Learning through Collaboration: The role of communities of practice in natural resources management Jillayne Peers, MSc (Planning) Candidate, School of Environmental Design and Rural Development 1. Based on: Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK: Cambridge University Press. 2. Wenger, E. and W.M. Snyder. (2000). Communities of Practice: The Organizational Frontier. Harvard Business Review. Jan-Feb: (p. 139). INTRODUCTION Voluntary stewardship groups are an important part of integrated watershed management initiatives. As with other organizations, stewardship groups rely on learning processes in practical situations in order to be productive and achieve goals. Very little academic research has been conducted on the processes by which stewardship groups operate. Understanding how these groups function will help to enhance watershed management initiatives by understanding the linkages required for more effective coordination and management of resources. Communities of practice¹ theory offers a means by which stewardship groups can be analyzed, supported and facilitated. Communities of Practice (CoPs): “People sharing their experiences and knowledge in free flowing, creative ways that foster new approaches for problems”  The results of practice are sometimes intangible, and thus difficult to determine (e.g. improved capacity, stronger relationships)  Drive strategies, solve problems, and develop programs  Cannot necessarily be built, but can be encouraged through the application of proper techniques CoPs are based on 3 core concepts: Domain: focal issues and the sense of members’ identity with the topic (shared vision); Community: member relationships and the nature of their interactions—levels of trust, belonging, and reciprocity (social capital); Practice: learning and knowledge through a repertoire of tools, methods, and to support innovation activities. RESEARCH PROJECT Goal To determine how communities of practice theory applies to stewardship organizations and activities Methods Case Study: Pacific Streamkeepers Federation  3 groups from the GVRD Semi-structured Interviews:  17 Streamkeepers interviewed by telephone  ~1 hour conversations, open-ended questions Field Visits:  Each group visited during activities to collect observational data Results Domain:  Strongly aligned vision within each group  All individuals identified themselves as Streamkeepers, and felt others would identify them as one as well Community:  76% of Streamkeepers listed friendships as a valued part of their Streamkeeper experiences  Partnerships with ‘good relationships’ were often cited in interviews as an important part of accomplishing work  Strong leadership and coordinator roles found in each group Focus on Learning in Practice:  All interviewees stated that learning occurs through their Streamkeeping experiences.  88% of Streamkeepers felt that learning about the watershed/environment is a benefit of participation with their group.  Learning processes are embedded throughout Streamkeeper activities: monitoring, projects, meetings, partnerships and relationships  Learning results in the renegotiation of goals, roles and practices PROCESS MODEL FOR CoPsIMPLICATIONS FOR GROUPS & MANAGERS Questions to Ask Yourself Before Approaching CoPs:  What stage in the process am I involved in?  Why do I want to work with the group? Are my goals aligned with those of the group?  What is my role in the process? What is my relationship with the group and its members?  What and how can I contribute to the group?  How can I ensure that my participation in the group is effective and maintained? Lessons Learned  CoP theory offers a means by which by which managers and coordinators can understand stewardship group functioning, and link to community-based knowledge networks  Collaborative efforts require strong shared interest/domain in order for partners to sustain their participation in activities and practice  Successful and effective partnerships between groups and agencies require trust and the reciprocation of efforts  Providing learning opportunities for participants in stewardship groups is vital to enhance the effectiveness of group activities, build upon group goals, and expand skill-sets Issue recognition: Develop an interest in learning more about an issue Information gathering on issue: Gain a shared understanding of the issue Developing the domain First step in developing a community Organizational development around central issue: Formalizing of domain Community and relationship building within the group; network development Practice: knowledge development, planning, decision-making Cooperation and Action: Community expands and employs networks in order to learn and implement activities More specialized roles within group Learning through shared practice in the implementation of activities and ideas Acknowledgements: Dr. John FitzGibbon, Rural Planning and Development, University of Guelph; Jack Imhof, Trout Unlimited Canada; Zo Ann Morten, PSkF