| Name | Description | References |
| Problem and solution trees | Problem tree analysis helps to find solutions by mapping out cause and effect around an issue in a similar way to a mind map, but with more structure. The problem can thus be broken down into more manageable chunks allowing for prioritisation, helping to focus objectives. It also allows people to gain a shared understanding of different perspectives on the problem and where there are gaps in knowledge which helps in identifying sustainable solutions | Example
of use of problem and solution trees for small stock development: http://www.smallstock.info/info/comm/probtree.htm For more information go to: http://www.odi.org.uk/resources/details.asp?id=5258&title=problem-tree-analysis |
| JoHaRi's Window | This technique explores the difference between professionals and local people’s knowledge and helps to highlight inherent prejudices and preconceptions about the value of each. Participants are asked to fill in the following matrix with examples from their own experience. This can be done at a general level for professionals and locals or on a more specific level e.g. administrators, small businesses versus small farmers etc and the differences shared and compared. | The known unknowns of climate change: adaptation in the Southern Agricultural Region of Western Australia http://www.csu.edu.au/__data/assets/pdf_file/0018/109611/EFS_Journal_vol_5_no_2_11_Gray.pdf For more information go to: http://www.businessballs.com/johariwindowmodel.htm |
| Mental modelling | This method is used to explore how community members understand climate change. This tool can be used with different groups within a community – farmers, herders, fishermen, as well as extension agents and policy makers. | http://cclong.epa.gov.gh/index.php?option=com_content&view=article&id=56:mental-models-onclimate-change&catid=39:learningactivities&Itemid=59 |
| Soft systems methodology | Soft Systems Methodology grew out of general systems theory, which views everything in the world as part of an open, dynamic, and interconnected system with the various parts of this system interacting with each other, often in a nonlinear way. Soft systems methodology is a way to explore complex situations with different stakeholders; numerous goals; different viewpoints and assumptions; and complicated interactions and relationships. By acknowledging these perspectives it becomes possible to explore potential interactions and impacts of any changes. | For more information go to: http://users.actrix.co.nz/bobwill/ssm.pdf |
| CATWOE | This is a menemonic tool developed in Soft Systems Methodology that can be used to clarify what the user is trying to achieve in a piece of work or project. Clients – Who are the beneficiaries or victims of this particular system? (Who would benefit or suffer from its operations?) Actors – Who are responsible for implementing this system? (Who would carry out the activities which make this system work?) Transformation – What transformation does this system bring about? (What are the inputs and what transformation do they go through to become the outputs?) Weltanschauung (or Worldview) – What particular worldview justifies the existence of this system? (What point of view makes this system meaningful?) Owner – Who has the authority to abolish this system or change its measures of performance? Environmental constraints – Which external constraints does this system take as a given? | For more information go to: http://creatingminds.org/tools/catwoe.htm |
| Rich pictures | Rich Pictures were developed in soft systems methodology as a way to learn about complex or ill-defined problems. People involved are asked to draw detailed ("rich") representations of how they see the issue through symbols, sketches or "doodles" with as much information as they feel is necessary. It is useful to ask different people involved to draw their own rich picture in order to capture the many different perspectives there might be on a complex situation. The finished pictures may they be shared (if there is agreement to do so) or the key messages captured having discussed the meaning of the picture with the person who drew it (the drawings may not be easy to interpret directly). The real value of this technique lies in the way it requires the creator to think deeply about the problem and through expressing it pictorially to start to appreciate important links, assumptions and gaps in understanding. It is also possible to develop rich pictures as a group. This can be useful in getting people to develop a shared understanding of an issue, assuming that everyone is encouraged to participate. | For more information go to: http://systems.open.ac.uk/materials/T552/ |
| Issue mapping | A general opening exercise that can be used to share and explore a wide range of issues about a given are including areas of concern and interest that can be followed up in later exercises and to explore possible solutions. | http://www.participatorytraining.co.uk/How%20to%20do%20participatory%20mapping.pdf |
| plus minus interesting (pmi) | PMI helps participants to see both sides of an argument, view things from a different point of view, think broadly about an issue, suspend judgement, make informed decisions, work as individuals, in pairs or as members of a group. | http://www.wettropics.gov.au/st/rainforest_explorer/Resources/Documents/4to7/TeachingStrategies/PMIStrategy.pdf |
Related section of the Pathfinder:
| Decision tree: Implementing adaptation actions - Getting started |
|
Access Toolbox detail pages to learn more on selected methods and tools.
| Screening of Adaptation options | |
| Tool for Environmental Assessment and Management |
