putting our energy into new, more meaningful projects. As
resources become tighter, communicators are being asked, along with everyone else, to prove
their worth.
Here are some ideas that you can use to measure your effectiveness:
t Accept that measuring effectiveness is your responsibility, just as you accept responsibility for
creating products that are within budget and on deadline.
t Make planning and evaluation integral parts of your projects. Effective communication
begins with effective planning and continues throughout the life of the project. Meet periodi-
cally with subject-matter specialists and your internal customers. That way you'll be aware of
upcoming projects. Let them know that you are willing to help in the planning process so
you can help identify communications objectives and shape the effort, including the prod-
ucts and the evaluation.
t At first, select only a few projects to measure for effectiveness. This will make the task seem
less overwhelming. Once you've successfully planned and produced an effective product that
you can prove accomplished your objectives, the process will become easier. Eventually
you'll want to evaluate all your projects.
t Identify your communications objectives. Make sure everything you produce meets those
objectives. These steps are the same as for program development. You'll need to answer
these questions:
t What problems are you addressing?
t Who is your target audience?
| What are your objectives? List the types and degree of behavioral or attitudinal change
you want to see happen by a certain time; the effectiveness of the delivery method, or
both.
I What methods will you use? Fact sheets, phone contacts, or personal visits?
t How will you evaluate your effectiveness? Will you measure changes in attitudes or
behavior or measure impact on budget?
t Ask evaluation specialists within your organization to help develop a first-rate evaluation
process. You don't have to do it alone.
| Track the use of your products. This measures whether your delivery techniques are effective,
but not necessarily if your messages are effective. Here are some ways you can track use:
| News clipping services. However, research shows that clipping services often find only
half of the stories that actually make it into print.
t Nielsen ratings or other broadcast monitoring services. These ratings let you know how
many households are being reached with your program or video news releases, but not
necessarily how many people are hearing your message or being moved to action.
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t Quantity counts. Counting how many of a product you create—or better yet, how
many you reprint or reproduce—might tell you something valuable. The question,
however, is whether your product is really effective or whether it is the only thing
available.
t Web tracking. A simple though not necessarily reliable method to measure effective-
ness is simply to count the number of hits on your Web site. Some counting programs
are better than others at tracking real users; they exclude multiple hits from the same
person or hits from your staff.
t Readership surveys to measure reaction to periodicals you are producing.
I Explore more sophisticated ways to measure product effectiveness, such as:
| User surveys and questionnaires can be effective for publications, videos, video news
releases, Web sites—virtually everything you produce. Be sure to make them simple
and easy to complete and return to you. Include a self-addressed, stamped envelope
for mailed surveys. For audiences who have access to the Internet and are comfortable
using the technology, you can use e-mail surveys.
| Telephone surveys, if short and well crafted, can provide you with rich information on
your customers' use of and feelings about your products and services.
t Interviews and focus groups can also provide you with personalized information about
your products and services.
t User observation is an effective evaluation tool for such things as Web site navigation
and Internet educational modules.
t Participant evaluations are useful tools for evaluating workshops and programs. This is
especially true if you also use a follow-up survey to evaluate whether participants have
truly demonstrated the knowledge, attitude, or behavior changes you were targeting.
| Business reply cards, or bounce-back cards, are good tools for getting feedback on
mailed materials. If you don't get a sufficient response this way, however, you may
need to make follow-up phone calls.
t Learn from others. Many organizations have extensive experience in measuring effective-
ness. Check chapter 6 for some useful Web sites.
Once you've started, you'll find that measuring your products' effectiveness won't take nearly as
much time as you thought it might. You'll find the rewards can be gratifying, not only in terms of
recognition and increased support for your organization, but also in increased recognition of your
expertise as a communicator.
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chapter four
The Internet
"For a list of all the ways technology has failed to improve the
quality of life, please press three."
-Alice Kahn
The lack of a Web page is far more obvious and potentially embarrassing than the lack of an e-mail
address. The Web is more like TV than it is like e-mail. At first glance, the Web looks like a tool for
untargeted, mass distribution. However, the Internet is a powerful research tool for the media.
It is crucial that your Web site maintain a consistent message and identity. Maintain and update it
on a daily basis. Make it accessible to customers with cutting-edge technology like PDAs—Personal
Digital Assistants, cell phones, and pagers that offer Web access. And, make it accessible to all.
That means incorporating features to provide access to the hearing and visually impaired, and the
learning disabled.
There are no "fixed" deadlines in the Internet—the information can change minute by minute. The
possibilities for using the Internet are seemingly endless. Instead of a media event, you might want
to try a web-cast announcement. Your agency representative can be in the middle of Iowa and the
media reporters and writers can be anywhere in the country, but they can interact online or have an
Internet chat. The Internet gives you the possibilities of new tools for reporters—Web-based press
kits, Web casts, and digital information available online. Tomorrow will see more audio and video
streaming on the Web as broad banding becomes more common.
Writing for the Web: Tricks of the Trade
On the Web, you have about eight seconds to capture your reader. Great information isn't enough.
Glitzy graphics won't do it. And, hypertext—at its worst—provides appealing distractions that tempt
your readers to move on. So, how can you make your Web pages alluring, attractive, and easy to read?
t Design for easy scanning.
fr Provide visual navigation and accessibility aids.
I Be concise.
I Convey credibility.
How We Read Web Pages
To design Web pages that attract and keep customers, you have to understand that we read Web pages
differently than we read paper.
k Reading rates slow by 25 to 40 percent on the Web.
~ The monitor's flicker causes eyestrain.
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the internet
t Almost 80 percent of Web readers scan Web text. That means only 20 percent read
every word.
t Readers scan a site for only about 10 seconds before they move on.
Design for easy scanning. Do whatever you can to attract and keep your customers coming back to
your Web site for more.
B3T Tips for attracting and keeping your customers:
| Make your fonts legible. Sans serif fonts are, in most cases, the best choice for publishing
chunks of text on the Web. Letters look different on the computer screen than they do on
paper. People usually don't read letter-by-letter as much as they recognize words by their
shape. For example, a word typed in all capitals looks like a rectangle, which slows your
reader down.
On paper, serif fonts, which have both thick and thin lines, increase legibility based on shape
recognition. They also guide the eye between letters on paper. But on the monitor, serifs may cause
letters to appear as blobs or make them look like they're running into each other.
| The smaller the type, the more important it is to use sans serif fonts.
| Italics decrease legibility; use them sparingly.
| Use serif fonts on articles that will be printed to be read.
| Dark type on a light background reads and prints much better than light type on dark.
t Writing on pictures or textures stands out when it's large and bold (check out magazine cov-
ers for ideas).
| Verdana, Arial, and Helvetica are good sans serif choices for monitors. Georgia, Times New
Roman, and Times are good choices for serif fonts.
| Remember that browser settings, whether altered by the user or not, will determine what the
user ultimately sees.
t Use the journalist's tool: The inverted pyramid. Journalists sell their content by bringing
the conclusion to the top of the story. Although this may sound upside-down, it will work for
the Web.
Web readers give you only a few seconds to persuade them that you've got what they're looking
for. The inverted pyramid structure is the perfect device to grab readers who are looking for factual
content.
Shape an inverted pyramid by starting with your conclusion and building down to the background
information. Better still, link to detailed and background information. Web readers will pursue what
they want. That's why it's called surfing.
t Keep line lengths short. Don't make your Web lines longer than 40 to 60 characters. Keep in
mind that it's hard to read from a monitor. Font size on the screen should be a bit larger than
what you might choose for paper publishing.
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t Use headlines and subheads to break up your text. A good headline or subhead is brief,
simple, and meaningful. Web surfers can come to your site from many different directions,
particularly when they are using a search tool to look for key words. Thus, each page on your
site should carry a meaningful headline—one that can stand alone out of the context of the
rest of your pages.
Don't be overly clever or use puns when you're writing headlines. Users could misunderstand your
topic.
t Use bullets and numbered lists. They're easier to read and scan. The format helps you more
concisely shape your content. Numbered lists help your readers pinpoint the next step.
When you bury the information in a paragraph, your readers get frustrated.
t Highlight key words. If you highlight key words, you'll help your readers scan more effi-
ciently. Use a color—reserve blue for links—or simply use a bold face font. Remember, only
20 percent of Web readers read every word.
I Provide visual navigation and accessibility aids. The Web is a visual medium. Graphics and
words work together, and the reader uses both to navigate. Experienced surfers expect a col-
ored bar at the top or left of the page will have links to key sections of the site. Although it's
common that the center of the page will attract attention first, most of your readers will
instinctively look to the top and side for navigational cues.
fr Don't put more than three carefully chosen words in buttons or hyper text links.
t If you can't succincdy describe an area of your site, break it down differently
| Don't squeeze jargon and abbreviations into small spaces. If your readers don't know
what it is, they won't use it.
| Don't use icons alone; use them only as supplements to a hyper text link.
| Use hyper text links within text blocks carefully. They may tempt your reader away
from the text flow. Consider a section of links in a block by themselves where they may
also be easier for your reader to find again later.
t Group hyper text links when you have a lot of them. Make these groups visually
distinct.
t Use ALT tags with all buttons and graphics.
t Don't rely on colors for navigation.
| Use graphics, but keep the file sizes small. Most Internet surfers have slow modem
connections to the Web and won't wait for long screen downloads.
| Be concise. Woman's Day magazine warns that you should be aware of the "Fatigue Factor."
For most in our culture, it's a driving force. Research on Web readers shows they prefer lean
text. In one study, most readers thought they were getting a greater amount of information
from concisely written pages than from wordy pages, even when they weren't. Writing con-
cisely will brand your page as one that is packed with content. Here's how:
t Limit each paragraph to one idea.
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t Begin each with a topic sentence.
I Use three or four sentences per paragraph.
t Keep sentences short.
| Use simple sentence structure.
| Use plain language
| Use active sentences.
| Chunk your content. Help your audiences find the information they seek more efficiently.
Your readers who scan don't like to scroll through long Web pages. Chunk your information
into meaningful pieces. Then:
t Size each chunk to fit on a single screen that carries a meaningful headline.
I Reduce word count by 50 percent when you edit print documents for the Web.
Chunk each page into a few paragraphs.
t Just the facts, ma'am... Web readers want facts. Don't pollute your factual content with
wordy embellishment. Take special care to avoid words and phrases that sound like
marketing jargon.
t Why rewrite something that's already on paper? All the evidence points to the inevitable:
People won't read your page when it's wordy, full of fluff or jargon, or not chunked into
meaningful pieces. Remember that people will enter your site from many different points.
You can't expect Web readers to read your content in a linear fashion.
+ Convey credibility. Web readers look for marks of credibility when scanning a Web page.
Here's how you can be credible:
| Make it clear who is publishing your Web site. Web readers are skeptical about content
when they can't identify who is sponsoring it.
t Provide your credentials. You can use a link to give this information.
t Link to high-quality, credible sites that support your content. Readers sometimes like
to see links to opposing points of view, as well. Many interpret this as objectivity on
the part of the author.
| Consider the literacy of your audience. Rewrite for low literacy. Avoid jargon.
I Before translating Web-based materials into another language, consult colleagues and
customers to see if the materials have already been translated. Ask your customers
what they want. Don't assume you already know what your customers want.
And finally, use your professional judgement. You know when your audience and subject matter
may make it appropriate to break the rules. Apply a bit of the "less is better" principle. Ask for feed-
back from clients and co-workers, and you'll be on your way to having a Web site that is alluring,
attractive, and easy to read.
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Make Your Web Site Customer Friendly
t Break your information up into small bites.
t Label your Frequently Asked Questions (FAQ) "How do I...?" Most people assume their ques-
tion will not be in the FAQ section.
t Use common terms that people are familiar with. People think "1 want to file a complaint,"
not "I want to file an incident report."
+ Less is more. It is better to have a main page with category links that direct folks down a
path than to put everything you have on the front page.
I The fewer clicks, the better. Don't make people search too much for what they want. If there
is a logical progression, people will keep clicking. If they have to click more than four or five
times in what seems a random manner, they will give up.
t Personalize your information whenever possible. Using Zip Code-driven searches or
other ways to make the information apply to the constituent drives home why the informa-
tion/ agency matters to him or her.
f Be a station, not a destination. People are looking for information as part of a process.
Often they aren't familiar with the structure of government. If they need to go to another
agency (instead of yours), provide the link on your page. There is nothing worse than telling
the customer, "It's not my department."
t Put your most sought-after services on the front page. People really want to find the infor-
mation or complete their task quickly—a biography of your commissioner gets in their way
and frustrates them. Your customers shouldn't have to hunt for your information.
| If you provide a public e-mail address and solicit comments or questions, be sure you have
the time and resources to answer all of the inquiries you will undoubtedly receive.
Make Your Web Site Accessible
Twenty percent of Americans have disabilities. As our population ages, it is becoming more disabled.
Design your Web site so that people who may be visually, hearing, or mobility impaired can access
it. Use ALT tags. If your page doesn't have ALT tags, it will be a blank screen when someone with a
visual impairment pulls it up.
I Use ALT text for all images and animation. Whenever possible, include supplemental
information about the image that will enhance it for everyone. For graphics that display
data, include a link to a text alternative page. If images convey nonessential or redundant
information, consider using alt =
t Use descriptive text links - two to five words; avoid click here links. If you have a series of
links on the same line, separate them with a period or vertical lines. Use colored default
links. Set tab order .
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t Make sure your fonts can be made larger. Use relative size and type of fonts, rather than
absolute-size fonts. Use a consistent layout structure, and avoid frames. Include "DOC
TYPE" in your header. Don't design for "best viewed with ...." Avoid scrolling or moving text.
I Use light backgrounds without patterns, and make sure there is contrast between foreground
and background colors. Don't use red/green/brown/grey/purple next to, or on top of, or
changing to red/green/grown/grey/purple.
| Use the latest technology sparingly. Don't disable the "back" button, don't use "pop up"
boxes, and don't use music.
I www.cast.org/bobby/ will check your Web site for accessibility.
t www.lgta.org/accessibility/index.html has free online accessibility lessons.
Push versus Pull
Most traditional advertising and promotional media use a push system to deliver messages to
potential customers. One example would be, "This program is interrupted for an important mes-
sage from ...." Direct mail appeals fill your mailbox daily. The Internet has push technology too, but
users can choose it or not. Ideally, the Internet is a pull system, because you attract Web surfers to
your home page. If you get too pushy, by sending unsolicited e-mail, for example, it will earn you a
bad reputation.
Netiquette
There are some special rules that apply to communicating on the Internet. The most important is to
remember that you are communicating with real people, not a computer. Don't spam—that is, don't
send unsolicited e-mail. Remember that the Internet is a pull system, where customers request
information, rather than one where you send them information without being asked. A wise person
once suggested you treat the Internet like a foreign culture—study it for a month or more, as an
anthropologist would, before you participate.
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chapter
five
How To Do It
"Writing is not necessarily something to be ashamed of, but do it
in private and wash your hands afterwards."
- Robert Heinlein
Writing Awesome and Effective News Releases
There are four basic steps to creating effective news releases - formatting, writing, getting noticed,
and tracking your success.
EsT Formatting Tips:
t FOR IMMEDIATE RELEASE: These words should appear at the top, just under your letter-
head. Be sure to capitalize every letter.
I Contact Information: Skip a few lines and then list your contact person, along with his or
her title, phone and fax number, and e-mail address. You might also want to include home
or cell phone numbers, since reporters work on deadlines and may be trying to call after
normal work hours. Make sure your contact is available and capable of answering questions.
Also include your agency's Web site address.
I Headline: Skip two lines and use boldface type. Don't make it longer than one line. Use
caps and lower case.
I Dateline: This should include your city and the date you are issuing the release.
^ Lead paragraph: The first paragraph needs to grab the reader's attention and should have
the five W's and an H - who, what, where, when, why, and how.
I Text: Use 8-1/2 by 11 paper; with one-inch margins on each side. Keep it to one page, or no
more than two. Reporters usually won't read more than one. If your release is longer than
two pages, you have more than one news release. If you do need a second page, center the
word"- more -" at the bottom of the first page.
t Center # # # or -30- at the end of the news release.
BS3 Writing Tips:
t Make it newsworthy: Are you solving a problem? Pinpoint what the need is and write from
that perspective.
t Write a headline that gets to the point: Immediately tell why this news is important. Avoid
promotional-sounding words. What you say in the headline determines whether or not the
reporter will read your release.
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how to do it
I Write a strong lead paragraph: Answer the who, what, where, when, why, and how. Use this
graph to summarize the news. Make sure the first ten words of your release are effective, as
they are the most important. Don't use fancy language or too many adjectives.
t Once you have provided a brief description of the news, then you can tell who is announc-
ing it, not the other way around.
t Give news details so that the reporter or correspondent understands why it is important to
read on. Add background, quotes, and comparisons to other products, services, or research
to illustrate the importance of this news. If you're announcing a new product or service,
mention when and where it is available and other points. Deal with the facts. Don't editori-
alize.
t Include a short summary of your organization. Especially include any information about
what distinguishes your agency's expertise. Include your expertise and location, but keep it
short—this isn't an annual report.
| Make sure your contact information is complete.
I®" Making News: Tips for Getting Noticed:
t Make sure your information is newsworthy and targeted to the appropriate audience.
t Find out the best way to contact reporters and correspondents who may be interested—
mail, e-mail, fax, Web site?
| Don't include an attachment if you send an e-mail release. Put the release within the body of
the message.
| Don't issue a news release until you have something of substance to say.
t Make it easy for the media to do their jobs—include tip sheets, background papers, or Q&As.
I Know the publication or station deadlines.
DS3 How to Track Your News Release:
It's important to track your media coverage to make sure your news releases are being used. News
clipping services can help you track how effective your news releases are by monitoring newspapers,
magazines, and broadcast outlets across the country. See the suggestions in chapter 6.
Tip Sheets/Fact Sheets/Questions and Answers
Tip sheets, fact sheets, and question and answer sheets can be one- or two-page supplements to
your news releases.
t A tip sheet is generally a how to instruction list;
t A fact sheet may contain historical or general information about your organization or about
a particular project;
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. how to do it
t A Q&A sheet is a fact sheet in a question-and-answer format. It is often used successfully to
correct misconceptions about your organization or project.
Here's the type of information you might use in a fact sheet about your agency:
t Your director's name.
| Your agency's mission.
t The history of your agency or project.
I Partners, customers.
I Information about your project, including its budget and staff size.
t Who you are; what you do; how long you've been around; notable accomplishments.
You can also use a Q&A to define common terms a reporter might come across when doing a story
about your agency. These supplements should be no more than one page with an open layout that
is easy to follow (bold section headers, bullets, and indents). Stay focused on one topic in each fact
sheet. Fact sheets should complement the news release. Make sure fact sheets include your Web
site address as well as contact names and phone numbers.
Background Papers
Background papers can be useful tools to get additional information to reporters and correspon-
dents. Background papers delve more deeply into a subject area than news releases. You will
increase your chance of media coverage if your pitch and materials are interesting and easy to
understand. If you make your message consistent and accurate, you'll stand a better chance of
being the media's primary source.
Don't let your background paper read like an academic paper or technical document, laden with
acronyms and bureaucratic language. It should read more like a story—easy to read and under-
stand. Make the reporter's job easy and you'll get better media coverage.
Earned Media—Coverage on a Shoestring
Can't afford to buy advertising? Then earn media coverage.
The best way to implement your communication strategy is to keep repeating your message to a tar-
get audience. When you buy advertising—online, radio, TV, print, outdoor, or any other media the
ad industry creates—you know what you are getting. You control the message, you control the
medium, and you know approximately who your audience will be. But it costs a lot of money to buy
advertising. Most government agencies are prohibited from doing so with appropriated monies.
The good news is that you don't have to buy space and air time for news and feature articles—all it
takes is a little savvy and a lot of determination to get those articles placed. You can earn media
coverage by developing contacts with reporters, writers, and news directors, as well as by pitching
news story ideas, holding news conferences, and using other creative techniques to get their atten-
tion. All this effort makes it earned media rather than paid-for publicity.
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how to do it
Make Your News Newsworthy. The biggest challenge with earned media is that your message must
appeal to the media's audience. Often, what we think is newsworthy and exciting just makes
reporters yawn. To get their attention, you'll need to frame the issue in an appealing way. Try to
find a current news issue, event, or other news hook to hang your story on. Don't forget to provide a
media link from the home page of your agency's Web site. If your Web page is updated daily,
reporters will come every morning to check for news leads.
Get Your News to the Right Person. Make sure your information is getting to the right person at the
newspaper, magazine, or broadcast station. Don't just fax news releases out and assume they'll get
to the right person. Check media reference books to target your information. Call the media to see
which reporter covers your agency or would be interested in your issue. When you send a news
release, direct it to the right person. Follow up with a call to see if the reporter needs more informa-
tion. Better yet, offer an additional bit of information of special interest to that publication's read-
ers, listeners, or viewers.
"3? Other Ways to Earn Media Attention:
I Submit an opinion editorial (op-ed) with your position to the newspaper,
t Write a letter to the editor,
t Create a PSA (public service advertisement).
t Use banner ads to promote your Web site. Place these ads on sites that cater to your primary
audience. Many big-name sites provide free banner ad space for non-profits.
C3P Freebies: Don't Forget Your Community
Your community may have many media resources available to you that are free:
t Many cable companies provide free production facilities and air time on their public access
channel. For very little expense, you could develop programs on many topics.
t Local radio and TV talk shows are always looking for guests with interesting stories.
t Public transit systems often offer free PSA space on their buses or subways.
t TV stations may be willing to work with you to create and air an ongoing campaign, which
gives your message better exposure than if you had done your own PSAs.
t Businesses might co-sponsor your campaign.
t Supermarkets might put your message on their grocery bags or milk cartons.
t Fast-food restaurants could put your message on their place mats, especially if the material
is educational.
| Be creative and don't be afraid to ask for what you want. The worst they can say is, "no."
More than likely, though, they'll say "yes."
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Public Service Advertisements (PSAs)
Public Service Advertisements (PSAs) are one way to effectively broaden the reach of your message.
There are five P's of PSAs: planning, promotion, packaging, performance assessment, and profes-
sional advancement.
Planning
Don't do any creative work on PSAs until you've thought long and hard about your target audience.
Too many people launch public education campaigns without any thought or research about the
target audience. By considering the various audiences you want to reach, you'll sharpen your
campaign's focus. Consider the primary and secondary audiences, the media, and your internal
partners.
If your budget permits, test your message with focus groups and gatekeepers. Also consider estab-
lishing a baseline of public attitude or behavior about your issue. Once you have a baseline, you'll
be able to measure your campaign results. The Art of Cause Marketing by Richard Earle has more
information about this topic.
If your subject is sensitive or aimed at minority audiences, use focus groups. These informal groups
will help you sharpen your message and make sure that your target audience will understand it.
Focus group will also help keep you from offending your audience by inadvertently using offensive
stereotypes or inappropriate language.
After you've done your research, it's time to develop your formal, written plan. Involve your entire
public affairs staff - this includes everyone who can make a contribution to the ultimate campaign.
Having a formal, written plan keeps you from omitting a key element.
Here are some questions you should answer: What are your creative options? Will you do the cam-
paign elements with your staff or will you hire producers? What is the cost vs. benefit for each
option? What are the objectives of the campaign? What is its scope? TV? Multi-media? Different
media reach different audiences and generate different results. Who will handle distribution and
evaluation? Work in-house or hire a firm to do this? What's your timeline? Are there special events
you can tie into?
Thinking through all your options now will help you save money and guide you through production
and implementation.
Id3 Promotion
Promotion is critical to the success of a PSA campaign. Don't overlook or skimp on it.
Here's how you can make a huge difference in the ultimate impact of your PSA:
| Cultivate contacts at the TV networks - primarily the big four. ABC, CBS, NBC, and Fox.
Network requirements are fairly stringent. But the people there can be very helpful by giving
you feedback on your campaign while it is still in the developmental stage. That way, you'll
avoid costly mistakes in production. TV network requirements are less stringent for govern-
ment agencies. If they approve your campaign, the networks will also feed your PSA to their
affiliate stations. See more information at: www.psaresearch.com, under PSA
Bibliography/Television, article tided: Network Clearance - a Producer's Checklist.
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t If you're launching a new campaign that is particularly time sensitive or has some other com-
pelling argument, consider a pre-campaign alert. These alerts can be blast faxes, postcards,
telegrams, or some other creative approach to the media - typically aimed at TV public service
directors. This gives them a heads-up on your new campaign. This helps them schedule your
PSAs, particularly if they are keyed to a special event.
t If you are in the Washington, DC, metro area, launch your kick-off press conference at the
National Press Club in downtown Washington. Many of the trade publications are located
close by. Don't hold a press conference unless you have something particularly meaningful to
announce. However, remember that some PSA campaigns meet this test.
| Develop a list of trade media contacts to send a storyboard and press release about your cam-
paign. Advertising Age and Broadcasting & Cable might be interested in your campaign. Don't
forget to include magazines and trade press that might be interested in your subject - such as
those covering business, forestry, or conservation. These publications can be particularly
useful in helping expand your network of community partners.
t For every issue the government has, there is an organization in the private sector working on
that same issue. Know who these organizations are. Try to engage them in some meaningful
way in your campaign. This can help you leverage your funding, scope, Web sites, and
community resources.
t Check out Broadcasters Cafe at www.psaresearch.com. This newsletter is targeted to TV
stations. The lead article is always about something that is of interest to broadcasters. The
newsletter includes a synopsis of all current campaigns by Goodwill Communications.
Develop similar techniques to help engage the media for your campaigns.
t Find a special commemorative event that you can associate with your campaign. There is a
special event for just about every cause or concern. If you coordinate your campaign with a
special event - create one if you have to - you'll get more publicity and public attention.
% Engage your community partners. Your regional or local public affairs staffs can help you
engage your partners at the local level. Ask them to tag materials for local use, to make local
media visits, or to give you feedback on local concerns - an important part of message devel-
opment. There's more information at www.psaresearch.com: Involving Your Community
Partners in PSA Program Development.
B5P Packaging
Since you'll be using direct mail to send your PSA packages to the media, why not package them
same way the direct mail industry has been packaging them for years? Some of their successful
techniques include:
| Color.
| Interesting graphics or photographs.
t A compelling benefit statement on the packaging to encourage a busy media person to open it.
As you design your packaging materials, remember that you have less than a minute to entice a
harried TV public service director to open your PSA. These folks get hundreds of PSAs each week.
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Always include a TV storyboard in your package. The public service director may make a snap
decision about whether to use your PSA based solely on your storyboard. Many public service
directors don't have playback equipment readily available. Put all your other information on a
single sheet of paper.
Avoid overly elaborate packages. Media folks will think that if you have that kind of money, you
should be paying for the airtime.
For print PSAs, send black and white repros in various sizes. Have smaller ads in both horizontal
and vertical formats, as well as a single, full-page ad. For radio & TV, include at least three spots -
60, 30, and 15 seconds. Don't create only 30-second radio & TV spots. Research shows that 60-
second PSAs will get the most use. For all media, remember that being flexible in your message will
get you extra mileage. Local media folks don't give a hoot about your national cause - they want to
know what's in it for them. Position and package your issue to emphasize the local relevance.
There are cost-effective ways to package your materials. You can use a shared-reel approach to
reach cable TV, rather than sending individual TV PSAs. You can put PSA messages aimed at
different audiences on the same reel or CD, instead of sending separate packages. Be sure to label
them appropriately.
The smallest amount of videotape you can buy is five minutes long. The shortest CD is an hour.
Since you already have to pay for that amount of time, why not find creative ways to use all of it?
Consider including longer-form videos, VNRs or B-roll in your release to cable systems. Many will
use these longer-length pieces.
DS3 Performance Assessment
Documenting your success will give you credibility for your next campaign. Evaluation will show
how you converted non-users to users. It will pinpoint where you program is strong or weak. It will
help keep your community partners engaged. And evaluation will help sustain future funding,
because your boss will want to know about your results.
PSA evaluation techniques are becoming increasingly sophisticated. You can find some of the latest
technologies at: www.psaresearch.com under How You Can Use Evaluation Data To Fine-Tune Your
PSA Program. You can use an electronic tracking system for TV called SIGMA, which is provided by
A.C. Nielsen. For radio, you can use Arbitron and bounce-back cards. For print, use press clips.
Data for the sake of data collection, however, is meaningless. You've got to massage the data, look at
it from various angles, and merchandise it to the fullest extent. Make sure your creative team knows
what works and what doesn't. Send evaluation reports to your community partners. Break out
materials by region. Make sure your bosses see your results, both good and bad. Bad news is not
always bad. It's only bad when you don't have a plan to correct it. Evaluation gives you the basis for
correcting and strengthening your campaign.
You can use evaluation to help demonstrate that you're meeting your organization's goals. You can
use it to calculate cost-benefit ratios. It can help show how you've engaged the media in your issue.
An analysis of phone calls or Web site visits can demonstrate public involvement. Over time (a lot of
it), you can demonstrate how your campaign is achieving greater public awareness or changing
attitudes.
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l®3 Professional Advancement
It takes time and effort to learn everything there is to know about producing PSAs that get used.
Even experienced advertising agencies and consultants sometimes overlook the basics.
There's no excuse for creating PSA messages and campaigns that are off-target or in the wrong
format.
Before you think about any campaign, talk to as many experienced people as you can. Call your
distributor, go to workshops, call media people, talk to your advertising agency, and read about the
subject. There are many articles on media and PSAs, as well as media links at:
www.psaresearch.com that can help you stay abreast of the changing trends in the field.
When it comes to health and professional advancement, what you don't know will hurt you. What
you don't know will cause costiy mistakes and missed opportunities - which could be worth
millions of dollars of exposure for your cause.
Tips for Producing PSAs that Get Used:
• Learn the latest PSA trends
• Understand what the media needs
• Provide the material in a flexible format
• Get professional, experienced help for production,
distribution, and evaluation
• Develop creative, interesting packaging
Using a Newspaper's Editorial Board
A newspaper's editorial board and its upper level managers can be valuable allies in your organiza-
tion's media efforts. These are the people who not only set the editorial direction for their papers,
but they also make major story assignments. Making friends with them and telling them what your
organization does will help you get better media coverage.
One of the most effective ways to do this is to set up a meeting with you, your boss or spokesperson,
and the editorial board. Make sure the editorial page editor or the executive editor - whoever is in
charge of the newspaper's editorial board - knows that your boss or spokesperson can help explain
whatever your complicated issue is.
Show the newspaper's management that you respect them for their expertise and that you want to
provide information and help them develop stories.
Never try to dictate the direction newspaper reporters should take with a story or the way they
should develop it. Just supply information about the good things your agency is doing. After all,
since you are highlighting your best projects, there really shouldn't be a question about the way the
story will be written.
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Since meeting with editorial boards is time and labor intensive, you'll probably want to save it for
newspapers in larger metro areas. You'll get more return on your time investment with a newspaper
with a circulation of 250,000 than with one with a 2,500 circulation.
But, don't hesitate to hold similar smaller scale meetings with staff members at smaller newspapers.
Their staffs will also appreciate knowing that you are interested in getting their newspapers to cover
your agency and that you want to cooperate with them.
When you go to meet with editorial boards, take along some news tips or summaries specifically tai-
lored to the publication and its coverage area.
I Limit each tip to the equivalent of a good news lead and several follow-up sentences.
t Include complete contact information for each news tip - name, title, address, phone, and
e-mail along with the same information for a back-up contact person.
t Make sure all the contacts - and everyone else in your agency - understands the
importance of cooperating with the media.
Using the Editorial Pages
You can use a letter to the editor or an op-ed article to help frame your organization's message
about a specific issue. Op-eds, so named because they are printed in the space opposite the editori-
als, are a good way to reach community leaders and to expand the reach of your agency's position.
Sometimes a newspaper will begin writing stories about an issue after they've printed an op-ed
about it. Editorial page editors are always looking for well-written, insightful commentary.
Here's how to use the editorial pages:
t Find out what the newspaper uses. Read their op-eds and letters.
| Check submission requirements and deadlines. Find out when and where they want
materials and whether they should be mailed or faxed.
t Don't submit your op-ed or letter to more than one paper at a time if you are in a large metro
area. Most large newspapers want your submission to be an exclusive. In smaller media
markets, you can send your guest column or letter to several outiets at the same time. If
there is any question, ask.
t Choose a subject that is current and appeals to a broad audience.
t Offer a real debate. Give your viewpoint a fresh perspective. Have an original point of view -
or one that is contrary to popular opinion.
t Write clearly and engage your reader. Understand your audience. Organize your material
for the reader. Use the active voice. Write to one person. Verify your facts. Mistakes will
hurt your credibility.
t Be sure to include your name, title, phone number, and other information the newspaper
requires. You can also send additional materials, such as fact sheets.
t Your op-ed or letter will probably be edited. Accept that fact. Ask to be notified when your
op-ed or letter is going to be published.
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Satellite Media Tours
Half of all Americans get all their news on TV. Since these folks don't read newspapers or maga-
zines, you can't reach them through words—you need pictures, video footage, and broadcast inter-
views to reach them. A satellite media tour can help you deliver your message in a timely, credible,
and cost-effective way.
Rather than having your spokesperson spend days or weeks on the road meeting your target media
face-to-face, you can schedule all the interviews on one or two days from one local TV studio, for a
fraction of the cost of air fare. By making sure you have a timely, interesting subject to discuss,
some in-studio visuals and/or B-roll footage, a satellite media tour can reach a vast audience. And,
unlike video news releases, station bookings let you know your results in advance. Local TV stations
like satellite media tours because their own anchor or correspondent gets to interact personally with
your spokesperson. The stations can broadcast the interview live or tape it for later use. A typical
satellite media tour can cover 12 to 20 stations in two to three hours.
Here's how it works:
t Several days before your scheduled satellite media tour, you tell TV and cable stations
about your topic and spokesperson.
t Stations can then reserve time to do a brief 3- to 10-minute interview with your
spokesperson via satellite during a window of time.
t During the satellite media tour, your spokesperson remains in one TV studio while TV
stations across the country are beamed in electronically to do their own interview.
| You can transmit a video news release or b-roll footage during your media tour.
| You can beam in spokespersons from several locations around the country.
| You can include a live demonstration of your product or service.
Be creative in setting up your media tours to make the best use of your time and financial resources.
Also consider setting up radio press tours.
Producing an Agency Newsletter
Spend some time figuring out why you're publishing a newsletter. Talk with everyone involved—
your boss, colleagues, and, most importantiy, your potential readers. Ask these questions:
Purpose: What do you want the newsletter to do? Have you read the competition? Will your infor-
mation be new or different? What will be your writing style? Is there enough material to do it week-
ly? Biweekly? Monthly? Quarterly? Is this newsletter being printed to make everyone feel warm and
fuzzy about the organization? Who chooses the articles? Who edits? How much? Is the newsletter
for information? For entertainment? For publicity? Is it official or unofficial?
Time: How much time will you have to produce each issue? Will it be on company time? Who will
prepare and format the newsletter? Will you have a designer? Do you have desktop publishing
equipment and software? Are you trained to do all the jobs? How many pages are you trying to fill?
How will you proof your own work?
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Budget: Do you have start-up money? Do you have a guaranteed budget for a specific time?
Enough cash for equipment? Do you have or need a scanner for photos? Pencils, paper, furniture,
phones? How are you going to promote the newsletter? How much will it cost?
Design: Do you have a design? A designer? Will the newsletter be full width, one column, two col-
umn, three? Will there be copy only, photos, line drawings? Where will graphics come from? Who
does the layout? Black and white? Color?
Printing: Does your printer do newsletters? Can someone else give you a better deal? Will the
printer mail or deliver your copies?
Internet: Who will put your newsletter in HTML? How quickly will it be posted? How frequently
updated?
These are just a few questions to ask. Add your own. Make sure you have a good idea of what you
are doing, before you start a newsletter.
Editing Your Newsletter
Most newsletter editors accept articles written and contributed by subject-matter experts, who
unfortunately aren't usually communications experts. This poses challenges. Although it is often
difficult to coax busy people into contributing articles, it is even harder to ask those people for
rewrites when their work needs polishing. It does a tremendous disservice to the reader and to the
publication, however, to merely plug an article into a publication without edits and revisions.
Writers depend on good editors to make their work better and easier to read. Here's how you can
ease the burden:
f Is the piece suitable for use? Is it well written, factual, informative, and interesting? Does it
conform to the purpose of the publication, and does it target the intended audience? Has
the author remembered to include necessary details that support the conclusion? If the con-
tent is on target, the writing style can be refined for publication. If the content isn't on tar-
get, rewrite or replace it.
t Don't be timid about asking the writer for either a revision or an interview to expand infor-
mation needed for the article. The author has information you don't, and a quick e-mail or
short phone call may complete the article. Explain any confusing or unclear statements so
the author can fix them.
| If you have interns who write for you, be sure to give them plenty of guidance and review
their drafts carefully.
t If you are soliciting an article, give the writer specific guidelines up front. If your authors
know and understand the parameters before they begin writing, you should need to do very
little editing. Be explicit about the purpose and the audience. Even better, give the writer
written guidelines.
Guidelines for Your Contributing Writers
t Give your writers background information about your publication and a recent copy. Let the
author know who your target audience is and why they read the publication.
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| Tell them how long the piece should be (word count). That way, you won't have to cut. It will
also help the writer stay focused on the topic.
t Give the writer a deadline. Make sure you give yourself enough time before the production
deadline to edit and ask for a rewrite, if you need it.
| Set parameters. Give the author a subject and a focus, or an angle for his or her article.
Be specific in communicating your goal. Tell the author to keep the audience in mind.
t Include a list of things to avoid in your newsletter, such as political statements, jargon,
acronyms, slang, long sentences, cliches, and redundancies.
t Give the author a copy of your agency's style manual.
t Let the author know that you reserve the right to edit all material for length, clarity, and style.
^ Ask for written permission to use copyrighted materials,
t Tell the author to keep a copy of the work.
Disclaimers:
If you accept submissions from outside writers or use materials created by non-staff, include a dis-
claimer. Here are some sample disclaimers:
The opinions expressed in [your publication] are those of the authors and do not
necessarily reflect the views of [your agency]. Previously published material appear-
ing in this publication may not be reproduced in any form except with the express
written permission of the copyright holder.
[Your publication] is published by the [your organization]. Views expressed in [your
publication] are those of the individual writers and do not necessarily represent the
official views of [your organization].
The [your publication] welcomes submissions, [types of submissions that will be
accepted] will be considered. Submissions cannot be returned. We reserve the right
to edit for style, clarity, and length. Black-and-white and color photos are also
accepted. We regret, however, that we cannot return them. Please identify all photos
clearly. [Your organization] reserves the right to use any writing, photos, and artwork
in other publications. Inquiries and letters should be sent to:....
"I can't write five words but that I change seven."
— Dorothy Parker
Elements of Good Writing
Your agency can maintain consistency in writing style and usage by using either an in-house style
guide or a standard commercial guide, such as the AP Stylebook or the Chicago Manual of Style. But
you should also simplify your language, streamline your text by eliminating unnecessary phrases that
do not add to your message, and never go to print with a first draft. When you're revising your own
text or editing someone else's work, keep these basic elements of good writing in mind:
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I®3 Logic:
t Is the purpose clear and relevant?
^ Are all the necessary details there to support the conclusion?
t Is the tone right for the audience?
| Is the presentation balanced?
t Is all the important material presented?
t Is the material accurate and current?
| Are the transitions between thoughts in place?
| Can the reader follow the logic?
t Are the conclusions supported by facts or are they forced?
Word Choice and Language/Style:
t Is it easy to read?
t Do the paragraphs have parallel construction (i.e., are the sentences balanced)?
I Is the language active, positive, and personal?
t Is it written in plain language (avoiding acronyms, technical terms, cliches,
redundancies, colloquialisms, slang, and long sentences)?
t Are the spelling, grammar, punctuation, and format consistent with your agency's
standards?
Message:
t Is the message consistent with your agency's policies?
t Does the author refrain from bias and discrimination?
Legal Issues:
t Have you verified the references?
t Are the text citations/attributions/copyright notices in place?
"Fighting clutter is like fighting weeds—the writer is always slightly behind."
— William Zinsser
Tailoring Your Message
One of the most common errors we make is to try to speak to everybody when we want to reach a
target audience. As a result, we reach almost nobody. We can do better if we tailor our messages,
rather than shotgunning to everyone. When we know our specific audience, we know why and how
we are trying to reach them—and we can evaluate whether we were successful.
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Unless you're giving them information about a hot issue or a crisis, most of your audience will be
indifferent or only mildly interested in what you're trying to tell them. Some research shows that we
are subjected to more than 1,500 competing messages every day. You can cut through to make your
message a prominent one if you focus on what you want to see happen with your audience.
For each audience, you should have a set of objectives. Use terms that are clear and precise. You'll
need to answer these questions:
t Who is the primary audience for this message?
t Why (for what cause, reason, or prospect) is the message being delivered? What is the gener-
al aim of this information? What is the need to be met?
t What obstacles must be overcome?
t What will the content be?
| How will the message be presented?
t What result will satisfy you? What outcome do you want?
t How will you measure what you've done?
t The objective—is it possible?
t The audience—can they change? What do you want them to do?
t The media—are they right for the audience? For the message?
t The message—does it fit your audience?
t Your techniques—are you constructing the message for some hoped-for result or impact?
Your message will reach your targeted audience in direct proportion to your writing skill. Keep a
member of your audience in mind while you're writing your message. You need to know all you can
about this person's interests, values, and lifestyle characteristics. By using demographics and psy-
cho-graphics to profile and understand your audiences, you can discover what motivates them to
respond to what you are offering.
Keep your expectations reasonable. Changing behavior and attitudes can be slow and time-con-
suming. The same message may have to be repeated often and regularly. Each time you repeat the
message, you are creating awareness.
Sometimes, your message will be to teach or inform. Another time, it might be to ask questions you
want your audience to consider. Still another time, it might be about their behavior—is it safe?
Does it need to be changed? Do you want them to adopt a new idea, product, or service?
It may be useful to keep in mind how your audience adopts new ideas. Here are the stages involved
and questions you should consider:
t Awareness: Create or develop awareness? Heighten or raise awareness? Inform about a new
method, an idea? Warn? Alert community to a problem? Publicize a program?
| Interest/Learning: Stimulate or arouse interest? Teach specific information or skills?
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Provide information? For the sake of knowledge? Leading to a behavior change? Leading to
a one-time-only action? Leading to a long-term change in behavior? Identify sources of
help, resources available? Create an understanding?
t Evaluation/Desire: Pose questions?
I Trial: Convince? Try something?
t Adoption/Action: Adopt an innovation, an idea, a new technique? Cause a change in
behavior? Temporarily? Long-term? Cause an attitude or value change? Temporarily?
Long-term? Take action? Seek help? Respond?
Why do audiences respond to messages?
t Information—they want to find out about relevant events and conditions in their immediate
surroundings, in their society and the world; they are seeking advice on practical matters or
opinions and decisions or choices; they are satisfying curiosity and general interest; they are
learning, self-educating, gaining a sense of security through knowledge.
| Personal identity—they are finding reinforcement for personal values; finding models of
behavior; identifying with valued others (in the media); gaining insight into oneself.
t Integration and social interaction—they are gaining insight into the circumstances of others;
experiencing social empathy; identifying with others and gaining a sense of belonging; iden-
tifying a basis for conversation; having a substitute for real-life companionship; helping to
carry out social roles; becoming enabled to connect with family, friends, and society.
| Entertainment—they are escaping or being diverted from problems; relaxing; getting intrin-
sic cultural or aesthetic enjoyment; filling time; undergoing an emotional release.
t Need—they need a product or a service.
Marketing
Marketing is much more than selling or advertising. It encompasses everything from what products
or services you sell to how you get them to your customers. The traditional four Ps of marketing are
product, place, price, and promotion.
Product, of course, refers to your services, including packaging, design, branding, trademarks,
warranties, guarantees, product life cycles, and new-product development.
Place covers the physical distribution of goods.
Price is a factor in your customers' decision about whether to buy or use your product. Customers
can't see your expertise, your insight, or your past experience. When they make a decision to buy a
service, they will decide how much they like you or trust you, in addition to the price.
Promotion refers to all the marketing methods you use. Marketing must get your customer's atten-
tion. If people don't know that you or your programs exist, they can't do business with you.
When you do a marketing plan, this is what to consider:
t What benefits does your agency provide or offer?
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t What happens to people if they don't use your services?
| What new segments or target audiences does it make sense for you to try to reach?
t What are you doing to enhance your relationship with your customers?
t Have you committed time and attention to regularly consider these questions?
US3 Marketing Musts:
t Get involved. Help develop your agency's marketing plan.
t Pay attention to your customers. Answer e-mail and return phone calls promptly.
t Integrate. Your Internet presence should be an integral part of your marketing efforts. Put
your e-mail address and URL on your business cards and stationery. Use it on all your pro-
motions.
t Don't get complacent. Make sure your approach is always fresh and bright.
t Market your Web site. Enter your site in all of the appropriate indices and search engines
and make sure it stays there. Negotiate for reciprocal links. Consider banner advertising.
t Don't give up. Keep plugging away.
t Have goals. Delete the non-essentials and stick to your concrete marketing goals.
) Keep your standards up. Don't settle for anything less than high standards.
Product Marketing—Selling Your Stuff
Sometimes we produce educational materials that are aimed at many constituent groups—policy-
makers, businesses and industries, teachers, students, or the general public. Some government
agencies can sell their products; others can't. If you can sell your materials, here's how to build a
marketing system that includes working with wholesalers and retailers.
Wholesalers and retailers serve in the middle—they can expand your ability to get your valuable
information into the hands of your customers. The income that these companies generate for
themselves is their compensation and incentive to help you carry out your educational mission.
Here are some tips on how to build and implement a wholesale and retail sales system:
Getting Started:
t Make sure your products don't duplicate or compete directly with ones already in the private
sector. Selling government-produced items is not about cutting into private sales; it's about
disseminating useful information that isn't already being produced.
t Identify constituent needs within the context of your agency's objectives and goals.
Depending on your agency, there are many ways to identify these needs.
t Based on the needs you have identified, create marketable products. Looks count. Your
products will compete for the attention of wholesalers, retailers, and customers. Make sure
your products are not only useful but also attractive. If your product is printed, this requires
good writing, editing, and graphic design.
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t Create an attractive print catalog and one-page fliers and a Web site that features items you
especially want to highlight.
t Give consumers as many options as possible to buy your product. Get a toll-free phone
number for orders. Accept orders by fax, e-mail, regular mail, and over your Web site.
Using Wholesalers and Retailers:
| Set a wholesale discount of no less than 40 percent off suggested retail price.
| Anticipate packaging and shipping costs, and figure out how to recover those costs.
t Identify potential wholesalers and retailers. Look in the phone book listings. Get mailing
lists from chambers of commerce and state offices of commerce or economic development.
Copy addresses or get business cards or brochures when you chance on businesses that
might sell your items.
t Check with the Government Printing Office to find out if your product is eligible to be sold
through GPO's retail stores, which are located in major cities.
t See if your product is eligible to be listed in the federal government's master catalog of con-
sumer information publications.
| Build an electronic database of wholesalers, retailers, and retail customers. Use a database
program that will allow you to categorize and code your customers, track inventory, process
orders, and generate invoices.
| Call, visit, or write each potential seller and describe your product.
t Follow up by mailing complimentary samples of your items. Include your price, discount
schedule, and shipping instructions.
t If it's too costly to part with many free samples, send a promotional flier instead, along with
any compelling supporting materials such as newspaper reviews of your product, kudos by
credible people, and award citations.
I®3 Selling Via Direct Mail:
t Do special promotional mailings at strategically determined times of the year. If your prod-
uct is useful to summer tourists in Northern States, for example, send your promotional
materials in February or March, when tourism retailers are stocking up for the summer sea-
son. If your items are useful to school teachers, find out when they generally write up their
budgets for the coming year, and time your promotional mailing to precede that activity.
t Let the news media help you. If you are involved with public safety, tell news media about
your safety-related products just before whatever season or event normally causes increased
problems in that area.
t Make sure you have a system in place, including competent staff, to quickly fill orders and
process payments. Don't overlook storage space for your products and mailing supplies,
along with a budget for these expenses. Factor in shipping materials when you calculate
prices for your products.
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t Provide as many options as you can to make it convenient for your customers. Accept credit
card orders and consider a toll-free telephone number. Accept orders by mail, fax, e-mail, and
on your Web site. If your office is open to the public, be prepared for walk-in buyers.
| Track supply levels so you won't run out of inventory. This is important to good customer
service.
iSf Selling on the Web:
t Create a catalog on your Web site that is attractive, compelling, logically organized, easy to
understand, and easy to use. Copy approaches used by other successful online retailers.
Include teaser color graphics of book covers. If you can, include clips of videos. And make sure
your information loads fast on all computers.
t Have your Web master include keywords (or metatags) when coding for each item in the
catalog. Search engines use metatags to find key information.
t Incorporate a keyword search function in your catalog.
t Make sure your ordering instructions are complete and easy to understand.
t Have a secure, online order form and a system that accepts credit card orders. Include a print-
able order form for customers who prefer to mail or fax their order.
t Find other agencies or businesses related to your agency's mission that have Web sites that
contain links to other Web sites. Ask them to link to your home page or catalog.
t Always include your Web address on all of your print materials.
Effective Meetings
Most meetings are called to solve problems that might not exist if we didn't have meetings. There are
some key questions you should ask before you call a meeting. Is this meeting essential? Can we do
without it? Can it wait another month? Can we get things done with fewer meetings? Can we accom-
plish the task another way?
Accessibility: If you do decide to have a meeting, assume you will have attendees with disabilities.
Make your meeting accessible for everyone. For people who are visually impaired, you may need to
provide alternative formats, such as Braille, cassette tape, computer disk, and/or large print.
Whenever possible, try to work with the vision-impaired attendee ahead of time to find out what for-
mat he or she prefers. To make your meeting accessible for people with hearing impairments, find out
ahead of time if you need a sign language interpreter. Be sure your meeting location is accessible to
people using wheelchairs. Ensure meeting space has 38-inch doorways and aisles, as well as no stairs.
B3P Tips for Holding More Effective Meetings:
t Start and end meetings on time.
| Have an open agenda on a chalkboard or flip chart. Participants can add items to the agenda,
but they must be prepared to lead the discussion if they put an item on the agenda.
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| If an item isn't on the open agenda, it can't be discussed. If it needs to be discussed, it must
be on the agenda.
| Give each item on the agenda a time limit. Three minutes is a good amount of time.
If action or discussion cannot be completed within the allotted time, it must be delayed
until the end of the meeting.
| After all agenda items have been discussed, address the delayed items and estimate how
long it will take the discuss them. Decide if the item can be discussed today or needs some-
one to perform an assignment or activity first. Maybe the item needs more research, details,
data, or opinions.
| Any delayed item should be the first item on the next open agenda.
t Summarize and record action items before adjourning the meeting.
Effective Speeches
You don't have to be a polished speaker to share your agency's message, but you must be able to
communicate effectively. It takes time and effort to craft an effective speech. Here's how to make
your speeches more successful:
Know Your Audience. Find out who and how many will be present, their ages, interests, and occu-
pations. Will they be friendly? If not, why not? What is the format of the meeting and the context of
your speech? Will there be speakers before and after you? What will they discuss? Who will intro-
duce you? Will there be a question and answer period? How long will you be expected to speak?
What are the physical arrangements? What does the room look like? Where will you stand? Will you
have a podium? Do you want one? Will you have a microphone? Will the speech be recorded? Will
media be there? Can you have visual aids?
"Make sure you have finished speaking before
your audience has finished listening."
— Dorothy Sarnoff
Know Your Subject. Public speaking is stressful under the best of conditions. But there is nothing
worse than speaking to an audience without having a firm grasp of the material you're presenting.
There is no substitute for knowledge of the subject. Don't speak unless you have that knowledge. If,
in an emergency, you must speak on a subject you don't have a firm grasp of, immediately tell the
audience you are not an expert.
Have a Clear Goal. What is your goal? Organize your presentation around it. Is your goal to inform
or to persuade the audience? Appeals to reason and emotion can be effective, but a persuasive
speech supported by sound evidence is more effective than a speech without it. You should restate
your basic message more than once. Repetition helps audiences remember.
Prepare Thoroughly. If you don't have time to prepare thoroughly, don't accept the assignment.
Public speaking is just like any other task—to do it successfully requires your time, effort, and
preparation.
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You can grab the audience's attention immediately with a startling fact or provocative opinion. You
can use a concrete illustration, a quote, or a humorous incident. Or you can ask a rhetorical ques-
tion that makes people think.
Convey no more than three or four main points. Your listeners won't remember more than this.
Illustrate the points with examples. Guide the listeners clearly and easily from point to point.
Use your conclusion to stress the purpose of your talk. But leave no doubt about your central idea
and what you've tried to say.
Take some time to prepare your own one-page introduction. Provide a copy to the person who will
introduce you. Bring an extra copy with you just in case. Also, bring an extra copy or two of your
speech in case anyone wants a copy.
"Talk low, talk slow, and don't say too much."
— John Wayne
Add Style to Your Next Speech
Some speeches linger in the hearts and minds of audiences. Others are forgotten as soon as the
words have left the speaker's mouth. What makes a speech memorable? Style! Here's how you can
add some style to your next speech:
| Anecdotes. Even the most sophisticated audiences like to hear anecdotes. Give them what
they want; they'll remember the speaker who tells a good story.
t Colloquial Language. Consider the appeal of regional sayings, colorful proverbs, and
casual slang.
| Definitions. Ever notice how frequently speakers say, "According to Webster ..." and then
proceed to bore the audience with a long, technical definition they lifted straight from the
dictionary? If you want to define something, look in a book of quotes or come up with
something interesting. For example, here's how Edmund Burke defined government: "com-
promise and barter."
I Parallel Structure. Use parallel structure to provide a sense of balance and create the appeal
of harmony. Examples: President Johnson said, "Aggression unchallenged is aggression
unleashed." President Kennedy said, "If a free society cannot help the many who are poor, it
cannot save the few who are rich."
t Repetition. Repetition is crucial. Audiences get restless. Their minds wander. Distractions
pop into their heads—deadlines, budgets, kids, you name it. Whole sections of a speech can
pass right by their ears. So, if you have a particularly good phrase, slogan or line, repeat it.
Again and again.
t Rhetorical Questions. One way to involve your audience is to ask rhetorical questions. They
encourage the audience to think about your topic. When you pose a rhetorical question, be
sure to pause afterward—that gives the listeners some quiet time to answer the question in
their own minds.
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t Short Sentences. Short sentences pack a big punch. They're easy for speakers to deliver and
easy for audiences to grasp. Timed properly, a four-word sentence following a long one can
deliver a memorable punch.
t Sounds of Words. Use rhyme, alliteration, and word games—they all add style to your
presentation.
I Statistics. If you think statistics are boring, you haven't heard the right ones. Follow these
guidelines: Round off the numbers, because your audience is listening, not reading. And
put numbers in everyday terms and personalize them.
t Titles. Choosing a good tide will help you focus your speech. More importantly, it will help
the audience grasp your main message and remember your main point. Be clever—use pop-
ular songs, movies, or best sellers as springboards. Be irreverent, if you want. Be daring.
Just don't be boring.
| Triads. Putting items in groups of three creates a compelling rhythm.
| Visual Imagery. Who can forget the iron curtain of Winston Churchill? Or the big stick of
Teddy Roosevelt?
How to Deliver Effective Speeches
Most of us fear speaking in public more than anything else. We often get a weak, queasy feeling,
often accompanied by shaking, sweating, or a pounding heart. Excessive nervous energy causes
these feelings. But your nervous energy can help give vitality to spark your presentation. Without it,
your speech would be flat, dull, and lifeless. The key is to take your nervous energy and control and
channel it.
Be Prepared: Being prepared will help remove your fear. The more prepared you are, the more con-
fident and less nervous you will feel. Try to breathe deeply and exhale fully between breaths. Try to
consciously slow down your breathing rate. When you are introduced, walk briskly to the podium.
Take a step toward the listeners on one side of the room as you talk to them.
Your Appearance: How you appear will either enhance or negate your message. Project earnest-
ness, sincerity, and enthusiasm. Try to be well rested before a speech. Rehearse the night before,
but get a good night's sleep. You'll come across better and will be less prone to make mistakes.
Your clothing should not be so casual or so bold that people focus on it instead of your message.
Wear an outfit that makes you feel confident and comfortable. If possible, check yourself in a full-
length mirror before you start.
Stand straight but not rigid. Balance your weight on both feet, and hold your stomach in—it'll
improve your posture. Avoid nervous body movements, even if you feel uncomfortable. Vary your
stance occasionally, but don't fidget. Unnecessary or annoying activity detracts from your message.
Keep your hands away from your face and out of your pockets.
Look Them in the Eye: Eye contact with your audience is a powerful tool to connect with them. Try
to include everyone in the audience equally when you look out over the crowd. Good eye contact
increases your credibility as a speaker.
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Smile, Smile, Smile: Remember to smile—convey a sense of comfort, relaxation, and confidence.
Even if you don't feel that way initially, it'll get easier with experience.
Gestures should appear to be a natural extension of your voice, neither contrived nor artificial.
Avoid a white knuckle grip on the podium—relax your hands and it's easier to relax the rest of you.
Move smoothly, not abruptly—the way you would do in a conversation with a friend. And vary your
stance occasionally. If you're not using a stationary microphone, you have more freedom to walk
about and create some visual variety for your audience.
It's fine to have notes to speak from—but don't let your notes be a distraction. It's usually apparent
from your tone of voice and your appearance when you are reading from a script. But no one
objects to a few index cards in your hand with the main points you want to remember to make.
Visuals: Visual props—a book, poster, exhibit, video, photos, or overhead transparencies/slides—
can enhance your speech. They can help reinforce your points, but choose them carefully. They
should be visible to everyone in the audience, and you should be able to handle them smoothly
with no fumbling. Remember to keep your mouth near the microphone when you're talking about
your props. Pre-test any equipment to be sure that it works—and that you know how to run it.
Check your visuals for accuracy and readability from a distance
equal to the last chair in the room. Faulty visuals—or good
visuals poorly displayed—are worse than none at all.
Overheads: With overheads/slides, the rule is less is more. The
best and most effective overheads are short and to the point.
You'll lose your audience if they're busy trying to figure out
poor overheads. The type should be of a size and font that is
easy to read. Check the readability of your overheads from the
back of the room to make sure everyone can see them easily. If
the audience is older, they'll be less able to read the print. Also,
be sure to leave the overheads up long enough for the audience
to read them. Make sure your position is not blocking anyone's view.
Kir" More Tips for Overheads/Slides:
t Think about your audience. Slides/overheads should highlight important points, not dupli-
cate your entire presentation. Slides or overheads are meant to support your talk, not over-
power it. Never read to the audience from the slides. It's okay to pause and let them read it
themselves.
| Think about composition. Aim for a visual balance between all the text and graphic compo-
nents. Don't crowd your information too close to the edges. Leave space between lines of
type to ensure legibility.
t Be consistent. Make the colors and styles of elements the same on all overheads or slides.
Put all titles and subtides in the same location, same color, and same type face.
Your Voice: A good speaking voice is essential for delivering an effective speech. Your voice should
be pleasant, conveying a sense of warmth. It should be natural, reflecting your true personality and
sincerity. It should be dynamic, giving the impression of force and strength, even when it isn't espe-
"Tell 'em what you're
gonna tell 'em. Then tell
'em. Then tell 'em what
you told 'em. And then
sit down."
— John Holiiman, Jr.
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daily loud. Here are some ways, other than increasing volume, to give the impression of force or
strength:
t Pitching your voice higher or lower.
| Using emphatic gestures,
t Reducing or increasing your rate of speech.
| Pausing for effect.
Your voice should be expressive—portraying subtle shades of meaning and never sounding monoto-
nous or without proper emotion. It should be easily heard—with proper volume and clear articula-
tion.
Be sure you can be heard clearly. Pause to let brief interruptions (such as an airplane going over or a
waiter dropping a tray) subside. Also pause when your audience is moved to laugh or applaud—you
don't want them to miss anything. When you are making a natural transition in your speech, pause
to let your words have a chance to soak in.
Vocal Variety: Vary your voice for a successful speech. Be sure to vary:
t Your rate (speed up or slow down to make a point).
t Your pitch (work within a comfortable range, but not all on the same level).
t Your tone (match your tone to your message—humorous, serious, inspiring, or comforting).
| Your volume (but don't under- or over-power the microphone).
Project your voice to the farthest person in your audience. Watch the audience to determine if they
are receptive or if they are straining to hear.
Don't over-memorize or over-rehearse your speech so much that you sound like you're doing it on
automatic pilot. You want to sound confident, but also fresh. Attempt to sound conversational,
certainly not pedantic or strident.
Effective Pauses: Even though many speakers are afraid of them, effectively used pauses attract
listener attention. Pause when you want a point to soak into the minds of the audience before you
go to the next point. Brief pauses are also effective when you're building to a climax with your mes-
sage. Pause as a sign of transition—this tells your audience that you intend to shift to a new point.
Articulate: Pay attention to your articulation. Don't mumble or slur your words together. Avoid lazy
utterances, like gonna for going to, or wanna for want to. Some people rehearse with a tape recorder
- and then listen to themselves to find ways to improve their articulation.
Avoid Fillers: Avoid audible fillers (especially uh)—short, silent pauses are much better. Using uh
between thoughts is, unfortunately, a common problem, even among experienced speakers. Listen
for it on your speech tapes, or ask a friend or family member to listen to you rehearse and tell you if
you're using audible fillers that are distracting. Practice silent pauses so your uhs will be silent. Train .
your mind to set off a little warning bell whenever you say uh and then work to eliminate this
annoying habit from your speech.
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Keep Your Head Up: It is harder for your audience to hear you when you're looking down at your
notes or facing your visuals or props instead of the audience. Keep your head up and face your
audience as much as possible.
Applause: Finally, wait for and acknowledge applause (if it's appropriate to the occasion) with a
smile or nod. But don't leave the podium unattended—if you're introducing another speaker, or if
there's a master of ceremonies or host, wait for that person to come back to the podium before you
step aside.
20 Tips for Overcoming Fear of Public Speaking
1. Nearly everyone is nervous about public speaking—you're not alone in your fear. Effort and
practice will help you overcome your fear.
2. Public speaking is a skill to develop—not an inherent talent.
3. Your audience wants you to succeed; they are almost always on your side.
4. Be glad that you care enough about succeeding that you're nervous. It can be a good sign.
5. Think of public speaking as an opportunity—not a chore.
6. It isn't a speech. It's an opportunity to share information you have with those who have an
interest in hearing it.
7. Believe in yourself, but not so much that you try to wing it without adequate preparation.
8. Envision success—acf the part. Think about what success would look like and then go for it.
9. Assume you will do all right, and you probably will. Assume you will fail, and you probably will.
10. Know your subject well, and thoroughly prepare yourself to talk about it.
11. Control nervous responses:
t Quaking hands—use them constructively with natural gestures and props,
t Quaking voice—take a deep breath or a sip of water.
12. Channel your nervousness into enthusiasm; if your nervousness is apparent, joke about it to
ease the tension.
13. Rehearse and time your speech (with a friend, tape recorder, and/or mirror).
14. Dress at least as well as you think your audience will—or maybe a step better. Looking more
casual than your audience will work against your self-confidence and detract from your
credibility.
15. Have a written outline handy in case your mind goes blank.
16. Fake eye contact if you must (look at hairlines or mouths instead).
17. Have a glass of water handy. You can't talk well when your mouth is dry, and your audience
will notice.
18. Don't sweat small mistakes—everyone makes them, even experienced broadcasters.
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19. Afterwards, ask selected listeners for sincere feedback. People don't usually like to force it on
you, but they like to be asked. Then attempt to incorporate this feedback into your next speech.
20. Seek out and accept every opportunity to speak before an audience. It does get easier over
time—and for many, even enjoyable.
Communicating with Diverse Audiences
To serve your customers better, you must consider their values, environment, social and cultural
customs, and language. Shifts in birth and death rates, immigration rates and patterns, as well as the
number of people moving within the country, tire leading to an older and much more culturally
diverse, multi-racial population in the United States.
In 2001, there were 57,000 Americans who were at least 100 years old. By 2040, it is likely that our
population will have more seniors than preschoolers.
Many of our customers have limited resources or are socially disadvantaged. They may have less for-
mal education and may lack access to new communication technology. They may be faced with
such barriers as limited finances, discrimination, and language and cultural differences that make
communication difficult.
In addition, many people distrust the government because they've had negative experiences. Here
are some tips to help build trust:
| Be careful about what you assume about groups of people and how to communicate with
them. Don't assume they all want to receive your messages.
t Establish a community contact. Learn as much as you can about your customers. Introduce
yourself to the community's leaders. Ask community members whom you should contact, if
you don't know. Ask the leaders about their needs, goals, and operations. Acknowledge and
respect their existing knowledge and expertise. Establishing a relationship of mutual respect
and dialogue is the single most-effective thing you can do to improve communication.
t Take to the field. Ask your contacts to go with you on site visits and demonstrations in the
targeted community. Having your contact person with you will increase your credibility with
members of the community.
t Keep your language plain, simple, and concise. Avoid using slang, agency jargon, technical
terms, or acronyms. Give clear how to instructions. Make sure written information is in
plain, easy to understand language. Target your messages to specific audiences. There are no
broad messages that everyone can understand.
t Use appropriate language. If you need to translate your information into another language,
ask someone from that community to translate it for you. Schools, local governments, and
religious and civic organizations may also be able to help you. You can hire a professional
translator. You may need to provide your materials in large type, Braille, or on a cassette tape.
Ask your customers what alternative formats they might prefer.
| Listen carefully. Use two-way communications. Encourage your customers to tell you their
needs. Rephrase their statements to make sure you're avoiding any misunderstandings.
t Be realistic. It takes time to overcome cultural differences and build trust.
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Disabilities
Communicating about People with Disabilities
More people have disabilities than we commonly realize. Many disabilities are hidden or not
apparent, such as epilepsy, arthritis, or diabetes. As we age, we become more disabled. About one
in six Americans have some degree of disability. Half of seniors 65 and older have a disability.
Words can hurt. The way we describe people shapes our perceptions. Positive language empowers
people. When you write about people with disabilities, it is important to put the person first.
US' Tips:
t Don't use catch-all phrases such as "the blind," "the deaf," or "the disabled." Use nouns like
"employees" and "people."
t Focus on the individual, not the disability. The disability is only one facet of the person.
I Show successful people with disabilities as successful people, not as super-humans. Don't
overstate their achievements, as this may imply that other people who have disabilities aren't
competent.
t Don't use stereotypes. Many people with hearing impairments can talk and have some
degree of hearing.
t Emphasize abilities, not limitations. Don't say "confined to a wheelchair." The wheelchair
provides mobility; people would be confined if they didn't have a wheelchair. Say instead,
"uses a wheelchair."
| Be accurate in describing disabilities.
t Don't be afraid to ask questions. People with disabilities are generally used to questions and
don't mind answering them.
Communicating with People with Disabilities
As more and more people with disabilities become your customers and enter your workforce, you
must be prepared to put your agency's communications materials in such alternative formats as
Braille, captioned video, and tape. In addition, your Internet Web site should be designed so it pro-
vides easy access to people with disabilities. If you run your Web site through www.cast.org/bobby/,
it will tell you which areas are inaccessible and suggest improvements.
B®* Tips:
t When talking with a person with a disability, speak directly to that person, rather than
through a companion or sign language interpreter.
t When introduced to someone with a disability, offer to shake hands. People with limited
hand use or who wear an artificial limb can usually shake hands. Shaking hands with the left
hand is an acceptable greeting.
I When meeting a person who is visually impaired, always identify yourself and others who
are with you. When talking in a group, remember to identify the person you are talking to.
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Positive Phrases
person who is blind; visually impaired
woman who uses a guide dog
person who is deaf; hard of hearing
person who has multiple sclerosis
person with cerebral palsy
person without disabilities
person who uses a wheelchair
person with psychiatric disability
person who no longer lives in an Institution
unable to speak
seizure
successful, productive
says he has a disability
Negative Phrases
the blind
blind woman
the deaf
afflicted or stricken by MS
CP victim
normal person
confined or restricted to a wheelchair
crazy, nuts
deinstitutionalized
dumb, mute
fit
has overcome his or her disability
admits he has a disability
t If you offer help, wait until the offer is accepted. Then, listen to or ask for instructions.
t Treat adults as adults. Address people with disabilities by their first names only when you
are being that familiar with others. Never patronize people who use wheelchairs by patting
them on the head or shoulder.
t Don't lean on or hang on to a person's wheelchair. This is like hanging on to a person and
most people don't like it. The chair is part of the personal body space of the person who
uses it.
t Listen carefully when you're talking with a person who has difficulty speaking. Be patient
and wait for the person to finish, rather than correcting or speaking for the person. If you
need to, ask short questions that require short answers, a nod, or a shake of the head. Never
pretend to understand if you don't. Instead, repeat what you have understood and let the
person respond. The response will clue you and guide your understanding.
t When you're talking to a person who uses a wheelchair, or a person who uses crutches, put
yourself at eye level in front of the person. That will help the conversation.
t How should you get the attention of people who are deaf? Tap them on the shoulder or wave
your hand. Look directly at the person. Speak clearly, slowly, and expressively to see if they
can read your lips. Not all deaf people can read lips. Be sensitive to the person who can read
lips by positioning yourself so that you face the light source. Keep hands and food away
from your mouth when speaking.
t Relax. Don't be embarrassed if you use common expressions like "see you later" or "did you
hear?" Don't be afraid to ask questions when you don't know what to do.
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Internal Communication During a Crisis
What was your workplace like on Sept. 11, 2001? Was information flowing freely or was everyone left
wondering what to do, when to do it, and how to do it?
What about later? Did you have a clear understanding of when to report back to work? Did you
know whom to call to find out if your office was open? Was there a lot of inaccurate information and
half-truths? Did you feel safe? Were you afraid of anthrax exposure? Did you know that your pay-
checks would be on time?
Definition of a crisis: an event or sustained situation that causes an organization to devote
inordinate resources to resolving the situation. The organization's normal operations are severely
disrupted.
During a crisis, an organization usually worries about the impact on its external reputation. Internal
communication is not a priority. That's why Sept. 11, 2001, caught most organizations off guard.
External concerns became much less important and internal communication became crucial.
If you don't have an internal crisis communication plan in place ahead of time, you'll end up
devoting too many resources trying to respond to the crisis. Institutional and individual paralysis -
the inability to make decisions or to do anything - is the biggest enemy during a crisis. Having a
plan in place is the key to getting moving - you don't have to think about it, just act and follow the
plan. Once you've taken the basic steps, you'll be past the initial paralysis.
Employees are starving for information during a crisis. Brief, accurate, and understandable
information is the key to good internal crisis communication. There should be open
communication from the agency head, as well as follow-up communication from direct
supervisors.
Employees don't expect all the answers; they just want to know how the crisis affects them person-
ally. E-mail and small group meetings with direct supervisors are the most effective ways to com-
municate because they give employees a chance to ask questions and provide feedback.
In your plan, don't rely on just one means of communication; circumstances may render one
method impossible. Also, it is important to co-opt the agency's gossip network, especially during
the early stages of a crisis.
Here are some tips for putting together an internal crisis communication plan:
t Consider all possible scenarios. After Sept. 11, 2001, nothing should be considered
impossible or too far-fetched.
t Don't keep your plan a secret. Provide periodic training for employees, even if they've heard
it all before.
t Make sure your staff knows the actions and steps they'll need to take during a crisis.
During a crisis they won't have time to look in a manual. Have a one-page summary sheet as an
action check list. The biggest enemy is paralysis of action. Be prepared to act immediately.
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| Your plan must list who performs each step. Be clear who has responsibility. Have backups for
when staff are out.
t Have an evacuation plan and a way to confirm that everyone is out of the building.
| Have a phone number for staff to call for the latest updates.
| Have multiple communication systems. Don't rely on just one.
t Back up important documents and files-frequently-in a secure place.
| Have a plan for where and how you can continue operations if you can't return to your
building.
For the period after the crisis, learn to recognize the signs of stress (such as confusion, difficulty in
concentrating, disbelief, inability to make decisions, anxiety, panic, grief, loss of emotional control,
helplessness, apathy, boredom, fatigue, insomnia, headaches, elevated blood pressure, rapid heart-
beat, weakness, nausea). Also learn how to avoid additional stress and how to help each other cope,
focus on tasks, and reconnect with each other.
Emergency Evacuations
When an emergency alarm sounds, or if you're told to evacuate the building, get out - regardless of
your situation. Just because you can't see the danger, doesn't mean it doesn't exist or won't hurt you.
There may not be time to tell everyone the nature of the emergency. If you ignore the alert and elect
to stay in your office, you're putting yourself, and emergency rescue people, in danger.
t Never stay in a building after an evacuation alarm sounds.
| Never take an elevator during an emergency evacuation.
t Know where the nearest exit, fire alarm manual station, and fire extinguisher are located.
^ Don't panic.
t If you have a cell phone or pager, keep it with you.
What should you do if you have a disability or if you want to help someone with a disability during
an emergency situation? If you know what to do in an emergency, you'll be less likely to panic. Here
are some tips:
t Meet with your supervisor to find out what people with disabilities should do to get out of
the building during an emergency. In addition, learn where there is an alternate route out
of the building if the primary exit is blocked.
communicators guide
67
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how to do it
t If you can't hear or are hard of hearing, strobe lights and vibrating pagers can tell you that
you need to leave the building.
t If you use a wheelchair or have mobility disabilities, you should have access to a special tele-
phone to use to call for instructions. Evacu-Track chairs can be used to take people down
stairs. Emergency teams are trained to use these chairs.
^ Never let go of your service animal, if you use one. That animal is your lifeline.
t Consider using a buddy system, where a co-worker is responsible for helping you get out of
the building safely. If the person with the disability chooses to use a buddy, he or she must
train the buddy to help. The buddy needs to be familiar with the guide dog or other service
animal so that he or she doesn't waste valuable time trying to form a working relationship
during the emergency. Get and train a back-up buddy, in case the primary buddy is
unavailable.
t Practice getting out of the building using one of the emergency exit routes every sue months.
That way you won't forget the procedures and if you have a service animal, the animal will be
accustomed to the route.
t When the emergency alarm sounds, if you have a service animal, always leave the building. If
you don't, your service animal will learn to disregard the alarm.
t If you work in a different area for an extended time, get a temporary buddy.
68
communicators guide
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chapter six
Tools of the Trade/Resources
"Seek not, my soul, the lite of the immortals; but enjoy to the full
the resources that are within thy reach."
-Pindar, 518-438 B.C.
Organizations:
ACE (Agricultural Communicators in Education): www.aceweb.org
Association of Women in Communications: www.womcom.org
Executive Women in Government: www.execwomeningov.org
Federal Communicators Network: www.fcn.gov
International Association of Business Communicators: www.iabc.com
National Association of Government Communicators: www.nagc.com
Public Relations Society of America: www.prsa.org
Society of Government Meeting Professionals: www.sgmp.org
United States Distance Learning Association: www.usdla.org/
Books:
Bias-Free Word Finder, Rosalie Maggio, Beacon Press, Boston
Designing Web Usability: The Practice of Simplicity (Neilsen, J), Indianapolis: New Riders
Guidebook: Communicating Public Risks and Benefits (Pat Melgares), Kansas State Research
and Extension.
How to Say It, Rosalie Maggio, Prentice Hall, Paramus, NJ
On Writing Well, William Zinsser, HarperCollins
The Art of Cause Marketing, Richard Earle, NTC Business Books
The Associated Press Broadcast News Handbook: Incorporating the AP Libel Manual,
Brad Kalbfeld, AP
The Associated Press Stylebook and Briefing on Media Law, Norm Goldstein, Editor, AP
The Chicago Manual of Style, 14^ Edition, University of Chicago Press
The Elements of Style, William Strunk, Jr., and E.B. White, MacMillan Publishing Co.
The New York Times Manual of Style and Usage, Allan M. Siegal and William G. Connolly,
Revised and Expanded Edition, Times Books, Random House
69
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ols of the trade/resources
The Word, An Associated Press Guide to Good News Writing, Rene J. Cappon, AP
UPI Stylebook: The Authoritative Handbook for Writers, Editors & News Directors, UPI
Writing News for Broadcast, Edward Bliss, John M. Patterson, Columbia University Press
Internet Clipping Services: These are only a few of the many clipping services now available
on the Internet:
Bacon's Clipping Bureau: www.bacons.com
Dow Jones Interactive: www.dowjones.com
Hoover's Online: www.hoovers.com
JournalismNet: www.journalismnet.com/choose/clippings.html
LEXIS-NEX1S: LEXIS-NEXIS.com
NewsDesk: www.newsdesk.com
NewsEdge: www.newsedge.com
Web Sites by Subject: Web sites seem to change on an almost daily basis. These Web sites were
active when we went to press:
Accessibility: www.cast.org/bobby/,www.section508.gov,www.access-board.gov,
www.w3c.org, and www.lgta.org/accessibility/index.html
Agricultural Communications Documentation Center: web.aces.uiuc.edu/agcomdb/docctr.html
Copy Editors' Site: www.theslot.com
Choosing Web Fonts: www.will-harris.com/typoscrn.htm
Crisis Communications: www.oklahoma.feb.gov/emergencyplan.html#Purpose
Distance Education: www.uidaho.edu/evo/distglan.html
see also The Distance Education Handbook: A Guide for University Faculty (Telg, R.W. & Irani, T.).
Good Business Documents: www.gooddocuments.com
Government-Wide Information: www.firstgov.gov
How People Read Web News: www.poynter.org/centerpiece/071200.htm
Instructional Design and Teaching Strategies for Online Course Development:
Illinois.online.uillinois.edu/model
Journalism/content/publishing: www.content-exchange.com
Jeff Kagan's weekly column: www.newsbytes.com
Marketing online: www.emarketer.com
Measuring effectiveness: Journal of Extension Web site, www.joe.org/joe/ or
Journal of Applied Communications Web site www.aceweb.org/JAC/jac.html
Pew Research Center for the People & the Press: www.people-press.org
communicators guide
-------
tools of the trade/resources
Plain Language: www.plainlanguage.gov
Public Service Advertising Research Center: www.psaresearch.com
PSAs: www.psaresearch.com and www.goodwillcommunications.com
Risk Communications: aesop.rutgers.edu/%7ces/PUBS/publist.html
Successful Online Student Profile: Illinois.online.uillinois.edu/model/StudentproFile.htm
Section 508: www.section508.gov
Usable Web: www.usableweb.com/
Web Design and Usability: www.abeleto.com/
Web Writing (evaluating): www.oznet.ksu.edu/prev/ and click on "Summary of Data Collection
Methods and Procedures."
Web Writing: www.useit.com/papers/webwriting/writing.html
www.useit.com/ alertbox/whyscanning.html
www.useit.com/alertbox/980906.html
Yale Style Manual for Website Design: info.med.yale.edu/caim/manual/contents.html
Media Directories:
Bacon's Media Directories: www.bacons.com
Burrelle's Media Directory: www.burrelles.com
Gebbie Press: www.gebbieinc.com
The Capital Source, (Washington, DC): nationaljournal.com/about/capitalsource/
Media Web Sites:
ABC: www.abc.go.com
AP: www.ap.org
Atlanta Journal Constitution: www.ajc.com
BusinessWeek: www.businessweek.com
CBS: www.cbs.com
CNN: www.cnn.com
Federal Times: www.federaltimes.com
Forbes: www.forbes.com
FOX News: www.foxnews.com .
Government Executive Magazine: www.govexec.com
Los Angeles Times: www.latimes.com
MSNBC: www.msnbc.com
communicators guide
71
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tools of the trade/resources
NBC: www.nbc.com
Newsweek: www.newsweek.com
New York Times: www.nyt.com
Salon Magazine: www.salon.com
Time Magazine: www.time.com
USA Today: www.usatoday.com
U.S. News & World Report: www.usnews.com
Wall Street Journal: www.wsj.com
Washington Post: www.washingtonpost.com
All resources are for information and do not imply endorsement.
72
communicators guide
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chapter seven
Contributors
"Some editors are failed writers, but so are most writers."
-T.S. Eliot
Susan Bale, Web master, Kansas State University, 307 Umberger Hall, Manhattan, KS 66506-3402,
sbale@oz.oznet.ksu.edu, (785) 532-6379.
Linda Foster Benedict, Assistant Director, Communications, Louisiana State University Ag Center,
PO Box 25100, Baton Rouge, LA 70894-5100, lbenedict@agcenter.lsu.edu, (225) 578-2937.
Lew Brodsky, Director of Public and Congressional Affairs, Selective Service System, 1515 Wilson
Blvd., 4^ Floor, Arlington, VA 22209, lbrodsky@sss.gov, (703) 605-4191.
Susan Buchanan, Publications Editor, Office of Communications, Peace Corps, 1111 20t*1 St., N.W.,
Washington, DC 20526, sbuchanan@peacecorps.gov, (202) 692-2214.
Kurt Byers, Communications Manager/Editor, University of Alaska Sea Grant College Program,
PO Box 755040, Room 203 O'Neill Bldg., Fairbanks, AK, fnkmbl@uaf.edu, (907) 457-2231.
Donise Cheeks, Senior Analyst, Office of Research, Internal Revenue Service, Washington, DC 20224,
donise.cheeks@irs.gov, (202) 874-4099.
Dr. Denise Decker, Human Resources Manager, Natural Resources Conservation Service, U.S.
Department of Agriculture, Room 6210-S, Washington, DC 20250, denise.decker@usda.gov,
(202) 690-0648.
Joan Detz, loan Detz Speechwriting, 73 Harvey Ave., Doylestown, PA 18901, jdetz@joandetz.com,
(215) 340-9752.
Dr. LaRae M. Donnellan, Professor and Section Leader, Extension Communications, P.O. Box 1071,
The University of Tennessee, Knoxville, TN 37901-1071, lmdonnellan@extl.ag.utk.edu,
(865) 974-7363.
Wendy Douglass, Marketing Director, Colorado State University Cooperative Extension,
235 Aylesworth Hall, N.W., Fort Collins, CO 80523-4050, douglass@coop.ext.colostate.edu,
(970) 491-6430.
Sareen R. Gerson, Chief, Classification and Performance Management, Occupational Safety and
Health Administration, U.S. Department of Labor, Room N3308, 200 Constitution Ave., Washington,
DC 20210, sareen.gerson@osha.gov, (202) 693-2468.
Robin G. Goettel, Communications Coordinator, Illinois-Indiana Sea Grant College Program,
University of Illinois, 63 Mumford Hall, 1301W. Gregory Dr., Urbana, IL 61801-3605,
goettel@uiuc.edu, (217) 333-9448.
73
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contributors
Bill Goodwill, CEO, Goodwill Communications, 9829 Summerday Dr., Burke, VA 22015, (703) 426-0881,
bgoodwill@goodwillcommunications.com.
Donald R. Hannaford, Senior Vice President and Chief Operating Officer, Manning Selvage & Lee/DC,
1100 17th St., NW, 12th Floor, Washington, DC 20036, donald.hannaford@msIpr.com, (202) 467-6600.
Marci Hilt, Public Affairs Specialist, Office of Communications, U.S. Department of Agriculture, Room
421-A Whitten Building, Washington, DC 20250, marci.hilt@usda.gov, (202) 720-3088.
Dr. Tracy Irani, Assistant Professor, University of Florida, 213 Rolfs Hall, Gainesville, FL 32611,
irani@ufl.edu, (352) 392-0502 x225.
Tom Knecht, Head, Office of Agricultural Communications, 110-J Bost Bldg., University Drive,
Mississippi State University, PO Box 9625, Mississippi State, MS 39762, tomk@ext.msstate.edu,
(662) 325-1716.
David McAllister, Writer/Editor, Cooperative State Research, Education, and Extension Service,
U.S. Department of Agriculture, Waterfront Centre, 800 9^ St., S.W., Washington, DC 20250
dmcallister@reeusda.gov, (202) 720-7185.
Tom Merrill, News Specialist, Louisiana State University Ag Center, PO Box 25100, Baton Rouge, LA
70894-5100, tmerrill@agcenter.lsu.edu, (225) 578-5896.
Dr. James I. Onder, Highway Safety Specialist, National Highway Traffic Safety Administration, U.S.
Department of Transportation, Traffic Law Enforcement Division, Room 5130 (NTS-13), Washington,
DC 20590, jonder@nhtsa.dot.gov, (202) 366-9785.
Katherine E. ("Kathy") Rowan, Associate Professor, Dept. of Communication, George Mason University,
Fairfax, VA 22030, krowan@erols.com or krowan@gmu.edu, (703) 993-1090.
Dennis Senft, Public Affairs Specialist (Retired), Agricultural Research Service, U.S. Department of
Agriculture, 319 Amber Dr., San Francisco, CA 94131, dhsenft@aol.com, (415) 641-9355.
Dann Stuart, Chief, Communications Services, Farm Service Agency, U.S. Department of Agriculture,
Room 3633-S, Washington, DC 20250, dann_stuart@wdc.fsa.usda.gov, (202) 690-0474.
James Vaughn, Senior Manager for e-government Programming and Products, America Online
GovernmentGuide.com, AOL, 22070 Broderick Dr., Dulles, VA 20166, vaughnj99@aol.com,
(703) 265-2966.
Jeanne Wiebke, System Support Specialist, Extension Information Technology Unit, 110 EES Bldg.,
Haber Rd., Ames, IA 50011-3070, jwiebke@iastate.edu, (515) 294-8658.
Kathy Wright, Associate Information Technology Specialist, 211 Umberger Hall, Kansas State University,
Manhattan, KS, 66506-3402, kwright@oznet.ksu.edu, (785) 532-6270.
Special Thanks to:
Dennis Carroll, Senior Publications Clearance Editor, Office of Communications, U.S. Department
of Agriculture, Room 428-A Whitten Building, Washington, DC 20250, dennis.carroll@usda.gov,
(202) 720-3298.
74
communicators guide
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contributors
Patricia B. Wood, Communications Advisor, FirstGov.gov, General Services Administration,
750 17^ St., NW, Suite 200, Washington, DC 20006, pat.wood@gsa.gov, (202) 634-0060.
Ashley Wood, Director, IFAS Communication Services, University of Florida, Gainesville, FL 32611-
0810, amwood@mail.ifas.ufl.edu, (352) 392-7228.
Style Note: The stylebook for the "Communicators Guide" was "The Associated Press
Stylebook and Briefing on Media Law," AP, Norm Goldstein, Editor, 2001.
The federal government is committed to ensuring the civil rights of all customers and employees.
Every customer and every employee must be treated fairly and equitably and with dignity and
respect. The federal government prohibits discrimination in all its programs and activities on the
basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orienta-
tion, and marital or family status. By our words and actions, each of us must demonstrate a com-
mitment to equal opportunity for all individuals. To be successful, we must embrace and value
diversity and strengthen our commitment to an equitable and discrimination-free workplace.
communicators guide 75
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M F
InlerMBwer
Checked by
Red checked by
Re-checked by
Corrected by
Correction
Coded by
Coding

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Checked by
JDFR #339
FINAL.l
7/17/03
RED CHECK 0
CITY OF SAN DIEGO
JULY 2003 FOLLOW-UP SURVEY
Introduction
Hello, this is calling for the City of San Diego. We are doing a survey of our
residents about some issues of importance to our community and would like to include the
opinions of your household.
Screening
A. First, is this household in the City of San Diego?
YES-CONTINUE
NO - THANK AND TERMINATE
B. I would like to interview the youngest male adult aged 18 or older who is at home now.
IF NO MALE ADULT IN HOUSEHOLD OR MALE ADULT NOT AVAILABLE, SAY:
C. Then I would like to interview the youngest female adult aged 18 or older who
is at home now.
IF NO ADULT AVAILABLE, SCHEDULE AND RECORD CALLBACK.
IF NO ADULT IN HOUSEHOLD, THANK AND TERMINATE.
WHEN YOU HAVE ELIGIBLE ADULT, CONTINUE.
City of San Diego - July 2003 Follow-up Survey
1
-------
Interview
©Time Started:
1. First, I am going to read you a list of some issues the City of San Diego is dealing
with. As I read each one, please tell me whether you feel it is very important,
somewhat important, not very important, or not at all important. Here's the first
one ... START WITH STATEMENT CHECKED 0.

Very
Somewhat
Not
Very
Not at
All
Don't
Know
CDaair pollution
4
3
2
1
9
quality of the public schools
4
3
2
1
9
traffic congestion
4
3
2
1
9
Od pollution of the ocean, bays, and beaches
4
3
2
1
9
O crime
e
4
3
2
1
9
littering
4
3
2
1
9
2. Now I would like to ask you about some things you may have or own ... Do you
(own) (have) a ? How about a ?

YES
NO
a.
car, truck, or van
1
2
b.
motorcycle
1
2
c.
garden
1
2
d.
dog
1
2
>ASK Q #3 - 8 IF PERSON HAS CAR/TRUCK/VAN OR MOTORCYCLE.
3. Thinking first about your (car, truck, or van) (motorcycle) ... Do you ever wash
your vehicle or vehicles at home?
YES (CONTINUE) 1
NO (SKIP TO Q #5) 2
City of San Diego - July 2003 Follow-up Survey
2
-------
®-IF YES, ASK:
4. And where does the wash water from the vehicle run?
ONTO PAVEMENT LIKE DRIVEWAY, STREET.
GUTTER 1
ONTO DIRT 2
ONTO GRASS, LAWN, GARDEN 3
OTHER 8
5. (And) do you personally ever change the oil in your vehicle or vehicles?
YES (CONTINUE) 1
NO (SKIP TO Q #7) 2
^IF YES, ASK:
6. (And) what do you do with the used oil?
POUR DOWN INSIDE DRAIN 1
POUR DOWN STORM DRAIN 2
POUR ONTO GROUND 3
THROW IN TRASH/GARBAGE 4
KEEP AROUND THE HOUSE 5
USE AS WEED KILLER 6
TAKE TO HAZARDOUS WASTE EVENT/ROUNDUP 7
TAKE TO RECYCLING CENTER 8
7. (And) do you ever drain your vehicle's radiator or radiators?
YES (CONTINUE) 1
NO (SKIP TO Q #9) 2
City of San Diego - July 2003 Follow-up Survey
3
-------
®*IF YES, ASK:
8. (And) what do you do with the radiator fluid?
POUR DOWN INSIDE DRAIN 1
POUR DOWN STORM DRAIN 2
POUR ONTO GROUND 3
THROW IN TRASH/GARBAGE 4
KEEP AROUND THE HOUSE 5
USE AS WEED KILLER 6
TAKE TO HAZARDOUS WASTE EVENT/ROUNDUP 7
TAKE TO RECYCLING CENTER 8
>ASK Q #9 -17 IF PERSON HAS A GARDEN.
9. (Now thinking about) (Thinking first about) your garden. How do you dispose
of your lawn clippings or other green waste? (IF PERSON DOESN'T DISPOSE
OF OWN, ASK: What does your gardener do with the green waste?)
THROW IN TRASH/GARBAGE 1
GREEN WATER CAN/CURBSIDE RECYCLING 2
TAKEN AWAY BY GARDENER/LAWN SERVICE 3
PUT IN COMPOST PILE/USE AS MULCH 4
LEAVE ON LAWN 5
TAKE TO COMPOST FACILITY 6
TAKE TO LAND FILL/TRANSFER STATION 7
OTHER: 8
DON'T KNOW WHAT GARDENER70THER FAMILY MEMBER DOES 9
City of San Diego - July 2003 Follow-up Survey
4
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10. And how do you clean up the clippings that are on walkways, patios, and the
driveway? (IF PERSON DOESN'T MOW OWN LAWN, ASK: What does your
gardener do to clean up after mowing?)
SWEEP UP AND PUT INTO TRASH 1
BLOW INTO YARD (LEAF BLOWER) 2
SWEEP INTO STREET/GUTTER 3
HOSE INTO STREET/GUTTER 4
GREEN WASTE CAN/CURBSIDE RECYCLING 5
NOT APPLICABLE - NO LAWN 6
NOT APPLICABLE - NO CLIPPINGS 7
OTHER: 8
DON'T KNOW WHAT GARDENER/OTHER FAMILY MEMBER DOES 9
11. When you water your garden, does water always, usually, sometimes, rarely, or
never run into the gutter or street?
ALWAYS 5
USUALLY 4
SOMETIMES 3
RARELY 2
NEVER 1
DON'T KNOW 9
12. Do you ever use pesticides, herbicides, or fungicides in the garden?
YES (CONTINUE) 1
NO (SKIP TO Q #16) 2
^IF YES, ASK:
13. As far as you know, when pesticides, herbicides, or fungicides are used in
your garden, are the instructions read and followed very carefully,
somewhat carefully, not too carefully, or not at all?
VERY CAREFULLY 4
SOMEWHAT CAREFULLY 3
NOT VERY CAREFULLY 2
NOT AT ALL 1
IT DEPENDS ON WHO DOES IT 7
DON'T KNOW 9
City of San Diego - July 2003 Follow-up Survey 5
-------
14. After you apply pesticides, herbicides, or fungicides, would you say some
of them wash off into the street due to watering always, usually,
sometimes, rarely, or never?
ALWAYS 5
USUALLY 4
SOMETIMES 3
RARELY 2
NEVER 1
15. And when you have leftover pesticides or herbicides, how do you dispose
of them?
PUT IN TRASH/GARBAGE 1
PUT DOWN INDOOR DRAIN 2
PUT DOWN OUTDOOR DRAIN 3
PUT INTO GUTTER/STORM DRAIN 4
TAKE TO HAZARDOUS WASTE COLLECTION 5
TAKE TO LANDFILL OR DUMP 6
BURY IT 7
NOT APPLICABLE/DON'T HAVE LEFTOVERS 8
OTHER 88
16. Now thinking more specifically about methods for controlling insects ... Do you,
other household members, or your gardener ... START WITH STATEMENT
CHECKED 0.
~mainly use traditional synthetic chemicals (CONTINUE) 1
~ mainly use alternative, non-chemical methods (SKIP TO Q #18) 2
or use a combination of traditional and alternative methods? (CONTINUE) 3
USES NO INSECT CONTROL METHOD (SKIP TO Q #18) 7
DON'T KNOW (CONTINUE) 9
City of San Diego - July 2003 Follow-up Survey
6
-------
>IF USES TRADITIONAL CHEMICALS OR DOESN'T KNOW, ASK:
17. Now I am going to read you five things that are important to some people
in choosing between traditional and alternative methods of insect control.
After I have read all five, please tell me which one is most important to
you. START WITH STATEMENT CHECKED 0.
~cost 1
~method of application 2
~potential for toxic side effects 3
~speed of results 4
or some other factor? (And what would that be?) 5
> ASK Q #18 -19 IF PERSON HAS A DOG.
18. (Now thinking about) (Thinking first about) your dog ... Do you always,
usually, sometimes, rarely, or never "pick up the droppings" when you walk the
dog?
ALWAYS 5
USUALLY 4
SOMETIMES 3
RARELY 2
NEVER 1
19. And do you clean up any dog droppings in your yard every day, every few days,
once a week, or less than once a week?
EVERY DAY 1
EVERY FEW DAYS 2
ONCE A WEEK 3
LESS THAN ONCE A WEEK 4
NOT APPLICABLE - NO YARD OR NO DROPPINGS IN YARD 7
City of San Diego - July 2003 Follow-up Survey
7
-------
>CONTINUE HERE WITH ALL RESPONDENTS.
20. Now thinking about cooking ... When you have a pot or pan with grease in it, do
you ... START WITH STATEMENT CHECKED, INSERTING THE WORD "or"
BEFORE THE LAST CHOICE.
Owipe the grease out of the pan into the garbage 1
Owash the grease down the drain with hot water 2
Owash the grease down the drain with cold water 3
Opour the grease into a container and throw the container in the garbage 4
Oput the pot or pan in the dishwasher with the grease in it 5
NEVER COOKS 7
OTHER (VOLUNTEERED) 8
21. Do you ever do any painting around the house, either inside or outside?
YES (CONTINUE) 1
NO (SKIP TO Q #24) 2
>IF YES, ASK:
22. Where do you clean out your paint brushes, rollers, and pans? IF
BUCKET OR PAIL, PROBE FOR WHERE WATER IS POURED.
INSIDE SINK 1
OUTSIDE SINK 2
GRASS/DIRT/YARD 3
DRIVEWAY/GUTTER/STREET 4
THROW AWAY/TRASH/USE DISPOSABLE ONES ... 5
OTHER 8
23. And how do you dispose of any extra paint you may have?
PUT IN TRASH/GARBAGE 1
PUT DOWN INDOOR DRAIN 2
PUT DOWN OUTDOOR DRAIN 3
PUT INTO GUTTER/STORM DRAIN 4
TAKE TO RECYCLING CENTER 5
TAKE TO HAZARDOUS WASTE COLLECTION 6
TAKE TO LANDFILL OR DUMP 7
BURY IT 8
NOT APPLICABLE/DON'T HAVE LEFTOVERS/NEVER DISPOSE OF IT 77
OTHER 88
City of San Diego - July 2003 Follow-up Survey 8
-------
24.
Have you ever experienced a blocked sewer where you live now?
YES (CONTINUE) 1
NO (SKIP TO Q# 26) 2
®-IF YES, ASK:
25. And was that blockage caused by grease, roots, a break in the line
connecting your house to the street, or a break in the main sewer line?
GREASE 1
ROOTS 2
BREAK IN CONNECTING LINE 3
BREAK IN MAIN LINE 4
NOT APPLICABLE - APARTMENT/CONDO/RENTAL 7
DON'T KNOW 9
26. How often do you clean out the sewer line that connects your home to the main
sewer line in the street?
MORE THAN ONCE A YEAR 1
ONCE A YEAR 2
ONCE EVERY TWO-THREE YEARS 3
ONCE EVERY FOUR-FIVE YEARS 4
ONCE EVERY SIX-TEN YEARS 5
LESS THAN ONCE EVERY TEN YEARS 6
NEVER 7
NOT APPLICABLE - APARTMENT/CONDO/RENTAL 77
DON'T KNOW 99
27. Now thinking about litter ... Would you say that you never, rarely, occasionally,
or often litter?
NEVER 4
RARELY 3
OCCASIONALLY 2
OFTEN 1
City of San Diego - July 2003 Follow-up Survey
9
-------
28. And would you say that you never, rarely, occasionally, or often empty trash or
the ashtray from your car at freeway on- or off-ramps?
NEVER 4
RARELY 3
OCCASIONALLY 2
OFTEN 1
29. In the neighborhood where you live, would you say there is a lot of litter, some
litter, not very much litter, or no litter at all?
LOT 4
SOME 3
NOT VERY MUCH 2
NONE 1
30. And would you say you are very, somewhat, not very, or not at all likely to pick
up litter you see in your neighborhood?
VERY 4
SOMEWHAT 3
NOT VERY 2
NOT AT ALL 1
31. Now thinking about the beaches ... About how often do you visit a San Diego
beach?
EVERY DAY (CONTINUE) 1
EVERY FEW DAYS (CONTINUE) 2
ONCE A WEEK (CONTINUE) 3
ONCE EVERY TWO TO THREE WEEKS (CONTINUE) 4
ONCE A MONTH (CONTINUE) 5
ONCE EVERY TWO TO THREE MONTHS (CONTINUE) 6
EVERY FOUR TO SIX MONTHS (CONTINUE) 7
EVERY SEVEN TO TWELVE MONTHS (CONTINUE) 8
LESS THAN ONCE A YEAR (SKIP TO Q #34) 9
NEVER (SKIP TO Q #34) 10
City of San Diego - July 2003 Follow-up Survey
10
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®"IF ONCE A YEAR OR MORE OFTEN, ASK:
32. Do vou ever feed the birds at the beach?
j
YES 1
NO 2
33. As far as you know, when San Diego beaches are closed due to contamination, is
the contamination usually due to sewage spills or to runoff from homes and
businesses?
SEWAGE 1
RUNOFF 2
DON'T KNOW 9
34. What is the Zip Code where you live?
City of San Diego - July 2003 Follow-up Survey
11
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35. Now thinking about water bodies in general ... What water bodies would you
say are part of the community where you live? PROBE FOR SPELLING.
RECORD VERBATIM. CODE ALL THAT APPLY.
Mission Bay 1
Penasquitos 2
San Diego Bay 3
San Diego River 4
San Dieguito River 5
Tijuana River 6
The Pacific Ocean/The Ocean 7
Coronado Bay/Coronado Beach 8
Lake Miramar 9
Lake Hodges 10
Lake Murray 11
La Jolla Beach 12
Dog Beach 13
Lake Poway 14
Imperial Beach 15
Colorado River 16
San Diego Harbor 17
Ocean Beach/Pacific Beach 18
Del Mar 19
Lake Cuyamaka 20
Chollas Lake 21
None 77
Other: 88
Don't Know 99
City of San Diego - July 2003 Follow-up Survey 12
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36. And what water bodies do you visit or use for recreational purposes? PROBE
FOR SPELLING. RECORD VERBATIM. CODE ALL THAT APPLY.
Mission Bay 1
Penasquitos 2
San Diego Bay 3
San Diego River 4
San Dieguito River 5
Tijuana River 6
The Pacific Ocean/The Ocean 7
Coronado Bay/Coronado Beach 8
Lake Miramar 9
Lake Hodges 10
Lake Murray 11
La Jolla Beach 12
Dog Beach 13
Lake Poway 14
Imperial Beach 15
Colorado River 16
San Diego Harbor 17
Ocean Beach/Pacific Beach 18
Del Mar 19
Lake Cuyamaka 20
Choi las Lake 21
None 77
Other: 88
Don't Know 99
City of San Diego - July 2003 Follow-up Survey
13
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®*IF ZIP CODE IN QUESTION #34 IS ON THE LIST BELOW, ASK QUESTION #37
FOR THAT ZIP CODE. OTHERWISE, SKIP TO QUESTION #38. IF TWO
WATERBODIES, ASK ABOUT: ~FIRST ~SECOND.
37. Would you say that , which is in your area, is very, somewhat,
not very, or not at all healthy?
91902 San Diego Bay
92111 San Diego River
91911 San Diego Bay
92113 SanDiegoBay
91913 San Diego Bay
92114 SanDiegoBay
91915 San Diego Bay
92115 San Diego River and San Diego Bay
91932 Tijuana River
92116 SanDiegoBay
91942 San Diego River
92117 Mission Bay
91945 San Diego Bay
92118 SanDiegoBay
91950 San Diego Bay
92119 San Diego River
91977 San Diego Bay
92120 San Diego River
92014 Penasquitos and San Dieguito River
92121 Penasquitos
92020 San Diego River
92122 Mission Bay
92025 San Dieguito River
92123 San Diego River
92027 San Dieguito River
92124 San Diego River
92029 San Dieguito River
92126 Penasquitos
92037 Mission Bay
92127 San Dieguito River
92064 Penasquito
92128 Penasquitos and San Dieguito River
92065 San Dieguito River
92129 Penasquitos
92067 San Dieguito River
92130 Penasquitos
92075 San Dieguito River
92131 Penasquitos
92101 San Diego Bay
92133 SanDiegoBay
92102 San Diego Bay
92134 SanDiegoBay
92103 San Diego River and San Diego Bay
92135 SanDiegoBay
92104 San Diego Bay
92136 SanDiegoBay
92105 San Diego Bay
92139 SanDiegoBay
92106 San Diego Bay
92140 SanDiegoBay
92107 SanDiegoBay.
92145 Mission Bay and San Diego River
92108 San Diego River
92152 San Diego Bay and Tijuana River
92109 Mission Bay
92173 Tijuana River
92110 Mission Bay

VERY 4
SOMEWHAT 3
NOT VERY 2
NOT AT ALL 1
DON'T KNOW/NOT SURE 9
City of San Diego - July 2003 Follow-up Survey
14
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38. Are you familiar with the concept of a watershed?
YES (CONTINUE) 1
NO (SKIP TO Q #41) 2
®°IF YES, ASK:
39. And how would you define a watershed? PROBE FOR CLARITY AND
SPECIFICS. RECORD VERBATIM.
40. As far as you know, do you live in a watershed, or not?
LIVE IN WATERSHED 1
DO NOT LIVE IN WATERSHED 2
DON'T KNOW/NOT SURE 9
41. In the past six months, have you heard anything about San Diego's storm drain
system?
YES 1
NO 2
42. As far as you know, where do things that enter the storm drains go? IF TO
WATERWAYS, ASK: And do they go to a treatment plant first, or not?
TREATMENT PLANT 1
TO WATERWAY BUT TREATED FIRST 2
TO WATERWAY BUT NOT TREATED 3
TO WATERWAY, NOT SURE IF TREATED 4
TO SEWER 5
OTHER 8
DON'T KNOW 9
City of San Diego - July 2003 Follow-up Survey 15
-------
43.
Have you ever heard the slogan "Think Blue"?
YES (CONTINUE) 1
NO (SKIP TO Q #49) 2
®°IF YES, ASK:
44. And did you hear that slogan on the radio, on television, on both radio
and television, or somewhere else? (And where would that be?)
RADIO (ASK Q #45) 1
TELEVISION (ASK Q #46) 2
BOTH (ASK Q #45 AND Q #46) 3
SOMEWHERE ELSE (SKIP TO Q #47): 8
DON'T RECALL (SKIP TO Q #47) 9
®°IF ON RADIO, ASK:
45. (And) what radio station or stations did you hear it on? PROBE
FOR OTHER STATIONS: Where else? CODE ALL THAT APPLY.
88.3 FM KSDS JAZZ CITY COLLEGE 1
89.5 KPBS 2
92.1 FM KFSD 3
92.5 FM MAGIC XHRM 4
93.3 FM KHTZ CHANNEL 933 5
94.9 FM KBZT 6
98.9 FM MORE ESPANOL 7
100.7 FM KFMB STAR 8
101 FM KGB 9
102.1 FMKPRI SETS 10
102.9 FM K LOVE ESPANOL 11
103.7 FM THE PLANET OR CLASSIC HITS 12
106.5 FM LA NUEVA ESPANOL 13
600 AM KOGO 600 NEWS RADIO 14
760 AM KFMB CBS 15
1360 AM KPOP 16
PREMIER TRAFFIC 17
WESTWOOD TRAFFIC 18
OTHER: 88
DON'T RECALL 99
1

Station Number
Call Letter
Nickname
2

Station Number
Call Letter
Nickname
City of San Diego - July 2003 Follow-up Survey
16
-------
^IF ON TELEVISION, ASK:
46. (And) what television station did you hear it on? PROBE FOR
OTHER STATIONS: Where else? CODE ALL THAT APPLY.
4 COX- Padres 1
5/69 KSWB The WB 2
6 FOX 3
7/39 KNSDNBC 4
8 TV KFMB CBS 5
9/51 KUSI 6
10KGTV 7
11/15 KPBS 8
12 XEWT TELEVISA Energy Communications Espanol 9
13 UPN 10
17 KB NT UNIVISION 11
24 CITY CABLE ACCESS 12
TELEMUNDO-Espanol 13
TIME WARNER USA,TLC,LIF 14
OTHER: 88
DON'T RECALL 99
1

Channel Number
Station
Network
2

Channel Number
Station
Network
47. What does that slogan mean to you? PROBE FOR CLARITY AND
SPECIFICS. PROBE FOR OTHER THINGS: What else? RECORD
VERBATIM.
City of San Diego - July 2003 Follow-up Survey
17
-------
48. In general, would you say that your reaction to the "Think Blue" slogan is
very positive, somewhat positive, somewhat negative, or very negative?
VERY POSITIVE 4
SOMEWHAT POSITIVE 3
SOMEWHAT NEGATIVE 2
VERY NEGATIVE 1
DON'T KNOW/NOT SURE 9
49. Now suppose the City of San Diego wanted to provide you with information on
how to prevent the contamination of our ocean, bays, and beaches. Would you
definitely, probably, probably not, or definitely not pay attention to this
information if it was ? How about ?

Definitely
Probably
Probably
Not
Defintely
Not
Don't
Know
a. on television
4
3
2
1
9
b. on the radio
4
3
2
1
9
c. in the newspaper
4
3
2
1
9
d. mailed to your house
4
3
2
1
9
e. sent to you by e-mail
4
3
2
1
9
f. available on the Internet
4
3
2
1
9
g. available in public places
4
3
2
1
9
h. given to children at school to take home
4
3
2
1
9
i. discussed at community meetings
4
3
2
1
9
j. on Community Access television
4
3
2
1
9
Now in order to classify your responses along with others, I need to ask a few questions
about you ...
50. Do you live in a single family home, a duplex or triplex, a townhouse, or an
apartment or condominium?
SINGLE FAMILY 1
DUPLEX/TRIPLEX 2
TOWNHOUSE 3
APARTMENT/CONDOMINIUM 4
REFUSED 0
51. Do you own your home, or are you renting or leasing it?
OWN 1
RENT/LEASE 2
REFUSED 0
City of San Diego - July 2003 Follow-up Survey 18
-------
52.
What was the last grade you
completed in school?
LESS THAN HIGH SCHOOL 1
HIGH SCHOOL GRADUATE 2
VOCATIONAL/TRADE CERTIFICATE 3
SOME COLLEGE 4
TWO-YEAR DEGREE 5
FOUR-YEAR DEGREE OR HIGHER 6
REFUSED 0
53. What is your age, please?
54. We would also like to know your racial or ethnic background. Are you
Caucasian, African-American, Asian-American, Latino or Hispanic, or some
other ethnicity? (And what would that be?)
CAUCASIAN/WHITE 1
AFRICAN-AMERICAN 2
ASIAN-AMERICAN 3
LATINO/HISPANIC 4
OTHER 8
REFUSED 0
City of San Diego - July 2003 Follow-up Survey
19
-------
55. Was your total annual household income before taxes in 2002 under or over
$50,000?
UNDER ($0-$49,999) (ASK 56) 1
OVER ($50,001+) (ASK 57) 2
EXACTLY $50,000 (END INTERVIEW) 6
DON'T KNOW (END INTERVIEW) 99
REFUSED (END INTERVIEW) 10
--IF UNDER $50,000 ASK:
56. And was it under or over $25,000?
UNDER ($0-24,999) 03
OVER ($25,001-49,999) 05
EXACTLY $25,000 04
DON'T KNOW : 99
REFUSED 20
«-IF OVER $50,000 ASK:
57. Was it under or over $75,000?
UNDER ($50,001-74,999) 07
EXACTLY $75,000 08
OVER ($75,001+) 09
DON'T KNOW 99
REFUSED 30
THANK RESPONDENT!
City of San Diego - July 2003 Follow-up Survey
20
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58. RECORD GENDER:
MALE
FEMALE
.1
.2
TIME ENDED: _
ELAPSED TIME:
DATE:
INT ID#:
/03
REP:
PAGE:
LINE:
PHONE #:( )
CHECKER ERROR

City of San Diego - July 2003 Follow-up Survey
21
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Attendees List
Getting in Step with Phase II
A Workshop for Storm Water Program Managers
June 22-23, 2004
Philadelphia, Pennsylvania
Francis Albright Robert Anderson
Gannett Fleming Maryland Transportation Authority
P.O. Box 67100 300 Authority Drive
Harrisburg, PA 17106-7100 Baltimore, MD 21222
Phone: 717-763-7211 E-mail: randerson3@mdtransportationauthority.com
Fax: 717-763-8150
E-mail: falbright@falbright®GFNET.com
Chris Bartleson John Beswick
Assistant Planning Director Stormwater Inspector
Bethlehem Township West Goshen Township
4225 Easton Avenue 1025 Paoli Pike
Bethlehem, PA 18020 West Chester, PA 19380
Phone: 610-814-6433 Phone: 610-696-5266
Fax: 610-814-6445 Fax: 610-429-0616
E-mail: cbartleson@bethlehemtwp.com E-mail: twp@westgoshen.org
Matt Bonnano
Engineer
Herbert, Rowland 6t Grubic, Inc.
369 East Park Drive
Harrisburg, PA 17111
Phone: 717-564-1121
Fax: 717-564-1158
E-mail: mbonanno@hrg-inc.com
Lisa Boyd
Borough Manager
Strasburg Borough
145 Precision Avenue
Strasburg, PA 17579
Phone: 717-687-7358
Fax: 717-687-6599
E-mail: lmboyd@comcast.net
Ira Bortnick
Environmental Engineer
SEPTA
1234 Market, 6th Floor
Philadelphia, PA 19107
Phone: 215-580-7914
Fax: 215-580-3507
E-mail: ibortnick@septa.org
Patrick Boyle
USEPA Region III
1650 Arch Street
Mail Code: 3CG00
Philadelphia, PA 19103
Phone: 215-814-5533
E-mail: boyle.patrick@epa.gov
Eileen Bradley
Township Administrator
Wrightstown Township
738 Penns Park Road
Wrightstown, PA 18940
Phone: 215-598-3313
Fax: 215-598-0529
E-mail: wrightstown7@aol.com
Richard Breitenstein
Compliance Specialist
Pennsylvania Department of Environmental Protection
2 E. Main Street
Norristown, PA 19401
Phone: 484-250-5140
Fax: 484-250-5971
E-mail: rbreitenst@state.pa.us
-------
Attendees List
Getting in Step with Phase II
A Workshop for Storm Water Program Managers
June 22-23, 2004
Philadelphia, Pennsylvania
Sarah Brennan Graham Bryant
Special Projects Coordinator Hydroworks
Doylestown Township 525 Boulevard
425 Wells Road Kenilworth, NJ 07033
Doylestown, PA 18901 Phone: 908-272-4411
Phone: 215-348-9915 Fax: 908-272-3633
Fax: 215-348-8729 E-mail: gbryant@hydroworks.org
E-mail: sbrennan@doylestownpa.org
Chad Camburn
Engineer
Bursich Associates, Inc.
2129 East High Street
Pottstown, PA 19464
Phone: 610-323-4040
Fax: 610-323-8240
E-mail: camburn@bursich.com
Kevin Chimics
Project Engineer
Spotts, Stevens & McCoy, Inc.
3722 Lehigh Street, Suite 401
Whitehall, PA 18052
Phone: 610-433-4188
Fax: 610-433-3499
E-mail: kevin.chimics@ssmgroup.com
Kelly Deluca
Safety Officer
SEPTA
1234 Market Street, 6th floor
Philadelphia, PA 19107
Phone: 215-580-8033
Fax: 215-580-3507
E-mail: kdeluca@septa.org
Ann Carkhuff
Environmental Scientist
USEPA Region III
1650 Arch Street
Philadelphia, PA 19103
Phone: 215-814-5735
Fax: 215-814-2301
E-mail: carkhuff.ann@epa.gov
Brandy Culbertson
Marketing Manager
BaySaver Technologies, Inc.
1302 Rising Ridge Road, Unit 1
Mt. Airy, MD 21771
Phone: 301-829-6470
Fax: 301-829-3747
E-mail: BCulbertson@BaySaver.com
Kelley Dinsmore
Stormwater Program Coordinator
City of Newark
220 Elkton Road
Newark, DE 19711
Phone: 302-366-7040
Fax: 302-366-7160
E-mail: kdinsmore@newark.de.us
Joseph D'Onofrio
Senior Civil Engineer.
Pennsylvania Department of Environmental Protection
Water Supply Management Program
2 Public Square
Wilkes-Barre, PA 18711
Phone: 570-830-3080
Fax: 570-830-3016
E-mail: jdonofrio@state.pa.us
Paula Estornell
NPDES Storm Water Coordinator
USEPA Region III
1650 Arch Street, Mail Stop: 3WP13
Philadelphia, PA 10103
Phone: 215-814-5632
Fax: 215-814-2301
E-mail: estornell.paula@epa.gov
-------
Attendees List
Getting in Step with Phase II
A Workshop for Storm Water Program Managers
June 22-23, 2004
Philadelphia, Pennsylvania
Jennifer Fields
Permits Chief
Pennsylvania Department of Environmental Protection
2 East Main Street
Norristown, PA 19401
Phone: 484-250-5192
E-mail: jefields@state.pa.us
Denis Forrest
Assistant Township Manager
West Cain Township
721 West Kings Highway, P.O. Box 175
Wagontown, PA 10376-0176
Phone: 610-384-5643
Fax: 610-384-9035
E-mail: denis.forrest.prof.engr@rcn.com
Deborah Fries
Community Relations Supervisor
Pennsylvania Department of Environmental Protection
2 East Main Street
Norristown, PA 19401
Phone: 484-250-5808
Fax: 484-250-5943
E-mail: defries@state.pa.us
Falzetta Gregory
Environmental Engineer
Federal Aviation Administration Technical Center
ACX-42, Building 270
Atlantic City, NJ 08405
Phone: 609-485-5787
Fax: 609-485-6102
E-mail: greg.falzetta@faa.gov
Suzanne Hall
Biologist
USEPA Region III
1650 Arch Street
Philadelphia, PA 19103
Phone: 215-814-5701
E-mail: hall.suzanne@epa.gov
Katrina Harding
Special Projects Coordinator
Warwick Township
1733 Township Greene
Jamison, PA 18929
Phone: 215-343-6100
Fax: 215-343-4407
E-mail: kharding@warwick-township.org
Desiree Henning Dudley
Regional Watershed Manager
Pennsylvania Department of Environmental Protection
Southeast Region
2 East Main Street
Norristown, PA 19401
Phone: 484-250-5826
Fax: 484-250-5943
E-mail: dhenningdu@state.pa.us
Henry Hilgartner
SepTech Solutions, Inc.
P.O. Box 231
Perkasie, PA 18944
Phone: 215-453-3007
Fax: 215-453-3008
E-mail: lnspect@septechinc.com
Richard John
Director of Operations
Doylestown Township
425 Wells Road
Doylestown, PA 18901
Phone: 215-348-9915
Fax: 215-348-8729
E-mail: rejohn@doylestownpa.org
Robert Kean^. v (
Project Manager/Village Stormwater Representative
Village of Port Washington North
c/o Walden Associates
16 Spring Street
Oyster Bay, NY 11771
Phone: 516-624-7200
Fax: 516-624-3219
E-mail: waldenrsk@netscape.net
-------
Attendees List
Getting in Step with Phase II
A Workshop for Storm Water Program Managers
June 22-23, 2004
Philadelphia, Pennsylvania
Timothy Kelly
Hydrogeologist III
Nassau County Department of Public Works
Water Resources Unit
170 Cantiague Rock Road
Hicksville, NY 11801
Phone: 516-571-6850
Fax: 516-571-6858
E-mail: kelly.tim@mail.co.nassau.ny.us
Julie Kollar
Program Manager, Source Water Protection Promotion
Water Resources Education Network
League of Women
116 Chestnut Lane
North Wales, PA 19454
Phone: 267-468-0555
Fax: 215-643-1512
E-mail: juliek@voicenet.com
Gary Kulhan
Environmental Scientist
Conestoga-Rovers & Associates
8615 West Bryn Mawr Avenue
Chicago, IL 60638
Phone: 773-380-9933
Fax: 773-380-6421
E-mail: gkulhan@craworld.com
Steve Long
Engineer
BCHD
P.O. Box 1154
Niwot, CO 80544
Phone: 720-201-2191
E-mail: sl@viawest.net
Lynn Manahan
Conservation Program Specialist
Pennsylvania Department of Environmental Protection,
Bureau of Water Management
400 Market Street, 10th Floor, P.O. Box 8555
Harrisburg, PA 17105
Phone: 717-772-4048
Fax: 717-787-9549
E-mail: lmanahan@state.pa.us
William Kochersperger
Supervising Road Inspector
Burlington County Highway Department
P.O. Box 6000
Mount Holly, NJ 08060
Phone: 609-726-7303
Fax: 609-726-7333
E-mail: wkochersperg@co.burlington.nj.us
Ellen Koplin
Administrator
Lower Milford Township
7607 Chestnut Hill Church Road
Coopersburg, PA 18036
Phone: 610-967-4949
Fax: 610-967-1013
E-mail: lowermilfordts@enter.net
David Levandoski
Assistant Director
University of Delaware
222 South Chapel Street, Room 132 GSB
Newark, DE 19716
Phone: 302-831-8475
Fax: 302-831-1528
E-mail: davelev@udel.edu
Andrew Lowe
Urban Conservation Specialist
Thomas Jefferson Soil and Water Conservation District
2134 Berkmar Drive
Charlottesville, VA 22901
Phone: 434-975-0224
Fax: 434-975-1367
E-mail: andy.lowe@vaswcd.org
Robert May
Councilperson
St. Lawrence Boro
3531 Jacksonwald Avenue
Reading, PA 19606
Phone: 610-478-2262
Fax: 610-478-2217
E-mail: rjma@synergyenvinc.com
-------
Attendees List
Getting in Step with Phase II
A Workshop for Storm Water Program Managers
June 22-23, 2004
Philadelphia, Pennsylvania
Rob Merrick
Public Works Assistant Director
Warwick Township
1733 Township Greene
Jamison, PA 18929
Phone: 215-343-6100
Fax: 215-343-4407
E-mail: rgm@pwz.netscape.com
Kenneth Murin
Chief, Technical Support Section
Bureau of Watershed Management
400 Market Street, 10th Floor
PO Box 8775
Harrisburg, PA 17105-8775
E-mail: kmurin@state.pa.us
April Mullock
Township Engineer
LTL Consultants
One Town Centre
Oley, PA 19547
Phone: 610-987-9290
Fax: 610-987-9288
E-mail: amullock@ltlconsultants.com
Susan Myerov
Community Planner
Heritage Conservancy
85 Old Dublin Pike
Doylestown, PA 18901
Phone: 215-345-7020
E-mail: smyerov@heritageconservancy.org
Erin Nooney
Wetlands Specialists
Burlington County Highway
P.O. Box 6000
Mount Holly, NJ 08060
Phone: 609-726-7301
Fax: 609-726-7333
E-mail: PWnek@co.burlington.nj.us
Jason Papacosma
Arlington County Department of Environmental Services
2100 Clarendon Blvd, Suite 801
Arlington, VA 22201
Phone: 703.228.3613
E-mail: jpapacosma@arlingtonva.us
Marissa Pappas
Watershed Programs Assistant
Pennsylvania Environmental Council
117 South 17th Street, Suite 2300
Philadelphia, PA 19103
Phone: 215-563-0250
Fax: 215-563-0528
E-mail: Mpappas@pecphila.org
Stephen Pierce
Doylestown Township E.A.C.,
425 Wells Road
Doylestown, PA 18901
Phone: 215-572-3456
Fax: 215-572-3460
E-mail: spierce@spstech.com
Bernice Pasquini
Geologist
USEPA Region III
1650 Arch Street
Philadelphia, PA 19103
Phone: 215-814-3326
Fax: 215-814-2301
E-mail: pasquini.bernice@epa.gov
Eric Poulson, P.E.
Consultant
Poulson 6t Associates
5 Camby Chase
Media, PA 19063
Phone: 610-299-3470
-------
Attendees List
Getting in Step with Phase II
A Workshop for Storm Water Program Managers
June 22-23, 2004
Philadelphia, Pennsylvania
Patricia Quigley
Vice Chairman
Worcester Township Planning Commission
1080 Quarry Hall Road
Norristown, PA 19403
Phone: 610-584-1829
Fax: 610-584-6331
E-mail: paqinc@aol.com
Adam Sapp
Stormwater Management
12021 -B NE Airport Way
Portland, OR 97220
Phone: 610-998-0537
E-mail: adams@stormwaterinc.com
Paul Scheider
Public Works Employee
Warwick Township
1733 Township Greene
Jamsion, PA 18929
Phone: 215-343-6100
Fax: 215-343-4407
E-mail: rgmpwz@netscape.com
James Slater
Deputy Director for Environmental and Resource
Protection Programs
Carroll County Department of Planning
225 North Center Street
Westminster, MD 21157
Phone: 410-386-2756
Fax: 410-386-2924
E-mail: jslater@ccg.carr.org
Cheryleen Strothers
Sr. Project Manager
Cowan Associates, Inc.
120 Penn Am Drive, P.O. Box 17
Quakertown, PA 18951
Phone: 215-536-7075
Fax: 215-536-1582
E-mail: jcs@cowanassociates.com
Fred Suffian
NPS Program Manager
USEPA Region III
1650 Arch Street, Mail Code: 3WP12
Philadelphia, PA 19103
Phone: 215-814-5753
Fax: 215-814-5753
E-mail: suffian.fred@epa.gov
Beth Shuman
Assistant Counsel
Pennsylvania Department of Environmental Protection
909 Elmerton Avenue, 3rd Floor
Harrisburg, PA 17110
Phone: 717-787-8792
Fax: 717-772-2400
E-mail: BShuman@state.pa.us
Jon Steenson
Project Engineer
Upper Darby Township
100 Garrett Road, Room 301
Upper Darby, PA 19082
Phone: 610-734-7635
Fax: 610-734-7775
E-mail: jsteenson@upperdarby.org
Donna Suevo
Watershed Manager
Pennsylvania Department of Environmental Protection
2 East Main Street
Norristown, PA 19401
Phone: 484-250-5823
Fax: 484-250-5943
E-mail: dsuevo@state.pa.us
James Talian
Senior Design Engineer
City of Lynchburg, Virginia
900 Church Street
Lynchburg, VA 24503
Phone: 434-455-3953
Fax: 434-847-1436
E-mail: james.talian@lynchburgva.gov
-------
Attendees List
Getting in Step with Phase II
A Workshop for Storm Water Program Managers
June 22-23, 2004
Philadelphia, Pennsylvania
Andrew Travaglini
Senior Civil Engineer
Pennsylvania Department of Environmental Protection
Bureau of Water Management
400 Market Street, 10th floor, P.O. Box 8555
Harrisburg, PA 17105
Phone: 717-772-4048
Fax: 717-787-9549
E-mail: atravaglin@state.pa.us
Aaron Walker Harry Warfield, Jr.
SAIC Public Health Engineer III
21000 Brookpark Road, MS 6-4 Maryland Department of the Environment
Cleveland, OH 44135 3517 Orchard Avenue
Phone: 216-433-8764 Baltimore, MD 21244
Fax: 216-433-3015 Phone: 410-537-3695
E-mail: Aaron.M.Walker@grc.nasa.gov Fax: 410-537-3163
E-mail: hwarfield@mde.state.md.us
Barry Tonning
Tetra Tech, Inc.
10306 Eaton Place, Suite 340
Fairfax, VA 22030
Phone: 703-385-6000
Fax: 703-385-6007
E-mail: barry.tonning@tetratech-ffx.com
Chris Watkins
GIS Technician/Analyst
Pickering, Corts 6t Summerson, Inc.
828 B Newtown-Yardley Road
Newtown, PA 18940
Phone: 215-968-9300
Fax: 215-968-3649
E-mail: cwatkins@pcs-inc.biz
Thomas Weaks
Environmental Resource Specialist Supervisor
West Virginia Department of Environmental Protection
2031 Pleasant Valley Road, Suite 1
Fairmont, WV 26554
Phone: 304-368-3960
Fax: 304-368-3953
E-mail: aweaks@wvdep.org
Dan Welker
Environmental Protection Specialist
USEPA Region III
1650 Arch Street
Philadelphia, PA 19106
Phone: 215-814-2744
Fax: 215-814-2318
E-mail: welker.dan@epa.gov
John Whitescarver
Director
National Stormwater Center
7000 SE Federal Highway, Suite 205
Stuart, FL 34997
Phone: 772-288-6852
Fax: 772-288-9914
E-mail: stormwater@aol.com
Terri White
Environmental Protection Specialist
USEPA Region III
1650 Arch Street, (3WP10)
Philadelphia, PA 19103
Phone: 215-814-5523
Fax: 215-814-5523
E-mail: white.terri-a@epa.gov,
Christy Williams
Tetra Tech, Inc.
10306 Eaton Place, Suite 340
Fairfax, VA 22030
Phone: 703-385-6000
Fax: 703-385-6007
E-mail: christy.williams@tetratech-ffx.com
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Getting in Step with Phase 99
A Workshop for Storm Water Program Managers
June 22-23, 2004
Philadelphia, Pennsylvania
Robert L. Williams
Public Works Director
City Of lewisburg
926 5th Avenue, North
Lewisburg, TN 37091
Phone: 931-359-6383
Fax: 931-270-0657
E-mail: rlvrilliams@tnweb.com
Paul Wnek
County Supervisor Highways & Bridges
Burlington County
P.O. Box 6000
Mount Holly, NJ 08060
Phone: 609-726-7301
Fax: 609-726-7333
E-mail: PWnek@co.burlington.nj.us
Larry Young
Municipal Engineer
Upper & Lower Southhampton Township
801 West Street Road
Feasterville, PA 19053
Phone: 215-357-5950
Fax: 215-357-2836
E-mail: larry.young@verizon.net
Vincent Williams
Environmental Program Manager
NASA Goddard Space Flight Center
'Bldg. 25 Room S080, Mail Stop 250.1
Greenbelt, MD 20771
Phone: 301-286-8734
Fax: 301-286-8884
E-mail: vwilliam@pop200.gsfc.nasa.gov
Diana Wogan
Clean Water Action
100 North 17th Street
Philadelphia, PA 19103
Phone: 215-640-8800
Fax: 215-640-0930
E-mail: dwogan@cleanwater.org
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Evaluation Form
GETTING IN STEP WITH PHASE II:
A Workshop for
Stormwater Program Managers
June 22-23,2004 — Philadelphia, Pennsylvania
Pl3£se taks a few minutes to fill out the evaluation form. Your feedback will help us to continually
enhance and refine our presentations. Thank you!
* * * * * * * * sje * * * * * sje * * * * * * * * * * * * ms * * * « * * * x * * 9(e * * * * * * * * * * * * * sfc * * * * * * * * * * * * * * * * * * * * * * * sc * * * * *
Participant Information
Name (optional)
Please indicate ycur arfiliation:
~ Environiremal Group ~ Academia ~ Consultant ~ Utility
Government: ~ City/County ~ Regional ~ State ~ Federal
~ Other ; ,_i
Part I. Overall Evaluation
Did this workshop meet )rour expectations? 1 2 3 " 4 "" 5 ~~"' "
(Pell short (Exceeded
of expectations) expectations)
What were ne racst "aluable aspects of this workshop?
What were ~ie least valuable aspects of this workshop?
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ri
vv^
D:d you feel that the group exercises were useful? If not, how could they be improved? v
y^'4
v:/
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Part II. Presentation Evaluation (please rate overall content)
Day 1
O jernev; of Phase II Program
~ Excellent ~ Good ~ Average ~ Poor
Comments:
Illicit Discharge Detection and Elimination
~ Excellent ~ Good ~ Average ~ Poor
Comments:
illicit Discharge Detection and Elimination: Field Application of Program Principles
J Hxcellsnt ;~ Good ~ Average ~ Poor
Comments:
Quick and Dirty Outfall Reconnaissance i nventory Exercise
~ Exceller: ~ Good ~ Average ~ Poor
Comments
Port Construction Runoff Control: Basic Program Requirements
~ Excellent ~ Good ~ Average ~ Poor
Comments:
Case Sruay: Post Construction Stormwater Management
~ Excellent ~ Good ~ Average
Comments:
Post Construction Design and Performance Standards
~ Excellent ~ Good ~ Average
Comments:
~ Poor
.-OP'XO / 'a '/
>-¦ ' - - /
f
' ' \
~ Poor
, /
C'OCQQ J: ¦ /
/ A
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Case Sndy: Sto-nnater Controls for Challenging Situations
~ Excellent ~ Good ~ Average
Comments:
~ Poor
Da^ 2
Building Blocks for Effective Siormwater Education and Outreach
~ Excellent QGood ~ Average QFoor
Cornments:
Engaging and involving Key Stakeholders and the Public in Your Program
~ Excellent ~ Good ~ Average O Poor
Comments:
Whet it Tckes to Change Behavior
~ Excellent ~ Good ~ Average ~ Poor
Comments:
Problems ir^d Solutions Implementing the Stormwater NPDES Program
~ Excellent ~ Good ~ Average ~ Poor
Comments:
Integrating Storm Water Programs with Other Water Resource Prcgrams
~ Excellent ~ Good ~ Average ~ Poor
, Coirments:

Working with the News Media to Enhance your Outreach/Involvement Efforts
.^•9
/?AV' . ¦ * i . "¦ %
^ vs
k. -
^ 0 ...
-1
~ Excellent
Comnents:
~ Good
~ Average
~ Poor /
id
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Group Discussiort: Don't Reinvent the. Wheel!.
~ Excellent ~ Good
Comments:
~ Good
~ Average
~ Poor
Part HI. Please provide a brief response to the following questions.
Wh«i TWO storrawater subjects do you feel you still need help with?
What topics would you like to see USEPA develop guidance on?
Are" you interested in additional training? If so, what subjects? What form? (e.g., live classroom, web-
bssedj teleconference/web cast)
Have you fownd the USEPA Stormwater Web site (www.epa.gov/npdes/stDrmwal' ) useful? Wfiy or why
n6t? If not, bow would you improve it?
Any other comments or suggestions? »- T,*.&
Please rerun evaluation forms to the registration desk or mai'_ or fax to:
Ashley Moats
10306 Eaton PL, Ste. 340
Fairfax, VA 22030
(P)70S.385.6000; (F)703.385.6007, email: asJhley.moats@tetrat3Ch-ffx.com
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