Behaviour Change lecture to the International Energy Center in Brisbane

IEA DSM Task 24Phase IClosing the Loop – Behaviour Change in DSM: From Theory to Practice

Dr Sea RotmannOperating Agent Task 24

Lecture to International Energy Centre, BrisbaneSeptember 28, 2015

What is so special about Task 24?

For more information, visit www.ieadsm.org

Some numbers of Task 24 – Phase I


• July 2012 – April 2015• 8 participating countries• 9 in-kind countries• >230 behaviour change and DSM experts

from 21 countries• 20 successful expert workshops• >145 videos and presentations• Over 40 publications – reports, papers,

articles…• Almost 60 case studies from 16 countries in a

Wiki

Subtasks of Task 24

5 – Social network and expert platform

1 – Helicopter

view of models,

frameworks, contexts

and evaluation

metrics

2 – In-depth

case study analysis

3 –Evaluation

Tool for different

stakeholders

4 – Country-specificto do’s

and not to do’s,

guidelines and

recommendations


Our audience: Behaviour Changers


Government

IndustryResearchersThe Third Sector

Intermediaries

Subtasks


Subtask 1 – Helicopter Overview of

different models of understanding, frameworks, contexts, case studies and

evaluation metrics

The Story of Task 24


The Story of Task 24

For more information, visit www.ieadsm.orghttp://vimeo.com/54915316

http://vimeo.com/54915316

Subtask 1 - Definitions of Task 24


http://www.slideshare.net/drsea/definitions-for-task-24



Subtask 1 – What is behaviour?


Energy behaviour refers to all human actions that affect the way that fuels (electricity, gas, petroleum, coal, etc) are used to achieve desired services, including the acquisition or disposal of energy-related technologies and materials, the ways in which these are used, and the mental processes that relate to these actions.

Behaviour Change in the context of this Task thus refers to any changes in said human actions which were directly or indirectly influenced by a variety of interventions (e.g. legislation, regulation, incentives, subsidies, information campaigns, peer pressure etc.) aimed at fulfilling specific behaviour change outcomes. These outcomes can include any changes in energy efficiency, total energy consumption, energy technology uptake or demand management but should be identified and specified by the Behaviour Changer designing the intervention for the purpose of outcome evaluation.

Subtask 1 – What is behaviour?


persistence“unfrozen”

half-yearly

yearly

Conscious, or well-considered action

Once in a lifetime

Active information-seeking

monthlyrarely

Little information-seeking

Hardly thinking – taking action

Habitualised routinesOnce-off

“frozen”

consciousness

frequencyweekly daily

cookinggroceriesholidayingChoosing energy supplier

Buying a car

Buying a house

Subtask 1 –Overview of different models of understanding behaviour


Subtask 1 – The ‘Monster’ and its Wiki


Subtask 1 – More definitions


Models of behaviour help us to understand specific behaviours, by identifying the underlying factors which influence them. There are individualistic models and social models.

By contrast, theories of change show how behaviours change over time, and how they can be changed.

Behavioural theory is diagnostic, and change theory is more pragmatic.

Both are important to understand when designing interventions!

Subtask 1 –Models of Understanding Behaviour – some caution


Models are concepts, not representations of behaviour

Behaviour is complex, models are deliberately simple

There is a limit to how far models will stretch

Models don’t tend to differentiate between people

Attitudes/awareness don’t always precede behaviour

Factors are not barriers

Subtask 1 –Looking at different models of understanding behaviour


Subtask 1 – Main models of understanding behaviour


INDIVIDUALISTIC (A-B-C Models)

Rational choice models based on cost-benefit calculations (neoclassical economics)

Information deficit models are based on linear assumptions: information generates knowledge, which shapes attitudes, which lead to behaviour (neoclassical economics)

Bounded rationality models include psychological principles such as cognitive biases and environmental constraints (behavioural economics)

Value Action Gap shows the difference of what people say and what they do (social psychology)



INDIVIDUALISTIC (A-B-C Models)



INDIVIDUALISTIC (A-B-C Models) DUAL PROCESS Models of Cognition Triandis’ Theory of Interpersonal Behaviour (TIB)



SOCIALLY-ORIENTED MODELS Theories of Consumption as Social Practices (Practice Theory)

Subtask 1 – Practice Theory – worked example


Subtask 1 – Theories of Change


Central to many concepts of change is the merging of theory and practice

Applied approaches: Social Marketing, Intervention Mapping, Defra’s 4E Model…

Subtask 1 – Theories of Change – Changing habits


Unfreezing/Refreezing Vigilant Monitoring Implementation Intentions

But: Individuals only, they need to be pre-motivated, it needs to be done quickly and intensely and they may not be easily scalable

MOMENTS OF CHANGE!

Subtask 1 – Comparison between indvidual and social approaches


Darnton, A, Verplanken, B, White, P and Whitmarsh, L (2011). Habits, Routines and Sustainable Lifestyles: A summary report to the Department for Environment, Food and Rural Affairs. AD Research & Analysis for Defra, London.

Subtask 1 – Comparison between individual and social approaches – Pros and Cons of each


Individual Models Social ModelsPros Cons Pros ConsSome have understanding of dual process of cognition

Easy to follow A+B+C= behaviour change

Can look at various (mostly influencing) contexts affecting individuals

Known and tested

Very powerful with segmentation and bottom-up tailoring

Scale-ability

Inclusivity

Breadth of Scope

Causal relationship hard to determine

Not shown to be that effective, especially if based on intentions

More complex models hard to use

Takes systemic approach thus easily scaled up

If you change a practice, it can be a global change

Looped, re-enforcing

Influencing and contextual factors

Fosters collaboration among all sectors

More realistic?

Too complex to understand

Dependent on many elements to work together

Frustrating if right collaboration can’t be fostered

Hard to put into practice

May only speed up change

Subtask 1 – Main differences between disciplines


The programmes based (explicitly and implicitly) on economic theories usually translate into approaches that:- focus mainly or even solely on individuals- are mostly technocratic thus seem to be generating biggest benefits for

the supply side, not the end user- regard individuals as instrumentally/economically rational creatures

(‘Homo economicus’) - regard information deficits as an important cause of ‘non-rational’

behaviours- focus often on short and one-off financial incentives- focus on extrinsic motivations mainly (ie are dependent on the response

they evoke from others)- do not normally tailor their approach to the individual characteristics- lack flexibility and room for engagement, co-creation and participation- monitor mainly quantitative aspects and work with calculated or modeled

savings

Behavioural economics-based approaches also include insights from social psychology, and for instance focus on the power of nudging people into different behaviours through their infrastructural, institutional or design environment.

Subtask 1 – Main differences between disciplines


Social marketing, or insights from psychology, sociology and collaborative learning and practice theory approaches are increasingly being used.

These programmes are often cross-sectoral and use elements of theories and models in an eclectic manner. Very often, user engagement is central to the design. They do take account of the impact of the wider context and environment and social norms and are thus clearly based on a more systemic perspective/theory or model. They:

- focus on collaboration and institutional capacity building- focus on building trust in market parties and information sources- target end user needs and multiple benefits- use multiple definitions of success- perform pre-scoping- allow for engagement and participation- allow for flexibility and iteration of programmes- focus on institutional change- focus on lifestyles- use the power of social norms

Language can be a problem!


That was our Eureka! moment


What is story telling?

‘Storytelling’ is the construction of a desirable future based on a narrative

of past events, with a plot that expresses some causal relationship

To read more: Rotmann et al (2015). Once Upon a Time… How to tell an energy efficiency story that

‘sticks’. ECEEE Summer study proceedings


http://www.ieadsm.org/wp/files/eceee-Rotmann-1-181-151.pdf

http://www.ieadsm.org/wp/files/eceee-Rotmann-1-181-151.pdf

Stories are:

• Universal• Help us process information• Providing multiple perspectives• Subjective, not one truth• Aid recall• Shape identity• Make connections


The art and scientific methodology of storytelling

Narratives = social science tool aimed at providing way to explore how big events (policies) impact on small scale (individuals)

Allow for quick, practical and useful understanding of complexity of interconnected factors in behaviour research

We all turn everything into a narrative in order to remember it


Stories are powerful because they transport us into other people’s worlds but, in doing that, they change the way our brains work and potentially change our brain chemistry — and that’s what it means to be a social creature. Paul Zak, Neuroeconomist

“

“

"The Interpreter" - is a left hemisphere function that organises our memories into plausible stories. Michael Gazzaniga, Cognitive Neuroscientist

Evolution has wired our brains for storytelling. A story, if broken down into the simplest form is a connection of cause and effect. We make up (short) stories in our heads for every action and conversation. Whenever we hear a story, we want to relate it to one of our existing experiences. Uri Hasson, psychologist

The ‘narrative turn’: Storytelling sociology views lived experience as constructed, at least in part, by the stories people tell about it. Berger & Quinney, sociologists

We’re all expert story tellers

YOUTUBE: https://www.youtube.com/watch?v=wbe83S8FfO0&list=UU_p3PlWDpLyDBh8TwUBmVHQ

https://www.youtube.com/watch?v=wbe83S8FfO0&list=UU_p3PlWDpLyDBh8TwUBmVHQ



Understanding country contexts in form of stories


Subtask 1 – Sustainable Järva (Building Retrofits)


Once upon a time… there were 6 neighbourhoods around the field of Järva that were in urgent need of improvement. They were constructed in the 60s as part of the 1million Home programme to tackle a growing housing deficit in urban areas in Sweden. They contained housing units for more than 60000 people, but times had changed a lot since then…Every day… People in the area were experiencing economic and social challenges. Many of the foreign residents were unemployed and struggling with the Swedish language, and youth was lacking good opportunities for education. The houses were terribly inefficient and the area in general did not work for the needs of its residents. Several investments had been undertaken but nothing worked and people felt no one was listening to them.But, one day… the City of Stockholm decided to improve the living conditions once and for all. But this time would be different, this time they realised that circumstances were radically different to the 60s and that, in order for upgrading the area successfully, they needed to involve the residents. From the beginning.Because of that… the Järva dialogue was initiated during the Fall 2009 and for one week 10000 residents left over 30000 opinions and suggestions how the area should be developed and improved. Based on their contribution a vision was formulated and measures were planned in 4 areas: 1) improved housing and urban environment, 2) everyday security, 3) better education and language teaching, 4) more jobs and entrepreneurship.But then… it was also realised that the area and the buildings had been constructed before the energy crisis without considering the environment, and thus the project Sustainable Järva was born to include an energy, environment and climate-focus to the vision.Until, finally… the dialogue with the residents continued and together with all stakeholders many great measures were planned to promote sustainable lifestyles, satisfaction and well-being. The ultimate goal with the project was to serve as a model for sustainable development.And, ever since then… the neighbourhoods around the field of Järva have become a place where people want to live, work and play. The end.

The story of neoclassical economics in building retrofits

www.ieadsm.org

Money makes the world go round!You need to change your home’s energy use and we will help you pay (part of) its retrofittingBy the way, you need to pay up first and it might take a while before we pay you back, if everThe info we need from you will teach you all you need to knowYou only need to make a one-off decision to investWe have the technology you need, contractors or installers (you will need to find/choose) will put it inIf you don’t understand the technology just don’t touch the buttons!You will save money for a nice weekend in MarbellaYou only need to give us a bill from your installer, we probably won’t check how much energy you savedNeither will we tell you, you need to figure that out yourselfWhat counts for us is how many m2 we get insulated, how many homes we retrofitted or how much money has been spent against the budget.We will do the number crunching, don’t worry, we don’t need to know what you actually saved, that’s what national models are forBut if you do want to know how much energy you saved, buy a metering device!

http://www.ieadsm.org/

The story of systemic approaches in building retrofits

www.ieadsm.org

Together we’ll make the world go round!We will co-create and co-design our interventions with youYou embody what we need to know and change: what you do, feel, learn…We will help you understand and use the technology and train those that install and sell it to you to tailor it to your needsWe will create a supportive material, institutional and social environmentYour needs are important so we need to do this together, as if this were your kitchen Your life will changeIt’s all about us now, our grandchildren and their future we have in our handsQuality matters, and we will keep learning and sharing those learnings with youIf we need to be flexible, we willThis is only the start and your home is only the first stepWe will monitor, calculate and report on energy, money, health, welfare, comfort, wellbeingAnd learnings based on qualitative and quantitative inputs will be shared (with you)We will help you figure out what your impact is to be able to make sure you get where we all collectively want to!


The pros and cons of each approach

• They do well with what they intend to do and fit well within the current economic and political system and way of thinking

• The programmes are relatively easy to evaluate in quantitative terms and often show good results

• The (retrofitting) market can grow• Subsidies are often used up to the max• Many homes do get insulated• Behavioural economics does manage to

nudge a certain percentage• Free riders upgrade their plans and

retrofit more comprehensively• Sometimes even a new norm seems to

be emerging…

• These types of interventions are very complex with many partners who have different mandates, needs and restrictions

• They cannot be driven by policy alone, need all levels collaborating

• Not everyone wants to change everything or their lifestyle

• Not everyone wants to engage but it is important to ensure that the naysayers are not becoming the over-riding voice

• The flexibility of changing goals, aims and interrelatedness of issues etc makes it difficult to evaluate

But people tend to like them much more!


Economic approaches Systemic approaches

Different energy efficiency stories

*See Janda & Topouzi (2013). Closing the Loop: Using Hero Stories and Learning Stories to Remake Energy Policy ECEEE Summer Study Proceedings.

Examples of a love and a horror story in Building Retrofits

www.ieadsm.org


The New Zealand love story with insulation

www.ieadsm.org

Once upon a time... there was a beautiful country called New Zealand,which had very cold, damp houses.

Every day...Kiwis shivered and froze, but they just told each other to stop being a sissy and put on another jumper.

But, one day...the new right-wing Government decided it needed to show it wasn’t uncaring and evil and created a programme called Warm Up New Zealand. It was meant to insulate a quarter of the housing stock, create many jobs and a new market, and reduce energy use, energy bills and CO2.

Because of that...the Energy Efficiency and Conservation Authority set about tendering for the best contractors in the country to fulfil this lofty goal.

But then...they realised that people weren’t that interested in insulation, they rather spent their money on a new kitchen and kept putting on those jumpers!

Because of that... they concentrated on using Third Party Providers and other community groups to ensure that at least the most needy and vulnerable people got free insulation and clean heating installed.

So, finally... they did an evaluation and found that the real benefits - $5 for every $1 spent, lay in the health improvements, not a new market or energy savings or lower bills.

And, ever since then... The other Kiwis also slowly realised that being warm and cozy in your home was maybe just as important as having a new kitchen. The End.


The Great Australian horror story of insulation

www.ieadsm.org


Don’t think that ‘boring’ subjects can’t make great stories!

To read more: Mourik et al (2015). Did you behave as we designed you to? ECEEE Summer Study Proceedings.

http://www.ieadsm.org/wp/files/eceee-Mourik-8-393-15.pdf

What’s the morale of the story?

www.ieadsm.org

A mix of interventions that are tailored to different (national, local, organisational, domestic) levels; tailored at both the individual and social level; aiming at changing both the investment and habitual behaviour; targeting multiple motivations (not only economic and informational ones); adding strong quantitative and qualitative evaluation (of actual and perceived/modelled behaviour changes) into project design; making sure that intermediaries are well-trained and customer-focused; and focusing on the lifestyle in which energy is key to performing functions will probably get you long-term success. But not if you forget the most important thing: IT’S ALL ABOUT THE PEOPLE!


Subtasks


Subtask 2 – In depth analysis in areas of

greatest need(buildings, transport, SMEs,

smart metering)

Subtask 2 – Norwegian Finnfjord Case


Subtask 2 – Austria’s Smart metering Cases€CO2 Management


Subtask 2 – Austria’s Smart metering CasesDie Energiejagd (the Energy Hunt)


Subtask 2 – Austria’s Smart metering Cases


social approach individualistic approachsocial norm (MoU)social learning (ToC)Freezing/unfreezing (ToC)

classical economics (MoU)

Gamification, competition, feedback, tailored advice, champions

Feedback, Advice & Incentive (iPod!)

Goal: CO2 savings

Huge success Unexpected failure

Subtasks


Subtask 3 – Evaluation tool for Behaviour

Changers

Subtask 3 – Evaluation Tool, definitions


What is it? • Monitoring: measuring progress and achievements and

production of planned outputs• Evaluation: structured process of assessing success in

meeting goals and reflect on learnings. Explicitly places a value judgement on the data and information gathered in an intervention

Why do it the way we do now? Establish effect of policies Assess need for improvementsAssessing value for moneyContribution to evidence base for effectiveness of behavioural interventions at population level

How to do it…….???

Subtask 3 – Evaluation Tool, outputs


- Individual evaluation and monitoring metrics for each domain can be found in the Subtask 1 Monster/Wiki

- Subtask 3 Deliverable 3 - Methodological review of the scientific literature (smart meter/feedback and building retrofits only) called ‘What do we know about what we know?’ which will feed into Subtask 9

- An overview of how different disciplines evaluate behaviour, main challenges and recommendations on monitoring and evaluation can be found in Subtask 3 Deliverable 3A report ‘Did you behave as we designed you to?’

- Specific guidelines and fact sheets for 3 main intervention tools in the building retrofit area (Energy Performance Certificates, Mass Marketing and Subsidies and Loans) can be found in Subtask 3 Deliverable 3B From “I think I know” to “I understand what you did and why you did it”

Subtask 3 – Deliverable 3 ‘What do we know aboutwhat we know?’


- Methodological review of behaviour-based energy intervention studies in the customer feedback and residential building retrofit areas, which were conducted over the past 10 years to determine what data has been collected and how it has been collected (out of 315 papers, 85 were coded in detail for analysis).- No standard way of measuring behaviour change, which means no ability to compare across studies and incorporate questions about context, attitudes, knowledge and user experience.- In future we should make better use of mixed methods for data collection, eg surveys, focus groups, interviews, scales to allow for triangulation.- Also need better transparency into the methods used to evaluate (only 4 out of 85 published their actual evaluation instrument).- Need to create and share validated data collection instruments which facilitate a consistency of measurement

This will be done in Subtask 9

Subtask 3 – Deliverable 3A ‘Did you behave as wedesigned you to?’


Positioning Paper providing an overview of:

- Definitions used in Task 24, particularly around monitoring and evaluation (M&E)- Evaluating efficiency and effectiveness of behaviour interventions- Disciplinary basis for interventions and consequences on M&E- Multiple challenges of M&E (benchmarking, mismatch of needs, M&E team not included in design, no longitudinal M&E, based on proxies and models not actual measures, multiple benefit analyses, how do other stakeholders assess success, monitoring individuals not practices, no feedback loops, no shared learning)- How to open up interventions to include end users- A collective learning process: single vs double-loop learning

Subtask 3 – Deliverable 3A ‘Did you behave as wedesigned you to?’


Single-loop learning is about the effectiveness and/or efficiency of a technology, measure, instrument, arrangement, or intervention to achieve pre-defined goals. Double-loop learning is process-oriented, focused on the how, when, where, how, how long, for whom and is about questioning goals and the prevailing norms and rules underlying these goals. In addition, double-loop learning is focused on interactions, the quality of participation, learning by doing and doing by learning, aligning expectations, in short, double-loop learning is about reflexive governance of interventions.

Subtask 3 – Deliverable 3B From “I think I know” to “I understand what you did and why you did it?


Guidelines and Factsheets in Building Retrofits:

- Identification and development of context-sensitive indicators, metrics and ways to monitor and evaluate both short- and long-term, identifiable and/or measurable (one-off investment- and more frequent habitual) behaviour change outcomes of DSM tools (being elements of larger interventions)- Focus on investment vs habitual behaviours- Examining different tools of building retrofit interventions- Detailed factsheets of M&E in single- and double-loop learning processes of three tools (Energy Performance Certificates, Mass Marketing and Subsidies and Loans)

This work will be continued in Subtask 8

Subtasks


Subtask 4 – Country-specific

recommendations, to do’s and not to do’s

Subtask 4 – Do’s and don’t’s


Intervention Phase DO DON'T

DESIGN PHASE − use models of understanding behaviour and theories of change to design interventions

− spend some time pre-intervention researching your audience, its motivations, needs and heterogeneity

− collaborate with other Behaviour Changers, especially researchers and intermediaries to design your interventions

− segment your audience where you can as it will help tailor the intervention

− design evaluation into the intervention up front, including the evaluation team (if different)

− learn from mistakes and (re)iterate your intervention

− put a lot of thought into dissemination and don't be afraid to use unusual means like social media, group learning and storytelling

− believe that there is one silver bullet model for behaviour change

− always use the same model, neoclassical economics is a valid model that fits our socio-economic and political reality but it does not explain peoples' mostly habitual energy-using behaviour well enough

− be afraid to mix models and create a toolbox of interventions

− think you can design, implement, evaluate and disseminate a (national) behaviour change programme all by yourself

− think all people are rational, utility-maximising automatons, even in each household you will find very different attitudes, behaviours and motivations

− think you can leave evaluation til after the programme is finished

− just think in kWh and cost savings, most people don't think of energy in this way but of the services they derive from it

IMPLEMENTATIONPHASE

− collaborate with other behaviour changers in rolling out the intervention

− use trusted intermediaries and messengers− target your audience with tailored information

and feedback that makes sense to them − keep learning during the implementation by

evaluating ex durante− listen to peoples' stories and especially the

nay-sayers and laggards− not underestimate the power of moments of

change, use them wisely

− operate in a silo, you need help− stop looking in unusal places for allies− let your (conflicting) mandates stop you from

working with other Behaviour Changers− let technology overwhelm the intervention, it is a

means to an end − ever forget that you are dealing with people and

their homes are their castles and their cars their steeds

− think you know better than your audience how they should use energy

− keep a successful intervention to yourself, share it widely

EVALUATION PHASE − evaluate ex ante, ex durante and ex post− put 10-15% of your resources into evaluation,

it's worth it− benchmark!− think of the most relevant metrics and

indicators, not just for you but for your target audience and the other Behaviour Changers

− use double-loop learning methods− provide strong, ongoing, targeted feedback to

your audience

− think it's just about kWh, evaluate beyond it (eg health, comfort, safety...)

− think you need to do all evaluation yourself, use your collaborators to evaluate the bits they know best

− leave evaluation til the end or ignore its importance in showing that your intervention worked

− just model, measure as well − ignore the pathway of behaviour change that led to

a kWh change – ask people

(RE)-ITERATION PHASE − (re)iterate your intervention often− learn from your mistakes− listen to your collaborators and end users

− ignore your evaluation− hide your mistakes and horror storries, they are

often the ones we can learn the most from

DISSEMINATION PHASE

− understand your audience, collaborators and stakeholders, tailor your dissemination accordingly

− tell stories, use social media and word of mouth

− use trusted intermediaries to tell your story

− spend all your money on (social) marketing campaigns

− keep doing the same thing, peoples' willingness or brand awareness doesn't usually translate to behaviour change

− tell a boring story about kWh− think you know better, ever

Subtask 4 – Summary of recommendations


- Design Phase (Subtask 1) Q: What are the best models and theories to underpin intervention design? A: It depends on the intervention, there is no silver bullet.- Intervention Phase (Subtask 2) Q: What can we learn from best practice in Task 24 countries? A: Context is everything, but there is opportunity for shared learning.- Evaluation Phase (Subtask 3) Q: How shall we monitor and evaluate behaviour change outcomes? A: By using double-loop learning processes and standardised data collection.- (Re)iteration Phase (Subtask 4) Q: What can we do better? A: A lot. Especially using more collaborative, bottom-up, sociological models.- Dissemination Phase (Subtask 5) Q: How can we best share our learnings? A: Close network of experts, building on relationships and storytelling.

Subtasks


Subtask 5 –

Expert Platform

Subtask 5 – Join our Expert Platformwww.ieadsmtask24.ning.com


230 members137 videos and presentations115 photos6 blogs21 Events21 Discussion Fora

http://www.ieadsmtask24.ning.com/

So… what’s the story?


• There is no silver bullet anywhere but the potential remains huge

• Homo economicus doesn’t exist (in energy)• Habits are the most difficult thing to break• This means we have to get even smarter & embrace complexity• We are at a crossroads, and shouldn’t turn back• We need to look at whole-system, societal change• This can’t be done in isolation by one sector - collaboration is

key• Social media and networks are really good (theoretically) for it• But: professionals are weary to use them, face-to-face still key• It’s also hard to find the right Behaviour Changers and break

down the silos• Everyone has a piece of the puzzle but we haven’t fit it

together• We need a shared learning and collaboration platform that

works• We also need a shared language based on narratives

It’s all about the people!

IEA DSM Task 24 Phase IIHelping the Behaviour Changers

Task 24 – Phase IIObjective in a tweet (or two)

To develop, in collaboration with the Behaviour Changers, a toolbox of interventions that works for their specific DSM issues, contexts (sectoral and national), mandates and needs. We also aim to extract cohesive, overarching themes to tell a coherent international story.

The Subtasks of Phase II

5 – Expert Platform (upgraded)

6 –Understandi

ng Behaviour Changer

Practices in Top DSM

Areas

‘The Issues’

7 –Identifying Behaviour

Changers in these areas

‘The People’

8 –Developing a toolbox of intervention

s to help Behaviour Changers

‘The Tools’

9 –Standardising Evaluation beyond kWh

‘The Measures’


10 – Telling an Overarching Story ‘The Story”

Task 24 – Phase IIHow it all fits together

What?

Subtask 6‘The Issues’

Who?

Subtask 7‘The

People’

How?Subtask 8‘The Tools’

Why?Subtask 9

‘The Measure’

So what

?Subtask 10‘The Story’

Subtask 1

Subtask 2

Subtask 4

Subtask 5

Subtask 1

Subtask 4

Subtask 3

Task 24 Phase IIThe Energy System

How does it look like now?


The way we currently look at the Energy System


Another way we could look at the Energy System


The end user need for a service


Personal comfort

The end user’s behavioural response


Technology

The end user’s wider context

For more information, visit www.ieadsm.org73

Cultural norms

Infrastructure

Geography/ClimateBuilding stock

Politics

The national context


Transmission & Distribution

Peak load issues

The national response


Energy supply

Why is this system view circular?


Feedback

Task 24 view of the Energy System


We pose that the Energy System begins and ends with the human need for the services derived from energy (warmth, comfort, entertainment, mobility, hygiene, safety etc) and that behavioural interventions using technology, market and business models and changes to supply and delivery of energy are the all-important means to that end.

Task 24 Phase IIThe Collective Impact Approach


Methodoloy of the Behaviour Changer

Framework

A model for collaboration


Collective impact = the commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem.

Task 24 Phase IISubtask 6 – Understanding the Behaviour Changers’ Practices and Priorities “The Issues”


Deciding on the issues to focus on

for Canada

What are the Top DSM Issues here?


Top DSM Issues: • Is there a national list of DSM issues?• What are the biggest behavioural potentials?• What DSM policies and programmes are already tackling these issues and how?• What are their approximate contribution to the country’s load management (economic, technical, political and societal potentials)?• What are the risks and multiple benefits of each?

Multiple Benefits?

What are the potentials, risks and (multiple) benefits for the

Top DSM Issues?

Political (actual) potential

Social Potential

Economic

Potential

Technical

potential

RISKS?

RISKS?

RISKS?

RISKS?

Multiple Benefits?Multiple

Benefits?

What are the potentials, risks and (multiple) benefits for the

Top DSM Issues?

Who is the End User whose behaviour we are trying to change?


Tenants? In single homes or apartment buildings?Home owners? (single or apartment)Office workers in a large commercial building?Retail workers in smaller retail buildings?Landlords? Private or large-scale? Social housing? Commercial?Building Management Operators? Office or eg hospitals?Smart meter/feedback/EE technology installers or developers?Drivers? Truck or private vehicle? Behaviour or Mode Switching?Freight companies? Behaviour or technology switching?SMEs? Which sector? CEOs or energy managers/CFOs?Who else could it be?

Task 24 Phase IISubtask 7 - The Behaviour Changer Framework “The People”


A new way of visualising the energy system

Who are the RIGHT Behaviour Changers to collaborate on our issue/behaviour?


Government – which level, agency, person/s? Industry – which sector, organisation, person/s?

Researchers – which discipline, University, person/s?The Third Sector – which sector, association, person/s?Intermediaries – which sector, company, person/s?

Understanding the Behaviour Changers’ unique stories



The Story of Task 24 – continued…


Thank you very much for your attention!

Any comments or questions?


Science

Behaviour Change lecture to the International Energy Center in Brisbane