Bob ArnkilGothenburg September 2009

MY GENERATION PRODUCT LANDSCAPE

AND ECOLOGY

”Transforming our understanding of products”

PRODUCT LANDSCAPE

Product = ”social innovation” = good practice

We need to transform our understanding of good practice and products

1)Good practice exists on many levels and in many forms. Quite often only the ”tip of the iceberg” is revealed and the different levels are not spelled out clearly> We need a new kind of ”product ecology” so that we capture this better

2) Good practice is always – at the end of the day – situated, local practice – so it has to be actively adapted/ modified/ learned in the particular context> We need a new kind of learning process – enhanced with the new product ecology – to transfer good practice/products better

Local community

Educational community

Business community

The Young

Promotingpositive potential,

image, lifestyles and choices

Promoting positive life transitions

Good practices: OUTREACH > CAPABILITIES/EDUCATION >WORK/ SELF RELIANCE

ACTORS

Local community and actors

Educational community and

actors

Business and employment community and actors

The Young

Promotingpositive potential,

image, lifestyles and choices

Inactivity > positive activity > capability building > training/ education/practice > employment

Providing ”doors” to positive activity, recreation & community engagement, champions,role models…

Connection to demand and business, providing perspectives, hands-on counselling, guidance and drop out prevention, enhancing employability

Upstream involvement, providing perpectives to demand, engaging in enhancing employability, providing practice

Real input in design, execution and evaluation of activities, making the positive input of young visible

Coordinating the whole, establishing new contacts, making good practice known and influencial

Initial ideas of good practice in MY GENERATION

Looking for Good Practices

In engaging with those young who are ”hard to reach” and promoting positive transitions towards self reliance

Working with local communities to establish this

In transforming education to be better geared towards the lifestyles, aspirations and life-based learning of the young – and towards the demands of working life

In establishing new connections between the young, communities, education and business

In lifting the ”youth cause” on city agendas and establishing better coodination of interventions

MY GENERATION PRODUCT AND GOOD PRACTICE LANDSCAPE

InformalLife based

MainstreamFormalFormal knowledge

OUTREACHOUTREACH

TRANSFORMING EDUCATIONTRANSFORMING EDUCATION

TRANSITION TO WORKING LIFE

TRANSITION TO WORKING LIFE

Community schools

Community schools

World WorthLiving

World WorthLiving

Guidance/One stop shops(Drasyna)

Guidance/One stop shops(Drasyna)

Incubators)Incubators)

From ”puzzlement”From ”puzzlement” via mediation and co-creation……

via mediation and co-creation…… …to self reliance…to self reliance

Street footballStreet football

EventsArenas

Platforms

EventsArenas

Platforms

EventsArenas

Platforms

EventsArenas

PlatformsEventsArenas

Platforms

EventsArenas

Platforms

C-stickC-stick

PRODUCT ECOLOGY

Transforming our perception of products/ good practices

Forms/ or ”modes” of good practice/ product

Planning it – having a plan

Learning it – having a learning ”script”

Living it – experiencing it, having lively material

Written and spoken plans, evaluations, ”directives” what to do and how

”Good outreach means 1,2,3..”

Written, spoken and modelled/learning stories, ”scripts”

”This is what we learned.. We invited so and so..had a dialogue…

Written, spoken and animatedstories/ vignettes…

Videos, faces, pictures, stories, events

”Tip of the iceberg”

RationalPlans

Learning scripts

Life stories

”Management/ expert language: If only this is

given, it is hard to understand/ approach/

reproduce

”Management/ expert language: If only this is

given, it is hard to understand/ approach/

reproduce

If only this is given, it is hard to see the forest

from the trees

If only this is given, it is hard to see the forest

from the trees

These can help to transfer the practice/

product

These can help to transfer the practice/

product

Understanding/ approaching good practice and products

RationalPlans

Learning scripts

Life storiesResonates to people’s lives,

intuitive, helps to relate, to approach, to

be interested

Resonates to people’s lives,

intuitive, helps to relate, to approach, to

be interested

Reveals ”how it was actually done and

with whom” so that it is easier to reproduce

Reveals ”how it was actually done and

with whom” so that it is easier to reproduce

Gives the basic concepts, organises

action, helps planning and organising

Gives the basic concepts, organises

action, helps planning and organising

PPlans

Scripts

Stories

PPlans

Scripts

Stories

PPlans

Scripts

Stories

PPlans

Scripts

Stories

Context A

Context BLearning process

Learning from good practice,Enhancing the dissemination of good practice

LEVELS OF PRODUCTS/ GOOD PRACTICE

Levels of good practice

Overall management/governance, decision making/

New kinds of programmes/ plans/resources/agendas

Mid-management/ horizontal cooperation

New kind of cooperation between social work, police, recreation, local communities…

Operational level New outreach in the ”front line”, like ”street football”

All levels must be addressed – otherwise the practice ”evaporates”

Good practice

Good practice

Product Ecology as a Matrix

Mode of existenceLevel ofexistence

Plans:Mainly written plans/ analyses/ ”texts”

Learning:How it was done and with whom revealed

Living:Stories, animation

Governance/overall management level product/practice/l

Description of governance/ management initiative/ plan

Recommendations/ plans of learning culture

”Sound bites” of politicians/ managers ”testifying”

Horizontal/ middle management levelproduct/practice/

Description of horizontal networking/workshops with stakeholders

Descriptions/ ”handbooks” of how to run multi-actor workshops and what we learned, mentoring

Multi-media and story material of multi-actor workshops and networking

Front-line level product/practice/

Description of action with customers/ young

Front-line training, mentoring and material and examples

Multi-media and story material of front-line activities, citizen input

Product ecology:Different modes and levels of product and tool existence

Mode of existenceLevel ofexistence

Rational planning Learning infrastructure

Multi-media material, illustrations, stories

Managing, setting frameworks,Vertical contact

Local action plan as a written plan

Local action plan as freamework of learning

Locan action plan as illustrations and stories

Horizontal Networking & contactEventsworshops

Multi-actor workshop and networking plans, directives and schedules

Multi-actor workshop and networking dialogue and learning concepts and methods

Multi-media and story material of multi-actor workshops and networking

Front-line contactOperational levelServices

Service concepts(street football…)

Front-line training material

Multi-media and story material of front-line activities, citizen input

Management/ governance products and tools in three

forms: plan, learning plan and lively illustrations

Management/ governance products and tools in three

forms: plan, learning plan and lively illustrations

”Middle management” products and tools in three forms: plans, learning plans and convincing illustrations

”Middle management” products and tools in three forms: plans, learning plans and convincing illustrations”Street level” products and tools in three forms: plans, learning programmes and

lively illustrations

”Street level” products and tools in three forms: plans, learning programmes and

lively illustrations

Product Ecology/ Group discussion brief

Use the Product Ecology Matrix as a ”mapping tool”

Start with one case example

(1)First the ”owners of the case reflect: which levels does the case address? Where are its strong/ weak points? What are the next challenges? > then others join in with questions and comments comments(2)Second, the owners reflect on in which ”forms” does the case exist – do you have plans, manuscripts, learning stories, video…… > others join in with questions and comments(3)Try to roughly ”draw” on the matrix how the case now exists

Take another case… and now do the same with ”cutting corners”

Ideally each city case gets an opportunity to be discussed

““The Way Ahead”The Way Ahead”

Bob ArnkilGothenburg September 2009

FIRST PHASE: ANCHORING/FOCUS IN

CITY CONTEXT

FIRST PHASE: ANCHORING/FOCUS IN

CITY CONTEXT

SECOND PHASE: NETWORK LEARNING

SECOND PHASE: NETWORK LEARNING

MY GENERATION

LAP AND LSG START

LAP AND LSG START

GOOD PRACTICE

CANDIDATES

GOOD PRACTICE

CANDIDATES

1. CITY REPORTS/STA

TUS

1. CITY REPORTS/STA

TUS

LAPSLAPS

GOOD PRACTICES/PRODUCT

S

GOOD PRACTICES/PRODUCT

S

CITY REPORTS/FINALCITY REPORTS/FINAL2. CITY

REPORTS/STATUS

2. CITY REPORTS/STA

TUS

JOINT PRODUCTS

JOINT PRODUCTS

”LAP MAP””LAP MAP”

Halfway in Riga Jan 2010

Operational level: City projects (built around LSG+network+ LAP

Thematic level: good practices in Outreach and Edu-Empl. (built around peer reviews & task visits

MG network level: the whole/ good practice of coordination (built around overall reflection)

2009 2010 2011…

Network Jan 2009 Patras

Outreach review May 2009 + hosting peer ws + steering group Glasgow

Outreach report May 10 + hosting ws Gdansk

Employment review Sept 09 + hosting peer ws + network Gothenburg

Employment report Oct 10 +hosting peer ws Valencia

Steering group 09 May 09 (with Outreach) Glasgow

Network ”halfway house” Jan 10 Riga

Network closure Feb 11 Antwerp

CITY PROJECTS

OUTREACH LESSONS, case reports, methods

EDU-EMPLOYMENT LESSONS, case reports, methods

COORDINATION LESSONS

FUTURE WORKSHOPS JAN- MARCH 09

2. City Progress report

Final City Report, with

LAP-draft + final Nov-Dec 10

LSG meetings

LSG meetings

LSG meetings

LSG meetings

Network Sept 09 (with empl.) Gothenb.

Youth event April 2009 Rotterdam

1. City Progress report

MY GENERATION PRODUCT AND GOOD PRACTICE LANDSCAPE

Informal”

MainstreamFormalFormal knowledge

OUTREACHOUTREACH

TRANSFORMING EDUCATIONTRANSFORMING EDUCATION

TRANSITION TO WORKING LIFE

TRANSITION TO WORKING LIFE

Community schools

Community schools

World WorthLiving

World WorthLiving

Guidance/One stop shops(Drasyna)

Guidance/One stop shops(Drasyna)

Incubators)Incubators)

From ”puzzlement”From ”puzzlement” via mediation and co-creation……

via mediation and co-creation…… …to self reliance…to self reliance

Street footballStreet football

EventsArenas

Platforms

EventsArenas

Platforms

EventsArenas

Platforms

EventsArenas

PlatformsEventsArenas

Platforms

EventsArenas

Platformscoordination

coordination

Activities and actors concerning youth are now fragmented

Of particular interest for us are actors and activities concerning outreach and education/employment

”Defragmentation = better coordination = better connectedness of activities and actors concerning the

young as a resourse of cities

Better coordination (= new/better connectedness) is a key outcome of MG in all cities

Coordination

BETTER COORDINATION (”CREATING WELL CONNECTED SOCIAL ENVIRONMENTS THAT GENERATE TRUST” in practice can mean

- establishing new connections where they now don’t exist

- strenghtening weaks connections

- revitalising existing ones

- healing broken ones

….

Each city has its particular challenges concerning the coordination of actors and activities

Establishing a new platform for a new activities – establishing a ”node” to coordinate better existing activities with some new activities

> FOCUS > WHAT IS RELEVANT/MAKES A DIFFERENCE

Derived from this MG can serve a different purpose in the cities (the importance/role as a platform of connections)

The conclusions of coordination are based on the MG experiences of working with these (and also other) actors and activities

Local community and actors

Educational community and

actors

Business community and actors

The Young

Promotingpositive potential,

image, lifestyles and choices

PROMOTING POSITIVE LIFE TRANSITIONS

BETTER CONNECTED TO YOUTH LIFESTYLES AND LIFE-BASED LEARNING

BETTER CONNECTED TO DEMAND, YOUTH LIFESTYLES AND LIFE-BASED LEARNING

BETTER CONNECTED TO EDUCATION, YOUTH LIFESTYLES AND LIFE-BASED LEARNING

REAL ROLE AND ENGAGEMENT OF THE

YOUNG

YOUR UNIQUE AND LOCALLY RELEVANT LOCAL ACTION PLAN

ADDRESSING THIS

YOUR UNIQUE AND LOCALLY RELEVANT LOCAL ACTION PLAN

ADDRESSING THIS

ENRICHING THE QUALITY

OF YOUR SOCIAL FIELD

= NEW CONNECT-

IONS

ENRICHING THE QUALITY

OF YOUR SOCIAL FIELD

= NEW CONNECT-

IONS

TRANS-FORMING

YOUR ”ECOSYSTEM

OF KNOWLEDGE”

= GOOD QUALITY

LEARNING SPACES

TRANS-FORMING

YOUR ”ECOSYSTEM

OF KNOWLEDGE”

= GOOD QUALITY

LEARNING SPACES

TRANS-FORMING

YOUR PRODUCT

ECOLOGY = ADDRESSING ALL THREE ”MODES”

TRANS-FORMING

YOUR PRODUCT

ECOLOGY = ADDRESSING ALL THREE ”MODES”

SUSTAINING YOUR

ACTIONS = LAP AS A

ROADMAP TO THE FUTURE

SUSTAINING YOUR

ACTIONS = LAP AS A

ROADMAP TO THE FUTURE

TRANSFORMATIONS

Product ecology: Different modes and levels of good practice/product existence

Mode of existenceLevel ofexistence

Expert based learning

”Plan”

Work-basedlearning

”Script”

Life-based learning

”Story”

Managing, setting frameworks, resourcing

Local action plan as a written plan, evaluations

Local action plan as framework/script of learning

Locan action plan as illustrations and stories, ambassadors,

Horizontal NetworkingEventsworshops

Multi-actor workshop and networking plans, directives and schedules

Multi-actor workshop and networking dialogue and learning concepts and methods

Multi-media and story material of multi-actor workshops and networking, ”ambassadors”

Front-line contactOperational levelServices

Service concepts(street football…)

Front-line training, mentoring and material

Multi-media and story material of front-line activities, citizen input, role models

THANKS!