Learning for resilience-based management: Generating hypotheses from a behavioral study

Abstract Encouragement of learning is considered to be central to resilience of social–ecological systems (SESs) to unknown and unforeseeable shocks. However, despite the consensus on the centrality of learning, little research has been done on the details of how learning should be encouraged to enhance adaptive capacity for resilience. This study contributes to bridging this research gap by examining the existing data from a behavioral experiment on SES that involves learning. We generate new hypotheses regarding how learning should be encouraged by comparing the learning processes of human-subject groups that participated in the experiment. Our findings suggest that under environmental stability, groups may be able to perform well without frequent outer-loop (or double-loop) learning. They can still succeed as long as they tightly coordinate on shared strategies along with active monitoring of SESs and user participation in decision-making. However, such groups may be fragile under environmental variability. Only the groups that experience active outer-loop learning and monitoring of SESs are likely to remain resilient under environmental variability.

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