Give the audience an opportunity to provide input into the process to better assure that they will allow local leaders to make decisions for them. 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.
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Curtis, A., Byron, I., & MacKay, J. (2005) Finding 1
To effectively engage watershed partners and major stakeholders to investigate: landowner issues, awareness of environmental management problems, business development intentions, and potential impact of incentives.
- Enhance public participation by using a 9 or 10 month process that draws on local knowledge, builds commitment to the research, and builds capacity to interpret and implement key findings.
Curtis, A., Byron, I., & MacKay, J. (2005) Finding 2
To enhance participatory decision-making, build commitment to research by engaging watershed partners and major stakeholders in answering questions such as: a) what information is needed?; b) how is the information to be collected and analyzed?; c) Who has access to the data and on what conditions?; d) How will the data be used to improve watershed management outcomes?
Dakins, M. E., Long, J. D., & Hart, M. (2005) Finding 1
When encouraging or facilitating the activities of a watershed group, consider group purpose and needs. Distinguish whether the group wants to focus on educational and social benefits, the ability to influence policy, or create on-the-ground improvements.
Dakins, M. E., Long, J. D., & Hart, M. (2005) Finding 2
How a watershed group is formed may influence its effectiveness.
- Citizen initiated groups give themselves a high rating on addressing difficult or controversial issues.
- Government initiated groups give themselves a high rating on receiving assistance during formation.
- Groups whose membership has been restricted in some way (e.g. property owners only, instead of all interested parties), give themselves a low rating on involving key decision-making groups, timeliness in addressing issues, and overall effectiveness.
Dakins, M. E., Long, J. D., & Hart, M. (2005) Finding 3
Emphasize effective leadership when encouraging or facilitating watershed group formation. Watershed groups rate leadership as more important to effective group formation than support factors such as staff assistance or financial support.
Ransley, L. (2003) Finding 3
Make time for continuous evaluation in order to best determine next steps (Ransley, 2003). Continue reading →
Johnson, S. E., & Jacobs, H. M. (1994) Finding 2
Be aware of the boundary between education and advocacy. Continue reading →
Johnson, S. E., & Jacobs, H. M. (1994) Finding 1
The process of learning about the community of learners is as important as the content of the learning. Continue reading →
Force, D., & Bills, N. (1989) Finding 2
Identify characteristics of landowners that could influence interest in conservation practices. Continue reading →
