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Stakeholder engagement primer: 8. Generating ideas and reaching agreement

By Gabriele Bammer

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What skills for generating ideas and reaching agreement should every researcher involved in stakeholder engagement seek to cultivate? What key methods and concepts should they be familiar with?

The focus in this blog post is on generating ideas and reaching agreement, as well as recognising the “groan zone” between these two phases in a group process. Researchers will have diverse attributes and not everyone will be well-placed to cultivate the skills described here. Having an understanding of the skills can help in choosing the researchers best placed to undertake the stakeholder engagement.

Generating ideas: Brainstorming

For brainstorming to work well, it requires rapid-fire contributions, no holding back or self-censoring of ideas, and no discussion or criticism of the ideas proposed. It often involves a group of stakeholders (or stakeholders and researchers) sitting around a flipchart or whiteboard, with one person writing down the ideas as members of the group say them.

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Stakeholder engagement primer: 7. Listening and dialogue

By Gabriele Bammer

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What skills should every researcher involved in stakeholder engagement seek to cultivate? What key tools for engaging stakeholders should they be familiar with?

In the next two blog posts, I present key skills and tools that are essential for engaging with stakeholders. Understanding these skills can help teams decide who would be best among their members to be responsible for stakeholder engagement. Those involved in stakeholder engagement can also work to strengthen these skills to underpin other useful methods such as surveys, interviews, focus groups and participatory modelling.

This blog post presents skills involved in listening and dialogue. The next presents tools for generating ideas and reaching agreement.

Listening to understand

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Stakeholder engagement primer: 6. Making engagement effective

By Gabriele Bammer

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How can researchers ensure that stakeholder contributions ― whether through consultation, involvement or collaboration ― are properly valued? What steps can researchers take to make stakeholder participation as effective as possible? How can damaging pitfalls be avoided?

Researchers can make the stakeholder engagement process maximally effective by paying attention to the following three aspects:

  1. ensuring credibility, relevance and legitimacy of stakeholder contributions
  2. accommodating stakeholder motivations, expertise and ability to participate
  3. avoiding or managing potential pitfalls.

1. Ensuring credibility, relevance and legitimacy of stakeholder participation

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Stakeholder engagement primer: 5. Choosing engagement options

By Gabriele Bammer

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How can researchers decide which engagement options will be most appropriate for which stakeholders? How can they take into account multiple considerations such as the aims of stakeholder engagement, the requirements of the research and available resources?

It can be helpful to think through how each option for stakeholder engagement (described in Primer #4) would be operationalised for each stakeholder, using the questions below. These make explicit what researchers often do intuitively.

By teasing out specifically what is required and matching this with the available resources – time, money and person-power – the aim is to reduce the possibility of a project running out of steam for stakeholder engagement before it is concluded and to maximise the chances that the commitments made by researchers to stakeholders (the ‘promise’ described in Primer #4) for each type of engagement can be fulfilled.

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Stakeholder engagement primer: 4. Options for engagement

By Gabriele Bammer

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What options are available to researchers for including stakeholders in a research project in order to develop a more comprehensive understanding of the problem, provide ideas about addressing it and help the research to support policy or practice change? Can different stakeholders be included in different ways? Can the same group of stakeholders participate in different ways in various aspects of the research? What obligations do researchers have to participating stakeholders over the course of that project?

It can be useful to consider 5 ways in which researchers can include stakeholders in a project:

1. Inform:
Researchers provide stakeholders with balanced and objective information to assist them in understanding the research.

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Stakeholder engagement primer: 3. Selecting stakeholders

By Gabriele Bammer

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Given that most research projects will not have the funding or time to involve all stakeholders who have been identified as potential contributors, what criteria are useful for selecting those to be invited to participate? How can those identified be assessed against the criteria?

Four criteria for selecting stakeholders are:

  • their legitimacy
  • their real and potential power
  • the urgency they assign to the problem
  • practical considerations.

Legitimacy

Legitimacy can usefully be examined along the following four dimensions:

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Stakeholder engagement primer: 2. Identifying stakeholders

By Gabriele Bammer

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How can all those who have something relevant to contribute to a research project be identified? In particular, how can we find those who, through their experience of being affected by or dealing with a problem, can provide:

  • a more comprehensive understanding of the problem
  • ideas about ways to address the problem
  • insights into how the research can best support policy and practice change on the problem in government, business and civil society?

A wide-ranging and inclusive initial process of identifying stakeholders ensures that key individuals and groups are not missed and that the broadest range of knowledge and perspectives is found, for both understanding and acting on the problem.

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Stakeholder engagement primer: 1a. Why a primer? 1b. Defining stakeholders

By Gabriele Bammer

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1a. Why a primer?

Do researchers who want to engage with stakeholders need a basic set of skills? Can we define a skillset that will work for many problems and in a variety of contexts?

My starting point for this primer is that the answer to both questions is “yes” and I have set out to provide those basics in nine easy-to-read blog posts. The tenth blog post in the series sketches out selected additional “advanced” skills; these need more interpersonal competences, experience, and knowledge.

The advantages of using a blog over other forms of communication are that it provides a vehicle for input and feedback, as well as being widely accessible. Comments on each blog post are therefore very welcome, particularly examples and lessons from your own work, things you wish you had known when you were starting out, and general feedback and critique.

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Why we need strengths-based approaches to achieve social justice

By Katie Thurber

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Katie Thurber (biography)

Achieving social justice by overcoming social inequality is a burning complex problem. In research which aims to contribute to achieving social justice, what does it mean to move from a deficit discourse to a strengths-based approach? How does such a change impact on the understanding of social inequality, as well as on actions taken to overcome it?

I am part of a group researching Australian Aboriginal and Torres Strait Islander health and we have been grappling with these questions. The issues are also more broadly relevant.

What is a deficit discourse?

A deficit discourse focuses on problems. A common example is the comparison of the group of interest to another social group that has better outcomes. The focus may be on the size of the gap between the groups.

A consequence of deficit discourse is constant negative portrayal of the group of interest.

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Researcher activism: A voice of experience

By Dorothy Broom

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Dorothy Broom (biography)

In reflecting on my researcher-activist role in women’s health, I’ve come up with six tips that may provide guidance to those embarking on such a role. The lessons I draw can also be relevant in other fields of endeavour, in population health, environmental research and beyond.

Tip 1: Build your legitimacy with those you are aiming to influence and those you are advocating for

My academic research in the 1980s and 90s on the politics of women’s health was distinct from my feminist political activism. Prompted by intellectual curiosity, I developed a research profile that fortuitously prepared me to take on an advocacy role at a time of major policy foment.

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Finding expertise in research integration and implementation to tackle complex problems

By Gabriele Bammer

Author - Gabriele Bammer
Gabriele Bammer (biography)

When you are pulling together a team to tackle a complex societal or environmental problem, where can you find the expertise to deal with:

  • Research integration challenges such as: deciding which disciplines and stakeholders to include, setting limits around the problem, dealing with competing problem definitions, managing intractable unknowns, and synthesising different perspectives?
  • Research implementation challenges such as: identifying likely change agents, taking context into account, developing tools and processes for research to support more effective actions to ameliorate the problem?

Currently there is no one place to find all this expertise, but there are two major groups who can contribute parts of it:

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Providing a richer assessment of research influence and impact

By Gabriele Bammer

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Gabriele Bammer (biography)

How can we affirm, value and capitalise on the unique strengths that each individual brings to interdisciplinary and transdisciplinary research? In particular, how can we capture diversity across individuals, as well as the richness and distinctness of each individual’s influence and impact?

In the course of writing ten reflective narratives (nine single-authored and one co-authored), eleven of us stumbled on a technique that we think could have broader utility in assessing influence and impact, especially in research but also in education (Bammer et al., 2019).We wrote the reflective narratives for a special issue on Julie Thompson Klein’s academic work, in our case especially her impact in Australia and New Zealand. (A taste of Klein’s work can be found in her contributions to this i2Insights blog.)

The process of writing the reflective narratives was unstructured, with each of us writing as much or as little as we wished on whatever aspect of Klein’s work had resonated with us.

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