2. CRESSI and A&E
• Functioning: hospital staff want to do their
daily jobs without threats of non-physical
aggressive behaviour (SECURITY)
– They value this
– There is widespread agreement they have reason
to do so
• Capability:
– people are constrained on a daily basis regarding
this functioning
– can the opportunities for staff to engage in that
functioning be expanded?
– can staff do that themselves (exert agency)?
3. CRESSI and A&E
• What does it work on?
– internal conversion factors are individual ones
(physical, mental characteristics)
• Some staff may have greater difficulty coping with the
threat than others
– “external conversion factors relate to constraints
deriving from social or family dynamics, formal
rules or informal regulations (culture) as well as
our physical environment”
• This is the hospital environment
– agency= staff capacity to create new possibilities to
engage in the functioning
The whole
service design
process is a
way to do that,
tackling…
…cognitive
frames:
“aggression” is
just an
unavoidable fact
of life in A&E?…
…social capital:
staff work with
patients,
experts,
designers,
management…
…institutions:
change the
“patterns of
behaviour” in A&E
4. CRESSI and A&E
• What does it work on?
– internal conversion factors are individual ones
(physical, mental characteristics)
• Some staff may have greater difficulty coping with the
threat than others
– “external conversion factors relate to constraints
deriving from social or family dynamics, formal
rules or informal regulations (culture) as well as
our physical environment”
• This is the hospital environment
– agency= staff capacity to create new possibilities to
engage in the functioning
People project:
concepts for staff to recover
from the stresses of the
workplace
Guidance project: lower the
likelihood of having to deal with
aggression on the workfloor
People project: a system for
more established staff
members to promote reflection
on managing violence and
aggression
5. CRESSI and A&E
• Did the project enhance?
– Power over: ability to resist manipulation by
others (e.g. patients)
– Power to: create new possibilities
– Power with: to act in groups i.e. changing
aspects in one’s life at group level
– Power from within: to enhance self-respect and
self-acceptance
Should be part
of impact
evaluation
6. TRANSIT and A&E
• The project delivers a new service (aggression
management) to a newly conceptualised need
in the hospital context for staff
7. TRANSIT and A&E
• But it does not challenge fundamentally
how the care process in A&E actually
functions…
• The project is not
creating a “niche”
to challenge the
regime, nor is this
always needed -only
when the current
system is
unsustainable
9. CRESSI and Ideas 42
• Functioning: young people want to engage in proper
education to achieve their potential in life
• They value this
– There is widespread agreement they have reason to do
so
• Capability:
– young people are constrained: many do not access
tutoring, financial aid… though these “resources” are
there equally for all
– can the opportunities to engage in the functioning be
expanded?
– can young people do that themselves (exert agency)?
10. CRESSI and ideas 42
• What do they work on?
– internal conversion factors are individual ones
(physical, mental characteristics)
• Some young persons may have greater difficulty with
self-control than others and hence keep delaying on
FAFSA, …
– “external conversion factors relate to constraints
deriving from social or family dynamics, formal
rules or informal regulations (culture) as well as
our physical environment”
• Some young persons have more friends that tell them
that they delay on FAFSA (hence they also delay)
– agency= their capacity to create new possibilities
to engage in the functioning
Typically, Ideas 42 engages
with contexts where
resources are already there
(e.g. financial aid, tutors),
people are just not using
them due to “human
nature”. They do not “choose” to
delay FAFSA, it rather
“happens” to them; Ideas 42
in this case helps people to
create new opportunities to
get educated by dealing with
human nature
11. CRESSI and ideas 42
• What do they work on?
– internal conversion factors are individual ones
(physical, mental characteristics)
• Some young persons may have greater difficulty with
self-control than others and hence keep delaying on
FAFSA, …
– “external conversion factors relate to constraints
deriving from social or family dynamics, formal
rules or informal regulations (culture) as well as
our physical environment”
• Some young persons have more friends that tell them
that they delay on FAFSA (hence they also delay)
– agency= their capacity to create new possibilities
to engage in the functioning
The whole
IDEAS 42
process is a
way to do that,
tackling…
…cognitive
frames: “college”
is bit for people
like me (that find
FAFSA hard)
…social capital:
ideas 42 works
with teachers,
families, young
people,…
…institutions: change
the “patterns of
behaviour” regarding
access to FAFSA,
tutoring,…
12. CRESSI and Ideas 42
• Did the project enhance?
– Power over: ability to resist manipulation by
others (e.g. friends)
– Power to: create new possibilities
– Power with: to act in groups i.e. changing
aspects in one’s life at group level
– Power from within: to enhance self-respect and
self-acceptance
Should be part
of impact
evaluation
13. TRANSIT and Ideas 42
• The project delivers incremental innovation
• But the approach can be used to strengthen all
kinds of innovation
14. TRANSIT and ideas 42
• But it does not challenge fundamentally the
process of supporting low income
youngsters to get educated …
• The project is not
creating a “niche”
to challenge the
regime, nor is this
always needed -only
when the current
system is
unsustainable
17. Videos (quick intro’s)
• Video 1: Guy Kawasaki and the art of
innovation
• Video 2: Marc Stickdorn and service
design
• Video 3: Tom Kelley and unlocking
creativity
• Video 4: Frans Johansson on diversity
and perseveration
18. Cases
• Case 1: UK Life programme by Participle
• Case 2: Improving A&E in a UK hospital
• Case 3: dealing with low completion rates of
postsecondary education in the US via nudging
• Case 4: PLAN C in Flanders: seeking a transition from
waste to materials management in sustainable
development
• Case 5: Living labs approach with example from Spain
• Case 6: U-lab in Scotland
• Case 7: reforming the Singapore Prison Service
• Case 8: Stichting MAAT: systemic innovation in care
• Case 9: IDRC: systemic innovation regarding equal opp’s
for women
19. Tools
• TOOL 1: descriptive part of a call for proposals on social innovation
• TOOL 2: manual for project promotors to move from ideas to scaling
• TOOL 3: Lego serious play
• TOOL 4: creating and testing an experience map as a deliverable for phase 1
of an innovation project
• TOOL 5: business model canvas
• TOOL 6: guidance on how to organize challenge competitions / prizes
• TOOL 7: project proposal form
• TOOL 8: manual for completing the project proposal form
• TOOL 9: appraisal form for project evaluators of phase 1 proposals
• TOOL 10: appraisal form for project evaluators of a concept and phase 2
plan
• TOOL 11: coaching questions to support promoters by ESIF [region or
country] during PHASE 2
• TOOL 12: guidance concerning methods for impact evaluation of innovations
• TOOL 13: innovation jam
• TOOL 14: Social impact bond (SIB)
20. Chapters
• 1 Social innovation and the EU
– Inventory of EU publications
• 2 The big picture:
– Capability approach
– Service innovation, incl. “nudging”
– Transition theory
– Theory U
– A new synthesis for public administration
21. Chapters
• 3 Innovation strategy for ESIF programmes
(IVE, IVA, set a challenge or not,…)
• 4 The innovation process at the level of a
project
• 5 Capacities required at the level of the project
• 6 Implications for processes of ESIF funding
organizations (appraising, M&E, coaching)
• 7 Implications in terms of overall organization
and staff requirements for an ESIF programme
(what roles, with technical assistance or…)
• 8 Implementation plan (how to get started)
22. Our aim for the rest of the event
• Acquaint you with some key tools
and guidance in the toolkit
• Help you think about possible
issues / choices to make
• NOT an “how to” training
23. Europees Sociaal Fonds
International seminar on supporting social innovation with
the European Social Fund
26-27th October 2015 , Brussels, Hotel Bloom
What kind of calls for proposals?
Innovation via exploration versus innovation via
adaptation?
Setting the challenge or allowing it to be
proposed?
Workshop 1
25. What is the ultimate aim?
• In phase 2, a new service is to be developed
• by the end of phase 2 this has to be evaluated
– The service needs to demonstrate that it supports the “well-
being and development” of citizens in a better way
– This in turn contributes to relevant policy objectives
• well-being of an individual is defined as:
– “engaging in activities and enjoying conditions that
individuals have reason to value”
– more generally this refers to being able to realize one’s
potential and flourish
• development is then understood as expanding people’s
opportunities to engage in such a life as well as, through
agency, being able to create such opportunities on one’s
own initiative
TOOL 1
26. IVE and…?
• IVE focuses on challenges rather than
concepts!
• It is the innovation process that we put
forward that provides at the end of phase 1
several inputs that allow us to decide
whether to fund the more expensive phase
2
• But what if people already have a concept?
28. It must be demonstrated
this works better than
existing solutions and that
it is underutilised in our
region / country!
Just a “good idea” is
hard to fund with
public money
In IVE, it is phase 1 that
provides assurance, in IVA it is
evidence for the innovative
practice in a different context.
29. Discussion: 20 min
• Innovation via exploration and innovation
versus adaptation:
– What do you think are strengths?
– What weaknesses?
– What questions do you have?
– Write it on the flipcharts!
30. “In this call ESIF wants to give space to stand back from
solutions already conceived. It is quite possible that one
thinks one already has a good idea but in many cases it
appears, if one can stand back a little, that much better
solutions exist. This is why ESIF in this call in the first
instance is looking for challenges, rather than
solutions. Phase 1 of the project must serve to look for
opportunities to innovate. Only at the end of phase 1
does ESIF expect concepts to address the challenge.”
TOOL 8
31. Rather…
• “The early dependence on others by the elderly faces society, in
particular the immediate family and the elderly themselves, with a
challenge. The average age that men become dependent is 75 years
while their life expectancy is 81 years. For women this is respectively
77 and 83 years. The lack of physical activity is a major reason for this.
At the same time the provisions for these dependent elderly lag behind
because it was underestimated how much this group would grow. This
problem is important because of the high human cost, namely the loss
of quality of life in the elderly, including the loss of social contact, as
well as for their immediate environment in which the elderly often play
an important part in looking after grandchildren or dependent family
members. But also the financial cost for society is very high. For
example 80% of the costs for healthcare (118 billion EURO) are
incurred in the last two years of life. Allowances for around 1 million
dependent people cost around 4 billion per year.”
TOOL 8
32. Rather not…
• “We want to create an HR-toolbox to screen
the development points among workers.
There is still too little knowledge among
many HR managers about how employees
are best helped to identify their
development points.”
TOOL 8
33. Discussion: 15 min
• What is for you the advantage /
disadvantage in having a call that ASKS
for a challenge rather than asks to
RESPOND to a given challenge?
• Write it down on the flipchart!
34. Europees Sociaal Fonds
International seminar on supporting social innovation with
the European Social Fund
26-27th October 2015 , Brussels, Hotel Bloom
What kind of project proposal forms
and appraisal criteria for exploration?
Workshop 2
35. Proposal form (see hand-out)
• What is the social challenge you want to address with your project? For which final target group (from
the wider group of people in work and /or job-seekers) does this challenge apply? How big is this final
target group? What are the relevant characteristics of this final target group? Does this challenge relate
to a vulnerable group (because of their socio-economic situation, geographic location, language or
culture, mental, physical handicap, …)? How is this final target group developing in the current situation
with regard to the challenge (e.g. is the problem ever increasing, is the target group growing,…)?
• How far has attention already been paid to this challenge in the past?
• Why is this a challenge that must be addressed as a priority? Also argue for this on the basis of social
costs and benefits.
• Is there a longer term vision that leads you to formulate the challenge? If so, describe this. What has
already happened in the past? What is in the pipeline?
• Are there already other stakeholders who share this vision? Is there a wider dynamic involved regarding
this vision? If so, describe this: who is already involved and how?
• Draw up your schedule for phase 1 fieldwork, analysis, formulation of insights, generation of ideas and
selection, concept formulation, concept test and pitch (which person from which organisation from the
partnership carries out what action when and how and what is delivered)? How do you implement each
step (method, tool, …)?
• Which stakeholders not part of the project team (organisations and/or people, inside or outside of the
partner organisations) would you involve when and how in the course of phase 1?
• What is the mission and what are the key competences of the promoter and partners? How does this fit in
with the challenge?
• What is the experience of the project implementers from the promoter and partners with innovation in
general (not only in ESIF)? If possible describe a few successful innovations on which the project
implementers have worked and explain why you consider these successful or not.
• In which relevant networks are project implementers active? Will you rely on them within this project? If
so, how?
TOOL 7
36. Appraisal criteria (see hand-out)
• Quality and aspiration of the challenge:
– To what extent is an important social challenge mentioned that is
incorporated in a wider vision and dynamic? And which is relevant both
for the final target group and the policy area?
– 0=Not at all 1=Hardly 2=Reasonably 3=Considerably 4=Very considerably
(Score of 0-4) (see CHALLENGE AND VISION)
• Schedule:
– To what extent is a clear approach set out in which crucial stakeholders
are fully involved? And is this approach based mainly on taking different
perspectives (incl. from the final target group) to the challenge? And do
these different perspectives of the challenge arise from extensive
fieldwork? (Score 0-4) (see PLAN)
• Capacity:
– To what extent do the promoter/ partners have a strong background and
position both as regards innovation as well as the substance of the
challenge? (Score 0-4) (see POSITION and TEAM)
• Coherence of the whole
– To what extent does the proposal as a whole form a coherent and
convincing story?
TOOL 9
37. Discussion
• Take the example case
• Decide which criterion you would like to
apply and discuss
• Use the case to discuss the criterion
– Each criterion refers to the relevant proposal
questions
– For each criterion, extra guidance is provided
the help argue for / against the proposal
• What do you think is a strong / weak point ?
• Write it down on the flip chart!
38. Europees Sociaal Fonds
International seminar on supporting social innovation with
the European Social Fund
26-27th October 2015 , Brussels, Hotel Bloom
What could a “concept” for an
innovative service look like? How to
decide if it should be funded for
development?
Workshop 3
39. Phase 1 outputs
• End of phase 1, we expect:
–A concept description
–An experience map
–A high level business model
–Results from the concept test with
users and future service providers
–A report on phase 1
–A plan for phase 2
40. Concept (see hand-out)
Name Fill in here a name that shows which solution will be set up for which target group in what context
Overarching challenge State what the fundamental need is on a social, emotional, intellectual, economic, physical, material… level for
the final target group, on which the solution focuses.
Specific question “How can we…?” Indicate here the more specific statement which was brainstormed. If work was done on
behavioural theory insights, indicate here what type of behaviour change was aimed for (stopping, adjusting,
refraining).
Solution that offers
an answer to the
question
Describe in a few sentences the solution that offers an answer to the specific question. Make it clear for whom
in what context the solution is intended. This solution is further elaborated as an “experience map” (see below).
How is impact on the
overarching challenge
achieved?
Describe in what way this solution will address the fundamental need. What are the levers addressed in order to
achieve the change, as discovered during the first phase? Describe to what extent and in what way the solution
enables this impact to be achieved for the final target group more easily, with less effort, more quickly, more
cheaply, more accessibly, more certainly, more pleasantly, less frustratingly, more predictably, with fewer
concerns, with fewer errors, more functionally, more reliably, more acceptably, more fittingly, less riskily, more
efficiently, … . If behavioural theory insights are used, state here what is addressed (Enthuse, Encourage,
Engage, etc.). In addition, make clear to what extent the solution draws on the self-reliance of the wider
community and to what extent it empowers the intended users (allow them to create more opportunities for
themselves to realise the life they have reason to value).
Measuring relevant
impact in terms of
well-being
How will you measure whether the solution works for the users or not in terms of their well-being and
development (where well-being of an individual is defined as engaging in activities and enjoying conditions that
this individual has reason to value. More generally it refers to being able to realize one’s potential and flourish.
Development is then understood as expanding people’s opportunities to engage in such a life)? Is this relevant
for the policy area? Outside it? In how much time can this impact potentially be achieved for the final target
group?
What are the present
alternatives for the
solution? Who are the
providers of this
solution? What are
their strengths /
weaknesses?
Describe what is at present used by the final target group to meet their needs, even if this is not intended
directly for this need or is inappropriate. Make it clear who is involved in these solutions and what are their
strengths and weaknesses compared with the new solution and the stakeholders who want to back them.
Trends and wider
framework (if
relevant)
Which trends does the solution address? In what wider framework? How is this specifically addressed?
Future scaling up In what way could even more people be reached with this service provision?
TOOL 2
41. Appraisal of concept (see
hand-out)
• Strategic importance / position of the concept
– To what extent does the concept form an important component within a wider vision, carried
by relevant stakeholders, to tackle the social challenge and to achieve a substantial impact in a
reasonable time?
• Advantage for the final target group:
– To what extent does the concept supply a superior solution with respect to the present
situation and the services which (may or may not) exist, for a well-defined target group?
• Degree of innovation:
– To what extent is the concept sufficiently different for the user and different from what may (or
may not) already exist and be used in [region or country]?
• Embedding:
– To what extent is the concept fairly easy to launch after a successful evaluation, given the
synergy with already existing activities and resources within the partnership?
• Development:
– To what extent is the concept fairly easy to develop, given the complexity of the concept and
the familiarity/availability of the required knowledge and technology?
• Finance:
– To what extent is there sufficiently robust finance for the future solution once it would become
operational after the ESF-funding stops?
TOOL 10
42. Discussion
• Decide which criterion you would like to discuss
• Check what part of the concept enables to apply
this criterion
– Each criterion refers to the relevant output from
phase 1
– For each criterion, extra guidance is provided the
help argue for / against the proposal
• What do you think is a strong / weak point ?
– Of the concept description?
– Of the criteria?
• Write it down on the flip chart!
43. Europees Sociaal Fonds
International seminar on supporting social innovation with
the European Social Fund
26-27th October 2015 , Brussels, Hotel Bloom
What roles could be taken up by
whom (programme managers,
beneficiaries, etc.) to support social
innovation?
Workshop 4
44. Roles in innovation processes
• Activators: initiate process (put forward a
need, a trigger);
– lift others out of their routine and “provoke”
them
– key role for policy-makers
– however, it is also possible that “activation” is
taken up by a group of people e.g.
stakeholders, the academic community,
frontline workers…
– Set scope (broad to more precise)
45. Roles in innovation processes
• Browsers: search for information,
throughout the process;
– left entirely up to ESIF beneficiaries with no
role for the ESIF authority…
– …to ESIF authorities
• providing access to information that is not available
to single projects or only at a prohibitive cost,
especially if narrow scope was set
• helping developers to find execution partners if they
are not able or willing to execute themselves
46. Roles in innovation processes
• Creators: produce ideas (new concepts,
possibilities, solutions) at any point of the
process:
– Should be owned by actors that would deliver
the service
– Can be supported in their process by ESIF auth.
• Developers: turn ideas into
products/services (invention);
– Id.
47. Roles in innovation processes
• Executors: bring innovation to the
organisations that will use them and to the
market (implementation);
– Not ESIF itself
– But ESIF can provide finance for sustaining an
innovation while policy-makers adjust rules, policy,
etc. to “mainstream” it
• Facilitators: approve funding / deblock process
(instrumentation)
– Clearly task for ESIF authorities
– But also activators can be involved in decision-
making
48. I-team classification
Role
Creating solutions
to solve specific
challenges=
intensive
e.g. MINDLAB
Engaging citizens,
non-profits and
businesses to find
new ideas = medium
e.g. Flemish
Innovation Centres
Transforming
processes, skills and
culture regarding
innovation = light
Achieving wider
policy and systems
change = deep and
intensive
e.g. transition
platforms
Activators: initiate process (put
forward a need, a trigger)
X
Browsers: search for information,
throughout the process
X X X
Creators: produce ideas (new
concepts, possibilities, solutions)
at any point of the process; X X X
Developers: turn ideas into
products/services (invention)
X X
Executors: bring innovation to the
organisations that will use them
and to the market
(implementation)
X
Facilitators: approve funding /
deblock process (instrumentation)
X X X X
See
handout
49. I-team classification
Role
Creating solutions
to solve specific
challenges=
intensive
e.g. MINDLAB
Engaging citizens,
non-profits and
businesses to find
new ideas = medium
e.g. Flemish
Innovation Centres
Transforming
processes, skills and
culture regarding
innovation = light
Achieving wider
policy and systems
change =
e.g. transition
platforms
Activators: initiate process (put
forward a need, a trigger)
X
Browsers: search for information,
throughout the process
X X X
Creators: produce ideas (new
concepts, possibilities, solutions)
at any point of the process; X X X
Developers: turn ideas into
products/services (invention)
X X
Executors: bring innovation to the
organisations that will use them
and to the market
(implementation)
X
Facilitators: approve funding /
deblock process (instrumentation)
X X X X
Focus on
service
innovation
Focus on
system
innovation
51. What role for ESIF?
• Do you think ESIF innovation support should
consist of…
– MINDLABS that do not just provide funding but are
actively part of the service innovation process?
– Innovation centres that help others create proposals
for funding as well as give some advice on how to
progress in the service innovation process?
– Only providers of funding for service innovation?
– A platform for longer term systemic innovation, which
includes service innovations but also working on the
system that may impede such services to take off?
– Use the pre-prepared flipcharts
