Wellington Task 24 workshop Energy Cultures conference

IEA DSM Task
24:
Behaviour
Change in DSM
Phases I and II
Dr Sea Rotmann
Operating Agent Task 24
IEA DSM Task 24 Workshop, Wellington
July 8, 2016

What is special about Task 24?
For more information, visit www.ieadsm.org

Task 24 – Objective in a tweet (or two)
The overarching impact of this Task is to provide a helicopter
overview of best practice approaches to behaviour change
interventions and practical, tailored guidelines and tools of
how to best design, implement, evaluate and disseminate
them in real life.

Our audience: Behaviour Changers
Government
Industr
y
Researcher
s
The Third Sector
Middle Actors

IEA DSM Task 24
Phase I
Closing the Loop – Behaviour Change in DSM: From
Theory to Practice
Dr Sea Rotmann
Operating Agent Task 24
Wellington, July 8, 2016

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-
specific
to do’s and
not to do’s,
guidelines
and
recommenda
tions

Subtasks
Subtask 1 –
Helicopter Overview of different
models of understanding,
frameworks, contexts, case
studies and evaluation metrics

Subtask 1 - Definitions of Task 24
http://www.slideshare.net/drsea/definitions-for-task-24

Subtask 1 – What is behaviour?
persistence
“unfrozen”
half-yearlyyearly
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
frequency
weekly 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)
Figure 3: The ABC model based on Shove 2010
However, in practice people usually make more complex trade-offs between costs and gains (both
financial and non- financial) and, consequently, the models are most likely not accurate. In Paul
attitudes and values
influence:
behaviour
and people chose to
behave a certain
way based on these
values and attitudes

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)
DECC running header
24

Subtask 1 – Practice Theory – worked example
54
Figure 6: 3 Elements Worked Example: Linedrying

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 individual 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 Models
Pros Cons Pros Cons
Some 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
Scaleability
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

Storytelling in DSM
IEA DSM Task 24 Phase 1 and 2

What’s Your Story?
Beth Karlin, Ph.D.
bethkarlin@gmail.com

What’s Your Story?
Introduce yourself in 60 seconds (or less):
say your name, your job, where you sit on the BCF,
why you’re here and something personal

What do you remember?
Who do you remember?
Personal details?
Connection to Energy Cultures or Task
24?
Broad vision?
Call to action?

Maybe stories are just
data with a soul.
Brene Brown

Three Thoughts on Storytelling
1. There’s always a story.
2. We are of two minds.
3. Keep it simple.

1. There is always a story

www.cred.columbia.edu

You have
60 seconds…
3. Keep it simple
8 seconds…

Crafting Your Story
MARSHALL GANZ //
THE NEW ORGANIZING INSTITUTE

Self Us Now
The Story of . . .
MARSHALL GANZ //
THE NEW ORGANIZING INSTITUTE

Who are you and
what are you
passionate about?

Why are you at this
conference/worksho
p?

What do you want to
get out of this? What
is your call to
action?

Self Us Now
What’s Your
Story?
Introduce yourself in 60 seconds (or less)
Get Personal Find Common
Ground
Present a
Call to Action

The Story of Task 24
http://vimeo.com/54915316

Language can be a problem!

That was our Eureka!
moment

What is storytelling?
‘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
And ERSS Special Edition on Storytelling & Narratives

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

Oral vs written storytelling
Oral literature performed in traditional recitals are
considered a better projection of the innermost depth
of a society's social and cultural life, its traditions,
habits, customs, behaviour, rites and so on, compared
to written literature.

We’re all expert story tellers
YOUTUBE:
https://www.youtube.com/watch?v=wbe83S8FfO0&list=U
U_p3PlWDpLyDBh8TwUBmVHQ

Subtask 4 – Country context in form of stories

Different energy efficiency stories
*Kathryn B. Janda & MarinaTopouzi (2015)Telling tales: using stories to remake energy policy, Building Research & Information, 43:4, 516-533 .

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

What’s the take-away of these different types of stories?
• Hero stories: help with understanding Behaviour
Changers and what drives them when designing
interventions, they provide inspiration but can lead to
disappointment and even turn into horror stories
• Learning stories: can be difficult but also balance and
develop the inspiration provided by hero stories,
provide support for explaining unintended
consequences
• Love stories: can convince decision-makers and the
public why energy efficiency is worth it
• Horror stories: are very memorable and good scare
tactics, but usually to be avoided at all cost

Even models of behaviour have their own stories:
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
retrofitting
By the way, you need to pay up first and it might take a while before we pay you back, if
ever
The info we need from you will teach you all you need to know
You only need to make a one-off decision to invest
We have the technology you need, contractors or installers (you will need to find/choose)
will put it in
If you don’t understand the technology just don’t touch the buttons!
You will save money for a nice weekend in Marbella
You only need to give us a bill from your installer, we probably won’t check how much
energy you saved
Neither will we tell you, you need to figure that out yourself
What 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 for
But if you do want to know how much energy you saved, buy a metering device!

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 you
You 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 needs
We will create a supportive material, institutional and social environment
Your needs are important so we need to do this together, as if this were your kitchen
Your life will change
It’s all about us now, our grandchildren and their future we have in our hands
Quality matters, and we will keep learning and sharing those learnings with you
If we need to be flexible, we will
This is only the start and your home is only the first step
We will monitor, calculate and report on energy, money, health, welfare, comfort,
wellbeing
And 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

So… what’s the moral of the story of Task 24?
• There is no silver bullet anywhere but the potential remains
huge
• Homo economicus doesn’t exist (in energy humans)
• Habits are the most difficult thing to break, though it’s easiest
during moments of change
• There is no such thing as individual energy use
• We need to look at whole-system, societal change
• This can’t be done in isolation by one sector - collaboration is
key
• Everyone has a piece of the puzzle but we can’t see the whole
picture yet
• We need a shared learning and collaboration platform that
works
• We also need a shared language based on narratives

IEA DSM Task 24
Phase II
Helping the Behaviour Changers

The Subtasks of Phase II
5 – Expert Platform (upgraded)
6 –
Understanding
Behaviour
Changer
Practices inTop
DSM Areas
‘The Issues’
7 –
Identifying
Behaviour
Changers in
these areas
‘The People’
8 –
Developing a
toolbox of
interventions
to help
Behaviour
Changers
‘TheTools’
9 –
Standardising
Evaluation
beyond kWh
‘The Measures’
10 –Telling an Overarching Story ‘The Story”

Task 24 – Phase II
Objective 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.

Task 24 – Phase II
How 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 II
The Energy System
How does it look like
now?

The way we currently look at the Energy System
whole-system view which puts human needs, behaviours and (ir)rationalities at the center of
interventions geared at system change. Instead, if we look at the Energy System through the
human lens (Figure 2), we can see that it isn’t necessarily this top-down/left-right linear
realtionship starting with supply and ending with the end user, but rather a circular relationship
which actually starts with the end user need for an energy service (click here for a short video
presentation explaining this in more detail).
Figure 1. Current, linear way of looking at the energy system (starting with supply)
eetd.lbl.gov
T
O
P
D
O
W
N
SUPPLY ! TRANSMISSION & DISTRIBUTION ! TECHNOLOGY ! USER

Another way we could look at the Energy System

The End User and their need for a service
Personal
comfort

The end user’s behavioural response
Technology

The end user’s wider context
Cultural norms
Infrastructure
Geography/Cli
mateBuilding stock
Politics

The national context
Transmission & Distribution
Peak load issues

The national response
Energy supply

Why is this system view circular?
Feedback

Storytelling exercise 2
•Close your eyes and reflect on this story
•Choose one particular word from the story that
stands out for you and write it down
•Form groups of 5
•Tell a story with those 5 words, including
duplicates
•Use the story spine
•Share your story

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 II
The 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 II
Subtask 6 – Understanding the
Behaviour Changers’ Practices
and Priorities “The Issues”
Deciding on the
issues to focus on

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?
Multiple
Benefits?
Multiple
Benefits?

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? Zoo staff?
g at the energy system (starting with supply)
DISTRIBUTION ! TECHNOLOGY ! USER

What behaviour are we actually trying to change?
Home owners: Share PV with your neighbourhood (NZ)
Commercial building tenants and landlords: co-develop green
leases that work (SE)
Restaurant owners/SMEs: close doors, turn off burners, lights
etc (Fort Collins, USA)
Building Management Operators in Hospitals: how to better
document and communicate EE (CA)
Energy companies: Go all the way with energy efficiency
regulations, not just the easy route (AT)
ICT in Universities: What are the low-hanging fruit? How can we
deliver big savings easily? (NL)
Residential retrofits: Training Middle Actors in communities (IE)
ON & DISTRIBUTION ! TECHNOLOGY ! USER

Task 24 Phase II
Subtask 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

Wellington Zoo’s Sustainability
Journey

Overview
• Wellington Zoo became the world’s first CarboNZero certified Zoo in 2013
• Waste sent to landfill reduced from 93% of total waste to just 19%.
• Water use has been reduced by 24 million litres since 2011
• Energy use has stayed at similar levels despite a significant increase in
visitors and new developments

Waste
• Follow me printing
• Labelled recycling bins for
visitors and staff
• On-site composting facility
• Charitable donations
• Value chain analysis of animal food
• Animal habitats are made of recycled materials
• Use hand dryers instead of paper towels in bathrooms

Water
• 15 rainwater harvesting tanks
• Water cleaning agent used in animal
habitats
• Water limiting devices installed on taps
and hoses
• Dry clean habitats in summer
• Way to go for H2O campaign

Energy
• Light sensors and timers installed on
equipment
• Transition to LED lighting
• Old vehicles replaced with more efficient
alternatives
• Push for Power campaign
• Check meters are being installed
• Solar water heating facility in The Nest Te Kohanga
• 48 solar PV panels

Energy challenge
Behaviour change focus: using heat
pumps/air-conditioning units
appropriately for the time of year
End user: Zoo Staff

Potential challenges
Varying comfort
levels
Shared
responsibility
Lack of
motivation to
change
Lack of
information
Mixed use of
space

The Story of Task 24 – continued…

If there is ONE THING to take home from this:
IT’S ALL ABOUT
THE PEOPLE!

Thank you very much for your
attention!
Any comments or questions?
drsea@orcon.net.nz

Wellington Task 24 workshop Energy Cultures conference

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