stances, managers may become the final users of the model and may need
training on running the model and interpreting results. Managers will likely
need to be educated about the ecological system and the ways it can be
expressed mathematically by modelers and scientists. Some managers will
be self-educated, but most are focused primarily on day-to-day activities
and have little time or interest to learn about models. It often takes an influential advocate to educate managers about the value and importance of
modeling. Again, case studies can be particularly important.
In addition, managers must be able to articulate their needs and questions. They must be presented insights about how to formulate appropriate
model questions, how to help modelers focus on the core issues, how to cope
with model limitations and uncertainties, and how to appropriately interpret and use model results.
14.3 Training Modelers and Scientists
Ecological modelers need to become more effective in the process of
environmental management, a task that demands both scientific and communication skills. Communication skills are often overlooked in preparing
modelers for a career in environmental management, yet communication is
a crucial aspect of collaborative problem solving.
In real life, modelers usually have to develop the modeling tool within
the constraints of the project rather than having the luxury of determining
the problem, goal, or timeline themselves. They must clearly and immediately understand:
• What is the goal of the assignment?
• Who needs the model?
• How will it be used?
• What are the applicable timelines?
• What management actions are being tested?
For many modelers, particularly those with less applied backgrounds,
understanding the constraints of a problem is often deemed a lower priority than their own independence and creativity. What could have been an
important applied management tool may become an irrelevant theoretical
study or a creative solution to the wrong problem.As a result, models resulting from such efforts are seldom used. Misapplied models also become a
disincentive for policy or decision makers to incorporate models into future
management decisions. Therefore, modelers must improve their understanding of the problem to deliver an effective, well-targeted product. This
task involves both effective listening and the ability to ask appropriate
questions to clarify the needs and constraints of the users.
Modelers must also improve their ability to communicate their methods
and results to policymakers and stakeholders who typically have little
14. Educational Investments
271
training on running the model and interpreting results. Managers will likely
need to be educated about the ecological system and the ways it can be
expressed mathematically by modelers and scientists. Some managers will
be self-educated, but most are focused primarily on day-to-day activities
and have little time or interest to learn about models. It often takes an influential advocate to educate managers about the value and importance of
modeling. Again, case studies can be particularly important.
In addition, managers must be able to articulate their needs and questions. They must be presented insights about how to formulate appropriate
model questions, how to help modelers focus on the core issues, how to cope
with model limitations and uncertainties, and how to appropriately interpret and use model results.
14.3 Training Modelers and Scientists
Ecological modelers need to become more effective in the process of
environmental management, a task that demands both scientific and communication skills. Communication skills are often overlooked in preparing
modelers for a career in environmental management, yet communication is
a crucial aspect of collaborative problem solving.
In real life, modelers usually have to develop the modeling tool within
the constraints of the project rather than having the luxury of determining
the problem, goal, or timeline themselves. They must clearly and immediately understand:
• What is the goal of the assignment?
• Who needs the model?
• How will it be used?
• What are the applicable timelines?
• What management actions are being tested?
For many modelers, particularly those with less applied backgrounds,
understanding the constraints of a problem is often deemed a lower priority than their own independence and creativity. What could have been an
important applied management tool may become an irrelevant theoretical
study or a creative solution to the wrong problem.As a result, models resulting from such efforts are seldom used. Misapplied models also become a
disincentive for policy or decision makers to incorporate models into future
management decisions. Therefore, modelers must improve their understanding of the problem to deliver an effective, well-targeted product. This
task involves both effective listening and the ability to ask appropriate
questions to clarify the needs and constraints of the users.
Modelers must also improve their ability to communicate their methods
and results to policymakers and stakeholders who typically have little
14. Educational Investments
271