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How to design outreach projects that will lead to measurable impacts

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Herpel, R. (2004) Finding 1

Encourage community groups

  • To assess source water in order to prioritize threats, and to develop and implement action strategies
  • To develop outreach strategies such as: public awareness campaigns, water conservation campaigns, pollution prevention activities (such as household hazardous waste collection), application of BMPs on farms, public policy protection strategies

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Maben, J. (2004) Finding 1

Build water leadership capacity among young professionals, especially:

  • Members of minority and ethnic communities
  • Engineers
  • Law professionals
  • Environmental planners
  • Public interest advocates

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Ribaudo, M. O., & Horan, R. D. (1999) Finding 1

Look to these conditions for opportunities to provide education that is more likely to be effective:

  • Actions that improve water quality also increase profitability
  • The producers’ own water quality is at stake
  • The on-farm cost of water quality impairments are shown to be sufficiently large
  • Education is accompanied by training for management skills of immediate need to the producer

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de Bruijn, T. J. N. M. and P. S. Hofman. (2000) Finding 2

Emphasize company commitment to pollution prevention activities and investment of adequate time and money.

  • Self-assessment has produced measures of superior quality to those produced by quick-scan methods completed by a consultant.
  • When companies invest more time in the pollution prevention project, the options produced are better tailored to the company and likely to have a more profound impact.

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Lowrie, K. W. and M. Greenberg. (1997) Finding 4

Be patient in your efforts to reach small businesses.

  • Small businesses are a difficult audience to reach – limited staff, busy schedules, financial constraints; many will not take the time to return phone calls that are considered non-essential and many do not read mailed solicitations.

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Grudens-Schuck, N. (2000) Finding 1

Support stakeholder engagement more fully by anticipating a political dimension in addition to a focus on subject matter. [This emphasizes Cervero and Wilson’s (1994) democratic approach to program planning whereby adult educators talk openly about social and political aspirations of interested parties in addition to content matter objectives.] Continue reading →