Using Learning History to Learn from Experiences of Change Gill Coleman CARPP University of Bath.
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Transcript of Using Learning History to Learn from Experiences of Change Gill Coleman CARPP University of Bath.
LowCarbonWorks 3 year project funded by EPSRC, started 2006 Interested in the non-technical factors that inhibit
or enable the uptake of new low-carbon technologies
Working with academic and industrial partners in the food industry
A “locked-in” sociotechnical regime, with “niche” innovations (Geels, Foxon et.al.)
Action Research…. Asks where the room for manoeuvre might be in
a tightly-coupled system Is concerned with messy detail, the practical
‘how’, complexity, diversity, happenstance Wonders what innovation leads to “sameness”,
and what to “difference” Pays attention to what is left out by a theoretical
model, technical development, policy recommendations
Reminds us that, in a historical and cultural context, we co-construct our future
The Thurulie example Late 2007, contacted by one of our MSc alumni,
project-managing the building of a new ‘eco-factory’ in Sri Lanka, supplying lingerie for Marks and Spencer
Prompted by their ‘Plan A’ requirement to reduce the carbon footprint of its suppliers
Agreed with MAS in Colombo that we would make a learning history about the design and building of the factory (an innovation: what enabled it?)
Why a Learning History? External researchers work with those inside an
organization to produce an account of a change initiative or event
involves reflecting, capturing, analyzing, writing and disseminating what has been learned
A ‘jointly told tale’: collaborative intent A process of organisational reflection and
acknowledgement Captures and amplifies the learning
(Roth and Bradbury, 2008)
Making the Learning History 3 weeks in Sri Lanka Feb-March 2008 Audio recordings of interviews and discussions
with project team at MAS, with architects, engineers, building contractors, and project managers on site
Plus interviews with 2 managers at M&S in London
Learning history written and returned to them in May
Return visit in July 2008 to debrief and reflect
“A Wonderful Experience” MAS decided to try to create an iconic factory –
that others would want to copy, that would be ahead of the game for 2-3 years
Found all the technical expertise they needed in the local university engineering department, a multi-disciplinary group who were already working together
Went from first concepts to working factory in less than a year
Very creative response to challenging market conditions, despite tight supply-chain ‘lock-in’
Features on M&S website, aiming for highest (platinum) LEED accreditation
And also…. Learning History uncovered the personal passions
of two key figures in the team They all remarked on the unprecedented goodwill
and excitement – “attractor” Experimental, problem-solving, learn-by-doing
approach: experts prepared to ‘not know’ Key role of the translator, boundary-spanner Significant relational work (which is normally
‘disappeared’ by the sociotechnical system)
The challenges of this approach Difficult to help the project team reflect Difficult to create more than nominal participation When they heard it back, they noticed what a
powerful story it was LH as a way of supporting/validating the
champions (possible amplification)
And…a story brings its socio-political context with
it Where are the boundaries of the story? Whose
are the ‘relevant’ voices? Post-colonial context: globalisation, First World
power, civil war Difficult gender dynamics: were these good jobs
for the (85% female) workforce? Judged on what basis?
Is that a relevant question? Where does research about a sustainable future draw a line?