Summary And Ongoing Challenges

The various processes and approaches to knowledge transfer that have been described in this chapter are proven methods to successfully transfer knowledge to an audience. Additional considerations and ongoing challenges for transfer professionals and forest landscape ecologists seeking knowledge transfer success include the following:

• Strive to identify and engage new audiences, while building increasingly strong relationships with existing audiences.

• Seek new and emerging communication technologies that will let us match our approaches to each audience member's needs and abilities. Monitor these options, and strive to provide a diverse mix of approaches to reach more people, more effectively.

• Recognize that communication within and between organizations remains a challenge. Successful knowledge transfer organizations as well as individuals continue to build an increasing sense of community and teamwork.

• Recognize that learning is an ongoing activity throughout a professional's career, and that knowledge transfer activities are not complete just because a program is complete. Knowledge transfer will continue as new information and research results become available, and as feedback from audiences identifies problems with existing knowledge and new needs. Successful learning requires continuous engagement of the learner, and a two-way exchange of knowledge between the transfer specialist and the learner.

• Seek innovative sources of funding to ensure that important long-term programs can continue, while still providing the flexibility to fund short-term programs or activities that respond to sudden changes in conditions. In some cases, a user-pay model may be appropriate, particularly where this approach pays for the cost of an activity that might otherwise go unfunded.

• Evaluate transfer efforts, perhaps by investigating more rigorous ways to document the return on investment from an activity or program. Evaluations should focus on outcomes, and outcomes should be considered in three areas

(OSU 2004): progress toward achieving a program's goals, the benefits for the public good, and the benefits for the audience that has received the transferred knowledge.

• Since circumstances change, plan to periodically assess the situation and, if necessary, redirect efforts and resources. Planning should be both strategic, to cope with long-term situations, and tactical, to cope with short-term or sudden crises.

• Move beyond simple cooperation by striving for collaboration and, eventually, for full partnership.

Was this article helpful?

0 0

Post a comment