Transition approach toolkit for workshop inplementation

ASSIGNMENTS BASED IN TRANSITION APPROACH hand-outs & toolkit for workshops implementation

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)

​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 inValencia

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. |

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OVERVIEW

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)

Introductory Workshop

Reg. Placement

Cruzible I

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Int. Placement

Festival and Cruzible II

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Working teams

Group Challenge

Group assignments

Project idea

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INTRODUCTORY WORKSHOP ASSIGNMENTS

​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.

Assignment

Assignment

Assignment

1

2

3

Group Challenge

MultiLevel Perspective

Actor Analysis

Assignment

Assignment

Assignment

4

5

6

Interview

Nurturing and Empowering

Visioning and Backcasting |

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GENERAL INSTRUCTIONS for every assignment

Go with your group

Read the hand outs

Get Involved

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GROUP CHALLENGE ASSIGNMENT

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)

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 |

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MULTILEVEL PERSECTIVE ASSIGNMENT

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)

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, macroeconomy, political …)

REGIME: Established, Mainstream ( culture, economics, regulations, stakeholders…)

NICHES: Experimenting, Small-scale, market independence, protected…

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STEP 1 Building your model

Identify challenge´s components

​Identify NICHES or other innovation projects that could be important for your challenge.

​Identify present dominant REGIME, like culture, practices, rules, infrastructure. existing networks and power relations

​Identify the main components and trends that characterize the LANDSCAPE.

​Examples: electric taxis Infrastructure s, PV

​Examples: Fossil fuel infrastructure, technologies, Actors, powerful energy, companies, EU-energy policy, Low level of awareness…

crisis, raw resources depletion…

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. ​.

​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.

​ Examples: Climate change, population,

​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

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STEP 2 Presenting and Feedback

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?

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ABC DEALING WITH BARRIERS ASSIGNMENT

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)

Setting the scene Barriers, environmental policies in consumption patterns Three types of “regime” barriers energy efficiency in public and private organizations:

​ECONOMIC, related with imperfect information and externalities related whit hidden cost.

​BEHAVIORAL, which includes habits, resources and the ability of process available information

​ORGANIZATIONAL that contains a set of values, principles and norms of behaviors conceived with a social system

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Example US environmental policies affecting consumer patterns Environmental policies Determinants of consumer patterns

Diverse Demographics

Information & Persuasion

Economic instruments Regulation & Standards

LEED (Leadership in Energy and Environmental Design) Rating program.

Path dependence

Consumer culture

Enforcement & Incentives

Building energy codes

Financial incentives

Energy Efficiency and Renewal energy financing Federal tax Incentives for consumers, home builders and commercial Building.

New markets R&D Support for buildings technologies and Small business.

Energy Star速 label.

Basic energy Sciences Invention & Innovation

Planning policies

Information

Education

Smart Growth.

Collaboration, participation and technical assistance.

Promotion of conferences and networks.

NEED, National Energy education and Development Program.

States office research and collaboration.

Online Resource centers

Green Schools

Consumer Information Center

Organizationa l change

Psychological measures

Ranking & values.

Rebuilt America.

Support partnership with groups and networks

Examples & Best practice.

Energy Act and Federal Buildings requirements.

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

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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

​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

Step

Step

Step

0

1

2

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)

Brainstorming Out of the box solutions

Going deeper with the Key solution

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STEP 1 Identifying out-of-the-box solutions

A,B,C…

​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…

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.

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

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STEP 2 Key Solution

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.

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ACTOR ANALYSIS ASSIGNMENT

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)

Assignment

​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).

Step

Step

Step

Step

Step

1

2

3

4

5

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

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STEP 2 Identifying stakeholders

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

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STEP 3 Assessing stakeholders

​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.

Assessing

​Different approaches have been used for years, to explore the nature of the actors’ involvement and their views, namely matrixes, tables and graphics.

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

​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: ​

Power

Dynamism

Attitude

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

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

Will they support the project or program? will they be neutral?

Are they expected to fight against?

Interest

Legitimacy

Urgency

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

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

of the requirements being set for the organisation. In terms of criticality, timesensitivity for the | stakeholder

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Sketching Matrix I: power vs. Interest

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Power/Interest Bryson (1995): It highlights coalitions that can be encouraged or discouraged, whose buy in should be sought or co-opted.

Interest

+

Key

-

Power

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Sketching Matrix I: power vs. Interest

It can be used to visualize the level of support in each area.

+

Key

fighter

-

neutral

Interest

supporter

-

Power

+ |

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Sketching Matrix I: power vs. Interest

-

.. Or to visualize relations between stakeholders: alliances, conflict of interests, etc

Interest

+

Key

-

Power

+ |

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-

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

Dynamism

+

Sketching Matrix II: power vs. Dynamism

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Power

+ |

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

2.- Discretionary

​LEGITIMACY

​POWER

1.- Dormant

​4. ​1.

4.- Dominant

​6.

​5.

5.- Dangeorus 6.- Dependant

​2.

​7.

3.- Demanding

​3. ​URGENCY

7.- Definitive

​1, 2, 3 : Latent Stakeholders ​4, 6 : Expectant stakeholders ​5, 7: Key Stakeholders |

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​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.

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…

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​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.

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

​.

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STEP 4 Key Actors

Identifying the Key stakeholders

​Matrix I

​Matrix II ​Graph

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

​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.

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STEP 5 Presenting and Feedback

Time to share and get feedback

​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

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INTERVIEW ASSIGNMENT

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)

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.

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Assignment

​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

Step

Step

1

2

3

Interview in a role play situation

The Empathy Map

Presenting and Feedback

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STEP 1 Interviews

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.

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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.

​.

?

(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?

(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….

(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?

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The interviewer questions

?

​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.

​Open questions:

​Funnel questions:

​Probing by using WHY

​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…

​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 .

​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

​It´s like a polite third degree

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​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.

The observer

​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.

​BODY Language

​FLUENCY of conversation ​COHERENCE of Q&A ​COMFORTABILITY of his role ​BALANCE between interviewer and interviewed

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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

Focus on … rather than.

Give the feedback from your perspective.This way you avoid labeling the person.

Observation rather than inference.

Description rather than judgments.

Behaviour rather than the person

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STEP 2 The Empathy Map

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 |

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STEP 5 Presenting and Feedback

Time to share and get feedback

​Show your visual outcomes and present your results. ​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.

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NURTURING ASSIGNMENT

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)

​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.

Assignment Step

1a

​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.

Current regime vs Necessary regime

​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.

Step

1b Niche Management Spider graph

Step

Step

Step

1c

2

3

Force Field Analysis

Presenting and Feedback

Learning dimensions

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STEP 1a Regime Contrast

Regime contrast I

Regime

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.

Dominant regime (Existing)

Regime that would be needed

Culture Organisation/ rules Users/market Policies and political power Knowledge (Technical) infrastructure |

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Regime contrast II

Regime

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.

Dominant regime (Existing)

Regime that would be needed

Culture Organisation/ rules Users/market Policies and political power Knowledge (Technical) infrastructure |

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Regime contrast III Propose a set of actions to carry out

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STEP 1b

Shielding- NurturingEmpowering

Shielding/ Nurturing/ Empowering

​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 |

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SNM Spider Graph

​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.

​Shielding:

​Nurturing:

​Empowering:

​Are sufficient subsidies available?

(1-10)

​Is your network diverse (1-5) & can they mobilize resources? (1-5)

​Are there specific locations beneficial for your project? (1-10)

​Do you have a specific project vision (1-5) & is it shared among your network’s actors? (1-5)

​Do you see opportunities for scaling up your project IN the current system? (1-10)

​Is there already a sufficiently large market segment for your project (e.g. outside the mainstream)? (110)

​Are there specific technical (1-5) and social (1-5) challenges you aim to learn about?

​Do you see opportunities for your project CHANGING the system? (110)

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SNM Spider Graph

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STEP 1c

Learning dimensions

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

​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.

​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?

​…

​DEEPENING. Understanding the innovation context

​What is the competitive advantage of your experiment? What

makes it distinctive about its local context? ​… ​.

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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.

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Brainstorming on learning

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STEP 2 Force Field Analysis

Force Field Analysis

​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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Force Field Analysis 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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Force Field Analysis

Your actions |

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STEP 5 Presenting and Feedback

Time to share and get feedback

​Show your visual outcomes and present your results. ​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.

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VISIONING AND BACKCASTING ASSIGNMENT

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)

​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.

Assignment

​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!!

Step

Step

Step

1

2

3

Envision the future, the more detailed the better

Backcasting Map

Presenting and Feedback

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Predictive tools

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

Present

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

Present

BACKCASTING: Assess feasibility and strategies to attend the desirable future

Present

Future

Future

Future

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STEP 1 Envision the future

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?

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Cover Story canvas

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Components of Cover Story

​Draw the template and stick it on the wall

​ “Cover” tells the BIG story of their success..

​.

​“Quotes” can be anyone as long as they’re related to the story.

​“Brainstorm” documents initial ideas for the cover story.

​“Headlines” convey the substance of the cover story.

​“Sidebars” reveal interesting facets of the cover story.

​ “Images” are for supporting the content with illustrations. |

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STEP 3 Backcasting

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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Backcasting Map A

A

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

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Backcasting Map B

A

B

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

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Backcasting Map C

A

C

B

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.

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Backcasting Map D

A

C

D B

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

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STEP 4 Presenting and Feedback

Time to share and get feedback

​Show your visual outcomes and present your results. ​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?...

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THAT´S… NOT ALL FOLKS!!! … KEEP PLAYING

​PIONEERS INTO PRACTICE 2014

​Regional Innovation & Implementation Community (RIC) – Climate KIC ​European Institute of Innovation & Technology (EIT)