Historic Southern Indiana

Introduction: Why A Special Places Program?

In looking at what southern Indiana as a region needed, HSI planners identified, among other things, a program that would combine several elements: identification of community assets, enhancement of community pride, promotion of an inclusive preservation ethic, and support for heritage-based economic development. "Special Places" endeavors to help communities discover what makes them distinctive--sets them apart--as well as what links them with other places in the region. Both are essential to community development, as places that value their place in time and space will be attractive to visitors and residents alike.

"Special Places" builds on a simple concept. Residents of communities need to discover those things--buildings, bridges, street plans, parks, land use, events, language, people, values, lifestyles, foods and the like--that define their community. This is to be done in a series of public programs organized by an inclusive planning committee. The public events should include residents of all ages and backgrounds. Especially important is the inclusion of youth.

Once those things That define the community are identified, community residents will presumably ask the next logical question: where do we do from here? This provides the basis for establishing an agenda and a plan for the future, sometimes called strategic planning.

The "Special Places" program is appealing for several reasons. Planning, publicity, and meeting facilitation are built from the bottom up. This approach not only emphasizes the importance of being yourself--that is, of not trying to succeed by trying to be another community--but it also gives the community control over this very important process of self-discovery, goal-setting, and action-planning. It values the close-at-hand, suggesting that if encouraged to do so, residents will discover that they have more to cherish, preserve, and promote than they think.

At a minimum, "Special Places" will help residents learn more about their distinctive heritage and their special place in southern Indiana. Beyond this, citizens might take that knowledge and link identification and preservation of special places with promotional and developmental planning.

This workbook grew out of numerous community meetings across the country, and especially in Historic Southern Indiana, during the Heritage Tourism Initiative. The creators have sought to create a tool which allows community leaders the flexibility to create a process of identifying what makes places distinctive, and how they relate to their region. This has obvious implications for the ways in which a community presents itself to visitors and to residents, present and potential. Implementation of the Special Places program will also have a positive effect on community image.

An initial draft of this Resource Guide was field-tested during 1992-1993 in several communities--Leavenworth, Mitchell, Petersburg, and Vevay and discussed at a special workshop in Ferdinand in the spring of 1993. This version reflects those experiences and self-assessment since then,

This is not a planning guide. It may be helpful in community long-range planning, but it is not a replacement for a systematic planning process. It does, though, offer a framework. Each activity ahs a rationale to determine its usefulness in your area and step-by-step tasks on how to accomplish it. The format of this Resource Guide also encourages communities to insert appropriate localized materials.

A community which has gone through this process is better prepared to begin a planning procedure. To that end, if a community decides to create a strategic plan, the Historic Southern Indiana office, in cooperation with the National Trust and appropriate state-wide agencies, will offer it technical assistance.

Communities often need outside assistance. The Appendix contains an expanded and annotated version of Historic Southern Indiana's Resource Directory. In addition to the names, addresses and phone/fax numbers of key resources in the region, national contacts are also included. It should be noted that all national contacts have mission statements which are consistent with the mission of Historic Southern Indiana.

Edited by Darrel E. Bigham, Director, Historic Southern Indians, with assistance from Michael G. Teskey, formerly on the staff of the National Trust for Historic Preservation and a consultant with Community First! of Denver, Colorado. HE is now on the administrative staff of Lewis and Clark College in Portland, Oregon. Some of the material in the appendices was provided by the Heartland Center for Leadership Development and the National Trust for Historic Preservation, representatives of which were involved in several phases of the planning process, 1990-1993.

Fall, 1997

TABLE OF CONTENTS

PART I.    THE FIVE-STEP PROCESS
        Step 1: Organizing a Representative Group
        Step 2: Establishing a Program
        Step 3: Publicity and Promotion
        Step 4: The Program
        Step 5: Where Do We Go from Here?

PART II.    APPENDICES
    1. Importance of the Facilitator
        Component 1: Ethics and Values
        Component 2: Skills
        Component 3: Do's and Don'ts
        Component 4: The Program
        Component 5: The Context of Special Places in HSI
        Component 6: The Resource Guide

    2. The Resource Section
        a. Clues to Community Success
        b. Community Meeting Techniques
        c. Community Leadership Development
            (1) Youth Leadership
        d. Dealing with the Future
        e. Case Studies: Four Southern Indiana Communities
        f. "SWOT" Analysis Forms
        g. Sample Meeting Exercises

    3. Resource Directory
        a. List of State and Regional Agencies
        b. Glossary
        c. Bibliography

PART 1: IMPLEMENTING THE SPECIAL PLACES PROGRAM
THE FIVE-STEP PROCESS

STEP 1: Organizing a Representative Group

Step I actually has two phases. The first phase of this part of the procedure should be undertaken via an informal group of no more than ten local leaders. This informal group should review Step 1 and each of the other steps in the process. It should identify and recruit a larger, more inclusive planning group which will meet to plan the local program (Steps 2 through 5).

The convening of the larger groups is the second phase of Step I. The larger group will identify and, if necessary, train the facilitator(s).

QUESTION: "Why should I include all these people and groups? Nothing will ever get done!"

ANSWER: There are at least three good reasons to seek inclusiveness.

1. The best rationale for inclusion is simple. You will get more people involved, who will then have "buy-in" into the process and whatever project the group decides. The long-term success is far better ensured if people feel ownership of it.

2. The more people who are involved, the more likely concerned groups will be heard in the planning stages. And it is far better that concerns be addressed during planning than during implementation.

3. If for no other reason to include everyone, this is an extremely democratic process. For those who (correctly) argue that this is not truly a democracy, then they cannot deny that this is a representative republic. In a representative republic, all interests should have a say. In a "Special Places" program, all should be included as well.

QUESTION: "How do I get all these different people and groups involved?"

ANSWER: It is not easy, but here are some suggestions.

Special Places is designed to allow a community to discover what makes it distinctive. Our immediate interest is not accomplishing a specific project accomplished; it is getting people to share and learn about their community.

The following suggestions might be considered. We recognize you know your community best. Also, if you have any techniques which you think might be useful to others, please inform us.

Brainstorm who is included/who is not.
Look for skills not people.
Go to where people tend to gather in your community. In some towns it is the downtown cafe. People might congregate in the town park.
Place a story in the local paper and see who wants to get involved.
If you get school kids involved in the activities, they will probably get their parents to come along.
List five ideas for getting schools involved.

PEOPLE TO INCLUDE:
    Teachers
    Elected Leaders
    Business Owners/Managers
    Media Leaders
    Labor Officials
    Professionals
    Leaders at places of worship
    Representatives of community/economic development agencies
    Bankers
    Young people (high school student leaders, for instance)
    Representatives of senior citizens organizations

You will also want to ensure authentic community diversity--race, gender, class, religion, age, etc.--in each of the above categories.

NOTE: Suggestions for building a community network are found in Appendix 2B.

STEP 2: Establishing a Program: Points to Consider

Please note that suggestions for organizing community meetings and developing a community leadership network are found in Appendix 2a and 2b. Some sample meeting exercises are in Appendix 2g. Also note that each community will want to adapt the Resource Guide to local needs, especially by including relevant local materials in the Appendix.

1. In planning the public program portions of Special Places, organizers also ought to consider the following:

a. Rationale

Why do you want to do this? The answers may be simple--or complex. They may range from "We need to get people in our community together for something that is not confrontational? to "Our community is at a crossroads, and we need to begin serious planning." It is vital that reasons be stated at the outset.

b. Sample agenda

How many meetings are needed? One may suffice. Or you may select a series of meetings. This guide offers suggestions for a sample agenda. People will know what you are planning and you know what you are getting into.

c. School participation.

Include at least one teacher and one student each from elementary, middle, and high schools.

d. Students could be used as facilitators and discussion leaders.

    e. Young people could be asked to document their concepts
    of their community's special places by drawings, cartoons,
    photos, or videotapes.

f. Sample meeting activities (contact HSI office for details:
see Appendix 2g.)

g. Nominal groups process.

h. Focus group.

i. Storyboarding.

j. Use of historic photographs/comparison with present sites --
or, use photos of resources that have been lost.

k. Use of videotapes and interviews as stimula for discussion.

l. Questions that might be raised in the meeting.

For example, what is the economic impact of tourism in this town? Region? State? What groups in this community are involved in the tourism process? Do they realize that they are? Do they work together? Is heritage a vital part of community development activities? What are the trends in travel?

m. Research

You might want to arrange a survey of residents before and after the meetings. This survey could cover a host of issues--their perception of the community, for instance. Other items to consider: awareness of and appreciation for resources, future directions.

n. Outcomes (planned and unplanned).

The Special Places meetings are over. Are the results what you wanted? Or not? One potential result is the desire to form a new groups. Will its formation benefit or threaten the community? How will it be organized and supported?

2. Also note that in the planning process, the organizing committee will identify at least one person -- perhaps not a member of the committee -- who will serve as the facilitator(s) for the public meetings. Comments about the facilitation process and the qualities of the facilitator are found in Appendix 1.

QUESTION: "What will we need to conduct this meeting?"

ANSWER: There are two types of needs--human and material.

HUMAN NEEDS

A Good facilitator.
A scribe--someone who listens well, writes legibly, and summarizes effectively.
A time keeper--someone who keeps the group focused on the agenda and the schedule.
A presenter(s)--responsible for reporting the project(s) to the group for all to hear and to respond.
An agenda that allows adequate time for discussion, reflection, breaks, and summation.

MATERIALS

Flip charts with extra pads
Masking tape
Markers that are fresh, bright, bold
Tables for breakout discussion (and comfortable chairs)
Options--video and/or oral taping

A SAMPLE AGENDA (4 hour meeting)

ACTIVITY	TIME (minutes)
Introductions, Overview	15
Ice-breaker	15
Identify Community Values: "What do you value, want to keep?"	45
Break (dinner and entertainment)	45
Decades Activity	45
New Providence	45
Next Steps	30

STEP 3: Publicity and Promotion

What do you want people in your community to know about the program?

    --It will be enjoyable.
    --It will be worthwhile.
    --It is not strategic planning.
    --There are no strings attached.

Now--list three to five specific things we want people to know about our Special Places program:

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

QUESTION: "How can we get this message out without necessarily taking out TV, radio, or newspaper ads?"

ANSWER: Use your planning team to think about community networks and to identify as many ways as possible to reach them.

    Some suggestions:
    1. Press releases
    2. Announcements at churches and other places of workshop
    3. Service club presentations
    4. Announcements in schools
    5. Announcements over local cable news services or electronic
        bulletin boards
    6. Get your mayor or town board president and/or your county
        commissioners to endorse the effort
    7. Each planning committee member should list three people who
        should know about the program and promise to contact them.

STEP 4: The Program Itself

Public meetings or programs may be held on several occasions over a period of a month or so. Probably these should be held in the evening. The format and the number of meetings will vary from place to place. The important thing to remember is that structure needs to be balanced with flexibility and local interests.

Suggestions on creating an agenda and planning community meetings are found in Appendix 2a. The facilitator may also wish to consult appendix 2f, which provides sample SWOT (described later) analysis forms, and Appendix 2g, which offers examples of program activities or exercises.

The main purpose of the public program is to identify those things -- tangible and intangible -- that make your community distinctive. These are best obtained by developing a sense of context: how is our community similar to, and different from, other communities in our region? What are the buildings, lifestyles, habits, festivals, ceremonies, and the like that set us apart as well as tie us to southern Indiana? Part of the discussion in this phase should utilize the SWOT analysis forms found in Appendix 2f. Residents should be encouraged to identify community strengths and weaknesses as part of the self-identification process.

Part of this step could include a public review of the various plans that have been created for your community. This can establish a basis for new ways of looking at the relationship between economic development and a community's heritage.

One item that might be considered in the program is a running case study: tell a story that illustrates the point. This can be fictional. Make it ongoing. (See examples in Appendix 2g.) Another suggestion: Do a dessert competition for the break--best use of chocolates, etc.

Near the end of this phase, there should be some record -- a scrapbook, a series of newsprint pages, a videotape, for instance -- of the things, whether physical or attitudinal, that the community deems vital. Strengths and weaknesses ought to be included here.

(One alternative is to have a separate Special Places meeting in advance of the public meeting in a local high school, and at a strategic portion of the public meeting introduce the results of the earlier session. Another is to limit this program to young people--to run a series of Special Places sessions over a semester, for instance. At the end of these sessions, young people could create a project or two based on their findings and to publicize the results of their discussions.)

This is the end of Step 4. At the very minimum, this process will educate its participants about community identity and stimulate community pride. Participants could be given certificates and/or asked to sign a Declaration of Community Distinctiveness that would appear in the newspaper or in a prominent public place. Communities will also be forming a community preservation ethic linked to community development will have been laid.

At the least, people will be empowered to shape their own futures. Youth will be involved in novel ways. Heritage and growth will be linked. And a community resource list will be created.

These activities could also provide a stimulus for going on to Step 5. We trust that participants will ask, at the end of Step 4, where the community goes from here.

STEP 5: Beginning an Agenda for the Future

Step five is building a community plan -- one that will be used, not shelved along with countless other plans.

One of the most vital parts of the program is SWOT analysis. SWOT analysis --SW (strengths, weaknesses) is easy, but OT (opportunities, threats) is often overlooked -- gets them to look at future. Give trends; match strengths with opportunities. Don't discount weaknesses and threats, but don't dwell on them either. Sample SWOT analysis forms may be found in Appendix 2f. Also relevant is Section C of Appendix 2, which is entitled "Dealing with the Future." A SWOT analysis should allow about forty-five minutes for each component.

The following is a list of steps in the planning process:

1. What do we know?

--Identify issues and assess needs
--Consider trends
--Create a vision for the future

2. What does it mean?
    --Analyze strengths and weaknesses
    --Compare opportunities and threats

3. What do we do differently?
    --Set goals
    --Broaden community involvement

4. How do we get it done?
    --Develop objectives that will lead to achieving our
       goals (These are means, and are more focused
       and measurable.)
    --Maintain community involvement

5. Who does what, and when?
    --Create a specific action plan for each objective
       (how each is to be done)
    --Assign tasks and include time lines (important
       developmental dates as well as completion dates)

6. How well is it working?
    --Monitor progress
    --Reevaluate progress
    --Refine the community plan regularly
    --Celebrate and reward outcomes

APPENDICES

APPENDIX 1: THE IMPORTANCE OF THE FACILITATOR

PART 1: The Facilitator

The Key Role of the Facilitator:

The facilitator will make or break any group meeting, and Special Places is no exception. A teacher who is interesting to listen to will be far better received than one who speaks in listless monotone. The content of the talk really will be lost if it is not presented in an interesting manner. The facilitator has a huge responsibility to keep the process flowing and fun. The association people have with the Special Places process will hinge on the way the meetings are run.

This section on facilitation has six components:

Component One will discuss the ethics and values of facilitation;

Component Two focuses on the competencies, skills and behaviors a facilitator must possess;

Component Three will provide some "do's and don'ts";

Component Four is a discussion of the balance between process and product;

Component Five attempts to place the facilitator in context within the entire Special Places program;

Component Six is a resource paper which will provide the academic rationale for facilitation in the group process.

COMPONENT ONE: THE ETHICS AND VALUES OF FACILITATION

Facilitation is, in essence, enabling. The facilitator enable a group to discuss and discover. The facilitator moves the meeting along.

Too often facilitators get involved with their opinions on the direction a groups is going. He/she wants to get them going in a direction more comfortable to the facilitator. "Facilitation with a purpose" is simply not appropriate for a facilitator. Neutrality is essential.

For example, If Mike O'Pinion is facilitating a community meeting where the topic is planning a museum, and the community is moving toward interpreting their German Heritage and not their Irish, it might be tempting for Mike to try and lead the group through a process and toward a museum focusing on the Impact of the Irish in Myopia. If the meeting is leaning toward a German focus, it is appropriate to let it happen, not stifle the process by bringing issues not in the interests of the community.

The moment the facilitator injects an opinion about the topic at hand, other than the meeting is off task, that person is no longer a facilitator but rather a powerful member of that group. Because the facilitator is up front and essentially leading the meeting, neutrality is critical. If a bias is sensed by the group, the facilitator will be perceived to have an unfair advantage.

Another critical ethic a facilitator must have is sensitivity to the democracy of a group meeting. If a facilitator assists the group in getting opinions out in the open, then they are demonstrating respect for others opinions. On the other hand, railroading a decision through a group without giving adequate time and avenue for others' opinions be be voices is inappropriate for a facilitator.

COMPONENT TWO: FACILITATION SKILLS AND COMPETENCIES

Below are the characteristics of two facilitators, Mike O'Pinion and Joan Meek. Neither of them is perfect, but rather each has some strengths and some weaknesses. Look over each and compare their skills to the skills and qualities of the "Ideal" facilitator.

Mike O'Pinion is an outside facilitator. He comes from Dublin, Ohio, and works as an attorney. He has facilitated many meetings the past few years, and the people who have been at meetings he has led left laughing and remembering a good time.

Mike is lively and interesting to listen to. He smiles all the time and appears to be very easy-going. He puts people at ease. Sometimes, it appears that he likes to hear himself speak, though. And although the meetings he leads are lively and fun, they often don't get through the agenda.

Most people have biases, and Mike is no different. He is proud of his origins and often reminds people of his roots. When a meeting isn't going the way he envisioned, he tries to steer the group in a direction more to his liking be infusing Devil's Advocate-type questions.

He has a tendency to let people he likes speak more often than those he thinks will ruin the meeting. Mike is a product-oriented person. He wants to see his meetings get to a product despite his tendency to talk. Therefore he tries to get the group to "consent" to an agenda and identifies people to carry out the plan.

Joan Meek is another facilitator. She is a long-time local civic volunteer. Her voice is quite yet she is quite skilled at the democratic process of facilitating meetings. Her meetings can be characterized by lots of input by everyone, but no real decisions get made. People who attend her meetings can't wait for her to let them talk so they can stay awake. Her style is to let the participants set the meeting tone and pace.

Joan is extremely fair. She does not allow a meeting to get railroaded into a decision by one person. She is an advocate of the Nominal Group Process whereby people vote on paper and the results are tallied.

If Joan had to decide between process and product, she would vote for process. She thinks people will have more buy-in when a decision is made if they were a part of it.

These are two types of facilitators. Their skills and qualities vary enormously. What are their strengths and weaknesses vis-a-vis the description of the "ideal facilitator" in Component 1?

COMPONENT THREE: DOS AND DON'TS

Some suggestions:
    Do your best to be impartial.
    Do try an keep the meeting moving.
    Do try to end the meeting on time or early.
    Don't inject your bias into the meeting.
    Don't let one group or person bully the process.

COMPONENT FOUR: BALANCING PROCESS AND PRODUCT

Section 1 of this manual reviews the steps through which Special Places should proceed. It illustrates the importance of balancing process and product. Component 6 describes the elements in the product.

Appendix 2 is a Resource Section which provides greater detail regarding.
    a. Community Meeting Techniques
    b. Community Leadership Development
    c. Dealing with the Future
    d. Developing a Strategic Plan

Review Appendix 2 and create a schedule for the local programs and an agenda for each meeting.

COMPONENT FIVE: THE FACILITATOR IN THE CONTEXT OF THE SPECIAL PLACES PROGRAM

Special Places is designed to encourage communities to discover what is special about them -- ways of doing things as well as demography, setting, and the built environment. Southern Indiana communities are different from each other in many ways, although the regional setting comprises a number of attributes which unite these places --demography, culture, landscape, natural resources, climate, transportation, and the economy. Thus it is essential to seek what your community shares with others as well as what distinguishes it.

In so doing, both young and old will discover -- or rediscover -- the value of an ethic of preservation. This is not merely concern for the physical fabric of a place, but a full appreciation of the community's heritage and the place it should have in its future development.

Selection of the Facilitator(s)

In light of all of the points made so far, the selection of the facilitator is probably the most vital part of the program. He or she need to understand the purpose and the desired results of Special Places and to share the vision that it has established. The person also needs the skills and the abilities described above. He or she must, moreover, be disinterested.

The facilitator need not be an outsider nor a person with special training. Much can be said for the inverse relationship between desired outcomes and the extent to which the facilitator has had substantial experience at this.

The local coordinator identified in the planning stages of HSI's "Special Places" program may also be the facilitator. He or she may instead select a person deemed appropriate for the role or set up a committee to select the person.

COMPONENT SIX: CREATING A RESOURCE GUIDE

The Special Places Community Discovery Resource Guide has been developed with the assistance of community leaders in southern Indiana and designed to offer communities flexibility in implementing the program. It is structured so that communities can alter the manual to meet local needs. Additional materials can be placed in the Appendix, for example, and a locally-focused agenda for public programs can be included.

The purpose of this document is

to develop a workbook that is user friendly;

to create a workbook that helps foster community pride, visioning and planning;

to form a program that has flexibility which will allow communities to "customize" activities to their needs;

to develop a workbook that has in it "fun" activities, so that participants will have a positive association with planning;

to create guidelines for facilitators which will allow trained personnel in the region to serve in this capacity;

to assist communities with resources to meet their needs;

to create a program that allows the residents of a community, including the schoolchildren to share in a process.

APPENDIX 2: RESOURCE SECTION*

Section A: Clues to Community Success

Section B: Community Meeting Techniques

Section C: Community Leadership Development

Section D: Dealing with the Future

Section E: Case Studies

Section F: Strengths, Weaknesses, Opportunities, Threats (SWOT) Analysis Forms

Section G: Sample Meeting Exercises

Section H: Local Community Worksheets (to be inserted by the community as needed)

*Sections A, B, C, and D are provided courtesy of the Heartland Center for Leadership Development

SECTION A: CLUES TO COMMUNITY SUCCESS

1. Evidence of community pride

2. Emphasis on quality in business and community life

3. Willingness to invest in the future

4. Participatory approach to community decision-making

5. Cooperative community spirit

6. Realistic appraisal of future opportunities

7. Awareness of competitive positioning

8. Knowledge of the physical environment

9. Active economic development program

10. Deliberate transition of power to younger leaders

11. Acceptance of women and minorities in leadership roles

12. Strong belief in and support for education and libraries

13. Problem-solving approach to providing health care

14. Strong multi-generational family orientation

15. Strong presence of primary, traditional institutions (for example, houses of worship, civic association, unions) that are integral to civic life

16. Attention to sound, well-maintained infrastructure

17. Careful use of fiscal resources

18. Sophisticated use of information resources

19. Willingness to seek help from outside the town

20. Conviction that, in the long run, local people have to do it themselves.

SECTION B: COMMUNITY MEETING TECHNIQUES

These meeting techniques, ranging from brief guidelines for brainstorming to a complete guide for planning and conducting a town hall meeting, are included to demonstrate a range of alternatives for meeting design usable in the community setting.

These activities may be handily adapted to any community.

Agenda Sharing:

Goals:
	1. To help groups members have a common understanding of what will go on during the meeting as well as the purposes of the meeting.
	2. To provide group members with an opportunity to make suggestions about the meeting.
Process:
	1. Leader prepares a general topical outline for the meeting on newsprint or chalkboard. The purpose of the meeting is listed on a separate sheet.
	2. The leader begins the meeting and shares the overall content for the meeting.
	3. The leader also shares the purposes of the meeting.
	4. The leader then asks for any questions about the agenda and purposes. Is there anything on the agenda that is not clear? Is there anything that you expected that is not included on the agenda? Do you have any concerns about this agenda?
	5. Items may be added or rearranged if necessary.
	6. Time allotments can be added to agenda items. This gives the group a guideline for the amount of time planned for each item.

Brainstorming With A Group:

Brainstorming a a helpful technique for working with a group. A few basic ground rules help to keep brainstorming sessions productive and rewarding.

Make sure the topic is clear. If it is in a question form, write it on the chalkboard, flip-chart, or newsprint so that everyone can read it.
Offer suggestions to keep in mind.
Don't edit suggestions--write them all down.
If possible, write down the exact words of the contributor. However, if the statement is too long, write down a shorter version of it but ask the contributor if it's accurate.
Discussion must be for the purpose of clarifying the meaning rather than the worth of an idea.
Encourage spontaneous ideas as well as carefully considered ones.
Seek ideas form the whole group rather than from a few vocal individuals.
Set a time limit or a maximum number of items before you begin. Five or ten minutes is usually enough time.
Make sure group members understand that they will sort and evaluate the ideas after the brainstorming is completed.

Goal-Setting With A Group:

Goal:
	To help group members generate information that can be used in setting shared goals and planning program activities.
Time Required:
	2-4 hours.
Materials:
	Pencils, 3x5 cards, newsprint, tape and markers.
Directions:
	1. Leader introduces the activity by discussing the need for a shared goal and program plan. Goals can be defined as broad, general statements of the end we want to achieve. These strategies are especially helpful when evaluating work and enable the group to "keep on target" as they work.
	2. Leader asks each group member to use a 3x5 card and answer the following question: What kind of activities would you like to see our groups doing two years from now? Group members are encouraged to be creative and make a "wish-list." Allow 5-15 minutes for this work.
	3. Leaders ask individuals to share their responses in trios and come to agreement on a list that represents their ideals. Newsprint and markers are provided. Allow 10-20 minutes for this work and ask each trio (small group) to display their list.
	4. When the lists are displayed, the leader asks someone from each group to report to the large group about their list. Each small group reports briefly. Allow 5-10 minutes for each small group report.
	5. Leader then asks groups to suggest categories that emerge from the lists. A colored marker can be used to circle similar items on all the lists in order to emphasize the similarity. Allow 15-30 minutes, depending upon the number of lists.
	6. Leader then asks the group to suggest a possible goal statement based on the category. A brainstorming session can also be useful at this point.

Shared Goal Sample

Category:
	Senior Citizens Program
Broad Goal Statement:
	Agency X will provide improved and expanded program for senior citizens.
Brainstorm List:
	Expand the RSVP Program.
	Use seniors as tutors in the schools.
	Use seniors as helpers in the day-care center.
	Find ways to offer craft classes for seniors.
	Get a van for a senior bus.
	Take seniors to movie matinees.
	Get more public health clinics for seniors.

Roundtable Discussions:

Goals:
	1. To create an opportunity for groups to talk about the future in a structured, focused way.
	2. To maintain a balance of participation in a discussion group.
Time Required:
	45-60 minutes
Size of Group:
	Best for 5-10 in any one groups; several groups can work at the same time.
Materials:
	Focus Questions, newsprint and easels or chalkboards for recording, markers or chalk.
Directions:
	These discussion groups are called "Roundtables" to suggest that participation will be more balanced if the group "goes 'round the table" and each member introduces herself/himself and then makes comments in turn as the discussion proceeds. Each group should have a discussion leader who will help to keep the group on the subject by referring back to the focus questions, watch the time and balance the participation by asking quiet members for their opinions. Topics might include agriculture, business and industry, education, energy and natural resources, finance, government and law, health, religion, social services, and telecommunications and information services. The focus questions in this section are organized around these topics. Additional topics might be appropriate for a special group or particular community. No matter what the topic, it is important that group members understand that they have a time limit and that their comments will be reported (back to the large group if several small groups are working at the same time) or will be part of a record of the meeting as minutes. This "report" factor helps to keep participants focused on the subject and makes the discussion more useful.
Comments:
	This activity demonstrates how productive groups can be when their work is structured and the participation is balances. A group discussion can produce many more ideas than a person working alone can generate. The key to success is watching the time and providing focus questions that point the way during the discussion.

Focus Questions for Roundtable Discussions:

Agriculture:
	1. How can we encourage more diversity in our agricultural economy? What is the role of government, at various levels, in meeting this challenge.
	2. To what extent is improved conservation of our natural resources a prerequisite for future agricultural economic well-being? Who is responsible for protecting our natural resources?
	3. What is the proper role for agricultural research and cooperative extension in serving the farm of the future?
	4. What are the most important aspects of our quality of life? How can they be maintained?
Business & Industry:
	1. How can we encourage more diversity in our economy?
	2. What are the responsibilities of government, at various levels, in encouraging economic renewal?
	3. What kinds of industrial development is our state (community) particularly well-suited for? What kinds of industries are we not well-suited for?
	4. What can we do to develop a more positive self-image?
Education:
	1. How can we encourage more diversity in our economy?
	2. What are the critical links between education and economic development?
	3. What are the key problems facing education in our community today? What can our community do to help resolve these issues?
	4. What are the key elements in our state's quality of life? How can they be maintained?
Energy & Natural Resources:
	1. How can we encourage more diversity in our economy?
	2. What are the critical relationships between economic development and natural resource conservation issues?
	3. Who bears what responsibility for energy and natural resource development among public vs. private sector concerns?
	4. What are the key elements in our quality of life? How can they be maintained?
Finance:
	1. How can we encourage more diversity in our community's economic base?
	2. What are the responsibilities of financial institutions in economic renewal? What are the responsibilities of government?
	3. What are the key issues facing our financial institutions today? To what extent are they resolvable at the local level? State? National?
	4. How can financial services be delivered equitably in both rural and urban areas?
Government & Law:
	1. How can we encourage more diversity in our economy? What are the responsibilities of the various levels of government for encouraging economic renewal?
	2. What are the most appropriate ways to avoid unnecessary duplication of government services, while protecting access for citizens in all parts of the state?
	3. What are the implications of the apparent growing disparity between the haves and the have-nots in our society?
	4. How can we ensure quality of leadership in public service?
Health:
	1. What are the implications of changing demographics for delivery of health care?
	2. What moral/ethical issues are associated with rising health costs and attempts to control them? How should these issues be addressed?
	3. How can health care services be delivered in sparsely populated areas?
	4. What are the most fundamental changes now facing the health care field? How are they being dealt with?
Religion:
	1. How can those values we hold most dear be protected in times of tremendous social upheaval? What institutions are most responsible for addressing questions of values?
	2. What strengths do we have to confront today's crises?
	3. To what extent should religious institutions relate to other social service agencies in times when community and/or family stress is particularly severe?
	4. How can we protect our quality of life? Who's responsible for doing so?
Social Service:
	1. To what extent does a "permanent underclass" seem likely in our society today?
	2. How can we encourage more cooperative urban-rural planning in social services? To what extent is there disparity in provision of social services between urban and rural areas?
	3. What services are most critical in the short-term? Long-term?
	4. What are the most important elements in our quality of life? How can they be protected?
Telecommunications & Information Services:
	1. How can we attract and encourage more diversity in the state's economic base?
	2. What are the implications of the growing need for and availability of information to our citizens? What are the implications for institutions that engage in information delivery?
	3. How can we improve communication on matters critical to our state and our communities?
	4. What can our community do to develop a more positive self-image?

A Town Hall Meeting Sampler:

One of the most effective ways to encourage thinking about and planning for the future within a community is to conduct a community forum or town hall meeting. This sampler includes an outline for forming a steering committee, and for planning, organizing and conducting a town hall meeting. Sample agendas for both steering committee meetings and the town hall meeting itself are included. "Both Side of the Trend: A Discussion Guide" is suggested as part of the activities for the town hall meeting and is also found in this Resource Section.

Using some tried-and-true methods, this sampler is a summary of reminders that will help to insure success. Some of the important points include:

It is very important to organize a representative group or steering committee that will take on the varied tasks involved in promoting and conducting a successful town hall meeting.
Using a task list to make sure you've thought of everything can help to avoid panic at the last minute.
People are more likely to stick with task assignments if their roles and duties are very clear.
Any ideas your group can develop that will make the meeting comfortable, useful, and well-paced will help to make the town hall event different from do-nothing meetings.

The town hall event described in the Sampler is designed to serve as the first work session in a community effort to plan for the future. An initial community work session using the "Both Sides of the Trend" materials will result in a solid basis of shared understanding about the trends of the future and a good start at analyzing the impacts of those trends on the community. It also serves as a first step in organizing a core group of leaders from which to draw for further planning and development activities.

Some Guidelines For Conducting A Town Hall Meeting:
Introduction: The following guidelines are meant to suggest approaches for organizing and conducting a town hall meeting. The underlying assumptions of these guidelines are:

Each community is unique so a technique or method for working with a group or promoting a meeting must be adopted by those people who understand the community.
Community members respond to the opportunity to reflect on and discuss change and its impacts on their lives.
Such reflection and discussion is vital to good decision-making.

Organizing and Promoting A Town Hall Meeting:

Steering Committee:
	The importance of a steering committee to the success of any community-wide effort cannot be underestimated. Whether the group is called a planning or work group, task force or a steering committee, it remains as the source of ideas, action and credibility for the project.
	Some questions that should be asked before members are selected might include:
	1. What do you want the role of the group to be? Will they be asked to lend their name and credibility to the project or, going beyond sponsorship, will they be asked to perform tasks such as doing mailing, writing press releases, making speeches?
	2. Based on the role or the task that is required, who is the best person to include in the group?
	3. What is the best strategy to use to interest potential members in the group? Is there an individual who is best suited to make particular invitations?
	4. How can the make-up of this group best reflect the entire community? Are all aspects of the town represented? When you look at your list of group members, who's not here?
Sample Meeting Agenda:
	Introductions (just to make sure everyone is acquainted).
	Share Agenda (so that everyone knows what to expect in the next hour).
	Explain the idea of a town hall meeting and provide information on the project or activity.
	Ask if anyone else should be part of the Steering Committee (Who's not here?).
	Share a sample plan for the town hall meeting (time, place, purpose, agenda).
	Share a task list and choose responsibilities (who, what, when).
	Set a date for the next meeting.
Follow-up:
	After members of the group have heard ideas and enthusiasm about a town hall meeting, they will most likely agree to help with various tasks. However, it's vital that someone takes the lead in maintaining continuous contact with the group. It's usually the people who are already very busy who choose to get involved in community projects, so reminder telephone calls and post card or informal visits can be very helpful in keeping a group on task and meeting their deadlines.

Sample Task List for Organizing Town Hall Meeting:

Facilities:
	Reserving place and date
Promotion:
	Special invitation to people in recognized leadership positions such as officers of service clubs, church organizations, Chamber of Commerce, elected and appointed officials, ministers.
	Press release or special notice for newspapers, radios and any organizational newsletter that your community members might receive
	Notices, posters, flyers in well-traveled places in the community.
	Use of "telephone trees" within service clubs and other organizations to invite community members.
	Sending an invitation to families from the school, notice in the school bulletin or a flyer sent home with students.
	Including an invitation with the monthly water bill.

Conducting The Town Hall Meeting:

Actually conducting a town hall meeting isn't difficult if you have an active steering committee or group that will divide the tasks into manageable parts. Several roles are particularly important and should be considered carefully by the group.

Registration Table:
	Sign in and pick up materials.
Greeters:
	Host/hostess to greet people at the door, thank them for coming and ask them to sign in at the registration table.
Convener:
	An individual who will be recognized by most members of the community and how will lend credibility to the meeting, provide the official welcome and introduce the first activity and close the meeting at the end of the evening.
Activity Leader:
	An individual who has become familiar with the Trends activity and can direct participants to form smaller groups, then provide a summary of the activity at the end of the meeting.
Discussion Leaders:
	Individuals who can help groups of 7-10 community members work through the Trends Discussion activity and direct participants to small group sessions.

Sample Agenda: The following agenda is provided as a sample. It is very flexible and can be adapted to special needs in each community.

7:00 p.m.	Registration & coffee Participants get name tag, agenda and evaluation sheet.
7:30 p.m.	Share agenda Purpose of the meeting. Introduce Activity Leader.
7:40 p.m.	Share project update Importance of future to community. Value of discussion and citizen participation.
7:45 p.m.	Trends Activity 1. break into small groups. 2. facilitators lead discussion and record ideas: use Both Side of the Trend activity. 3. newsprint posted, large group meets.
8:45 p.m.	Break and refreshments while participants visit and read posted newsprint
9:00 p.m.	"Both Sides of the Trend" Begin discussion of future. If interested, people can work on these threats/opportunities. Announce that newsprint will be made available to elected and appointed officials--decision-makers.
9:15 p.m.
9:30 p.m.	Steering Committee meets to read evaluation forms and discuss next steps. What would you have changed about this meeting? What specific actions do you see as possible for you or your community

Meeting/Activity Sample Evaluation Form:
1. What did you like best about this activity?
2. What did you like the least?
3. The most important thing I learned was...
4. The way this activity was designed and conducted made me feel...
5. How would you rate this activity in achieving its goals?

Goal I:________________________________________________________
	1	2	3	4	5
	Not at all				Very successful
Goal II:_______________________________________________________
	1	2	3	4	5
	Not at all				Very successful

SECTION C: COMMUNITY LEADERSHIP DEVELOPMENT

This section includes a comprehensive set of materials that users will find extremely useful for work in the community leadership setting.

Some materials will be most useful with a core group of leaders, others with community and civic groups of various types. Users, again, may want to adapt these materials to their own situation.

20 Clues to Rural Community Survival (Findings from the Entrepreneurial Community Case Study Project conducted by the Heartland Center for Leadership Development with support from the Policy Research Office, State of Nebraska. September-December 1986.)

1. Evident of community pride.
2. Emphasis on quality in business and community life.
3. Willingness to invest in the future.
4. Participatory approach to community decision-making.
5. Cooperative community spirit.
6. Realistic appraisal of future opportunities.
7. Awareness of competitive positioning.
8. Knowledge of the physical environment.
9. Active economic development program.
10. Deliberate transition of power to a younger generation of leaders.
11. Acceptance of women in leadership roles.
12. Strong belief in and support for education.
13. Problem-solving approach to providing health care.
14. Strong multi-generational family orientation.
15. Strong presence of traditional institutions that are integral to community life.
16. Attention to sound and well-maintained infrastructure.
17. Careful use of fiscal resources.
18. Sophisticated use of information resources.
19. Willingness to seek help from the outside.
20. Conviction that, in the long run, you have to do it yourself.

Characteristics of Community Leadership Programs:

What Purposes are Served?
	Identification of emerging or potential leaders
	Improved understanding of civic or community affairs
	Enhanced involvement in community leadership circles
	Development of leadership skills
	Study of key community issues
	Generation of action plans for community improvement
	Recruitment for volunteer leadership in community groups
What Activities are Undertaken?
	Presentations on leadership themes or topics
	Visits to civic or community agencies or offices
	Workshops to learn leadership skills
	Research on community needs and issues
	Planning activities for community betterment
	Reports recommending community action
	Mentoring by recognized community leadership
	Placement in volunteer service roles
	Evaluation of program impact
Who Provides Support and Direction?
	Chambers of Commerce
	Community Foundations
	Development Associations
	City/County Governments
	Schools and Colleges
	Employers
	Individuals
What are the Impacts?
	Improved awareness of community and civic activities
	Improved attitudes about community futures
	Greater participation in community and civic affairs
	Expanded pool of people with leadership skills
	Improved direction and focus for community betterment

Community as Leader:

Goals:
	1. To discuss ways in which the community has been a leader in the past and might be a leader in the future, to focus on past and future successes.
	2. To promote a shared understanding of resources and potentials.
Time Required:
	45-60 minutes
Materials:
	Newsprint and easels or chalkboards for recording, markers or chalk
Directions:
	Topics for this discussion must be assigned in advance. The ten topics used in the Roundtable Discussion Focus Questions work well in this activity. Group members should introduce themselves and make sure that one person is willing to act as a discussion leader and that another will serve as a recorder. The discussion leader should keep the conversation moving along, making sure everyone has a chance to participate. The recorder should put the group's main points on newsprint. At the end of the discussion, the group should have worked on two questions and recorded the answers. In what way is or has your community been successful in ______________________________________________________? (Fill in the blank with the topic or area of interest, e.g. agriculture, education, health, etc. Give some examples and be as specific as possible.) In what ways might your community demonstrate future success in ______________________________________________________? (Indicate some potential areas where there are opportunities for successful development in the future. Be as specific as possible.) Plan about 15 minutes to get started, highlighting by group discussion some of the current issues in the topic areas. Then turn to the two questions, letting group members suggest answers to the first question for about 15 minutes and then the second question for about 15 minutes. Get on paper as many examples of the community as a leader as you can, putting the emphasis on the number of examples of successful activities rather than discussion or critique.
Comments:
	Groups that have worked on these questions have been amazed at the number of ways in which their town has established leadership already. This is an excellent activity for addressing people's attitudes about the future of their community.

Starting a Community Network:

Goals:
	1. To identify and link people and resources available both inside and outside your community. 2. To connect with other interested individuals.
Directions:
	First, consider the "dreamers and do'ers" in your community. Can you identify individuals who are active in community projects? List five names of those you'd like to connect with. 1. 2. 3. 4. 5. Next, call any two of these people. Explain that you are interested in meeting with him or her in order to talk about community projects. Then, set up a time to meet, perhaps a lunch date or coffee break. You can discuss such things as: 1. The community in general--its strengths as well as weaknesses 2. Goals and plans 3. What's happening in your community and in other towns and organizations 4. Networking Call the others on your list. Set up a time and place to meet and talk to them just as you did before. If some people aren't interested in forming a community network, don't be discouraged. Just follow the same steps with others until you have a few interested people. Then, plan a time for your small groups to get together for an hour or two. As part of the group conversation, ask the question: "Who's not here?" List those people (perhaps a dozen) from your community. Divide the list among the groups. Each person should contact a few people on the list about the community network. When you get the whole group together, remember to include these topics on an agenda: 1. Some introductions--for example, each person could give her/his name and what they like best about the community. 2. An explanation of the usefulness of a community network. 3. A suggested regular meeting time every 2-3 months including a next meeting date. 4. Some information sharing--for example, each person could comment on what's the most important community project going on or the most serious issue, etc.

Five Secrets for Strengthening Membership:

Reward:
	People active in communities and organizations are like anyone else in their need for recognition and reward for the work they do. Positive reinforcement can come in many forms, from annual awards dinners to an informal "pat on the back" whenever the opportunity arises.
Respond:
	Group members will feel better about themselves and their contribution when someone responds meaningfully to their needs. Those needs may be spoken or simple "felt," and they may be ascertained according to what people do as well as what they say.
Recycle:
	Group members often will contribute with more enthusiasm if they have an opportunity to vary their participation from time to time, rather than being forced to stay with the same task over and over. Beyond that, organizations need to learn how to recycle skills and experience into newer and stronger programs and activities.
Renew:
	Building on past strengths has pay-offs for the organization and for the individual member as well. Organizations interested in strengthening membership will make sure that they are providing adequate opportunities for individual renewal through personal development and training opportunities--and for organizational renewal--through occasional program assessment, ongoing long-range planning activities, and scheduled changes in leadership.
Recreate:
	People often join groups as much to satisfy their own social needs as to contribute to something in which they believe. Organizations will help strengthen membership if they recognize these understandable social needs by providing occasional breaks from hard work and "planned excuses" to pause and have some fun.

10 Ideas for Recruiting New Leaders:

1. Ask the question:" Who's Not here?"
Understanding the makeup of your community allows you to analyze the leadership pool and know when a section of the community isn't represented. When you have an answer to "Who's not here?" you can develop a plan to increase involvement and target the areas that aren't represented.

2. Look for Skills, not Names
Rather than depending on the same people again and again for help with certain tasks, analyze the skills needed for the job and seek out a new helper. By looking at skills rather than names, you can discover leadership potential and involve new people in a community project.

3. Try Involvement by Degrees
Ask for help with small, simple tasks that allow people to grow into larger commitments. Gradual involvement helps leaders emerge and builds a cohesive group at the same time.

4. Appeal to Self-Interests
Match your recruiting style to the personal motivation of the new leader. Self-interest may be intellectual or social but it is the foundation of volunteer efforts.

5. Use a Wide Angle Lens
Keep in mind that even the smallest, most limited volunteer effort can be part of the leadership activities of a community. What's important is seeing how each contribution fits into the whole picture.

6. Define the Task
The simple technique of recruiting new leaders by asking for help becomes very effective when the task is defined by time commitment needed, the skills to be used, and the contribution that the completed task will make.

7. Use Current Leaders to Recruit New Leaders
Current leaders are in the best position to draw new leaders into community activities. Visibility, position/authority and example are all powerful tools to use in persuading others to become involved and take on some responsibility.

8. Create a History of Efficient Use of People's Time
Practice good time management by keeping meetings focused and organized. A reputation for efficiency always helps recruit.

9. Offer Membership "Premiums"
What are the advantages of assuming a leadership role? A "premium" can be anything from a discount on dues for club officers, a trip to a convention or a workshop or even a certificate of appreciation.

10. Market Your Wares
Build on the reputation of your group as effective and important to the community. Reports, newsletters, and public policy can do this formally, as does word of mouth informally.

Community Development Idea Marketplace

This format for sharing ideas can be used as part of any community gathering, meeting or even a very large conference. The only requirements for an Idea Marketplace are:
�copies of the Marketplace Form
�wall area large enough to display completed forms

Participants complete the form prior to the meeting and the forms are collected as participants arrive.

All the forms are then displayed--taped at eye level or lower so that during coffee break, people can browse and read. A hallway works well. If feasible, copies can be stapled together as a document and distributed, although the browsing/reading method offers more chances for interaction among participants.

Idea Marketplace

Information about community projects that rally work, new ideas in community economic development, techniques that you've tried or seen used in a community setting are all ideas that can be exchanged as part of the Idea Marketplace.

Please complete this form, describing whatever idea, technique, strategy, concept, project, approach, success, risk or inspiration you'd like to share. All forms will be collected and displayed as part of the Idea Marketplace.

Name ________________________________________
Title _________________________________________
Organization __________________________________
Address______________________________________
City ___________________ State ____ Zip _________
Phone __________________________

1. Community Development Idea (Describe your idea in a few words.)

2. What did you learn or discover as a result of using this idea?

Images of Your Community

Goals:
	1. To generate discussion about the positive and negative images of your community.
	2. To discuss the effect these images have on actions and planning.
Time Required:
	30-45 minutes
Size of Group:
	Best for small groups of at least three and no more than 12-15: can be used by several small groups, with one leader, at the same time.
Materials:
	Paper and pencils, newsprint and easel or chalkboard for recording, and markers or chalk.
Directions:
	The group leader asks participants to image that they a e working as a team of television scriptwriters. Their task is to develop a list of negative words that describe their community to use in a forthcoming situation comedy set in a large city in New York or California. The sitcom will have characters who are former Midwesterners* accustomed to making jokes about their rural backgrounds. Each participant works alone on a list of "negative" words and then share it with the group. The lists are recorded on newsprint for the group to view. Then, the group leader instructs participants to imagine that they are a team of advertising copywriters who have been asked to generate a list of positive images of their town for a brochure that will be used to recruit new businesses into the community. The potential employees would be professional, highly educated individuals. Each participant again works on a list as an individual an then share with the group. After recording these positive images, a discussion should be led to compare the two lists.
	* You may want to localize geographical references to provide a more meaningful activity for participants.
Comments:
	This activity can be a lot of fun and can generate considerable discussion of the images of a community. It is important that the group leader offers a summary of the discussion that emphasizes the fact that negative images do adversely affect people's ability to deal with problems and must be overcome by focusing on the positive images that coexist with the negative.

SECTION D: DEALING WITH THE FUTURE

This section contains activities that fall into two categories: activities that might be used to focus discussion on the future of a community and to serve as the means for collecting opinions about the future, and short group exercises that can encourage people to think about the future in creative ways.

Both Sides of The Trend: A Discussion Guide

This exercise is designed to help groups begin to focus on those trends that are most significant to the future of their community and to identify the threats and opportunities represented by those trends.

The basic design of this activity is a structured discussion in which group members decide on a trend that they wish to discuss and then analyze the impacts of that trend in terms of the threats and opportunities that are implied.

For example, an obvious trend that small towns must deal with is the increasing age of their population. This change in the demographic profile of their citizens may be a threat in some ways (having tremendous impacts on housing and health care needs) but in other ways might prove to be an opportunity (in areas of retired volunteers or business opportunities in services to the elderly).

The guide is based on trends identified during a statewide strategic leadership project and outlines this activity step-by-step, from selecting a recorder to keep track of the discussion, to brainstorming guidelines, to samples of group discussion questions.

The activity materials may be reproduced as a workbook for distribution at meetings or work sessions. The time required for this activity will vary depending on the amount of time allowed for discussion. However, you should plan on 1 to 1 1/2 hours to complete this discussion activity.

Both Sides of The Trend: A Discussion Guide

Goals:

1. To structure the discussion of probable trends on the positive and negative impacts of each trend.

2. To help keep the discussion focused on a particular topic.

3. To organize the information and ideas that come from the discussion.

Please read the directions as your group proceeds through the discussion.

1. AS A GROUP, SELECT A RECORDER WHO WILL KEEP TRACK OF THE DISCUSSION ON THE NEWSPRINT PROVIDED.

2. AS AN INDIVIDUAL, TAKE A LOOK AT THE FOLLOWING LIST OF TRENDS AND PICK ONE THAT SEEMS MOST SIGNIFICANT TO YOU.

Trends:

◊
Likely consolidation of government and business services into larger towns.

◊ Continuing debate over moral/ethical issues in health care.

◊ New tax sources necessary to maintain quality education at all levels.

◊ Continued decrease in the number of banks operating in the state.

◊ Great expansion of telecommunications and information available by direct access.

◊ Fewer farms, more regulation of all natural resources and expanded products and processing in agriculture.

◊ More employee-owned processing in all manufacturing and processing work.

◊ Increased services to the elderly.

3. IN TURN, EACH MEMBER SHOULD TELL THE GROUPS WHICH TREND HE OR SHE PICKED AS MOST SIGNIFICANT.

You might want to record the other group members' choices here.

4. AS A GROUP, SELECT A TREND TO DISCUSS IN DEPTH.

The recorder should list this choice on newsprint.

5. YOUR TASK NOW IS TO CREATE A LIST OF THE THREATS REPRESENTED BY THIS TREND AND THE OPPORTUNITIES IT WILL BRING.
TREND:_____________________________________________

Threats Opportunities

6. NOW, AS A GROUP, CREATE A LIST THAT WILL INCLUDE ALL THE IDEAS THAT EACH INDIVIDUAL HAD DEVELOPED. YOUR RECORDER SHOULD LIST THESE IDEAS ON THE NEWSPRINT PROVIDED.

Make sure that everyone's ideas are included.
About 20 minutes has been planned for this part of the activity.

7. WHEN YOUR GROUP HAS FINISHED CREATING A LIST OF THREATS AND OPPORTUNITIES THAT WILL RESULT FROM A PROBABLE THREAT, YOU MIGHT WANT TO TAKE SOME TIME AND DISCUSS SOME OF THE IDEAS.

� Can any of the threats be minimized?

� Can any of the opportunities be maximized?

� How can communities prepare for the threats of the future trend you discussed?

� How can communities make the most of the opportunities created by this trend?

8. LISTEN FOR DIRECTIONS FOR SHARING YOUR WORK WITH THE TOTAL GROUP.

Probable, Possible and Preferred Futures

Goals:

1. To describe the probable, possible and preferred futures of a community (organization, neighborhood, etc.).

2. To provide the basis for further discussion and planning.

Time:

60-90 minutes

Size of Group:

Best for groups of 7-15; can be used in several small groups at the same time.

Materials:

Paper and pencils, newsprint and easel or chalkboard for recording, and markers or chalk.

Directions:

Leader asks participants to describe, in a few written sentences, the most probable future for their community. They should be writing what they think their community will be like in 15 or 20 years. After about 15 minutes (or less if everyone finishes), each participant shares his/her list with the group.
The group leader then leads the group in creating a summary list that will represent what participants think the future will be.

At this point, the group is asked to identify which aspects of the description of the future are probable, possible and preferable. The group leader can form three new lists on newsprint, titled Probable, Possible and Preferred and, as group members discuss the future they have written together, the group leader lists their comments on the appropriate sheet.

The group leader should summarize the activity by reminding the participants that the idea of Preferred Futures is an important component of strategic planning which first defines the future we want and then allows us to analyze what is needed to make that future happen. This activity should be presented as a sequential part of the planning process.

Comments:

The lists can be used as is or expanded by group members for use in a next meeting as a handout. The information can serve as the basis for future goal statements.

Decades Brainstorm

Goals:

1. To help participants discuss the images of the past, present and future that influence their thinking.

2. To increase participation within the group.

Time Required:

15-30 minutes

Size of Group:

No more than 30

Materials:

Easel and newsprint or several chalkboards, markers or chalk.

Directions:

On paper or chalkboard, group leader lists decades: 1950, 1960, 1970, 1980, 1990. Judging the beginning date by the age of the group, the leader asks participants to "brainstorm" what they remember about those years. Suggestions such as news events, songs, styles, and weather can be offered. Participants follow brainstorming rules whereby all comments are recorded and not discussed or criticized. The leader must also judge the amount of time to be spent on each decade list and move the group through the past to the present and then ask group members to predict what will be memorable about the future.

Comments:

Because it dramatizes personal reactions and memories of changes, this activity is an excellent beginning for any group that wants to deal with the issues of change and the future. This activity can be used at the beginning of a meeting or work session to set the stage for a serious discussion or as an ice breaker that helps a group to relax and enjoy working together. It is used most effectively when the leader plans some time for comments that can serve as a transition to a longer consideration of the impacts of change.

Rapid Change: A Brainstorming Activity

Goals:

1. To engage a group in a discussion of rapid change.

2. To increase awareness of the development of attitudes toward change.

Time Required:

15-30 minutes, depending on discussion

Materials:

Easel and newsprint or a chalkboard, markers or chalk

Directions:

The facilitator selects an example of "amazing" technology that has very quickly become commonplace, such as heart transplants that now receive very little mention in the press but were thought nearly impossible only a few years ago. Using such an example, the facilitator then leads the group in a brainstorming session to list similar examples.
When the facilitator is satisfied with the size of the group list or the time expended on the listing, a summary discussion can be developed around questions such as:

� What dies this list tell us about change?

� How do we deal with the rapidity of change?

� What makes change easy to deal with?

� What makes change hard to deal with?

SECTION F: "SWOT" Analysis Forms

1. Please record your group's remarks regarding community strengths.

2. Please record your group's remarks concerning community weaknesses.

3. Please record your group's remarks concerning the opportunities facing your community.

4. Please record your group's remarks concerning the threats that face your community in the future.

5. Match the strengths your group has identified with the opportunities the community possesses.

SECTION G: Meeting Exercises

(The following exercises are designed to assist the facilitator.)

MEETING ACTIVITY 1: WELCOME TO MYOPIA

Welcome to Myopia. This is a very typical town, although if the residents were polled, they see themselves as having a unique situation.

Herman trump founded the town in 1850. Many of his descendants still live there. His great grandson, Calvin Trump, is a very powerful figure in town. He seems to set the mood and tone for activities in town. If a project gets his blessing, then it probably will be supported.

The town is situated about an hour's drive from an airport with commercial air service (jet and turbo-prop air service). It is about fifteen minutes from a major interstate highway.

It is the county seat. Historic Preservation buffs say that Myopia has a great county courthouse, but the commissioners want to build a new building because they feel the old one does not meet their needs.

The town grew dramatically in the 1880s and consequently most of the commercial buildings in the downtown area as well as the residential structures are Victorian (Italianate, Greek Revival and Second Empire styles in particular).

The downtown area looks like many others. It has a hardware store, a pharmacy/card store, attorney offices, a barber/beauty salon, a cafe, town bars, a sporting goods store. On the way out of town, just beyond the square sits the local mechanic, and a few B&Bs. The outskirts of town is the usual strip. It has an AutoZone, a Wal-Mart, McDonalds, Wendys, Burger-King, Pizza-Hut, Color-Tile, Goodyear Tire store, Motel-6, Super 8, Holiday Inn and Ramada Inn.

MEETING ACTIVITY 2: TOWN TOUR (30 MINUTES + 15 MINUTES FOR SHARING)

PURPOSE: To provide the residents with the opportunity to identify resources which they would share on a tour with visitors.

MATERIALS NEEDED:

HOW TO:

1. Divide attendees into groups of six.

2. Have a planned leader for each group.

3. Give a blank sheet of paper to each group or a blown-up topographic (topo) map if the area included is multi-county or multi-community.

4. Each groups should think about the places they would take a visitor to their community if they were staying for one day, for town days or for three days.

5. They need to draw the community tour or place keyed sites on the topo map and write on the other sheet what they would take the visitor to see.

6. Each group should share the results with the larger group.

MEETING ACTIVITY 3: DECADES BRAINSTORM (SEE APPENDIX 2, SECTION D)

MEETING ACTIVITY 4: CENSUS INVESTIGATION

Explore changing the continuing patterns of community life and culture through the manuscript and printed censuses and/or city directories of your community, beginning in 1820 and examining, say, every 40 years thereafter.

MEETING ACTIVITY 5: YOUR TOWN IN THE BIG PICTURE

Purpose: To help a community understand where the development of their town exists in relation to US History. With the help of a historian, explore the major changes which have occurred in the nation's history since the founding of your town. Attempt to place your town's development in national context. A good tool, aside from census records, is local newspapers, Another is the records of businesses, churches, and synagogues. Photo sharing also helps.

MEETING ACTIVITY 6: SWOT ANALYSIS (SEE SECTION F)

MEETING ACTIVITY 7: THE TOWN OF HISOIN

The town of HiSoIn, a small, friendly place where the best asset everyone says is its people, has been experiencing economic difficulties. In the post 20 years, it has lost many jobs and residents, and has shifted from a mining-manufacturing economy to one based on service. The town is distinctly rural, with its culture reflecting bits of Dixie, the industrial East, and the Midwest grain belt.

A group has been formed to discuss options for economic revitalization. Tourism is being considered as an alternative. The community has few commercial "attractions," but it is blessed with many natural, cultural, and historic resources that may attract visitors.

Others in the town want "real economic development" to occur. They want factories and would love to have s Super Wal-Mart. Still others thin the solution is a casino.

There is no quick fix.

The Activity:
Create a cast of characters--like the one that follows, or do one of your own--and give each a role to play. Do not put community leaders in the roles they normally play, (for example, the mayor should play someone else). Make large name cards with these characters on one side, so that others can see them. On the other side of the card, list the character's traits, so that the player understands how he/she is supposed to act.

Character

Traits

Mayor 1. Encourages everyone to be positive, to work together, and to "network.
2. Encourages all citizens to participate in the process.
3. Is very concerned about young people leaving the town.

Council member 1. Open-minded, resourceful, and compassionate.
2. Wants to be mayor and supports incentives to attract factories.

Attorney 1. Practical and a problem-solver.
2. Thinks the town's history is its best selling point.
3. "Can do" approach. You find a solution to almost every challenge.

School superintendent 1. Understanding and a team-builder.
2. Has skills & talent to find the common ground.
3. Wants to move to a larger school district and has little sense of ownership in the town.

Chamber of commerce director 1. Visionary, partnership builder, cheerleader, enabler and facilitator.
2. Conflicts with the mayor over the hotel-motel tax that he has proposed and leads the fight to cut city spending.
3. Thinks historic preservation is a worthless enterprise.

MEETING ACTIVITY 8: THE CITY OF HISOIN (ALTERNATE SITUATION)

With the same case of characters, or others that you create, imagine the town of HiSoIN has recently acquired a casino (or a large automotive factory). Some people in the community oppose this because it threatened the town's heritage. Others think it is only a "quick fix." Still others think these are not "good jobs." Most, though, think that the town has finally acquired the wherewithal to grown and develop. The millions of dollars in tax revenues and subsidies from the new corporate citizen are almost too good to be true. And all those new jobs help also.

So--to most citizens, talk about historic preservation and historical resources and about tourism development is pretty irrelevant and downright irritating.

MEETING ACTIVITY 9: COMMUNITY VALUES (typically 80-90 minutes)

GOAL: To identify the values a community shares and wishes to preserve, no matter what happens.

METHOD: Small group discussions to share ideas, followed by sharing of group discussions in the larger group, and voting on proposals. The small groups have six members--one is facilitator and one is recorder.

After a ten-minute introduction to explain the process, each group gets no more than forty minutes for brainstorming. The larger group discussion, no more than forty minutes, records the ideas of the small group discussions and gives each person an opportunity to vote (for example, by colored stickers) on his/her top five choices. It also provides time to summarize the results of the voting and list the community's most important values.

MATERIALS: Large newsprint sheets for each group of 6, one marker per group and masking tape.

APPENDIX 3: RESOURCE DIRECTORY
A. List of State and Regional Agencies
B. Glossary*
C. Bibliography*
*Items in sections b and c are supplied courtesy of the National Trust for Historic Preservation, Saving Place (1991).

SECTION A: HISTORIC PRESERVATION/TOURISM RESOURCES
Compiled by Historic Southern Indiana--Revised Summer 1997

Congressional Offices
Congressman Lee H. Hamilton
Assistant: Patricia Slasher
1201 E. Tenth Street, Room 107
Jeffersonville, IN 47130
(812) 288-3999 Fax (812) 288-3877
E-mail: hamilton@hr.house.gov
Web-site: http://www.house.gov/hamilton/welcome.html

Congressman John Hostettler
Assistant: Chris Crabtree
101 NW Martin Luther King Jr. Blvd., Room 124
Evansville, IN 47708
(812) 465-6484
E-mail: johnhost@hr.house.gov
Web-site: http://www.gov/hostettler/welcome/html

Offices of Senators Richard Lugar and Dan Coats
David Graham
1201 E. Tenth Street
Federal Center, Room 103
Jeffersonville, IN 47132
(812) 288-3377 Fax (812) 288-3339

Michael Duckworth
101 NW Seventh Street
Evansville, IN 47708
(812) 465-6313 Fax (812) 465-6312

Indiana Department of Natural Resources
Indiana Division of Historic Preservation & Archaeology
402 W. Washington, Room 274
Indianapolis, IN 46204
(317) 232-1646 Fax (317) 232-0693
Acting Director: Jon C. Smith

The Division of Historic Preservation & Archaeology has jurisdiction over state and Natural Register listing, historic sites and structures surveys, environmental impact reviews, and all archaeological matters.

Indiana State Museums & Historic Sites
202 North Alabama Street
Indianapolis, IN 46202
(317) 232-1637
Director: Richard Gantz
Assistant Director for Historic Sites: Tom Gross

Responsible for administration, maintenance, development and interpretive programs of the State Museum in Indianapolis and fifteen State Historic Sites throughout Indiana.

Indiana Department of Commerce
One North Capitol, Suite 700
Indianapolis, IN 46204
(317) 232-8800 Fax (317) 232-4146

Indiana Main Street
Director: Cindy Livinghouse

Founded by the Indiana General Assembly to encourage development, redevelopment, and improvement of downtown areas throughout Indiana to ensure a community's overall attractiveness for new investment. Community development grant programs are also administered through the Community Development Division.

Tourism & Film Development Division
Director: John Goss

The TFDD administers the National Trust's Heritage Tourism Initiative for the state applications will be available in the fall of 1992 for communities wishing to participate. Technical assistance related to heritage tourism is also available to any community. This division also administers a variety of grant programs for promotional purposes, will conduct on-site tourism planning sessions for communities, and serves as a clearinghouse for all tourism-related information.

Indiana Historical Bureau
Room 408, State Library & Historical Building
140 North Senate Avenue
Indianapolis, IN 46204
(317) 232-2535 Fax (317) 232-3728
Director: Pamela Bennett

It is the mission of the Historical Bureau to edit and publish documentary and other material relating to the history of the state of Indiana and to promote the study of Indiana history through traditional and alternative learning methods in the arts, humanities and sciences. A variety of Educational Programs include the Indiana Junior Historical Society and Indiana History Day. Bureau publications, such as its Indiana Historical Collections series, are distributed free to Indiana public and college libraries in order to encourage the study of Indiana history. The Bureau is also responsible for the state Historical Marker Program.

Indiana Historical Society
315 West Ohio Street
Indianapolis, IN 46202
(317) 232-1882 Fax (317)233-3109
Website: http://www.ihs1830.org/
Executive Director: Peter Harstad
E-mail: pharstad@statelib.lib.in.us

The Indiana Historical Society is a private organization founded in 1830 with the following objectives: to collect all materials calculated to shed light on the natural, civil and political history of Indiana; the promotion of useful knowledge; and the friendly intercourse of such citizens of the state as are disposed to promote the aforesaid objectives.

The IHS library is a repository of rare books, maps, manuscripts and archives, photographs and other visual materials relating to the history of Indiana and the Old Northwest. For more than 100 years, the Society has actively published Indiana history. Programs include the county historian program, the Indiana Heritage Research Grant, a regional workshop and consultant program, traveling exhibits, slide-tape shows, and three Indiana history conferences each year.

National Park Service
United States Department of the Interior
PO Box 37127
Washington, DC 20013-7127
Web-site: http://www.nps.gov

For nominative a site as a National Historic Landmark or for the National Register for Historic Places, information on grants in aid, tax incentive programs, surveys and current regulations, contact the State Historic Preservation Officer (see Division of Historic Preservation & Archaeology above).

For information of archaeological concerns or nominating a site as a National Natural Landmark, contact the Superintendent at the nearest Park Service area. National Park Serive areas in the HSI region are:

Lincoln Boyhood National Memorial
PO Box 1816
Lincoln City, IN 47552
(812) 937-4541 Fax (812) 937-9929

George Rogers Clark National Historical Park
410 S. Second Street
Vincennes, IN 47591
(812) 882-1776 Fax (812) 882-7270
Web-site: http://www.nps.gov/gero

Historic Landmarks Foundation of Indiana

State Headquarters:                8402 Boulevard Place
                                                Indianapolis, IN 47208
                                                (317) 639-4534 Fax (317) 639-6734
                                                President: J. Reid Williamson

Western Regional Office:        643 Wabash Avenue
(Serves Knox, Martin,             Terre Haute, IN
and Daviess Counties)            (812) 284-4534 Fax (812) 234-0156
                                                Regional Coordinator: Mark Dollase

Southern Regional Office:        111 West Chestnut
(Serves remaining 23                Jeffersonville, IN 47130
HSI counties)                            (812) 284-4534 Fax (812) 285-9923
                                                 Regional Coordinator: Jim Quinn

HLFI is dedicated to promoting--through advocacy and direct action-the preservation and restoration of Indiana's historic architecture. It aims to increase public awareness of the economic, aesthetic and social benefits of preserving our Hoosier architectural heritage. Services include professional consultation on historic architectural and preservation matters, technical advice on restoration, a sightseeing service, and a variety of educational programs, and funding programs. The most complete research library on preservation related subjects in the state is located at state headquarters (items for use on the premises only).

Heartland Center for Leadership Development
941 "O" Street
Lincoln, NE 68508
(401) 474-7667
Directors: Vicki Luther & Milan Wall

The Heartland Center seeks to develop local leadership that responds to the challenges of the future. A major focus of the Center's activities is practical resources and public policies for rural community survival. Activities include designing individualized training programs for community leaders, assisting communities in developing the capacity for locally directed strategic planning, conducting field-based research, conducting workshops, seminars and retreats, and publishing booklets and guides on such topics as workable strategies for community and economic improvement, education and economic development, renewing community leadership and secrets to coping with change in small towns.

University of Minnesota Tourism Center
101 Green Hall
1530 Cleveland Avenue
St. Paul, MN 55108
(612) 624-4947
Director: John Sem

Responsible for the National Rural Tourism Development Project, designed to provide organizations and individuals with a development process and self-help materials to help communities develop and expand their tourism industry. The specific program objective is to establish a network of trainers, each of whom can work with rural communities on an on-going basis as a resource person for establishing, improving and/or expanding a travel and tourism industry. A training package is available for purchase.

Scenic America
21 Dupont Circle, NW
Washington, DC 20036
9202) 833-4300
President: Sally Oldham

Scenic America is the only national group devoted solely to protecting and enhancing America's scenic resources. The organization's major activities involve signage control and development of scenic byways programs.

Historic Southern Indiana
University of Southern Indiana
8600 University Boulevard
Evansville, IN 47712
(812) 465-7014 Fax: (812) 465-7061
Director: Darrel E. Bigham
E-mail: dbigham@usi.edu
Web-site: www.usi.edu/hsi

Historic Southern Indiana (HSI) is an alliance of historic sites, agencies and individuals which seeks to identify, protect and preserve, develop, enhance and promote the historical, natural and recreational resources of southern Indiana. Sponsored by the University of Southern Indiana, HSI coordinates and facilitates regional development, fosters economic advancement and improvement of the quality of life for its residents.

SECTION B: GLOSSARY

Sources: None of these definitions are taken verbatim from anywhere, but many draw substantially from one or both of these publications.

Moskowitz, Harvey S. and Carl G. Lindbloom. The Illustrated Book of Development Definitions. Rutgers University, Piscataway. 1981.

U.S. Department of Housing and Urban Development (HUD) and People's Republic of China Ministry of Urban and Rural Construction and Environmental Protection (MURCEP). The English/Chinese Glossary of Terms in Housing, Urban Planning and Construction Management. Washington, D.C. and Beijing. 1987.

Commonly Used Terms:

Aquifer, wellhead, stream and other water resource controls: controls regulating development threatening to water quality in geologic formations (aguifers) providing water supplies or areas (wellheads) providing recharge for wells, or protecting habitats, flows, and water quality along designated streams.

Basic floodplain controls: regulations establishing rules for development within floodplains, specifying elevation of structures and methods of floodproofing, but not prohibiting such development except in the central floodway.

Business zoning: zoning which allows commerce, retailing, and perhaps industry at that location.

Cluster zoning: regulation allowing developers to concentrate housing units in one part of the parcel in question, and to preserve the remaining portion of the parcel as open space for conservation or recreation.

Community development corporation: an organization formed by residents of an area to stimulate, finance, and sometimes operate local businesses or housing.

Compact form: housing, services and places of employment arranged in close proximity, without large intervening areas of undeveloped land.

Compactness: the degree of proximity among housing units, services and places of employment.

Demolition delay law: a regulation requiring for specified historic structures that there be notification of intent to demolish, and provision of time for public intervention.

Density: the number of families, individuals, dwelling units, or amount of building cubage per unit of land.

Developer fees: public charges over and above taxes, imposed on those doing development to offset the costs of development-related public services or facilities.

Development impact criteria: specific standards for such things as traffic congestion, storm water flows and erosion.

Egress and buffering controls: regulations governing the location and design of driveways (egress), and the provision of landscaping, fences, berms, or other means for controlling visual and other impacts on streets or neighbors (buffering).

Environmental protection: efforts to avoid damage to natural systems, such as air, water, or wildlife habitats, and to avoid degradation of the human environment through noise, visual blight or other harmful impacts.

Flood fringe development: building within the outer portions of a flood plain where doing so doesn't materially raise flood levels.

Growth timing controls: regulations which directly govern when a development may begin, or how rapidly it may be completed (as distinct from controls, such as large lot requirement, which often indirectly implement the same intent).

High density: an amount of building, population, or other activity which is judged to be large relative to the land area it occupies.

Historic district: an area officially designated as historically significant because of association with the past, or because of structures having architectural importance.

Historic preservation: the protection, rehabilitation, and restoration of communities, districts, sites, buildings, structures, and artifacts significant to history, architecture, archeology, or culture.

Historic settlement patterns: inherited arrangements of buildings, roads and open spaces in developed communities. In the Northeast these often are very compact.

Landmarks law: a control regulating alterations to or demolition of designed structures or sites.

Master or comprehensive plan: a document intended to guide the physical and, sometimes, economic development of a community or region, typically with long-range intent, and including both analysis and proposals.

On-site parking regulations: controls requiring parking to be provided on the premises to serve uses being developed there.

Planning: formulating schemes or programs for achieving some end. In this context, and ongoing process intended to help public and private decision-makers arrive at sound decisions about the future of the community includes both making plans and seeking their implementation.

Public utility service area: the area within which public water, public sewerage, or other public utility is or may be provided.

Regional land trust: a private, non-profit, tax-exempt corporation which seeks to preserve land through real estate transactions, operating on a larger-than-local scale.

River watershed group: a citizen's group seeking to advance the interests of a river basin through environmental protection, development of access or recreation facilities, and education.

Scenic road controls: regulations for protection of designated existing roads and their bordering trees and stone walls in the event of construction along them.

Setback: the distance between a street line and the front line of a permitted building.

Site (or development) plan review: regulatory review of the arrangement of buildings, landscaping, parking, and other elements on the site, of the provisions for circulation and utilities, and sometimes of impacts such as noise or hazards.

Sprawl: a settlement pattern where development is widely dispersed at relatively low density, typically but not always bypassing many vacant parcels.

Strip development: a long and , usually, shallow ribbon of commercial or retail development along a major road.

Subdivision regulations: controls over the division of land into lots and the provision of streets and utilities to serve them.

Utility avoidance: managing development so that public water and sewer won't be needed.

Zoning regulations: controls over the use of land and development intensity, typically with requirements varying among designated districts, and often including controls over parking, signs, site design, and other matters.

Basic Books:
These are the references cited in the REPORT Card. All are in print, and would be worthwhile investments for any community with serious interest in protecting its community character and rural conservation. Those marked with and asterisk (*) are available through the American Planning Association Planners Bookstore, 1313 E. 60th St., Chicago, IL 60637.

* Mantell, Michael A., et al. Creating Successful Communities: Resource Guide for Creating Successful Communities. Washington, DC: Island Press, 1989. Examples of adopted controls, including some which are very advanced.

Massachusetts Executive Office of Communities and Development and Pioneer Valley Planning Commission. The Growth Management Workbook. Boston: Pioneer Valley Planning Commission, 1988. Designed for Massachusetts, but the techniques described are broadly usable. Available for $30.00 from the Pioneer Valley Planning Commission, 26 Central St., West Springfield, MA 01089.

* Strokes, Samuel N., et al. Saving American's Countryside: A Guide To Rural Conservation. Baltimore: Johns Hopkins University Press, 1989. Covers most of the topical ground for the National Trust for Historic Preservation's Project PREPARE, with case studies across the country.

* Yaro, Robert D., et al. Dealing with Change in the Connecticut River Valley: A Design Manual for Conservation and Development. Amherst, MA: Center for Rural Massachusetts, 1988. A gorgeous manual outlining techniques for managing development.

SECTION C: BIBLIOGRAPHY

These materials are either less readily available, of narrower use, or less closely connected to the questions than were the Basic Books used for citations. However, they contain pertinent and useful information.

1. Altman, Ross J. "Historic Preservation Tied with New Development: Glenbrook, Nevada." Urban Land October 1981: 3-11.

2. ASCE, NAHB, and ULI. Residential Streets. 2nd ed. New York: American Society of Civil Engineers, 1990.

3. Baron, Hal S. Those Who Stayed Behind: Rural Society in 19th Century New England. New York: Cambridge University Press, 1984.

4. Bley, Jerry. "Using 'Build-out' Scenarios to Make Wise Land Use Decisions." Maine Growth Management News Natural Resources Council of Main, Fall 1990: 1-6.

5. Brockway, Lucinda A. "Rural Districts: Historic Preservation as a New Planning and Management Tool for Rural New Hampshire." Historical New Hampshire Summer 1990: 136-148.

6. Bucks County Planning Commission. Village Planning Handbook. Doylestown, PA: Bucks County Planning Commission, 1989.

7. Canagir, Melvut and Stephen Kraft. "Suburbia Meets Farm." Landscape Architecture July 1983: 79-80.

8. Coughlin, Robert E., et al. The Protective of Farmland: A Reference Guidebook for State and Local Governments. U.S. Government Printing Office, 1980. The definitive work on agricultural protection.

9. Davidson, Jonathan M., et al. Managing Florida's Urban Growth: A Guidebook for Local Planning and Development Officials. Tallahassee, FL: Department of Urban and Regional Planning, Florida State University, 1984. An excellent collection of growth management techniques compiled for the Florida League of Cities.

10. Denman, Anne Smith, ed. "Design Resourcebook for Small Communities." Small Town November-December 1981.

11. Duerksen, Christopher J. Aesthetics and Land-Use Controls: Beyond Ecology and Economics. Chicago: APA Planning Advisory Service Report #399, 1986. Both legal analysis and case stories.

12. Getzels, Judith and Charles Thurow, eds. Rural and Small Town Planning. Chicago: Planners Press, 1979. A nice small-town down-sized version of the ICMA "Green Book".

13. Herbers, John. The New Heartland. New York: Times Books, 1986. A popular discussion of the growth and change of rural areas.

14. Hester, Randolph T. Jr. "The Sacred Structure in Small Towns: A Return to Manteo, North Carolina." Small Town January-February 1990. Nice participatory planning process to identify and protect locally valued resources.

15. Hiss, Tony, The Experience of Place. New York: Knopf, 1990, A refreshing regional perspective on landscape management.

16. Institute for Community Economics. The Community Land Trust Handbook. Emmaus, PA: Rodale Press, 1982. Case studies and how-to-do on community land trusts.

17. Kay, Jane Holtz. Preserving New England. New York: Pantheon Books, 1986.

18. Leinberger, Christopher B. and Charles Lockwood. "How Business is Reshaping America." The Atlantic Monthly October 1896: 43-52. Good description of the suburbanization threatening rural areas.

19. Lemire, Robert A. Creative Land Development: Bridge to the Future. 2nd ed. Boston: Houghton, 1987. A parcel-by-parcel approach to reconciling owner's wishes with those of the community.

20. Lynch, Keven and Gary Hack. Site Planning. 3rd ed. Cambridge, MA: MIT Press, 1984. Site Planning principles for planners.

21. McGregor, Gregor I., Esq. Guide to Environmental Law. Boston: McGregor, Shea, & Doliner, P.C., 1989. A rich guide to sources of authority and their application, especially at the Federal level.

22. Mackin, Ann and Alex Krieger. A Design Primer for Cities and Towns. Boston: Massachusetts Council on Arts and Humanities, 1989.

23. Munsell, Kenneth, ed. "Historic Preservation Resourcebook for Small Communities.: Small Town November-December 1982.

24. National Association of Home Builders. Affordable Housing Challenge and Response. Washington, DC: US Department of HUD, innovating Technology and Special Projects Division, 1987.

25. Stokes, Samuel and Elizabeth A. Watson. "Rural Conservation." Washington, DC: The National Trust for Historic Preservation Information Series #19, 1984.

26. Watson, Elizabeth A., "The Development of Rural Conservation Programs: A Case Study of London County, Virginia." Washington, DC: The National Trust for Historic Preservation Information Services #29, 1981.

27. Natural Resources Council of Maine, Getting Involved: A Citizen's Guide to Local Planning. Augusta, ME: Natural Resources Council of Maine, 1990. Principles of community dynamics in reaching consensus on a plan, drafted for Maine comprehensive plans but broadly applicable.

28. New England Center. Planning for the Changing Rural Landscape of New England: Blending Theory and Practice. Durham, NH: University of NH. 1988.

29. Northeast Environmental Design. The Vermont Backroad. Woodstock, VT: Ottauquechee Regional Planning and Development Commission, 1984. How to keep rural roads rural.

30. Oberdorder, Jeff. "The Felton Town Plan: Development a Participatory Master Plan." Small Town March-April 1987: 4-13. A Good description of rural planning being done well.

31. Peskin, Sarah. Guiding Growth and Change. Lincoln, MA: Massachusetts Audubon Society, 1976. A Classic citizen's manual on growth management techniques.

32. Phillips, Patrick. "Growth Management: in Hardin County, Kentucky, A Model for Rural Areas." Urban Land June 1987: 16-21.

33. Porter, Douglas R., ed. Growth Management: Keeping on Target. Washington, DC: Urban Land Institute, 1986. The latest overview of growth management, with pairs of articles on the major case study communities.

34. Porter, Douglas R. "Flexible Zoning: How it Works." Urban Land April 1988: 6-11. An analysis of performance zoning, based on case studies. By far the best work on performance-based systems.

35. Rahenkamp, John E. and William G. Hengst. "Road Corridor Overlay Zoning for Roadside Enhancement." Urban Land May 1988: 11-15. A nice description of a few case studies of managing roadsides.

36. Schuster, J. Mark, et al. Housing Design and Regional Character: A Primer for New England Towns. Cambridge, MA: MIT Department of Urban Studies and Planning, 1988. Principles for accommodating residential development into the small-town environment.

37. Scott, Randall W., ed. Management & Control of Growth. vol. I-IV, Washington, DC: The Urban Land Institute, 1975 et seq. The definitive collection of its time, abstracting most of the worthwhile early literature on the topic.

38. So, Frank S., et al. The Practice of Local Government Planning. 2nd ed. Chicago: International City Management Association, 1988. This is the "Green Book" bible of traditional municipal planning.

39. Thurber, Pamela and Robert Moyer. State Enabling Legislation for Local Preservation Commissions. Washington, DC: National Trust for Historic Preservation, Fall 1984.

40. Ward, Wesley. Land Conservation Methods and their Tax Advantages: A Guide for Massachusetts Landowners. Beverly, MA: The Trustees of Reservations, 1987.

8600 University Boulevard - Evansville, IN 47712-3596 - 812/464-8600

Goals:
	1. To structure the discussion of probable trends on the positive and negative impacts of each trend.
	2. To help keep the discussion focused on a particular topic.
	3. To organize the information and ideas that come from the discussion.
	Please read the directions as your group proceeds through the discussion.
	1. AS A GROUP, SELECT A RECORDER WHO WILL KEEP TRACK OF THE DISCUSSION ON THE NEWSPRINT PROVIDED.
	2. AS AN INDIVIDUAL, TAKE A LOOK AT THE FOLLOWING LIST OF TRENDS AND PICK ONE THAT SEEMS MOST SIGNIFICANT TO YOU.
	Trends:
	◊	Likely consolidation of government and business services into larger towns.
	◊	Continuing debate over moral/ethical issues in health care.
	◊	New tax sources necessary to maintain quality education at all levels.
	◊	Continued decrease in the number of banks operating in the state.
	◊	Great expansion of telecommunications and information available by direct access.
	◊	Fewer farms, more regulation of all natural resources and expanded products and processing in agriculture.
	◊	More employee-owned processing in all manufacturing and processing work.
	◊	Increased services to the elderly.
	3. IN TURN, EACH MEMBER SHOULD TELL THE GROUPS WHICH TREND HE OR SHE PICKED AS MOST SIGNIFICANT.
		You might want to record the other group members' choices here.
	4. AS A GROUP, SELECT A TREND TO DISCUSS IN DEPTH.
		The recorder should list this choice on newsprint.
	5. YOUR TASK NOW IS TO CREATE A LIST OF THE THREATS REPRESENTED BY THIS TREND AND THE OPPORTUNITIES IT WILL BRING. TREND:_____________________________________________
		Threats Opportunities
	6. NOW, AS A GROUP, CREATE A LIST THAT WILL INCLUDE ALL THE IDEAS THAT EACH INDIVIDUAL HAD DEVELOPED. YOUR RECORDER SHOULD LIST THESE IDEAS ON THE NEWSPRINT PROVIDED.
		Make sure that everyone's ideas are included. About 20 minutes has been planned for this part of the activity.
	7. WHEN YOUR GROUP HAS FINISHED CREATING A LIST OF THREATS AND OPPORTUNITIES THAT WILL RESULT FROM A PROBABLE THREAT, YOU MIGHT WANT TO TAKE SOME TIME AND DISCUSS SOME OF THE IDEAS.
	�	Can any of the threats be minimized?
	�	Can any of the opportunities be maximized?
	�	How can communities prepare for the threats of the future trend you discussed?
	�	How can communities make the most of the opportunities created by this trend?
	8. LISTEN FOR DIRECTIONS FOR SHARING YOUR WORK WITH THE TOTAL GROUP.

Goals:
	1. To describe the probable, possible and preferred futures of a community (organization, neighborhood, etc.).
	2. To provide the basis for further discussion and planning.
Time:
	60-90 minutes
Size of Group:
	Best for groups of 7-15; can be used in several small groups at the same time.
Materials:
	Paper and pencils, newsprint and easel or chalkboard for recording, and markers or chalk.
Directions:
	Leader asks participants to describe, in a few written sentences, the most probable future for their community. They should be writing what they think their community will be like in 15 or 20 years. After about 15 minutes (or less if everyone finishes), each participant shares his/her list with the group. The group leader then leads the group in creating a summary list that will represent what participants think the future will be. At this point, the group is asked to identify which aspects of the description of the future are probable, possible and preferable. The group leader can form three new lists on newsprint, titled Probable, Possible and Preferred and, as group members discuss the future they have written together, the group leader lists their comments on the appropriate sheet. The group leader should summarize the activity by reminding the participants that the idea of Preferred Futures is an important component of strategic planning which first defines the future we want and then allows us to analyze what is needed to make that future happen. This activity should be presented as a sequential part of the planning process.
Comments:
	The lists can be used as is or expanded by group members for use in a next meeting as a handout. The information can serve as the basis for future goal statements.

Goals:
	1. To help participants discuss the images of the past, present and future that influence their thinking.
	2. To increase participation within the group.
Time Required:
	15-30 minutes
Size of Group:
	No more than 30
Materials:
	Easel and newsprint or several chalkboards, markers or chalk.
Directions:
	On paper or chalkboard, group leader lists decades: 1950, 1960, 1970, 1980, 1990. Judging the beginning date by the age of the group, the leader asks participants to "brainstorm" what they remember about those years. Suggestions such as news events, songs, styles, and weather can be offered. Participants follow brainstorming rules whereby all comments are recorded and not discussed or criticized. The leader must also judge the amount of time to be spent on each decade list and move the group through the past to the present and then ask group members to predict what will be memorable about the future.
Comments:
	Because it dramatizes personal reactions and memories of changes, this activity is an excellent beginning for any group that wants to deal with the issues of change and the future. This activity can be used at the beginning of a meeting or work session to set the stage for a serious discussion or as an ice breaker that helps a group to relax and enjoy working together. It is used most effectively when the leader plans some time for comments that can serve as a transition to a longer consideration of the impacts of change.

Goals:
	1. To engage a group in a discussion of rapid change.
	2. To increase awareness of the development of attitudes toward change.
Time Required:
	15-30 minutes, depending on discussion
Materials:
	Easel and newsprint or a chalkboard, markers or chalk
Directions:
	The facilitator selects an example of "amazing" technology that has very quickly become commonplace, such as heart transplants that now receive very little mention in the press but were thought nearly impossible only a few years ago. Using such an example, the facilitator then leads the group in a brainstorming session to list similar examples. When the facilitator is satisfied with the size of the group list or the time expended on the listing, a summary discussion can be developed around questions such as:
	�	What dies this list tell us about change?
	�	How do we deal with the rapidity of change?
	�	What makes change easy to deal with?
	�	What makes change hard to deal with?

Character	Traits
Mayor	1. Encourages everyone to be positive, to work together, and to "network. 2. Encourages all citizens to participate in the process. 3. Is very concerned about young people leaving the town.
Council member	1. Open-minded, resourceful, and compassionate. 2. Wants to be mayor and supports incentives to attract factories.
Attorney	1. Practical and a problem-solver. 2. Thinks the town's history is its best selling point. 3. "Can do" approach. You find a solution to almost every challenge.
School superintendent	1. Understanding and a team-builder. 2. Has skills & talent to find the common ground. 3. Wants to move to a larger school district and has little sense of ownership in the town.
Chamber of commerce director	1. Visionary, partnership builder, cheerleader, enabler and facilitator. 2. Conflicts with the mayor over the hotel-motel tax that he has proposed and leads the fight to cut city spending. 3. Thinks historic preservation is a worthless enterprise.