Step 08

Identifying Barriers and Supports

Look at the barriers and the supports that may affect your success and reflect on productive ways to deal with them. Usually we consider people and organisations to be the barriers and support. Identifying these “stakeholders” is really useful for this process.

ACTIVITY Stakeholders – positive and negative and just in between (30 minutes)

Adapted from: LSF – Engaging Students in Sustainable Action Projects

Think of EVERYONE who is involved with this issue. List as many connecting ideas and people/organisations as possible. The other issues may link to other people/organisations. You may prefer to use a brainstorm rather than a table (just remember to ask the question "How are they involved?")

Using this list of stakeholders and the activity below make some assessments about how these stakeholders could be involved in the project.

ACTIVITY Force Field Analysis - Barriers and Supporters (40 minutes)

Adapted from: LSF – Engaging Students in Sustainable Action Projects

Purpose:

• To identify stakeholders who may be involved in an issue

• To analyse the perspective and concerns of each stakeholder

• To develop a list of questions for further research

Materials:

• Large chart paper (two pieces side-by-side lengthwise works well)

• Thick markers

• Small squares of paper; enough for 1-2 squares per stakeholder (approx 8cm X 8cm)

• Masking tape

Procedure:

1. Set up the chart paper by writing the following headings across the top:

Very supportive supportive neutral some resistance blocking

Leaving one section on the paper to put stakeholders names. Leave another section of the paper to record questions as they arise.

2. Name the stakeholders who may be involved in the issue (for or against it) and write their names on the small squares of paper provided (one stakeholder per piece of paper). Consider both individuals and organizations, as well as differing layers of power and scope of influence (local, regional, provincial, national, and international). You may want to write some stakeholders down more than once since they may fit under two or more headings.

For example: A group wants to implement a no-idling bylaw in front of the school building. The force field may include: the participating class members, other students, school staff (teachers, administration, custodians, cafeteria and office staff etc.), the school board, community members and parents, environmental groups, municipal officials, and possibly the provincial government or other communities who have attempted a similar project.

4. Using masking tape, secure each name card under the appropriate heading on the chart (this should require some discussion, highlighting possible stereotypes and areas where further research is needed).

5. As a group, discuss the following questions:

• Are there stakeholders you could meet with/appeal to in order to get them to support your efforts in some way?

• Is there enough support (and/or few enough barriers) to go ahead with a project on this issue?

• How can you engage the supporters so that they can help you?

• How can you address the concerns of the people who might be resistant to your project?