Hendry Silcox Yokoyama Retail Environments

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COMMUNICATING SUSTAINABILITY

THROUGH DESIGN WITHIN RETAIL

ENVIRONMENTS Guidelines for learning-based behavioral change

DANIEL HENDRYLAWRENCE SILCOX

NOBUKO YOKOYAMA

School of Engineering

Blekinge Tekniska HgskolaKarlskrona, Sweden2007

Thesis submitted for completion of Masters of Strategic Leadership towardsSustainability, Blekinge Tekniska Hgskola, Karlskrona, Sweden.

Abstract:

This thesis uses a systematic understanding of sustainability informed byhuman needs, learning and design theory to explore ways in which smallretail environments can effectively communicate sustainability concepts.

The envisioned outcome of successfully communicating and implementingsustainability within retail environments is a lasting change in peoplesdaily behaviors. The methods of literature review, surveys, human needsinvestigation and professional validation are used to develop a behavioralchange model centered on human needs and learning as well as six

communication guidelines. The appendix of this thesis contains a user-friendly pocket guidebook titledThe Six Guidelines for Sustainable Retail.The guidebook is designed as a quick-reference tool for retailers, designersand employees. It contains principles, visuals and concepts of sustainabilityfor daily communication and comprehension purposes.

Keywords:

Strategic Sustainable Development; Behavioral Change; Retail Learning;Communication Design; Informal Learning Environments; Human Needs.


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ACKNOWLEDGEMENTS

This thesis was written in Karlskrona, Sweden at the Blekinge TekniskaHgskola, in the department of Engineering program Strategic Leadershiptowards Sustainability in 2007, under the supervision of Dr. John Craig andDaniel Johnson.

We would like to express our sincere appreciation to Dan Johnson, ourprimary thesis supervisor, who devoted significant time throughout ourprocess to provide us with invaluable feedback as a third party. To JohnCraig, our secondary supervisor, whose feedback was crucial in chaoticperiods of illogic and instrumental at keeping us from finding security

within our drill-holes. To Pong Leung, the program director, who devotedtremendous amounts of time and energy, keeping the program full ofenergy and enthusiasm. To Bob Willard, an external advisor, who providedus with consistent insight and guidance over the thesis period via emailfrom Canada. He is motivated by a genuine selflessness and interest inseeing others reach their goals and desires. To Duane Elverum, a calmingvoice from the design faculty at the Emily Carr Institute, whose challengingideas and suggestions oriented us towards success from early on. We wouldalso like to thank everyone who participated in our surveys your input

was invaluable. Recognition is also owed to our parents and friends whoacted like a lighthouse on a foggy day, keeping us inline with our goals.

Perhaps most significantly, we would like to express our sincere gratitudeto our colleagues in the Strategic Leadership Towards Sustainabilityprogram. This year has been an amazing growing process and we feelhonored to be part of such an amazing and diverse alumni group. Lastly, toall of you who envision our future society as sustainable we wouldbehoove you to pursue this dream.

Karlskrona, June 2007

Dan HendryLawrence SilcoxNobuko Yokoyama


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STATEMENT OF CONTRIBUTION

This thesis was a fully collaborative effort. Our professional backgroundsand personal interests brought us together with the desire to investigate the

communication of sustainability through design within retail environments.First, we would like to recognize that everyones contribution was equallyvaluable and represented in the process of this thesis. From the beginning,we decided to be joined at the hip, through the writing, researching, arguing(discussing), sleeping and additional writing of this document. The coreideas were generated through discussion by all members and everyone wasa participant in the review and revision process. This thesis truly was adynamic and organic group process.

Dan Hendry brought energy and humor to the group which was especiallyvaluable during the difficult times of the thesis. His value was more than

just motivational as Dan was a driven and thoughtful member, oftenworking tirelessly late into the night.

Lawrence Silcox brought his creativity and design expertise, enhancing theteam at every level. His ability to question the status quo and bringcreative approaches to complex problems made this thesis unique. Hiscompulsive nature was instrumental at developing the logic within.

Nobuko Yokoyama brought optimism, curiosity and commitment to everytask. Her punctuality and professionalism set a precedent for the entiregroup. Nobukos thorough insight regarding detail was critical in theprocess of refining the final version. She meticulously reviewed the groupswork highlighting areas of fuzzy logic.

Karlskrona, June 2007

Nobuko Yokoyama, Daniel Hendry and Lawrence Silcox


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EXECUTIVE SUMMARY

In a culture like ours, long accustomed to splitting and dividing all thingsas a means of control, it is sometimes a bit of a shock to be reminded that,

in operational and practical fact, the medium is the message.

Marshall McLuhan, Understanding Media: The Extensions of Man

This thesis was completed for the Masters program inStrategic Leadershiptowards Sustainability at Blekinge Tekniska Hgskola in Karlskrona,Sweden. Investigated were ways to design effective communication of theStrategic Sustainable Development Framework 1 within small retailenvironments.

Background and Primary Question

Every day, street-level retail locations in our cities are buzzing withconsumer behavior. Whether we are choosing computers, cars orcappuccinos we love to shop. Every day, we open our wallets to purchasegoods and services that are reflective of cultural values, wants, needs andbehaviors. We know that amongst other things population, deforestationand greenhouse gas emissions are increasing. At the same time, we can see

that the decrease in natural resources and affordable energy sources, such aspetrol, are putting extra pressure on our daily choices. Supply and demandis taking on new meanings, especially for small retail business. Can we de-couple retail and its economic benefits from the value = volumerelationship? Can new services and practices address the concerns of over-consumption and ecological strain? What does sustainable small retail looklike and how can we make this happen?

1 The Strategic Sustainable Development Framework used in this thesis is based off of thetheories of Dr. Karl-Henrik Robrt. Robrt, a Swedish cancer doctor who founded TheNatural Step Organization, began investigating the interconnectedness of human cancerpatients and the systematic degradation of the natural environment. This led him todevelop a systematic approach to sustainability, which is rooted in peer reviewed journalsand scientific consensus. This conceptual framework is known throughout the business

world as The Natural Step Framework or TNS Framework.


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The primary question guiding this thesis was: How can the design process,informal learning theories and the Strategic Sustainable DevelopmentFramework, help communicate complex sustainability concepts withinsmall retail environments?

Methodology

The purpose of this study was to find effective ways to communicatesustainability within small retail environments. To do this, human needstheory, informal learning and design theory were engaged to assist in thecreation of six retail guidelines which aim to effectively communicate theStrategic Sustainable Development Framework (S.S.D.F.).

This thesis used systematic and interactive approaches to gathering data.

Multiple methods were employed in order to gain a wide range ofinformation that would answer the primary and secondary researchquestions. Results were derived from:

an extensive literature review; three surveys conducted with over 130 respondents total; an on going dialogue with several professionals in related fields; a human needs exercise identifying the ability of a small retail

environment to satisfy, over-satisfy or jeopardize the human needs; the creation of a tool for retailers, employees and designers for

effectively communicating sustainability concepts.

Results

Results, derived from surveys, dialogue with professionals and two humanneeds matrices, expanded the foundation of information found in literaturereview. From the survey results, we concluded that retail is currently

subject to a paradoxical relationship between customers demands forinformation regarding health and sustainability issues and the retailersclaims of supplying this information. Not only are customers demandingaccessible information but they have stated desire to alter their purchasingpatterns to address the problems around sustainability. This wasinstrumental in establishing the basis for the development of guidelines toassist retailers in communicating sustainability concepts. Next, surveys ofand dialogues with professional designers were conducted. It was apparentthat design professionals see great potential to assist society in reaching

sustainability, and have the desire to do so. One factor cited as an


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impediment to this happening is the necessity for designers to have a cleardefinition and understanding of sustainability to create a vision ofsuccessful implementation. Therefore, precedent exists to attempt to try tofuse design communication with the demand for informing consumerswithin the retail setting. To resolve this, we created a guidebook for

retailers, employees and designers as a quick-reference tool forcommunicating sustainability concepts.

Concurrently, completion of a human needs investigation and analysismade it apparent that small retail environments greatly affect human needsthrough, amongst other effects, the satisfaction, over-satisfaction or

jeopardy of the nine basic human needs. The human needs assessment wascritical to identifying motivations, behaviors and willingness tocomprehend complex issues within these informal learning venues.

The results of our thesis were:

Retail environments are capable of either satisfying, over-satisfyingor jeopardizing the nine basic human needs;

Most consumers surveyed believe that the natural environment issystematically being degraded and pollution is increasing;

Many consumers are demanding greater communication regarding

health, social and sustainability issues within the retail environment; Most retailers surveyed believe they are adequately communicating

information regarding health, social and environmental issues; Designers, for the most part, believe design has a significant role in

reaching a sustainable society; Designers, for the most part, believe that the design industry would

benefit from a common understanding of sustainable development; Informal adult learning coupled with human needs assessment may

help in the process of behavioral change; Formal school education is not necessarily a guarantee of behavioral

change in regards to sustainability issues.

Discussion

After careful consideration of the literature reviewed and the resultscompiled, six guidelines were created to help communicate a systematicunderstanding of sustainability within small retail environments. These sixguidelines are as follows:


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1. Be open, informative and transparent:The first of the guidelines for successful communication of sustainabilitywithin retail environments is for the retailers to be proactively open,informative and transparent with all information. This in turn will provide

the key stakeholders with an informed view of the problems andopportunities facing the business and a better understanding of the currentreality. This guideline attempts to increase both trust and responsibility forstaff and customers and to encourage positive dialogue. Additionally, theopportunity is created to communicate the four sustainability principles andrelated theories that the business is using to envision the future.

2. Build a tribe:The second guideline addresses the importance of key stakeholders sharinga common mental model, possessing a strong systems understanding, ofsustainability when co-creating goals and the envisioned future. The keycomponent of this guideline is to clearly establish the vision, core values,core purpose and goals. As well, building a tribal environment that supportsinformal adult learning theories, while allocating resources for the fourstages of learning dependency, interest, involvement and self-direction,presents opportunities for alignment. By creating a tribal environment,people have the chance to be both a learner and a teacher, sharingexperiences and learning from each other through the oral tradition. It alsoamplifies the importance and significance of each persons role within thestore and the system and also suggests the elimination of hierarchicalstructuring. Lastly, the second guideline may increase the possibility of re-establishing stories of meaning and finding value in sharing these storieswith the greater community.

3. Change is your friend:When planning within a complex system, businesses need to keep strategiesflexible to readily adapt to emerging technologies and processes. Toachieve complete sustainability, using the four sustainability principles as aguide, businesses are required to avoid reductionism and instead substituteor dematerialize. The primary focus of the Change is your friend guidelineis to prioritize strategies to meet the envisioned future, to ensure that thesestrategies remain flexible, provide return on investment and are heading inthe right direction towards sustainability. It is also important to encourage

businesses to avoid trying harder at failed initiatives and instead trysomething new, innovative and strategic.


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4. Have a heart:Realizing that the nine basic human needs are essential for everyone acrossall cultures, the systematic relationship to sustainability can be addressedwithin guideline four. Patience and optimism within the quest for

sustainability should be communicated. Development and learning whilenot undermining the established values and purpose of the retailenvironment will have a beneficial effect on the business. It is important toacknowledge that the business needs financial return, but compromising theestablished mental models of sustainability to gain short-term financialrewards is not worth it. Additional elements of guideline four encourage theestablishment of the golden rule approach and the illustration andunderstanding of societys dependence on the biosphere.

5. Be systematic, holistic and strategic:Understanding the system and acknowledging the interconnectedness of thebusiness within society will help communicate the bigger picture and thenecessity for a sustainable biosphere. This includes identifying the systemof the business itself, its inflows, outflows and concentrations, and itsrelationships to the outside world. Businesses should start to identify theproducts and services that violate the sustainability principles and informcustomers of the power of their daily choices. Communicating basic scienceconcepts, such as the first and second laws of thermodynamics, can bestrategic for implementation of guideline five. As well, businesses shouldcommunicate the process of strategic prioritization and encouragecustomers to participate in dialogues around this concept.

6. Take time to think, reflect and celebrate:Important in many ways, the sixth guideline suggests taking time for peopleto reconnect to the vision and give recognition to successes and mistakeswhich were learned during past processes. This also provides for a time toreaddress the actions that have been planned and readjust the strategies. Theemphasis of guideline six is analysis of the creative tension between thecurrent reality and the envisioned future. Also important is allocating timefor idleness and recuperation, time for reflection and shared experience.During this time the business can readdress the bigger picture and find newtechnologies and processes which will fit the strategies moving towards theenvisioned future. Lastly, reflection and celebration provides the

opportunity to acknowledge if the mental models have swayed or need tobe readdressed to create lasting behavioral change.


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Behavioral Change Model

A hypothetical behavioral change model encompassing learning as well ashuman needs, grew out of the investigation of the theoretical application ofchanging behavior through leveraging of human needs. With the basis of

the Gerald O. Grow informal learning model of dependency to self-directedness we introduce the human needs into a new model. The modelwe present is one which acknowledges the importance of the satisfaction ofthe nine basic human needs in the process of learning and ultimatelyestablishing the formula for lasting behavioral change.

Conclusions

The intentional application of informal learning theory coupled with the

satisfaction of the nine basic human needs presents a new theory andopportunity for lasting behavioral change. This opportunity is enriched bythe design process and creative approaches to learning in informalenvironments. This new theory can become a strategic tool for raisingawareness of the importance of sustainability and the complex conceptsrelated to this necessary goal. If we hope to inform everyone about complexsustainability issues, there is no bad environment to do this in.

Retail is one environment that has the capacity to deliver the sustainabilitymessage and could gather a diverse audience in high numbers. As MarshallMcLuhan, a renowned Canadian media and communication pundittheorized The medium is the message. This thesis has explored thepotential of transforming micro-retail environments into a sustainablemedium for disseminating the message of a systematic understanding ofsustainability through six effective guidelines. The current state ofunsustainable behavior within the biosphere illustrates the importance ofcommunicating the concepts within the Strategic Sustainable Development

Framework.It is our hope that with this thesis we can inspire some creative dialoguearound these concepts, and ultimately, within retail locations. We hope toinspire a few people at a time who will create with all of us the long-lastingbehavioral change which is so desperately desired.


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A logic diagram of the reasoning processes and arguments of this thesis:


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GLOSSARY

ABCD Methodology:The ABCD methodology is a prioritization methodfor application of strategic sustainable development concepts and is as

follows: A.) Understanding the system; B.) Assessing the current reality;C.) Imagining the envisioned future; D.) Creating prioritized strategicactions. The methodology is used in conjunction with the funnel metaphor,the five level framework and backcasting from socio-ecological principles.

Backcasting: As opposed to common forecasting methods, backcasting is aplanning approach in which the envisioned successful future is the point ofdeparture and the understanding of the current reality is analyzed tounderstand the gap which remains between the current reality and the

achievement of the successful envisioned future.

Backcasting from Principles: As opposed to backcasting from a specificscenario, backcasting from principles is advantageous in three ways: 1.) Itmay be more difficult to get consensus agreement on a specific scenario; 2.)A specific scenario may not be designed to incorporate emergenttechnologies or processes; 3.) A specific scenario may limit the flexibilityof the approach in that if the scenario is flawed this may result in theprocess being flawed as well.

Backcasting from Scenarios:This is a method of backcasting in which aspecific scenario is used to illustrate the successful envisioned future. Thistactic is not preferred over backcasting from principles but can be effectivefor communicating an appealing image of how the future may look.

Brundtland Definition of Sustainability, the: To meet the needs of thepresent without compromising the ability of future generations to meet theirown needs.

Design: The creative process applied to problem-solving human-productinteractions within a specific user group.

Design Process: A non-linear and intuitive creative process utilized bydesigners to formulate solutions to wicked problems through research,interpretations, ideations, conceptualizations, testing, validation, applicationand refinement.


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Drill-Hole: A metaphor to describe the application of knowledge orprofessional practice within one very focused field without having a strongsystems perspective.

Five Level Framework: A generic framework for planning within, and the

understanding of, complex systems. The five levels are: 1.) The System; 2.)Success; 3.) Strategies; 4.) Actions and 5.) Tools.

Five Stages of Sustainable Business: Adapted fromThe SustainabilityAdvantage (Willard 2002, 103): 1.) Pre-Compliance; 2.) Compliance; 3.)Beyond Compliance; 4.) Integrated Strategy and 5.) Purpose/Passion.

Mental Models: Mental models are deeply ingrained assumptions,generalizations, or even pictures or images that influence how we

understand the world and how we take action(Senge 1999, 8).

Needs Rich Environment: Environments where the nine basic humanneeds are being presented in ways that exceed minimum satisfaction levels.

To build experiences focused on the synergistic satisfaction or increasedpositive experience of the needs while avoiding forceful over-satisfaction.

Nine Basic Human Needs: Manfred Max-Neefs model of basic humanneeds is theorized to be consistent through all human cultures. The nine

needs are non-hierarchical and are: Subsistence, Identity, Protection,Participation, Idleness, Creation, Affection, Understanding and Freedom.

Strategic Sustainable Development Framework (S.S.D.F.): Applicationof the generic Five Level Framework focused on Sustainable Development.

This is a systematic view of sustainability and is based upon scientificallyrigorous principles. The S.S.D.F. includes the concepts backcasting fromprinciples, the four sustainability principles and the ABCD methodology.

Sustainability: A state in which society is compliant with all four of thesustainability principles.

Wicked Problems: Rittel and Webbers term for difficult problems whichexhibit 10 characteristics ofwickedness in brief, due to the chaotic natureof multiple relationships of cause and effect these problems are extremelydifficult to define and/or formulate correct solutions to.


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TABLE OF CONTENTS

ACKNOWLEDGEMENTS................................................................................ I I STATEMENT OF CONTRIBUTION ................................................................ II I EXECUTIVE SUMMARY ............................................................................... IVGLOSSARY ................................................................................................... XI TABLE OF CONTENTS................................................................................XIIILIST OF TABLES AND FIGURES................................................................XVII 1 INTRODUCTION ...................................................................................... 1

1.1 BACKGROUND .............................................................................. 11.2 STRATEGIC SUSTAINABLE DEVELOPMENT ................................. 2

1.2.1 THE FIVE LEVEL FRAMEWORK....................................... 51.2.2 BACKCASTING ................................................................. 71.2.3 THE FOUR SUSTAINABILITY PRINCIPLES ....................... 81.2.4 THE ABCD METHODOLOGY ............................................. 9

1.3 HUMAN NEEDS............................................................................ 101.3.1 HUMAN NEEDS AND SUSTAINABILITY ......................... 101.3.2 THE BASIC HUMAN NEEDS ............................................ 111.3.3 VIOLATIONS AND OVER-SATISFACTION ...................... 131.3.4 HUMAN NEEDS WITHIN RETAIL ENVIRONMENTS........ 13

1.4 LEARNING................................................................................... 141.4.1 NEW FRONTIERS OF LEARNING .................................... 141.4.2 ADULT LEARNING THEORY ........................................... 15


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1.4.3 DEPENDENCY TO SELF-DIRECTEDNESS....................... 161.5 DESIGN ....................................................................................... 18

1.5.1 WHAT IS DESIGN? ......................................................... 181.5.2 DESIGN AND WICKED PROBLEMS................................. 191.5.3 DESIGN AND SUSTAINABILITY ..................................... 201.5.4 DESIGN AND RETAIL ENVIRONMENTS ......................... 211.5.5 DESIGN AND NON-LINEAR LEARNING ......................... 22

1.6

SCOPE AND LIMITATIONS.......................................................... 23

1.7 RESEARCH QUESTIONS .............................................................. 252 METHODOLOGY ................................................................................... 26

2.1 RESEARCH APPROACH ............................................................... 262.2 TRIANGULATION........................................................................ 272.3 LITERATURE REVIEW ................................................................ 282.4 SURVEYS..................................................................................... 292.5 PROFESSIONAL VALIDATION .................................................... 302.6 THE NINE BASIC HUMAN NEEDS MATRICES ............................. 312.7 THE GUIDEBOOK........................................................................ 32

3 RESULTS .............................................................................................. 333.1 THE BASIC HUMAN NEEDS MATRICES ...................................... 33

3.1.1 WHY COMPLETE HUMAN NEEDS MATRICES?.............. 333.1.2 VAL IDITY OF THE HUMAN NEEDS MATRICES.............. 333.1.3

BIAS OF THE HUMAN NEEDS MATRICES ...................... 33


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3.1.4 RETAIL HUMAN NEEDS MATRICES ............................... 343.1.5 SIGNIFICANCE OF THE HUMAN NEEDS MATRICES ...... 35

3.2 SURVEYS..................................................................................... 363.2.1 WHY SURVEY?............................................................... 363.2.2 VALIDITY OF THE SURVEY RESULTS............................. 363.2.3 BIAS OF THE SURVEY RESULTS ..................................... 363.2.4 RESULTS OF THE CONSUMER SURVEY ......................... 383.2.5

RESULTS OF THE DESIGN SURVEY ............................... 39

3.2.6 RESULTS OF THE RETAIL SURVEY ................................ 403.2.7 RELEVANCE OF THE SURVEY S...................................... 41

3.3 PROFESSIONAL VALIDATION..................................................... 413.3.1 WHY SEEK PROFESSIONAL VALIDATION? ................... 413.3.2 BIAS OF THE PROFESSIONAL VALIDATION .................. 423.3.3 RESULTS OF THE PROFESSIONAL VALIDATION ........... 42

4 DISCUSSION ......................................................................................... 434.1 OVERVIEW .................................................................................. 434.2 CURRENT REAL ITY IN RETAIL ................................................... 43

4.2.1 BUSINESS AND COMMUNICATION ................................ 434.2.2 THE STARBUCKS EXPERIENCE ...................................... 44

4.3 TRANSLATING RESULTS INTO DESIGN...................................... 464.4 THE BEHAVIORAL CHANGE MODEL .......................................... 46

4.4.1

CURRENT BEHAVIORAL THEORIES............................... 46


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4.4.2 ADAPTING THE GROW LEARNING MODEL ................... 474.4.3 CREATING THE DIMENSION OF SIGNIFICANCE............ 494.4.4 LEVERAGE POINTS FOR EVOLUTION............................ 504.4.5 NON-LINEAR BEHAVIORAL CHANGE ........................... 504.4.6 BEHAVIORAL CHANGE AND THE GUIDELINES ............ 51

4.5 THE SIX GUIDELINES.................................................................... 514.5.1 BE OPEN, INFORMATIVE AND TRANSPARENT .............. 524.5.2

BUILD A TRIBE .............................................................. 53

4.5.3 CHANGE IS Y OUR FRIEND............................................. 544.5.4 HAVE A HEART .............................................................. 554.5.5 BE SYSTEMATIC, HOLISTIC AND STRATEGIC .............. 564.5.6 TIME TO THINK, REFLECT AND CELEBRATE ................... 57

4.6 APPLY ING THE GUIDELINES...................................................... 584.6.1 PRIORITIZATION AND APPLICATION............................ 584.6.2 THE GUIDEBOOK........................................................... 58

5 CONCLUSIONS ..................................................................................... 605.1 QUESTIONS FOR FURTHER RESEARCH ...................................... 61

REFERENCES............................................................................................... 62APPENDICIES .............................................................................................. 71


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LIST OF TABLES AND FIGURES

TABLE 1.1:THE SOCIO-ECOLOGICAL SUSTAINABILITY PRINCIPLES.................. 8TABLE 1.2:THE ABCD METHODOLGY .............................................................. 9TABLE 1.3:NINE BASIC HUMAN NEEDS.......................................................... 11TABLE 1.4:THE GROW STAGED SELF-DIRECTED LEARNING MODEL ............... 17TABLE 3.1:POSITIVE SYNTHESIS SATISFIERS MATRIX.................................... 34TABLE 3.2:NEGATIVE SYNTHESIS SATISFIERS MATRIX.................................. 35TABLE 4.1:BEHAVIORAL CHANGE THEORIES ................................................ 47

FIGURE 1.1:THE CYLINDER METAPHOR........................................................... 3FIGURE 1.2:THE FUNNEL METAPHOR .............................................................. 4FIGURE 1.3:THE FIVE LEVEL FRAMEWORK...................................................... 6FIGURE 1.4:BACKCASTING ............................................................................. 7FIGURE 1.5:HUMAN NEEDS MATRIX EXAMPLE.............................................. 12FIGURE 1.6:THE BLACK BOX METAPHOR ...................................................... 19FIGURE 2.1:MODEL FOR QUALITATIVE RESEARCH DESIGN............................ 26FIGURE 2.2:THE TRIANGULATION OF RESEARCH METHODS .......................... 28FIGURE 3.1:SIGNIFICANT CONSUMER SURVEY FINDINGS .............................. 38FIGURE 3.2:SIGNIFICANT DESIGN SURVEY FINDINGS .................................... 39FIGURE 3.3:SIGNIFICANT RETAIL SURVEY FINDINGS..................................... 40FIGURE 4.1:ADAPTED GROW MODEL OF INFORMAL LEARNING ..................... 48FIGURE 4.2:THE NON-LINEAR BEHAVIORAL CHANGE MODEL........................ 49


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1 INTRODUCTION

1.1 BACKGROUND

On a daily basis the general public spends billions of dollars purchasing andconsuming goods and services. Consumerism drives our economies. In thefourth quarter of 2006 the GDP in the USA was propelled to an immense$13,253.9 billion (Mannering 2007). Everyday, the street-level retaillocations of our cities are buzzing with consumer behavior. Whether we arechoosing from computers, cars or cappuccinos we love to shop. Again, in2006, the US had the greatest personal consumption accounting for nearly70% of all spending and transactions totaling 9,270.8 billion (ibid 2007).

Each time we open our wallets, we are making choices that are reflective ofcultural values, human needs and behavior. We know that population,deforestation and greenhouse gasses are increasing. At the same time, wecan see that the decrease in natural resources and affordable energy sources,such as petrol, are putting extra pressure on our daily choices. Supply anddemand is taking on new meanings, especially for small retail business. Canwe de-couple retail and its economic benefits from the value = volumerelationship? Can new services and practices address the concerns of over-consumption and ecological strain? What does sustainable small retail look

like and how can we help make this happen?

InThe Tipping Point, Malcolm Gladwell theorizes that we need only gather20% of a population before the entire group will begin to shift behaviors(Gladwell 2002, 12). When the desired outcome of this shift is a sustainablesociety a society that functions with the common interest of sustaining theEarths natural flows and concentrations the challenge then becomes:where can we find the individuals we need to establish a critical mass? Thisthesis presents the concept that we can take sustainability out of the lecture

halls and onto the streets an environment where individual behavior andconsumer culture are walking hand-in-hand and work positively withinthese behaviors by informing our common activities. What commonactivity do we all engage in on daily basis? We shop of course.

Communicating sustainability within retail environments may provide newopportunities to inform the masses of a necessary shift in behavior. Thefocus of this thesis is the facilitation of this shift, towards sustainability, byusing the application of communication design within retail environments.


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1.2 STRATEGIC SUSTAINABLE DEVELOPMENT

From space, we see a small and fragile ball dominated not by humanactivity and edifice but by a pattern of clouds, oceans, greenery, and soils.

Humanitys inability to fit its activities into that pattern is changingplanetary systems, fundamentally. Many such changes are accompanied bylife-threatening hazards. This new reality, from which there is no escape,must be recognized-and managed. (WCED 1987, 1)

Written in 1987, Our Common Future was a report given during a UnitedNations meeting called the World Commission on Environment andDevelopment. This report brought the concept of environmental crisis to themainstream and established the most recognized definition of sustainability,

the Brundtland definition, which states that sustainable development isdevelopment that meets the needs of the present without compromising theability of future generations to meet their own needs (WCED 1987, 8).Although at the time the Brundtland definition raised awareness of, andbrought attention to, the criticality of our dependence on the Earths naturalsystems and how we may be jeopardizing our resources, the definitionremained somewhat vague and lacked a strong systems understanding ofthe Earths natural flows and concentrations.

This thesis uses the Strategic Sustainable Development Frameworkcommonly known in the business community as The Natural Stepframework.2 This framework is based upon four scientifically rigorousprinciples and is anchored by a thorough peer reviewed consensus processthat aims to have a whole system view with regards to sustainability. It isnecessary to have an understanding of interconnectivity within the Earthssystems, at a scientifically agreed upon basis, to be effective in developingstrategies for effective sustainable development. The cylinder and funnelmetaphors are often used, when communicating the S.S.D.F., to illustrate

the current anthropogenic effects on the Earths system. These metaphors

2Dr. Karl-Henrik Robrt, a Swedish doctor who began investigating the interconnectednessof human cancer patients and the systematic degradation of the natural environment,founded the Natural Step organization. This led him to develop a systematic approach tosustainability, which is based upon scientific consensus. This conceptual framework isknown throughout the business world as The Natural Step framework or TNS framework.


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compare our current paradigm to both a cylinder and a funnel. Cylinderthinking inaccurately carries the assumption that the Earth has infiniteresources and though population is increasing there will be no effect orstress on resource availability (See Fig. 1.1) (Holmberg et al. 1996). On theother hand, the funnel metaphor provides a more accurate illustration of

resource availability decreasing over time and demands and stressesincreasing as well which will inevitably place natural systems underconditions of extreme strain. Using this metaphor we can then draw theconclusion that if we do not want to hit the narrowing walls of the funnel,and face the consequences, we must change current resource managementpractices. This change must, keeping consistent with the funnel metaphor,result in the walls of the funnel becoming parallel where societal behavioris not in conflict with the Earths finite resources to reach complete

sustainability. Strategy then can focus on opening up the funnel byidentifying possibilities of eventually regenerating the lost resource base(See Fig. 1.2) (Holmberg et al. 1996; Holmberg and Robrt 2000).

Figure 1.1: The Cylinder Metaphor


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Figure 1.2: The Funnel Metaphor

Acknowledging that the Earths systems are not infinite and that finiteresources need to be strategically managed, understanding is gained withthe simple and effective funnel metaphor. This visual offers a baseconceptual model to increase basic comprehension of, and to begin theplanning process within, complex systems. The strategic planning processof shifting behavior, which is currently unsustainable, to behavior that issustainable, rests within uncertain time constraints. We will often not seethe effects of environmental damage until years later because of naturaldelays in the system.3 It is with this understanding that the Strategic

Sustainable Development Framework (S.S.D.F.) encourages actions to be

3 Finally, destructive change is not likely to occur slowly in a manner that makes itpossible to adapt gradually. The consequences of being part of the problem rather than thesolution will hit suddenly and in ways that are difficult to foresee. This is because impactsin nature, as well as the perception of these impacts on the market, have a tendency tooccur as quantum leaps (Robrt et al. 2006, 10).


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undertaken as quickly as possible and that strategic planning using the fivelevel framework be directed at reaching complete sustainability for as longas it takes our society to reach this goal.

1.2.1 THE FIVE LEVEL FRAMEWORK

The strategic model used for planning in complex systems within theS.S.D.F. is the five level framework. Understanding the associatedactivities and knowledge necessary through each of the five different levelsof the framework will help prioritize strategy and actions, when working incomplex systems. Again, for effective communication of the five levelframework a metaphor is used to assist understanding. The five levels of theframework can be identified within the game of Chess the board,checkmate, the strategy, individual moves and tools such as books andguides about how to play the game (See Fig. 1.3) (Robrt 2000; Ny et al.2006, 63).Within the S.S.D.F. the five levels of the Earths natural systemsare significantly more complex than those found in chess but the analogyassists with comprehension of the fundamentals, which are constant duringapplication of the framework. The five levels are:

The System requires a basic understanding of the Earth from the systemslevel. Understanding everything that constitutes its parts and processes,interrelationships and functions may not be necessary. It is critical tocomprehend the basic flows, concentrations and the first and second laws ofthermodynamics to understand the importance of the interconnectivity. Inother words this is a birds eye view of the whole system.

Success defines the goal within the system. In the case of sustainabledevelopment, the goal is complete sustainability within our society onEarth. In chess it is checkmate. Without a definition of success we may belimited strategically due to lacking clarity on where we are heading. As it is

said, if we do not know where we are going, no road will get us there. Thedefinition of success within the S.S.D.F. is complete compliance with thescientifically agreed upon four sustainability principles.

Strategy the overall strategic plan and intermediate goals to reach successin the system. The strategic plan should comply with three criteria to besuccessful. These being, that they provide good return on investment(R.O.I.), that they are flexible, and that they head in the right direction towards sustainability. Return on investment is critical because the

economy should not suffer to reach sustainability. Flexibility is a key


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criterion because a strategic dead-end is likely to jeopardize future keystrategic moves. The last, to head in the right direction, is critical becausealthough each individual strategy need not be a definitive improvement onthe last, it must be identifiable that the strategic plan aims to meet its goal.For example, it may be necessary to sacrifice a pawn to allow the queen to

strike in chess, but you would not put your king into check to accomplishthe same goal (Robrt 2006). This would be neither a flexible plan normove in the right direction. If one of these three strategic criteria is not metthe strategy is likely to be jeopardized, not reach sustainability or not beimplemented in the first place.

Actions the individual actions of the strategy to reach success within thesystem. These are akin to each individual move of the pieces in chess andunderstanding how they contribute to achieving the strategic plan.

Tools these are tools that can be used to assist the process of the previous4 levels, external helpers such as Life Cycle Assessment/Analysis, ISO14001 and ecological foot printing are examples of great tools for reachingsustainability.

Figure 1.3: The Five Level Framework


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1.2.2 BACKCASTING

A strategy utilized by the S.S.D.F. is the concept of backcasting. Unlikeforecasting in which planning is guided by past trends, backcasting plansfrom an envisioned future (See Fig. 1.4) (Holmberg and Robrt 2000;

Robrt 2000, 244). Backcasting holds several advantages over forecastingwhich can be flawed by bringing the mistakes of the past along with us onthe way. Forecasting also lacks clarity of visioning, for example: if I wasborn in Australia and then lived in India for some time followed bySweden, using a forecasting methodology you might say It seems that youare heading north (Robrt 2006).

Figure 1.4: Backcasting

Although the term backcasting is not often part of the daily vernacular, itdescribes a strategy which is engaged in on a regular basis. In backcasting,we are setting a goal in an envisioned future state and then assessing wherewe are currently, regarding the achievement of this goal. This method isuseful for developing a strategy and working accordingly to reach the goal.A basic example is, if you wanted to eat vegetables in the fall you mustprepare and act during the spring in order to have a successful harvest.However, within the desired future state of a sustainable society, the term

backcasting is utilized so that the envisioned future state is based upon


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scientifically rigorous principles (listed in section 1.2.3) that support thecontinuation of the Earths system as opposed to a specific scenario. Thereasons for this are three-fold. First, backcasting from scenarios does notadequately consider the effects of emergent technology or methods thatmay affect our future scenario. Second, it may prove to be difficult for large

groups to agree upon one single future state and this may stall the process.Third, backcasting from scenarios can be less effective because it limitsflexibility of the process. In other words, if the scenario is flawed for anyreason the danger is that the progress made up until that date will also beflawed (Robrt et al. 2006, 38).

Backcasting from principles avoids these problems by strategizing from aset of principles that are (i) based upon a scientifically agreed upon view ofthe world (ii) necessary (iii) sufficient (iv) general enough to structureactivities around (v) concrete enough to be directional aids and (vi) non-overlapping so that they are comprehensible and enable structured analysis(Robrt et al. 2006, xvii).

1.2.3 THE FOUR SUSTAINABILITY PRINCIPLES

The scientifically agreed upon four basic principles that will help ensure theEarths systems will be sustainable and not be systematically degraded are:

Table 1.1: The Socio-Ecological Sustainability Principles

In a sustainable society, nature is not subject to systematically increasing.

I concentrations of substances extracted from the Earths crust,

II concentrations of substances produced by society,

III degradation by physical means

And, in that society

IV people are not subject to conditions that systematically underminetheir capacity to meet their needs

(Holmberg et al. 1996; Ny et al. 2004, 64)


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The sustainability principles are written in the negative in order to providebasic principles that should not be violated to be successful. This is ratherthan communicating a future state of sustainability as a fixed scenario which may instead communicate that there is only one option for success.

This approach allows for the most creativity within constraints. Principles

one and two address systematic increases in concentrations. The naturalflows are continuous and varied depending on the substance and preventingany systematic increases in concentrations is necessary. The systematicincrease in concentrations of persistent compounds will result in potentiallyirreversible damage to the natural system. It is now unanimously agreedupon that CO2 is in damaging concentrations in the atmosphere, and that theunusually high levels are anthropogenic. Therefore, it is very important forus to refrain from systematically increasing this concentration further, as it

is responsible for accelerated climate change (Flannery 2006; IPCC 2007).Sustainability principle three focuses on the prevention of the systematicphysical degradation of the natural system. This can be through any meanswith an example being deforestation. The final principle, four, focuses onsocial sustainability asserting that no human can be subject to conditionswhich systematically prevent them from meeting their basic human needs.

1.2.4 THE ABCD METHODOLOGY

The ABCD Methodology is a prioritization strategy in which the funnelmetaphor, the five level framework and backcasting from socio-ecologicalprinciples are utilized in combination (Robrt et al. 2006, 47).

Table 1.2: The ABCD Methodolgy

A: Understanding a whole-systems context and the funnel metaphor.

B: Assess the current reality of the organization within the systems context.

Identify what inflows, outflows and processes are in compliance with thefour sustainability principles and which need strategic action.

C: Envisioning a desired future that we can backcast from. This should notbe in violation of any of the four sustainability principles.

D: Prioritization of the actions aimed at reaching the desired future. Theseactions should move towards compliance with the sustainability principles.

(Robrt et al. 2006, 47)


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1.3 HUMAN NEEDS

1.3.1 HUMAN NEEDS AND SUSTAINABILITY

It is inevitable that, in general, meeting ones own needs comes beforethe needs of the biosphere, we cannot take care of nature until we take

care of each other. (Robrt et al. 2006, 148)

Human needs and sustainability cannot be separated; they have a directcorrelation. Sustainability within the biosphere, and especially thetechnosphere,4 can only be realized when all social aspects as well asecological aspects are fulfilled, in other words, when all four of the social-ecological sustainability principles are not being violated. What is social

sustainability? First, the concept encapsulated within sustainabilityprinciple four establishing that society must avoid the systematicundermining of itself that human needs must be met for all individualsand not only select groups is integral to attain sustainability. For this to bepossible three factors of societys role within the biosphere are necessary tobe accepted by the society itself. These are: 1.) The interdependence ofsociety and the natural systems 2.) Societys capacity to be self-organized,and as a result, we possess the potential to be constructive components ofthe system and 3.) That diversity is fundamentally required to empower the

system (Robrt et al. 2006, 141). We, as individuals then, can live our livesas we do with the fundamental desire to satisfy our basic human needswithin the social system. As well, we can be empowered by the criticalunderstanding that in order to achieve the complete satisfaction of our basicneeds, it is fundamentally critical to preserve the strength and resilience of ahealthy biosphere. Another important distinction that must be made is thedifferentiation between needs and wants as wants can be described aslearned needs. What remains then is to root sustainable principle fourwithin a scientifically rigorous and peer reviewed definition of what

constitutes a human need, the characteristics of those needs and the ways inwhich we can avoid systematically undermining these needs.

4 The technosphere is a term describing the most societal-focused component of thebiosphere, specifically alluding to the inter-workings of the human society itself.


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1.3.2 THE BASIC HUMAN NEEDS

By human needs we mean inborn requirements that need to be satisfied inorder for people to remain healthy physically, mentally and socially.

(Robrt et al. 2006, 148)

This thesis utilizes the definition of human needs developed by the 1983Right Livelihood Award winner Manfred Max-Neef. The reasons for theutilization of this theory are two-fold. First, this theory is non-hierarchicaland holistic which better integrates into the idea of backcasting fromprinciples. Second, this theory acknowledges that needs may be satisfiedsynergistically. According to the Max-Neef definition there are nine basichuman needs that are non-hierarchical and universal throughout all ofhuman society. The ways in which the human needs can be satisfied,destroyed, pseudo-satisfied or inhibited, however, are culturally determined.As Max-Neef describes, one of the aspects that define a culture is its choiceof satisfiers. What are culturally determined are not the fundamentalhuman needs, but the satisfiers for those needs (Max-Neef 1991, 18).

Table 1.3: Nine Basic Human Needs

Subsistence Protection Participation

Idleness Creation Affection

Understanding Identity Freedom

Critical to the understanding of the nine basic human needs theory, is a firmgrasp of the concepts and the definitions of satisfiers, destroyers, pseudo-satisfiers and inhibiting satisfiers. The understanding is important in orderto illustrate the dynamics of needs within retail environments.

Satisfiers:

Satisfiers are defined as the actualization of a basic human need. It isimportant to note that satisfiers can exist both positively and negatively andalso have the potential to be synergistic the ability for one action tosatisfy a number of needs at one time (Example: Breast-feeding satisfiessubsistence, protection and affection simultaneously). Satisfiers can beobtained in a variety of ways experientially, culturally, etc. but for thepurpose of analyzing the human needs in a needs matrix (to better


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understand the contributing factors to the needs dynamics) they areclassified in four existential categories: Being, Having, Doing andInteracting.5 The existential categories are then aligned with the nineaxiological needs themselves to create a matrix of positive and negativesatisfiers within the system (See Fig 1.5) (Max-Neef 1991, 30).

Figure 1.5: Human Needs Matrix Example

Violators or Destroyers:

These are paradoxical satisfiers in that as time advances, they begin tosatisfy the need as was intended but then begin to threaten the satisfactionof other needs and ultimately destroy the potential for satisfaction of thatneed through that method. (Example: An arms race which is supposedlysatisfied with protection but impairs.) (Max-Neef 1991, 31).

Pseudo-satisfiers:

These generate the false satisfaction of a given need. Like destroyers, thepseudo-satisfiers may invalidate the satisfaction of the given need althoughthey do not have the aggressively detrimental qualities of destroyers andmay not have extremely long term effects. Normally, they are providedthrough propaganda and advertising to induce people (Example: Charity,Status symbols, Stereotypes and Exploitation) (ibid 1991, 31).

Inhibiting Satisfiers:

They over-satisfy a given need. As a result, they threaten other needs. Theyoriginate in customs, habits and rituals (Example: Commercial television,overprotective family and unlimited permissiveness) (ibid 1991, 34).

5 The column of BEING registers attributes that are expressed as nouns. The column ofHAVING registers institutions, norms, mechanisms, laws, etc. The column of DOINGregisters actions that can be expressed as verbs. The column of INTERACTING registerslocations and milieus (as times and spaces) (Max-Neef 1991, 33).


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1.3.3 VIOLATIONS AND OVER-SATISFACTION

As previously alluded to within the overview of sustainability principle four,human needs must not be systematically undermined for completeecological and social sustainability to be realized. It is then a requirement of

a sustainable society to eliminate any activities, beliefs or cultural practicesthat undermine peoples needs. Additionally, increasing the number ofactions or methods attempting to aid the satisfaction of human needs maystimulate individuals to become increasingly self-directed and motivated tothe preservation of social sustainability. Conversely, it is important toensure that individuals are not subject to conditions that over-satisfy needsthat are adequately and healthily satisfied. Over-satisfaction of a need maydestroy the capacity to meet the need in the future and also potentiallythreaten the satisfaction of other needs. As it is has been previouslydescribed, inhibiting satisfiers over-satisfy needs and threaten the otherneeds. Examples of this are parents who provide affection for their childwithout over-satisfaction versus those who are over-protective or over-affectionate. This curtails the satisfaction of the needs identity,understanding, participation, idleness and freedom (ibid 1991, 34).

1.3.4 HUMAN NEEDS WITHIN RETAIL ENVIRONMENTS

The interrelationship between needs, satisfiers and economic goods ispermanent and dynamic. A dialectic relationship exists among them. If

economic goods are capable of affecting the efficiency of the satisfiers, thelatter will be determinant in generating and creating the former. Throughthis reciprocal causation, they become both part and definition of a culture

which, in turn, delimits the style of development. (Max-Neef 1991, 30)

In our consumer-laden society the production of economic goods andservices may be conditioning the type of satisfiers which are predominate.

The marketplace might be reconceived as an immersive environment ofneeds satisfaction-seekers people who desire the satisfaction of theirneeds through a monetary system. Many retail environments often presentperversions of our needs and wants wants being culturally learned needs.With financial motivations, retail supplies any or all of the satisfiers,destroyers, pseudo-satisfiers or inhibiting satisfiers we can buy. Withinthese retail locations, the communication of our cultural imagery andartifacts presents a new twist on our behaviors. Adopted or learned, ourbehaviors are cultural interpretations of our needs, wants and the value of

the physical world. Designing retail environments to bring awareness to the


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behaviors surrounding the marketplace have an incredible potential. Thispotential exists to begin informing consumers and businesses of the positiveand negative effects of commerce on socio-ecological sustainability.

1.4 LEARNING

1.4.1 NEW FRONTIERS OF LEARNING

Education, in the most traditional sense of a teacher, student and school,represents only one approach to learning often the formal, linear, and onedimensional education curriculum. This is a system available to certainindividuals those who have the time, the money and the access to it.Within traditional schools, individuals who wish to increase their awareness

of alternative issues or practices from a theoretical perspective may havelimited opportunities and face increasing resistance.

Education is no guarantee of decency, prudence, or wisdom. More of thesame kind of education will only compound our problems. (Orr 2004a, 8)

Additionally, the task of getting people to agree on the changes that need tobe made may be a daunting challenge. New opportunities exist for learningwithin untraditional informal venues. New answers and understanding may

come from learning arenas which possess flexibility in learning approachesbut also freedoms and accessibility with information. It is within the realmof behavioral change, that learning can present new opportunities forinforming individuals about sustainability. Orr echoes these sentimentsstating that it is not education, but education of a certain kind that willsave us (Orr 2004a, 8). Perhaps education can be reframed into a morepoignant idea of informed relevant learning in which no template existsbeyond our day-to-day experiences and cultural interactions. Using humanneeds as a leverage point for understanding basic needs versus learned

wants requires an understanding of how we learn our wants and how wecan learn our needs. It has been said by many in order to reach peopleyou must meet them where they are, whether it is the language you use, thelevel of understanding someone has or the physical place (Willard 2006;Robrt 2006). The interface of individual understanding and informallearning presents opportunities to inspire individuals to be self-directedtowards sustainability strategies. If we hope to meet people where they are,in our consumer based society, the retail environment may be a good placeto begin our strategic actions.


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1.4.2 ADULT LEARNING THEORY

Human beings are designed for learning. No one has to teach an infant towalk, or talk, or master the spatial relationships needed to stack eightbuilding blocks that dont topple. Children come fully equipped with an

insatiable drive to explore and experiment. Unfortunately, the primaryinstitutions of our society are oriented predominately to controlling ratherthan learning, rewarding individuals for performing for others rather thanfor cultivating their natural curiosity and impulse to learn. (Senge 1990, 7)

People carry with them many different experiences and perceptions of life.With this being said, adults learn somewhat differently than grade-schoolchildren because of the mental models they have developed during theirlives. Mental models are deeply ingrained assumptions, generalizations,or even pictures or images that influence how we understand the world andhow we take action(Senge 1999, 8).The knowledge and understanding ofthe past can help or hinder their actions, interpretations and beliefs.Acknowledging the presence and importance of mental models is afundamental aspect of adult learning.

Generally, adults learn and respond better when they can see the practicalapplication of the knowledge and begin using it right away (Smith 2002).With the knowledge that humansretain approximately 10 percent of whatwe see; 30 to 40 percent of what we see and hear; and 90 percent of whatwe see, hear, and do (NHI n.d.) the value in designing learning tasks andlessons that are engaging and require active participation is apparent. Forthis reason communication design should encompass auditory, visual andkinesthetic aspects allowing the experience to be engaging and memorable.Additional adult learning theory reinforces the importance of distinctprocesses with intentional reflective time. This indicates that personalexperiences with the addition of reflection periods will equal enhanced

learning (Dewey 1938; Juch 1983; Kolb 1984).

Regarding sustainability, it is significant for everyone, especially adults, tolearn a more systematic view of the biosphere and their role within it. Thechallenge remains to find ways of informing adults, many whom arefinished with formal education, about systematic effects of daily behaviorsand the necessity for sustainability within the biosphere. Additionally, themental models that exist from a lifetime of learning behaviors may beresistant to change and disinterested in the systematic effects of these

behaviors.


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1.4.3 DEPENDENCY TO SELF-DIRECTEDNESS

The Gerald O. Grow model of informal learning theorizes that there arefour different evolutionary stages through which a learner can evolve fromdependency to self-directedness. In his paper,Teaching Learners to be Self-

directed, Gerald Grow outlines the four stages of the informal learningprocess as: dependency, interest, involvement and self-direction. It isimportant to distinguish that one learning stage is not necessarily better thananother, as each has its advantages and also that people can be in one stageof learning in one area of focus, yet in a different learning stage in anotherarea(Grow 1991; Smith 2002).

Dependency stage:

During this stage people need explicit direction on what to do, how to do itand when to do it. Learners at this stage respond well to clearly organizedtasks and rigorous objectives. A disciplined approach with direction andclear communication will greatly help learners in this stage. Learnersdepend on experienced instructors, who focus on the learning methods andmaterial more than the learner. At a later time, the learners themselves, willalso desire to make this transition. Normally, learners respond to gentleinteractive methods and require immediate feedback (Grow 1991, 129).

Interest stage:

In this stage people respond well to motivation, two-way communicationand strong social interaction with a heavy focus on the subject matter.Learners have gained confidence in, but are usually ignorant of, the subjectmatter and respond to an enthusiastic, motivational and highly supportiveenvironment. It is important during the interest stage to give clearexplanations of why things are applicable and show concrete results whilekeeping motivation and encouragement high. The basic skill developed inthe interest stage is goal-setting (ibid 1991, 131).

Involvement stage:

The learners see themselves as active participants in their own experiencesand begin to look at their mental models and bring difficult questions. Theyare able to start to identify and value their own experiences in life andgreatly value the experiences of others. During the involvement stagepeople develop critical thinking, individual initiative and a sense of that


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they are co-creators of the culture that shapes them (ibid 1991, 133).People at this stage are happy to work in the warm interaction of a group.Additionally, learners at this stage desire an increased sense of decisionmaking as well as evaluation checklists prepared to help monitor their ownprogress. Learners at the involvement stage greatly benefit from

understanding the ways in which they learn (ibid 1991, 133).

Self-direction stage:

In this stage, people know what they want to learn and they are motivatedto seek the resources to do so themselves. Usually, they set their own goalsand standards and ultimately take charge of what they want to learn. Self-directed learners are willing to take responsibility of their learning and willdesign their own learning processes. Lastly, in this stage, people thrive inatmospheres of autonomy (ibid 1991, 134).

Table 1.4: The Grow Staged Self-Directed Learning Model

(Source: Grow 1991, 129)


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1.5 DESIGN

1.5.1 WHAT IS DESIGN?

Much has been written about the design profession and the characteristicsof designers. Yet, even with a seemingly endless discourse in these writingsthere remains significant debate about what design is. Although there isperhaps no ideal definition, a basic understanding of what design is, whatvalue designers bring and basic characteristics of design education arenecessary for the purpose of this thesis.

Design is everywhere - and that's why looking for a definition may nothelp you grasp what it is. (Design Council n.d.)

Figuratively speaking, Design is everywhere, but design cannot be and isnot everything. Design is both noun and verb, both product and process.Designs are intentional, anthropocentric and anthropogenic an importantdistinction that must be made versus all things physical, all systems andconcepts design is born from the human mind and found most commonlyas illustrations, text and/or artifact.

designis the professional service of creating and developing concepts

and specifications that optimize the function, value and appearance ofproducts and systems for the mutual benefit of both user andmanufacturer. (IDSA n.d.)

It is within this subjectivity, creativity and vagueness that we can envisionthe design process as a black box (See Fig. 1.6). Designers are generalistswho bring a learning approach to each problem they face and quicklyattempt to orient themselves to any necessary information guiding theircreative process towards an outcome. Any design problem is a problem of

resolving tension between what is needed and what can be done(Conklin2001, 15). The information gathered or researched by the designer arevariations of language formal (3-D shapes), communication (icons, typeand illustrations), cultural (systems and artifacts), social (sensitivities andbehaviors) etc. It is the designer who attempts to understand thesevariations of forms of communicative language and through the creativeprocess as a non-linear intuitive tool, interprets these indicators and appliesthese interpretations to reach conclusions and develop solutions.


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Figure 1.6: The Black Box Metaphor

1.5.2 DESIGN AND WICKED PROBLEMS

Design as the black box is a metaphor to describe what Rittel and Webbercoined as wicked problems in 1973 (Rittel and Webber 1973). Not onlydoes design deal frequently with wicked problems (defined below) butdesign itself is wicked. What makes design a unique discipline is thatdesigners are trained to deal almost exclusively in the realm of the wicked

taming problems through the application of the design process. Accordingto Rittel and Webber there are ten characteristics to wicked problems (seeAppendix A), for the sake of conciseness we are highlighting only four:

1. There is no definitive statement of the problem; in fact, there is oftenbroad disagreement on what the problem is. The only way to reallyunderstand the problem is to devise a potential solution and watch what itreveals about the problem itself through the changes it effects thus reversingthe normal flow of thinking: with wicked problems, a solution must come

before the problem (Rittel and Webber 1973, 161; Richardson 2006).

2. Wicked Problems have no definitive end or criteria informing theproblem solver that thesolution has been reached. Unlike in chess when theplayer knows the game is complete, wicked problems have numeroussolutions and are often only stopped under limitations such as time, fundingor resources (ibid 1973, 162; ibid 2006).


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3. Solutions to wicked problems are not right or wrong, merely better,worse, good enough, or not good enough. There is a high degree ofsubjectivity and each stakeholder brings their own perception to the table,causing discord and fragmentation (ibid 1973, 162; ibid 2006).

4. Without a definitive statement of the problem, there can be no definitiveanswer, and therefore no clear signal or immediate test that an optimumsolution has been reached. In actuality, there are competing solutions thatcan activate a great deal of discord among team members and stakeholdersas well as create further problems (ibid 1973, 163; ibid 2006).

These four characteristics of wicked problems are ones that are foundwithin the debate about sustainability. It is important within the movementtowards sustainability not to get sidetracked by the wickedness of theproblem. This can lead to an endless debate and disagreement of the causesand solutions to these problems and may lead to increased fragmentationamongst key stakeholders. The scientific consensus approach of theS.S.D.F. is beneficial to this because through the process of establishing theframework, efforts were focused on avoiding points of disagreement andinstead pursuing a consensus outcome when determining the four principlesof sustainability. Outside of this, sustainability is an issue that currentlyfaces much fragmentation. As Dr. Jeffery Conklin, an expert of the

relationship between technology design and social systems writes:Fragmentation suggests a condition in which the people involved seethemselves as more separate than united, and in which information and

knowledge are chaotic and scattered. The fragmented pieces are, in essence,the perspectives, understandings, and intentions of the collaborators.

Fragmentation, for example, is when the stakeholders in a project are allconvinced that their version of the problem is correct. Fragmentation can

be hidden, as when stakeholders dont even realize that there are

incompatible tacit assumptions about the problem, and each believes thathis or her understandings are complete and shared by all. (Conklin 2001, 2)

1.5.3 DESIGN AND SUSTAINABILITY

Victor Papanek (1927-1999), an industrial designer who was critical of hisown profession and its negative social impact in comparison to its greatpotential, stated thatthe relationship between design and ecology is a closeone (Papanek 1995, 32). His most notable publication, Design for the Real

World, was a call to arms for socially responsible design and designers and


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in this book he describes design as the conscious and intuitive effort toimpose a meaningful order (Papanek 1985, 4). This phrase illustrates theimportance of designers in the quest for a sustainable society. Meaningfulorder already existed within the delicate chaos of the natural world. Forthe first time in the 3.8 billion years that life has existed on Earth, one

species humanity is altering the biological, physical and chemicalfeatures of the planet.(Suzuki 2002, 2) The sustainable future that wedesire and need is the sustainablesociety. Paradoxically, designers strive toresolve the failures within, while at the same time they may be negativelyimpacting, our current civilization. The more society creates for positiveanthropocentric gain the more the biosphere must then endure through theincrease in harmful anthropogenic results. Unfortunately, we may becurrently within the paradigm of designing the systematic degradation of

our most valuable resource the biosphere.We know from the Law of Entropy (the 2nd Law of Thermodynamics), thatorganized matter is constantly dispersing into chaos and disorganization everything disperses unless energy is introduced (Robrt et al. 2006, 118).

This is where the great potential lies within design to be the energy inthe strategic movement towards sustainability. This potential exists bypossessing an understanding of: the natural flows and concentrations, thefour basic principles and the motivation to make strategic material and

process decisions. It is then that society may continue to benefit from thecreative problem solving strengths of designers while avoiding negativeimpacts on the environment. Additionally, because of the nature of dealingwith wicked problems and the creative non-linear communication methodsdesigners utilize, design can be used as a vehicle for informing the massesabout sustainability principles through strategic sustainable design.

1.5.4 DESIGN AND RETAIL ENVIRONMENTS

Retail environments, a nexus of communication design, product design andcommerce, exist as the interface between supply and demand. On a dailybasis, we stock shelves with new products, exchange old promotionalposters with new ones and create or reinforce behaviors through culturaltrends and satisfiers. Within retail environments we may be teaching andlearning unsustainable behaviors, compounded by the production of newartifacts and communications, and solidifying these behaviors into cultures.

The contribution and implementation of design solutions, informed by theS.S.D.F. and the natural laws to communicate principles of sustainability,


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presents an opportunity to envision a new paradigm of retail. Design can becoupled with sustainable teaching using non-linear learning principles toinfluence behavioral change. Ecological design may also teach largerlessons having to do with the discipline of living within ones means (Orr2004b, 182). The dynamics between the design process and non-linear

learning can be a useful advantage to assisting the adult learning processand influence how we perceive sustainability.

1.5.5 DESIGN AND NON-LINEAR LEARNING

Designers are being creative and because they are learning rapidly thetrace of their thinking pattern is full of unpredictable leaps. This non-linearprocess is not a defect, but rather the mark of an intelligent and creative

learning process. (Conklin 2001, 5)

In his paper, Jeff Conklin thoroughly describes the creative attributes ofdesign and what advantages the non-linear design process can bring toformulating solutions to wicked problems. The learning attributes of designexpose designers to undergo intuitive testing and application process duringideation, conceptualization and design development. This is significantbecause the elements of learning that the designer undergoes during thedesign process are often passed on to the user, guiding them throughinteraction and experience of the use of a new product or service. This isdue to the nature of mimicking the solutions formulated when the designerwas required to understand the problem.

The analysis showed, not surprisingly, that these designers workedsimultaneously on understanding the problem and formulating a solution.They exhibited two ways of trying to understand the problem: efforts tounderstand the requirements for the system (from a one page problemstatement they were given at the beginning of the session); and mental

simulations. (Conklin 2001, 4)Designers and the design process bring value to the formulation of solutionsto wicked problems through the understanding of non-linear methods andpractices. This creates opportunities to utilize design, as a key leverage toolwithin the quest for behavior change, as a means to create immersiveenvironments rich with stimulus and necessary information for the shifttowards sustainability. It is through a thorough understanding of all of theelements highlighted within design, learning and sustainability and the

interrelationships between them, that the opportunity exists for effective


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communication of sustainability within retail. It is our aim to capitalize onthis interconnectedness and create guidelines for the key stakeholders inretail to influence a transformative change within this sector.

1.6 SCOPE AND LIMITATIONS

The system boundaries of this project are micro-retail locations withinsociety within the biosphere. Micro-retail location is adapted from theEuropean Union definition of micro-enterprises6, which establishes ourfocus on businesses that are approximately sized as such nearer to tenemployees than one hundred. In this, it is important to establish that thescope of our project is concerned with this theoretical sizeof the interactiveenvironment, irrespective of the revenue generated by these locations and

any affiliations of franchising that may be in place.

We are also proceeding with the target focus of companies whose locationmanagers have the power to make executive communication decisions.Additionally, we work with the understanding that our findings may betransferable to small and medium-sized enterprises (SMEs). Next, thesemicro-retail locations are stage four or five companies as outlined in BobWillardsThe Sustainability Advantage; (Willard 2002, 103) those beingbusinesses that have adopted sustainability as core to operations or arethe

primary reason for operations. Although the primary focus is on stage fouror five companies, we hope that our findings will have a trickle-downeffect and be of interest and value to stage two or three organizations aswell. The differentiating factor between stage four and five companies andtwo and three is a proactive not reactive approach when strategizingtowards sustainability. Additionally, because our primary focus is withstage four or five organizations, we are proceeding with the assumption thatthey are already moving towards sustainability within operations, productrange, and energy efficiencies etc.

6 This definition is found in the Annex to Commission Recommendation of 3 April 1996.Micro enterprises have fewer than 10 employees and no more than 25% of the businessmay be owned by large business.


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We are limited by investigating how these retail locations cancommunicatethe sustainability issues, concepts and practices at the informative andpedagogical level with the end-goal of influencing behavioral change.

For the purpose of this thesis, we have identified three primary focus

sectors, these being: design, micro-retail locations, and consumers. Lastly,as described in section 1.2, the Strategic Sustainable DevelopmentFramework implicitly guides this thesis. In review, the scope of the thesiscan be summarized into these key points:

The companies are primarily locations of micro-retail with fewemployees and limited physical space;

A primary focus on companies with sustainability as a core value or

core purpose (stage four and five companies);

The communication of basic sustainability concepts to influencebehavioral change. This is beyond basic initiatives/operations suchas using efficient bulbs, two-sided printing or reducing emissions;

The definition of sustainability and its related concepts are thosefound in the literature of the S.S.D.F.;

Businesses that can make executive communication decisions.

Important and worthy of noting are two primary limitations that existedduring this period. First, that the duration of the thesis period was brief,from February 2007 through May 2007, and as a result presented alimitation in regards to the implementation and testing of the finalguidelines. Second, the thesis and six guidelines were written withinSweden, a country culturally similar to our own countries Canada and

Japan, and may reflect a cultural alignment heavy with western-worldbeliefs and mental-models. It is with some regret that we could notmanage greater investigation of a globally neutral perspectivecontaining feedback and validation represented by all of the sixpopulated continents.


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1.7 RESEARCH QUESTIONS

The research questions guided this thesis throughout the entirety of theprocess. The secondary questions are supporting questions to the primary

question and aimed to be answered as a means to ultimately build astrategic path to the primary question. With the vision of behavioral changebeing facilitated within retail environments through design and interactivelearning, the questions that we used to direct our research were as follows:

Primary Question

How can the design process, informal learning theories and the StrategicSustainable Development Framework, help communicate complex

sustainability concepts within small retail environments?Secondary Questions

1. In what ways can effective communication within learning-focused retailenvironments be aligned with:

a.) making complex sustainability concepts easily comprehensibleand interactive?

b.) using interactivity to support adult learning and ultimatelyfacilitate behavioral change?

c.) the design process and creative approaches to designingenvironments and communication?

2. What is the current reality for retail environments and what businesscurrently demonstrates the best practices?

3. What communication tool or methods can be designed to assist the goalof effective communication of sustainability concepts in retail spaces?


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2 METHODOLOGY

2.1 RESEARCH APPROACH

In order to successfully answer the research questions with thoroughmethods, a systematic and interactive approach was applied in this thesis.

Joseph A. Maxwells book, Qualitative Research Design: An InteractiveApproach was used as a framework for the thesis and was consultedregularly during the process to guide our research methodology (See Fig.2.1) (Maxwell 2005, 9). Additionally, this book was instrumental to ourown evaluation process and assisted in dialogue and reflection sessions as amethod used to provide clarity for our peers during thesis feedback.

The conceptual framework for this thesis is one that encompasses a wholesystems view of sustainable development and planning in complex systems,human needs, learning and the design process within the retail setting.

These frameworks were used to help validate our research questions.

Figure 2.1: Model for Qualitative Research Design


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2.2 TRIANGULATION

The triangulation methodology requires compilation of various data from adiverse range of individuals and settings, using a variety of methods. This

strategy ensures that the study gains a breadth of understanding of theissues under investigation through increasing the breadth of techniquesemployed. As well, this allows the validation of results from one methoddirectly against another. This method may also reduce the risk thatconclusions will reflect any systematic biases or limitations resulting fromutilization of a specific source or method (Maxwell 2005, 93).

In order to establish scientific validity in our thesis the triangulation method,as described, was implemented. Consistencies between our literature review,

professional validation, human needs matrices, professional and consumersurveys were identified. These findings, from our variety of sources, wereused to build conclusions and responses to the research questions.

The methodology of this paper was completed in an iterative fashion, inwhich the triangulation method was of particular value. Inline with thefindings in the literature review, the methods of determining our processand formulating solutions did not happen in a linear fashion. Instead, thefindings in this thesis were continuously being evaluated and re-evaluated

through our methods of surveying, validation and design conceptualization.

This thesis was based within a stringent literature review process whereover sixtyaccredited or peer reviewed papers and books were consulted.Surveys with relevant design professionals and instructors were used togain qualitative data. We also utilized surveys for both business owners andretail clientele. Based upon our research, we began designing a highlyvisual guidebook containingThe Six Guidelines for Sustainable Retailbased on informed conclusions of the material under investigation. We then

sent the guidebook to professionals in various fields seeking professionaland experienced validation from them based on the thesis, guidelines andguidebook itself. Lastly, the responses from this process gave us the earlyfeedback on the final design outcomes for the guidebook. The methodologywas then revisited numerous times, as ongoing dialogue and validation wasnecessary for developing the behavioral change model and guidebook.


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Figure 2.2: The Triangulation of Research Methods

2.3 LITERATURE REVIEW

The literature review served as the primary source of information for thethesis and one of the three main research areas within the triangulationmethodology. The numerous case st

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Hendry Silcox Yokoyama Retail Environments