Setting up my inclusive business
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The document discusses issues related to disability in Colombia such as high numbers of disabled people, victims of landmines, and lack of access to education, as well as initiatives to promote social entrepreneurship, universal design, and inclusive businesses that can help integrate people with disabilities. It provides statistics on disability in Colombia and outlines concepts like the ecosystem for supporting those with disabilities, profiles of social entrepreneurs, and principles of universal design that can make products and environments accessible to all.
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Setting up my inclusive business
- 1. By Karel Van Isacker PhoenixKM, Belgium karel@phoenixkm.eu
- 2. Some Colombian facts At least 50 million disabled people in Latin America & the Caribbean (LAC) or approximately 10 percent of the region’s population. (World Bank) Conflict lasting over 50 years, combined with drug- trafficking and a soaring crime rate caused by the country’s gaping social inequalities. More than 10,000 people were killed or maimed by anti-personnel mines and explosive remnants of war between 1990 and March 2013 - the second highest rate in the world. - More than 1,000 victims were children. According to Unesco, some 4.5 million disabled people live in Colombia > 658,000 in the capital city, Bogota 10% are children aged 12-16 only 26% of them have the chance of going to school
- 3. Education Only about 20-30 percent of children with disabilities are attending school in the region. Poor attendance by disabled children derives from severe lack of adequate transportation, teacher training, equipment, furniture, learning materials, and access to school infrastructure. In addition to these visible barriers, impediments to quality inclusive education also come from attitudinal barriers.
- 4. Employability The unemployment rate dropped under 10% of the active population since 2011 and was 9.5% in 2013. More than half of the Colombian people continue to work in the informal sector. See more at: http://www.smetoolkit.org/smetoolkit/en/content/en/7 283/Colombia-Overview#sthash.eOKWUqPG.dpuf
- 6. Ecosystem based on person led process of personal development in case of disability Education Vocational training Employment Life long learning + career Schools Vocational training centres Carers Policy makers Employers + self employment AT/ICT/... training / Support needed
- 8. Social entrepreneuring Introducing social aspects within commercial entrepreneurship: Different elements of the ‘ecosystem’ for social enterprises: values in a mission statement of an enterprise, the institutional form of a company (e.g. co-operatives), the insertion of vulnerable groups and especially people with disabilities, the democratic decision making process, the social impact measurement, and the investment problems.
- 9. Profile of a social entrepreneur The social entrepreneurs are more likely to be: younger, more highly educated, and perceive legitimation of entrepreneurs in society differently than their commercial counterparts. (Sophie Bacq, Chantal Hartog, Brigitte Hoogendoorn, Jan Lepoutre, June 2011)
- 10. Core aspects 1/2 Strategy: the mission company will have to address also social components such as e.g. defining that activities undertaken by the company should be sustainable and contribute to the wide society i.e. the social balance sheet of a company; while the vision of a blended entrepreneurship will encompass a social responsible yet commercial set of activities to achieve an anticipated goal that has a social impact on its environment. Management: Sustainable Leadership, Leadership Development and democratic Decision Making are crucial to establishing strategic leadership. However, embracing social elements will be crucial to the successful uptake and in order to be in line with the strategy that was set out.
- 11. Core aspects 2/2 Reporting (measuring): While there is the traditional Financial reporting, there is also the unlocking of Social Finance; Transparency; Corporate social responsibility (CSR, or corporate conscience, corporate citizenship or sustainable responsible business/ Responsible Business); Social Impact (Financial wise, Impact on family, Attitude change, …). Legal: An Introduction to Legal Structures; Social Franchising; Cooperatives; Social purpose companies. Tendering: Writing successful bids with focus on social entrepreneurship and ethics HR: Recruiting and Working environment; Subsidy mechanism/policies; Assistance by relevant organisations
- 12. Inclusive business A diversified world is your client
- 13. A recent UNESCO report affirms the role of engineering as the driver of innovation and of social and economic development, but emphasises the need to transform engineering education, curricula and teaching methods to emphasise relevance and a problem-solving approach to various fields of engineering. User/human centred, co- creation, societal role of engineering, ethical, environmental, economical, legal … implications of technology
- 14. What is Design For All Design for All is design for human diversity, social inclusion and equality. This holistic and innovative approach constitutes a creative and ethical challenge for all planners, designers, entrepreneurs, administrators and political leaders. Design for All aims to enable all people to have equal opportunities to participate in every aspect of society. To achieve this, the built environment, everyday objects, services, culture and information – in short, everything that is designed and made by people to be used by people – must be accessible, convenient for everyone in society to use and responsive to evolving human diversity. The practice of Design for All makes conscious use of the analysis of human needs and aspirations and requires the involvement of end users at every stage in the design process. From The EIDD Stockholm Declaration©, 2004
- 15. Design for all can be realised via 3 strategies: Design of products, services, public spaces suitable for the majority of potential users without any modifications. Designing products that are easy to customize for different users (e.g. By providing adaptable or individual customized interfaces) Designing products that have standardized interfaces that allow to connect to specific customized individual devices.
- 16. Origins The term Universal Design was coined by Ronald L. Mace, founder and former program director of The Center for Universal Design at North Carolina State University. In 1997 Ron Mace collaborated with a group of architects, product designers, engineers and environmental designers to develop the “Seven Principles of Universal Design”.** ** http://www.universaldesign.com/about-universal- design.html
- 17. Seven Principles of Universal Design Equitable Use: The design is useful and marketable to people with diverse abilities. Flexibility In Use: The design accommodates a wide range of individual preferences and abilities. Simple And Intuitive Use: Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. Perceptible Information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. Tolerance For Error: The design minimizes hazards and the adverse consequences of accidental or unintended actions Low Physical Effort: The design can be used efficiently and comfortably and with a minimum of fatigue. Size And Space For Approach And Use: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility
- 19. Everyone should be the beneficiary of the design regardless of age, status and ability. In the picture powered doors that close and open on sensors can be used both by a wheelchair bound person and by someone that has his hands full.
- 20. The design should take into consideration the abilities and preferences. In the picture, a pair of scissor with a large grip handles can be used by any one whether he is left or right handed without any inconvenience.
- 21. The design and devise is user friendly. It is easy to understand, uses a standard way of presentation, and does not require a special skills, level of education , language and experience. In the picture, the fire alarm uses a push button that is standard and color red. Even a child can understand that it is a panic button.
- 22. The design should be able to show potential users the most important information that will lead to the effective use of the product, device or environment. Information should be made accessible regardless of the sensory capabilities of the user. In the picture above a blind individual can use the cellphone's keypad because of the bump on the pad that will enable the user without looking at the keypad.
- 23. The design has a high tolerance for mistakes. The idea behind this principle is safety precaution. It minimizes hazards and the adverse consequences of accidental or unintended actions. The design has a built in safety measures in terms of careless or forgetfulness. In the picture a nail gun requires to activate the safety button before pulling the trigger thereby removing the risk of accidents while the gun is pointed somewhere else.
- 24. The design should bear in mind that the user needs to exert the most minimum effort for a device to function. This principle allows both the strong and the weak in stature to enjoy the benefit of a Universal Design. Comfort and ease of use is the driving force behind this principle. In the picture a door level is presented that does not require grip strength. A close fist or an elbow can open the door.
- 25. The size and space should not be constraint. Ease of access should be the desired goal targeting space provided for approach, reach, controls and manipulation regardless of the body size, posture or mobility of user. In this picture subway gates is easily accessible by a person in a wheelchair or with a person carrying huge baggage or even with an obese commuter.
- 26. User centred design vs. Design for all Specific solution versus a fit for all http://blog.syncronia.com/wp-content/uploads/2012/02/sito.jpg
- 28. In the end, who do we work (design, develop, ..)for?
- 29. Various domains Building sector Open flat spaces as wheelchair handy but also as a design element Kitchens accessible to all, young, old and disabled Public spaces
- 35. Various domains Car industry 2 click principle car door Side opening doors Self parking car
- 38. Various domains Social profit and building Sheltered workshops Health services Childcare facilities Rehabilitation centres Elderly houses Hospitals Independent living
- 39. Accessibility of the built environment: multifaceted Management - Access handbook, access and safety, management responsibilities External Environment - car parking, routes, ramps, steps and doors Vertical and Horizontal Circulation - steps and stairs, lifts, corridors and internal doors Facilities - reception, toilets, seating areas, changing rooms, restaurants and refreshment machines Interior Design - lighting, colour and contrast, fixtures Evacuation - emergency equipment, alarms, signage, evacuation equipment, evacuation plans Communication Facilities - signage, telephones, tactile features, acoustics
- 40. Design specifications for a railway station (sample) Accentuate through color and lighting the main destinations at the station, especially the different levels and the entrances and exits. Accentuate through color and lighting the main pedestrian flows at the station. Concentrate and highlight the signposts at the elevation points. Always Locate facilities at a similar spot (toilet, etc.) Adjust lighting for (stair) handrails. Locate information low, at an angle of 20 degrees and apply anti-reflective glass.
- 46. Various domains Product design
- 50. Any other domains? …
- 51. Personas Range of personas that can assist designers/developers Freely available at: http://atlec-project.eu/wp- content/uploads/2014/04/D.3.2-ATLEC-Training- courses-UK-Full-course.pdf - see annex 1
- 52. Persona example Profile: Name: Jackie Dough Age: 17 Location: Lincoln, UK Marital status: Single Job: Student Impairment: Developmental verbal dyspraxia As a result of DVD, she has difficulty in voluntarily making speech sounds and stringing these sounds together in the correct order to make words. Many people who see and hear her think she has an intellectual impairment; however, DVD is categorised as a speech disorder. She is also somewhat awkward in her movements as DVD also affects her gross motor coordination which, in turn, affects her walking and running capabilities. This results in poor balance (sometimes even falling over in mid-step) and tripping over her own feet.
- 53. Good resources http://designforall.org/: Design for All Foundation collects and disseminates Universal Design/Design for All Good Practices and knowledge around the world http://www.designforalleurope.org/: Design for All Europe is the joint European platform for social planners, architects, designers
- 54. Different management / leadership styles The most important asset in your company is: Human Capital followed by Unique Knowledge
- 55. Strategic Leaders Visionary Leaders Managerial Leaders • synergistic combination of managerial and visionary leadership • emphasis on ethical behaviour and value- based decisions • oversee operating (day-to-day) and strategic (long-term) responsibilities • formulate / implement strategies for immediate impact and preservation of long- term goals to enhance organisational survival, growth, viability • are proactive, shape ideas, change the way people think about what is desirable, possible, and necessary • work to develop choices, fresh approaches to long- standing problems; work from high-risk positions • are concerned with ideas, relate to people in intuitive and empathetic ways • are reactive; adopt passive attitude towards goals; goals arise out of necessities, not desires and dreams; goals based on past • view work as an enabling process involving some combination of ideas and people interacting to establish strategies • relate to people according to their roles in the decision-making process
- 56. Strategic Leaders Visionary Leaders Managerial Leaders • have strong, positive expectations of performance they expect from their superiors, peers, subordinates, themselves • use strategic / financial controls, emphasis on strategic controls • use, and interchange, tacit and explicit knowledge on individual and organisational levels • use linear and nonlinear thinking patterns • feel separate from their environment; work in, but do not belong to, organisations; sense of who they are does not depend on work • influence attitudes and opinions of others within the organisation • concerned with insuring future of organisation, especially through development and management of people • see themselves as conservators and regulators of existing order; sense of who they are depends on their role in organisation • influence actions and decisions of those with whom they work • involved in situations and contexts characteristic of day- to-day activities • concerned with, and more comfortable in, functional areas of responsibilities
- 57. Strategic Leaders Visionary Leaders Managerial Leaders • believe in strategic choice, that is, their choices make a difference in their organisations and environment • more embedded in complexity, ambiguity and information overload; engage in multifunctional, integrative tasks • know less than their functional area experts • more likely to make decisions based on values • more willing to invest in innovation, human capital, and creating and maintaining an effective culture to ensure long-term viability • expert in their functional area • less likely to make value-based decisions • engage in, and support, short-term, least-cost behaviour to enhance financial performance figures • focus on managing the exchange and combination of explicit knowledge and ensuring compliance to standard operating procedures • utilise linear thinking
- 58. Strategic Leaders Visionary Leaders Managerial Leaders • focus on tacit knowledge and develop strategies as communal forms of tacit knowledge that promote enactment of a vision • utilise nonlinear thinking • believe in strategic choices that make a difference in their organisations and environment • believe in determinism, that is, the choices they make are determined by their internal and external environments
- 59. The Functions of a Strategic Leader A strategic leader has three broad functions: Achieving the common task Building and maintaining the team Motivating and developing the individual For this the strategic leader needs following role functions: Purpose/vision Strategic thinking and planning Operational / administration Organisation fitness to situational requirement Energy, morale, confidence, spirit Allies and partners, stakeholders, political Teaching and leading the learning by example
- 60. Focusontheperformer Employee is capable, but attitude/motivation issues may arise RELATE Leader focuses on the person Employee has low to medium capability, also attitude/motivation issues COACH Leader focuses on person and work combined Leader increases independence, may increase responsibility too DELEGATE Employee has high capacity (both capable and motivated) Leader focuses on the task INSTRUCT Employee has to low to medium capability, but good attitude LO W Focus on the performance LOW HIGH
- 61. What kind of a leader do you want to be? Start with yourself: who are you? Think about the needs of the organisation or initiative Observe and learn from other leaders Believe in what you're doing Be prepared to change Use the research on leadership
- 66. In doubt? Share thoughts with like minded people Talk with “anciens” and get a mentor
- 67. Some references Strategy training - STeP project: www.step.ybu.edu.tr Social entrepreneurship: contact karel@phoenixkm.eu Community service engineering – postgraduate course in Belgium (Thomas More / KUL): http://associatie.kuleuven.be/gezamenlijke- opleidingen/cse/folder_contents
- 68. My contact details PhoenixKM BVBA - Mr. Karel Van Isacker Projects & Business Developer Amersveldestraat 189, 8610 Kortemark BELGIUM Mobile: (B) +32 496 334056 E-Mail: karel@phoenixkm.eu Skype: karel.phoenixkm URL: www.phoenixkm.eu
- 69. Extra material
- 70. Let’s analyse some situations What things work well and what things work poorly in the situations being evaluated relative to complying with the 7 principles of universal design? Make recommendations for improvements. How might the design be modified to better comply?