Ideas for future training strategies
Poul Degnbol
Institute for Fisheries Management and Coastal Community Development
A future training strategy must build on a
vision of future fisheries management, and
must produce those capstone skills which
within that vision will enable the
gatekeepers to attend to the day-to-day
requirements of micromanagement while
maintaining a strategic and innovative
perspective
A future training strategy must build on a
vision of future fisheries management, and
must produce those capstone skills which
within that vision will enable the
gatekeepers to attend to the day-to-day
requirements of micromanagement while
maintaining a strategic and innovative
perspective
Training strategy must
• Be relevant to specific management system
(scientific centralised, pluralistic, rights based etc)
• In that context, provide a coherent mix including
both disciplinary and human KASA
• Target all groups involved in the management
process (pros, stakeholders, technical staff)
• Support both implementation and innovation/strategy
development
Training for participation ?
Participation requires
• Mutual respect
• Participation also in normative and cognitive aspects
– respect and integrate objectives
– respect and use knowledge,
• Openness - two-way basis for dialogue
– Communicate ’with’ – not ’to’
– Critical ability vis a vis other disciplines/roles/cultures
– Reflectivity - critical assessment of own role
Attitude blocks to participation
- the need for reflectivity
Header at poster produced for the annual conference in the International
Council for the Exploration of the Sea, Oslo 2001:
”100 years of excellence in marine science”
Header on theme page in major Norwegian newspaper (’Aftenposten’) on
occasion of the conference:
”100 years of advice without effect”
Ivory tower attitude versus anti-intellectualism
Participation requires cont’d
• Understanding of fisheries management as based
on a decision making process – including all the
complexities of multiple
objectives/interests/perceptions/cultures/disciplina
ry backgrounds/personalities being played out and
mediated within the management institution
• Understanding of implementation modalities
• Can general ’human skills’ be taught ? Or can we
develop these systematically on-job?
• Can specific understanding of other partners and
the decision making process be taught ? Develop
systematically on-job ?
• Can we combine taking care of running business
while attending to needs to innovate/develop
creative and rewarding environment ?
• Can some learning be shared among partners in the
management process?
• Can we utilise that individual and institutional
learning are interdependent and synergistic?
Training modalities
• Outside job: Courses (mainly university-)
for (mainly) agency staff, internships
• Within job: Internships and rotations
• Within process: Internalise training in the
management process
Management as learning process
• Fisheries management must be a learning process
to be adaptive- learning is an important aspect of
successful management
• Learning may take place unconsciously and
unstructured but may more efficiently be
developed as a conscious and structured process
• Process learning includes both development of the
process and of the individuals participating
Process learning modalities
• Ongoing evaluation of outcomes
– Participatory planning & evaluation (example: LFA
implementation)
– Add research component on to the management process
– feed results back into the process (example: comanagement research project)
• Ongoing evaluation of process
– Follow-up on process assisted by observer/facilitator
• Limited by political sensitivities og process
• Stake holder groups separately?
– Research add-on
Process learning modalities cont’d
• Case study production
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Document process and outcomes
Basis for courses
Role play (decision process)
Simulation games (technical evaluation)
Web library
Contents / format standard ?
• Process as basis for individual learning out of
context – use of own case in course or thesis work
Incentives and outcomes
• Universities: access to management processes primary data for research
• Stake holder groups including agencies:
systematic learning – relevant issues and
disciplines from specific context
• Individuals: participation in innovative, critical
and reflective environment
• Management process: development of human
skills in stake holders, basis for mutual respect and
conflict resolution, adaptivity