recommendations · 2020. 1. 21. · • create a lula advisory committee coordinated by the land...
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• EVALUATION & RECOMMENDATIONSFOR
CONDUCTING AND INSTITUTIONALIZING
THE LAND USE LEADERSHIP ALLIANCE TRAINING PROGRAM(LULA)
IN THE STATE OF CONNECTICUT
d ~ hpAR .. .A NRes Natural Resollfces~ Conservation Service
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LAND USE LAW CENTER
p:...Ar-llF----lI-UNIVERSITY
78 North BroadwayWhite Plains, New York
• ©July2005
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TABLE OF CO TENTS
PURPOSE 1
EXEClJITVE SUMMARY .......................................................................................••.••••........ 1
OVERVIEW OF INITIATIVE 1
RECOMMENDATIONS .........................................................................................•..••••••....... 3
CONCLUSION................................................................................................•••.••...••••........6
ApPENDICES
ApPENDIX A CONNECTICUT RIVER COMMUNITIES
APPENDIX B DRAFf CURRICULUM
APPENDIX C J06 DESCRIPTIONS FOR TRAINING TEAM
APPENDIX D TRAINER'S MANUAL
ApPENDIX E CRITERIA To IDENTIFY POTENTIAL NOMINEES
ApPENDIX F TRAINER BIOGRAPHIES
APPENDIX G PARTICIPANT LISTS
APPENDIX H AGENDAS
APPENDIX I COMPLETION OF PHASES
APPENDIX J PROPOSED TrMELINE FOR LULA-CT ill
ApPEND[X K LULA PREPARATION CHECKUST
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PURPOSE
The purpose of this evaluation is to provide a comprehensive account of how the LandUse Leadership Alliance training program (LULA) was transported from New York toConnecticut and to offer recommendations that will guide future LULAs in Connecticut.
By most measures this initiative was a remarkable success. Within one calendar year, agroup of relative strangers coalesced to conduct two 4-day training programs for veryexperienced and knowledgeable local leaders. Close to fifty leaders - with many years ofexperience and advanced degrees in land use professions - volunteered four days of theirtime and, on average, described the program as "excellent".
The project team applied themselves passionately and deliberately to learning the theoryand substance of the LULA program. Four months after being trained, they deliveredtheir own programs with such grace and competence that the trainees found theexperience informative, enlightening and inspirational. In short, the team performed withdistinction and beyond expectations.
In addition to conducting these two successful programs, team members successfullyapplied for and obtained partial funding for a third LULA in 2006. As more evidence ofsuccess, a Connecticut-based agency has agreed to serve as administrator and fiduciaryagent for this program in the future. While some hurdles remain to institutionalize LULAin Connecticut, the major ones have been successfully cleared. The remainder of thisreport provides more information describing the steps of this initiative and offerrecommendations designed to clear those hurdles that remian.
OVERVIEW OF INITIATIVE
The initiative to transport the LULA trammg program from New York State toConnecticut began in July 2004 with funding from the Natural Resources ConservationService (NRCS) to the Land Use Law Center. In consultation with NRCS, the initiativewas divided into seven phases to be completed over a two year period. The Land UseLaw Center's responsibilities under each phase are listed below.
PHASE I• Select workshop coordinator• Identify two regions for LULA programs within the Connecticut River
Watershed, based on size of community regions; community readiness; andnatural resources issues. '
• Create Steering Committees for each identified community
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PHASE 2
• Develop curriculum and materials for Connecticut LULA2
• Develop criteria for each member of the training team'• Develop materials and curriculum for "Train-the-Trainer" workshop'• Develop criteria for recruiting leaders for LOlA5
PHASE 3
• Identify and recruit the trainers6
• Identify and recruit leaders for the LOlAs7
• Develop draft agendas for both LOlAs8
PHASE 4
• Conduct the "Train-the-Trainer" workshop
PHASE 5
• Develop and manage LULAs In two communities within the ConnecticutRiver watershed
PHASE 6• Provide report of recommendations• Convene a meeting of the training team to discuss the 'next steps' to
transform this initial effort into a lasting presence in Connecticut
PHASE 7
• Create and convene an advisory committee for LULA in Connecticut
A full report, providing details and the dates on which these phases were completed, isprovided in Appendix 1.
In late 2004, Judy Preston, the program coordinator for this initiative, submitted a grantfor two LOlAs to the National Fish and Wildlife Foundation (NFWF). In the spring of2005, NFWF awarded partial funding for one four-day LOLA. This program isscheduled to be conducted in spring 2006.
Since the grant was submitted by the Eastern Connecticut Resource Conservation andDevelopment Area CRC&D) and a key RC&D staff member attended one of the LOLAprograms, RC&D has been identified as an acceptable and willing entity to administerfuture LULAs in Connecticut. In addition to serving as the fiduciary agent for theprogram, the RC&D has the ability to create and distribute correspondences and trainingmaterial. During the summer of 2005, the Land Use Law Center will set up a LOLAadvisory committee and coordinate its activities to carry out the NFWF grant.
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RECOMMENDATIONS
•CREATING AN INFRASTRUCTURE TO CONDUCT FUTURE LULAs IN CONNECTICUT
•• Use the RC&D as fiduciary agent to manage funds and to submit grant applications.
• Use the staff of the RC&D to provide administrative support for mailings andmaterial production.
• Create a LULA Advisory Committee coordinated by the Land Use Law Center.
• 0 Suggested members are an NRCS representative, the land use trainer, the processtrainer, the recruitment coordinator, any members-at-large, a representative fromthe RC&D, and the Land Use Law Center.
o For the immediate future, the committee will operate under informal rules as the• Spring 2006 program is being planned. During this time, the Advisory
Committee will discuss creating a more formal structure to take effect in late 2006or 2007.
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o A suggested timeline for action is attached in Appendix J.
• The training team should seek partnerships with compatible and complimentaryorganizations that can help with recruitment and funding.
• Develop a relationship with the Land Use Law Center that allows for the exchange ofinformation on training materials and techniques.
PRE-PROGRAM ACTIVITIES - RECRUlTMENT & COORDINATION
• Dedicate more resources to recruitment so that at least 35 leaders are selected toattend the next program. Recruitment was the one task that did not meet the projectedbenchmarks. While convincing busy people to commit four days is arguably adifficult task, all but one program of the twenty programs in New York had less thanthirty trainees.
• Recruitment of locally elected officials should be emphasized over staff positions.Consistent with the theory of Diffusion of Innovation. the LULA is designed to trainlocal "opinion leaders" and "champions of change". In most situations, municipalstaff members do not play that role in the community.
• Strictly follow the timeline for pre-program tasks.9
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• Divide the coordination function into three tasks: recruitment coordinator;administrator, and; "master of ceremonies". Below are some comments on what isinvolved in completing those tasks.
Recruitment Coordinator: Generally, recruitment should start three to fourmonths before the program. During the first seven years of the program in NewYork, staff spent close to 30% of the overall effort on recruitment. During thistime, the process of recruitment involved convening a steering committee of thetrainers, sponsors, and past graduates to identify and select participants for theprogram. This function requires a coordinator to screen the potential candidatesthrough telephone conversations, to help the steering committee provideinformation on schedule, to provide information on recruitment progress to thesteering committee, to hold at least three meetings with the committee, to collectcontact information of potential nominees, to speak with each potential nominee,and to send material (program descriptions and nomination forms) to leaders.After the leaders have been recruited, this coordinator should attend day one ofthe workshop and then call the leaders between each day to evaluate theirexperience and report back to the trainers.
Administrator: Sending out acceptance letters, preparing trammg binders,inputting participant information, creating participant lists, and handouts. Thistask is complicated due to the fact that correspondences must be completed andprocessed on a strict timeline and because material is being prepared byindividuals in separate locations. Therefore, this task should be performed by anentity that has the time, supplies and equipment for mail merges, mass mailings,and assembling material for the training day.
"Master of Ceremonies": There are several reasons why one of the trainersshould serve as the master of ceremonies and coordinator of the training day.When the program began in New York, the "master of ceremony" function wasperformed by the land use trainer. This was successful because the trainer hasintimate knowledge about the substantive material and what will be covered oneach day. In addition, when one of the trainers is the "master of ceremony", thetrainer has an additional opportunity to summarize material and address leaders'concerns. Finally, in New York the coordinator role was added after five years toincrease the capacity to run more than one program a year; therefore, one of thetrainers who has the capacity to serve as "master of ceremony" should do so infuture Connecticut programs.
• When discussing the program with partners and nominees, emphasize that this is aleadership training program not just a technical workshop.
• While the trainers performed with distinction and beyond expectations, training in theLULA program requires continual assessment and evaluation of performance.Between programs, and even each training day, the trainers should discuss theirperformance and review the goals of the program with each other.
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CURRICULUM DEVEWPMENT & MATERIALS
• Create a Connecticut appropriate role-play.
• Create a Connecticut reference manual for land use law.
• Create Connecticut specific "tipping points" and provide them in the training binderas reference.
• Collect and use case studies as examples of how communities use the land use andprocess techniques discussed in lecture.
• Create an entrance and exit survey based on the "tipping points" to measure anychanged perceptions.
• Provide partial evaluations at the end of each day.
TRAINING PROGRAMS AND TECHNIQUES
• Have either the process or land use trainer perform the "master of ceremonies"function.
• The process and land use trainer should meet, face-to-face, two to four days beforeeach training day. Also, trainers should meet before the program to review the adultlearning theories and the "tipping points" for the program.
• The Recruitment Coordinator should conduct inter-session phone calls within 5 daysof training day so trainers can use comments to prepare for next day of training. Anancillary benefit of these calls is that they help to create a relationship with theparticipants and reduces the likelihood that they will leave the program early.
• Include a meeting preparation checklist in process materials (See Montana ConsensusCouncil's version as an example).
• Include short discussions and exercises in the afternoon segments.
• Create a graphic showing the timeline of a land use decision and use it throughout thefour days.
• During all lectures, be clear that there are two types of decisions that may benefitfrom collaborative techniques, adopting a Plan of Conservation and Development and
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a site specific application for land use approval. Clarifying which type of situationyou are referring to will help the leaders understand the technique.
• As practiced in the first two programs, trainers should be present for the entire day.One of the reasons is that there are many opportunities to reference each other toillustrate and reinforce concepts throughout the day.
POST-PROGRAM ACTIVITIES
• Start soliciting municipal co-sponsors from graduates.
• Send material to any absent participants.
• Provide support and guidance that will help graduates forge intermunicipalagreements after the program.
CONCLUSION
As identified above, this initiative was highly successful on many fronts. That stated,some minor adjustments and additional actions would improve the program in the future.While these recommendations are listed above, the following list highlights importantnext steps:
• Create a LULA advisory committee and meet prior to the August 22nd RC&Dmeeting.
• formalize the relationship with RC&D to administer NFWF grant.
• Start collecting case studies to integrate into teaching material.
• Continue creating and strengthening relationships with partners.
• Drafr a resolution of support and contact graduates to request that the resolution beconsidered by the local legislature.
• Begin discussing how to create a Connecticut version of the Gaining Ground eNewsletter
• Refer Connecticut ordinances to the Land Use Law Center for inclusion in theGaining Ground Information Database.
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1 Maps of each region are included in Appendix A.2 See Appendix B for curriculum.) Job descriptions for coordinator and trainer are included in Appendix C.4 See Appendix D for Trainer's Manual.l See Appendix E criteria used to selecl leaders.6 Trainers' resumes are included in Appendix F.7 Leaders recruited for each program are listed in Appendix G.• Agendas for each day for each program are included in Appendix H., An updated version of the timeline provided to the training team is included in Appendix K.
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• APPENDIX A
NORTHERN CONNECTICUT RIvER COMMUNITIES
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Town of East GranbyTown of VernonTown of SuffieldTown of EnfieldTown of SomersTown of Ellington
Town of East WindsorTown of South WindsorTown of WindsorTown of Windsor LocksTown of East GranbyTown of Tolland
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SOUTHERN CONNECTICUT RIvER COMMUNITIES
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•Town of HaddamTown of ChesterTown of Deep RiverTown of EssexTown of Old Saybrook
Town of Old LymeTown of East HaddamTown of LymeTown of SalemTown of East Lyme •
LULA REGIONAL MAP - Land Use I Land Cover
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•APPENDIXB
DRAFf CURRICULUM
Day 1
w - The Basic Techniquesexplains why the land use system is so frustrating, the basicof the system, the role of the comprehensive plan, and the rolethis system.nat Required Decision Making Processt starts with the foundations of the required land use decision-ess and explains why this process is not very effective in
land use situations. While normally thought of as rigid and, the process can be made more flexible and inclusive to help
spent on unproductive and divisive controversy. By usingques to supplement the traditional process, municipalities
gnificantland use decisions to build communiry rather than
ercise J: Sharon Hill Land Use System
ercise 2: Positions vs. Intereststion session in the beginning of the day where the leadersemselves and a major concern they have. The facilitators whoion will be modeling proper facilitation technique.
Day 2asic Techniques to Create Growth Centersn basic land use techniques, such as the comprehensive plan,
plan, and subdivision.rests to Reach Better Decisions
ide specific moments when the traditional decision makingcan be supplementeda common understanding of negotiation theqry and how ito land use decisionsa common understanding of a stakeholderss rypes of decisions that are appropriate for collaborative:sercise 3: Stakeholder, Interests, and Assessment
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The TraditioThis segmenmaking proccontroversialinaccessiblereduce energyproven tecbnihave used SI
destro it.
An introducintroduce thrun this sess
Land Use LaThis sessioncomponentsofleaders in
Training Ex
Trainin Ex
Land Use
Process
Application
Other
A lication Trainin ExOpen
Process Meeting Inte
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rocesse
Land Use Land Use: BDiscussion 0
zonin , site
Case Stud
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•Day3Land Use Land Use: Advanced Techniques
This session will discuss advanced land use techniques to balancing growthand preservation.
Process Facilitating Effective DecisionsOnce the proper parties are identified, the process in which they areincluded must meet as many of their interests as possible, as well as those ofthe general public. To meet these interests, the process requires somemeasure of transparency. This component provides guidance on how to setUP a nrocess that parties will trust so that they trust the outcome
ApplicationTraining Exercise 4: Creating a Problem Statement
Training Exercise 5: Issue Identification/Round Table
OpenDevelopment
Case Study I -2 examples
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Land UseLand Use Law: Special Topics
• Creating affordable housing• SEQRA
• Takings
• Intermunicipal AgreementsProcess
Reaching Agreements on Decisions
• To become familiar with techniques that help generate options
• To become familiar with techniques that help assess options
• To discuss strategies for reaching agreementApplication
Training Exercise 6: Round Table Option Generation
Case StudyOptional
Other EvaluationGraduation
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APPENDIXC
JOB DESCRIPTIONS FOR TRAINING TEAM (CT-LULA)
Coordinator• Coordinate and create steering committee• Help select trainers• Select a suitable venue and food services for training according to timelines• Help create the curriculum for Connecticut• Create and adapt the NY material for Connecticut, including the program
description, nomination form, nomination letter, recruitment letter, draftcurriculum, participant list, and agenda for each day
• Recruit leaders for training programs, including sending out nominationletters, forms, etc.
• Coordinate the selection of all open components and case studies withtrainers
• Help identify future sources of funding for the training• Coordinate day-to-day details of the trainmg programs, including making
participants feel welcome and prepared for each day, annotated agenda foreach trainer to review the outline of the day, and produce the training materialfor participants.
• Conduct inter-session communication with participants and provide to thetrainers
• Compile and create issue list based on the nomination form and Day I issuesession to forward to the trainers.
• Be available for post-training support.
Land Use Trainer• Prepare or adapt land use material for Connecticut that will convey the
following concepts:J. State law grants broad and flexible authority to custom build local
strategies2. Planning is dynamic and ongoing and can result in periodic revisions
based on changing needs3. Critical environmental areas can be protected by placing development
in growth centers4. State law encourages Intermunicipal collaboration on all land use
mattersLocal leaders have broad legal protection
• Prepare for and attend all trainings days• Assist with site selection, room set up. and other training logistics• Become familiar with theories and practice of adult learning• Become familiar with material and theories used by the negotiation trainer.
Negotiation Trainer• Prepare or adapt negotiation material for Connecticut that will convey the
following concepts:1. Local land use decision-making can be structured as an ongoing
process of negotiation and collaboration2. The land use decision-making process is flexible allowing many
opportunities to mediate tensions3. Local boards can create a decision-making climate that fully involves
affected citizens by dealing with real interests rather than bargainingpositions
4. Processes that openly invite full community participation can helpboards make fact-based decisions that are mutually beneficial to allinterests involved
• Prepare for and attend all trainings days• Assist with site selection, room set up, and other training logistics• Become familiar with theories and practice of adult learning• Become familiar with material and theories used by the land use trainer.
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APPENDIXD
LAND USE LEADERSmp ALLIANCE TRAINING PROGRAM
Trainer's ManualSeptember, 2004
IntroductionThe Land Use Leadership Alliance Training Program (LULA) was created in 1995 totrain the leaders who sit on local land use bodies, leaders who attend meetings and lobbylocal governments, and leaders who have an interest in the development of land. By mid2005, over 600 people have graduated from the program in three states. While createdfor leaders in New York, the program has been adapted for use in other states. Thismanual outlines the training approach for those who are interested in running the programin their region.
The Land Use Crisis & the Need for Smart GrowthThe sprawling pattern of land development that has become the nonn in manycommunities cannot continue without significant consequences for the economy and theenvironment. The most obvious measure of this unsustainability is manifest by the factthat as OUf population increases by one percent, land consumption increases by sevenpercent. The most obvious remedy for these ills is to replace unplanned, sprawlinggrowth with a growth pattern and form that is planned and appropriate for the economic,environmental and cultural needs of a given community.
Obstacle to Smart Growth - EducationIn 1994 the Land Use Law Center completed an extensive study of the obstacles tosustainable development in the Hudson River Valley. We found that the principalobstacle was letting decision makers know what power they have and how to wield iteffectively. The importance of educated local leaders has long been recognized, mostnotably by Thomas Jefferson:
I know of no safe depository of the ultimate power of society but the peoplethemselves, and if we think them not enlightened enough to exercise their controlwith a wholesome discretion, the remedy is not to take it from them, but to infonntheir discretion by education.
This program is designed to overcome the major obstacles to smart growth by followingJefferson's advice - educating local leaders who have the power to make land usedecisions and those who have the power to influence those decisions. Through fOUf daysof training local leaders learn the extent of their land use authority and how to expandtheir power through collaborative community building techniques.
•Land Use Leadership AllianceTraining Manual
Land Use Law Cenler @ 2005Page 1 of 12
Overall Objectives of the LULA
Each LULA helps a group of local leaders understand useful landmaking innovations that can build community rather than divide it.
SpecificaBy:
use and decision-
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1. the land use trammg helps leaders realize the extensive authority that localgovernments have to regulate development patterns and the critical role thatplanning plays in the adoption of new ordinances and regulations;
2. the negotiation and dispute resolution training helps leaders apply techniques thatcan bring the community to consensus on land use legislation and approvals; and
3. over time, graduates of this program form networks of leaders who can worktogether to change the unsustainable patterns of growth.
Institutional Support for Graduates: After graduation, leaders should be supported byregional centers that maintain contact, provide information about new innovations anduseful techniques, and teach effective strategies. Useful information could be in the formof research papers, publications, books, web page resources and access into national andinternational information networks. Communication can be enhanced through a regionaledition of the Gaining Ground newsletter. This newsletter celebrates the latest successesof LULA graduates and provides information on regional opportunities to attendconferences, trainings, and workshops. In New York's Hudson Valley, the Land UseLaw Center sponsors a yearly Gaining Ground conference in the fall for graduates toshowcase new innovations that build on the LULA curriculum.
Diffusing Land Use Innovations through the LULANew patterns of development, new building design, new subdivision layouts that offeralternatives to sprawl are "innovations" that improve on the land use system. Wheninnovations are adopted and a community improves on the pattern of land development,other communities only benefit if they learn about, and act on the new approach. Themechanism by which these innovations "diffuse" from one community to another wasthoroughly addressed by the sociologist Everret M. Rodgers in his 1963 book. Rodgersinstructs us that:
Diffusion is the process by which an innovation is communicatedthrough certain channels over time among the members of a socialsystem.
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Rogers identifies three major components for the diffusion of innovation to take place:
I. Identify the innovations that can address the need.a. The need to create smarter patlems of land use has spawned a large
volume of information on alternatives to sprawl. Much of this research isalso stare specific. These innovations come from idea sources (seediagram J)
2. Create a mechanism for change agents to explain the innovation to leaders.a. Experts and professionals (change agents) who understand neo
traditional design and the process of adopting local land use legislation,can pass along information to leaders working in the field and help themas they work within communities.
3. A process of diffusion within the community takes place, where a range of leadershear, evaluate, test, adjust and implement an idea.
a. Rogers explains that there is a hierarchy of opinion leaders withincommunities, led by early adopters, he calls them, who are broadlyrespected, practical, and sufficiently innovative to try new ideas thatwithstand their evaluation.
These "early adopters" are the types of leaders who should attend the LULA. Rogerswrites tbat "[mlost individuals evaluate an innovation, not on the ba is of scientificresearch by experts, but through the subjective evaluations of near-peers who haveadopted the innovation. These near-peers thus serve as social models, whose innovationbehavior tends to be imitated by others in their system."
Diagram 1: Diffusion of Innovation Chart
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Idea SourcesReport , Studies,& EmpiricalResearch on
Adaptation ofModels: SuccessfulLand Use InnovationsAdopted at theGrassroots Level
Land Use Leadership AllianceTraining Manual
ChangeAgents
DecisionMakers
Champions ofChange
OpinionLeaders
Land Use Law Center lCi 2005Page 3 of 12
Types of innovations taught in LULAThis training program is an excellent vehicle for highlighting land use and decisionmaking innovations among leaders. When leaders can reference a TraditionalNeighborhood Development zoning ordinance adopted in an adjacent community, thepolitical and practical utility of the idea becomes more persuasive than if the idea camefrom a consultant or university. Consistent with this approach, the LULA dedicatesmuch of the training curriculum to innovations adopted by local communities. Someexamples of these innovations are:
• Conservation overlay• Farmland preservatiQn incentive zone• Intermunicipal approaches to watershed protection• Scenic protection overlay• Streamlined approval process in designated growth centers• Housing incentive zone• Pre-application process• Concept committees
The Land Use Law Center's Approach to Diffusion of Innovation
The Center set out to encourage the adoption of land use innovations as an idea sourceand a change agent. It did this in a certain chronological order. Here are the steps:
I. Idea Source: 1993 - Present. Research agenda formed based on local input,papers written, books and guidebooks published for use in training programs andgeneral outreach. It created a web site (LUCAS) where these ideas may beobtained and publishes an electronic newsletter (Gaining Ground) that isbroadcast to 3000 opinion leaders, decision makers, and other change agents inthe Hudson Valley region.
2. Identification of Opinion Leaders: 1996 - Present: Using advisers who knowclients, the Center selected opinion leaders to train in innovations and decisionmaking. This is a four day training course that teaches practical land usestrategies, effective decision-making processes, and creates bonds among opinionleaders who are trained. Graduates of the four day program are used asfacilitators and present successful models that they have adopted.
3. Adaptation and creation of models: 1998 - Present. Working though its advisorsand graduate opinion leaders as change agent aides, the Center provides one-daytraining programs and strategic workshops at the intermunicipal and local levels,again using graduates as organizers, facilitators, and presenters. Conferences andseminars are used to convene graduates of these training programs to keep themup to date with innovations.
Characteristics of the Center - It advances no agenda other than balanced land usepatterns (both appropriate development and critical environmental area conservation),sticks to what it knows (land use strategies and decision-making skills), works withinstitutional partners at the local, regional, and state level, and gains trust and local
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Land Use Law Center <C> 2005Page4of12
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•knowledge by working through change agent aides. Its research agenda and trainingprograms are guided by local input and needs. The Center is a regional change agent andbecoming a national idea source through the Gaining Ground Information Database.
•Activities of the Center - 60 research papers, three books and 20 articles publishednationally, 12 guidebooks for opinion leaders, extensive training curricula, 570 graduatesof the four day training program by end of 2004 representing over half the 250 clients inthe region, 300 graduates of one-day training programs, and an increasing number ofparticipants in local and intermunicipal workshOps. It has assisted in the formation ofseven intermunicipal land use councils and the creation of dozens of adopted models.
• Diagram 2: Land Use Law Center Diffusion Chart
i CooperateAdditional Focused training andwith
~ .....Adoptionmultiple technical workshops
of Models~<::c::ic::t~n("ppartners
Training -Idea generation Publication of Identification of..... ..... ..... usingthrough research innovative opinion leaders graduates to
inp.~<:: throuP"h :lnvi~nrlO:gain credibility
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LULA Training ContentThe training program is designed to meet the needs of each partIcIpant so that theparticipants have a range of tools and techniques to utilize in both the land use anddecision-making contexts. The course provides lecture handouts and reference material,as well as significant opportunity to asking questions during lectures. Each day isorganized so that participants engage in lecture learning, experiential learning, andunstructured, social interaction with other leaders.
The experiential sessions are conducted to provide the participants with an opportunity todebate the land use topics and apply the skills taught in lectures. Through these breakoutsessions and unstructured social components, participants develop relationships, buildtrust and learn about from other leaders' experiences.
Each four-day session also involves open components and case studies. During casestudies, past graduates of the program return to model applications of the land usedecision-making process and land use strategies by describing experiences where thestrategies have worked. Open components are available for substantive presentations tobe determined with the training program's sponsor.
The training manual is organized by days, each day building upon and complementingthe prior days work. The manual begins each day with an agenda describing the sessionsfor that day. After the agenda, the material, which follows, contains a land use sectionand then a process section. The material for each presentation begins with a descriptionof the session's purpose and objectives.
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LULA Roles and Responsibilities
The Coordinator for the program must be a very organized person, capable of managingmany details and responsibilities. The Coordinator should have a relationship withknowledgeable and influential members of the community who could serve on thesteering committee. The Coordinator will be asked to help select trainers and create thecurriculum. The primary task of the coordinator is to ensure sufficient attendance and toprepare the training material for the program. This task includes the following:identifying, contacting and recruiting leaders; identifying and securing a facility;preparing material (including binders, nametags, attendance sheets, training materials,etc.); and conducting inter-session communication with leaders. The Coordinator shouldbe prepared to work 50%-70% of hislher time on these tasks for the 4 weeks before theprogram begins. Ancillary tasks include assisting with post-training leadership supportand identifying resources for future programs.
Both the land use and negotiation trainers will play a supporting role helping thecoordinator with some recruitment, the site selection, and curriculum development. Theyshould expect to attend steering committee meetings and help select leaders for theprogram. The trainers will prepare their own material and provide it to the coordinator tobe included in the training material. .
The Land Use Trainer should be an active member of the local Bar with more than 10years experience practicing land use; be intimately familiar with the land use enablinglegislation and the court decisions interpreting those statutes; be comfortable training in adynamic environment consistent with current theories of adult learning; able and willingto create written summaries of the land use system for participants; and, mostimportantly, possessing a balanced perspective on the relationship between developmentand conservation.
The Negotiation Trainer should have at least 15 years of experience in dispute resolutionpractice and training; be very comfortable with training local officials and citizens whoare very familiar with the land use decision making process; be familiar with interestbased models of negotiation. consensus-building, and collaborative approaches toresolving public policy disputes; ideally, he/she should po sess an under tanding of thelocal land use decision-making process.
•land Use leadership AllianceTraining Manual
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Day 1
Land Use Land Use Law - The Basic TechniquesThis session explains why the land use system is so frustrating, the basiccomponents of the system, the role of the comprehensive plan, and the roleof leaders in this svstem.
Process The Traditional. Required Decision Making ProcessThis segment starts with the foundations of the required land use decision-making process and explains why this process is not very effective incontroversial land use situations. While nonnally thought of as rigid andinaccessible, the process can be made more flexible and inclusive to helpreduce energy spent on unproductive and divisive controversy. By usingproven techniques to supplement the traditional process, municipalitieshave used significant land use decisions to build community rather thandestrov it.
ApplicationTraining Exercise 1: Sharon Hill Land Use System
Trainin<J Exercise 2: Positions vs. InterestsOther An introduction session in the beginning of the day where the leaders
introduce themselves and a m~or concern they have. The facilitators whorun this session will be modeling proper facilitation technique.
Dav2Land Use Land Use: Basic Techniques to Create Growth Centers
Discussion on basic land use techniques, such as the comprehensive plan,zoning, site DIan, and subdivision.
Process Meeting Interests to Reach Better Decisions
• To provide specific moments when the traditional decision makingprocess can be supplemented
• To gain a common understanding of negotiation theory and how itapplies to land use decisions
• To gain a common understanding of a stakeholder
• To discuss types of decisions that are appropriate for collaborativeorocesses
ApplicationTraining Exercise 3: Stakeholder, Interests, and Assessment
OpenBiodiversity
Case Study 1-2 examoles
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Land Use Land Use: Advanced TechniquesThis ession will discuss advanced land use techniques to balancing growthand preservation.
Process Facilitating Effective DecisionsOnce the proper parties are identified, the process in which they areincluded must meet as many of their interests as possible. as well as tho e ofthe general public. To meet the e interests. the process requires somemeasure of transparency. This component provides guidance on how to setUP a orocess that parties will trust so that they trust the outcome
ApplicationTraining Exercise 4: Creating a Problem Statement
Training Exercise 5: Issue IdentificationIRound Table
OpenDevelopment
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D 4ayLand Use
Land Use Law: Special Topics
• Creating affordable housing• SEQRA
• Takings• Intermunicipal Agreements
ProcessReaching Agreements on Decisions
• To become familiar with technique that help generate options• To become familiar with techniques tha1 help assess options
• To discuss stratelries for reaching agreementApplication
Training Exercise 6: Round Table Option Generation
Case StudyOptional
Other EvaluationGraduation
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LULA Training Format: Experiential and Adult Learning Theories
The LULA program recognizes that learning styles exist and vary among leaders. Theprogram creates a learning environment that is consistent with the theories of experientialand adult learning models. In summary, the trainers should create a safe andnonjudgmental environment, that:
• responds to leaders' needs• encourages participation by allowing for questions and adjusting lecture to those
questions• inspires trust in the competence of the program, the trainer, the feasibility to cover
the objectives of each session• sequences the sessions topics from simple to complex• respects the participants as subjects of their own learning• provides for opportunities to experience the innovations taught
Responds to leaders' needs - Trainers take the initiative to discover what the participantsreally need to learn, what they already know, and what aspects of the course haveimmediate usefulness to them and really fit their situations. Listening to the participants'wants and needs helps shape the program and has immediate usefulness to theparticipants. As the program progresses, the trainers shape their technical presentationsand those of other experts to the needs of the participant.
Encourages participation - Adult learners are diverse, bringing a wealth of lifeexperiences to the learning situation. Their experience and knowledge needs to beincorporated into the training.
Adult's experiences can shape or inhibit new learning. Adults cannot beexpected to change their perceptions and beliefs unless attention is firstpaid to dissolving them from their existing beliefs and perceptions. Adultsneed to be able to integrate new ideas with what they already know if theyare going to keep and use new information. I
Therefore, LOLA instructors need to draw out from the leaders their experiences,knowledge, and issues which are relevant to the training. Listening to leaders' wants andneeds helps shape the program to have immediate relevance.
Inspires trust in the competency of the program - A sound relationship between programstaff and participants must be developed. Participants need to feel respected and listenedto with humility and authenticity. Authenticity is fostered through all interactions - fromthe initial contact through the nomination procedure to the graduation ceremony. TheLOLA shows respect for the leader's knowledge by highlighting the extent of theircollective experiences and by using humor to create a nuanced understanding of the
, Jane Vella, Learning tQ Lislen, Learning 10 Teach: The PQwer Qf DialQgue in Educating Adults. JQssey'Bass (2002).
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problem they face. Leaders should be treated as equals in experience and knowledge andallowed to voice their opinions freely in class. Providing food is also a simple way togain the leaders' appreciation!
Sequence of the sessions - The sequence of content needs to follow an order from simpleto complex so that each day builds upon the previous. Furthermore, the programcontinually reinforces earlier ideas and concepts to ensure that the learning becomespermanent. One technique for doing this is to introduce a concept and then explain how acommunity has used it successfully. This helps to repeat the technique throughexplanation and "proves" that it can work on the local level.
Respects the participants as subjects of their own learning - The leaders take theinitiative in the learning process and the trainer provides the conditions that allow thelearning to occur. From the beginning, leaders are aware that they need learn how to beeffective in their community. The program provides a sequence that allows theparticipants to reflect on this goal in a manner that engages their participation, thusenhancing the learning experience. The process is one that systematically plansopportunities for the participants to experience, reflect on, apply and review theirlearning.
Provides for opportunities to experience the innovations taught - Because adult learnersmust "do" in order to learn, the program provides numerous opportunities to debate andchallenge the ideas presented. Since learning by doing and self-reflection are importantcomponents of learning theory, each training day is separated by two weeks allowingleaders to return to their community. In addition, graduates of the program are invitedback to give case study presentations on how they used the innovations taught in theprogram
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SAMPLE "TIPPING POINTS" FOR PARTICIPANTS
Land Use
1. State law grants broad and flexible authority to custom build local strategies
2. Planning is dynamic and ongoing and can result in periodic revisions based onchanging needs
3. Critical environmental areas can be protected by placing development in growthcenters
4. State law encourages Intennunicipal collaboration on all land use maners
5. Local leaders have broad legal protection
Decision-Making Process
I. Local land use decision-making can be structured as an ongoing process ofnegotiation and collaboration
2. The land use decision-making process is flexible allowing many opportunities tomediate tensions
3. Local boards can create a decision-making climate that fully involves affectedcitizens by dealing with real interests rather than bargaining positions
4. Processes that openly invite full community participation can help boards makefact-based decisions that are mutually beneficial to all interests involved
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APPENDIXE
The following is a list of criteria to be used to identify potential nominees:• respected and objective local leaders• with the ability to build and manage coalitions of interested groups• participants should be likely to remain active in the community for years to
come• Suggested participants could include:
• Chairs and key members of the legislative body, planning board,zoning board, conservation advisory board, and other local bodiesinvolved in the land use process.
• Local landowners, developers, chamber of commerce leaders, businessleaders, civic and environmental group representatives and othersrepresenting groups with a clear stake in cost effective developmentand conservation of land in your community.
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APPENDIXF
MARJORIE SHANSKYAITORNEY AT LAW
MARJORIE SHANSKY is a solo practitioner in New Haven, Connecticut. Herpractice is concentrated in land use and real estate law. Prior to entering private practice,she served as an Assistant Corporation Counsel for the City of New Haven representingthe Board of Zoning Appeals, City Plan Commission, Office of Housing andNeighborhood Development, and the Development Administrator. In 1990, theCommissioner of Public Safety appointed Ms. Shansky as a member of the ConnecticutState Codes and Standards Committee which, with the State Building Inspector and StateFire Marshal, adopts and administers the State Building Code and Fire Safety Code. Ms.Shansky is currently serving in her third term as Chairman of the Committee. She hasalso recently been appointed as a Special Master for municipal tax appeals for theConnecticut Superior Court.
Ms. Shans!.')' received her bachelor's degree in Music Education fromNorthwestern University and a Master of Music degree, with honors, from YaleUniversity. Following graduation from Yale, she studied in Germany as a FulbrightScholar. Ms. Shansky received her J.D. degree, with honors, from the University ofConnecticut. She is a member of the Executive Committee of tbe Planning and ZoningSection of the Connecticut Bar Association, the New Haven County Bar Association, theConnecticut Chapter of the American Planning Association, and the CommunityAssociations Institute, including its Connecticut Lawyers' Council.
WILLIAM DEVANE LOGUE, J.D.
Bill Logue is a West Hartford, Connecticut based independent mediator, facilitator,consensus builder, trainer and consultant to individuals, associations, corporations, lawfirms, foundations and public organizations. For almost twenty years he has helpedcreatively craft agreements that build relationships and promote practical solutions todifficult problems. He is a graduate of Brown University and the University ofConnecticut School of Law and is admitted to practice law in Connecticut andMassachusetts.
Bill is associated with the Policy Consensus Initiative, a national nonprofit organizationthat works with states to promote collaboration to achieve more effective governance. Hispublic policy consensus building work includes facilitating agreement on human serviceand environmental issues with several Connecticut and Massachusetts state agencies. Hemediates employment, workplace, commercial, construction, professional liability andother matters. Bill is lead faculty for a 40-hour basic mediation training program cosponsored by the University of Connecticut and Quinnipiac Law School Center onDispute Resolution. He has designed and led other conflict resolution training programsfor numerous organizations.
Bill contributed three chapters to the Connecticut Mediation Practice Book published in200land is a columnist on conflict resolution for the Connecticut Law Tribune. Heregularly consults to foundations and non-profits on a national basis on conflictresolution, collaboration, program feasibility, strategic and program planning, andevaluation. Bill is Co-Chair of the Connecticut Bar Association Standing Committee onDispute Resolution in the Courts and past chair of the association's Alternative DisputeResolution Section, he is President of the New England Chapter of the Association forConflict Resolution, and a neutral panelist with the Connecticut Department ofEducation, Massachusetts Office of Dispute Resolution, the United States Postal Serviceand the US EEOC.
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JUDY PRESTONECOLOGIST
Ecologist Judy Preston has been practicing conservation in the Connecticut RiverEstuary and shoreline region for over ten years. Fonnerly Science and StewardshipDirector for the state chapter of The Narure Conservancy, she is now focusing onregional conservation issues of the lower Connecticut River. Her education includesdegrees in geology and applied ecology. Judy is active in local conservation effortsthrough the Conservation and Inland Wetlands commissions in her hometown of OldSaybrook, and is a founding member and past president of the Old Saybrook Land Trust.An avid kayaker and hiker, Judy has explored and come to know many of theConnecticut River Esruary's unique uplands and waterways.
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APPENDIXG
CONNECTICUTLAND USE LEADERSHIP ALLIANCE TRAINING PROGRAM
PARTICIPANT LIST
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Todd AndrewsMetro Hartford Alliance31 Pran StreetHartford, CT 06103Work: (860) 728-2283Email: [email protected]
Watson BellowsPlanning and Zoning Commission52 Huntington DriveVernon, CT 06066Home: (860) 872-8276Email: [email protected]
Sue ErricksonPlanniog and Zoning Commission55 HJlltop RoadTolland, CT 06084Home: (860) 871-6129Email: [email protected]
Louise EvansPlanning and Zoning CommissionP.O. Box 392East Windsor HJII, CT 06028Home: (860) 289-7831Cell: (860) 748-7444Email: [email protected]
Terri J. GoldichPlanning and Zoning Commission22 Center StreetRockville, CT 06066Work: (860) 486-3646Home (860) 872-9376Email: [email protected]
Peter GrossEconomic Development CommissionBox 541Windsor, CT 06095Work: (860) 729-4912Home: (860) 688-9168Email: [email protected]
Gregory LaChancePlanning and Zoning Commission228 Merline Rd.Vernon, CT 06066Home: (860) 870-3915Email: [email protected]
Tim LescalleetSenior Vice President Griffin Land204 W. Newberry RoadBloomfield, CT 06002Work: (860) 286-7660Fax: (860) 286-7660Email: [email protected]
Dan LynchEconomic Development CommissionP.O. Box 99Windsor, CT 06095Work: (860) 683-0579Home: (860) 683-0579Email: [email protected]
Thomas MaranoBusiness Development ManagerNortheast UtilitiesP,O, Box 270Hartford, CT 06143Work: (860) 665-5121Cell: (203) 605-2669Email: [email protected]
Patrick McMahonDirector Economic and CommunityDevelopment83 Mountain RoadSuffield, cr 06078Work: (860) 668-3849Home: (860) 668-1790Email: [email protected]
Dennis MilanovichFirst Selectman70 Crane RoadEllington, cr 06029Work: (860) 870-3100Email: [email protected]
Neil PadeEconomic Development Coordinator,Assistant Town Planner14 Park PlaceVernon, cr 06066Work: (860) 870-3637Home: (860) 667-0209Email: [email protected]
David PinneyFirst Selectman214 Maple StreetSomerville, CT. 06072Home: (860) 763-1988Work: (860) 763-8200Email:[email protected]
John RinaldiVice Chairman Zoning Board of Appeals28 Ridge RoadEnfield, cr 06082Work: (860) 594-3323Home: (860) 741-7406Email: [email protected]
Liz RogersResource Conservation and DevelopmentCoordinatorNatural Resources Conservation Service392 East Merrow RoadTolland, CT 06084Work: (860) 870-4942, ext. IEmail: [email protected]
Walter SmithNatural Resources Conservation Service344 Merrow RoadTolland, CT 06084Work: (860) 871-4040Email: [email protected]
Mary Lou StromEconomic Development Commission17 Mathewson AveEnfield, CT 06082Home: (860) 253-9748Email: [email protected]
Jack SummersSmart Growth for Vernon51 Lawlor RoadTolland, CT 06084Work: (860) 871-8402Fax: (860) 871-1192Home: (860) 871-8402Email: [email protected]
Elizabeth WarrenChair, Inland Wetlands and WatercoursesCommission494 Abbe RoadSouth Windsor, cr. 06074Email: [email protected]
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Janet Bechtel174 Mile Creek RoadOld Lyme, cr 06371Work: (860) 434-1666Home: (860) 434-1981Email: [email protected]
Linda Bireley60 Ml. Archer RoadLyme. cr 06371Cell: (860) 884-3830Home: (860) 434-9864Ell)ail: [email protected]
Ann Brown52 Lyme StreetOld Lyme, cr 06371Work: (860) 434-1605Email: [email protected]
Jodie ChaseP.O. Box 752Essex. cr 06426Work: (860) 767-1264Email: [email protected]
Herbert Clark
Carl Clement31-2 Baker LaneLyme, cr 06371Work: (860) 434·1533Email: [email protected]
Ted Crosby19 Binney RoadOld Lyme, cr 06371Cell: (860) 575-5539Home: (860) 434-8054Email: FTCrosby@f!crosby.com
PARTICIPANT LIST
Mark Diebolt17 Charles StreetOld Lyme. cr 06371Work: (860) 434-2222Home: (860) 434-5578Email: [email protected]
Torrance DownesP.O. Box 778Old Saybrook, cr 06475Work: (860) 388-3497Home: (860) 388-5410Email: [email protected]
Robert Fish49 Obed HeightsOld Saybrook. cr 06475Work: (860) 395-3073Home: (860) 388-2308Email: [email protected]
Paul Geraghty198 Haydeo Hill RoadHaddam. cr 06438Work: (860) 444-2101Home: (860) 845-3932Email: Geraghry@newlondonlegaLcom
Mac GodleyBox 190Hadlyme, cr 06439Work: (860) 434-3709Email: [email protected]
Evan GriswoldP.O. Box 981Old Lyme, cr 06371Work: (860) 434-8600 EXl.158Home: (860) 434-8850Email: [email protected]
Walter Harris438 Main StreetOld Saybrook, cr 06475Cell: (860) 575-1022Work: (860) 395-0158Email: [email protected]
Anthony Irving25 Honey Hill LaneLyme, cr 06371Work: (860) 434-2390Home: (860) 434-1460Email: [email protected]
Jonathan !steib268 Joshuatown RoadLyme, cr 06371Work: (860) 526-5577Home: (860) 526-1054Email: [email protected]
Elizabeth Malloy20 I Quarry Hill RoadHaddam Neck, CT 06424Work: (860) 345-2400Home: (860) 267-2713Email: [email protected]
Eric Mosher36 Highland TerraceMiddletown, CT 06457Work: (860) 667-1886Home: (860) 347-8707Email: [email protected]
Christine Nelson215 West Main StreetChester, cr 06412Work: (860) 395-2429Home: (860) 575-3467Email: [email protected]
Tom O'DellWestbrook, crWork: (860) 399-1807
Richard Prowell150 Ferry RoadHadlyme, CT 06439Work: (860) 388-7324Email: [email protected]
Elaine SychP.O. Box 701066 Saybrook RoadHaddam, CT 06438Work: (860) 345-3977Home: (860) 767-7058Email: [email protected]
Susan Westa139 Wolf Den RoadBrooklyn, cr 06234Work: (860) 774-9600Home: (860) 450-0241Email: [email protected]
Melvin WoodyConnecticut College270 Mohegan AvenueNew London, CT 06320Work: (860) 439-2022Email: [email protected]
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APPENDIXH
LAND USE LEADERSHIP ALLIANCE TRAINING PROGRAMApRIL 1, 2005
Day One Agenda
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9:00 -9:30
9:30-10:45
10:45 - 11:00 Break
Arrival and Refreshments
Welcome
Introductions and Issue Identification• Participants will be asked to introduce themselves and state the priority land
use issue mat they are faced with as a community leader.
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11:00 - 12:30 The Land Use SystemBy: Marjorie Shansky• Utilizing a hypothetical large-scale project, this session will cover the basics
of the land use system
12:30 - 12:45 Presentation of Issues• The leaders' issues will be presented to the group and the issue
identification process will be discussed
12:45 - 1:30
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1:45 - 2:45
2:45 - 3:00
3:00 - 4:45
4:45 - 5:00
Group Photo
Land Use Trends in Connecticut and Their Impact on NaturalResourcesBy: Kip Kolesinskas
The Traditional, Required Decision-Making ProcessBy: Bill Logue• This segment stans with the foundations of the required land use decision
making process and explains why this process is not very effective incontroversial land use situations. While normally thought of as rigid andinaccessible, the process can be made more flexible and inclusive to helpreduce energy spent on unproductive and divisive controversy.
Discussion of Next Day of Training
LAND USE LEADERSHIP ALLIANCE TRAINING PROGRAMAPRIL 15, 2005
Day Two Agenda
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•8:30-9:00
9:00 - 9:15
9:15-11:00
Arrival and Refreshments
Welcome
Basic Land Use TechniquesBy: Matjorie ShanskyThis session will describe basic land use techniques such ascomprehensive planning, zoning, site plan, and subdivisionregulations.
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II: 15 - 12:00 Capital Regions of GovernmentBy: Mary Ellen Kowalewski
This session will discuss what resources are available to the communities to(1) help plan and to (2) identify issues that are ofconcern to membercommunities.
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1:00 - 2:30
2:30 - 2:45
2:45 -4:15
4:15 - 4:45
4:45 - 5:00
Meeting Interests to Reach Better DecisionsBy: Bill LogueThe land use decision-making process is essentially a negotiation.In order to get an implementable solution, the decision must meetthe interests of all relevant stakeholders. If not, the decision standsthe chance of being challenged and held up. This session willdiscuss the steps to meeting all relevant interests and having theright parties at the table.
Meeting Interests to Reach Better Decisions Continued
The Use of Expens in Land Use ApplicationsThis roundtable explores which experts come before land useboards, what information they offer, why their presence can beconstructive to all parties, and how to use their presence to goodadvantage.
Discussion of Next Day of Training
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•LAND USE LEADERSHIP ALLIANCE TRAINING PROGRAM
APRIL 29, 2005
Day Three Agenda
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8:30 - 9:00
9:00 - 9:15
9:15 -10:30
Arrival and Refreshments
Welcome
Advanced Land Use TechniquesBy: Marjorie ShanskyThe objectives of this session are to understand why the current land usedevelopment pattern exists and what leaders can do to protect the community'sfuture and existing values, to explain how and why development should beencouraged in centers of growth, and to understand how critical environmentalareas can be protected by placing development in growth centers.
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10:30 - 10:45 Break
10:45 - 11:15 Advanced Land Use Techniques (continued)
11: 15 - 11 :45 Planning for the Future: Understanding the Value of Community ResourcesBy: Seth Lerman, Resource Conservationist, NRCS
II :45 - l2: 15 Hydrological Consequences of Land Use DecisionsBy: James MacBroom
12: 15 -12:30 Question and Answers
12:30 - 1:15 Lunch
I:15 - 2:30 Facilitating Effective DecisionsBy: Bill LogueOnce the proper parties are identified, tbe process in whicb tbey are included must meetas many of their interests as possible, as well as those of the general public. To meetthese interests. the process requires some measure of transparency. This componentprovides guidance on bow to set up a process that parties will trust so tbat they trust theoutcome.
2:30 - 2:45 Break
2:45 - 4:00 Facilitating Effective Decisions (continued)
4:00 - 4:45 Integrating Biodiversity Principles into Land Use DecisionsBy: Michael Klemens, Ph.D., Senior Conservationist and Director,Wildlife Conservation Society's Metropolitan Conservation Alliance.Tbe Wildlife Conservation Society's Metropolitan Conservation Alliance bridges the gulfbetween science and practice by developing innovative. locally-based strategies thattackle ecosystem loss and urban sprawl at the suburban/rural frontier. Dr. Klemens willhigblight creative planning techniques to conserve wildlife while planning for growth.
4:45 - 5:00 Di cussion of Next Day of Training
LAND USE LEADERSHIP ALLIANCE TRAINING PROGRAMMAV13,2005
Day Four Agenda
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8:30 - 9:00
9:00 - 9:15
9: 15 - 10:30
10:30 - 10:45
10:45 - 11 :30
11:30 - 12:30
12:30 - 1:30
1:30 -3:00
3:00-4:00
4:00-4:30
4:30 - 5:00
Arrival and Refreshments
Welcome
Land Use: Special TopicsBy: Matjorie ShanskyThis session will explore how local governments can meet present and futurehousing needs of a community, code enforcement, regulatory takings,environmental intervention, and the statutory authority municipalities have tocooperate in achieving mutual goals.
Land Use (continued)
Reaching Agreements on DecisionsBy: Bill LogueThis session will help participants become familiar with techniques that helpgenerate and assess options. collaborative strategies to build agreement andways to overcome impasse. Participants will assess the current status of landuse tools and techniques in their town. outline vision and begin to identify actionsteps for the future.
Reaching Agreements on Decisions (continued)
Stump the Trainer
Evaluation
Graduation
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•LAND USE LEADERSIllP ALLIANCE TRAINING PROGRAM
MAv6,200S
Day One Agenda
• 8:30 - 9:00
9:00 - 9:30
9:30 - 10:45
•10:45 - 11 :00
11:00 - 12:30
•12:30 - 12:45
• 12:45 - l:30
1:30-1:45
• 1:45 - 2:45
Arrival and Refreshments
Welcome
Introductions and Issue IdentificationParticipants will be asked to introduce themselves and state the priority land useissue that they are faced with as a community leadet.
The Land Use SystemBy: Marjorie ShanskyUtilizing a hypothetical large-scale project. this session will cover the basics ofthe land use system
Presentation of IssuesThe leaders' issues will be ptesented to the group and the issue identificationprocess will be discussed
Group Photo
Land Use Trends in Connecticut and Their Impact on NaturalResourcesBy: Seth Lerman. Resource Conservationist. NRCS
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2:45 - 3:00
3:00-4:45
4:45 -5:00
The Traditional, Required Decision-Making ProcessBy: Bill LogueThis segment starts with the foundations of the required land use d.ecision·making process and explains why this process is not very effective incontroversial land use situations. While normally thought of as rigid andinaccessible, the process can be made more flexible and inclusive to help reduceenergy spent on unproductive and divisive controversy.
Discussion of Next Day of Training
LAND USE LEADERSHIP ALLIANCE TRAINING PROGRAMMAY 20, 2005
Day Two Agenda
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•8:30 - 9:00
9:00 - 9:15
Arrival and Refreshments
Welcome •9: 15 - 10:30 Basic Land Use Techniques
By: Matjorie ShanskyThis session will describe basic land use techniques such as comprehensiveplanning, zoning, site plan, and subdivision regulations.
10:30 - 10:45 Break
10:45 - 11: 15 Basic Land Use Techniques (continued)
11:15 - 11:35 Connecticut River Estuary Regional Planning Agency (CRERPA)By: Linda Krause, Executive Director of CRERPAThis session will discuss what the Regional Planning Agency can do for your community,and how they can connect you to resources, including GIS mapping and educationalresources. This will also cover information about the Connecticut River GatewayCommission, its mission and progress.
11:35 - 12:00 Tidewater InstituteBy: Judy Preston, Director Tidewater Institute and Environmental Planner,CRERPAThis session will be an overview of educational opportunities and resources available toland use decision makers in the eight town Gateway Conservation Zone throughTidewater Institute whose goal is to bring Gateway communities together to workcollaboratively, in partnership with CRERPA and the Gateway Commission.
12:00 -1:00 Lunch
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2:30 - 2:45
2:45 -4:15
4: 15 - 4:45
4:45 -5:00
Meeting Interests to Reach Better DecisionsBy: Bill LogueThe land use decision-making process is essentially a negotiation. In order to get animplementable solution, the decision must meet the interests of all relevant stakeholders.If not, the decision stands the chance of being challenged and held up. This session willdiscuss the steps to meeting all relevant interests and having the right parties at the table.
Meeting Interests to Reach Better Decisions Continued
The Use of Experts in Land Use ApplicationsBy: Matjorie ShanskyThis roundtable explores which experts come before land use boards, what informationthey offer, why their presence can be constructive to all parties. and how to use theirpresence to good advantage.
Discussion of Next Day of Training
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LAND USE LEADERSHIP ALLIANCE TRAINING PROGRAMJUNE 3, 2005
Day Three Agenda
8:30 - 9:00 Arrival and Refreshments
9:00 - 9:15 Welcome
9: 15 - 10:30 Advanced Land Use TechniquesBy: Marjorie ShanskyThis session will discuss the current land use development pattern and why it exists andwhat leaders can do to protect a community's future and existing values, to explain howand why development should be encouraged in centers of growth, and to understand howplacing development in growth centers can protect critical environmental areas.
10:30 - 10:45 Break
10:45 - II: 15 Advanced Land Use Techniques (continued)
11:15 - 11:45 Planning for the Future: Understanding the Value of CommunityResourcesBy: Seth Lerman, Resource Conservationist, NRCS
II :45 - 12: 15 Hydrological Consequences of Land Use DecisionsBy: Shimon Anisfeld
12:15 -12:30 Question and Answers
12:30 - 1:30 Lunch
1:30 - 2:30 Facilitating Effective DecisionsBy: Bill LogueOnce the proper panies are identified, the process in which they are included must meetas many of their interests as possible, as well as those of the general public. To meetthese interests, the process requires some measure of transparency. This componentprovides guidance on how to set up a process that parties will trust so that they trust theoutcome.
2:30 - 2:45 Break
2:45 - 4:00 Facilitating Effective Decisions (continued)
4:00 - 4:45 Integrating Biodiversity Principles into Land Use DecisionsBy: Michael Klemens, Ph.D., Senior Conservationist and Director,Wildlife Conservation Society's Metropolitan Conservation Alliance.The Wildlife Conservation Society's Metropolitan Conservation Alliance bridges the gulfbetween science and practice by developing innovative, locally-based strategies thattackle ecosy tern loss and urban sprawl at the suburban/rural frontier. Dr. Klemens willhighlight creative planning techniques to conserve wildlife while planning for growth.
4:45 - 5:00 Discussion of Nex.t Day of Training
LAND USE LEADERSHIP ALLIANCE TRAINING PROGRAMJUNE 17, 200S
Day Four Agenda
8:30 - 9:00 Arrival and Refreshments
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10:30 - 10:45 Break
9:30 - 10:30 Land Use: Special TopicsBy: Marjorie ShanskyThis session will explore how local governments can meet present and future housingneeds of a community, code enforcement, regulatory takings, environmental intervention,and the statutory authority municipalities have to cooperate in achieving mutual goals.
9:00- 9:15
9:15 - 9:30
Welcome
Gaining Ground Electronic Database
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•10:45 -11:30 Land Use (continued)
11:30 -12:15 Developers and Balanced GrowthBy: Mike GomanThis session will explore the influence that zoning regulations and plans of conservationand development have on a developer's decision-making process regarding a project.This session will also discuss how developers engage communities in collaborativeeffons and how communities can encourage developers to use collaborative processes.In addition, participants will also discuss why developers might be interested in balancedgrowth.
12: 15 - 1:15 Lunch
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•1:15-3:30 Reaching Agreements on Decisions
By: Bill LogueThis session will help participants become familiar with techniques that help generate andassess options, collaborative strategies to build agreement and ways to overcomeimpasse. Participants will assess the current status of land use tools and techniques intheir town, outline vision and begin to identify action steps for the future.
•3:30 - 4:00 Stump the Trainer
4:00 - 4:30 Evaluation •4:30 - 5:00 Graduation
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APPENDIX I
PHASES OF COMPLETION
Phase 1:• Select workshop coordinator
o Gateway Communities: Judy Prestono Capitol Region: Judy Prestono Coordinator Job Description
• Must have a relationship with knowledgeable and influential membersof the community who could serve on the steering committee members
• Help select trainers and select a suitable venue• Help create the curriculum for Connecticut• Recruit leaders for spring training programs• Help identify future sources of funding for tbe training• Coordinate the training programs• Conduct inter-session communication with participants; and• Be available for post-training support.
• Work with the Connecticut NRCS to identify two communities for CommunityWorkshops within the Connecticut River Watershed, based on: size of communityregions; community readiness; and natural resources issues.o Communities in the Gateway region and the communities surrounding the
capitol region primarily to the north and east.
• Create Steering Committees - one for each identified communityo PUipose: the Steering Committee serves several functions, first they will help
recruit participants for each workshop. Second, they might also attend thesessions. Third, they will review the curriculum and offer advice on bow tomake the program appropriate for their region. Fourth, some of the steeringcommittee members might be interested in providing funding for futurerounds of training
o Gateway communities Steering Committee - Judy will circulate a list to theteam next week (8/9/04) for comments and input.
o Capitol region - Judy has met with Todd Andrews, Mary ElJen Kowalewski,Liz Rodgers, and John Guzkowski and has gotten their input on a committeefor that region.
o The South steering committee meeting will be scheduled for lunch on October7 ih possibly in MidrlJetown at the DeKoven House.
o TEA: meeting for North steering committee
Phase 2• Develop curriculum and materials for participatory, Community Workshops
• Develop materials and curriculum for "Train-the-Trainer" workshop
• Develop criteria for recruiting participants for both ''Train-the-Trainer" andCommunity Workshopso Criteria for participants:
• respected and objective local leaders• with the ability to build and manage coalitions of interested groups• participants should be likely to remain active in the community for years
to corne• Suggested participants could include:
• Chairs and key members of the legislative body, planning board,zoning board, conservation advisory board, and other local bodiesinvolved in the land use process.
• Local landowners, developers, chamber of commerce leaders, businessleaders, civic and environmental group representatives and othersrepresenting groups with a clear stake in cost effective developmentand conservation of land in your community.
o Criteria for trainers:• The Land Use Trainer should be an active member of the Connecticut Bar
with more than I0 years experience practicing Connecticut land use; beintimately familiar with the Connecticut land use enabling legislation andthe court decisions interpreting those statutes; be comfortable training in adynamic environment consistent with current theories of adult learning;available to conduct 8-16 days of training in a calendar year; able andwilling to create written summaries of the land use system for participants;and interested in continuing to train for several years in the future.
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•• The Negotiation Trainer should have at least 15 years of experience in
dispute resolution practice and training; be very comfortable with traininglocal officials and citizens who are very familiar with the land use decisionmaking process; be familiar with interest-based models of negotiation,consensus-building, and collaborative approaches to resolving publicpolicy disputes; ideally, he/she should possess an understanding of theland use decision-making process in Connecticut;
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•Phase 3• Identify and recruit "Train-the-Trainer" participants (CT land use law
professionals and COllaboration process consultants)
• Identify and recruit community workshops participants
• Develop Draft Agendas for both workshops•
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Phase 4• Conduct the "Train-the-Trainer" Workshop
o Attendees: Judy, Marjorie, Bill, Seth (NRCS)o Trainer orientation session - Wednesday, September 8th (location TBA)o Trainer observation sessions at Stewan Airport, New Windsor, NY
• Friday, September 17th
• Friday, October ISl
• Friday, October 29th
• Friday, November 12th
Phase 5• Develop and manage Community Workshops in two communities within the
Connecticut River watershed. Community workshops will be conducted by thepreviously trained "trainers".o Recruitment for both classes completedo Locations selected and reserved for both programso Several days of training conducted
Phase 6• Develop and hold a 'Next Steps' Conference - convene "Train-the-Trainer" and
Community Workshop graduates and other stakeholders to discuss next steps forprogram development in Connecticut.
• Provide repon of recommendations developed from 'Next Steps' conference.Repon shall establish the framework for a Connecticut based institute for land uselaw and natural resources conservation, including elements such asAdministrative Structure, Panners, Bylaws, develop outreach materials, etc.
Phase 7• Identify regions for Community Workshops to be conducted by Connecticut
trained personnel using Connecticut developed structure.
• Revise Curriculum as Necessary
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APPENDIXJ
Proposed Timetine for LULA-CT mJuly 2005
Date Product6/15105 Becin Evaluation7/15105 Evaluation Complete8/15105 Convene LULA advisorY committee9101105 Create marketing strategv for LOLA ill9101105 Build partnerships9/15/05 Select geo<rraohv for LOLA ill9/30105 Find food funding for LOLA ill10101105 Select trainin!! locations for LOLA ill9/15/05 Start creating graphics8/15/05 Collect examoles of cases9/15/05 Start creatin<> land use reference manual12101105 Create recruitment steering committee1/20/06 Start recruituii3/05106 Select participants4/1106 Be!!in trainin!!
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APPENDIXK
LULA PREPARATION CHECKLIST
SIX - EIGHT MONTHS BEFORE THE PROGRAM
1. Line up funding and identify partners
FOUR MONTHS BEFORE THE PROGRAM
1. Set up and contact the Steering Committee to arrange for preparation of the• Training Program, to discuss the draft curriculum, 'and to review the criteria forparticipation in the program. Examples of selection criteria:
a. Some experience and knowledge regarding land use and decision-makingissues
b. Some meaningful engagement on some aspect of the issues
• c. This engagement is likely to continue for some meaningful period •d. Ability and willingness to corne to all four day-long sessionse. Reasonable in approach to decision-makingf. Respected among several interest groups locallyg. From a community that has not been respected in the programh. Participant is from another key local leader or past graduate's community• 1. Developers that have experience in the several target communities
2. Reserve a location for the programa. The room should be large enough to hold 35 participants comfortably so
they can move easily and talk freely
• b. Participants should be ideally seated 6 to 8 per a tablec. The lecture podium should be located at the central point of the room
3. Identify Open Components, Presenters, and Case Studies
• 4. Order materials for each participanta. Land Use Training bookb. Training binderc. Name tagsd. Plaques
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5. Order supplies and equipmenta. Easelsb. Flip chartsc. Felt-tip markersd. Index cardse. Colored dots
•6. Arrange for administrative support and refreshments
a. Duplicating facilities •b. Fax facilitiesc. Refreshments/Caterer
I. Breakfast11. Snacks (Morning!Afternoon)
111. Lunch •7. Create material
a. Program descriptionb. Nomination formc. Nomination letterd. Recruitment letter •e. Draft curriculumf. Agenda
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8. Recruit participantsa. Send recruitment letters with nomination forms enclosed to past graduates
of the programb. Send letters to interested local leaders with nomination form, nomination
letter, program description, and sponsor list
ONE MONTH BEFORE THE PROGRAM
1. Meet with Steering Committee to review nomination forms and chose the 35participants based on criteria.
2. Create a participant list of all participants with their names, address, positions incommunity, telephone numbers, fax numbers, work numbers, and email address
3. Send out acceptance letters containing information on the date, time and locationfor the program and any other information that would be helpful to theparticipants
4. Finalize curriculum with the Steering Committee and Trainers5. Finalize and select all open components and case studies6. Confirm location of training7. Follow-up on budget questions and contract
TWO WEEKS BEFORE THE PROGRAM
I. Compile a list of issues from the nomination forms2. Make copies of the nomination forms for all trainers3. Finalize all case studies and open components4. Create cover for binder with logo of sponsor on it5. Create agenda6. Create phone list of trainers, sponsors, and facilitators
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ONE WEEK BEFORE THE PROGRAM
I. Create and send the annotated agenda to all trainers2. Create nametags and put dots in nametags3. Put all documents in binders
a. Agendab. Presentation materialc. Participant listd. Training Team liste. Foundational Quotesf. Address correction card
4. ConfIrm food and room details5. Organize all materials, including camera, flip charts, markers, and easels.
AFTER DAY 1
I. Contact all participants one week from date of program to discuss their opinion of theprogram and remind them of next date of training
2. Notify trainers of participant's issues/opinions on program one week before Day 2 ofprogram
3. Begin material prep and organization for Day 24. Confirm speakers and presenters for Day 25. Send annotated agenda for Day 2 to trainers one week before program6. Mail material to those that were absent
AFTER DAY 2
l. Contact all participants one week from date of program to discuss their opinion of theprogram and remind them of next date of training
2. Notify trainers of participant's issues/opinions on program one week before Day 3 ofprogram
3. Begin material prep and organization for Day 34. ConfIrm speakers and presenters for Day 35. Send annotated agenda for Day 3 to trainers one week before program6. Order plaques for all participants7. Mail material to those that were absent
AFTER DAY 3
I. Contact all participants one week from date of program to discuss their opinion of theprogram and remind them of next date of training
2. Notify trainers of participant's issues/opinions on program one week before Day 4 ofprogram
3. Begin material prep and organization for Day 44. ConfIrm speakers and presenters for Day 45. Send annotated agenda for Day 4 to trainers one week before program
6. Organize the graduation ceremony, including inviting the sponsors to be present7. Mail material to those that were absent
POST PROGRAMI. Send letters inquiring about resolution of support2. Day 5 workshop
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