Natural Resource Management

Barriers to Effective Natural Resource Management

Currently, the old systems of natural resources planning do not cope with the new requirements of the natural resources development process. This has led to proposals for a new system designs that can easily cope up with those new requirements. Nevertheless, the new systems designs are not effective because of barriers to planning natural resources effectively (Lachapelle, McCool, & Petterson, 2003).

For instance, the planners fail to define their goals in relation to their mission on the plan of natural resources management. The planners therefore agree on goals identified on a wider perspective and disagree on narrowing the goals to specific. In addition, problem arises when finding a goal mutually accepted by entities involved. The entities comprise government or private firm and public. The involvement of several entities in the design process leads to constant information disseminated slowing the designing process during natural resources management (Lachapelle, McCool, & Petterson, 2003).

Lastly, organization difficulties cause the operational management problems during development of the plan of natural resources management. A good example is the problem in allocation of funds and personnel resources. This inhibits innovation and creativeness leading to lack of trust since, under rigid time schedule, management avoids the expected relationship building for the period of planning for the natural resources management (Lachapelle, McCool, & Petterson, 2003).

From the above problems, the most effective way of ensuring effective planning of natural resources occurs is to build cooperation between the involved entities. This would help in pulling together resources, outlining transitions, meeting goals and objectives during the planning process, and highlighting roles of every sector involved thus avoiding mistrust (Hart, Faure, Scholz, Mackie, & Oyeniji, 2012).

Moreover, as United Nations Development Programme (2011) notes, policies need to be change to enhance flexibility. In order to attain the needed flexibility in the new policies, there is a need to aligning policies priorities in the planning of management of natural resources according to developmental aspirations of the people. The set policies positions need to be broad enough to allow flexibility in parameter choosing (United Nations Development Programme, 2011).


Aside listening, there are other reasons why communication fails. For example, poor timing causes communication stoppage. Poor timing happens when we perceive the message but deliver it in the wrong time when the intended party cannot perceive it. Moreover, communication may fail due to language barriers. Language barrier occurs when the involved individual cannot communicate directly due to difference in their languages. Additionally, language use may cause communication barrier. This includes pronunciation or choice of phrases and words. Besides, the method of presenting information may lead to different interpretations.

For instance, delivery of information through tables and other pictorial representation has a higher degree of difference in interpretation of the message than a given speech. Lastly, the communication may fail due to the volume of message or frequency of message delivery. Volume and frequency of message characterizes how often communication occurs, the content spoken out, and the time spend talking (I-Change, 2009).

In an organization with members coming from different natural resources background, as a team leader, there are two things implemented to ensure the group benefit from the diverse resources offered by the workers different backgrounds. Firstly, the manager need to plan for the workers diverged skill as from the project beginning to avoid problems. He can do this through documenting the expected management plan as per diverse resources, educating members on their diversities, and recommending changes in the management process to suit diversities. Secondly, the management can provide the needed communication facilities during the project planning to avoid communication barriers. This will help to inform everyone on the projects scope, project documentation, technicalities, and functionalities (Central Solution Inc., 2004).

Importance of Public Values to Natural Resource Manager

The public is of significant value to the managers of natural resources. The management of the natural resources projects rests on the hands of the entity who won the contract like private firm. Else, for some projects, which are sensitive to the public, their manager is the government. Conversely, the overall group affected or utilizing the natural resource plan is the society. To the contrary, the public conserves the resources with benefits exceeding their conservation cost and resource that are influencing their lives directly (Thakadu, 2005). As a result, the process of managing natural resources needs to be integration of multiple natural resources stakeholders to meet the goals of production (Carlson & Grangent, 2007).

What is more, the process of managing resources gives opportunities to the affected society such as employment, and the involved organization must educate the affected group on the importance of the project. This involves giving the affected group opportunities to express their problems, objections and the possible solutions (Department of the Interior Bureau of Reclamation, 2003). Just like the social value managers, they should also have focus on the recreational facilities, fisheries, and forestry (Kennedy, & Ward). As a result, natural resource managers should have room for pressing and long-term social values in the environment system.

Situation Statement

Target statement

Enhancing Collaboration in My Class by the end of Term

In the class of sociology, there is no teamwork and everyone tend to concentrate on his or her own business. In case you need clarification and someone to discuss with a certain concept, you have to depend on two or three classmates who are close to you. Additionally, there is unhealthy competition and jealousy among the class members. As a result, during class time activities like lessons or hikes, they are never lively. This need to be intervened and a solution to enhance class members’ participation in class activities achieved. This would ensure class members view each other as a family member, not a competitor.


In order to enhance collaboration among class members, the class members and the teacher need to do the following. Firstly, they should ensure information flow occurs not just from teachers to students, but also from students to teachers. In the current situation of the class, the teacher is the only provider of information. He provides content, instructions, and skills, which is vital to learning. However, without students providing information, important aspects of learning do not feature in the class like cultural exchanges, personal knowledge sharing, and experiences narrations (Tinzmann, Jones, Fennimore, Bakker, Fine & Pierce, 1990).

Secondly, the class teachers can step in as the mediators. The teacher can create group discussion and explain the importance of class togetherness. In case he effectively mediates, students will be able to connect new experiences with information taught, and help each other out when stuck. In the end, it will enhance personal studies. Moreover, more learning resources ranging from the library to the student on nearing desk will be readily available. Mostly, mediation may begin when the teacher share his authority with the class. The teacher may give the student a chance to express him or herself on the chalkboard. At the same time the students will criticize each others as well as the teacher’s argument leading to collaborative class (Tinzmann, Jones, Fennimore, Bakker, Fine & Pierce, 1990).

Lastly, students grouping need to be heterogeneous through considering students diversities in their background, abilities, and experience. This will provide students a chance to think deeply, have different perspectives of understanding, and in the overall result, every student will learn from the other without deprival of the contributing chances (Tinzmann, Jones, Fennimore, Bakker, Fine & Pierce, 1990).


Carlson, B., & Grangent, H. (Producers). (2007). Aquarium Battles Draught: Water Conservation does not Triumph Marine Safety at the Georgia Aquarium. Web.

Central Solution Inc. (2004). Ten Major Causes of Project Failure. Web.

Department of the Interior Bureau of Reclamation (2003). Planning for the Future. Web.

Hart, G., Faure, R., Scholz, I., Mackie, J., & Oyeniji, M. (2012). Effective Natural Resources Management for Sustainable and Inclusive Growth. Web.

I-Change (2009). Ten Reasons why Communication Fails. Web.

Kennedy, J. J. & Ward, J. T. Managing Natural Resources as a Social Value. Web.

Lachapelle, P. R., McCool, S. F., & Patterson, M. E. (2003). Barriers to Effective Natural Resources Planning in a Messy World. Montana: Taylor & Francis.

Thakadu, O. T. (2005). Success factor in community based natural resources management in northern Botswana: Lessons from practice. Natural Resource Forum, 29(3): 199-212.

Tinzmann, M. B., Jones, B. F., Fennimore, T. F., Bakker, J., Fine, C., & Pierce, J. (1990). What is the Collaborative Classroom? Web.

United Nations Development Programme (2011). Managing Natural Resources for Human Development in Low-Income Countries. Web.

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