Examples of unlearning, relearning and reactivation
| Learning process | Strongly influenced by interaction with |
|---|---|
| Unlearning | |
| Questioning previously held beliefs that electricity is viewed as an uninteresting area of expertise | Households |
| Questioning just-in-time mentality and cost-driven routines, prioritizing material preparedness | Other stakeholders, such as actors in material supply chains |
| Emphasizing the grid as valuable and important rather than backgrounded and taken-for-granted | Households |
| Questioning the traditional role and operations of the utility, being open to new trajectories for the grid | Households and colleagues |
| Relearning | |
| Keeping up with latest information and technology trends | Households |
| Assuming a pedagogical and instructional role towards households: supporting households’ learning | Households |
| Being attentive for emerging crisis situations as an organization | Colleagues |
| Analyzing and communicating effectively, adapt to different household categories, their expectations and knowledge | Households and colleagues |
| Communicating to households the value of infrastructure, balancing complexity and maintaining positive relationships | Households |
| Looking forward rather than relying on historical data: using the future as an analytical space | Colleagues |
| Looking to other utilities to exchange ideas and learn from their experiences | Utilities |
| Reactivation | |
| Rediscovering the importance of exercises and reviewing routines for crisis preparedness: mobilizing dormant practices and knowledge | Other stakeholders such as municipalities and the administrative county board |
| Receiving practical help from other utilities in rediscovering and using skills and practices that have been lost in the organization | Utilities |
| Obstacles for relearning | |
| Lack of trust in utilities | Households |
| Blurred boundaries between stakeholders’ expertise and responsibility | Other stakeholders such as local and national authorities |
| Lack of transparency and communication | Colleagues |
| Learning process | Strongly influenced by interaction with |
|---|---|
| Questioning previously held beliefs that electricity is viewed as an uninteresting area of expertise | Households |
| Questioning just-in-time mentality and cost-driven routines, prioritizing material preparedness | Other stakeholders, such as actors in material supply chains |
| Emphasizing the grid as valuable and important rather than backgrounded and taken-for-granted | Households |
| Questioning the traditional role and operations of the utility, being open to new trajectories for the grid | Households and colleagues |
| Keeping up with latest information and technology trends | Households |
| Assuming a pedagogical and instructional role towards households: supporting households’ learning | Households |
| Being attentive for emerging crisis situations as an organization | Colleagues |
| Analyzing and communicating effectively, adapt to different household categories, their expectations and knowledge | Households and colleagues |
| Communicating to households the value of infrastructure, balancing complexity and maintaining positive relationships | Households |
| Looking forward rather than relying on historical data: using the future as an analytical space | Colleagues |
| Looking to other utilities to exchange ideas and learn from their experiences | Utilities |
| Rediscovering the importance of exercises and reviewing routines for crisis preparedness: mobilizing dormant practices and knowledge | Other stakeholders such as municipalities and the administrative county board |
| Receiving practical help from other utilities in rediscovering and using skills and practices that have been lost in the organization | Utilities |
| Lack of trust in utilities | Households |
| Blurred boundaries between stakeholders’ expertise and responsibility | Other stakeholders such as local and national authorities |
| Lack of transparency and communication | Colleagues |
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