Learning for adaptive management: using systems thinking tools to inform knowledge and learning approaches

Grant, M; Willetts, J

Learning for adaptive management: using systems thinking tools to inform knowledge and learning approaches

Grant, M

Willetts, J

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Publisher:: Practical Action Publishing
Publication Type:: Chapter
Citation:: Systems Thinking and WASH Tools and Case Studies for a Sustainable Water Supply, 2019, pp. 107 - 132
Issue Date:: 2019-02-15

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Field	Value	Language
dc.contributor.author	Grant, M https://orcid.org/0000-0002-4496-7243	en_US
dc.contributor.author	Willetts, J https://orcid.org/0000-0002-3975-9642	en_US
dc.date.accessioned	2020-04-21T01:26:33Z
dc.date.available	2020-04-21T01:26:33Z
dc.date.issued	2019-02-15	en_US
dc.identifier.citation	Systems Thinking and WASH Tools and Case Studies for a Sustainable Water Supply, 2019, pp. 107 - 132	en_US
dc.identifier.isbn	178853025X	en_US
dc.identifier.isbn	9781788530255	en_US
dc.identifier.uri	http://hdl.handle.net/10453/140129
dc.description.abstract	This chapter explores how learning theory and systems thinking tools can help WASH organizations select the most appropriate processes and tools to facilitate learning, leverage greatest WASH impacts, and support their staff to optimize their learning potential. We draw on two key systems thinking tools: the Cynefin framework developed by David Snowden and Donella Meadows’ leverage points. The Cynefin framework can be used to help actors identify what kind of WASH situation an organization is operating within, and which learning tools and processes might be most useful for each situation. The concept of ‘leverage points’ can support a process of stepping back to consider the kinds of changes needed and intended, which ‘levers’ could create such changes in a WASH situation, and which learning processes are best suited to a particular leverage point. By using these tools from the outset, organizations can make informed, strategic decisions about where to place scarce resources for knowledge and learning to increase leverage, and maximize WASH outcomes. This chapter concludes that learning can be a key driver of sustainability transformation and impact, but only if inequitable power dynamics are challenged, critical thinking is employed, and learning is truly shared and applied to real-world problems.	en_US
dc.publisher	Practical Action Publishing	en_US
dc.relation.ispartof	Systems Thinking and WASH Tools and Case Studies for a Sustainable Water Supply	en_US
dc.relation.isbasedon	10.3362/9781780447483.007	en_US
dc.title	Learning for adaptive management: using systems thinking tools to inform knowledge and learning approaches	en_US
dc.type	Chapter
utslib.location	UK	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Institute For Sustainable Futures
pubs.organisational-group	/University of Technology Sydney/Strength - ISF - Institute for Sustainable Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.place-of-publication	UK	en_US
pubs.publication-status	Published	en_US

Abstract:

This chapter explores how learning theory and systems thinking tools can help WASH organizations select the most appropriate processes and tools to facilitate learning, leverage greatest WASH impacts, and support their staff to optimize their learning potential. We draw on two key systems thinking tools: the Cynefin framework developed by David Snowden and Donella Meadows’ leverage points. The Cynefin framework can be used to help actors identify what kind of WASH situation an organization is operating within, and which learning tools and processes might be most useful for each situation. The concept of ‘leverage points’ can support a process of stepping back to consider the kinds of changes needed and intended, which ‘levers’ could create such changes in a WASH situation, and which learning processes are best suited to a particular leverage point. By using these tools from the outset, organizations can make informed, strategic decisions about where to place scarce resources for knowledge and learning to increase leverage, and maximize WASH outcomes. This chapter concludes that learning can be a key driver of sustainability transformation and impact, but only if inequitable power dynamics are challenged, critical thinking is employed, and learning is truly shared and applied to real-world problems.

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http://hdl.handle.net/10453/140129