Understood their own interests; Understood their own interests


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Understood their own interests;

  • Understood their own interests;

  • Interacted with each other and became aware of each other's interests;

  • Developed an understanding of participatory decision-making processes through similar experiences, either within individual agencies or across diverse groups of interests.



Respect for the knowledge and the experiences they each brought to the governing institution.

  • Respect for the knowledge and the experiences they each brought to the governing institution.

  • The Harbor Islands had been well-managed before the NPS arrived, and would have been managed even better if only there had been sufficient resources to do so.

  • Respect for the public, and strong interests in understanding social, political, economic, and historical contexts.

  • Many partners went beyond accepting different values and interests to actively seeking out broader perspectives.

  • Partners were able to handle the passion of people caring deeply about aspects of the park and the management practice.

  • Partners tended not to take things too personally.



with both common goals and self-interest goals,

  • with both common goals and self-interest goals,

  • independent-minded,

  • individual manners,

  • increasingly trustful of each other, and of

  • consensus building



Benefitted greatly with experienced and talented participants, and with wise and trusting administrators, who delegated authority to others.

  • Benefitted greatly with experienced and talented participants, and with wise and trusting administrators, who delegated authority to others.



Competence characteristics include fairness, openness, trust, sincerity, and empathy.

  • Competence characteristics include fairness, openness, trust, sincerity, and empathy.

  • Practiced listening and communication skills.

  • Used more inclusive, less adversarial speech.

  • Practiced self-reflection.

  • Deliberations often included value discussions.

  • Setting of agendas were open and, I believe, fair processes.

  • Learning was an iterative process throughout.



First, pay close attention to the process, including representation and civic behavior

  • First, pay close attention to the process, including representation and civic behavior

  • Second, as important as the process, are the skills, experience, knowledge, and talents of participants.

  • Third, individuals will be more effective when their institutions give them autonomy and permission to innovate.



First, the partners developed a common language that was more inclusive and civil, and less adversarial and contentious.

  • First, the partners developed a common language that was more inclusive and civil, and less adversarial and contentious.



Second, creative ideas for action were produced.

  • Second, creative ideas for action were produced.



Third, stalemates were overcome and a sense of progress developed toward high-quality agreements.

  • Third, stalemates were overcome and a sense of progress developed toward high-quality agreements.



Fourth, information and analyses emerged that not only the partners but also stakeholders at large understood and accepted as accurate.

  • Fourth, information and analyses emerged that not only the partners but also stakeholders at large understood and accepted as accurate.



Fifth, new personal and working relationships developed not only between partners but most especially among the many participants in committees and meetings. Improved or new relationships are valuable forms of social and political capital for participants.

  • Fifth, new personal and working relationships developed not only between partners but most especially among the many participants in committees and meetings. Improved or new relationships are valuable forms of social and political capital for participants.



Sixth, participants gained knowledge and understanding.

  • Sixth, participants gained knowledge and understanding.



Seventh, and finally, proposals and plans were produced that appear feasible from political, economic, and social perspectives, and were widely accepted.

  • Seventh, and finally, proposals and plans were produced that appear feasible from political, economic, and social perspectives, and were widely accepted.



Learning and knowledge produced within the consensus-building process was shared by others outside the Partnership.

  • Learning and knowledge produced within the consensus-building process was shared by others outside the Partnership.



Second-order effects were changes in behaviors and actions,

  • Second-order effects were changes in behaviors and actions,

  • spin-off partnerships and working groups,

  • other collaborative activities,

  • new practices,

  • and even new Harbor-oriented institutions.



Participants found personal satisfaction working for such institutions and in working with each other.

  • Participants found personal satisfaction working for such institutions and in working with each other.



Finally, partners found that they had created a participatory institution that is flexible, inclusive, networked, and able to respond creatively to change and conflict.

  • Finally, partners found that they had created a participatory institution that is flexible, inclusive, networked, and able to respond creatively to change and conflict.



First, are the outcomes regarded as fair and just?

  • First, are the outcomes regarded as fair and just?



Second, do the outcomes seem to serve a common good or public interest beyond the participating stakeholders?

  • Second, do the outcomes seem to serve a common good or public interest beyond the participating stakeholders?



Third, do the outcomes contribute to the sustainability and preservation of natural and social systems?

  • Third, do the outcomes contribute to the sustainability and preservation of natural and social systems?



1.) Seek broad representation of diverse interests.

  • 1.) Seek broad representation of diverse interests.



2.) Bring knowledge and resources to the governing process.

  • 2.) Bring knowledge and resources to the governing process.



3.) Practice civil behaviors, including respect of others' autonomy.

  • 3.) Practice civil behaviors, including respect of others' autonomy.



4.) Develop skills in collaborative partnership and strive for bridging.

  • 4.) Develop skills in collaborative partnership and strive for bridging.



5.) Listen and patiently build consensus.

  • 5.) Listen and patiently build consensus.



6.) Practice environmental leadership in an egalitarian fashion.

  • 6.) Practice environmental leadership in an egalitarian fashion.



7.) Celebrate smaller accomplishments along the way to consensus–go to the Lighthouse.

  • 7.) Celebrate smaller accomplishments along the way to consensus–go to the Lighthouse.










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