Facilitators’ Playbook Sustainability Workshop 1 USAGHI 10-12 April 2007

1. Facilitators’ PlaybookSustainability Workshop 1USAGHI10-12 April 2007

2. Purpose ofthis Workshop (combined A/B) • The purpose of the first workshop is to introduce installation staff and their regional partners to the basics of sustainability theory, examples of on-going Army projects, and guide them through a series of exercises to produce: • Installation System Maps • A list of significant impacts on mission, well-being and environment due to installation operations • A review of team proponents and members for follow-on sustainability workshops/planning • A review of current key data previously compiled to serve as the basis of future planning workshop discussions • Definite sustainability challenges statements that the Garrison faces now and in the future with respect to the 6 core mission activities • This playbook describes the team session exercises that lead to the workshop products.

3. Team session 1 – Core Business Process Development Directions (35 minutes) • The workshop breaks into 5 teams organized around the installation’s core business processes, plus regional interactions: • Military training • Infrastructure • Procurement • Transportation • Workforce Development • Regional interaction • Exercise is explained in plenary session in lecture “What’s the Buzz?” • Team members get acquainted, and pick a spokesperson for the outbrief today and on the last morning to the Command group. • Teams brainstorm and agree on a list the 5-6 major activities in their core process • These will be added to the System Map in the next Team Session (2)

4. Team session 1 – Directions con’t • If the team is struggling, example activities that other installations have used are as follows: • Military training: military training; range/road construction and maintenance; airspace management; land management • Power projection: procurement/acquisition; maintenance; transportation • Installation management: /build/maintain/demolish buildings, roads, utilities; transport people and goods; provide communications/IT infrastructure and simulation • Regional interaction: agriculture, residential/development, commercial/industrial, forestry, military; tourism/recreation

5. Team session 2 System Map Development – Directions (60 min) • Map-making – the exercise is explained in plenary session in the lecture called “It’s the system!” • Once in core business process teams, divide into sub-teams for each of the Major Activities identified in session 1. Hand out the “don’t worry” system map cheat sheets, and the “steps in system mapping” handout (10 minutes) • The facilitator will walk the class (which is in its Goal Team groups) through the process of identifying the interactions between Mission, Community, and Environment and their Core Activity and sub-activities. • Each Core Business Team will create a system map one step at a time • Tuesday afternoon – after the session, facilitators create the “wall walk” layouts shown in Team session 3 for each group using the posters provided – one layout for each activity. Will enter into computer for outbrief.

6. Your Job Gather into your six core competency teams at one set of tables. Lead the teams through each step, giving them time to fill in the part of the system map you’ve just described. There are 5 steps, so teams should be given no more than 10 minutes per step – step 5 will take longer, step 1 should be very quick. Step 1 – Using the blank template, fill in the list of activities you developed in team session 1.

7. Step 1 – List Activities Performed Under Garrison Core Competency MISSION Train Units/Soldiers Deploy Units/Soldiers Sustain Units/Soldiers ENVIRONMENT Flora/Fauna/Habitats Mineral Resources Air, Soil, Water Land Area (Missions of Supported Units/Organizations) Installation Core Competencies Step 1 – Add List From Session 1 COMMUNITY WELL BEING Military Community Neighbors Suppliers (Well being of Individuals and communities)

8. Step 2: Identify: • What your installation core competency provides to the mission. How does each activity support the mission? • What the mission returns to the core competency. How does the mission affect or define our ability to accomplish each activity?

9. Installation Sustainability System Map - Overview MISSION Train Units/Soldiers Deploy Units/Soldiers Sustain Units/Soldiers Installation Core Competency Step 1 – Identify Activities ENVIRONMENT Flora/Fauna/Habitats Mineral Resources Air, Soil, Water Land Area (Missions of Supported Units/Organizations) Step 2 Requirements $ Services Products COMMUNITY WELL BEING Military Community Neighbors Suppliers (Well being of Individuals and communities) Wastes, Emissions, Alterations

10. Step 3: Identify: • The affect the core competency and major activities have on the community. • What the community provides to the core competency. How does the community support or limit the activities used to accomplish the core competency.

11. Installation Sustainability System Map - Overview MISSION Train Units/Soldiers Deploy Units/Soldiers Sustain Units/Soldiers ENVIRONMENT Flora/Fauna/Habitats Mineral Resources Air, Soil, Water Land Area (Missions of Supported Units/Organizations) Step 2 Services Products Requirements $ Step 3 Installation Core Competency Step 1 – Add List Critical Activites $ Services Products COMMUNITY WELL BEING Military Community Neighbors Suppliers Requirements Services Products $ (Well being of Individuals and communities)

12. Step 4: Identify: • How the core competency interacts with the environment. • The resources the environment provides to the core competency/activities. Also, identify the limitations poses to the core competency now and into the future.

13. Installation Sustainability System Map - Overview MISSION Train Units/Soldiers Deploy Units/Soldiers Sustain Units/Soldiers ENVIRONMENT Flora/Fauna/Habitats Mineral Resources Air, Soil, Water Land Area (Missions of Supported Units/Organizations) Step 2 Services Products Requirements $ Step 4 Installation Core Competency Step 1 – Add List Critical Activities Step 3 Wastes Emissions Alterations $ Services Products COMMUNITY WELL BEING Military Community Neighbors Suppliers Resources Materials Requirements Services Products $ (Well being of Individuals and communities) Wastes, Emissions, Alterations

14. Step 5: Complete the System Diagram by: • Listing the interactions between the Mission and the Community; • Listing the interactions between the Community and the Environment; and • Listing the interactions between the Mission and the Environment

15. Installation Sustainability System Map - Overview MISSION Train Units/Soldiers Deploy Units/Soldiers Sustain Units/Soldiers ENVIRONMENT Flora/Fauna/Habitats Mineral Resources Air, Soil, Water Land Area (Missions of Supported Units/Organizations) Step 5 Step 2 Step 5 Services Products Requirements $ Step 4 Installation Core Competency Step 1 – Add List Critical Activities Step 3 Wastes Emissions Alterations $ Services Products COMMUNITY WELL BEING Military Community Neighbors Suppliers Resources Materials Requirements Services Products $ Step 5 (Well being of Individuals and communities)

16. Example: Installation Sustainability System Map – Military Training MISSION Train Units/Soldiers Prepare METL Execute METL Support Military Training Manage Ranges and Training Areas Provide Training Facilities Provide Field Logistics Support ENVIRONMENT Flora/Fauna/Habitats Mineral Resources Air, Soil, Water Land Area • “Terrain” – Space to operate • Land • Water • Vegetation Trained units and soldiers National defense Disaster response capability $$ Requirements Range scrap Target debris Solid wastes Airspace Ranges, targets Range control Ammunition Fuel, roads Structures Utilities Bandwidth Soldiers Civilian workers Contractors Land use issues EMAG competition Stray light Maneuver Damage Air Emissions, smoke, dust EMAG emissions Noise Soil contamination Water contamination $$ Recreation opportunities Timber sales Land use issues Economic & development influence Space for infrastructure Land, water, air Stone, gravel COMMUNITY WELL BEING Military Community Neighbors Suppliers Pesticides, herbicides Fertilizers Dust, air emissions Stormwater, sediment Habitat changes Solid waste Hazardous waste Wastewater $$ Building materials Employees, contractors POL products Energy, utilities Supplies, services Anything purchased! Oil Minerals Plant materials Animal products Water Natural resources Natural materials Wastes, emissions, alterations Mining & excavation effects & byproducts Manufacturing wastes Energy production effects & byproducts Transportation & shipping effects & byproducts

17. Brief Back to Group Should develop a brief back to the rest of the participants to include: • Review of the Major Activities • Review of the System Map and critical interactions Brief back should be no longer than 5 minutes

18. End of Day 1

19. After Class Work • Enter system maps into powerpoint Template • Students do crystal ball exercise

20. First Thing Day 2 • Homework exercise • So What? presentation describing impacts and set up for Team Session 3.

21. Team session 3 Impacts Identification– Directions (90 minutes) • Exercise is explained in plenary session by lecture “So what?” • To start team session 3, each team should prepare one summary impacts sheet for each major activity within their core business area. • The Team should break into a number of groups equal to the number of major activities that make up the core competency. • Give the sub-teams 15 minutes to brainstorm and write down the significant mission, well-being, and environmental impacts associated with their first activity. They should consider both current and potential impacts, and determine the root causes (by asking why 7 times). • After 15 minutes, have the sub-teams switch activities. Given them 10 minutes for each of the remaining activities. (60 min max)

22. Team session 3 – Directions con’t • 6. When all sub-teams have had a chance to discuss/document all activities, do a wall walk with the whole team, and ask them to explain their thinking and discuss as a team. Capture any clarifying information right on the butcher sheets. (20 min total) • Give each person 10 dots and ask them to vote for the “Top Ten” before they leave. They can use their dots in any combination – all 10 dots on one impact, one dot on each of 10 impacts, etc. (5 min total) • 8. Wednesday pm – after the session, facilitators create and tape up on the wall the layout for Team Session 4. Facilitators also type the significant impacts and system map into the team briefing powerpoint file.

23. Mission Community Environment Root Cause Current Root Cause Current Root Cause Current Potential/ Future Root Cause Potential/ Future Root Cause Potential/ Future Root Cause Major Activity Significant Impacts Sheet:

24. Significant Impacts…. • Constrain the military mission; • Decrease the well-being of soldiers, families, community; • Cause community concerns about economy, well-being, or environment; • Cost increasingly large sums to manage; and or • Harm the environment or use resources past the point of recovery.

25. Example Mission ImpactsTraining time reduced or restricted Specific training activities restricted Mission costs increased Manpower to manage impacts increasedAirspace decreased Communications interferenceEMAG restrictions (RF, laser, radar)Permanent loss of land for mission usesTemporary loss of land for mission uses Others?

26. Example Wellbeing ImpactsHealthSafetySecurityLife SupportAggravationJobsBusiness opportunitiesProperty valuesProductivityCosts Recreational opportunitiesCompeting land usesAvailability of resources (land, water, energy, etc)Others?

27. Example Environmental Impactswater pollutionwater availabilityerosion and sedimentationair pollutionland/ecosystem disruption/degradationplant/animal impactshistorical resource degradationland contaminationothers?

28. Team Session 4 Sustainability Evaluation of Current Activities • No presentation on this one – working from slides and summaries of system conditions.

29. Team Session 4 • Look at your list of major activities (center of the System Map). • Review the impacts you identified in session 3 (mission, community, environment). • Review the system conditions provided for your team. • List which activities you think violate a system condition and why

30. Team Session 4 • List activities, changes, or projects that you know of that are moving USAGHI toward more sustainable behavior. Provide specifics.

31. “Rules” of Sustainable Community InteractionFrom the Natural Step • In a sustainable society, nature is not subject to… • … systematically increasing concentrations of substances extracted from the earth’s crust • … systematically increasing concentrations of substances created by society • …. increasing degradation by physical means • And in that society… • 4. …basic needs are met worldwide.

32. “Rules” for Sustainable Military Training(from “Natural Capitalism – Creating the Next Industrial Revolution” Lovins, Lovins, and Hawken, 1999) • Radical Resource Productivity - obtaining the same amount of utility or work from a product or process while using radically less material and energy (one quarter to one tenth - think iPOD) • Biomimicry - imitating biological and ecosystem processes to manufacture chemicals, materials, and compounds; emulate nature's life-temperature, low-pressure, waste=food, and solar-powered assembly techniques. (think photovoltaic panels, Nike “exoskeleton” shoes, Leonardo’s wing) • Service and Flow Economy - obtain services by leasing or renting goods rather than buying them outright. Manufacturers become deliverers of service, provided by long-lasting, upgradeable durables. (think copier machines) • Investing in Natural Capital – maintain and increase the vital flow of life-supporting services from living systems (value of “free” ecosystem services is equal to the world GDP)

33. “Rules” for Sustainable Procurementfrom “The Total Beauty of Sustainable Products,” Edwin Datschefski, 2001 • CYCLIC – the product should be made of grown materials that can be composted, or become part of a man-made closed-loop system • SOLAR – all energy used to make or run the product should be renewable • EFFICIENT – products should be made with much less material and energy (one quarter to one tenth) • SAFE – products and their by-products should not contain hazardous materials • SOCIAL – the business making the product is fair to employees and suppliers

34. “Rules” for Sustainable Transportationfrom The Centre for Sustainable Transportation A sustainable transportation system is one that: • Allows the basic needs of individuals and societies to be met safely and in a manner consistent with human and ecosystem health, and with equity within and between generations. • Is affordable, operates efficiently, offers choice of transport mode, and supports a vibrant economy. • Limits emissions and waste within the planet’s ability to absorb them, minimizes consumption of non-renewable resources, limits consumption of renewable resources to the sustainable yield levels, reuses and recycles its components, and minimizes the use of land and the production of noise.

35. “Rules” for Sustainable Infrastructuresynopsis of the “Leadership in Energy and Environmental Design” LEED rating system • sustainable site development: construction waste reduction, alternative transportation access, development density, stormwater design, heat island reduction • water efficiency – water efficient landscaping, water use reduction, innovative wastewater reuse • energy efficiency – “commission” building energy systems, meet minimum energy performance levels, use renewable energy, manage refrigerants • materials selection – building and material reuse, recycled content, regional materials, rapidly renewable materials, construction waste management • indoor environmental quality – thermal comfort, daylight and views, low-emitting materials, increased ventilation

36. “Rules” for Sustainable WorkforceFrom Organization 21C compiled by Subir Chowdhury “Corporate human sustainability is the contribution of the corporation to: • Developing the capabilities of its workforce members; • Creating a just, equitable, and healthy workplace; and • Contributing to the welfare of the external community, particularly those community members who have some stake in the future of the organization”

37. Team Session 5 – Current Sustainability Activities Identification • Participants will review their activities, impacts, and evaluation of which activities are sustainable. • Participants will list any activities or projects that they know of that are making USAGHI more sustainable. Participants should provide as much detail as they have: Summary, lead organization, contact, schedule, any results, etc.

38. Headline Exercise • Students will develop headlines for the installation • They will identify a headline and 2-3 highlights • Where it will appear

39. Headline Exercise • Folks will work in smaller groups • They will brief back the class

40. What Future Can We Imagine?

41. What Future Can We Imagine?

42. Begin with the End in Mind What is your 2025 headline? Where does it appear? Give 2-3 highlights.

43. Team Session 6 - Crafting a Challenge Statement • Describe the current situation in one or two sentences • Describe how it is not sustainable • Frame a question that will start the discussion in May

44. Team Session 7 – Data Source Identification • Participants will review their significant impacts and identify what existing data sources could be used to describe the impact • The participants will write on sticky notes the data sources, who would have the data, and provide contact information if they have it • Participants will identify any data they believe they can provide the next day

45. Team Session 8 – Day 2 Brief Back to Group Should develop a brief back to the rest of the participants to include: • List of mission, community and environmental impacts for each major activity • Challenge statement • Data needs Brief back should be no longer than 8 minutes

46. End Day 2

47. After Session Work • Put Challenge Statement into slides • Enter data into table below: Significant impacts, current activities, data that describes it and who could provide it

48. Data Summary for Briefing Facilitators create on Wednesday afternoon from Wednesday morning’s work; team validates on Thursday morning Teams fill in during team session 4 on Thursday morning Consolidated Significant Impacts Mission -xyz -abc - etc Well-being Environment Associated Activities 1 2 3 4 etc Associated Causes 1 2 3 4 Etc Who Owns the Problem/who needs to help? Key Data Poster

49. Day 3

50. Team Session 9 – Data Compilation • Compile the data that folks have brought in. Make a list of documents and information. • Check off data from table and identify those things that are missing