Kirsty Anderson, the Public Engagement Manager at the Global CCS Institute, gave a presentation on public engagement and education for CCS projects. She discussed lessons learned from best practices in engagement, including the importance of integrating communication as a critical component from the beginning of projects. She introduced resources from the Institute for engagement, including education materials for schools through the CarbonKids program. The presentation concluded with a discussion on engagement challenges and opportunities in the Japanese context.

1. PUBLIC ENGAGEMENT AND EDUCATION
KIRSTY ANDERSON, PUBLIC ENGAGEMENT MANAGER
Global CCS Institute Information Session
15 March 2013

2. Who am I?
Expert support to projects
Public
Engagement
Manager at the
Global CCS
Institute.
School education
Status Report and social research reports/ webinars etc.

3. What are we here to discuss?
 Lessons learned and emerging best practice in public
engagement and communication for CCS projects
 Discussion: how do these lessons apply in the Japanese
context?
 Introducing CarbonKids
 A CarbonKids Challenge!
 Further resources

4. Does communication and engagement matter?
“ ...a fundamental conclusion is that
communication should not be seen as an add-
on to the project. Successful projects integrate
communication and outreach as a critical
component of the project from the beginning.”
International Researcher Team: Commonwealth Scientific and Industrial Research Organisation (CSIRO),
Australia; Energy Research Centre of the Netherlands (ECN), Netherlands; Illinois State Geological Survey,
University of Illinois, USA; Pacific Northwest National Laboratory, operated by Battelle for the US Department of
Energy, USA; and AJW Inc., USA.
LEFT: Opposition group
posters against the
Barendrecht Project -
Holland
“Despite our positive stakeholder engagement,
public opposition still ranked in the top 5 of our
project risks” Longannet Project - UK Linlithgow Academy Pupil’s Science
Communication posters - reflecting community
support and understanding of CCS.

5. Where does this learning and best practice come from?
 CSIRO led global social research program
 IEAGHG Social Research Network
 CCS projects
 International workshops and meetings
 Peer-reviewed and internationally trialled toolkits
 40+ social research and project knowledge
products available to download now...

6. So what does the research tell us?
 Common success factors
 The importance of completing a ‘Social Site
Characterisation’
 Five steps to create a successful stakeholder strategy:
o Identify your stakeholders
o Understand your stakeholders
o Get your messages right
o Get your messengers right
o Set your communication/engagement activities as a
fundamental part of project activity

7. Five step stakeholder strategy
 Identify your stakeholders
 Understand your stakeholders
 Get your messages right
 Get your messengers right
 S et your communication/ engagement
activities as a fundamental part of project
activity

8. Common success factors
Alignment and shared vision across key government bodies
SHARED VISION (national, state, local) and development teams.
CORE
Communication/outreach experts imbedded in project team from project
COMMUNICATIONS outset.
FUNCTION
SOCIAL CONTEXT Social context genuinely considered during project site selection and
CONSIDERED throughout the project’s design and implementation phases.
EARLY Time and effort invested at the outset of a project to interact with and truly
ENGAGEMENT understand stakeholders.
TARGETED FRAMING
Carefully considered and targeted messaging or framing of the project.
AND MESSAGING
FLEXIBLE PROJECT
IMPLEMENTATION Having the ability to adapt solutions to meet stakeholder concerns
STRATEGY
EDUCATE AND Overcoming the lack of understanding around CCS with education and the
CREATE TANGIABLE lack of iconic imagery with real experiences – site visits, meeting teams,
EXPERIENCES pilot sites, rock samples.

9. Common success factors
Alignment and shared vision across key government bodies
SHARED VISION (national, state, local) and development teams.
CORE
Communication/outreach experts imbedded in project team from project
COMMUNICATIONS outset.
FUNCTION
SOCIAL CONTEXT Social context genuinely considered during project site selection and
CONSIDERED throughout the project’s design and implementation phases.
The common root of all these success
EARLY
Time and effort invested at the outset of a project to interact with and truly
ENGAGEMENT & understand stakeholders.
factors is the practice of building trust.
EDUCATION
TARGETED FRAMING
Carefully considered and targeted messaging or framing of the project.
AND MESSAGING
FLEXIBLE PROJECT
IMPLEMENTATION Having the ability to adapt solutions to meet stakeholder concerns
STRATEGY
CREATE TANGIABLE Overcoming the lack of iconic imagery for CCS with real experiences – site
EXPERIENCES visits, meeting teams, pilot sites, rock samples.

10. Social site characterisation
“Social site characterisation draws its reference from the critical role of
geological site characterisation for CCS projects, expanding the concept
to suggest that in addition to assessing the technical and/or physical
characteristics of a site, the social (or human) characteristics should also
be considered when selecting and designing projects.”
Wade, S., Greenberg, S., Social Site Characterisation: From Concept to Application, 2011
What do you want to know?
What is going on locally?
Where does the project fit?
How will the project/ project team be Key themes for discussion
perceived by stakeholders? Local economic conditions
Local empowerment
Underlying views
Environment
To be useful, social site information must be truly integrated into project planning

11. Identify your stakeholders
“STAKEHOLDERS...those who have an interest in a particular decision,
either as individuals or representatives of a group. This includes people
who influence a decision, or can influence it, as well as those affected by it.”
Hemmati, 2002
 Large and varied range of
stakeholders
 Brainstorm and categorise
stakeholders as a project team
 Consider including trusted
external stakeholders in
identification process
 Lists of key stakeholders will
evolve and grow over time
Example of diverse range of possible stakeholder groups
that may impact a CCS project – adapted from Hund, et al.

12. Understand your stakeholders
“It is important to recognise that a project’s stakeholder list will change and
grow as the project progresses. It is essential to continually analyse input
and information to identify additional stakeholders who should be engaged.”
Tenaska Trailblazer, Texas (Tenaska 2010, p6).
 Iterative and ongoing Tools Resource Links
process Social Data
Collection www.globalccsinstitute.com/publications/social-site-
 Multiple methods of and Baseline characterisation-concept-application/online/35391
Surveys
gathering
www.globalccsinstitute.com/publications/social-site-
stakeholder Brainstorming characterisation-concept-application/online/35396
information, including
tools that support Interviews and www.globalccsinstitute.com/publications/social-site-
Focus Groups characterisation-concept-application/online/35406
early stakeholder
engagement Stakeholder www.globalccsinstitute.com/publications/social-site-
Mapping characterisation-concept-application/online/35411
 Social data
interpretation and www.globalccsinstitute.com/publications/communic
SWOT Analysis ation-and-engagement-toolkit-ccs-
SWOT analysis projects/online/32166

13. Get the message right
“The people who endorsed us talked about it (CCS) being a vital tool in
the battle against climate change. I don’t think that that kind of argument
worked at a local level, within the local community, they didn’t care. We
would bring it up and they would say ‘oh that’s nice for us’”
Norm Sacuta, Director of Communication, IEA GHG Weyburn, Canada
 Frame
messaging to
suit stakeholders
 Local benefits
 Keep it simple
and visual
 Independent
Steering Group
New Global CCS Institute graphics now available to download from:
http://www.globalccsinstitute.com/understanding-ccs/information-resources

14. Get the messengers right
“It is critically important to understanding where people get their
information from... messages from multiple sources with potentially
varying perspectives may carry more weight... ensuring that stakeholders
have access to technical experts, not just project proponents, to answer
questions is important for building trust.”
Illinois State Geological Survey, Pacific Northwest National Laboratory: FutureGen Case Study, 2010
 Sources of information
– Third party advocacy
– Community Liaison
Officer/Community Liaison Group
– Project Spokespeople
 Methods of communicating
The Benefit, Assurance and Truthfulness Dynamic, Prangnell M, Communications for Carbon Capture and
Storage – identifying the benefits, managing risk and maintaining the trust of stakeholders, 2013, Pg 3

15. Set communication and engagement as fundamental
project activities
“A fundamental conclusion is that communication should not be seen as
an add-on to the project. Successful projects integrate communication
and outreach as a critical component of the project from the beginning.”
Wade, S., Greenberg, S., Social Site Characterisation: From Concept to Application, 2011
 Develop a clear consultation
plan and communicate this
through multiple sources A Stakeholder Management
and communication function
 Provide an open channel for should always be integrated
communication with the into project management ...
project Ultimately Stakeholder
Management is instrumental
 Establish fixed checkpoints in creating necessary
conditions for other project
with stakeholders and pre- functions.
brief before announcements Stakeholder Management Report,
ROAD, 2011

16. DISCUSSION: public engagement in a Japanese context
 What public engagement / communication
challenges have you experienced in Japan?
 Is CCS widely understood here?
 Who are considered key CCS stakeholders and
opinion formers in Japan?

17. CCS education
 2011 global review - lack of
publically available CCS education
resources
 2012 Institute launch “Introduction
to Carbon Capture and Storage”
produced in partnership with
CSIRO
 Resource reviewed by science and
education experts and trialled in
classrooms in Australia and
internationally.
 CCS resource integrated into
CSIRO’s national sustainability
education program - CarbonKids

18. CCS education
 Partnership with CSIRO and 255
Australian schools
 Teaching notes and primary and
high school resources free to
download
 School workshops and teacher
development sessions
 Hands on science kit and games
 Challenge events
 Fully evaluated program
 International pilot program
 Low Carbon Energy resource
coming soon!

19. CarbonKids Challenge!!

20. Your CarbonKids Challenge...
Be the first adults to trial the latest CarbonKids games!

21. Further resources
 Key reports/ resources links
 Further research links
 Contact details

22. Communication/Engagement Toolkit for CCS projects
 PDF, e-book, online version
 Globally trialled and peer
reviewed practical guide for
CCS developers
 Contains tools, activities and
work sheets
 Can be used in conjunction
with:
CSIRO: Peta Ashworth , Judith Bradbury, C.F.J. (Ynke) Feenstra, Sallie
Greenberg, Gretchen Hund, Thomas Mikunda, Sarah Wade and Hylton Social Site Characterisation
Shaw, Mar 2011
www.globalccsinstitute.com/publications/communication-and-
Toolkit
engagement-toolkit-ccs-projects Communicating the Risks of
CCS

23. Social Site Characterisation
 PDF, e-book, online version
 Social science literature
review
 Practical activities, tools and
resources to improve
understanding of a projects
local community.
 Can be used in conjunction
with the:
CSIRO: Sarah Wade (AJW Inc, USA) and Sallie Greenberg (USA), Communications and
June 2011 Engagement Toolkit for
www.globalccsinstitute.com/publications/social-site-
characterisation-concept-application
CCS Projects

24. Communicating the risks of CCS
 PDF
 Risk communication research
and best practice review
 Lessons learned from five
North American CCS case
studies
 Five-step strategy for
understanding community
views of projects and
developing risk
Wade LLC: Judith Bradbury (US), Sallie Greenberg (US), Sarah Wade, communication programs.
(US), June 2011
www.globalccsinstitute.com/publications/communicating-risks-ccs
 Links to further risk
communication resources
 Can be used in conjunction
with the Communications
and Engagement Toolkit

25. Communication, project planning and management for
CCS projects: an international comparison
 PDF
 Summary lessons from a
series of case study reports
from CSIRO led international
research team
 Should be read in conjunction
with case studies:
– Barendrecht Project – The
Netherlands
– Carson Project – United States
of America
CSIRO: Peta Ashworth , Judith Bradbury, C.F.J. (Ynke) Feenstra, – Future Gen Project – United
Sallie Greenberg, Gretchen Hund, Thomas Mikunda and Sarah Wade,
States of America
Nov 2010
www.globalccsinstitute.com/publications/communication-project- – Zero Gen Project – Australia
planning-and-management-carbon-capture-and-storage-projects- – CO2CRC Otway Project –
inter Australia

26. Development of a CCS communications framework in
Japan
 PDF
 First report from the Japanese
Knowledge Network
 Review and assessment of
existing communication efforts
 Includes development of an
‘Argumentation model’
supporting CCS in Japan.
JGC Corporation, August 2011
http://cdn.globalccsinstitute.com/sites/default/files/publications/22582/deve  Second phase report will be
loping-communications-framework-japan-final-report-ver2-km.pdf
available soon.

27. Communications for carbon capture and storage:
Identifying the benefits, managing risk and maintaining the trust of stakeholders
 PDF
 Analysis of the
communication and
engagement activities of
five recent CCS
demonstration projects
based on interviews with
the communication and
engagement staff from the
following projects:
– ROAD (Netherlands)
– Compostilla (Spain)
Global CCS Institute: Max Prangnell, Feb 2013
www.globalccsinstitute.com/publications/communications- – Longannet (UK)
carbon-capture-and-storage-identifying-benefits-managing-risk-
and – Weyburn (Canada)
– Jaeschwalde
(Germany)

28. Understanding how individuals perceive carbon dioxide
 PDF
 Investigation into public
perception of CO2 in Japan,
Australia, and the Netherlands.
 Analysis of how these
perceptions of CO2 relate to
perceptions of CCS, and
examines how improved
information provision about the
CSIRO: Kenshi Itaoka, Aya Saito, Mia Paukovic, Marjolein de Best-Waldhober,
Anne-Maree Dowd, Talia Jeanneret, Peta Ashworth and Mallory James
underlying properties and
June 2012 characteristics of CO2
http://www.globalccsinstitute.com/publications/understanding-how-
individuals-perceive-carbon-dioxide-implications-acceptance-carbon
influences individual attitudes
towards low-carbon energy
options, particularly CCS.

29. CCS school education resources
 PDF, e-book, online version,
video footage, blogs
 Primary and High School level
educational resources and
teacher guides
 Links to the Australian pilot of
the educational resources
through the CSIRO
CarbonKids program
The Global CCS Institute , CSIRO, contributions from a number of Australian  Examples of student work and
schools participating in the ‘CarbonKids’ Initiative. teacher testamonials
http://www.globalccsinstitute.com/get-involved/in-focus/2012/08/carbonkids
 Coming soon... International
CCS Challenge events and
resources for students
interested in learning more on
CCS and low carbon energy

30. Factsheets, images and videos
 The Global CCS Institute’s
new suite of information and
education resources to
explain and illustrate carbon
capture and storage in plain
language.
 Printable fact sheets, images,
a link to education material
and the Institute’s YouTube
videos.
The Global CCS Institute:
http://www.globalccsinstitute.com/understanding-ccs/information-
resources

31. Other useful links...
• World Resources Institute - Guidelines for Community Engagement in Carbon
Dioxide Capture, Transport, and Storage Projects
• www.wri.org/publication/ccs-and-community-engagement
• ESTEEM: Engage Stakeholders through a Systematic Toolbox to Manage New
Energy Projects
• www.esteem-tool.eu/
• National Energy Technology Laboratory, US DOE – Best Practices for Public
Outreach and Education for Carbon Storage Projects
• www.netl.doe.gov/technologies/carbon_seq/refshelf/BPM_PublicOutreach.pdf
• B. Fischhoff – Risk Perception and Communication Unplugged
• www.soc.iastate.edu/sapp/Fischhoff.pdf
• UK Government CCS FEED knowledge products
• www.gov.uk/uk-carbon-capture-and-storage-government-funding-and-
support#ccs-knowledge-sharing

32. Contact details
Many thanks for listening!
For more information on any of the topic areas covered
today or for assistance in sourcing further research or
educational material, please contact me on the details
below:
Kirsty Anderson
Public Engagement Manager – Projects, Financial and Commercial
Email: kirsty.anderson@globalccsinstitute.com
P +61 (0)2 6175 5338
M +61 (0)417 273 663