Social learning in a policy-mandated collaboration: community wildfire protection planning in the eastern United States

Policies such as the US Healthy Forests Restoration Act (HFRA) mandate collaboration in planning to create benefits such as social learning and shared understanding among partners. However, some question the ability of top-down policy to foster successful local collaboration. Through in-depth interviews and document analysis, this paper investigates social learning and transformative learning in three case studies of Community Wildfire Protection Planning (CWPP), a policy-mandated collaboration under HFRA. Not all CWPP groups engaged in social learning. Those that did learned most about organisational priorities and values through communicative learning. Few participants gained new skills or knowledge through instrumental learning. CWPP groups had to commit to learning, but the design of the collaborative-mandate influenced the type of learning that was most likely to occur. This research suggests a potential role for top-down policy in setting the structural context for learning at the local level, but also confirms the importance of collaborative context and process in fostering social learning.social learning, mandated collaboration, collaborative planning, wildfire planning, wildfire policy,

Community Wildfire Protection Plans: Enhancing Collaboration and Building Social Capacity

The Healthy Forest Restoration Act of 2003 (HFRA) was enacted to reduce wildfire risk to communities and other at-risk lands through a collaborative process of planning, prioritizing and implementing hazardous fuel reduction projects. One of the key features of HFRA is the development of community wildfire protection plans (CWPPs). We studied the development of CWPPs in order to identify those factors and processes that consistently lead to effective collaborative fire and fuels management as defined by HFRA, and enhance local social capacity to sustain wildfire protection activities into the future. Findings from this research highlight the importance of: (1) drawing on local knowledge and skills; (2) building learning communities; (3) accessing networks and involving intermediaries; and (4) building on local capacities and developing new capacities to successful wildfire planning