31 W 10th Street, Holland MI 49423 616-796-3329

Mission Statement The Holland Historical Trust is the catalyst for a dynamic interaction of the past and present that enriches the greater Holland area. By collecting, preserving and communicating what has been, the Trust focuses the power of the past to shape the future. Its educational facilities and collections are representative of a diverse heritage and are accessible to all.

Vision Statement To shape the future of the greater Holland area by celebrating and building on those qualities that made it thrive in the past.

DOCENT HANDBOOK

January 2014

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TABLE OF CONTENTS

Docent Job Description 3

Current Shifts 3

Training 4

Conducting a Tour 4

Giving School Tours 6

Group Management Hints 7

Being an Effective Docent 8-9

Dos and Don’ts of Being a Docent 10

Emergency Information: 11

Holland Museum 11-12

Cappon House 12-13

Setters House 13-14

Guide for New Volunteers as a Docent 15-16

Guide on How to be a Lead Docent 17-18

Tips for Docents by Docents 19-20

Docent Checklist 21-22

Collections Guidelines: Environment, Security, and 23

Artifact Handling

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DOCENT JOB DESCRIPTION

A docent is a guide in a museum who tells people about the objects on display and their meaning. A docent is also a storyteller. Every time you give a tour you tell a story about what makes the city of Holland unique. As a docent you are the heart of the Museum and our representative and link to the visiting public. Consider yourself a host/hostess who makes the visitor’s experience at the museums not only informative but also warm and personal. Docents greet visitors and give tours of the galleries and house museums. According to their level of training, they may merely orient visitors or give in-depth tours. Education Docents give tours to school children and adults on a variety of topics. In the first few months, new docents are expected to shadow two current docents at least two separate times and to read through all of the gallery/house labels. You should also begin to read through the docent binders located in the Museum & Gallery Manager's office and on the volunteer blog, hollandmvp.org. CURRENT SHIFTS

You are expected to sign up for a minimum of two shifts per month if you are in town and healthy. Shifts are flexible. If a shift is too long or you can only do part of a shift, arrangements can be made with advance notice. You do your own scheduling. The docent calendar is located in the Museum & Gallery Manager’s office. It is up to you to either find a “regular” spot on the calendar or write yourself in “as needed”. Please enter your name at least one week in advance, preferably scheduling a month at a time. Holland Museum Docent Shifts:

• Monday, Wednesday-Saturday: 10:00am-1:30pm AND 1:30pm-5:00pm • Sunday: 12:00-2:30pm AND 2:30-5:00pm (April-September)

Cappon House/Settlers House Docent Shifts:

• Friday, Saturday: 12:00-4:00pm (May-October) Education tours are scheduled throughout the year and last around one and a half hours. Education tour availability will be emailed out on a regular basis. Docents interested in giving education tours must shadow a current tour and learn the tour's corresponding script.

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TRAINING

Docent and Education Docent Training ("Docent Discussions") is held on the third Saturday of each month. Topics range from new exhibitions, education tours, collections policy, etc. Both Docents and Education Docents are expected to attend these trainings on a regular basis. CONDUCTING A TOUR

BE PUNCTUAL! Arrive at least 10 minutes before the tour begins to give yourself time to "gather your thoughts". People, especially students, are often on a very tight schedule and lose precious moments if the docent is late. BE PREPARED! Preparation is your best source of confidence and insurance of an enjoyable tour for everyone. BE FRIENDLY! Welcome the guests to the Museum. Introduce yourself. People like to know who is speaking to them. Get acquainted. Ask the visitors about themselves and where they are from. If students, ask them what school they are from, what grade they are in, find out if they have had prior preparation. Ask the teacher how much time is allotted for the tour and adjust your tour accordingly. BE GOOD NATURED, pleasant and at ease even when the situation is difficult. BE ENTHUSIASTIC and interested about your subject and the people to whom you are giving the tour. BE A LEADER. Docents should always be in charge of the group. Before moving to the next area, inform the group where they are going and then walk at the head of the group to that area. BE AWARE of your group's needs. Face your audience so you can direct their attention to important details. At times you should stand to the rear so they can see. BE QUICK. The audience will be bored if they stand for a long introduction. Keep it short and move on. BE INCLUSIVE. Include those on the "restless fringe". Often in tours you will find those who like to stay on the edge of the tour. Try to include them in the discussion, ask them questions, invite their comments; including teachers.

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BE FLEXIBLE. If the group seems to be losing interest, rethink your approach. Always encourage questions and answers. This will give you clues on how well the group understands what you have been saying. BE REASONABLE TO YOURSELF. You may carry note cards during a tour. You do not need to memorize the tour. It will become familiar the more you give it. (But don't bury yourself in your notes!) BE SELECTIVE. Pick one or two points about each area of the exhibit. Don't be an "avalanche" interpreter and overwhelm the guests with so much information that they feel smothered. Particularly with students, try to give an "Inquiry/Discussion" tour. Ask a leading question, then give them a few seconds to think about it and respond. BE HONEST. Don't be ashamed to say "I don't know". You know more than visitors do, so don't let yourself be intimidated by them. For the 1% that may know more than you, learn from them. Be aware that some of the stories visitors tell may not always be true. Verify stories before passing them on. Parents, teachers or chaperones are responsible for disciplining a child. NEVER GRAB OR TOUCH A CHILD WHO IS MISBEHAVING. NEVER LOSE YOUR TEMPER. Try to reward good behavior of the other children in the group. If a child is unruly you may ask that he/she be removed from the tour. If the inappropriate behavior continues, it might be necessary to have the child removed from the building.

Adapted from: Interpretation of Historic Sites, William T. Alderson and Shirley Payne Low, AASLH, Nashville, 1985

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GIVING SCHOOL TOURS

Docents must arrive no later than 15 minutes before the tour is to begin. Set up will be determined by what the Education Coordinator has planned for the tour.

GREETING THE CLASS Stand facing the front door between the pillars in the lobby. Allow students time to hang up coats, if necessary. Move to inner lobby. Explain museum etiquette.

MUSEUM ETIQUETTE

Respectful Behavior is Expected of Everyone Who Enters the Museum. DO NOT TOUCH Explain to students that artifacts are very old and that touching

them will make them deteriorate more quickly. Docents should set a good example by not touching the artifacts.

NO RUNNING No jumping, pushing, or straying from class. Explain to

students that they must stay with their class. If they don't, they will be asked to leave the tour.

SPEAK SOFTLY Encourage students to ask questions but explain that they must

speak in a soft voice so to not disturb other visitors in the Museum.

After explaining museum etiquette, proceed into gallery for tour. NOTE: The classroom teachers are ultimately responsible for the behavior of

their students. Docents are here to impart information regarding the exhibit and should not discipline students.

If a student(s) is unruly and will not behave, please ask the teacher or

chaperone to remove the student(s) from the tour or the Museum, if necessary.

Overall the students are expected to be polite. They are expected to

listen and to participate in any discussion.

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GROUP MANAGEMENT HINTS

Understanding of learning theory, observation and flexibility are the foundations of group management, but successful docents motivate visitor learning with interpersonal skills too. 1. Be enthusiastic about your subject and your audience. Be a storyteller. 2. In order to involve the group in tour concepts, ask a lot of questions, but wait at

least three seconds before supplying the answers. Give visitors ample time to think. Docents who talk too much stifle curiosity.

3. Encourage visitor involvement by responding to questions with positive

feedback. "That is a good question!" 4. Be warm, receptive, helpful and polite to your audience. 5. Hints on managing children's groups -

• Humor, wit, patience and personality are crucial to becoming a successful children's tour guide.

• Be a performer - use songs, stories, poems and participatory activities whenever possible in order to make a point.

• Use attention-getting techniques - call the children by name, use big gestures and facial expressions. Sit on the floor with the audience. Abandon dignity!

• Call on a troublesome child to answer a question. • Walk over and stand near a troublesome child as you continue to

address the group. • For younger children, ignore inappropriate behavior while praising

correct behavior. "I like the way Susan is following directions." • With preschoolers, use clear explanations stating how their behavior

affects others. "Your laughing is making it hard for me to tell my story." • Never lose your temper.

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BEING AN EFFECTIVE DOCENT

• It takes a lot of physical ENERGY to give a good tour/program. Psyche yourself up for the adventure and the "performance" just as an actor gets ready for a play. Think positively and confidently about yourself (the actor); the museum you represent (theatrical company); and the collections/exhibitions you will interpret (the play). Take care of yourself physically, emotionally and psychologically. Leave your personal problems at home when you come to the museum and focus on the task at hand, making a visit to the your museum a delightful and educational experience. Know your "lines" (but don't memorize) and understand that pre-performance jitters and butterflies are examples of positive stage fright that get the adrenaline flowing. Relax, take several deep breaths; then step on stage to meet your audience.

• FLEXIBILITY is a key factor to being a highly effective docent. No two groups

are alike, so don't expect them to behave in the same way. Individuals within a group have different characteristics and backgrounds including age, gender, geography, family structure, socio-economic background, life-long learning experiences, education, values and beliefs, and different learning styles. Outside factors also affect group behavior, including the distance traveled to the museum, how they came (walk, bus, car, van), the time of year, season, time of day, lunar cycle (full moon), type of group leadership, degree of advance preparation for the field trip, and the purpose of the trip (social, educational or combination). Be willing to adapt to the needs and interests of each group. If something isn't working, don't beat it to death. Have a contingency plan, or several, and switch to something else.

• Don't take yourself too seriously. Realize that every tour is not going to be

perfect, so accept it and have FUN. Be willing to make mistakes. No one is perfect, so just do your best. You volunteered because you want to enjoy the experience, so don't make the experience miserable for yourself. Be willing to laugh at yourself over a situation that you cannot control. Life will go on even if your tour encounters some rough water. Take it in stride.

• EXCITEMENT and enthusiasm for your museum and the programs you give are

contagious to your audience. If you enjoy what you do, that sense of excitement will also be felt by the audiences you service. Remember, most visitors, whether captive or by choice, are excited about visiting your institution, so capitalize on your own excitement and their motivations for visiting.

• Be in CONTROL of your group. Let them know at the beginning of the program

what behavior is expected of them at the museum, the basic rules of conduct, and what they will see and do while at the museum. Orient them to your facility, such as the location of restrooms, telephone, gift shop, and coat rack

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before the tour. Also explain what visitors may not see on this visit, so they may plan on returning another time. Hint: if your museum has an "oh wow" object that everyone is going to be attracted to even though it has nothing to do with your particular program-make sure visitors see it on the way to the gallery. Otherwise, they will be distracted during the program and won't listen to you.

• Having adequate TRAINING and knowing how much is "enough" are important

factors in being effective docents. Basic training should include: 1. Background information on the institution, its history, organizational

structure, funding sources, and its operating policies and procedures 2. Information on the museum's collections and exhibits 3. Interpersonal and communication skills for public speaking and listening 4. Basic understanding of different learning styles and education principles 5. Familiarity with school curricula 6. Museum's educational program goals and objectives 7. Helpful tour/interpretive techniques 8. Tour mechanics such as scheduling procedures, pre-visit contact with

teachers, location of touch-it materials, etc. • Be IMAGINATIVE in conducting your tours/programs. Think of creative and

innovation ways to involve and engage the group to think independently and participate in the learning process. The more often you can engage the group in self-discovery, the more likely they are to remember key concepts. Look for ways to make learning at the museum a fun and magical experience. Using your imagination to experiment with new ways to give tours also helps you grow and not become stagnant in what you do -- thus making you more effective.

• VISITORS should always be FIRST. Think of your audience and of satisfying

their needs. Put yourself in their place and anticipate their immediate needs, concerns and questions. Not knowing what to expect, what is going to happen or how to behave in a new and strange place tends to make people nervous and uncomfortable. Making people welcome to your museum and addressing those "unknowns" at the beginning of your program will relax your guests and make them more receptive to listening, participating and learning.

• Think of each tour/program as a journey of EXPLORATION and discovery -

NOT a conquest. You and the group together are going to explore part of the museum and discover some interesting things that you have in the collections and exhibitions. As a docent, you possess a great deal of knowledge about the museum, but visitors may also have interesting perspectives or information about certain subjects. They are a wealth of information from which you can enhance your knowledge base, so don't lose sight of those opportunities.

Kay A. Zuris, Former Assistant Director, Public Museum of Grand Rapids

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DO'S AND DON'TS OF BEING A DOCENT

DO: Make your talk short and to the point. It is better to say too little than

too much. DO: Speak in a natural, informal voice. Sound personable. DO: Laugh if you make a mistake. Visitors identify with human qualities.

We all understand that no one is infallible. DO: Speak confidently, but not with an air of superiority. If you are

nervous speaking before a group, remember you probably know more than they do.

DO: Look at the visitors. If they seem bored or indifferent, evaluate what

you are saying and how you are saying it. Cut it short and bring in a few of the most interesting points.

DO: Remember YOU represent the Museum! You can make or break

visitors' interest in the Museum and in what it has to say to and about the community.

DON'T: Tell all you know immediately. Keep some information for questions.

Visitors like to ask questions. DON'T: Give your personal opinions. Visitors did not come to the Museum to

hear about you. Adapted from: Interpretation of Historic Sites, William T. Alderson and Shirley

Payne Low, AASLH, Nashville, 1985.

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EMERGENCY INFORMATION

Docents are the first line of defense in the gallery. This does not mean, however, that as a volunteer you are expected handle a crisis or emergency situation by yourself. The responsibility of a docent is to be observant and aware of anything out of the ordinary or potentially dangerous occurring in the gallery and report it immediately to the front desk staff. Together the problem can be either dealt with or reported to the authorities or a permanent staff member. More specific docent responsibilities are outlined below for various emergency situations. IMPORTANT NOTICE: Make yourself familiar NOW with the following information and location of all exits, fire extinguishers and first aid equipment. If you have any questions, ask a staff person immediately. Don’t wait for an emergency!

VOLUNTEER EMERGENCY INFORMATION-HOLLAND MUSEUM Holland Museum Phone Number: 796-3329 IN CASE OF FIRE: Docents are to ask visitors to leave quickly and quietly. Lead visitors out of and away from the museum, all the way to Centennial Park across the street. Shut doors to keep the fire contained if possible.

Downstairs Exits: Main front double door Handicapped entrance at side of museum Doors in Mark's Room and Wichers Gallery EMERGENCY ONLY

Upstairs Exits:

West side stairwell East side stairwell EMERGENCY ONLY

Basement Exits: West side stairwell up to museum lobby East side stairwell up to handicap entrance

Fire extinguishers are located in the entrance to the Focus Gallery, next to the staff kitchen, by the restrooms, and glass churches in the lobby. Only trained staff/volunteers should operate fire extinguishers.

VISITOR WITH MOBILITY ISSUES: If there is a visitor on the second floor with mobility issues, place them as far away from the fire as possible and shut the door. Alert emergency personnel of their location.

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IN CASE OF TORNADO: Lead visitors down basement stairs to the Education Room. Use weather radio on walkie-talkie to monitor weather conditions. IN CASE OF POWER OUTAGE: The emergency generator will activate. Flashlights are located in the interior hallway by the restrooms. IN CASE OF INJURY: Contact a staff person. They will either call or instruct someone else to call 911. Try to calm the injured person. Do not apply any emergency help unless you are trained. Wait for police or paramedics to arrive. There is a first aid kit for minor emergencies in the staff kitchen. IN CASE OF THEFT: Do not confront the person. Notify a staff person to call 911. Return to your station. Wait for the police to arrive. TELEPHONE: The telephone is located at the museum front desk, in the Dutch Galleries, and in the basement hallway.

VOLUNTEER EMERGENCY INFORMATION-CAPPON HOUSE Cappon House Phone Number: 392-6740 IN CASE OF FIRE: Docents are to ask visitors to leave quickly and quietly. Lead visitors out of and away from the house, all the way to the city sidewalk. Shut doors to keep the fire contained if possible.

Downstairs Exits: Main front double door Handicapped entrance at rear of house Washroom entrance-open deadbolt and turn doorknob EMERGENCY ONLY

Upstairs Exits: Main front stairs Back stairs Proceed to closest downstairs exit

Fire extinguishers are located in the rear entryway, in the mechanical room in the basement, and in the 1st and 2nd floor hallways. Only trained staff/volunteers should operate fire extinguishers.

VISITOR WITH MOBILITY ISSUES: If there is a visitor on the second floor with mobility issues, place them as far away from the fire as possible and shut the door.

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Alert emergency personnel of their location. IN CASE OF TORNADO: Lead visitors down basement stairs (through the doors to the right of the kitchen stove.) At the bottom of the stairs, go through the door on the immediate left into the fruit cellar room. Use weather radio on walkie-talkie to monitor weather conditions. IN CASE OF POWER OUTAGE: The emergency generator will activate. Flashlights are located in the rear entrance by the refrigerator and upstairs in the sitting room closet. Docents are to ask visitors to leave and return to the Visitor Center. IN CASE OF INJURY: Contact a staff person. They will either call or instruct someone else to call 911. Try to calm the injured person. Do not apply any emergency help unless you are trained. Wait for police or paramedics to arrive. There is a first aid kit for minor emergencies in the rear entry. IN CASE OF THEFT: Do not confront the person. Notify a staff person to call 911. Return to your station. Wait for the police to arrive. TELEPHONE: The telephone is located in the downstairs nursery/office(in between the Master Bedroom and the bathroom). Cappon and Settlers House addresses, and museum phone numbers are located by the phone.

VOLUNTEER EMERGENCY INFORMATION-SETTLERS HOUSE Settlers House Phone Number: 355-0307 IN CASE OF FIRE: Docents are to ask visitors to leave quickly and quietly. Lead visitors out of and away from the house, all the way to the city sidewalk.

Exits: East entrance door Handicapped entrance—open deadbolt EMERGENCY ONLY Fire extinguishers: located in the education room and on the wall leading to the mechanical room at the top of the loft stairs. Only trained staff/volunteers should operate fire extinguishers.

IN CASE OF POWER OUTAGE: A flashlight is located in the utility cupboard next to the back door. Docents are to ask visitors to leave and return to the Visitor Center. IN CASE OF TORNADO: Open trap door inside the utility closet next to the back

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door. Take the flashlight from the shelf above the phone. Direct visitors down the stairs, follow them and close door after. Use weather radio on walkie-talkie to keep track of weather conditions. IN CASE OF INJURY: Contact a staff person. They will either call or instruct someone else to call 911. Try to calm the injured person. Do not apply any emergency help unless you are trained. Wait for police or paramedics to arrive. There is a first aid kit for minor emergencies in the utility closet. IN CASE OF THEFT: Do not confront the person. Notify a staff person to call 911. Return to your station. Wait for the police to arrive. TELEPHONE: The telephone is located in the utility cupboard next to the back door. Settlers House address, Holland Museum numbers, and the Cappon House number are located on the back of the phone receiver.

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GUIDE FOR NEW VOLUNTEERS AS A DOCENT

Being a new docent may seem overwhelming, but it need not be. It takes time and effort but it can be a very rewarding experience. Holland Museum currently has a docent program based on the development and sharing of skills and experiences of current docents, with those who are interested in becoming a docent. A new volunteer is mentored, or “shadows” a current docent. The shadowing time depends on the availability of the current docent to teach and the new volunteer’s ability to handle managing/engaging guests on his/her own. New docents are required to shadow at least two docents on two separate occasions. The shadowing can end when the new volunteer feels confident to be on his/her own. The criteria for new volunteers is to have the willingness to share his/her time and be open to both learning about the exhibits and how to engage the guests during their visit. Following are some tips on how to shadow with a docent in this program:

• Review thoroughly the information binder containing descriptions/history of the artifacts to fully understand what the artifacts and exhibits are about.

• Arrive at least 15 minutes before your scheduled time to acquaint yourself with the lead docent as well the new temporary exhibits.

• Establish rapport with the docent by asking questions about him/her to get to know him/her better. You can also ask if there is a particular artifact that he/she is most interested in. (This will sort of “break the ice” and allow the docent to share whatever information/story he may have about the artifact and get things started.)

• Ask the docent questions at any time during the shadowing time.

• If there are no guests in the gallery, the mentoring will begin by going through the artifacts in the exhibit with the docent. They may begin with one part of the gallery and work their way towards the rest of the exhibit with you.

• The docent will share whatever additional information they have about the artifact. It may be facts they have read about or personal stories relating to the artifact.

• The docent will also share common questions that guests ask when they see the artifact. This will give you an idea as to what questions might come up. He will also share his tips on how he answered the question.

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• As you go through the exhibit, the docent may provide actual experiences he had during his shift as a docent. These are valuable information you can learn from to give you a better understanding of what it takes to become a docent.

• If there are guests in the galleries and you are shadowing, the docent will introduce himself and you to the guests. He will inform the guests that you are a new volunteer who will be close by to learn and listen.

• As a new volunteer, you may shadow for up to three hours per day. If you would like to continue being a shadow for the rest of the shift, inform the docent, then continue until you have gone through all the exhibits together.

• Thank the docent for their time and invaluable knowledge.

• Remember to attend monthly gallery training sessions and to read through the information binders during your shifts.

• Provide any feedback you may have regarding the shadowing to the Museum manager after the end of the shadowing period.

• Log the hours you spent shadowing on your volunteer timesheet.

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GUIDE ON HOW TO BE A LEAD DOCENT

Being a docent is one of the most fulfilling jobs you can do for the community. Being able to teach and share that activity with someone who shares your interest is twice as rewarding. Holland Museum currently has a docent program based on the development and sharing of skills and experiences of current docents, with those who are interested in becoming a docent for the Holland Museum and Cappon House/Settlers House. A new volunteer is mentored, or “shadows” a current docent. The shadowing time depends on the availability of the current docent to teach and the new volunteer’s ability to handle managing/engaging guests on his/her own. New docents are required to shadow at least two docents on two separate occasions. The shadowing can end when the new volunteer feels confident to be on his/her own as a new docent. The only criterion for the current docent is to have the willingness to share his/her time, experiences and knowledge of the exhibits. Following are some tips on how to be the lead docent in this program:

• Before the actual shadowing, review the information binder containing descriptions/history of the artifacts. This will ensure that the information you share is accurate and fresh in your mind.

• Arrive at least 15 minutes before your scheduled time to acquaint yourself with the new volunteer as well the new temporary exhibits (if necessary).

• Make the new volunteer feel comfortable by asking questions to get to know him/her better. You can also ask if there is a particular artifact that he/she is most interested in. (This will sort of “break the ice” and allow you to share whatever information/story you may have about the artifact.)

• Encourage the new volunteer to ask questions at any time.

• If there are no guests in the gallery/houses, you can begin your mentoring by going through the artifacts in the exhibit. You may begin with one part of the gallery and work your way together towards the others.

• Share whatever additional information you have about the artifact. It may be other facts you read about in your research or personal stories you can relate to the artifact.

• Share common visitor questions about certain artifacts so he/she has an idea what questions might come up. Share your tips on how you answered the question.

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• Assure the new volunteer that it is ok if he/she does not know the answer to

a question by a guest. They can politely say: “I’m sorry, sir/ma’am but I do not know. Let me ask someone or give you some contact information of a staff member who may be able to help you.” This is better than to give inaccurate information. Do not guess facts.

• Try to provide actual experiences you had when you were doing your job. This is valuable information for new volunteers and gives him/her a better understanding of what it takes to become a docent.

• If there are guests in the galleries/houses and you need to be shadowed by a new volunteer that day, start by introducing yourself to the guests and the new volunteer. Inform the guests that the new volunteer will be close by to learn and listen.

• The new volunteer may shadow for up to three hours per day. Ask if he/she would like to continue being a shadow for the rest of the shift. If he/she is willing, then continue until you have gone through all the exhibits together.

• Thank the new volunteer for his time and interest. Assure him that being a docent is not difficult, and that he/she will get better the more he does it.

• Encourage the new docent to attend monthly gallery training sessions and to read through the information binders during their shifts.

• Provide any feedback you may have regarding the shadowing to the museum manager after the end of the shadowing period.

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TIPS FOR DOCENTS BY DOCENTS

If doesn’t matter if you’ve been a docent for 20 years or 2 months, there is always room for improvement. Here are some tips, compiled by docents for other docents, to keep in mind while you are volunteering. You may already know some of them, but they are all good reminders! And, if you have a tip that you don’t see on this list, let us know! In the Lobby or Visitor Center:

• "Start your shift by asking the receptionist how many guests there are in the museum. This is necessary if you are on the second shift or arrive late."

• "Take an interest in the guest (i.e. background, purpose for visit, etc.) in

order to better meet their needs. For example, Chicagoans might be interested to know the Holland fire occurred at the same time as the Chicago fire."

• "It can also be helpful to know whether or not a guest is visiting Holland

and/or the museum for the first time." In the galleries or historic houses"

• "Take cues from the guests—verbal and body language. It is usually pretty easy to ascertain how much attention and guidance they want. Some may ask a lot of questions, while others may prefer to walk around by themselves."

• "Give the guest space to explore, but remain available. You do not need

to follow them around the galleries."

• "Give the guest plenty of opportunities to ask questions. If you don’t know the answer, check the written materials located with the exhibit, check the books in the docent library, ask Taylor or Caz, or check with other docents. There is always more to learn."

• "Try to relate artifacts with other objects in the gallery."

• "Inform new visitors of the location of some of the galleries and

highlights from the collection. Highlights could include the timeline in the Permanent Gallery, objects that you get asked the most questions about, or a favorite artifact of yours."

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In general: • "Be friendly and have a smile on your face!"

• "None of us know everything about every object. Don’t be afraid to say,

“I don’t know the answer.” We don’t want to make up facts."

• "Don’t be afraid to ask questions. You don’t need to know everything, but know where to go to find more info (Taylor, Caz, docent library, fellow docents). Take the time to study and learn. There are plenty of resources!"

• "Circulate around the floor while guests are present. Do not give

personal tours if multiple guests are present; more attention is appropriate if the visitor/s are the only ones in the museum."

• "If necessary, gently remind visitors that touching is not permitted and

photography is only allowed in the Permanent Gallery. If someone touches an object, they may break or damage the piece. Curiosity is a wonderful thing, but something as simple as a touch can leave acids and residue on very valuable objects that may not be able to be removed."

• "You may need to remind a family with young children that children

must be accompanied by an adult at all times; unattended children are not allowed in the galleries."

• "Do not engage visitors in political issues, religious beliefs, or any other

controversial topic; always remain neutral. We are here to provide information about the museum and the history of Holland. We are not here to debate personal beliefs or give our personal opinions."

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DOCENT CHECKLIST

Before you begin your shift: Make sure to arrive 10 minutes early for your shift in case there are any

tours or other information you might need to know for the day.

Remember to wear your nametag and check in with the receptionist to let them know that you have arrived.

Have a book or other small project handy in case the Museum does not

receive many visitors. If you have nothing to do and the galleries are empty, you may ask the front desk receptionist if they need help on any projects.

When a visitor arrives:

Welcome them and tell them who you are and your role. If they have any questions they can ask you or the receptionist. Remind them that touching and food/beverages are not permitted in the galleries/houses. Photography is permitted in the museum's Permanent Gallery and in the houses without a flash.

As a docent, you are not required to give a visitor an unscheduled tour. (The

Education Coordinator schedules education/adults tours in advance.) You are there to provide general information for all visitors.

If you are unable to answer a question or a visitor would like more

information, you may direct them to the receptionist or the Archives (during the week only.)

Do not give your personal opinion on a subject/object. Only give accurate

facts.

If you are the only docent scheduled for that shift, always cover the 2nd floor in the museum if there are visitors in the Dutch Galleries. The receptionist will check on our guests in the 1st floor galleries.

If a guest becomes too difficult to handle or you feel unsafe, please inform a

staff member immediately. Remove yourself from the situation and do not try to handle the problem yourself. We do not want a difficult situation to escalate.

When you are leading people out of the galleries/houses, please thank them

for visiting and have them sign the guestbook, if they haven’t already done so.

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At the end of your shift: If your schedule allows, please wait until the next docent arrives (at the

museum only). If it is at the end of the day, please let the receptionist know that you are leaving.

Record your volunteer hours in the “Volunteer Timesheet” log in the

Museum & Gallery Manager’s office or in the Visitor Center.

Look at the calendar to see if there are any additional shifts that you are available to volunteer. This helps with scheduling other volunteers for programs/events.

If you have any concerns or questions, please let the Museum & Gallery

Manager know about them.

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COLLECTIONS GUIDELINES

The Holland Museum, Cappon House, and Settlers House Museums are collections of artifacts. They are irreplaceable. In all cases the structure is part of the attraction. This requires special consideration and special handling. Please remember to follow these guidelines as you provide volunteer service.

ENVIRONMENT Museum artifacts need an environment with controlled temperature and humidity. The temperature should be between 65-70 degrees. The relative humidity can range between 45-60%. Fluctuating temperatures place stress on the objects. Food attracts rodents and insects, which in turn can damage artifacts. Food should not be stored at the sites, with the exception of tea and coffee in sealed containers. Please wash out mugs and dishes immediately. Odors are an indication of curatorial problems. Mildew, rodents, unusual odors or something amiss should be referred to the staff at once.

SECURITY

• Staff members will set the security controls. Do not touch without authorization.

• The best defense of the collection is an alert and attentive staff -- you! • Anything unusual should be reported to the curator or director at once. • Fire is a major threat to all museums. Turn off appliances at the end of

the day. Extension cords are hazardous and their use is discouraged.

ARTIFACT HANDLING Visitors should be repeatedly requested and reminded to avoid touching the artifacts. Staff handling of artifacts (unless they are duplicates expressly for childrens tours) should be kept to a minimum. Volunteers should be aware of their garments and jewelry. Be careful of long skirts, wide sleeves, long necklaces and dangling jewelry. Be aware that if you lean against or touch the walls, furniture or objects, you are sending a signal to the visitors that they may also lean or touch. Treat objects with reverence and that will clue the visitors to their own behavior. Try not to embarrass a visitor, but gently remind the group that the artifacts include the furniture and woodwork.