handbook: how to apply the templates for sustainable product development

TEMPLATES for SUSTAINABLE PRODUCT DEVELOPMENT

A practical guide p gfor sustainability practitioners

WORKSHOP FORMAT

What is this?

This is a handbook for sustainability practitioners working with sustainable product development, who want to support their clients in applying the Templates for

What is this?

their clients in applying the Templates for Sustainable Product Development in a workshop setting.

Applying the Templates for Sustainable Product Development: A practical guide for sustainability practitioners (Workshop format)

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Rachael Gould, Anton Valkov1st edition, August 2012

Introduction

Who are we and what we are on about?

This handbook is based on the research that Rachael, Sara and Anton did during their studies in the Masters programme in Strategic Leadership towards Sustainability in Karlskrona, Sweden. From the very start of our masters’ project we were on the hunt for something practical, relevant and useful for sustainability practitioners. We had a good foundation from the previous work done by the researchers at the Blekinge Institute of Technology. This handbook is intended to serve as a guide for those who wish to run a workshop on the Templates for Sustainable Product

Who are we and what we are on about?

who wish to run a workshop on the Templates for Sustainable Product Development.

Increasing awareness of sustainability and the associated business benefits has led many

Why the Templates?

organisations to look to incorporate sustainability considerations into their product development and sustainability practitioners to look for operational and strategic tools that they can use to help their client organisations achieve this.

That need motivated us to look at the Templates for Sustainable Product Development ‐ a tool that has been developed to address sustainable product development, based on over 20 years of work with the Framework for Strategic Sustainable Development , also known as The Natural Step Framework.

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We identified that practitioners need operational tools that address both the sustainable product development content and how these tools are used with the people involved, such that they have a greater impact over the long term. In other words, we found that it is important to integrate the consideration of what you are doing with how you engage people to achieve the result you are seeking. This is particularly relevant for sustainability‐related issues where change on various levels is required and it cannot be achieved without proper engagement. We asked the question: “How sustainability practitioners can use the Templates for Sustainable Product Development?” and our work sits at the intersection of the emerging fields of sustainable product development and facilitation. The results from our work were tested with several groups and teams, which gave us confidence in their relevance and practicality.

When writing this handbook we made thefollowing assumptions about you:

• You are a sustainability practitioner in thebroadest sense of this term. You might be aconsultant, community activist, working for a

Who are you?

consultant, community activist, working for acorporation or the government.• You are somewhat familiar with Framework for Strategic Sustainable Development. You know about the ‘funnel’metaphor, the sustainability principles, the fundamental human needs and the five‐level framework. • You are interested to learn more about bringing sustainability considerations into product development. 4

How this book is organised

Firstly, let us introduce you to Jack. He has been our companion

What’s inside?

y, y pthroughout the research and in many occasions helped us to communicate our results. So we invited him to be the guide for this handbook. Jack is a sustainability practitioner, who was recently asked by a client to help them with bringing sustainability into their product development process. Throughout the handbook he will be giving you tips from his experience (that look like the small blue sticky note in the upper part of this page) and share some additional information.

The handbook is organised into the following eight parts: Section 1. Templates’ objectives and overview: when should you use the Templates and how do they look like.

Section 2. Planning a workshop step by step: Basic guidance on what to consider when doing a workshop on sustainable product development. This section incorporates all the other sections and advises on how and when to use them.

Section 3. Philosophy: Presents the thinking behind this work.

Section 4. Content of Templates: This answers the question “What?”. It is the theory we use within the Templates.

Section 5. Building blocks and order: While we have the structure of the Templates, it is important to know what are the logical blocks that sit together and in what order they could be applied.

Section 6. Approach Guidelines: They follow the general philosophy and provide practical guidance for practitioners on how to approach the Templates application and design a facilitation planthe Templates application and design a facilitation plan.

Section 7. Specific Guidelines and Example Methods: They provide detailed support on how to approach each element, suggest main ‘thinking points’ and support the choice of facilitation methods.

Section 8. Facilitation Plan: Guidance on how to build a plan for a workshop application of the Templates with a client.

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What are these Templates for?When using tools it is very important to quickly identify if that particular tool is what you actually need . That is why we worked on clearly defining

b f h l f bl d lsome objectives for the Templates for Sustainable Product Development, using prior research and experience of sustainability practitioners and researchers.

ObjectivesIt is intended that the Templates support sustainability practitioners and organisations to:

• Bring sustainability considerations to the early stages of product development in a strategic, quick and resource‐efficient way.

• Develop a top‐level overview of the sustainability aspects of the current product system and then generate ideas of options for moving towards sustainable products.

• Develop participants’ understanding of sustainability and approaches for developing more sustainable products.

What do the Templates look like?OverviewThe figure on the next page presents an overview of the Templates. Too much information? Don’t panic! We are going to dive into each element through the next chapters. This visual is intended for you to have a visual representation of the ‘big picture’ that you can consult whenever you get lost in the elements.

The graphic describes the templates as presented in ‘Introducing Templates for Sustainable Product Development’ (Journal of Industrial Ecology 2008) by H. Ny, S. Hallstedt, K. Robèrt & G. Broman and built upon in ‘How to Apply the Templates for Sustainable Product Development –Support for Sustainability Practitioners’ (MSLS thesis 2012) by Rachael Gould, Sara Regio Candeias & Anton Valkov.

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TEMPLABringing sustainability considerations to

participation

curr

ent

prod

uct

Template I

g g yA tool for sustainability practitioners to use with product developers

(Max-Neef)

participation

current reality

analysis

(B step)

market desire2’

participation

IDEAS FOR WHAT PEOPLE COULD DESIRE THAIS MORE STRONGLY LINKED TO THE NEEDS

(RELATED TO YOUR CORE BUSINESS)

ideas for future

possibilities

(C step)(C step)IDEAS

FOR ROLE OF ORG.

8

ATESSUSTAINABLE

PRODUCT DEVELOPMENT

the early stages of product development

org.

Sustainability/i

org.

Template II Template III

y g f p p

barriersto needs

hysi

cal

datio

n

n

Principlesnew/imp. product concept

phde

gradman

made

org.

Outcomes:

• Top-level overview of the sustainability aspects of the current product system.

AT S

new

CONVERGE ON IDEAS TO TAKE

FORWARD

org.

new/imp. product concept

CONVERGE ON IDEAS

org.

org.

• Ideas of options for moving towards sustainable products.

• Developed participants’ understanding of sustainability & approaches for developing more sustainable products.

FORWARD ON IDEAS

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Planning a workshop can be a challenging task. In this section you

So, what do I do?

Planning a workshop can be a challenging task. In this section you will see how Jack approached it. You might remember that Jack was asked to perform a workshop for his client. He used a step‐by‐step process that helped him approach the workshop in a strategic manner. Let’s see how he went about that!

This process shows (a) what steps Jack undertakes in different stages of the process and (b) how he is using the sections of this handbook.

There are four key steps for planning a workshop using theThere are four key steps for planning a workshop using the Templates:

•Step 1: Develop a shared understanding (of the Templates and situation) and agree an aim (of the workshop).•Step 2: Identify constraints and resources.•Step 3: Generate ideas on how to apply the Templates with this particular client.•Step 4: Design a facilitation plan.

!How did Jack go about that?

He got to know some basicsFirstly, Jack updated his knowledge and understanding of the Templates. He read the introductory paper and refreshed his understanding of the objectives of the Templates (page 6). Next, he familiarised

Objectives & Overview

Philosophyp (p g ) ,

himself with the Philosophy (page 14) and the Content of Templates (page 17), which helped him get a very sound overview and he was confident to go and meet the client.

Content of Templates

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He met with JillJill works for a company that decided to look at bringing some sustainability considerations to their product development process (Jack’s client). The main points of their conversations were:

• The specific needs of Jill’s company and if the Templates form the right tool for them.• How the workshop fits into their wider sustainability strategy and company vision.• They agree on their aim of this application of theTemplates and Jack considers the right balancebetween educationaland actual ideas(using the Philosophy).• The constraints for the application (such astimeframe, logistics).• The number and background of participants. Theydecided the best is to have people from a range

Clients needs

Time Goals

of disciplines involved with the product system:sales, business development, manufacturing.

When Jack returned to the office he captured all theinfo from his meeting with Jill.

needs

LogisticsParticipants

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He brainstormedSo, Jack knew the aim, had thought about the focus of the workshop and was aware of all constraints and resources. The next step for him was to start designing the workshop. Jack started by a brainstorming session where he generated ideas for what the workshop could look like. In this process he used the Order of Building Blocks (page 21), the Approach Guidelines (page

) d h f d l d l h d ( )

Order of Building Blocks

Approach Guidelines

Specific Guidelines and Example Methods

24), and the Specific Guidelines and Example Methods (page 29).

Here Jack came up with ideas for:

• Which order of the building blocks would be best.

• Facilitation methods for each specific guideline. Sometimes he adapts the example

h d d h d hmethods and sometimes he designs his own (based on the specific guidelines).

He designed a facilitation planJack decided which ideas from the brainstorming to take forward based on his understanding of the Approach Guidelinesto take forward, based on his understanding of the constraints, goals, Approach Guidelines (page 24) and using the Facilitation Plan section (page 53).

The result of this step was a facilitation plan for the workshop with Jill’s company. The only thing left for Jack to do is go there and perform the plan!

Facilitation Plan

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PhilosophyWe include philosophy in this handbook to help you understand the way we think about the application of the Templates. It is quite simple and is focused on three main points:

T ki ti i t h

!• Taking a participatory approach.• Aims of the Templates application: Educational and Specific.• Practitioner’s role: Facilitator and Educator.

Taking a Participatory Approach

You might’ve guessed what this is about by reading the introduction. There are many ways to run an application of the Templates, but we

!

believe that engaging the people involved brings many benefits, such as higher quality of the outcomes and ownership of ideas. Experienced facilitators and sustainability practitioners backed us up on this.

It is important to note that the practitioner is an expert in strategic sustainable development and can provide knowledge/education on this topic, and is not expected to be an expert in the organisation’s core business.

Aims of the Templates application: Educational and Specific

When applying the Templates , you need to balance between ‘educational’ and ‘specific’ elements of the objectives, depending on the focus of the particular situation. The application of the tool has two main aims ‐ educational and specific (i.e. focused on generating ideas for the specific product system). It is assumed that every application is balancing those two aims, but depending on the particular needs of the client organisation the weighting between them could p g g gbe different each time you run a workshop. For example, in a more educational‐focused application, the participants might work with a product unrelated to their day‐to‐day work in order to gain understanding. Similarly, in a Templates application focused on the actual result the participants would work with a specific product, on which they have expertise/knowledge. It is thenrefore up to the practitioner to design the application to reflect the balance between the two aims. 14

Practitioner’s Role: Facilitator and Educator

The practitioner’s role in the Templates application can be described as Facilitator and Educator. On one hand, their role is to skillfully guide the participants through the process, and on the other, to ensure the relevant, high‐p p g p , , , gquality strategic sustainable development content is included and knowledge on sustainability is transferred.

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Content of TemplatesThis section describes some of the theory behind the three Templates. In the Specific Guidelines section the content is developed further, along with info on how to facilitate the content. The templates are:

Template I: Market desires

! Template II: Product conceptTemplate III: Extended Enterprise

Template I : Market desires

This Template helps you to bring sustainabilityconsiderations to product development by considering the future of the

!

market – particularly how the market desires might evolve given the sustainability challenge and how they can get closer to satisfying fundamental human needs. In detail, it covers three aspects:

• Market desires and fundamental human needs.• Market desires and the sustainability challenge.• The role of the organisation in shifting society towards a sustainable future.

(1)Market desires and fundamental human(1) Market desires and fundamental human needs. An organisation can gain competitive advantage in the long‐run by staying closer to satisfying fundamental human needs with its products and thus being more likely to avoid negative consequences related to unsustainable development, such as the increasing cost of resources and consequences of climate change. The traditional aim in product development of ‘providing added value for the customer’ could be complemented with better satisfaction of basic human needs and thus, by making products that are more closely related to what people truly need, help with moving the society towards sustainability

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(2) Market desires and the sustainability challenge. The evolution of market desires in response to the sustainability challenge is covered in the C‐step of this template in order to support the organisation in considering how their market might evolve and how they might wish to re‐focus their products on the evolved or new market desiresproducts on the evolved or new market desires.

(3) The role of the organisation in shifting society towards a sustainable future. The C‐step of this template also helps an organisation consider what role they might want to play in helping society make the shift towards a sustainable future. Template II and the other parts of Template I help the organisation reduce its contribution to the sustainability challenge and gain the business benefits of focusing on market desires that will be strong even in the light of the sustainability challenge, whereas this (third) part of Template I supports the organisation in considering how it can play a role in actively transitioning society towards a sustainable future.

The integrated view of market desires and their links to fundamental human needs in the light of the sustainability challenges allows participants to think beyond the product concepts and come up with ideas for how the market will evolve in the future. This essentially is the role of Template I within the overall TSPD application – based on the identified future desires participants can come up with ideas for new product concepts and improvements to the current product concept in Template II.

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Template II : Product Concept

Template II considers the sustainability aspects of the product concept and results in two types of ideas – improvements to the current product concept and ideas for new (more sustainable) products.Template II consists of two main parts, corresponding to B and C steps from the ABCD planning process:(1) analysis of the current product concept over its lifecycle against the

Sustainability Principles, and (2) generating ideas for improvements of the current concept and for new

product concepts.

Two types of ideas for future possibilities (C step) are generated – improvements to the current product concept, mostly stimulated by the inventory performed in B step; and ideas for new (radical) product concepts that are mostly stimulated by the market desires identified in Template I.

Two new considerations are suggested in this project – sustainability principles considerations for new product ideas and incorporation of the role the organisation wants to play in moving society towards sustainability. With regard to the ideas for new product concepts, they are not necessarily aligned with the sustainability principles, and so it is suggested that these ideas for new product concepts are refined using the sustainability principles as a stimulus. As previously described, Template I suggests identifying the role the organisationwants to play in moving society towards sustainability. In that sense it is recommended that all product concept ideas are refined using that role as stimulus.

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Template III : Extended Enterprise

The extended enterprise is important because it allows the organisation to consider a wide variety of societal stakeholders and how to influence them with regards to achieving a move towards sustainability. An organisation would struggle to make the change to more sustainable product development alone due to the fact that it does not have control over the whole lifecycle of a product and there is a variety of stakeholders that can influence that change. It is also considered that taking the extended enterprise approach, the organisation is strategically moving towards better business opportunities and can generate wealth for the long‐term.

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Order of Building Blocks

This section is about the order for applying the different parts of the Templates when running a workshop. As you can see from the diagram on pages 7‐8, there are

WHAT GOES WITH WHAT? WHERE DO I START?

g p y g p g ,dependencies within The templates and so some things must be done in order.

Building blocks. The diagram below shows how we group together parts of the templates that are done sequentially – we call these groups “building blocks” because you can slot them together in different ways depending on the type of workshop you want to build.

org.

participation

(Max-Neef)

curr

ent

pro

duct

particip

atio

n

IDEAS FOR WHAT PEOPLE COULD DESIRE THAT

current reality

analysis

(B step)

Sustainability

Principlesnew/imp. product concept

org.

Template I Template II Template III

barriersto needs

phys

ical

degr

adat

ion

manmade

org.

Current product concept

Concept

Extended enterprise

Marketdesires

I II III

B

market desire2’

pa

rticipatio

n

IDEAS FOR WHAT PEOPLE COULD DESIRE THAT IS MORE STRONGLY LINKED TO THE NEEDS


ideas for future

possibilities

(C step)

new

IDEAS FOR ROLE OF ORG.


FORWARD

org.


CONVERGE ON IDEAS

org.

org.

Ideasfor new concepts

Concept improve‐mentideas

Th d t il f h t t d ithi h f th b ildi bl k ill b d ib d i th

End of I End of II End of III

C

The detail of what to do within each of these building blocks will be described in the section on Specific Guidelines and Example Facilitation Methods (page 29).

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Order of building blocks. Given the constraints of the dependencies within and between the Templates, sustainability practitioners can choose the order of applying the building blocks. This choice could be based on the specific aims and constraints of the workshop. The figures below show three main options for the orders in which a sustainability practitioner can choose to apply the building blocks.

Starting at the beginning of the product development process – with the needs

2

4 351

Starting with what they’ve got – with improving the current product concept

1

4 253

Starting with what they’ve t d th i t k t

4

152

got and then going to market desires

4 3

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Approach Guidelines

How do we generally approach planning a workshop?The approach guidelines follow the general philosophy and provide practical id f i i h h h T l li i dguidance for practitioners on how to approach the Templates application and

design a facilitation plan. The approach guidelines do not relate to any specific block of the Templates, as they are on a general level.

• Balance between the detail and breadth of the activity output• Close the learning circle• Use examples when introducing activities• Include convergence activities. • Include inventory analysis, not scoring in the B‐StepI h C f id

!• In the C step, encourage any type of idea

Balance between the detail and breadth of the activity output (basedBalance between the detail and breadth of the activity output (basedon specific aim of the application)Maintain a balance between the quality of the actual results and the building ofparticipants’ understanding, to reflect the dual aim of the Templates application.Following the philosophy and considering that the Templates provide a quick,top‐level sustainability overview it is suggested that practitioners alwaysmaintain the focus on building understanding among participants, and balance itwith the accuracy of information. This is especially important for an educationalTemplates application, as it aims to develop participants’ understanding andteach a way of thinking about bringing sustainability in to product developmentteach a way of thinking about bringing sustainability in to product development.For a Templates application focused on a specific product this guideline stillapplies. For example, this should be considered when deciding how manylifecycle stages to work with in Template II or when deciding how manymembers of the extended enterprise to consider in Template III. In general, thepractitioner is expected to facilitate the tool in a way that participants are ableto take the learnings forward.

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Close the learning circleTry to use a full learning cycle approach for theTSPD li ti it h th l iTSPD application as it enhances the learningexperience of participants. Understanding of howto bring sustainability considerations to productdevelopment could be a challenging and complextask. Building on the participatory approach, it issuggested that learning about TSPD isexperiential. By following the stages of theexperiential learning cycle, introduced by DavidKolb – experiencing reflecting theorising and

Use examples when introducing activities

Kolb – experiencing, reflecting, theorising, andexperimenting ‐ the practitioner ensures a higherquality of learning experience for participants andhence high quality outcomes of TSPD application.

Examples are a powerful way to build understanding among participants. The use of abstract examples when introducing concepts and activities is a way to support the participants’ understanding and usually helps clarifying any doubts that may arise when giving instructions. Examples could be even more powerful when taken from an entirely different field, so participant understand the concept itself and not being limited by the concrete method taking an abstractlimited by the concrete method; taking an abstract example avoids directing thinking, but suggests that the facilitator is careful to still choose an example that the group will view as credible.

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http://www.evolutionarynexus.org/wiki/divergence_and_convergence

Include convergence activities. Use convergence activities as well asdivergence activities when applyingthe Templates. The Templates

Finishing an application without any convergence leaves participants feeling

p pcorrespond to the B and C step of the ABCD planning process and so do not incorporate any prioritisation (D‐step). However, the their role is to support the bringing of sustainability aspects and therefore it is considered important that this includes supporting participants to (build an understanding of how to) prioritise according to the ‘right direction’ with respect to sustainability. This will also reinforce their learning of the sustainability principles.

g pp y g p p guncomfortable; therefore the guidelines provide guidance on convergence. The so called ‘groan zone’ is where participants have been encouraged to consider new areas and to come up with ideas, including ‘unrealistic’ ideas and if stopped there, participants feel uncomfortable because all ideas are still ‘in the mix’ and they do not understand how the ideas will be taken forward. Therefore, sustainability practitioners are advised to perform several activities on convergence and discussions with the participants so that ideas can be taken forward.

Include inventory analysis, not scoring in the B‐Step The focus in the B‐step is on building participants’ understanding of the sustainability aspects of the chosen product system (creating an inventory of sustainability considerations) and not on assessing it in order to give a score. The information that is needed is the inventory – for example, what is in compliance with the Sustainability Principles and what is not (Template II), what/who is supporting the chosen move towards sustainability (Template III) and what is not, what relationship is there between a market desire and fundamental human needs (Template I). This feeds the generation of the outputs and the increased understanding of alignment with sustainability, that is, it is the inventory that helps with the achievement of the Templates objectives.

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In the C step, encourage any type of idea (bad ones will be filtered out later) and non‐judgmental attitude in participantsThe basic principles of brainstorming are applied in C step across the three templates In particular for ideation activities the practitioner is advised totemplates. In particular for ideation activities, the practitioner is advised to promote freedom of thoughts, requesting the participants to suspend judgment on their input, as creativity is key in solving potential complex problems. Freedom in ideation allows for higher participation and maximises the number of potential ideas for solving the problem. Irrelevant ideas are filtered through convergence activities at a later stage. This approach that is used widely by facilitators from different fields was firstly described by Alex Osbron (1963) and is also included in the definition of C step of the ABCD planning process.step of the ABCD planning process.

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Specific Guidelines and

OK,LET’S GET DOWN TO THE NITTY GRITTY – WHAT SPECIFICALLY SHOULD I DO?

Example Methods

This section covers two things – (1) guidelines giving specific advice on what you need to cover with participants and how, for every part of the building blocks, and (2) example methods (activities) for engaging participants to achieve what is stated in the guidelines.

On left‐hand page of each double‐page, the specific guidelines are given on the left (in bold) with an introduction and description. On the right‐hand page, there are example methods that you can use or adapt to achieve that guideline, and some tips from Jack. The methods given are examples – once you get a feel for it, you’ll probably want to adapt them or think of your own using the specific guidelines to keep you along the

WHAT SPECIFICALLY SHOULD I DO?

adapt them or think of your own, using the specific guidelines to keep you along the right tracks.

Remember the diagram of the building blocks shown on the right? (From page 21.) The diagram below shows a bit more detail ‐ the specific guidelines within the building blocks and their page numbers.

org.

participation

(Max-Neef)

curr

ent

prod

uct

participation

market desire2’

participation



current reality

analysis

(B step)

ideas for future

possibilities

(C step)

Sustainability

Principles

new



FORWARD


org.

org.


CONVERGE ON IDEAS

Template I Template II Template III

barriersto needs

phys

ical

degr

adat

ion

manmade

org.

org.

org.

Current product concept

Ideasfor new concepts

Concept improve‐mentideas

Extended enterprise

End of I End of II End of III

Marketdesires

I II III

B

C

Don’t forget to have the approach guidelines(page 24) handy when you are planning the activities around the specific guidelines and

BIa

BIb

BIIai

BIIaii

BIIIIa

Ib

BIIpg20

pg20

pg20

pg20

(page 24) handy when you are planning the activities around the specific guidelines and you will need to have decided the building blocks order that you want to use (page 21).

CIa CIb

CIc

CIIaCIIbi

CIIbii

CIII

CIIbiiiEnd of II

End of I End of III

CIIbpg20

pg20pg20

pg20

pg20

pg20

pg20 29

Guidelines for designing activities to help participants to consider how the sustainability

challenge may affect their businessIa curr

ent

prod

uct

This part is about designing activities to help participants to understand what desires/needs/wants lead users to buy the

d t( ) d h th d i i ht h i li ht f

BIa. Identify market desires related to current product.BIa.1. Keep it simple ‐ main market desires.

In the following steps, the participants will use the output of this activity. A small number of market desires covering the main desires will be the most useful going forward

market desire2’

rren

t od

uct

product(s) and how those desires might change in light of the sustainability challenge.

desires will be the most useful going forward.

cur

pro

BI

CIa. Prompt participants to think about the future possibilities of market desires given the sustainability challenge.

Iaoutputs

By coming up with ideas for evolved market desires, participants will learn about the sustainability challenge and its implications on

market desire2’

markets. Encourage participants to think about evolution of current market desires and also market desires that might emerge (related to core business) due to sustainability challenge –that is to think about both evolved and new market desires.

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World cafe• Run a world café covering both steps with presentation in the middle (see

Example Methods for helping participants to consider how the sustainability challenge

may affect their business

Group discussion• Put the participants all together in one group.• Ask participants the questions and tries to engage themin thinking as a customer of the product: What does thisproduct do? What is its function? Why would people buy it?What is special about it?• Capture common threads and tries to formulate them as market desires on a board

page 37 for more details on world café).

pand seeks a conclusion from the group on which are the main market desires.

Presentation including videos• Introduce the sustainability challenge and relate it to their personal lives.

Individual reflection• Ask people to reflect on how the market desires (identified in previous activity) will evolve in response to the sustainability challenge. Are they going to become stronger, or weaker? Or disappear? How will the

market change?• Give people few

Small groupdiscussion• Groups of ~3.• Ask participantsto discuss theevolution ofmarket desires in response to the sustainability challenge. A th i t b t• Give people few

minutes to think and then share their ideas (sticky notes on the board).

What engaging participatory methods can you think of?

Are they going to become stronger, or weaker? Or disappear? How will the market change?• Ask them to report back to the group.

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Guidelines for designing activities to help participants to consider the links between the market desires and the

satisfaction of human needs, and how to strengthen

the links

Ibparticipation

(Max-Neef)

participation

particip

participation



ation

(Max Neef)

This part is aboutconsidering themarket desiresand theirrelationship to the satisfaction of

fundamental human needs and then considering how to align the market desires more with the satisfaction of fundamental

(

BIb. Identify the links between market desires and satisfaction of fundamental human needs.

This is helps participants understand the current reality of the market desires with regard to fundamental human needs. Participants learn about fundamental human needs by applying them to identify the links betweenmarket desires and fundamental human needs(learning by doing) In that way they could describe

BIb

(Max-Neef)

participatio

n

human needs (in order to avoid the ‘walls of the funnel’).

(learning by doing). In that way they could describehow close to fundamental human needs are themarket desires associated with their product.

CIb. Prompt participants to consider what market desires could be more strongly linked to satisfaction of fundamental human needs. This should be within the constraints of the core business.

boutputs

When generating ideas for what market desires might be more closely linked to the satisfaction of fundamental human needs, it’s better to have some constraints in

particip

ation

it s better to have some constraints in which to generate their ideas. For this,

you can use their organisation’s core business. They therefore need a statement

of the core business that is narrow enough to provide a direction along which they generate their ideas. If

the organisation produces a wide range of products, it should be the core business for that part of the organisation. It would be better if the statement was agreed before the workshop. 32

Movement• Groups of 9

Example Methods for helping participants to consider the links between the market desires and

the satisfaction of human needs, and how to strengthen the links

Groups of 9.• Give each participant a sheet with the name of and explanation of a fundamental human need and ask them to stand in a circle.• Place a statement of a market desire in the centre of the circle.• Ask participants to individually read their sheetand think about any links between that humanneed and the market desire in the centre.• Then ask each participant to introduce the needon their sheet and to move closer to the marketdesire according to how strong they consider thedesire according to how strong they consider therelationship and to explain their reasoning. • Encourage discussion and agreement from thegroup on where each individual should stand.• Ask assistant facilitator to record the positionsand reasoning.

Round robin• In pairs/individually.• Participants add ideas formarket desires to eachfundamental human needsheet (using the info capturedon the current status).• Example question: What could people want/desire that is


Example question: What could people want/desire that is more strongly linked to (this) fundamental human need(s)? (related to your core business).• 6‐10 minutes on each sheet. Rotate.

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Guidelines for designing activities to help participants to converge with their

ideas for market desires

Endof I

Thi t i b t i f th k t d i id i iThis part is about converging on some of the market desire ideas – reviewing the ideas, considering them, sorting them and selecting some. This will help participants to develop a fuller understanding of the range of ideas generated (thus helping them to learn generally about the range of possibilities). It will also help them to feel more comfortable about moving forward having now de‐selected the ‘silly’ ideas that they were encouraged to produce during brainstorming. In general, it will help to consolidate the work of Template I in their minds.

End of I. Converge on some future possibilities f k d i k f d

CIa and CIb outputsof market desires to take forward.

Here, the aim is to converge and to also select few market desiresthat will be used in the next block (Cll) to generate ideas for newproducts and improvements. The number taken forward could differ depending on the time constraints and aims. Convergence could be around meaningful timeframe, alignment with core business and emerging themes.

34

Example Methods for helping participants to converge with their ideas for market desires

Plotting meaningful timeframe• Groups of ~6.• Ask the participants to take the market desires (from CIaand CIb) and consider roughly how far into the future theyh k h d ll l h h d

Boundary negotiation • Groups of ~6.• Ask the participants to take discuss and agree where the

think the desires will emerge, plotting them on the diagram.• Then ask participants to consider what is a meaningful timeframe for their product team. Where do they want to draw the line of desires to be considered?• If multiple groups, then compile and take the sticky notes within the meaningful timeframe for next activity.

now

Ask the participants to take discuss and agree where the sticky notes go on the diagram. Are the market desires closely related to the core business? On the boundary of the core business? Or completely outside the core business?• Take the sticky notes within the circle for next activity.

Core business

Clustering• Groups of ~6.• Ask the participants to group the sticky notes into natural groups – whatever they think – and to give titles to the

title title

g p y gclusters.•(Note this takes time but helps to consolidate participants’ understanding of the sorts of ideas that they generated.)

Dot voting• Agree with the team leader(hopefully beforehand), or with all participants if youhave time, the criteria for selecting ideas. • Example criteria are ‘most interesting’, ‘most

title


inspiring’, most relevant to a particular problem, etc…• Allocate a certain number of votes each for the participants – probably ~70% of the number of ideas.• Ask participants to vote on the ideas that they thinkare most in line with the criteria (spending their voteshow they wish – all on one idea, oneeach per idea, or anywhere in‐between).

35

Guidelines for designingactivities to help participants to generate ideas for

the role of their organisation in helping societymake a shift towards a sustainable future

CIcThis part is about giving participants an opportunity to think about how their organisation can help society to make a shift towards a sustainable future. This


CIc. Prompt participants to consider how they could,with their core business, play a role in moving societytowards sustainability.

h b d f d l d h l k l b

g p yisn’t just about not having negative environmental and social effects or avoiding the effects of the sustainability challenge, but about how the organisation can play a role in helping society (and reap the benefits of doing so).

This is about identifying wider societal needs. These answers are likely to be additional things that they could look at alongside core business or main market desires. It is likely that thinking about this question will make participants consider wider needs, rather than just business (that is, ‘desire for being good’).

The outputs of this activity will be used to enhance product concept ideas (and in our experience the participants find this step very inspiring).

36

World Cafe• Sit participants at tables of 3‐6 with refreshments and a relaxed atmosphere

Example Methods for helping participants to generate ideas for the role of their organisation in helping society make a shift towards a sustainable

future

Sit participants at tables of 3 6 with refreshments and a relaxed atmosphere.• Ask participants to have conversation focused on the answers to the question, capturing thoughts, insights and impressions in words/drawings/doodles on the paper on their table.• Example question: How could you (your team) ‐ with your core business ‐ play a role in moving society towards sustainability? How can you help make a shift?• After 15‐20mins, ask participants to move to another table and repeat the conversation (bringing thoughts from the previous conversation to this one).• After 15‐20mins, ask participants to spend 5mins drawing out the one or two key insight(s) from their conversation onto one or two sticky notes per tableinsight(s) from their conversation onto one or two sticky notes per table.• Ask a representative from each table to share this •Wrap‐up: Ask participants to share what they've put onthe paper. Then facilitator collects the papers. Thank youto participants and tell them that the output will be usedin a following activity.

Sticky brainstormingSticky brainstorming• Split participants into groups of 5‐8 people.• Ask each group to consider their core business and write down ideas for the role their organisation or product team could play in helping society move towards a sustainable future – one idea per sticky note. Give them 5‐7 mins to do this individually.• Example question: How could you (your team) ‐ with your core business ‐ play a role in moving society towards sustainability?

• Within their groups, ask participants to take turns to share one of their ideas and to stick it on the wall No speeches just quick sharing


on the wall. No speeches, just quick sharing. Encourage participants to note down further ideas that are inspired by listening to the others.

37

BIIai. Consider the current product lifecycle.

Guidelines for designing activities to help participants to analyse current product conceptBII Sustainability

Principles

This part is about getting participants to analyse the current (sustainability) status of the product concept and to learn about lifecycle approach and the sustainability principles by doing so.

p yBIIai.1. Cover breadth of all lifecycle stages.BIIai.2. Involve every participant in thinking about every lifecycle stage.BIIai.3. For each lifecycle stage, prompt participants to think about material and

energy flows and which people are involved/affected.

By covering the breadth of all lifecycle stages, the participants will achieve the an overview of the wider system, which will encouraging thinking about connections between different parts of the product system. Don’t be tempted to let people ‘specialise’ in a particular

stage it is important to encourage the participants to thinkstage, it is important to encourage the participants to think widely – this will help them come up with a wider range of ideas later.

BIIaii. For each lifecycle stage, use Sustainability Principles tod b l f h l f l

BIIaio

utputs

BIIaiii. For each lifecycle stage prompt participants to consider the capacity of the organisation to make a change.

consider sustainability aspects of each lifecyclestage (perform lifecycle inventory analysis).

Prompt participants to consider what (about theenergy and material flows and treatment of people) is in alignment with the sustainability principles and what is not.

It can be easy for participants to forget that part of analysing the current reality

BIIaio

utputs

y p p g p y g yis to analyse the current capacity of the organisation tochange. Therefore, prompt participants toconsider this, for example, in the designand development lifecycle stage, promptthem to think about whether productdesigners are trained in sustainability/design for sustainability. 38

Draw map of lifecycle• Groups of 4‐8.• Ask participants to draw the life‐cycle in order to identify the stages.

• If more than 1 group, come together to agree on

Example Methods for helping participants to analyse current product concept

Storytelling for life‐cycle mapping• Ask participants to tell the story of the product from the very beginning to the end.

• Second facilitator draws the life‐cycle.• Facilitators ask clarifying questions to add more detail

g p, g glife‐cycle stages ‐ group so that each stage is explicit.• Aim for 5‐7 stages (grouping similar activities together).

Facilitators ask clarifying questions to add more detail.

Round robin• In pairs.• Participants add ideas for lifecycle inventory analysis to each life‐cycle stage in turn. Capture activities that are in line with each Sustainability Principle and activities that are not in line with them. Mark whether they are good or bad with a '+' or '‐‘.• 6‐10 minutes on each lifecycle stage.Rotate.

k h k b h• Ask participants to think about eachSustainability Principle.• Example question: What activities oraspects of this lifecycle stage are/are not inalignment with the Sustainability Principles?• Every now and again, remind participantsto also consider the capacity of theorganisation to change OR have an extraround for analysing capacity across thelif llifecycle.

What engaging participatory methods can you think of?39

CIIaGuidelines for designing activities to

help participants generate ideas forimproving the current product concept

This part is about getting participants to generate ideas for how to improve the sustainability performance of the current product concept and to learn from this

CIIa. Generate ideas for how to improve the sustainability performance of the current product concept.

CIIa 1 Generate ideas against each lifecycle stage

experience.

BII outputs

CIIa.1. Generate ideas against each lifecycle stage. CIIa.2. Expose all participants to ideas for all of the lifecycle stages.CIIa.3. Prompt participants to consider ideas at enough level of detail that they

have developed their understanding of approaches to moving towards more sustainable products.

Here, the idea is to design an activity that enablesparticipants to come up with ideas for building on thegood things identified in BII (current reality of productconcept) and how to fix the not so good things. Runningp ) g g gan activity where all participants will generate ideas for allof the lifecycle stages will help the group to come up with awide range of ideas as well as developing the participants understanding. The level of detail and range of the ideas being generated reflects how much participants are going beyond their usual thinking (& how much they are learning) – aiming for the right level of detail is important. It is therefore important to give participants enough time and encouragement to think a little more.

40

Example Methods for helping participants to generate ideas for improving the current product

concept

Round robin• Individually/in pairs.• Ask participants to addsticky notes of ideas to eachlifecycle stage.• Rotate after 6‐8 mins.• Example questions: "Whatare some improvementsthat can be made to theproduct concept in order it to be more aligned with the Sustainability Principles?" "How can we accelerate the aspects we are good at, in order for our product to be more aligned with the Sustainability Principles?”

Sticky brainstorming on success statements• Use group discussion to come up with 5‐7 success statements ‐ "We know we have achieved success when...“ (for example, …when everyone in our supply chain earns a fair wage and works fair hours).• Ask participants to consider one success statement, look at the analysis results from BII and write down ideas for how to improve the concept – one idea per sticky note. Give them 5‐7 mins to do this individually.

• Ask participants to take turns to share one of their ideas and to stick it around the success statement. No speeches, just quick sharing. Encourage participants to note down further ideas that are inspired by listening to the others.

• Repeat the above two steps for each success statement.


41

CIIbGuidelines for designing activities to

help participants generate ideas fornew product concepts

This part is about using the ideas on where they want to focus their business (the ideas generated in Template I) to develop ideas for new

new

CIIbi. Prompt participants to consider what are some new product concept/functions, within their core business, that will meet the market desires.

Here, rather than focusing on building on the current product concept, the focus is on the participants generating ideas for new product concepts. These new product concepts will be centred around the new and evolved market desires that the participants defined in Template II They will thus generate ideas for product

( g p ) pproduct concepts.

Template I outputs

new

defined in Template II. They will thus generate ideas for product concepts that could help them avoid the negative effects of the sustainability challenge and be closer to meeting users’ fundamental human needs.

CIIbii. Prompt participants to consider how new product concept can be refined using the Sustainability Principles.

The product concept ideas generated in the previous step will be

CIIbiii P t ti i t t id h t fi th

focused on helping the organisation to respond to changing marketdesires (in response to the sustainability challenge) and focused onhelping to meet the users’ fundamental human needs, but they will notnecessarily more sustainable from the perspective of the sustainability principles. So, this step is to improve the ideas generated in the previous step by refining them with respect to the sustainability principles.

Role of organisation CIIbiii. Prompt participants to consider how to refine the new product concepts so they help the organisation play its role(s) in moving society towards sustainability.

Remember that in CIc , the participants will identify what role theirorganisation could play in helping society to make a shift towards a

sustainable future. Now, they will consider what that couldmean in terms of their products.

Role of organisation

42

Sticky brainstorming on new/evolved market desires• Split participants into groups of 5‐8 people.• Ask each group to consider up to three market desires and writed id f t t t th d i id ti k t Gi

Example Methods for helping participants to generate ideas for new product concepts

down ideas for new concepts to meet these desires – one idea per sticky note. Give them 5‐7 mins to do this individually.• Example question: "What are some new product concepts, within your core business, that will meet these market desires?"• Within their groups, ask participants totake turns to share one of their ideas and tostick it around the market desires. Nospeeches, just quick sharing. Encourageparticipants to note down further ideas thatare inspired by listening to the othersare inspired by listening to the others.• Repeat the above steps until all market•desires (down‐selected at the end of CI)have been considered.

Sticky brainstorming on new productconcepts (with sustainability principles)• As above, but this time focus the brainstorming on using the sustainability principles to i th id f d t t (Thi ld b d b id i himprove the ideas for new product concepts. (This could be done by considering each sustainability principle in turn and generating ideas across the product concept ideas, or by considering all the sustainability principles for one (or a few) product concept ideas.)• Example question: "How can you refine the new product concepts (add new functionalities, change/improve features, etc) so that they are more in line with the Sustainability Principles?“

Sticky brainstorming on new product concepts (with role of organisation)b b h f h b h l f h


• As above, but this time focus the brainstorming on using the role of the organisation (identified in CIc) to improve the ideas for new product concepts. • Example question: "How can you refine the new product concepts (add new functionalities, change/improve features, etc) so that they help the organisation (team) be closer to playing its desired role(s)in moving society towards asustainable future?"

43


ideas for improved and newproduct concepts

Endof II


FORWARD

This part is about converging on some of the product concept ideas – reviewing the ideas, considering them, sorting them and selecting some. This will help participants to develop a fuller understanding of the range of ideas generated (thus helping them to learn generally about the range of possibilities), to further develop their understanding of the Sustainability Principles by using them to perform a down‐selection and to feel more comfortable about moving forward having now de‐selected the ‘silly’ ideas that they were encouraged to produce in brainstorming. In general, it will help to consolidate the work of

l hTemplates I and II in their minds.

14. Converge on product concept ideasb d h h i h “ i h di i ” i h

CIIa and CIIb outputs

based on those that are in the “right‐direction” with respect tosustainability.

Explain to the participants that this is not the only down‐selectionthat will occur, but is to help develop their understanding of sustainability and choose a manageable number of the ideas to take forward for the next activity. This (a) avoids leaving people in the 'groan zone' after diverging with ideation, before converging on a down‐selected set of ideas and (b) further develops their understanding of sustainability.

44

Gallery walk• Ask participants to grab a cup of tea (or other refreshment) and walk around the room

Example Methods for helping participants to converge with their ideas for

improved and new product concepts

taking in and perusing the ideas that have been generated in Template II.

Clustering• Ask participants to cluster the ideas (this should be easily done if they have used one idea per stickynote). The clusters can be self‐note). The clusters can be selfemerging around the similarities that the ideas ‘naturally’ group into.• Let the participants choose how to cluster their ideas.• Ask the participants to choose titles for the clusters.• It is usually more helpful if the clusters are not too large or that large clusters have sub‐clusters.

Dot voting in accordance with ‘right direction’• Allocate a certain number of votes each for the participants – probably roughly equal to 70% of the number of ideas.• Ask participants to vote on the ideas that they

large clusters have sub clusters.


p p ythink are most in line with the sustainability principles.• Use this to select the ideas to go through to the next step.

45

Guidelines for designing activities to help participants to identify members of and analyse the current reality of the extended

enterpriseThis part is about considering who (which organisations andindividuals) can influence the successful implementation of each selected product

t id (i h i i th t d d t i ) d h t i th t

BIIIorg.


org.

org.

concept idea (i.e. who is in the extended enterprise) and what is the current status of this extended enterprise, in terms of sustainability and relationship with the participants’ organisation. This information will then be used in the next step to consider what needs to be influenced and how this could be done.

Template II outputsBIII. Identify those

organisations who could influence the successfulimplementation of each product concept idea.

BIII 1 E id f id f

org. org.

(1)

(2)

The three steps here will help the participants to analyse the current status of theorganisation’s extended enterprise for each selected product concept idea.

BIII.1. Encourage ideas for a wide range of extended enterprise members.

BIII.2. Consider current sustainability attributes ofextended enterprise members.

BIII.3. Consider current engagement with eachextended enterprise member.


org.

(3)

g p p p

(1) The first step is to help participants to think beyond the immediately obvious organisations and consider ‘who’ could really affect the success of the implementation of this idea (e.g. perhaps a new supplier is needed, or a partnership with a research institution).

(2) Then, the second step is to help participants to consider the sustainability status of each of these organisations, with respect to the product concept idea in particular (e.g. does the new supplier already use sustainable materials?). p ( g pp y )

(3) The third step is to help participants to consider the current relationship they have with each identified organisation (e.g. perhaps there is currently no relationship, or perhaps there is a good relationship already, or…). Help them to consider quality of the relationship, collaboration, communication, etc.

46

Sticky Brainstorming. • Split participants into groups of 5‐8 people.• Ask each group to consider a single product concept idea

d it d id f t d d t i b

Example Methods for helping participants to identify members of and analyse the

current reality of the extended enterprise

and write down ideas for extended enterprise members –one idea per sticky note. Give them 4‐5 mins to do this individually (in silence).

• Example question: “Given this idea, who could influence itssuccessful implementation?” (which organisations/individuals?)• Within their groups, ask participants to take turns to share one of their ideas and to stick it around the product concept idea. No speeches, just quick sharing. Encourage participants to note down further ideas that are inspired by listening to the others.• Repeat the activity, and this time ask about the sustainability attributes of the organisations and gi e them longer timeorganisations and give them longer time.• Repeat the activity, and this time ask about the relationship of their organisation with the extended enterprise members and give them longer time.

Round robin• Individually/in pairs.Round 1 (3‐4 mins x n. product concept ideas)• Ask participants to add ideas of extendedEnterprise members to the sheet.E l ti " Wh ld i fl th f l i l t ti f thi id ?“• Example question: " Who could influence the successful implementation of this idea?“

• Rotate after 3‐4 mins and repeat until everyone has been to each sheet.Round 2 (6‐10 mins x n. product concept ideas)• Repeat the activity, and this time ask participants to add thoughts on the sustainability attributes of the listed extended enterprise members (perhaps with a +/‐ indicator) and give them 6‐10 mins per sheet.Round 3 (5‐10 mins x n. product concept ideas)• Repeat the activity, and this time ask participants to analyse the relationship of their organisation with the listed extended enterprise members and give them 5‐10 mins per h t


World CafeEach table has a different product concept idea. 1st question: Who could influence the successful implementation of this idea? 2nd question: What is this organisation already doing with respect to sustainability?3rd question: What is the nature of ourrelationship with this organisation?

sheet.

47

Guidelines for designing activities to help participants to generate ideas for

influencing the extended enterprise

Thi i b h l i i i i h i f ki i h

CIIIorg.


org.

org.

This part is about helping participants to recognise the necessity of working with others when seeking to be more sustainable through/and helping participants to generate ideas for how to influence the extended enterprise members relevant to the chosen product concept ideas. In the previous step (BIII), the participants will have analysed who could influence the successful implementation of their product concepts and analysed the current status of the organisations and their relationships – in this step, you will help them to generate ideas for influencing the extended enterprise to create more favourable conditions for success.

BIII outputs CIII. Prompt participants to generate ideas for influencing members of the extended enterprise with regards to achieving the implementation of the product concept idea.

Using the outputs of BIII as stimuli, encourage participants to consider many, varied ways of influencing the extended enterprise in order to

org.

new/imp

org.

achieve successful implementation of their product concept idea.


org.

48

Sticky Brainstorming. • Split participants into groups of 5‐8 people.• Ask each group to consider a single extended enterprise member (with the analysis

Example Methods for helping participants to generate ideas for influencing the

extended enterprise

• Ask each group to consider a single extended enterprise member (with the analysis from BIII) and write down ideas for how to influence them – one idea per sticky note. Give them 5‐9 mins to do this individually (in silence).• Example question: “How can we influence this member of the extended enterprise in order to better support the realisation of the product concept idea?”• Within their groups, ask participants to take turns to share one of their ideas and to stick it around the organisation. No speeches, just quick sharing. Encourage participants to note down further ideas that are inspired by listening to the others.• Repeat this for each extended enterprise member.

Round robin• Individually/in pairs.• Ask participants to add ideas for how to influence theextended enterprise member.• Example question: “How can we influence thismember of the extended enterprise in order tomember of the extended enterprise in order tobetter support the realisation of the product conceptidea?”• Rotate after 5‐7 mins and repeat until everyone has been to each extended enterprise member (or every extended enterprise member has been visited [this would be shorter but wouldn’t provide as good outputs]).


World CafeEach table has a different product concept idea. Question: “How can we influence each member of the extended enterprise in order to better support the realisation of this product concept idea?”

49


ideas for influencing theextended enterprise

Endof III

CONVERGEON IDEAS

This part is about converging on some of the ideas for influencing the extended enterprise members – reviewing the ideas, considering them, sorting them and selecting some (or probably more de‐selecting some). This will help participants to develop a fuller understanding of the wide reaching extent of extended enterprise when considering sustainability and the possibilities for relationships. It will also help them to feel more comfortable about moving forward as this is an opportunity to de‐select the ‘silly’ ideas that they were encouraged to produce in brainstorming.

End of III. Converge on ideas for influencing extendedenterprise members.

This builds each participant's awareness of the full set of ideas and enables removal of "poor" ideas.

CIII outputs

50

G ll lk

Example Methods for helping participants to converge with their ideas for influencing the

extended enterprise

Gallery walk• Ask participants to grab a cup of tea (or other refreshment) and walk around the room taking in and perusing the analysis and ideas from Template III.

Dot voting in accordance with criteria• Agree with the workshop leader (hopefully beforehand), or with participants if you have time, the criteria for selecting ideas. Remembering the purpose of de‐selecting silly/poor ideas, example criteria are ‘highest impact’, ‘most practical’, or participants can just decide themselves what is meant by best.• Allocate a certain number of votes each for the participants – probably roughly equal to 70% of the number of ideas.• Ask participants to vote on the ideas that they think are most in line with the criteria (they can spend their votes how they wish – all on one idea, one each per idea, or anywhere in‐between).

Clustering• Groups of ~6.• Ask the participants to group the sticky notes into naturalgroups – whatever they think – and to give titles to the clusters.•(Note this takes time but helps to consolidate participants’understanding of the sorts of ideas that they generated.)

title title

title

What engaging participatory methods can you think of? 51

Facilitation Plan

PULLING IT ALL TOGETHER INTOA WORKSHOP FACILITATION PLAN!

So, now you have thought of some options for the methods you want to use against each specific guideline. Now it’s time to choose which methods to use so that they pull together into a coherent plan that will help you achieve the best outcomes.

Firstly, we suggest reminding yourself about the templates objectives (page 6), the aim that you agreed with the client and the philosophy of using the templates (page 14). Then, start taking the methods/activities that you have come up with for each specific guideline and thread them together to form the building blocks and then to form the workshop. Of course, this is where your constraint and resource considerations come in. When threading the methods together, we found that it helped to think about balancing between different types of exercise because that helped to maintain energy levels and cater to the different learning/working preferences of participants.

Here’s my scribbles from when I was deciding whichdeciding which

methods to thread together!

53

Some examples of parts of facilitation plans, at various levels of completion.

Here I was working on Template I and below is a part of the final plan

BIb Start time: 1130 Latest end time: 1210 Total: 40 mins

Introduction Max‐Neef’s fundamental human needs – quick statementWe’re going to think about links between these needs and the

Input: MDs on individual sheets

MDMDMD

< 5 minsId titWe re going to think about links between these needs and the

needs/desires/wants that for the herb box.

Circle – linking market desire to fundamental human need (FHN)

• Stand in a circle. 1 or more FHN each.• Take a moment to read the description of the particular FHN you are holding• Now we want to understand any links between the wants, desires and needs that you identified earlier (at the beginning) with the FHNs.• Put market desire in the middle of circle• So, think about the FHN you are holding and whether there’s a link between the market desire in the middle and it. Move towards the market desire depending on how strong you think the link is – closer for strong links. If there’s no link, then stay where you are.• ASS facilitator captures positioning and reasoning

MD

MD

Participation

IdentitySubsistence

Leisure

Creation

Protection

Understanding

Participant arrangement

12 mins for first circle+5 mins x 4

IdentityExplanation…

FHN sheets

ASS facilitator captures positioning and reasoning• Go round circle and ask people to read out their FHN and describe the link if appropriate.• Ask other participants to help this participant to decide.• Repeat without reading out description of FHN.

Affection

Understanding

Freedom

Recording sheet for assistant facilitator (orange = for completion) x 9

Summary So now, we have thought a little about the links between each of the market desires for the XXX is linked to FHNs and we will use that in the next exercise.

3 min

‘core business…’

IdentityStrong link:

Medium link:

No link:

Weak link: MD1MD2 MD3 MD4

MD5

Assistant facilitator convert into this format

Links of curren

t market desires to FHN

54

Session:

Bll ‐ Sustainability challenges

related to the current product

Total time: 50 min

Responsible: Anton

Input from previous session

Understanding of SPs and

sustainability

Output for next session

Activity Output Time Logistics/materialsLife Cycle Mapping

Present template of Life‐cycle with Questions

inside. Contains generic life cycle w/ 5 stages: Raw

materials Assembly Transportation Usematerials, Assembly, Transportation, Use,

Disposal. Has the in/out flows for each box:

materials, emissions, energy. Has the human

impacts: human rights, working conditions, etc.

Participants are asked to answer the questions

where is that stage taking place, what are the

enrgy flows, are there some emissions, which are

the human impacts. By doing that they will design

the life cycle of their product. Participants are

encouraged to make assumptions if they dont have

sufficient information.

Keep the life‐cycle drawing on the wall.

Participants have shared

understanding about the

product life‐cycle and the

flows related to it. 30 min

Set up: big sheet of

paper with ready boxes,

flows and questions.

Inventory with SPs

Intro to using SPs ‐ reminder about SPs from

Set up: 5 stations across

the room with the

name of the life‐cycle

A couple more examples of parts of final plans

CIb Start time: 1210 Latest end time: 1305 Total: 55 minsWarm upMythical Creature in 3s

Input: Links MDs to FHNs & FHN sheets

Identity

HN

previous day (give them handout with SPs). Ask

them to go individually (or in pairs) to one of the

stations (life‐cycle stage) and think of what are the

ways this stage is aligned or misaligned with SPs.

Remind them to think both of positive and

negative impacts. They have 5 min per station and

are asked to put at least 3 ideas (dont worry about

the quality of ideas). Alarm is indicating when they

need to move to next station (funny sound:)

Handout: One‐pager: SPs explanation

Inventory of sustainability

aspect per life‐cycle stage.

Participants learn how to use

SPs in practical way. 45 min

stage and questions:

"What are the ways this

stage contributes to

violation or compliance

with SPs?" and "What

current capacities

(knowledge, expertise)

you have or lack in

order to move towards

sustainability?"

IdentityWhat do/could people want/desire that is more strongly linked to this fundamental

human need?(related to your core

business)

p y• Consider ‘Team Micro‐Greens’ as a mythical creature whose mission is ….[core business statement]• Draw it. Consider: What are its powers? What are its weaknesses? What does it like to do? What does it eat? Who are its friends? • Ask to introduce it to the group. 1.5 mins each

X‐3‐5 on new market desires for each FHN• Each stance has a FHN. Next to it is a page showing the links identified

Question sheet printed on A4 x 9

10 mins+5 mins

3 mins

IntroductionThe exercise in a circle was about understanding the market desires currently being considered. Now we want to think from a slightly different angle.If you deliver products that more closely satisfy the 9 FHNs (and are not pseudo‐satisfier focused), then, not only will we (as a planet) end up with less useless stuff, but it also makes good business sense – in strained times, people are more likely to spend money on what they really need.So, in the next exercise we want to think about the possibilities…

‘core business…’

Strong link:

Medium link:

No link:

Weak link: MD1MD2 MD3 MD4

MD5

Links of curren

t market d

esires to FH


between the current MDs and that particular FHN. Your task is to think about the other possibilities linked to this FHN – within your core business. See the question on the sheet.• You have 5 mins at each stance to add 3 ideas on 1 sticky note each. These can be slight modifications to current desires or what someone else wrote, radical ideas and silly or practicable. By encouraging ideas to come out, even silly ones, you’re making way for the great ideas!• This is difficult – it’s ok to feel uncomfortable/challenged.• Rotate to 6 stances – every 5 mins.

Summary Great. So, hopefully this exercise has helped you think about the needs of users from a slightly different angle. These ideas will be considered and sorted after the next exercise (after lunch). If you want to take a moment to write any reflections before lunch, please do.

1 min

2 mins+5 mins x 6

IdentityWhat do/could people

want/desire that is more strongly linked to this fundamental human

need?(related to your core business)


‘core business… ’

Identity

Str

ong

link

:

Med

ium

link

:

No

link:

Weak

lin

k:

MD1

MD2 MD3 MD4

MD5

Links of current market

desires to FHN

9 stances

♫♪♪55

Planning the timing –notice that it was done iteratively (first stab at time allocation ‐> plan activity ‐> estimate time for activity ‐>

Time Duration Session Resp.

09:30‐09:45 15' Introduction Day 1 Anton

9:45‐10:15 30' Bl‐a Sara

10:15‐11:10 55' Cl‐a Sara

11:10‐11:30 20' Break

11:30‐12:10 40' Bl‐b Rachael

12:10‐13:05 55' Cl‐b Rachael

Day 1

adjust overall plan

13:05‐14:05 60' Lunch

14:05‐14:50 45' Cl‐c Anton

14:50‐15:10 20' Converge Rachael

15:10‐15:30 20' Break

15:30‐16:00 30' Cll‐b Anton

16:00‐16:30 30' Template lll Sara

16:30‐17:00 30' Wrap‐up Rachael

Day 2

Time Duration Session Resp.

09:00‐09:10 10' Welcome/Intro to Day 2 Sara

9:10‐10:00 50' Bll Anton

10:00‐10:10 10' Energizer S/R

10:10‐10:50 40' Cll Anton

10:50‐11:10 20' Break

11:10‐12:00 50' Template 3 Sara

12:00‐12:30 30' Wrap‐up Rachael 56

About the AuthorsThe authors came together when taking the Strategic Leadership towards Sustainability Masters programme at Blekinge Institute of Technology in Sweden , 2011‐2012. For further questions about this handbook contact Rachael or Anton.

Educated in mathematics and physics, Rachael joined aninternational engineering company. Moving into the systems

Rachael Gould twitter: @sust2innovRach

g g p y g yarchitecture area, Rachael was a technical project leader in thefuture systems directorate ‐ working with research andconcepting at the system level.A trained innovation facilitator, Rachael is experienced infacilitating creative problem solving for both engineering andbusiness issues. Rachael aims to build on her research,engineering and innovation experience to move into thesustainable product development research field.

Anton has experience in project and event management,organisational planning and strategy, fund‐raising and financialmanagement. He spent five years working for the world'slargest student‐run organisation AIESEC. His curiosity andpassion for travelling brought him to Colombia, where heworked for a foundation focused on education andentrepreneurship. He is interested in making change, supportingorganisations move towards sustainability and exploringcreative ways of doing business

Anton Valkov twitter: @antonvalkov

creative ways of doing business.Currently Anton works as a sustainability consultant at denkstatt Bulgaria, where he isinvolved in stakeholder engagement and strategic development processes for industriesand municipalities.

Sara graduated from Environmental Engineering degree inPortugal and then moved to Australia to pursue furthereducation. It was through a Masters degree in WasteManagement that she became passionate about sustainability

Sara Regio Candeias

Management that she became passionate about sustainability.Sara’s mission became to integrate sustainable developmentconcepts and tools into projects. She worked for aninternational mining company and a City Council; where shewas actively involved in environmental, waste management,sustainable development and climate change projects.

While based at a corporate level, she worked closely with operations, academia andcommunity, building strong networks. Sara loves travelling and has a real appreciation forcultural diversity. 58

Acknowledgements

A big thank you to….

The Philips’ team, in particular Markus Laubscher, who made it possible for us to test the results of our work and add validity and much learning.

Berend Aanraad (The Flexible Platform) and Kristoffer Lundholm (The Natural Step International) for their time, feedback and insights .

Our fellow MSLS students who supported us and participated in workshops to test our results and improve our work ‐ Adrià, Amy, Farnaz, Maryam, Nathalie and Kareisa.

Professor Göran Broman for the inspiration and the constant support.

Photo creditsBig thanks to Christina Bolderod S R i C d i fand Sara Regio Candeias for

many of the great photos.

Contact information:Rachael Gould

[email protected]

59

Anton [email protected]

Anton & Rachael catching up quickly mid‐workshop

"The facilitator’s toolkit or sewing box is a colourful, sparkling treasure trove. It is infinite in its delights, and continues to grow and expand with use. The more you put into it, the more you get out, which I have found is similar to the facilitation profession itself. The deeper you reach into it, the more you realize there is to learn, and the more profound the learning as a result.“

Christine Hogan

handbook: how to apply the templates for sustainable product development

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