How to Change the World identifies the secrets of success of an acclaimed environmental training program of 20 years.Everyday workplace activities cause a host of problems that bedevil businesses and government bodies, for whom worsening air quality, water quality, fisheries and recreational values give rise to public complaints and growing community concerns. Environmental training to directly address these problems is growing apace, as agencies of all kinds seek to reap its economic, social and environmental rewards.The book – and the free accompanying workbook – will help environmental experts set up successful environmental training programs in and for many sectors, including:* local governments * educators* businesses and utilities * professional and trades associations* not-for-profit groups, and more.
|Publisher:||Global Professional Publishing|
|Product dimensions:||6.00(w) x 9.10(h) x 0.60(d)|
About the Author
Clare Feeney is a speaker on business, economics and the environment. Many years of experience with resource efficiency and waste minimization for manufacturers and environmental controls on big earthworks sites have convinced her that environmental innovation leads to increased levels of productivity, staff and customer satisfaction, smarter and more cost-effective supply chainsand higher profits. The recession has proved it: many companies trimmed their costs in the face of lower sales, and found their profit margins had increased.
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How to Change the World
A practical guide to successful environmental training programs
By Clare Feeney
Global Professional Publishing LtdCopyright © 2013 Clare Feeney
All rights reserved.
About This Book
Coming together is a beginning. Keeping together is progress. Working together is success.
Why there's never been a better time to do environmental training
When times are good, you should train and develop. When times are bad, you must train and develop.
There's never been a better time to do environmental training. Why? Because there is a rapidly growing body of evidence that 'green jobs' can boost employment at the same time as improving social, economic and environmental outcomes.
Yet the counter-factual myths persist: in recessions, governments say 'Let's boost the economy first and reduce public debt next, then this will give us the money to invest in sustainability later'; and businesses say 'I can't afford to save the planet – I have to save my business first!' At the same time, people are urged both to buy more 'stuff' to keep the economy going, while increasingly disillusioned with empty consumerism – and are simultaneously urged to save more in order to reduce private debt. Of course, they also want some of the increasingly scarce jobs. And everyone's worried about how to transition to a more sustainable economy that's less dependent on fossil-fuelled growth and kinder to both people and the environment.
Macroeconomist Josh Bivens investigated the employment effects of the December 2011 US law approving environmental regulations to reduce emissions of mercury, arsenic and other toxic metals. It could prevent up to 11,000 premature deaths each year and deliver many other health benefits, but pre-passage, a lot of people were concerned it would 'kill jobs'. When Bivens investigated it in detail he found that far from killing jobs, the 'toxics rule' could create over 100,000 jobs in the US by 2015.
Bivens' message is 'going green won't kill jobs during hard times': when the economy is doing well, environmental regulation has no effect on job growth; but when it isn't, such regulation is very likely to create jobs. These days, we need more jobs – and green jobs most of all.
Globally, the transition to a 'green economy' could yield 15-60 million jobs by 2032, according to the International Labour Organisation (ILO), lifting tens of millions of workers out of poverty while improving social and environmental outcomes.
The report says 'the growth model of the past few decades has been inefficient, not only economically, but also from environmental, employment and social perspectives. It overuses natural resources, is environmentally unsustainable and has failed to meet the aspirations of a large proportion of society seeking productive, decent work and dignified lives.' Just some of its many findings about how green jobs could start to redress these issues are:
* in the EU alone, 14.6 million direct and indirect jobs exist in the protection of biodiversity and rehabilitation of natural resources and forests
* targeted international investments of US$ 30 billion/year into reduced deforestation and degradation of forests could sustain up to 8 million additional fulltime workers in developing countries
* experiences from Colombia, Brazil and other countries show that the formalization and organisation of some 15-20 million informal waste pickers could have significant economic, social and environmental benefits
* Germany's building renovation program for energy efficiency is an example of the possible win-win-win outcomes: it has mobilized &8364;100 billion in investments and is reducing energy bills, avoiding emissions and creating around 300,000 direct jobs per year.
A 'qualified and well-informed workforce is the key to ensure the industry's responsible use of our planet's resources', according to UNESCO-UNEVOC, UNESCO's specialized centre for technical and vocational education and training.
There is a skills gap here – and environmental training can bridge it. More and more organisations, conferences and training courses are focusing on professional development for people, old and young, to provide the green skills that every sector of the economy needs.
* The ILO says that green jobs summarize the 'transformation of economies, enterprises, workplaces and labour markets into a sustainable, low-carbon economy providing decent work.' It defines green jobs as decent jobs that:
* reduce consumption of energy and raw materials
* limit greenhouse gas emissions
* minimize waste and pollution
* protect and restore ecosystems.
A 2012 China-Australia Green Skills Conference6 defined the skills needed by workers in those green jobs as:
the skills for sustainable development, including the required technical skills, knowledge and values for industries and future workers in terms of social, economic and environmental development. Sustainable development skills relate to all facets of the society, not only including renewable energy, reuse and recycle of waste, utilization level of resources, green housing and sustainable planning, but also including wider areas, such as commerce, tourism, hospitality, information technology and finance and more.
Another green skills conference, this time in the UK, noted that the 'breadth and depth of skills we need is vast. Just within the energy sector itself we estimate that there is a need for up to 100,000 new workers by 2015 for the Green Deal; 70,000 more workers in off-shore wind by 2020 and around 10,000 jobs for new nuclear builds.
Across the whole economy we need leaders and managers who understand the green economy and are planning for it. And we need workers of all kinds who understand green issues, have the necessary specialised skills, and react accordingly.' Many of the speakers focused on the need for good jobs for young people that build skills and restore environments for a more secure and sustainable national future.
Interestingly, on the very day I published the first edition of this book, I came across an article saying that such is the drive for more sustainable retail in the UK that retail companies are recruiting entire sustainability teams – building a workforce of sustainability professionals in the retail sector. This was exactly in line with the experience of erosion and sediment control training that led me to write this book: we ended up creating a whole new profession – environmental managers on large construction sites. Every sector in a global sustainable economy needs its own environmental professionals, and they will add tremendous value to businesses and communities.
In the more specific context of the training industry, training is increasingly being seen as a way of building workforce and organizational capacity. A US paper predicted that total spending for in-house and external training services would increase by 8-10% in 2011, and that learning leaders will be more focused on relevancy of information. A 2011 summary of European research found that training is delivering good outcomes, and is increasingly demand-driven – that is, people are identifying their own workplace training needs and pathways. Environmental skills are increasingly among those in demand. Given increasing concern about matters environmental and economic, this trend is also likely to continue, with 'green learning' consuming a larger proportion of corporate social responsibility budgets, and trainers who are knowledgeable about environmental matters and sustainability likely to be in greater demand.
As the ILO says, a 'new development model – one which puts people, fairness and the planet at the core of policy-making – is urgently needed, and is eminently achievable'. And not only is it achievable – it's happening already.
Storm Cunningham calls it the 'restoration economy'. He says that restoration of built and natural environments already constitutes a major but overlooked part of global economic activity and will soon account for the vast majority of development.
And the economic need is great. Ecosystem services are good things the natural world does for us for free, and a 1997 study estimated their value to business equated to at least US$33 trillion a year. A 2008 study estimated the annual economic cost of loss of ecosystem services by biodiversity and ecosystem degradation at 3.3-7.5% of global GDP, or US$2-4.5 trillion. Green jobs can transform these huge and avoidable economic losses into health, social, environmental and economic gains.
In Storm Cunningham's restoration economy, eight 'giant, fast-growing industries are renewing our natural and built environments' – and creating vibrant businesses as they revitalize communities. He sees future economic growth being based on renewing our natural, built and socio-economic assets:
* restoring our natural environments – ecosystems, watersheds, fisheries and farms
* restoring our built environments – brownfields, infrastructure, heritage and places affected by natural or human-induced misfortunes such as natural disasters and war.
It's such a wonderful alternative to the empty growth-based consumerism that has left so many of us stranded on the shores of the current recession. The emerging focus on adult vocational training as a positive force for employment gains and environmental change brings together the knowledge-based and the restoration economies.
With this inspiring vision in mind, let's see who can become part of this gathering economic wave.
Who is environmental training for?
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.
Alvin Toffler, author of Future Shock and The Third Wave
This book is for environmental experts delivering training and training experts supporting them.
It's also for people in the process of becoming environmental experts in their own workplaces or for their own sectors.
It's needed by people in both the developed and developing worlds:
* in rapidly developing economies such as China, India, some other parts of Asia and parts of South Africa and South America, the accelerating pace of urbanization and rural-urban migration poses a serious threat to environmental quality and community amenity. In 2007 the World Bank conservatively estimated the cost of China's pollution at 5.8% of its GDP; then valued at about 3.43 trillion U.S. dollars. This loss equates to 200 US billion dollars
* in stagnating economies in the developed world, where people are focusing more and more on a more meaningful life and healthier natural environments. Here, a new economy based on restoration of built and natural environments has major potential to leverage the environmental skills emerging in many sectors, to restore and revitalize people and places.
It's needed by people in every occupation:
Businesses and utilities: use this book to help set up environmental training for your own staff and subcontractors. You can also have input to government-sponsored environmental training programs for businesses in order to make sure that your needs and constraints are well understood. In this way you will strengthen the relevance and effectiveness of the training for all parties – and enjoy the increased staff engagement, productivity and profitability that will result.
Professional, trades and industry associations and workplace unions: take the initiative for the professional learning and development of your members with regard to the environment – with the associated benefits in skills and engagement.
Tertiary educators: this book will help you develop your students' capacity to make a difference in their chosen workplaces and communities.
Human resources personnel: HR specialists, especially those involved with learning and development, can use this book to offer support to environmental experts developing and delivering training programs
Professional trainers: companies or institutions that deliver environmental training and education can build up specialist environmental expertise or partnerships with environmental specialists to help them deliver excellent training
Supply chain managers: this book will help you encourage and require good environmental practice in your supply chains and procurement policies. It will help you take a training approach to building the environmental capacity of your existing and prospective service providers.
Environmental regulators: councils and government environmental agencies – use this book to develop and enhance the education and training programs you run or support, and to work constructively with your community stakeholders.
Government agencies and not-for-profit groups: use this book to set up your own environmental training programs for specific target audiences, such as people doing on-the-ground environmental work.
Environmental community groups, first (indigenous) peoples with environmental objectives and other environmental and not-for-profit groups: these groups have always played a major role in environmental improvement. They are a great example of the skills and capacity-building that result from well-run environmental initiatives, and the associated flow-on economic benefits.
People in these groups are adult learners: they have left their formal schooling and are working or looking for work. There are case studies of environmental training in some of these sectors in Chapter 3.
If you want or need to set up environmental training, you don't have to be an environmental expert to start with. The people who set up the training that is the major case study for this book were experts at rural soil conservation – but they had to learn about urban soil conservation on big, fast-moving and temporary construction sites, a field where they were novices. They understood soil and water, and in writing their guidelines, learned a great deal about erosion and sediment control on construction sites. But it took probably five or six years before people working with those sites really became experts – and they're still learning. Real experts never stop learning!
Figure 1 shows how becoming a genuine expert is a personal as well as a professional journey of life-long – and, as Jost Reichsmann says – life-wide, learning. It doesn't matter where you start – with the right support anyone can become one of the environmental experts that every sector needs.
Focused as it is on work-based performance training, this book is not for school teachers and their pupils – though the partnership principle and other elements of the seven-step model will certainly help teachers make a strong case for introducing, or continuing, school-based environmental education programs.
However, many environmental regulators and not-for-profit groups deliver excellent environmental education programs in schools. If your organisation runs any school programs or if you are aware of any in your locality, ask the people involved if you can interview them about what's working well and what they'd do differently next time: the findings may be applicable to your training program. And there is much useful research into professional learning and development emerging from schools which people involved in vocational training can learn from.
And, of course, boys love diggers! So using a local erosion and sediment control guideline can be a wonderful way of getting boys interested in class. Boys and girls alike will be intrigued by the physics and mathematics of erosion and sediment control, and the biology of impacts on water bodies of accelerated sedimentation and the benefits of its control. Longer term, this can also help address the critical shortage of engineering and environmental professionals in the workforce.
There is a growing body of environmental resources for teachers of many other subjects, and they can also make good use of information from environmental management and research agencies; many provide curriculum-related material for schools. Some examples are listed in 'How to find out more'.
We'll come back to how adults learn and why it's important to know this in Chapter 7.
How to use this book
I keep waiting for the guillotine to fall on paper-based notebooks, but, thankfully, it has yet to happen.
This book is designed to be used with the free downloadable Action Planner that accompanies it – follow the instructions at the very front of this book to download it.
The Action Planner asks leading questions and provides note sheets and mindmaps that will prompt reflection, research and action for your environmental training program. You don't need to use every action sheet – there are over 50 – just pick the ones you need most, based on the content of the chapters.
There will be regular prompts to use particular action sheets throughout this book. Make sure you capture all the information, ideas and learnings you generate as you set up, run and review your program. This will be your gift to posterity!
Inspira[c]tion,n. A sudden happy idea that makes you draw in your breath with excitement and gets you out there doing great things (with apologies to the Concise Oxford Dictionary).
Excerpted from How to Change the World by Clare Feeney. Copyright © 2013 Clare Feeney. Excerpted by permission of Global Professional Publishing Ltd.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.
Table of Contents
About the Author xi
Chapter 1 About This Book 1
Why there's never been a better time to do environmental training 1
Who is environmental training for? 4
How to use this book 8
Helicopter view 12
What exactly is training? 12
Auckland's erosion and sediment control program - telling the story 13
The region and its councils 75
Risk and research 75
Guidelines and regulations 16
The need for training to support compliance 17
A gradual evolution 79
Chapter 2 The 7-Step Model: Core Elements of a Successful Environmental Training Prograrm 21
Step 1 Partnership: the fundamental platform 25
Step 2 Research: building a robust case 27
Step 3 Monitoring, evaluation and review 28
Step 4 Policy, regulation and enforcement: a management framework 28
Step 5 Technical guidelines: a performance benchmark 31
Step 6 Training and capacity-building 34
Step 7 Program resourcing and support 35
Chapter 3 Case Studies of Different Environmental Training Programs 37
Erosion and sediment control in the City of Charlotte, North Carolina 37
1 Assess the need and identify the benefit 39
2 Identify the target audience 40
3 Develop the training content 41
4 Deliver the training 42
5 Set up and maintain record-keeping systems 43
6 Create synergies 43
7 Challenges, rewards and issues 43
E-training for a water supply, wastewater and stormwater utility 45
Voluntary community riparian enhancement programs 49
In-house training for a large, multi-site manufacturer 52
The Digger School: A polytech-government partnership 53
Environmental self-regulation by dairy farmers and supply chain managers 57
Community capacity-building: a first nations example 58
Trade unions greening their workplaces 59
The power of partnership - other bright ideas for inspiration 60
Chapter 4 Dimensions of Success 63
Emergence of a new profession 63
Other indicators of success 64
What creates success: the Australasian experience 67
The Auckland experience 67
Expert trainers 69
Technical excellence and pragmatic administration 69
Site inspections 69
The Australian experience 70
Numbers that count: a scoring system for environmental controls 71
Regulation and enforcement: yes or no? 74
Chapter 5 Setting Up and Improving Your Environmental Training Program 77
Playing devil's advocate 78
Is training the solution to the problem? 78
Can anyone else do the training? 78
Can we clearly define the training needs? The TNA of success 80
What can we do about workplace support? 83
How can we encourage trainees to come to the our training? 85
Making the case for training 88
Being realistic 91
Your training partners 92
Recognition of learning - and more 95
Certification and accreditation 98
Licensing or registration 103
Resourcing your program 104
Chapter 6 Measuring Success 107
A word about program monitoring and evaluation 108
Planning your program for measurable results 111
Logic models 111
The orders of outcomes framework 113
Baselines and benchmarks 115
Using the 'SMARTER' checklist to frame measurable objectives 116
Building a logic model of your program 118
Assessing the contribution of the training to your program outcomes 122
Getting clear about learning, workplace, business and environmental outcomes 126
The training evaluation Auckland has done 128
Participatory or collaborative monitoring and evaluation 131
Some other thoughts 134
Chapter 7 At Last! The Training Itself 139
A book for adults who learn - trainers, trainees and the people around us all 140
Your trainees 142
Using personas to characterize your trainees 142
Individual issues that affect our trainees' ability to learn 143
Institutional issues that affect our trainees' ability to learn 147
Your training 149
Technical content 149
Framing learning objectives and outcomes 153
Delivery: online, onsite, face to face, at work? 154
Training materials 166
Free or fee? 167
Your trainers 169
Who will deliver the training? 170
Who will own the intellectual property? 172
Training the your trainers 173
Chapter 8 Ongoing Program Support 175
The three golden rules 175
Must-haves to support your training program 177
A stakeholder database 177
Image and media archive 178
A marketing plan 179
A workshop logistics system 180
Documentation of your procedures 181
Budgeting and tracking income and expenditure 182
A web presence 182
A communication plan 183
Nice-to-haves for your training program 185
A learning management system 188
Twice-yearly seminar days 186
Annual or two-yearly field days 186
Conventional media 187
Social media 187
Environmental awards 188
Supporting your wider environmental program 191
Ongoing research 191
Policy, regulation, compliance and enforcement 192
Your technical guideline 193
Monitoring and evaluation 193
Continued resourcing and support 193
Industry capacity-building and recruitment 194
The environmental skills gap 194
The demographic and recruitment gap 195
The intra-agency and inter-interagency gaps 198
Chapter 9 Beyond Success 201
How to Find Out More 205
General recommended reading 205
Training associations 207
Training needs assessment, or analysis (TNA) 207
Adult vocational education and training 208
Program logic 209
Monitoring and evaluation 210
Return on investment 210
Erosion and sediment control 211
Water sensitive urban design 211
Environmental resources for schools 212