Appendix B: Full timetable for Phase A workshop- guidelines for facilitators
Time / Task & duration (mins) / Notes for introducing the session to participants / Slides visible during this session[KH1] / Things to bring/remember / Things to record/photograph
- / 09.30-09:40 / Coffee & consent
(10) / [Hand out sticky labels for participants to write their names on.]
Give each participant a consent form and payment form (if you are using these) to read and sign. / Slide 1
/ -Sheet of sticky labels and thick pen for name badges
-Consent forms – if you are using this as research, you will need to ensure these forms meet any ethics standards for your organisation. See template filename: Consent Form[KH2]
-Payment forms – if you are providing incentives for attendance, you will need to collect payment details. See template filename: Payment Form[KH3] / N/A
GROUNDING IN PLACE
A / CONTEXT & INTRODUCTIONS
1 / 09.40-09.55 / A1: General introductions to the research
(15) / [Hand out and thick pens and an envelope of coloured post it notes to each participant.]
Introduce workshop – who are you and why are you running this process?
Explain that the purpose of this workshop is to allow the participants to discuss how they feel about their local area, what changes they’ve seen and would like to see, and how they feel about energy use and infrastructure.
Explain how you intend to use the outputs of the workshop, and be clear about any further processes that will happen (e.g. workshops in neighbouring communities or wider district consultations).
Make sure that you are clear on whether the participants will be identifiable from any reports or other outputs of the workshops, and that they are comfortable with this.
Introduce the facilitation team and any wider project staff that they should know of. Explain that the participants will be introducing each other shortly.
Check whether anybody already knows others in the room well and ask participantsto move and swap places if they are sitting with someone they already know well.
Explain or draw attention to some basic ground rules that you feel will make the workshop run more smoothly for everyone. Offer the group the opportunity to add to this list, but try not to go above 10 rules.
Explain housekeeping points, such as any fire drills that are planned, toilet locations and refreshment breaks. / Slide 1
/ -List of ground rules, printed on A3 or larger paper (see template filename: Ground Rules.)[KH4] / Write up any extra ground rules that are suggested.
2 / 09.55-10.20 / A2: Personal narratives and histories
(25) / Ask participants to form pairs. Ask each participant to spend 3 minutes telling their partner about their relationship to the local area, and 3 minutes for the partner to do the same. Ask them to use the list of prompt questions on Slide 2 to guide this conversation so they can get the information quickly and efficiently.
Remember to say that participants will introduce their partner to the group, rather than themselves, based on the information the partners told them. Tell them they’ll have 2 mins each to introduce their partner, and remind them to keep this in mind when they listen to their partner.
Following this, ask participants to introduce one another.
NOTE ON TIMINGS: These timings will work with 10 participants. For 12-16 participants, reduce the time allowed to talk to each other at the start to 2.5 mins each (5 mins total), and give them 1.5 mins to introduce their partner to the wider group. / Slide 2
/ -
B / PLACES & SERVICES
1 / 10:20-10:35 / B1: Personal maps
(15) / [Hand out one sheet of blank A3 paper to each participant.]
Ask participants to take 10-15 minutesto each draw a map of their local area (it’s up to the participant how they define their local area). They need to mark the roads, landscape features etc using a pen, but they are to mark the places that are important using their mini-post it notes (i.e. not written directly on their personal maps), because they will later be transferring them to a larger group map. They should write their name in the top corner of their map when complete
Participants’ maps should capture the places that make up their local area.
Ask participants to write their‘positive’ places on yellowmini post-it notes, as directed in Slide 3. Places that are feared, avoided or disliked should be captured onbluemini post-it notes. Important places that no longer exist are still important; these should be written down on pinkmini post-it notes.
*NOTE FOR RESEARCHERS: if you are using this as part of an academic research project then asking participants to identify every post it note they use by putting a sticky dot on it that is unique to them is useful for later analysis. It is not likely you will need this information if this is for general neighbourhood planning/local plan preparation work. / Slide 3
/ -Yellow, blue and pink post-its (each participant should have had these issued to them as they arrived, see first session)
-Sticky dots (for each person to put on their post-it notes to facilitate keeping track of who wrote what). / -Photograph everyones’ maps before they disassemble them in the next session. Make sure their names are visible in the photo.
- / 10:35-10:45 / BREAK (individuals transfer post-it notesto big map)
(10) / During the break participants ask the participantsto transfer their post-it notes from the individual maps onto the large, pre-prepared community map. If several people have post-it notes naming the same place, they should be stacked on top of each other in the same location on the community map.
If there are places on participants’individual maps that are outside of the area on the large community map ask them to draw an arrow and annotate the map accordingly, by writing on the edges of the large community map (e.g. ‘the nearest secondary school is 5 miles away, to the east’). / Slide 4
2 / 10:45-11:20 / B2:Community maps and facilitated discussion
(35) / The next half an hour or sois spent at looking at the places that participants have highlighted on the big map. What kinds of places are these? Have participants highlighted the same places? Have participants highlighted similar types of places, or are there also very different places?
Facilitate a discussion around the questions on Slide 5. / Slide 5
/ - / -Record key points of discussion on flipchart
C / LANDSCAPE & LAND MANAGEMENT
1 / 11:20-11:35 / C1: Emotional responses to landscape
(15) / The next 15 minutes starts the participants thinking about the countryside and landscape in their area.
Ask participants to take 2 minutes to write on 3-6pink post-it notes thoughts they have when they think about what the countryside and landscape is like in their local area (one ‘idea’ per post-it note). Prompt them to use a range of words, and think of what comes into their head fairly immediately, they shouldn’t have to rack their brains for these responses. They could use:
- Descriptive words (e.g. wild, beautiful,ugly)
- Activities that they associate with the landscape (e.g. farming, hill walking)
- Emotions (e.g. how they feel when they’re out in the local countryside).
/ -Pink mini post-it notes (they should already have these from the previous session) / -
2 / 11:35-11:55 / C2: Facilitated discussion on land management
(20) / Pick a participant and ask him/her to come up to the main community map and quickly read out their pinkpost-it notes, and add them to the map if they relate to a specific place (e.g. ‘peaceful’ might be put at the top of a hill they like to walk up to get away from things). They should quickly explain as they are putting their notes on to the large community map what they’ve written and why, but make sure you tell them to limit this to very quick descriptions (e.g. ‘the whole area to the west I think of as very private/inaccessible’ or ‘this is the area where I go birdwatching’.)
Move to the next person and ask them to do the same, but this session along quickly by asking participants only to bring up new things, so if they have the same words relating to the same place that someone has already put up, then ask them to keep them to one side for a moment.
Finally, facilitate a discussion around the questions on Slide 7 / Slide 7
/ - / -Record key points of discussion on flipchart
- / 11:55-12:00 / BREAK
(5) / Tell participants to grab tea and coffee, take a quick break, bring drinks back to tables. If they have any pink post it notes from the previous session that have not yet been put up, they should add them to the map during this break. / / Make sure tea and coffee are ready as this is a short break
D / PEOPLE & ORGANISATIONS: POWER, INFLUENCE & ENTHUSIASM
12:00-12:15 / D1:
Identifying power structures
(15) / -[Put up/reveal your pre-preparedflip chart paper with the question ‘Who are the individuals and groups who are influential in deciding what happens around here?’ at the top]
Just as participants have thought about the places and landscapes in their local area, it’s now time to get them to think about the individuals and groups who are influential in deciding what happens in their area. Give the participants 3 minutes to write down these people or organisations on their BIG post-it notes and bring them up to the flipchart when they’ve finished. They should spread them around but should group them where people have obviously written something similar.
Then…
[Reveal the hidden three questions on Slide 9 (press enter)]
Facilitate a discussion around the hidden three questions:
- Do you feel these people really represent you/speak for you?
- Have these groups and people of influence altered much over the last 20 years?
- Do you, personally, feel you have capacity to be involved in local decision-making?
/ -Flipchart sheet with this question written at the top: Who are the individuals and groups who are influential in deciding what happens around here?’
-Big post-it notes
-Blu-tac / -Record key points of discussion on flipchart
-Photograph the flipchart graphs in case post-it notes come off in transport later.
12:15-12:30 / D2: Facilitated discussion – who influences local development?
(15) / -[Put up/reveal your pre-prepared flip chart sheets with the two ‘graphs’ marked up on them]
Now looking at this first scenario on the flipchart paper – get the group to imagine there is a proposal for a new housing development in the community. Ask participants to place the people/groups they’ve identified on the post-it notes on the ‘influence-enthusiasm’ axis, thinking about how engaged the people/groups might become in such a project and how much influence they would have.
Now do the same for another scenario – (e.g. a behaviour change initiative to encourage people to reduce their car use (cycle & walk more, use public transport etc.). You might need to quickly write some duplicate post it notes again for this part as you go along, e.g. if they’ve already put ‘Local MP’ on the graph for a new housing development but also want to put that person on the other graph.
Facilitate a discussion about the differences between who would get involved in housing (an infrastructure project) and the behaviour change campaign (more diffuse, with limited physical change in the local environment). Why do they think this is?
You may find that they struggle to think of groups who would get involved in the latter – again, why do they think this is? / Slide 10
/ -Pre-prepared flipchart graphs on enthusiasm and influence, so that participants can place their post-it notes on them.
-Blu-tac / Photograph the flipchart sheets with the post it notes in situ, in case they come off as you are packing up.
Make notes on a separate flipchart sheet to record key points of discussion.
- / 12:30-1:00 / LUNCH
ENERGY: PAST, PRESENT & FUTURE
E / COMMUNITY ENERGY USE
1 / 1.00-1:15 / E1: Personal energy narratives
(15) / In this session you will get the participants to think about how they, as individuals, use energy. Introduce the concept of domestic energy usage. Ask participants to shout out things they do or use daily that require the consumption of energy, and write these as a bulleted list on a blank flipchart, down the left hand side. (e.g., ‘showers’, ‘computers’) This part of the session should take no more than around 4 minutes, and don’t worry about trying to build up an endlessly comprehensive list.
Reveal the diagram on Slide 13 showing how domestic energy use by the average household is split between heating, hot water, appliances and so on. Facilitate a brief discussion around this, in particular to find out if they understood the split between heating and electricity demand and whether they think this is true in their own home.
If time allows, return to the bulleted list of activities that use energy, and, working with the group try to annotate it with the likely sources of that energy – e.g. ‘showers’, ‘baths’ you would likely write ‘mains gas or oil for heating’, ‘computers’ would have ‘mains electricity’ against it. The idea is to get a quick overview of the range of activities that households do daily, and to stress that these energy demands are served by different sources of energy. / Slides 12 & 13
/ - / -Record key energy uses and sources of energy on flipchart
2 / 1:15-1:30 / E2:
Historical energy narratives
(15) / Develop the discussion to incorporate consideration of energy usage in this area in the past – say 80-90 years ago (1920s/30s) and how it differs to today’s. Use questions on Slide 14 and refer back to the diagram of current domestic energy use on Slide 13 to draw comparisons, if needed, to facilitate discussion. / Slide 14
/ - / -Record key perceived changes in energy use on flipchart
F / ENERGY & LANDSCAPE
1 / 1:30-1:50 / F1:
Energy in the landscape: present
(20) / Develop the discussion to bring participants on to consider how their local landscape is currently shaped by energy (energy in the landscape may have come up in previous session).
Using the questions on Slide 15, discuss this with the group. Ask participants to call out local energy infrastructure they are familiar with, and ask volunteers to come up and mark this (e.g. lines of pylons, substations, power stations) on the community map with a thick marker pen. If areas beyond map boundaries are identified, just ask participants to annotate the edges of the map.
Facilitate discussion around what has been noted on the map. Ask participants to expresstheir opinions/feelings about the infrastructure they’ve identified, using the prompt questions on Slide 15.
Develop the discussion briefly around the nature of energy provision and how this shapes what is seen in the landscape (i.e. centralised energy provision). In particular, if there is no major source of energy generation in or near the community, explore their understanding of where the energy they use is generated. / Slide 15
/ - / -Record on flip chart details of the key infrastructure participants mention, and roughly where they say it is, and any emotional responses they mention in relation to it.
2 / 1:50-2:05 / F2: Energy in the landscape: future
(15) / Introduce notion of landscape changing in the future to accommodate new energy development – e.g. relating to energy and non-energy developments. Facilitate a discussion, using the prompt questions on Slide 16. / Slide 16
/ - / -Record key points of discussion on flipchart
- / 2:05-2:15 / BREAK
(10) / Instruct participants to help clear tables (if needed) and ask them to leave the room whilstthe CESAR tool is set up (table arrangement may need reconfiguring to lay out the cards). / Slide 17
G / CREATING A FEL COMMUNITY ENERGY PLAN
1 / 2:15-4:10 / Using the CESAR tool to produce a ‘FEL community energy plan’.
(115) / [Set up the laptop with the CESAR spreadsheet and all the CESAR videos open. Lay out all the CESAR cards in the manner directed in the CESAR tool guidance sheet. Get the introductory video ready to play].
Acknowledge previous discussions on energy usage (past and present) and energy infrastructure in the local landscape (present and future).
Explain this session will develop discussion about their local area’s energy needs (domestic & non-domestic) could be served in the future, and that they are going to start thinking about what they think are appropriate ways to achieve this in their community.
- For this session, you will need to use the document called ‘CESAR tool setup and user guide’ [RCC5]which you should have thoroughly familiarised yourself with beforehand
-CESAR video suite
-CESAR cards and posters
-Pre-prepared CESAR spreadsheet on laptop
-Keep an eye on time, this is a long session but can easily run over if the group gets hung up on a particular technology early on. If this seems to be happening, get them to leave it on the table for the time being and consider others, before coming back to it / -Record key points of discussion on flipchart (where possible, use one flipchart per technology, and mark them up beforehand with technology names)
-Photograph the final FEL energy plan before dismantling
-Ensure the CESAR spreadsheet is saved with final choices in it
- / 4:10-4:20 / Explanation of homework & close
(10) / Explain to the group the homework tasks they will be expected to do in the next 10 days
Hand out homework slips to each participant, summarising what they need to do.
Ensure you have collected all payment forms and consent forms before everyone leaves, and remind them of the date and time of the next workshop. / -Homework sheets to handout
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