Upload
aberdeen-ces
View
768
Download
2
Tags:
Embed Size (px)
DESCRIPTION
Presentation by Mark Reed
Citation preview
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change nvolved
What makes stakeholder participation
in environmental management work?
Working more effectively with end users
of research
Delivering impact
If “impact” is about delivering economic and
social benefits from research, then you have to
get your research used by “real” people
How can we get these people to use our
research?
Who are these people anyway?
Plan
1. What do we know about how best to engage
end users with our research?
2. How can we systematically identify and engage
relevant end users with our research?
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
1. What do we know about how best to
engage end users with our research?
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Levels of engagement with end users
The ladder of participation (Arnstein, 1969)
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Levels of engagement with end users
The wheel of participation (Wilcox, 2003)
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Levels of engagement with end users
Communication flows (Rowe & Frewer, 2000)
Facilitators Stakeholders
Facilitators Stakeholders
Facilitators Stakeholders
Communication
Consultation
Participation
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Tools vs overall process
• Participation is
more than a
collection of tools
and methods for
engaging end
users in your
research
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
1. Start talking to people as soon as you can
• From concept to completion
• Make sure there’s something to negotiate
• Avoid raising false expectations
2. Make sure you’re talking to the right people
• The perceived legitimacy of your research by decision-makers may be influenced by who you do or don’t talk to
• Lots of methods available now for “stakeholder analysis”
• Identify goals with stakeholders
• Be prepared to negotiate and compromise
• Design your research to the goals
• Partnerships, ownership and active engagement in the process is more likely
3. Make sure you know what people want to talk about
4. Be flexible: base level of research-user participation & methods on your context & objectives
• Communicate e.g. information
dissemination via leaflets or the mass media, hotlines and public meetings
• Consult e.g. consultation documents,
opinion polls and referendums, focus groups and surveys
• Participate e.g. citizen’s juries, consensus
conferences, task-forces and public meetings with voting
• Tailor your methods to context
• Manage power
nvolved
What makes stakeholder participation
in environmental management work?
5. Get a facilitator
• If you need to engage with a wide range of research users with competing agendas, you may need help...
• The outcome of a participatory process is more sensitive to the manner in which it is conducted than the tools that are used
• Don’t underestimate the power of investing in a good facilitator to bring people together and deliver high quality outcomes
nvolved
What makes stakeholder participation
in environmental management work?
6. Put local and scientific knowledge on an equal footing
• Science can help people make more informed decisions
• Local knowledge can question assumptions, and perhaps lead to more rigorous science
nvolved
What makes stakeholder participation
in environmental management work?
• Decisions based on a combination of local and scientific knowledge may by more robust due to more comprehensive information inputs – and they’re more likely to be relevant to end-user needs/priorities
nvolved
What makes stakeholder participation
in environmental management work?
2. How can we systematically identify and engage relevant end users with our research?
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Stakeholder analysis
• We all have interests
• We have a stake in the
things that interest us e.g.
what happens to a landscape
you walk in
• By holding an interest, we
hold a stake: we are
stakeholders
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Stakeholder analysis
• But without power…
• We can never drive our
points/stakes home and
we will never influence the
decisions that affect us
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
• To affect change, we need interest and power
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Answers key questions:
• Who are the interested parties? Who has the power to
influence what happens? How do these parties interact?
How could they work more effectively together?
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
What is stakeholder analysis?
“A process that:
i) defines aspects of a social and natural
phenomenon affected by a decision or action
ii) identifies individuals, groups and organisations
who are affected by or can affect those parts of
the phenomenon
iii) prioritises these individuals and groups for
involvement in the decision-making process”
Reed et al. (2009)
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Development of SA
• Business management roots
– Stakeholders affect business
– SA to mobilise, neutralise or defeat stakeholders, to
meet strategic objectives
• Development studies and natural resource
management
– Projects that didn’t understand stakeholders were
often hijacked or failed
– Empowering marginal stakeholders to influence
decision-making processes transparently
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Development of SA
• Major contributions from development studies
and natural resource management:
– Recognises that stakeholders and the issues that
interest them change over time
– Advocates ongoing and evolving involvement of
stakeholders to meet needs and priorities
– Capturing diversity of potentially conflicting views
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Typology
• Three types of methods for stakeholder analysis
Methods for:
i) Identifying stakeholders
ii) Differentiating between and categorising
stakeholders
iii)Investigating relationships between stakeholders
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Focus
Groups
Semi-
structured
interviews
Snowball
sampling
Interest-
influence
matrices
More
complex
matrices
Stakeholder-led
stakeholder
categorisation
Q
methodology
Social Network
Analysis
Knowledge
Mapping
Identifying stakeholders Differentiating between and
categorising stakeholders
Investigating relationships
between stakeholders
Analytical
categorisation
(top-down)
Reconstructive
categorisation
(bottom-up)
Normative Instrumental
Methods
Typology
Rationale
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Interest/Influence Matrices High
Low
Influence
Context setters - highly
influential, but have little
interest. Try and work
closely as they could have
a significant impact
Key players – must
work closely with these
to affect change
Crowd – little interest or
influence so may not be
worth prioritising, but be
aware their interest or
influence may change with
time
Subjects – may be affected but
lack power. Can become influential
by forming alliances with others.
Often includes marginalised groups
you may wish to empower
Level of Interest High
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Stakeholder 3
Stakeholder 4
Stakeholder 2
Stakeholder 1
Stakeholder 5
Stakeholder 6
• Size is proportional to influence
• Proximity relates to how closely linked they are
to each other (in any way)
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Try it yourself
• Pairs/groups: choose a familiar issue and think
of a research project in which you might want to
involve end users
• Brainstorm potential end users
• Visualise interest/influence or influence/proximity
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
More complex matrices
• Identify and evaluate stakeholders in turn:
– What is the nature of their stake?
– Level of interest – H/M/L & explanatory text if needed
– Level of influence – as above
– The most effective ways to gain their active
involvement
– Anything else we should know? Conflicts, likely
issues etc.
• If many stakeholders, categorise in relation to
the nature of their stake & select representatives
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Categorising
Stakeholder categories from Sustainable Uplands project:
• Water companies
• Recreational groups
• Agriculture
• Conservationists
• Grouse moor interests (owners/managers and
gamekeepers)
• Tourism-related enterprises
• Foresters
• Statutory bodies
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Name/
Organisation/
Group
Nature
of
stake
Interest
H/M/L
(comm-
ents?)
Influence
H/M/L
(comm-
ents?)
What would
incentivise
their
involvement?
Things
we
should
know
(issues,
conflicts
etc)
Appropriate
people
(contact
details)
Stakeholder
Group
/organisation
/individual
Area of
concern
Represented
Sector
Represented
Perceived
Interest in
issue
Perceived
Influence on
issue
Comments
arising during
discussion
...adapt to your own needs
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Exploring relationships
• Who is working with who? Who could be working
with who?
• Avoid exacerbating conflicts
• Work with key people who are well respected
and connected
• For example: Social Network Analysis with 80-
strong Moors for the Future Partnership...
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Despite apparently
polarised views on
burning, upland
stakeholders in the
Peak District are
highly connected…
And despite the fact that certain
groups have little contact with
each other…
The majority of individuals perceive considerable overlap between their views
on upland management and the views of those they know from other groups
Water
Recreation Agriculture
Conservation
Grouse
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Exploring relationships
• Showed roles of individuals played and identified
more peripheral stakeholders
• These groups were targeted for inclusion to
reduce bias, strengthen the legitimacy of the
sample group, and include a variety of
knowledges relevant to the research process
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Summary
www.see.leeds.ac.uk/sustainableuplands
ustainable Uplands Learning to manage future change
Find out more…
Reed MS, Graves A, Dandy N, Posthumus H, Hubacek
K, Morris J, Prell C, Quinn CH, Stringer LC (2009) Who’s
in and why? Stakeholder analysis as a prerequisite for
sustainable natural resource management. Journal of
Environmental Management 90: 1933–1949
Reed MS (2008) Stakeholder participation for
environmental management: a literature review.
Biological Conservation 141: 2417–2431