1. Seecon Training Course Tashkent 12/13 September 2007 How to develop jointly solutions - Cognitive Mapping and Group Model Building NeWater Train-the-Trainer Workshop (session 3 and 4)‏ 12/13 September, TIIM, Tashkent Sophie Rotter & Karina Rasche Seecon Germany

2. Seecon Training Course Tashkent 12/13 September 2007 Agenda 09:00 Overview on the two methods and Introduction to Cognitive Mapping 10:15 Exercise on Cognitive Mapping 11:30 Introduction to Group Model Building 12:15Lunch Break 13:15 Group Model Building Exercise 15:30 Summary and Evaluation 16:00End

3. Seecon Training Course Tashkent 12/13 September 2007 Overview on this first presentation Recapitulate content of yesterday‘s session Introduction to the techniques of cognitive mapping and group model building and their relation to building stakeholder commitment and their relation to the adaptive management cycle Introduction to cognitive mapping

4. Seecon Training Course Tashkent 12/13 September 2007 Recapitulate yesterday‘s session Adaptive integrated water resources management as a way to deal with current challenges (complexity, uncertainties etc.)‏ Involving stakeholders in planning in order to bring their knowledge and views into the planning process and build commitment for the implementation (and maintenance) of measures A variety of participatory methods the importance of stakeholder analysis, a clear process design and transparency for the stakeholders as to what their role in the process is.

5. Seecon Training Course Tashkent 12/13 September 2007 Building blocks to stakeholder commitment Two important building blocks to commitment are: People need to understand the system in which the project is to be implemented: –What its purpose is and what the different factors/interests are that need to be taken into account. People need to be able to give their own views and see how their input was taken up.

6. Seecon Training Course Tashkent 12/13 September 2007 Method types for knowledge elicitation Direct –interviews –questionnaires Natural –observations Contrived –card sorting (sort concepts on cards according to different criteria) / hexagon method (write concepts on hexagons, cluster them and draw causal relationships)‏ –cognitive mapping –game playing

7. Seecon Training Course Tashkent 12/13 September 2007 Introduction to cognitive mapping and group model building to allow people to draw up a model of their view of the system, the factors and the relationships that they consider as important as related to a specific question. When done individually, we speak of cognitive mapping represent the cognitive map / the mental model of an individual In groups, we speak of group model building create and represent a group view on a system Participatory modelling techniques

8. Seecon Training Course Tashkent 12/13 September 2007 Types of models Mental model Model: A simplified representation of a specific part of reality. It serves a specific purpose.

9. Seecon Training Course Tashkent 12/13 September 2007 The model The relationships within a complex system are represented in a very concise way. Can help individuals to structure their thoughts can be used as a means for communication: to explain and learn about other person‘s views can be used as a basis for further discussion, analysis and decision making –new knowledge on important elements: what do we have to take into account? –new knowledge about relevant actors: who should be involved –new knowledge about existing relationships –make gaps visible, create new ideas for win-win solutions can be integrated into further existing models used for management

10. Seecon Training Course Tashkent 12/13 September 2007 How do these methods support the building of commitment? Understanding of the issue and the diverse effects Overview about the knowledge and perspective also of other stakeholders See where their perspective is included. The developed group model can serve as a commonly accepted basis for further analysis, discussion and decision-making. In order to create commitment, however, these methods need to be embedded in a participatory process with a fair choice of participants and enough information for them.

11. Seecon Training Course Tashkent 12/13 September 2007 Cognitive mapping

12. Seecon Training Course Tashkent 12/13 September 2007 What is it? –Using cards and arrows to individually build up a model of the important factors related to a specific question –Interview technique: helps to understand the viewpoint of another person and the reasons behind it, structure the thoughts, show inconsistencies

13. Seecon Training Course Tashkent 12/13 September 2007 An example of a cognitive map variation of crops When do plants grow well? enough water appropriate temperature fertile soil water demand of other water users natural soil quality natural precipitation irrigation ground water salt content

14. Seecon Training Course Tashkent 12/13 September 2007 Share your experience Do you have any experience with the cognitive mapping approach?

15. Seecon Training Course Tashkent 12/13 September 2007 Practical example of application The NeWater Wupper case study: –cognitive mapping as part of the stakeholder- and issue analysis

16. Seecon Training Course Tashkent 12/13 September 2007 Application of the problem and solution tree in the Wupper Structuring interviews with individual stakeholders: –what is the main problem from their point of view? Where do they perceive linkages? –Making gaps explicit: Where is a problem without a solution being mentioned yet? Creating comparable and quickly accessible results Integrating the views of members of one organisation into a common problem and solution tree, building up a common view on the system and internal agreement on the relevant issues as a basis for communicating the scope (issues that are covered) of the workshop to other stakeholders as a basis for the stakeholder analysis diverse cognitive map as basis for common workshop (GMB or other methodology)‏

17. Seecon Training Course Tashkent 12/13 September 2007 Stakeholder- and Issue- Analysis Embedding cognitive mapping and group model building in a participatory process Example... Cognitive mapping with individual stakeholders Group model building workshop(s)‏ Workshop planning Decision makers There are many other ways.. see also Hare and Pahl-Wostl, 2003

18. Seecon Training Course Tashkent 12/13 September 2007 Questions so far?

19. Seecon Training Course Tashkent 12/13 September 2007 Causal modelling: Vennix Start from a goal, add 1st order causes, then second and finally feedbacks. cause 1goalcause 2 + + -

20. Seecon Training Course Tashkent 12/13 September 2007 Task: Work in pairs Split up in pairs. Persons with experience in this, please find someone without. Distribute roles: interviewee, interviewer (and vice versa afterwards)‏ 20 minutes each. Task: represent the interviewees mental model relating to the following question written on the board.

21. Seecon Training Course Tashkent 12/13 September 2007 Task description Write down, on individual cards, causes that are important to you and that are directly linked to the goal card (1st order causes)‏ Please try to keep the text on cards short and specific Only one thought per card

22. Seecon Training Course Tashkent 12/13 September 2007 Task description For each card: –explain it to the interviewer –add it to your model –draw in the relationship (please use a pencil)‏ Write down causes that influence those already in the model, i.e. 2nd order causes Go through the model and identify whether more relationships (arrows) need to be added. Pay particularly attention to feedback relationships. Add only the most important ones. The model does not need to be complete. Give your model a name and sign it.

23. Seecon Training Course Tashkent 12/13 September 2007 During the break Have a look at the models

24. Seecon Training Course Tashkent 12/13 September 2007 Collect experiences What were your experiences with the exercise?

25. Seecon Training Course Tashkent 12/13 September 2007 Group model building Now we are moving from working with individuals to working with groups. –Chance: Bringing together knowledge and views from different people / organisations / sectors –Challenge: Integrate diverse viewpoints (common result) or make differences explicit

26. Seecon Training Course Tashkent 12/13 September 2007 What is it good for? –support communication by explaining one person‘s model to another person or by building up the model together –deal with complex systems despite the limited processing capacity of the human mind (acknowlege interdepencies and feedbacks)‏ –Show views and knowledge of different stakeholders On what do we agree? Where do our views differ or complement each other? (underlying assumptions)‏ –serve as a group memory on one sheet of paper ! –generate a model that can later be worked with to support decisions to be taken later or to serve as a basis for more elaborated models, for example ABM

27. Seecon Training Course Tashkent 12/13 September 2007 Three basic approaches to GMB Classic  Moderated group building of a single group model  Then used for group discussion Nominal I  Individuals first create own cognitive map  Moderated group building of a single group model  Then used for group discussion Nominal II  Individuals first create own cognitive map  Research team / responsible agency build single group model  Then used for group discussion

28. Seecon Training Course Tashkent 12/13 September 2007 Long term multi-stakeholder planning Workshop: group discussion on problems and causes group model building -> shared system model Goal:create common vision of best strategies for river basin flood management

29. Seecon Training Course Tashkent 12/13 September 2007 Long term multi-stakeholder planning Workshops: group discussion of management scenario simulations-> strategy recommendations (See also Newig et al., 2007; Pahl-Wostl & Hare, 2004 )‏

30. Seecon Training Course Tashkent 12/13 September 2007 Group model building exercise Split up into smaller groups Each group should have a rapporteur

31. Seecon Training Course Tashkent 12/13 September 2007 Group model building exercise First phase: Individual reflection Consider the question / goal in the centre of the group model and your cognitive map: What are your most important points? Second phase: Getting to know the different perspectives One by one shortly present your cognitive map to the group. The others can ask questions of understanding. There should be no discussion at this point in time. People can state their view without being challenged.

32. Seecon Training Course Tashkent 12/13 September 2007 Group model building exercise Third phase: Build a common group model Write an important cause (either from your own cognitive map or a new one) that you would like to be included in the group model on a card. Then one by one o present one card, o add it to the board o and link it to other elements of the model (use a pencil to draw the arrows). Other members may ask questions and discuss: Not all cards from the cognitive maps need to be put into the group model. When all have added their important cards, the group considers whether anything is missing in the model (add cards).

33. Seecon Training Course Tashkent 12/13 September 2007 Group model building exercise Fourth phase: Use the model / Generate new information As a group, identify in the model causes (cards) that may support successful water management. Mark them in red. In respect to these causes, find out which persons/organisations are (a) affected by them (positively or negatively) or (b) can help to implement the improvement. List them in the table. Fifth phase: Present the model Appoint one person from the group who will present the model to the plenary group (5 minutes presentation).

34. Seecon Training Course Tashkent 12/13 September 2007 Debriefing Presentations & experiences Who sees his/her view reflected in the group model?

35. Seecon Training Course Tashkent 12/13 September 2007 Moderation Stand at the front and and invite people to talk See that the group works towards the goal Keep track of the time Ask back if something that is being said may not be clear to the whole group Trigger discussions Address people if they seem not to follow or disagree with the discussion Make sure that results are written on the board

36. Seecon Training Course Tashkent 12/13 September 2007 Embedding group model building into a participatory process – relevance of the question asked For problem definition (e.g. „What are the current problems in the river xy?“ „What constitutes successful management of the river xy?“)‏ For collecting information on factors and their relationships / system understanding (What are the causes and effects of this problem?)‏ For idenfication of relevant stakeholders (Who is influenced by this project? Who can support or impede its implementation?)‏ For the idenfication of potentials (What are possible solutions to this problem? Which factors influence the implementation of these solutions?)‏

37. Seecon Training Course Tashkent 12/13 September 2007 Normativity Depending on the question that is being asked, the method yields to a different degree normative views and interests of the participants or objective knowledge about the system and the problem at stake. Influence on the degree of participation: Collecting knowledge  those participate more that have got more knowledge Normative question  important task to include all views

38. Seecon Training Course Tashkent 12/13 September 2007 Purpose of model building - Degree of complexity – Relevance of question asked Name all influence factors and their relationships  as a basis for modelling, detailed policy analysis Name only the most important factors and the most important relationships (or: only those that all participants can agree upon): Understandable basis for further discussion and communication to others

39. Seecon Training Course Tashkent 12/13 September 2007 Summing up: Cognitive mapping and Group Model Building Cognitive mapping and Group Model Building are participatory modeling techniques. They are about making knowledge/beliefs explicit, visualise related to a specific question individually or in groups They support the collection and integration of knowledge from diverse sources. In a participatory process they can support the exchange among stakeholders and the building of commitment. The model can serve as a commonly accepted basis for further discussion and analysis, e.g. search for further relevant stakeholders and potential win-win solutions.

40. Seecon Training Course Tashkent 12/13 September 2007 Linking it back to participation/commitment and AM/IWRM

41. Seecon Training Course Tashkent 12/13 September 2007 Setting up a training workshop What are the topics that you think it would be worth carrying out training on in the Amudarya river basin? Who would be the participants of such a training course? Preparation of a training workshop -Decide on date (and duration: half a day? two days?)‏ -Location -Target group: interests and prior knowledge? -Invitations -Training material: Handouts etc.  to be translated to Usbek? -Interactive methods: Time for asking questions, discussions and exercises -Understandable presentations with practical examples -Evaluation: Learn from the experience!

42. Seecon Training Course Tashkent 12/13 September 2007 Thank you for your attention. Are there any further questions?

43. Seecon Training Course Tashkent 12/13 September 2007 We would now like to ask you to fill in the evaluation questionnaires.

44. Seecon Training Course Tashkent 12/13 September 2007 Coming back to your expectations...

45. Seecon Training Course Tashkent 12/13 September 2007... have a good trip home! Please contact us for any further questions or need for literature and support with carrying out further activities (training or application of taught methods).