Learning more effectively from experience

Developing the capacity for individuals to learn effectively from their experiences is an important part of building the knowledge and skills in organizations to do good adaptive management. This paper reviews some of the research from cognitive psychology and phenomenography to present a way of thinking about learning to assist individuals to make better use of their personal experiences to develop understanding of environmental systems. We suggest that adaptive expertise (an individual’s ability to deal flexibly with new situations) is particularly relevant for environmental researchers and practitioners. To develop adaptive expertise, individuals need to: (1) vary and reflect on their experiences and become adept at seeking out and taking different perspectives; and (2) become proficient at making balanced judgements about how or if an experience will change their current perspective or working representation of a social, economic, and biophysical system by applying principles of “good thinking.” Such principles include those that assist individuals to be open to the possibility of changing their current way of thinking (e.g., the disposition to be adventurous) and those that reduce the likelihood of making erroneous interpretations (e.g., the disposition to be intellectually careful). An example of applying some of the principles to assist individuals develop their understanding of a dynamically complex wetland system (the Macquarie Marshes in Australia) is provided. The broader implications of individual learning are also discussed in relation to organizational learning, the role of experiential knowledge for conservation, and for achieving greater awareness of the need for ecologically sustainable activity

The nature and role of experiential knowledge for environmental conservation

Understanding the nature and role of experiential knowledge for environmental conservation is a necessary step towards understanding if it should be used and how it might be applied with other types of knowledge in an evidence-based approach. This paper describes the nature of experiential and expert knowledge. It then discusses the role of experiential knowledge as a complement to scientific knowledge and explains the interplay between experiential knowledge with conservation research and practice using a simple conceptual model of how individuals learn. There are five main conclusions: (1) because experiential knowledge will always play a role in decision-making, enhancing ability to learn from experiences (including research) will have a significant influence on the effectiveness of conservation outcomes; (2) while experiential knowledge is qualitatively very different from quantitative information, both are important and complementary; (3) some experiential knowledge can be expressed quantitatively, but experiential knowledge can be difficult to isolate as single facts or propositions and qualitative methods will therefore often be required to elicit experiential knowledge; (4) because each person's expertise is unique, when using experiential knowledge the extent of a person's experience and its relevance to a particular problem need to be specified; and (5) as with any form of knowledge, there are limitations to that derived from personal experience. Synthesis and communication of research is therefore essential to help prevent erroneous thinking and, where possible, experiential knowledge should be used in conjunction with other types of information to guide conservation actions.Publisher PDFPeer reviewe

Eliciting the implicit knowledge and perceptions of on-ground conservation managers of the Macquarie Marshes

Knowledge that has been developed through extensive experience of receiving and responding to ecological feedback is particularly valuable for informing and guiding environmental management. This paper captures the implicit understanding of seven experienced on-ground conservation managers about the conservation issues affecting the Ramsar listed Macquarie Marshes in New South Wales, Australia. Multiple interviews, a workshop, and meetings were used to elicit the manager's knowledge. The managers suggest that the Macquarie Marshes are seriously threatened by a lack of water, and immediate steps need to be taken to achieve more effective water delivery. Their knowledge and perceptions of the wider societal impediments to achieving more effective water delivery have also led the managers to suggest that there may be system feedbacks that are reinforcing the tendency for water agencies to favor the short-term interests of the irrigation industry. Although the managers clearly have certain personal interests that influence their understanding and perceptions, much of their knowledge also appears to have been heavily influenced by their ecological understanding of the wetland's dynamics. This paper highlights that although all stakeholders clearly need to be involved in making decisions about conservation and how resources should be used, such decisions should not be confused with the need for consulting people with the appropriate ecological expertise to help determine the degree to which an ecological system is threatened, the likely ecological causes of the threats, and actions that may be needed to restore and maintain a functional ecosystem

Learning more effectively from experience

Developing the capacity for individuals to learn effectively from their experiences is an important part of building the knowledge and skills in organizations to do good adaptive management. This paper reviews some of the research from cognitive psychology and phenomenography to present a way of thinking about learning to assist individuals to make better use of their personal experiences to develop understanding of environmental systems. We suggest that adaptive expertise (an individual’s ability to deal flexibly with new situations) is particularly relevant for environmental researchers and practitioners. To develop adaptive expertise, individuals need to: (1) vary and reflect on their experiences and become adept at seeking out and taking different perspectives; and (2) become proficient at making balanced judgements about how or if an experience will change their current perspective or working representation of a social, economic, and biophysical system by applying principles of “good thinking.” Such principles include those that assist individuals to be open to the possibility of changing their current way of thinking (e.g., the disposition to be adventurous) and those that reduce the likelihood of making erroneous interpretations (e.g., the disposition to be intellectually careful). An example of applying some of the principles to assist individuals develop their understanding of a dynamically complex wetland system (the Macquarie Marshes in Australia) is provided. The broader implications of individual learning are also discussed in relation to organizational learning, the role of experiential knowledge for conservation, and for achieving greater awareness of the need for ecologically sustainable activity

Individualization in the widening participation debate

This is a the final draft of the article post refereeing. The published version can be found by followig the DOI link.We provide an analysis of some recent widening participation literature concerning the barriers preventing non-traditional students accessing higher education. This literature criticizes higher education institutions and staff, opening up the academics' attitudes and skills to inquiry. We follow the genesis of four themes in the literature and these are visited in turn to provide substantive arguments. Students' accounts of their experiences are taken as if they were a systematic analysis of higher education institutions and result in an individualistic analysis of the problems related to access and progression. Beck described such assumptions and devices as individualization. We question the use of such pervasive individualism in the widening participation debate

An Introduction to Business Communication

This book is designed to help student to develop learning and study skills and introduces them to communication issues and methods that apply to business practice. The first part of the book (chapters 1-6) covers key literacy skills as well as research and planning skills that are applicable to studying business. The second part (chapters 7-12) covers communication in the business environment and helps students to develop the interpersonal and team communication skills required of business professionals, as well as raising awareness of the communication conventions and standards of the business world. ISBN: 978 1 12 117029

The Deliberative Value Formation model

It is increasingly argued that preferences and values for complex goods such as ecosystem services are not pre-formed but need to be generated through a process of deliberation and learning. While the number of studies incorporating deliberation in monetary and non-monetary valuation of ecosystem services is increasing, there is a limited theoretical basis to how values are influenced and shaped in social valuation processes. In this paper we present the Deliberative Value Formation (DVF) model, a new theoretical model for deliberative valuation informed by social-psychological theory. Anchored within a broader theoretical framework around shared and plural values, the DVF model identifies a range of potential positive (e.g. learning) and negative (e.g. social desirability bias) outcomes of deliberation and key factors that influence outcomes (e.g. ability to deliberate, institutional factors, power dynamics). It also conceptualises how values may be formed by ‘translating’ transcendental values, our principles and life goals, into more specific contextual values. Underpinned by this theoretical model, we present a six-step template for designing deliberative valuation processes. The DVF provides a theoretical and methodological framework for more rigorous monetary and non-monetary deliberative valuation, and enables more effective integration of social learning and plural knowledges and values in valuation and decision-making

The influence of philosophical perspectives in integrative research: a conservation case study in the Cairngorms National Park

The benefits of increasing the contribution of the social sciences in the fields of environmental and conservation science disciplines are increasingly recognized. However, integration between the social and natural sciences has been limited, in part because of the barrier caused by major philosophical differences in the perspectives between these research areas. This paper aims to contribute to more effective interdisciplinary integration by explaining some of the philosophical views underpinning social research and how these views influence research methods and outcomes. We use a project investigating the motivation of volunteers working in an adaptive co-management project to eradicate American Mink from the Cairngorms National Park in Scotland as a case study to illustrate the impact of philosophical perspectives on research. Consideration of different perspectives promoted explicit reflection of the contributing researcher's assumptions, and the implications of his or her perspectives on the outcomes of the research. We suggest a framework to assist conservation research projects by: (1) assisting formulation of research questions; (2) focusing dialogue between managers and researchers, making underlying worldviews explicit; and (3) helping researchers and managers improve longer-term strategies by helping identify overall goals and objectives and by identifying immediate research needs