The role of individual potential and collective action in social innovation. Links and references in notes tab.

1. Making social innovation work
Day 2
Edward Gardiner

2. Day 2
09.30-10.00 Recap on Day 1
10.00-10.30 People power and social innovation
10.30-11.30 Realising creative potential
11.30-12.00 Break
12.00-13.00 Supporting collective action
13.00-14.00 Lunch
14.00-15.00 Activity: Theory of change
15.00-15.30 Feedback and discussion
15.30-16.30 Activity: Forming a collective

3. People power and social
action

4. Daily Express
“Taxpayers will be outraged that
someone who allowed himself to get
that fat is taking so little
responsibility and blaming others for
his failure to stop eating.”
- Matthew Sinclair, Director of the Tax
Payer’s Alliance

5. BBC News
“What we can’t have is the state
withdrawing treatment because it
disapproves of the ways people live.
They are still tax-paying citizens and
they deserve services.”
- Douglas Carswell, MP for Clacton

6. Who is responsible for keeping
me healthy (or safe, or happy)?

7. There is a gradient of how capable people are of
change. Not how willing they are to change, but
how individual, environmental and economic
factors are realised as a set of actions that lead to
better or worse health.

8. Top-down
⬇ State desired policy
outcomes
⬇ List behaviours needed to
achieve the outcomes
⬇ Breakdown each behaviour
into parts
⬇ Match parts to intervention types
Bottom-up
⬆ Test and refine what works
⬆ Design ideas with and for
the people involved
⬆ Understand why they
behave the way they do
⬆ Discover what people
really want and need

9. Image: Organizational Physics

10. Top down
House of Lords (2011)

11. Ban on smoking in public
• A smoking ban in England made it illegal to smoke
in all enclosed work places from July 2007.
• When questioned about the new legislation, the
ONS survey found 53% strongly agreed, 24%
agreed, 7% neither agreed nor disagreed, 11%
disagreed and 4% strongly disagreed.
• Led to a 42% drop in heart attacks due to reduced
passive smoking (Cochrane Review).
Institute for Government

12. Climate change act
• The 2008 act ensures that the net UK carbon
account for the year 2050 is at least 80% lower
than the 1990 baseline.
• An NGO campaign, political competition, a
reframing of climate change as an economic
issue, and an engaged political owner led to
action.
• Includes carbon targets, an independent
committee, a trading scheme and regular reports
on risks and programmes for adaptation.
Institute for Government

13. Bottom up
Alfredo Moser
CC-BY-SA/3.0 BY CMGLEE CC-BY-NC-SA/2.0 BY JOIMSON

14. Disobedient Objects
© JODI HILTON

15. Jose Alberto Gutierrez
© AFP

16. Where the lines blur
“If anything you do influences the way people choose, then
you are a choice architect… Choice architects must choose
something. You have to meddle. For example, you can't
design a neutral building. There is no such thing. A
building must have doors, elevators, restrooms. All of
these details influence choices people make.”
Richard Thaler & Cass Sunstein
Economist & Lawyer
Thaler & Sunstein (2008)

17. Trust Me I’m a Doctor, BBC2

18. Van Moof

19. New York Times (2012)

20. In whose interest?
1. How might we change behaviour?
2. How might we guide and support people
in making better decisions?
3. How might we help people help
themselves?

21. Realising creative potential

22. What is creativity?
According to social scientists…
The generation of ideas or solutions that are
both novel or original, and serve a purpose.
Everyone has creative potential.
Innovation is the implementation of creative
ideas.

23. Hunter et al. (2012)
Knowledge
Skills
Abilities
Other
Interactionist model
Creative
potential
Innovative output
Contextual moderators

24. Pop quiz
1. Is CMYK, black/white or RGB most appropriate
for full colour printing?
2. Is an enzyme a hormone, catalyst or antibody?
3. Is a declining village, commuter village or urban
village most likely to be found in the rural-urban
fringe?
4. In Pride and Prejudice, is Mrs Bennett’s mission to
be a good housewife, ensure all her daughters get
married or to educate her family?
5. Is calcium - carbonate, oxide or dihydrate the
main compound in limestone?
BBC GCSE Bitesize

25. Knowledge
“Everyone you will ever meet knows
something you don’t.”
Bill Nye (the Science Guy)
Science communicator

26. © NOBEL PRIZE / A MAHMOUD

27. The problems with experts
• Curse of knowledge: better informed people find it
incredibly hard to understand why others just don’t get
it. They are 'cursed' by the knowledge and struggle to
share it in a meaningful way.
• Halo effect: tendency of an observer’s impression of a
person in one area influences their opinion of that
person in another area.
• Overconfidence: when a person's subjective
confidence in his or her judgments is reliably greater
than the objective accuracy of those judgements,
especially when confidence is relatively high.

29. ZA’ATARI REFUGEE CAMP, JORDAN © LOUISE BLOOM

30. Skills
“Remember, people will judge you by your
actions not your intentions. You may have a
heart of gold but so does a hard-boiled egg.”
Maya Angelou
Poet, author, actress

32. Creative processing
1. Problem identification
2. Information gathering
3. Concept selection
4. Concept combination
5. Idea generation
6. Idea evaluation
7. Implementation planning
8. Monitoring
Mumford et al (1991)

33. Activity
List as many alternative uses for a shoe
as you can think of in three minutes.

34. Abilities
“Everybody is a genius. But if you judge a
fish by its ability to climb a tree, it will live
its whole life believing that it is stupid.”
Albert Einstein
Physicist

35. Alternative uses test
• Fluency: how many uses you can come up with.
• Originality: how uncommon those uses are (e.g.
“router restarter” is more uncommon than “holding
papers together”).
• Flexibility: how many areas your answers cover (e.g.
cufflinks and earrings are both accessories, aka one
area).
• Elaboration: level of detail in responses; “keeping
headphones from getting tangled up” would be worth
more than “bookmark”.
Guilford (1967), 99u.com

36. Abilities
• Divergent thinking (only one aspect)
• Cognitive ability (not a sufficient precursor)
• Analogical ability (limited support)
• Associational ability (limited support)

37. Activity
Write 20 statements starting with “I am…”

38. Types of response
Examples of the consensual variety are “student”, “girl”,
“husband”, “Baptist”, “from Chicago”, “pre-med”, “daughter”,
“oldest child”, “studying engineering”; that is, statements
referring to commonly defined statuses and classes.
Examples of the sub-consensual category are “happy”,
“bored”, “pretty good student”, “too heavy”, “good wife”,
“interesting”; that is, statements without positional
reference, or that require further clarification.
Kuhn & McPartland (1954)

39. Personality and motivation
“If we don’t stand for something, we’ll fall
for anything.”
Irene Dunne
Actress and singer

40. In general, “creative
people are more
open to new
experiences, less
conventional and
less conscientious,
more self-confident,
self-accepting,
driven, ambitious,
dominant, hostile,
and impulsive.”
Feist (1998)

41. Extrinsic
Contingent rewards, like
money paid to complete a
task.
Often only weak reinforcers
in the short term, and
negative reinforcers in the
long run.
Intrinsic
An individual's desire to
perform the task for its own
sake.
Tied to persistence needed
for novel, unique and
challenging work (e.g.
dealing with set backs).

42. Overjustification
Children randomized into three groups for a drawing
activity:
1. Received a certificate with a gold seal and ribbon.
2. Received same reward with no prior knowledge.
3. Reward neither expected nor received (control).
Same target drawing activity conducted 1-2 weeks
after sessions and subsequent intrinsic interest
measured by % of free time spent doing the activity.
A person's intrinsic interest in an activity may be
decreased by inducing him to engage in that activity
as an explicit means to some extrinsic goal.”
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973)
8.59%
16.73%
18.09%

43. Popular questions…
• Should a child be rewarded for passing an exam,
or paid to read a book?
• What impact do empowerment and monitoring
have on employees' morale and productivity?
• Does receiving help boost or hurt self-esteem?
• Why do incentives work well in some contexts, but
appear counterproductive in others?
• Why do people sometimes undermine the self-
confidence of others on whose effort and initiative
they depend?
Benabou & Tirole (2003)

44. Break

45. Hunter et al. (2012)
Knowledge
Skills
Abilities
Other
Interactionist model
Creative
potential
Innovative output
Contextual moderators

46. Social expectation
“To say Obama is progress is saying that he’s
the first black person that is qualified to be
president. That’s not black progress. That’s
white progress. There’s been black people
qualified to be president for hundreds of
years... The advantage that my children have
is that my children are encountering the nicest
white people that America has ever produced.”
Chris Rock
Comedian
Vulture.com

47. The self and others
• Identity is a person’s self-belief in the
characteristics that define who they are and
the groups they associate with. Influences
people’s intentions and motivation to act.
• Self-efficacy is a person’s self-belief in their
capacity to perform behaviours necessary to
achieve specific goals. Influences factors
such as level of effort, perseverance, and
resilience in the face of adversity or failure.
Murnieks & Mosakowski (2007), Bandura (1997)

48. vs
#Techinclusion15 conference (R)

49. Design to be inclusive
• There is no such thing as ‘hard to reach’.
• But designing programmes that explicitly
target under represented groups, e.g.
women, ethnic minorities or ex-offenders,
may further stigmatise their role.
Fletcher (2005)

50. Availability of resources

51. Mindful VC

52. Climate for creativity
• In a perfect market, there is no information failure
or time lags and knowledge is freely available to
everybody in the market.
• The physical and social environment in which
people live, work and learn, and the people and
institution with which they interact will influence
their flow of information.
• People in a creative climate may benefit from a
better flow of information about the resources
available and the opportunity to exchange in an
exchange, for example through advice from peers
and innovative leadership

53. Assemblestudio.co.uk

54. Hunter et al. (2012)
Knowledge
Skills
Abilities
Other
Interactionist model
Creative
potential
Innovative output
Contextual moderators

55. Collective action and
coordination

56. PA Consulting

57. Complex systems
• Dynamic network of interactions.
• Many interdependent components.
• Emergent properties.
• Small changes can cause large effects
(non-linear).
• Individual and collective behaviour adapt
to change.
• Positive and negative feedback loops.
Mingers & White (2010)

58. Collective action
No individual alone is responsible for the biggest
problems in society.
And no individual alone will solve them.
To solve the biggest problems in society, we need
to develop ways of helping people work effectively
together to achieve their own and common goals.
Kania & Kramer (2011)

59. What is coordination?
• Coordination: the process of managing
dependencies between activities.
• Collaboration: people work together (co-
labour) on a single shared goal.
• Cooperation: people perform together (co-
operate) on selfish yet common goals.
Malone & Crowston (1994)

60. Activity
Tomorrow you have to meet a stranger in
Querétaro. Where and when do you meet
them?
Adapted from Schelling (1960)

61. Game
Prisoner’s Dilemma
Adapted from Schelling (1960)

62. Prisoner’s dilemma
Prisoner 1
Confess Don’t confess
Prisoner 2
Confess 1, 1 10, 0
Don’t confess 0, 10 5, 5

63. Doping in sport
Athlete 1
Clean Dope
Athlete 2
Clean 5, 5 0, 10
Dope 10, 0 1, 1

64. Game
Stag Hunt

65. Stag hunt game
Two hunters must each decide whether to hunt a stag
together or hunt rabbits alone. Half a stag is better than a
brace of rabbits, but the stag will only be brought down with
a combined effort. Rabbits, on the other hand, can be
hunted by an individual without any trouble.
Rousseau (1987)

66. Stag hunt
Two Nash equilibria
Hunter 1
Stag Hare
Hunter 2
Stag 2, 2 0, 1
Hare 1, 0 1, 1

67. Party arrival
Person 1
On time Late
Person 2
On time 2, 2 0, 1
Late 1, 0 1, 1

68. Climate change
• USA and China account for 44% of world’s
carbon emissions.
• Emissions policies are costly.
• But protecting the environment is of
benefit to everyone.
• What strategy should each take?
The Atlantic

69. Climate change PD
(If no real threat to the environment)
USA
Cooperate Exploit
China
Cooperate 1, 1 1, 3
Exploit 3, 1 3, 3

70. Climate change SH
(Nearing collapse of the environment)
USA
Cooperate Exploit
China
Cooperate 2, 2 0, 1
Exploit 1, 0 1, 1

71. Components of coordination
• Goals: Identifying goals
• Activities: Mapping goals to activities (e.g.
goal decomposition)
• Actors: Selecting actors, assigning activities
to actors.
• Interdependencies: Managing
interdependencies
Malone (1990)

72. Financial wellbeing
Overarching problem: Financial wellbeing
Shared goal: Helping people make better decisions
when in debt
Activity: Service improvement
Retail bank Charity University
Goal
Improve
customer
experience
Improve
financial
outcomes
Investigate
decisions
under debt
Offer
Opportunity to
test digital
interventions
Problem
insights from
audience
Ideas and
decision
theories
Want
Problem
insights and
ideas
Financial and
practical
support
Data and route
to impact
Managing
dependencies
• Delivering services
at agreed rates.
• Exchanging data for
insights.
• Providing expert
advice and
guidance.

73. Healthy lifestyles
Managing
dependencies
• Donating time and
resources.
• Exchanging data for
insights.
• Providing expert
advice and
guidance.
Overarching problem: Healthy lifestyles
Shared goal: Create a health check service that
better meets the needs of residents
Activity: New product development
GP Surgery Tech agency Charity
Goal
Improve
service
efficiency
Develop novel
solutions
Alleviate
pressure on
state
Offer
Problem
insights from
delivery
Technical
expertise and
time
Funding and
networks of
users
Want
Tech expertise
and users
Insights and
new revenue
streams
Cases, and
return on
investment

74. Social inclusion
Managing
dependencies
• Pooling
development
budgets.
• Accessing space
and equipment.
• Placing students for
summer projects.
Overarching problem: Social inclusion
Shared goal: Enable people to learn more as part of
their community
Activity: Education and training
University Local auth. Comm. grp
Goal
Improve
educational
outcomes
Improve
resident
participation
Represent
resident
interests
Offer
Teaching
excellence and
time
Problem
insights and
funding
Problem
insights and
ideas
Want
Social value,
new revenue
streams
Local teaching
expertise
Funding and
teaching time

75. Pooling time and expertise
Instructables, GitHub

76. Exchanging practical knowledge
Civic Studio

77. Lunch

78. Theory of change

79. Theory of change template
• What is the programme/idea?
• What will the programme offer or will people
do as part of the programme?
• What changes will occur as a result of the
activities?
• What will be the outcomes of these
changes?
• What is the ultimate purpose of the
programme?
Adapted from Nesta
Goal
Outcomes
Assumptions
Activities
Description

80. Civic Studio
Description
Activities
Assumptions
Outcomes
Goal

81. Activity
Create a theory of change for the
programme you chose yesterday

82. Feedback and discussion

83. Discussion

84. Forming a collective

85. Coordination template
• What is the shared goal?
• What activities need to occur to achieve
that goal?
• Who will take responsibility for, and
complete, each activity?
• Why will each person want to complete
their activity?
• What are the dependencies between
activities and how will they be managed?
Adapted from Nesta
Dependencies
Motivation
People
Activities
Goal

86. Social inclusion
Managing
dependencies
• Pooling
development
budgets.
• Accessing space
and equipment.
• Placing students for
summer projects.
Overarching problem: Social inclusion
Shared goal: Enable people to learn more as part of
their community
Activity: Education and training
University Local auth. Comm. grp
Goal
Improve
educational
outcomes
Improve
resident
participation
Represent
resident
interests
Offer
Teaching
excellence and
time
Problem
insights and
funding
Problem
insights and
ideas
Want
Social value,
new revenue
streams
Local teaching
expertise
Funding and
teaching time

87. Activity
Map out the coordination that needs to
occur to implement your programme