To enhance participation in water resource and watershed management, create small-scale user forums to improve the internal organization among small landholders and give them a voice. Continue reading →
Audience: Landowners 
People who own property and use it for residential, recreational, forestry, or agricultural purposes. People who work the land, such as farmers or loggers, are described as separate target audiences.
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Faysse, N. (2004) Finding 2
To enhance participation in water resource and watershed management, assess small landholder water related needs to orientate the public participation process. Continue reading →
Gearey, M., & Jeffrey, P. (2005) Finding 1
Use audience assessment strategies to identify which, if any, water and watershed governance strategies interest households and landowners. Build participatory opportunities around specific topics of interest. Consider household and landowner response to strategies such as: pollution control, lowering prices, protecting flood plains, improving storage facilities, improving repairs and maintenance and introducing enforced metering. Continue reading →
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.
Ghanbarpour, M. R., Hipel, K. W., & Abbaspour, K. C. (2005) Finding 2
In the long-term watershed planning process, assess and analyse different stakeholders’ preferences in order to prioritize various strategies and alternatives. For example, use an analytical hierarchy process (AHP) or a social choice function (SCF) process. The analytical hierarchy process is best used with expert groups and includes (1) the structuring of a problem into a hierarchy consisting of a goal and subordinate features, (2) pairwise comparisons between elements at each level, and (3) propagation of level-specific, local priorities to global priorities. The intensity of preference between any two elements is assessed by integers ranging from 1 to 9 (Saaty, 1980, 1990). The social choice function is based on pairwise comparisons on the number of voters between pairs of strategies. It assumes that all assertions of preference between two strategies carry equal weight. Continue reading →
Ghanbarpour, M. R., Hipel, K. W., & Abbaspour, K. C. (2005) Finding 3
When applying group decision analysis processes in the long-term watershed planning process, facilitate development of/effective operation of a watershed council in order to enhance coordination among the stakeholders when choosing long-term watershed management alternatives. Continue reading →
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.
Ambrose, N. E., Fitch, L., & Bateman, N. G. (2006) Finding 3
When working on riparian issues, employ multiple interactions and a mix of many extension methods to offer opportunities for diverse information and ideas and methods of providing them, and to meet individualized learning needs. Methods may include presentations, field days, workshops, individual landowner visits, riparian health inventories and reports, written materials, technical advice, and web site information on riparian areas and grazing management. Continue reading →
Adams, J., Kraft, S., Ruhl, J. B., Lant, C., Loftus, T., & Duram, L. (2005) Finding 1
As watershed organizations develop, facilitate a form of governance that is democratic and able to generate outcomes considered legitimate by all affected parties:
- Provide a foundation of accepted scientific knowledge about the scope of the problems and the underlying biological-chemical-physical-socio-economic factors at work;
- Develop rules to inform the planning process that are accepted as ‘‘right’’ and just by the stakeholders and provide for a process through which interested individuals (stakeholders)develop, debate, reject, and accept plans to deal withthe identified problems while promising to reach stipulated goals including a process for making the plan known to all affected parties;
- Establish an accepted process for implementation, monitoring, and enforcement of the plan and its recommendations in an impartial way including a way to amend the plan or recommendation in light of new scientific information or changingsocial and/or environmental conditions.
