COMMUNICATING SUSTAINABILITY THROUGH DESIGN WITHIN RETAIL

ENVIRONMENTS — Guidelines for learning-based behavioral change —

DANIEL HENDRY

LAWRENCE SILCOX NOBUKO YOKOYAMA

School of Engineering

Blekinge Tekniska Högskola Karlskrona, Sweden

2007

Thesis submitted for completion of Masters of Strategic Leadership towards Sustainability, Blekinge Tekniska Högskola, Karlskrona, Sweden.

Abstract:

This thesis uses a systematic understanding of sustainability informed by human needs, learning and design theory to explore ways in which small retail environments can effectively communicate sustainability concepts. The envisioned outcome of successfully communicating and implementing sustainability within retail environments is a lasting change in people’s daily behaviors. The methods of literature review, surveys, human needs investigation and professional validation are used to develop a behavioral change model centered on human needs and learning as well as six communication guidelines. The appendix of this thesis contains a user-friendly pocket guidebook titled The Six Guidelines for Sustainable Retail. The guidebook is designed as a quick-reference tool for retailers, designers and employees. It contains principles, visuals and concepts of sustainability for daily communication and comprehension purposes.

Keywords: Strategic Sustainable Development; Behavioral Change; Retail Learning; Communication Design; Informal Learning Environments; Human Needs.

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ACKNOWLEDGEMENTS

This thesis was written in Karlskrona, Sweden at the Blekinge Tekniska Högskola, in the department of Engineering program Strategic Leadership towards Sustainability in 2007, under the supervision of Dr. John Craig and Daniel Johnson.

We would like to express our sincere appreciation to Dan Johnson, our primary thesis supervisor, who devoted significant time throughout our process to provide us with invaluable feedback as a third party. To John Craig, our secondary supervisor, whose feedback was crucial in chaotic periods of illogic and instrumental at keeping us from finding security within our ‘drill-holes.’ To Pong Leung, the program director, who devoted tremendous amounts of time and energy, keeping the program full of energy and enthusiasm. To Bob Willard, an external advisor, who provided us with consistent insight and guidance over the thesis period via email from Canada. He is motivated by a genuine selflessness and interest in seeing others reach their goals and desires. To Duane Elverum, a calming voice from the design faculty at the Emily Carr Institute, whose challenging ideas and suggestions oriented us towards success from early on. We would also like to thank everyone who participated in our surveys – your input was invaluable. Recognition is also owed to our parents and friends who acted like a lighthouse on a foggy day, keeping us inline with our goals.

Perhaps most significantly, we would like to express our sincere gratitude to our colleagues in the Strategic Leadership Towards Sustainability program. This year has been an amazing growing process and we feel honored to be part of such an amazing and diverse alumni group. Lastly, to all of you who envision our future society as sustainable – we would behoove you to pursue this dream.

Karlskrona, June 2007

Dan Hendry Lawrence Silcox Nobuko Yokoyama

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STATEMENT OF CONTRIBUTION

This thesis was a fully collaborative effort. Our professional backgrounds and personal interests brought us together with the desire to investigate the communication of sustainability through design within retail environments. First, we would like to recognize that everyone’s contribution was equally valuable and represented in the process of this thesis. From the beginning, we decided to be joined at the hip, through the writing, researching, arguing (discussing), sleeping and additional writing of this document. The core ideas were generated through discussion by all members and everyone was a participant in the review and revision process. This thesis truly was a dynamic and organic group process.

Dan Hendry brought energy and humor to the group which was especially valuable during the difficult times of the thesis. His value was more than just motivational as Dan was a driven and thoughtful member, often working tirelessly late into the night.

Lawrence Silcox brought his creativity and design expertise, enhancing the team at every level. His ability to question the ‘status quo’ and bring creative approaches to complex problems made this thesis unique. His compulsive nature was instrumental at developing the logic within.

Nobuko Yokoyama brought optimism, curiosity and commitment to every task. Her punctuality and professionalism set a precedent for the entire group. Nobuko’s thorough insight regarding detail was critical in the process of refining the final version. She meticulously reviewed the group’s work highlighting areas of fuzzy logic.

Karlskrona, June 2007

Nobuko Yokoyama, Daniel Hendry and Lawrence Silcox

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EXECUTIVE SUMMARY

“In a culture like ours, long accustomed to splitting and dividing all things as a means of control, it is sometimes a bit of a shock to be reminded that,

in operational and practical fact, the medium is the message.”

Marshall McLuhan, Understanding Media: The Extensions of Man

This thesis was completed for the Masters program in Strategic Leadership towards Sustainability at Blekinge Tekniska Högskola in Karlskrona, Sweden. Investigated were ways to design effective communication of the Strategic Sustainable Development Framework 1 within small retail environments.

Background and Primary Question

Every day, street-level retail locations in our cities are buzzing with consumer behavior. Whether we are choosing computers, cars or cappuccinos – we love to shop. Every day, we open our wallets to purchase goods and services that are reflective of cultural values, wants, needs and behaviors. We know that amongst other things population, deforestation and greenhouse gas emissions are increasing. At the same time, we can see that the decrease in natural resources and affordable energy sources, such as petrol, are putting extra pressure on our daily choices. Supply and demand is taking on new meanings, especially for small retail business. Can we de-couple retail and its economic benefits from the value = volume relationship? Can new services and practices address the concerns of over-consumption and ecological strain? What does sustainable small retail look like and how can we make this happen?

1 The Strategic Sustainable Development Framework used in this thesis is based off of the theories of Dr. Karl-Henrik Robèrt. Robèrt, a Swedish cancer doctor who founded The Natural Step Organization, began investigating the interconnectedness of human cancer patients and the systematic degradation of the natural environment. This led him to develop a systematic approach to sustainability, which is rooted in peer reviewed journals and scientific consensus. This conceptual framework is known throughout the business world as The Natural Step Framework or TNS Framework.

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The primary question guiding this thesis was: How can the design process, informal learning theories and the Strategic Sustainable Development Framework, help communicate complex sustainability concepts within small retail environments?

Methodology

The purpose of this study was to find effective ways to communicate sustainability within small retail environments. To do this, human needs theory, informal learning and design theory were engaged to assist in the creation of six retail guidelines which aim to effectively communicate the Strategic Sustainable Development Framework (S.S.D.F.).

This thesis used systematic and interactive approaches to gathering data. Multiple methods were employed in order to gain a wide range of information that would answer the primary and secondary research questions. Results were derived from:

• an extensive literature review; • three surveys conducted with over 130 respondents total; • an on going dialogue with several professionals in related fields; • a human needs exercise identifying the ability of a small retail

environment to satisfy, over-satisfy or jeopardize the human needs; • the creation of a tool for retailers, employees and designers for

effectively communicating sustainability concepts.

Results

Results, derived from surveys, dialogue with professionals and two human needs matrices, expanded the foundation of information found in literature review. From the survey results, we concluded that retail is currently subject to a paradoxical relationship between customer’s demands for information regarding health and sustainability issues and the retailers’ claims of supplying this information. Not only are customers demanding accessible information but they have stated desire to alter their purchasing patterns to address the problems around sustainability. This was instrumental in establishing the basis for the development of guidelines to assist retailers in communicating sustainability concepts. Next, surveys of and dialogues with professional designers were conducted. It was apparent that design professionals see great potential to assist society in reaching sustainability, and have the desire to do so. One factor cited as an

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impediment to this happening is the necessity for designers to have a clear definition and understanding of sustainability to create a vision of successful implementation. Therefore, precedent exists to attempt to try to fuse design communication with the demand for informing consumers within the retail setting. To resolve this, we created a guidebook for retailers, employees and designers as a quick-reference tool for communicating sustainability concepts.

Concurrently, completion of a human needs investigation and analysis made it apparent that small retail environments greatly affect human needs through, amongst other effects, the satisfaction, over-satisfaction or jeopardy of the nine basic human needs. The human needs assessment was critical to identifying motivations, behaviors and willingness to comprehend complex issues within these informal learning venues.

The results of our thesis were:

• Retail environments are capable of either satisfying, over-satisfying or jeopardizing the nine basic human needs;

• Most consumers surveyed believe that the natural environment is systematically being degraded and pollution is increasing;

• Many consumers are demanding greater communication regarding health, social and sustainability issues within the retail environment;

• Most retailers surveyed believe they are adequately communicating information regarding health, social and environmental issues;

• Designers, for the most part, believe design has a significant role in reaching a sustainable society;

• Designers, for the most part, believe that the design industry would benefit from a common understanding of sustainable development;

• Informal adult learning coupled with human needs assessment may help in the process of behavioral change;

• Formal school education is not necessarily a guarantee of behavioral change in regards to sustainability issues.

Discussion

After careful consideration of the literature reviewed and the results compiled, six guidelines were created to help communicate a systematic understanding of sustainability within small retail environments. These six guidelines are as follows:

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1. Be open, informative and transparent:

The first of the guidelines for successful communication of sustainability within retail environments is for the retailers to be proactively open, informative and transparent with all information. This in turn will provide the key stakeholders with an informed view of the problems and opportunities facing the business and a better understanding of the ‘current reality.’ This guideline attempts to increase both trust and responsibility for staff and customers and to encourage positive dialogue. Additionally, the opportunity is created to communicate the four sustainability principles and related theories that the business is using to envision the future.

2. Build a tribe:

The second guideline addresses the importance of key stakeholders sharing a common mental model, possessing a strong systems understanding, of sustainability when co-creating goals and the envisioned future. The key component of this guideline is to clearly establish the vision, core values, core purpose and goals. As well, building a tribal environment that supports informal adult learning theories, while allocating resources for the four stages of learning – dependency, interest, involvement and self-direction, presents opportunities for alignment. By creating a tribal environment, people have the chance to be both a learner and a teacher, sharing experiences and learning from each other through the oral tradition. It also amplifies the importance and significance of each person’s role within the store and the system and also suggests the elimination of hierarchical structuring. Lastly, the second guideline may increase the possibility of re-establishing stories of meaning and finding value in sharing these stories with the greater community.

3. Change is your friend:

When planning within a complex system, businesses need to keep strategies flexible to readily adapt to emerging technologies and processes. To achieve complete sustainability, using the four sustainability principles as a guide, businesses are required to avoid reductionism and instead substitute or dematerialize. The primary focus of the Change is your friend guideline is to prioritize strategies to meet the envisioned future, to ensure that these strategies remain flexible, provide return on investment and are heading in the right direction – towards sustainability. It is also important to encourage businesses to avoid trying harder at failed initiatives and instead try something new, innovative and strategic.

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4. Have a heart:

Realizing that the nine basic human needs are essential for everyone across all cultures, the systematic relationship to sustainability can be addressed within guideline four. Patience and optimism within the quest for sustainability should be communicated. Development and learning while not undermining the established values and purpose of the retail environment will have a beneficial effect on the business. It is important to acknowledge that the business needs financial return, but compromising the established mental models of sustainability to gain short-term financial rewards is not worth it. Additional elements of guideline four encourage the establishment of ‘the golden rule’ approach and the illustration and understanding of society’s dependence on the biosphere.

5. Be systematic, holistic and strategic:

Understanding the system and acknowledging the interconnectedness of the business within society will help communicate the ‘bigger picture’ and the necessity for a sustainable biosphere. This includes identifying the system of the business itself, its inflows, outflows and concentrations, and its relationships to the outside world. Businesses should start to identify the products and services that violate the sustainability principles and inform customers of the power of their daily choices. Communicating basic science concepts, such as the first and second laws of thermodynamics, can be strategic for implementation of guideline five. As well, businesses should communicate the process of strategic prioritization and encourage customers to participate in dialogues around this concept.

6. Take time to think, reflect and celebrate:

Important in many ways, the sixth guideline suggests taking time for people to reconnect to the vision and give recognition to successes and mistakes which were learned during past processes. This also provides for a time to readdress the actions that have been planned and readjust the strategies. The emphasis of guideline six is analysis of the creative tension between the current reality and the envisioned future. Also important is allocating time for idleness and recuperation, time for reflection and shared experience. During this time the business can readdress the bigger picture and find new technologies and processes which will fit the strategies moving towards the envisioned future. Lastly, reflection and celebration provides the opportunity to acknowledge if the mental models have swayed or need to be readdressed to create lasting behavioral change.

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Behavioral Change Model

A hypothetical behavioral change model encompassing learning as well as human needs, grew out of the investigation of the theoretical application of changing behavior through leveraging of human needs. With the basis of the Gerald O. Grow informal learning model of dependency to self- directedness we introduce the human needs into a new model. The model we present is one which acknowledges the importance of the satisfaction of the nine basic human needs in the process of learning and ultimately establishing the formula for lasting behavioral change.

Conclusions

The intentional application of informal learning theory coupled with the satisfaction of the nine basic human needs presents a new theory and opportunity for lasting behavioral change. This opportunity is enriched by the design process and creative approaches to learning in informal environments. This new theory can become a strategic tool for raising awareness of the importance of sustainability and the complex concepts related to this necessary goal. If we hope to inform everyone about complex sustainability issues, there is no bad environment to do this in.

Retail is one environment that has the capacity to deliver the sustainability message and could gather a diverse audience in high numbers. As Marshall McLuhan, a renowned Canadian media and communication pundit theorized “The medium is the message”. This thesis has explored the potential of transforming micro-retail environments into a sustainable medium for disseminating the message of a systematic understanding of sustainability through six effective guidelines. The current state of unsustainable behavior within the biosphere illustrates the importance of communicating the concepts within the Strategic Sustainable Development Framework.

It is our hope that with this thesis we can inspire some creative dialogue around these concepts, and ultimately, within retail locations. We hope to inspire a few people at a time who will create with all of us the long-lasting behavioral change which is so desperately desired.

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A logic diagram of the reasoning processes and arguments of this thesis:

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GLOSSARY

ABCD Methodology: The ‘ABCD’ methodology is a prioritization method for application of strategic sustainable development concepts and is as follows: A.) Understanding the system; B.) Assessing the current reality; C.) Imagining the envisioned future; D.) Creating prioritized strategic actions. The methodology is used in conjunction with the funnel metaphor, the five level framework and backcasting from socio-ecological principles.

Backcasting: As opposed to common forecasting methods, backcasting is a planning approach in which the envisioned successful future is the point of departure and the understanding of the current reality is analyzed to understand ‘the gap’ which remains between the current reality and the achievement of the successful envisioned future.

Backcasting from Principles: As opposed to backcasting from a specific scenario, backcasting from principles is advantageous in three ways: 1.) It may be more difficult to get consensus agreement on a specific scenario; 2.) A specific scenario may not be designed to incorporate emergent technologies or processes; 3.) A specific scenario may limit the flexibility of the approach in that if the scenario is flawed this may result in the process being flawed as well.

Backcasting from Scenarios: This is a method of backcasting in which a specific scenario is used to illustrate the successful envisioned future. This tactic is not preferred over backcasting from principles but can be effective for communicating an appealing image of how the future may look.

Brundtland Definition of Sustainability, the: To meet the needs of the present without compromising the ability of future generations to meet their own needs.

Design: The creative process applied to problem-solving human-product interactions within a specific user group.

Design Process: A non-linear and intuitive creative process utilized by designers to formulate solutions to wicked problems through research, interpretations, ideations, conceptualizations, testing, validation, application and refinement.

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Drill-Hole: A metaphor to describe the application of knowledge or professional practice within one very focused field without having a strong systems perspective.

Five Level Framework: A generic framework for planning within, and the understanding of, complex systems. The five levels are: 1.) The System; 2.) Success; 3.) Strategies; 4.) Actions and 5.) Tools.

Five Stages of Sustainable Business: Adapted from The Sustainability Advantage (Willard 2002, 103): 1.) Pre-Compliance; 2.) Compliance; 3.) Beyond Compliance; 4.) Integrated Strategy and 5.) Purpose/Passion.

Mental Models: Mental models are deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take action (Senge 1999, 8).

Needs Rich Environment: Environments where the nine basic human needs are being presented in ways that exceed minimum satisfaction levels. To build experiences focused on the synergistic satisfaction or increased positive experience of the needs while avoiding forceful over-satisfaction.

Nine Basic Human Needs: Manfred Max-Neef’s model of basic human needs is theorized to be consistent through all human cultures. The nine needs are non-hierarchical and are: Subsistence, Identity, Protection, Participation, Idleness, Creation, Affection, Understanding and Freedom.

Strategic Sustainable Development Framework (S.S.D.F.): Application of the generic Five Level Framework focused on Sustainable Development. This is a systematic view of sustainability and is based upon scientifically rigorous principles. The S.S.D.F. includes the concepts ‘backcasting from principles’, ‘the four sustainability principles’ and ‘the ABCD methodology.

Sustainability: A state in which society is compliant with all four of the sustainability principles.

Wicked Problems: Rittel and Webber’s term for difficult problems which exhibit 10 characteristics of wickedness – in brief, due to the chaotic nature of multiple relationships of cause and effect these problems are extremely difficult to define and/or formulate ‘correct’ solutions to.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS ................................................................................ II 

STATEMENT OF CONTRIBUTION ................................................................ III 

EXECUTIVE SUMMARY ............................................................................... IV 

GLOSSARY ................................................................................................... XI 

TABLE OF CONTENTS ................................................................................ XIII 

LIST OF TABLES AND FIGURES ................................................................ XVII 

1  INTRODUCTION ...................................................................................... 1 

1.1  BACKGROUND .............................................................................. 1 

1.2  STRATEGIC SUSTAINABLE DEVELOPMENT ................................. 2 

1.2.1  THE FIVE LEVEL FRAMEWORK ....................................... 5 

1.2.2  BACKCASTING ................................................................. 7 

1.2.3  THE FOUR SUSTAINABILITY PRINCIPLES ....................... 8 

1.2.4  THE ABCD METHODOLOGY ............................................. 9 

1.3  HUMAN NEEDS............................................................................ 10 

1.3.1  HUMAN NEEDS AND SUSTAINABILITY ......................... 10 

1.3.2  THE BASIC HUMAN NEEDS ............................................ 11 

1.3.3  VIOLATIONS AND OVER-SATISFACTION ...................... 13 

1.3.4  HUMAN NEEDS WITHIN RETAIL ENVIRONMENTS ........ 13 

1.4  LEARNING ................................................................................... 14 

1.4.1  NEW FRONTIERS OF LEARNING .................................... 14 

1.4.2  ADULT LEARNING THEORY ........................................... 15 

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1.4.3  DEPENDENCY TO SELF-DIRECTEDNESS ....................... 16 

1.5  DESIGN ....................................................................................... 18 

1.5.1  WHAT IS DESIGN? ......................................................... 18 

1.5.2  DESIGN AND WICKED PROBLEMS ................................. 19 

1.5.3  DESIGN AND SUSTAINABILITY ..................................... 20 

1.5.4  DESIGN AND RETAIL ENVIRONMENTS ......................... 21 

1.5.5  DESIGN AND NON-LINEAR LEARNING ......................... 22 

1.6  SCOPE AND LIMITATIONS .......................................................... 23 

1.7  RESEARCH QUESTIONS .............................................................. 25 

2  METHODOLOGY ................................................................................... 26 

2.1  RESEARCH APPROACH ............................................................... 26 

2.2  TRIANGULATION ........................................................................ 27 

2.3  LITERATURE REVIEW ................................................................ 28 

2.4  SURVEYS ..................................................................................... 29 

2.5  PROFESSIONAL VALIDATION .................................................... 30 

2.6  THE NINE BASIC HUMAN NEEDS MATRICES ............................. 31 

2.7  THE GUIDEBOOK ........................................................................ 32 

3  RESULTS .............................................................................................. 33 

3.1  THE BASIC HUMAN NEEDS MATRICES ...................................... 33 

3.1.1  WHY COMPLETE HUMAN NEEDS MATRICES? .............. 33 

3.1.2  VALIDITY OF THE HUMAN NEEDS MATRICES .............. 33 

3.1.3  BIAS OF THE HUMAN NEEDS MATRICES ...................... 33 

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3.1.4  RETAIL HUMAN NEEDS MATRICES ............................... 34 

3.1.5  SIGNIFICANCE OF THE HUMAN NEEDS MATRICES ...... 35 

3.2  SURVEYS ..................................................................................... 36 

3.2.1  WHY SURVEY? ............................................................... 36 

3.2.2  VALIDITY OF THE SURVEY RESULTS ............................. 36 

3.2.3  BIAS OF THE SURVEY RESULTS ..................................... 36 

3.2.4  RESULTS OF THE CONSUMER SURVEY ......................... 38 

3.2.5  RESULTS OF THE DESIGN SURVEY ............................... 39 

3.2.6  RESULTS OF THE RETAIL SURVEY ................................ 40 

3.2.7  RELEVANCE OF THE SURVEYS ...................................... 41 

3.3  PROFESSIONAL VALIDATION ..................................................... 41 

3.3.1  WHY SEEK PROFESSIONAL VALIDATION? ................... 41 

3.3.2  BIAS OF THE PROFESSIONAL VALIDATION .................. 42 

3.3.3  RESULTS OF THE PROFESSIONAL VALIDATION ........... 42 

4  DISCUSSION ......................................................................................... 43 

4.1  OVERVIEW .................................................................................. 43 

4.2  CURRENT REALITY IN RETAIL ................................................... 43 

4.2.1  BUSINESS AND COMMUNICATION ................................ 43 

4.2.2  THE STARBUCKS EXPERIENCE ...................................... 44 

4.3  TRANSLATING RESULTS INTO DESIGN ...................................... 46 

4.4  THE BEHAVIORAL CHANGE MODEL .......................................... 46 

4.4.1  CURRENT BEHAVIORAL THEORIES ............................... 46 

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4.4.2  ADAPTING THE GROW LEARNING MODEL ................... 47 

4.4.3  CREATING THE DIMENSION OF SIGNIFICANCE ............ 49 

4.4.4  LEVERAGE POINTS FOR EVOLUTION ............................ 50 

4.4.5  NON-LINEAR BEHAVIORAL CHANGE ........................... 50 

4.4.6  BEHAVIORAL CHANGE AND THE GUIDELINES ............ 51 

4.5  THE SIX GUIDELINES .................................................................... 51 

4.5.1  BE OPEN, INFORMATIVE AND TRANSPARENT .............. 52 

4.5.2  BUILD A TRIBE .............................................................. 53 

4.5.3  CHANGE IS YOUR FRIEND ............................................. 54 

4.5.4  HAVE A HEART .............................................................. 55 

4.5.5  BE SYSTEMATIC, HOLISTIC AND STRATEGIC .............. 56 

4.5.6  TIME TO THINK, REFLECT AND CELEBRATE ................... 57 

4.6  APPLYING THE GUIDELINES ...................................................... 58 

4.6.1  PRIORITIZATION AND APPLICATION ............................ 58 

4.6.2  THE GUIDEBOOK ........................................................... 58 

5  CONCLUSIONS ..................................................................................... 60 

5.1  QUESTIONS FOR FURTHER RESEARCH ...................................... 61 

REFERENCES ............................................................................................... 62 

APPENDICIES .............................................................................................. 71 

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LIST OF TABLES AND FIGURES

TABLE 1.1: THE SOCIO-ECOLOGICAL SUSTAINABILITY PRINCIPLES.................. 8 

TABLE 1.2: THE ABCD METHODOLGY .............................................................. 9 

TABLE 1.3: NINE BASIC HUMAN NEEDS.......................................................... 11 

TABLE 1.4: THE GROW STAGED SELF-DIRECTED LEARNING MODEL ............... 17 

TABLE 3.1: POSITIVE SYNTHESIS SATISFIERS MATRIX.................................... 34 

TABLE 3.2: NEGATIVE SYNTHESIS SATISFIERS MATRIX .................................. 35 

TABLE 4.1: BEHAVIORAL CHANGE THEORIES ................................................ 47 

FIGURE 1.1: THE CYLINDER METAPHOR ........................................................... 3 

FIGURE 1.2: THE FUNNEL METAPHOR .............................................................. 4 

FIGURE 1.3: THE FIVE LEVEL FRAMEWORK ...................................................... 6 

FIGURE 1.4: BACKCASTING ............................................................................. 7 

FIGURE 1.5: HUMAN NEEDS MATRIX EXAMPLE .............................................. 12 

FIGURE 1.6: THE BLACK BOX METAPHOR ...................................................... 19 

FIGURE 2.1: MODEL FOR QUALITATIVE RESEARCH DESIGN ............................ 26 

FIGURE 2.2: THE TRIANGULATION OF RESEARCH METHODS .......................... 28 

FIGURE 3.1: SIGNIFICANT CONSUMER SURVEY FINDINGS .............................. 38 

FIGURE 3.2: SIGNIFICANT DESIGN SURVEY FINDINGS .................................... 39 

FIGURE 3.3: SIGNIFICANT RETAIL SURVEY FINDINGS ..................................... 40 

FIGURE 4.1: ADAPTED GROW MODEL OF INFORMAL LEARNING ..................... 48 

FIGURE 4.2: THE NON-LINEAR BEHAVIORAL CHANGE MODEL ........................ 49 

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1 INTRODUCTION

1.1 BACKGROUND

On a daily basis the general public spends billions of dollars purchasing and consuming goods and services. Consumerism drives our economies. In the fourth quarter of 2006 the GDP in the USA was propelled to an immense $13,253.9 billion (Mannering 2007). Everyday, the street-level retail locations of our cities are buzzing with consumer behavior. Whether we are choosing from computers, cars or cappuccinos – we love to shop. Again, in 2006, the US had the greatest personal consumption accounting for nearly 70% of all spending and transactions totaling 9,270.8 billion (ibid 2007). Each time we open our wallets, we are making choices that are reflective of cultural values, human needs and behavior. We know that population, deforestation and greenhouse gasses are increasing. At the same time, we can see that the decrease in natural resources and affordable energy sources, such as petrol, are putting extra pressure on our daily choices. Supply and demand is taking on new meanings, especially for small retail business. Can we de-couple retail and its economic benefits from the “value = volume” relationship? Can new services and practices address the concerns of over-consumption and ecological strain? What does sustainable small retail look like and how can we help make this happen?

In The Tipping Point, Malcolm Gladwell theorizes that we need only gather 20% of a population before the entire group will begin to shift behaviors (Gladwell 2002, 12). When the desired outcome of this shift is a sustainable society – a society that functions with the common interest of sustaining the Earth’s natural flows and concentrations – the challenge then becomes: where can we find the individuals we need to establish a critical mass? This thesis presents the concept that we can take sustainability out of the lecture halls and onto the streets – an environment where individual behavior and consumer culture are walking hand-in-hand and work positively within these behaviors by informing our common activities. What common activity do we all engage in on daily basis? We shop of course.

Communicating sustainability within retail environments may provide new opportunities to inform the masses of a necessary shift in behavior. The focus of this thesis is the facilitation of this shift, towards sustainability, by using the application of communication design within retail environments.

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1.2 STRATEGIC SUSTAINABLE DEVELOPMENT

“From space, we see a small and fragile ball dominated not by human activity and edifice but by a pattern of clouds, oceans, greenery, and soils. Humanity’s inability to fit its activities into that pattern is changing planetary systems, fundamentally. Many such changes are accompanied by life-threatening hazards. This new reality, from which there is no escape, must be recognized-and managed.” (WCED 1987, 1) Written in 1987, Our Common Future was a report given during a United Nations meeting called the World Commission on Environment and Development. This report brought the concept of environmental crisis to the mainstream and established the most recognized definition of sustainability, the Brundtland definition, which states that sustainable development is “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (WCED 1987, 8). Although at the time the Brundtland definition raised awareness of, and brought attention to, the criticality of our dependence on the Earth’s natural systems and how we may be jeopardizing our resources, the definition remained somewhat vague and lacked a strong systems understanding of the Earth’s natural flows and concentrations.

This thesis uses the Strategic Sustainable Development Framework commonly known in the business community as The Natural Step framework. 2 This framework is based upon four scientifically rigorous principles and is anchored by a thorough peer reviewed consensus process that aims to have a whole system view with regards to sustainability. It is necessary to have an understanding of interconnectivity within the Earth’s systems, at a scientifically agreed upon basis, to be effective in developing strategies for effective sustainable development. The cylinder and funnel metaphors are often used, when communicating the S.S.D.F., to illustrate the current anthropogenic effects on the Earth’s system. These metaphors

2Dr. Karl-Henrik Robèrt, a Swedish doctor who began investigating the interconnectedness of human cancer patients and the systematic degradation of the natural environment, founded the Natural Step organization. This led him to develop a systematic approach to sustainability, which is based upon scientific consensus. This conceptual framework is known throughout the business world as The Natural Step framework or TNS framework.

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compare our current paradigm to both a cylinder and a funnel. ‘Cylinder thinking’ inaccurately carries the assumption that the Earth has infinite resources and though population is increasing there will be no effect or stress on resource availability (See Fig. 1.1) (Holmberg et al. 1996). On the other hand, the funnel metaphor provides a more accurate illustration of resource availability decreasing over time and demands and stresses increasing as well which will inevitably place natural systems under conditions of extreme strain. Using this metaphor we can then draw the conclusion that if we do not want to ‘hit the narrowing walls of the funnel,’ and face the consequences, we must change current resource management practices. This change must, keeping consistent with the funnel metaphor, result in the walls of the funnel becoming parallel where societal behavior is not in conflict with the Earth’s finite resources to reach complete sustainability. Strategy then can focus on ‘opening up the funnel’ by identifying possibilities of eventually regenerating the lost resource base (See Fig. 1.2) (Holmberg et al. 1996; Holmberg and Robèrt 2000).

Figure 1.1: The Cylinder Metaphor

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Figure 1.2: The Funnel Metaphor

Acknowledging that the Earth’s systems are not infinite and that finite resources need to be strategically managed, understanding is gained with the simple and effective funnel metaphor. This visual offers a base conceptual model to increase basic comprehension of, and to begin the planning process within, complex systems. The strategic planning process of shifting behavior, which is currently unsustainable, to behavior that is sustainable, rests within uncertain time constraints. We will often not see the effects of environmental damage until years later because of natural delays in the system. 3 It is with this understanding that the Strategic Sustainable Development Framework (S.S.D.F.) encourages actions to be

3 “Finally, destructive change is not likely to occur slowly in a manner that makes it possible to adapt gradually. The consequences of being part of the problem rather than the solution will hit suddenly and in ways that are difficult to foresee. This is because impacts in nature, as well as the perception of these impacts on the market, have a tendency to occur as quantum leaps” (Robèrt et al. 2006, 10).

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undertaken as quickly as possible and that strategic planning using the ‘five level framework’ be directed at reaching complete sustainability for as long as it takes our society to reach this goal.

1.2.1 THE FIVE LEVEL FRAMEWORK

The strategic model used for planning in complex systems within the S.S.D.F. is the five level framework. Understanding the associated activities and knowledge necessary through each of the five different levels of the framework will help prioritize strategy and actions, when working in complex systems. Again, for effective communication of the five level framework a metaphor is used to assist understanding. The five levels of the framework can be identified within the game of Chess – the board, checkmate, the strategy, individual moves and tools such as books and guides about how to play the game (See Fig. 1.3) (Robèrt 2000; Ny et al. 2006, 63). Within the S.S.D.F. the five levels of the Earth’s natural systems are significantly more complex than those found in chess but the analogy assists with comprehension of the fundamentals, which are constant during application of the framework. The five levels are:

The System – requires a basic understanding of the Earth from the systems level. Understanding everything that constitutes its parts and processes, interrelationships and functions may not be necessary. It is critical to comprehend the basic flows, concentrations and the first and second laws of thermodynamics to understand the importance of the interconnectivity. In other words this is a “bird’s eye view” of the whole system.

Success – defines the goal within the system. In the case of sustainable development, the goal is complete sustainability within our society on Earth. In chess it is checkmate. Without a definition of success we may be limited strategically due to lacking clarity on where we are heading. As it is said, if we do not know where we are going, no road will get us there. The definition of success within the S.S.D.F. is complete compliance with the scientifically agreed upon four sustainability principles.

Strategy – the overall strategic plan and intermediate goals to reach success in the system. The strategic plan should comply with three criteria to be successful. These being, that they provide good return on investment (R.O.I.), that they are flexible, and that they head in the right direction – towards sustainability. Return on investment is critical because the economy should not suffer to reach sustainability. Flexibility is a key

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criterion because a strategic ‘dead-end’ is likely to jeopardize future key strategic moves. The last, to head in the right direction, is critical because although each individual strategy need not be a definitive improvement on the last, it must be identifiable that the strategic plan aims to meet its goal. For example, “it may be necessary to sacrifice a pawn to allow the queen to strike in chess, but you would not put your king into check to accomplish the same goal” (Robèrt 2006). This would be neither a flexible plan nor move in the right direction. If one of these three strategic criteria is not met the strategy is likely to be jeopardized, not reach sustainability or not be implemented in the first place.

Actions – the individual actions of the strategy to reach success within the system. These are akin to each individual move of the pieces in chess and understanding how they contribute to achieving the strategic plan.

Tools – these are tools that can be used to assist the process of the previous 4 levels, external ‘helpers’ such as Life Cycle Assessment/Analysis, ISO 14001 and ecological foot printing are examples of great tools for reaching sustainability.

Figure 1.3: The Five Level Framework

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1.2.2 BACKCASTING

A strategy utilized by the S.S.D.F. is the concept of ‘backcasting’. Unlike forecasting in which planning is guided by past trends, backcasting plans from an envisioned future (See Fig. 1.4) (Holmberg and Robèrt 2000; Robèrt 2000, 244). Backcasting holds several advantages over forecasting which can be flawed by bringing the mistakes of the past along with us on the way. Forecasting also lacks clarity of visioning, for example: if I was born in Australia and then lived in India for some time followed by Sweden, using a forecasting methodology you might say “It seems that you are heading north” (Robèrt 2006).

Figure 1.4: Backcasting

Although the term backcasting is not often part of the daily vernacular, it describes a strategy which is engaged in on a regular basis. In backcasting, we are setting a goal in an envisioned future state and then assessing where we are currently, regarding the achievement of this goal. This method is useful for developing a strategy and working accordingly to reach the goal. A basic example is, if you wanted to eat vegetables in the fall you must prepare and act during the spring in order to have a successful harvest. However, within the desired future state of a sustainable society, the term backcasting is utilized so that the envisioned future state is based upon

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scientifically rigorous principles (listed in section 1.2.3) that support the continuation of the Earth’s system as opposed to a specific scenario. The reasons for this are three-fold. First, backcasting from scenarios does not adequately consider the effects of emergent technology or methods that may affect our future scenario. Second, it may prove to be difficult for large groups to agree upon one single future state and this may stall the process. Third, backcasting from scenarios can be less effective because it limits flexibility of the process. In other words, if the scenario is flawed for any reason the danger is that the progress made up until that date will also be flawed (Robèrt et al. 2006, 38).

Backcasting from principles avoids these problems by strategizing from a set of principles that are (i) based upon a scientifically agreed upon view of the world (ii) necessary (iii) sufficient (iv) general enough to structure activities around (v) concrete enough to be directional aids and (vi) non-overlapping so that they are comprehensible and enable structured analysis (Robèrt et al. 2006, xvii).

1.2.3 THE FOUR SUSTAINABILITY PRINCIPLES

The scientifically agreed upon four basic principles that will help ensure the Earth’s systems will be sustainable and not be systematically degraded are:

Table 1.1: The Socio-Ecological Sustainability Principles

In a sustainable society, nature is not subject to systematically increasing….

I … concentrations of substances extracted from the Earth’s crust,

II … concentrations of substances produced by society,

III … degradation by physical means

And, in that society…

IV… people are not subject to conditions that systematically undermine their capacity to meet their needs

(Holmberg et al. 1996; Ny et al. 2004, 64)

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The sustainability principles are written in the negative in order to provide basic principles that should not be violated to be successful. This is rather than communicating a future state of sustainability as a fixed scenario – which may instead communicate that there is only one option for success. This approach allows for the most creativity within constraints. Principles one and two address systematic increases in concentrations. The natural flows are continuous and varied depending on the substance and preventing any systematic increases in concentrations is necessary. The systematic increase in concentrations of persistent compounds will result in potentially irreversible damage to the natural system. It is now unanimously agreed upon that CO2 is in damaging concentrations in the atmosphere, and that the unusually high levels are anthropogenic. Therefore, it is very important for us to refrain from systematically increasing this concentration further, as it is responsible for accelerated climate change (Flannery 2006; IPCC 2007). Sustainability principle three focuses on the prevention of the systematic physical degradation of the natural system. This can be through any means with an example being deforestation. The final principle, four, focuses on social sustainability asserting that no human can be subject to conditions which systematically prevent them from meeting their basic human needs.

1.2.4 THE ABCD METHODOLOGY

The ‘ABCD Methodology’ is a prioritization strategy in which the funnel metaphor, the five level framework and backcasting from socio-ecological principles are utilized in combination (Robèrt et al. 2006, 47).

Table 1.2: The ABCD Methodolgy

A: Understanding a ‘whole-systems’ context and the funnel metaphor.

B: Assess the current reality of the organization within the systems context. Identify what inflows, outflows and processes are in compliance with the four sustainability principles and which need strategic action.

C: Envisioning a desired future that we can backcast from. This should not be in violation of any of the four sustainability principles.

D: Prioritization of the actions aimed at reaching the desired future. These actions should move towards compliance with the sustainability principles.

(Robèrt et al. 2006, 47)

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1.3 HUMAN NEEDS

1.3.1 HUMAN NEEDS AND SUSTAINABILITY

“…It is inevitable that, in general, meeting one’s own needs comes before ‘the needs of the biosphere’, we cannot take care of nature until we take

care of each other.” (Robèrt et al. 2006, 148)

Human needs and sustainability cannot be separated; they have a direct correlation. Sustainability within the biosphere, and especially the technosphere, 4 can only be realized when all social aspects as well as ecological aspects are fulfilled, in other words, when all four of the social-ecological sustainability principles are not being violated. What is social sustainability? First, the concept encapsulated within sustainability principle four establishing that society must avoid the systematic undermining of itself – that human needs must be met for all individuals and not only select groups is integral to attain sustainability. For this to be possible three factors of society’s role within the biosphere are necessary to be accepted by the society itself. These are: 1.) The interdependence of society and the natural systems 2.) Society’s capacity to be self-organized, and as a result, we possess the potential to be constructive components of the system and 3.) That diversity is fundamentally required to empower the system (Robèrt et al. 2006, 141). We, as individuals then, can live our lives as we do – with the fundamental desire to satisfy our basic human needs within the social system. As well, we can be empowered by the critical understanding that in order to achieve the complete satisfaction of our basic needs, it is fundamentally critical to preserve the strength and resilience of a healthy biosphere. Another important distinction that must be made is the differentiation between needs and wants – as wants can be described as learned needs. What remains then is to root sustainable principle four within a scientifically rigorous and peer reviewed definition of what constitutes a human need, the characteristics of those needs and the ways in which we can avoid systematically undermining these needs.

4 The technosphere is a term describing the most societal-focused component of the biosphere, specifically alluding to the inter-workings of the human society itself.

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1.3.2 THE BASIC HUMAN NEEDS

“By human needs we mean inborn requirements that need to be satisfied in order for people to remain healthy – physically, mentally and socially.”

(Robèrt et al. 2006, 148)

This thesis utilizes the definition of human needs developed by the 1983 Right Livelihood Award winner Manfred Max-Neef. The reasons for the utilization of this theory are two-fold. First, this theory is non-hierarchical and holistic which better integrates into the idea of backcasting from principles. Second, this theory acknowledges that needs may be satisfied synergistically. According to the Max-Neef definition there are nine basic human needs that are non-hierarchical and universal throughout all of human society. The ways in which the human needs can be satisfied, destroyed, pseudo-satisfied or inhibited, however, are culturally determined. As Max-Neef describes, one of the aspects that define a culture is its choice of satisfiers. “What are culturally determined are not the fundamental human needs, but the satisfiers for those needs” (Max-Neef 1991, 18).

Table 1.3: Nine Basic Human Needs

Subsistence Protection Participation

Idleness Creation Affection

Understanding Identity Freedom

Critical to the understanding of the nine basic human needs theory, is a firm grasp of the concepts and the definitions of satisfiers, destroyers, pseudo-satisfiers and inhibiting satisfiers. The understanding is important in order to illustrate the dynamics of needs within retail environments.

Satisfiers:

Satisfiers are defined as the actualization of a basic human need. It is important to note that satisfiers can exist both positively and negatively and also have the potential to be synergistic – the ability for one action to satisfy a number of needs at one time (Example: Breast-feeding satisfies subsistence, protection and affection simultaneously). Satisfiers can be obtained in a variety of ways experientially, culturally, etc. but for the purpose of analyzing the human needs in a needs matrix (to better

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understand the contributing factors to the needs dynamics) they are classified in four existential categories: Being, Having, Doing and Interacting. 5 The existential categories are then aligned with the nine axiological needs themselves to create a matrix of positive and negative satisfiers within the system (See Fig 1.5) (Max-Neef 1991, 30).

Figure 1.5: Human Needs Matrix Example

Violators or Destroyers:

These are paradoxical satisfiers in that as time advances, they begin to satisfy the need as was intended but then begin to threaten the satisfaction of other needs and ultimately destroy the potential for satisfaction of that need through that method. (Example: An arms race which is supposedly satisfied with protection but impairs.) (Max-Neef 1991, 31).

Pseudo-satisfiers:

These generate the false satisfaction of a given need. Like destroyers, the pseudo-satisfiers may invalidate the satisfaction of the given need although they do not have the aggressively detrimental qualities of destroyers and may not have extremely long term effects. Normally, they are provided through propaganda and advertising to induce people (Example: Charity, Status symbols, Stereotypes and Exploitation) (ibid 1991, 31).

Inhibiting Satisfiers:

They over-satisfy a given need. As a result, they threaten other needs. They originate in customs, habits and rituals (Example: Commercial television, overprotective family and unlimited permissiveness) (ibid 1991, 34).

5 “The column of BEING registers attributes that are expressed as nouns. The column of HAVING registers institutions, norms, mechanisms, laws, etc. The column of DOING registers actions that can be expressed as verbs. The column of INTERACTING registers locations and milieus (as times and spaces)” (Max-Neef 1991, 33).

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1.3.3 VIOLATIONS AND OVER-SATISFACTION

As previously alluded to within the overview of sustainability principle four, human needs must not be systematically undermined for complete ecological and social sustainability to be realized. It is then a requirement of a sustainable society to eliminate any activities, beliefs or cultural practices that undermine people’s needs. Additionally, increasing the number of actions or methods attempting to aid the satisfaction of human needs may stimulate individuals to become increasingly self-directed and motivated to the preservation of social sustainability. Conversely, it is important to ensure that individuals are not subject to conditions that over-satisfy needs that are adequately and healthily satisfied. Over-satisfaction of a need may destroy the capacity to meet the need in the future and also potentially threaten the satisfaction of other needs. As it is has been previously described, inhibiting satisfiers over-satisfy needs and threaten the other needs. Examples of this are parents who provide affection for their child without over-satisfaction versus those who are over-protective or over-affectionate. This curtails the satisfaction of the needs identity, understanding, participation, idleness and freedom (ibid 1991, 34).

1.3.4 HUMAN NEEDS WITHIN RETAIL ENVIRONMENTS

“The interrelationship between needs, satisfiers and economic goods is permanent and dynamic. A dialectic relationship exists among them. If

economic goods are capable of affecting the efficiency of the satisfiers, the latter will be determinant in generating and creating the former. Through

this reciprocal causation, they become both part and definition of a culture which, in turn, delimits the style of development.” (Max-Neef 1991, 30)

In our consumer-laden society the production of economic goods and services may be conditioning the type of satisfiers which are predominate. The marketplace might be reconceived as an immersive environment of needs satisfaction-seekers – people who desire the satisfaction of their needs through a monetary system. Many retail environments often present perversions of our needs and wants – wants being culturally learned needs. With financial motivations, retail supplies any or all of the satisfiers, destroyers, pseudo-satisfiers or inhibiting satisfiers we can buy. Within these retail locations, the communication of our cultural imagery and artifacts presents a new twist on our behaviors. Adopted or learned, our behaviors are cultural interpretations of our needs, wants and the value of the physical world. Designing retail environments to bring awareness to the

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behaviors surrounding the marketplace have an incredible potential. This potential exists to begin informing consumers and businesses of the positive and negative effects of commerce on socio-ecological sustainability.

1.4 LEARNING

1.4.1 NEW FRONTIERS OF LEARNING

Education, in the most traditional sense of a teacher, student and school, represents only one approach to learning – often the formal, linear, and one dimensional education curriculum. This is a system available to certain individuals – those who have the time, the money and the access to it. Within traditional schools, individuals who wish to increase their awareness of alternative issues or practices from a theoretical perspective may have limited opportunities and face increasing resistance.

“Education is no guarantee of decency, prudence, or wisdom. More of the same kind of education will only compound our problems.” (Orr 2004a, 8)

Additionally, the task of getting people to agree on the changes that need to be made may be a daunting challenge. New opportunities exist for learning within untraditional informal venues. New answers and understanding may come from learning arenas which possess flexibility in learning approaches but also freedoms and accessibility with information. It is within the realm of behavioral change, that learning can present new opportunities for informing individuals about sustainability. Orr echoes these sentiments stating that “it is not education, but education of a certain kind that will save us” (Orr 2004a, 8). Perhaps education can be reframed into a more poignant idea of informed relevant learning in which no template exists beyond our day-to-day experiences and cultural interactions. Using human needs as a leverage point for understanding basic needs versus learned wants requires an understanding of how we learn ‘our wants’ and how we can learn ‘our needs.’ It has been said by many in order to reach people you must meet them where they are, whether it is the language you use, the level of understanding someone has or the physical place (Willard 2006; Robèrt 2006). The interface of individual understanding and informal learning presents opportunities to inspire individuals to be self-directed towards sustainability strategies. If we hope to meet people where they are, in our consumer based society, the retail environment may be a good place to begin our strategic actions.

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1.4.2 ADULT LEARNING THEORY

“Human beings are designed for learning. No one has to teach an infant to walk, or talk, or master the spatial relationships needed to stack eight building blocks that don’t topple. Children come fully equipped with an insatiable drive to explore and experiment. Unfortunately, the primary institutions of our society are oriented predominately to controlling rather than learning, rewarding individuals for performing for others rather than for cultivating their natural curiosity and impulse to learn.” (Senge 1990, 7)

People carry with them many different experiences and perceptions of life. With this being said, adults learn somewhat differently than grade-school children because of the mental models they have developed during their lives. “Mental models are deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take action” (Senge 1999, 8). The knowledge and understanding of the past can help or hinder their actions, interpretations and beliefs. Acknowledging the presence and importance of mental models is a fundamental aspect of adult learning.

Generally, adults learn and respond better when they can see the practical application of the knowledge and begin using it right away (Smith 2002). With the knowledge that humans “retain approximately 10 percent of what we see; 30 to 40 percent of what we see and hear; and 90 percent of what we see, hear, and do” (NHI n.d.) the value in designing learning tasks and lessons that are engaging and require active participation is apparent. For this reason communication design should encompass auditory, visual and kinesthetic aspects allowing the experience to be engaging and memorable. Additional adult learning theory reinforces the importance of distinct processes with intentional reflective time. This indicates that personal experiences with the addition of reflection periods will equal enhanced learning (Dewey 1938; Juch 1983; Kolb 1984).

Regarding sustainability, it is significant for everyone, especially adults, to learn a more systematic view of the biosphere and their role within it. The challenge remains to find ways of informing adults, many whom are finished with formal education, about systematic effects of daily behaviors and the necessity for sustainability within the biosphere. Additionally, the mental models that exist from a lifetime of learning behaviors may be resistant to change and disinterested in the systematic effects of these behaviors.

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1.4.3 DEPENDENCY TO SELF-DIRECTEDNESS

The Gerald O. Grow model of informal learning theorizes that there are four different evolutionary stages through which a learner can evolve from dependency to self-directedness. In his paper, Teaching Learners to be Self-directed, Gerald Grow outlines the four stages of the informal learning process as: dependency, interest, involvement and self-direction. It is important to distinguish that one learning stage is not necessarily better than another, as each has its advantages and also that people can be in one stage of learning in one area of focus, yet in a different learning stage in another area (Grow 1991; Smith 2002).

Dependency stage:

During this stage people need explicit direction on what to do, how to do it and when to do it. Learners at this stage respond well to clearly organized tasks and rigorous objectives. A disciplined approach with direction and clear communication will greatly help learners in this stage. Learners depend on experienced instructors, who focus on the learning methods and material more than the learner. At a later time, the learners themselves, will also desire to make this transition. Normally, learners respond to gentle interactive methods and require immediate feedback (Grow 1991, 129).

Interest stage:

In this stage people respond well to motivation, two-way communication and strong social interaction with a heavy focus on the subject matter. Learners have gained confidence in, but are usually ignorant of, the subject matter and respond to an enthusiastic, motivational and highly supportive environment. It is important during the interest stage to give clear explanations of why things are applicable and show concrete results while keeping motivation and encouragement high. The basic skill developed in the interest stage is goal-setting (ibid 1991, 131).

Involvement stage:

The learners see themselves as active participants in their own experiences and begin to look at their mental models and bring difficult questions. They are able to start to identify and value their own experiences in life and greatly value the experiences of others. During the involvement stage people “develop critical thinking, individual initiative and a sense of that

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they are co-creators of the culture that shapes them” (ibid 1991, 133). People at this stage are happy to work in the warm interaction of a group. Additionally, learners at this stage desire an increased sense of decision making as well as evaluation checklists prepared to help monitor their own progress. Learners at the involvement stage greatly benefit from understanding the ways in which they learn (ibid 1991, 133).

Self-direction stage:

In this stage, people know what they want to learn and they are motivated to seek the resources to do so themselves. Usually, they set their own goals and standards and ultimately take charge of what they want to learn. Self-directed learners are willing to take responsibility of their learning and will design their own learning processes. Lastly, in this stage, people thrive in atmospheres of autonomy (ibid 1991, 134).

Table 1.4: The Grow Staged Self-Directed Learning Model

(Source: Grow 1991, 129)

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1.5 DESIGN

1.5.1 WHAT IS DESIGN?

Much has been written about the design profession and the characteristics of designers. Yet, even with a seemingly endless discourse in these writings there remains significant debate about what design is. Although there is perhaps no ideal definition, a basic understanding of what design is, what value designers bring and basic characteristics of design education are necessary for the purpose of this thesis.

“Design is everywhere - and that's why looking for a definition may not help you grasp what it is.” (Design Council n.d.)

Figuratively speaking, Design is everywhere, but design cannot be and is not everything. Design is both noun and verb, both product and process. Designs are intentional, anthropocentric and anthropogenic – an important distinction that must be made versus all things physical, all systems and concepts – design is born from the human mind and found most commonly as illustrations, text and/or artifact.

“…design…is the professional service of creating and developing concepts and specifications that optimize the function, value and appearance of

products and systems for the mutual benefit of both user and manufacturer.” (IDSA n.d.)

It is within this subjectivity, creativity and vagueness that we can envision the design process as a black box (See Fig. 1.6). Designers are generalists who bring a learning approach to each problem they face and quickly attempt to orient themselves to any necessary information guiding their creative process towards an outcome. “Any design problem is a problem of resolving tension between what is needed and what can be done”(Conklin 2001, 15). The information gathered or researched by the designer are variations of ‘language’ – formal (3-D shapes), communication (icons, type and illustrations), cultural (systems and artifacts), social (sensitivities and behaviors) etc. It is the designer who attempts to understand these variations of forms of communicative language and through the creative process as a non-linear intuitive tool, interprets these indicators and applies these interpretations to reach conclusions and develop solutions.

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Figure 1.6: The Black Box Metaphor

1.5.2 DESIGN AND WICKED PROBLEMS

Design as ‘the black box’ is a metaphor to describe what Rittel and Webber coined as wicked problems in 1973 (Rittel and Webber 1973). Not only does design deal frequently with wicked problems (defined below) but design itself is wicked. What makes design a unique discipline is that designers are trained to deal almost exclusively in the realm of the ‘wicked’ – taming problems through the application of the design process. According to Rittel and Webber there are ten characteristics to wicked problems (see Appendix A), for the sake of conciseness we are highlighting only four:

1. There is no definitive statement of the problem; in fact, there is often broad disagreement on what ‘the problem’ is. The only way to really understand the problem is to devise a potential solution and watch what it reveals about the problem itself through the changes it effects thus reversing the normal flow of thinking: with wicked problems, a solution must come before the problem (Rittel and Webber 1973, 161; Richardson 2006).

2. Wicked Problems have no definitive end or criteria informing the problem solver that the solution has been reached. Unlike in chess when the player knows the game is complete, wicked problems have numerous solutions and are often only stopped under limitations such as time, funding or resources (ibid 1973, 162; ibid 2006).

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3. Solutions to wicked problems are not right or wrong, merely better, worse, good enough, or not good enough. There is a high degree of subjectivity and each stakeholder brings their own perception to the table, causing discord and fragmentation (ibid 1973, 162; ibid 2006).

4. Without a definitive statement of the problem, there can be no definitive answer, and therefore no clear signal or immediate test that an optimum solution has been reached. In actuality, there are competing solutions that can activate a great deal of discord among team members and stakeholders as well as create further problems (ibid 1973, 163; ibid 2006).

These four characteristics of wicked problems are ones that are found within the debate about sustainability. It is important within the movement towards sustainability not to get sidetracked by the wickedness of the problem. This can lead to an endless debate and disagreement of the causes and solutions to these problems and may lead to increased fragmentation amongst key stakeholders. The scientific consensus approach of the S.S.D.F. is beneficial to this because through the process of establishing the framework, efforts were focused on avoiding points of disagreement and instead pursuing a consensus outcome when determining the four principles of sustainability. Outside of this, sustainability is an issue that currently faces much fragmentation. As Dr. Jeffery Conklin, an expert of the relationship between technology design and social systems writes:

“Fragmentation suggests a condition in which the people involved see themselves as more separate than united, and in which information and

knowledge are chaotic and scattered. The fragmented pieces are, in essence, the perspectives, understandings, and intentions of the collaborators.

Fragmentation, for example, is when the stakeholders in a project are all convinced that their version of the problem is correct. Fragmentation can

be hidden, as when stakeholders don’t even realize that there are incompatible tacit assumptions about the problem, and each believes that

his or her understandings are complete and shared by all.” (Conklin 2001, 2)

1.5.3 DESIGN AND SUSTAINABILITY

Victor Papanek (1927-1999), an industrial designer who was critical of his own profession and its negative social impact in comparison to its great potential, stated that “the relationship between design and ecology is a close one” (Papanek 1995, 32). His most notable publication, Design for the Real World, was a call to arms for socially responsible design and designers and

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in this book he describes design as “the conscious and intuitive effort to impose a meaningful order” (Papanek 1985, 4). This phrase illustrates the importance of designers in the quest for a sustainable society. Meaningful order already existed within the delicate chaos of the natural world. “For the first time in the 3.8 billion years that life has existed on Earth, one species – humanity – is altering the biological, physical and chemical features of the planet.”(Suzuki 2002, 2) The sustainable future that we desire and need is the sustainable society. Paradoxically, designers strive to resolve the failures within, while at the same time they may be negatively impacting, our current civilization. The more society creates for positive anthropocentric gain the more the biosphere must then endure through the increase in harmful anthropogenic results. Unfortunately, we may be currently within the paradigm of designing the systematic degradation of our most valuable resource – the biosphere.

We know from the Law of Entropy (the 2nd Law of Thermodynamics), that organized matter is constantly dispersing into chaos and disorganization – everything disperses unless energy is introduced (Robèrt et al. 2006, 118). This is where the great potential lies within design – to be ‘the energy’ in the strategic movement towards sustainability. This potential exists by possessing an understanding of: the natural flows and concentrations, the four basic principles and the motivation to make strategic material and process decisions. It is then that society may continue to benefit from the creative problem solving strengths of designers while avoiding negative impacts on the environment. Additionally, because of the nature of dealing with wicked problems and the creative non-linear communication methods designers utilize, design can be used as a vehicle for informing the masses about sustainability principles through strategic sustainable design.

1.5.4 DESIGN AND RETAIL ENVIRONMENTS

Retail environments, a nexus of communication design, product design and commerce, exist as the interface between supply and demand. On a daily basis, we stock shelves with new products, exchange old promotional posters with new ones and create or reinforce behaviors through cultural trends and satisfiers. Within retail environments we may be teaching and learning unsustainable behaviors, compounded by the production of new artifacts and communications, and solidifying these behaviors into cultures. The contribution and implementation of design solutions, informed by the S.S.D.F. and the natural laws to communicate principles of sustainability,

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presents an opportunity to envision a new paradigm of retail. Design can be coupled with sustainable teaching using non-linear learning principles to influence behavioral change. “Ecological design may also teach larger lessons having to do with the discipline of living within ones means…” (Orr 2004b, 182). The dynamics between the design process and non-linear learning can be a useful advantage to assisting the adult learning process and influence how we perceive sustainability.

1.5.5 DESIGN AND NON-LINEAR LEARNING

“Designers are being creative and because they are learning rapidly the trace of their thinking pattern is full of unpredictable leaps. This non-linear

process is not a defect, but rather the mark of an intelligent and creative learning process.” (Conklin 2001, 5)

In his paper, Jeff Conklin thoroughly describes the creative attributes of design and what advantages the non-linear design process can bring to formulating solutions to wicked problems. The learning attributes of design expose designers to undergo intuitive testing and application process during ideation, conceptualization and design development. This is significant because the elements of learning that the designer undergoes during the design process are often passed on to the user, guiding them through interaction and experience of the use of a new product or service. This is due to the nature of mimicking the solutions formulated when the designer was required to understand the problem.

“The analysis showed, not surprisingly, that these designers worked simultaneously on understanding the problem and formulating a solution.

They exhibited two ways of trying to understand the problem: efforts to understand the requirements for the system (from a one page problem statement they were given at the beginning of the session); and mental

simulations.” (Conklin 2001, 4)

Designers and the design process bring value to the formulation of solutions to wicked problems through the understanding of non-linear methods and practices. This creates opportunities to utilize design, as a key leverage tool within the quest for behavior change, as a means to create immersive environments rich with stimulus and necessary information for the shift towards sustainability. It is through a thorough understanding of all of the elements highlighted within design, learning and sustainability and the interrelationships between them, that the opportunity exists for effective

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communication of sustainability within retail. It is our aim to capitalize on this interconnectedness and create guidelines for the key stakeholders in retail to influence a transformative change within this sector.

1.6 SCOPE AND LIMITATIONS

The system boundaries of this project are ‘micro-retail locations’ within society within the biosphere. ‘Micro-retail location’ is adapted from the European Union definition of micro-enterprises6 , which establishes our focus on businesses that are approximately sized as such – nearer to ten employees than one hundred. In this, it is important to establish that the scope of our project is concerned with this theoretical size of the interactive environment, irrespective of the revenue generated by these locations and any affiliations of franchising that may be in place.

We are also proceeding with the target focus of companies whose location managers have the power to make executive communication decisions. Additionally, we work with the understanding that our findings may be transferable to small and medium-sized enterprises (SMEs). Next, these micro-retail locations are stage four or five companies as outlined in Bob Willard’s The Sustainability Advantage; (Willard 2002, 103) those being businesses that have adopted sustainability as core to operations or are the primary reason for operations. Although the primary focus is on stage four or five companies, we hope that our findings will have a ‘trickle-down’ effect and be of interest and value to stage two or three organizations as well. The differentiating factor between stage four and five companies and two and three is a proactive not reactive approach when strategizing towards sustainability. Additionally, because our primary focus is with stage four or five organizations, we are proceeding with the assumption that they are already moving towards sustainability within operations, product range, and energy efficiencies etc.

6 This definition is found in the Annex to Commission Recommendation of 3 April 1996. ‘Micro’ enterprises have fewer than 10 employees and no more than 25% of the business may be owned by large business.

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We are limited by investigating how these retail locations can communicate the sustainability issues, concepts and practices at the informative and pedagogical level with the end-goal of influencing behavioral change.

For the purpose of this thesis, we have identified three primary focus sectors, these being: design, micro-retail locations, and consumers. Lastly, as described in section 1.2, the Strategic Sustainable Development Framework implicitly guides this thesis. In review, the scope of the thesis can be summarized into these key points:

• The companies are primarily locations of micro-retail with few employees and limited physical space;

• A primary focus on companies with sustainability as a core value or core purpose (stage four and five companies);

• The communication of basic sustainability concepts to influence behavioral change. This is beyond basic initiatives/operations such as using efficient bulbs, two-sided printing or reducing emissions;

• The definition of sustainability and its related concepts are those found in the literature of the S.S.D.F.;

• Businesses that can make executive communication decisions.

Important and worthy of noting are two primary limitations that existed during this period. First, that the duration of the thesis period was brief, from February 2007 through May 2007, and as a result presented a limitation in regards to the implementation and testing of the final guidelines. Second, the thesis and six guidelines were written within Sweden, a country culturally similar to our own countries – Canada and Japan, and may reflect a cultural alignment heavy with ‘western-world’ beliefs and mental-models. It is with some regret that we could not manage greater investigation of a globally neutral perspective containing feedback and validation represented by all of the six populated continents.

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1.7 RESEARCH QUESTIONS

The research questions guided this thesis throughout the entirety of the process. The secondary questions are supporting questions to the primary question and aimed to be answered as a means to ultimately build a strategic path to the primary question. With the vision of behavioral change being facilitated within retail environments through design and interactive learning, the questions that we used to direct our research were as follows:

Primary Question

How can the design process, informal learning theories and the Strategic Sustainable Development Framework, help communicate complex sustainability concepts within small retail environments?

Secondary Questions

1. In what ways can effective communication within learning-focused retail environments be aligned with:

a.) making complex sustainability concepts easily comprehensible and interactive?

b.) using interactivity to support adult learning and ultimately facilitate behavioral change?

c.) the design process and creative approaches to designing environments and communication?

2. What is the current reality for retail environments and what business currently demonstrates the best practices?

3. What communication tool or methods can be designed to assist the goal of effective communication of sustainability concepts in retail spaces?

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2 METHODOLOGY

2.1 RESEARCH APPROACH

In order to successfully answer the research questions with thorough methods, a systematic and interactive approach was applied in this thesis. Joseph A. Maxwell’s book, Qualitative Research Design: An Interactive Approach was used as a framework for the thesis and was consulted regularly during the process to guide our research methodology (See Fig. 2.1) (Maxwell 2005, 9). Additionally, this book was instrumental to our own evaluation process and assisted in dialogue and reflection sessions as a method used to provide clarity for our peers during thesis feedback.

The conceptual framework for this thesis is one that encompasses a whole systems view of sustainable development and planning in complex systems, human needs, learning and the design process within the retail setting. These frameworks were used to help validate our research questions.

Figure 2.1: Model for Qualitative Research Design

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2.2 TRIANGULATION

The triangulation methodology requires compilation of various data from a diverse range of individuals and settings, using a variety of methods. This strategy ensures that the study gains a breadth of understanding of the issues under investigation through increasing the breadth of techniques employed. As well, this allows the validation of results from one method directly against another. This method may also reduce the risk that conclusions will reflect any systematic biases or limitations resulting from utilization of a specific source or method (Maxwell 2005, 93).

In order to establish scientific validity in our thesis the triangulation method, as described, was implemented. Consistencies between our literature review, professional validation, human needs matrices, professional and consumer surveys were identified. These findings, from our variety of sources, were used to build conclusions and responses to the research questions.

The methodology of this paper was completed in an iterative fashion, in which the triangulation method was of particular value. Inline with the findings in the literature review, the methods of determining our process and formulating solutions did not happen in a linear fashion. Instead, the findings in this thesis were continuously being evaluated and re-evaluated through our methods of surveying, validation and design conceptualization.

This thesis was based within a stringent literature review process where over sixty accredited or peer reviewed papers and books were consulted. Surveys with relevant design professionals and instructors were used to gain qualitative data. We also utilized surveys for both business owners and retail clientele. Based upon our research, we began designing a highly visual guidebook containing The Six Guidelines for Sustainable Retail based on informed conclusions of the material under investigation. We then sent the guidebook to professionals in various fields seeking professional and experienced validation from them based on the thesis, guidelines and guidebook itself. Lastly, the responses from this process gave us the early feedback on the final design outcomes for the guidebook. The methodology was then revisited numerous times, as ongoing dialogue and validation was necessary for developing the behavioral change model and guidebook.

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Figure 2.2: The Triangulation of Research Methods

2.3 LITERATURE REVIEW

The literature review served as the primary source of information for the thesis and one of the three main research areas within the triangulation methodology. The numerous case studies and theories contained in the literature material available provided credible, peer reviewed sources. These in turn provided a solid foundation of material and informed our process by providing statistics, definitions and validation for abstract concepts and intuitive reasoning. Because the validity of information found on the web can sometimes be questionable, we ensured that we exhausted other resources before we used information supplied on the World Wide Web. Any information collected from the web was scrutinized and compared against peer reviewed materials. The literature review was the preferred methodology for information regarding the Strategic Sustainable Development Framework, design theory and learning theory.

Key words searched:

Retail, Retail Design, Retail Communication, Environment Design, Adult Learning, Interactivity, Consumer Behavior, Sustainable Development, Industrial Design, Informal Learning, Environmental Learning, Awareness, Consumer Education, Social Learning and Behavioral Change.

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Reflection on the value of this method:

The literature review was an efficient way to create the skeleton of our argument, anchored by the basic concepts found throughout the thesis. This guided our survey methodology which ultimately informed the process of the design development of the guidelines and guidebook.

2.4 SURVEYS

The secondary information base for the thesis – were direct surveys of the key sectors identified. Again, the three sectors of focus were: retail, design and consumers and the relationships to sustainability. This method allowed us to gather current, directly relevant data in areas that were lacking, following the literature review. The survey process was critical to the gathering of first-hand qualitative data on the relationships between such key issues as: designer’s interpretation of the role of design and sustainability, consumer’s knowledge of sustainability issues and retailer’s first-hand experience with the existing demand for sustainability as a source of competitive advantage. Although the surveys were the focus of our second main research area in the triangulation methodology, it is important to acknowledge the potential bias that surveys generally possess. The discussion on the specificities of our survey bias can be found in the results section of the thesis.

Information gathered through this method:

Qualitative data gathered was critical to the concept generation and guidebook development within the second half of our thesis. User feedback was necessary through surveys for both guiding and validating our design decisions.

Surveys were sent out to the three key areas identified within our focus: designers, retailers and consumers. The design survey was distributed to twenty-four professional designers and four academic design professors. The retail owners’ survey was distributed to eight retailers from a variety of types of retail stores. The consumer survey was distributed to 150 retail shoppers and was identifying shopping behaviorisms within the concept of sustainable retail and its’ potential.

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Reflection on the value of this method:

The value of surveys poses an interesting paradoxical result. The qualitative data can be manipulated, though not flawed to where it can be discounted, unintentionally through leading questions and biases that translates directly into the survey. People surveyed could feel that any or all of the choices given to them do not accurately reflect their opinions or beliefs. The advantage to the survey is the controlled dialogue that can be had with anonymous individuals who, if conducted appropriately, provide an accurate representation of the whole populous within the chosen sector. For the purpose of gathering relevant qualitative data on the relationships between key issues, surveying throughout our process was invaluable.

2.5 PROFESSIONAL VALIDATION

Using professionals within the identified sectors, we chose first-hand validation as a complementary source of data to the surveys. This approach proved to be extremely useful for the visionary, design or theoretical concepts of our thesis. Professional validation enabled an open dialogue between designers, retailers, instructors and sustainability change agents with the goal of solidifying our own unique contributions to the current body of knowledge in our selected thesis focus area.

Information gathered through this method:

Validation through our process was acquired mostly from the professional dialogue and peer review methods. Utilizing a diverse and pertinent audience of professionals, we were able to validate our speculations and findings. As well, discussions were had regarding the relevance of the findings and the potential of translating them into communicable guidelines for retail owners and employees.

Additionally, focused interviews were carried out with three professionals with sustainable development experience and design experience.

• Expert in the sustainable development of business and leadership development field – Dr. Bob Willard;

• Experts in the design, sustainable product development and design academia field - Duane Elverum and Tom Becher.

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Reflection on the value of this method:

The value of professional interviews is within the dialogue, guidance and ability for abstract reflective reasoning relative to concrete or specific ideas or research. Interviews from professionals bear value within their biases, to either validate or expose mental models influencing forecasting approaches to problem solving and strategizing. This was of great importance to the ‘B’ step of the ABCD methodology to clearly illustrate the current reality.

2.6 THE NINE BASIC HUMAN NEEDS MATRICES

The human needs matrix exercise allowed us to identify possible satisfiers, through positive and negative synthesis matrices, and the effects on the satisfaction of the nine basic human needs within retail environments. These matrices were developed through comprehensive classification of needs according to the four existential modifiers and the nine axiological human needs. The existential modifiers, as previously stated, are being, having, doing and interacting. The nine axiological human needs are subsistence, protection, affection, understanding, participation, idleness, creation, identity and freedom. This exercise enabled us to reflect on the current reality of retail behaviors from a human needs perspective. As well, the matrices identify problem and opportunity areas, which enhanced the process of designing our guidelines (Max-Neef 1991).

Information gathered through this method:

The human needs matrices developed had been completed by strictly following the theory outlined in Manfred Max-Neef’s Human Scale Development. Within this process, we utilized our experience and knowledge, accrued through the literature review, of learning and design within retail environments.

Reflection on the value of this method:

In order to fully understand the dynamics of human need satisfaction, pseudo-satisfaction and inhibition within retail environments, the development of the two matrices was a valuable exercise. This exercise helped tremendously in the process of critically analyzing not only the current reality of micro-retail locations but also the practices of the greater retail sector from a needs perspective. The positive and negative synthesis

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matrices informed the ‘B step’ of the ABCD analysis and gave perspective on what key elements are affecting the system. This was instrumental in shaping our approach to the guidelines as well as the focus on social sustainability, or human needs satisfaction, as a fundamental basis for the thesis.

2.7 THE GUIDEBOOK

The purpose of developing a pocket guidebook was to provide retail store owners, designers and employees with a quick reference resource that contains ways in which a systematic understanding of sustainability and related concepts can be effectively communicated. The guidebook, found in Appendix C, contains the six guidelines that were designed for this purpose. This guidebook, in effect, should function as a stand-alone resource in which the concepts of the thesis are summarized and presented in a manner that is conducive to simple comprehension. Additionally, the guidebook will offer creative examples of ways to simply communicate concepts of the S.S.D.F. and other related information.

Using our professional backgrounds to inform the process:

Developing the guidebook provided an opportunity for our thesis group to capitalize on the professional skills we individually possess. Utilizing our own backgrounds in business, design and web development, we found the methodology of developing the guidebook a natural process.

Validating the guidebook:

Forty-five professionals from related disciplines within our three focus sectors of retailers, designers and consumers plus sustainability experts, provided feedback and guidance on the design aesthetics, structure and communication potential of the guidebook. This was instrumental in the refinement process of the guidebook and provided another source of valuable information for the entire process of the thesis. The ‘hands-on’ nature of the guidebook removes the veil of elitist intellect and discourse. To some extent, this may reinforce our initial thoughts on the simple concept of making complex messages approachable and embracing the idea of meeting people where they are.

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3 RESULTS

The results section illustrates our findings within the execution of the human needs matrices, surveys and professional validation. These findings have followed the triangulation methodology outlined in the previous chapter, section 2.2, and attempt to answer the secondary questions outlined in section 1.7.

3.1 THE BASIC HUMAN NEEDS MATRICES

3.1.1 WHY COMPLETE HUMAN NEEDS MATRICES?

In accordance with Max-Neef’s Human Scale Development (Max-Neef 1991), we designed and implemented an analysis of the positive and negative synthesis matrices within retail environments in effort to discover and outline the current reality (‘B step’) of needs dynamics. The process of establishing the common factors affecting needs within retail was a critical component to designing the final guidelines and the guidebook.

3.1.2 VALIDITY OF THE HUMAN NEEDS MATRICES

How valid is our data?

As previously mentioned, the human needs matrices were completed in accordance to the process outlined in the Human Scale Development. All efforts were made to bring scientific rigor and integrity to process into the development of the needs matrices. Additionally, we met with peers and professionals, with whom we found additional validation of the results of the matrices. Their input was particularly respected as they too were utilizing the investigation and application of the human needs for concurrent thesis work.

3.1.3 BIAS OF THE HUMAN NEEDS MATRICES

How biased are our Human Needs Matrices?

Given the short time frame and our limited experience in developing the human needs matrices, we understand that the matrices may suffer from some slight irregularities in semantic logic. Additionally, the human needs matrices developed may be skewed culturally to reflect the experiences of

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the authors to some extent and due to this, may have a western commerce model bias. The application of these matrices, however, should not suffer from any crippling bias due in part to the systems perspective that the matrices are valuable for. The focus is on the overarching factors that contribute to affecting the human needs of individuals on the large scale. Semantic irregularities during the process of allocation of variables are unlikely to inhibit the effectiveness of the matrices and our conclusions.

3.1.4 RETAIL HUMAN NEEDS MATRICES

The following matrices of satisfiers within retail environments have been populated following the process found in section 1.3.2.

Table 3.1: Positive Synthesis Satisfiers Matrix

Being Having Doing Interacting

Subsistence

Healthy Systematic Clean Affordable

Systems View Awareness Global Thinking Understanding

Provide Give Grow

Home-like Temperate

Protection

Trustworthiness Equality Honesty

Transparency Integrity

Share Remember

Social Setting Safe

Affection

Respectful Sincere Humane Compassion

Friendships Community

Support Compromise Care Respond

Encounter Space Loving Space Aesthetic Sensorial

Understanding

Generativity Empathy Thoughtfulness

Guidance Instruction

Dialogue Inform Support

Informal Space Learning Space

Participation

Openness Acceptance

Inclusivity Security

Cooperate Envision

Diverse Spaces Sensorial Corporeal

Idleness

Calmness Relaxing Patient

Serenity Peace of Mind

Reflect Recall Dream

Privacy/Leisure Green Space Reflection Open Space

Creation

Playfulness Entertaining Humor

Creative- Constraints Originality Innovation

Play Ideate

Dynamic Space Doing Space

Identity

Belonging Solidarity

Values Pride Ideologies

Initiate Inspire

Accepting Space Fostering Zone

Freedom

Democratic Autonomy

Trust Responsibility

Encourage Self-direct

Pressure Free Retail Plasticity

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Table 3.2: Negative Synthesis Satisfiers Matrix

Being Having Doing Interacting Subsistence

Self-Indulgence Wastefulness

Unsustainability Inequality

Pollute Degrade

Disharmony with Natural Cycles

Protection

Competitiveness Possessiveness

Dishonest Deception

Be Faithless Be Hopeless

Exploitative Overcrowding

Affection

Commission Limited- Relationships

Status Alienation Objectification

Isolate Neglect Commodify

Cold Stale Clinical

Understanding

Competition Dogma

Product Focus Top-down

Linear Hierarchical

Restrictive Info Distancing

Participation

Exclusivity Snobbishness

Class Structure Price Hierarchy

Judge Divide

Cliques Private- Ownership

Idleness

Stressfulness Hurriedness Inflexibility

Advertising Information- Overload

Irrelevance Excessiveness

Rushed/Pushy Congestion

Creation

Saturation Conformity

Uniformities Sameness

Commercialism Mechanical

Stagnant Space Time Pressure

Identity

Trendiness Insecurity

Fashion Fads

Gluttonous Buying Promote

Cliques Elitist Clubs

Freedom

Monopolization Saturation

Memberships Unequal Representation

Conform Depend

Threatening Poor Quality

3.1.5 SIGNIFICANCE OF THE HUMAN NEEDS MATRICES

Why are the Human Needs Matrices important?

The human needs matrices ensure that when approaching the development of interactive guidelines, we are focusing our attention on creating a needs-fulfilling environment based on backcasting from socio-ecological principles. This ensures that the approach used meets the theories of human needs and the guidelines developed will be increasingly outside of the influence of cultural indicators, mental models and bias. This is significant because it removes barriers such as limited flexibility from designing environments around sustainability. Additionally, the needs are consistent throughout cultures and form a solid basis for design solutions, whereas, the tendency to design directly around satisfiers or pseudo-satisfiers of needs (i.e. fads or trends) may further the current problems with need satisfaction.

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3.2 SURVEYS

3.2.1 WHY SURVEY?

In effort to gain validation of concepts that were not directly touched upon in the introduction, we chose to utilize surveys as outlined in the 2.4 section of methodology. The surveys designed were distributed as widely as possible over ten countries – Australia, Canada, China, Ireland, Japan, Korea, New Zealand, Sweden, South Africa and USA. This was due, at least in part, to the network of individuals we could reach as well as with an effort to gather representation of many cultural variables. The surveys presented a significant qualitative data source in our quest for triangulation of data as outlined in the methodology.

3.2.2 VALIDITY OF THE SURVEY RESULTS

How valid is our data?

The survey data gained for this thesis was designed, gathered and compiled with great effort to maintain the integrity of the results. In no instances were responses assumed, paraphrased or elaborated on, beyond the results given by the survey respondents. Additionally, only the necessary contextual information was supplied to survey respondents prior to completion of the survey in order to reduce any bias that may have been exposed due to cultural associations or mental models that exist around the subject matter.

3.2.3 BIAS OF THE SURVEY RESULTS

How biased is our data?

Although the surveys were conducted with the most effort and respect for gathering valid qualitative data, it is likely that the results given were subject to uncontrollable biases which could affect the validity of the survey results. The bias that could influence the results of the survey is as follows:

i. Sample audience – Given the limitations of time and resources the sample audience for the surveys consisted in majority of people within our own personal networks. In the case of the design survey, the thesis group knew 100% of the professional

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designers surveyed. The consumer survey consisted of random sampling as well as sampling from within our own personal networks. 30 of the 113 (25.6%) persons surveyed were people who were randomly selected within the retail environment. The retail survey was completed by individuals whose locations are visited at varying levels of frequency. In all cases but one, the management who completed the surveys is not known intimately enough to affect the results.

ii. Sample size – Given the limitations of time and resources, the sample size for all surveys were limited. 113 persons were sampled to complete the consumer survey, 12 professional designers and 6 retail locations provided feedback. Approximately 60-75% of individuals, who were requested to complete the surveys, did so in a timely manner.

iii. Mental Models – Given the nature of the survey focus, sustainability within the biosphere, the surveys may be exposed to bias regarding the subject matter. The topic of sustainability is one that has been subject to significant political and media lobbying and scrutiny. The ambiguity of sustainability may contribute to responses that have increased emotional bias. As well it is likely that due to the nature of personal networks, it is possible that the surveyed individuals share similar mental models to the thesis group.

iv. Understanding – Although over half of the surveys were completed by first language participants, roughly one third of the surveys were completed by second language participants. Though it appears they understood the process and seemed to have a great handle on the language, questions could arise concerning their understanding of the content.

v. Translation – In order to obtain a very culturally diverse number of responses, we also translated our consumer survey into Japanese and received 29 completed responses. Though much precaution went into the translation, the translation may be subject to errors as well as contextual or cultural irregularities.

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3.2.4 RESULTS OF THE CONSUMER SURVEY

Consumer survey results

A total of 113 persons were surveyed, providing results that directly informed the process of developing our final guidelines. Both the survey and the complete details of the relevant results can be seen in Appendix B – Surveys and Results. The reasoning for sampling consumers was to gain insight into the behaviors of consumers regarding health, social and environmental issues. As well, a basic understanding of sustainability knowledge was important to gather an understanding of the current reality. Below are four sample graphs that were particularly informative to our design process:

Figure 3.1: Significant Consumer Survey Findings

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Significant findings within the consumer survey results

Within the consumer survey data, we can see trends that indicate the audience is motivated to adopt varied spending habits if it can positively affect environmental concerns. Apparent in question 13, communication of information needs to be addressed through additional efforts in this area. Additionally, we can see in questions 17 and 18 that the audience surveyed feels the physical environment is degrading and pollution is increasing. It seems that people who are shopping in the health and sustainable retail sector have knowledge that the physical environment is suffering from anthropogenic causes and they are willing to adopt purchasing patterns which can address this problem.

3.2.5 RESULTS OF THE DESIGN SURVEY

Design survey results

A total of 12 designers were surveyed, providing results that directly informed the process of developing our final guidelines. Both the survey and the complete details of the relevant results can be seen in Appendix B – Surveys and Results. The reason for sampling professional designers was to gain insight into the current emphasis designers are putting on sustainability issues. Critical to informing the guideline development the understanding of the current knowledge, application and determining factors within sustainable design practices were important. Below are graphs that were particularly informative to our process:

Figure 3.2: Significant Design Survey Findings

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Significant findings within the design survey results

Within the data, we can see that professional designers agree design has remarkable potential for sustainability strategies and a clear definition could assist them. Additionally, the majority of those surveyed agree that ethical application is significant to their practice. Therefore, the necessity for designers to have a common understanding, and perhaps a framework to combine with the design process, presents potential for empowerment.

3.2.6 RESULTS OF THE RETAIL SURVEY

Retail survey results

A total of 6 retailers were surveyed, providing results that directly informed the process of developing our final guidelines. Both the survey and the complete details of the relevant results can be seen in Appendix B – Surveys and Results. The reason for sampling retailers was to gain an understanding of the current reality of companies who fit into the sustainable or health lifestyle sector. As well, a basic understanding of their current practices was important to assess their current knowledge of sustainability. Below are graphs that were particularly informative:

Figure 3.3: Significant Retail Survey Findings

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Significant findings within the retailer survey results

Within the retail survey data, we can see trends that indicate that retailers are motivated to communicate information about health and environmental issues to their customers. This is valuable because when the data is compared to that supplied by the consumers, we can see there is a paradoxical relationship surrounding the communication of sustainability issues. The relevance of this is, perhaps either more of the same effort needs to be given to the demand of additional communication or a new approach, using the communication skills of designers can be attempted. Therefore, precedent may exist to attempt to fuse design communication with informing consumers about sustainability within retail environments.

3.2.7 RELEVANCE OF THE SURVEYS

How did the survey data inform our process?

The survey data acquired contributed to the triangulation of our research findings. Understandably, given the sample sizes and duration of the thesis, bias may be significant. Alone, the survey data is subject to questionable scientific rigor, but through triangulation of methods, it has provided valuable qualitative data that supports other findings. This survey data gave points of departure for validating our ideation. Conceptualization of the guidelines was significantly informed by our survey findings and this provided much direction for the guidebook development.

3.3 PROFESSIONAL VALIDATION

3.3.1 WHY SEEK PROFESSIONAL VALIDATION?

In consideration of the subjective focus areas of this thesis, namely design and informal learning, we considered validation from professionals to be instrumental in the thesis process. This is for two primary reasons: First, that design itself is heavily intuitive and the necessity for validation of concepts, usability and aesthetics to gain evidence of thoroughness is necessary. Second, the guidelines and guidebook attempt to bridge the gap between theory and application. Without significant insight on the usability of both, the risk is substantial that any results may come across as elitist educational theory without grounding in the ‘real-world.’

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3.3.2 BIAS OF THE PROFESSIONAL VALIDATION

How biased is the professional validation?

We had significant validation through professional interviews, dialogue and peer review sessions, for the logic and concepts of our thesis. While the professionals’ areas of expertise include many different fields ranging from business, leadership, design and sustainable development, most of them had prior knowledge of sustainability concepts. Again, with professional validation, we feel that the strength of the responses is within the bias, especially when considering the review of subjective content. It is within rigorous determination to collecting a breadth of subjective feedback that we feel the design results can be validated.

3.3.3 RESULTS OF THE PROFESSIONAL VALIDATION

Validation for the idea of guidelines and guidebook

Professionals, with significant experience and a wealth of knowledge in our subject areas, provided validation and support to this thesis. Their insights strengthened our findings from the literature review and surveys. As well, we received support and validation for guideline/guidebook development. Their insight was most valuable in the following aspects:

• The relationship between human needs and learning;

• Effective translation of human needs into guidelines;

• Human needs, sustainability and learning descriptions;

• General feedback regarding the design of the guidebook.

Validation included strengths and weaknesses of the guidebook concepts – helpful to making it practical for readers. For instance, they expressed confidence in the aesthetics, format and use of specific examples. On the other hand, we had many suggestions of ways to improve the guidebook in terms of usability and content. Feedback included, for example, the use of business language, catchy phraseology and jargon and the need to make comprehension of the complex concepts, such as human needs and the sustainability principles, much easier for daily use.

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4 DISCUSSION

4.1 OVERVIEW

After investigation of human needs, sustainability, learning and design, the approach of communication within retail was reinforced. Next, validation of the interconnectedness of the basic concepts within our scope, to illustrate the need for this objective and basis for our primary question, was necessary. In order to support, and ultimately find responses to, the primary question, we now analyze what the current reality of the retail environment is and illustrate the necessity for a new behavioral change model. Furthermore, through an analysis of the current best practice in retail environments, we can illustrate the gap that remains to an envisioned future based on principles of sustainability. Finally, it is within the understanding of the previously mentioned areas of focus, that the basis has been formed for designing The Six Guidelines for Sustainable Retail resulting in increased learning-focused designed interactivity.

4.2 CURRENT REALITY IN RETAIL

4.2.1 BUSINESS AND COMMUNICATION

Currently, in the hopes of setting themselves apart from their competition, retailers present a torrent of audio-visual communication euphemisms and pseudo-satisfier imagery. Illustrating consumer appeal and worthiness, to highly desired customers in the increasingly cutthroat retail business sector, is fundamental for success. Sales are the driver of business. And what drives business is more business – it must create and grow to continue. Growth, competitive advantage, image, consumer appeal and volume seem to be the top priorities in retail. In the pursuit of sales, retailers may also be unconsciously communicating and encouraging over-consumption, short-term thinking, disposability, consumer irresponsibility and reducing the awareness of finite limits. All of this only adds to and continues the current paradigm of unsustainable behaviors and excessive resource depletion. In Advertising and the End of the World Sut Jhally claims that:

“Advertising doesn’t see long term. That is, people who are exposed to commercial impressions tend to have short-term thinking. Short-term thinking allows for no time to break the paradigm. The way of thinking is

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disconnected from nature. As a result, advertising and communication are wrongfully leading people to consume product in order to try to satisfy needs.” (Jhally 1998)

It is probable that the business focus on the bottom line conditions employees and customers to behave and value the same needs. Employees, who are methodically trained, are instructed to treat customers in a fashion that encourages them to spend, more importantly to revisit, and most importantly that they are always correct. Reward systems are built around promoting customer loyalty and rewarding purchasing. Literally and figuratively, the more you buy the more you get. The focus here is on building store-to-customer relationships and not necessarily valuing human-to-human relationships or the systematic relationships of business within the biosphere.

“Does compulsive consumption add to the quality of our lives? Beyond some modest level, the answer is no. Does it satisfy our deepest longings? No, and neither is it intended to do so. On the contrary, the consumer economy is designed to multiply our dissatisfactions and dependencies.” (Cobb et al. 1995; Orr 2004b, 176)

What does this mean for sustainability? The practice of sustaining oneself, one’s business and our planet, more often than not, falls on the cutting room floor. Essentially, everything that is communicated is being communicated to continue financial stability, even at the cost of sustainability. This is not the only business strategy that exists. There are many businesses whose primary focus are within the social or service sector and greatly value their social standing. Göran Carstedt, former executive head of IKEA North America, encourages a paradigm shift within all businesses by “ask[ing] not what is good for your business, but, what your business is good for?” (Carstedt 2006)

4.2.2 THE STARBUCKS EXPERIENCE

The Starbucks business case is one that many regard as transformational and inspirational to small business ventures. Starbucks emerged from its humble beginnings, as a provider of quality coffee in brown paper bags, to become a retail giant that opens five new stores a day 365 days a year (Michelli 2007, 4). Starbucks revolutionized a business model in which they invest heavily into an often under-valued detail – Starbucks invests more money in training than advertising. The mantra of Howard Schultz,

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the founder of Starbucks, is “retail is detail” and in this simple concept, he has left a legacy of positive experiences for millions of daily coffee drinkers.

By investing so much research and money into detail, Starbucks has built its brand from values – responsibility, locality, and a very ‘human’ customer-first approach to business. The training and orientation to Starbucks’ values and business model is something that is done at all levels. From top managers right through to the service staff the training remains the same. To assist in this process Starbucks has developed a pocket guidebook called the Green Apron Book containing the simple and lasting purpose and values of the organization. Their guidebook, highly visual and easily referenced, is to be carried by all employees and reminds employees of important small tasks they can do to ensure that the customers have a lasting positive experience and ultimately increases the chances of a return visit. This successful business model, of investing in training and the creation of common mental models, has proven to be a business approach worth emulating. It is believed that Starbucks’ success is due to how they have revolutionized the service industries’ approach customer interaction.

“Starbucks has built its brand with far less advertising than most other companies of its size. When customers can rely on a consistent positive experience, they feel compelled to share their experience with others. This creates an ever-growing customer base through word of mouth. By being predictable, a business offers comfort, routine, reliability, and, in the case of Starbucks, a place where the community gathers.” (Michelli 2007, 103)

Although Starbucks is considered proactive when it comes to philanthropy, and social responsibility, the organization seems to be lacking a full systems understanding of sustainability with human needs explicitly rooted into this more holistic perspective. This is an important area of potential improvement for the coffee giant, as well as a business case example of the gap between the current ‘best-case’ reality and the envisioned sustainable future. What remains for businesses such as Starbucks is to move operations beyond encompassing a sense of community and customer responsibility only. A vision of success oriented around selling ‘humanness’ as a business model is a step in the right direction and it may be significantly lacking a larger systems view of responsibility containing a systems understanding of the effects of the business on the biosphere. This thesis attempts to use the Starbucks case as an example point of departure

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as the best of the current reality. By designing guidelines that go beyond this best case, communicating the importance of a systematic understanding of sustainability and human needs, opportunities for lasting behavioral change may be achieved.

4.3 TRANSLATING RESULTS INTO DESIGN

The Starbucks model was used as a point of departure to begin the application the design process (see section 1.5) ultimately leading to the final outcomes of the thesis. These outcomes are two-fold. First, a conceptual model of behavioral change was developed. Second, a series of six guidelines for effective communication of sustainability concepts within retail environments followed. The development of these two final outcomes was informed by the following design process:

• Triangulating the breadth of literature research and results into focused departure points for basic ideation and conceptualization;

• Utilization of principle-based backcasting strategies to evolve basic ideas into larger holistic concepts;

• Synthesis of the holistic concepts, focused on the human needs matrices and survey results, through user, expert and professional feedback and dialogues;

• Establishment of the revised concepts into the final six guidelines for user testing, professional validation and detailed development;

• Final user and professional validation supported our findings and validated the final six guideline and behavioral change concepts.

4.4 THE BEHAVIORAL CHANGE MODEL

4.4.1 CURRENT BEHAVIORAL THEORIES

In the interest of being rigorous and thorough, the understanding of current behavioral theory was consulted to identify models that supported the focus on the Grow learning model, basic human needs and a non-linear informal approach. Within the plethora of behavioral change theories and models that exist, we refer to the Whitlock paper (Whitlock et al. 2002) that reviewed over 1000 articles on behavioral change theory and found the six most referenced and accepted models. These are outlined in table 4.1.

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Table 4.1: Behavioral Change Theories

After the investigation of these six behavioral change models, it was determined that they were lacking the simultaneous consideration of teaching, learning and basic human needs. As a result we felt it was necessary to explore an adaptation of the Grow learning model in order to illustrate the approach to behavioral change we are implementing.

4.4.2 ADAPTING THE GROW LEARNING MODEL

As David Orr alluded to in his critique of contemporary education in the school curriculum, the difficulty is finding or creating lasting behaviorisms (Orr 2004a). The Grow model of informal learning is an excellent point of departure for behavioral change in that it conceptualizes a model, which aligns relevant teaching styles with the appropriate learner interest and

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knowledge stage. First we have adapted the axis formally labeled “teaching style” with “communication approach.” Second, the possibility may remain for learners to progress through the four stages while remaining disengaged with regards to the personal significance. It may be plausible that the learner has other motivations than personal behavior, which create opportunities for evolution through the stages of learning7. In the interest of this hypothesis, by finding opportunities to infuse personal significance into the Grow model for learning, it may be able to lever the satisfaction of the nine human needs to change personal behavior.

Figure 4.1: Adapted Grow Model of Informal Learning

7 For example, these may be such interests as financial, academic, and political.

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4.4.3 CREATING THE DIMENSION OF SIGNIFICANCE

The desire to find satisfiers of the nine basic needs is consistent throughout cultures, unwavering and necessary. The addition of the third dimension of human needs satisfaction to the Grow learning model (See Fig. 4.2) adds personal significance for the individuals engaged in the informal learning activities. This personal significance addresses the possible shortcomings of the stand-alone Grow model of informal learning to be seen as an opportunity for behavioral change. Conversely, the combination of learning and needs significance makes a solid base for our behavioral change theory, adding another leverage point. Now, besides only the alignment of communication approaches, needs can be leveraged to assist the evolution through the learning stages.

Figure 4.2: The Non-linear Behavioral Change Model

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4.4.4 LEVERAGE POINTS FOR EVOLUTION

The dynamic relationships between the human need of protection and dependant learning stage, understanding and informed, freedom and self-direction, illustrate example possibilities of leveraging needs satisfaction8. Beyond demanding that the communication approach be the only source of leverage in evolving learning, we suggest that in order to effectively progress individuals up the four stages of behavioral change, we demand leverage sources from the learning environment as well. Within a needs- rich environment, the actual tasks and tools that the learner desires, will be apparent and available to further enable concentrated needs rich learning with the goal of lasting behavioral change.

4.4.5 NON-LINEAR BEHAVIORAL CHANGE

The strength of the human needs based behavioral change model is that it is a complementary model of needs, communication and learning. The behavioral change model is built off Grow’s theories, which present a learning model that does not guarantee effective learning, but instead understands that without the alliance of the learning stages one may face additional barriers in learning. This thesis adds an additional hypothesis that it is also necessary to align the human needs to move beyond learning and avoid significant barriers in achieving behavioral change. The importance for the adding the dimension of human needs is the risk of learner or communication selectivity with information that may come into play when learning. In respect to the earlier description of pseudo-satisfiers (section 1.3.2) this selectivity may result in learners only acquiring or only being presented with information that is tainted by politicking, propaganda or advertising. This may not affect learning but may jeopardize needs. Here, the Max-Neef theory supports that if the human needs are not being undermined, this is not possible. Therefore, the non-linear behavioral change model proposes the increased possibility for behaviors to be changed in line with social and ecological sustainability more effectively than without these alliances. Designers can then apply this model as a

8 In fact, all of the human needs may create opportunities for leveraging evolutions between the behavioral change stages, these three were selected only because of the seemingly obvious nature of their relationships

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strategic tool for the conceptualization process of designing behavioral change in line with core sustainability concepts.

4.4.6 BEHAVIORAL CHANGE AND THE GUIDELINES

The non-linear behavioral change model was employed when developing The Six Guidelines for Sustainable Retail. In each of the guidelines, we have outlined the fundamental leverage opportunities in relation to the needs, assisting the process of evolving behavioral change. Additionally, key concepts for communicating the fundamental aspects of the S.S.D.F. are depicted in the guidebook following the evolutionary stages of learning. With the understanding that it is absolutely necessary to preserve the already existing identity of the retail location, we have provided example actions. These examples are to give retailers and designers basic examples which they can implement to leverage needs or learning to change behavior.

4.5 THE SIX GUIDELINES

Examination of how small businesses can effectively communicate sustainability, exposed several reoccurring strategies during our research. These six guidelines unite theories from learning, human needs and design for purposeful implementation within micro-retail locations. Considering learning theory and human needs, we concluded the following guidelines should be considered when building an inspiring and interactive retail environment that communicates sustainability. The guidelines illustrate which human needs are being satisfied, how the guidelines helps with communication and illustrates the systematic relationship customers have and their potential for positive contribution towards sustainability. Beyond this, the theories building the foundation of the guidelines are embedded within usable examples. The hope of encouraging creative brainstorming inspired by these simple but effective examples will assist businesses to comprehend the usability of the guidelines themselves. The six guidelines are:

• Be open, informative and transparent; • Build a tribe; • Change is your friend; • Have a heart; • Be systematic, holistic and strategic; • Time to think, reflect and celebrate.

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4.5.1 BE OPEN, INFORMATIVE AND TRANSPARENT

Key Focus: Establishment of the current reality (B step)

Being open, informative and transparent allows key stakeholders to clearly understand the current reality of the business and the related systems. Open information dissemination establishes a common knowledge base with staff and customers. This encourages an environment of trustworthiness and dialogue. Customers are more likely to feel safe with dependencies on information and have confidence in communication, building the need of protection. This guideline attempts to increase both trust and responsibility in staff and customers with the hope of assisting people’s sense of personal ownership and aid with self-direction.

This guideline encourages the communication of the four principles, basic science and concepts of sustainability. Stimulating stakeholders to engage in open dialogue around their desired future, they can understand the gap between the current reality and sustainability. Transparent information and open dialogue regarding the current reality suit the dependency stage. Providing this accessible information, customers may be motivated to increase responsibility, initiative and increase self-direction.

Examples:

Use multiple metrics: In addition to the monetary value of a product, non-traditional value measurements can be displayed with pricing information. For example, visual depictions of violations of the sustainability principles, green house gases emissions, energy and ecological footprint.

Done, doing and going to do: Using highly visual signage to describe and commit to actions, the business can communicate progress towards the envisioned future – sustainability. Customers and employees visually see progressions, providing motivation and a common purpose. When tasks are met, the history of progress offers opportunities for celebratory events.

Additional Examples:

Host classes, discussions and strategy sessions; Have a library; Use information to reach out to the community.

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4.5.2 BUILD A TRIBE

Key Focus: Establishment of the Vision (C step), Purpose and Values

The second guideline addresses the importance of key stakeholders sharing a common mental model, possessing a strong systems understanding, of sustainability when co-creating goals and the envisioned future. The shared mental model appeals to the human needs, identity and participation, creating a sense of group belonging. Through empathy and compassion, an informal adult learning environment may provide resources for all the learning stages – dependency, interest, involvement and self-direction. Within tribal society, people may be both learner and teacher, sharing stories of meaning and learning from others’ mental models. As previously mentioned experience plus reflection equals learning.

Tribes are more accustomed to share amongst the tribal members first, reinforcing systematic mental models. Elimination of hierarchical structures fosters community-orientated equality much like that found in ethnic tribalism (Quinn 2000, 64). A systematic perspective of cause and effect has excellent potential to present and raise awareness of the sustainability principles.

Examples:

Clear/visible vision, purpose and goals: Establishing the vision, purpose and goals of the business will build a common reality around the envisioned future. Visual signs, discussion groups, conversations and pamphlets are examples of methods to help communicate the business’ mental models.

Active/responsible customers who are welcomed to contribute: The business should concentrate on making an environment that encourages feedback and open communication from all levels. When building a common purpose, it is beneficial to engage customers with actions, tasks and strategy-making assignments supporting personal ownership.

Additional Examples:

Eliminate hierarchical structures; Customer involvement in executive decisions and practices; Host story telling nights; Suggestion boxes.

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4.5.3 CHANGE IS YOUR FRIEND

Key Focus: Establishment of prioritized strategic goals (D step)

Testing experiences against mental models is valuable for learning evolutions. At the informed learning stage this is a key focus. When planning, business should keep strategies flexible, providing returns on investment and heading towards sustainability. It is critical to be able to adapt to emerging technologies and processes, a focused concept of the change is your friend guideline. Using the four sustainability principles as a guide, businesses should avoid reductionism and instead change through substitution and dematerialization. In addition, backcasting from principles assists the business in selecting strategies and can be a key focus area to include customer’s feedback. A principle based business embraces the needs – creation and participation through dynamic application within the principled constraints. This new found staff and customer knowledge, through innovative thinking, presents new mental models that correspond with current reality. Change, if done informatively and strategically, supports and mirrors personal evolutions through the four learning stages and presents significant opportunities for learning and needs satisfaction.

Examples:

“Grandfather out” and provide alternatives: Giving people time to change is significant to learning and behavioral change. Acknowledge products that currently violate the sustainability principles and inform customers of this. Products, which customers are fond of, that violate can be systematically replaced over time by providing viable alternatives which meet their needs.

Storefronts for other storefronts: The concept of offering local micro-retailers a chance to have a storefront for their visionary ideas will create additional momentum towards sustainability. Additionally, this presents an opportunity to open a discussion on values and strategies, learning and co-creating from one another.

Additional Examples:

Limit your growth; Lobby for change in legislation; Influence change within your supply chain; Ally with the community on difficult changes.

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4.5.4 HAVE A HEART

Key Focus: The nine basic human needs (Sustainability Principle Four)

Purposefully designing environments rich with opportunities to satisfy the human needs can assist communication and the importance of social sustainability. The non-linear behavioral change model identifies the human needs as key leverage points towards self-directed behavioral change. Awareness that environments which forcefully attempt to satisfy needs, may over-satisfy them or inhibit them therefore the aim is self-direction. Through empathic and compassionate behavior the needs of protection and affection may be supported. This encourages personal ownership from stakeholders and supports the pursuit of self-direction. Being patient with evolutions in learning and the understanding of values and purpose will bring competitive advantage to business. It is important to acknowledge that the business needs financial return, but the business should not compromise the established mental models to gain short-term financial rewards. A respectful culture with constructive criticism, space for encounter (social arena) and compromise, will encourage participation. With this being said, business should attempt to create an organization of humans and not a human organization learning from the Starbucks example.

Examples:

Show people that they matter: Make time to recognize the contributions of customers and the community. Illustrating the benefit of individuals outside of the business and within the community, shares the vision and purpose.

Be inclusive/equal access: People can access any information freely, which includes any goods and physical materials that have helped the retailer in their journey towards sustainability. Supply answers to any questions pertaining to the business’ past successes and its vision of success.

Additional Examples:

Human organization/human relations; Share sustainability strategies with others; Decouple value from volume; Give your staff time to build relationships; Embrace and understand your competition.

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4.5.5 BE SYSTEMATIC, HOLISTIC AND STRATEGIC

Key Focus: The ABCD Process and Backcasting

Being clear of the system and acknowledging the interconnectedness of the business within society will help communicate larger relationships. This includes identifying the system of the business itself, its flows and concentrations and processes. Understanding finite limits within constraints is integral in learning the four sustainability principles. Communicating basic science such as the first and second laws of thermodynamics is a key concept of the fifth guideline. The four sustainability principles should be communicated often, simply and effectively using the icons found in the guidebook. As well, illustrating the natural cycles, flows and the production of basic carbohydrates raises systematic awareness and assists the relationship of sustainability and the human need subsistence. This principle suggests assisting the understanding of the individual within society within the biosphere, also supporting identity – the human need. Learning in dynamic ways, kinesthetically, will assist the learning process and comprehension of the complex issues within guideline five. The business has a daunting task of helping employees and customers understand their place in the complex system, and should utilize well designed tasks, games and environments to do so.

Examples:

Illustrate systematic effects: To show the systematic results of purchasing, helping people realize that their individual daily choices matter is beneficial. Dynamic signage, receipts or web data can show the cumulative effects of purchases over given dates and compare them to strategic goals.

Waste take back days: Supporting the community through taking back wastes that are difficult to dispose of. For example, taking responsibility to correctly dispose of batteries, paints and chemicals, although it is not conventional business, will illustrate to customers that you care.

Additional Examples:

Decouple value from volume; Make bulk community purchases; Have community clean-up days; Shift from a product to a service focus; Visuals to communicate the system (biosphere); Initiate positive opportunities with the competition; Generate electricity by physical exercise.

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4.5.6 TIME TO THINK, REFLECT AND CELEBRATE

Key Focus: The nine basic human needs and the gap analysis

This guideline encourages that time is taken to reconnect to the vision, and give recognition to past successes and mistakes. As well, reanalyzing the current reality and assessing the gap to the envisioned future should be done regularly and this is the time to do so. During this time, the business can readdress the bigger picture and find new technologies and processes which will fit into the strategies moving towards the envisioned future.

Taking time to think, reflect and celebrate gives time for idleness and recuperation. A relaxing environment and time for reflection provides an opportunity for creative thinking outside of the daily ‘drill-holes’ and can be useful for strategizing. Reflection also provides time to adapt mental models informed by past experiences. As it is mentioned before, reflective reasoning of experiences is beneficial for effective learning. This will support the four stages of informal learning and will be beneficial to the evolution between them.

Examples:

Have customer feedback initiatives: A way to initiate involvement from people is to get them personally attached to the cause. Seeking feedback and advice will encourage people to think and reflect. One of the most critical points is to use the feasible ones and/or add other ideas to the list of actions that will be completed on the road to the vision of success.

Party! Celebrate goals reached: Celebration gives time for people to recognize the tasks accomplished, to recoup and understand where the current reality is and to recognize mistakes and redirect towards goals in an environment without pressure (Robèrt 2006). Additionally, it gives time for the next steps to be planned accordingly.

Additional Examples:

Have a patio, green space or exercise space; Organize staff trips, retreats, and activities; Finance staff learning and evolution; Be involved in community events and festivals.

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4.6 APPLYING THE GUIDELINES

4.6.1 PRIORITIZATION AND APPLICATION

Implementation of The Six Guidelines for Sustainable Retail should follow the prioritization process outlined in the S.S.D.F. To strategically implement planned actions within complex systems the actions should; be a flexible platform – with awareness of emergent technologies and processes; provide return on investment – the action needs to be financially strategic; move in the right direction – towards sustainability, complying or eventually complying with the four sustainability principles. All examples, which are outlined in this thesis or found in the guidebook, do not ensure definitive success within the system. Instead, they are offered as a means of inspiration towards an end goal and require intimate understanding of the contributing factors to sustainability. The approach of designing the six guidelines and the guidebook attempts to tame some of the wickedness of the sustainability quest, which causes much fragmentation, and as a result presents sustainability as a debate in which many parties disagree. The desire to ‘do good’ is then hindered by feelings of not knowing where to begin and the guidebook is meant to be a first aid tool for this dilemma. The hopes are that the six guidelines and the guidebook bring clarity and can inspire retail owners and employees to begin the process of learning about sustainability and its related concepts.

4.6.2 THE GUIDEBOOK

The guidebook itself is a 54 page, pocket-sized document that is the final outcome of the investigation of how the design process, informal learning theories and the S.S.D.F. can help communicate complex sustainability concepts within small retail environments. The book itself has been designed to be equal parts visual, theoretical and scientific. In this, we have attempted to mirror the elements of learning theory that were applicable, this included: designing the guidebook to be visually stimulating through visuals and color; gradually guiding the reader through stages of information beginning with the basics, for the dependant and concluding with a further readings list, for the self-directed. The whole time trying to use examples to connect the theoretical information with usable every day references and images.

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The guidebook targets stage four or five companies – those already moving towards sustainability within operations, product range, and energy efficiencies (Willard 2002, 103). We can see after the completion of the guidebook that it presents potential for companies at any stage which may have interest in sustainability. Recently, whole communities have started to address the need for a systems understanding of sustainability. 9 The guidebook could be used as a resource by public authorities to aid new and existing small businesses, to gain a greater understanding of sustainability and how to communicate it within their workplace. This has the potential to be implemented within regions or districts as a resource which is distributed to new business applicants, at some stage during the permitting process, if the region has prerequisites about sustainable intent.

The S.S.D.F.’s system principles have been developed though numerous critiques and adjustments, Dr. Karl Henrik Robèrt, the man who started the process of creating the sustainability principles, considers them to be ‘learning’, meaning that the principles are not necessarily fixed. The S.S.D.F. is merely a dialogue that needs more voices and opinions to improve. The guidelines and guidebook are intended in the same way. They are merely a departure point for improvement and adjustment both for the guidelines themselves and also the four principles, through raised awareness. We see that ultimately, the more individuals who are exposed to the four sustainability principles and the S.S.D.F. the more opinions that will be voiced until consensus, clarifying of the path to sustainability. Communication methods have changed throughout time. Though methods may not become obsolete, newer forms of communication take a more relevant role as society progresses.10 The guidelines were created using the design process in conjunction with a principle based approach translatable to all mediums of communication.

9 Both, Canmore, Alberta and Whistler, British Columbia in Canada have developed a systematic understanding of sustainability. These communities are working with The Natural Step Organization, towards sustainable development. More information can be found at: http://whislterisournature.ca/ and http://www.canmore.ca/.

10 This can be seen through the 20th century as different dominate communication methods emerged: print, radio, television and Internet.

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5 CONCLUSIONS

The goal of this thesis was to explore how sustainability concepts can be communicated. Using the Strategic Sustainable Development Framework, the design process and informal learning theories, the potential of designing effective communication into the retail setting was investigated. Communication of sustainability within this setting may lead to behavioral change within the general public and ultimately have a positive impact on sustainable choices. This could greatly benefit sustainability, and the necessity for society to move to this state. Through surveys, an exploration of the human needs and professionals’ validation we began to build an understanding of the current reality. This current reality informed the process of determining how transformative behavioral change may be facilitated. We methodically built on this structure adding the elements of non-linear learning and design. The addition of the most widely accepted theories and critical opinions of the dynamics of learning and behaviors solidified a foundation of core concepts that could be applied to retail. The Starbucks model identified with these core concepts within existing retail and was explored as the current best practice within business. Recognizing that Starbucks had given significant efforts to the social dynamic within retail their practices and training guidebook were used as departure points. From this best case, an attempt to address the gap to sustainability through our primary research question led to the design of the non-Linear Behavioral Change Model and a guidebook containing The Six Guidelines for Sustainable Retail. In review, the six guidelines are:

Be open, informative and transparent;

Build a tribe;

Change is your friend;

Have a heart;

Be systematic, holistic and strategic;

Take time to think, reflect and celebrate.

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Evident from the results of this thesis, consumers allege they are willing to pay closer attention to buying behavior in order to address environmental concerns. Concurrently, store retailers believe that they are adequately informing customers of social, health and environmental issues. Drawing from the surveys, there seems to be a disconnection between the messages customers want and the messages retailers think they are communicating. Applying design, human needs and non-linear learning towards message dissemination is necessary in order to reconnect the message to the need.

Building on Gerarld O. Grow’s existing learning theory the behavioral change model was developed. This model asserts that the alignment of Manfred Max-Neef’s nine basic human needs with Grow’s theory may reduce the barriers that can emerge during the process of satisfying behavioral change within individuals. Individuals who are not facing significant barriers to learning or human needs may be more understanding and open to the complex concepts surrounding sustainability. The guidebook that we developed then tames the complexity of these concepts, presenting them in dynamic and interactive methods. The guidelines, within the guidebook, support this more simple and effective approach to communication and give tools and ideas to retailers, employees and designers for implementation. By proposing methods to remove barriers to learning, and then by making the message easily comprehendible, the possibility of informing people about sustainability concepts may be increased.

5.1 QUESTIONS FOR FURTHER RESEARCH

During this study, the following questions arose and may guide us to further investigations:

• How can the communication guidelines be used in medium or large enterprises and are they translatable?

• In what ways can the guidelines be used to teach sustainability to businesses that do not already practice sustainability in their operations?

• How can the non-linear behavioral change model, hypothesized in this thesis, be validated through scientific studies?

• In what ways can the behavioral change model be implemented further?

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environment. London: Greenleaf Publishing. Holbrook, M. and R. Schindler. 2003. “Nostalgic bonding: Exploring the

role of nostalgia in the consumption experience.” Journal of Consumer Behaviour. Vol. 3 (2) 107-127.

Howard, G. 2000. “Adapting human lifestyles for the 21st century.”

American Psychologist. Vol. 55 (5) 509-515. Jones, P., D. Comfort, D. Hillier. 2005 “Corporate social responsibility and

the UK’s top ten retailers.” International Journal of Retail & Distribution Management. Vol. 33 (12) 882-892.

Jones, P., D. Comfort, D. Hillier, I Eastwood. 2005. “Retailers and

sustainable development in the UK.” International Journal of Retail & Distribution Management. Vol. 33 (3) 207-214.

Kahane, A. 2004. Solving tough problems. San Francisco: Berrett-Koehler

Publishers, Inc. Klein, N. 2000. No Logo. Toronto: Random House. Leamnson, R. 2002. “It’s never too late: developing cognitive skills for

lifelong learning.” Interactive Learning Environments. Vol. 10 (2) 93-103.

Liu, M. 2003. “Enhancing learners’ cognitive skills through multimedia

design.” Interactive Learning Environments. Vol. 11 (1) 23-39. Merrilees, B and D. Miller. 2001. “Superstore interactivity: a new self-

service paradigm of retail service?” International Journal of Retail & Distribution Management. Vol. 29 (8) 379-389.

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Nelson, W. 2002. “All power to the consumer? Complexity and choice in consumers' lives.” Journal of Consumer Behaviour. Vol. 2 (2) 185-195.

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71

6 APPENDICIES

APPENDIX A WICKED PROBLEMS

72

WICKED PROBLEMS IN PLANNING AND DESIGN

Modified from: Rittel, H. W. J. and M. M. Webber. 1973. “Dilemmas in a general theory of planning.” Policy Sciences 4: 155-69.

1. There is no definitive formulation of a wicked problem.

The process of formulating or understanding the problem and the solution happen concurrently. Each attempt at creating a solution alters the under-standing of the problem.

2. Wicked problems have no stopping rule.

Since you can’t define the problem to a single factor it is difficult to tell when or if the problem is resolved. The process ends when resources are exhausted (i.e. time, money or when stakeholders lose interest.)

3. Solutions to wicked problems are not true-or-false, but good-or-bad.

Since there is no explicit criteria for deciding if the problem is resolved, getting agreement amongst many stakeholders with a differing interests can be a challenge. Getting stakeholders to agree that a resolution is “good enough” may be the best we can do.

4. There is no immediate and no ultimate test of a solution to a wicked problem.

Since there is no singular description of a wicked problem, and the very way we intervene has the potential to change that which we deem to be “the problem,” there is no one way to test the success of the proposed resolution.

5. Every solution to a wicked problem is a “one-shot operation”; be-cause there is no opportunity to learn by trial-and-error, every attempt counts significantly.

Every implemented solution is consequential. The decision leaves parts which cannot be undone. It is impossible to know in advance how these consequences will eventually play out.

73

6. Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well-described set of permissible operations that may be incorporated into the plan.

Various stakeholders have differing views of acceptable solutions. There is no way to see if all solutions have been identified and considered. It is a matter of judgment which solutions should be pursued.

7. Every wicked problem is essentially unique.

Essentially each problem will be one of a kind. Part of the art of dealing with wicked problems is the art of not deciding too far in advance of what type of solution to apply.

8. Every wicked problem can be considered to be a symptom of another problem.

A wicked problem is a set of interlocking issues and constraints that change over time, embedded in a dynamic social context. But, more importantly, each proposed resolution of a should be expected to generate its own set of unique problems.

9. The existence of a discrepancy representing a wicked problem can be explained in numerous ways. The choice of explanation determines the nature of the problem’s resolution.

There may be various elements that may be continuously affecting the dynamic of the problem. It is difficult to determine which of these is affect-ing the problem at any given time causing multiple debatable explanations of the dynamics to the problem. There is no way to sort these explanations into sets of correct/incorrect or determine if they have occured as expected.

10. The planner has no right to be wrong.

Scientists are expected to formulate hypotheses, which may or may not be supportable by evidence. Designers don’t have such a luxury—they’re ex-pected to get things right. People get hurt, when planners are “wrong.” Yet, there will always be some condition under which planners will be wrong.

74

appendix bsurveys, data and graphs

75

Please complete the entire survey.

Age: 18-24 25-35 35-50 50+ Gender: M F

Profesional Design Background (select the one response that best describes you)

Student Junior Mid Level Staff Senior Management Instructor

1. Design has a significant role to play in reaching a sustainable society.

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

2. Designers would benefit from a clear definition of sustainability with scientific consensus.

3. Sustainability strategies should avoid reductionism and instead focus on substitutionand dematerialization.

For the following questions please recall your own design education

4. Activities and Tasks that used non-linear versus linear skills are easily identifiable.

5. Techniques that were used to teach in a non-linear fashion are easily identifiable.

6. In my professional practice I currently utilize the non-linear communication techniques ofmy design school education

Please highlight the following yes/no questions with the answer most appropriateto your current situation.

7. I have a definition of success for sustainability (eg. measures of when we are sustainable)

8. Sustainability is a vague concept but responsible/ethical design is fundamental to my work

Name Contact Email (optional)

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

Select the response that best describes how much you agree with the following:

Yes No No, a definition is not needed

No, it varies from client to client/project to projectYes No

Master's Thesis MSLTS Survey D001 - Dan Hendry, Nobuko Yokoyama and Lawrence Silcox

Submit by Email

76

9. Reductionism is a valid strategy to implement for complete sustainability.

10. I have been or currently am involved in designing interactive environments.

If you answered 'yes' to question 10 please answer the following two questions:

10a. I was hired to bring increased effectiveness to communication using design techniques

10b. Design was a very significant factor to the success of the(se) project(s)

Consult the scenario to answer the following question:

Alignment of Vision, Purpose and Core values

Agreed upon definition of sustainability

Checklist of inflows, outflows and process

Physical Layout and Visual Communication strategy

Agreed upon vision/definition of success

Discussion of political and social ideologies and desires

11. You have been hired as an individual to design a small interactive retail location. Budget and time restrictions are not barriers to the completion of either the clients goals or your own vision. The client tells you that he wishes to be a sustainability leader in this market and wishes the location to "exude sustainability in every possible way and most importantly communicate this to the customers." He tells you that he is hiring you because "you are the expert" and he has no idea how to make this happen. Based on the possible responses please rank in order (with 1 being the first choice, 6 being the last) which single action you would initiate to reach a successful outcome.

No, but it is a step in the right directionYes No

No, I have no interest in thisYes No

Yes, but that was not the most significant reasonYes No

No, it was the combination of many factorsYes No

How interested are you in sustainability and its relationship to design?

Very Interested Interested Somewhat Slightly Not at all

After completing this survey would you like to recieve a small information booklet about sustainabilty and strategic sustainable development? (we will need your contact info)

Hot Damn! Yes Please No, Thanks

Thank you

77

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

1. Design has a significant role to play in reaching a sustainable society.

2. Designers would benefit from a clear definition of sustainability with scientific consensus.

4. Activities and tasks that used non-linear versus linear skills are easily identifiable when surveyees recall their design education.

3. Sustainability strategies should avoid reductionism and instead focus on substitution and dematerialization.

5. Techniques that were used to teach in a non-linear fashion are easily identifiable when surveyees recall their design education.

6. In my professional practice I currently utilize the non-linear communication techniques of my design school education.

78

8. Sustainability is a vague concept but responsible / ethical design is fundamental to my work.

10. I have been or currently am involved in designing interactive environments.

10b. Design was a very significant factor to the success of the(se) interaction project(s).

yes

no

no, it varies from client to client

yes

no

no, it was the combination of many factors

yes

no

no, i have no interest in this

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

0

1

2

3

4

5

6

11. You have been hired as an individual to design a small interactive retail location. Based on the possible responses please rank in order which single action you would initiate to reach a successful outcome.

a. alignment of vision, purpose and core values

first choice (3.5)

b. physical layout and communication strategy

fifth choice (9.16)

c. discussion of political and social ideologies

third choice (6.33)

d. agreed upon definition of sustainability

second choice (5.5)

e. checklist of inflows, outflows and process

sixth choice (10.67)

f. agreed upon vision/definition of success

fourth choice (7.0)

response a

response c

response e

response b

response d

response f

79

Thank you for taking the time to complete this survey.

Age: 18-24 25-35 35-50 50+

Gender: Male Female

Occupation:

Contact Information (optional):

1. How often do you shop at small retail environments? Never 3 + times a week 1-2 times a week Monthly

2. Why do you shop in small retail environments? (Prioritize the top three, 1 being the main reason)

3. What small retail store do you frequent most?

3 a.) Mark all attributes it possesses 3 b.) Mark all attributes it lacks?

This survey is looking at the interaction between small retail environments and their customers.For this survey “small retail environments” should be thought of as a small physical location thathas less than 10 people on staff and has control over business decisions. The results from thissurvey will be used in the thesis work of a master’s of Strategic Leadership towards Sustainabilityprogram offered from Blekinge Tekniska Högskola, Karlskrona, Sweden.

Personal Relationships

Trust

Wholesome Environment

Knowledgeable Staff

Selection

Competitive Pricing

Positive Experience

Other

Personal Relationships

Trust

Wholesome Environment

Knowledgeable Staff

Selection

Competitive Pricing

Positive Experience

Other

Established Relationships

Better Selection

Quality of Goods / Services

Convenience/Location

Trust

Relaxing Experience/Low Pressure

Price

Submit by Email

80

4. What do you consider when purchasing? (Prioritize the top three, 1 being the main reason)

5. I would pay closer attention to purchase patterns (behavior) if I knew it could benefit my health

6. I would pay closer attention to purchase patterns (behavior) if I knew it could benefit social issues

7. I would pay closer attention to purchase patterns (behavior) if I knew it could benefitenvironmental issues

8. If I could see the potential for the community to benefit from my daily purchases I wouldlikely change the products and services I buy

9. I would more likely change purchase patterns if I could visually see that my purchase wasbenefiting the community

10. I choose to go to a store because of a relationship with the owner

11. I trust the store owner's advice concerning product selection

12. I trust information provided from the store owner more than regular staff membersI Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

Price

Social Aspects

Environmental Aspects

Health

Brand

Guarantee / Warranty

Convenience

81

15. Interactive displays influence my purchasing

16. I want retail stores to inform me about the social/environmental effects of products

17. The natural environment is being systematically degraded

18. Pollution is not increasing

General Comments:

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

14. I prefer informative and friendly staff in a store where I shopI Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

13. I would like highly visual signs that highlight social/environmental/health issues in astore where I shop

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

82

Number of Females and Males surveyed.

Age distribution of surveyees

5. I would pay closer attention to purchase patterns (behavior) if I knew it could benefit my health.

1. Frequency of shopping in a small retail store.

6. I would pay closer attention to purchase patterns (behavior) if I knew it could benefit social issues.

7. I would pay closer attention to purchase patterns (behavior) if I knew it could benefit environmental issues.

women

men

18-24

25-35

35-50

50+

undisclosed

3+ times per week

1-2 times per week

monthly

never

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

83

8. If I could see the potential for the community to benefit from my daily purchases I would likely change the products and services I buy.

9. I would more likely change purchase patterns if I could visually see that my purchase was benefiting the community.

11. I trust the store owner’s advice concerning product selection.

10. I choose to go to a store because of a relationship with the owner.

13. I would like highly visual signs that highlight social / environmental / health issues in a store where I shop

14. I prefer informative and friendly staff in a store where I shop.

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

84

0 10 20 30 40 50 60 70 80 90 100 0 10 20 30 40 50 60 70 80 90 100

15. Interactive displays influence my purchasing.

16. I want retail stores to inform me about the social / environmental effects of products.

18. Pollution is not increasing.17. The natural environment is being systematically degraded.

3a. The attributes that the small retail locations most frequented by surveyees possess.

3b. The attributes that the small retail locations most frequented by surveyees do not possess.

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

personal relationships

trust

wholesome environment

knowledgeable staff

selection

competitive pricing

positive experience

other

personal relationships

trust

wholesome environment

knowledgeable staff

selection

competitive pricing

positive experience

other

85

Thank you for taking the time to complete this survey.

Age: 18-24 25-35 35-50 50+

Gender: Male Female

Type of Store:

Contact Information (optional):

1. How often do you interact face to face with your customers?Never Several times a week Several times a month Everyday

3a. How do you try to retain customers? (Prioritize the top three, 1 being the main reason)

3b. What does your store try to communicate to the customers (Check all that are applicable)

This survey is looking at the interaction between small retail environments and their customers.The results from this survey will be used in the thesis work of a master's of Strategic Leadershiptowards Sustainability program offered from Blekinge Tekniska Högskola, Karlskrona, Sweden.

Product Information

Environmental Issues

Health Issues

Social Issues

Community Issues

Political Agenda

Competitor Information

Other

Personal Relationships

Sincere Community Involvement

Quality of Goods / Services

Comfortable Atmosphere

Price / Promotions

Informative Staff / Literature

Membership/Member Cards

2. How many repeat customers do you have?Almost All More than half Half Less than half Few

Submit by EmailSubmit by Email

86

4. What are your most effective means of message communication to the customers? (Prioritize thetop three, 1 being the main reason)

5a. Improving the store design or layout has increased / improved sales

5b. You have design experience

6. You consider sustainability when you make important decisions for your business

7a. You attempt to educate your customers about social issues.

7b. You attempt to educate your customers about health issues.

7c. You attempt to educate your customers about environmental issues.

8a. Customers often ask how the products are used.

8b. Customers often ask how the products were made.I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

Conversation

Brochures / Leaflettes

Posters / Large Signs

Community Notice Board

Website

Digital Media (Video etc.)

Reading Materials (Magazines / Books)

I Have No Knowledge of Sustainability Issues

87

General Comments:

8c. Customers often ask information about the producers or production process.

I Strongly Agree I Agree I'm Undecided I Disagree I Strongly Disagree

What questions do you often get asked about social / community / health or environment issues:

88

5a. Improving the store design or layout has increased / improved sales.

5b. You have design experience.

7a. You attempt to educate your customers about social issues.

6. You consider sustainability when you make important deci-sions for your business.

7b. You attempt to educate your customers about health issues.

7c. You attempt to educate your customers about environmental issues.

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

89

8a. Customers often ask how the products are used.

8b. Customers often ask how the products were made.

8c. Customers often ask information about the producers or production process.

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

strongly agree

agree

undecided

disagree

strongly disagree

90

appendix cthe six guidelines for sustainable retail guidebook

91

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– g

uid

eli

ne o

ne –

be o

pen,

info

rmat

ive

and

tran

spar

ent i

“Few

thin

gs h

elp

an in

divi

dual

mor

e th

an to

pla

ce re

spon

sibili

tyup

on h

im, a

nd to

let h

im k

now

that

you

trus

t him

.”

– Bo

oker

T. W

ashi

ngto

n –

96

– g

uid

eli

ne o

ne –

un

der

sta

nd

ing

Hones

t an

d o

pen

info

rmat

ion e

stab

lishes

a c

om

mon

know

ledge

bas

e w

ith s

taff a

nd c

ust

om

ers.

Build

an

envi

ronm

ent

of tr

ansp

aren

cy a

nd d

ialo

gue.

pr

otec

tio

n

With t

rust

wort

hy

info

rmat

ion,

cust

om

ers

feel

saf

e w

ith d

epen

den

cy a

nd h

ave

confiden

ce in t

he

staf

f.

fr

eed

om

Indiv

idual

s co

mfo

rt w

ith r

esponsi

bili

ty,

self-

direc

tion

and t

hei

r au

tonom

y in

crea

se.

co-c

reat

e a

‘curr

ent

real

ity’

ass

essm

ent

under

stan

d t

he

Ear

th (

the

syst

em)

explo

re a

nd s

har

e th

e gap

bet

wee

n t

he

cu

rren

t re

ality

and t

he

envi

sioned

futu

re

com

munic

ate

the

four

sust

ainab

ility

princi

ple

s

incr

ease

res

ponsi

bili

ty a

nd a

id s

elf-

direc

tion

faci

litat

e dia

logue

with p

urp

ose

and v

isio

n

illust

rate

finite

limits

for

stra

tegy

gen

erat

ion

• • • • • • •

– b

e o

pen

, in

for

mativ

e a

nd t

ra

ns

pa

ren

t –

ex

am

ple

s o

f g

uid

eli

ne o

ne:

ad

dit

ion

al

idea

s

hav

e a

libra

ry (

sell,

loan

and b

orr

ow

info

)

host

cla

sses

, open

mic

, st

rate

gy

sess

ions

be

fam

iliar

with t

he

com

munity

and c

ulture

enco

ura

ge

cust

om

er invo

lvem

ent

in t

he

store

• • • •

e.g

. use

mult

iple

m

etr

ics

e.g

. done,

doin

g,

and

goin

g t

o d

o

Done

chan

ge

bulb

sec

o t

oile

t pap

erco

nta

ct s

upply

chai

n

Doin

ghost

str

ateg

y se

ssio

nbuild

vis

ion

com

munic

ate

4 s

p’s

Goin

g t

o d

oel

imin

ate

hie

rarc

hic

al p

aybuild

a c

om

munal

gar

den

elim

inat

e use

of

mer

cury

9.99$

Foot

print=

0.0

5 h

aLC

A =

9.7

1 t

raci

C0

2=

.0031 t

onnes

910

97

“We

did

not p

ut o

ur id

eas t

oget

her.

We

put o

ur p

urpo

ses

toge

ther

. And

we

agre

ed, a

nd th

en w

e de

cide

d.”

– ta

ken

from

Ada

m K

ahan

e’s S

olvi

ng T

ough

Pro

blem

s –

– g

uid

eli

ne t

wo –

buil

d a

trib

e

ii

98

– g

uid

eli

ne t

wo –

iden

tit

y

Est

ablis

hin

g s

har

ed m

enta

l m

odel

s, v

isio

n,

purp

ose

, goal

s an

d e

thic

s build

s a

trib

al iden

tity

and s

trong

sense

of

gre

ater

cau

se for

the

com

mons.

pa

rtic

ipa

tio

n

A s

ense

of bel

ongin

g w

ithin

a w

elco

min

g,

fam

iliar

gro

up e

nco

ura

ges

act

ion t

ow

ards

a co

mm

on g

oal

.

affec

tio

n

Indiv

idual

s des

ire

to b

e em

pat

hic

, co

mpas

sionat

e an

d t

o s

upport

one

anoth

er is

fost

ered

.

reac

h a

critica

l m

ass

of en

gag

ed indiv

idual

s

shar

e ex

per

ience

s (s

tories

of m

eanin

g)

explo

re a

nd s

har

e th

e nee

d for

consc

ious

ch

oic

es a

nd b

uild

a s

yste

mic

men

tal m

odel

com

munal

appro

ach t

o fi

nite

limits

wis

dom

fro

m t

he

‘eld

ers’

(gen

erat

ivity)

faci

litat

e th

e dyn

amic

rel

atio

nsh

ip b

etw

een

bei

ng a

tea

cher

/lea

rner

(kn

ow

ing o

ne’

s ro

le)

• • • • • •

– b

uil

d a

tr

ibe –

ex

am

ple

s o

f g

uid

eli

ne t

wo:

ad

dit

ion

al

idea

s

clea

rly

dis

pla

y yo

ur

visi

on,

purp

ose

and g

oal

s

elim

inat

e th

e hie

rarc

hic

al s

truct

ure

(e.

g.

pay

)

invi

te c

ust

om

ers

to h

elp in d

ecis

ion m

akin

g

allo

w y

our

cust

om

ers

to c

ontr

ibute

(ta

sks

etc.

)

• • • •

e.g

. build w

ithin

the

com

munit

y f

irst

e.g

. host

sto

ry-t

ellin

gevenin

gs

14

13

99

“It i

s not

the

stron

gest

of th

e sp

ecie

s tha

t sur

vive

s, no

r the

mos

t int

ellig

ent,

but t

he o

ne m

ost r

espo

nsiv

e to

cha

nge.”

– C

harle

s Dar

win

–

– gu

idel

ine

thre

e –

chan

ge

is y

our

fri

end

iii

100

– g

uid

eli

ne t

hr

ee –

cr

ea

tio

n

Ass

essi

ng t

he

curr

ent

real

ity

allo

ws

for

dyn

amic

id

eas,

innov

ativ

e st

rate

gie

s an

d c

reat

ive

actions

in

ord

er t

o c

han

ge

and m

eet

the

envi

sioned

futu

re.

fr

eed

om

Optim

ism

acc

om

pan

ies

empow

ered

chan

ge

and

new

, hea

lthy

men

tal m

odel

s ar

e ab

le t

o dev

elop

.

su

bs

isten

ce

Org

aniz

atio

ns

built

upon a

solid

vis

ion a

nd p

urp

ose

ca

n r

emai

n fl

exib

le in h

ow

the

‘bill

s ar

e pai

d’.

sele

ct fl

exib

le s

trat

egie

s th

at h

ead t

ow

ards

the

vi

sion w

hile

ensu

ring r

eturn

on inve

stm

ent

sele

ct s

trat

egic

princi

ple

-bas

ed c

han

ges

ackn

ow

ledge

chan

ges

in t

he

curr

ent

real

ity

avoid

doin

g les

s har

m,

inst

ead c

han

ge

tact

ics

lear

nin

g is

a pro

cess

of co

nst

ant

chan

ge

try

new

idea

s -

when

som

ethin

g d

oes

n’t w

ork

av

oid

try

ing e

ndle

ssly

and d

o s

om

ethin

g e

lse

• • • • • •

– c

ha

ng

e i

s y

ou

r f

rie

nd –

ex

am

ple

s o

f g

uid

eli

ne t

hr

ee:

ad

dit

ion

al

idea

s

limit y

our

gro

wth

and e

xpan

d y

our

support

‘gra

ndfa

ther

’ out

poo

r al

tern

ativ

es s

trat

egic

ally

be

a st

ore

front

for

pro

mis

ing n

ew v

entu

res

ally

with t

he

com

munity

on d

ifficu

lt c

han

ges

• • • •e.g

. in

fluence

change

thro

ugh t

he s

upply

chain

e.g

. gain

advanta

ge,

lobby

for

changes

in legis

lati

on 1

817

101

“Don

’t as

k w

hat i

s goo

d fo

r you

r com

pany

, ask

w

hat i

s you

r com

pany

goo

d fo

r”

– D

r. G

öran

Car

stedt

–

– gu

idel

ine

four

–

have

a h

eart

iv

102

– g

uid

eli

ne f

ou

r –

affec

tio

n

Est

ablis

h t

hat

the

store

is

built

on r

espec

t, h

ones

ty,

const

ruct

ive

critic

ism

and c

arin

g.

When

cust

om

ers

feel

res

pec

ted t

hey

will

val

ue

your

goal

s an

d lis

ten.

un

der

sta

nd

ing

Res

pec

t al

low

s th

e ill

ust

ration o

f sy

stem

atic

cau

se,

effe

ct a

nd

resp

onsi

bilit

y. I

s th

e cu

stom

er a

lway

s righ

t?

cr

ea

tio

n

Hum

ans

are

crea

tive

, m

achin

es a

re n

ot.

Peo

ple

are

not

mac

hin

es –

use

thei

r ta

lents

, id

eas

and e

ner

gy.

under

stan

d t

hat

peo

ple

will

tak

e ca

re o

f th

eir

ow

n n

eeds

bef

ore

the

nee

ds

of

the

Ear

th

do a

com

munity

nee

ds

asse

ssm

ent

be

goal

and v

alue

bas

ed,

not

num

ber

s bas

ed

use

bac

kcas

ting for

per

sonal

pla

nnin

g a

s w

ell

dev

elop a

nd e

volv

e em

otional

lea

rnin

g

let

your

com

pan

y gro

w,

lear

n a

nd d

evel

op in

th

e sa

me

way

as

a per

son

• • • • • •

– h

av

e a

hea

rt –

ex

am

ple

s o

f g

uid

eli

ne f

ou

r:

ad

dit

ion

al

idea

s

be

incl

usi

ve/e

qual

acc

ess

embra

ce a

nd u

nder

stan

d y

our

com

pet

itio

n

esta

blis

h t

he

‘gold

en r

ule

’ w

ithin

your

net

work

valu

e =

ser

vice

(dec

ouple

val

ue

from

volu

me)

• • • •

e.g

. sh

ow

people

th

at

they m

att

er

e.g

. sh

are

sust

ain

able

stra

tegie

s w

ith o

thers

21

22

103

“The

cost

of a

thin

g is

the

amou

nt o

f wha

t I c

all l

ife, w

hich

isre

quire

d to

be

exch

ange

d fo

r it,

imm

edia

tely

or i

n th

e lo

ng ru

n. ”

– H

enry

Dav

id Th

orea

u –

– gu

idel

ine

five

–

be s

yste

mat

ic, h

oli

stic

and

stra

teg

ic v

104

– g

uid

eli

ne f

ive –

un

der

sta

nd

ing

Com

munic

ate

the

effe

cts

of in

div

idual

s’ c

hoic

es o

n

the

envi

ronm

ent.

Try

to s

how

the

nec

essi

ty for

a

crea

tive

lifes

tyle

within

princi

ple

-bas

ed c

onst

rain

ts.

iden

tit

y

Hel

p p

eople

to u

nder

stan

d w

ho t

hey

are

and w

hat

ro

le t

hey

hav

e in

soci

ety.

Indiv

idual

s ar

e uniq

ue

and

hav

e gre

at p

ote

ntial

. H

elp t

hem

to r

each

it!

su

bs

isten

ce

Info

rm o

f th

e im

port

ance

of hea

lthy

nat

ura

l cy

cles

an

d foo

d p

roduct

ion (

phot

osyn

thes

is/c

arboh

ydra

tes)

.

com

munic

ate

the

firs

t an

d s

econd law

s of

th

erm

odyn

amic

s (c

onse

rvat

ion a

nd e

ntr

opy)

close

the

loop o

n t

he

pro

duct

s yo

u p

rovi

de

invo

lve

cust

om

ers

in c

om

munity

actions

com

munic

ate

the

four

sust

ainab

ility

princi

ple

s

asse

ss c

urr

ent

men

tal m

odel

s an

d info

rmat

ion

hel

p indiv

idual

s to

under

stan

d t

hei

r pla

ce in

th

e sy

stem

(so

ciet

ies

cause

s an

d e

ffec

ts)

• • • • • •

– b

e s

ys

tem

atic

, h

oli

stic

an

d s

tr

ateg

ic–

ex

am

ple

s o

f g

uid

eli

ne f

ive:

ad

dit

ion

al

idea

s

shift

from

a p

roduct

to a

ser

vice

focu

s

mak

e bulk

purc

has

es w

ithin

the

com

munity

visu

als

to c

om

munic

ate

the

syst

em (

bios

pher

e)

find p

ositiv

e op

por

tunitie

s w

ith t

he

com

pet

itio

n

• • • •

e.g

. have w

ast

e ta

ke-b

ack

days

e.g

. have c

om

munit

ycl

ean-u

p d

ays

Bat

teries

Bat

teries

25

26

105

“Exp

erie

nce

is a

hard

teac

her b

ecau

se sh

e gi

ves

the

test

first,

the

less

on a

fterw

ards

. ”

– Ve

rnon

San

ders

Law

–

– gu

idel

ine

six

–

tim

e to

thi

nk, r

efle

ctan

d ce

lebr

ate

vi

106

– g

uid

eli

ne s

ix –

pa

rtic

ipa

tio

n

Cel

ebra

te s

ucc

ess

and s

har

e ex

per

ience

s w

ith y

our

key

stak

ehol

der

s. S

har

ing e

xper

ience

s an

d s

tory

- te

lling a

llow

s fo

r re

-ass

essm

ent

of m

enta

l m

odel

s.

cr

ea

tio

n

Gre

at idea

s don’t c

om

e fr

om

const

ant

effo

rt,

rest

on

your

idea

s, let

them

gro

w a

nd r

evis

it t

hem

lat

er.

idle

nes

s

Ste

p a

way

fro

m y

our

chal

lenges

, gai

n p

ersp

ective

an

d insi

ght.

Use

fun e

vents

to r

efre

sh t

he

trib

e.

rest

, an

d t

hen

do a

gap

anal

ysis

to s

ee w

her

e

yo

u h

ave

com

e an

d w

her

e yo

u m

ust

go

curr

ent

real

ity

vs.

envi

sioned

futu

re (

tensi

on)

cele

bra

te y

our

smal

l su

cces

ses

(big

ones

too)

exper

ience

+ r

eflec

tion =

lea

rnin

g

com

par

e yo

ur

men

tal m

odel

s to

your

rece

nt

ex

per

ience

s an

d m

ake

the

nec

essa

ry c

han

ges

tim

e to

find e

mer

gen

t te

chnolo

gy/

pro

cess

es

• • • • • •

– t

ime t

o t

hin

k,

refl

ec

t a

nd c

ele

br

ate –

ex

am

ple

s o

f g

uid

eli

ne s

ix:

ad

dit

ion

al

idea

s

org

aniz

e st

aff tr

ips/

retr

eats

/act

ivitie

s

finan

ce o

uts

ide

staf

f tr

ainin

g a

nd d

evel

opm

ent

hav

e cu

stom

er fee

dbac

k/re

flec

tion n

ights

invi

te n

ew p

eople

to

exper

ience

you

r sp

ace

• • • •e.g

. have a

pati

o,

gre

en

or

fun s

pace

e.g

. part

y -

cele

bra

tew

ith y

our

people

30

29

107

– th

e ba

sics

–

wha

t yo

u ne

ed t

o k

now

to g

et s

tart

ed

108

– v

isio

n,

pu

rpo

se a

nd c

or

e v

alu

es –

YO

UR

OR

GA

NIz

ATIO

N’S

ID

EN

TIT

Y

th

e v

isio

n

The g

uid

ing lig

ht

of yo

ur

org

aniz

ation,

whic

h s

hould

be p

rinci

ple

-base

d,

att

ract

ive a

nd c

lear.

th

e p

ur

po

se

The tim

ele

ss/e

nduri

ng benefits

of

your

busi

ness

, w

hic

h s

hould

be a

bri

ef one s

ente

nce

reaso

n for

why

you d

o w

hat

it is

that

you d

o.

th

e c

or

e v

alu

es

The q

ualit

ies

of w

ho y

ou a

re a

s a b

usi

ness

and w

hat

you w

ill a

lway

s st

rive

to b

e. It

’s le

ss a

bout

what

you

do a

nd m

ore

about

how

you d

o it.

no

w y

ou c

an b

eg

in t

o b

e s

tr

ateg

ic

A c

lear

vis

ion,

purp

ose

and c

ore

valu

es a

llow

you t

o

hav

e s

trong b

usi

ness

pri

nci

ple

s fr

om

whic

h y

ou c

an

pla

n f

or

succ

ess

fro

m.

This

is

calle

d ‘

Back

cast

ing.’

(p.3

7-3

8)

write

your

org

aniz

atio

n’s

vis

ion h

ere:

write

your

org

aniz

atio

n’s

purp

ose

her

e:

write

your

org

aniz

atio

n’s

core

val

ues

her

e:

34

33

109

– th

e ne

xt s

tep

–

wha

t yo

u ne

ed t

o k

now

to e

xcel

110

– b

ac

kc

as

tin

g –

BA

Ck

CA

STIN

G F

RO

m P

RIN

CIP

LES

Your

busi

ness

should

be g

uid

ed b

y its

ow

n p

rinci

ple

s (o

utlin

ed w

ithin

your

visi

on)

and t

he f

our

pri

nci

ple

s of su

stain

abili

ty (

p. 39-4

0).

Cre

ate

str

ate

gie

s to

reach

th

e g

oals

of

your

visi

on a

nd t

he f

our

pri

nci

ple

s.

us

e f

or

ec

as

tin

g s

pa

rin

gly

Bac

kcas

ting, unlik

e fo

reca

stin

g –

whic

h p

lans

with the

tren

ds

of th

e pas

t– p

lans

from

an e

nvi

sioned

futu

re.

us

e a

pr

inc

iple

d v

isio

n o

ver a

sc

en

ar

io

Bac

kcas

ting

from

sce

nar

ios

does

not

ade

quat

ely:

acc

ount

for

em

erg

ent

pro

cess

or

tech

nolo

gy

allo

w for

eas

y ag

reem

ent up

on o

ne s

cena

rio

mai

ntai

n fle

xibi

lity

during

the

pro

cess

pr

ior

itz

ing y

ou

r s

tr

ateg

ies a

nd a

ctio

ns

Ensu

re y

our

stra

tegie

s:

move

tow

ard

sust

ain

abili

ty (

the p

rinci

ple

s)

rem

ain

flexi

ble

enou

gh to

adap

t to

cha

nges

prov

ide

adeq

uate

ret

urn

on in

vest

men

t

• • • • • •

principle based

strategies from

future goals

now then current reality envisioned future

37

38

111

– t

he s

us

tain

ab

ilit

y p

rin

cip

les –

SU

STA

INA

BIL

ITY

defi

nit

ion

The a

bili

ty o

f hum

an s

oci

ety

to s

ust

ain

the n

atu

ral

flow

s and c

once

ntr

ati

ons

of

the E

art

h w

hile

not

pre

venting a

nyo

ne f

rom

meeting t

heir

basi

c needs.

th

e f

ou

r s

ustain

abil

ity p

rin

cip

les

In a

sust

ainab

le s

oci

ety,

Natu

re is

not

subj

ect

to s

yste

mat

ic in

crea

ses

in:

1. c

once

ntr

ations

of

subst

ance

s ext

ract

ed f

rom

the

Eart

h’s

cru

st,

2. c

once

ntr

atio

ns

of s

ubst

ance

s pro

duce

d b

y so

ciet

y,

3. degra

dation b

y phys

ical m

eans.

Peo

ple

are

not

subje

ct t

o c

onditio

ns

that:

4. s

yst

em

ati

cally

underm

ine t

heir

abili

ty t

o m

eet

their

basi

c hum

an n

eeds.

(pp.

45-4

6)

elim

inat

e vi

ola

tions

or

close

the

loop

40

39

38

112

– th

e bi

g st

ep –

wha

t yo

u ne

ed t

o k

now

to m

aste

r

113

– t

he s

ys

tem w

e l

ive i

n –

TH

E E

ARTH

’S N

ATU

RA

L C

YC

LES

Sust

ain

abili

ty i

s about

our

soci

ety

work

ing w

ithin

th

e l

imits

of

the b

iosp

here

. The E

art

h i

s natu

rally

bala

nce

d,

but

our

act

ions

aff

ect

that

bala

nce

.

flo

ws a

nd c

on

cen

tr

atio

ns

The E

art

h h

as

exi

stin

g fl

ow

s and c

once

ntr

ations

of

subst

ance

s. U

nsu

stai

nab

le beh

avio

r al

ters

nat

ura

l flow

s re

sultin

g in

incr

ease

s in

per

cent co

nce

ntr

ations.

Acc

ord

ing t

o t

he n

atu

ral la

ws

we k

now

that

noth

ing

‘dis

appea

rs’ s

o w

e m

ust

pre

vent

dam

agin

g in

crea

ses

in c

once

ntr

ations

of

subst

ance

s in

the b

iosp

ehere

.

co

ns

er

va

tio

n a

nd e

ntr

opy

The 1

st law

of

therm

odyn

am

ics

state

s th

at

matt

er

&

ener

gy

are

not

crea

ted o

r des

troy

ed,

but

conse

rved

.

(When

wood is

burn

ed it

chan

ges

to h

eat,

sm

oke

&

carb

on b

ut

the

ener

gy

& m

atte

r am

ounts

are

equal

.)

The 2

nd la

w o

f th

erm

odyn

am

ics

state

s th

at all

thin

gs

hav

e a

tendancy

to b

reak-

dow

n o

r dis

pers

e.

(When

sm

oke

is

emitte

d i

nto

the

air

it d

isper

ses

to

mix

with a

ll of

the

air, r

aisi

ng s

mok

e co

nce

ntr

atio

ns.

)

THESUN

+ –

NATURALFLOWS

BIOSPHERE

EARTH’SCRUST

SOCIETY

SOCIETALFLOWS

114

– s

oc

ial

su

sta

ina

bil

ity –

PR

INC

IPLE

IV

- T

HE H

Um

AN

NEED

S

th

e n

ine h

um

an n

eed

s

Subsi

stence

Identity

U

nders

tandin

g

Pro

tect

ion

I

dle

ness

Fr

eedom

Part

icip

ation

C

reation

Aff

ect

ion (

Love

)

sa

tis

fier

s a

nd d

es

tr

oyer

s

Sat

isfier

s ar

e co

nsi

der

ed a

n a

ctual

izat

ion o

f a

nee

d.

Pse

udo-s

ati

sfiers

genera

te f

ake

sati

sfact

ions

of

a giv

en n

eed a

nd a

re o

ften p

ropagate

d t

hro

ugh t

he

media

and a

dve

rtis

ing.

Inhib

itin

g s

ati

sfiers

ove

r-sa

tisf

y a

n i

nte

nded n

eed

and a

s a r

esu

lt,

they t

hre

ate

n o

ther

needs.

Dest

royers

are

para

doxic

al

in t

hat

sati

sfact

ion i

s not

gai

ned

as

inte

nded

and t

he

satisf

action o

f oth

er

nee

ds

bec

om

e th

reat

ened

.

46

45

115

– th

e fi

nal

step

–

whe

re y

ou

need

to

go

to k

now

mo

re

116

– f

urth

er r

ea

din

gs –

th

esis

Hendry

, D

., L

. Silc

ox,

N.

Yoko

yam

a.

(2007)

–Com

munic

atin

g S

ust

ainab

ility

Thro

ugh D

esig

n

within

Ret

ail Envi

ronm

ents

: G

uid

elin

es for

Lear

nin

g-

Bas

ed B

ehav

iora

l Chan

ge

subm

itte

d a

t Ble

kinge T

ekn

iska

Högsk

ola

(BTH

)

bo

ok

s

Jose

ph m

ichelli

(2007)

– T

he

Sta

rbuck

s Exp

erie

nce

: 5 P

rinci

ple

s fo

r Tu

rnin

g O

rdin

ary

into

Ext

raord

inar

y

Pete

r Senge (

2006)

– L

earn

ing f

or

Sust

ain

abili

ty

Bob W

illard

(2005)

– T

he

Nex

t Sust

ainab

ility

Wav

e:

Build

ing B

oard

room

Buy-

In

Dav

id O

rr (

2004)

– E

art

h in m

ind:

On E

duca

tion,

Envi

ronm

ent,

and t

he H

um

an P

rosp

ect

malc

olm

Gla

dw

ell

(2002)

– T

he T

ippin

g P

oin

t: H

ow

Li

ttle

Thin

gs

Can m

ake

a B

ig D

iffe

rence

Bob W

illard

(2002)

– T

he S

ust

ain

abili

ty A

dva

nta

ge

kar

l H

enrik

Robèr

t (2

002)

– T

he

Nat

ura

l Ste

p S

tory

: Seedin

g a

Quie

t Revo

lution

– f

urth

er r

ea

din

gs –

Dan

iel Q

uin

n (

2000)

– B

eyond C

ivili

zation

Nao

mi kle

in (

2000)

- N

o L

ogo

Pete

r Sen

ge

(1999)

– T

he

Fift

h D

isci

plin

e: T

he

Art

and P

ract

ice o

f th

e L

earn

ing O

rganiz

ation

Vic

tor

Papan

ek (

1995)

– T

he

Gre

en I

mper

ativ

e:

Eco

logy

and E

thic

s in

Desi

gn a

nd A

rchitect

ure

Danie

l Q

uin

n (

1992)

– I

shm

ael

man

fred

max

-Nee

f (1

991)

– H

uman

Sca

le D

evel

opm

ent

web

The N

atu

ral Ste

p O

rganiz

ation

htt

p:/

/ww

w.n

atu

rals

tep.o

rg

Ble

kinge T

ekn

iska

Högsk

ola

(BTH

) htt

p:/

/ww

w.b

th.s

e

koja

Desi

gn

htt

p:/

/ww

w.k

oja

desi

gn.c

om

Law

rence

Silc

ox

htt

p:/

/ww

w.law

rence

silc

ox.

com

50

49

117

– n

otes –

– n

otes –

52

51