InterAct Networks - thank you for a wonderful ride

For over fifteen years, InterAct Networks worked to put stakeholder and public engagement at the heart of public sector decision-making, especially through focusing on capacity-building in the UK public sector.  This work - through training and other ways of helping people learn, and through helping clients thinks about structures, policies and organisational change - helped organisations get better at strategically engaging with their stakeholders to understand their needs and preferences, get better informed, collaboratively design solutions and put them into practice.  Much of that work has been with the Environment Agency, running the largest capacity-building programme of its kind.

History

InterAct Networks was registered as a Limited Liability Partnership in February 2002.

Founding partners Jeff Bishop, Lindsey Colbourne, Richard Harris and Lynn Wetenhall established InterAct Networks to support the development of 'local facilitator networks' of people wanting to develop facilitation skills from a range of organisations in a locality.

These geographically based networks enabled cross organisational learning and support.  Networks were established across the UK, ranging from the Highlands and Islands to Surrey, Gwynedd to Gloucestershire. InterAct Networks provided the initial facilitation training to the networks, and supported them in establishing ongoing learning platforms. We also helped to network the networks, sharing resources and insights across the UK. Although some networks (e.g. Gwynedd) continue today, others found the lack of a 'lead' organisation meant that the network eventually lost direction.

In 2006, following a review of the effectiveness of the geographical networks, InterAct Networks began working with clients to build their organisational capacity to engage with stakeholders (including communities and the public) in decision making.  This work included designing and delivering training (and other learning interventions), as well as setting up and supporting internal networks of engagement mentors and facilitators.  We have since worked with the Countryside Council for Wales, the UK Sustainable Development Commission, Defra, DECC (via Sciencewise-ERC see p10), Natural England and primarily the Environment Agency in England and Wales.

Through our work with these organisations InterAct Networks led the field in:

• diagnostics

• guidance

• tools and materials

• new forms of organisational learning.

After Richard and Jeff left, Penny Walker joined Lindsey and Lynn as a partner in 2011, and InterAct Networks became limited company in 2012.  In 2014, Lynn Wetenhall retired as a Director.  

Some insights into building organisational capacity

Through our work with clients, especially the Environment Agency, we have learnt a lot about what works if you want to build an organisation's capacity to engage stakeholders and to collaborate.  There is, of course, much more than can be summarised here.  Here are just five key insights:

• Tailor the intervention to the part of the organisation you are working with.
• For strategic, conceptual 'content', classroom training can rarely do more than raise awareness.
• Use trainers who are practitioners.
• Begin with the change you want to see.
• Learning interventions are only a small part of building capacity.

Tailor the intervention

An organisation which wants to improve its engagement with stakeholders and the public in the development and delivery of public policy needs capacity at organisational, team and individual levels.

This diagram, originated by Jeff Bishop, shows a cross-organisational framework, helping you to understand the levels and their roles (vision and direction; process management; delivery).  If capacity building remains in the process management and delivery zones, stakeholder and public engagement will be limited to pockets of good practice. 

Classroom training will raise awareness of tools

There are half a dozen brilliant tools, frameworks and concepts which are enormously helpful in planning and delivering stakeholder and public engagement.  Classroom training (and online self-guided learning) can do the job of raising awareness of these.  But translating knowledge into lived practice - which is the goal - needs ongoing on-the-job interventions like mentoring, team learning or action learning sets.  Modelling by someone who knows how to use the tools, support in using them - however inexpertly at first - and reinforcement of their usefulness.  Reflection on how they were used and the impact they had. 

Use trainers who are practitioners

People who are experienced and skillful in planning and delivering stakeholder and public engagement, and who are also experienced and skillful in designing and delivering learning interventions, make absolutely the best capacity-builders. They have credibility and a wealth of examples, they understand why the frameworks or skills which are being taught are so powerful. They understand from practice how they can be flexed and when it's a bad idea to move away from the ideal. We were enormously privileged to have a great team of practitioner-trainers to work with as part of the wider InterAct Networks family.

Begin with the change you want to see

The way to identify the "learning intervention" needed, is to begin by asking "what does the organisation need to do differently, or more of, to achieve its goals?", focusing on whatever the key challenge is that the capacity building needs to address.  Once that is clear (and it may take a 'commissioning group' or quite a lot of participative research to answer that question), ask "what do (which) people need to do differently, or more of?".  Having identified a target group of people, and the improvements they need to make, ask "what do these people need to learn (knowledge, skills) in order to make those improvements?".  At this stage, it's also useful to ask what else they need to help them make the improvements (permission, budget, resources, changes to policies etc). Finally, ask "what are the most effective learning interventions to build that knowledge and those skills for these people?".  Classroom training is only one solution, and often not the best one. 

Learning interventions are (only) part of the story

Sometimes the capacity that needs building is skills and knowledge - things you can learn. So learning interventions (training, coaching, mentoring etc) are appropriate responses. Sometimes the capacity "gap" is about incentives, policies, processes or less tangible cultural things.  In which case other interventions will be needed.  The change journey needs exquisite awareness of what 'good' looks like, what people are doing and the impact it's having, what the progress and stuckness is.  Being able to share observations and insights as a team (made up of both clients and consultants) is invaluable.

The most useful concepts and frameworks

Over the years, some concepts and frameworks emerged as the most useful in helping people to see stakeholder engagement, collaboration and participation in a new light and turn that enlightenment into a practical approach.

I've blogged about some of these elsewhere on this site: follow the links.

• What's up for grabs?  What's fixed, open or negotiable.
• Asking questions in order to uncover latent consensus - the PIN concept.
• How much engagement? Depending on the context for your decision, project or programme, different intensities of engagement are appropriate.  This tool helps you decide.
• Is collaboration appropriate for this desired outcome? This matrix takes the 'outcome' that you want to achieve as a starting point, and helps you see whether collaborating with others will help you achieve it.
• Engagement aims: transmit, receive and collaborate.  Sometimes known as the Public Engagement Triangle, this way of understanding "engagement aims" was developed originally by Lindsey Colbourne as part of her work with the Sciencewise-ERC, for the Science for All Follow Up Group.
• Who shall we engage and how intensely? (stakeholder identification and mapping)

Three-day facilitation training

As part of this wider suite of strategic and skills-based capacity building, InterAct Networks ran dozens of three-day facilitation skills training courses and helped the Environment Agency to set up an internal facilitator network so that quasi-third parties can facilitate meetings as part of public and stakeholder engagement.  The facilitator network often works with external independent facilitators, contracted by the Environment Agency for bigger, more complex or higher-conflict work. This facilitation course is now under the stewardship of 3KQ.

More reports and resources

Here are some other reports and resources developed by the InterAct Networks team, sometimes while wearing other hats.

Evaluation of the use of Working with Others - Building Trust for the Shaldon Flood Risk Project, Straw E. and Colbourne, L., March 2009.

Departmental Dialogue Index - developed by Lindsey Colbourne for Sciencewise.

Doing an organisational stocktake.

Organisational Learning and Change for Public Engagement, Colbourne, L., 2010, for NCCPE and The Science for All group, as part of The Department of Business, Innovation and Skills (BIS)’ Science and Society programme.

Mainstreaming collaboration with communities and stakeholders for FCERM, Colbourne, L., 2009 for Defra and the Environment Agency.

Thank you for a wonderful ride

In 2015, Lindsey and Penny decided to close the company, in order to pursue other interests.  Lindsey's amazing art work can be seen here.  Penny continues to help clients get better at stakeholder engagement, including through being an Associate of 3KQ, which has taken ownership of the core facilitation training course that InterAct Networks developed and has honed over the years. The Environment Agency continues to espouse its "Working with Others" approach, with great guidance and passion from Dr. Cath Brooks and others. Colleagues and collaborators in the work with the Environment Agency included Involve and Collingwood Environmental Planning, as well as Helena Poldervaart who led on a range of Effective Conversations courses. We hope that we have left a legacy of hundreds of people who understand and are committed to asking great questions and listening really well to the communities and interests they serve, for the good of us all.

How we do things round here

Organisational culture. Where to begin? Like behaviour change and values, it's one of those phenomena of human experience that promises to unlock sustainability if you can only work out how to harness it, but tantalises by just not being reducible to simple rules or mechanistic predictions.

The canny editorial team over at The Environmentalist invited me to write a two-part feature to introduce IEMA members to this scotch mist, and I love a challenge like that.  Even though I know the result will be partial and full of holes, I'd love to help people begin to navigate this treacherous territory with a few useful landmarks.

So I had a go, and part one is available here and part two here.

Essential sources

The research and planning process for the article was fun too, once I'd decided to focus right down on something manageable. (After all, this was for a 1,400 word feature, not a thesis.)

I chose to re-read Edgar Schein's classic Organizational Culture and Leadership. The resulting mind map of notes is two A4 sheets of close tiny handwriting. I also finally got round to properly reading William Bridges' Character of Organisations, which I was introduced to by Lindsey Colbourne (I still have your copy Lindsey!) when she was helping Sciencewise think about designing approaches to public dialogue which match the organisational cultures found in Whitehall Departments and government agencies.  Her insightful background research report on the "Departmental Dialogue Index" is here and the summary paper containing the diagnostic tool is here.

Schein's book is wonderful for its stories. I enjoyed being alongside him as a reader, as he gradually realises how little he understands the organisations he is exploring. He opens himself up to not knowing, thereby allowing himself to hear the new (more accurate) interpretations of the behaviours and artefacts.  There's something of the anthropologist about him, understanding organisations by being present in them as a participant observer.

Bridges' approach starts from a framework more commonly used to understand the individual - the MBTI's contrasting pairs of judging / perceiving; sensing / intuition; extraversion / introversion; thinking / feeling.  He takes this and looks at how it might manifest in organisations.

This is arguably a less intellectually rigorous approach than Schein's. I definitely find myself drawn to the open-endedness and ambiguity of the anthropologist. But there is also something attractively pragmatic in Bridges' work. And the book contains a questionnaire that readers can use to assess an organisation - good for people (and organisations) which like applied theory.

Sharing TUI Travel's journey

Many thanks to Rosie Bristow and Sarah Holloway who took the time to talk to me about how understanding organisational culture within TUI Travel helped them to tailor their sustainability work to be more effective.  As well as reading about this in my article, you can see the enthusiastic buy-in they've generated here.

What you need from your facilitator, when you're collaborating

Researching Working Collaboratively, I heard a lot about the importance of a skillful facilitator.  And you can see why.  Collaboration happens when different people or organisations want to achieve something - and they need common ground about what it is they want to achieve.  They might both want the same thing or they may want complementary things. Since finding common ground is not easy, it's good to know facilitators can help.

Common ground, common process

But it's not just common ground on the goals that need to be achieved, it's common ground on the process too.  It's essential to be able to find ways to work together (not just things to work together on).

Process can be invisible - you're so used to the way your own organisation does things, that you may not see that these processes are choices. And it's possible to choose to do things in other ways.

This can be as simple as using descriptive agendas (which set out clearly what the task is for each item e.g. 'create a range of options', 'discuss and better understand the options', 'identify the group's top three options', 'agree which option to recommend', 'agree which option to take forward') rather than the more usual summary version (Item 1: options).

Or it might be agreeing to set up special simultaneous consultation and decision mechanisms within each of the collaborating organisations rather than each one going at its own usual, different, pace.

To be able to make these choices, process needs to be brought to conscious awareness and explicitly discussed.  This will be a key part of any facilitator's role.

Disagreement without conflict

Collaboration is about agreement, of course.  But if the organisations have identical aims and ways of meeting them, then they might as well merge rather than collaborate!  In collaboration, you must also expect disagreement and difference.

Sometimes people may be so keen to find the common ground, that discussing the areas of disagreement and difference becomes taboo.  Much more healthy is being able to discuss and acknowledge difference in an open and confident way.  A facilitator who is used to saying: "I notice that there is a difference of view here.  Let's understand it better!" in a perky and comfortable way can help collaborators be at ease with disagreement.

Building trust

Your facilitator will also need to help you be open about the constraints and pressures which are limiting your ability to broaden the common ground about desired outcomes or process.  Perhaps a public body cannot commit funds more than one year ahead.  Perhaps a community or campaign group needs to maintain its ability to be publicly critical of organisations it is collaborating with. A business may need to be able to show a return on investment to shareholders. In most cases, the people 'in the room' will need to take some provisional decisions back to their organisation for ratification.

Just like the areas of disagreement, these constraints can be hard to talk about.  Some clients I work with express embarrassment bordering almost on shame when they explain to potential collaborators the internal paperwork they 'must' use on certain types of collaborative project.

Much better to be open about these constraints so that everyone understands them.  That's when creative solutions or happy compromises arise.

A neutral facilitator?

Do you need your facilitator to be independent, or do they need to have a stake in the success of the collaboration?  This is the 'honest broker / organic leader' conundrum explored here.

I have seen real confusion of process expertise and commitment to the content, when collaborative groupings have been looking for facilitation help.  For example, the UK's Defra policy framework on the catchment based approach to improving water quality seems to assume that organisations will offer to 'host' collaborations with minimal additional resources.  If you don't have a compelling outcome that you want to achieve around water, why would you put yourself forward to do this work?  And if you do, you will find it hard (though not impossible) to play agenda-neutral process facilitator role. There is a resource providing process advice to these hosts (Guide to Collaborative Catchment Management), but I am not sure that any of them have access to professional facilitation.

This is despite the findings of the evaluation, which say that facilitation expertise is a 'crucial competency':

"Going forward, pilot hosts indicate that funding, or in-kind contribution, for the catchment co-ordinator and independent facilitation roles is essential."   (p8)

And Defra's own policy framework makes clear that involving facilitators is crucial to success:

"Utilising expert facilitation to help Partnerships address a range of issues for collaborative working including stakeholder identification and analysis, planning meetings, decision-making and engaging with members of the public [is a key way of working]."

There seems to be some understanding of the agenda-neutral facilitation role, but a lack of real answers to how it will be resourced.

I will be fascinated to see how this plays out in practice - do comment if you have experience of this in action.

What's up for grabs?

Spurred on by discussions over at the Involve blog, I want to share a really useful framework for those of you who are thinking about engaging stakeholders or (sections of) the public while you decide what to do about something. At the start, discussions within the organisation which is asking for input need to establish clarity about what's alread fixed, what's completely open and what there are some preferences about but where there is room for change.

Pie Chart: Lindsey Colbourne

Not negotiable - At the start of your engagement process it is likely that what's decided (and thus not negotiable) may be at the level of overall objectives, and timescales.  For example, a Government department may have a policy objective and a legal deadline to meet.   A local council may know that it wants to revamp a local park, and have a potential funding source whose criteria it needs to meet.

Negotiable - You may have some existing preferences, ideas or initiatives which have been piloted and could be rolled out.  There may be some technical information which will inform the decision or be used to assess options.  There may be criteria which you are bound to, or want to use, but haven't yet applied to the options.

Open - There will be aspects of the decision which you have no preference about and where the decisions can in effect (even if not in law or within your organisation's own rules) be delegated to others.

Remember that you will also have decided-negotiable-open aspects to your engagement process - the people you talk to, the points at which you engage them, the methods and channels which are used.

The conversation you have internally with your team about what goes in each slice of the pie can often be dramatically useful: flushing out assumptions which have hitherto been hidden, and exposing disagreements within the team in the safety of your planning conversations rather than in the less forgiving gaze of stakeholders.

The pie slices shift over time

At the start of the process, it's likely that the 'decided' slice is slimmer than the other two.  As the process unfolds, things usually shift from 'open' to 'negotiable' and from 'negotiable' to 'decided'. Principles and assessment criteria get agreed. Ways of working are negotiated. Working groups or consultation processes are established. Exploratory conversations crystalise into options which get fleshed out and then assessed. Some options get discarded and others emerge as front-runners.

Sometimes, things can move in the other direction: when opposition is so strong that you have to think again, or when new information emerges which shows that ways forward which had seemed marginal are now much more likely to work.  In extreme circumstances, this may lead to the initiative being abandoned altogether. The debacle over England's publicly-owned forests is an example of this.

Tell people what's 'up for grabs'

There's no point asking people what you should do about something if you have already made up your mind.

By all means ask for feedback which will help you communicate your decisions more clearly. Understanding people's concerns and aspirations means you can address them directly in your explanations about why you have made a particular decision and how to expect to implement and review it.

Do people the simple courtesy of letting them know which aspects of situation you are most keen to get their feedback and ideas about - which information will most helpful in informing the decision, the dilemmas you'd like to think through with them, the innovative ideas you'd like to test out.

That way, everyone's time is spent where it can make the most difference.

Simples.

Thanks to...

Acknowledgements to Lindsey Colbourne and others at the late lamented Sustainable Development Commission, InterAct Networks, Sciencewise-ERC and the Environment Agency who have been developing and working with this framework over the last few years.

How planned does engagement need to be, to be helpful to the 'convenor'?

The latest Sciencewise Bulletin asks whether constructive dialogue is possible online.

"One of the key problems in online deliberation [is] that it can result in a game of who can shout the loudest. We’ve all seen discussion threads which end in name calling, usually around a few contentious issues which had nothing to do with the original topic. It is this tendency which lies behind ‘Godwin's Law' which proposes that as an internet discussion thread grows longer, it also grows angrier and the probability of someone comparing someone else to Hitler approaches."

Colleagues from the field of 'virtual facilitation' have been adding to the debate, including on the Sciencewise-ERC Forum, considering the role of anonymity versus seeing the other contributors as real people (for example by inviting them to add a photo to their profile) and also the usefulness of active moderation.

I am working with some national government clients at the moment, helping them to plan their engagement with stakeholders around a couple of different policy-related decisions coming up later in 2011.  I stress how useful it is to be clear what they, as the 'decision makers' want to get from the engagement process.  How they can identify the stakeholders they should be in touch with, and phase the conversations so that they get information and opinions at a time when they can influence the decision-making process.

For example, some things will be decided early on, and other things can only be decided later.  There's not so much use in asking people about things which have already been decided!

But an open on-line dialogue is less easily controlled or structured by the facilitators.  Anyone with internet access can join in, and you may not know if they are who they say they are.  This lack of control makes organisers nervous.  Should it?

If it is true that "for some people, conflict is simply a source of recreation", then online dialogue could "get out of hand".  This is one of the learnings from the list of "What online communities can teach the Public Conversations Project", posted on the Public Conversations blog, by Deborah Elizabeth Finn.

What are the implications for on-line dialogue?

My experience is almost entirely in bounded, organised and above all, face-to-face engagement.  I confess to some anxiety myself about open on-line engagement - how do the relevant decision-makers make sense of the inputs? How do they steer conversations back to the issues which are yet to be decided?

Your thoughts are very welcome, here or on the Sciencewise Forum.

Jaw jaw on nanotechnology, hybrid embryos and climate-busting communities

There's a part of the UK's business ministry, BIS, which provides expert guidance on public dialogue, as well as promoting and supporting dialogue projects.  The Sciencewise Expert Resource Centre has supported dialogues on a wide range of science and technology subjects, including nanotechnology, hybrid embryos and how to make the shift to low-carbon energy sources. There's a set of principles to guide people who are setting up a dialogue, so they can keep it open and multi-directional.  Crucially, there needs to be a policy 'owner' in Government who will use the outcomes of the dialogue to help form policy.

Plenty of case studies are available on the Sciencewise-ERC website.  Since every project has to be independently evaluated, there are also evaluation reports.  And there's a team of Dialogue and Engagement Specialists (I'm part of this team) to advise.

Find out more in this article I wrote for the environmentalist, published in June 2010, "Wise up! Engaging the public in science and technology".