Adaptive collaborative management of community forests in Asia ...

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116 • Trikurnianti Kusumanto Emerging Processes of Change Throughout the ACM intervention, facilitated interaction among stakeholders became a source of learning that in turn fostered processes of change. The processes we observed were predominantly social in nature and were precisely those that Buck et al. (2001) refer to as the dimensions of social learning: collective construction of knowledge within a given group, sharing of knowledge and information among different actors, building of communication and relationship between stakeholders and learning related to political processes. Although all four social processes emerged in the three ACM stages— diagnosis, planning, and implementation—certain processes were more evident in some phases. Apparently, varying conditions shaped by the different intervention stages led to differing learning and consequent behaviours. During problem diagnosis, the dominant processes were the building of knowledge within groups and the sharing of information and knowledge amongst stakeholders. Communication in this phase helped create a basis for building trust and a sense of interdependence amongst the actors. In the planning phase, which gave the actors some hope for a better or desired future, the obvious processes were enhanced relationships and communication between different stakeholders. Planning was also seen by the actors as a vehicle to influence future directions. Political learning came to the fore, and processes emerged that revolved around the building of strategic capacity of individual stakeholders. Learning related to power processes was prevalent during this planning phase. The iterative implementation phase saw the building of communication and relationship amongst actors, in particular as result of the joint investigations. This process evolved as actors learned to more systematically and consciously build relationships with others. Political learning also unfolded as stakeholders learned to manage their interactions. Whereas in the diagnostic and planning phases there was some agreement on common values, during implementation these values were sustained and monitored; effective communication and good relationships were critical. Another important process observed in the implementation stage was the building of knowledge of individual actors, generated in particular during
Chapter 4: Improving Forest Quality and Livelihoods in Indonesia • 117 the joint reflections. Previous knowledge was adapted and assumptions were revisited. The unfolding of the processes of change induced by social learning can be thought of as ‘spinning wheels’, as illustrated in Figure 4-5. Change processes spun off as result of social learning, beginning small but gradually reaching wider areas and leading to collaborative and adaptive behavioural changes. knowledge development changes in livelihood capitals changes in livelihood capitals information and knowledge sharing Social Learning building of strategic capacity building of communication and relationship changes in livelihood capitals changes in livelihood capitals Figure 4-5. Spinning wheels of change processes induced by social learning (Source: Kusumanto et al. 2005) Resultant Changes: Social and Human Capital This section discusses the changes that resulted from the processes of change described above. Because the focus was enhancing community livelihoods, the benchmark for measuring the success of ACM was improvement in people’s livelihoods, indicators of which are the status and distribution of
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Copyright © 2007 by Center for Int
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iv • Contents Chapter 5. Muddling
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vi • Foreword problem solving. Th
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viii • About the Contributors God
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Acknowledgements In early 1999, two
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Chapter 1. Introduction: People, Fo
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Chapter 1: Introduction: People, Fo
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Chapter 2: Adaptive Collaborative M
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Chapter 3: Adaptiveness and Collabo
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Chapter 6: Facilitating Change from
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Chapter 7: Discussion and Conclusio
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CIFOR is a leading international fo
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