Module 15 – Summary – Protect Water

Summary of active learning program for drinking water source protection.

Module 15 – Summary of Learning to Date

“Always plan ahead. It wasn’t raining when Noah built the ark.”
– Richard C. Cushing

Chapter 5 of the Assessment Reports provide local thinking on adaptation to climate change.

Chapter 8 of the Assessment Reports provides a final chapter that is a summary of key findings that the Source Protection Committee should take under consideration when formulating the source protection plans.

Learning Expectations

By the end of this session you should be able to:

Provide input on source protection successes to dates, challenges and future suggested directions
Develop an appreciation for the challenges faced by other sectors
Recognize the knowledge you have acquired about drinking water source protection planning
Acknowledge the ways you have worked collaboratively as a committee or working group

Section One – Module Content

Learning Expectations and Learning Activities

Unit 1 – How have we done so far?

Unit 2 – What have we learned so far?

Unit 3 – What is your future role in drinking water source protection?

Unit 4 – Wrapping It Up

Field Learning

You have now completed 14 modules of this learning program. Your field learning ‘homework’ is to keep following the progress of drinking water source protection planning. Stay involved, and consider ways you can provide input into the monitoring and evaluation of the plans as they progress.

Unit 1 – How have we done so far?

Activity 1 – Small Group Activity

Review the ‘Ontario Source Water Protection Statement of Expectations’ prepared by the Water Guardians Network (August 16, 2004, thewaterhole.ca).

Form into small groups to discuss a sub-topic of this document:

1) Universal Level of Protection,

2) Appropriate Planning Scale and Scope,

3) Thorough Public Participation,

4) Integration with Existing Legislation,

5) First Nations,

6) Conservation authorities,

7) New Municipal Powers, Roles and Requirements,

8) Adequate Funding,

9) Cost Recovery and Conservation,

10) Water Taking Charges,

11) Infrastructure,

12) Integration with Great Lakes Protection,

13) Enforceable Timelines,

14) Strong Interim Measures,

15) Long-Term Monitoring,

16) Review of Source Protection Plans.

Are there points identified by this group that were incorporated into Ontario’s source protection planning?
Are there points that have been omitted?
Of the points incorporated into the Province of Ontario initiative, which ones have been achieved?
Of the points that were omitted are there any areas the Province of Ontario should revisit?
What points do you disagree with in this group’s position on drinking water source protection?

Unit 2 – What have we learned so far?

Activity 2 Group Dialogue

List an ‘Ah-Hah!’ moment from this course (i.e., something that suddenly came to you as an important new understanding). Share with the larger group.
What new appreciation have you developed for the challenges faced by, or concerns and questions raised by, other sectors involved in local source protection planning?

Unit 3 – What is your future role in Drinking Water Source Protection?

Activity 3 – Small Group Activity

Create a list of the five biggest challenges that may yet face the source
protection committee:

Activity 4 – Personal Reflection

What role do you see for yourself in the future of the planning process?

Activity 5 – Small Group Activity

Review a list of skills, abilities and expectations for project management from the Ontario Internship Program.
Which of those skills and abilities do you have?
Which of these skills do you feel you still need to acquire?
How might you acquire those skills to help manage the success of these plans – or how could the Source Protection Committee or Province of Ontario help you acquire those skills?
What needs to be done in order to facilitate the future success of the planning and implementation of drinking water source protection?
What individuals or groups need to be recruited to become involved in the process to facilitate its success?

Activity 6 – Multimedia Presentation

View a presentation on Community-Based Social Marketing

Identify barriers and benefits which could prevent successful adoption of behavioural change.
What things would encourage you to make changes in environmental behaviour in your business or home?
What things would discourage you from making changes in environmental behaviour in your business or home?

Unit 4 – Wrapping it up

Activity 7 – Facilitated Group Dialogue

What are some next steps for drinking water source protection in the local planning region?

Priming the Pump

Notes, Definitions, Fact sheets

You may not necessarily see yourself as a ‘project manager’ but you can be part of the project management team by providing input and using the skills you have acquired in the areas of plan monitoring and evaluation.

According to the Ontario Internship Program a plan or project success is “dependent on having the right people who are following the right processes and using the right mix of tools and technology to get the job done.”

The skills and abilities of a good project manager include:
Communicating effectively
Planning, organizing, coordinating effectively
Solving problems
Thinking strategically
Working well on a team
Applying project management process groups such as: initiating, planning, executing, monitoring, controlling, closing
Applying generally-accepted project management concepts related to the
constraints of time, scope and quality and cost.

Expectations could also include:

Enabling large changes towards a more modern, more efficient and effective organization
Gaining and using hands-on understanding
Working well in project teams and with stakeholders to identify requirements, meet quality goals of projects while also meeting scope, time and cost
Developing transferable skills from participating in the project management phases such as planning and implementation
Network with colleagues in a collaborative manner

Although you may not be a professional project manager you might look at some of the above qualities, skills, expectations and insights and think of how they might well apply to the work of a committee or working group member.

Planning, monitoring, evaluation and implementation aren’t over – you have acquired many skills in this learning program and they will be valued as the continued work to protect the sources of our drinking water continues.

Section Three

Handouts, Additional Readings, Field Learning Assignments, Findings:

Field Learning:

You have now completed 15 modules of this learning program. Your field learning ‘homework’ is to keep following the progress of drinking water source protection planning.

Stay involved, and consider ways you can provide input into the monitoring and evaluation of the plan as it progresses.

Upcoming Stakeholder Consultation Opportunities:

Important Upcoming Dates:

Outcomes to Monitor and Evaluate:

Reading, Listening and Viewing Resources:

Forest Environmental Monitoring and Management System (FOREMMS) Project Summary website

Read ‘Fostering Sustainable Behavior,’ by Doug McKenzie-Mohr, Ph.D., Environmental Psychologist, cbsm.com

Information here is provisional, subject to change, and posted for local information and education purposes. For current information visit Ontario.ca and sourcewaterinfo.on.ca. We would like to acknowledge the support of the Government of Ontario. Such support does not indicate endorsement of the contents of this material.