Technical Communication on Controversial Projects
In Technical Communication on Controversial Projects, you'll learn ...
- Frameworks for understanding the underlying causes and characteristics of controversy on technically complex projects
- How to engage stakeholders in processes that achieve technically credible and publically legitimate project outcomes
- Detailed instructions for addressing both two-party negotiation and multi-party facilitation processes
- The constructive (yet challenging to implement) and often underutilized collaborative -based negotiation and facilitation processes.
Expectations for scientists and engineers often include the ability to communicate the technical merits of proposed projects to diverse and sometimes adversarial or untrusting parties. These parties may have a stake in the outcomes and have a measure of influence on the success of the project.
Industrial facility permitting, land management plans, environmental remediation projects that require agency approval and public involvement processes, and highly complex, multi-disciplinary product or process developments are a few examples of the kinds of projects where it is necessary to communicate with diverse parties. Often, these communications and stakeholder engagement processes become mired in confusion and controversy. Special interest groups are becoming increasingly effective at asserting their interests into proposed project development plans.
Many scientists and engineers find it frustrating to communicate the technical merits of a project within these complex social settings. This course provides an understanding of the causes and characteristics of the controversy. Moreover, it introduces alternative strategies and methodologies to the status quo for managing technically complex and socially controversial projects.
This course requires no pre-requisite knowledge; although, the content will be most appreciated by graduates of the “school of hard knocks.” Anyone needing to improve their ability to communicate the merits of technical work to diverse types of clients, stakeholders and audiences would benefit from this course, including: scientists and engineers seeking to work more effectively on multi-stakeholder projects; Managers, regulators, and public communications staff from environmental, public health, and public safety agencies; Executives, project managers, and public relations managers from regulated industries and trade associations; Senior policymakers and communications personnel from advocacy groups and non-governmental organizations; Policymakers such as legislators and legislative staff.
Specific Knowledge or Skill Obtained
This course teaches the following specific knowledge and skills:
- Underlying causes and characteristics of controversy
- Advantages and disadvantages of different conceptual frameworks for conducting stakeholder participation
- Practical and proven planning strategies and methodologies for stakeholder participation
- How to anticipate and proactively respond to the Spiral of Conflict
- How to match the communication strategy to the nature of the project
- Major principles of effective negotiation
- Major principles of effective negotiation
- How to assess the need for implementing state-of-the-art processes for managing multi-stakeholder processes
- Major principles in the design and implementation of managed multi-stakeholder processes
Certificate of Completion
You will be able to immediately print a certificate of completion after passing a multiple-choice quiz consisting of 30 questions. PDH credits are not awarded until the course is completed and quiz is passed.
|This course is applicable to professional engineers in:|
|Alabama (P.E.)||Alaska (P.E.)||Arkansas (P.E.)|
|Delaware (P.E.)||Florida (P.E. Other Topics)||Georgia (P.E.)|
|Idaho (P.E.)||Indiana (P.E.)||Iowa (P.E.)|
|Kansas (P.E.)||Kentucky (P.E.)||Louisiana (P.E.)|
|Maine (P.E.)||Minnesota (P.E.)||Mississippi (P.E.)|
|Missouri (P.E.)||Montana (P.E.)||Nevada (P.E.)|
|New Hampshire (P.E.)||New Jersey (P.E.)||New Mexico (P.E.)|
|North Carolina (P.E.)||North Dakota (P.E.)||Ohio (P.E. Self-Paced)|
|Oklahoma (P.E.)||Oregon (P.E.)||Pennsylvania (P.E.)|
|South Carolina (P.E.)||South Dakota (P.E.)||Tennessee (P.E.)|
|Texas (P.E.)||Utah (P.E.)||Vermont (P.E.)|
|Virginia (P.E.)||West Virginia (P.E.)||Wisconsin (P.E.)|