Sea Rotmann IEA DSM Task 24 workshop Subtask 2 case studies

Subtasks of Task XXIV
social media and
Task XXIV
Dr Sea Rotmann, Operating Agent
Trondheim Expert workshop May 28, 2013
Closing the Loop -
Behaviour Change in DSM: From Theory to Practice
IEA DSM TASK 24

Subtasks of Task XXIVsubtasks
5- Expert platform
1- Helicopter
view of models,
frameworks,
contexts, case
studies and
evaluation
metrics
2-
In depth
analysis in
areas of
greatest need
(buildings,
transport,
SMEs, smart
metering)
3-
Evaluation tool
for
stakeholders
4-
Country-
speciﬁc project
ideas, action
plans and pilot
projects

Subtasks of Task XXIVsubtasks
5- Expert platform
1- Helicopter
view of models,
frameworks,
contexts, case
studies and
evaluation
metrics
2-
In depth
analysis in
areas of
greatest need
(buildings,
transport,
SMEs, smart
metering)
3-
Evaluation tool
for
stakeholders
4-
Country-
speciﬁc project
ideas, action
plans and pilot
projects
2-
In depth analysis in areas of
greatest need
(buildings, transport, SMEs, smart
metering)

3
Subtask I - Helicopter OverviewPremise for Task XXIV
subtask II -
case studies
1. Description of the preparation, implementation and impact of the intervention (case)
A. Key words/tags (e.g. Energy policy; Efficient housing; Sustainable mobility; Sustainable consumption; Lifestyle; ….)
B. Intervention: basic characteristics
- Year, name, country, geographical scope, is it a project, programme or policy?
- Available resources (people, money) - to get an idea of the scope and magnitude of the intervention
- Who is involved in the preparation, implementation / monitoring and evaluation? How is the distribution of roles, tasks and responsibilities?
- Contact details of person in charge/in the know, website or link to report, if available
- list of evaluation materials, interviews taken etc.
C. Context: (e.g. country level legislation, geography, social norms, tradition, technology, infrastructure, previous experience etc)
- Context-specific issues that (may have) had an impact on the design and implementation of the intervention.
- Context-specific issues that (may have) had an impact on the choice and and the use of the MoU
D. Goals and focus on behaviour
Goals, problems addressed, behaviours targeted and context addressed
• What is the stated overall aim of the intervention?
• What problem does the intervention address? (as stated by the intervention)
• What goals in terms of behavioural changes are formulated? (according to this intervention) (eg reduce energy use, increase comfort and warmth, reduced GHGs, change
market, increase jobs etc)
• Which target group (s) does the intervention aim at?
What does the intervention focus on (try to use these categories):
- Individual behaviours: (e.g. reduction of energy consumption at the individual level)
- Social norms: (e.g. establishment of social norms)
- Social practices: (e.g. addressing daily practices like washing, caring, cooking)
- Institutional environment (e.g. improving collaboration stakeholders; policy)
- Physical infrastructure & technology: (e.g. choice architecture, physical architecture, smart meters)
Types of behaviour and lasting behaviours
• Does the intervention/approach distinguish between different types of behaviour? (e.g. routine behaviours; one-off actions; conscious behaviours; or does it focus on
social practices?).
• How does the intervention aim at persistence/lasting behavioural change (relevant in case of routine behavioural changes)
E. Monitoring and evaluation metrics
What monitoring and evaluation metrics or key performance indicators have been used to evaluate the outcomes of the intervention?
H. Main outcomes (up to ½ side A4): (successfulness of the intervention and other other impacts, effects and lessons)
Outcomes and effects
• To what extent has the intervention contributed to the intended behavioural changes?
• What contextual variables and alternative explanations for the observed effects that are independent of the intervention) may have played a role (eg economic growth;
crisis; demographic trends; supporting policies / regulations)
• What are the immediate effects, e.g. in terms of target range, number of participants etc? How is this measured? Are these incidental or structural?
• What are the indirect effects? How is this measured? Are these incidental or structural?
• Are there any unintended undesirable side effects of the intervention? Which ones?
• Are there desirable side effects of the the intervention? Which ones?
• What can be said about the cost-benefit distribution? (who beard the costs, who benefits)
Success?
To what extent can this intervention be regarded successful in affecting behavioural change?
• Which elements of the intervention have proven effective? Which ones have not?
• Under what conditions can the impact be optimized?
• Is this intervention, or parts thereof, replicable elsewhere? Under what conditions?
• To what extent have the original aims been achieved?
To what extent have ex ante theoretical notions about how to achieve behavioural change
2. The underlying Models of Understanding (MoU)/Theories of Change (ToC) and other insights and how these have been used in the preparation, implementation
and evaluation of the intervention
A. Summary of the MoU/ToC used and how it was used (up to ½ side A4)
• What MoU/ToC or perspective(s) informed or inspired the intervention (ex-ante)?
• Was this underlying perspective made explicit and if so, how/where?
• Why was the MoU/ToC used? (e.g. prior experience, failure of p/p/p)
• How was the model/theory chosen? (e.g. chance, on purpose)
• Which elements of the MoU/ToC were used?
• in the design of the intervention

4
Subtask I - Helicopter OverviewPremise for Task XXIVworked examples in Task 24
Domain/Country
Cases and used
theories/models
Netherlands New Zealand Switzerland Italy Austria Norway Sweden Belgium UK Other countries
Smart Metering/
Feedback
Jouw Energie Moment
Theories/Models used:
Expectancy Value
Theory
Design with Intent
Interpretation for
sustainable behaviour
Responses to Time Varying
Prices for Electricity (Otago
Uni)
Theories/Model used: Classical
Economics and marketing
Smart Metering Zurich Pilot
EWZ and EKZ
Theories/Model used:
behavioural economics and
social norms/comparisons
Time of Use Tariff
Theories/Models:
Classical Economics
Die Energiejagd
Theories/Models:
Shared learning,
Social Norming,
freezing/
unfreezing
Demosteinkjer
Theories/Models:
Theory of Planned
Behaviour
Clockwise
Theories/Models:
Constructivist
Learning Theory
Shared learning
Rettie, Ruth CHARM
social norms approach
practice theory
Spain (Juan Pablo
Garçia): VERDIEM
Theories/Models:
Classical Economics
Smart Metering/
Feedback
Smart Metering EKT Dietikon
behavioural model of residential
energy use by Raaij & Verhallen
behavioural economics and
social norms/comparisons
!CO2
Management
Theories/Models:
Classical
Economics
Portugal (Joane
Abreu): Smart meter
feedback in North
Theories: Nudge,
classical economics,
moments of change
Smart Metering/
Feedback
Munx Repower website
behavioural economics, social
norming
US (Michela
Beltracchi):
Opower feedback
programme
Models: Cialdini’s
Social Norming
Retrofitting Blok voor Blok aanpak,
retrofitting programme
Theories/models used:
Behavioural economics
Warm Up New Zealand: Heat
Smart
Theories/Models used: social
marketing; social norms;
classical economic; TPB
Swiss Building Retrofit
Program
Models: Classical Economics
Retrofitting of
Myhrenenga
Housing
Theories: TPB
Building retrofits
Theories: Shared
Learning
Retrofitting
2000 Watts Society (housing)
Models: Ethics, long-term
visioning
SMEs De Groene Daad
Theory/model used:
Nudge
EECA SME Crown Loans
Scheme
Theory/model used: originally
based on TPB; changed to social
learning and social norm
theories
Energy-Model and SME-Model
from (EnAW)
Classical Economics
Social norm
Finnfjord
Theories:
Leadership
Build4Change
Model: Nudge
Energy Cultures SMEs pilot
Model used: Energy Cultures
Mobility Het Nieuwe Rijden (the
New Driving)
Theories and models
used: Psychology: Henry
A Murray (1938) and the
acceptability/availability
model of behaviour by
Rose (1990).
Active a2b
Theory/models used: Norm
Activation Theory
Elaboration Likelihood Model
Stern’s Principles for Intervening
Triandis TIB
Lewin’s Unfreezing/Refreezing
McKenzie-Mohr
2000 Watt on mobility
Models: Ethics, long-term
visioning
Electric vehicles
Nobil
Theories/Models
used: TPB
Stockholm
congestion tax
Models: activity
based models
Chatterton & Wilson
Framework
Combining
individualistic (eg
Triandis) and societal
(Practice theory)
approaches to help UK
policymakers
Kevin Luten
UrbanTrans (Australia)
Transport behaviour
change based on BJ
Fogg
Mobility
NZ Post Transport Driver
behaviour training
Theory/models used: Value
Action Gap Theory
Fuel consumption of newly
purchased cars
Theory of Planned Behaviour
(TPB) and Norm-Activation
Model (NAM)
Case studies collected for IEA DSM Task 24 in transport, building retroﬁts, SMEs and smart metering Note: Blue boxes denote government-led policies and programmes, green boxes
denote business, research or community-led programmes and pilots

5
subtask II -
case studies

Subtask IV: Country-speciﬁc
recommendations
6
subtask IV -
country-speciﬁc recommendations

7
subtask II -
case studies
Individual
behaviour
Social
norm
Social
Practice
Institutional
environment
Physical
environment
(technology;
infrastructure
Policy, legislation,
regulation, requirements,
emission levels, permits, (in)
formal agreements etc.
Economic instruments
(subsidies; levies; ﬁscal
measures; technology
procurement etc)
+
(blabla…)
+
(blabla…
)
+
(blabla…)
+
(blabla…)
Information,
communication, education
(Labelling, certiﬁcates,
emission-information,
foodprints, marketing,
eduction, campaigns etc.)
+
(blabla…
)
+
(blabla…)

7
subtask II -
case studies
Individual
behaviour
Social
norm
Social
Practice
Institutional
environment
Physical
environment
(technology;
infrastructure
Policy, legislation,
regulation, requirements,
emission levels, permits, (in)
formal agreements etc.
Economic instruments
(subsidies; levies; ﬁscal
measures; technology
procurement etc)
+
(blabla…)
+
(blabla…
)
+
(blabla…)
+
(blabla…)
Information,
communication, education
(Labelling, certiﬁcates,
emission-information,
foodprints, marketing,
eduction, campaigns etc.)
+
(blabla…
)
+
(blabla…)
Cases Types of instrumenten:
- policy/legislative;
- economic
- information/
communication
Types of instrumenten:
- economic
- information/
communication
Types of instrumenten:
- economic
- information/
communication
What does the intervention focus on:
- individual behaviour
- social norms
- social practices
- institutional aspects
- physical environment
- social norms
- social practices
- social norms
- social practices
- social norms
- social practices
- social norms
- social practices
Type of behaviour:
- routine
- concious behaviour
- one-shot behaviour
Type of behaviour:
- routine
Type of behaviour:
- routine
Cases
Policy/
leg
economic inform
ation
Individual
behaviour
S o c i a l
norm
Practice Institutional
context
Physical
context
routine concious
behaviour
one-shot
behaviour
e . g .
name
+ - + + + +

Subtasks of Task XXIVor?
Full framework for characterising behaviours:
4 dimensions x 5 levels
Developed from
Wilson and Chatterton (2011)
SCOPE! Discrete!
Inter-
Related!
Bundled! Structuring! Lifestyle!
DOMAIN! Cognitive! Bodily!
Tech-
nological!
Institutional /
Social!
Infra-
structural!
What are the influences on the behaviour?
DURABILITY! One-off! Repeated! Dependent! Enduring!
Norm-
Setting!
What relationship does time have with the behaviour?
How does the behaviour relate to other behaviours?
ACTOR! Individual!
Inter-Personal
Network!
Community!
Segment/
Group!
Population!
Who, or what is enacting the behaviour?

9
subtask II -
semi-structured interviews
1. What drove the project manager/initiator
2. How has the organisational culture affected design and implementation?
3. How have earlier experiences influenced the choice for a particular intervention, the design and implementation of it?
4. How have national, regional and local context factors been of influence on the choices made (for the intervention, the MoU, design and implementation).
5. How successful is the intervention? In what terms? How has this been assessed?
6. To what extent is it useful for replication? (which elements, where, what scale)
7. What preliminary ideas did the PM have with regard to (the need for) behavioural change and the mechanisms behind behavioural change?
8. What, if any, theories or insights did the PM draw upon? How were these insights translated into the project design?
9. How where these insights translated into the monitoring and evaluation approach?
10.What trade-offs have been made in terms of the scope of the project, elements addressed, and in terms of monitoring and evaluation
(e.g. what things that might have seemed logical to do, considering the choice for this particular approach and intervention, but was not done, and why?)
11.Have these MoU/ToC and (other) social scientific insights of use? Why and how (not)?
12.What practical barriers are there that hinder a proper use of existing social scientific insights?
13.What if they would not have used these insights as a basis, would that have been a problem? Why (not) ?
14.To what extent is the design an outcome of the choice of a particular MoU?
15.Do you think that this choice resulted in too little attention for other aspects? If so, for which ones? How did you resolve that?
16.What are the 3 most important lessons to be learned from this intervention?

10
First in-depth analysis
Austria

11
Subtask I - Helicopter OverviewPremise for Task XXIV€CO2 Management
www.grazer-ea.at
Haushaltskasse aufbessern Wärmekosten senken Klimaschonend durchstarten
Tipps zum
Energiesparenbei Strom | bei Wärme | bei Mobilität
ergiesparen?
osten und ein nachhaltiger Beitrag zum Klimaschutz sind nur zwei
uten Gründen, um seinen Energieverbrauch zu senken. Dabei gilt es,
nziale zu erkennen und Energiespartipps zu nutzen.Warum
Energiesparen?
Geringere Kosten und ein nachhaltiger Beitrag zum Klimaschutz sind nur zwei
von vielen guten Gründen, um seinen Energieverbrauch zu senken. Dabei gilt es,
Energiepotenziale zu erkennen und Energiespartipps zu nutzen.
500 7.5006.5005.5004.5003.5002.5001.500
Stromverbrauch (kWh)
Haushaltsgröße
ab
Bewertung des
Stromverbrauchs
im Haushalt
(kWh)
sehr effizient
verbesserungsfähig
sehr ineffizient

11
www.grazer-ea.at
Tipps zum
ergiesparen?
Energiesparen?
500 7.5006.5005.5004.5003.5002.5001.500
Haushaltsgröße
ab
Bewertung des
Stromverbrauchs
im Haushalt
(kWh)
sehr effizient
verbesserungsfähig
sehr ineffizient
13
Geräte-
bezeichnung
Stk.
Leistung
Stand-by
(Watt)
Stand-by-
Betrieb
(Std./Tag)
Stand-by-
Stromverbrauch
(kWh/Jahr)
Stand-by-
Stromkosten
(€ im Jahr)
Meine Geräte
Stk. €/Jahr
Stand-by-Geräte im Vergleich

11
www.grazer-ea.at
Tipps zum
ergiesparen?
Energiesparen?
500 7.5006.5005.5004.5003.5002.5001.500
Haushaltsgröße
ab
Bewertung des
Stromverbrauchs
im Haushalt
(kWh)
sehr effizient
verbesserungsfähig
sehr ineffizient
13
Geräte-
bezeichnung
Stk.
Leistung
Stand-by
(Watt)
Stand-by-
Betrieb
(Std./Tag)
Stand-by-
Stromverbrauch
(kWh/Jahr)
Stand-by-
Stromkosten
(€ im Jahr)
Meine Geräte
Stk. €/Jahr
Stand-by-Geräte im Vergleich
Beispiel Meine Kosten

12
Subtask I - Helicopter OverviewPremise for Task XXIVDie Energiejagd

13
Austria -
Die Energiejagd vs €CO2 Management
social approach individualistic approach
social norm (MoU)
social learning (ToC)
Freezing/unfreezing (ToC)
classical economics (MoU)
Gamiﬁcation, competition, feedback,
tailored advice, champions
Feedback,Advice & Incentive (iPod!)
Goal: CO2 savingsGoal: CO2 savings
Huge success Unexpected failure

14
next: Norway SMEs
Finnfjord

Subtasks of Task XXIVquestions or comments?
drsea@orcon.net.nz

Sea Rotmann IEA DSM Task 24 workshop Subtask 2 case studies

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Sea Rotmann IEA DSM Task 24 workshop Subtask 2 case studies