This document discusses an approach called Locally Identified Solutions and Practices (LISP) for neighborhood policing. LISP is an 8-step process that emphasizes intensive community engagement to better understand problems from different perspectives and co-produce solutions. It involves gathering information, identifying community assets, and analyzing problems in a way that avoids prematurely jumping to solutions or simplistic explanations. Key aspects of LISP include using techniques like "rich pictures" to map how various stakeholders perceive issues, forming working groups of community members and agencies to develop solutions, and establishing accountability for interventions. The goal is to take a more collaborative, asset-based approach versus a traditional deficit or problem-oriented model.
Intensive Engagement in Gloucestershire Training Package June 2018Tim Curtis
This document discusses an approach called Locally Identified Solutions and Practices (LISP) for neighborhood policing. It notes current challenges with neighborhood policing being disconnected from communities. LISP is presented as an 8-step process for intensive community engagement to co-produce solutions with communities. The steps include identifying stakeholders, mapping problems and solutions, forming a working group, and agreeing on interventions. Benefits include gathering different perspectives and focusing on community capabilities rather than deficits. Tasks of the approach include rapid appraisal of neighborhoods, developing community networks, and identifying community assets. Motivational interviewing strategies are also discussed to support behavior change.
RIF Sustainability East - Building a renewable infrastructure frameworkSustainabilityEast
The document discusses creating a Renewable Infrastructure Framework (RIF) to help achieve sustainability goals. A RIF provides a technical baseline for renewable energy potential and investment opportunities in an area. It also establishes practical steps and a delivery network to implement infrastructure projects. Developing a RIF requires bringing together stakeholders through an open and collaborative process to build trust and consensus around a shared evidence base and action plan. An online and digital engagement strategy can help make this an inclusive process that reaches more of the community. Commitments are gathered from stakeholders to support carrying out the framework in practice.
Presentation to the American Planning Association's National Planning Conference, New York City, May 2017. Presenters Wayne Feiden, Joel Mills, Eva Hull.
Networking your institution dc june 2013Jason Mogus
The document discusses how digital technologies and networks have changed advocacy and nonprofit work. It presents four models of digital team development - from foundation teams with a reactive, tactical approach, to integrated teams where digital is strategically integrated across the organization. It also discusses how "networked nonprofits" operate differently than traditional nonprofits by engaging people beyond their walls, focusing on relationships, and co-creating solutions through partnerships. The document advocates for a people-centered approach that leverages networks and enables meaningful participation.
Creating and Sustaining Successful Networks focused on providing best practices for building and maintaining effective networks. It discussed the importance of establishing a clear purpose and principles, understanding network structure, and utilizing appropriate tools and leadership approaches. Specific topics included defining success, incorporating new members, decentralizing networks, and leveraging both online and in-person interactions. The overall goal was to enhance participants' ability to develop healthy, impactful networks.
Swk1048 Community Organising Theory and Practice 2Tim Curtis
The document discusses grassroots community organizing and outlines different models and approaches. It contrasts community development (CD), which focuses on constructive activities and internal development, from social action (SA) which aims to pressure external decision-makers to meet collective goals and decrease power disparities. CD goals are problem resolution, capacity building, and social solidarity while SA goals are problem resolution, building a power base, and decreasing power disparities. The document also covers principles of organizing, types of arenas/approaches, roles of organizers, and dimensions to consider in organizing models like membership, leadership, goals, strategies, and finances.
Intensive Engagement in Gloucestershire Training Package June 2018Tim Curtis
This document discusses an approach called Locally Identified Solutions and Practices (LISP) for neighborhood policing. It notes current challenges with neighborhood policing being disconnected from communities. LISP is presented as an 8-step process for intensive community engagement to co-produce solutions with communities. The steps include identifying stakeholders, mapping problems and solutions, forming a working group, and agreeing on interventions. Benefits include gathering different perspectives and focusing on community capabilities rather than deficits. Tasks of the approach include rapid appraisal of neighborhoods, developing community networks, and identifying community assets. Motivational interviewing strategies are also discussed to support behavior change.
RIF Sustainability East - Building a renewable infrastructure frameworkSustainabilityEast
The document discusses creating a Renewable Infrastructure Framework (RIF) to help achieve sustainability goals. A RIF provides a technical baseline for renewable energy potential and investment opportunities in an area. It also establishes practical steps and a delivery network to implement infrastructure projects. Developing a RIF requires bringing together stakeholders through an open and collaborative process to build trust and consensus around a shared evidence base and action plan. An online and digital engagement strategy can help make this an inclusive process that reaches more of the community. Commitments are gathered from stakeholders to support carrying out the framework in practice.
Presentation to the American Planning Association's National Planning Conference, New York City, May 2017. Presenters Wayne Feiden, Joel Mills, Eva Hull.
Networking your institution dc june 2013Jason Mogus
The document discusses how digital technologies and networks have changed advocacy and nonprofit work. It presents four models of digital team development - from foundation teams with a reactive, tactical approach, to integrated teams where digital is strategically integrated across the organization. It also discusses how "networked nonprofits" operate differently than traditional nonprofits by engaging people beyond their walls, focusing on relationships, and co-creating solutions through partnerships. The document advocates for a people-centered approach that leverages networks and enables meaningful participation.
Creating and Sustaining Successful Networks focused on providing best practices for building and maintaining effective networks. It discussed the importance of establishing a clear purpose and principles, understanding network structure, and utilizing appropriate tools and leadership approaches. Specific topics included defining success, incorporating new members, decentralizing networks, and leveraging both online and in-person interactions. The overall goal was to enhance participants' ability to develop healthy, impactful networks.
Swk1048 Community Organising Theory and Practice 2Tim Curtis
The document discusses grassroots community organizing and outlines different models and approaches. It contrasts community development (CD), which focuses on constructive activities and internal development, from social action (SA) which aims to pressure external decision-makers to meet collective goals and decrease power disparities. CD goals are problem resolution, capacity building, and social solidarity while SA goals are problem resolution, building a power base, and decreasing power disparities. The document also covers principles of organizing, types of arenas/approaches, roles of organizers, and dimensions to consider in organizing models like membership, leadership, goals, strategies, and finances.
This document discusses the approach of "Intensive Engagement" in neighbourhood policing. It provides context on past issues with community engagement in policing. It then outlines the 8 step process of Intensive Engagement, which involves in-depth understanding of community issues, forming a working group, and jointly developing and implementing solutions. The document notes challenges in evaluating Intensive Engagement but argues it facilitates better interventions by fully involving communities. Realist evaluation concepts are also introduced to understand how features of Intensive Engagement can lead to improved outcomes in different community contexts.
Social innovation in neighbourhood policing colloquium sept 2017Tim Curtis
This document provides an overview of a research project investigating social innovation in neighbourhood policing using soft systems methodology and critical realism. It describes the context of limited community engagement by neighbourhood police teams. The research questions examine how a toolkit was created and implemented by PCSOs to design socially innovative interventions. It also explores the mechanisms at work in the toolkit and how it can be improved. The investigation does not aim to evaluate social impacts or police effectiveness, but rather take a retrospective critical realist view of the social innovation in action.
Intensive Engagement in Gloucestershire initial meeting April 2018Tim Curtis
This document discusses implementing intensive engagement in neighbourhood policing. It notes issues like fragmented communities, austerity cuts, and the need for early intervention and integrated working. The Gloucestershire Police and Crime Plan prioritizes preventing crime, partnership working, and a preventative approach. Intensive engagement is described as a capacity building model that generates community participation, targets solutions to locally identified problems, and emphasizes early intervention and integration. It involves evidence-based capacity building, implementation, and coaching teams through an 8-step process to clarify issues, identify community assets, stakeholders, develop rich pictures of problems and solutions, agree interventions and evaluate outcomes. Reasons intensive engagement may be effective include developing an in-depth understanding of issues, full application of interventions
SEPB Conference 2018 evidence based discoveries that change the way you policeTim Curtis
The document discusses the Locally Identified Solutions and Practices (LISP) toolkit, which is an 8-step process for intensive community engagement used by police in the UK. It was created to address issues with previous community engagement strategies that failed to represent all community groups. The document outlines the LISP methodology, relevant evidence from community policing, and mechanisms through which LISP aims to create social innovation and improve police-community relationships. It also provides analysis of a case study where LISP was implemented to identify strengths and weaknesses in how the approach was carried out.
SSC382 2.3 class3 models of community intervention partbChris Elford
This document discusses multi-modal and asset-based approaches to community intervention. It outlines cultural shifts toward interdependence and pluralism. It also discusses common focuses of these approaches, including understanding individuals' unique experiences and strengths. The document challenges moving from an individualistic to a collectivist approach. It advocates using multiple approaches depending on the situation, including locality development, social planning, and social action. It outlines five steps for whole community mobilization based on mapping and leveraging local assets and building relationships. The last step involves leveraging outside resources to support locally-driven development.
The Public Achievement Model As a Useful Tool to Foster Community/University ...Iowa Campus Compact
The document summarizes Donald Mowry's presentation on using the Public Achievement model to foster civic engagement. It discusses challenges like "wicked problems", lack of political will, and declining civic problem-solving skills. The Public Achievement model teaches citizens how to do "public work" through skills like interviews, mapping power/interests, and creating civic action teams. It has led to successes in Eau Claire like supporting a homeless shelter. Challenges include limited funding and citizens' diminished civic skills. The presentation promotes using civic engagement strategies like Clear Vision to empower citizens to work on community issues.
Presentation by Liz Coll (Consumer Focus) and Tim Hughes (Involve) of research into participation and active citizenship:
'Hands up and hands on', by Consumer Focus and
'Pathways through participation', by NCVO, IVR and Involve.
This document provides strategies for overcoming barriers to community engagement for Habitat for Humanity affiliates. It identifies common barriers such as perceptions, people, and processes. Solutions discussed include educating communities, being transparent and consistent, listening to cultural gatekeepers, and conducting asset mapping. Tips are provided for starting the engagement process, recruiting community members, and creating buy-in through resident-led priorities and projects. The document aims to help affiliates better understand their communities and overcome challenges to community engagement.
The document provides guidance for Lions clubs on conducting a community needs assessment. It discusses identifying stakeholders, choosing an appropriate methodology like interviews, focus groups or surveys, identifying specific community needs, and planning activities to address those needs. Methodologies can include talking to key informants, reviewing existing information, observing an area, and mapping locations. The document also provides an example of how a Lions club identified stakeholders like a high school and drug treatment center, chose methodologies, determined local issues like limited drug awareness, and planned activities like a LionsQuest curriculum to address identified needs.
This document provides an overview of a training on community engagement for West Yorkshire Police. The aims of the training are to raise awareness of the key role community engagement plays in policing, describe intensive engagement principles and how they are applied, discuss opportunities and challenges, and explore practical next steps. Learning outcomes include describing the definition of engagement, understanding its importance, how it can reduce demand, and applying principles operationally. The training covers why community engagement is useful for tackling criminality and disorder, scenarios to explore effective engagement challenges, and preparing for post-training tasks. It emphasizes the importance of community engagement in the future vision of policing.
This document provides an overview of a training on community engagement for West Yorkshire Police. It aims to raise awareness of the key role community engagement plays in neighbourhood policing, describe intensive engagement principles and how they are applied, discuss opportunities and challenges, and explore practical next steps. The training covers why community engagement is useful for tackling criminality and reducing demand on police. It defines community engagement, outlines the purpose of neighbourhood policing, and discusses principles like the Peelian Principles. The training explores making community engagement effective through scenarios and criteria. It emphasizes that everyday activity contributes to strategic community engagement.
Stakeholder engagement for infrastructure projects webinar
Friday 27 March 2020
presented by:
Kenn Dolan
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/stakeholder-engagement-for-infrastructure-projects-webinar/
A summary of the University of Northampton Participatory Action Research project, Locally Identified Solutions and Practices in intensive engagement in Policing, with Northamptonshire Police
The document discusses building a successful organizational social media program. It outlines seven essential elements: an executive champion, clear lines of authority, a social media evangelist, sensible metrics and measurement, partnership with legal, a solid social media policy, and employee education and training. It emphasizes the importance of having clarity on social media roles and responsibilities within the organization to avoid inconsistencies and conflicts. It also stresses measuring social media success based on defined goals and engagement rather than just reach and numbers.
The document provides guidance on building a successful organizational social media program. It recommends establishing an executive champion, clear lines of authority, a social media evangelist, metrics and measurement, partnership with legal, social media policies, and employee education. It stresses the importance of defining goals, selecting the right measurement tools, and growing engagement. It also offers tips for working with influencers, handling social media crises, and publishing guidance in a book.
Help to understand why need a stakeholder analysis, Contains Stakeholder Definition, Theory , mapping, Types, application, example through graphical presentation
Step Seven of the Accountability in Action training kit.
In this step we learn about evidence-based advocacy. We will learn how to develop an advocacy strategy and consider who you should make your case to and how to communicate it.
4 Roles, Functions and Competencies of Social Workers.pptxFrancisNinoLariza
The document discusses the roles, functions, and competencies of social workers. It describes social workers as enablers who help clients find solutions to problems. Their main roles include case management, direct practice, and advocacy and policy building. Key functions of social workers are consultancy, resource management, and education. They aim to enhance social functioning, link clients to resources, improve social services, and promote social justice. Important competencies include critical thinking, relationship building, empowerment, communication, cultural competence, and computer/research skills.
In this video we talk about what US is and how to gather information to make a good one with the help of two case studies.
You can find the video that goes with this here https://www.youtube.com/watch?v=nK9LHXa8x7A
FDN018 01 Exploring professional sectors TCTim Curtis
This document outlines an introductory professional development session that explores career options and professional sectors. The session introduces the concept of professional sectors and has students identify sectors related to their degree program and interests. Students complete career personality assessments, research potential career paths, and find a video about a prospective job. The goal is for students to develop a realistic understanding of their career options and pathways.
1) The document outlines a planning challenge where a team must arrange transportation for all members to arrive at the Arc de Triomphe in Paris by 6am the next morning from their various homes using public transit and limited taxis or bicycles.
2) It then discusses steps for conducting research interviews and a survey about student food poverty for a class project. This includes contracting with interview subjects, developing interview questions, and planning to collect survey responses and conduct practice interviews with classmates.
3) The document provides guidance on interviewing best practices and emphasizes the importance of care, consent, and follow-up for interview subjects. It also discusses working collaboratively in groups to plan collecting surveys and practicing interviews for their research
This document discusses the approach of "Intensive Engagement" in neighbourhood policing. It provides context on past issues with community engagement in policing. It then outlines the 8 step process of Intensive Engagement, which involves in-depth understanding of community issues, forming a working group, and jointly developing and implementing solutions. The document notes challenges in evaluating Intensive Engagement but argues it facilitates better interventions by fully involving communities. Realist evaluation concepts are also introduced to understand how features of Intensive Engagement can lead to improved outcomes in different community contexts.
Social innovation in neighbourhood policing colloquium sept 2017Tim Curtis
This document provides an overview of a research project investigating social innovation in neighbourhood policing using soft systems methodology and critical realism. It describes the context of limited community engagement by neighbourhood police teams. The research questions examine how a toolkit was created and implemented by PCSOs to design socially innovative interventions. It also explores the mechanisms at work in the toolkit and how it can be improved. The investigation does not aim to evaluate social impacts or police effectiveness, but rather take a retrospective critical realist view of the social innovation in action.
Intensive Engagement in Gloucestershire initial meeting April 2018Tim Curtis
This document discusses implementing intensive engagement in neighbourhood policing. It notes issues like fragmented communities, austerity cuts, and the need for early intervention and integrated working. The Gloucestershire Police and Crime Plan prioritizes preventing crime, partnership working, and a preventative approach. Intensive engagement is described as a capacity building model that generates community participation, targets solutions to locally identified problems, and emphasizes early intervention and integration. It involves evidence-based capacity building, implementation, and coaching teams through an 8-step process to clarify issues, identify community assets, stakeholders, develop rich pictures of problems and solutions, agree interventions and evaluate outcomes. Reasons intensive engagement may be effective include developing an in-depth understanding of issues, full application of interventions
SEPB Conference 2018 evidence based discoveries that change the way you policeTim Curtis
The document discusses the Locally Identified Solutions and Practices (LISP) toolkit, which is an 8-step process for intensive community engagement used by police in the UK. It was created to address issues with previous community engagement strategies that failed to represent all community groups. The document outlines the LISP methodology, relevant evidence from community policing, and mechanisms through which LISP aims to create social innovation and improve police-community relationships. It also provides analysis of a case study where LISP was implemented to identify strengths and weaknesses in how the approach was carried out.
SSC382 2.3 class3 models of community intervention partbChris Elford
This document discusses multi-modal and asset-based approaches to community intervention. It outlines cultural shifts toward interdependence and pluralism. It also discusses common focuses of these approaches, including understanding individuals' unique experiences and strengths. The document challenges moving from an individualistic to a collectivist approach. It advocates using multiple approaches depending on the situation, including locality development, social planning, and social action. It outlines five steps for whole community mobilization based on mapping and leveraging local assets and building relationships. The last step involves leveraging outside resources to support locally-driven development.
The Public Achievement Model As a Useful Tool to Foster Community/University ...Iowa Campus Compact
The document summarizes Donald Mowry's presentation on using the Public Achievement model to foster civic engagement. It discusses challenges like "wicked problems", lack of political will, and declining civic problem-solving skills. The Public Achievement model teaches citizens how to do "public work" through skills like interviews, mapping power/interests, and creating civic action teams. It has led to successes in Eau Claire like supporting a homeless shelter. Challenges include limited funding and citizens' diminished civic skills. The presentation promotes using civic engagement strategies like Clear Vision to empower citizens to work on community issues.
Presentation by Liz Coll (Consumer Focus) and Tim Hughes (Involve) of research into participation and active citizenship:
'Hands up and hands on', by Consumer Focus and
'Pathways through participation', by NCVO, IVR and Involve.
This document provides strategies for overcoming barriers to community engagement for Habitat for Humanity affiliates. It identifies common barriers such as perceptions, people, and processes. Solutions discussed include educating communities, being transparent and consistent, listening to cultural gatekeepers, and conducting asset mapping. Tips are provided for starting the engagement process, recruiting community members, and creating buy-in through resident-led priorities and projects. The document aims to help affiliates better understand their communities and overcome challenges to community engagement.
The document provides guidance for Lions clubs on conducting a community needs assessment. It discusses identifying stakeholders, choosing an appropriate methodology like interviews, focus groups or surveys, identifying specific community needs, and planning activities to address those needs. Methodologies can include talking to key informants, reviewing existing information, observing an area, and mapping locations. The document also provides an example of how a Lions club identified stakeholders like a high school and drug treatment center, chose methodologies, determined local issues like limited drug awareness, and planned activities like a LionsQuest curriculum to address identified needs.
This document provides an overview of a training on community engagement for West Yorkshire Police. The aims of the training are to raise awareness of the key role community engagement plays in policing, describe intensive engagement principles and how they are applied, discuss opportunities and challenges, and explore practical next steps. Learning outcomes include describing the definition of engagement, understanding its importance, how it can reduce demand, and applying principles operationally. The training covers why community engagement is useful for tackling criminality and disorder, scenarios to explore effective engagement challenges, and preparing for post-training tasks. It emphasizes the importance of community engagement in the future vision of policing.
This document provides an overview of a training on community engagement for West Yorkshire Police. It aims to raise awareness of the key role community engagement plays in neighbourhood policing, describe intensive engagement principles and how they are applied, discuss opportunities and challenges, and explore practical next steps. The training covers why community engagement is useful for tackling criminality and reducing demand on police. It defines community engagement, outlines the purpose of neighbourhood policing, and discusses principles like the Peelian Principles. The training explores making community engagement effective through scenarios and criteria. It emphasizes that everyday activity contributes to strategic community engagement.
Stakeholder engagement for infrastructure projects webinar
Friday 27 March 2020
presented by:
Kenn Dolan
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/stakeholder-engagement-for-infrastructure-projects-webinar/
A summary of the University of Northampton Participatory Action Research project, Locally Identified Solutions and Practices in intensive engagement in Policing, with Northamptonshire Police
The document discusses building a successful organizational social media program. It outlines seven essential elements: an executive champion, clear lines of authority, a social media evangelist, sensible metrics and measurement, partnership with legal, a solid social media policy, and employee education and training. It emphasizes the importance of having clarity on social media roles and responsibilities within the organization to avoid inconsistencies and conflicts. It also stresses measuring social media success based on defined goals and engagement rather than just reach and numbers.
The document provides guidance on building a successful organizational social media program. It recommends establishing an executive champion, clear lines of authority, a social media evangelist, metrics and measurement, partnership with legal, social media policies, and employee education. It stresses the importance of defining goals, selecting the right measurement tools, and growing engagement. It also offers tips for working with influencers, handling social media crises, and publishing guidance in a book.
Help to understand why need a stakeholder analysis, Contains Stakeholder Definition, Theory , mapping, Types, application, example through graphical presentation
Step Seven of the Accountability in Action training kit.
In this step we learn about evidence-based advocacy. We will learn how to develop an advocacy strategy and consider who you should make your case to and how to communicate it.
4 Roles, Functions and Competencies of Social Workers.pptxFrancisNinoLariza
The document discusses the roles, functions, and competencies of social workers. It describes social workers as enablers who help clients find solutions to problems. Their main roles include case management, direct practice, and advocacy and policy building. Key functions of social workers are consultancy, resource management, and education. They aim to enhance social functioning, link clients to resources, improve social services, and promote social justice. Important competencies include critical thinking, relationship building, empowerment, communication, cultural competence, and computer/research skills.
In this video we talk about what US is and how to gather information to make a good one with the help of two case studies.
You can find the video that goes with this here https://www.youtube.com/watch?v=nK9LHXa8x7A
FDN018 01 Exploring professional sectors TCTim Curtis
This document outlines an introductory professional development session that explores career options and professional sectors. The session introduces the concept of professional sectors and has students identify sectors related to their degree program and interests. Students complete career personality assessments, research potential career paths, and find a video about a prospective job. The goal is for students to develop a realistic understanding of their career options and pathways.
1) The document outlines a planning challenge where a team must arrange transportation for all members to arrive at the Arc de Triomphe in Paris by 6am the next morning from their various homes using public transit and limited taxis or bicycles.
2) It then discusses steps for conducting research interviews and a survey about student food poverty for a class project. This includes contracting with interview subjects, developing interview questions, and planning to collect survey responses and conduct practice interviews with classmates.
3) The document provides guidance on interviewing best practices and emphasizes the importance of care, consent, and follow-up for interview subjects. It also discusses working collaboratively in groups to plan collecting surveys and practicing interviews for their research
This document provides a systems thinking approach to developing a working definition of student food poverty. It defines student food poverty as dysfunctions (e.g. financial, skills, insecurity) within the system of student food provision. This system aims to keep students fit and healthy and involves shops, supermarkets, fast food outlets, and delivery services. The purpose is to improve educational outcomes by involving students, parents, caterers, and shopkeepers in processes like buying, preparing, and cooking food within boundaries of campus, halls, student housing, and home. This working definition considers student food poverty in a complex systems context rather than isolated factors.
The document provides a working definition of student food poverty from a systems thinking perspective. It defines student food poverty as dysfunctions (such as financial issues, lack of skills or security) within the system of student food provision. This system aims to keep students fit and healthy through parts like shops, supermarkets and fast food outlets. The outcomes should be improving educational attainment by involving people like friends, parents and caterers through processes of buying, cooking and preparing food, within boundaries like campus, halls or student housing. The working definition is complex but aims to provide a thorough and useful framing of student food poverty as a systems issue.
This document provides an introduction and overview to the FDN016 module on social problem solving. It outlines the structure and expectations of the module. Students will investigate the social problem of "student food poverty" through 5 phases: identifying the problem, planning an investigation, collecting evidence, analyzing the evidence, and proposing a solution. Assessment will include journals documenting the investigation and a presentation. The tutor, Tim Curtis, is introduced and contact details are provided. Overall, the module will guide students through exploring an undefined social issue using a structured problem-solving process.
Final week rich pictures social venture canvasTim Curtis
This document provides an overview and recap of the key concepts covered in the FDN016 Last Class module, including systems thinking, tackling supercomplex problems, the hidden rules of university, and Changemaker skills. It discusses using rich pictures and systems diagrams to demonstrate the complexity of a problem situation and the relationships between key root causes and factors. Examples of good, less detailed, and more advanced systems diagrams are shown. The document then introduces the Social Venture Canvas as a tool to develop ideas and solutions. It provides examples of Northampton students who have used this tool before closing with reminders about module deadlines and evaluations.
Fdn016 term 2 week 6 systems thinking to solutionsTim Curtis
This document discusses systems thinking and mapping. It encourages watching a film on systems thinking while drawing a systems thinking diagram to engage in active learning. Systems thinking allows us to map all aspects of a problem situation without oversimplifying, and identify root causes versus symptoms. An example systems map is provided related to student food poverty based on literature reviews, surveys, interviews and observations. Participants are instructed to map out everything they know about student food poverty using these sources and techniques, drawing and redrawing diagrams to separate root causes from symptoms. Interventions can then be identified to address dysfunctions.
Fdn016 term 2 week 6 systems thinking to solutionsTim Curtis
Systems thinking allows mapping all aspects of a problem without oversimplifying to develop a rich understanding. This includes identifying the differences between surface symptoms and underlying root causes. The document discusses using systems thinking and mapping to thoroughly understand the current state of knowledge regarding overuse of bottled water due to anxiety about tap water quality and perceptions of bottled water being purer. It also outlines initial plans to address this through a tap water versus bottled water taste test competition on campus involving student pledges.
Fdn016 term 2 week 4 interview analysis finalTim Curtis
This document discusses analysing text data in qualitative research. It provides information on computer assisted qualitative data analysis software (CAQDAS), grounded theory, coding text data, and lessons learned from analysing interview responses about preferences for drinking bottled water versus tap water. Key points include the importance of cleaning and preparing text data before coding, identifying concepts and ideas through first and second level coding, observing the progression of ideas in the text, and noticing that students are anxious about tap water cleanliness and unaware of drinking water standards.
This document provides instructions for coding qualitative text data using grounded theory. It discusses conducting first and second level coding to identify key ideas and concepts across a text. Students are asked to code interview transcripts about time and breakfast, looking for quotes related to the idea of 'time'. They are also asked to code quotes about water from the interviews by coloring similar ideas. The homework assigns analyzing responses to one interview question from multiple students to identify common themes and outliers.
This document provides instructions for analyzing text related to time and meals from student interviews. It directs students to:
1. Code all interview text related to 'time' and breakfast.
2. Compare coding with other students and collect all time-related quotes.
3. Note observations about what the qualitative data suggests and what does not fit.
It then provides sections of text from interviews to code related to time and meals, and water preferences to also code. Homework involves analyzing responses to one interview question from 10-15 students.
This document provides an overview of a data analysis exercise for students. It includes objectives of introducing basic data analysis skills without proving conclusions, ensuring statistically significant sample sizes, and using basic spreadsheet functions and statistical tests. It then outlines plans to analyze previously collected student food survey data using Excel functions like median, mode, average, and count to make observations about the full population. Questions are provided to guide analysis, including whether results are representative and data is reliable. Comparisons will be made between halls students and home students, and first and second year students.
This document outlines the schedule and activities for Term 2 Weeks 1 and 2 of a course. It includes recapping and introducing complex systems analysis. Students are asked to complete a project recap checklist, identify personal risks to managing their work, and do surveys and interviews. Rich picture mapping exercises are described as a way to represent problems holistically using nodes, links, boundaries, and perspectives. Students map out the system of making toast and identify potential interventions. Comparing individual and composite rich pictures can incorporate different experiences and perspectives.
Fdn016 week 9 interview design & test #2Tim Curtis
This document outlines an activity where students will practice interviewing skills by interviewing a classmate roleplaying as an 18-year old student experiencing food poverty.
The class will be divided into groups to interview the student, with each group designing 3 questions. They will practice contracting into and out of the interview, asking follow up questions, and recording the interview.
Afterwards, the whole class will discuss which interview questions worked well and propose 3 common questions for future interviews on this topic across all classes. The goals are to learn interviewing best practices like caring for the interviewee and obtaining informed consent.
Fdn016 week 4 & 5 defining food poverty 2019Tim Curtis
This document provides an overview of course content for FDN016 Weeks 4-5. It discusses defining student food poverty and signing into a Google register. It introduces systems thinking concepts like root definitions, hard and soft systems, and developing a working definition of student food poverty from a systems perspective. Students are asked to find definitions of student food poverty from different sources and compare them. They then create their own definition or express it using systems terminology involving parts, boundaries, processes and people. The document emphasizes applying soft systems methodology to conceptualize the student food system and its purpose, outcomes, and dysfunctions related to food poverty.
Fdn016 week 9 interview design & test #2Tim Curtis
The document outlines instructions for a class activity where students will conduct a mock interview. Students have one hour to self-organize into groups and design 3 semi-structured interview questions to ask an 18-year old student character about student food poverty. Two students will interview the character for up to 5 minutes while audio recording. In the second hour, the class will discuss which questions worked well and propose 3 common questions for a wider investigation.
This document provides guidance and instructions for students regarding a survey design project. It discusses:
1. Completing the first draft of Journal B tasks by the end of the year.
2. Designing a 3-5 question survey in small groups, testing it on another group, and analyzing the results to learn from the experience.
3. Collecting both quantitative and qualitative data through surveys and interviews to understand the experiences of students regarding "food poverty" from a range of perspectives.
This document provides an overview of the tasks and schedule for students in the FDN016 module over the next 4 weeks. It includes:
1) A planning challenge activity where students must arrange transport for a 6am trip from their homes to Luton airport.
2) A reminder of upcoming tasks like designing surveys, interviews, and empathy maps.
3) A suggestion to "projectise" one's life by scheduling studies, work, home responsibilities, and social activities to fit within 100 hours per week using a provided spreadsheet planning tool.
4) Instructions for the Journal B Task B5 activity which involves using the planning tool to schedule expectations for all home degree modules along with FDN016 over
FDN016 Defining food poverty 2019 final versionTim Curtis
This document provides an overview of course content for FDN016 Weeks 4-5. It discusses defining student food poverty and signing into a Google register. It introduces systems thinking concepts like root definitions, hard and soft systems, and developing a working definition of student food poverty from a systems perspective. Students are asked to find definitions of student food poverty from different sources and compare them. They then create their own definition or express it using systems terminology involving parts, boundaries, processes and people. The document emphasizes applying soft systems methodology to conceptualize the student food system and its purpose, outcomes, and dysfunctions related to food poverty.
FDN016 Week 4 and 5 defining food poverty 2019Tim Curtis
This document discusses student food poverty and soft systems methodology. It begins with a discussion of how Google search results can be biased and how the system NELSON aims to provide neutral searches. It then prompts the reader to develop a working definition of "student food poverty" and considers it an "unknown problem situation." It introduces concepts from soft systems methodology like root definitions, cognitive blind spots, and managing "messes" rather than solving problems. The document provides guidance on developing a root definition and modeling a purposeful system using parts, boundaries, processes and people. It includes an activity to find definitions of food poverty from different sources and compare them. Finally, it prompts developing a model of a functioning "student food system" at a
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
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3. The context
• “engagement and consultation with their
communities was predominately focused on
public meetings, local priorities were based on
the concerns of a small and unrepresentative part
of the community, and some hard-to-reach
groups in these areas reported that
neighbourhood teams did not engage with them”
• Myhill, A (2006/12) Community engagement in
Policing; Lessons from the literature. National
Policing Improvement Agency
3
4. Neighbourhood policing is a ‘complex problem’
• Recognised by policy makers, the PCC and Chief Constable
• A category of problems that are ‘resistant’ to the National
Decision Model approach
• Can’t agree on what the problem is, let alone what the
solutions should be
• Cannot be solved by projects, committees or joint working
by professionals
• Needs to be co-produced ‘with’ communities rather than
solved by experts ‘on behalf’ of communities
• The police cannot own the solution but can organise the
community
• Requires ‘Intensive Engagement’ with communities to
understand the problem better
Ackoff, Russell, "Systems, Messes, and Interactive Planning" Portions of
Chapters I and 2 of Redesigning the Future. New York/London: Wiley, 1974.
5. Problems with current approach
• Police only see a part of the problem
• Other agencies and the residents are seen as a
problem, rather than part of the solution
• The Police like to solve problems
• The Police can’t solve all of the problems that
influence their performance
• The Police spends a lot of resource on repeats
of ASB and SAC
5
7. Early days- SARA
• Scanning - spotting problems using knowledge,
basic data and electronic maps;
• Analysis - using hunches and IT to dig deeper into
problems’ characteristics and causes;
• Response - working with the community, where
necessary and possible, to devise a solution; and
• Assessment - looking back to see if the solution
worked and what lessons can be learned
7
12. Challenges
• How to DO problem-oriented policing better
• How to integrate it into the police systems and
methodologies
• Shifting from a “strategy that could only be applied
short-term, in certain circumstances and to deal with
particular issues.” to
• Normal business
• Have clear lines of responsibility & accountability in
and outside Police through a (shared) agreement – LISP
• Shift from ‘problems’ to ‘solutions & practices’
12
14. An 8 step process
14
Intensive Engagement- Locally Identified Solutions and Practices (LISP)- 8 step toolkit
LISP step 1 Clarify the justification for commencing Intensive Engagement -scan what is known about the neighbourhood. What does
crime and other data tell us? What are the issues identified? What is the evidence for this? Is there an evidence base for
adopting as a location?
LISP step 2 What community assets already exist in the location? What networks and associations are there? What are the
vulnerabilities are in the area? (what makes this area already mostly successful?)
LISP step 3 Who shares the problem? Stakeholders & networks Identify who are directly involved in this issue? (individuals, agencies,
businesses, residents etc). How are all people/ agencies involved associated?
LISP step 4 Develop Problem Rich Pictures – Engage with community members to establish how all stakeholders see the problem?
Where do the issues arise? What parts of the neighbourhood are successful? Map the results
LISP step 5 Form a working group made up of stakeholders who are engaged and able to make changes
LISP step 6 Develop Solution Rich Pictures –Engage the working group to identify what the solutions look like from the stakeholders
perspective? How can they be achieved? What would the neighbourhood look like if all the issues were solved?
LISP step 7 Agree Interventions & Evaluation (Who is doing what, when, how, by when, what does success look like?)
LISP step 8 Establish escalation processes with stakeholders, authorities and agencies- what will make the interventions fails? What are
you going to do about it to prevent that happening? Who will you need to approach to unblock barriers to progress?
15.
16. Benefits for communities
• Solutions focussed not problem- oriented
• Gathering different perspectives from all types
of citizen
• Helping citizens to see that different people
see problems differently
• Focusses on capabilities and assets, not deficit
and blame
• Allows (hard to hear) residents to speak on
their own terms
16
17. Benefits for the police
• Demonstrates and legitimates what you
already do
• Creates an evidence base for you to influence
behaviour & police strategy/resourcing
• A clear basis of action in partnership with
other statutory agencies
• Doesn’t require ‘resources’ or funding
• Can be done ‘on the fly’
17
18. TASK 1: RAPID APPRAISAL
first engagement with a neighbourhood
‘good enough’ data
informal engagement
18
Time for the walkabout
19. Contexts and methods
• Visibility & Street walking
• Reassurance visist
• Victim support
• Community meetings
• Get the residents
– talking to you
– explaining what they see ‘I’m not sure I understand fully,
can you draw that?’
– doing rich pictures
– remember grass roots, not ‘tips’
19
20. Essential distinction
• ‘Grass-tips’ - usual suspects/’professional’
community activists
– Consultees are only partly connected to their
community and not well informed about
community politics, (or not demonstrated) or
• ‘Grass-roots’- unusual suspects
– Consultees are not well informed about the
interests of the organisation consulting
– Or might be ambivalent about the Police
20
Make a list of people you know in each category
21. WALKABOUT
• Be as observant as possible- people, places
and processes
• Ask questions of your guide- what is going on?
• You will be expected to recall your
observations
• You will be looking for non-police problems
• And identify solutions
21
30. EXERCISE: On the flipchart paper in
front of you, draw a picture of
‘what you saw’
30
31. TASK 2: DEVELOP NETWORKS
getting to the grassroots
finding capable & connected people
31
32. Social Capital- networks
• How many
acquaintances does
an individual have?
• Who knows who?
• How do they solve
problems?
• Who do they go to
get problems
solved?
Rough Guide to Social Capital: How do you get a problem solved with no money?32
33.
34. EXERCISE: draw over your original
rich picture, the people that you
would expect to find in this locality
34
35. TASK 3: ASSETS AND CAPABILITIES
DOES YOUR RP LOOK A BIT THIS?.........
addressing the deficit model
35
36.
37. Traditional development vs ABCD
• Needs, deficiencies,
problems
• Negative mental map
• Client mentality
• Resources go to social
service agencies
• Undermines local
leadership
• Dependency
• Separates community
• Outside in
• Capacities, assets,
dreams, strengths
• Optimistic mental map
• Citizen participation
• Minimizes bureaucracy,
resources to community
• Builds local leadership and
confidence
• Empowerment
• Builds connections
• Inside out
37
Discovering Community Power: A Guide to Mobilizing Local Assets and Your Organization’s Capacity
by John P. Kretzmann and John L. McKnight, with Sarah Dobrowolski and Deborah Puntenney (2005).
39. A B C D Processes
• Map of community’s assets
– Rich picture format
• Individuals mobilize, contribute gifts, talents
• Internal connections
– Develop a vision, “common good”
– Define and solve problems
– Multiple pathways for leadership
• External connections
– Reinforce internal strengths
– Appropriate to community’s vision
• It is a guide for relationship building, not just data.
• Knowing others in your community that have similar
interests allows groups to gather for a common cause
39
40.
41. TASK 4: ANALYSE COMPLEX ISSUES
avoiding jumping to solutions
understanding the problem better
solving the right problems
41
46. 46
What we need is to understand how different stakeholders ‘see’ the problem in the first
place and appreciate how they go about problem solving
47. Chapter 1 of Dialogue Mapping: Building Shared Understanding
of Wicked Problems, by Jeff Conklin, Ph.D., Wiley,
October 2006.
47
“Some problems are so complex that you
have to be highly intelligent and well
informed just to be undecided about
them.”
Lawrence J Peter
48. Wicked Problems
• The solution depends on how the problem is framed and vice-
versa (i.e., the problem definition depends on the solution)
• Stakeholders have radically different world views and different
frames for understanding the problem.
• The constraints that the problem is subject to and the
resources needed to solve it change over time.
• The problem is never solved definitively.
• You don’t have the right to get it wrong
48
49. Avoid taming the problem
• Simplistic causes “it’s all because…..”
• Tackle a small part of the real problem
• End of a project means the problem has been
‘fixed’
• Solution is definitely right or wrong.
• Problem is just like one that we have seen
before.
• Solutions can be tried and abandoned.
49
50. ENRICHING OUR PERSPECTIVES
use ‘rich pictures’ (RP) to understanding different worldviews
use RP as an engagement tool
use RP as a problem analysis tool
50
This is NOT the only community engagement method
It is my favourite
It works for me most of the time
I teach it to my students
51. 51
Metaphorical language is superior to literal language because it captures experience
and emotions better and because it can communicate meaning in complex, ambiguous
situations where literal language is inadequate (Palmer & Dunford, 1996 p. 694).
52. What to put in a rich picture
• People, places, processes, perspectives
– Structure, e.g.
• departmental or organisation boundaries,
• geographical considerations,
• people and institutions.
– Process - activities, information or material flows.
– Climate - the relationship between structure and
process, and any associated problems.
– ‘Soft facts’ - concerns, conflicts, views.
– Environment - external interested bodies, factors
affecting the organisation.
52
53. Hints and tips
• Start with a person in the middle
• Think about ‘boundaries’
– The limits of your ‘system of interest’
– External factors: that affect your system, but is not
affected by changes inside your system
• Think geographically
– map emotions and reactions in specific locations
– map known data on the same RP
53
56. TASK 5: IDENTIFY SOLUTIONS &
PRACTICES
behaviours and practices as well as projects
56
57. What does success look like?
• For you?
• For the victims?
• For the perpetrators?
• For the other stakeholders?
57
58. Getting agreement
58
SOLUTIONS – One off events, projects or facilities
What? Why? (What
is the intend
effect?)
With whom? How? By when? Measures of
success
PRACTICES – ongoing behaviours or activities to sustain success
What? Why? (What
is the intend
effect?)
With whom? How? By when? Measures of
success
59.
60. Evaluation & Escalation
• Evaluation
– What factors will indicate ongoing success?
• i.e. How many crime incidents are being prevented
– How are they to be measured?
• Escalation
– When, how or why should this LISP be escalated
up the Police for action at a higher level?
– When, how or why should this LISP be escalated
outside the working group for action?
60
83. 83
HO Group HO Classification
CountCrim
e
BURGLARY DWELLING ATTEMPTED BURGLARY IN A DWELLING 4
BURGLARY DWELLING BURGLARY IN A DWELLING 5
BURGLARY OTHER
BURGLARY IN A BUILDING (NOT
DWELLING)
1
CRIMINAL DAMAGE CRIM DAMAGE TO DWELLINGS 1
CRIMINAL DAMAGE CRIMINAL DAMAGE TO VEHS 6
OTHER OFFENCES ROWDY/INCONSIDERATE BEHAVIOUR 20
TOTAL 37
The results indicate the
amount of crime that
occurred over a two year
period. Nearly all those
burglaries occurred in the
last 6 months of 2013.
84. 84
Spencer Haven is a
geographical cluster of
Sheltered Housing, where
vulnerable people live.
This includes the elderly, hard
of hearing or deaf, people with
learning difficulties or mental
health problems.
Some of these residents are
house bound or suffer with
dementia/ Alzheimer’s.
Some of these have fallen
victim to those Burglaries.
85. 85
Their issues How we saw the problem
Putting the mind maps next to each other there were some clear similarities, which helped us to see how we
might be able to tackle not only the crime aspect that had hit the location, but some of the issues raised around
communication as well.
86. Before the multi agency work After
By cutting back the bushes trimming the tree’s provided better visibility,
a sense of belonging
87. After a consultation with the deaf community these cards were designed, and over
2000 have been distributed. From the same consultation training on dealing with the
Deaf, Autism and those with speak impediments, was requested to be included.
Training has since been provided on best practise on communication and
Understanding, which was provided by the charities themselves, in what is known as
PVP training.
88. To improve security each home was provided with some security
devises, which were provide by all stakeholders. Such as sticker,
leaflets, door and window alarms, door chains and mirrors, purse
bells, key safes, and better security front and rear doors, repaired
garden fencing and Smartwater. These measures were welcomed
as some had been victims more than once.
89. 89
Finally we are pushing to get the street lights back on, to
increase visibility which and act as a deterrent and improve
safety. By closing off a few unnecessary boundary
entrances would improve security and not leave the area
totally exposed as a rat run for anyone. With the majority of
residents in the SPENCER HAVEN being vulnerable and
often deemed as easy targets, a large number of reports of
stranger /strangers going round to their homes, often being
harassed, or pressured into having expensive, unnecessary
work carried out on their homes. Reports of being bullied
into buying something, or to hand over bank details for
direct debits by charities. These often left them feeling
distressed and confused. Residences were therefore
encouraged to display a “NO COLD CALLING” sticker. The
purpose of these sticker is to make “Cold calling doorstep
traders” aware that they were not welcome, and to remind
the householders to report them to the police and trading
standards. To help end the heartache and financial loss to
the victim caused by their unscrupulous behaviour towards
the elderly and vulnerable. Boundary “NO COLD
CALLING ZONE” signs were put up to remind traders
they would not be welcomed.
90. Crisis in NHP
• lack of clarity of thought and vocabulary at all levels may be leading to some
tokenistic and unproductive activity
• most of it would be better described as consultation than engagement or
participation.
• transfer of power and decision-making to citizens and communities has either not
been fully grasped, or is being resisted
• roles for citizens are passive or limited in scope
• “mission drift” of engagement resources is taking place.
• a vision of pleasing [is common], rather than involving, citizens
• facilitated and strengthened …[a} type of symbolic and tokenistic representation
[from easy-to-reach people].
• the police service has developed an ethos of customer service, in which people are
seen as consumers of a service
• ignoring the needs and opportunities of many people and other models are
needed to harness the participation of individuals who are not affiliated in any
conventional way
• lack of recognition of informal policing carried out by citizens and institutions in
the course of their daily lives
90
Simmonds, D. (2015) Why is the clutch slipping? Developing clarity, capacity and
culture for Citizen and Community Engagement.
91. Initial response
• PCSOs operating in complex (messy) social
environments
– Soft Systems Methodology specifically designed for this
• Police being measured on performance where
solutions owned by non-Police actors
– Community organising to get other working to deliver
Police outcomes
• Long tradition of expecting Police to solve everything
– Weekly ‘you said, we did’ closed loop cycle
– Required developing ‘self-efficacy’ in neighbourhoods
91
92. Principles
• Focussed, intensive and sustained dialogue with
refreshed community representatives, going beyond
the ‘usual suspects’
• Supporting the self-efficacy of the community to
contribute to safer communities
• Developing a dialogue rather the just informing and
reassuring
• Policing the boundaries of what is genuinely a policing
issue, and sharing the burden with other parties
• Providing a backdrop of intelligence and engaged
community support for operations, projects and other
reactive work
92
93. An 8 step process
93
Intensive Engagement- Locally Identified Solutions and Practices (LISP)- 8 step toolkit
LISP step 1 Clarify the justification for commencing Intensive Engagement -scan what is known about the neighbourhood. What does
crime and other data tell us? What are the issues identified? What is the evidence for this? Is there an evidence base for
adopting as a location?
LISP step 2 What community assets already exist in the location? What networks and associations are there? What are the
vulnerabilities are in the area? (what makes this area already mostly successful?)
LISP step 3 Who shares the problem? Stakeholders & networks Identify who are directly involved in this issue? (individuals, agencies,
businesses, residents etc). How are all people/ agencies involved associated?
LISP step 4 Develop Problem Rich Pictures – Engage with community members to establish how all stakeholders see the problem?
Where do the issues arise? What parts of the neighbourhood are successful? Map the results
LISP step 5 Form a working group made up of stakeholders who are engaged and able to make changes
LISP step 6 Develop Solution Rich Pictures –Engage the working group to identify what the solutions look like from the stakeholders
perspective? How can they be achieved? What would the neighbourhood look like if all the issues were solved?
LISP step 7 Agree Interventions & Evaluation (Who is doing what, when, how, by when, what does success look like?)
LISP step 8 Establish escalation processes with stakeholders, authorities and agencies- what will make the interventions fails? What are
you going to do about it to prevent that happening? Who will you need to approach to unblock barriers to progress?
94. 94
Principles of Quality LISPing
Good Poor
1. Breadth and depth of engagement
on a few localities
1. Large numbers of LISPS not focussed
on complex issues
2. Refreshed community contacts of
capable people
2. Usual suspects, professional
consultees, agency representatives
3. Engage and active contacts 3. Passive and dependent contacts
4. Evidence of co-solving of problems 4. Limited to informing and reassuring
5. Group based analysis of problems to
increase community ‘buy-in’
5. Solo ‘I know how to sort this’
process, telling people what to do
6. Challenging apathy and inactivity 6. Supporting status quo or getting
frustrated and moving too quickly
7. Sustained activity 7. Focus on projects and one-off
events
8. Developing teams of teams to affect
behaviour of hundreds of people
8. Delivering interventions to a few
tens of people
9. Clear escalation pathways 9. Inertia or barriers not addressed
10. Partner agencies held accountable 10. Police doing it all
95. 95
Different contexts = different neighbourhoods
Different outcomes = different success factors
Same process and same mechanisms every time
96. Contexts
96
C1 Vulnerable locality or area of significant multiple deprivation, and
C2 Long-term chronic crime patterns
C3 Complex, publicly contested crime types inc ASB, SAC
97. Mechanisms 1
97
No. Proposed Mechanism Features of LISP based Intensive Engagement
Neighbourhood Policing Evidence:
What works
M 1 In-depth understanding of people,
place and problems
In-depth investigation of the police crime problem in the context of
the other problems experienced in the locality
M2 Full and consistent application of
interventions
The training (and subsequent evaluation of the quality of LISP work),
and standard proforma
M3 Sufficient ‘dose’ of intensive
engagement with sufficient time
Success, i.e. depth of understanding of the problem and success of
the interventions is determined by the working group rather than
police timeframes
M4 Proactive contact Deliberate choices are made at the screening stage about the
importance of the locality to policing outcomes.
Process requires identification of all potential stakeholder groups,
including hard to reach.
M5 A group of residents Where community organisations appropriate to the problems don’t
exist, the LISP process creates the social capital and networks to allow
this to happen
M6 Joint problem solving Co-production of the problem analysis and solving stages is central
98. Mechanisms 2
98
What is promising
M7 Highly connected individuals The LISP working group is made up of ‘highly connected and
highly capable people’
M8 Support is won Working group members elicit a clearly understood self-interest
that underpins expected successes to secure and ‘win’ support
M9 Attuned to community dynamics The rich picturing processes develop a nuanced and empathetic
understanding of the community and the issues and tensions
within it.
M10 Tacit skills Training, with the aid of the publicly available handbook, briefings
to senior officers and a process of identifying the best
implementations of LISP and mentoring of officers ensure that
police skills are embedded and propagated across the force
M11 Not reliant on multi-agency delivery Where statutory partners are actively engaged, LISP provides a
clear and discrete method for limited involvement. Where
statutory agencies are not engaged, LISP provides a clear
evidence base for Police and community to hold statutory
agencies to account.
99. Mechanisms 3
99
Pawson’s Public Policy ‘Hidden’
Mechanisms
Mechanism Ingredients in LISP Intensive Engagement
M13 Recruit the stakeholders with care Looking for the most highly connected, capable, and
motivated: whose self-interest and motivation to contribute to
public safety is understood
M14 Create expectations of change Intensive Engagement is oriented towards collaboratively
deciding on what change is needed, to design Solutions &
Practices
M15 Demand effort from stakeholders The LISP approach is designed to flip the Police response from
‘what can we do?’ to ‘What solutions have you got?’ for the
Police.
M15 Offer encouragement and feedback The process is designed to recognise existing assets and
capabilities that the community, with the help of the Police, that
can be enhanced to support Police outcomes (Kretzmann and
McKnight, 1993)
M17 Build trust and resilience Long-term, locally based relationships are key to developing
mature LISP informed interventions
M18 Make accommodations for set-backs The embedding of the Motivational Interviewing ‘stages of
change model’ (Prochaska and DiClemente, 1994; Rollnick and
Miller, 1995; Miller and Rollnick, 2012) accounts for set-backs
within the process of engagement
M19 Explain the theory of change The theory of change for LISP is described as “collaboratively
designed solutions and co-produced practices are more robust
than short-term projects and limited engagement”
M20 Share execution and control of the
intervention
The whole LISP model is built on recruiting capable and
connected decision-makers and resources to the support of
Police outcomes, and an attempt to ‘loosen the reins’ of Police
controlled design and implementation
M21 Ensure onward external continuation The purpose of the community designing and delivering the
interventions that are unique to a locality is to ensure that the
Police have a ‘step-back and sustain’ (rather than an exit)
strategy freeing resource up to tackle other localities and
100. Mechanisms 4
100
Additional insights from
case study
Mechanism Ingredients in LISP Intensive Engagement
M22 Stable team Inspectors ought to be clear about the resource implications of choosing to undertake a LISP, in terms of long-
term commitment (against a backdrop of ‘weeks of action’ and three month long ‘operations’). Outcomes based
resource planning is required within LISPs rather than activity based.
Sergeants need to decide with Inspectors on the justification to LISP. The decision was made by the PCSOs to
undertake the LISP, but in this, the decision was aligned to the sergeants’ interests in managing the high profile
performance issues. This was sustained through a change of sergeant, but only after significant progress had been
made on the LISP process. The long-term stability of the PCSOs allowed significant connections to a marginalised
and hard-to-reach community to be made within the attention span of the senior officers.
M23 Responsibilisation This LISP hinged around a form of responsibilisation, a quid pro quo where the attention of the police shifted from
being visible through patrols to being the distributor of socially valuable goods- the smartwater etc. Rather than
this being devalued though being given away, the LISP established a ‘transaction value’ – being required to
complete the 6 points of action before receiving enhanced ‘attention’ through the distribution of freebies and
receiving funding from the PCC.
M24 A mix of ‘contingent’
interventions
The PCSO was clear that a number of different strategies, that could be introduced at different times, and with
drawn if they don’t work, would strengthen the initiative. The six point action plan developed in the Asian Gold
burglaries case is insufficient here, and over 20 different initiatives are used, including those that are existing
successful practices
M25 Perspective taking A cognitive shift required to think of all the different stakeholders in a given problem situation, and systematically
think through their interest and investment in the status quo in that context. The needs to be a deliberate attempt
to this, at the point of evaluating the potential stakeholder group. The interests (and perhaps importantly, the
self-interest) of the stakeholders need to be considered, as does the lived experience of those stakeholders
(empathy).
M26 Hidden community Attention should be paid to the less obvious communities of interest. Whilst there was a strong sense in which the
street drinking was being driven by transient workers and off-licenses exploiting the immediate situation, the more
powerful communities of interest were the estate agents, landlords and employers, whose interests in the features
of the problem situation were significant but invisible. When doing the scanning stage in the early part of the LISP
process, there needs to be a more specific attention given to the owners or operators of buildings and consider
them as a part of the community of interest
M27 Connecting communities The briefing in the LISP documentation regarding the stakeholders is to ask whether they can be connected to
together. This is too oblique. This case indicates strongly that vulnerability localities suffer from low bonding social
capital (especially when the residents are transient) and social cohesion is low. Bringing eastern European workers
together may be a part of the solution, but also bringing together business interests (who might not understand
their responsibility to a given neighbourhood) like landlord and employers of specific segments of the population
(bridging social capital). This requires much harder work bringing together and motivating stakeholders who might
consider their contribution to a neighbourhood to be even more minimal than the transient residents.
101. Outcomes
101
Code For whom Outcome
PO1 Police Performance. Reduced demand, lower crime rates, less enforcement activity
PO2 Effectiveness/Efficiency Reduced activity per outcome. Greater focus on prevention than
patrolling. Other statutory partners participating fully. Skills and assets levered from
community to support crime reduction
PO3 Improved legitimacy and/or confidence in policing
102. Most ‘active’ mechanisms
102
M7 Highly connected individuals The LISP working group is made up of highly connected and highly capable people,
M9 Attuned to community dynamics
The rich picturing processes develop a nuanced and empathetic understanding of the community
and the issues and tensions within it.
M10 Tacit skills
Training, with the aid of the publicly available handbook, briefings to senior officers and a process
of identifying the best implementations of LISP and mentoring of officers ensure that police skills
are embedded and propagated across the force
M14 Demand effort from stakeholders
The LISP approach is designed to flip the Police response from ‘what can we do?’ to ‘What
solutions have you got?’ for the Police.
M16 Build trust and resilience Long-term, locally based relationships are key to developing mature LISP informed interventions
103. ‘Least active’ mechanisms
103
M1
In-depth understanding of people,
place and problems
In-depth investigation of the police crime problem in the context of the other problems
experienced in the locality
M3
Sufficient ‘dose’ of intensive
engagement with sufficient time
Success, i.e. depth of understanding of the problem and success of the interventions is
determined by the working group rather than police timeframes
M17
Make accommodations for set-
backs
The embedding of the Motivational Interviewing ‘stages of change model’ (Prochaska and
DiClemente, 1994; Rollnick and Miller, 1995; Miller and Rollnick, 2012) accounts for set-backs
within the process of engagement
M18 Explain the theory of change
The theory of change for LISP is described as “collaboratively designed solutions and co-produced
practices are more robust than short-term projects and limited engagement”
M19
Share execution and control of the
intervention
The whole LISP model is built on recruiting capable and connected decision-makers and resources
to the support of Police outcomes, and an attempt to ‘loosen the reins’ of Police controlled design
and implementation
Ps, this does not mean that they are not relevant, just
more difficult to activate
104. Conclusions
• “The above analysis demonstrates that within the four
most active mechanisms operating in the LISP toolkit,
strong CMO configurations can readily be constructed
between the context of a ‘vulnerable locality’, and a
complex problem situation.
• This doesn’t mean that in all other types of areas (low
deprivation/high crime or low deprivation/low crime or
low deprivation/low crime) LISP doesn’t work, but, in
the terms mentioned above, less ‘pressure’ would be
necessary on different mechanisms.”
104
105. Conclusions
• “This study has demonstrated that the 27
mechanisms satisfactorily map from the
vulnerable locality contexts to the PEEL
policing outcomes, therefore LISP is an
effective new tool in the neighbourhood
policing toolkit for engaging with high risk
vulnerable neighbourhoods in an effective,
legitimate and confidence building manner.”
105