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Tools and Concepts Assignment
Due: Friday, October 22, 2010, 17:00
Introduction
When working within the field of sustainable development, sustainability practitioners are faced
with a large and growing number of tools and concepts such as ISO14001, Ecological Footprint,
LEED Certification, etc. The sheer number of these sustainability‐related tools can lead to
confusion among practitioners about which tools will be most effective for their organisation and
how to integrate these tools into their organisation’s sustainability agenda.
The first step that should be taken to deal with this challenge is to place sustainability tools and
concepts in the context of an organisation’s overall transition to sustainability. Before tools are
selected, an organisation should carry out an initial ABCD process (highlighted in the first
assignment) to identify both the organisation’s current reality and the most serious impacts, as
well as brainstorm and prioritize actions. It is once problems are identified and first steps come
into focus that the process of tool selection can be most effectively carried out (Robèrt et al.
2010, 69).
Once an organisation carries out an initial ABCD process, it is important to analyze possible tools
and concepts in more detail. As detailed in the textbook, the generic Five Level Framework (5LF)
is a conceptual framework that was developed to help people plan in complex systems. In
addition to guiding planning efforts, a 5LF can be used to analyze a sustainability‐related tool or
concept to gain a structured understanding of the tool’s intended purpose (Robèrt et al. 2010,
70). In other words, it is important to know what each tool is intended for before we start to use
it; you wouldn’t want to try to dig a hole with a pencil, for example.
Whatever tools are selected, they should be integrated with the FSSD to ensure that there is
cohesion between the overall planning from the big picture and what practitioners monitor and
measure in more detail. The FSSD and other tools should be seen as complementary and
synergistic, allowing practitioners to maintain an informed, strategic perspective while selecting
among tools and concepts (Robèrt, et al. 2010, 68).
Learning Objectives
By the end of this assignment, the learner should be able to:
• Analyse a specific sustainability‐related tool or concept and determine for whom it was
created and what it was created to do,
• Determine whether the tool fulfils the goals that it was created to help users achieve,
• Determine the role that the selected tool or concept can play in moving an organisation
or society towards sustainability (i.e. Determine how, when, in what context a tool can
be best used to help practitioners move their organisation or society towards
sustainability), and
• Identify how various tools and concepts relate to one another and can build on one
another when planning for sustainability.
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MI2407 Introduction to Strategic Leadership towards Sustainability
Tools and Concepts Assignment
Instructions for Completing the Assignment
Desired Result
A concise, well‐referenced written report that fulfils the requirements of the assignment detailed
below.
1. Create your group and select your topic (see below), then sign your group up
(including all group member names and your topic) on the spreadsheet on It’s
Learning by Friday, October 8.
(The spreadsheet can be found under Assignments > Tools and Concepts Sign‐up Sheet)
Group Formation: Each group must:
• Have 4 – 5 group members
• Represent at least two countries
Topic Selection:
• Select a topic from the list below or suggest another tool or concept for approval.
• Only one group per topic. Topics will be selected on a first‐come, first‐serve basis. If a
group has already chosen a topic that interests your group, please select another topic.
• If you would like to propose a tool that is not listed, submit your request, including links
to information about the tool and why you would like to select that tool, to Zaida for
consideration by e‐mail by 10:00 a.m. on Friday, October 8.
Possible Topics:
• FACTOR X • LOCAL AGENDA 21
• FOREST STEWARDSHIP COUNCIL • MARINE STEWARDSHIP COUNCIL
(FSC) (MSC)
• FAIR TRADE • MILLENIUM DEVELOPMENT GOALS
• GEMI Tools (MDGS)
• GENUINE PROGRESS INDICATOR • NATURAL CAPITALISM
(GPI) • PRODUCT LABELLING (ecolabels)
• GLOBAL REPORTING INITIATIVE (for example KRAV (Sweden), USDA
(GRI) Organic (USA), etc.)
• HAPPY PLANET INDEX • SWEDISH ENVIRONMENTAL
• KYOTO PROTOCOL QUALITY GOALS
• LEED CERTIFICATION (relates to • UN GLOBAL COMPACT(relates to
building construction) business and CSR)
• LIVING BUILDING CHALLENGE • ZERO EMISSIONS (UNU)
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MI2407 Introduction to Strategic Leadership towards Sustainability
Tools and Concepts Assignment
2. Prepare a written report
Prepare a 1500‐2000 word paper (approximately 4‐5 pages double‐spaced, not including
reference list, footnotes, or cover page) that discusses your chosen tool or concept. Please
submit your assignment as a Word document.
The report should contain:
• A cover page (including project title, subject code, the first and last names and Personal
Numbers of all group members),
• Parts 1, 2 and 3 (see below), and
• References cited using Turabian referencing style (see the Referencing Guide on It’s
Learning under Lecture Slides > Library Orientation)
Written Report Part 1: Understanding the tool or concept using the generic 5LF
Purpose: to analyze your selected tool or concept to understand and concisely describe the
tool’s intended purpose.
When analyzing a tool’s usefulness for moving towards sustainability, it is necessary to first start
by knowing what a tool is designed to do, who it is designed for, and whether these goals are
met in the real world. Without knowing the answers to these questions it is difficult to decide
whether the tool is useful for helping us to achieve sustainability, and, if it is, what other tools
would be useful or necessary to use in conjunction with it.
We can carry out this analysis by using the 5LF to conduct a neutral analysis to gain a structured
understanding of the tool or concept, and its intended role in helping society become
sustainable.
Structure Part 1 using the levels of the generic Five Level Framework (see Figure 1 and Chapter
4 in the textbook). ***Note: The tool in question may not include information pertaining to all
levels of the Five Level Framework. For example, it may not suggest any actions, or offer any
tools for the user to use. If it does not, simply note that it does not.
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MI2407 Introduction to Strategic Leadership towards Sustainability
Tools and Concepts Assignment
Note: Below are some sample questions to help you explore the different levels, but
Topic they are not the only questions you could ask.
(Chosen Tool
or Concept)
Introduce and give a brief overview of the tool or concept, including:
• Its development and historical context: Who created or developed the tool?
Why was it created? (What were the circumstances that led to its
development?) Is the tool part of a broader system (e.g. is it a certification tool
that is part of a larger entity? Or it is owned / operated / moderated /
monitored by another organization?)
• Type of tool: What type of tool is it? Is it designed for planning? For
management? For measuring? For monitoring? For auditing? For
communication? For certification? Other?
• Audience: Who should use the tool, and under what circumstances? Is the
Systems tool/concept equally useful for all levels, types, or scales of organisations (e.g.
local organisations, municipal to national governments, small business to multi‐
national corporations?) If not, who is the tool or concept best suited for?
• Basic assumptions about the system: Does the tool state any explicit or implicit
assumptions about the system? (For example, does Carbon Commitment X state
the assumption that we need to limit our CO2 emissions to Y gigatons per year?
Does Trading Scheme ZZ state the assumption that more trade between
‘developed’ and ‘developing’ countries is a desirable thing? Does Community
Engagement XYZ state that due to the governing system of country 1, it is
important to make change at the local community level?)
Describe how the tool or concept defines Success: What is the tool’s stated
purpose? What is it intended for? What are the boundaries for the tool? Does the
tool or concept clearly state what it was designed to do, or for what purposes it can
be used? What are the most basic considerations that define success for the tool?
Based on your analysis at the Systems Level, describe the tool’s goal or objective,
Success which can either be stated outright or implied from other information. For example,
the tool may explicitly state goals for eco‐labelling and green consumption, or goals
may be implied such as the implied goal that more information about a person’s
global ecological impact will lead them to consider reducing this impact within the
natural limits, such as with the Ecological Footprint.
Describe the overall guidelines (if any) which help users prioritize actions to move
them strategically towards success: Does this tool help planners prioritize actions
towards the overall goal by providing high‐level, strategic suggestions? How does
Strategic the tool recommend that decisions be made? What criteria are used to decide on
actions? Who is, or should be, involved in the decision‐making process? (Again,
these could be implicit or explicitly stated in the evidence you consider. Also, these
are often stated as “principles” such as the “principle of cooperation.”)
Discuss any specific actions that the tool or concept recommends taking: Here,
consider the various actions the tool may suggest and the stated rationale for them.
Actions Are they aligned with the stated goals (Success Level) or strategic guidelines
(Strategic Level)?
Describe any other complementary tools that are suggested: Does the tool or
concept suggest or offer one or more complementary tools that practitioners
Tools should use to assist them in the movement towards, or maintenance of, success
(such as measurements, monitoring, management approaches)?
Figure 1. The Five Level Framework used as an analytical tool.
Finally, consider how well the tool does what it is designed for. Does it deliver on the full scope
of the claims it makes? (For example, if a tool’s stated purpose is to help you to be strategic, but
it doesn’t define an end goal, it might not fulfil the purpose for which it was intended.) Similarly,
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MI2407 Introduction to Strategic Leadership towards Sustainability
Tools and Concepts Assignment
is the tool easy to implement (for example, has it been broadly used by its intended audience, or
is it simply a theory on the shelf)?
Written Report Part 2: Assessment of the selected tool or concept using the FSSD
Purpose: to analyse the tool or concept though the lens of strategic sustainable development
to contextualize and describe the role the selected tool can play in the global transition
towards sustainability.
Once you have established a baseline understanding of the
Systems tool (in Part 1), you should next determine how the tool or
T concept can be used to strategically move an organisation
towards sustainability. To do this, explore how the tool or
O
Success concept contributes to each level of the FSSD.
O
All of the tools and concepts listed in the Possible Topics list
Strategic
L (in #1 of the assignment Instructions) are tools and are
considered to be at the Tools Level of the FSSD. As Figure 2
S shows, sustainability tools and concepts can potentially
contribute to one/some/all level(s) of the FSSD.
Actions
Figure 2 In Part 2, describe the insight or contribution that your tool
or concept makes to the Systems, Success, Strategic, and
Actions Levels of the FSSD. Does it help users to make decisions strategically (Strategic)? Does it
elaborate or explain a particular success aspect (Success)? Does it contribute at the Systems
Level, by helping us to understand more about the System (Systems)? Is it a tool to help carry out
an action (for example as a shovel helps us to dig)(Action?) Or, is it another type of tool?
Here is it important to keep in mind that specific tools are often designed with a specific intent,
and very few of them explicitly aim to bring society within full compliance of the Sustainability
Principles (Robèrt et al., 2010, 70). Therefore, it is often useful (and necessary) to understand
and consider what the tool is good at assisting with, and later consider using complimentary
tools (see Part 3).
During this analysis also identify “gaps” or “blind spots” that the tool or concept does not cover
with respect to a movement towards full sustainability. These “gaps” may require a further
analysis from the perspective of each Level of the FSSD.
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MI2407 Introduction to Strategic Leadership towards Sustainability
Tools and Concepts Assignment
Structure Part 2 using the levels of the FSSD (see Figure 3 on the following page, and Chapter 4
in the textbook).
Note: Below are some sample questions to help you explore the different levels,
Topic but they are not the only questions you could ask.
(Chosen Tool
or Concept)
Questions to identify contributions: Does the tool offer contributions at the
Systems level? Does it help users understand more about the system? Does it offer
or measure further information to understand more about the system? How does it
do this? Does it state any assumptions at this level?
Systems Questions to identify possible gaps: Are the system boundaries too narrow to really
cover all essential aspects? When it states or implies assumptions about the system,
are those assumptions actually accurate? (For instance, GDP assumes that all
economic activity is positive; however, is this the case?)
Questions to identify contributions: Does it offer or further elaborate on a
definition of success? Does this definition cover the full scope of sustainability? If a
user complies with the tool’s success definition how close can the user get to
addressing sustainability as defined by the Sustainability Principles? Is global
sustainability integrated in the tool’s long‐term success definition? Which
sustainability aspects does the tool address or measure?
Success Questions to identify possible gaps: Does the tool have a clear goal? Given what
your tool is designed to do, are there any ‘blind spots,’ or areas where it cannot help
users achieve success, in relation to the Sustainability Principles? What sustainability
aspects are not addressed or measured by this tool? What aspects of the
Sustainability Principles would be better measured, managed, or communicated
using other methods?
Questions to identify contributions: Does the tool offer any guidelines or further
information for prioritizing strategic moves? How, if at all, does it integrate
sustainability in overarching strategic guidelines? Can the tool help a sustainability
practitioner decide whether a potential action is a good choice in light of strategic
prioritization guidelines (i.e. the three prioritization questions, and other additional
guidelines such as urgency, relative contribution, potential magnitude, the
precautionary principle, etc. Does the tool help to achieve or support the process
Strategic guidelines for social sustainability, such as participation, transparency,
responsibility, and honesty (see Robèrt et al. 2010, 55‐58, 111‐114)?
Questions to identify possible gaps: Does the tool suggest a limited view of a stra‐
tegic approach, such as focusing too narrowly on making decisions based on ROI
alone? (ROI is useful, but it should not be used alone, without the other questions.)
Does it specifically contradict any of the other guidelines? Does the tool utilize a
backcasting approach, or does it solely rely on forecasting?
Questions to identify contributions: Does the tool or concept suggest actions which
are in line with strategic guidelines for decision making and will help move the
organisation towards sustainability?
Questions to identify possible gaps: Does the tool broadly suggest concrete actions
Actions without contextualising whether those actions are appropriate for that organisation
at that given time? (for example a gap might be a list of suggested actions that don’t
necessarily lead strategically towards success. (i.e. Buy renewable energy credits…
This isn’t always strategic. It depends on the context and the long term vision.)
Figure 3. A tool or concept’s contributions to the FSSD
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MI2407 Introduction to Strategic Leadership towards Sustainability
Tools and Concepts Assignment
Written Report Part 3: Advice to Practitioners
Purpose: to offer advice that helps practitioners use the tool in the most effective way to
move an organisation towards sustainability. In other words, we’d like to use the tool within
an SSD approach (backcasting from full sustainability), how can the tool help us with that?
What advice would you give to practitioners that would help them use the tool in the most
useful and efficient way (remembering that the organisation’s ultimate goal is to close their gap
to sustainability as quickly as possible)? This may involve using the tool or concept in relation to,
or in combination with, other tools or concepts, ensuring that any identified blind spots have
been addressed, and making sure that all levels of understanding for planning in complex
systems have been adequately addressed.
If the tool is specifically designed to focus on a certain sustainability issue, how might a
practitioner incorporate a Strategic Sustainable Development approach within the organisation
to avoid unintentional consequences for society in the biosphere (for example, if a reduction of
greenhouse gases under the Kyoto protocol might lead to a large increase in toxic, persistent
compounds, what other tools or concepts could be combined with the Protocol to help avoid
those problems)? Some questions to consider include:
• Does the tool cover the full scope of sustainability? Does it account for all aspects that
are relevant for sustainability? If not, what other tools should it be complimented with in
order to do so? (Or more generally, what are the characteristics of other complimentary
tools that might assure all SPs are covered?)
• How could the tool be developed to incorporate more aspects of the Sustainability
Principles? Could the tool be modified to address or measure a full sustainability
perspective?
3. Hand in your report as a Word Document Report via It’s Learning by Friday, October
22, 17:00
Evaluation
The written report (80% of total grade) will be evaluated using the following criteria (0= Strongly
Disagree to 5 = Strongly Agree):
1. Part 1: The authors provide a brief, clear explanation of the tool or concept, its history,
context, purpose, and intended audience.
2. Part 2: The authors provide an articulate and succinct outline of the most relevant
application of the tool or concept in the overall transition of society towards
sustainability.
3. Part 2: The authors clearly and accurately describe the insight or contribution that the
tool or concept makes at the relevant levels of the FSSD.
4. Part 2: The authors identify any “blind spots” for achieving sustainability for those using
the tool or concept in relation to the Sustainability Principles.
5. Part 3: The authors provide practical advice to sustainability practitioners on how to
most effectively use the tool or concept, and how they might fill any blind spots (i.e.
what other tools could be used in conjunction with this tool or concept).
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MI2407 Introduction to Strategic Leadership towards Sustainability
Tools and Concepts Assignment
6. Overall: The paper was clear, flowed well, and is correctly referenced.
The peer evaluation (20% of total grade): The following criteria for peer evaluation are
presented as a suggestion for your group to adopt as a way for each person to evaluate
(quantitatively) the others in the group. However, in case that your group feel strongly about
having an alternative quantitative evaluation, you can submit your ideas to Zaida Barcena
(zxb@bth.se) for approval.
Suggested criteria for peer evaluation:
Meetings:
My peer was punctual (on
0 – 1 – 2 – 3 – 4 – 5 Comments:
time) for the meetings.
My peer attended all the
0 – 1 – 2 – 3 – 4 – 5 Comments:
meetings.
My peer demonstrated
0 – 1 – 2 – 3 – 4 – 5 Comments:
sufficient flexibility when
arranging meeting times.
Deliverables:
My peer delivered assigned
0 – 1 – 2 – 3 – 4 – 5 Comments:
tasks that were of excellent
quality.
My peer delivered assigned
0 – 1 – 2 – 3 – 4 – 5 Comments:
tasks on time.
Teamwork:
My peer had a positive and
0 – 1 – 2 – 3 – 4 – 5 Comments:
professional attitude.
My peer demonstrated the
0 – 1 – 2 – 3 – 4 – 5 Comments:
ability to listen effectively.
My peer provided con‐
0 – 1 – 2 – 3 – 4 – 5 Comments:
structive ideas and feed‐
back.
My peer was considerate
0 – 1 – 2 – 3 – 4 – 5 Comments:
and helpful regarding dif‐
ferent cultures and differ‐
ent language abilities.
Note that peer evaluation documents can be provided to the programme team directly (you do
not necessarily have to show your peers what you wrote), however your group is suggested to
have a ‘Lessons Learned’ and Debrief session, where you discuss the peer evaluations. Each stu‐
dent will be able to see the ‘scores’ provided by their peers, but not the names of the individuals,
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MI2407 Introduction to Strategic Leadership towards Sustainability
Tools and Concepts Assignment
unless you choose to do so as a group. Further instructions for submitting evaluations will follow
via It’s Learning. Note: Each student shall submit an evaluation of each of their group mem‐
bers.
Resources
The following required and suggested readings are important to review for this assignment:
• Hallstedt S., H. Ny, K‐H. Robèrt, G. Broman. 2010. An approach to assessing sustainability
integration in strategic decision systems for product development. In Journal of Cleaner
Production 18: 703‐712
This article explores an approach to assess company decision systems regarding sustainability‐related
communication and decision support between senior management and product development levels.
• Holmberg, J., Lundqvist, U., Robèrt, K‐H. and Wackernagel, M. 1999. The Ecological
Footprint from a Systems Perspective of Sustainability. International Journal of
Sustainable Development and World Ecology 6:17‐33.IPCC. 2001.
[This reading is listed as a suggested reading in the Course Outline] In this article the authors relate the
assumptions used to calculate the Ecological Footprint to the system conditions in order to analyse whether
the Ecological Footprint reflects a whole systems view of sustainability.
• MacDonald, J.P. 2005. Strategic sustainable development using the ISO 14001 Standard.
In Journal of Cleaner Production. 13 (6): 631‐643
[This reading is listed as a required reading in the Course Outline] In this article the author incorporates a full
sustainability perspective into the ISO14001 standard (e.g. in the selection of social and ecological aspects)
and how the strategic element of using the Principles of Sustainability to define ultimate success is used.
• Robèrt, K‐H. 2000. Tools and concepts for sustainable development, how do they relate
to a general framework for sustainable development, and to each other? Journal of
Cleaner Production 8: 243 – 254.
[This reading is listed as a required reading in the Course Outline] In this article different tools are discussed
within the context of the Framework for Strategic Sustainable Development in order to understand their
relationship within a full context of sustainability and to each other.
• Robèrt, K.‐H., B. Schmidt‐Bleek, J. Aloisi de Larderel, G. Basile, L. Jansen, R. Kuehr, P. Price
Thomas, M. Suzuki, P. Hawken and M. Wackernagel. 2002. Strategic sustainable
development: selection, design and synergies of applied tools. Journal of Cleaner
Production 10(3): 197‐214.
[This reading is listed as a required reading in the Course Outline] In this article a number of concepts are
discussed within the context of the Framework for Strategic Sustainable Development in order to understand
their relationship within a full context of sustainability and to each other. In particular, please note how
dematerializations and substitutions are used to explain the relationship of certain concepts with a strategic
sustainability perspective, and how concepts relate to both “success” and the “strategic guidelines”.
The session “Tools and Concepts” on October 15th is important to attend and participate in for
this assignment‐ Also, the staff will be available for Questions on October 18th and 19th from
9:00 ‐11:00 in room J3408.
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