In my current workplace, we are undergoing a change that will see more structure implemented. The organization is growing very rapidly, and the number of employees is necessitating the change. With over thirty employees (and soon, even more), the leadership team is striving to create a structure that addresses the unique characteristics of our organization. The organization works across BC (and increasingly in Alberta and the Yukon) and works across a number of different climate change initiatives (for example, our work covers topics such as building retrofits, electric and active mobility, and greenhouse gas emissions inventories). The leadership team is working to create a structure that ensures that each team can develop expertise in a certain topic area, while cross-fertilization can happen across teams to combat the effect of siloes. While topic areas are the defining factor in determining team composition, there is also consideration given to organizing employees based on regional affiliations, so that employees can develop networks and capacity in certain geographic areas. Lastly, the leadership team is considering opportunities for effective mentorship within the organization.

Change leadership can operate in a number of ways, including directed change, planned change, and iterative change (Kerber & Buono, 2018). To date, the process described above has occurred as directed and planned change. To begin with, the leadership team noted that structural change was going to be implemented and detailed which people on the executive team would lead the change. This is an example of directed change, where the “the role of the change leader  is  to  decide  and  announce  the  change” (Kerber & Buono, 2018, p. 57). However, as the change process moved forward, there was opportunity for all employees to provide feedback on draft plans and engage with the leadership team on the topic of the change initiative. This is an example of planned change, where the process involves flexibility and wide participation (Kerber & Buono, 2018, p. 57). 

It makes sense that the process began as a directed change, as it simply may not have been initiated without clear direction from the executive team. However, once initiated, the process may have been best suited to iterative change. Kerber and Buono (2018) note that problems with high business complexity and high socio-technical uncertainty are appropriate to be dealt with through iterative change (p. 58), where the process is based on a direction rather than a specific goal (p. 57). In the case of my organization, there is an element of high business complexity; although the organization is not large or transnational, it does deal with many topic areas across a number of provinces and territories that have their own unique characteristics. The socio-technical uncertainty is reasonably high as well, as creating a new organizational structure is a problem that could have a number of different outcomes and the exact solution is unknown at the outset. 

It will be interesting to watch this change initiative through to its conclusion and identify how the process unfolds with the lens of different types of change leadership.

Reference

Kerber, K., & Buono, A. (2018). The rhythm of change leadership. Organization Development Journal, 36(3), 55-72.

Over the past couple of weeks our Leading Change in Organizations and Communities class has explored the concept of polarity management, a practice that focuses on two ideas in tension as polarities to be managed rather than a problem to be solved (Beach & Joyce, 2009, p. 64). Polarities, by their nature, are not solved; polarities are managed by giving each pole appropriate attention to try to optimize outcomes (Beach & Joyce, 2009, p. 67). 

One polarity in my own life that is worthwhile exploring is the tension between accepting/ enjoying life as it stands and working on the difficult topic of climate change. For the first pole, I sometimes wonder whether I should maximize my enjoyment of life by pursuing recreational activities, family time, or relaxation, rather than concerning myself with climate change issues. This can certainly be an attractive proposition, especially when the work of climate action feels heavy. The other pole calls me to spend time and engage with the topic of climate change in whatever way I can. When taken to the extreme, the pole asks me why I would spend time on anything other than climate issues, given their pressing nature and level of impact.

Looking back, I have certainly thought of this tension as an ‘either/or’ proposition in the past, in which only one choice was correct (Beach & Joyce, p. 64). In fact, it makes much more sense to think of the two ways to live as polarities to be managed. For example, it is necessary for me to spend time relaxing with family or friends in order to feel refreshed after focusing on climate issues in my schooling or at work. If I don’t take the downtime, my ability to work through problems in the climate space is negatively affected; I become less productive, creative, and resilient. On the other hand, if I do not spend time pursuing action in the climate space, I feel ill at ease and lacking purpose. I feel a sense of malaise and am not able to fully enjoy any of my time, whether it is spent relaxing or otherwise. 

If I think of how I spend my time as a polarity, I can become attuned to the issue and start to find ways to optimize the balance between the two poles. While I may lean too far to one side or the other at times, knowing that each side of the polarity serves a purpose can help me find my way back to the right space between the two. And who says you can’t read the IPCC reports at the beach, anyways?

Reference
Beach, P. G., & Joyce, J. (2009). Escape from flatland: Using polarity management to coach organizational leaders from a higher perspective. International Journal of Coaching in Organizations, 7(2), 64-83.

I see myself as someone who is introverted, quiet, and uncomfortable in the spotlight. For a long time, I assumed that these characteristics did not lend themselves to leadership. I imagined leaders as the charismatic, popular students in high school who made enthusiastic bids at student council spots. Or my outgoing friends who love to talk in front of large groups – the more people the better.

But, as I reflect on the idea of leadership, and the more experience I have in different organizations and social groups, I realize that leadership is not only about standing up in front of a crowd. While an outgoing attitude can certainly help with some leadership styles, I now realize that there are many types of leadership, including those that are quiet and unassuming.

I think my leadership strengths are as follows:

1. I like to be well-prepared. I tend to speak up only when my ideas are well-thought out and backed my evidence or reason. While this means that I do not always participate in ideation or brainstorming sessions, I am happy to share my thoughts on the finer details of project creation or implementation.
2. I am good at bringing big ideas to a scale that is practical. I tend to focus on problems associated with a project. While this can feel overwhelming for me at times, it can also help highlight issues and ensure projects are well-planned.
3. I love logistics and organization. I like to ensure that plans run smoothly. I enjoy giving my attention to the moving parts of a project and making sure that everything is well-coordinated.

While I feel pride in being able to bring the above attributes to the table as a leader, I am also aware that there are elements of my leadership practice that could use strengthening. I would particularly like to focus on being more comfortable with conflict. Brown (2018) wrote about how practicing courage in the face of difficult conversations may cause discomfort (even physical discomfort), but that it is truly only momentary. I’d like to remember this and add that – while the discomfort may be fleeting – the pride felt in doing the right thing lasts much longer.

There are myriad types of conflict, but there are a few that I’d like to become better at dealing with. One, I’d like to tap into courage when I feel my values are being compromised. For example, I’d like to speak up when someone tells an off-colored joke or anecdote. Second, I’d like to be able to raise issues I am having at work or in other settings. I often find myself complaining about situations to friends or family rather than trying to deal with them in the arena in which they are occurring. I’d like to seek positive outcomes by sharing my point of view, as well as hearing the perspectives of others.

Throughout CALS 505 – Leading Change on Organizations and Communities, I look forward to continuing to explore leadership as a practice in which I can celebrate my strengths and develop my weaknesses.

References

Brown, B. (2018). Dare to lead: Brave work. Tough conversations. Whole hearts. Random House.

Our MA in Climate Action Leadership cohort recently completed a course titled CALS 504: Modelling the Business Case for Climate Action. This was the last course before the completion of our Design Thinking Challenge for our year-long CALS 501: Leading Climate Action in Society course. 

The CALS 504 course made me think about our Design Thinking Challenge prototype in the context of the business case. If we were to build out a business case for our prototype, what would the conclusions be? I think one of the weaker aspects of our prototype is that we did not consider how it would be funded. The financial inputs would be significant. However, through the different phases of prototype development, we spent our time exploring software development, the school system and its curriculum, and cultural sensitivity. We did not, unfortunately, have time to interview business experts or potential funders.

In the absence of figuring out the costing and funding of our prototype, I decided to explore how we might have gone about this, given more time and resources for prototype development. After all, a business case can be viewed as a “guiding light” (Siegelaub & Herman, 2009, section 4) as a project moves forward over time. A business case is an important aspect of project development. Without a business case, an organization may waste resources on a project that does not aid the organization in fulfilling its objectives (Siegelaub & Herman, 2009, section 3)

We would need funds for software development, curriculum development, outreach to the school system, legal expertise, and administration and overhead. We would need to figure out an approximate dollar value for each of these budget items before bringing our prototype to potential funders. This would take a significant upfront effort, most likely inputs of time and energy which would not be compensated.

For a business case, we would also need to provide values for the potential benefits that our prototype would bring. This, I think, would prove more challenging than providing values for the costs of the prototype. In our CALS 504 course, we completed a business case analysis that looked at adaptation actions that could be implemented during heat waves to help the homeless population of Colwood, BC. In my project, I found that figuring out a dollar value for the benefits of the adaptation actions was much more difficult than assigning dollar values to the costs of the actions.

I think the most obvious funding mechanism would be through a foundation. We would need to find a foundation whose values aligned with that of our prototype, and who would be willing to invest a significant amount of money into its development. One consideration would be to find seed funding to develop a small pilot project, and then seek and secure further funding once the pilot has (hopefully) shown promise and success.

Another potential source of funding for development could be through a MITACS Accelerate internship. For this, we would need to find an organization willing to host an employee (who would be partially funded through MITACS) who would use their time to develop the prototype further, and ready it for market. Though there would likely need to be further funding to get the prototype fully to market, this pathway would provide a good start.

Lastly, we could consider crowdfunding as a way to fund the initial costs of development. Again, this could provide the money to test the prototype in a pilot phase before trying to secure further funding through a foundation.

A business case would help guide the vision of our prototype and would help us bring it to potential funders. It is an important component of bringing a project to fruition. We were not able to explore this aspect during the Design Thinking Challenge, but I am glad that I gained tools and insights into business case planning from the CALS 504 course that can be applied in my student and work life in the future.

References

Herman, B., & Siegelaub, J. M. (2009). Is this really worth the effort? The need for a business case. Project Management Institute. https://www.pmi.org/learning/library/need-business-case-6730

When I think about glaciers receding up mountainsides, losing ground slowly and yet much too fast, I feel a visceral sense of panic (Sander-Green, 2021). I worry that the water supply will suddenly dry up in the small town where I live, our aquifer dwindling alongside the glaciers. I dwell on the fish in nearby streams, deprived of the cool flush of glacier water. I envision the view changing dramatically, new rocky outcrops exposed, as I leave my home and head east through the mountains of Glacier National Park. After all, glaciers are an intensely local phenomenon here in Golden, British Columbia – they sit atop the Purcell Mountains to the west and blanket much of the Rocky Mountains to the east. And, yes, they are melting (in fact, under a medium emissions pathway, the glaciers of Western Canada are predicted to lose 74% – 96% of their volume by the end of this century; Bush et al., 2019, p. 12). 

In our Masters of Arts in Climate Action Leadership program (MACAL), we recently completed a course titled Communication for Climate Action (CALS 502).  In CALS 502, we learned about tailoring climate communications to specific audiences or segments of the population (Hine et al., 2016). One way we can do this is to bring up specific, local examples of climate change (Maibach et al., 2011). To put this another way, we should talk about rising seas in coastal regions, droughts in agricultural areas, and – indeed – melting glaciers where they exist (Sander-Green, 2021). It may seem like an obvious idea, but sometimes seemingly obvious ideas can remain hidden until they are explicitly introduced. It is a learning that I will bring forward with me into coursework and beyond.

Specifically, this learning is helpful in informing my thinking about our team’s design challenge project. The design challenge project is a year-long project in which MACAL teams come up with a concept for a climate action project that is based on principles of open learning. Our team is working through a project that would see the creation of a piece of software that connects students on the topic of climate change. Using the software, students would be able to read about local impacts of climate change. They would also be prompted to undertake a climate action project of their own and then upload a summary of the project to share. Learning about the importance of local framing for climate change communication in CALS 502, I feel confidence in the direction of our team’s design challenge project.

Additionally, through readings in the MACAL program, I have deepened my appreciation for the role Indigenous knowledge has to play in addressing climate change. As an example, Menzies and Butler (2006) wrote about how the site-specific ecological knowledge that many Indigenous people hold can be a critical aspect in seeking long-term sustainability in an ecosystem (p. 1). Although the authors were writing about resource conservation, I believe the concept can be applied to climate change, as well. With this in mind, our team has decided to incorporate Indigenous knowledge directly into our prototype. Local examples of Indigenous knowledge and storytelling will be made available alongside climate science. Our hope is that this will give students access to information across disciplines and world views, providing them with more tools and ideas to help address climate change. 

References

Bush, E, Gilett, N., Bonsal, B., Cohen, S., Derksen, C., Flato, G., Greenan, B., Shepherd, M., & Zhang, X. (2019). Canada’s changing climate report – executive summary. Environment and Climate Change Canada. https://www.nrcan.gc.ca/sites/www.nrcan.gc.ca/files/energy/Climate-change/pdf/CCCR_ExecSumm-EN-040419-FINAL.pdf

Hine, D. W., Phillips, W. J., Cooksey, R., Reser, J. P., Nunn, P., Marks, A. D., Loi, N., & Watt, S. E. (2016). Preaching to different choirs: How to motivate dismissive, uncommitted, and alarmed audiences to adapt to climate change?. Global Environmental Change, 36, 1-11. ttps://doi.org/10.1016/j.gloenvcha.2015.11.002

Maibach, E., Nisbet, M., & Weathers, M. (2011). Conveying the human implications of climate change: A climate change communication primer for public health professionals. George Mason University Center for Climate Change Communication. https://www.climatechangecommunication.org/wp-content/uploads/2016/04/Climate-Communication-Primer-for-Public-Health-Professionals-1.pdf

Menzies, C. & Butler, C. (2006). Introduction: Understanding ecological knowledge. In Butler, C. (Ed.), Traditional Ecological Knowledge and natural resource management (pp 1-17). University of Nebraska Press. 

Sander-Green, H. (2021). Glaciers in my backyard, the ocean in yours [Unmarked reflection for CALS 502]. Royal Roads University. https://moodle.royalroads.ca/moodle/mod/forum/discuss.php?d=822213

A few weeks ago, our Communication for Climate Action class completed a content creation assignment (note: it was not posted to this blog). For that assignment, I wrote a grant proposal for the curbside collection of organic waste and a composting facility in Golden, BC. I focused on the benefits of diverting organic waste from the landfill and on examples of operational compost collection programs. The intended audience was the committee reviewing grants and I assumed that they would have a level of proficiency with technical language with regards to landfills and greenhouse gas emissions.

For this assignment, I am remixing the content from the prior assignment to reach a different audience with different accessibility needs. I’ve created two new pieces of content to help reach a broad spectrum of people.  The audience, in this case, is the general population of Golden, BC (my hometown).  Note that the reference list for both pieces of content is found at the end of this post.

Part 1

For the first piece of content, I’ve created a hypothetical Twitter campaign to convince the residents of Golden, BC to vote yes in a municipal referendum on implementing curbside collection of organic waste. For this campaign, I worked with the assumption that residents have some knowledge of the referendum via other means (ie. conversations with other residents, outreach campaigns by the town, or newspaper articles). With this in mind, I was able to craft my tweets without providing extensive background information. My idea was that these tweets would be part of a larger community conversation, and that residents would be posting their own tweets and commenting on mine, as well. I tried to add prompts to some tweets to start community conversations. I did not assume any level of expertise with regards to landfills or greenhouse gas emissions. My goal was to make the campaign accessible to the general population by using simple language and avoiding technical jargon (like using the word pollution instead of emissions or rotting instead of decomposing). I also made the tweets short in order to reduce the cognitive load necessary to process the message. The techniques listed above are introduced in Rallo et al.’s (2019) work. Although the handbook is aimed towards those practicing graphic design, the portions of the handbook that deal with text provided helpful insights into accessibility for this assignment. As per Rallo et al. (2019), communicators should “aim for clarity and economy while avoiding needless complexity” (p. 13). This is what I aimed to accomplish (and it’s worth noting that Twitter’s character limit helps with this, as well). Dupar et al. (2019) also introduced the concept of using language appropriate to your audience in their work. Additionally, I made the case to Twitter users to share the content to (hopefully) reach a wider audience, further increasing the accessibility. Lastly, because Twitter is a computer-based platform, people with sight impairments would be able to use screen readers to have the tweets read out loud to them or translated to braille. 

I put the relevant sources at the end of each Tweet to satisfy the citation requirements; however, my vision is that the citations would not appear in the Twitter campaign itself.

Twitter Campaign

30% of Golden’s landfill waste is made up of organics. We can do better with curbside organics pickup. Use #LetsCompostGolden to spread the word. (Source: Maura Walker & Associates, 2015)

Did you know that when organic matter rots in the landfill it produces methane, a potent greenhouse gas? Composting can reduce methane pollution. Composting = #ClimateAction. #LetsCompostGolden #VoteYesToCompost. (Source: City of Kamloops. n.d.)

Apple cores don’t belong in the landfill. Cast your ballot for curbside organic collection in #GoldenBC. You’ll be voting for: ↓ Reduced landfill capacity needs, ↑ More compost for farmers and gardeners, ↓ Reduced greenhouse gas pollution. (Sources: Bong et. al, 2017; Government of BC, n.d.)

Did you know that Vancouver, Squamish, and Gibsons all have curbside collection of organic waste? Let’s join them, #GoldenBC! #VoteYesToCompost #LetsCompostGolden #ClimateAction (Sources: City of Kamloops, n.d.; Town of Gibsons, n.d.)

What do banana peels have to do with the #ClimateCrisis? A lot! Composting organics instead of sending them to the landfill is a powerful way to reduce methane pollution. #VoteYesToCompost #LetsCompostGolden #ClimateAction (Source: City of Kamloops, n.d.)

Chicken bones, hardened bits of cheese, avocado pits, paper towel. These things end up in our landfill everyday, but it doesn’t have to be that way.. Cast your ballot for curbside organics collection so that EVERYONE can compost. #VoteYesToCompost #LetsCompostGolden

Attention apartment dwellers! Backyard compost may not be an option for you, but curbside organics collection is. #VoteYesToCompost #LetsCompostGolden

#LetsCompostGolden: Talk about curbside organic collection with your neighbours to get more people to #VoteYesToCompost

In Canada, methane pollution from organic waste rotting in landfills is a big problem. #GoldenBC may be a small town, but we can be part of the solution. Curbside organic collection would reduce pollution and help combat the #ClimateCrisis. (Source: Government of Canada, 2017)

Gardeners call compost ‘black gold’. What if we made our own black gold in #GoldenBC from household organic waste? Comment below ⇩ if you’d use it in your garden. #VoteYesToCompost #LetsCompostGolden

What can you do to help avert the climate crisis today? #VoteYesToCompost and tell a friend to, too. 

#ClimateAction can be wind farms, solar power, or biking to work. Did you know composting can also contribute to #ClimateAction? #VoteYesToCompost #LetsCompostGolden

⇧ composting  = ⇩ methane = ⇩ climate crisis. #VoteYesToCompost (Source: City of Kamloops. n.d.)

Part 2

For the second portion of this assignment, I have created a Google Slides document to be presented at a Town Hall-type event. This event would be part of the same campaign as above. The aim is to have residents vote yes in a municipal referendum on implementing curbside collection of organic waste. As with the Twitter campaign, the intended audience is the general population of Golden, BC. Accessibility is addressed by providing a visual presentation (Google Slides) as well as an audio presentation. Therefore, the needs of people with both hearing and sight impairments are addressed. Of course, accessibility for those with mobility challenges would need to be addressed in choosing the venue, as well. To further contribute to accessibility, I have chosen to use a large, easily readable font. Specifically, I used the Arial font, as this is rated as one of the preferred fonts by those with vision and/ or reading difficulties (Rallo et al., 2019). I chose to limit my use of text in the Google Slides presentation to reduce cognitive load, which is also in line with Rallo et al.’s (2019) design principles. In contrast to my tweets, I used some more technical language in my presentation, but I have explained any potentially confusing terms or phrases (see the speaker notes). I have tried to use more complex language only when absolutely necessary. This is based on the work of Rallo et. al. (2019) and Dupar et al. (2019). I have added photos to the presentation to increase audience engagement, based on the work of Dupar et al. (2019) and Hodson (2019). Lastly, I’ve added Alt Text to these photos, in case people with vision impairments want to access the presentation from their home computers at a later date.

Note that there are also speaker notes that go along with the presentation. Also note that citations are found in the speaker notes as well as this text. The reference list for both follows.

The Google Slides presentation can be found here.

References – for Twitter campaign and Google Slides presentation

Bong, C. P. C., Lim, L. Y., Ho, W. S., Lim, J. S., Klemeš, J. J., Towprayoon, S., Ho, C.S., & Lee, C. T. (2017). A review on the global warming potential of cleaner composting and mitigation strategies. Journal of Cleaner Production, 146, 149-157. doi.org/10.1016/j.jclepro.2016.07.066

City of Kamloops (n.d.). Curbside organic waste collection. letstalk.kamloops.ca/organics

Dupar, M., with McNamara, L. & Pacha, M. (2019). Communicating climate change: A practitioner’s guide. Cape Town: Climate and Development Knowledge Network. https://unfccc.int/sites/default/files/resource/Communicating%20climate%20change_Insights%20from%20CDKNs%20experience.pdf

Government of BC. (n.d.). Organic waste diversion. www2.gov.bc.ca/gov/content/environment/waste-management/food-and-organic-waste/organic-waste-diversion

Government of Canada. (August 11, 2017). Municipal solid waste and greenhouse gases. www.canada.ca/en/environment-climate-change/services/managing-reducing-waste/municipal-solid/greenhouse-gases.html

Hodson, J. (2019). An ecological model of climate marketing: A conceptual framework for understanding climate science related attitude and behavior change. Cogent Social Sciences, 5(1), 1-15. https://doi.org/10.1080/23311886.2019.1625101

Maura Walker & Associates. (September 30, 2015). CSRD technical memorandum: Organics diversion strategy. www.csrd.bc.ca/sites/default/files/reports/CSRD%20Technical%20Memo%20Organics%20Diversion%20Strategy.pdf

Rallo, A., Forest, E., Kuo, J., Boutilier, R., & Li, E. (2019). Access Ability 2: A practical handbook on accessible graphic design. Revised + Supersized Second Edition. The Association of Registered Graphic Designers.

Once upon a time, a birch tree stood sentry in front of my home. It started small, as all trees do, but by the year 2021 it stood at least ten meters tall. It had papery bark that peeled easily and knots in its trunk that told stories of its past.

Everyday, the birch provided gifts to us, the residents of the house that sat behind it. In the spring, it hosted chattering birds who added music to our days and gave us a reason to stare idly out the window. In the summer, it cast shade on our home, providing valuable cooling. In the fall, it dropped its leaves onto the ground below. We raked the leaves and added them to our garden as mulch. In the winter, it provided a cozy location for tea with a friend. Chairs were set out in the snow under its bare canopy, next to its thick trunk – the perfect location for a good conversation.

Until one day, climate change started to disrupt the way that the birch gave to us throughout the seasons. Over the next twenty five years, everything changed for this tree.

Because of climate change, far fewer birds visited us in the spring. For some, their migration patterns were disrupted. Sadly, some bird species didn’t survive at all. Their young hatched too early in the spring, when plentiful food wasn’t yet available.

Because of climate change, the tree stopped providing enough cooling for our home in the summer. We became uncomfortable in the intensifying heat and had to find other means of cooling our home.

Because of climate change, the tree grew less leaves, as it was stressed by changing conditions. We lost some of the precious mulch that we used to spread over the garden in the fall, which helped our vegetables grow robust the following summer.

Because of climate change, we set chairs out for wintertime tea in sloppy mud, rather than crunchy snow. The tree dripped water on us, melting when – in the past – it would have stood frozen for months on end.

Until finally, the tree could no longer survive. It was not able to satisfy its thirst for water. It did not have the stability it needed – season after season – to know when its leaves should bud, grow, and drop. It did not know when to store energy and when to spend it on new growth. It missed the snowy winter and the chattering birds. It slowly began to die off from the inside, and then suddenly limbs ten meters off the ground were succumbing to stress and falling dramatically to the ground.

And everyday after that, for a long time, the climate continued to change. Where the tree used to stand, new life began to grow. Grasses and shrubs overtook the area. Changing landscapes were something that we, as humans, had to get used to. Trees died off and new species – sometimes other trees, or grasses, or bushes – took their place.

*** This post was structured based on the idea of the story spine, which helps stories take shape with a set of prompts. The prompts I used were based on those in Cunningham’s (2017) work. The story spine idea was originally developed by Kenn Adams in How to Improvise a Full-Length Play: The Art of Spontaneous Theater and popularized by Emma Coats, who worked for Pixar, in a series of tweets (Cunningham, 2017). 

Beyond its use in helping a storyteller develop the structure of their story, Rotman (2017) showed that the story spine can be used in a workshop setting with people from different disciplines to “foster empathy, engagement, creativity, and reflection” (p. 304). Rotman also noted that, in these settings, storytelling using the story spine can act as a “social lubricant” (p. 308). Thinking in this context, the above post could be used in a workshop setting – for example, with different stakeholders in my community – to convey my feelings and thoughts about climate change in the local context. I wonder what other personal climate stories I could tell by using the story spine?

References

Cunningham Bigler, K. (March 1, 2017). Jumpstart your story with the story spine. Curiographic. https://www.curiographic.com/blog/2017/2/18/jumpstart-your-story-with-the-story-spine 

Rotman, S. (2017). “Once upon a time…” Eliciting energy and behaviour change stories using a fairy tale story spine. Energy Research & Social Science, 31, 303-310. https://doi.org/10.1016/j.erss.2017.06.033