Forrest interpreter as_advocate

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Slides from the 'Interpreter as Advocate' workshop which was run as part of the Interpretation Australia National Symposium, Launceston, TAS, Nov 2010

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Forrest interpreter as_advocate

  1. 1. Interpretation Australia Symposium November 2010 Presenter: Regan Forrest
  2. 2. Why are we here? Some theoretical background Barriers to visitor engagement Taking a step out – learning from others Stepping back in – using what we know already Action Plan, discussion, follow-up reading
  3. 3. EVERYTHING you do is saying something to your visitors . . . Welcome aWareness Walking your talk
  4. 4. PERSONAL SOCIO- CULTURAL PHYSICAL Contextual model of learning: (Falk & Dierking 2000)
  5. 5. A word association exercise . . . 1. Not Maslow again!!!!! Where’s the door???? 2. OK, yeah . . . let’s have another look 3. Maslow’s Pyramid? That’s not in Egypt is it?
  6. 6. Desperate for the loo 3yo twins acting upI’m lost Sore feetDo I belong here? I’m hungry I don’t ‘get’ it Information overload INTERPRETIVE “ENLIGHTENMENT” This coffee’s bad I’m not buying that cheap tat Well I never knew that! We’ve had a nice day Sorry, I didn’t know I wasn’t supposed to do that What a rip-off! Where is your ‘acceptability threshold?’
  7. 7. Physical Conceptual Virtual Do your services reflect visitor usage and needs, or internal management structures?
  8. 8. Retail and catering Experience matching marketing material Security vs Welcoming Does your institution walk its mission ‘talk’?
  9. 9. Right idea (maybe); wrong audience Diverting energy from what audience values (not always about doing MORE) Are there well-meaning but misdirected efforts in your organisation?
  10. 10. Consider what barriers to audience engagement might exist in your organisation: 1. Barriers 2. Inconsistencies 3. Blind spots 4. Misalignment 5. Superfluous services
  11. 11. Retailers are experts at communicating – both consciously and subconsciously – messages which support the buying experience. Some shoppers are novelty seekers, others like the reassurance of the familiar. Retailers need to accommodate both of these groups, or decide specifically to focus on a market niche. Retailers are increasingly drawing upon psychological and ethnographic research to enable them to design retail spaces in a way that maximises buying. Anything that makes the buying experience more difficult than it should be is removed or changed. Effort is expended in ways that maximise sales.
  12. 12. Interpreters are experts at communicating – both consciously and subconsciously – messages which support the learning experience. Some visitors are novelty seekers, others like the reassurance of the familiar. Interpreters need to accommodate both of these groups, or decide specifically to focus on an audience niche. Interpreters are increasingly drawing upon psychological and ethnographic research to enable them to design interpretive spaces in a way that maximises learning. Anything that makes the learning experience more difficult than it should be is removed or changed. Effort is expended in ways that maximise engagement.
  13. 13. Customer focus at all levels Staff empowerment at all levels Leadership by example Ongoing monitoring and improvement Remembering and rewarding loyalty Respectful, communicative and responsive Customer is not necessarily always right, but make sure they’re wrong with dignity It’s not my fault, but it is my problem
  14. 14. Adaptation to new media and social networks Capturing imagination (but beware the deflation of ‘oversell’) Balance between listening and LEADERSHIP
  15. 15. What would need to change to address your institutional barriers? WHO IS YOUR INTERNAL TARGET AUDIENCE?
  16. 16. http://www.theinvisiblegorilla.com/videos.html
  17. 17. In praise of the humble Post-it note… Patterns emerge Voting, sorting Depersonalises ideas More voices heard
  18. 18. An unfamiliar leisure activity with vaguely negative assumptions Assess the experience mindfully: How do you start? Do you know what you need to know when you need it? Do you have ‘fitting in’ issues? Are your preconceptions unwarranted Take-home messages for your own institution? Alternative – “accompany a fan”
  19. 19. Change permission structures Bridge silos Signal to noise: (Disney toilets example) Walk a mile in my shoes
  20. 20. 1. Challenge (Message) 2. Audience 3. Communication Plan How could you apply interpretive techniques to create change in your organisation?
  21. 21. Influence beyond a position on an organisational chart Challenge permission structures The power to be brave; to fail; to succeed
  22. 22. How ideas gain momentum Mavens, Connectors, Salesmen “Choice architecture”
  23. 23. Developing experience-based business models New relationships with audiences Beyond demographics to visitor motivation
  24. 24. Full of practical tips Case studies and examples of visitor participation (easily adapted to other scenarios)
  25. 25. Inspiring case study Journey from vision to reality Good example of walking the talk
  26. 26. Creative business models Assessing your product / experience mix – does it match audience expectations Speaks the language of business
  27. 27. email: regan@reganforrest.com blog: http://reganforrest.com twitter: @interactivate

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