What are the main methodological principles of the Change Laboratory

Principles of CHAT and DWR

In designing and implementing the methodology, the research team drew on the principles, concepts and tools of CHAT and DWR activity theory. Engestro¨m (2001) describes the five principles that underpin activity theory.

The activity system, seen in its relationships to networks of other systems, is the unit of analysis. The activity is collective, oriented towards an “object” and mediated (e.g. by rules or cultural norms).

Multivoicedness. An activity system is always a community of many points of view, traditions and interests, both individual and collective. This multivoicedness is amplified in networks of interacting systems.

An activity system is the result of historical evolution. What happens now can only be fully understood against its own history.

Contradictions are the basis of development. Contradictions are not problems or conflicts, but deeply embedded structural tensions between elements of the system.Problems or conflicts signify the presence of contradictions.

The possibility of expansive transformation or expansive learning is always there. Such journeys towards whole new sets of objects and purpose are shared and deliberate.

Expansive, or developmental, transformations in the activity system can be stimulated through the cycle of expansive learning.

The cycle of expansive learning
The cycle of expansive learning is based on a cultural-historical analysis of the system (Engestro¨m, 1987). Research on the apple industry corresponded with the stages of the cycle described below (adapted from Engestro¨m et al., 1996; and see also Engestrom et al., 1995, pp. 12-13):
(1) Questioning. Criticising aspects of accepted practice and existing knowledge.
(2) Analysing the situation. In discussion, by thinking or in practice. Two types of analysis are used:. historical: seeks to explain the situation by tracing its origin and evolution using similar techniques to those used in anthropology (e.g. ethnography); and actual-empirical: seeks to explain the current problematic situation by constructing a picture of its inner relationships.
(3) Modelling the newly-found explanatory relationship. Constructing an explicit, simplified model of the new idea that explains, and offers a solution to, the
situation.
(4) Examining the model. Operating, running and experimenting on the model in order to fully grasp its dynamics, potentials and limitations.
(5) Implementing the new model. Making the model concrete, by means of practical applications (e.g. pilots).
(6) Reflecting on the process and consolidating the practice. Evaluating the new model and the process, and consolidating the new practices into a new stable form of activity.

(From Hill et al. 2007)