Training young water professionals in leadership and transdisciplinary competencies for sustainable water management in India

Young water professionals (YWPs) have a critical role in ensuring how resources will be managed to contribute towards the 2030 Agenda for Sustainable Development. To address challenges of climate change, population growth, and urbanization, YWPs require leadership skills, transdisciplinary competencies, technical knowledge, practical experience. This article presents India YWP training program, led by Western Sydney University Australia Water Centre (AIWC), aimed at developing cohort skilled nurturing next generation leaders support India's reform agenda National Mission. The program engaged 20 YWPs, consisting an equal gender representation, selected Ministry Jal Shakti from various management agencies departments across India. 11-month was designed transformative interactive, it used online platform comprising lectures, mentoring, project-based learning facilitated AIWC team. methodology focused on learning, incorporating workshops, Situation Understanding Improvement Projects (SUIPs), group discussions, mentoring. SUIPs provided work pairs, receiving guidance members, enabling them develop skills knowledge real-world contexts. effectively enhanced participants' capacities project planning, design, implementation, management, while fostering thinking problem-solving adopting approaches. Furthermore, participants demonstrated improved leadership, time communication skills. helped equip with holistic perspective stakeholder-focused mindset diverse long-term standpoint. 摘要 青年水务专业人员 (YWP)在“确保如何管理水资源以期促进《2030年可持续发展议程》”方面发挥着关键作用。为了应对气候变化、人口增长和城市化造成的挑战, YWP需要领导力技能、跨学科能力、技术知识和实践经验。本文介绍了由西悉尼大学和澳大利亚-印度水资源中心 (AIWC)共同领导的印度YWP培训计划, 旨在培养一批熟练的YWP并培养下一代水资源领导者, 以支持印度的水资源改革议程和国家水任务。该计划招募了20名由印度Jal Shakti部从印度各地水资源管理机构和部门中选出的YWP (男女各10名)。 为期11个月的培训计划的设计模式具有变革性和互动性, 它使用了一个由AIWC团队协助的在线平台, 包括在线讲座、指导和基于计划的学习。培训方法侧重于参与式学习, 包括网络研讨会、场景理解和提升计划 (SUIP)、网络小组讨论、以及指导。SUIP为YWP提供了一个配对工作的平台, 同时接受AIWC成员的指导, 使其能够在现实情境中发展实用技能和知识。 该计划有效提高了参与者在项目规划、设计、实施和管理方面的能力, 同时通过采用跨学科方法培养了批判性思维和解决问题的能力。此外, 参与者证明了更好的领导技巧、项目管理技巧、时间管理技巧和沟通技巧。培训帮助YWP培养整体视角和以利益攸关方为中心的思维方式, 以期从整体和长期的角度应对不同的水资源挑战。 跨学科方法, 领导力发展, 澳大利亚-印度水资源中心, 培训, 水资源管理, 青年水务专业人员。 Los jóvenes profesionales del agua (YWP) tienen un papel fundamental para garantizar cómo se gestionarán los recursos hídricos contribuir la el Desarrollo Sostenible. Para abordar desafíos cambio climático, crecimiento de población y urbanización, requieren habilidades liderazgo, competencias transdisciplinarias, conocimientos técnicos experiencia práctica. Este artículo presenta programa capacitación India, dirigido por Universidad Centro Agua cuyo objetivo es desarrollar una cohorte calificados nutrir próxima generación líderes en apoyo reforma Misión Agua. El involucró YWP, que consisten representación equitativa género, seleccionados Ministerio varias agencias departamentos gestión toda 11 meses fue diseñado ser transformador e interactivo, utilizó plataforma línea comprende conferencias línea, tutoría aprendizaje basado proyectos facilitado equipo AIWC. La metodología centró comprometido, incorporando talleres Proyectos mejora comprensión situación (SUIP), discusiones grupales tutoría. SUIP proporcionaron trabajaran parejas, recibiendo orientación miembros AIWC, lo les permitió prácticos contextos mundo real. mejoró efectivamente las capacidades participantes planificación, diseño, implementación proyectos, al tiempo fomentó pensamiento crítico resolución problemas mediante adopción enfoques transdisciplinarios. Además, demostraron mejoradas comunicación. ayudó equiparlos con perspectiva holística mentalidad centrada partes interesadas diversos desde punto vista holístico largo plazo. enfoque transdisciplinariodesarrollo liderazgoAustralia-India Centrecapacitacióngestión aguajóvenes faces severe challenges, demand expected increase substantially (Kumar et al., 2022) unless major initiatives are undertaken. With rapid growth coupled changing scenarios, surface ground face continued challenges. increasing is already impacting drinking supplies agriculture. Climate change likely exacerbate scarcity problem increased instances droughts floods. quality degradation another challenge due pollution industry, agriculture, urban development. It impact livelihood communities liveability towns cities. There maintaining upgrading infrastructures both rural areas cope shortages, flooding, other water-related disasters. can potentially competition access cause conflicts between states regions even neighboring countries (Joy 2020; Kalair 2019). These highlight that no longer task but has social, environmental, economic, policy, governance, political, cultural dimensions. Hence, these mean there need appropriate competencies tackle future main principles starting socially relevant problem, collaboration, participation academic disciplines stakeholders, including community, government non-government sectors, contribution substantial about issue (practical experience, scientific models, results) approaches (e.g., action research). Transdisciplinary goes beyond (multi-disciplinary or interdisciplinary) problem-solving. involves integrating methods multiple disciplines, we also aim transcend our disciplinary boundaries altogether. focus create understanding complex problems engaging stakeholders academia, government, civil society. goal generate new innovative solutions issues considering perspectives dimensions, such as cultural, ethical factors. By its very nature, often high level cooperation, co-creation ideas throughout entire research process. (Camkin & Neto, 2013; Ghodsvali 2019; Icyimpaye 2022; Mejía 2023; Pohl Hirsch Hadorn, 2007; Studer Pohl, 2023). past mainly been dominated old paradigms engineering-based interventions However, 21st century, solvers, thinkers, effective communicators, agents consider objectives, economic objectives (Dehnavi Al-Saidi, Lieblein 2008; Nienaber Jacobs, 2010; Maheshwari 2014; Goedecke, 2015: Arora 2015). One benefits approach provides innovation concepts transformation change. practices help who qualifications experience area, think more broadly situation. Further, styles meet world's increasingly 2022). A large percentage current young, having almost two thirds working-age bracket 15–59 years. Globally, 40% under 25 years age (Ioannidis, 2020). case than 50% (>500 million) below (Senapati mentioned earlier demographic characteristics suggest investment managers critical. Well-designed capacity-building programs young innovatively effectively. Additionally, if trained approaches, bring much needed workplace intractable century motivate excite pursue path sustainable management. For this happen, discipline-based experiences climate, urbanization (Maheshwari, As sector evolves preparing know “what do” “how lead change” crucial. An ensure best passed professionals. well-designed encourage innovation, fresh perspectives, development solutions. Therefore, provide today's country (Cotton, 2021; Etgen Goldman, Professionals funded Australian Partnership (AWP), Government Australia, supported Hydrology Program, commenced December 2021, during COVID-19 pandemic, when travel restrictions were place. (AIWC, www.aiwc.org.au). total 10 women men 35 working training. necessity interactive emphasis “learning doing.” reason, had approximately 20% commitment 60% bilateral teaching Delivery course through range modes learning: (i) (ii) Project (iii) discussion facilitation, (iv) build Mission program's engine room. devoted significant part their effort (up 60%) qualities suitable tasks needs. Participants worked (two persons per group) over months. They topic Shakti, workplace. understand Each proposal vetted feasibility, each client interested could implement findings. supervisors, one regular formal informal meeting arrangements. competency workshops topics, coaching, some hands-on activities. systemic thinkers capable identifying improving problematic taking broader understanding. framework INSPECT—Investigate situation's Natural, Social, Political, Economic, Cultural, Technological (Bawden Packham, 1993). Using INSPECT model inquiry framework, inspired dimensions sustainability. multi-perspective integral SUIP. dedicated portal using OpenLearning (https://www.openlearning.com/) developed offered reading materials, videos, presentations. continuously updated recorded meetings. Other web included additional required website links, optional lists. Another dimension ability share comments further information directly website. module papers guidelines made available personal brand portfolio communicate outside world social business networks. purpose demonstrate strengths professional use career advancement. Sections Platform Approaches Water; SUIP; Professional Development; Your Personal Brand Portfolio; Society; Review Workshops; Miro Board Discussion Topics. YouTube channel specially videos available. Some examples topics covered given Figure 1. 32 delivered program. workshop 1-h sessions, speaker presenting specific topic. content offer theoretical information. insights into recent speakers links tools applied situations. Workshops client, related Workshop platform, resulted 60 h videos. Based feedback presentations well. wastewater treatment; theories processes situations approach; models recycled studies; groundwater modeling mapping; barriers, opportunities; integrated urban/peri-urban management; scalable responses agriculture food security; managing stormwater navigating science-policy boundaries; water, nexus; supply systems—challenges solutions; change; World's Footprint—challenges opportunities. In addition covering sessions human ethics, which guided gathering SUIPs; citizen science theories, guidelines; methods; connecting communities—engagement participation; water; well-being. YWP's projects. Monthly mentoring supervision meetings run facilitate design projects workplaces Mentors supervisors assigned group, trainees SUIP, YWPs' mentors (10 India) recruited. Both recruited within members partners network industry supervisors. mentor someone whom explore source wisdom sharing providing advice. supervisor guide regularly reviewing progress advice planned involved referring literature resource people. During session insight Similarly, discussing careers monthly 2-h called clinics, shared discussed achievements first hour allowed whole where applicable all delivered, second individual teams met separate breakout rooms talk detail get direct updates, helpful support. arrangements, would undertake on-ground work, site visits, clients discuss directions (Figure 2). process, produced reviews prepared proposals fieldwork, evaluated provided. preparation socio-economic data collection prepare submit Human Ethics application approval Committee University. Following commencement fieldwork component, updates series coaching gave update outlining talked achievements. clinics opportunity listen see groups progressing benchmark against fellow served motivator investigations. improve situation internalizing dealing complexities, communicating leading conducting study start finish. completing confidence independently acquired thinking, communicating, researching, leading, analysis wider chosen topic, importantly gender, equity, diversity, inclusion (GEDSI) aspects. then realistic options strategies implementation client. Peer-to-peer occurred important benchmarking YWPs. outcome activity grasp outcomes. Overall, transform professionals, leaders, life-long learners. When I my field visit, realised scale differed different sections interacted villagers, they solution. came village what thought solution, once understood needs, solution aligned better option them. Also, cost-effective. not replacement established complementary supplements viewpoints practices. Involvement communication, (clients, farmers, villagers). Several commented people experiencing appreciate importance feasible strategies. visits enabled picture At end 10-month training, Conclave Delhi culminated (Figures 3 4). reflected review inform programs. All short actions recommendations Since virtual before Conclave, person networks collaborations. ceremony held received certificates completion presence officials dignitaries sponsors. “outside box” learnings evaluation. We explored critical, systemic, evaluation based six indicators listed 5, evidence collected New Delhi. evaluate potential outcomes, qualitative quantitative complemented narratives capture “lessons learnt” suggested changes project. key performance questions theory (Taplin Clark, Detailed summarized able several aspects work. strengthened capacity equity access, modeling, coastal reservoirs security, treatment techniques. aquifer recharge, participatory stakeholder engagement found contextualize theory. mentioned, “the interesting me greater complexity problem.” learnt engage together, find pathway open mind possible pathways client's learn process bringing positive practice ways. realize analyzing valuable improvement. changed vision people's grassroots level. involving formulating ideas, tasks, keeping work-life balance, completion. manage recognize needs portfolio. particular, networking value interaction lifelong Specific weaknesses identify ongoing opportunities “out box thinking,” societal achieving meant transitioned solving holistically systemically Through developmental transitioning now multi-dimensional achieve tackling urbanization. conducted months successful impactful. piloting unique following workplace: problem-solving, communication. highlighted in-person delivery. hybrid combining cost-effective desired facilitator, portal, provision success evolution supervisory successful. surely embraces development, livelihood, well-being communities. thank Project, Department Resources, River Development Ganga Rejuvenation, (AWP) Ms Debashree Mukherji, Mr Subodh Yadav, Anand Mohan, Dr Raja Ram Purohit, V. Srinivasulu Sarah Ransom, Rohan Kent, Vijay Kumar, Lachlan Prien, van Duong Thanks participating journey. Particular thanks input Foreign Affairs, funding Open publishing University, Wiley - agreement via Council Librarians.