Appendix B: Full timetable for Phase A workshop- guidelines for facilitators
-
Time
Task &
duration
(mins)
Notes for introducing the session to participants
Slides visible during this session
Things to
bring/remember
Things to
record/
photograph
09.3009:40
Coffee &
consent
[Hand out sticky labels for participants to write their names on.]
Slide 1
- Sheet of sticky labels and
thick pen for name badges
- Consent forms – if you are
using this as research, you
will need to ensure these
forms meet any ethics
standards for your
organisation. See template
filename: Consent Form
- Payment forms – if you are
providing incentives for
attendance, you will need to
collect payment details. See
template filename:
Payment Form
N/A
Slide 1
- List of ground rules, printed
on A3 or larger paper (see
template filename: Ground
Rules.)
Write up any extra
ground rules that are
suggested.
(10)
Give each participant a consent form and payment form (if you are
using these) to read and sign.
GROUNDING IN PLACE
A
CONTEXT & INTRODUCTIONS
1
09.4009.55
A1: General
introductions
to the
research
[Hand out and thick pens and an envelope of coloured post it notes to
each participant.]
Introduce workshop – who are you and why are you running this
process?
(15)
Explain that the purpose of this workshop is to allow the participants
to discuss how they feel about their local area, what changes they’ve
seen and would like to see, and how they feel about energy use and
infrastructure.
Explain how you intend to use the outputs of the workshop, and be
clear about any further processes that will happen (e.g. workshops in
neighbouring communities or wider district consultations).
Make sure that you are clear on whether the participants will be
identifiable from any reports or other outputs of the workshops, and
that they are comfortable with this.
Introduce the facilitation team and any wider project staff that they
should know of. Explain that the participants will be introducing each
other shortly.
Check whether anybody already knows others in the room well and
ask participants to move and swap places if they are sitting with
someone they already know well.
Explain or draw attention to some basic ground rules that you feel will
make the workshop run more smoothly for everyone. Offer the group
the opportunity to add to this list, but try not to go above 10 rules.
2
09.5510.20
A2: Personal
narratives
and histories
(25)
Explain housekeeping points, such as any fire drills that are planned,
toilet locations and refreshment breaks.
Ask participants to form pairs. Ask each participant to spend 3 minutes
telling their partner about their relationship to the local area, and 3
minutes for the partner to do the same. Ask them to use the list of
prompt questions on Slide 2 to guide this conversation so they can get
the information quickly and efficiently.
Slide 2
-
Slide 3
- Yellow, blue and pink postits (each participant should
have had these issued to
them as they arrived, see
first session)
- Sticky dots (for each person
to put on their post-it notes
to facilitate keeping track of
who wrote what).
Remember to say that participants will introduce their partner to the
group, rather than themselves, based on the information the partners
told them. Tell them they’ll have 2 mins each to introduce their
partner, and remind them to keep this in mind when they listen to
their partner.
Following this, ask participants to introduce one another.
NOTE ON TIMINGS: These timings will work with 10 participants. For
12-16 participants, reduce the time allowed to talk to each other at
the start to 2.5 mins each (5 mins total), and give them 1.5 mins to
introduce their partner to the wider group.
B
PLACES & SERVICES
1
10:2010:35
B1: Personal
maps
(15)
[Hand out one sheet of blank A3 paper to each participant.]
Ask participants to take 10-15 minutes to each draw a map of their
local area (it’s up to the participant how they define their local area).
They need to mark the roads, landscape features etc using a pen, but
they are to mark the places that are important using their mini-post it
notes (i.e. not written directly on their personal maps), because they
will later be transferring them to a larger group map. They should
write their name in the top corner of their map when complete
Participants’ maps should capture the places that make up their local
area.
Ask participants to write their ‘positive’ places on yellow mini post-it
notes, as directed in Slide 3. Places that are feared, avoided or disliked
should be captured on blue mini post-it notes. Important places that
no longer exist are still important; these should be written down on
pink mini post-it notes.
*NOTE FOR RESEARCHERS: if you are using this as part of an academic
research project then asking participants to identify every post it note
they use by putting a sticky dot on it that is unique to them is useful for
later analysis. It is not likely you will need this information if this is for
general neighbourhood planning/local plan preparation work.
-
10:35-
BREAK
During the break participants ask the participants to transfer their
Slide 4
- Photograph
everyones’ maps
before they
disassemble them
in the next
session. Make
sure their names
are visible in the
photo.
10:45
2
C
1
10:4511:20
(individuals
transfer postit notes to big
map)
post-it notes from the individual maps onto the large, pre-prepared
community map. If several people have post-it notes naming the
same place, they should be stacked on top of each other in the same
location on the community map.
(10)
If there are places on participants’ individual maps that are outside of
the area on the large community map ask them to draw an arrow and
annotate the map accordingly, by writing on the edges of the large
community map (e.g. ‘the nearest secondary school is 5 miles away, to
the east’).
B2:
Community
maps and
facilitated
discussion
The next half an hour or so is spent at looking at the places that
participants have highlighted on the big map. What kinds of places are
these? Have participants highlighted the same places? Have
participants highlighted similar types of places, or are there also very
different places?
(35)
Facilitate a discussion around the questions on Slide 5.
Slide 5
-
- Record key points
of discussion on
flipchart
LANDSCAPE & LAND MANAGEMENT
11:2011:35
C1:
Emotional
responses to
landscape
(15)
The next 15 minutes starts the participants thinking about the
countryside and landscape in their area.
Ask participants to take 2 minutes to write on 3-6 pink post-it notes
thoughts they have when they think about what the countryside and
landscape is like in their local area (one ‘idea’ per post-it note).
Prompt them to use a range of words, and think of what comes into
their head fairly immediately, they shouldn’t have to rack their brains
Slide 6
- Pink mini post-it notes (they
should already have these
from the previous session)
for these responses. They could use:



2
11:3511:55
C2:
Facilitated
discussion on
land
management
(20)
Descriptive words (e.g. wild, beautiful, ugly)
Activities that they associate with the landscape (e.g.
farming, hill walking)
Emotions (e.g. how they feel when they’re out in the local
countryside).
Pick a participant and ask him/her to come up to the main community
map and quickly read out their pink post-it notes, and add them to the
map if they relate to a specific place (e.g. ‘peaceful’ might be put at
the top of a hill they like to walk up to get away from things). They
should quickly explain as they are putting their notes on to the large
community map what they’ve written and why, but make sure you tell
them to limit this to very quick descriptions (e.g. ‘the whole area to
the west I think of as very private/inaccessible’ or ‘this is the area
where I go birdwatching’.)
Slide 7
-
Move to the next person and ask them to do the same, but this
session along quickly by asking participants only to bring up new
things, so if they have the same words relating to the same place that
someone has already put up, then ask them to keep them to one side
for a moment.
-
11:5512:00
BREAK
(5)
D
Finally, facilitate a discussion around the questions on Slide 7
Tell participants to grab tea and coffee, take a quick break, bring
drinks back to tables. If they have any pink post it notes from the
previous session that have not yet been put up, they should add them
to the map during this break.
PEOPLE & ORGANISATIONS: POWER, INFLUENCE & ENTHUSIASM
Make sure tea and coffee are
ready as this is a short break
- Record key points
of discussion on
flipchart
12:0012:15
D1:
Identifying
power
structures
(15)
- [Put up/reveal your pre-prepared flip chart paper with the question
‘Who are the individuals and groups who are influential in deciding
what happens around here?’ at the top]
Just as participants have thought about the places and landscapes in
their local area, it’s now time to get them to think about the
individuals and groups who are influential in deciding what happens in
their area. Give the participants 3 minutes to write down these
people or organisations on their BIG post-it notes and bring them up
to the flipchart when they’ve finished. They should spread them
around but should group them where people have obviously written
something similar.
Then…
[Reveal the hidden three questions on Slide 9 (press enter)]
Facilitate a discussion around the hidden three questions:



Do you feel these people really represent you/speak for
you?
Have these groups and people of influence altered much
over the last 20 years?
Do you, personally, feel you have capacity to be involved in
local decision-making?
Slide 9
- Flipchart sheet with this
question written at the top:
Who are the individuals and
groups who are influential
in deciding what happens
around here?’
- Big post-it notes
- Blu-tac
- Record key points
of discussion on
flipchart
- Photograph the
flipchart graphs in
case post-it notes
come off in
transport later.
12:1512:30
D2:
Facilitated
discussion –
who
influences
local
development
?
- [Put up/reveal your pre-prepared flip chart sheets with the two
‘graphs’ marked up on them]
Slide 10
- Pre-prepared flipchart
graphs on enthusiasm and
influence, so that
participants can place their
post-it notes on them.
- Blu-tac
Photograph the
flipchart sheets
with the post it
notes in situ, in
case they come off
as you are packing
up.
Make notes on a
separate flipchart
sheet to record
key points of
discussion.
(15)
Now looking at this first scenario on the flipchart paper – get the
group to imagine there is a proposal for a new housing development
in the community. Ask participants to place the people/groups they’ve
identified on the post-it notes on the ‘influence-enthusiasm’ axis,
thinking about how engaged the people/groups might become in such
a project and how much influence they would have.
Now do the same for another scenario – (e.g. a behaviour change
initiative to encourage people to reduce their car use (cycle & walk
more, use public transport etc.). You might need to quickly write
some duplicate post it notes again for this part as you go along, e.g. if
they’ve already put ‘Local MP’ on the graph for a new housing
development but also want to put that person on the other graph.
Facilitate a discussion about the differences between who would get
involved in housing (an infrastructure project) and the behaviour
change campaign (more diffuse, with limited physical change in the
local environment). Why do they think this is?
You may find that they struggle to think of groups who would get
involved in the latter – again, why do they think this is?
-
12:30LUNCH
1:00
ENERGY: PAST, PRESENT & FUTURE
E
COMMUNITY ENERGY USE
1
1.00E1: Personal
In this session you will get the participants to think about how they, as
1:15
energy
individuals, use energy. Introduce the concept of domestic energy usage.
narratives
Ask participants to shout out things they do or use daily that require the
consumption of energy, and write these as a bulleted list on a blank
(15)
flipchart, down the left hand side. (e.g., ‘showers’, ‘computers’) This part
of the session should take no more than around 4 minutes, and don’t
worry about trying to build up an endlessly comprehensive list.
Reveal the diagram on Slide 13 showing how domestic energy use by the
average household is split between heating, hot water, appliances and so
on. Facilitate a brief discussion around this, in particular to find out if they
understood the split between heating and electricity demand and whether
they think this is true in their own home.
Slides 12 & 13
-
- Record key
energy uses and
sources of energy
on flipchart
If time allows, return to the bulleted list of activities that use energy, and,
working with the group try to annotate it with the likely sources of that
energy – e.g. ‘showers’, ‘baths’ you would likely write ‘mains gas or oil for
heating’, ‘computers’ would have ‘mains electricity’ against it. The idea is
to get a quick overview of the range of activities that households do daily,
and to stress that these energy demands are served by different sources of
energy.
2
1:151:30
E2:
Historical
energy
narratives
Develop the discussion to incorporate consideration of energy usage in this
area in the past – say 80-90 years ago (1920s/30s) and how it differs to
today’s. Use questions on Slide 14 and refer back to the diagram of current
domestic energy use on Slide 13 to draw comparisons, if needed, to
facilitate discussion.
Slide 14
-
- Record key
perceived
changes in
energy use on
flipchart
Develop the discussion to bring participants on to consider how their local
landscape is currently shaped by energy (energy in the landscape may
have come up in previous session).
Slide 15
-
- Record on flip
chart details of
the key
infrastructure
participants
mention, and
roughly where
they say it is, and
any emotional
responses they
mention in
relation to it.
(15)
F
1
ENERGY & LANDSCAPE
1:30F1:
1:50
Energy in the
landscape:
present
(20)
Using the questions on Slide 15, discuss this with the group. Ask
participants to call out local energy infrastructure they are familiar with,
and ask volunteers to come up and mark this (e.g. lines of pylons,
substations, power stations) on the community map with a thick marker
pen. If areas beyond map boundaries are identified, just ask participants to
annotate the edges of the map.
Facilitate discussion around what has been noted on the map. Ask
participants to express their opinions/feelings about the infrastructure
they’ve identified, using the prompt questions on Slide 15.
Develop the discussion briefly around the nature of energy provision and
how this shapes what is seen in the landscape (i.e. centralised energy
provision). In particular, if there is no major source of energy generation in
or near the community, explore their understanding of where the energy
they use is generated.
2
1:502:05
F2: Energy in
the landscape:
future
Introduce notion of landscape changing in the future to accommodate new
energy development – e.g. relating to energy and non-energy
developments. Facilitate a discussion, using the prompt questions on Slide
16.
Slide 16
Instruct participants to help clear tables (if needed) and ask them to leave
the room whilst the CESAR tool is set up (table arrangement may need
reconfiguring to lay out the cards).
Slide 17
-
- Record key points
of discussion on
flipchart
(15)
-
2:052:15
BREAK
(10)
G
1
CREATING A FEL COMMUNITY ENERGY PLAN
2:154:10
Using the
CESAR tool to
produce a ‘FEL
community
energy plan’.
[Set up the laptop with the CESAR spreadsheet and all the CESAR videos
open. Lay out all the CESAR cards in the manner directed in the CESAR tool
guidance sheet. Get the introductory video ready to play].
Acknowledge previous discussions on energy usage (past and present) and
energy infrastructure in the local landscape (present and future).
No slide – you will be playing a
series of short videos and then
displaying the CESAR
spreadsheet.
- Session G1 prompt sheet (print A3 or
larger)
- CESAR video suite
- CESAR cards and posters
- Pre-prepared CESAR spreadsheet on
laptop
(115)
Explain this session will develop discussion about their local area’s energy
needs (domestic & non-domestic) could be served in the future, and that
they are going to start thinking about what they think are appropriate
ways to achieve this in their community.

-
4:104:20
Explanation of
homework &
close
(10)
For this session, you will need to use the document called
‘CESAR tool setup and user guide’ which you should have
thoroughly familiarised yourself with beforehand
Explain to the group the homework tasks they will be expected to do in the
next 10 days
Hand out homework slips to each participant, summarising what they need
to do.
Ensure you have collected all payment forms and consent forms before
everyone leaves, and remind them of the date and time of the next
workshop.
- Keep an eye on time, this is a long
session but can easily run over if the
group gets hung up on a particular
technology early on. If this seems to be
happening, get them to leave it on the
table for the time being and consider
others, before coming back to it
- Homework sheets to handout
- Record key points of discussion
on flipchart (where possible, use
one flipchart per technology,
and mark them up beforehand
with technology names)
- Photograph the final FEL energy
plan before dismantling
- Ensure the CESAR spreadsheet is
saved with final choices in it