LEADERSHIP IN TRANSITIONS

Broadening leadership skills to navigate economic, social and ecological challenges in wind energy transitions.

WIND ENERGY

As the EU works toward reaching its goal of 45 % renewable energy by 2030, accelerating wind energy includes a range of challenges. It’s not just about what is technically and financially possible. Local authorities involved in wind energy focus on economic, social, and environmental issues to transform the wind energy system towards greater justice and effectiveness. For example, they empower local communities by supporting citizen-owned wind farms, ensure fair distribution of costs and benefits to address energy poverty, responsibly source materials for wind turbines, and choose locations for wind farms that respect both social and environmental needs, now and in the future. 

LEADERSHIP

Steering towards a just and effective wind energy system demands strong leadership. While the idea of a strong leader often brings to mind someone dominant, assertive, and focused on clear, immediate outcomes, the complexity and uncertainty involved in the wind energy transition require a different approach. Therefore, this programme places a strong emphasis on developing transition leadership skills such as humility, collaboration, and adaptivity.

OUR COURSE

This programme is designed to help you develop your leadership skills through experiential learning, reflection, and trying new approaches based on what you learn. It consists of modules which present different viewpoints and offers exercises to help you apply these insights in your daily work as a leader in the wind energy sector. Additionally, some modules feature podcast episodes that share stories and perspectives on wind and wind energy. The programme is not meant to be all-encompassing, but it provides a space for you to grow and refine skills needed to direct in complex transitions.

THIS PROGRAMME IS MEANT FOR

Local authorities and other actors, both active in developing wind energy, who wish to deepen their leadership skills in order to apply a more inclusive approach to the wind energy transition. The suggested study material and reflection assignment are intended to be completed individually. The group work is designed for team members working on the same wind energy project, but with little adaptation, it is also suitable for participants across different projects.

The suggested study material and reflection assignment are intended to be completed individually. The group work is designed for team members working on the same wind energy project, but with little adaptation, it is also suitable for participants across different projects.

MODULE 1

Shifting Perspectives

Explore
MODULE 2

Power through Participation

Explore
MODULE 3

Step into
Nature

Explore
MODULE 4

Who owns the wind?

Explore
MODULE 5

Open Up to Open Endings

Explore

IN THE FIVE ONLINE MODULES, PARTICIPANTS PRACTICE


being open to different views and recognizing no one has complete knowledge. It involves valuing others’ experiences and questioning assumptions.


working with diverse actors and understanding that there may not be a perfect solution. This involves empathy and care for different perspectives.


(helping others to) cope with
the limitations people face in fully controlling systems
change.


deep listening, engaging with
diverse perspectives offered
in podcast episodes and other study materials.


reflecting on your role as a leader accelerating wind energy by considering diverse perspectives on opportunities and challenges.


facilitating group work to
encourage dialogue and
practical application of
lessons.

Previous knowledge needed

  • Participants acknowledge that wind energy transitions are complex processes that should be approached from a systemic perspective. 
  • Participants are open to lead the group work suggested in the modules.
  • Participants are motivated to embrace a variety of perspectives, reflect on their own assumptions, and incorporate diversity into future transition processes.

Length of the program

  • Each module takes about half a day to complete, with some additional time required for preparing the group work. The time for each module can be extended, especially when preparing to lead the group activities suggested in each module.

SETTING THE SCENE PRIOR TO EACH MODULE

Deepening one’s leadership compentencies comes with introspection, critical reflection, experimentation with new styles, and stepping out of your comfort zone. In addition, listening to a variety of perspectives requires a curious attitude towards assumptions and a radical openness to the perspectives of others. Exciting enough as this way of learning is, it is important that participants create a safe learning environment for themself and those they work with. Before the start of each module, participants set the scene for themselves and others to feel comfortable to open up.

Find some suggestions here to set the scene prior to individual and group work

  • Individual: 10-minute seated meditation
  • Individual: 20-minute journaling. Write down your thoughts and feelings when reflecting on the question: What is my biggest concern and what gives me hope today in the wind energy transition?
  • Group work: 10-minute standing meditation, followed by a 10-minute plenary debriefing, for example asking attendees to share what it was like to step back and forth in time.
  • Group work: 20-minute check-in. Ask the attendees to share their answer to a check-in question with the group. For example: What are you hoping to bring to or to gain from today’s workshop?, or: How would you describe your mood as if you were describing the weather?
  • Group work: 30-minute discussion. Divide the attendees into two groups, with each group discussing one of the following questions: What is my biggest concern about the wind energy transition?, or: What gives me hope for the wind energy transition? After some time, swap the questions, so each group discusses both topics. Then, invite attendees to share their thoughts with the entire group, if they wish.
REFERENCES

Kerri, L. (2018). A Pedagogy of Deep Listening in E-Learning.
Journal of Conscious Evolution, 11, 1-21.

Throop, W. & Mayberry, M. (2017). Leadership for the Sustainability Transition.
Business and Society Review, 122, 221-250.