To address the complexity of water resource management problems, engage stakeholders in structuring, i.e. systematizing the knowledge which emerges during the participative process, in order to make it comprehensible for the other participants and functional for the decision process. Cognitive mapping (concepts linked to form chains of action-oriented argumentation) and analysis is an example of a system that can be used to produce different points of view and information, in order to enrich a collective ‘‘knowledge base’’ with creative ideas and concepts around the problem. Continue reading →
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Godwin, D. (2004) Finding 1
Tell the story of the program and publicize impacts. Report outcomes to county commissioners, stakeholders, and partners. Continue reading →
Green, T. (2004) Finding 1
Use a comparison strip to provide the farmer with opportunity to make their own evaluation of pros and cons of a new procedure Continue reading →
Green, T. (2004) Finding 2
Link economic risk to over-application of nutrients, a common practice for ensuring maximum yield. Continue reading →
Grudens-Schuck, N. (2000) Finding 1
Support stakeholder engagement more fully by anticipating a political dimension in addition to a focus on subject matter. [This emphasizes Cervero and Wilson’s (1994) democratic approach to program planning whereby adult educators talk openly about social and political aspirations of interested parties in addition to content matter objectives.] Continue reading →
Grudens-Schuck, N. (2000) Finding 2
Facilitate farmer-led program design and implementation that leads to:
- Farmer developed reasons for taking charge of environmental protection
- Peer development of solutions
- Peer assessment of potential hazards of current practices
- Farmers rather than technical experts complete environmental assessment and Action Plan
- Farm plan and data evaluation via peer review
Grudens-Schuck, N. (2000) Finding 3
Design outreach to address farmer preferred learning style
- Emphasize experiential learning and farmer knowledge
Habron, G. (2004) Finding 1
In developing conservation programs, planners should not assume homogeneity of landowners. Uniform solutions might not apply. Motivation variables differ according to the specific conservation practice. In Oregon, those who adopted conservation practices in watersheds were characterized by several variables:
- those using irrigation practiced riparian management
- shared management decisions with a spouse
- information networking (i.e., landowners who desired more information regarding the landowner survey)
- belief in scientific experimentation on private lands, and a tendency to tell other landowners about conservation decisions.
Habron, G. B., Kaplowitz, M. D., & Levine, R. L. (2004) Finding 1
Capture the social dynamics of grounds maintenance operations units including social, physical, and environmental responses to watershed management concerns to reveal key decision-making points in the system. Develop a framework of these dynamics, to illustrate activities needed to implement sustainable watershed and environmental management at large institutions. Continue reading →
Habron, G. B., Kaplowitz, M. D., & Levine, R. L. (2004) Finding 2
When facilitating sustainable watershed and environmental management at large institutions emphasize:
- developing leadership,
- focusing on institutional policies that promote innovation,
- stressing integrated planning that incorporates an educational mission,
- developing a shared vision, and
- promoting institutional learning.
