![](media/image1.png){width="6.492361111111111in"
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**U. S. Department of the Interior**

**National Park Service**

**Training and Development Program**

**Stephen T. Mather Training Center**

**Summary of the Results of the**

**Cultural Resources Stewardship**

**Servicewide Training Needs Assessment**

**Final Report**

**June 5, 2001**

**Tony Knapp, Training Manager**

**Cultural Resources Stewardship**

**Stephen T. Mather Training Center**

**Harpers Ferry, West Virginia**

**Brett A. Wright, Ph.D.**

**Associate Professor and Chair**

**Health, Fitness, and Recreation Resources**

**George Mason University**

**Manassas, Virginia**

**TABLE OF CONTENTS**

**TABLE OF CONTENTS** 2

#### [INTRODUCTION](#a) 4

####### 1. Purpose 

####### 2. Objectives 

3\. Essential Competencies

4\. Survey Methods

####### 

####### [SURVEY REPORTS FOR OCCUPATIONAL GROUPS](#c) 6 

[SUMMARY OF TRAINING NEEDS ASSESSMENT RESULTS](#c) 9

1.  [Occupational Groups With Common High Priority Training Needs](#d)

2.  [Museum Management Occupational Groups with Common
    High](http://www.nps.gov/training/crs/CRS NA FINAL REPORT.doc)

> [Priority Training
> Needs](http://www.nps.gov/training/crs/CRS NA FINAL REPORT.doc)

3\. [Occupational Groups With Highest Training Needs](#f)

[APPENDIX A -- EXAMPLE SURVEY
QUSTIONNAIRE](http://www.nps.gov/training/crs/Sup-Mgr.quest.pdf)

APPENDIX B - SUMMARY OF TRAINING NEEDS ASSESSMENT DATA

####### Table 1: [Superintendent/Manager](http://www.nps.gov/training/crs/master.doc#i) A-1

####### Table 2: [Facility Manager/Chief of Maintenance](http://www.nps.gov/training/crs/master.doc#j) A-3

Table 3: [Integrated Resources Program Manager (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#k) A-5

Table 4: [Cultural Resources Program Manager (Entry
Level)](http://www.nps.gov/training/crs/master.doc#l) A-8

Table 5: [Cultural Resources Program Manager (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#m) A-11

Table 6: [Cultural Resources Program Manager (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#n) A-13

Table 7: [Historian (Entry
Level)](http://www.nps.gov/training/crs/master.doc#o) A-16

Table 8: [Historian (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#p) A-18

Table 9: [Historian (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#q) A-21

Table 10: [Archeologist (Entry
Level)](http://www.nps.gov/training/crs/master.doc#r) A-24

Table 11: [Archeologist (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#s) A-27

Table 12: [Archeologist (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#t) A-30

Table 13: [Ethnographer (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#u) A-33

Table 14: [Ethnographer (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#v) A-36

Table 15: [Historical Architect (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#w) A-39

Table 16: [Historical Architect (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#x) A-43

Table 17: [Architectural Conservator (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#y) A-47

Table 18: [Architectural Conservator (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#z) A-51

Table 19: [Historical Landscape Architect (Entry
Level)](http://www.nps.gov/training/crs/master.doc#aa) A-54

Table 20: [Historical Landscape Architect (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#bb) A-57

Table 21: [Historical Landscape Architect (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#cc) A-61

Table 22: [Preservation Horticulturist (Entry
Level)](http://www.nps.gov/training/crs/master.doc#dd) A-65

**[TABLE OF CONTENTS (Continued)]{.underline}**

Table 23: [Preservation Horticulturist (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#ee) A-68

Table 24: [Preservation Horticulturist (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#ff) A-72

Table 25: [Collections Management Track (Entry
Level)](http://www.nps.gov/training/crs/master.doc#gg) A-76

#######  [Museum Technician](http://www.nps.gov/training/crs/master.doc#gg)

Table 26: [Collections Management Track (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#hh) A-78

[Museum Specialist](http://www.nps.gov/training/crs/master.doc#hh)

Table 27: [Collections Management Track (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#ii) A-81

#######  [Museum Registrar](http://www.nps.gov/training/crs/master.doc#ii)

Table 28: [Curator Track (Entry
Level)](http://www.nps.gov/training/crs/master.doc#jj) A-84

Table 29: [Curator Track (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#kk) A-87

Table 30: [Curator Track (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#ll) A-91

#######  [Subject Matter Track](http://www.nps.gov/training/crs/master.doc#ll)

Table 31: [Curator Track (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#mm) A-95

#######  [Museum Management Track](http://www.nps.gov/training/crs/master.doc#mm)

Table 32: [Curator Track (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#nn) A-99

#######  [Exhibit Development Track](http://www.nps.gov/training/crs/master.doc#nn)

Table 33: [Archivist Track (Entry
Level)](http://www.nps.gov/training/crs/master.doc#oo) A-102

Archivist/Archives Technician

Table 34: [Archivist Track (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#pp) A-105
Archivist/Archives Specialist

Table 35: [Archivist Track (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#qq) A-109

Archivist

Table 36: [Museum Conservator Track (Developmental
Level)](http://www.nps.gov/training/crs/master.doc#rr) A-114

Table 37: [Museum Conservator Track (Full Performance
Level)](http://www.nps.gov/training/crs/master.doc#ss) A-116

**Front Cover Photograph:** Grant-Kohrs National Historic Site (NHS),

Deer Lodge, Montana. Lower yard from slough looking east, 1988.

(Courtesy of Grant-Kohrs NHS)

[]{#a .anchor}**INTRODUCTION**

From June 1998 through November 2000, the National Park Service (NPS)
conducted a Servicewide Training Needs Assessment for all employees in
or associated with the Cultural Resources Stewardship Career Field. The
Service conducted this survey in partnership with the Center for
Recreation Resources Policy, George Mason University, Manassas,
Virginia.

Brett A. Wright, Ph.D., Director, Center for Recreation Resources Policy
was the University's Project Leader. Members of the University's Project
Team included Neal Emerald, Crystal Cox, and Sarah Mott. Tony Knapp,
Training Manager, Cultural Resources Stewardship, was the project
coordinator for the National Park Service.

**1. Purpose.** The purpose of the Training Needs Assessment was
twofold:

-   Obtain baseline data that will identify existing and future training
    needs of employees in or associated with the Cultural Resources
    Stewardship career field; and,

-   Determine training and development priorities for employees in each
    cultural resources stewardship occupational group.

**2. Objectives.** The survey was designed to accomplish the following
objectives:

-   Determine the perceptions of employees regarding the *importance* of
    their essential competencies;

-   Determine the perceptions of employees regarding their *level of
    preparedness* to perform the essential competencies; and,

-   Identify (and assess) the *gaps* in existing training, given the
    importance assigned to the essential competencies and general level
    of preparedness to perform them.

**3. Essential Competencies.** Essential competencies (knowledge,
skills, and abilities) for NPS employees in and associated with the
Cultural Resources Stewardship Career Field are clustered in 8
categories. They are:

-   Professional Discipline

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-   Preservation Law, Philosophy, and Practices

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-   Research and Inventory

-   Preservation, Treatment, and Maintenance

-   Program and Project Management

-   Training

-   Writing and Communications

-   Safety

The essential competencies vary in complexity between each occupational
group and for each performance level (entry, developmental, full
performance).

Prior to each occupational group's survey, essential competencies were
reviewed, and, as necessary, revised. For the revised essential
competencies, see the NPS *Employee Training and Development Career
Planning and Tracking Kit* (1996), in "The Learning Place" Web site
under the Park Home Page at:
***www.nps.gov/training/npsonly/npsescom.htm***.

**4. Survey Methods.** The methodology and design of the survey were
developed and executed by the University's Project Team.

*[Study Population]{.underline}*. Because of the relatively small number
of employees in this career field, the project team decided to survey
all employees in each occupational group, rather than to survey a
proportional sample. Nineteen out of the following 21 occupational
groups were surveyed:

## Superintendent/Manager 

####### Facility Manager/Chief of Maintenance

####### Integrated Resources Program Manager

####### Cultural Resources Program Manager 

-   Historian

-   Archeology Technician

####### Archeologist 

-   Ethnographer

-   Historical Architect

-   Architectural Conservator

-   Historical Landscape Architect

-   Landscape Preservation Specialist

####### Preservation Horticulturist 

-   Museum Management: Collections Management Track (Museum Technician,
    Museum Specialist, Museum Registrar)

-   Museum Management: Curator Track

-   Museum Management: Archivist Track (Archives Technician, Archives
    Specialist,

####### Archivist) 

-   Museum Management: Conservator Track (Museum Conservator/Museum
    Specialist)

Two occupational groups were not surveyed: Archeology Technician and
Landscape Preservation Specialist. At the time of the survey, there were
no essential competencies developed for Archeology Technicians.
Furthermore, there were no Landscape Preservation Specialists in the
Service. A total of 1,582 employees in parks, offices, and centers of
the National Park System were asked to participate in this survey.

*[The Survey Instrument]{.underline}*. The Training Needs Assessments
were sent to employees in the form of questionnaires. The essential
competencies (entry, developmental, and full performance levels)
identified for each occupational group were integrated into these mail
survey instruments.

These competencies, in addition to demographic data pertinent to
National Park Service employees, formed the basis for each
questionnaire. Respondents were asked to indicate their perceptions of
how important the different essential competencies were to the
performance of

their present jobs (1 = Not Important, 7 = Extremely Important). Then,
given the same list of competencies, they were asked to rate their
preparation to perform those tasks (1 = Unprepared, 7 = Fully
Competent). *See Appendix A for an example of the survey questionnaire.*

Survey participants also were sent a separate questionnaire and cover
letter to give to their first-line supervisor to complete and return.
First-line supervisors for Superintendents/Managers, Facility
Managers/Chiefs of Maintenance, Cultural Resources Program Managers, and
Integrated Resources Program Managers were not surveyed because those
positions are supervisory. Aggregated data from first-line supervisors
were collected for comparative purposes only.

*[Data Collection]{.underline}*. Following standard procedures of social
science and survey research, a cover letter, questionnaire, and
self-addressed, business reply envelope were mailed to employees in each
occupational group. Mailing lists were generated for each occupational
group using the Federal Finance Payroll System (FFPS). Survey recipients
were asked to complete the questionnaire during their workday, as part
of their official duties. Approximately four weeks later, those persons
who had not responded to the initial mailing were mailed a follow up
letter and questionnaire requesting that they complete the questionnaire
and return it as soon as possible. Responses to the survey were held in
strictest confidence. Resulting data were reported in aggregate, never
attributed to any individual.

*[Response Rate]{.underline}*. At the end of the data collection period,
a total of 1,137 employees responded to the survey. ***This number
resulted in a response rate of 71.87%.*** See the tables in *Appendix
B - Summary of Training Needs Assessment Data* for the response rate for
each occupational group.

*[Data Analyses]{.underline}*. Data were analyzed using the Statistical
Package for the Social Sciences (SPSS), a popular software program
utilized by social and behavioral scientists. Standard frequency
distributions were computed for both the importance assigned to, and
ability to perform each essential competency.

These statistics were combined to identify \"training gaps\" through a
simple Importance-Performance, or gap, analysis. Consequently,
competencies in which employees perceived themselves to be unprepared to
perform can be compared with the perceived importance of those
competencies. Competencies having the largest \"gaps\" (i.e., Competency
minus Importance) should receive greater emphasis when planning
training.

*[Profile of Respondents]{.underline}*. See the individual final reports
prepared by the University for each occupational group for a discussion
of the demographic data (gender, age, formal education and academic
degrees, race and national origin, present grade, length of time in the
Service, and time in current position).

[]{#c .anchor}**SURVEY REPORTS FOR OCCUPATIONAL GROUPS**

The George Mason University Project Team compiled and evaluated the data
received from each occupational group. A final report of the results of
each survey was sent to all employees in each occupational group and
appropriate program managers in regional/support offices and the
National Center for Cultural Resources. Each report provided the results
of the survey in narrative, tabular, and graphic form. Included were
project background, information regarding methodology (e.g., study
population, survey instrument development, data collection, response
rate, and data analyses), demographic profile of survey respondents, and
academic degrees held by the respondents. A list of these reports
follows below.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1998. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Superintendent/Manager]{.underline}.
> National Park Service - Stephen T. Mather Training Center: Harpers
> Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1998. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Museum Management - Conservator
> Track]{.underline}. National Park Service - Stephen T. Mather Training
> Center: Harpers Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1998. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Historian]{.underline}. National Park
> Service - Stephen T. Mather Training Center: Harpers Ferry, West
> Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1999. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Archeologist]{.underline}. National
> Park Service - Stephen T. Mather Training Center: Harpers Ferry, West
> Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1999. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Architectural
> Conservator]{.underline}. National Park Service - Stephen T. Mather
> Training Center: Harpers Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1999. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Historical Landscape
> Architect]{.underline}. National Park Service - Stephen T. Mather
> Training Center: Harpers Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1999. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Preservation
> Horticulturist]{.underline}. National Park Service - Stephen T. Mather
> Training Center: Harpers Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1999. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Museum Management - Archivist
> Track]{.underline}. National Park Service - Stephen T. Mather Training
> Center: Harpers Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1999. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Facility Manager/Chief of
> Maintenance]{.underline}. National Park Service - Stephen T. Mather
> Training Center: Harpers Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 1999. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Museum Management - Collection
> Management Track]{.underline}. National Park Service - Stephen T.
> Mather Training Center: Harpers Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 2000. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Historical Architect]{.underline}.
> National Park Service - Stephen T. Mather Training Center: Harpers
> Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 2000. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Museum Management - Curator
> Track]{.underline}. National Park Service - Stephen T. Mather Training
> Center: Harpers Ferry, West Virginia.

Wright, B. A., N. D. Emerald, and C. L. Cox. 2000. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Ethnographer]{.underline}. National
> Park Service - Stephen T. Mather Training Center: Harpers Ferry, West
> Virginia.

Wright, B. A., N. D. Emerald, and S. P. Mott. 2000. [Cultural Resources
Stewardship Training]{.underline}

> [Needs Assessment: Final Report Cultural Resources Program Manager and
> Integrated Resources Program Manager]{.underline}. National Park
> Service - Stephen T. Mather Training Center: Harpers Ferry, West
> Virginia.

**SUMMARY OF TRAINING NEEDS ASSESSMENT RESULTS**

The objectives of the survey were met. The results provide a clear
picture of employees\' perceived gaps in essential competency
proficiency. The results will guide allocation of training resources and
will assist in development and implementation of a *curriculum* for
employees in and associated with the NPS Cultural Resources Stewardship
career field.

*[Employees Perception of Competency Importance]{.underline}.* With one
exception, employees in all of the occupational groups surveyed
perceived all essential competencies to be important to their jobs.
Architectural Conservators, Developmental Level, identified one
essential competency not to be relevant to their job performance (see
University's final report for this occupational group). See the tables
in *Appendix B - Summary of Training Needs Assessment Data* for
competency importance identified by each occupational group.

*[Employee Perception of Training Needs]{.underline}.* For purposes of
this report, high training priorities are indicated by negative gaps of
***1.0 and higher***. See the tables in *Appendix B - Summary of
Training Needs Assessment Data* for training gaps identified by each
occupational group.

**1.** []{#d .anchor}**Occupation Groups With Common High Priority
Training Needs.** The *aggregated data* indicate that employees across
most occupational groups have *high priority* training needs in the same
essential competencies. They are listed below.

**Preservation Law, Philosophy, and Practice**

-   National Historic Preservation Act and regulations

-   National Environmental Protection Act and regulations

-   Other federal cultural resources preservation laws and regulations

-   Secretary of the Interior's Standards

-   Cultural resource management policies, standards, and guidelines

**Program and Project Management**

-   NPS planning policies and procedures

-   Contracting requirements and procedures

-   Preparing scopes of works, requests for proposals, cooperating
    agreements

-   Working effectively with partners

**Safety**

-   Federal health and safety laws and regulations

-   NPS policies and guidelines

-   Health hazards

-   Safety requirements

**2. Museum Management Occupational Groups With Common High Priority
Training Needs.** The *aggregated data* indicate that employees across
most museum management occupational groups have *high priority* training
needs in the below listed essential competencies.

**Research and Inventory (Collections Use)**

-   Intellectual property laws, regulations, policies, and guidance
    (e.g., copyright, privacy, publicity)

-   Developing and producing electronic exhibits

**Safety**

-   Health and safety issues related to working with museum
    collections/exhibit fabrication materials

-   Mitigating museum collections hazards

-   Personal protection equipment and practices

-   OSHA laws and regulations and NPS policies and guidelines

-   Health and safety requirements for work environment

-   Identifying and correcting on-the-job safety and health risks
    related to working with museum collections

-   Loss incident reporting

**3.** []{#f .anchor}**Occupational Groups With Highest Training
Needs.** The results of the Training Needs Assessment indicated that
employees in each occupational group have training needs in their
specific essential competencies. However, the *aggregated data* indicate
that employees in the below occupational groups have the *highest
priority* training needs.

#### [Facility Manager/Chief of Maintenance]{.underline}

The *highest priority training needs* for employees in this occupational
group are:

**Professional Discipline**

-   Role, function, and principles of managing park cultural resource

-   Interrelationship of maintenance and cultural resources disciplines

**Preservation Law, Philosophy, and Practice**

-   National Historic Preservation Act (Sections 106 and 110)

-   National Environmental Protection Act

-   CRM policies and guidelines

-   Secretary of the Interior's Standards for Treatment of Historic
    Properties

-   American Disabilities Act

-   Life safety, fire, and health codes

-   Sustainable design

**Research and Inventory**

-   Cultural resource inventories

-   Assess character of historic structures/cultural landscapes and
    probable impact of proposed uses and treatments

-   Diagnose maintenance practices that contribute to fabric or system
    deterioration

**Preservation, Treatment, and Maintenance**

-   Prescribe long-range treatment and maintenance recommendations for
    historic structures and cultural landscapes

-   Prepare cyclic preservation maintenance documents for historic
    structures and cultural landscapes

-   Develop and manage cyclic maintenance program for cultural
    landscapes

-   Prepare reports, plans, specifications, and cost estimates for CRM
    projects

-   Preservation maintenance techniques, methods, and practices

**Program and Project Management**

-   Preparation of contract specifications and requirements for CRM
    projects

**Training**

-   Perform cultural resources training in coordination with other park
    divisions

**Safety**

-   Compliance codes regarding inspection and treatment of hazardous
    materials in and around historic structures

-   Abatement of hazardous material and elimination of hazardous items
    posing health and safety threats in and around historic structures

**[Integrated Resources Program Manager (Full
Performance)]{.underline}**

The *highest priority training needs* for employees in this occupational
group are:

**Professional Discipline**

-   Principle advisor in managing park cultural resources

**Preservation Law, Philosophy, and Practice**

-   CRM laws, regulations, policies, and guidelines

-   Participate in development or revision cultural resource program

**Research and Inventory**

-   Cultural resource inventories

**Preservation, Treatment, and Maintenance**

-   Preservation treatment and maintenance methods and practices

**Program and Project Management**

-   Funding sources

-   Work plans and schedules; scopes of work, cost estimates, budget
    proposals

-   Direct diverse and complex CRM programs

-   Negotiate partnerships for accomplishing CRM programs

-   Compliance legislation and regulations

-   Liaison with Native Americans and other traditionally associated
    groups

## [Superintendent/Manager]{.underline}

The *highest priority training needs* for employees in this occupational
group are:

**Professional Discipline**

-   Role, function, and principles of managing park cultural resources

**Preservation Law, Philosophy, and Practice**

-   National Historic Preservation Act (Sections 106 and 110)

-   National Environmental Protection Act

-   CRM policies and guidelines

-   Secretary of the Interior's Standards for Historic Properties

-   Americans with Disabilities Act

**Safety**

-   Life safety, fire, and health codes

**[Ethnographer (Developmental Level)]{.underline}**

The *highest priority training needs* for employees in this occupational
group are:

**Professional Discipline**

-   Database concepts, information, and technology

-   General professional knowledge

-   Cultural and social dynamics of occupational and ethnic groups

-   Urban and rural communities traditional associated with parks

-   Current standards, theory, data principles, practices, and
    methodologies of cultural anthropology

-   Social/cultural organizational principles that support
    cross-cultural and multidisciplinary teamwork

**Preservation Law, Philosophy, and Practice**

-   Cultural resources management principles, concepts, methods, and
    practices

-   Federal legislation affecting park programs, associated people and
    communities, and ethnographically significant resources

-   Historic preservation laws, origins, principles, practices, and
    techniques as they apply to Native Americans and other
    park-affiliated groups

-   Consultation and compliance procedures

**Research and Inventory**

-   Design, conduct, and evaluate research on contemporary peoples and
    communities and their recent past

-   Implement cultural resource research, planning, technical assistance

**Program and Project Management**

-   Implement ethnographic research, planning, technical assistance
    projects

-   As a team member coordinate work of professionals into cohesive
    product for preservation planning

-   Cooperative agreements, Federal contracting requirements, scopes of
    work, requests for proposals

-   Work effectively with NPS staff other public officials, Native
    Americans, local community consultants

-   NPS planning policies and procedures

**Writing and Communication**

-   Prepare professional oral and written communications which convey
    applied ethnographic data and concepts

**Training**

-   Developing and using training materials and methods

-   Developing applied anthropological training curriculum

-   Conducting training

**[Ethnographer (Full Performance Level)]{.underline}**

The *highest priority training needs* for employees in this occupational
group are:

**Professional Discipline**

-   Formal history, prehistory, and ethnohistory of native and other
    cultures from European contact to present

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-   Cultural and social dynamics of occupational and ethnic groups

-   Urban and rural communities traditional associated with parks

-   Social/cultural organizational principles that support
    cross-cultural and multidisciplinary teamwork

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```
-   Conflict-resolution techniques

-   Bilingual/multilingual techniques

**Preservation Law, Philosophy, and Practice**

-   Cultural resources management principles, concepts, methods, and
    practices

-   Federal legislation affecting park programs, associated people and
    communities, and ethnographically significant resources

```{=html}
<!-- -->
```
-   Consultation and compliance procedures

**Research and Inventory**

-   Design, conduct, and evaluate research on contemporary peoples and
    communities and their recent past

**Program and Project Management**

-   Program management, administration of budgets, contracts, and
    personnel

-   Developing and implementing ethnographic research, planning,
    technical assistance that affect and involve contemporary Native
    Americans and other cultural groups

-   Long-term planning for diverse programs

-   Evaluate program needs

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-   Prepare cooperative agreements for complex cultural resource
    programs

-   Federal contracting requirements, scopes of work, requests for
    proposals

-   NPS planning policies and procedures

**Writing and Communication**

-   Present data and data analysis in management reports, plans, and
    guides

-   Promoting cultural sensitivity and ethnographic accuracy for
    interpretive purposes

**[Museum Management: Archivist Track (Developmental
Level)]{.underline}**

**[Archivist/Archives Specialist]{.underline}**

The *highest priority training needs* for employees in this occupational
group are:

**Professional Discipline**

-   Federal and state records management laws and regulations

-   Ethics, principles, practices, and philosophy of archival and museum
    professions

-   NPS records management guidelines, principles, and procedures

**Preservation Law, Philosophy, and Practice**

-   Historic preservation law, history, and philosophy

**Research and Inventory**

-   Identify and evaluate records collections for transfer to NARA and
    collections necessary to fulfill park's mission

-   Reference techniques and tools, including NPS policies and
    procedures for access and use

-   Finding aids and other access tools

-   Current trend and technologies for providing access to researchers

-   Legal and ethical issues relating to access to archival collections

-   Research tolls and methodologies NPS museum management standards,
    guidelines, and procedures

-   Museum management principles and practices: collections management,
    museum registration and documentation systems, conservation, and
    ethical standards

-   Museum and archival descriptive standards for documenting
    collections

-   Advanced computerized cataloging and recordkeeping systems and
    techniques for description, arrangement, planning, usage tracking,
    and preservation

-   Archival scope of work statements and standard operating procedures
    for computer programmers and systems analysts

-   Advanced computer skills

-   Manipulating data, design and produce access systems that can be
    migrated

-   Professional archival and museum standards for automation,
    description, and data exchange

-   NPS cultural and natural resource computerized inventories and
    documentation programs

-   Preservation, protection, reformatting, ,migrating, and documenting
    electronic records

**Collections Preservation and Protection**

-   Collections preservation principles and techniques

-   Develop environmental and pest monitoring plans and analyze data

-   Archival protection systems, procedures, and practices

**Writing and Communications**

-   Develop rapid response strategies to meet challenges

**Training**

-   Train employees in NPS archives management principles, standards,
    and procedures

**Safety**

-   Health and safety issues related to working with archival and
    manuscript materials

-   Mitigating damage and preventing health and safety emergencies,
    including OSHA laws and regulations and NPS policies and guidelines

**[Museum Management: Curator Track (Developmental Level)]{.underline}**

The *highest priority training needs* for employees in this occupational
group are:

**Professional Discipline**

-   Implement a comprehensive collections management program

-   Laws, policies, and regulations for NPS museum management program

-   NPS museum management standards, guidelines, and procedures

-   Museum management principles and practices: collections management,
    museum registration and documentation systems, conservation, and
    ethical standards

**Preservation Law, Philosophy, and Practice**

-   Historic Preservation and natural resources stewardship history and
    philosophy

-   Cultural and natural resources management policies and Secretary of
    the Interior's Standards

-   Cultural and natural resources inventories

**Research and Inventory**

-   Intellectual property legislation and NPS policies

-   Integrate collection information management needs into
    multi-disciplinary access system

-   Museum information management systems

-   Electronic exhibits

-   Advanced computer skills

-   Development and operation of large information management systems

-   Hardware operating systems and principles of automated database
    management systems

-   NPS cultural and natural resources management databases

**Collections Preservation and Protection**

-   Conservation surveys and treatment

-   Develop park-wide collections protection program

-   Emergency preparedness procedures and practices for collections

**Program Management**

-   Supervisory practices, personnel management policies and procedures

-   Planning, programming, and funding curatorial program

-   Develop and manage contracting documents and cooperative agrreements

**Safety**

-   Health and safety issues and mitigating hazards

-   Identifying risks and implementing program to prevent safety and
    health emergencies

-   OSHA laws and regulations, NPS policies and guidelines

**[Museum Management: Collections Management Track (Entry
Level)]{.underline}**

**[Museum Technician]{.underline}**

The *highest priority training needs* for employees in this occupational
group are:

**Professional Discipline**

-   History and philosophy of museums

-   Museum policies, standards, procedures, and ethics

-   Mission and objectives of NPS museum management program

**Preservation Law, Philosophy, and Practice**

-   Historic preservation and natural resource stewardship history and
    philosophy

-   Preservation, laws, regulations, and standards

-   NPS CRM and NRM policies and guidelines

**Research and Inventory**

-   Exhibit development and production

-   North American material culture, American history, or natural
    resources

-   Personal computers, database management systems, NPS documentation
    systems

**Collections Preservation and Protection**

-   Collections preservation principles and techniques

-   Environmental and pest monitoring principles and techniques

-   Museum collections protection practices and procedures

**Safety**

-   Health and safety issues and protection procedures relating to
    working with museum collections

**[Historical Landscape Architect]{.underline}**

The *aggregated data* indicate that employees in this occupational group
have *high priority* training needs in the below listed essential
competencies. [Of particular note]{.underline}, employees in all
performance levels have a need for training in their treatment and
preservation maintenance competencies.

**Treatment and Preservation Maintenance**

-   Policies, standards, and guidelines related to cultural landscapes
    treatment

-   Natural resource policies, standards, and guidelines

-   Interrelationship of cultural and natural resources in treatment,
    management, and maintenance

-   NPS planning, design, and construction policies, standards, and
    guidelines

-   Integration of allied disciplines (e.g., architecture, archeology,
    and natural resources) in prescribed treatments

-   Maintenance management practices and systems, and impact of
    maintenance practices on cultural landscapes

-   Preparation of reports, plans, specifications, and cost estimates to
    support planning, treatment, and maintenance

-   Working with park operations to develop treatment and maintenance
    solutions

-   Coordinate and implement treatment and maintenance projects

-   Historic construction practices and materials related to prescribing
    treatment and maintenance

**Safety**

-   Job safety and health considerations and requirements

-   OSHA regulations and NPS loss prevention policies and guidelines

The appendix A below is in \"pdf\" format. It may be slow to load.

[APPENDIX A](http://www.nps.gov/training/crs/Sup-Mgr.quest.pdf)

[EXAMPLE OF SURVEY
QUESTIONAIRE](http://www.nps.gov/training/crs/Sup-Mgr.quest.pdf)

The Appendix B below is quite large and is in a \"doc\" format. It may
be slow to load.

[APPENDIX B](http://www.nps.gov/training/crs/master.doc)

[SUMMARY OF TRAINING NEEDS ASSESSMENT
DATA](http://www.nps.gov/training/crs/master.doc)