Certified Professional Competency Framework – Accelerating Transition 1

PREFACE

New sets of competencies are needed in the European job market to make
the transition towards a low-carbon society a success. Informally and non-
formally gained competencies, for example through work experience, need to
be formally acknowledged in order to become meaningful indicators on the job
market. Certified Professional addresses both issues by certifying cross-functional
competencies and by introducing a standard for future-oriented skills.

Competencies can be certified in three future-oriented key functions: Accelerating

Transition, Promoting Innovation, and Entrepreneurship. These three functions are
closely related, yet they operate on different levels.

Accelerating Transition focusses on a systems level (e.g. cities, regions, countries,

industrial sectors, networks of companies, etc.). A transition in the field of climate
change targets a systemic change towards a low carbon society.

Entrepreneurship operates on a more detailed level with usually clearly defined

boundaries (e.g. an organisational unit). Entrepreneurship in a climate change
context not only refers to novel business solutions, but also incorporates models
of social- and environmental entrepreneurship. Development and implementation
of innovative and sustainable business models is the goal.

Certified Professional Competency Framework – Accelerating Transition 2

PREFACE

Promoting Innovation operates on an intermediate level between

Entrepreneurship and Accelerating Transition. Promoting Innovation can
both address the micro level (e.g. the development of new products,
processes, or services) and have implications on a systems level (e.g.
systems innovation). Its goal is the development of novel solutions with
a value proposition for society in its widest sense; encompassing natural
resources, biodiversity, climate protection and climate change adaptation.

This document will give you an overview on the function “Accelerating

Transition” and introduce to you the backbone of the certificate: the
competency framework. The general structure of the framework will be
presented in order for you to thoroughly understand what the assessment
will be based on. At the end of this document you will find glossary on
important terms to guarantee a mutual understanding.

Certified Professional Competency Framework – Accelerating Transition 3

A DEFINITION OF
TRANSITIONS

A transition involves profound

changes in a system along different
dimensions: technological, material, “Accelerating
organizational, institutional, political,
Transition”:
economic, and socio-cultural.
Transitions involve a broad range
Visioning,
of actors and typically unfold over leading, and
considerable time-spans. In the facilitating
course of such a transition, new systemic
paradigms or mental models, as well
change
as new products, services, business
models, and organizations emerge,
towards a low
partly complementing and partly carbon society.
substituting others. Transitions are
typically non-linear processes and are
aimed at systemic change. Systemic change implies change processes in
socio-technical systems including several interrelated and interdependent
elements, such as (networks of) actors (individuals, firms, other
organizations, collective actors) and institutions (societal and technical
norms, regulations, standards of good practice), as well as material
artefacts and knowledge (GEELS, 2004; MARKARD, 2011; WEBER, 2003
all quoted in: MARKARD ET AL. 2012).

Hence, its dynamics should not be confused with systematic change.

To make a transition towards a low carbon society happen, practices
elaborated in the field of management theory can complement existing
transition theory and practices (HENDERSON ET AL. 2015).

Certified Professional Competency Framework – Accelerating Transition 4

 For our purpose, key elements of a transition are:
A. A profound change of a system;
A DEFINITION OF TRANSITIONS

B. towards a low carbon society (including both climate change mitigation and
adaptation);
C. that involves different dimensions of a socio-technical system that may include
more than one institution.

Based on the definition of the term transition above, we differentiate between:

»» A transition/change initiative: Single initiative/activity aimed at making small
changes.
»» A transition project: Coordinated project that may comprise several transition/
change initiatives.
»» A transition programme: Coordinated programme that may comprise several
transition projects.
»» A transition: Substantive socio-technical change processes as described above.

definition of terms
for the competency framework

Certified Professional Competency Framework – Accelerating Transition 5

A DEFINITION OF TRANSITIONS

A transition has its own characteristics including emergent behaviour,

complex relationships between individual parts of the system, and change
thresholds or tipping points. However, transition management can also
make use of theory and practices of traditional change management
and reorganization, especially when it comes to intermediary goals to be
achieved within organisations.

By combining these two strains, it is possible to describe and explain the

complex transition towards a low carbon society and to provide action-
oriented insight and concepts for day-to-day transition practice.

Hence, it allows for a broader set of activities and measures that can be
applied in many different contexts, including the private sector as well as the
public sector and the field of non-governmental organizations or research
and development institutes. Such a transition practice requires new sets
of competencies in working areas such as Systems’ Thinking, Visioning &
Defining Goals, Experimenting & Initiating Change, Strategic Networking
& Communication, as well as Monitoring & Adaptation.*

*This is the result of marked research conducted in Germany, Italy, Spain, and the United
Kingdom in 2014. The marked research included a review of literature (including grey
literature) and approximately 40 expert interviews with high level experts from the public
sector, large businesses, the financial sector, and academia.

Certified Professional Competency Framework – Accelerating Transition 6

A DEFINITION OF TRANSITIONS

Although traditional models of change assume that change involves

a standard sequence of working steps, transition theory and practice
acknowledges that different stages of change processes may take place in
a non-linear and iterative sequence. Therefore, the graphic below visualises
the main working areas and their respective competencies in a cyclic model.

Systems’ Thinking is placed at the centre as systems thinking forms the

basis of all transition related action. Hence, problems, visions, and goals
need to be defined in the context of a certain system (see working area
B: Defining Problems, Visioning & Defining Goals); experimentation and
the implementation of change initiatives/projects/programmes need a
systemic approach to respond to systemic problems and challenges (see
working area C: Experimenting & Initiating Change); networking and
communication activities need to be adjusted to a systemic actor analysis
in order to consider all important parts of the system (see working area D:
Strategic Networking & Communication); and monitoring and adaptation
activities need to be embedded in the systemic approach of the change
initiative/project/programme to assure their strategic aim of fostering
systemic change (see working area E: Monitoring & Adaptation).

Certified Professional Competency Framework – Accelerating Transition 7

 Competency Framework
Working Areas, Competencies, and
Performance Indicators

Certified Professional Competency Framework – Accelerating Transition 8

STRUCTURE OF COMPETENCY FRAMEWORK

Each of the 13 competencies (A1, B1, B2, B3, B4, C1, C2, C3, D1, D2, D3,
E1, E2) has 4 performance indicators. Each working area and its respective
competencies are displayed in different colours.

The working area is described in a first box, illustrating typical tasks in

transition initiatives/projects/programmes:

Working area
Description of typical tasks

The working area description is followed by the competency descriptions.

Each competency that belongs to the working area is described in a
separate box. These boxes comprise a general performance description
of the competency describing the required behaviours (understanding,
actions, and previous personal experiences) of the candidate for applying
the competency in a proficient way.

Moreover, the competency is further defined through four performance

indicators. Performance indicators are describing what the candidate is
expected to demonstrate in order to pass the assessment. They can be
understood as informally (e.g. via personal or work experience) acquired
learning outcomes.

Certified Professional Competency Framework – Accelerating Transition 9

STRUCTURE OF COMPETENCY FRAMEWORK

For assessors specifications to guide assessment will be provided in the

online assessment tool. They help to check if the candidate has mastered/
demonstrated the performance indicator at least on a basic level without
guidance or supervision. For candidates guiding questions will be provided
in the online form to provide a clear picture about the competency and the
requirements for dossier submission and interview.

Competency
Description of typical tasks

Performance description

Describing the required behaviours (understanding, actions, and previous personal

experience) of the candidate.

Performance indicators

Describing what the candidate is expected to demonstrate in order to pass the

assessment.

Certified Professional Competency Framework – Accelerating Transition 10

 a
working area

SYSTEMS THINKING

Systems’ Thinking describes a certain way of thinking which is essential for

successful transition initiatives, projects and/or programmes. It is a science
based approach which is applied in all working areas described in this
framework (Defining Problems, Visioning & Defining Goals, Experimenting
& Initiating Change, Strategic Networking & Communication, as well as
Monitoring & Adaptation). However, the competency described in this
working area (Analysis – Demonstrating Systems Thinking) focusses on the
analytical part of Systems’ Thinking.

Systems’ Thinking is about recognising complexity, self-organisation, and

diversity as integral elements of a successful, resilient system. It puts particular
emphasis on the relationships between the parts within the system and their
inter-dependence. It recognises that the system’s behaviour is emergent –
that is, it cannot be predicted from the behaviour of its separated parts.
Also, change within the system can go unnoticed until a certain threshold is
crossed and then sudden and forceful change takes place.

Systems’ Thinking is very useful for large scale, complex problems. It can
be used to relate externally driven, long-term and autonomous trends in
environmental, social, cultural, and political landscapes and within major
crises. As an analytical strategy it can help us understand our current
paradigms and environments and to plan and execute change initiatives/
projects/programmes.

Certified Professional Competency Framework – Accelerating Transition 11

 A1
COMPETENCY
Competency Descriptions

ANALYSIS - DEMONSTRATING SYSTEMS THINKING

Performance description
Candidate identifies the necessity for change in a relevant field (e.g. mobility,
consumption, production, or housing). Candidate conducts an analysis of system
components and their relationships, which adequately frames and describes
potential challenges and solutions. System analysis should include:
»» different subsystem perspectives (e.g. social, technical, political),
»» different actors’ perspectives (e.g. selected companies, politicians, citizens)
»» different levels of development & action (macro, meso, micro),
»» as well as the relationships between the above mentioned.

Performance indicators

1. Candidate is able to thoroughly analyse a situation and to draw conclusions

from the perspective of different domains (e.g. political, social, environmental,
economic, or technical).
2. Candidate is able to analyse a situation from the perspective of different
actors and stakeholders (e.g. selected companies, politicians, citizen, future
generations, or environment).
3. Candidate is able to accurately identify different levels of the system (macro,
meso, micro) and to draw connections between them.
4. Candidate is able to clearly explain interrelationships between single
elements of the system (e.g. domains, stakeholders, levels) and to draw
conclusions from this knowledge.

Certified Professional Competency Framework – Accelerating Transition 12

 B
working area
Competency Descriptions

VISIONING & DEFINING GOALS

The vision to move towards a low-carbon society provides a long-term

perspective. It can help to avoid falling into obvious thought patterns
and becoming trapped in existing structures. The vision is guided by
selected principles (e.g. ethical values), builds on the system analysis, and
envisions potential solutions for detected system failures. Visioning is often
a participatory group process and may be complemented by scenario
development or other planning activities.

It is important that the problems and the vision are clearly communicated
to others (sense-making) in order to build support for the change initiative/
project/programme.

Setting mid-term and short-term objectives that help to achieve the long-
term vision is key for strategic planning and taking specific action. For
identifying suitable pathways, the technique of backcasting is often used
based on the developed vision.

Certified Professional Competency Framework – Accelerating Transition 13

 B1
COMPETENCY
Competency Descriptions

DEFINING PROBLEMS

Performance description
Candidate identifies unsustainable situations and practices and their
implications for the challenge(s) being addressed. Candidate selects and
uses the relevant methods to analyse the problems and identifies the main
drivers of the (environmental) problem situation. Candidate clearly outlines
the inconsistencies and implications of existing practices using a systems
thinking lens. This process of definition should result in a clear problem
statement.

Performance indicators

1. Candidate is able to select adequate methods and to use them to

analyse environmental impacts (e.g. Carbon footprint, pollution from
toxic materials, solid waste, or freshwater use).
2. Candidate is able to collect relevant information to identify main drivers
of problem situations.
3. Candidate is able to create clear and easily understandable problem
statements in the field of climate change and transition (in written form
and/or orally).
4. Candidate is able to relate the identified problems to his/her field of
action and those of other relevant actors.

Certified Professional Competency Framework – Accelerating Transition 14

 B2
COMPETENCY
Competency Descriptions

VISIONING

Performance description
Candidate conducts a visioning process to provide a shared, long-term
perspective on moving towards a low carbon society. Candidate elaborates
the vision in a participatory process and/or taking into account a range of
possible future scenarios.

Performance indicators

1. Candidate is able to develop and describe one or several future scenarios

related to the defined problem (e.g. taking into account different actor’s
views, power relations, political circumstances, cultural issues).
2. Candidate is able to compare different future scenarios (e.g. in terms
of their likelihood to become reality, their complexity, their potential to
solve the defined problem, or their feasibility).
3. Candidate is able to identify aspects of the vision that are appealing to
different stakeholders.
4. Candidate is able to create participation processes with a range
of different actors in order to find a common understanding of the
(environmental) challenge(s) and the vision.

Certified Professional Competency Framework – Accelerating Transition 15

 B3
COMPETENCY
Competency Descriptions

SENSE-MAKING

Performance description
Candidate properly communicates the relevant information and values to
persuade others of the vision. If necessary, candidate changes the mind-
sets of others by providing them with new and more convincing mental
models supporting its implementation.

Performance indicators

1. Candidate is able to identify relevant aspects of the worldview and value

system of different stakeholders.
2. Candidate is able to convincingly present the developed vision to
different dialogue partners (e.g. by illustrating respective benefits).
3. Candidate is able to maintain a dialogue about the defined problems
and/or the vision with different stakeholders (internal and external).
4. Candidate is able to gain consensus for the defined vision from actors
that have not been involved in the process so far.

Certified Professional Competency Framework – Accelerating Transition 16

 B4
COMPETENCY
Competency Descriptions

BACKCASTING & SETTING OBJECTIVES

Performance description
Candidate uses iterative backcasting process to identify necessary action
steps and pathways guided by the vision. Candidate derives objectives and
work out stepping stones for achieving defined objectives.

Performance indicators

1. Candidate is able to derive different goals from the vision and describes
pathways to achieve them.
2. Candidate is able to identify and describe the required condition
changes for achieving the vision in different domains of the system (e.g.
legislative changes, new infrastructure, behaviour changes).
3. Candidate is able to redefine long- and mid-term goals and pathways
as things develop.
4. Candidate is able to formulate short-term goals aligned with the vision
that are specific, measurable, accountable, realistic, and time-related
(SMART).

Certified Professional Competency Framework – Accelerating Transition 17

 C
working area
Competency Descriptions

EXPERIMENTING & IMPLEMENTING CHANGE

Initiating change for a low carbon society involves experiments. Experiments

in transition processes regularly take place in a more or less “protected”
environment and help overcome path-dependency or locked-in mental
mindsets. They are related to the identified challenges and have a clear
reference to socio-technical innovations (including e.g. new rules, routines,
financial arrangements, and changes in physical infrastructure).

For mainstreaming experiments it is necessary to recognise windows of

opportunity, provide strategic direction, and prioritise measures and actions.
Experimenting often involves a high degree of uncertainty and reflective
organisational learning.

Certified Professional Competency Framework – Accelerating Transition 18

 C1
COMPETENCY
Competency Descriptions

EXPERIMENTING & INITIATING CHANGE

Performance description
Candidate recognizes windows of opportunity to help action the change
initiative/project/programme. Candidate continuously seeks opportunities
for improvement, proactive experimentation for change, and promotion of
selected change initiatives/projects/programmes.

Performance indicators

1. Candidate is able to explain the role of different initiatives and/or

projects within the intended transition pathway and to draw conclusions
on current needs.
2. Candidate is able to prototype or pilot single initiative(s), testing its/
their effectiveness or suitability.
3. Candidate is able to stimulate change initiative/ project/programme on
different levels of hierarchy.
4. Candidate is able to identify and makes use of windows of opportunity
to promote change initiative/ project/programme (e.g. uses public
debates to promote change initiative and/or vision).

Certified Professional Competency Framework – Accelerating Transition 19

 C2
COMPETENCY
Competency Descriptions

PROVIDING STRATEGY & COORDINATING ACTION

Performance description
Candidate develops an operational strategy in line with transition pathway.
Strategy may include prioritization of action steps, resource planning, time-
based action plans, and the coordination of different actors’ responsibilities
and milestones.

Performance indicators

1. Candidate is able to develop an operational strategy in line with transition

pathway.
2. Candidate is able to create an action plan including different measures,
responsibilities, milestones and potential risks.
3. Candidate is able to prioritise measures according to the agreed
objectives and plans.
4. Candidate is able to give strategic direction and to coordinate actions
in a collaborative manner (e.g. engage in discourse with different actors
about suitability of single measures).

Certified Professional Competency Framework – Accelerating Transition 20

 C3
COMPETENCY
Competency Descriptions

DEALING WITH UNCERTAINTY

Performance description
Candidate accepts, values, and manages uncertain situations. This includes
working with assumptions in light of insufficient information or dealing with
criticism and resistance in a positive and proactive way.

Performance indicators

1. Candidate is able to identify information gaps in current social discourses

and to relate them to own change initiative/project/programme.
2. Candidate is able to identify sources of valuable information in a situation
of constant change and to use the information to create a clear picture
of the situation.
3. Candidate is able to accept uncertain and incomplete information and
still to make strategic decisions (e.g. through working with assumptions).
4. Candidate is able to find adequate trade-offs for the dilemma of
continuing the search for information or making timely decisions.

Certified Professional Competency Framework – Accelerating Transition 21

 D
working area
Competency Descriptions

STRATEGIC NETWORKING & COMMUNICATION

This working area is characterised by developing and managing cross-

boundary and transdisciplinary stakeholder relations and cooperation.
Regularly this builds on preceding stakeholder analysis and stakeholder
strategy development. In order to obtain information and to gain social,
industrial, political, academic, or other support for low carbon transition
ideas, strategic networking and collaboration is essential.

Typically for transition projects, this is not a one-off task but is repeated and
adjusted with regard to ongoing developments in the system. To effectively
work in transdisciplinary teams as well as across different hierarchical levels,
it is essential to offer and facilitate a common understanding and a goal-
oriented dialogue.

Appropriate communication is a vital skill in mobilising others to the work

involved. This applies both while recruiting and engaging new actors and
continuously engaging current stakeholders.

Certified Professional Competency Framework – Accelerating Transition 22

 D1
COMPETENCY
Competency Descriptions

Transdisciplinary and
Transboundary Communication

Performance description
Candidate understands different expert jargons and relates them to
mainstream discourse of the actors involved. This may include translation
and communication into terms in common use. Candidate communicates
effectively with diverse range of stakeholders about policy development,
action plans, public relations etc. Candidate makes use of this understanding
to better communicate his/her views and proposals for action and change.

Performance indicators

1. Candidate is able to demonstrate understanding of different expert

jargons and to relate them to mainstream discourses.
2. Candidate is able to identify and prioritise different information needs of
actors involved and to communicate accordingly.
3. Candidate is able to master different channels to receive and provide
information from/to relevant groups.
4. Candidate is able to communicate proposals for action and change
effectively in order to gain support.

Certified Professional Competency Framework – Accelerating Transition 23

 d2
COMPETENCY
Competency Descriptions

NETWORKING & COLLABORATION

Performance description
Candidate displays a keen awareness of the necessity to network widely
and effectively to increase the leverage of a project. Candidate willingly
collaborates with others to build a strong, ideally diverse, team that
supports project‘s aims. Candidate makes this social capital productive for
the purposes of intended change initiative/project/programme.

Performance indicators

1. Candidate is able to identify relevant stakeholders for the transition

initiative/ project/programme.
2. Candidate is able to establish diverse and effective network including
people from inside and outside his/her organisation.
3. Candidate is able to build bilateral, collaborative relationships to different
stakeholder groups, paying special attention to the ones relevant for the
change initiative/ project/programme.
4. Candidate is able to make use of the social capital in his/her personal and
professional networks to support change initiative/project/ programme.

Certified Professional Competency Framework – Accelerating Transition 24

 d3
COMPETENCY
Competency Descriptions

MOTIVATING AND MOBILISING OTHERS

Performance description
Candidate convincingly presents unsustainable status quo and need for
change to others. Candidate shows the benefits of the vision to different
actors and engages them to take action towards the achievement of the
intended goals. This includes maintaining momentum for those already
actively involved, as well as winning over passive or reluctant actors and
those not involved.

Performance indicators

1. Candidate is able to effectively communicate a need for change to the

relevant actors.
2. Candidate is able to mobilise others to take action and to acquire
resources (money, time, materials, etc.).
3. Candidate is able to sustain momentum and to keep direction in the
motivation of involved actors.
4. Candidate is able to identify ways how to handle criticism and resistance
of reluctant actors.

Certified Professional Competency Framework – Accelerating Transition 25

 E
working area
Competency Descriptions

MONITORING & ADAPTING

Monitoring process and progress includes constant reflection on activities,

outputs, and outcomes as well as developments and changes in the system/
environment. By comparing the results with the developed vision and goals,
changes in strategy, action, and goals may be required.

The practice of critically reflecting on assumptions and discourses and

constantly adapting actions, leads to organisational and reflective learning
(second order learning). Monitoring and adapting is relevant for all of the
described working areas in transition processes.

Certified Professional Competency Framework – Accelerating Transition 26

 E1
COMPETENCY
Competency Descriptions

MONITORING

Performance description
Candidate keeps track of and document progress. Candidate monitors
changing system/environment which relate to the defined vision. This
includes identifying suitable observation/performance indicators and the
identification of potential shortcomings. Candidate uses monitoring as a
resource for organisational learning.

Performance indicators

1. Candidate is able to decide on the areas to be monitored (e.g. actions

of key actors, institutional changes).
2. Candidate is able to define and use suitable observation/performance
indicators (e.g. related to actors’ behaviour, objectives, instruments, and
the overall process).
3. Candidate is able to monitor progress and identifies shortcomings.
4. Candidate is able to draw conclusions from monitoring results and to
learn from his/her findings.

Certified Professional Competency Framework – Accelerating Transition 27

 E2
COMPETENCY
Competency Descriptions

ADAPTING THROUGHOUT THE PROCESS

Performance description
Candidate makes use of monitoring results to adjust objectives, priorities,
resources, action steps or any other aspects of the process. Candidate
decides on the appropriate type of practical adaptations required (e.g.
quantitative or qualitative).

Performance indicators

1. Candidate is able to make use of monitoring results to adjust objectives,

priorities, resources, action steps, or any other aspects of the process if
necessary.
2. Candidate is able to decide on the appropriate type of practical
adaptations required (e.g. quantitative or qualitative).
3. Candidate is able to communicate and to provide convincing reasons
for changes in the process to the affected stakeholders.
4. Candidate is able to appraise the effectiveness and efficiency of different
adaptation measures.

Certified Professional Competency Framework – Accelerating Transition 28

GLOSSARY

This glossary explains terms used in the competency framework in order

to help applicants making their submissions. It is NOT a dictionary and the
explanations given are NOT definitions of terms.

A
Aim, goal, An aim is a general statement that gives direction and
objective identifies an intention to act. A goal is a high-level,
often non-measurable statement concerning a broad
measure of achievement. An objective is a more precise
statement about what is to be achieved in concrete
terms.

“You aim to accomplish a goal in order to achieve your

objective”. So you might aim to lose weight before
your holidays with the goal of fitting into your summer
clothes and your objective is to lose 10 kilogrammes in
total.

Attitude A competency consists of knowledge, skills, and

attitude elements.

Attitude means to apply personal, social, and/or

methodological abilities with an intrinsic motivation.
Hence, attitude describes the mind-set and determines
how we address problems and/or projects.

Certified Professional Competency Framework – Accelerating Transition 29

 B
glossary

Backcasting Backcasting is an approach performed to reach a

desired future and is frequently used in planning
scenarios where the future is particularly difficult to
‘forecast’. Whereas forecasting starts by trying to
predict the unknown future from known trends to date,
backcasting establishes a strong vision of the desired
future (unknown) and defines stepping stones and
pathways towards that future.

Backcasting recognises the current reality but is not

restricted by it. The more uncertain the anticipated
future, the more useful is backcasting from a desired
vision.

Within this competency framework backcasting is

included in the working area Visioning & Defining goals
because the process of backcasting within a systems
thinking framework is largely determined by the initial
visioning exercise.

C
Collaboration Collaboration refers to the act of (voluntarily) working
together on a project or for achieving a common goal.
Many Transition projects can only be achieved through
collaboration as the goals can be greater than the ability
or scope of individual actors or stakeholders.

Collaboration is not just a new term for networking, but

it is a far deeper engagement process. To be successful
the main stakeholders in a collaborative project must
understand and respect issues such as voluntarism,
shared goals, consensus, and participative and
distributed leadership practices.

Certified Professional Competency Framework – Accelerating Transition 30

 C
glossary

Competence / Competence means the proven ability to use

Competency knowledge, skills and personal, social and/or
methodological abilities, in work or study situations
and in professional and personal development. The
European Qualification framework refers to knowledge,
skills, and competence (KSC).

A competency is a persistent pattern of behaviour

resulting from a cluster of knowledge, skills, and
attitudes (abilities + motivation). Hence, the concept of
competency adds on an (intrinsic) motivational factor to
the concept of competence (EQF).

In light of economic, social, and environmental trade-off

decisions, we deem this to be an essential element in
the context of a transition towards a low-carbon society.

Complexity When something is described as complex it is made up

of many interconnected parts. Within systems thinking,
complexity is a fundamental principle for understanding
how systems function, with focus on the interconnections
and interrelationships rather than just the individual
parts. Systems thinking allows us to map complexity
so we can understand, manage, and predict complex
systems in meaningful ways.

Complexity is often made up of repeated patterns which

themselves may be quite simple but when combined
lead to complexity – much like playing chess or the
piano. The word complicated is similar to complex but
implies that the fundamental patterns themselves are
intricate, elaborate, and confusing.

Certified Professional Competency Framework – Accelerating Transition 31

 C
glossary

Compromise Compromise refers to the process of reaching

agreement between parties with conflicting interests.
The starting point is different from consensus (see below)
as there is conflict or defined disagreement before the
discussions for a solution start. Compromise is based on
all parties modifying their claims to reach an agreement
or a solution. Work towards reaching a compromise can
be quite formal and often involves a mediator in the
negotiations.

Consensus The root of the word is consent and means agreement

of opinion. Consensus can refer to both a majority of
opinion and general agreement or harmony.

Care needs to be taken when using the term in groups

so that everyone is clear on the meaning and what the
implications are for discussions.

It is often said that the problem with consensus is that

we start with a rainbow of diverse opinions and we keep
stirring the debate to get agreement until we end up
with grey which no one wants! See compromise above.

E
Environment(al) Environment regularly refers to nature, plants, and
animals as used in environmental science and ecology.
But it can also stand for the total of surroundings, as in
people, things, conditions or influences.

So one can refer to the social environment or the

technological environment. A clear definition is needed
if one is not / or not only referring to the natural
environment.

The use of the adjective environmental generally stands

for the natural environment, such as the environmental
movement or environmental politics.

Certified Professional Competency Framework – Accelerating Transition 32

 I
glossary

Interdependency Interdependency refers to a mutual dependency

between actors, projects, organizations etc. Often two
or more of these are legally independent though they
may depend on one another in many different ways.
For example, a business may rely on a supplier for raw
material and the supplier may be dependent on the
business as a major customer.

Interdisciplinary Interdisciplinary approaches involve two or more

disciplines and try to combine respective methodologies
and practical habits. Originally, this referred to academic
disciplines but has more recently expanded into a
wider context and is used to describe the combination
of different approaches (for instance technology and
language) to offer a new approach.

K
Knowledge A competency consists of knowledge, skills, and attitude
elements.

Knowledge means the outcome of the assimilation of

information through learning. Knowledge is the body of
facts, principles, theories and practices that is related to
a field of work or study. Knowledge can be theoretical
and/or factual.

M
Mainstream(ing) Mainstream refers to the principle or dominant course
(literally main + stream - as in a river and its tributaries).
This can be used as an adjective such as ‘mainstream
politics’ or ‘mainstream culture’ and refers to the
dominant practices in any situation. Alternative practices
are often not initially accepted or approved by the
mainstream. Many of the projects and programmes
aimed at moving to a low carbon society are not
mainstream as yet.

Certified Professional Competency Framework – Accelerating Transition 33

 M
glossary

Multidisciplinary Multidisciplinary approaches involve a combination

of different disciplines similar to interdisciplinary
approaches. In multidisciplinary settings, however, each
discipline works with their own methodologies and
practical habits.

The results are combined at a later stage. This is

separate to Interdisciplinary approaches, as explained
above, as there is no effort to develop a new approach
using the combined competencies.

O
Organisational Organisational learning is the process of creating,
learning retaining and transferring knowledge within an
organisation. Such an organisation improves over time
as it gains experience. From this experience, it is able to

P
create knowledge again and foster behaviour change.

Paradigm (shift) A paradigm is a model or pattern of thinking which is

held by a group to be generally understood. It strongly
influences how the work is approached.

Often a paradigm is not clearly stated and in fact there

can be quite different levels and types of understanding
between individuals within a group.

This can lead to confusion. A paradigm shift describes a

collective change in how a group perceives and thinks
about a certain issue.

R
Resilience Resilience is the ability to cope with change. Resilient
(~t systems) systems have the capacity to take setbacks or shocks or
to absorb change without being permanently damaged.
For example, a society may be resilient if it can deal with
major change and still function according to the goals of
the society.

Certified Professional Competency Framework – Accelerating Transition 34

 S
glossary

Scenario A scenario is a sequence of events that is predicted

(development) or imagined. When communicating about long term
projects, it is often necessary to create a scenario that
engages stakeholders. Scenario development needs to
be grounded in reality and consider current trends.

Sense-making Sense-making means explaining or describing and

usually refers to new narratives or stories. Many of us
carry within us a mental model of how the world works
and this can be a barrier to accepting radical change.

Such models can be held at both an individual and a

collective level. Sense-making refers to how we might
re-imagine our models and thus re-tell our underlying
narrative.

Skills A competency consists of knowledge, skills, and attitude

elements.

Skill means the ability to apply knowledge and use

know-how to complete tasks and solve problems. Skills
are described as cognitive (involving the use of logical,
intuitive and creative thinking) or practical (involving
manual dexterity and the use of methods, materials,
tools and instruments).

Social capital Social capital generally refers to resources, and the value
of these resources, both tangible (public spaces, private
property) and intangible (actors, human capital, people).
Moreover it refers to the relationships among these
resources and to the impact that these relationships have
on the resources involved and on larger groups.

Certified Professional Competency Framework – Accelerating Transition 35

 S
glossary

Social discourse Social discourse describes a formal way of thinking that

can be expressed through all types of communication
within a community. It builds cohesion and
understanding and defines what statements can be said
about a topic.

Hence, social discourse affects a person’s perspective

and it is impossible to avoid discourse.

Sociotechnical Society operates using different degrees of technology.

(systems) The level of technology is one factor influencing
interactions within society. The term sociotechnical
system refers to the interplay between society and
technology and how this manifests in practice.

Stakeholders Stakeholders are individuals and organisations with

direct and indirect interest in a project, business, or
enterprise. For instance, in a business stakeholders
include shareholders and employees, but also
customers, suppliers, creditors, local communities,
government authorities, media representatives, and/or
environmental and consumer organizations.

Many projects, which are concerned with moving

towards a low carbon society, want to involve a wide
number of stakeholders to reach shared goals and to do
this through persuasion rather than legislation.

Strategy/ A strategy is a long term, high level plan for a project/

strategic organisation to achieve one or more goals under
planning conditions of uncertainty.

Strategic planning is an organisation’s process of

defining its strategy, or direction, and making decisions
on allocating its resources to pursue this strategy.

Certified Professional Competency Framework – Accelerating Transition 36

 S
glossary

System failure System failure leads to a destruction of the system itself.

Hence, a sustainable system is one without system
failures or system failures need to be detected and
addressed in to reach a sustainable state.

Systematic Systematic refers to a methodological approach to a task

or solving a problem. For example, solving a problem
by going through a predefined sequence of steps. Such
an approach does not necessarily involve recognising a
systems thinking (systemic) approach.

Systemic Systemic refers to the system as a whole. It also

means recognising the properties of a system such as
complexity, specific boundary issues, and thresholds or
tipping points in relation to failure.

Taking a systemic approach means acting in a manner

that recognises the characteristics of a given system.
In common use, the terms systematic and systemic
are often interchangeably, but the distinction is very

T
important for this competency framework.

Transdisciplinary Transdisciplinary approaches include both theory-

based (scientific) and practice-based approaches. They
attempt to bridge the worlds of academia and practice
in order to provide science-based solutions for real world
problems.

Transition See definition in the beginning of the competency

framework.

Certified Professional Competency Framework – Accelerating Transition 37

 V
glossary

Visioning (pro- Within this competency framework visioning refers to the

cess) process of reflection that helps to build a clear picture
of a desired future. It is not just a sudden realisation
by one person of what needs to be done, such as an
entrepreneur’s vision. Importantly, visioning should be
a shared process that several actors may reach through
debate, discussion, reflection and the experience of
working together.

The visioning process should result in a common

understanding of a desirable future (state) rather than an
action plan or specific goals.

Certified Professional Competency Framework – Accelerating Transition 38