Climate Risk Management – Deanna's Blog

Reflecting on the Leadership Project Plan

Leave a Comment / Academic Writing, CALS 505, Climate Communication, Leading Change, Leading Climate Action, Leading Climate Action in Society / Deanna

Throughout the MACAL graduate year, my thinking has expanded and deepened regarding the complexity of challenges facing climate action leaders, and so it has been with the CALS 505 Leading Change course. A significant requirement of this course was to develop a Climate Change Leadership Project Plan focusing on leading change. Due to the time commitment of researching and writing a plan during the height of summer, many fine weather activities were missed while others were out enjoying them. As a result, the plan was developed and written without the usual collaboration and input that might have typically informed the future vision and theory of change that was foundational to the plan. The upside was that I was forced and, therefore, stretched to imagine other perspectives as I independently developed the vision and theory of change.

After spending our summers working on our leadership plans, the cohort presented their plans to their classmates. It was like sharing the harvest of carefully planted gardens at the end of summer. I have reaped a deeper understanding of what is needed for leading climate change initiatives and believe there are three elements to use when I start working on future leadership plans. The elements include following my passion for taking climate action, using helpful tools such as the theory of change and logic models, and, notably, thinking about the leadership challenges and styles that best suit the initiative.

Start With Passion

I was recently asked how I keep working and studying in the climate action space, given how grim it seems. My passion keeps me going, and this is what is needed for any climate project I will be involved with. Passion is the spark that creates the vision and the energy that powers the project. There is an underlying desire to include what I am passionate about when working on climate action problems. I care deeply about nature, reconciliation, equity, fairness, and human well-being and look for ways to plant these into my endeavours. From this base, an idea becomes a vision. Allowing that passion to shine when sharing the vision helps inspire others to co-create climate solutions (Withers, 2023). Greta Thunberg provides an inspirational example with her passion, courage and forthrightness. However, not all climate leaders need to be Greta and can use their passion and vision locally within their communities.

Use Foundational Process Tools Like the Theory of Change

Taking that passion and vision and putting it into a leadership plan can be moved along by creating a theory of change to map out the inputs and activities that will lead to the desired outputs and outcomes (Pringle & Thomas, 2019). The process should result in a graphic. Figure 1 is an example from the United Nations for Climate Mitigation that visually demonstrates how the change will be achieved and should be referred to often throughout the planning process. Ideally, the theory of change will be developed collaboratively as part of an engagement process and be updated and evolve with the project.

Figure 1 Example of a Climate Mitigation Theory of Change Graphic

Note – From Theory of Change for Climate Mitigation, by UN environment programme, finance initiative, Principles for Responsible Banking, February 2023.

For the CALS 505 Leadership Project Plan, there was no engagement process or time to conduct one. Therefore, the graphic was developed without input from others. I had already created a logic model and used that to make the theory of change graphic, starting by drawing it out on paper. Surprisingly, this process helped me see the necessary pathways to interim steps fundamental to long-term outcomes that were not as evident in the logic model. Here is a link to a blog that provides helpful steps to create a theory of change.

Need a Logic Model

Creating a logic model, a table of key actors and contributing factors was vital for getting the steps down in a logical progression. Both the theory of change and the logic model should be referred to frequently and be an iterative process throughout the project, and a more extensive project could be built on many logic models. Aside from helping the planner(s) synthesize thoughts, process, and distill what is foundational and the steps required, the tool is also helpful in communicating the change process (W.K. Kellogg Foundation, 2004).

Think About Leadership

I have previously posted on leadership styles that would fit the initiative proposed in the CALS 505 Leadership Project Plan and the leadership challenges. Considering the leadership style best suited to the project helps leaders focus on essential characteristics fundamental to success that may not be innate (Michigan State University, 2021). Understanding that human relationships need to be cultivated to grow a community willing to take on climate initiatives (Fox et al., 2023) ensures that essential considerations such as effectively communicating the long-term vision, are contemplated (Solvable and Magnolia Moonshot 2030, 2022). The logic model and theory of change graphics can be useful visual tools to support that end.

I will start future leadership project plans considering the essential elements needed to clearly engage, build support, develop relationships, and ensure understanding of the project. Initiating with passion, creating a theory of change and logic model, and considering appropriate leadership styles provide a foundation for the project to evolve and emerge.

References

Fox, A., Mwangi, C. G., Pachucki, M., Wells, R., Dasgupta, B., Thoma, H., Dunton, S., & Kimball, E. (2023). Rethinking Backbones in Collective Impact: Examining a Broadening STEM Participation Program as a Feminist Matrix Organization. Innovative Higher Education. https://doi.org/10.1007/s10755-023-09660-x

Michigan State University. (2021, April 14). The 4 “I’s” of transformational leadership. https://www.michiganstateuniversityonline.com/resources/leadership/4-is-of-transformational-leadership/

Pringle, P. & Thomas, A. (2019). Climate adaptation and theory of change: Making it work for you. Potsdam Insitute for Climate Impact Research. https://www.preventionweb.net/publication/climate-adaptation-and-theory-change-making-it-work-you

Solvable and Magnolia Moonshot 2030. (2022, February 16). Rebecca Henderson on regenerative leadership [webinar recording]. https://www.youtube.com/watch?v=x_hCpLQU_wQ&list=PLHxvKhKNCgJYx8IDa4lZBky7wQxaBpUVs&index=14

UN environment programme. (February 2023). Theory of change for climate mitigation. UN environment programme, finance initiative. Principles for Responsible Banking. https://www.unepfi.org/wordpress/wp-content/uploads/2022/09/14-Theory-of-Change-for-Climate-Mitigation-D1_JD.pdf

Withers, D. (2023, August 23). Final presentation part 2 [Class recording]. CALS505: Leading Change in the Context of Climate Change. Royal Roads University.

W.K. Kellogg Foundation. (January 2004). Logic model development guide. https://wkkf.issuelab.org/resource/logic-model-development-guide.html

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Log on the beach propped up on a rock. The tide is part way out. The photo evokes natures changing scene at the beach.

Leadership Fit for Changing Our Nature

Leave a Comment / Academic Writing, CALS 505, Climate Communication, Leading Change, Leading Climate Action, Leading Climate Action in Society / Deanna

I am contemplating a change in the City of Nanaimo. It will start with a demonstration project to plant a mini-forest with the hope that a successful planting would lead to policy changes, more areas planted, and people developing a deeper connection to nature. This climate adaptation and biodiversity solution provides many benefits but can also be challenging to implement due to the multi-stakeholders involved and the new and novel approach of the solution. “Successful adaptation rel[ies] on the proper grasp of the cultural, economic and institutional contexts and on the leadership that is needed to mobilize resources for concrete action“ (Cash & Moser; Bisaro & Hinkel; Termer et al. as cited in Vignola et al., p. 84). Adopting the appropriate leadership style for the action can “promote concerted efforts, priority setting…and stakeholders’ engagement in multi-scale process of continual action” (Vignola et al., p. 84). Considering this and the leadership styles or attributes that might best be used to succeed with the vision, I am examining transformational and regenerative leadership for this blog post. But first…

Some Beach Time and Leadership Lessons from a Three Year Old

On a warm July afternoon, our family gathered at the cabin on the beach for my niece’s eighth birthday celebration. Being close to the ocean on such a warm day meant that most of the multi-generational family members went for an ocean dip. A few of the kids and adults had pool noodles which seemed like a great idea for floating in the gentle waves. Improvising, two of the young boys found some logs, just like I used to when I was their age, and carried them down to the water to float on. One youngster’s log was not quite right, so he asked his dad to carry down a larger log. In the meantime, the amiable three year old, Ben, was quietly watching all of this, and he decided to get a big log for everyone to share. There happened to be the perfect log near where all the adults were sitting. Without saying anything, Ben got up and walked over to the log in his charismatic three-year-old way. Undaunted, he glanced back with an optimistic, confident grin at the adults and invitingly waved his chubby hand and then went and started pushing on the log! Not able to withstand his charm, his 69 year old aunt went to help, and not long after that, so did his mom. Voila, the largest log on the beach, was pushed into the water. Ben’s vision, ability to inspire others, and willingness to disrupt assumptions and beliefs that the log was too large for such a small person to get into the water led to success. Ben had just demonstrated many attributes of what scholars call transformational leadership.

Understanding Transformational Leadership

Transformational leadership is needed when there is a clear vision of the goal or future state (Withers, 2023). Typically, the vision is a disruption of the status quo and tends to challenge beliefs or assumptions. Such a vision inspires and motivates action (Michigan State University, 2022). The leader must be inspiring to first elicit followers and then empower followers to innovate and experiment to find the path to the vision. The leader will encourage and embrace new experiences and opportunities to help those involved grow and learn (Michigan State University, 2022; Withers, 2023). Having others grow and learn and themselves become climate action leaders is vital for the immense effort required to transform our world. It is also the type of leadership that can be used for a local community effort, such as converting a previously paved or abandoned piece of urban real estate into a thriving ecosystem. Interestingly, many of the attributes of a transformational leader are also required for regenerative leadership.

Contemplating Regenerative Leadership

Regenerative leadership focuses on the regeneration of ecosystems and the development of human systems to work within nature (Withers, 2023), like the graphic in Figure 1, which demonstrates the evolution of regenerative design. As such, regenerative leadership calls for a worldview that sees the interconnections, interrelations, and integrated forces of the whole system that humans are part of (Reed, 2007; Withers, 2023) and “that all things are alive and in the process of becoming” (Reed, 2007, p. 675). The foundational principle focuses on being in a conscious and engaged relationship with the planet, its natural laws, and the whole system’s evolution (Reed, 2007). Regenerative leadership is about the worldview, infinite vision, and goal to evolve all involved to a healthier co-existence.

Figure 1

Regenerative Design Graphic Could Also Apply to Regenerative Leadership

Note. Bill Reed used this graphic to demonstrate the trajectory of environmental design. Regenerative design envisions humans participating as a wholesome contributing part of nature (Reed, 2007), requiring a different approach to everything, including leadership. From “Shifting from ‘sustainability’ to regeneration” by B. Reed, Building Research & Information, 35(6), 674–680. https://doi.org/10.1080/09613210701475753.

In her discussion with Darcy Winslow about regenerative leadership, Rebecca Henderson acknowledged that regenerative leadership is an emergent idea (Solvable and Magnolia Moonshot 2030, 2022). This type of leadership requires an acceptance of the harm current dominant systems have perpetuated, a commitment to bringing people along and a focus on regenerating the whole system. There is also a long or infinite view; therefore, it requires empowering those involved to see the longer vision and even requires sharing leadership. Darcy Winslow observes that although there is a “moonshot” or long vision, it is not always clear how to travel the path to the vision. She offers the analogy of geese flying in a formation and how they drop back as the leader tires and new leaders take a turn. Rebecca Henderson offers practical advice to – start local, have well-defined terms and goals, give people room to fail, try it out and try it out again, and also think about what needs to be done this week while keeping an eye on the long goal. This type of leadership might seem like a great deal of effort to plant a demonstration mini forest. But is it?

Leadership Matters to Achieve the Vision

The City of Nanaimo Parks department could simply complete a local demonstration planting of a mini forest which would likely increase biodiversity and provide the many benefits of thriving ecosystems. But this misses out on an important aspect of the project. Perhaps the most crucial part is the process and the type of leadership used. Working with the community following regenerative design principles to consider the site for the forest, understand the history of the ecosystem, co-produce the appropriate species list, and find committed planters and guardians of the forest has benefits. The process will develop an interconnected biodiverse forest and community with a deeper understanding and relationship to nature. The vision is not only to transform an ecologically unproductive urban landscape but also to transform the people involved in the project. The pilot demonstration forest is a seed planted that, if nurtured properly, could co-evolve into the moonshot vision of a regenerated landscape and an evolved community worldview that understands the necessity for humans to be in a reciprocal relationship with nature. Taking the first step as a transformational leader could evolve into regenrative leadership as we humans learn to participate within nature.

Reference

Michigan State University. (2022, July 1). The 4 “I’s” of transformational leadership [blog]. https://www.michiganstateuniversityonline.com/resources/leadership/4-is-of-transformational-leadership/

Reed, B. (2007). Shifting from ‘sustainability’ to regeneration. Building Research & Information, 35(6), 674–680. https://doi.org/10.1080/09613210701475753

Solvable and Magnolia Moonshot 2030. (2022, February 16). Rebecca Henderson on regenerative leadership [webinar recording]. https://www.youtube.com/watch?v=x_hCpLQU_wQ&list=PLHxvKhKNCgJYx8IDa4lZBky7wQxaBpUVs&index=14

Vignola, R., Leclerc, G., Morales, M., & Gonzalez, J. (2017). Leadership for moving the climate change adaptation agenda from planning to action. Current Opinion in Environmental Sustainability, 26–27, 84–89. https://doi.org/10.1016/j.cosust.2017.03.005

Withers, D. (2023, July 6). Unit 3: The approach: How we make change happen [Class recording]. CALS505: Leading Change in the Context of Climate Change. Royal Roads University. https://royalroads.zoom.us/rec/play/Wn7tbCQU7b8Yjqni0NN_ch_NH4jEjgwVLXJIANsTPVGWM1XxALxZbfnSF-q2tUvXxSKpWILpO9tlLq-X.mOUddHjC39irtZtL

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A woman getting feet wet crossing the river demonstrates that it can be challenges and discomfort through change.

Emotional Work for Leading Change

Leave a Comment / Academic Writing, CALS 505, Climate Communication, Leading Change, Leading Climate Action / Deanna

In the CALS 505 Leading Change in the Context of Climate Change class, we recently watched a video interview with Adam Lerner from Sovable (Royal Roads University, (2023). He identified three steps to lead change. The steps are diagnosing the existing state to find what is no longer needed, interrupting or stopping that which no longer serves, and creating space to innovate, which is the final step in the change process. The challenging work for many is interrupting, stopping, or letting go of that which no longer serves. It could be called the messy middle, and it needs our attention. Addressing the messy middle is the emotional work for climate leaders.

Pay Attention to the Emotions Raised During the Change Process

Attuned leaders will provide the emotional space and support for those affected by the change to gracefully let go of practices, policies or work that is not needed in the future state (Royal Roads University, 2023). Adam Lerner calls this step “hospicing,” and framing it as such ensures that sufficient care and attention are provided to this phase of the change process. This is the emotional work required to facilitate change. Leaders must be prepared to support those affected to deal with the loss, grief, and uncertainty they may feel when they abandon familiar but redundant ways of being, processes or work. It is also essential for leaders to have the emotional capacity to provide a safe emotional space for hospicing to occur.

Anticipating and going through the change process can leave people feeling confused, lost, and overwhelmed (Solvable, 2021). As a result, it is understandable that not only do people fear change they are more comfortable with the status quo (Grashow et al., 2009). If these intense emotions are not addressed, it can lead to apathy or derailment of the change process (Moss Kanter, 2012, Solvable, 2021). These reactions may be overlooked, given the leader’s focus on the vision and goals of the outcome, but they can also be planned for and managed with empathy. The emotions are not confined to one stage of the change process; therefore, hospicing will be an ongoing practice.

Practices to Support Hospicing

Some practices the leader can incorporate to support hospicing are identified in Ten Reasons People Resist Change (Moss Kanter, 2012). For example, by involving people in planning and allowing them to make choices, they will experience less loss of control. Most importantly, providing a clearly articulated step-by-step process with a timeline prevents people from feeling confused and uncertain. However, it is important also to acknowledge that there will be extra work, unanticipated problems, and some confusion throughout the process so that people are prepared for the challenge. A way to incorporate these practices could be with narrative.

Narrative can positively engage people in co-creating the future story (Withers, 2023). Sharing stories allows people to see themselves within the story and as part of the solution to the problem. Sharing stories provides an emotional connection and an opportunity to explore emotions such as fear, loss, and grief (Abbas, 2023). Stories or narratives can also be a powerful way to envision the future. An intriguing example is the City of Vancouver’s Sea2City Design Challenge which was part of the city’s values-based coastal adaptation planning.

The city used various forms of engagement to have conversations with citizens about rising sea levels, the effects it will have on the city’s shoreline and how this will impact people living, working, and playing along the coastline. One event had writers from coastal cities sharing their thoughts about sea level rise (Azpiri, 2022). Their written words were projected onto a large, publically displayed screen and were sung to the public by a youth choir. This single event incorporated vision stories to “create a shared understanding of the future” (Abbas, 2023, 2. Vision stories section, para. 2) and personal stories with individual writers sharing their emotions, expressing their concerns or fears, and providing their insights about the change. Sharing diverse perspectives about the future can help to foster empathy, develop understanding, and provide inspiration and motivation for working collectively on solutions (Abbas. 2023). These are critical elements for powering a change process.

Successful Change Requires Paying Attention to the Emotional Work

Leaders with a vision for change must also recognize the emotional journey those following will be on to arrive at the vision. Ignoring the intense emotions felt by those leaving behind that which no longer serves can undermine the successful transition to the new state. When considering climate change, that transition period will be ongoing. Recognizing that people must grapple with their feelings of loss, confusion, and grief as they adapt to the changing climate allows climate leaders to assist with those emotions. One of the powerful ways to do this is through narrative and the art and practice of sharing stories.

References

Abbas, T. (2023, May 20). Change Management Storytelling Examples and Techniques. CMI. https://changemanagementinsight.com/change-management-storytelling-examples/

Azpiri, J. (2022, July 31). Design challenge brings together art and science to help change how Vancouverites think about sea-level rise | CBC News. CBC. https://www.cbc.ca/news/canada/british-columbia/sea2city-design-challenge-1.6534319

Grashow, A., Linsky, M., and Heifetz, R. (2009). The practice of adaptive leadership [Overview]. https://static1.squarespace.com/static/5e82693f000aa1300138cb94/t/60171e947e495b34f3663cb1/1612127893039/The+Practice+Of+Adaptive+Leadership.pdf

Kanter, R. M. (2012, September 25). Ten Reasons People Resist Change. Harvard Business Review. https://hbr.org/2012/09/ten-reasons-people-resist-chang

Royal Roads University. (Producer). (2023). Interview with Adam Lerner [Video]. Royal Roads University Moodle. https://media.royalroads.ca/owl/media/macal/videos/CALS505/AdamLearnerLeadingChange.mp4

Solvable. (2021, May 20). Emotional Climate Resilience with Leslie Davenport [Webinar]. https://www.solvable.ca/new-works/leslie-davenport

Withers, D. (2023, July 13). Unit 4: The resources – what we need in our toolkit [Class recording]. CALS505: Leading Change in the Context of Climate Change. Royal Roads University. https://commons.royalroads.ca/cals505/

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Can a Municipality Use a Transformative Adaptation Strategy for Sea Level Rise?

Leave a Comment / Academic Writing, Business Case for Climate Action, CALS 504, Climate Risk Management, Leading Climate Action, Leading Climate Action in Society / Deanna

As climate change impacts are now affecting most communities, there is an urgency to find adaptation strategies that are appropriate for the long term (Fedele et al., 2019). Solutions that only address immediate problems or are incremental solutions may quickly become redundant or ineffective as climate changes. Also, the fundamental causes of vulnerability might be overlooked with incremental strategies. Transformative adaptation is a way to “navigate shifts driven by climate change [and] increase the efficiency and sustainability of climate solutions” (Fedele et al., 2019, p. 116). However, incremental adaptation has been the status quo as it is easier to incorporate within existing decision-making structures (Pelling, 2015). As the urgency to adapt increases, is there a role for transformative adaptation for a municipality facing sea level rise?

Having just completed a climate adaptation business case for a community grappling with sea level rise, I believe the preferred recommendation based on a multi-criteria analysis could be a transformational adaptation strategy. Of note, improving ecology and supporting culture was the highest-ranked criterion by city staff. The city is trying to protect a paved road along a several-kilometre stretch of picturesque barrier beach. The road provides access to the beach and is used as a commuter route. It is scenic and convenient for people to skirt the town’s congestion via the ocean-side road.

Unfortunately, the road is already being damaged by rising sea levels and extreme wave events. The road will fail and face increasing levels of degradation and destruction as the sea pushes up against the shoreline. City planners are trying to figure out how to protect the road and other infrastructure such as bike paths, viewing platforms and parking. Yet, due to climate change, the sea has other ideas and will be pounding the barrier beach landward as sea level rises, making it challenging to keep the built infrastructure intact.

Recommending removing the road and leaving only a gravel path, an acquiesce from the shoreline, rated highly for ecological reasons, as it provides space for biological diversity. Also, for cultural reasons, as it enhances access for First Nations to engage in cultural practises and space for non-indigenous to experience the awe of nature. However, accepting such a change is hard to imagine, given that thousands drive the road daily and the beach is a destination for many residents in the summer.

Does the city capitulate to immediate concerns and use incremental protections to stave off sea level rise and protect amenities for beachgoers, or is a different approach possible? Can perspective be changed about what is valued? By rewilding the shoreline, dunes can form, and reform and nature can adapt. Such action could also decolonize the shoreline, which is part of the recognized territorial lands of the local First Nations. Can the community accept a transformative adaptation strategy that reduces risk from rising sea levels, gives land back to nature, increases biodiversity, and supports reconciliation by providing a shoreline that supports cultural traditions? The challenging part about this strategy is the shift or change in the social mindset required to make it acceptable and getting timely alignment from the provincial and federal governments.

The community is likely not ready to move beyond “incremental adaption strategies” (Fedele et al., 2019, p.121) when they have not yet experienced severe climate impacts or had current adaptation strategies catastrophically fail. “There is a tendency for communities to prioritize immediate risks…and discount the importance of future risks (such as sea level rise in 2100) or irregular risks (a one in 200-year flood)” (Pelling, 2015, p 124). So, it could be difficult for the average citizen to visualize the impact of the rising sea and the prudence of a retreat. However, those paying attention to climate change know that coastlines will be severely affected by sea level rise (IPCC, 2022) and that incremental adaptation has “the high likelihood of not being effective in the long-term with the risk of just postponing unavoidable change” (Colloff et al., 2017 as cited in Fedele et al., 2019, p. 122). This foresight needs to be conveyed to the council and community to gain wisdom without having the road first destroyed by sea level rise. That means engagement and learning about the looming devastation of sea level rise, the biodiversity crisis, and the need for reconciliation with First Nations.

An example of a community-wide engagement and conversation about sea level rise is the Sea2City Design Challenge, which engaged with citizens in artful and creative ways (City of Vancouver, n.d.). Engagement needs to help people to develop the capacity to “make sense of complex systems in order to be able to transform” (Lonsdale, 2015, p.28). These types of processes require investment and staff capacity to orchestrate. However, if done well, they can create space for sharing, learning, and planning for initiatives or strategies (Lonsdale, 2015, p. 28). Taking this approach that strives for rich and deep understanding can seem risky as the outcome is not assured and requires honesty and courage on the part of the organization. Resource-tapped municipalities struggle to provide staff and funding for this level of engagement.

Additionally, is it possible for a municipality that is part of a colonial socio-economic structure to be able to lead a transformational adaptation strategy (Pelling et al., 2015)? The city may think it is in the process of a systems change in how it relates to Indigenous peoples, plans for climate change adaptation, and protects biodiversity, but has it reached the maturity to lead the citizens along the same trajectory? Also, are the process changes incremental and are the actions still the status quo – for example, approving shoreline developments, levelling trees for infrastructure projects, and engaging with First Nations well into the planning process rather than at the start? “Transformational adaptation requires leaders and others who are prepared to innovate and take calculated risks” (Lonsdale, 2015, p. 30), which may not be conducive to being re-elected or keeping one’s job.

Who will be the change agent or policy entrepreneur? “Who has autonomy, influence, power over decisions, and the motivation and sustained energy to make necessary changes” (Lonsdale, 2015, p. 30)? The city planner or sustainability manager will often lead the initiative and have the capacity to work across departments and engage with outside agencies and citizens. Seeking a land use partnership with the local First Nations could be a first step and part of accommodating sea level rise. Such an agreement may help to address a pressing issue for First Nations in gaining autonomy over their traditional lands and recognizing the exceptional impacts their communities face because of climate change (seen as a continuation of colonialism) (Teegee, 2020).

However, negotiating agreement with First Nations is not typically the city planner or sustainability manager’s job. Such a transitional adaptation strategy requires many actors working at various levels of government supporting the effort. As Lonsdale et al. (2015) point out, transformation must be acted across various government levels and not simply downloaded to the “local actor” or sustainability manager. Even this relatively straightforward example of moving a road before the sea destroys it requires considerable energy, engagement, partnerships, and agreements to develop a transitional adaptation strategy. Therefore, there will likely be some incremental measures taken to protect the road while a longer-term approach is developed.

Resources

City of Vancouver. (n.d.). Sea2City Design Challenge (Website). https://vancouver.ca/green-vancouver/sea2city-design-challenge.aspx

Fedele, G., Donatti, C. I., Harvey, C. A., Hannah, L., & Hole, D. G. (2019). Transformative adaptation to climate change for sustainable social-ecological systems. Environmental Science & Policy, 101, 116–125. https://doi.org/10.1016/j.envsci.2019.07.001

IPCC. (2022). Summary for Policymakers. [H.-O. Pörtner, D.C. Roberts, E.S. Poloczanska, K. Mintenbeck, M. Tignor, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem (eds.)]. In: Climate Change 2022: Impacts, Adaptation and Vulnerability. Contribution of Working Group II to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. [H.-O. Pörtner, D.C. Roberts, M. Tignor, E.S. Poloczanska, K. Mintenbeck, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem, B. Rama (eds.)]. Cambridge University Press, Cambridge, UK and New York, NY, USA, pp. 3–33, doi:10.1017/9781009325844.001.

Lonsdale, K., Pringle, P., & Turner, B. (2015). Transformative adaptation: What it is, why it matters and what is needed (Publisher’s version). https://ora.ox.ac.uk/objects/uuid:40000abd-74a0-4a3e-8e73-34374852474c

Pelling, M., O’Brien, K., & Matyas, D. (2015). Adaptation and transformation. Climatic Change, 133(1), 113–127. https://doi.org/10.1007/s10584-014-1303-0

Teegee, T. (2020). Cultural Rights of First Nations and Climate Change. British Columbia Assembly of First Nations. https://www.ohchr.org/sites/default/files/Documents/Issues/CulturalRights/Call_ClimateChange/BCAFN.pdf

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white rabbit running away from big waves

Climate Risk – Time to Hop to It.

Leave a Comment / Academic Writing, CALS 501, CALS 502, CALS 503, Climate Risk Management, Leading Climate Action in Society / Deanna

One might think that doing a climate risk assessment for “the greatest threat the world has ever faced” (Office of the United Nations High Commissioner for Human Rights [OHCHR], 2022) would be a top priority for policy and decision makers. Unfortunately, adaptation planning, and implementation of strategies are not keeping up with changing climate (IPCC, 2022). That gap will widen at the current pace increasing the risk for more people. So how do practitioners get policy and decision makers to match the urgency the IPCC tells us is needed?

Having completed CALS503 Climate Risk Management, I know there are many tools, frameworks, and methods available to undertake a climate risk assessment. Some of these frameworks have been around for many years and have been honed with years of experience (for communities, built infrastructure, and ecosystems). Therefore, the how-to-do-it is available and should not be a barrier. In addition, there are also adaptation solutions that can cost effectively reduce an organization’s or community’s risk if only they would invest. Thus, the lack of solutions should not be a barrier.

Is How We Think a Barrier to Climate Action?

Perhaps a barrier is in how we think. Neuroscientist and psychologist research tells us that how we think and evaluate risk is based on intuition and that this shapes our decision to act (Roberts et al., 2021). Intuition is developed based on past experience, areas of expertise, bias, and prior knowledge. As a result, a climate practitioner needs to understand the decision makers’ areas of knowledge and expertise to frame the message accordingly. Doing so requires knowledge and interpersonal skills to communicate with the intended audience. Having these insights and skills is an essential aspect of what I think of as the art of climate action leadership.

The Art of Climate Action Leadership

At a minimum, the art of climate action leadership requires good communication skills. Those skills are applied initially to get a risk assessment process approved, secondly to bring together a diverse group of stakeholders and knowledge holders, and thirdly, to build sufficient momentum for action that will be taken on the highest priorities. Practitioners can start this process by focusing on listening, getting to know the intended audience, and understanding the primary risks the audience is already concerned about (Bennett et al., 2021; Maibach et al., 2011 & Roberts et al., 2021). With that information, the climate change practitioner can link the audience’s primary concerns to the climate risks affecting them.

Practitioners need to be aware that different audiences have different priorities. For example, Indigenous communities may not see the framing of climate risk as a top priority (Whitney et al., 2020). Solely focusing on climate risk misses context from the community’s history, the impacts of colonialism on the local environment, and the lack of self-determination and governance. Asking questions and listening first is foundational to the climate risk engagement process and will ensure the outputs are useful to end users (Roberts et al., 2021). The table below provides some questions to get the conversations started.

Questions to Start Building the Engagement Process

Note Table format adapted from ICLEI Canada (n.d.). Questions adapted from ¹ Roberts et al., 2021, p. 13 & 14 and ² ICLEI Canada, n.d., p. 19.

Benefits of the Engagement Process

Answers to the questions in the above table can be used to build the engagement process. When considering the process, Tuhiwai Smith, in Decolonizing Methodologies (2012), points out that the process is more important than the outcome because of the potential for healing and education that people involved undergo. Similarly, a climate risk assessment process can be used to build trust, especially when it involves diverse perspectives (Canadian Council of Ministers of the Environment [CCME], 2021). Such a process can also build momentum for the adaptation phase and lead to long-term success.

An involved initial engagement process may be at odds with the urgency climate change practitioners feel to generate action. Planning the engagement process will help the practitioner determine where and when the effort should be made. Completing preliminary research or a desktop assessment with existing information can provide the practitioner with an understanding of local climate impacts and what organizations or similar communities are doing to address the risk (ICLEI Canada, n.d.). With that information in hand, the practitioner can look for win-win options that achieve the objectives of concerns facing the community or organization while addressing climate change risk. This win-win approach to climate risk assessment can create the desired support and build the most momentum. Additionally, another benefit of an involved engagement process is the exposure to climate risks that participants will go through as part of the process.

Talk About Local Climate Change Trends and Impacts

Increasing exposure to regional climate information and trends can help shift intuitive risk perception for decision makers (ICLEI Canada, n.d., & Roberts et al., 2021). Practitioners should have decision makers consider what climate impacts have already occurred and what trends they have noticed. Most people will have a story to tell. By listening to those stories, telling the stories of what others are doing and reiterating the scientific consensus, practitioners help decision makers connect climate change risk to their area of influence and ease doubt (Bennett et al., 2021 & Lewandowsky, 2021). In addition, practitioners can frame trends as “too much rain” or “too much heat” to make it easier for the audience to relate to these changes as critical risks (GIZ, EURAC & UNU-EHS, 2018).

Keep It Local and Within Decision Makers’ Area of Influence

Research also tells us to keep it local in time and space, as feeling a personal sense of risk is a powerful motivator to act (Maibach et al., 2011). However, climate change practitioners often use dates such as 2030, 2050 and 2100 to discuss milestones for climate targets or climate change impacts. Since most people typically think in much shorter time frames and have many immediate problems to contend with, distant dates may not be intuited as immediate risks. This can be addressed by pointing out that some of the adaptation work needed will take time to be implemented. Also, climate impacts are already occurring and will increase in severity, duration, and frequency (IPCC, 2022). In short, we are already in a pot of boiling water, and it is time to jump out.

Have You Noticed? Climate Change is Already Happening

Note From Ingemann, M. (2020, May 18). Don’t be the boiled frog. Jump out! https://www.linkedin.com/pulse/dont-boiled-frog-jump-morten-ingemann/

To get decision makers to take the jump and recognize climate change risk as a top priority, practitioners can think about decision makers’ areas of knowledge and expertise and how that is applied to their understanding of risk. Practitioners can start the process by asking good questions and listening. If decision makers prioritize health, then link to health impacts from climate change and the health benefits of implementing adaptation measures (Maibach et al., 2011). Spending time at the beginning of the process builds trust and develops relationships. Mutual understanding can foster the momentum needed to ultimately implement climate adaptation measures. Additionally, practitioners should frame the issues around local climate impacts already occurring and bridge the far-off dates so decision makers can understand that humans are already in the soup, and it is getting hot! It is time to act in our areas of influence and communicate to deliver an understanding of climate change risk.

References

Bennett, A., Hatch, C.,& Pike, C. (2021). Climate Messaging that Works, Climate Narrative Initiative, Climate Access. https://climateaccess.org/sites/default/files/Climate%20Messaging%20that%20Works%20-%20Talking%20Energy%20Transition%20and%20Climate%20Change%20in%20Canada.pdf

Canadian Council of Ministers of the Environment. (2021). Guidance on Good Practices in Climate Change Risk Assessment. https://ccme.ca/en/res/riskassessmentguidancesecured.pdf

GIZ, EURAC & UNU-EHS. (2018). Climate Risk Assessment for Ecosystem-based Adaptation – A guidebook for planners and practitioners. Bonn: GIZ. https://www.adaptationcommunity.net/wp-content/uploads/2018/06/giz-eurac-unu-2018-en-guidebook-climate-risk-asessment-eba.pdf

ICLEI Canada. (n.d.). Changing Climate, Changing Communities: Guide and Workbook for Municipal Climate Adaptation. https://icleicanada.org/project/changing-climate-changing-communities-guide-and-workbook-for-municipal-climate-adaptation/

IPCC. (2022). Summary for Policymakers. [H.-O. Pörtner, D.C. Roberts, E.S. Poloczanska, K. Mintenbeck, M. Tignor, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem (eds.)]. In: Climate Change 2022: Impacts, Adaptation and Vulnerability. Contribution of Working Group II to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. [H.-O. Pörtner, D.C. Roberts, M. Tignor, E.S. Poloczanska, K. Mintenbeck, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem, B. Rama (eds.)]. Cambridge University Press, Cambridge, UK and New York, NY, USA, pp. 3–33, doi:10.1017/9781009325844.001

Lewandowsky, S. (2021). Climate Change Disinformation and How to Combat It. Annual Review of Public Health, 42(1), 1–21. https://doi.org/10.1146/annurev-publhealth-090419-102409

Maibach, E., Matthew, N.,& Weather, M., (2011). Conveying the Human Implications of Climate Change – A Climate Change Communication Primer for Public Health Professionals. Fairfax, VA: George Mason University Center for Climate Change Communication.

Roberts, F., De Meyer, K. & Hubble-Rose, L. (2021). Communicating climate risk: a handbook, Climate Action Unit, University College London. London, United Kingdom. DOI: 10.14324/000.rp.10137325

Tuhiwai Smith, L. (2012). Decolonizing Methodologies: Research and Indigenous Peoples. Bloomsbury Academic & Professional. (Chapter 7). http://ebookcentral.proquest.com/lib/royalroads-ebooks/detail.action?docID=1426837

United Nations Office of the High Commissioner (OHCHR). (2022, October 12). Climate change the greatest threat the world has ever faced, UN expert warns. https://www.ohchr.org/en/press-releases/2022/10/climate-change-greatest-threat-world-has-ever-faced-un-expert-warns

Whitney, C., Frid, A., Edgar, B., Walkus, J., Siwallace, P., Siwallace, I., & Ban, N. (2020). “Like the plains people losing the buffalo”: Perceptions of climate change impacts, fisheries management, and adaptation actions by Indigenous peoples in coastal British Columbia, Canada. Ecology and Society, 25(4). https://doi.org/10.5751/ES-12027-250433

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