Open Forum

We are in the process of changing the format our regular public tours, which include an overview of the history of the Newberry family and our historic building as well as information about our collection and programs. The current tours are extremely information-heavy, with docents doing most (or all) of the talking. We've done a lot of research on inquiry-based tour techniques and are in the process of developing a new and more interactive and interesting format.

I'm looking for advice on introducing the new methods to our current docents, some of whom have been doing tours the same way for many years. I don't want them to feel insulted or like we're telling them they've been doing things wrong.

I'd appreciate tips from others who've been through this process, as well as any resources - videos, maybe? - to present the changes in a positive way.

Thank you,

- Karen

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Karen Christianson PhD
Director of Public Engagement
Newberry Library
Chicago IL
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This situation is a tricky one and very hard to handle without hurting somone's feelings. After many false starts, the best method my team found was to include some of the "old guard" in the planning.  Have them do the research on the benefits of the inquiry method along with you; arrange for them to have an "aha" moment of their own through discussion of their experiences as a visitor. Have them help train the other docents, who will listen to them more than you, I fear. Your concern is a good first step too  Good luck! 

Beth Twiss Houting, Historical Society of Pennsylvania
btwisshouting@hsp.org

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Beth Twiss Houting
Senior Director of Programs an
Historical Society of Pennsylvania
Philadelphia PA
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I would suggest approaching it as giving them more tools for their toolbox rather than "completely switch everything you are doing!" Start by soliciting from them what types of groups they get on a regular basis - families? Internationals? Seniors? Millennials? K-12 students? Groups of all ages/types mixed? Ask what they find challenging for the different groups. Have them share with each other techniques that they have found works to solve some of the challenges. With a large enough group, I bet someone has noticed that if you ask questions you engage the children more or if you give room for observations and participant questions, the groups get more lively. If not, well, then you use the challenges they list to drop in the "here are some techniques to begin trying and see if it helps" approach and launch into your training. When training is through and they have had a chance to be a participant for an exploration (or several) using more inquiry/object based, visitor-centered techniques, challenge them to incorporate one into their tour and report back how it went - Did the visitors respond? Would another approach work better? Do peer observations so they can talk with each other about which techniques seem to work with which groups or objects. If you are making a reading packet, there are some good short musings on here- oldies but goodies: The Docent Educator

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Good luck! 

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Lynda Kennedy PhD
VP Education & Evaluation
Intrepid Sea-Air-Space Museum
New York NY
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​Before trying a drastic change, try something small. What about team tours? Have two Docents co-leading a tour instead of just one. Injecting a second person, by its very nature, means that at the very least the two Docents will be chatting with each other, bouncing things off each other. This conversational style of tour might encourage visitors to chime in, too.

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Sean Mobley
Docent Services Specialist
Museum of Flight
Seattle WA
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------Original Message------

We are in the process of changing the format our regular public tours, which include an overview of the history of the Newberry family and our historic building as well as information about our collection and programs. The current tours are extremely information-heavy, with docents doing most (or all) of the talking. We've done a lot of research on inquiry-based tour techniques and are in the process of developing a new and more interactive and interesting format.

I'm looking for advice on introducing the new methods to our current docents, some of whom have been doing tours the same way for many years. I don't want them to feel insulted or like we're telling them they've been doing things wrong.

I'd appreciate tips from others who've been through this process, as well as any resources - videos, maybe? - to present the changes in a positive way.

Thank you,

- Karen

------------------------------
Karen Christianson PhD
Director of Public Engagement
Newberry Library
Chicago IL
------------------------------

------Original Message------

We are in the process of changing the format our regular public tours, which include an overview of the history of the Newberry family and our historic building as well as information about our collection and programs. The current tours are extremely information-heavy, with docents doing most (or all) of the talking. We've done a lot of research on inquiry-based tour techniques and are in the process of developing a new and more interactive and interesting format.

I'm looking for advice on introducing the new methods to our current docents, some of whom have been doing tours the same way for many years. I don't want them to feel insulted or like we're telling them they've been doing things wrong.

I'd appreciate tips from others who've been through this process, as well as any resources - videos, maybe? - to present the changes in a positive way.

Thank you,

- Karen

------------------------------
Karen Christianson PhD
Director of Public Engagement
Newberry Library
Chicago IL
------------------------------

Great responses listed in this discussion. In the end there is obviously no one size fits all for this challenge. With that said, what I can add is figuring out how to convey the power of a visitor centered and inquiry based approach is of great import. If the group is to buy-in they need to believe in the overall objectives. Some important ideas I regularly share with Guides at Vizcaya to reinforce the power of an inquiry based approach are:

Inquiry honors the complex, interconnected nature of knowledge construction, striving to provide opportunities for both facilitators and learners to collaboratively build, test and reflect on their learning.

Emphasis is put on understanding and learning, not on memorization.

Learners have understanding of the larger concepts related to specific concepts.

Inquiry develops the mind for a lifetime quest of knowledge and understanding.

Inquiry activities can be more engaging and interesting to learners because they are incorporating personal experience and knowledge.

Works with any age group so it can be applied in many different educational settings.

Builds off all experiences and knowledge that learners bring to the museum, no matter how diverse these may be.

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Mark Osterman, Ed.D.
Adult Learning and Engagement Manager
Vizcaya Museum and Gardens
Miami, FL 33141
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Original Message:
Sent: 02-05-2018 10:09 AM
From: Ann Loshaw
Subject: Changing volunteer tour docent culture

Karen,

Great advice in the previous responses!  As we all do as museum educators, it's important to read your audiences to best choose where to start with change.  Take stock of where your volunteers are (ready for change, change will happen over their dead bodies, somewhere in-between?) and where is your institution's administration in all of this  (Supportive, supportive to a point, unaware, indifferent?)

In addition, there are other important questions to ask: Are there major donors or those with political power in your volunteer corps?  If so, are they supportive of the change or not? How does other staff feel about the changes? What are their reactions likely to be?  Where is the impetus for the change coming from?

The answers to these questions can help plot your course and understanding how all of the stakeholders may respond will guide your approach.  You may need to move more slowly and incrementally if there is a great deal of resistance. Engaging with veteran volunteers who are on board with the change to support peer learning is quite effective.  If your institution is supportive (are they comfortable with some volunteers being unhappy or even leaving?) you may be able to move more quickly.  Understand that the new way of doing things will not be the best fit for all and isn't what your current volunteers signed up for.  Find ways for them to gracefully self select out and become involved in other ways. 

I've found that patience is REALLY key.  It takes time, particularly if everyone is eagerly awaiting change, for things to happen, and even more time for it to become the norm.

Good luck!

Ann

Ann M. Loshaw

P 786-254-0844

Original Message------

We are in the process of changing the format our regular public tours, which include an overview of the history of the Newberry family and our historic building as well as information about our collection and programs. The current tours are extremely information-heavy, with docents doing most (or all) of the talking. We've done a lot of research on inquiry-based tour techniques and are in the process of developing a new and more interactive and interesting format.

I'm looking for advice on introducing the new methods to our current docents, some of whom have been doing tours the same way for many years. I don't want them to feel insulted or like we're telling them they've been doing things wrong.

I'd appreciate tips from others who've been through this process, as well as any resources - videos, maybe? - to present the changes in a positive way.

Thank you,

- Karen

------------------------------
Karen Christianson PhD
Director of Public Engagement
Newberry Library
Chicago IL
------------------------------

I've helped to rework the tour structure into a more inquiry-based, learner driven experience in two very different institutions. In both cases we found that it works really well to show rather tell your docents and educators what this kind of tour looks like and why they should want to do it. Bring your docents together and lead them through an actual tour using your new format. If possible, take them to a different museum and use your format there, or at least some elements of it - that way your educators can experience learning through inquiry in a setting with unfamiliar objects, just like visitors to your museum. Afterwards, have a discussion. What did they like? What did they learn? How was this kind of tour more impactful, meaningful, exciting, fun, memorable, etc. than a more traditional lecture-style tour? Are they driven and empowered to learn more about the objects/ histories/ concepts they learned about through the tour? Is there anything they felt was missing from the experience? Through experiencing it themselves, they will understand how inquiry can be a powerful learning tool and they'll be excited to implement it in their own tours. And by including them in the discussion about what works and what they'd like to add or change, you're empowering your docents to find ways to make their tours even more impactful and  unique by using their own voice and finding their comfort zone within the new framework. And provide ongoing support! If you meet regularly with your docent group, have them share their excitements, frustrations, aha moments and suggestions with each other as they transition to the new format and become more experienced in it. This will show that you want them to succeed, that you understand that it's a learning process for everyone, and also that you really do expect them to be using the inquiry model and that you're following up on that expectation. 

Good luck!

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Megan Sevedge
ZooED Supervisor
Kansas City Zoo
Kansas City MO
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Very good thoughts here, thanks for sharing! I'll add that another strategy would be to focus more on the impact of interactive tours, rather than all the theory and practice. What are your desired outcomes? We know the cognitive benefits of inquiry based tours, but can their "aha moment" be seeing an outcome or the impact of their changes? For example, could you use feedback from visitors on the new interactive tours to show they enjoyed their tour more than the old tours? Do you have attendance records which might show an increase after the new methods are implemented? Could people write a testimonial? What do docents really want, after all. They want others to get as excited about their museum as they are, for the most part. Thats why they give their time, or else they just love teaching..in which case, they should embrace inquiry methods. Having allies, as previously suggested, will be a great help as well.

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Dawn Salerno
Executive Director
Rotch-Jones-Duff House and Garden Museum
New Bedford MA
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