Social learning refers to the growing capacity of a social network to develop and perform collective actions. In promoting social learning in watershed management, it is important to frame information in such a way that a convergence of views becomes possible through interaction and collective learning processes, e.g. maps illustrating the impacts of water releases, as perceived by the users; graphs showing flow/time relationship and details of the hydrological regime; and field trips and video sessions to allow participants to see the impact of water releases on fish reproduction. Other useful tools include, for example, tools to communicate a vision about water management such as might be accomplished with a 3D model of a hydro-electric dam, a3D chart localizing all the dams on the river, video cassettes and measuring instruments, which testify that the water management authority cares about people’s safety, and stakeholder involvement in data gathering. Continue reading →
Theme: Public Participation 
How participation in environmental decision-making contributes to measurable change
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Margerum, R. D., & Whitall, D. (2004) Finding 1
In advising watershed councils and technical teams, provide training to enhance quality efforts in the following parameters of the collaborative process: centralization vs decentralization of the decision-making process; the tension between local/lay knowledge and expert knowledge; scale and inclusiveness of collaborative decision-making; tensions between ecological/scientific time frames and management/constituent time frames; expenses and agency resources required for collaborative decision making. Continue reading →
Leach, W. D. (2006) Finding 1
Assess the democracy merits of collaborative public management by watershed partnerships in terms of: inclusiveness, representativeness, impartiality, transparency, deliberativeness, lawfulness, and empowerment. Continue reading →
Lankford, B., van Koppen, B., Franks, T., & Mahoo, H. (2004) Finding 2
The complexity of the science–policy interface is a feature of integrated water resources management (IWRM) and that the norms of scientific uncertainty in the face of competing theories (held by their protagonists with greater certainty) obliges scientists to take a more active role in sensitively managing the advice-to-policy process in order to improve management of water within river basins. Continue reading →
Kong, S. L. (2006) Finding 1
Community-based extension and education contribute to successful community-based natural resource management among Cambodia fisheries. The approach emphasized:
- raising understanding among fishermen about the underlying principles of participatory democracy, ecological principles and regulatory principles of co-management;
- nurturing, enhancing, and empowering local organizations (through participatory decision-making);
- assisting in democratizing fishery governance at the community level to fine-tune management strategies for addressing the concerns of disadvantaged fishermen.
Hayward, G., A. Diduck, & B. Mitchell. (2007) Finding 2
To address problems characterized by high degrees of ecological and social complexity, uncertainty and indeterminacy, as well as conflicts over values and interests; and to generate positive change in dynamic social-ecological systems, compliment public involvement processes, e.g., public comment periods, public registries, open houses, and public hearings — with a focus on inclusive and integrated efforts that can be aligned with environmental and social objectives of sustainability, and which may include such processes as visioning practices, information flows, and leadership styles. Continue reading →
Kallis, G., Videira, N., Antunes, P., Pereira, A. G., Spash, C. L., Coccossis, H. et al. (2006) Finding 1
Watershed management participatory methods include, scenario workshops (develops ideas and actions based on visioning processes), mediated modeling (problem definition, conceptualization, specification, and policy analysis), and social multicriteria evaluation (compliments decision-making processes with social science techniques including institutional analysis, interviews,questionnaires, obeservation, polls, and focus groups). Scenario workshops and mediated modeling are well-suited to the early stages of the planning process (problem solving and identification of goals and alternatives) and good at educating participants and building capacity, but not as effective at resolving long-standing conflicts and achieving consensus. Social multicriteria evaluation is better able to address the evaluation of alternatives, reveal trade-offs, and aid convergence between divergent stakeholder’s views; however, implementation is heavily reliant on experts, and allows for less participation and deliberation than scenario workshops or mediated modeling in the goal-setting stage. A hybrid of participatory methods may be the best approach. Continue reading →
Ghanbarpour, M. R., Hipel, K. W., & Abbaspour, K. C. (2005) Finding 4
When implementing group decision analysis results in the long-term watershed planning process, facilitate development of awareness and cooperation of all stakeholders, especially governmental agencies and local communities. Continue reading →
Ferreyra, C., & Beard, P. (2007) Finding 9
When considering social outcomes of a collaborative watershed management process, consider individual as well as organizational outcomes. Continue reading →
Elmendorf, W. F., & Luloff, A. E. (2006) Finding 2
Educate stakeholders to help them fully understand planning tools available to protect open space, the benefits of planning, and planning and collaborative techniques. Continue reading →
