Using Learning History to Learn from

Experiences of Change

Gill ColemanCARPP

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

The factory was opened in April 2008 bySir Stuart Rose, Exec Chairman of M&S

“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?

I am left thinking The drawing of that line is a political

judgement: part of the process by which ‘sameness’ is held in place

Action research helps point to these questions: it asks what is up for negotiation in our vision of a sustainable world, and what, perhaps, is not