transition approach, toolkit for worshop inplementation

ASSIGNMENTS BASED IN TRANSITION APPROACH

PIONEERS INTO PRACTICE 2014

Regional Innovation & Implementation Community (RIC) – Climate KIC

European Institute of Innovation & Technology (EIT)

hand-outs & toolkit for workshops implementation

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Idea and realization: Javier de Vicente López

Valencian Regional Coaches: Cristian Matti (coach coordination), Antonio Garcia , Bernardo Martín, Cecilia Poyatos,, Javier de Vicente, Javier Martín.

Material prepared as part of the mentoring activities for the

Introductory workshop held at May 5-7 th 2014 in Valencia

This document builds on the work of the Dutch transition experts: Anna Wieczorek,

Boukje Huijbers, Bram Verhees , Derk Loorbach , Flor Avelino, Jose Andringa, Lydia

Sterrenberg , Rob Raven and Suzanne van den Bosch.

OVERVIEW




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Int. Placement

Introductory Workshop

Reg. Placement

Cruzible I

Festival and Cruzible II

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Working teams

Group assignments

Group Challenge

Project idea

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INTRODUCTORY WORKSHOP ASSIGNMENTS

1

You are expected to go through six assignments during this Introductory

workshop. They will give you a practical perspective on the transition theory

you are going to see.

2 3

4 5

Assignment Assignment Assignment

Assignment Assignment

6 Assignment

Group Challenge

MultiLevel Perspective

Actor Analysis

Interview

Nurturing and Empowering

Visioning and Backcasting

GENERAL INSTRUCTIONS for every assignment

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Go with your group

Read the hand outs

Get Involved

GROUP CHALLENGE ASSIGNMENT




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Group Challenge IG 1 BUILDINGS.

Coach: Cristian Matti

IG 2 ENERGY. NETWORKS

Coach: Bernardo Martín

IG 3TRANSPORT AND URBAN MOBILITY.

Coach: Antonio García

IG 4 LAND AND WATER.

Coach: Javier de Vicente

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Group Challenge Each work team is expected to adopt a specific challenge related to the

proposed subject: You will work on this challenge along the workshop

assignments, so that you´ll get a comprehensive and coherent idea about the

theory and its implementation.

Starting with the topic proposed to your group (ex: Waste management and

recovery or Ecosystem Services) a specific challenge, preferably an innovative

idea, must be set out . The challenge can as concrete as “Second generation

biofuels produced by bio-refinement of biomass material are adopted by

public transport” or as loose as “Create conditions where a bunch ecosystem

services can be marketable laying on a common framework”.

Bring together your

group

Give yourself a couple of

minutes to think about You all discuss and

work together Pose your proposal in a

clear statement

MULTILEVEL PERSECTIVE ASSIGNMENT




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Assignment Starting out with your group challenge, the aim of this assignment is to

describe in a visual way the different components that make up the

multilevel scenario (Niches, Regime and Landscape) as well as their

relationships among them.

LANDSCAPE: Exogenous, Autonomous, Long

term (demographic, environmental, macro-

economy, political …)

REGIME: Established, Mainstream ( culture,

economics, regulations, stakeholders…)

NICHES: Experimenting, Small-scale, market

independence, protected…

STEP 1 Building your model

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Identify NICHES or other innovation

projects that could be important for your

challenge.

Examples: electric taxis Infrastructure s, PV

systems in rural areas, Consumers as

energy producers, Low-carbon lifestyles…

Niche-project are other innovative

projects. An inventory of related

innovation projects is useful since you can

learn a lot from 'fellow' innovators, eg.

about regime barriers, such as cultural

barriers, routines, innovative approaches

and so on . Fellow innovators also may

become fellow-lobbyers for regime

change.

.

Identify present dominant REGIME, like

culture, practices, rules, infrastructure.

existing networks and power relations

Examples: Fossil fuel infrastructure,

technologies, Actors, powerful energy,

companies, EU-energy policy, Low level of

awareness…

It is important to be aware of the

dominant regime around your innovation

project: regime can support or be a barrier

for your innovation. In the second case,

regime change/or finding a profitable sub

regime is part of the innovation challenge.

Identify challenge´s components

Identify the main components and trends

that characterize the LANDSCAPE.

Examples: Climate change, population,

crisis, raw resources depletion…

Landscape developments have an

influence on what is possible and

impossible as well; that is why you should

be aware of them. But here you have to

relate, since changing landscape, even

when you have powerful frends, is a

mission impossible.

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Sketch your whole challenge

Put all of the components you have

identified together in a multilevel

perspective sketch…

STEP 2 Presenting and Feedback

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Time to share and get feedback

Show your visual outcomes and present your multilevel model.

It´s important to walk the audience through your model explaining each level

and component. Try to address the following questions:

• What did you find difficult modeling your challenge in a multilevel

perspective?

• Is there any part you don´t understand yet?

• What are the main barriers (regime or landscape) you found?

• Did you identify any out-of-the-box solution you need?

ABC DEALING WITH BARRIERS ASSIGNMENT




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ECONOMIC, related with imperfect

information and externalities related

whit hidden cost.

BEHAVIORAL, which includes habits,

resources and the ability of process

available information

Setting the scene Barriers, environmental policies in consumption patterns

ORGANIZATIONAL that contains a set

of values, principles and norms of

behaviors conceived with a social

system

Three types of “regime” barriers energy efficiency in public and private

organizations:

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Example US environmental policies affecting consumer patterns

Source: own elaboration based in US department of Energy. http://www.energy.gov/

Determinants of consumer

patterns

Environmental policies

Enforcement & Incentives Information & Persuasion

Regulation & Standards

Economic instruments Planning policies

Information Education Organizationa

l change Psychological

measures Financial incentives

New markets

Path dependence

LEED (Leadership in

Energy and Environmental Design) Rating

program.

Building energy codes

Energy Efficiency

and Renewal energy

financing

Federal tax Incentives

for consumers,

home builders and commercial

Building.

R&D Support for

buildings technologies

and Small business.

Energy Star® label.

Basic energy Sciences

Invention & Innovation

Smart Growth.

Collaboration, participation and technical

assistance.

States office research and

collaboration.

NEED, National Energy

education and Development

Program.

Green Schools

Diverse Demographics

Promotion of

conferences and

networks.

Online Resource centers

Consumer Information

Center

Rebuilt America. Support

partnership with groups

and networks

Ranking & values.

Examples & Best practice.

Energy Act and Federal

Buildings requirements.

Consumer culture

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Setting the scene Assignment

This assignment is to help you think out-of-the-box, both individually and

collectively, in the search of innovative solutions to the current narrows your

challenge can face in its path into the regime. With that aim, A,B,C,

brainstorming game is going to be put in practice.

A,B,C is a brainstorming technique, it therefore combines three different

parts as every brainstorming session:

(1) The game kicks off with a relaxed approach to problem solving with lateral

thinking. The first part of the exercise is aimed at encouraging players to

think up as many ideas as they can, no matter how crazy they can seem. At

the beginning you think alone.

(2) Once everybody has gathered his own collection of ideas, it is time to put

them together. Some of these ideas can be crafted into original, creative

solutions to a problem, while others can spark even more ideas. So during this

stage of the game, new ideas can come up as a result of lateral thinking and

connections, shaking people out of their comfort zone. This part is

essentially creative, thus any type of judgment, criticism or flattery must

be avoided. It is no time to analyze, it´s time to think up.

(3) The last part of a brainstorming game is always the evaluation time. At

this moment it comes to prioritize solutions, pick out some of them, explore

further, etc.

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A, B, C barriers Assignment

0

The goal is to identify the main solution to the challenge barriers, going

deeper in its description, by means of gathering as many Out of the Box

Solutions you can think up.

Once the group has identified a specific barrier, members come up with one

out-of-the-box solution to the barrier for each letter of the alphabet (one

solution for A, one for B and so for and so on) and then pick out one the

solutions and move it forward, exploring how it would affect other

components of the regime

1 2 Step Step Step

Brainstorming Out of the box solutions

Going deeper with the Key solution

Starting with you r multilevel approach sketch for your challenge group, you are expected to identify and pick out one of the main barriers. One member of the group can take over the responsibility to describe and explain that barrier or he/she may be the “owner” of that barrier (who identifies it)

STEP 1 Identifying out-of-the-box solutions

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A,B,C…

For the first 5 minutes, everyone starts thinking individually

about out-of –the-box solutions, with A, B, C etcetera. Try

to use every letter of the alphabet

And then all together fill in a poster with all the letters .. The

more letters filled… the better. If there are more than one

solution for a letter, don´t discard any of tem, just put them

together.

This is the creative step of the session where the ideas are going to be

launched. Bear in mind not to judge the other´s ideas neither yours…

Once you have finished you initial poster, start a second

round of brainstorming. This time in group. The idea is to use

the proposed solutions as a spark to find new and more

specific solutions. Then draw up your final version of the

poster

STEP 2 Key Solution

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A,B,C… solutions 1. The group or, the problem owner pick out one solution that he/she finds

innovative and inspiring. In case of group selection you can use any

technique to rank the proposed solutions (use sticky dots, matrixes, etc.).

Then underlying principles are shortly discussed.

2. Individually think about what could bring this idea futher, eg. ideas on

data, actors, methods, examples, benefits, strategy, communication, etc.

3. Write on post-its this new ideas underpining the solution, put them all

together on a wall and by group disscusion try to identify the priorities

in order to put in place the solution.

ACTOR ANALYSIS ASSIGNMENT




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Assignment

1

This assignment is to help you make an initial actor analysis. Such an analysis is

important because it may help you to identify actors that are important for the

realization of your vision or the success of your project. It helps you identify

key actors and risks as well as factor in different perspectives. It is made of

two parts. The former is intended to identify the stakeholder network (1-7)

and the latter to characterize that network and identify the main actors

(8-10).

2 3 4 5 Step Step Step Step Step

Start with your innovation challenge

Indentify stakeholdders network

Assess and map out their position

Key actors. Who do you want to know)

Presenting and Feedbak

STEP 2 Identifying stakeholders

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Listing actors Knowing which stakeholders might be important for your innovation

project is a vital step in diving into transitions..

Taking into account the scope of your project and the goal, now identify the

main actors. Use the categories from the figure and list the actors

according to these categories and by name. For example, Friends of the

Earth (Societal groups) or the Polytechnic University of Valencia (Research

network) or the municipality of Wrocław (Public authority). This is one method

to identify the stakeholders in a systematic way. Then once you have identified

them, The next step is to learn more about their power and stakes

The range of stakeholders relevant to consider for analysis varies according to

the complexity of the challenge and the type of actions proposed and, where

the stakeholders are not organized, the incentive to include them.

Stakeholders can be of any form, size and

capacity. They can be individuals,

organizations, or unorganized groups

STEP 3 Assessing stakeholders

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Assessing To structure the list and filter out important stakeholders from less important

stakeholders, map the information gathered in different ways. This way you can

visualize different relationships eg: power vs interest, influence vs interest. This

will help you set out your stakeholder strategy.

Different approaches have been used for years, to explore the nature of the

actors’ involvement and their views, namely matrixes, tables and graphics.

We are going to use a couple of matrixes and one graph to analyze and

compare significant variables on each actor. These kind of maps will allow us

to clearly characterize the stakeholder network and visualize their relations.

Specifically we are intended to use the following variables:

Once you have listed all possible stakeholders, now you should know how they relate to the challenge and how they relate each other.

Power

Power position of the actors towards your initiative, how much can influence over your project or programme?

Interest

does the actor have a large or small interest or is the position one of indifference to your project or programme?

Dynamism

how dynamic the stakeholder is in changing the position/opinion he/she holds regarding your project or programme?

Attitude

Will they support the project or program? will they be neutral? Are they expected to fight against?

Legitimacy

of the relationship and actions with the organization in terms of desirability, properness or appropriateness

Urgency

of the requirements being set for the organisation. In terms of criticality, time-sensitivity for the stakeholder

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Sketching Matrix I: power vs. Interest

Power/Interest Bryson (1995): It

highlights coalitions that can be

encouraged or discouraged, whose

buy in should be sought or co-opted.

- Power +

- I

nterest +

Key

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It can be used to visualize the level of

support in each area.

- Power +

- I

nterest +

Key

supporter

neutral

fighter

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.. Or to visualize relations between

stakeholders: alliances, conflict of

interests, etc

- Power +

- I

nterest +

Key

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Sketching Matrix II: power vs. Dynamism

Gardner at al. (1986): When

dynamism is low the stakeholder’s

position/attitude is predictable and

their expectations can often be met

in a relative easy way

- Power +

- D

ynamism +

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Sketching Graph: Power/ Legitimacy/ Urgency Adapted from Mitchell, Agle and Wood (1997)

1. 2.

3.

4.

5. 6.

7.

POWER LEGITIMACY

URGENCY

1.- Dormant

2.- Discretionary

3.- Demanding

4.- Dominant

5.- Dangeorus

6.- Dependant

7.- Definitive

1, 2, 3 : Latent Stakeholders

4, 6 : Expectant stakeholders

5, 7: Key Stakeholders

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In a nutshell

Summarize the main outcomes of

the analysis pointing out the

characterization and Strategy

Actor Interest: Attitude: Power: Alliances Conflicts Legitimacy Urgency CHARACTERIZATION STRATEGY

Category

Suppliers

…Actor 1

….Actor 2

….

Category

research

..

..

Category…

Define conclusions and actions. A conclusion could be that you do not know

enough yet about specific actors that you have identified. This could, for

example, result in efforts to learn more about these actors. Conclusions could

also be in terms of identifying potential resistance against your initiative or

potential support. This might trigger you towards other actions.

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Don’t fall into temptation and engage those less important, outsiders

and surrounding stakeholders… They may aren´t so important at this

moment, but

they definitively can give you the out-of-the-box approach you need .

Be aware that stakeholder management is an essential part of innovation

strategy. Actually it is part of strategic management.

Eg. the involvement of regime actors is often essential for final success, but

many studies show that their involvement in early stages could frustrate your

innovation project.

For suggestions on how to deal with stakeholders see for example

www.transitionsinpractice.nl parts creating a vision/drafting an action plan.

http://www.transitionsinpractice.nl/

STEP 4 Key Actors

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Identifying the Key stakeholders

Based on the previous outcomes it´s

essential to identify the main actors

whose action can put into risk the

performance of the project and its

expected success. Identify them so as to

work deeper in their characterization.

Bear in mind those actors you don´t know

yet.

Open your eyes to hidden Stakeholders, they can drive your project to the downfall

Matrix I

Matrix II

Graph

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Show your visual outcomes and present your results.

It´s important not only set out the actor analysis, but rather the main problems

and uncertainties you have found throughout the process, how you felt

working with visuals, etc

INTERVIEW ASSIGNMENT




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Assignment Once you have identified and assessed the main stakeholders time comes

to in-depth analysis of Key actors. It is vital to know the deepest concerns,

feelings, expectations, approaches… of the key actors towards the problem,

the solutions and the project.

In order for you to carry out this analysis there are a number of techniques

and tools that can help. On this point, see ‘Interpretative Frame Approach’

on the website. www.transitionsinpractice.nl The website also refers to

other actor network tools, e.g. the ‘Cognition model' or ‘ESTEEM'.

This in-depth analysis could be done relying on available information in the

media or on the Internet. Nevertheless face-to-face interviews, preferably

on location, are highly recommendable.

http://www.transitionsinpractice.nl/

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Assignment

1 2 3 Step Step Step

Interview in a role play situation

The Empathy Map

Presenting and Feedback

The goal of the assignment is double:

• Put interviewing into practice

• Try one the available techniques to deeply chraracterie the stakeholders:

the Empathy Map.

STEP 1 Interviews

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Interviews How?

THREE PERSON

The group will be split in 3 people groups

THREE ROLES

One interviewer, one interviewee, one observer

THREE ROUNDS

10m minutes per round: 7 for the interview, 3 for feedback

You are going to go through a three

round interview process so that you will

be able to train your competences to be

prepared for a real-life interview, exercise

feedback, get to know how some other

participants see the (regional) context of

low carbon innovation, etc.

54 |

.

The interviewer The aim of these face-to-face interviews is to know the actual position of

the interviewed within the stakeholder network and the group challenge:

How does she understand the challenge? How does he engages with other

stakeholders? What is her opinion about the current regime?...

So, with the group challenge in mind ask questions aimed at knowing

their approach and their role in that regional challenge. If you want , the

following topics can help you address the whole range of topics.

?

?

(1) Their general opinion.

Their general ideas on sustainability

challenges, their vision. Main

barriers, current initiatives at niches

and regime levels, needed

breakthroughs, next steps, future

trends….

(3) Their actions.

How do they contribute in this

multilevel challenge? Are they in a

niche or are they a piece of the

regime? Are they active or passive?

(2) Their feelings

What are their fears, their worries,

their hopes, their pains… What are

they putting at risk? What do they

expect to gain? Their feelings on

barriers, opportunities, stakeholders,

trends…

(4) Their relations

How/Where do they engage with

other actors? Forums, radio, journals,

meetings… Do they have alliances,

enemies…? What role are playing?

(5) Their advice

Some new ideas? Maybe a hidden or

key actor? Some out-of-the-box

innovation? New regulations?

Something finnanical related?

55 |

Probing by using WHY

The use of Why questions is a

good way to draw out all

possible information and to get

to the root of the problem or to

the more fundamental

convictions that are important

to understand the actors'

behaviour or interest

Open questions:

Open questions give rise longer

answers. They are intended for

the respondent to share in a long

way their knowledge, opinion or

feelings . These questions

usually begin with W questions:

What, Why, Who,. hoW, When,

Where, What if…

The interviewer questions

Funnel questions:

Funnel questions are aimed at

diving in the details of one piece

of information by homing in on a

point in each answer, and asking

for more and more details .

It´s like a polite third degree

It´s important to plan the questions you are going to ask before the

interview . Bear in mind that if you ask the wrong questions, you'll probably

get the wrong answer, or at least not the type of answer what you're hoping

for.

During the interview make sure that you give the person you're questioning

enough time to think their answer and respond. At the same time if your

are asking deep questions which imply deep thought, it needs to be

matched by empathic and active listening so that you understand what

people really mean with their answers.

?

56 |

The observer

BODY Language

FLUENCY of conversation

COHERENCE of Q&A

COMFORTABILITY of his role

BALANCE between interviewer

and interviewed

The observer has to actively listen to the interview, paying attention to the

other´s behavior as well as the conversation (content, fluency, etc.). Her role

is mainly aimed at analyzing the role-play itself instead of the practical

results of the interviews.

That is, the exercise has two parts, the three pioneer characterization in

relation to the group challenge and the role-play as a way to practice for

the real life situations. The role of the observer is addressed to the second

one, giving feedback to the people directly involved in the interview.

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The observer giving feedback

Giving and getting feedback is one of the most valuable ways to improve

one situation or performance. Nevertheless is important to keep that

feedback in an effective way avoiding to be harsh, critical, or offensive.

It is vital for the person giving feedback, not to mix up judgments with

observations. Feedback is focused on the latter and never on personal

judgments. So, describe what you noticed; focus on the behaviour, not

the impression you had of it or on a person or their intentions.

Effective feedback involves what or how something was done, not why.

Don’t take for granted the person receiving feedback is understanding you,

so check it by using a feedback loop, such as asking a question.

Be specific.

Tell the person exactly what you

noticed. This ensures that you stick to

facts and there is less room for

ambiguity.

Use "I" Statements

Give the feedback from your

perspective. This way you avoid

labeling the person.

Focus on … rather than.

Observation rather than inference.

Description rather than judgments.

Behaviour rather than the person

STEP 2 The Empathy Map

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Empathy Map

In the recent years has appeared the tool called Empathy Map, developed by

XPLANE www.xplane.com . It helps sketching the profile of a stakeholder ( or

customer, audience…) and understand his environment, behaviors, concerns

and aspirations regarding the project (idea, program, solution, challenge,

product…).

The empathy map can be used with the information you gather through the

media and the Internet or even better through a face-to-face interviews, which

are highly recommendable.

Check out the empathy map and the kind of questions it entails, always from the stakeholder perspective. And then pick out one of the actors from the previous assignment or one of the pioneers interviewed and try to fill up the empathy map

http://www.xplane.com/

62 |



In this assignment you should talk about the feelings and difficulties finding

while conducting the interviews. As an observer, What did you notice? And

regarding the other roles. Did you find difficult to adapt the questions? Were

you comfortable?...

The second topic to be addressed is the outcome: The focus of the interviews,

the difficulties to fill up the empathy map, etc.

NURTURING ASSIGNMENT




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Assignment

1a

Niches’ are small-scale ‘spaces’ for experimenting with radical innovations that

have potentially path-breaking consequences when they become widely

diffused and adopted. Strategic Niche Management has yielded a number of

tools to increase the chances for an innovation to succeed.

The aim of this assignment is to practice some of these tools identifying

different actions to back up the innovation challenge, allowing it to gain

momentum: More specifically you are going to work with (1) Regime

Conditions, (2) Shielding/Nurturing/Empowering Strategies (3) Learning

strategies and a summary of all of them.

Due to the tightness of the time you have to decide between one of the three

proposed exercises: (1a) Regime Contrast or (1b) Spider Graph (1c) Learning

dimensions. Then move on to the (2) Force Field analysis in your challenge as

a summary of SNM, MLP, Actor Anlaysis and Barriers.

1b

3

Step

Step

Step

Current regime vs Necessary regime

Niche Management Spider graph


1c

Step

Learning dimensions

2

Step

Force Field Analysis

STEP 1a Regime Contrast

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Regime Dominant regime (Existing)

Regime that would be needed

Culture

Organisation/ rules

Users/market

Policies and political power

Knowledge

(Technical) infrastructure

The goal of this exercise is to highlight the changes that have to be made in order to set the necessary regime conditions against the current regime you characterized in previous assignments. You can use the following categories or any others you consider relevant for your challenge. Start with existing conditions and then brainstorm the new conditions.

Regime contrast I

67 |

Regime Dominant regime (Existing)

Regime that would be needed

Culture

Organisation/ rules

Users/market

Policies and political power

Knowledge

(Technical) infrastructure

Rank the conditions that need to be changed in order to focus on them your efforts. Some conditions must be promoted and other should disappear.

Regime contrast II

68 |

Regime contrast III

Propose a set of actions to carry out

STEP 1b Shielding- Nurturing- Empowering

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The goal of this exersice is to work on the three main strategiesn set out by

SNM to keep the innovation project in a safe environment::

SHIELDING: Create a “protected space” to prevent the project from

mainstream selection pressures and premature failure. For example: (i)

Financially (e.g. subsidies) (ii) Geographically (e.g. specific location) (iii)

Institutionally (e.g. regulatory exemptions) (iv) Socio-cognitive (e.g.

attractive visions) (v) Politically (e.g. ministerial commitments) (vi) Culturally

(e.g. dedicated environmentalists)

NURTURING: Actions aimed at improving your project/challenge by means

of Creating diverse and powerful actor networks, Creating a shared and

specific vision and Combining technical and social learning.

EMPOWERING: Aimed at scaling up your project/innovation. For example:

Adapting your business model to the existing rules/regulations (i.e. making

your innovation fit the current system). Lobbying for NEW rules/regulations

(i.e. changing the current system to fit your innovation

Shielding/ Nurturing/ Empowering

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SNM Spider Graph

Nurturing:

Is your network diverse (1-5) & can

they mobilize resources? (1-5)

Do you have a specific project

vision (1-5) & is it shared among

your network’s actors? (1-5)

Are there specific technical (1-5)

and social (1-5) challenges you aim

to learn about?

Empowering:

Do you see opportunities for scaling

up your project IN the current

system? (1-10)

Do you see opportunities for your

project CHANGING the system? (1-

10)

Shielding:

Are sufficient subsidies available?

(1-10)

Are there specific locations

beneficial for your project? (1-10)

Is there already a sufficiently large

market segment for your project

(e.g. outside the mainstream)? (1-

10)

Sketch a spider graph representing each one of the questions addressed by

the three strategies.. You can follow the porposed questions and axis or try

those which better fit to your challenge.

Then identify your strengths and weaknesses and discuss what

strategywould be neccessary to achieve your project goals.

72 |

SNM Spider Graph

STEP 1c Learning dimensions

74 |

Setting the Scene Learning dimensions

The goal of this exercise is to Take advantage of the learning processes While

you are managing the niche level. Three processes can be emphasized:

Broadening, Deepening and Scaling Up.

SCALING-UP

BROADENING

DEEPENING:

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Setting the Scene Learning dimensions

DEEPENING. Understanding the innovation context

What is the competitive advantage of your experiment? What

makes it distinctive about its local context?

…

.

BROADENING: Looking for alliances and synergies

What are linkages with other niches or domains? What are

necessary further innovations, in other contexts? What is

generalisable about this experiment? Witch other innovation

projedts/ Experiments coul be interesting ? Starting smilar

innovation projects in different context?

…

SCALING-UP. Changes in the regime

What are necessary system-level changes to move from

experimentation to mainstream, eg. Increasing awareness,

shifts in thinking, changes in behavior or routines, changes in

infrastructure or financial structures, etc.

76 |

Brainstorming on learning

GROUP BRAINSTORMING

The exercise is based in a group brainstorming session around the four axis

of learning processes (breaking down the broadening process into two sub-

processes: Connecting with other projects and Starting similar innovation

projects in different context).

1. The first 5 minutes devoted to individually think as many ideas as you can and write them down on sticky notes..

2. Then 15 minutes devoted to bond all notes on a wall poster with the four arrows. While post-it are put on the poster, new ideas can came up. Some of them will be linked to posted ideas and others won´t be directly linked. It´s important keep an open mind and not criticize any idea.

3. Now it´s time to describe and discuss about ideas.

4. Once you have a clearer idea about different ideas, you can use any technique you know to rank them and decide which type of strategy is more valuable for your project.

77 |

Brainstorming on learning

STEP 2 Force Field Analysis

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You are going to use the Force Field Analysis game is a way to evaluate the

forces that affect change which can ultimately affect your innovation. They will

be a kind of summary of everything you have analyze so far: MLP features,

Stakeholders Analysis, Barriers and Niche Management. All of them depict a

force in favor or against the changes your project needs or is intended to give

rise. At the end you can assess if there are more forces pushing against or in

favor you project.

FORCE FIELD ANALYSIS

This dynamic is based on the Force Field Analysis framework developed by the

social psychologist Kurt Lewin in the 1940s

1. In the middle top of your poster draw a picture of your innovation.

2. On the top left of the page, write the phrase “Forces FOR Change”. On the top

right, write the phrase “Forces AGAINST Change” and draw arrows pointing

towards the image in the middle. Each arrow will contain categories of forces.

For instance alliances, synergies, technological advantage, social need, financial

conditions…

3. Take 5-10 minutes to individually generate as many ideas as you can about

what elements are driving the change. Each idea must be written on one sticky

note.

4. Each participant must rate their own ideas including on the post-it a number

ranging from 1 (weak force) to 5 (strong force).

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5. Put on the canvas all of the sticky notes

FOR/AGRAINST clustering them according categories.

Bear in mind that arrows mean categories not ideas.

6. Get an average for each cluster based on ideas score

and write that number next to the related category in

the arrow.

7. Add up the quantities for and against change and write

the totals at the bottom and on the appropriate side of

the sheet. Are forces for the change stronger or

conversely?

8. Identify the three forces with the higher score and turn

them into actions.

9. At the bottom of the canvas Write these three main

actions or strategies to be carried out

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Your actions

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One again it is important to talk about your feelings, the difficulties and

setbacks you have found throughout the process, unexpected barriers or

forces in favor that have come out , etc.

VISIONING AND BACKCASTING ASSIGNMENT




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Assignment

1

The goal of the assignment is to practice how to build an inspiring and specific

vision of your desired future and how this vision can help you identify and

work round barriers and pitfalls by means of the most fit actions.

In the most plane words imagine that you are 20 years from now. What does

your sustainable future looks like? Depending on the challenge: where do

people live, what does it look like? how do they move, make transactions,

spend their days, how does the environment look like etc. That´s visioning.

Then Imagine that you have to tell your grandchild about how this future

differs from now, this is backcasting!!

2 Step Step Step

Envision the future, the more detailed the better

Backcasting Map


3

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Predictive tools

BAU SCENARIO: Business as Usual Scenario allows to predict the most likely future

FORECASTING: This approach explore alternative futures , starting out in the present

BACKCASTING: Assess feasibility and strategies to attend the desirable future

Present

Present

Present Future

Future

Future

STEP 1 Envision the future

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Sustainability vision

The goal of this part of the assignment is to envision the desired future

for your challenge, as much detailed as you can and then draw it. The

more details you add the more accurate will be the backcasting..

In order for you to easier imagine and sketch your vision of the future, you

can use the Cover Story Template. This template and dynamic is based on

one developed by the Visual Meetings company “The Grove”

(http://www.grove.com/ ). However if you feel more comfortable with other

kind of representation, please feel free to improvise and develop your own

sketch.

In case you use the cover story template, just follow along the comments in

next pages.

This part of the assigment answer the question

WHAT… What is my desired future?

http://www.grove.com/

http://www.grove.com/

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Cover Story canvas

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Draw the template and

stick it on the wall

.

Components of Cover Story

“Images” are for

supporting the content

with illustrations.

“Cover” tells the BIG

story of their success..

“Headlines” convey the

substance of the cover

story.

“Sidebars” reveal

interesting facets of

the cover story.

“Quotes” can be anyone

as long as they’re

related to the story.

“Brainstorm”

documents initial ideas

for the cover story.

STEP 3 Backcasting

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Backcasting

Once you have a clear vision of your current state and your desireable

future….: WHAT IS NEEDED TO ACHIEVE THE ENVISIONED FUTURE?

And this answer can entail new technologies, new political or economic

framework, significant changes in actor configuration, cultural and formal rules,

etc. The answer must be specific

Backcasting Map: An A-B-C-D process that provides a comprehensive vision of the desirable future and the strategies to reach it

This part of the assingment answer the question

HOW… How can I achieve is my desired

future?

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Start with your vision of the future, whether you used the cover story or another sketch

Backcasting Map A

A

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Place your understanding of the current situation. Your multilevel sketch should be a good device

Backcasting Map B

B

A

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Discover the HOW: Move backwards from your vision

to the current state to pinpoint what should be done to reach the desired future .This could be new knowledge, financial arrangements, changes in routines, rules, culture, and infrastructure etc.

Backcasting Map C

B

A

C

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Move step by step towards the future. Use forecasting to identify risks, opportunities and ACTIONS

Backcasting Map D

B

A

C

D

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Were you able to carry out all the tasks? What of them did you find more

difficult? Did you feel comfortable with backcasting? Was an easy task to turn

your strategy into specific actions?...

THAT´S… NOT ALL FOLKS!!!

… KEEP PLAYING




transition approach, toolkit for worshop inplementation

Education

innovation challenge

group challenge ig

specific challenge

regime barriers

political regime

regime changeor

group ex

present dominant regime