Compilation of RRI training techniquesprojectsmartmap.eu/wp-content/uploads/2018/09/Compilation-of... · 2.2 Block II: Group model building in an RRI Training ... of system dynamics

Compilation of RRI training techniques

Responsible Organisation: Centre for Social Innovation

Responsible Authors: ilse Marschalek and Maria Schrammel

October 2018

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Content

Content .................................................................................................................................................... 2

List of Figures ..................................................................................................................................... 2

1 How to use these materials .............................................................................................................. 3

2 Training materials............................................................................................................................ 4

2.1 Block I: Introducing RRI ............................................................................................................ 4

2.2 Block II: Group model building in an RRI Training .................................................................. 7

2.3 Prototyping ............................................................................................................................... 10

2.4 Reflection and Feedback .......................................................................................................... 10

3 Additional resources ...................................................................................................................... 12

4 Bibliography .................................................................................................................................. 20

List of Figures

Figure 1 Interactive hat game .................................................................................................................. 5

Figure 2 RRI Development Plan ............................................................................................................. 6

Figure 3: Self-Reflection Tool Offline Version ...................................................................................... 7

Figure 4: T3 Vienna. Model Group I ...................................................................................................... 9

Figure 5: T3 Vienna. Model Group II ..................................................................................................... 9

Figure 6: Example of Prototype ............................................................................................................ 10

Figure 7: Reflection session .................................................................................................................. 11

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1 How to use these materials

This is a compilation of materials to be used for trainings on Responsible Research and Innovation

(RRI) implementation in a company. It contains techniques how to introduce and discuss and reflect

on RRI, as well as practical tools for implementation.

The structure of this compilation is a one and a half day training in itself and can thus be used just as it

is. Or you can use bits and bytes out of it as they fit four your individual needs.

The following chapter (2) gives a short description on each method for better understanding.

URLs will lead to additional online materials to be used to apply the described methods, such as a

power point presentations or an organisational sheet.

Chapter 3 contains further accompanying resources that are helpful for your training activity, such as

checklists and an evaluation questionnaire.

Chapter 4 (bibliography) contains a list of used literature.

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2 Training materials

2.1 Block I: Getting to know the RRI concept

The first block provides methods to introduce the concept of Responsible Research and Innovation

(RRI). Besides a presentation at the beginning of the training, interactive methods are shortly outlined

here. Two methods aim at getting to know the concept and identifying different stakeholders’ roles.

Two are more focussed on putting RRI into practice and using already existing tools to interlink RRI

with one’s own working environment.

A brief introduction:

Part A: Presentations

All training participants are provided with a comprehensive slide show on how to introduce and

explain RRI. Different perspectives are considered including the six keys, process requirements,

outcomes (SDG goals) and involved stakeholder groups. This slide show is adaptable to individual

company needs. Mainly it contains interlinks to other concepts which are familiar in the business and

industry field, understandable explanations of each key aspects and practical examples. This provided

training material should enable each pilot leader to start their training.

Find the slide show within the guiding PPT presentation as well online.

Part B: Interactive methods

Stakeholder encounter

This interactive activity (Miller, Bouwers, and Smallman 2016) allows participants to slip into the

role of another stakeholder group (according to coloured party hats – or depending on preferences

it is also possible to use different coloured dots on name tags). Participants carry out interviews in

pairs (with different coloured hats). They talk with a partner for five minutes (2,5 minutes each)

explaining RRI from their personal point of view to their vis-á-vis’ hat point of view. After three

rounds of mixed pair’s conversations, participants gather in small groups of hats of the same

colour. They can now bring together what they heard in the interviews and discuss it within their

group. Then they write aspects they collected on cards. All groups present their cards and findings

to the plenary afterwards. Thus the group gets a comprehensive overview of arguments and

requirements concerning all stakeholder groups. It also opens up ideas for various implementation

fields for RRI.

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Figure 1 Interactive hat game

Appreciative inquiry

Appreciative Inquiry (Cooperider & Whitney, 2005) is a central element for team and organisation

developments which builds on an appreciative and affirmative attitude. It draws attention to positive

aspects and eases finding solutions. In this training activity, again, participants interview each other

(vice versa) about experiences related to RRI, talking about specific contexts (real contexts). They

discuss common aspects and write them down and afterwards define positive and negative aspects.

Both narrators as well as listeners reflect and learn on these experiences. Finally, there is a clustered

group result showing the most important aspects. This group result provides a common knowledge

pool as basis for further discussions within the training.

Putting RRI into practice

When it comes to putting RRI into practice and understanding the concept within one’s own working

environment ZSI choose two approaches, already tested and successfully applied (Marschalek et al.

2017). One method aims at using one particular case, which can be external or, when working with

one company, internal. The second one aims at stimulating a reflection process within small groups.

Using a Show Case

If working on a show case a detailed preparation is necessary. Participants either need to become

familiar with the case or they are provided with a detailed presentation and information paper. This

show case could be one company internal research project. To work with it and to be able to critically

identify RRI aspects and work on improvement strategies, goals of the project, participants and

stakeholders affected, its research questions and the common research process, namely the activities

and research approach must be made clear to all participants. After giving the introduction three break

out groups work on different dimensions of RRI (Marschalek et al. 2017). This means one group

identifies process requirements, obstacles and opportunities, a second group works on each key

dimension identified by the European Commission and the third group focuses on actors, their roles,

interests, benefits and challenges. Each group visualises its results on a flip chart and presents and

discusses it in the plenary afterwards.

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This method needs a lot preparation but works well to understand and analyse the rather theoretical

concept of RRI to one’s own working environment regardless the field of a business or research

project.

Self-reflection

(Self-)reflection as one main process requirement of the Responsible Research and Innovation concept

proved to be suitable to understand the concept within one’s own working environment as well as the

aforementioned show case approach. Moreover the self-reflection process can lead into first ideas for

strategies and first steps in direction RRI. To support this task the “RRI self-reflection tool”

(Schrammel et al. 2016) and the “RRI development plan1” designed within the RRI Tools project has

been used. Both resources are in the list of this deliverable and proved to be successful for our aim.

Again, this task is carried out within small groups break out groups. Guiding questions support the

participants in reflecting on their work and also support and help them to identify future steps and

possible gaps for improvement. These resources are available online (Figure 2) and offline (Figure 3).

Figure 2 RRI Development Plan

1 https://www.rri-tools.eu/documents/10184/265698/RRIDevelopmentPlanTemplate.pdf/8e87a365-ff13-43b1-

9e08-80732890729c

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Figure 3: Self-Reflection Tool Offline Version

2.2 Block II: Embedding

This block provides materials for practical implementation of RRI in the specific working context.

They helps setting the scene for applying existing tools and developing or fine tuning tools tailored to

the specific needs of the participants.

2.2.1 Group model building in an RRI Training

Group Model Building (GMB) is a qualitative transdisciplinary research method, common in the field

of system dynamics but also “other system thinkers and group decision support experts have similarly

developed advanced approaches to working with small groups to support system conceptualization,

model formulation, and decision making” (Andersen and Richardson 1997). Thus, group model

building is a way to involve clients, teams, colleagues but also different stakeholder affected to create

one vision or one model and collectively analyse it (Andersen and Richardson 1997; Andersen,

Richardson, and Vennix 1997). Especially “causal loop diagrams” help to understand and articulate

the dynamic, interconnected nature of our world (Kim 1992). Group model building can be used to

create scenarios (Bogner, Gaube, and Smetschka 2011).

This method thus helps to create collectively within one project team or company a model which

addresses one goal – to implement one or more tools on RRI within the company. The model therefore

should i) outline a clear structure and how the tool can be implemented best within the individual

company’s environment, ii) visualize possible internal impact of using the tool, iii) show how and

when to work with the tool and iv) highlight necessary actions and structural changes when using the

tool.

To reach these goals the training materials focuses on three aspects of group model building. First

participants are provided with instructions how to plan and set up a group model building workshop.

Choosing the right participants is one main success factor of GMB (Andersen and Richardson 1997),

but also logistics, room design and scheduling the day are essential for the process. Additionally

participants should learn how to draw a causal loop diagram (Kim 1992), which signs and icons to use

and how to identify variables.

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Based on the work of Anderson & Richards (1997) the following main steps are summarized:

Interview Gatekeepers: This aspect addresses the issue of finding the right people within one

company for the GMB. Key managers for example can help to identify these.

Clarify audience and purpose: Again aiming at finding the right people of the workshop a

clear purpose is necessary to get people to participate. Additionally this point addresses the

importance of all people participating in the whole process. Being clear about expectation for

deliverable products is essential to enable the aforementioned points.

Clarify group products

Room Layout: Room layout is crucial for a successful process. Participants must easily be

able to address each other. Also the room layout of the Vienna T3 followed a nutshell design

based on the suggestion of Anderson and Richardson (1997).

Roles in the room: Literature about GMB deals a lot with roles and support teams consisting at

least of two to five individuals (Andersen and Richardson 1997; Andersen, Richardson, and

Vennix 1997; Bogner, Gaube, and Smetschka 2011). Group model building needs a lot

concentration, therefore a bigger supporting team responsible for various tasks is suggested.

Maintain visual consistency: It is important to strive for visual simplicity. It is an option to

select single sets of icons and symbols or even start working on a preliminary model

(Anderson et al. 1997).

Avoid talking heads: Avoiding giving one-to-many information should be avoided in a GMB

session. Furthermore, speaking to the groups should only happen in the mode of reflecting

back.

Reflection: Reflecting after each major piece is essential for a successful GMB.

Besides these rather general guidelines for GMB it is also important to be clear about which methods

to use before the model building activity starts. Divergent and Convergent tasks help to identify first

variables whereby divergent tasks aim to “avoid the tendency of the group to anchor its thinking on

the first items put forward” (Andersen and Richardson 1997) and convergent tasks are suitable for

collectively describing a problem or creating a policy response to a problem. Due to possible time

issues a ranking and evaluation of single aspects helps to work on items the group as a whole feels are

most important.

Before starting the modelling process the framework of the model needed to be made clear. The

following 4 points should be considered:

Theme selection: A clear goal or problem definition is crucial for the model.

Time horizon: The time horizon of the model needs to be clarified to be able to visualize

scenarios.

Behaviour over time chart: Is important for future scenarios. Behaviour might change over

time. To imagine these changes helps to identify possible unintended impact.

Level of Aggregation: The group and the facilitator need to be clear about how detailed the

model should be.

For designing the causal loop model in our SMART-map working environment the following aspects

for the training materials were summarized based on the guidelines of Kim (1992):

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Use nouns for variables

Actions are conveyed in the loop’s arrows (e.g. “costs” is better than “increasing costs”)

Use variables that represent quantities that can vary over time (e.g. Happiness)

Choose the more positive name of a variables (e.g. better use growth than contraction)

Think of unintended consequences

Mark arrows with “s” meaning same and “o” meaning opposite

Mark arrows with “+” meaning positive and “-“ meaning negative

Figure 4 and 5 show the examples of group models carried out within the SMARTmap project in a

train the trainer workshop.

Figure 4: T3 Vienna. Model Group I

Figure 5: T3 Vienna. Model Group II

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2.2.2 Prototyping

This technique comes from Design Thinking Processes (Plattner, Meinel, and Weinberg 2011) and is

meant for generating ideas for very concrete tools which (in our case) industries can use. This

brainstorming activity aims for a maximum quantity of ideas, without considering the practicality of

the tool in the first instance. In a second step, the most promising idea is built as a prototype. This

could either be a model, a theatre scene or even an interactive game or other form of demonstration to

make the idea tangible and for others immediately and easy to understand. Characteristics of this

prototype have to be carried out in details, so that main questions like for instance, if the tool is

applied at individual or institutional level, voluntary – mandatory, online – offline, multi stakeholder

or single stakeholder use etc. are already addressed.

Figure 6: Example of Prototype

Feedback and end-user testing loops have to be applied before the tools can be further described and

developed later on.

2.3 Reflection and Feedback

Each Block is concluded with a reflection round to share learnings and take home messages.

Participants reflected on their experiences, discussed what worked and what did not work and why,

and discuss further options and ideas for improvement. Finally, participants can answer themselves if

they feel comfortable to use the offered methods in training activities on their own.

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Figure 7: Reflection session

One appropriate feedback round at the end of the training is the circle (Baldwin and Linnea 2010).

Participants sit on chairs in a circle and pass on a talking stick (or similar). Only the person who has

the stick is allowed to speak, others just listen.

Participants should also fill in an evaluation questionnaire (see chapter 3).

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3 Additional resources

The following pages contain resources that help implementing the training activity.

Overview:

List of practical requirements

Role of facilitator - factsheet

Space and beauty - factsheet

Evaluation Questionnaire

Certificate template

Practical organisation of Training Workshops Logistics ● Hotel(s) booked (for guests)

● Meeting place booked

● Lunch organised

● Breaks organised

● Beverages during the meeting organised

● Internet connection checked (optional)

● Sufficient power sockets organised

● SMARTMap banner printed/ organized Be on time! You will need time to arrange the room. This should be done before the participants can come in. Necessary material organized and functionality checked ● 1 screen

● 1 projector/beamer

● 1 laptop/PC linked to projector

● PowerPoint presentation of the whole workshop (containing scripts of the sessions)

● 1 audio recorder (preferably digital)

● List for participants to fill in their name and e-mail (if not in your possession)

● Participation list for signature

● Evaluation questionnaire

● Name tags (folded A4/name labels or badges of 5 different colours; alternatively you can use coloured sticky dots to stick on the name tags/badges)

● Coloured sticky dots in 5 different colours (only if name tags are not already coloured according to the stakeholder group affiliation!)

● Agenda of the training

● Flip chart paper (min. 20 sheets)

● 1 tape roll for sticking flip charts and other papers on wall

● 2 pin walls

● 100 pins (not needed if pin walls not available)

● 20 black flip chart markers

● 15 flip chart markers (other colours)

● 20 pens

● 300 moderation cards of 3 colours (100 each colour; approx. 9x20 cm size)

● 3 stacks of sticky notes (3 different colours -yellow, pink, green-, at least 150 per colour; 7.5x7.5 cm size)

● A4 spare paper Preparation of the room ● Dissemination materials (SMARTmap Leaflet) ● Projector

○ turned on

○ connected to a computer

○ Slide 1 of Powerpoint introduction on ● Tables arranged so that

○ the moderator and assistant can see everybody reach everybody easily when walking around

○ participants can see with relative ease the PowerPoint presentation the 3 flip charts on the wall

Role of Facilitator

The moderator has a crucial role in the workshop discussion: the role is to maintain the focus of the

discussion. Maintaining the focus implies making sure that the key themes are covered while managing

group dynamics. The role is to guide and stimulate the discussion. The moderator facilitates the discussion

and ensures equal individual input as well as group discussion. The moderator should also create an open

and safe environment so people feel encouraged and free to speak up and be actively involved in the

discussion. The competencies that a moderator should have, to fulfil these roles can be divided into those

for interpersonal communication, process management, and understanding, as shown the table below.

Category Competency Explanation

Interpersonal communication

Perceptive listening

Using sensing and intuition to elicit cognitive and emotive meanings

Verbal and nonverbal speaking

Clear and unambiguous use of words, language, tone, posture, and signs

Sensitivity

Openness to generate empathic understanding of individual and group needs

Trustworthiness

Can gain high levels of trust from individuals and the group

Process management

Lead the group Flexible in working with the group and adopting both directive and facilitative leadership styles

Challenging

Stretch and challenge the group. Encourage creativity without losing safety

Modelling neutrality

Postpone judgment and demonstrate interest in all contributions offered

Conflict resolution Resolve challenging conflicts

Understanding Intellectual agility

Thinking on your feet; assimilate information quickly and conceptual flexibility

Helicopter view See connections between statements and the whole

Reflexive awareness

Recognizing underlying values and beliefs in uttered statements

Self-awareness

Reflection on the influence of own role on group dynamics and the ability to adapt

Source: RRI tools manual for consultation workshops

Space and Beauty* Requirements

The „dramaturgy“ of training workshops is as important as all other facts.

Consider…

new rooms rather than sterile seminar rooms

pleasant locations

nicely decorated, pleasingly prepared

an atmosphere in which participants can feel good and invited

an agreeable supply of refreshments, including a good but not oversized buffet

information and working materials provided visually appealing

Room requirements:

Light (preferably day light)

Agreable acoustics

Plants, flowers

Warm coulours

Enough space! Room for walking around

Wardrobe outside

Avoid walk-through rooms

Light and flexible structure of furniture

Islands rather than one big table

Smaller rooms for break out sessions

or: room deviders

*(Marschalek 2018)

Evaluation questionnaire Thank you for attending this workshop. We would appreciate your responses to the following

questions.

1. The content presented was relevant and useful for me.

strongly disagree disagree no opinion agree strongly agree

2. The format of the workshop was appropriate to the objectives and aims.


3. The training was well organised and planned.


5. The training...

... clarified the different aspects of RRI.


... supported me on how to develop the piloting.


... gave practical advice on how to implement the tool in the company’s working

environment


... inspired me to develop ideas on how to design my training.


... provided me with sufficient material and supporting documents.


Thank you!

Company LOGO

Certificate of Training in Responsible Research and

Innovation

This is to certify that TITLE NAME SURNAME Has successfully completed the Responsible Research and Innovation training workshop held on DATES and number of HOURS Held by INSTITUTION NAME(S) On behalf of the company, organisation Of the SmartMap project.

Signed by Moderator

Signed by Responsible of the event

Screenshot of Workshop planning tool (excel sheet) to be found online as well

4 Bibliography

Andersen, David, and George Richardson. 1997. ‘Scripts for Group Model Building’. Vol. 13, No. 2.

System Dynamics Review.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.628.511&rep=rep1&type=pdf.

Andersen, David, George Richardson, and Jack Vennix. 1997. ‘Group Model Building: Adding More

Science to the Craft’. Vol. 13, No.2. System Dynamics Review.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.453.516&rep=rep1&type=pdf.

Baldwin, Christina, and Ann Linnea. 2010. The Circle Way: A Leader in Every Chair. 1st ed. A BK

Business Book. San Francisco, CA: Berrett-Koehler Publishers.

Bogner, Alexander, Veronika Gaube, and Barbara Smetschka. 2011. ‘Partizipative Modellierung.

Beteiligungsexperimente in Der Sozialökologischen Forschung’. VS-Verlag.

https://doi.org/https://doi.org/10.1007/s11614-011-0034-y.

Cooperider, David, L., and Diana Whitney. n.d. Appreciative Inquiry: A Positive Revolution in

Change.

Kim, Daniel. 1992. ‘Guidelines for Drawing Causal Loop Diagrams’. Vol 3, No 2. The System

Thinker.

http://www.cs.toronto.edu/~sme/SystemsThinking/2014/GuidelinesforDrawingCausalLoopDi

agrams.pdf.

Marschalek, ilse. 2018. Public Engagement in Responsible Research and Innovation. A Critical

Reflection from the Practitioner’s Point of View. Saarbrücken: Südwestdeutscher Verlag für

Hochschulschriften.

https://www.zsi.at/object/publication/4498/attach/Public_Engagement_Marschalek_Bookversi

on.pdf.

Marschalek, ilse, Maria Schrammel, Elisabeth Unterfrauner, and Margit Hofer. 2017. ‘Interactive

Reflection Trainings on RRI for Multiple Stakeholder Groups’. Journal of Responsible

Innovation, 1–17. https://doi.org/10.1080/23299460.2017.1326262.

Miller, Steve, M Bouwers, and Melanie Smallman. 2016. ‘Report on the Implementation of Training

Activities’. Deliverable D4.3. London: UCL.

Plattner, Hasso, Christoph Meinel, and Ulrich Weinberg. 2011. Design Thinking: Innovation lernen -

Ideenwelten öffnen. Nachdr. München: mi-Wirtschaftsbuch.

Schrammel, Maria, ilse Marschalek, Elisabeth Unterfrauner, and Margit Hofer, eds. 2016. Self-

Reflection Tool. Fostering Responsible Research and Innovation. Vienna: Rema print.

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Compilation of RRI training techniquesprojectsmartmap.eu/wp-content/uploads/2018/09/Compilation-of... · 2.2 Block II: Group model building in an RRI Training ... of system dynamics